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SCHOOL PROFILE

SMP Negeri 3 Kota Bengkulu is a well-known school of Bengkulu, Indonesia. Its NSS is 201266004003 with NPSN of 10702510. SMP3 is geographically positioned at Pantai, a part of Bengkulu, Indonesia as well. Basically, the said school is a government-owned school.

It is a public and normal school which accepts students who are willing to be educated. The school’s total number of students in the year 2018-2019 is 494 which includes Grade VII to IX. Sugeng Raharjo, S. Pd. is the headmaster of the school.

Vision

                Quality, character and nuances of faith

Vision Indicator

1. Increasing annual value of 0.50
2. Increasing teachers’ professionalism
3. The realization of a comfortable school environment
4. Implement participatory management by involving all citizens
5. The formation of a religious school community

Mission

1. Provide opportunities for students to improve achievement through excellent learning services;
2. improve competency and professionalism of teaching staff;
3. develop a comfortable school environment as a learning community;
4. foster a sense of ownership to jointly build schools;
5. provide student guidance for MIPA field, speech in English, Digging in Indonesian language, and Chemistry research for Youth;
6. carrying out religious activities;
7. carrying out various sports and arts activities; and
8. carrying out ICT multimedia-based learning.

The purpose of the education unit

General Purpose

1. Obtain an Un and Us score on average 7.50,
2. Increase teacher professionalism,
3. Creation of a comfortable and conducive school environment, and
4. The spread of participatory management involving all school members.

Specific Objectives

1. Creating character and noble students.
2. Explore the art and sports to the success of POPNAS

ACADEMIC SUPPORT SYSTEM

The academic support system of SMP3 is focused. There a lot of supports given by the school itself. It can be seen through the different medium which is very conducive to each and every students and teachers in the school. Moreover, these supports are mainly adapted through various activities which helps to the improvement of learning.

Books. The school has a library. These books are categorized and organized. It is very helpful to the academic aspect of students to improve their reading ability, their capacity to explore more things, to guide them in their studies, to form and construct new ideas and discover more things beyond their present understanding.

Teachers as a fountain of knowledge. Teachers has a great impact to each student. Teachers are the source of information. The support given by them has a great impact to the students. They tend to give first-hand experience to students that can be more understandable by them. These supports are adapted mainly by students which can be seen through their evaluated practicum, examinations and activities.

TEACHING SYSTEM

The teaching system of SMP3 is categorized by two: theory and application. The two categories are done separately. For day one (new topic), the teacher has 40 minutes to explain and discussed. The next day, the teacher have 80 minutes to do activities, practicum or examinations to students. The teaching system of the school makes it more conducive to student for they can apply what they have learned the previous day which they can practice, study, manage and review their lessons.

As what I have observed, a topic is discussed in a week. Therefore, the teacher has 7 days to make a single teaching plan for different class. It is a great advantage for the teacher to master the whole because there are no variations used.

For the physical education class, during application, the teaching system is categorized into two: modifikasi (modification) and sebenarnya (actual). For example, during volleyball class, the teacher gave an activity that focuses on the body parts than can be used like the legs and arms. Along with these, the teacher also focuses on the components of physical education used in volleyball – agility and reaction time.

So, to apply modification, the teacher threw the ball in any direction to be caught by the student. With these, the student can gain agility prowess and good reaction time. For the next week, the students are evaluated through their game or what we called the actual gaming.

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MATERIALS AND OTHER LEARNING RESOURCES

Books. The school has a library which includes books in every grade level. The books are organized and managed properly. It also includes religious books where they can have a prayer during istiharat (break time). It also includes English books which is actually a good way to improve English speaking ability of interested students.

Sports Equipment. Due to having physical education class, the school provided PE classes with sport equipment like ball for volleyball, basketball and soccer. The school has rackets for table tennis and badminton as well as bat for baseball.

