PERFORMANCE ANALYSIS OF PHYSICAL EDUCATION TEACHER SMA IN STATE DISTRICT OF ACEH Asnawi ABSTRACT Teachers have a crucial role

in the success of the learning activities in schools. No matter how sophisticated and rapid development of modern technology today, it has not been able to replace the performance of PE teachers in the learning process at school in Aceh Besar district. The purpose of this study to determine the ability, motivation and commitment of teachers in implementing the learning in Aceh Besar District State High School. The methods used in data collection is descriptive method with qualitative approach. Instruments used in this study were interviews, observation, and documentation. The subject of this study were: the teachers who teach PE lessons in Aceh Besar District State High School. The results showed that: The ability of teachers prepare lesson plans that include the preparation of syllabus, annual programs, programs of the semester, making the learning implementation plan (RPP), determine the method of learning, and prepare teaching materials. Implementation of learning demonstrated in the category of pretty good, and very good, based on observations. And evaluation of learning undertaken by teachers also have noticed the three types of activities, namely: cognitive, affective, and psychomotor. Teachers' motivation is influenced by factors conducive school climate and organizational management at the school with openness and partnership; and PE teacher commitment to the implementation of learning the teacher's responsibility towards the development of students learning, teacher discipline, the good cooperation among teachers, as well as active in the development of knowledge and insight through professional activities and other scientific activities. Key words: Performance Analysis in the Physical Education Teacher Education State High School PE In Aceh Besar district. INTRODUCTION A. Background Developments taking place in today's world is an impact on various fields. One is the field of education that has developed very well, especially for education in Indonesia. Developments include improving the quality of the Education Unit Level Curriculum (SBC) and an increase in teaching staff provided through certification. Bernadin and Russell in Gomes (2003:135) "gives the limits of performance as a record of the work is generated from a particular job function or activity during a specific period". Performance of physical education teachers will be increased if there is a controlling and enriching insights and results achieved by the physical education teacher. With the certification, the government hopes will increase the performance of teachers and in turn the quality of national education will increase as well. However, some parties have argued that the real certification is a tool to improve the welfare of teachers. Certification is expected to enhance quality education. With the upbringing they possibly still in the era of omission, in this case refers to performance on tasks that must be completed by a teacher. Performance relating to the duties of the teacher toward the competence of teachers who have implemented these teachers in order to achieve the desired learning objectives. then the children born intelligent Indonesia and prosper in the world of Olympic knowledge. In the times that we feel is playing right now, it is very suitable for a teacher is given an award that was supposed to have been owned since education there. Award given to a government in our country is in the form of certified educators of teachers that have been made in early 2005. Teacher certification is one of the government's efforts in improving the quality of teachers so that the learning process in schools become qualified. Increase in other programs, namely: improving the quality of academic teachers become S1/D4 increase teacher competency, teacher demand careers, career guidance teachers, the provision of teachers, provision of additional beneficiaries, and protection of teachers. Law teachers and lecturers are also underpinned by the desire for competence and qualification and certification and other matters concerning the rights and obligations, including the enhancement and protection of educators. To obtain the rights that have been stipulated in the Act of teachers and lecturers also have an obligation that must meet the requirements as to which set forth in the Act. Requirements are very vital and fundamental requirements include qualifications, competence, and certification. With the certification granted to educators, especially for teachers of Physical Education (penjas), so can the performance in building, guiding, and educating students. Because physical education is basically an integral part and the education system as a whole. Implementation of physical education should be directed to the achievement of these goals. The goal of physical education not only develop physically, but also develop aspects of health, physical

fitness, critical thinking skills, emotional stability, social skills, reasoning and moral action through physical activity and sport. Medlley (in Amir, 2005:5) "Although the main developers lies in the physical aspect but remains oriented towards education which is the main goal These conditions are clearly not contribute significantly to the real problem. It is the authors concluded to conduct research to assess the performance of Physical Education teachers in Aceh Besar District State High School. B. Statement of Problem Based on the description of the background is the low performance problems Physical Education teacher at Senior High School in Aceh Besar district. This is caused by low quality and number of professional teachers, then that is the case in this study is how the performance of Physical Education teacher at Senior High School in Aceh Besar district. C. Research Objectives To know and describe the: 1. Knowing how to empirical description of the performance of teachers of Physical Education in Aceh Besar District State High School. 2. To find out what is being done to determine the performance of State High School Physical Education teacher Aceh Besar district. 3. To determine what factors are inhibiting performance Physical Education teacher at Senior High School District Aceh Besar district. D. Hypothese 1. How does the empirical illustration of the performance of teachers of Physical Education in Aceh Besar District State High School?. 2. How is the work done to determine the performance of Physical Education teachers in Aceh Besar District State High School. 3. What factors are inhibiting the performance of teachers of Physical Education in Aceh Besar District State High School. E. Uses of the Research 1. In Theoretical: This research is very useful for researchers in general physical education teachers, Aceh Besar District State High School. 2. Practical: This research is expected to provide benefits to government policy makers, especially in the Education Department's strategic decision-making process related to the performance of teachers in Aceh Besar District State High School in the implementation of quality improvement and quality education. F. Relevant Research The results are relevant to compare this study as follows: 1. Research studies conducted by Mulyasa (2007) state that in performing its duties and functions, the ranks of leadership at the department of education including the school principal's leadership style and approach in influencing the performance of teachers and educators of their respective working environment. 2. Research studies conducted by Budi (2009), states that the strategy of good leadership is knowing very well what the competence and his company and tried to develop it. G. Definition of Terms As for who needs to be defined in this study in order to avoid misunderstanding of the term in this study are: 1. Performance is the culmination and three inter-related elements, namely the nature of the efforts and skills of external circumstances. Performance was essentially a performance or the work is shown and the three components, namely cognitive, effective and psychomotor. According Ma'mun (2005:25). 2. Teacher Teachers are as educators, coaches, caregivers carry out learning in accordance with Government Regulation Number 74 on the Teacher of Article 52 paragraph (1) includes the following main activities of the learning plan, guide and train the learners, as well as the results of carrying out additional duties inherent in the implementation

