Development of an assessment for responsibility in junior high school swimming lessons

Abstract The attitude aspect is considered difficult in the assessment, but it is very important as part of the assessment. The purpose of this paper is to develop an assessment for responsibility in swimming lessons. This research used quantitative method. Participants were junior high school students (n = 476, aged 12–14 years) who were taken by cluster random sampling. The content validity of the experts was analyzed using the Delphi technique. The quantitative assessment was analyzed using Aiken (0.92 with an error rate of 5%). Empirical validity was obtained by t test > 1.96 with a 95% confidence level. Construct validity is proven by factor loading data from Confirmatory Factor Analysis with factor values above 0.3. The research instrument was in the form of a questionnaire consisted of 28 items which was taken from the Tool for Assessing Responsibility-Based Education. By Confirmatory Factor Analysis first order it was known that the instrument had a p-value = 0.69138 (> 0.05) and Confirmatory Factor Analysis second order data analysis showed that the results had a p-value = 0.09844 (> 0.05) which mean that it was fit with the data. The validity values of all items indicated t-value > 1.96 which mean valid. The value of reliability through Construct Reliability was > 0.70 which mean reliable. The results of the development provide preliminary evidence that the assessment has a valid and reliable measure that can be used to assess students’ attitudes of responsibility in swimming lessons.


