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Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5 (1) (2021)
Kinestetik : Jurnal Ilmiah Pendidikan Jasmani
https://ejournal.unib.ac.id/index.php/kinestetik/index
DOI : 10.33369/jk.v5i1.14616
IMPROVING LEARNING OUTCOMES OF BIG BALL GAMES
USING COOPERTIVE METHODS IN PRIMARY SCHOOLS
Ramadhan Arifin1* , Mita Erliana2, Ahmad Faisal3
123Faculty of Teacher Training Education, Universitas Lambung Mangkurat, Indonesia
Article Info
_____________________
Article History :
Received : February 2021
Revised : February 2021
Accepted : March 2021
Available online : March
2021
_____________________
Keywords:
Big Ball, Cooperative,
Physical Education
Abstract
___________________________________________________________
The purpose of this study is the application of the cooperative
learning model in order to improve the learning outcomes of big ball
games in class III students of SDN 1 Landasan Ulin Tengah
Banjarbaru. The method used in this study is a classroom action
research method, namely the researcher as an observer.
Observations at the time the teaching and learning process takes
place. The subjects of this study were 27 students of class III (three)
at SD Negeri 1 Landasan Uling Tengah Banjarbaru for the
2019/2020 academic year, consisting of 16 boys and 11 girls. The
process of increasing the ability of learning outcomes in the
manipulative motion material of big ball games by emphasizing the
cooperative learning model, getting good results based on the
predetermined KKM, which is 75. Defined results through
cooperative learning model can improve student learning outcomes
in motion manipulative big ball game with the following average:
Observation of the first meeting was an average value of 70.1 The
number of students who reached KKM 75 was 9 students with a
percentage of 33.33% and the number of students who did not reach
the KKM was 18 students with a percentage of 66.67% . and at the
second meeting the average value was 85.5, the number of students
who reached KKM 75 was 27 students with a percentage of 100%
and the number of students who did not reach the KKM was 0
students with a percentage of 0% so this research was stopped at the
second meeting (II).
Corresponding address : Jl. Brigjen H. Hasan Basri, Pangeran,
Kec. Banjarmasin Utara, Kota Banjarmasin, Kalimantan Selatan
Email : ramadhan.arifin@ulm.ac.id
ISSN 2685-6514 (Online)
ISSN 2477-331X (Print)
Ramadhan Arifin et al / Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5 (1) (2021)
180
INTRODUCTION
Physical education is an integral
part of education as a whole, aims to
develop aspects of physical fitness,
movement skills, critical thinking skills,
social skills, reasoning, emotional
stability, moral action for healthy living
patterns and introduction to clean
environments through selected physical
activities that are planned systematically
in in order to achieve educational goals
(Rahayu, 2013)
To help the running of Sports and
Health Physical Education or abbreviated
(PJOK) in schools and educational
equality, the foundation is the curriculum.
The curriculum is a guide in
implementing learning in schools.
(Kusmana, 2017) states that "the
curriculum is a program that is planned
and implemented in schools". In carrying
out the learning process in schools,
teachers must understand the curriculum.
Each implementing teacher learning will
definitely be involved with the
curriculum. The curriculum is a printed
matter, the curriculum is an "inanimate"
object, only the teacher gives "life" to the
curriculum.
Therefore the teacher is always
the main figure in realizing the
curriculum so that student behavior
changes according to what is expected
(Vusparatih, 2014). Therefore, further
development of the learning curriculum,
shows that the role of the teacher is very
important because the teacher is directly
involved in the learning process in the
classroom. Based on observations in class
III, especially on big ball game material,
it tends to reflect a rigid coaching
approach, leading to sporting
ramifications. What I want to achieve in
physical education is solely the aspect of
physical skills, while the cultivation and
appreciation of the value of Physical
Education is completely neglected. The
presentation of the material should pay
attention to differences in the diversity of
students' characters both horizontally
(differences in class) and vertically
(differences in class levels), so that
students carry out activities happily
because they are according to their
abilities. As a result, students tend to be
indifferent, lack motivation in learning,
feel bored and lack self-confidence.