of the basic tasks. In the explanation of Article 52 paragraph (1) letter (e), which is meant by "additional duty", for example, a scout leader, supervising activities of the scientific work of youth, and teachers picket. 3. Analysis Data analysis in this study performed repeatedly (cyclical) to answer petanyaan that have been previously formulated. So to answer petanyaan researchers. Miles and Huberman (1992: 18) explains that deskreptis data analysis in qualitative research conducted in the three grooves of activities that constitute a unity, a reduction of data, 2 presents the data, 3 draw conclusions and verification. REFERANCE FRAMEWORK A. Definition of Physical Education The term Physical Education (Physical Education) is derived and the United States and Indonesia to borrow the term to mention a didactic activities by utilizing physical activity (Lutan, 1992:6). Physical Education in general terms used by countries that speak English. In this regard it has not reached a universal understanding. Based on the writings Rysdorp said that "The science and sports education and sports are the same as Gymnologi", here's where Physical Education has developed since the completion of a physical struggle. With the release of Act 4 of 1950, and later became Act 12 of 1954, provides a strong foundation to the implementation of activities in schools Physical Education. In l3ab VI, section 9, stated: "Physical Education leading to the growth of the body with the development of the soul, is an attempt to make the Indonesian nation become a nation of healthy physically and spiritually strong, given in all types of schools. (Act No.4 of 1950 the Republic of Indonesia about the basics of education and teaching in schools). In the process of development, the subject "Sports and Health" was replaced with the term "Physical Education" The replacement is in accordance with the Decree of the Minister of Education and Culture of the Republic of Indonesia No.. 0413/U/1987 (Kosasih, 1994:1-3). Written Physical Education Physical Education department at the task that was founded on January 1, 1961 by the Decree of the Minister of Education and Culture dated December 14, 1960 No.109/JJUU. Duties of department of Physical Education "Physical Education is education that actualize the potentialities of human activity, in the form of attitudes, acts and works of a given form, content and direction for the determination of personality according to the ideals of humanity" (Amir, 2005: 2). It is recognized that the quality of teaching and Physical Education programs depend on the existence of several components that work simultaneously. These standards provide a foundation that defines the essential content to be studied by students, but must be in organizing within the context of the structure of the school curriculum. The curriculum is based on the learning process that happens to students. Thus, each institution needs to write the school curriculum in accordance with particular needs (Hamalik, 2002:30). Rifai (in Suryosubroto, 2002:3) says that the purpose of education and instruction goes true, it is necessary to the administration of teaching and learning activities, commonly called the administration of curriculum, administration, and this is central to all activities in school. The curriculum is an educational tool to achieve the education goals that have been determined. Therefore, the introduction of anti, principles, and factors as well as an important component in the context of preparing the teaching plan (Hamalik, 2002: 26). B. Objectives of Physical Education Ideally, the purpose of physical education should be achieved by the students after completing the learning program of physical education, so students have a profile figure as has been described in the objectives clearly manifest forms mindsets, attitudes and actions that reflect the behavior of a whole person. (Amir, 2006:6). As has formulated the National Association for Sport and Physical Education (NASPE) on the profile of individuals who have been educated in physical education, ie individuals who have: Have the necessary skills to perform physical activity 2) Has a physical fitness 3) Participate regularly in physical activity 4) Understand the implications and benefits and involvement in physical activity. 5) Respect for physical activity and contribution to the development of a healthy lifestyle. (Amir. 2006:6-7). Through physical education programs are organized, planned, directed, and guided expected to achieve a set of objectives which include the formation and guidance for the growth and development of physical and

spiritual. The goal consists of growth and development aspects of physical, intellectual, emotional, social, and moral and spiritual. (Lutan, 1992:7). C. Physical Education Teacher Performance Due to the nature of work of teachers, guidance teachers berbagal way have been implemented. Coaching techniques have been developed and implemented is a system of PKG. In addition, it has been developed also MGMP and SKG. To enhance and deepen mastery of the material has been carried out anyway Deepening Course Materials (KPM), and to be able to keep abreast of the utilization of computer technology has been trained. 1. Indikantor Teacher Performance There are several terms that delivered by experts on indicators, as proposed by Green (1992:5), among others: a) The indicator is a variable that indicates or suggests a tendency situations that can be used, b) The indicator is a variable measuring a change, either directly or indirectly. Indicators of teacher performance assessment carried out on three learning activities in class are: a. Planning Learning The planning stage is the stage of learning associated with teachers' ability to formulate goals, define the methods, master of teaching materials, use of study aids, and conduct assessment of learning. This capability can be seen and the way of planning or preparation of the learning process conducted by the teacher, namely to develop the syllabus and learning implementation plan (RPP) in accordance with the Minister of National Education Regulation No. 41 of 2007 on Standard Processes for elementary and secondary education units. The syllabus development principles are: 1). Scholarly, 2) relevant, 3) flexibility, 4) continuity, 5) are consistent, 6) Adequate, 7) the actual and contextual, 8) effective, and 9) efficiently. Contain the identity of subjects, standards of competence (SK), basic competencies (KD), learning materials, learning activities, indicators of achievement of competency, assessment, allocation of time, and learning resources. While the RPP development principles are: 1) pay attention to individual differences of learners. 2) encourage the active participation of students, 3) develop a culture of reading and writing, 4) providing feedback and follow-up, 5) linkage and integration, and 6) applying information and communication technology. Loading components: 1) The identity of the subjects, 2) SK, 3) KD, 4) Indicator, 5) The purpose of learning, 6) Teaching materials, 7) Allocation of time, 8) The method of learning, 9) learning activities, 10) assessment of the results learning, and 11) learning resources. b. Implementation of Learning Activities Learning activities in the classroom is the essence of education is characterized by the presence of classroom management activities, the use of media and learning resources, and the use of methods and learning strategies. All these tasks are duties and responsibilities of teachers that are optimal in its implementation requires the ability of teachers. c. Classroom Management The ability to create a conducive atmosphere in the classroom to make learning a fun process is the requirement for a teacher in classroom management. The ability of teachers in fostering cooperation and student discipline can be known through the exercise of picket cleanliness, punctuality in and out of the classroom, do attendance every will begin the process of learning, and conduct student seating arrangements. d. Use of Media and Learning Resources Other capabilities in the implementation of learning that teachers need to be controlled in addition to classroom management is the use of media and learning resources. Media is anything that can be used to distribute messages (learning materials), stimulate the mind, feelings, concerns, and abilities of students, so as to encourage the learning process. (Nana Syaodih, 1993: 78) e. Use of Learning Method The next ability is the use of teaching methods. Teachers are expected to be able to choose and use teaching methods appropriate to the material to be delivered. According to Nana (1993:74) "Each method has advantages and disadvantages of learning visits and a variety of angles, but it is important for teachers of any method used should be clear objectives to be achieved". f. Assessment of Learning Approaches that can be used to assess learning outcomes is through the Assessment of Reference Norms (PAN) and the Assessment of Reference Standard (PAP). PAN is a cam assessments that do not always depend on the number of the given problem or dimasudkan assessment to determine the position of learning outcomes achieved by the class norm. Students who obtained the greatest score in its class, the students who have top notch in its class. Sujana (1992:3-4) In addition to the assessment approach and preparation of test equipments, another thing to be aware of the teacher is the processing and use of learning outcomes. There are two things to note in the use of learning outcomes,