Musical Instruments. The school has keyboard used for music classes. With Mr. Dwidid, a music teacher, he makes sure that these instruments are kept properly. As I observed in his class, all are provided instruments like a flute. During their cultural event, they have also guitar. Moreover, the school is equipped also with speaker that they used during Tafakur (Mass) and Upacara (Flag Ceremony).

MEASUREMENT AND EVALUATION SYSTEM

The minimum range of values ​​and criteria for completeness criteria (KKM)

SMP Negeri 3 Kota Bengkulu

School year 2018-2019

KKM: 75

Range of Values	Predicate	Description
> 92 – 100	A	Very Good
> 83 – 92	B	Good
≥ 75 – 83	C	Satisfactory
< 75	D	Needs improvement

KKM: 76

Range of Values	Predicate	Description
> 91 – 100	A	Very Good
> 83 – 91	B	Good
≥ 76 – 83	C	Satisfactory
< 76	D	Needs improvement

KKM: 77

Range of Values	Predicate	Description
> 92 – 100	A	Very Good
> 84 – 92	B	Good
≥ 77 – 84	C	Satisfactory
< 77	D	Needs improvement

KKM: 78

Range of Values	Predicate	Description
> 93 – 100	A	Very Good
> 85 – 93	B	Good
≥ 78 – 85	C	Satisfactory
< 78	D	Needs improvement

KKM: 79

Range of Values	Predicate	Description
> 92 – 100	A	Very Good
> 85 – 92	B	Good
≥ 79 – 85	C	Satisfactory
< 79	D	Needs improvement

KKM: 80

Range of Values	Predicate	Description
> 93 – 100	A	Very Good
> 86 – 93	B	Good
≥ 80 – 86	C	Satisfactory
< 80	D	Needs improvement

During physical education practicum, my cooperating teacher, Mr. Bahrullazi gave me this set of criteria. As I study the evaluation sheet, the criteria to be used depends on the students’ mastery and capacity. Mr. Bahrullazi asked me to evaluate my students on how they manage their mastery on the previous week’s lesson. The form of evaluation is very useful for group activities for it summarizes the totality of the whole performance.

The form of evaluation has its predicate which describes the total performance of the group. These make the teacher more at ease to mark it as very good, good, satisfactory or needs improvement.

CURRICULUM

Core Competencies and Basic Competencies of Health, Sports and Health Education Smp/ Mts

CLASS: VII

               The curriculum objectives include four competencies, namely (1) spiritual attitude competence, (2) social attitudes, (3) knowledge, and (4) skills. This competency is achieved through the intra-curricular, co-curricular, and / or extracurricular learning process.

               The formulation of spiritual attitude competencies, namely, “Respect and appreciate the teachings of the religion he adheres to”. The formulation of social attitudes competency is, “Showing honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), courtesy, and confidence in interacting effectively with the social and natural environment within the scope of association and whereabouts” Both of these competencies were achieved through indirect teaching (indirect teaching), namely exemplary, habituation, and school culture by paying attention to the characteristics of subjects, as well as the needs and conditions of students.

               Growth and development of attitude competencies are carried out throughout the learning process and can be used as a teacher’s consideration in further developing the character of students.

Knowledge and Competency Competence Skills are formulated as follows.

