PERANCANGAN FRAMEWORK PEMBELAJARAN PJOK BERBASIS IOT DENGAN PENDEKATAN ADAB DAN AKHLAK
Abstract
Penelitian ini bertujuan untuk mengembangkan framework pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) berbasis Internet of Things (IoT) yang terintegrasi dengan nilai-nilai adab dan akhlak di sekolah Islam. Menggunakan pendekatan Design-Based Research (DBR) dengan metode mixed method, penelitian dilaksanakan di tiga sekolah Islam di Aceh dengan melibatkan 150 siswa, 10 guru PJOK, 3 pimpinan sekolah, dan 6 pakar pendidikan. Hasil penelitian menunjukkan bahwa framework yang dikembangkan memiliki efektivitas tinggi dalam tiga aspek utama: (1) implementasi teknologi IoT dengan tingkat akurasi monitoring 92,3% dan reliabilitas data 90,1%, (2) integrasi nilai-nilai adab dan akhlak dengan tingkat keberhasilan 87,5% dalam implementasi dan peningkatan karakter islami sebesar 45,2%, dan (3) peningkatan kualitas pembelajaran dengan efektivitas penyampaian materi 88,5% dan ketercapaian tujuan pembelajaran 86,9%. Tantangan implementasi meliputi aspek teknis (infrastruktur 35,2%, konektivitas 28,7%) dan pedagogis (adaptasi guru 32,4%, kesiapan siswa 27,8%) yang diatasi melalui program peningkatan infrastruktur dan pengembangan kapasitas berkelanjutan. Framework ini berkontribusi signifikan dalam pengembangan model pembelajaran PJOK yang mengintegrasikan teknologi modern dengan nilai-nilai Islam. Kesimpulannya, pengembangan framework pembelajaran PJOK berbasis IoT yang terintegrasi dengan nilai-nilai Islam terbukti efektif dalam meningkatkan kualitas pembelajaran, meskipun masih menghadapi beberapa tantangan teknis dan pedagogis yang memerlukan penyesuaian berkelanjutan.
Abstract
This research aims to develop an Internet of Things (IoT)-based Physical Education framework integrated with Islamic values of adab and akhlak in Islamic schools. Using Design-Based Research (DBR) approach with mixed methods, the research was conducted in three Islamic schools in Aceh, involving 150 students, 10 Physical Education teachers, 3 school leaders, and 6 education experts. The results show that the developed framework demonstrates high effectiveness in three main aspects: (1) IoT technology implementation with 92.3% monitoring accuracy and 90.1% data reliability, (2) integration of adab and akhlak values with 87.5% implementation success rate and 45.2% improvement in Islamic character development, and (3) enhancement of learning quality with 88.5% material delivery effectiveness and 86.9% learning objectives achievement. Implementation challenges include technical aspects (infrastructure 35.2%, connectivity 28.7%) and pedagogical aspects (teacher adaptation 32.4%, student readiness 27.8%), which were addressed through infrastructure improvement programs and continuous capacity development. This framework contributes significantly to developing a Physical Education learning model that integrates modern technology with Islamic values. In conclusion, the development of an IoT-based Physical Education, Sports, and Health learning framework integrated with Islamic values has proven effective in improving the quality of learning, although it still faces several technical and pedagogical challenges that require continuous adjustment.
References
Ahmad, G. (2020). Pemikiran Pendidikan Islam Menurut Al-Farabi. JIEBAR : Journal of Islamic Education: Basic and Applied Research, 1(1), 48–64. https://doi.org/10.33853/jiebar.v1i1.60
Ardiansyah, C., Efgivia, M. G., & Arief, Z. A. (2024). Development of Limited Face-To-Face Learning Using the Flipped Classroom Model in PJOK Lessons at SMP PGRI Gandoang. 8(9), 78–82.
Chaganti, R., Varadarajan, V., Gorantla, V. S., Gadekallu, T. R., & Ravi, V. (2022). Blockchain-Based Cloud-Enabled Security Monitoring Using Internet of Things in Smart Agriculture. Future Internet, 14(9), 1–20. https://doi.org/10.3390/fi14090250
Cui, Y., Liu, F., Jing, X., & Mu, J. (2021). Integrating Sensing and Communications for Ubiquitous IoT: Applications, Trends, and Challenges. IEEE Network, 35(5), 158–167. https://doi.org/10.1109/MNET.010.2100152
Hassan, M. S., & Ahmad, K. (2023). IoT implementation in Islamic schools: Benefits and challenges. Journal of Islamic Studies in Education, 25(4), 423-441.