namely: a. If certain parts and course materials that are not understood by a minority of students, teachers do not need to improve the learning program, but simply provide remedial activities for students concerned. b. If certain parts and the subject matter is not understood by most students, it is necessary improvements to the learning program, with particular regard to the parts that are difficult to understand. 2. Indicators Abilitas Teachers Abilitas can be viewed as a common characteristic and a person associated with the knowledge and skills that are realized through action. Abilitas a teacher in applicative indicator can be described through eight teaching skills. a. Asking Skills (Questioning Skills) In the process of learning, asked to play an important role, this is because well-structured questions and techniques asking the right questions will give a positive impact on students. a. Increasing student participation in learning activities. b. Arouse interest and curiosity of students to a problem that is being discussed. c. Developing patterns fikir and active learning and students, because essentially it's own thinking is actually asking. d. Guiding students' thinking processes, for good questions will help students in order to determine a good answer. e. Focus students' attention to the issues being discussed. Good question by Uzer (1992: 67) is: 1. Clear and easily understood by students. 2. Provide enough information to answer questions. 3. Focused on a specific problem or task. 4. Give students enough time to think before answering questions. 5. Give the questions to all students equally. 6. Provide a friendly and pleasant response that arises courage and ask students to answer. 7. Lead students' answers so that they can find themselves the right answer. b. Giving Skills Strengthening Yutmini (1992:13) Reinforcement is any form whether verbal response (expressed in words directly like: nice, smart, yes, yes, just once, and so on), and nonverbal (usually done by motion, gesture, approach, and so on) are part and modification of teacher behavior on student behavior that aims to provide information or feedback for the student for his actions as an act of encouragement or correction. c. Conducting Skills Variations Variations stimulus is an activity in the context of teacher learning interaction process aimed to address the saturation of students, so in teaching and learning situation, students demonstrate perseverance, enthusiasm and full participation. a. Explaining Skills Skill learning is explained in the presentation of information orally organized systematically to suggest a link with one another, for example, cause and effect. Submission of information that a well planned and presented with a suitable sequence of events explains the main characteristics. a. Describe the components in 1) Planning Explanations that teachers do need to be well planned, especially with regard to the content of the material and the students themselves. Fill material includes the overall problem analysis, determination of the type of relationship existing between the elements associated with the use of formulas, laws, generalizations are in accordance with a predetermined relationship. Matters relating to individual students should note the differences of each student whether age, developmental tasks, gender, ability, interests, socio-cultural backgrounds, talents, and learning environment of children. 2) Presentation of An Explanation Presentation of an explanation of the results can be improved by considering the following matters: a) Clarity. The explanation should be given in a language easily understood by students, avoid using unnecessary words. b) Use of example and illustration. Provide an explanation should use examples that have anything to do with something that can be encountered by students in everyday life (contextual). c) Provision of Pressure. In providing an explanation of teachers should focus on the students to the major problems and reduce the information that is not too important.

d) Use of Feedback. Teachers should provide opportunities for students to demonstrate understanding, doubt, or ignorance of the student when an explanation was given. 3. Factors that affect Teacher Performance In the process of learning, teachers do not only serve as a model or example to the students he teaches, but also as a manager of learning. Thus the effectiveness of the learning process lies on the shoulders of teachers. Therefore the success of a learning process is largely determined by the quality or ability of teachers. According to Ivancevich (1996:21), the benchmark include: (1) results, refer to the size of the primary output of the organization, (2) efficiency, refers to the use of scarce resources by the organization, (3) satisfaction, refers to the organization's success in meeting the needs employees or members; and (4) keadaptasian, refers to the size of the organization's response to changes. Performance of teachers have certain specifications. Teacher performance can be seen and measured in terms of competency specifications that must be possessed by every teacher. In connection with the performance of teachers, a form of behavior in question is the activity of teachers in the learning process of how teachers plan learning, learning activities, and assessing learning outcomes D. Characteristics of Physical Education Teachers Working All of us are very familiar with the teachers, both often related, supervises or become teachers themselves. But, how many of us have ever really contemplate how the teacher's work. Understanding the nature of teachers is very important as a foundation in developing training programs and teacher development. If contemplated in depth, then we will be able to find some employment characteristics of teachers, among others: 1. Teachers job is a job that is individualistic non-collaborative. 2. The work of teachers is the work performed in the isolated space and absorb the whole time. 3. The work of teachers is a possibility of work between the teachers' low academic contacts. 4. Teacher jobs never get feedback. 5. Teachers need time jobs to support the work time in the classroom .. In the implementation process of teaching and learning in schools there are some aspects of ability to be controlled and conducted by teachers in teaching, so that effective teaching and learning activities. According to Rob Norris is in quotes by Dakir (in Suryobroto, 2002:13-14) effective teaching depends on: 1) Personality of teacher 2) The method chosen 3) The pattern of behavior 4) Competence of relevant Teachers as agents of moral and polemical, teachers act as moral agents fingsinya educate the public because citizens somewhat literate. And a variety of other cognitive skills. The teacher is also a picture at the same time act as political agents. Changes and developments that require the educational innovations that give rise to a new and qualitative changes, Hainijoyo (in Hamalik, 2003: 44). E. Performance Evaluation of Physical Education Teachers 1. Definition of Evaluation Broadly speaking, the evaluation can be useful for a variety of sources, Screven (1967:23) as the first to distinguish between formative evaluation and summative evaluation as the primary evaluation function. Then Stafflebeam also differentiate according to the above proactive evalution to serve the holder of the decision, and retroactive evaluation for accountability purposes, description, selection or advanced. So the evaluation should help the development, implementation, integrity of a program, program improvement, accountability, selection, motivation, knowledge and support and those involved. 2. Evaluation of Performance Against Physical Education Teachers Teachers who have received professional certification as an educator should actually show an increase in quality, because the teacher is a very important role. As was discussed in the previous discussion, Professional Work supported by a particular science in depth that could only be obtained and the appropriate educational institution, so its performance is based on scientific in its possession that can be justified scientifically. Especially those who have received education allowance (TPP). Therefore, the teachers would always monitor their performance regularly. Not only the team's Regency / Municipality and Province only. But also by the team Certification Center (Sanjaya, 2007:15).

