Improving personal and social skills through physical education learning based on PYD-TS model YES-S for students in inclusive schools
DOI:
https://doi.org/10.47197/retos.v68.116871Keywords:
Personal skill, social skill, physical education, PYD-TS YES-S, inclusive schoolAbstract
Introduction: Positive student development is an important aspect of education, particularly in diverse inclusive schools, where sport plays a potential interactive role in developing students’ character, social skills and self-confidence.
Objective: The purpose of this study was to determine the effect of the Positive Youth Development Throught Sport (PYD-TS) Model YES-S on Students in Inclusive Schools.
Methodology: Quantitative research Quasi-Experiment Pretest–Posttest Control-Group Design using the Youth Experience Survey of Sport (YES-S) questionnaire instrument in the Personal Skills and Social Skills domains. The population and sample of this study were 217 ABK (children with special needs) and NonABK Non-ABK (non-children with special needs) students from SDN 30 and SMPN 13 Palembang.
Results: The results of the analysis showed that pure PE learning was only significant in the NonABK group (p = 0.002), while in the ABK group it was not significant (p = 0.057). On the other hand, the PYD-TS Model YES-S program had a significant effect on both the ABK group (p = 0.000) and NonABK (p = 0.000), with a higher t value, indicating a stronger impact than pure PE (Physical education) learning.
Conclusions: PE learning based on PYD-TS Model YES-S has proven effective in significantly improving personal skills and social skills in ABK and students, so that this model can be an inclusive and holistic approach in supporting the development of students in the school environment.
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