Ismail, H., & Rahman, F. (2023). Physical education in Islamic context: Contemporary approaches. International Journal of Islamic Education, 16(2), 156-174.
Ismail, S. (2017). Al-Attas’ Philosophy of Islamic Education. Aricis Proceedings, 0(1), 341–350. http://jurnal.ar-raniry.ac.id/index.php/aricis/article/view/957
Johnson, R., & Walker, T. (2023). Digital transformation in physical education: IoT applications and impacts. Journal of Sports Technology, 29(4), 378-395.
Nafisa, D., Tsalisa, H. H., Nurbaiti, I. S., & Yusuf, Z. A. (2024). Pentingnya Pengembangan Keterampilan Fisik pada Anak-Anak Melalui Mata Pelajaran Pendidikan Jasmani , Olahraga , dan. Jurnal Pendidikan Tambusai, 8, 23450–23459. https://jptam.org/index.php/jptam/article/view/15446%0Ahttps://jptam.org/index.php/jptam/article/download/15446/11675
Pakpahan, P. L., & Habibah, U. (2021). Manajemen Program Pengembangan Kurikulum PAI dan Budi Pekerti dalam Pembentukan Karakter Religius Siswa. Tafkir: Interdisciplinary Journal of Islamic Education, 2(1), 1–20. https://doi.org/10.31538/tijie.v2i1.19
Potluri, R. M., & Vajjhala, N. R. (2024). Meta- Analysis of IoT Integration for Data- Driven Decision Making in Education. September. https://doi.org/10.4018/979-8-3693-5498-8.ch002
Rahmawati, K. A., Nurlia, R., Oktavia, R., Ihsani, V. N. A., & Hafiza, N. D. (2024). Peran Pendidikan Jasmani, Olahraga, dan Kesehatan dalam Pembentukan Karakter dan Perkembangan Gerak Anak Sekolah Dasar. Indo-MathEdu Intellectuals Journal, 5(3), 2741–2749. https://doi.org/10.54373/imeij.v5i3.1143
Rahman, S., & Ibrahim, H. (2023). IoT in education: A systematic review of implementation strategies. Journal of Educational Innovation, 19(2), 178-196.
Reeves, T. (2006). Design research from a technology perspective. Chapter in Educational Design Research. 52–66.
Revo, A. F., Lumbanbatu, B. T. P., Jasmani, P., & Samudra, U. (2024). Inovasi Pembelajaran Pjok Dengan Penerapan Vr Dan Ar : Literatur review. 13.
Rozi, F. (2022). Penguatan Dasar Pendidikan Jasmani dan Teknologi Pendidikan pada Kelompok Kerja Guru Pendidikan Jasmani. PUNDIMAS: Publikasi Kegiatan Abdimas, 1(1), 7–11. https://doi.org/10.37010/pnd.v1i1.552
Richardson, K. L., Thompson, M., & Anderson, P. (2023). Effectiveness of IoT integration in physical education: A meta-analysis. International Journal of Physical Education Technology, 17(3), 267-285.
Setiawan, A., Solihin, A. O., & Syamsudar, B. (2024). Kesiapan Guru PJOK Se-Kecamatan Purwakarta dan Pemanfaatan Teknologi Informasi Komunikasi terhadap Kebijakan Merdeka. Jurnal Pendidikan Tambusai, 8(1), 15546–15563.
Siregar, A. H. (2019). Teknologi Informasi dan Pengaruhnya Terhadap Tingkat Kecemasan Bekerja Karyawan di Bank. 3(2), 47–59.
Utari, L., Kurniawan, K., & Fathurrochman, I. (2020). Peran Guru Pendidikan Agama Islam dalam Membina Akhlak Peserta Didik Autis. Journal of Education and Instruction (JOEAI), 3(1), 75–89. https://doi.org/10.31539/joeai.v3i1.1304
Vilianita, R., Maksum, M. N. R., & Ma’arif, M. A. (2022). The Relevance of Education Based on Adab According to the Thoughts of Syed Muhammad Naquib Al Attas with the Current State of the Community. Proceedings of the International Conference on Islamic and Muhammadiyah Studies (ICIMS 2022), 676(Icims), 259–265. https://doi.org/10.2991/assehr.k.220708.033
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23. https://doi.org/10.1007/BF02504682
Yusof, A., & Hamid, M. (2023). Physical education in Islamic schools: Integration of values and activities. Journal of Physical Education and Religion, 15(2), 123-141.
Zain, M. (2023). Islamic perspectives on physical education: Historical and contemporary analysis. International Journal of Islamic Physical Education, 20(3), 245-263.
Abstract views: 120
PDF downloads: 97