Supervision and performance evaluation of teachers would be held every three years after the teacher passed. The evaluation team will look at the performance of teachers in the field directly. Are seen not only teach their cam. Productivity of the educators in making scientific work was observed. Including, the number of teaching hours of teachers after it passed the certification of "Do they remain diligent in teaching for 24 hours of lessons a week or even declining. RESEARCH PROCEDURES A. Research Approach This qualitative method used by several considerations: first, the adjustment of the qualitative method is easier when dealing with multiple realities, and second, this method presents the direct nature of the relationship between researcher and respondent; third, this method is more sensitive and more able to adjust to a lot of sharpening influences together and to patterns of face value. In this study, researchers serve as observers, interviewers and data collectors, then the existence and presence of researchers is needed. The researcher is a key instrument in usalia data collection in the field, researchers must be able to understand the meaning, interacting with the environment might not be done by conducting a questionnaire. Researchers conducted direct observation to the study site to collect the necessary data in accordance with the research focus has been determined. B. Location and Time Research Location and time of the study is a very important part planned appropriately. In this study the authors determined the location of the research on SMA Aceh Besar district. The mulaii research time from the date of June 17 through July 5, 2011, given the large Aceh district is very large and far apart antra high school with another school, the researchers took the sampling randor diataranya Jantho SMA 1, SMA Negeri 1 Sibreh Suka Makmur, Kuta SMA Baro, Lhoknga SMA 1, SMA Negeri 1 Baitussalam. C. Subjects Research In accordance with the formulation of the problem in this penelitiaan, its main focus is the performance of teachers in teaching PE. In this study the researchers wanted to know how the performance of teachers in teaching PE in SMA Aceh Besar district. Then the subject of this study was all teachers who teach in high school PE lessons Affairs Aceh Besar district, because of the location of this research is Jantho SMA 1, SMA Negeri 1 Sibreh Suka Makmur, SMA Negeri 1 Krueng Najaya Baro, Lhoknga SMA 1, SMA State 1 Baitussalam. D. Research Instruments With the instruments of good and appropriate, are expected to capture data / information required in this study, the researchers set the grid research instruments. Grating the complete study can be seen in appendix. Based on the lattice studies have been formulated, the researcher used research instruments include: observation, interview guidelines, with the principal, teachers of physical education questionnaire, documentation. Further research instruments will be more clearly addressed in data collection techniques and grille complete study can be seen in appendix. Knowing how to empirical description of the performance of teachers of Physical Education in Aceh Besar District State High School, To know what is being done in the performance of State High School Physical Education teacher Aceh Besar district, to find out what factors are inhibiting performance at the high school Physical Education teacher Interior District Aceh Besar district E. Credibility Test Data Test the credibility of data is done to avoid bias in the study. Examination kredebilitas and validity of the criteria used techniques developed by the degree of confidence Moleong (2001:175), namely (1) Persistence of observation, (2) Examination of peers, and (3) Triangulation. 1) Persistence observations were made by conducting observations with very careful, thorough, detailed, and continuous. Then the activities of observation followed by interviews conducted intensively, so that the data generated to avoid things that are not desirable. such as engineering, lie, pretend, or any form of non ikhlasan resulting in invalid data. 2) Triangulation is a technical examination of the validity of data used for checking or for comparison against the data. In this study triangulation is a triangulation of sources used. Trianggulsi rnemeriksa sources used for data validity by comparing the data obtained from interviews with PE teachers with observational data.

3) The peer is to discuss the process and results obtained, in order to conduct the evaluation, adjustment and improvement of the research process, with the hope that the results obtained in this study can be meaningful and useful as well as a guideline for PE teachers in the study. With the examination of peer is not expected to bias the study or deviate from the expectations and intended purpose, as well as data obtained mencerminklan accurate and valid data and in accordance with the existing reality. F. Data Collection Techniques Data collection procedures used in this study refers to the opinion Moleong (2001:165) which states: to conduct qualitative research, data collection techniques can be used 1) observation, 2) interviews, and 3) documentation. The third way is done with the intent to obtain data and information that can really be trusted, indepth and objective. Each of these procedures can be explained as follows. 1. Observation Observations are also intended to determine the presence of fit between planning and execution of action and to capture activity data penjas teacher. Observations made by researchers and colleagues using the observation sheet that has been prepared. The results of observations made in the observation sheets on the subject under study, then one must for researchers to make observations carefully to observe the behavior-perikiku PE teachers in implementing the learning. 2. Interview Interviews conducted for menginstruksikaa about people, events, activities and Iain, the reconstruct-roundness roundness experienced in the past, projecting the unanimity which had been expected to be experienced in the future by changing the fiber verify and expand information obtained from the another by using a triangulation that was developed by researchers as a check. 3. Documentation Documentation is required in this study to obtain information relating to the performance of teachers in teaching PE in SMA Aceh Besar district, technical documentation, is how that is done to collect data by recording the data that already exists. This is in line with what is delivered by Margono (2004: 181) "documentary technique is a way of collecting data through a written legacy, such as archives and includes books on the opinions, theories, propositions or laws, and other iain- related to the research problem ". G. Data Analysis Techniques Penelitiaan requires data as information in answering the research questions. So that data and information can be classified in this study to answer the research question. According Moleong (2001:103) that "data analysis is the process of organizing and sorting data into patterns, categories and the basic outline of the unit so it can be found tenia and working hypotheses can be formulated as suggested by the data". Data analysis was carried out during the collection done inductively. As for the reason to use inductive analysis of data in this study as proposed by Moleong (2001:5) can be described as follows: (1) more inductive process can find multiple realities as contained in the data. (2) more inductive analysis can make the researcher-respondent relationship becomes explicit, it can be known, and accountable. (3) such analysis can describe more fully and can make decisions about whether or not the transfer to the other. (4) more inductive analysis can be found along the sharpening effect relationship. (5) inductive analysis can calculate the values explicitly as part of the analytic structure. 1) The reduction of data The data collected will be processed, selected, focused, clarified, and simplified. This is done with the aim to obtain clear information so that researchers can draw conclusions. Data reduction as an electoral process, focusing on simplification, and transformation of raw data pengabstrakan / rough that emerged from the written records of the field. 2) Presentation of data Presentation of data is done by organizing the data reduction results in a narrative that allows the inference and decision-making actions. The data is interpreted and evaluated in order to plan further action. Presentation of data is a complex process of preparation of the information into a systematic form, so it becomes more simple and selective, and can understand its meaning. This is done to discover meaningful patterns and provide the possibility of making inferences and actions.