The lack of physical education
facilities and infrastructure owned by
schools is also a factor in the lack of
effectiveness in learning big ball games.
For this reason, it is necessary for a
teacher to master learning strategies, so
that the material is conveyed effectively
and efficiently so that learning objectives
are achieved (Pramono, 2012).
The cooperative learning model
will be more suitable to be applied to the
manipulative motion material of this big
ball game because it is in accordance with
the characteristics of the child, namely
happy in groups and playing (interacting).
(Johnson, D. W., & Johnson, 2011). From
this group learning model is an effort to
help solve problems in the presentation of
material and infrastructure in schools.
According to the opinion (Subiantoro,
2013) group learning methods can
improve physical education learning.
Furthermore, according to (Suherman,
Ramadhan Arifin et al / Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5 (1) (2021)
181
2016) that there is a significant increase
to improve the Physical Education
learning process with the group method.
As well as innovative learning
with the creation of fun learning and can
motivate students to have more
opportunities to exploit movement widely
and freely, according to their ability level.
(Nopiyanto, 2020). For this reason, the
Group Learning Model, as a vehicle for
the creation of innovative physical
education learning, to make learning
more interesting and fun, which is also
beneficial for the development and
growth of students.
METHODS
This research is an action research
(Action Research). (Khasinah, 2013)
Action research is a way for a group to
organize a condition in which they can
learn about their experiences and make
their experiences accessible to others
(Sthepen Kemmis, 2014). The form of
action research was chosen on the basis of
the premise that junior high school
teachers are educational implementers
who are able to identify learning
problems but have limited ability to solve
problems, especially those related to
athletic learning in long jump material.
Figure 1. Model Model Spiral Kemmis and
taggart
Participants
The subjects of this study were
third grade students of SDN 1 Landasan
Ulin Tengah Banjarbaru. With 27 students
consisting of 16 male students and 11
female students.
Sampling Procedures
The sample selection used
purposive sampling. According to
Tongco, M. D. C. (2007) a sampling
technique in which the researcher relies on
his own judgment when selecting
members of the population to participate
in the study. The subjects of this study
were third grade students of SDN 1
Landasan Ulin Tengah Banjarbaru. With
27 students consisting of 16 male students
and 11 female students.
Materials and Apparatus
The collection of data used by
researchers from the Learning
Implementation Plan (RPP), Evaluation
Instruments and Documentation. namely
1) Learning Implementation Plan (RPP).
The lesson plan is made and used as a
guide for researchers to organize the
learning process. 2) Evaluation
Instruments (Assessment). Assessment of
3 aspects, namely skills, knowledge and
attitudes. For RPP and assessment sheet
3) The documentation in this study
attempts to examine the description of
how a study was carried out. (Barnawi,
B., Junaedi, J., & Rido, 2019). This
activity is carried out for the time of
taking the implementation of learning
when the research is carried out. The
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182
resulting data is in the form of photos or
images from these learning activities to
strengthen the research data.
Procedures
General planning includes
planning the time for the research to be
carried out for approximately two
months. The researcher held a meeting
with the principal for consultation, and a
meeting with the class teacher to discuss
the steps for implementing the research.
In addition, it is planned to arrange
classroom conditions, prepare subject
matter as well as the media and learning
tools needed, make a grid for monitoring
instruments for action monitoring and
instrument grid for students' reasoning
abilities about big ball games and the
concept of learning models through a
group approach to students.
Design or Data Analysis
In this research, the researcher
will present the measurement results
The research data is in the form of
quantitative data which will be calculated
using the percentage descriptive
technique. The percentage descriptive
data analysis technique is intended to
determine the status of the variable,
namely to describe student learning
outcomes through percentages According
to (Nasution, 2017).
