189 JPJO 4 (2) (2019) 189-192 Jurnal Pendidikan Jasmani dan Olahraga http://ejournal.upi.edu/index.php/penjas/index Practical Self-defense for Elementary School Students Muhammad Nur Alif, Tatang Muhtar Universitas Pendidikan Indonesia, Kampus Sumedang, Indonesia Article Info Article History : Received March 2019 Revised June2019 Accepted July 2019 Available online September 2019 Keywords : Elementary School Students, Self-Defense Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh Pembelajaran Beladiri Praktis terhadap self efficacy Siswa Sekolah Dasar. Metode yang digunakan adalah metode penelitian experiment. Desain penelitian yang digunakan adalah Randomized Pretest- Postest Control Group Design. Instrumen yang digunakan adalah angket self efficacy. Lokasi penelitian bertempat Di Sumedang. Populasi adalah Siswa kelas 4,5,dan 6 Sekolah Dasar dengan jumlah sampel sebanyak 50 siswa yang terbagi ke dalam 2 ke- lompok. Hasil yang diperoleh adalah Pembelajaran beladiri praktis berpengaruh positif terhadap self efficacy siswa, dan siswa dengan pembelajaran dan konsep pemahaman beladiri praktis lebih menunjukan hasil self efficacy yang lebih baik dibandingkan dengan siswa yang tidak mendapatkan pembelajaran dan pemahaman tentang konsep beladiri prktis. Namun hasil pengujian self efficacy pada siswa perempuan tidak men- galami peningkatan secara signifikan. Usia pada siswa perempuan diduga menjadi penentu dalam hasil uji coba yang telah dilakukan. Abstract This study was aimed at determining the effect of practical self-defense learning on elementary school students’ self-efficacy. The method used was the experimental re- search method. The research design used was Randomized Pretest-Postest Control Group Design. The instrument used was a self-efficacy questionnaire. The research location was located in Sumedang. The population is 4, 5, and 6 grade students in ele- mentary school. The results showed that practical self-defense learning had a positive effect on students' self-efficacy; the students who received self-defense learning and had the concept of practical self-defense understanding showed better self-efficacy results compared to students who did not get learning and understanding of the concept of practical self-defense. However, the results of self-efficacy testing on female stu- dents did not experience a significant increase. Age in female students seems to be a determinant factor in the results of the test that had been conducted.  Correspondence Address : Jl. Mayor Abdurahman No.211, Kec. Sumedang Utara Indonesia E-mail : mnalif@upi.edu ISSN 2580-071X (online) ISSN 2085-6180 (print) DOI : 10.17509/jpjo.v4i2.18852 190 Muhammad Nur Alif & Tatang Muhtar/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) INTRODUCTION Training basic self-defense skills is a necessity that must be mastered by students. It is the responsibil- ity of Physical Education teachers in providing an un- derstanding of the concept of self-defense in physical education learning in school, considering many things around the environment that can threaten the safety of themselves and those around (Melanie, 2008 ). Students must be equipped with the ability to be aware of the situations that are dangerous to themselves and over- come when undesirable things happen to them. In train- ing and mastering self-defense skills, students can build confidence based on the fact that they can set goals, and thoughts that are needed to achieve the goals on the next level (Kimberly, 2007). Self-defense is the need of every human being in living their life so they are free from threats without fear of danger. Feeling safe and comfortable becomes the second priority once the need to improve the condi- tion of body fitness is met (Adiele, E. E., & Abraham, 2013). Students must be equipped with self-defense to minimize the possibility of becoming a victim of crime through simple but effective self-defense skills (Liebling, 2006). The main problems that are the focus in various cases of violence are the low confidence of the students of their ability to defend himself when there are disturb- ances or threats from outside such as sexual harass- ment, bullying, and crime in public places and the low ability of the students to read the environment and their situation that threatens them to then take an appropriate action. KPAI (National Commission for Child Protec- tion) data states that violence against children always increases every year. KPAI monitoring results from 2011 to 2018 saw a significant increase especially in cases of child abuse. Physical education teachers in schools are responsible to equip their students with an understanding of the importance of training basic skills and concepts of self-defense. Students do not have to fight frontally, but they can use self-defense techniques to provide a sense of shock to defend themselves from dangerous situations. Students are often unsure of the ability to defend and execute a person who is consid- ered dangerous. Data on violence against children that have been previously presented is one of the proofs that most students are