Optimization of Social Support in Physical Education Learning to Strengthen Students’ Social Self-Esteem

Jusuf Blegur, Christin Prima Mery Rajagukguk, Andreas Johanis Fredik Lumba, Renya Rosari

Abstract


Abstract: Optimization of Social Support in Physical Education Learning to Strengthen Students’ Social Self-Esteem. Objectives: This study aims to test the determination of teacher and classmate support for students’ social self-esteem. Methods: The participants were 94 junior high school students grade 7 (M = 12.7660; SD = 0.53733). We collected the data using The Teacher and Classmate Support Scale and Social Self-Esteem Inventory. Data were analyzed descriptively and the t-test. Findings: The results of teacher and classmate support and students’ social self-esteem variables show positive results, as well as proving that teacher and classmate support affects students’ social self-esteem during physical education learning activities. Conclusion: The presence of teachers in the learning class is necessary to provide social, emotional, and cognitive support to students so that they become more confident in performing their abilities and also feel comfortable with every performance they produce in some learning experiences and expressive learning cultures.

Keywords: social support, teacher support, classmate support, students’ social self-esteem.

Abstrak: Optimalisasi Dukungan Sosial dalam Pembelajaran Pendidikan Jasmani untuk Menguatkan Harga Diri Sosial Siswa. Tujuan: Penelitian ini bertujuan untuk menguji determinasi dukungan guru dan sejawat terhadap harga diri sosial siswa. Metode: Partisipan sebanyak 94 siswa Sekolah Menengah Pertama kelas 7 (M = 12,7660; SD = 0,53733). Kami mengumpulkan menggunakan The Teacher and Classmate Support Scale dan Social Self-Esteem Inventory. Data dianalisis secara deskriptif dan uji t. Temuan: Hasil variabel dukungan guru dan sejawat dan harga diri sosial siswa menunjukkan hasil yang baik, sekaligus membuktikkan bahwa dukungan guru dan sejawat mempengaruhi harga diri sosial siswa selama aktivitas belajar pendidikan jasmani. Kesimpulan: Penting untuk guru hadir dalam kelas belajar untuk memberikan dukungan sosial, emosional, maupun kognitif kepada siswa agar mereka lebih percaya terhadap kemampuan mereka sekaligus merasa nyaman atas setiap performa yang mereka hasilkan melalui pengalaman belajar tertentu dan kultur belajar yang ekspresif.

Kata kunci: dukungan sosial, dukungan guru, dukungan sejawat, harga diri sosial siswa.


DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202105


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