3) Drawing conclusions and verification Inference aims to provide a conclusion on the results of the interpretation and evaluation of data obtained. These activities include the search for the meaning of the data and provide explanations and present the answers to the problem presented. While verification is a validation of the inferred data (Miles & Huberman, 1992:19). Verification activities carried out is to test the truth, robustness, and suitability of the meanings that emerge from the data that made fellow peers and through lecturers. Penerikan specific conclusions derived from observations, interviews and document tracking, and then processed, analyzed, so that the data is ready to be served. RESULTS AND DISCUSSION A. Research Findings In this study, to obtain data on PE learning activities undertaken by each teacher. Observation of activities tailored to the schedules and course materials at your school, the observation process is carried out based on the observation sheet which has been prepared researcher. Further analysis of observational data in accordance with the techniques of data analysis and established criteria. The observations regarding the performance of high school PE teacher in the learning Aceh Besar district. 1. Teachers in the Learning Ability Kempuan associated with high school PE teacher in the learning Negri Aceh Besar district, researchers collected data related to the planning of learning, learning implementation, and evaluation of student learning outcomes conducted by the teacher. Here's a description of the three components of teacher ability. a. Planning Learning Based on the findings penilitian, planning a high school PE teachers do Negri Aceh Besar district includes the development of the syllabus by formulating the basic competencies and indicators of learning outcomes, which have been developed based on the syllabus, teachers Learning Implementation Plan (RPP), which also includes scenario planning learning activities and evaluation of results student learning based on indicators developed. The research findings also revealed that in developing the syllabus to formulate the basic competence and determination of indicators of learning, the teacher guided and adapting the syllabus that has been dirusmuskan by the Education Ministry, this is in accordance with the statements of teachers (Gr: 2) that: In drawing up the syllabus and develop learning tools, we developed it from the syllabus or curriculum provided to us and the Department of Education. Next we mengembangkanya accordance with our ability to make Learning Implementation Plan (RPP) to include the components include: identification of the subject's name, school level, class, semester, time allocation, standards of competence, basic competence, learning subject matter, learning experiences, and learning resources. Based on teacher interviews (G2) has seen the development of the syllabus by referring clan adapting the syllabus issued by the Ministry of Education. Furthermore, based on information and teacher (G2) and data documentation on the syllabus developed by AMFITIL teacher (G2) follows the format of the Ministry of Education syllabus development include: identification of the subject's name, school level, class, semester, competency standards, basic competencies, subject matter / learning, students' learning experience, time allocation, and the source material / reference / referral. In mempesiapkan teaching materials, I did not prepare specifically, I'm just trying to master the teaching materials by holding the book the package that I normally use, in order to explain the course material to students so that students can understand the material being studied. b. Implementation of Learning Observations also showed that, although the general learning implemented with a classical system, but teachers also use learning methods that enable students to discuss, and practice, and study groups (cooperative learning) in accordance with the material students are learning. According Simamora, Roymond H. (2009) The use of a variety of teaching methods will produce different learning outcomes of teaching quality, teaching methods affect the use of high and low quality of teaching and learning success. Table 4.1. Instrument Performance Learning Planning No 1. 2. 3. Indikator Clarity Formula Completeness of coverage formula Compliance with the basic competencies Score a, 4 2 Observer (Researcher) Descriptors c and d All a and b

Conformity with the goal of Learning 2 b and d Kesuaian to the characteristics of learners 2 All Keruntutan and systematics material 3 a, b and c Suitability of the material with the allocation of time 4 All Suitability of learning resources with learning objectives 3 a, b and c belajarmedia 9. Appropriateness of learning strategies and methods of learning 3 a, b and c objective view 10. Appropriateness of learning strategies and methods to the 2 a and b characteristics of learners 11. Compliance is the time allocated to the stages of learning 4 All 12. Suitability evaluation techniques with the techniques of learning 2 a and b 13. Activity assessment procedures 3 a, b and c 14. Completeness of Instrument questions (questions, answers kunbci, 2 b and d Guidelines for scoring Number of scores 41 Based on observations of teachers to the activity of each teacher as a subject penelitiaan in learning. Observations conducted by researchers of learning activities by teachers (G1) who teach subjects PE, can be seen in Table 4.1, then according to Table 4.1 is the result of research and observation, obtained the score of 41, with a maximum score is 56. Based on Table 4.2, results and observations observer researcher, obtained total score of 47, with a maximum score is 56. Then the number of scores first converted into the form of percent, thus the obtained results and the observations is equal to 83.9%. By looking at the criteria level of success of the learning process of teacher activity, indicating that teachers in learning activities, already included in either category. 4.2 The following table is the data of observations of the teacher. Table 4.2. Instrument Performance Learning Planning No 1. 2. 3. 4. 5. 6. 7. Indicator Observer (Researcher) Descriptors Score 3 a, c and d 4 All 4 All 3 b, c and d 4 All 3 a, b and c 4 All

4. 5. 6. 7. 8.

