Pengembangan Model Program Ekstrakurikuler Futsal Adaptif untuk Mendukung Kepercayaan Diri Siswa dengan Hambatan Fisik
Development of an Adaptive Futsal Extracurricular Program Model to Support the Self-Confidence of Students with Physical Disabilities
DOI:
https://doi.org/10.47709/educendikia.v6i02.9242Keywords:
Ekstrakurikuler Futsal Adaptif, Hambatan Fisik, Kepercayaan Diri, Model Pengembangan, Pendidikan InklusifAbstract
This study aimed to develop an adaptive futsal extracurricular program model to support the self-confidence of students with physical disabilities at SMP Negeri 3 Sangatta Utara. The study employed a limited-scale Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of a Physical Education, Sports, and Health (PJOK) teacher—who also served as the extracurricular supervisor—acting as the practitioner, and one student with a physical disability serving as the subject for the limited trial. Data were collected through observation, interviews, documentation, practitioner assessment questionnaires, practicality questionnaires, and self-confidence behaviour observation sheets. The data were analysed using simple qualitative and quantitative descriptive techniques. The results indicated that the developed product—an adaptive futsal extracurricular program model consisting of six activity sessions—was deemed suitable for use based on instrument validation results, receiving a practitioner rating of 73% (categorised as "suitable"). The product also achieved a practicality score of 75% (categorised as "practical"), while program implementation rates ranged from 69% to 75% across the sessions. Furthermore, observations revealed a trend of increasing self-confidence behaviour in the student, rising from 31% in the initial session to 64% in the final session. Thus, the adaptive futsal extracurricular program model is considered suitable and practical, and it holds the potential to serve as an implementation guide for extracurricular activities that support the development of self-confidence among students with physical disabilities in inclusive schools.References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bang, H., Won, D., & Park, S. (2020). School engagement, self-esteem, and depression of adolescents: The role of sport participation and volunteering activity and gender differences. Children and Youth Services Review, 113, 105012. https://doi.org/10.1016/j.childyouth.2020.105012
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Deng, Y., Li, X., Huang, J., Haegele, J. A., Smith, B., Williams, T. L., & Li, C. (2025). School-based factors influencing physical activity participation in children and adolescents with disabilities: A qualitative systematic review and meta-synthesis. Disability and Health Journal, 18(1), 101707. https://doi.org/10.1016/j.dhjo.2024.101707
Dubon, M. E., Tow, S., & Rabatin, A. E. (2023). Physical activity and sports participation among children and adolescents with disabilities. Pediatric Clinics of North America, 70(3), 603–614. https://doi.org/10.1016/j.pcl.2023.01.009
Equinet, L., Enthoven, C., Jansen, P. W., & Rodriguez-Ayllon, M. (2025). The longitudinal association between sport participation and self-esteem in youth in the Netherlands: The role of sport type. Journal of Science and Medicine in Sport, 28(2), 140–146. https://doi.org/10.1016/j.jsams.2024.09.008
FIFA. (2024). Futsal laws of the game 2024/25. Fédération Internationale de Football Association. https://www.fifa.com/
Hendricks, K. S. (2016). The sources of self-efficacy: Educational research and implications for music. Update: Applications of Research in Music Education, 35(1), 32–38. https://doi.org/10.1177/8755123315576535
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508
Presiden Republik Indonesia. (2020). Peraturan Pemerintah Republik Indonesia Nomor 13 Tahun 2020 tentang Akomodasi yang Layak untuk Peserta Didik Penyandang Disabilitas.
Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Republik Indonesia. (2009). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa.
Republik Indonesia. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 62 Tahun 2014 tentang Kegiatan Ekstrakurikuler pada Pendidikan Dasar dan Pendidikan Menengah.
Republik Indonesia. (2016). Undang-Undang Republik Indonesia Nomor 8 Tahun 2016 tentang Penyandang Disabilitas.
Sedlá?ková, D., Kantor, J., & Belkin, L. (2025). The experiences of students with physical disabilities in inclusive education: A qualitative systematic review. Educational Research Review, 100715. https://doi.org/10.1016/j.edurev.2025.100715
Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan (6th ed.). McGraw-Hill.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373724
Usher, E. L., Butz, A. R., Chen, X.-Y., Ford, C. J., Han, J., Mamaril, N. A., Morris, D. B., Peura, P., & Piercey, R. R. (2023). Supporting self-efficacy development from primary school to the professions: A guide for educators. Theory Into Practice, 62(3), 266–278. https://doi.org/10.1080/00405841.2023.2226559
Winnick, J. P., & Porretta, D. L. (Eds.). (2017). Adapted physical education and sport (6th ed.). Human Kinetics.
World Health Organization. (2001). International classification of functioning, disability and health: ICF. World Health Organization.
World Health Organization. (2007). International classification of functioning, disability and health: Children & youth version: ICF-CY. World Health Organization.
Yang, W., Li, R., Sit, C. H.-P., & Yu, J. J. (2022). The associations among physical activity, quality of life, and self-concept in children and adolescents with disabilities: A moderated mediation model. Frontiers in Pediatrics, 10, 947336. https://doi.org/10.3389/fped.2022.947336
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Bakti Djailani, Pujaningsih Pujaningsih
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