CORE COMPETENCE 3 (KNOWLEDGE)	CORE COMPETENCY 4 (SKILL)
3. Understanding knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, art, culture related to phenomena and events that appear to the eye	4. Try, process, and present in the concrete realm (using, parsing, arranging, modifying, and making) and abstract realms (writing, reading, counting, drawing, and making) in accordance with what is learned in school and other similar sources in viewpoints / theories
BASIC COMPETENCIES	BASIC COMPETENCIES
3.1 Understanding specific movements within various simple and or large ball games.	4.1 Practice specific movements within various simple and or large ball games
3.2 Understanding specific movements within a variety of simple and or small ball games.	4.2 Practice specific movements in a variety of simple and or small ball games.
3.3 Understanding the specific motion of the road, running, jump, and throw in various simple and or traditional games.	4.3 Practice specific road movements, run, jump, and throw in a variety of simple and or traditional games
3.4 Understanding the specific motion of art self-defense.	4.4 Practice specific art movements self-defense.
3.5 Understand the concept of exercise to improve fitness degrees physical related health (endurance, strength, body composition, flexibility) and measurement of results	4.5 Practicing exercise to improve physical fitness related to health (endurance, strength, body composition, and flexibility) and measurement of results
3.6 Understanding the various basic skills of floor gymnastics	4.6 Practicing various specific skills in floor gymnastics
3.7 Understanding variations and combinations of motion in the form of a series of steps and swing of the arm following the rhythm (beat) without / with music as a form of heating motion in rhythmic motion activity	4.7 Practicing variations and combinations of motion in the form of a series of steps and swing of the arm following the rhythm (beat) without / with music as a form of heating motion in rhythmic motion activities
3.8 Understand the specific motion of one swimming style with good coordination.	4.8 Practicing the concept of motion specific one of the swimming styles with good coordination
3.9 Understanding body development adolescents which include secondary and mental physical changes	4.9 Describe body development adolescents which include secondary and mental physical changes.
3.10 Understanding a healthy, nutritious and balanced diet its influence on health.	4.10 Describe a healthy, nutritious and balanced diet its influence on health

CLASS: VIII

The curriculum objectives include four competencies, namely (1) spiritual attitude competence, (2) social attitudes, (3) knowledge, and (4) skills. This competency is achieved through the intra-curricular, co-curricular, and / or extracurricular learning process.

The formulation of spiritual attitude competencies, namely, “Respect and appreciate the teachings of the religion he adheres to”. The formulation of social attitudes competency is, “Showing honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), courtesy, and confidence in interacting effectively with the social and natural environment within the scope of association and whereabouts” Both of these competencies were achieved through indirect teaching (indirect teaching), namely exemplary, habituation, and school culture by paying attention to the characteristics of subjects, as well as the needs and conditions of students.

Growth and development of attitude competencies are carried out throughout the learning process and can be used as a teacher’s consideration in further developing the character of students.

Knowledge and Competency Competence Skills are formulated as follows.

CORE COMPETENCE 3 (KNOWLEDGE)	CORE COMPETENCY 4 (SKILL)
3. Understanding and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to visible phenomena and events	4. Processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract realms (writing, reading, counting, drawing, and composing) in accordance with what is learned in school and other similar sources in viewpoints / theories
BASIC COMPETENCIES	BASIC COMPETENCIES
3.1 Understanding specific motion variations in a variety of simple and or large traditional ball games.	4.1 Practice specific motion variations in a variety of simple and or large traditional ball games.
3.2 Understanding specific motion variations in a variety of simple and or small ball games	4.2 Practicing variations in motion specific in a variety of simple and or traditional small ball games
3.3 Understanding variations in specific motion of the road, run, jump, and throw in various simple and or traditional games	4.3 Practice variations in specific motion of the road, run, jump, and throw in various simple and or traditional games
3.4 Understanding specific motion variations martial arts	4.4 Practice variations in motion specific martial arts
3.5 Understand the concept of exercise to improve fitness degrees body related to skills (speed, agility, balance, and coordination) and measurement of results	4.5 Practicing fitness level improvement exercises body related to skills (speed, agility, balance, and coordination) and measurement of results
3.6 Understanding combination skills in the form of a series of simple movements in specific activities of floor gymnastics	4.6 Practicing combinations skills in the form of a series of simple movements in specific activities of floor gymnastics
3.7 Understanding variations and combinations motion in the form of a series of steps and the arm swing follows the beat (beat) without / with music as a form of warming motion and the core of the exercise in rhythmic motion activity	4.7 Practice variation procedures and combination of shaped motion a series of steps and arm swings following the rhythm (beat) without / with music as forming a warming motion and the core of the exercise in rhythmic motion
3.8 Understanding the specific motion of one swimming style in water play with or without tools	4.8 Practice specific movements of one swimming style in the game water with or without tools
3.9 Understanding the need for prevention against the “danger of promiscuity”	4.9 Describe the need for prevention against the “danger of promiscuity”
3.10 Understand how to maintain personal safety and others on the highway	4.10 Describe how to maintain personal safety and others on the highway

