Character Formation Through Value Education in Physical Education
DOI:
https://doi.org/10.56294/hl2025899Keywords:
Quality Education, Physical Education, Values Integration, Teacher Role, Moral DevelopmentAbstract
This study explores how character formation can be achieved through values education in physical education. Employing a qualitative case study approach, the research involved 30 purposively selected physical education teachers from elementary, junior high, and senior high schools in West Sumatera. Data collection was conducted through semi-structured interviews, classroom observations, and document analysis to examine how values are taught, modeled, and reinforced during physical education lessons. Thematic analysis was used to identify key patterns and themes in the data, supported by triangulation, member checking, and peer debriefing to ensure trustworthiness. The findings reveal that physical education provides a unique and effective platform for integrating value-based learning. Teachers play a vital role in modeling positive behaviors such as honesty, discipline, respect, and teamwork. Character development is fostered through practical activities, guided reflections, structured feedback, and building positive relationships. Furthermore, values are contextualized to students’ daily lives, making the lessons more meaningful and applicable beyond the classroom. Teachers also reported challenges, including limited resources and lack of training support. Overall, the study highlights the transformative potential of physical education in shaping students' moral and social development. It calls for a greater emphasis on teacher preparation, curriculum design, and institutional support to ensure that character education is effectively embedded in physical education programs. This integration not only enhances students' physical well-being but also contributes to nurturing ethical, empathetic, and responsible individuals.
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