victims of crime and violence both physically and psychologically. Therefore high self- efficacy is needed so that if students are facing a threat- ening condition, they can take appropriate action care- fully. Self-efficacy is one's belief about the ability and opportunity to successfully achieve certain tasks (Bandura, 1997). Self-efficacy is needed, both in the realm of education and work, since self-efficacy is closely related to one's competence. Competence can be in the form of expertise, or knowledge, which will later serve as a tool to support individuals in completing their tasks (Mazer, 1998). High or low Self-efficacy in an individual will affect their implications in facing a challenge. Therefore, one of the ways that can be done by knowing students’ self-efficacy is related to solving the problems that they are facing. The referred martial arts in this study are self- defense training that is packaged practically. This means that it is not classified into one particular type of martial arts branch such as silat, karate, taekwondo, and others. The concept of movement that is presented is very familiar with the movements carried out every day. Associated with martial arts techniques, some body parts that can be used as weapons are fingers, nails, heads, feet, elbows, knees, and even hips, appar- ently storing a variety of weapons that are quite deadly if used correctly and appropriately (Hendrawan, 2011). Likewise with simple media that can be used as weap- ons are credit / ATM cards, ballpoints/pencils, lipstick, umbrellas, combs, keys, and bags. The various weapons need to be balanced with 4P concept knowledge, name- ly Pray, Prediction, Preventive and Protection (Alif, 2017). The self-defense training also teaches a student to change their mindsets to have high self-efficacy. It can be followed by every student through simple but deadly movements so that this training can be easily accepted by every student which covers the three do- mains of physical education namely psychomotor, cog- nitive, affective which are important parts of the life process. By applying the concepts and practical self- defense training, it is hoped that physical fitness and self-efficacy of students can increase significantly. http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.18852 191 METHODS The method used in this research was Randomize Pretests-Posttest Control Group Design (Frangkle, 2012). The population in this study were elementary school students grades 4,5, and 6 in Sumedang City. The sample used in this study was 50 students who were divided into 2 groups with random sampling tech- niques. Before being given the treatment, the level of student self-efficacy was measured using a self-efficacy questionnaire (Liebling, 2006). after 8 meetings the samples were retested using the same questionnaire. RESULT The results of data processing and analysis in this study showed that there was a significant influence on the application of practical self-defense training to stu- dents' self-efficacy. Another result was obtained that students who were given practical self-defense training had higher self-efficacy than students who were not given practical self-defense training. Improved self- efficacy of the experimental group is presented in Table 1. After processing the data, the probability value of (Sig.) 0.000 <0.05 then H0 is rejected. Thus, it can be concluded that there is a significant effect of the appli- cation of practical martial arts training on students’ self- efficacy. The value of r square shows a significant in- crease in self-efficacy by 67%. To find out the differ- ences between the experimental group and the control group, a similarity test was applied between the two groups. The results of data processing between the ex- perimental group and the control group are presented in table 2. After processing the data, the probability value of (Sig.) 0.014 <0.05 was calculated and then H0 was re- jected. Thus, it can be concluded that there are differ- ences in influence on self-efficacy between students who are given practical martial arts training and stu- dents who are not given practical martial arts training. It can be seen from the average results of the two groups. Self-efficacy scores of students who were given self- defense training were greater than scores of students who were not given self-defense training. DISCUSSION Based on observations in the field it was found that the dominant training material was able to increase students' self-efficacy. The material is all self-defense material in practical self-defense training programs es- pecially when students are faced with samples of crime cases. When students are faced with samples of crime cases, students are required to read the situation of themselves and their environment, to avoid mistakes in taking action. This is one part of the 4P concept, name- ly prediction. Based on that situation, reading the situa- tion is an important part of controlling appropriate be- havior for yourself and others. Perception about how much they can function in certain situations. Self-efficacy