Makalah Review Jurnal

1. 1
MAKALAH REVIEW
JURNAL TEACHING SPORT PHILOSOPHY ONLINE: A CASE STUDY IN
ITALY
Dosen Pengampu :
Dr. Made Pramono, S.S. M.Hum.
Disusun Oleh :
Lailatul Rohmah
NIM. 20060484059
Kelas 2020B
UNIVERTAS NEGERI SURABAYA
FAKULTAS ILMU OLAHRAGA
JURUSAN PENDIDIKAN KESEHATAN DAN REKREASI
2020/2021

2. i
KATA PENGANTAR
Puji syukur kehadirat Tuhan Yang Maha Kuasa karena telah memberikan kesempatan
pada penulis untuk menyelesaikan makalah ini. Atas rahmat dan hidayah-Nya lah penulis dapat
menyelesaikan makalah yang berjudul Review Jurnal Teaching Sport Philosophy Online: a Case
Study in Italy
Makalah yang berjudul Review Jurnal Teaching Sport Philosophy Online: a Case Study
in Italy disusun guna memenuhi tugas dari Bapak Dr. Made Pramono, S.S. M.Hum. pada mata
kuliah Filsafat dan Sejarah Olahraga di Universitas Negeri Surabaya. Selain itu, penulis juga
berharap agar makalah ini dapat menambah wawasan bagi pembaca dari review jurnal Teaching
Sport Philosophy Online: a Case Study in Italy.
Penulis mengucapkan terima kasih sebesar-besarnya kepada Bapak Dr. Made Pramono,
S.S. M.Hum. selaku dosen mata kuliah Psikologi. Penulis juga mengucapkan terima kasih pada
semua pihak yang telah membantu proses penyusunan makalah ini.
Penulis menyadari makalah ini masih jauh dari kata sempurna. Oleh karena itu, kritik dan
saran yang membangun akan penulis terima demi kesempurnaan makalah ini.
Kediri, 11 Maret 2021
Lailatul Rohmah

3. ii
DAFTAR ISI
KATA PENGANTAR.....................................................................................................................i
DAFTAR ISI...................................................................................................................................ii
BAB 1 ............................................................................................................................................. 3
JURNAL ........................................................................................................................................ 3
BAB 2 ........................................................................................................................................... 14
REVIEW JURNAL..................................................................................................................... 14
BAB 3 ........................................................................................................................................... 17
KESIMPULAN DAN SARAN ................................................................................................... 17
DAFTAR PUSTAKA.................................................................................................................. 18

4. 3
BAB 1
JURNAL
Available online at www.sciencedirect.com
ScienceDirect
Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
5th World Conference on Learning, Teaching and Educational Leadership,
WCLTA 2014 Teaching Sport Philosophy Online: a Case Study in Italy
Emanuele Isidoria, Javier López Fríasa, Rafael Ramos Echazarretaa*
aUniversity of Rome "Foro Italico", Laboratory of General Pedagogy, Piazza L. De Bosis,15,
Rome, 00135, Italy
Abstract
Teachers and educators have raised many concerns about teaching philosophy online. They
worry that the non-physical human interaction required in the on-line, computer-based,
way of communication could alter the dialogic, interpersonal, and relational nature of
philosophy. Starting from this, we analyze a particular case in which open sources were
used for teaching sport philosophy to a group of Italian sport sciences university students.
Our aim is to show that teaching philosophy online is as
effective as face-to-face teaching. Moreover, the teaching and learning of philosophy
online encourages reflection, critical thinking, and the development of learning
communities by fulfilling students’ educational needs and giving them the opportunity to
organize their learning time and adapt it to their needs. This is a particularly relevant issue
in an emerging contemporary philosophical field such as the philosophy applied to sport.
Modern day sport lacks critical and philosophical reflection. Thus, the diffusion of a
discipline such as the philosophy of sport through new technologies of teaching and
communication not only encourages and fosters the critical analysis of sport as a social
practice, but also benefits those students who would not have access to face-to-face
education.
© 2015 The Authors. Published by Elsevier Ltd.
© 2015 The Authors. Published by Elsevier Ltd. This is an open access
article under the CC BY-NC-ND
license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center.
Peer-review under responsibility of Academic World Education and Research Center
Keywords: Teaching; Philosophy; Sport; E-Learning; Open Content