Setting up Field Check the readiness of students Carry out activities of perception Competencies that will prepare dcapai and action plans. Demonstrate mastery of learning materials Linking the material with other relevant knowledge Implement the learning according to the competencies that will be in capaii 8. Implement penbelajaran in after another 4 All 9. Master class 3 a, b and c 10. Implementing learning konsektual 2 a and b 11. Implement learning with time allocation in the plan 4 All 12. Demonstrate skills in the use of learning resources with learning 3 a, b and b media 13. Mmenyelesakan interesting message 3 a, b and c 14. Involving students in pemafaatan learning resources / learning 3 a, b and d media Number of scores 47 Further data on the implementation of PE learning undertaken by teachers revealed that based on observations by the researchers themselves to the observer (Observer) during the learning process. The following observations are made against teachers and can be seen in Table 4.3.

Table 4.3 Results of Observer Observation Activities teacher. Observer (Researcher) Score Descriptors 4 All 4 All 4 All 3 a, c and d 4 All 3 a, b and d 4 All 3 a, b and d 3 a, b and c 3 a, b and d

No

Indicator

Opening the Lesson Giving instructions and explanations Implement the learning characteristics of students with attention Using the media, learning resources and learning tools Implement the learning activities of individual, group or classical Responding to student questions and responses Using the expression of oral, written, gesture and body movement Triggers and managing student engagement Mastery of teaching materials with either Able to deliver teaching materials with responsive, completely and exactly 11. Giving an explanation / discusses the subject matter with either 4 All 12. Cultivate a positive attitude or appreciation of students to the 3 a, b and d teaching materials 13. Manage your time efficiently learning 3 a, b and c 14. Closing the learning and mastery learning materials solidify 4 All 49 Number of scores Based on Table 4.3 above, the results of observations made by researchers on learning experiences which teachers implemented (G3) obtained scores of 49 and maximum score of 56. Then the number of scores first converted into a percentage, thus obtained value of the observation was 87.5%. By looking at the criteria level of success of the learning process of teacher activity. showed that teachers in learning activities, including the very good category. Our constraints on the field is a large class of designing or setting up background (setting), dimanajumlah many students, so we do not makasimal can monitor individual student progress in the learning process. The method is one component of learning is important and related to the effort so that students can participate in learning activities, because with this learning method appear in the educational activities of students interacting and learning activities and learning. The observations also showed the interaction process will berjalaii best when students actively in classroom learning with the encouragement and teachers engage students in learning. c. Evaluation of learning Based on the findings of the research results of the evaluation study conducted by the State High School PE teacher Aceh Besar district. Teachers PE subjects in developing and implementing learning evaluation is based on the development of basic competencies that are translated into a number of indicators in each sub-learning material students are learning. Furthermore, based on this indicator determines the bill to the student teachers and the development of assessment instruments. Furthermore, in preparing and developing teaching instruments, usually teachers do it independently and occasionally discuss with fellow colleagues caregivers PE SMA subjects Aceh Besar district. Data obtained from SMA Aceh Besar district based on interviews and field notes, in general, teachers in this school only to analyze the assessment of learning outcomes. While the analysis of the learning process less attention, so the absence of data on student scores on the learning process further strengthened by the results of interviews. Analysis conducted teacher should maintain a balance between the assessment process and assessment of learning outcomes, then there is no constraint at State High School PE teacher Aceh Besar district analyze the implementation of esultsoriented assessment test scores. However, the constraints faced by teachers in analyzing assessment program is to analyze the assessment of learning process, basically because the teacher is only focused on presenting the material at the time of the learning takes place and less attention to those aspects that can be the assessment process. In Aceh Besar District State High School, students and teachers to determine the position of exhaustiveness learn for next steps based on the valuation analysis has been done. 2. Teachers in Implementing Learning Motivation Based on the results of research related to the motivation of teachers in implementing the learning is strongly influenced by factors of teachers' willingness and consciousness itself in carrying out effective and efficient

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

learning. It is also affected by income or livelihoods, facilities / infrastructure, and a sense of comfort, harmony and a pleasant atmosphere in the workplace. 3. Teacher Commitment in Implementing Learning The commitment of teachers in performing their duties as educators also can be reflected and effort of teachers in helping students encounter obstacles or difficulties in learning. Based on the results penelitiaan PE teachers in Aceh Besar District State High School petrified overcome the difficulties faced by students in learning through individualized approach, it is not uncommon in the classical teachers are also overcome, especially on the problems of difficulty mastering the material by students. Basically, if students are having problems or difficulties, teachers try to help an individual basis. In accordance with the results of interviews with the teacher stated: If there are students who are experiencing problems or difficulties in learning then we as teachers provide assistance on an individual basis, but we also have many limitations because of students so that if the same problems faced by our students perform classical approach. The results also showed that the forms of teacher collaboration begins with small things, such as discussions about the teaching materials, syllabus, held a family meeting with fellow friends, friendship or social activities of other religious, to the extent such formal discussions that followed the development program group and follow pe1atihan/seminar/workshoop KKG together. B. Discussion Based on the data that has been in penelitiaan results describe above, the following will be discussed against the data, which include 1) the ability of teachers in learning (in terms of a) planning, b) implementation, c) evaluation of learning outcomes), 2) the motivation of teachers in implementing the learning , and 3) the commitment of teachers in implementing the learning. 1. Teachers in the Learning Ability a. Planning Learning Planning of learning is that teachers do attempt to formulate what is to be achieved and learning to be implemented, and how learning is to be achieved can be implemented in accordance with the learning objectives. According Sirnamora (1988:61) argues that: "In essence, planning is a conscious effort, organized and continue to be done to choose the best alternative and held a number of alternatives to achieve the goal". Based on this research, it was revealed that all subjects penelitiaan to formulate a plan of learning objectives to be achieved and how the learning will be implemented. b. Implementation of Learning Implementation of learning conducted by the PE teacher as a research subject in general follow the stages of the learning process, namely: the initial stage, the core stage and final stage of learning. In accordance with the results of research in the early stages of learning of teachers delivering the learning objectives to be achieved. This is so that students know why they are learning and what will be learned, so that students will be focused, motivated and focused attention in learning. This is in accordance with the opinion Dahar (1988:144) who state that can help inform the goal of learning to enable students motivation and focus on relevant aspects of the lesson. The process of constructing knowledge experienced by students should receive the guidance of teachers. Therefore, teachers must be able to design learning so that students can build their own understanding melalut learning activities designed by teachers. The importance of making a conclusion at the end of learning, in accordance with the opinion Mulyasa (2005:88) "Activities summarize and draw conclusions can be made by learners under the guidance of teachers, by teachers, or students with a teacher participant". Activities make this conclusion will solidify the material that has been studied by students. Furthermore, with consideration of time is not enough, all subjects did not perform the final tests of learning that should be made to know and to convince the teacher that the student has achieved the level of learning according to claim exhaustiveness basic competencies to be mastered students. c. Evaluation of Learning In accordance with the opinion Hudojo (1988:8) that the assessment may also increase the learning activities that can be expected to improve learning outcomes. Based on research data on the implementation of the evaluation conducted by the teachers in this study are relatively similar, teachers carry out the research subjects teacher assessments of student learning using written tests. Teacher evaluation process is carried out by conducting daily tests or examinations after completion of learning a certain basic competence, in terms of per-KD exam is the exam conducted after the course of learning at any material which is refresentasi and basic competence. 2. Motivation Guru As has been described previously that related to the motivation of teachers in implementing the learning is strongly influenced by factors of teachers' willingness and consciousness itself in carrying out effective and efficient learning. This is in accordance with the opinion of Nasir (2007: 1 1 7): "The willingness is a function of motivation

