Search

Advanced filters
Published After
Published Before

Search Results

##search.searchResults.foundPlural##

  • Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study

    Frederich Moses Dawa, I Gst Ngr Agung Cahya Prananta, I Gede Agus Adi Saputra (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.13
    Published Online: 30 September 2026
    |
    0 views | 0 downloads | page 33-38
    Abstract

    Background: Low proficiency in volleyball forearm passing and limited active student participation are important challenges in physical education, particularly when opportu-nities for practice are constrained by limited equipment.
    Objective: This study aimed to improve students’ volleyball forearm-passing learning outcomes through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model.
    Methods: A classroom action research design was employed across two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 36 tenth-grade students, including 14 boys and 22 girls. Instruction was organized into nine heterogeneous groups, while data were collected through observation, a forearm-passing performance test, and documentation. The data were analyzed descriptively using the number and percentage of students who met the mastery criterion.
    Results:   During the pre-action stage, 11 students (30.56%) achieved mastery. This num-ber increased to 16 students (44.44%) after Cycle I. Following instructional improvements in Cycle II, including the addition of practice aids to increase opportunities for practice, 33 students (91.67%) achieved mastery, exceeding the predetermined classical mastery crite-rion of 75%.
    Conclusion: These findings indicate that the progressive implementation of STAD, ac-companied by reflection and instructional modification, was associated with improved volleyball forearm-passing performance. Future research should include comparison groups, larger samples, and measures of skill retention to provide stronger evidence re-garding the effectiveness of STAD.

    APA Citation Style
    Dawa, F. M. , Prananta, I. G. N. A. C. , & Saputra, I. G. A. A. (2026). Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study. Physical Education Learning, Teaching, and Assessment, 33-38. https://doi.org/10.68536/pelta.v1i1.13

  • Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students

    Muharam Ahmad Aulian (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.14
    Published Online: 30 September 2026
    |
    0 views | 0 downloads | page 15-20
    Abstract

    Background:  Low student engagement and learning outcomes in SKJ Student Gymnastics remain a challenge in physical education, particularly when instruction is dominated by teacher-centered approaches.
    Objective:  This study aimed to describe changes in SKJ Student Gymnastics learning outcomes following the implementation of an audiovisual-based flipped classroom among Grade X DKV students at SMK Insan Cendikia Srengseng.
    Methods:  The study employed a Classroom Action Research design conducted over two cycles, each comprising planning, action, observation, and reflection. Participants were 15 students, including eight females and seven males. Audiovisual learning materials were provided through instructional videos that students studied independently at home via a WhatsApp group, while classroom sessions were used for movement practice, discussion, and direct teacher feedback. Learning outcomes were assessed across affective, cognitive, and psychomotor domains and analyzed descriptively using mean scores and learning-mastery percentages.
    Results:  The mean learning outcome score increased from 65.0 in the pre-cycle to 72.6 in Cycle I and 81.9 in Cycle II. Learning mastery also increased from 20.0% in the pre-cycle to 46.7% in Cycle I and 86.7% in Cycle II.
    Conclusion:  These findings indicate that the implementation of an audiovisual-based flipped classroom was accompanied by progressive improvements in SKJ Student Gymnastics learning outcomes across the action cycles. This approach may support students’ preparation before class while allowing more classroom time for movement practice and teacher feedback. Future studies should employ comparative designs and larger samples to provide stronger evidence regarding its effectiveness.

    APA Citation Style
    Aulian, M. A. (2026). Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students. Physical Education Learning, Teaching, and Assessment, 15-20. https://doi.org/10.68536/pelta.v1i1.14

  • Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students

    Iin Mutakien, Eneng Fitri Amalia, Taupik Rochman (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.15
    Published Online: 30 September 2026
    |
    0 views | 0 downloads | page 21-26
    Abstract

    Background:  Learning the forward roll in junior high school physical education is often challenged by limited technical proficiency, restricted movement exploration, and the continued use of teacher-centered instructional approaches.
    Objective:  This study aimed to examine changes in forward-roll performance following the implementation of Project-Based Learning (PjBL) and to investigate the relationship between movement creativity and forward-roll skill outcomes among junior high school students.
    Methods:  A pre-experimental one-group pretest–posttest design was employed involving 32 eighth-grade students selected through purposive sampling. Data were collected using a questionnaire assessing students’ perceptions of PjBL implementation, a movement creativity performance rubric, and a forward-roll performance rubric. Data analysis included descriptive statistics, a paired-samples t-test, normalized gain (N-Gain), simple linear regression, and multiple linear regression.
    Results:  The mean forward-roll score increased from 55.19 at pretest to 88.25 at posttest, with an N-Gain of 0.74. The pretest–posttest difference was statistically significant, t(31) = 18.542, p < 0.001. Movement creativity was also strongly associated with forward-roll performance, with R² = 0.982, while the regression model including perceived PjBL implementation and movement creativity showed a significant simultaneous association with skill outcomes.
    Conclusion:  These findings indicate that PjBL implementation was accompanied by improved forward-roll performance and that movement creativity was closely associated with students’ skill achievement. Future studies should employ control groups and larger samples to provide stronger evidence regarding causal effects.

    APA Citation Style
    Mutakien, I. , Amalia, E. F. , & Rochman, T. (2026). Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students. Physical Education Learning, Teaching, and Assessment, 21-26. https://doi.org/10.68536/pelta.v1i1.15
1 - 3 of 3 items