5. 4
1. Introduction
Recent technological advances in communication have shaped our world in radical ways.
The most remarkable of these radical changes is arguably the invention and development
of the World Wide Web. By increasing the amount of information available as well as
the access to it, computer-mediated communication alters the approaches of certain key
institutions and their practices such as education, sports, politics, and economics. This
modification is crucial in pedagogy, where the use of computers for teaching purposes
raises many challenges (Beetham & Sharpe, 2007). Among them, the most important
question is whether traditional universities, and their methodologies of
* Rafael Ramos Echazarreta. Tel.: +39-06-3673-3379; fax:+39-06-36733-359.
E-mail address: labopedagogia@gmail.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open
access article under the CC BY-NC-ND
license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
doi: 10.1016/j.sbspro.2015.04.025
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938 933
teaching, can meet the new demands and features of our societies of communication. The
use of computers as a popular means of complementing face-to-face education is becoming
popular, for example, in order to create virtual spaces where teachers can be in an
immediate and direct contact with students by uploading documents, hyperlinks, online
material and the like (Moreno & Bailly-Baillière, 2002; Stacey & Wiesenberg, 2007) .
However, the next challenge for pedagogy raised by computer-mediated communication
is its use as a sole means of education (Salmon, 2011; Cabero, & Román, 2006; Goodyear,
2001).
As we are accustomed to face-to-face teaching, we find it difficult to imagine a new
pedagogical paradigm. Skepticism is arguably the most extended position regarding novel
proposals like online teaching. These are some arguments provided against online teaching
(Haber & Mills, 2008; McLaughlin, 2003): a) faceless teaching is not as effective as the
traditional one; b) the materials for online teaching cost more; c) the will to introduce online
learning responds more to other considerations and less to educative purposes; d) there is
no way to intervene in people’s formation as both students and human beings. However,
we will argue for online communication as a means to achieve the main objectives of
teaching philosophy of sport.

6. 5
By drawing on Garth Kemerling (1980; 1998), we identify three main goals in the
teaching of sport philosophy: a) to acquaint students with the philosophy of sport literature
through a guided reading of its classical texts; b) to develop effective skills in reasoning;
and c) to develop a personal positions in an argumentative way. The acquisition of these
three goals is important for students, especially, for those in technical schools,
universities, faculties, and departments where this subject is not common. The teaching of
philosophy in departments and faculties with different curricula from those of the
humanities and social sciences is particularly important. Philosophy provides students in
these areas with critical-reflexive attitudes that allow them to develop a deeper and less
superficial way of thinking towards the problems of everyday life as well as of the problems
to be solved in their specialization areas. This is the reason why teaching philosophy is
strongly recommended by organizations such as UNESCO. Several international
documents published by this organisation aim at promoting educational policies focused
on developing critical-reflexive skills (Goucha, 2007). UNESCO has also repeatedly
underlined the importance of using open source and open content tools for distance
teaching, e-learning, and the so-called m
learning, which refers to technologies that use mobile devices as multiple learning
contexts for teaching (Kraut, 2013).
UNESCO’s promotion of personal devices, such as mobile phones, smart-phones,
tablets, notebooks, MP3 players for listening to podcasts, notebooks, devices for reading
e-books, and the like, does not respond to commercial interests, but rather to the fact that
these devices are low-cost tools for sharing knowledge contents. So they are a widespread
means to develop interpersonal communication and create learning communities based
on people’s shared interests and focused on the development of a lifelong, situated,
personalized, and continuous
learning (Meskill, 2013).
2. Case Study
Although philosophy is not included in sport sciences students’ curricula, teaching
them this human science is crucial. The discipline called “sports philosophy”, a recent
science in the field of sport science, plays a discrete role in departments of sport and
movement sciences (Hyland, 1990; Reid, 2013). This means, firstly, that this discipline is
still unknown in most universities and schools which train and educate sport professionals
(physical education teachers, sport educators, athletes, sport managers, coaches), and,
secondly, that the contribution of this discipline to the development of sport sciences is
still occasional. For instance, sport sciences curricula of Italian faculties and departments
tend to focus mainly on the development of technical, physical, and motor skills.
Therefore, Italian sport sciences focus on disciplines aimed at studying and developing
bio-physiological, biomechanical, and physical skills. The empirical character of these
disciplines generates a positivist paradigm in the study of sport. Even when courses in
humanities exist, human disciplines like pedagogy, psychology or sociology focus on
their aspects as experimental and descriptive sciences. This is also the case of the
curricula taught in the departments of sport sciences in Italy.
The pre-eminence of the positivist paradigm downplays Italian sport sciences students’
capacity to develop a critical and personal view of sport both as a human phenomenon and
as a social system. Comprehensive and holistic understandings of sport would be

