Indonesian Journal of Research and Educational Review e–ISSN 2809-3682

Volume 1, No. 2, 2022, pp 269-277 p–ISSN 2809-7505

https://doi.org/10.51574/ijrer.v1i2.280

LEARNING INNOVATIONS IN PHYSICAL EDUCATION, SPORTS,

AND HEALTH DURING THE COVID-19 PANDEMIC

Adhi Prasetyo1, Irvan Sir2, Atmam Amir3

1 MISNurul Huda, Kediri, Indonesia
2 Universitas
Negeri Makassar, Makassar, Indonesia
3 SMA Negeri 9 Makassar, Indonesia

Article Info ABSTRACT

Article history: The COVID-19 pandemic has altered our lives forever. The realm of education
is one of them. The learning process is disrupted, yet as a result of this, new
Received January 01, 2022 educational innovations have evolved, which indirectly drive education down
Revised Jan 22, 2022 a more advanced path by incorporating technology. As a result, during the
Accepted Feb 12, 2022 COVID-19 pandemic, this study takes a qualitative method with good learning
analytic tools and learning innovations. Furthermore, data for this study was
gathered through tracking numerous learning sources, with an emphasis on
Keywords: online learning that makes use of technology, particularly the internet network.
Students have the most trouble with online learning in physical education,
Covid-19 Pandemic sports, and health since they emphasize movement activities, but online
Learning Innovation learning has more students just sitting in front of the electronic devices used.
PJOK Furthermore, learning on the network is frequently hampered by a sluggish
internet connection, which might obstruct the learning process. When learning
takes place in person, various hurdles arise. The most significant of these is
the time limit for face-to-face sessions at school, which forces educators to
condense the material to be delivered. In practice, students must create video
recordings in order to obtain the psychomotor value of students in the
worksheet because the primary goal of this subject for elementary school
students is to promote children's movement activities.
Copyright © 2022 ETDCI.
All rights reserved.

Corresponding Author:
Adhi Prasetyo,
MIS Nurul Huda, Kediri, Indonesia
Email: [email protected]

1. INTRODUCTION
The ongoing coronavirus pandemic has wreaked havoc on every aspect of life. Those
who bear the brunt of the damage are, of course, those in the field of education, because
face-to-face learning is rarely possible due to big crowds, which substantially aid the spread
of the coronavirus. As a result, the learning environment is unclear. Educators must also
wrack their brains to come up with effective learning methodologies for their students in
order to meet the expectations of the Madrasah Curriculum Development Team's curriculum.
Additionally, learning must stay engaging and enjoyable for students (Daniel, 2020;
Muthuprasad et al., 2021). From here, educators must be innovative in learning, as face-to-
face learning (offline) is not permitted. As a result, learning must be carried out in a network
mode (online), which is highly reliant on innovation in learning delivery (Ally, 2004; Ersin
& Atay, 2021).
As previously stated, certain parties will find this abrupt change difficult to accept,
but under the current circumstances, only technology can bridge the gap, allowing the

269
270 Prasetyo et al, Learning Innovations in Physical, Education, Sports …

learning process and scientific growth to continue. As a consequence, all parties involved
must be able to adapt to online learning. Online learning is not a new concept that originated
during the Covid-19 pandemic in some countries, but it has been a need in the world of
education for a few years, where face-to-face learning is considered traditional learning,
necessitating innovation and better learning facilities (Chang et al., 2021; Karma et al.,
2021). Using information technology, we can make things better once more. As a result, by
implementing online learning, a modern learning environment will be created (Anderson,
2004; Moore et al., 2011).
The aforementioned challenges are no longer considered impediments but rather
challenges that must be met by every element involved in the field of education. This is the
only method that students can still receive an education. Although difficult, this is the only
way to bridge the gap between education implementation and the current epidemic. As a
result, the author of this study wishes to delve deeper into learning innovations found in the
application of learning during the Covid-19 pandemic, particularly in PJOK learning.
In terms of the aforementioned goals, innovation occurs when a scenario forces a
person to address an issue in the surrounding environment (Chang et al., 2021; Harijanto et
al., 2021; Karma et al., 2021). A new thought that is sensed by various parties, either
individually or in groups, is also defined as innovation. This principle can be seen in the
products of information technology. The concept in question can take the form of techniques
or products that are used to solve problems with the goal of improving learning conditions.
Innovation also has the following characteristics: 1) There is a relative benefit; 2) it is
compatible; 3) it is complex; 4) it is triable; and 4) it is observable.