CLASS: IX

The curriculum objectives include four competencies, namely (1) spiritual attitude competence, (2) social attitudes, (3) knowledge, and (4) skills. This competency is achieved through the intra-curricular, co-curricular, and / or extracurricular learning process.

The formulation of spiritual attitude competencies, namely, “Respect and appreciate the teachings of the religion he adheres to”. The formulation of social attitudes competency is, “Showing honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), courtesy, and confidence in interacting effectively with the social and natural environment within the scope of association and whereabouts” Both of these competencies were achieved through indirect teaching (indirect teaching), namely exemplary, habituation, and school culture by paying attention to the characteristics of subjects, as well as the needs and conditions of students.

Growth and development of attitude competencies are carried out throughout the learning process and can be used as a teacher’s consideration in further developing the character of students.

Knowledge and Competency Competence Skills are formulated as follows.

CORE COMPETENCE 3 (KNOWLEDGE)	CORE COMPETENCY 4 (SKILL)
3. Understanding and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to visible phenomena and events	4. Processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract realms (writing, reading, counting, drawing, and composing) in accordance with what is learned in school and other similar sources in viewpoints / theories
BASIC COMPETENCIES	BASIC COMPETENCIES
3.1 Understanding variations and combinations specific motion in a variety of simple and or large ball games	4.1 Practicing variations and combinations of specific styles in a variety of simple and or large traditional ball games
3.2 Understand specific motion combinations in various ball games small, simple or traditional	4.2 Practice variations and combinations of specific movements within a variety of simple and or small ball games.
3.3 Understanding specific motion combinations walking, running, jumping and throwing in various simple and or traditional games	4.3 Practice a combination of motion specific road, run, jump, and throw in a variety of simple and or traditional games
3.4 Understanding specific variations and combinations of motion in martial arts	4.4 Practice variations and specific motion combination of martial arts
3.5 Understanding the development of component development programs physical fitness is related to health and skills simply	4.5 Practicing the preparation of component development programs physical fitness is related to health and skills simply.
3.6 Understanding combination skills in the form of a simple, consistent, and controlled series of motion in specific activities on floor gymnastics	4.6 Practicing combinations skills in the form of a series of simple movements that are consistent, precise, and controlled in specific activities of floor gymnastics
3.7 Understanding variations and combinations motion in the form of a series of steps and swing of the arm following the rhythm (beat) without / with music as a form of heating, core training, and cooling in rhythmic motion	4.7 Practice variations and a combination of motion in the form of a series of steps and swing of the arm following the rhythm (beat) without / with music as a form of heating, core training, and cooling in rhythmic motion
3.8 Understand the specific motion of one swimming style in the form of a race	4.8 Practicing specific movements is wrong one swimming style in the form of a race
3.9 Understanding first aid action on emergency events, both for yourself and for others	4.9 Describe first aid actions on emergency events, both for yourself and for others
3.10 Understand the role of physical activity against disease prevention	4.10 Describes the role of physical activity against disease prevention

TEACHING PLAN

A Detailed Lesson Plan in

PHYSICAL EDUCATION

I. Aims/Objectives

            At the end of the lesson the students will be able to:

            a) identify the different type of stretching and their importance;

            b) perform the different warm-up and cool-down exercises; and

            c) execute and apply the different volleyball skills.