Introduction
Indonesia is the biggest archipelago country in the world. The total area of Indonesia is about 7.81 million km2. Of the total area, 3.25 million km2 is oceans and only about 2.01 million km2 is land (Hidayat, 2020). In the context of water activities, the Indonesia has characteristics and a wide area that is very suitable for developing aquatic activities. Thus, the school curriculum includes swimming lesson as material. With a large area of water, the potential danger is also ABOUT THE AUTHOR Ermawan Susanto is a lecturer and researcher at the Department of Physical Education and Sports, Yogyakarta State University. He co-teaches in the graduate program and received a science development grant from the YSU research board to assess the attitude of responsibility in swimming lessons. His research focuses on evaluating swimming sports programs; contexts in which these tools can be used by teachers and practitioners. Currently Ermawan is a professor candidate in the field of aquatics pedagogy who is heavily involved in service and research in the field of aquatics pedagogy and swimming lessons.
greater. From this then emerged the swimming lesson curriculum that aims to equip students to be adept at swim and have an attitude of responsibility in learning. Such as drowning is a challenge to public health, which has a disproportionate impact on children. Swimming lessons and water safety, have reduced the number of drowning cases in children, while allowing children to participate in water in a healthy manner (Willcox-Pidgeon et al., 2020).
Drowning is a major cause of death. Several articles mention the importance of water safety education including interpretation of drowning, and applying practical methods for drowning prevention strategies (Langendorfer et al., 2018). Research data reports that life-threatening experiences of aquatic activities (swimming, diving, water activities) are mostly carried out by adolescents in swimming (98%), other water activities (94%), diving (37%; Moran, 2010). Several cases of accidents in the swimming pool occur due to factors, negligence, late first aid, and low swimming skills (Langendorfer et al., 2018;Schwebel et al., 2011). Other findings that may have explanatory power in relation to the increase in drowning among the elderly population is an underestimation of the risk inherent in aquatic activities, and an overly optimistic perception of their capacities to address these risks (Stanley & Moran, 2021). This incident is a serious problem that can threaten the health and safety of students. This phenomenon illustrates the low level of responsibility. The big viral case is that hundreds of students of SMP Negeri 1 Turi were washed away while on the move in the Sempor Turi river, Sleman and there were fatalities (https://www. kompas.com/tren/read/). Incident issues related to the irresponsibility of students, teachers, or supervisors.
The purpose of learning swimming is to develop motor aspects in the form of basic swimming skills and aspects of attitudes towards positive things. However, the fact shows that learning swimming develops more physical skills (Rahayu et al., 2018). For this reason, there are new breakthroughs that can be used in aquatic (swimming, diving and water activities), namely responsibility-based learning. Responsibility learning has the aim of emphasizing the development of responsibility both personally and socially (Hellison & Walsh, 2002). This responsibility learning approach is more oriented towards student involvement in the aspects of respect, effort, selfdirection, caring, and role model.
From attitude assessment, it should be known what kind of student attitude, as a starting point for following up on these students. The assessment of attitudes learning outcomes lacks the attention of the teacher. Teachers mostly value knowledge only. There are still many teachers who have difficulty in making attitude assessment instruments and determining aspects of assessment (Kuntarto & Susanti, 2016). Attitude assessment is something that needs to be addressed during learning in terms of teacher readiness to prepare instruments and condition students to develop character during learning (Eryuni et al., 2020).
The influence of strong attitudes in human daily life encourages many researchers and practitioners in education and social sciences researching about attitudes, both their formation and change as well as the influence of attitudes on human behavior (Rand, 2016). Research on attitude is indeed not easy, because attitude is an abstract variable. Measuring a person's attitude is certainly different from anthropometric measurements, where anthropometric measurements can be objectively measured and easily done (Mujriah et al., 2022). In general, attitude measurement can be divided in three ways, namely interviews, observations, and questionnaires. Each method has advantages and limitations so researchers need to consider ways that are appropriate to the purpose of attitude research. Attitude questionnaire is used by measuring certain values in the attitude object in each statement. Here, each respondent fills in the level of agreement or disagreement with the statement made. The reason for choosing a questionnaire as an attitude measurement tool is so that it can place the person's position on an affective continuum that ranges from "very positive" to "very negative" towards an attitude object (Tan & Mueller, 2016). To facilitate the preparation of attitude instruments, it is necessary to outline the steps of their preparation.
The compilation of the attitude questionnaire includes the steps for preparing the operational definition of the variable to be measured, breaking the variable into several sub-variables, differentiating the attitude statement, reviewing, and examining the statement made. Explaining the operational definition of variables in research is very important in order to avoid deviations or misunderstandings when collecting data. Deviations can be caused by inaccurate selection of instruments or inconsistent arrangement of questions (van Aalderen-Smeets, S. & van der Molen, 2013). Likert scale is one of the favorite scale or often used in attitude measurement. The Likert scale uses answer categories ranging from strongly agree to strongly disagree. The Likert scale used in this study as a choice of answers from measuring attitudes that contain one's perceptions related to social phenomena (Cheng et al., 2021;Kiliç et al., 2021).
One form of responsibility that can be applied in learning is the Teaching Personal & Social Responsibility (TPSR) model, which is a holistic learning model for physical education (Hellison & Walsh, 2002). This responsibility model is intended to increase student responsibility through movement learning and overcome problems that arise in learning (Anthony et al., 2009). The emphasis on the value of this responsibility is on the aspects of respect, effort, independence, caring and leadership. The emergence of the value of responsibility is due to the habituation carried out in physical education learning. Researchers argue about the importance of integrating program quality observations with the environment so as to allow teachers or trainers to develop assessment programs and not just based on the trainer's perception (Flett et al., 2012;Holt & Jones, 2008;Jones, 2015).
The swimming learning process carried out in secondary schools does not appear to be optimal. Research on the relationship between water competence and prevention of drowning or adolescent perceptions of drowning risk is still little researched Stallman, 2017). Based on the results of the researcher's observations, these indicators appear in the incomplete learning program planning (Denny et al., 2021). Teaching emphasizes more on motor development with less attention on psychological development and safety. In the safety aspect, there are several cases that show the students' low attitude of responsibility. Therefore, this study aims to formulate an instrument of responsibility in learning swimming. Learning to swim in a pool may not adequately prepare water competencies for different aquatic environments (Button et al., 2020). The swimming learning process carried out in secondary schools does not seem to be optimal. One of the reasons is the lack of reasonable assessment tools (Ginting et al., 2021). This condition is reinforced by the fact that teachers have not been able to develop an instrument of responsibility attitude. The researcher then considered several alternative instrument preparations that contained materials: introduction to water, water games, freestyle swimming, backstroke swimming, breaststroke swimming, and water safety.
There are several learning models that develop attitude assessments that have been developed before, including: Teaching Personal and Social Responsibility (TPSR), Student Team Achievement Divisions (STAD), Kagan's Cooperative Model. Some examples of these attitude assessment models are learning tools used to teach and assess responsibility. The TPSR model is often used in learning that uses motion as an activity (Hellison & Walsh, 2002). In general, the TPSR model is used in game-type material that promotes collaboration between teams so that it is easy to assess student responsibility (Martinek & Hellison, 2016). But also flexible for use in other learning. The purpose of this paper is to develop an assessment of responsibility in swimming lessons.

