Article Sidebar

Submitted
December 24, 2021
Accepted
December 31, 2021
Published
December 31, 2021
Download
PDF
Statistic
Read Counter : 312 Download : 227

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study aims to determine the results of the development of Emotional Intelligence (Emotional Intelligence) on school sports learning activities. The research method used is development research from Borg and Gall (2017) which has been varied, namely (1) conducting preliminary studies, (2) model development plans, (3) initial model development, (4) revision of validation results (5) small group field trials, (6) revision of test results (final product). The instrument used in this study used a questionnaire to measure Emotional Intelligence (emotional intelligence) made by Goleman (2016), which was then adapted by researchers according to research needs. Data was collected using a questionnaire obtained from expert evaluation, small group trial of 20 junior high school students in the city of Cirebon. The data are the results of an assessment of product quality, suggestions for product improvement, and the results of filling out questionnaires by students. The data analysis technique used is descriptive percentage to reveal student assessments using a product developed with the help of the Statistical Package for Social Science (SPSS). Based on the results of the explanation above, it is hoped that the development of Emotional Intelligence (emotional intelligence) will help students in their daily lives, to be able to increase positive interactions with their environment, and be able to use emotions and emotional knowledge in improving thinking. Physical education teachers in junior high schools are expected to use products for developing Emotional Intelligence (emotional intelligence) for learning activities in schools.

Keywords

Development Emotional Intelligence Sports Learning

Article Details

License
 Authors who publish in this journal agree with the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 (CC BY-SA)  that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Nurbait, S., & Bastian, R. H. (2021). Development of Emotional Intelligence (Emotional Intelligence) in Sports Learning Activities at School. Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 5(4), 843–850. https://doi.org/10.33369/jk.v5i4.19757
Download Citation
Endnote/Zotero/Mendeley (RIS)

References

  1. Bar-On, R.; Parker, JD ,(2000). Bar-On Emotional Quotient Inventory: Youth Version; Technical Manuals; Multi-Health Systems: New York, NY, USA.
  2. Bar, R. (2000). Bar-On R. Emotional and social intelligence: Insights from the Emotional Quotient Inventory.
  3. D. Amado-Alonso, B. León-del-Barco, S. Mendo-Lázaro, PA Sánchez-Miguel, and D. Iglesias Gallego,(2019)“Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children,” Sustainability, vol. 11, no. 6, p. 1615,
  5. Fortin, L. (2003). Students' antisocial and aggressive behavior: Development and prediction. Journal of Educational Administration, 41, 669-688.
  6. Gligroska, JP; Manchevska, S. (2012), The effect of physical activity on cognition-physiological mechanisms. matter. Sociomed. 24, 198–202.
  7. Hogan, CL; Catalino, LI; Eyes, J.; Fredrickson, (2015) BL Beyond emotional benefits: Physical activity and sedentary behavior affect psychosocial resources through emotions. Psychol. Health, 30, 354– 369.
  8. Katzmarzyk, PT; Barreira, TV; Broyles, ST; Champagne, CM; Chaput, JP; Fogelholm, M.; Lambert, EV(2015). Physical activity, sedentary time, and obesity in an international sample of children. Med. science. Sports Exerc., 47, 2062–2069.
  9. Laker A. (2000) Beyond the boundaries of physical education: educating young people for citizenship and social responsibility. London: Rout-ledge
  10. Lin, YY; Rau, KM; Lin, CC (2015) Longitudinal study on the impact of physical activity on the symptoms of lung cancer survivors. Support Care Cancer, 23, 3545–3553.
  11. Mendo, S.; Polo, MI; Amado, D.; Iglesias, D.; León, B.( 2017) Self-concept in childhood: The role of body image and sport practice. Front. Psychol, 8, 853.
  12. Ros, A.; Moya-Faz, FJ; Garcés de los Fayos, EJ (2013) Emotional intelligence and sport: Current state of research. Cuad. psychology. Dep., 13, 105–112.
  13. Sadri and H. Janani,( 2015. ) “Relationship of emotional intelligence and self-regulation of male elite swimmers,” Ann. app. Sports Science, vol. 3, no. 4, pp. 9–18.
  14. Schneider, M., Dunn, A., & Cooper, D. (2009). Affect, exercise, and physical activity among the Greek Ministry of Education and Religious Affairs. Curriculum and guidelines for the teaching of physical education in secondary schools. Athens 2003.
  15. Sevdalis, V.; Raab, M.( 2014) Empathy in sports, exercise, and the performing arts. Psychol. SportExerc., 15, 173–179.
  16. Singh, A.; Uijtdewilligen, L.; Twisk, JW; Van Mechelen, W.; Chinapaw, MJ (2012) Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. arch. pediatrician. Adolescent. Med., 166, 49–55.
  17. Stenseng, F.; Forest, J.; Curran, T.(2015) Positive emotions in recreational sport activities: The role of passion and belongingness. J. Happiness Study., 16, 1117–1129.
  18. Ten Hoor, GA; Plasqui, G.; Ruiter, RA; Kremers, SP; Rutten, GM; Schols, AM; Kok, G.( 2016) A new direction in Psychology and Health: Resistance exercise training for obese children and adolescents. Psychol. Health, 31, 1–8.
  19. Wichers, M.; Peeters, F.; Rutten, BP; Jacobs, N.; Derom, C.; Thiery, E.; van Os, J.( 2012) A time-lagged momentary assessment study on daily life physical activity and affect. Health Psychol., 31, 135
  20. Mahendra, A. (2015). Movement Education Model. Bandung: PGSD Physical Education Study Program, FPOK UPI. p. 67-75
  21. Sugiyono. (2017). Quantitative, Qualitative, and R&D Research Methods. Bandung: Alfabeta, CV
  22. Borg & Gall, (2007). Education Research. New York : Allyn and Bacon
  23. Goleman, D. (2009) Emotional Intelligence (Translation. Jakarta: PT. Gramedia Pustaka Utama.
  24. A. Sadri and H. Janani,(2015)“Relationship of emotional intelligence and self-regulation of male elite swimmers,” Ann. Appl. Sport Sci., vol. 3, no. 4, pp. 9–18,.
  25. Agustin MA, (2019), Integrating Emotional Intelligence into Sports Activities, http://repository.upi.edu /.
  26. Pulung Riyanto, Syamsudin, Pande Made DS,2020. Youth Sports Activities on Emotional Intelligence. Advances in Social Science, Education and Humanities Research, volume 473.