II. Content

            A. Topic: Grade 11 Volleyball: EXERCISES and PROPER SKILLS EXECUTION

            B. Reference/s: SMART Healthy Young Physical Education: Sports is Life pp. 69-73

            C. Materials: chalkboard, LCD projector, laptop, volleyball balls

            D. Values Infused: Teamwork. Positive attitude, Bravery, Respect for teammates and determination

III. Procedure

Teacher’s Activity	Students’ Activity
A. Before Class Activity   Good afternoon class. Before we will go to the discussion, arrange your chairs and get ready. Is everyone ready?	Good afternoon Sir.   (The students will arrange their chairs.)     Yes Sir.
Motivation   Now class we will have a game but first I will divide you into six (6) groups. Our game for today will be DRAW ME SOFTLY. Draw me softly is a game wherein you guess the word by interpreting the drawing of the members but, there is a twist, each member should only draw one part. You have only 1 minute to do it. And the first and correct answer will be the winner. Okay let’s start the game. First word (SPIKE) Okay the group 1, 3 and 6 got the correct answer (spike). And they will have 5 pts. The second word (BLOCK) It was a nice game group 4 and 6 and the answer is block. The last word is (SET) That was a tough game and very good group two you are only the group the correct answer which is set.	(The student will go to their groupings)               (The group 1,3 and 6 got the correct answer) (The group 4 and 6 got the correct         answer) (The group 2 got the correct answer)
Presentation of the Lesson            So class, did you notice that you are exhausted about this activity? Yes, Benny? Yes, Exactly Benny. If we do not have a warm-ups or a proper warm-ups for an activity our muscles will be shocked and can lead to injuries. So we will discuss the exercises and proper skills execution. Are you excited?	( The student raise his/her hand and give an idea)   It was like we are shocked because we don’t have any warm-ups. Yes sir.
B. During Class Activity          Okay so let’s begin.          Before doing any physical activity or playing any sport, it is important that a player knows the appropriate warm-up exercises. Stretching is important to increase the range of motion (ROM) of the muscles and joints in preparation for the physical demands of a sport.          Class do you know the three types of stretching?          Since you know the three types of stretching. What is the first type of it?           Yes dynamic stretch, dynamic stretch is a sport-specific stretch where the players mimic the movements of the sport in a controlled manner. The next is Ballistic Stretch, do you know what ballistic stretch is? Yes Brea?         Yes very good Brea. This stretch is rarely used because it might cause undue strain on the muscles being stretched. And the last stretch is? Yes Cedi?         Yes that is right Cedi, holding a body part at the same position for 8-30 seconds that is a static stretch.	Yes sir.     Dynamic stretch sir.     A ballistic stretch sir, is a bouncing-type of stretching performed with several repetitions. Static Stretch, sir.
Development of the Lesson         So let’s proceed to the nature of the sport and the skills execution. The nature of volleyball must be clearly understood before creating strategies, high level skill-performance, combination plays, or other techniques.       Volleyball is characterized by the following: maximum effort must be done to move in the proper position before returning the ball. Ms. Denise do you know one? Yes, very good Denise. Another characteristic of volleyball also is depending the opponent’s mistake is not considered a success. Can you give another?       Yes Mr. Chua?       Yes that is right Chua. The last one is the   momentum can easily transfer from team to team. By knowing the nature of volleyball, players can? Yes Ryan?            It must also be understood that it will require time and game exposure for a player to gain experience to be able to improve his/her craft. Since we know the nature of the sport we will now proceed to the skills execution. Are you ready class?        Many students and adults actively engage in playing volleyball because it is fun and it has a lot of health benefits like?          Yes very good. The endurance, timing and coordination too.         There are the things that you can do and you can’t at the skills. Let’s go to the first skill. So do you know one skill? Anyone?                 Yes that is right. Dig pass is one of the skills of volleyball. On dig pass, here are the do’s that you can do. Bend knees, why we need to bend your knees? Anyone?         Yes Berna.           Yes that is right Berna. The next one is let the ball bounce at the center of your forearm. And the last one is, Alysa?           