Methods
The research method used is a quantitative method. The questionnaire used is a Tool for Assessing Responsibility-Based Education (Wright & Craig, 2011). This questionnaire is used to measure the level of responsibility of students, especially in physical activity. The steps for preparing an assessment include: 1) preparing an assessment plan, 2) collecting data, 3) verifying data, 4) analyzing data, 5) interpreting data.

Participants
Participants in this study were 476 junior high school students aged 12-14 years (boys: 247, girls: 229) or from 12 schools. Sample taken by cluster random sampling. The criteria for participants were taken from junior high schools which routinely hold swimming classes in the Yogyakarta Province. There are no special limitations in terms of swimming skills, all students participating in swimming lessons are involved in this study. The informed consent for this study was approved by the Yogyakarta State University ethics committee (No. B/2.2/UN34.20/TU2020).

Data Collection
Data was collected using the Tool for Assessing Responsibility-Based Education (TARE) with 28 items on a 5-point Likert scale. The process is guided by the four steps of instrument development recommended by Atkinson and Brunsdon (2022), namely: 1) identification of concepts through literature; 2) preparation of items, writing of items, readability, and assessment; 3) instrument validity through expert review and factor analysis; and 4) instrument reliability. Questionnaire data collection procedures were carried out for each swimming lesson trial.

Data Analysis
Data were analyzed using Exploratory Factor Analysis (EFA). At the initial factor analysis (EFA) stage, the data was filtered using the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy (> 0.5) and Bartlett's Test of Sphericity <0.05; (Taherdoost et al., 2014). Furthermore, the data analysis was used Confirmatory Factor Analysis (CFA) with the aim of testing whether the indicators that have been grouped based on the construct variable are consistent in the construct or not. In CFA it is also tested whether the data fits the previous form or not. Because there is already a construct model that has been formed, CFA is tested through the lisrel software. CFA is seen as a partial Structural Equation Modeling (SEM).

Validity
This study used the content validity and construct validity. Content validity aims to find out whether the instrument items accurately measure the instrument's appropriateness of responsibility attitudes that refer to the hypothetical model. Instrument analysis was based on input from experts through the instrument validation process with the Delphi technique. Delphi technique is a way of obtaining information, making decisions, determining reliable indicators, parameters by exploring ideas and information from people who are experts in their fields, namely swimming, measurement & evaluation, and sports pedagogy. The Delphi technique uses a questionnaire then the results of this questionnaire are reviewed by the researcher to make a summary, grouped, classified and then returned to the same expert for review, revision and so on in several repeated stages.
The results of quantitative assessments by experts of the instrument items were analyzed using the Aiken validity formula (2000). The results of the validity of Aiken were used as proof of content validity quantitatively. Aiken seted the lowest value limit on the calculation of the index depending on the number of experts and criteria which was used. This study involved 4 experts and 3 criterias. The validity of the instrument was analyzed using confirmatory factor analysis. The construct validity was proven by using the loading factor data obtained from the CFA. An observation variable was declared valid if it measures latent variables if the factor load is greater than 0.3.