RESULT
This study aims to determine the
effectiveness of the group learning model
with the modification of the big ball game
(hoop ball) in class III students of SDN 1
Landasan Ulin Tengah. The research data
were obtained from the learning
outcomes of students in the aspects of
knowledge, skills and attitudes which
were presented in two cycles as follows:
Cycle I The first cycle was held on
December 17, 2019, the following results
were obtained:
Table 1. Recapitulation of 3 aspects
assessment
Average value
70,1
Complete students
9
33,33%
Students who do not
complete
18
66,67%
Based on the table above, the
learning outcomes of the PJOK learning
material manipulative movement of big
ball games for grade III students of SDN
1 Landasan Ulin Tengah Banjarbaru, the
average value of 70.1, the number of
students who reached KKM 75 was 9
students with a percentage of 33.33% and
the number of participants. 18 students
did not reach the KKM with a percentage
of 66.67%.
Cycle II
Based on the results of the
evaluation of the manipulative motion
learning of big ball games at the first
meeting, the problems found were as
follows: a) Students throw the ball at
random b) Students find it difficult to
accept the throw because the throw is
missed. C) Students lack accuracy in
throwing the hoop.
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183
Based on the results of evaluating
problems in learning manipulative
motion of big ball games, the researcher
as an observer provides a solution to
improve learning outcomes by
implementing cooperative learning so
that students get used to throwing,
catching and shooting the ball.
The second cycle was held on
December 23, 2019, the following results
were obtained:
Table 2 Recapitulation of 3 aspects
assessment
Average value
85,5
Complete students
27
100%
Students who do not
complete
0
0%
Based on the table above, the
learning outcomes of the PJOK learning
material manipulative movement of big
ball games for grade III students at SDN
1 Landasan Ulin Tengah Banjarbaru an
average value of 85.5 the number of
students who reached KKM 75 totaled 27
students with a percentage of 100% and
the number of students who did not reach
KKM numbered 0 students with a
percentage of 0%.
DISCUSSION
According to Arikunto (2017: 46)
class action research cycle "In accordance
with the provisions stated in the Decree of
the Menpan and Bureaucratic Reform,
action research (PTK, PTS, and PTSW) is
carried out at least two cycles". So if in
the second cycle the process and learning
outcomes of students increase and reach
the KKM, the research process can be
ended. At the first meeting, the
researchers 'observations when students
learned the manipulative motion of big
ball games obtained an average value of
70.1 which is a category (K) is lacking,
while the minimum completeness criteria
(KKM) 75 means that students'
completeness in the learning process is
still not This is complete because students
do not understand and master the
techniques in manipulative motion, big
ball games can be seen during learning
and playing, students still throw (bait)
their friends carelessly so that the ball
received is difficult to control. This can
be seen from the low scores obtained by
students.
Judging from the problems of
students still lacking mastery of
techniques and knowledge on
manipulative movements of big ball
games, researchers provide reinforcement
in learning group play. After
implementing the learning process for
students by providing reinforcement by
applying the cooperative learning model,
it turned out that the results of student
success data were 27 students of class III
SDN 1 Landasan Ulin Tengah Banjarbaru
received an average score of 85.5 from
this average of 27 students have
succeeded in achieving the minimum
completeness criteria (KKM) with
success indicators exceeding 80%, so that
learning manipulative movements of big
ball games through learning group play is
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184
declared successful. These results are
supported by several studies, namely
(Wijayanto, 2012) about big ball games
that have an impact on an activity.
Furthermore, (Maulana, 2020) argued
that cooperative learning has a good
impact on the learning process. In
addition, (Wahyudi, Budiman, &
Saepudin, 2018) in their research,
cooperative methods improve big ball
learning. From these theories, it shows
that cooperative learning has a big impact
on big ball learning.
CONCLUSION
Based on the data analysis, it was
found that two meetings using the
cooperative learning model of class III
students of SDN 1 Landasan Ulin Tengah
Banjarbaru showed that learning had
increased. This is because the learning
process of group play combined with
game modification is preferred by
students so that children tend not to be
stiff and happy to move. In the study
during the two meetings, the value
obtained by students increased, meaning
that the research hypothesis was obtained
by applying cooperative learning to
improve student learning outcomes in the
manipulative motion material of big ball
games class III SDN 1 Landasan Ulin
Tengah Banjarbaru.
ACKNOWLEDGEMENT
Thanks to Dean of the FKIP ULM
who have supported the writing of this
article.
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