Very good Alysa. There are also the don’ts like do not stand while receiving the ball and do not bend the knees inwardly. So why these are not could be done? Yes Jake?         Exactly Jake, it can lead to injuries like lower back pain and knee dislocation. Are we clear? So we can now move to another skill?        The next skill is the setting. In setting, we must do the following: bend both elbows and knees while anticipating the ball and extend both elbows, knees upon tossing and move forward towards the ball’s direction.        Yes Mary?          Nice question Mary, we need to do that to be able to hit the ball properly and able to execute the setting in a right way. So can you give the things that you cannot do in setting? You are raising your hand, Jose?        That is right Jose and why we must not do it?         Exactly, if the ball hit your fingers but the position of your fingers are not properly executed there be tendency that some joints will be dislocate. That is setting, now can you give another skill?        Yes Maria?        That is right Maria, we should hit the center of the ball and can you give the last one, yes Adan?        Why we must do it Adan?       That is right Adan. If we do too much bending of the elbow at the back and hitting the ball with open hand and that will cause? Felly?       Very good Felly ankle or knee injury when the landing position is incorrect or out of balance. And the next skill is blocking. I need a volunteer.        Marcus will be doing the blocking.        Class what you observed when Marcus do the blocking?          Yes Marcus did some of the correct execution but there is one thing he does not like he slightly bend knees upon landing because he did too much bending of the knee when landing remember class that do not do landing on one foot, inward knee-bending and closed fingers or feast. If we did those we might get injuries like finger joints joints dislocation and class can you give some?       And now we are on the last skill and that is? Yes Celine?       That is right Celine. In spiking we must swing both and allow the striking arm to swing downwards. Why we must do those? Anyone?        Yes Isaac?        Definitely Isaac. There will be a greater chance to have a well done spike if we do those and if we do the things that must not do injuries will encountered such as ankle sprain, ACL and shoulder dislocation. Do you know the causes of it? Lyra you are raising your hand, can you share your thoughts?        Exactly Lyra.	Yes sir. The success of the game depends on the communication and cooperation among the players. (The students are raising their hands) Players are responsible for controlling the game sir. Adapt to the physical and psychological demands of the sport sir.                 Yes sir. Decreased level of stress as well as increased strength             Dig pass sir.       ( The student raise his/her hand and give an idea)   We bend our knees so that we are able to hit the ball properly.   Follow the direction of the ball sir.       It is must not be done sir because it can lead to injuries.       Yes sir.       (The student raise his/her hand and ask )       Why we need to do that sir?   Some of the things that we cannot do in setting are fingers are together while tossing the ball and ball is in contact the palm       Because it will cause finger joints dislocation     ( The student raise his/her hand and give an idea)         Service sir   Extend the arms as follow-through sir.       To avoid accidents sir   Ankle or knee injury sir. ( The student raise his/her hand and be the volunteer)       (The student do the blocking)   Marcus jump vertically straight to avoid landing on opponent’s foot and extend both arms over net.   Ankle sprain and Anterior Cruciate Ligament                   Spiking sir.     (Student raise his/her hand and give an idea)       To get the momentum to hit the ball.   Landing on one foot is one sir. Another is too much bending of the elbow at the back.
Generalization              Anybody in the class who can sum up all of what we have tackled today about volleyball?         Most volleyball enthusiasts play without taking into consideration of skills can prevent major or minor injuries. Correct execution of skills can prevent major or minor injuries. Quality and efficiency of movement will be attained once the skills are practiced appropriately.
C. After Class Activity
Assessment           Okay class go to your groups earlier. Now you will do a warm-up exercise. It is not just an exercise but a warm-up exercise intended for volleyball. Each group must do 2-3 minutes warm-up exercise.   RUBRICS  CREATIVITY————— 10 PTS ORIGINALITY————– 10 PTS OVER ALL IMPACT——–5 PTS
Assignment   Review and do advanced reading on the next topic that we will discuss.   So that ends our discussion. I hope you learned a lot today about volleyball.   Thank you and good day.
IV. Agreements
V. Remarks
VI. Reflections