Reliability
The reliability analysis technique used in this study was multidimensional reliability using Construct Reliability (CR), this was due to the developed instruments containing several aspects. Kartowagiran (2008) states that the presence of multidimensional loads on test kits that are analyzed with a unidimensional model causes an estimation of improper ability and provides misleading information. CR test can be obtained using the formula below:

Information:
CR = Construct Reliability λi = Loading factor of the i indicator ε = Standard measurement error (Hair et al., 2010)

Results
The preparation of the instrument of the responsibility attitude was outlined in the responsibility variable with five variable dimensions: respect, effort, self-direction, caring, and role model. Questionnaire indicators consists of 20 indicators with 28 statements. Instrument validated expert by 4 experts and then validated empirically. Expert validation uses interview techniques, involving experts in the field of swimming, measurement & evaluation, and sports pedagogy.
The results of the expert validation were then consulted with the product validation criteria. This was indicated by the level of instrument validity in the very feasible category. The next step determined the value of content validity. "Content validity used the Aiken formulation". Based on calculations, it was obtained information that the content validity of all items in the material aspects, accuracy, practicality and safety were close to 1, and if confirmed with a table of content validity values, it was stated if an item was rated by 7 rater with 4 scale choices with an error rate of 5% was 0.86. Thus it was concluded that the attitude instrument of personal and social responsibility that was developed had a high feasibility so that it was feasible to be used as a trial in learning.

Construction of Responsibility Assessment
In the next stage, a limited trial was conducted which aimed to determine the suitability of the instrument with the implementation process in the field, as well as to see the criteria of whether or not the instrument was accepted with the difficulty level of each motion activity developed. Limited trials were conducted on 5 junior high schools consisted of 476 students (12-14 years old). The instrument of attitude towards responsibility is presented in Figure 1.

CFA First Order Instrument Test of Responsibility Assessment
The construct validity of instrument of the responsibility that has been determined by its empirical validity value through a limited trial, then was tested through Confirmatory Factor Analysis (CFA). CFA was conducted to test the dimensionality of research instruments. CFA analysis was calculated using LISREL 10.1 software. The results of the calculation of the instrument of the responsibility attitude using the CFA first order showed that the p-value = 0.69138 (> 0.05), RMSEA = 0,000 (<0.08) and chi-square = 3.06 > 0 .05, which means the model is fit with the data. The results of the responsibility instrument match testing using CFA first order are presented in Table 1.
Information about the fit index of each item is illustrated from the CFA first order path diagram presented in Figure 2.
Information on the CFA first order calculation for the complete instrument of the responsibility is presented in Table 2. Table 2 shows that the model is fit to measure attitudes of the responsibility. The component that gave the biggest contribution to the instrument of responsibility attitude variable was the 3 rd

CFA Second Order Test of Responsibility Assessment
CFA Second Order Test on the instrument of the responsibility attitude aims to find out whether the model is fit with the data and at the same time determine the contribution of each item to the indicators and variables of the instrument. The results of calculations using the second order CFA showed that the p-value = 0.09844 (> 0.05), RMSEA = 0.019 (<0.08) and chi-square = 518.32 > 2df, NFI of 0.96 ≥ 0.90, CFI of 0.99 ≥ 0.90, and IFI of 0.99 ≥ 0.90 which mean that all criterias of the instrument were fit with the data. The results of compatibility testing of the responsibility instruments through CFA second order in general are presented in Table 3.
The CFA second order path diagram of the instrument of the responsibility attitude is presented in Figure 3.
The complete results of the instrument suitability test of the responsibility and the value of Construct Reliability (CR) are presented in Table 4.  Based on the results of the testing of the compatibility of the instrument of the responsibility and the value of Construct Reliability (CR) on each component, it was concluded that the reliability of the measurement model on each component showed good.