relates to the belief that they can act as expected (Bandura, 1997). By following practical self-defense training, students can anticipate the situations with high confidence. Referring to the Social Cognitive Theory, self-efficacy will be in line with one's belief in their ability to perform behavior that is appropriate to the situation and condition they are facing (Dominick et. Al, 2013). Self-efficacy is a per- ception of how well the individual can function in http://ejournal.upi.edu/index.php/penjas/index Muhammad Nur Alif & Tatang Muhtar/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) Table 1. Results Data of Self Efficacy Exper imental Group and Control Group Experiment Group N Sum Mean Std Dev. Sig R Squer Pretest Self control Postest Self control 25 1540 1681 102,67 112,07 2,41 2,37 0,001 0,670 Table 1. T-test Processing Results Experimental Group and Control Group No Group Self Efficacy Sig. Mean Pretest Mean Posttest Mean Gain 1 Practical Martial Art Learning 102,67 112,07 9,40 0,014 2 Conventional Learning 101,80 108,73 6,93 DOI : 10.17509/jpjo.v4i2.18852 192 certain situations (Li et.al, 2001). Self-efficacy relates to the belief that they can act as expected. By training the practical self-defense, students can anticipate it. The next finding in this study is the most dominant difference that can be seen on the training material of the martial arts. The experimental group (students with practical self-defense) when they are facing the samples of crime cases, they are quicker in reading the situation of themselves and their environment to then do what is appropriate when they are threatened so they do not harm themselves. This happens because before getting the material of practical self-defense, the experimental group had been presented about the true concept of martial arts and the formation of the right mindset when they are facing a threat of crime. Unlike the control group (not given self-defense training), they are slower in reading their situation and the environment when confronted with samples of crime cases. This happens because the control group in the learning process is not given the concept of martial arts whereas reading the situation of yourself and the environment to then take an appropriate action in facing and resolving an unex- pected event is an integral part of one's self-efficacy. But different results were obtained for female students. The tendency for increased self-efficacy in female ele- mentary school-age girls did not increase significantly. This is based on the psychological development factors of the students who tend to be still unpredictable. Physical education and sport teach students about how to maintain fitness and encourage them to live a healthy lifestyle. Sport is not only important for bodily health but also the development of a students’ attitude and knowledge. By doing sports activities, students can understand themselves thoroughly both in terms of atti- tude, knowledge and the state of his own body. Re- search related to this issue issued by Tel Aviv Universi- ty, managed to find a link between exercises with cog- nitive, emotional, and behavior factors of the children. Exercise can support the improvement of self-efficacy and discipline to reduce feelings of aggression in chil- dren (Mears, 2001). Each sport game has different char- acteristics in forming the character of students who are involved in it. Therefore, self-defense can be an alterna- tive sport activity that emphasizes the formation of stu- dents’ character. CONCLUSION Based on the results of data processing and discus- sion of findings, it can be concluded that the training of practical self-defense for students significantly increas- es the level of self-efficacy. Practical self-defense can also contribute and provide solutions to the problems previously described, namely preventing the impact of the development of science and technology because of the inevitable globalization to the children's attitudes and behavior in terms of self-confidence in something. REFERENCES Alif. 2017. Belajar Beladiri : Konsep, Metode dan Model Pembelajaran Beladiri, Ksatria Siliwangi, Tasikmalaya. Bandura, A. (1997). Self-efficacy: The exercise of con- tro~ New York. Li, F., Harmer, P., McAuley, E., Fisher, K. J., Duncan, T. E., & Duncan, S. C. (2001). Tai Chi, self-efficacy, and physical function in the elderly. Prevention Sci- ence, 2(4), 229-239. Fraenkel, JR, Wallen, NE. 2012. How To Design And Evaluate Research in Education. USA; McGraw Hill, Inc. Dominick, G. M., Dunsiger, S. I., Pekmezi, D. W., & Marcus, B. H. (2013). Health literacy predicts change in physical activity self-efficacy among sed- entary Latinas. 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Changes in self- efficacy and dietary adherence: the impact on weight loss in the PREFER study Springer Sci- ence+Business Media, LLC 2007 J Behav Med (2008) 31:81–92 DOI 10.1007/s10865-007-9135-2 http://ejournal.upi.edu/index.php/penjas/index Muhammad Nur Alif & Tatang Muhtar/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) DOI : 10.17509/jpjo.v4i2.18852