7. 6
impossible, since sport students spend most of their time either studying the positivistic
subjects of their curricula or practising sports. Therefore, humanities studies have to be
included in the curricula since the University is the only place where they can develop the
critical skills to produce such
934 Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 –
938
comprehensive understandings of sport. With this aim in mind, our group of sport
pedagogues from the University of Rome “Foro Italico” (URFI), an institution entirely
devoted to the study of sport and human movement, decided to offer to their bachelor’s
degree students in sport sciences a 4 credits (CFU) course on sport philosophy. This course
was entirely online, except for some face-to-face sessions (meetings or lectures by invited
lecturers) whose
aim was to help students with little experience in distance and e-learning.
Although the URFI had a Moodle platform for teaching online, we decided to use
another free e-learning platform, namely, Chamilo Campus. Although this is a free
platform with limited potential regarding space and repository, we chose it for two
reasons: firstly, because of the dialogic and interactive nature of the course;
and, secondly, in line with many contemporary theories of learning online, to stress the
importance of social networks for human learning from a constructivist, communitarian,
and situated perspective (Royo, 2010; Ko & Rossen, 2004). According to this, we decided
to structure the online course using the following free teaching tools:
a) The Chamilo Campus platform was used to host the main contents of the course (lessons
and materials), as well as a tool for monitoring students’ activities, and as a platform to
send the most important messages related to the course.
b) The Wordpress blog was a platform to share information. Its main goal was to show a
general presentation of the course and some announcements with a general explanation
of both the teaching method and how attendance was recorded. The blog also contained a
short description of the syllabus and some links related to videos about philosophy and its
main issues.
c) We used a Facebook group to make a real-time group chat more attractive and easy to
use than Chamilo Campus platform’s chat and forum.
d) Youtube and Vimeo channels were used as ways to record the lessons by the
instructors of the course and by other invited speakers in seminars and conferences held
in the framework of the course.
e) A radio channel and Spreaker platform (which allowed broadcasting, recording and
downloading up to 10 hours of recording) were used to record or broadcast the teachers’
lessons in podcasts.
f) A platform for making ebooks was used to create and manage ebooks in ePub,
PDF and SCORM formats. g) Dropbox was used as a folder for sharing course
materials and documents.
h) Skype was used as a way of videoconferencing as well as a video chat for
interviews and final examinations. i) Twitter was used for sending announcements or
messages about events, seminars or events.