Validity
This research calculated content validity and empirical validity. The content validity was calculated using the Aiken formulation. Based on calculations, it showed that the content validity of all items in the aspects of material, practicality, accuracy, and safety, were close to 1, then confirmed with a table of content validity values from Aiken, if an item is valued by 3 rater with 5 scale choices with a 5% error level then the validity value of this research was 0.92. Empirical validity is related to the level that reflects that the item acts as a measured aspect. The empirical validity test in the study was determined by calculating the value of factor loading in the second order CFA test. Based on the calculation of the second order CFA test on each item showed that t-value> 1.96 with a 95% confidence level. This mean that each item was statistically significant, or in other words all items were valid in measuring responsibility in junior high school swimming lesson.

Reliability
The reliability calculated in this research was construct reliability (CR). Construct reliability was calculated using the construct reliability test. Based on the results of the calculation of the construct reliability test, it showed that all components of personal and social responsibility> 0.70. This mean that the instrument of the responsibility was fit with the data. Furthermore, the calculation of the coefficient of determination (R 2 ) of each component of the research variable is presented in Table 5.
By observing Table 5, information could be obtained that the component which had the greatest effect on the responsibility instrument variable, was given by the Respect component, with a coefficient of determination (R 2 ) of 0.69. That mean Respect contributed 69% to the responsibility. Furthermore, to see the direct effect of the responsibility variables on instrument variables could be seen from the value of the parameter γ. The parameter γ was an estimate of the direct effect of the responsibility variables on the instrument variable, which was 0.184. This mean that the estimated value of the parameter γ was 18.4 as a direct effect of the responsibility on the instrument.