(enthusiasm) and confidence". It is also affected by income or livelihoods, facilities / infrastructure, and a sense of comfort, harmony and a pleasant atmosphere, so that teachers can be motivated to work optimally in the works. According to As'ad (1981: 44) motivation to work is something that raises a strong employment boost morale or motivation of one's work and a weak labor in determining the size of his achievement. According Pidarta (2005 98) "a study showed that faklor-organizational factors affect where the professionals work their personality and profession". So that management is implemented in schools greatly influence the motivation of teachers, it is understandable, if the management of education in school was built with openness and involving all citizens of the school, the teachers feel responsible for domestic duties outside of teaching, but more and that's how the teacher also able rneningkatkan quality of education in the school as a whole. 3. PE Teacher Commitment in Implementing Learning Based on the results of research that has been presented that the PE teachers in Aceh Besar District State High School relating to the commitment of teachers in implementing the learning. The commitment is demonstrated by the attention and seriousness of the teacher in observing the development of student learning, then teachers also melakasanakan learning actively involves students by taking into account the diverse characteristics of students, so students can build their own knowledge. According to Ibrahim (2003:3) "so that students understand and can apply the knowledge acquired then students need to be familiarized to find something useful for themselves and wrestle with ideas, students mengkonstruk knowledge in their own minds". This commitment is also demonstrated by the efforts of teachers to design a constructivist learning, who never think students are not able and not potential. According Sukirrhan (2005:6) "Efforts to build good relations and wide kesejawatan teachers can do to build networks or networking to help improve the performance of fellow teachers sabagi a profession". With dernikian scientific activities can improve professionalism and performance of teachers. This is in accordance with Sukirman (2005:3): "Improving the performance of teachers need strong support and the government, this can be done by fostering teacher like holding penatara and training to improve teachers' competence and training for teaching materials and teaching methods". Through training or upgrading, or follow the program and the KKG group is expected to help address issues of teacher competence over the years. CONCLUSIONS A. Conclusion Based on exposure data and discussion on the performance of high school physical education teacher at District of Aceh Besar District, picture empirit PE PE teachers covering kemampauan implement learning, motivation, and commitment of teachers penjas, Sport and Health is: a platform for professional teachers in particular subjects penjas Sports and Health in the same district / city / district / Education Unit of the activities conducted, by and for teachers, is nonstuktural, self-contained with a principle of the family and has no hierarchical relationship with the institution lain.Tujuan held, then it can be made several conclusions as the following: 1. In general, the ability of PE teachers implement learning was demonstrated in both categories, based on: a) planning conducted by a PE teacher includes: a. Insight or understanding of educational foundation. b. Pseserta understanding of learners. c. Development of curriculum or syllabus d. Designing Learning. e. The design of learning that educates and f. Dialogic. g. Utilization of learning technologies. h. Evaluation of learning outcomes, and i. Development of learners to actualize a variety of potential dimilikinya.Guru also need to have professional competence as follows: - The subject matter is broad and deep in accordance with the standards of the program content of education units, or groups of subjects and subjects that will Amnestied. - Concepts and methods of scientific disciplines, the relevant technology or art, or shade that is conceptually coherent unit with a program of education, subjects, or groups of subjects that will Amnestied penjasorkes teacher. 2. Efforts in implementing the PE teachers have good teaching, teachers' motivation is influenced by factors