8. 7
After having chosen the teaching tools, we wrote a specific syllabus. This syllabus was
inspired by Isidori and Reid’s (2011) handbook entitled Filosofia dello sport, and
conceived of as an introduction to the study of sport philosophy and its main topics. This
way, we provided the students with the possibility of getting acquainted with the
philosophy of sport literature and its basic texts. Moreover, we also aimed at developing
and enhancing critical and reflective thinking in sport sciences students by focusing on the
following topics: a) general issues of philosophy as a science and as a human activity; b)
ethics; c) the relationship between values and sport; the research methodology and the
reflective methods to promote values through sport movies; d) and the relationship
between globalization, sport, and Olympism. This last topic was included due to the
importance of, especially, de Coubertin’s thought, as well as to his contribution to the
development of the philosophy of Olympism and today’s sport culture. As we regarded
these last topic as the most relevant one of our course, we entitled it as “Philosophy of sport
and Olympic education.”
The main issues of the course, taught both in Italian and English, covered the following
topics (summed up in ten lessons): introduction to philosophy; the origins of sport
philosophy; sport and its philosophical issues; sport and values: a philosophical
perspective; research methodologies in sport philosophy; sport ethics in practice;
philosophy and sport movies: an introduction; philosophical analysis of a sport movie;
introduction to the philosophy of Olympism; main agencies promoting Olympic
education.
At the beginning, during the academic year 2011/2012, we agreed on offering this online
course on sport philosophy to 40 students. However, in the first two weeks the number of
applications for enrolment was so high that we decided to increase the number of accepted
up to 70 students. Between the academic years 2011/2012, 2012/2013 and 2013/2014, 223
sport sciences students enrolled in the course of sports philosophy. Among these students,
only 34, that is a percentage of 15.2%, had studied philosophy during their high school
education. During the three academic years mentioned above, 94% of the students took the
final exam within the first two terms of the academic year (there are officially three terms
per academic year in the URFI).
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938 935
The final exams showed a very low number of failures: only 16 students, that is 7.2%,
with an average of 5.3 per year, did not succeed in passing the exam within the first two
sessions allowed. All of the students, except three (who dropped-out in their first three
years of studies in sport sciences), completed the course in sport philosophy, and were
considered qualified to pass the final exam, marked on a pass or fail basis.
3. Method
We had decided from the beginning of the course to use it also as a research
environment to get some important feedback aimed at improving the course itself and its
methodology in the future. For this reason, we used a research methodology based on a
simplified model of the case study, and focused on the evaluation of teaching activities
related to the online course. This evaluation was carried out through methods of
collecting qualitative and quantitative data, such as interviews, open and closed-ended
questionnaires, and focus groups. For the evaluation of the results of these data, the point

9. 8
of view of both students and instructors was considered and compared between each
other. The data were obtained:
1) Through a specific questionnaire administered to the students who attended the online
course. 2) Through a self-assessment carried out by the three teachers who had taught in
the course (that is, two instructors and a tutor).
3) Through a focus group composed by the main instructor/teacher responsible for the
course, by an external observer, and by four students volunteers in each academic year
(4x3=12).
The questionnaire for students was based on a Likert scale which ranged from 1 to 5 (1
= Unacceptable, 2 = Needs Improvement 3 = Average, 4 = Good, 5 = Excellent). The
questionnaire included also 4 open categorical questions (items 6, 7, 9, 10, 11, 12), and it
was composed of two main parts:
a) a first one concerning the content, mode of delivery of the course, and the quality
of teaching and mentoring; b) a second one concerning the liking and satisfaction
with the teaching tools used in the online course.
These are some of the questions regarding the content and quality of the online course:
1) the clarity of online materials was
2) the usefulness of online materials was
3) the usefulness of online discussions was
4) the critical competencies aimed at understanding contemporary sport and
provided by the course were 5) compared to other courses at URFI, your
involvement (doing assignments, interacting
with students and the instructor) in this course was
6) please describe the course activities that most enhanced your learning in this course
7) please describe the course activities that were least helpful to your
learning in this course 8) overall, I would rate this course as
9) please provide any additional suggestions, comments, or ideas for
improving this course 10) considering your reason for enrolling in this
course, did it satisfy your needs? (yes, no) 11) would you recommend
online courses to other students? (yes, no)
12) please, provide any other suggestions, comments, or ideas for improving
the online experience Among the questions relating to teachers and tutors,
we included these:
13) The instructors’ and tutor’s preparation, quality, and helpfulness of their
feedbacks for this class were 14) Timely response by the instructor for
assignments was
15) The instructor as a discussion moderator was