Discussion
After going through the piloting activities and taking into account input from previous research and practitioners, it can be stated that the assessment of responsibility attitudes has similarities with several assessment models for measuring attitudes in learning. Judging from its purpose, this instrument of the responsibility attitudes can be implemented as an alternative to attitude assessment in junior high schools. This is in line with the use of the Social and Personal Responsibility Scale (SPRS) used by Gregorová and Heinzová (2019). This instrument can be used to measure students' responsibilities in swimming lesson. In swimming lesson the attitude of responsibility of students is relatively greater considering that this type of activity is a type of self-activity that is different from the type of group activity. An educational approach that focuses on water competence is fundamental to preventing drowning (Rejman et al., 2020). The preparation of the responsibility assessment is in line with the CFA model and results which show an increase in responsible attitudes such as respect, effort, self-direction, caring, and leadership (Beaudoin, 2012); (Gordon, 2012); (Hassandra & Goudas, 2010;Jinhong & Wright, 2012). The results of this study indicate that the assessment development model can   increase children's responsibility in learning to swim. This is based on the fact that swimming lessons are appropriate lessons to be applied to the responsibility assessment model such as increasing respect, effort, self-control, caring, and being a role model (Susanto et al., 2021).
The responsibility assessment developed in this study modifies the TPSR model from Hellison (2003) by using a motion learning process and is often used in Physical Education and Health learning in junior high schools which consists of five variables, respect, effort, self-direction, caring, and role model (Escarti et al., 2010). The swimming competencies studied in this study consisted of: introduction of air, air play, freestyle swimming, backstroke swimming, breaststroke swimming, and air safety. As in research  that students often underestimate their competence in terms of distance and basic water skills. It is certainly dangerous in knowing the student's personal responsibility. This is in accordance with the standards set by the Ministry of Education in the junior high school physical education syllabus which states that swimming activities from the lower classes to the upper classes must enable students to understand and practice these movements which are the basis of motion in swimming lesson. The next movement of swimming lesson is water safety when students are able to help themselves and others. Overall swimming competency can be measured the attitude of responsibility through the instrument of attitude of responsibility that was developed. Swimming competence is influenced by several factors. Swimming competence was positively predicted by the demographic factors (i.e., age, sex, family income, and parents' highest education level), swimming experience, learning experience, and swimming location (Chan et al., 2020). Given that school sports lessons are limited in time, it can be modified to add additional sessions or lessons (Bean et al., 2018;Keith et al., 2020).
Utilization of physical education lessons as a medium for responsibility inculcation is strengthened by a variety of innovation efforts both in the field of curriculum and learning, some of which are quite popular in Indonesia such as Personal and Social Responsibility Teaching: past, present, future (Martinek & Hellison, 2016), Tool for assessing responsibility-based education (Wright & Craig, 2011), the responsibility through secondary school physical education: The New Zealand experience (Gordon et al., 2012), Applying The TPSR Model in Spanish Schools Context: Lesson Learned (Escarti, 2012). So, when examining the problem of responsibility, physical education and sports activities, you cannot ignore the TPSR model. The TPSR model is a learning model that is included in the category of social reconstruction models that are used in physical education classes, extracurricular activities, community groups, and even sports classes (Cabalero et al., 2013). Unlike the physical education learning model that usually contains skill-drill-games and only focuses on motor skills, the TPSR model emphasizes learning that pays attention to the attitudes, values and behavior of students.
Based on the test results, and taking into account the input of experts in the field of swimming lessons and physical education, it can be stated that this assessment can be used to measure responsible attitudes in swimming lessons. The assessment of responsibility can be said to be a simple learning assessment. Even so, this assessment has components that are quite complete as assessments involving students, teachers, physical activity, so that the resulting information is comprehensive for measuring responsibility. The results of this discussion are in line with the results of previous research conducted by Rahayu et al. (2018) who developed instruments to model the effectiveness of hybridization of responsibility and PBL programs in physical education. The results of the study also showed an increase in student responsibility in swimming lessons.
The characteristics of the instrument of responsibility attitude can be seen from the value of the resulting validity and reliability. The validity and reliability values indicate that the variables, dimensions, and items of the questionnaire have fit data which means that they can be used as a measurement tool to measure students' responsiveness. The attitude of students is shown by the statement of agreement of the questions raised (Eryuni et al., 2020). In measuring the attitude of responsibility can not be separated from the theory of responsibility that is the attitude and deeds in a positive assessment (Hellison & Walsh, 2002). Responsibility will arise based on good character, so that it is closely related to the character of the individual. Good character consists of knowing good, wanting good and doing good habits of mind (Lickona, 2013).
Many formulations of positive characters that should be developed and developed in character education. According to Josephson (2007) founder of the Josephson Institute of Ethics in America, formulating that in general there are six pillars of character that should be developed and developed in students, namely; 1) trust, 2) respect, 3) responsibility, 4) fair, 5) having concern for others, and 6) citizenship. Thus the attitude of responsibility is the attitude or behavior of a person based on human awareness to carry out their duties and obligations based on the values prevailing in society. The attitude of students' responsibility is the attitude or behavior in carrying out their duties and obligations based on the provisions in force at school.
Responsibility assessment is used as an alternative in physical education learning assessment which aims to teach students personal and social responsibility from the risk of social inequality (Escarti et al., 2010;Hellison, 2003). Assessment of responsible attitudes derived from various models of responsibility is a learning tool that teaches skills in social life and promotes responsible behavior. This assessment model developed gradually educates students to be responsible in swimming lessons. In its implementation, this assessment of responsibility focuses on students' attitudes in achieving five main goals (Gordon et al., 2016;Susanto & Suharjana, 2020), namely: respect, effort, self-direction, caring, and, leadership or role model (Beale, 2016). The responsibility assessment model was generally developed with the aim of teaching students and using it in the life of the wider community (Gordon, 2012). This is reinforced by various global research findings that link physical education subjects with responsibility. In teaching of sports and PE it is closely related to the formation of positive values and behaviors that can contribute to the positive development of student life (Kim & Lee, 2022). The development of the responsibility assessment identified two values contained, namely: (1) optimizing students' abilities and selfcultivation; (2) respect the rights of others and care for others. The essence of developing this assessment is what students expect, showing that to be successful in their social environment, students must learn to be responsible for themselves and others (Escarti, 2012). The concept of responsibility assessment in swimming lessons includes efforts to respect the rights and feelings of others, participate, direct oneself as a social human being who cares and helps others (Gordon, 2012).