2. METHOD
During the Covid-19 pandemic, this study used a qualitative approach with good
learning analytic techniques and learning innovations. Furthermore, data for this study was
gathered through a variety of sources, including government papers, the media, and pertinent
research results that had previously been examined using research principles, as well as the
outcomes of interviews with many primary school students. Content Analysis was used to
analyze the data. Content analysis is a process for objectively and systematically extracting
information from documents in the form of recordings, photos, sounds, writings, and other
media. From August 26, 2021, to October 7, 2021, this study was carried out at Madrasah
Ibtidaiyah Nurul Huda in Kediri, East Java Province. The total number of students at MI
Nurul Huda in the academic year 2021/2022 was 130, including 79 men and 51 women. The
number of students shown in table 1 is detailed below.

Table 1. Details of Number of Students

Class Men Women Total

I 17 13 30
II 21 6 27
III 15 8 23
IV 11 7 18
V 9 6 15
VI 8 9 17
Total 79 51 130
 Volume 1, No 2, 2022, pp 269-277 271

3. RESULTS AND DISCUSSION

As should have been said above, the COVID-19 pandemic has an impact on many
parts of life, including schooling. Because education is defined as a technique of
molding humans into persons capable of facing the difficulties of the day, it must be
prepared to respond to all sorts of changing times. As a result, it is reasonable to
conclude that educational innovation is essential. As a result, the authors examine and
discuss many learning innovations used during the covid-19 pandemic.

1. Learning From Home: Collaboration Between Schools and Parents

Covid-19 encourages students to learn at home. This learning is done through the use
of technology in an online format (Kim, 2020; Salsabila et al., 2020; Hasanah et al.,
2021; Chiu et al., 2021; Yates et al., 2021). Teachers must be able to ensure that, even
if students study at home, they continue to study at the same time, even if they are in
different locations. This online learning system can be used with WhatsApp Groups
(WAG), Telegram, Zoom, and other web-based platforms (Ansori, 2018; Liu et al.,
2020; Aisyah et al., 2021; Gunawan et al., 2021; Kumar & Sharma, 2021; Sirwan et al.,
2021). The role of parents in this learning is critical for the continuity of learning, as
they participate as a companion or second teacher in learning activities, bringing
educators and parents closer together for the common good (Fauzi & Khusuma, 2020;
Irawan et al., 2020; Ilmanto et al., 2021; Puspita, 2021).

2. Online Learning as an Opportunity as well as a Challenge

Quality education is defined as learning that allows students to express and recognize
their learning needs in accordance with their talents, interests in growth and
development, and the students' own environmental situations. Using technology as a
learning medium during Covid-19 is one approach for students to continue learning
(Simamora, 2020; Chick et al., 2020; Putra et al., 2020); nevertheless, using technology
as a learning medium requires teachers and students to improve. It is believed that as
technology advances in this era, teachers will be able to use it as an opportunity to learn
how to effectively handle digital content, particularly for teachers who are unfamiliar
with technology due to the rapid and abrupt adaption pattern. Furthermore, teachers
must be able to use technology to develop education, both in terms of models, media,
and tactics, as well as in terms of evaluation and assessment of learning (Afrianto, 2018;
Amhag et al., 2019; Suartama et al., 2019; Bernacki et al., 2020; Daniel, 2020; Ferri et
al., 2020).

3. Learning Models during the Covid-19 Pandemic

The learning model is a picture or pattern that will be utilized to accomplish the
learning that will take place (Haris, 2018; Beijaard, 2019; Pérez-Ordás et al., 2021).
According to another viewpoint, the learning model is a framework of systematic
procedures for obtaining learning experiences in order to achieve specific objectives
(Kivunja, 2018; Martin et al., 2020). In this regard, Permendikbud Number 65 of 2013
explains the Standards for the Primary and Secondary Education Process that: first, to
achieve the learning process as stipulated in the 2013 curriculum, it is necessary to apply
a scientific approach and adopt a thematic learning model, second, discovery/inquiry-
272 Prasetyo et al, Learning Innovations in Physical, Education, Sports …