10. 9
Questions regarding the teaching tools were summed up in a question that asked
students which one of the following tools (that is: Chamilo Campus, Wordpress blog,
Facebook, Youtube and Vimeo channel, radio channel, platform for creating and
managing e-books, Dropbox, Skype, Twitter) had to be considered as the most useful
one
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938
in the course, and why.
The self-assessment by teachers was based on a written answer to the following open
question: “Are you generally satisfied, as a teacher, with the course you have taught online,
and with the results achieved by your students? Write “yes” or “not”, and explain the
reasons for your answer.”
The focus group, lasting two hours, consisted of a restricted discussion group to reflect
on the main feedbacks from the questionnaire administered to the students, and from the
report written by the instructors of the course. This discussion was assisted and mediated
by an external observer/researcher who acted as a moderator for the dialogue/discussion
taking notes of the dialogic interactions of the participants. The discussion was intended
to ascertain the veracity of the students’ opinions and answers, taking them as guidelines
for discussion and critical reflection.
4. Results
The self-evaluation by teachers and tutors of the course was fully positive; they affirmed
to feel fully satisfied with the results achieved by their students and gratified by the
experience of teaching sports philosophy online. The same thing can be said about the
focus groups built during the three academic years, which actually confirmed the results
from both teachers’ self-assessments and satisfaction, and data emerging from the
questionnaires administered to the students. Students’ questionnaires data must be
considered as the most interesting because they have provided a valuable feedback for the
further development of the course. Out of 223 students who attended the sport philosophy
online course, 212 answered the questionnaire. Response rates, mainly in percentage, were
as follows:
Table 1. Students’ answers.
Question no.
Answers of fully satisfaction % (Excellent=5)
Question no.
Answers of fully satisfaction % (Excellent=5)
Question no.
Answers of fully satisfaction % (Excellent=5)
1 92.7 4 88.3 13 85.8 2 93.6 5 84.7 14 77.5 3 92.0 8 87.8 15 82.5

11. 10
Table 2. Answers about categorical questions.
Question no.
Results and percentages Question no.
Results and percentages
6 forums, chats=68.0 10 yes=81.3
7 Facebook chats=77.3 11 yes=93.0
9 more online tutorship=23.7 12 to solve technical
problems=33.4
The percentages of satisfaction and usefulness of the teaching and learning tools were
as showed in the following table:
Table 3. Percentages of usefulness and satisfaction about TL tools.
Tools/group 1 % Tools /group 2 % Tools/group 3 %
Chamilo Campus 62.1 Youtube and Vimeo channel 87.4 Facebook 93.3
Wordpress blog 63.7 Radio channel 86.0 Skype 73.1
Dropbox 77.1 Platform for e-books 62.7 Twitter 62.3
5. Discussion
The data collected from questionnaires, discussions and interviews have actually
proved the full achievement of learning and educational goals aimed by the online
course. In the focus groups, some critical issues and very small
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938 937
problems emerged. These problems referred to some technical difficulties regarding both
the use of the online platform (considered by some students as much complicated), and the
need for more intensive technical mentoring. For instance, not all students have the same
technical skills and ability to use an online platform.
Specific consideration should be given to the percentages related to the liking and
usefulness of the teaching tools. The tools students most appreciated and liked were, as
shown in the table above, the Facebook discussion group, Vimeo and the Youtube channel,
the radio channel and the podcasts. The reasons why they preferred these tools was that
they were easy to use (to watch and to listen to). Students liked Facebook because it allowed
them to be involved in continuous dialogue and in an ongoing communication with
teachers and classmates. Students also
affirmed that they liked these tools because they were easily available on both tablets and
mobile phones. The students gave an overall very positive evaluation to the content of
the course by stating that the study of philosophy, even in its online mode, made them
aware of the hidden ethical and educational problems concerning physical activity and
sport. From the focus groups, we found that the course developed a critical attitude