Limitations and Strengths
This study has several limitations which warrant caution with the interpretation of the results. Especially in the PE class, the possibility of having heterogeneity in skills is high. This teaching will work best if the teacher begins with lesson planning activities specifically designed to develop responsibility. This teaching has quite complete components as a learning model that involves students, media pool, teacher, physical activity, so that the resulting information is comprehensive for measuring children's responsibilities. It can be said that the instrument can be used to assess the attitude of responsibility in swimming lessons for junior high school students

Conclusion
The development of responsibility assessment in swimming lessons is limited to variables: respect, effort, self-direction, caring, and role models. The assessment developed has good construct validity and reliability. So, it can be said that the assessment can be used as a measuring tool in assessing student responsibility in swimming lessons

Appendix 1 The Use of Responsible Attitude Assessment in Swimming Lessons
• Accidents in swimming pools are a frequent occurrence and fall at the highest height. Cases of accidents in swimming pools show that there is no mature attitude of responsibility so that efforts are needed to improve them. Attitudes of responsibility and behavior to help others appear starting to fade in the souls of children today. A responsible attitude is absolutely necessary to train students to fulfill their obligations as personal and social activities. The attitude of responsibility can be obtained through aquatic learning which is usually done in swimming pools. Positive values in aquatic learning such as courage, discipline, helping, are very appropriate to be responsible to students.
• In the context of learning in schools, an attitude of responsibility is absolutely necessary because it will train students to fulfill their obligations as individuals and as social beings. Attitudes of responsibility and social behavior can be obtained through the learning process of Physical Education in schools. PE material content, which contains a lot of games, sports, and health, is very suitable to be given to students in order to increase the attitude of responsibility.

Purpose
• Attitude assessment is an instrument in the form of a questionnaire designed to assess the attitude of responsibility in swimming lessons. The responsibility variable in question consists of five: respect, effort, self-direction, caring, and role model. This instrument can be used as an external assessment (Corliss et al., 2018) for teachers and trainers. The use of this attitude assessment can help outline the most important aspects of responsibility in swimming lessons.
• Teaches responsible attitudes that have implications for character building, perspectives on social problems and learning moral values. The values of responsibility in question are Effort and Self-Direction, while the values of social behavior are Respect and Caring.

For users (teachers, instructor)
• Make it easy to analyze the attitude of responsibility of students in a relatively short time.
• Make it easier to plan for improving the quality of learning.
• Make it easier for teachers to acquire physical literacy.
• Make it easier for teachers to develop an attitude of responsibility through an awareness talk approach in every meeting.

For Users (student)
• Develop an attitude of responsibility and social behavior through fun aquatic learning.
• Encouraging full enthusiasm for learning in terms of motor, affective, and cognitive aspects.

Learning Tools
To support the implementation of swimming lessons, several learning equipment and facilities are needed which consist of: • The purpose of the discussion = to get as much information as possible for the purpose of developing an assessment of the attitude of responsibility in swimming lessons • Additional information= all respondents are kept confidential

Perceptions of Students and Teachers about the Process of Swimming Lessons in Junior High Schools?
• Have the students here routinely carried out swimming lessons?
• Do students feel happy and comfortable with the process of swimming lessons so far?
• Do students and teachers know the types of swimming activities to support the learning process?
• What is your experience in applying swimming lessons?
• Do you think (students and teachers) that swimming lessons are adequate for water safety and to improve the learning process? (if not, what part is not optimal?) • What are the obstacles for you in carrying out swimming lessons?

Perceptions of Students and Teachers about How to Improve the Process of Swimming Lessons?
• Have teachers ever created or developed an attitude of responsibility assessment for optimizing learning?
• What are your suggestions for optimizing the learning process?