based learning is used both between lessons and in the subject, and third, the teacher
encourages students to produce works.
The global spread of the Covid-19 disease has hastened the adoption and acceptance
of the necessity for digital learning (Hantrais et al., 2021; Singh et al., 2021).
Nonetheless, especially for athletic activities, the conventional face-to-face learning
approach is still very necessary to apply. Online assessments will be scrutinized in the
future on the basis of their legitimacy and fairness. The problem of plagiarism and self-
responsibility in education and learning must be addressed in this regard because future
education will place a greater emphasis on content rather than learning methods.
Blended Learning is one of the models that instructors might use during the Covid-
19 epidemic (Rohana, 2021; Saboowala & Manghirmalani Mishra, 2021; Singh et al.,
2021). E-learning, which serves as a framework for implementing online learning,
cannot be separated from blended learning. The use of technology and communication
in the execution of online learning cannot be separated. Discussing the usage of various
electronic technologies to deliver learning is part of the e-learning used in the design of
blended learning systems. Furthermore, this training is intended to provide the best
possible learning experience. Computers, smartphones, television, the internet, and
other electronic technologies can be used to create a learning experience that is regarded
as a series in its application. In this regard, there is a series of e-learning in three
categories consisting of adjunct, mixed/blended, and fully online (Harasim, 2006).
Adjunct, in this category, learning is done in person with the help of an internet
delivery method. In addition, to aid learning in the classroom, the teacher provides
students/students projects to look for specific material via the internet using various
technologies such as LCD projectors, and so on. Online learning is solely utilized as a
supplement to the learning process in this category. Furthermore, mixed or blended, in
this category, learning is carried out using online and face-to-face systems as an
inseparable part and is a unified whole.
Fully online, interactions in the execution of learning are carried out entirely online
in the last category. There is no face-to-face interaction in this category, such as learning
materials linked by hyperlinks such as photos and text. Blended learning, among the
three categories, can be defined as e-learning that is conceived, developed, and deployed
to produce a learning experience in order to meet the learning objectives set out.
Furthermore, Blended Learning is described as learning that mixes online and face-
to-face learning at the same time, with the flaws of face-to-face learning being combined
with the benefits of online learning to enable optimum learning (Mortera-Gutiérrez,
2006; Pacciano, 2013; Hrastinski, 2019; Martínez et al., 2020). Blended learning also
refers to the blending of various learning contexts. Blended learning provides a possible
setting for teachers and students to efficiently carry out learning. When it comes to
blended learning, there are two types of learning contexts to consider: synchronous
(learning in a classroom/face-to-face) and asynchronous (learning outside of a
classroom/online) (Muzaini, Rahayuningsih, Nasrun, & Hasbi; Moorhouse & Wong,
2022). A learning context is a condition or circumstance in which learning activities can
take place. Figure 1 depicts the learning context in the blended learning approach in this
regard.
 Volume 1, No 2, 2022, pp 269-277 273

Figure 1. Learning Settings in the Blended Learning Model

The author describes the features in Figure 1 as follows:

Live synchronous, students can learn at the same time and in the same place via direct
learning, as shown in the first image. In addition to face-to-face learning in the
classroom, such as lectures, dialogues, and so on.
Virtual synchronous; the second image depicts students and teachers learning at the
same time but in different locations. Online learning is used for independent tasks.
Students can learn whenever and wherever they want, depending on their circumstances
and learning pace. Reading, listening, watching, and modeling virtual synchronous
learning that occurs via the use of synchronous technologies such as video conferencing,
audio conferencing, and groups are among the learning activities depicted in this image.
Self-asynchronous; in this illustration, learning is accomplished through the use of
numerous digital materials that are relevant to the subject of study. While, asynchronous
Collaborative; in the last image, the learning process is carried out by involving more
than one individual, either students or a presenter. Discussion forums, tasks, and other
activities aid learning at this stage.

4. CONCLUSION
Policy and innovation are inextricably linked and cannot be separated from one
another. This is because innovation will bring fresh knowledge that will be valuable, whereas
policy is an idea, guideline, and approach that will strengthen innovation. The government's
learning innovation efforts aimed at avoiding the spread of Covid-19 are intended to yield
something new and valuable for achieving effective and efficient schooling. Teachers,
students, and parents get experience as well as a new understanding of technology-based
online learning, which is especially beneficial for people who are technology stuttering. The
objective is that learning breakthroughs developed during the Covid-19 pandemic can be
used to improve education quality in the future and enable countries to compete worldwide.

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