12. 11
towards contemporary sport in the students, and provided them with philosophical
alternative views, such as, the so-called theory of weak sport (Isidori, Maulini, & López
Frías, 2013).
6. Conclusion and recommendations
Our case study represents, in all aspects, an example of an on-line teaching practice that
should encourage other Italian and European universities to develop and enhance these kind
of courses on sports philosophy. Sport is a powerful tool to promote philosophical
reflection about contemporary issues such as new technologies and globalization. For this
reason, on-line teaching and learning sports philosophy not only enhances the potential of
this discipline as a critical and reflective science, but it also makes it available to a wider
audience that otherwise would not know about it. For instance, to athletes who have
completed their sporting careers and need to be retrained in the context of a dual career
and lifelong learning.
The new tools provided by Web 2.0 allow people to share knowledge and open
contents, and to develop abilities and skills to create learning communities that foster
interpersonal communication. This fits perfectly with the dialogic function and essence of
philosophy as a science and as a human activity (King, 2012). Through these resources,
also young students who are not from departments and faculties of humanities or
philosophy can develop philosophical skills. This is especially necessary, as shown in
this study, for sport sciences students unaccustomed to the development of critical
thinking because the sporting professions, as they are conceived of in
contemporary society, continue to be seen merely in terms of acquisition of technical
skills. Therefore, teaching philosophy of sport on-line can be a means for sport sciences
students to develop critical skills that are useful for their future work. Our study provides
a simple and effective model of education and teaching. We only need a limited amount
of materials to achieve the aim of a course in philosophy. This way, we avoid the risk of
dispersion and disorientation, which some scholars regards as one of the difficulties
related to on-line teaching methods (Ruffaldi, 2000).
The data from our study have shown that the easy accessibility from mobile phones and
tablets explains the success of online teaching tools. This raises the question of the
necessity to rethink the teaching of philosophy online in accordance with the new forms of
mobile and by tablets learning, transforming the social network in online learning
environments (Wiesenberg & Stacey, 2013). In line with this idea, our study also shows
the necessity to adapt the courses in philosophy of sport taught now. This is the challenge
that the philosophy of sport, rethought in terms of specialized e-philosophy, together with
its community of researchers, teachers and students, has to address today in order to
understand sport and its meanings, and to make it a real human practice.
Authors’ contributions.This study is the result of a collaboration between the three authors.
The authors’ contribution can be summed up as follows: Emanuele Isidori: conception and
design of the study, manuscript writing. Francisco Javier López Frías: acquisition of data,
manuscript revision. Ramos Echazarreta: analysis and interpretation of data; obtaining
funding.
References

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Wiesenberg, F.P., & Stacey, E. (2013). Teaching philosophy: Moving from face-to-face to
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15. 14
BAB 2
REVIEW JURNAL
Judul Teaching Sport Philosophy Online: a Case Study in Italy
Pengarang Emanuele Isidoria, Javier López Fríasa, Rafael Ramos Echazarretaa*
Nama Jurnal Procedia - Social and Behavioral Sciences
Volume, Issue,
Tahun, Halaman
Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
Tujuan Penelitian
Untuk menunjukkan bahwa filosofi pengajaran online
sama efektifnya dengan pengajaran tatap muka.
Mereka khawatir bahwa interaksi manusia non-fisik yang diperlukan dalam cara komunikasi on-
line berbasis komputer dapat mengubah sifat dialogis, interpersonal, dan relasional dari filsafat....
...Mulai dari ini, kami menganalisis kasus tertentu di mana sumber terbuka digunakan untuk
mengajarkan filosofi olahraga kepada sekelompok mahasiswa universitas ilmu olahraga Italia....
...Tujuan kami adalah untuk menunjukkan bahwa filosofi pengajaran online sama efektifnya
dengan pengajaran tatap muka....
...Selain itu, pengajaran dan pembelajaran filsafat online mendorong refleksi, pemikiran kritis,
dan pengembangan komunitas belajar dengan memenuhi kebutuhan pendidikan siswa dan
memberi mereka kesempatan untuk mengatur waktu belajar mereka dan menyesuaikannya
dengan kebutuhan mereka....
...Ini adalah masalah yang sangat relevan dalam bidang filosofis kontemporer yang muncul
seperti filosofi yang diterapkan pada olahraga....
...Dengan meningkatkan jumlah informasi yang tersedia serta akses ke sana, komunikasi melalui
komputer mengubah pendekatan lembaga-lembaga utama tertentu dan praktik mereka seperti
pendidikan, olahraga, politik, dan ekonomi....
...Ini adalah beberapa argumen yang diberikan untuk menentang pengajaran online (Haber &
Mills, 2008; McLaughlin, 2003): a) pengajaran tanpa wajah tidak seefektif pengajaran
tradisional; b) bahan ajar online lebih mahal; c) keinginan untuk memperkenalkan pembelajaran
online lebih menanggapi pertimbangan lain dan lebih sedikit untuk tujuan edukatif; d) tidak ada
cara untuk mengintervensi pembentukan orang-orang baik sebagai pelajar maupun sebagai
manusia....
...Namun, kami akan memperdebatkan komunikasi online sebagai sarana untuk mencapai tujuan
utama pengajaran filosofi olahraga....