conducive school climate and organizational arrangements well in school with openness and partnership that built the school. As for the motivation of teachers as follows: a. Efforts to improve teachers' abilities and skills b. Equalizes the ability and skills of teachers in implementing the learning c. Discuss the problems experienced by teachers and find an alternative solution the solution according to the characteristics of maple, a teacher. condition of the school and its environment. d. Help teachers acquire the technical information educative e. Share information and experiences f. Able to outline the agenda of the School Reform Role MGMP penjas Sports and Health: g. Being an extension of the hand / Partners Education Department in disseminating information and education policy. h. Facilitating creativity in the development of teaching and learning model innovation. i. Implement and inform changes in curriculum or development of instructional materials that are more creative and innovative. j. Accommodate activities - activities associated with penjas and sport in schools and offices for teachers pendidikan.Manfaat existence MGMP k. and Education Unit is: l. Through meetings in MGMP teachers can find ways to solve the problems it faces. m. Sharing experiences and comparative studies to enhance the learning process in class. 3. Researchers found some pehambat factor in improving the performance of PE teachers in an environment of Aceh Besar District State High School can be summed up as follows: a. Lack of awareness of teachers themselves to try to improve the competence and willingness to change the traditional mindset that has been followed by him. b. Problems in assisting teachers in implementing curriculum into learning devices to achieve a predetermined standard of competence. c. How to help teachers solve the problems of infrastructure in each school - each is considered a major obstacle in learning penjas Sports and Health. d. Lack of commitment of teachers to develop themselves and share their knowledge with others in the forum MGMP. e. Awareness and commitment of members and the board of its responsibility in developing the organization still must ditingkatkan.Lanjutan f. Lack of awareness and support of parties that eksisitensi teacher education units in MGMP will enhance teachers' competence while enhancing the quality of teaching in each - each educational unit. g. The low support for professional associations to MGMP. h. Less diberdayakannya MGMP existence by the stakeholders in improving the quality of learning that will positively impact on improving the learning process in the classroom and improving the quality of education nationwide. i. Operational support funds MGMP woefully inadequate so it is very difficult to realize the program - a program that has been planned primarily to bring in speakers from central / LPMP / P4TK / Higher Education and the Association conducted lainnya.Upaya MGMP in improving teacher competence penjas. B. Implication Based on the conclusions that have been presented the results, it is necessary to recommend a few things related to the research that has been implemented, while the recommendation to note the following: 1. The ability of teachers in implementing the learning can be seen from how to design a PE teacher lesson planning, implementing learning and evaluation, so that teachers need to pay attention to: 1) The planning of learning is good with the syllabus, the annual program, the semester program, planning the implementation of learning, determining learning methods, and prepare teaching materials. 2) Implementation of the learning activities of PE teachers is a key factor of success, so that learning from an early stage, the core, and the end should be carried out properly, in accordance with the implementation of lesson plans that had been developed previously. 3) Evaluation of an effort to obtain accurate information regarding the level of goal attainment, or also an identification of activities to see whether a program has been planned have been achieved or not, and in the assessment of teachers must observe and carry out assessment of the learning process in addition to assessment of learning outcomes.

2. Motivation of teachers in implementing the learning, influenced by the income or livelihoods of teachers, facilities, comfort, harmony and a pleasant ambience educational organizations (schools) are conducive, so need to keep the factors that influence teacher meotivasi, by keeping the school climate and conducive organizations, so that teachers feel comfortable in performing the duties and obligations. 3. The commitment can be seen from the extent of teacher teachers have a commitment which is reflected from a sense of responsibility of teachers to students' learning progress, kedisiplin, cooperation with peers, are open to enter and advice, develop teaching materials and developing innovative learning, strive in enriching the mastery of teaching materials , active in activities that increase knowledge and insight. So we need the attention of all parties, both citizens of the school and the community to assist teachers in mclaksanakan duties. C. The suggestions Based on these results, bcberapa suggestions that need to be submitted as follows. 1. PE teachers to enhance and enrich the knowledge of komptensi planning learning appropriate to the current curriculum, and is expected for PE teachers in the implementation of learning can provide the proper guidance, taking into account the difficulties students and provide guidance on an individual basis and classical, especially for students capable is low. As well as the PE teacher is also expected to carry out evaluation of learning programs with aspects of cognitive, affective, and psikomotoriknya by preparing appropriate instruments that can monitor the development of student learning, and can take decisions on the development of follow-up program sailed students. 2. The teacher is expected to maintain the spirit and commitment in carrying out duties and responsibilities as educators, teachers kesejahtaran although not yet good enough at this time. 3. Related to the Department,. That look after the constraints and difficulties of teachers in the field, so the need for attention and better guidance through courses, training, seminars, and group KKG or other approaches that can improve teacher performance. Universities that have LPTKs. Expected to increase the competence of graduates with skills that combine mastery learning mclaksanakan subject material with appropriate learning methodologies capabilities both in theory and in practice, to be implemented in the learning process in schools. BILBLIOGRAPHY Arikunto, Suharsimi. 2002. Proses Penelitian Suatu Pendekatan Praktik. Jakarta: Bima Aksara Dalyono,M. 1997 Psikologi Pendidikan. Jakarta. Jakarta : Rineka Cipta Direktorat Jenderal. Peningkatan Mutu Pendidikan dan Tenaga Kependidikan. Departemen Pendidikan Nasional Tahun 2009. Djamarah, Bahri. 2002. Strategi Belajar Mengajar. Jakarta: Rineka Cipta Hamalik, Oemar. 2003. Perencanaan Pengajaran Berdasarkan Pendekatan Sistem. Jakarta: Bumi Aksara. Ivancevich, 1996. Dasar-Dasar Psikologi Olahraga. Jakarta: Rineka Cipta. Ibrahim. 2003, Perencanaan pengajaran. Jakarta. Rineka Cipta. Kementrian Negara Pemuda dan Olahraga Republik Indonesia Tahun 2008 Kusmianto, 1997. Penilaian Kinerja Guru. Jakarta: Rineka Cipta Lukman, Au. 1995. Kamus Bahasa Indonesia, Jakarta : Balai Pustaka Moleong, Lexy J. 2006. Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Muhajir. 2000 .Metodelogi Penelitian Kualitatif. Jakarta : Rakesarasin. Mulyasa, S. 2004. Kurikulum Berbasis Kompetensi, Bandung : Remaja Rosdakarya Nasir, Usman, 2007. Manajemen Kinerja Guru, Mutiara Ilmu Bandung. Nasution, S. 1986. Didaktik Azas-azas Mengajar. Bandung : Jemmars. Nasution. 2003 Berbagai Pendekatan dalam Proses Belajar dan Mengajar, Jakarta: Nyak Amir, dkk. 2005. Pembelajaran Pendidikan Jasmani di Sekolah Dasar. Banda Aceh: Syiah Kuala University Press. Rush Lutan, dkk. 1992. Manusia dan Olahraga. Bandung: ITB. Sanjaya, Wina. 2006. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Preanada Media Group. Sudjono, Anas. 1989. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo. Supriadi, Dedi. 2000. Mengangkat Citra dan Martabat Guru. Yogyakarta Adicipta Karya Nusa.

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