FORMS OF SWIMMING LESSON ACTIVITIES Sculling/ Body Orientation
This means maintaining the body to remain afloat in the water by moving the legs alternately and move your arms for balance. Other languages are treading water or baseball/enggek (: Java). This condition used to defend themselves in the water than using how to swim. At the time of giving aid to the victims drowned, sculling position is needed in order to obtain a comfortable attitude of helpfulness. Here sculling motion picture/body orientation:

Survival/ PFD (Personal Flotation Device)
Is the ability to survive in the water in an emergency situation that use relief aid equipment. One of these tools is a popular help life jacket/ life jacket/PFD. Procurement PFD is a must in the safety element in water. Likewise, the way the use of PFD must follow the rules of procedure for the correct usage. Here's a picture of how to survive in the water using a PFD: Movement to survive into water.

Underwater Skills
Is the skill of movement in the water like diving, hold your breath in the water, walking in the water and so on. These skills are required as the basis for the safety of water in case of a drowning victim at the bottom of the water or at the bottom of the pool. These skills can be controlled in line with the mastery of style pool. Here are some pictures underwater movement skills: Motion dive pick up objects.

Rescue Skills
Is the skill to rescue the victims of an accident in the water. These skills can be divided into rescue skills with tools and skills to save without tools. Rescue skills with tools such as sticks, ropes tied to buoys, buoys, tires, and so forth. Rescue skills without tools such as bringing drowning victims with grip temples, with a handle, with grip chin, and so forth. Here are some images rescue skills by means of: Movement to save with buoys.

Ballmill.
Purpose: To train kicks (stroke) legs to be strong. Level: Advanced Equipment: Ball of 15 cm or a float board. Water depth: waist. Number of Participants: small groups throughout the class. The setting: a single student or alternating with activity other groups.

How to play:
Students on his back facing up and showed a strong leg kick while crossing the width of the pool, while the ball or float board from one hand to the other hand with the arm fully stretched at the top of the body (see picture).

Moving Stone
Objective: To hone the courage to swim in surface & diving while carrying an object. Level: Intermediate/Advanced. Equipment: Two iron bucket and a clean rock for each team. Water depth: In. Number of Participants: small groups to the whole class. Settings: Each team consists of four to six people format, cooperation along the pool.

How to play:
Two buckets placed at a distance both approximately 5 meters placed in the bottom of the pool with a stone in the bucket first. When cue began, the first students to dive into the water, swam to the first bucket, collecting bricks, put them into the second bucket, to the surface and swam until the end of the pool. All students repeat all movement until everyone gets a turn. Note: If necessary, swimmers can take the air at the surface of the stone after taking the first bucket.

Stepping on Water
Objective: To practice & train compactness track-trace water. Level: Advanced. Equipment: For each group, one stone. Water depth: In. Number of Participants: The whole class. Setting: A team consists of four to five people.

How to Play:
Each group go into the water, forming a circle and track-trace water. Furthermore, each student took turns holding the rock with both hands, keeping the wrist remains on the surface of the water, and kept track-trace water. When cue begins the first participant from each group trying to do this for 2 minutes before it passed to the next participant. The value of two points are awarded to each participant who did it. Therefore, if there are four participants in each team, the maximum value is 8 points. Participants who can only do this for one and a half minutes of obtaining a score of 1.5. The winning team is obtaining the highest score

Swimming Help
Purpose: To train the use of arms to push. Level: Intermediate/Upper. Equipment: One sheet of paper for each team. Water depth: In. Number of Participants: Small groups of up to the entire class. Setting: A team consists of six people in formation

How to Play:
Each student each holding a newspaper. When cue began, the first students into the water along with his newspaper, swam towards the second player and give the newspaper the second student, who then swam toward third student, and so on. The main objective of the game is to keep the newspaper in order to remain dry. The first team to finish with dry newspaper is the winner.