16. 15
...Dengan mengacu pada Garth Kemerling (1980; 1998), kami mengidentifikasi tiga tujuan
utama dalam pengajaran filsafat olahraga: a) memperkenalkan siswa dengan filsafat sastra
olahraga melalui pembacaan teks klasiknya yang dipandu; b) untuk mengembangkan
keterampilan yang efektif dalam penalaran; dan c) untuk mengembangkan posisi pribadi dengan
cara argumentatif....
...Perolehan ketiga tujuan ini penting bagi siswa, terutama bagi mereka yang berada di sekolah
teknik, universitas, fakultas, dan departemen di mana mata pelajaran ini tidak umum....
...Pengajaran filsafat di jurusan dan fakultas dengan kurikulum yang berbeda dari humaniora dan
ilmu sosial sangat penting....
...Filsafat membekali siswa di bidang ini dengan sikap refleksif kritis yang memungkinkan
mereka mengembangkan cara berpikir yang lebih dalam dan tidak dangkal terhadap masalah
kehidupan sehari-hari serta masalah yang harus dipecahkan di bidang spesialisasi mereka....
...UNESCO juga telah berulang kali menggarisbawahi pentingnya menggunakan perangkat open
source dan konten terbuka untuk pengajaran jarak jauh, e-learning, dan apa yang disebut m
learning, yang mengacu pada teknologi yang menggunakan perangkat seluler sebagai konteks
pembelajaran ganda untuk pengajaran (Kraut, 2013) ....
...Disiplin yang disebut "filosofi olahraga", ilmu terbaru di bidang ilmu olahraga, memainkan
peran diskrit di departemen ilmu olahraga dan gerakan (Hyland, 1990; Reid, 2013)....
...Artinya, pertama, disiplin ini masih belum dikenal di sebagian besar universitas dan sekolah
yang melatih dan mendidik para profesional olahraga (guru pendidikan jasmani, pendidik
olahraga, atlet, manajer olahraga, pelatih), dan, kedua, kontribusi disiplin ini terhadap
perkembangan ilmu keolahragaan masih sesekali....
...Misalnya, kurikulum ilmu olahraga di fakultas dan departemen di Italia cenderung berfokus
terutama pada pengembangan keterampilan teknis, fisik, dan motorik....
...Oleh karena itu, ilmu olahraga Italia berfokus pada disiplin ilmu yang bertujuan mempelajari
dan mengembangkan keterampilan bio-fisiologis, biomekanik, dan fisik....
...Karakter empiris dari disiplin ilmu ini menghasilkan paradigma positivis dalam studi
olahraga....
...Bahkan ketika kursus dalam humaniora ada, disiplin ilmu manusia seperti pedagogi, psikologi
atau sosiologi fokus pada aspek mereka sebagai ilmu eksperimental dan deskriptif....
...Ini juga kasus kurikulum yang diajarkan di departemen ilmu olahraga di Italia....
...Keunggulan paradigma positivis meremehkan kapasitas siswa ilmu olahraga Italia untuk
mengembangkan pandangan kritis dan pribadi tentang olahraga baik sebagai fenomena manusia
maupun sebagai sistem sosial....

