Analisis Peran Model Pembelajaran, Kreativitas Guru, dan Kompetensi Guru Terhadap Motor Educability Test di Kelas Inklusi SD Kota Salatiga
Abstract
This study aims to analyze the role of learning models, teacher creativity, and teacher
competence on motor educability test results in inclusive elementary schools in Salatiga City. This
research used a mixed-methods approach with a concurrent design, combining quantitative and
qualitative data. The research subjects consisted of four PJOK teachers and 91 fourth-grade students
from four inclusive elementary schools in Salatiga. Data were collected through questionnaires,
interviews, observations, documentation, and Motor Educability Tests using the Iowa Brace Test.
Quantitative data were analyzed using descriptive statistics, while qualitative data were used to
strengthen the interpretation of findings. The results showed that the implementation of learning models,
teacher creativity, and teacher competence in inclusive physical education was mostly in the moderate
category (50%), with some teachers categorized as high (25%) and low (25%). Meanwhile, the results
of the Motor Educability Test indicated that all students (100%) were in the high category. These
findings indicate that adaptive learning models, teacher creativity in modifying learning activities, and
adequate teacher competence contribute to improving students' motor learning abilities in inclusive
classes. The study confirms that inclusive physical education can effectively support motor skill
development when supported by appropriate pedagogical strategies.
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