17. 16
...Pemahaman yang komprehensif dan holistik tentang olahraga tidak mungkin dilakukan, karena
siswa olahraga menghabiskan sebagian besar waktunya untuk mempelajari mata pelajaran
positivistik dari kurikulum mereka atau berlatih olahraga....
...Dengan tujuan ini dalam pikiran, kelompok pedagog olahraga kami dari Universitas Roma
"Foro Italico" (URFI), sebuah institusi yang sepenuhnya mengabdikan diri untuk studi olahraga
dan gerakan manusia, memutuskan untuk menawarkan kepada mahasiswa gelar sarjana mereka
dalam ilmu olahraga a 4 kredit (CFU) kursus filosofi olahraga....
...Kursus ini sepenuhnya online, kecuali untuk beberapa sesi tatap muka (pertemuan atau
ceramah oleh dosen yang diundang) yang bertujuan untuk membantu siswa dengan sedikit
pengalaman dalam jarak dan e-learning....
...Meskipun ini adalah platform gratis dengan potensi terbatas terkait ruang dan repositori, kami
memilihnya karena dua alasan: pertama, karena kursus bersifat dialogis dan interaktif; dan,
kedua, sejalan dengan banyak teori kontemporer

18. 17
BAB 3
KESIMPULAN DAN SARAN
3.1 Kesimpulan
Alat baru yang disediakan oleh Web 2.0 memungkinkan orang untuk berbagi
pengetahuan dan konten terbuka, dan untuk mengembangkan kemampuan dan
keterampilan untuk menciptakan komunitas belajar yang mendorong komunikasi
antarpribadi. Ini sangat cocok dengan fungsi dialogis dan esensi filsafat sebagai ilmu
dan sebagai aktivitas manusia (King, 2012). Melalui sumber daya tersebut, mahasiswa
muda yang bukan dari jurusan dan fakultas humaniora atau filsafat juga dapat
mengembangkan keterampilan filosofis. Hal ini terutama diperlukan, seperti yang
ditunjukkan dalam penelitian ini, untuk mahasiswa ilmu olahraga yang tidak terbiasa
dengan perkembangan pemikiran kritis karena profesi olahraga, sebagaimana yang
mereka pahami dalam masyarakat kontemporer, terus dilihat hanya dalam hal perolehan
keterampilan teknis. Oleh karena itu, pengajaran filsafat olahraga secara on-line dapat
menjadi sarana bagi mahasiswa ilmu keolahragaan untuk mengembangkan keterampilan
kritis yang berguna untuk pekerjaannya di masa depan. Studi kami memberikan model
pendidikan dan pengajaran yang sederhana dan efektif. Kami hanya membutuhkan
bahan dalam jumlah terbatas untuk mencapai tujuan mata kuliah filsafat. Dengan cara
ini, kami menghindari risiko dispersi dan disorientasi, yang oleh sebagian sarjana
dianggap sebagai salah satu kesulitan ( Isidori, 2015) terkait metode pengajaran on-line
(Ruffaldi, 2000).
Data dari penelitian kami menunjukkan bahwa aksesibilitas yang mudah dari
ponsel dan tablet menjelaskan keberhasilan alat pengajaran online. Hal ini menimbulkan
pertanyaan tentang perlunya memikirkan kembali pengajaran filsafat online sesuai
dengan bentuk baru pembelajaran seluler dan tablet, mengubah jaringan sosial dalam
lingkungan pembelajaran online (Wiesenberg & Stacey, 2013). Sejalan dengan gagasan
ini, penelitian kami juga menunjukkan perlunya menyesuaikan mata kuliah dalam filsafat
olahraga yang diajarkan sekarang. Ini adalah tantangan yang harus diatasi oleh filosofi
olahraga, yang dipikirkan kembali dalam istilah e-filosofi khusus, bersama dengan
komunitas peneliti, guru, dan siswanya, yang harus diatasi hari ini untuk memahami
olahraga dan maknanya, dan menjadikannya manusia yang nyata. praktek.
3.2 Kontribusi penulis. Penelitian ini merupakan hasil kerjasam
3.3 Saran
Sebagai penulis saya menyadari bahwa masih banyakkekurangan di dalammakalah ini.
Untuk kedepannya penulis akan menjelaskan secara detail dari sumber yang lebih
banyak.

19. 18
DAFTAR PUSTAKA
Isidori, E. (2015). Teaching Sport Philosophy Online: a Case Study in Italy . Procedia - Social
and Behavioral Sciences , 932 – 938 .