Implementation of Problem-Based Learning Model in Physical Education to Improve Motor Skills
DOI:
https://doi.org/10.62872/jos.v1i3.563Keywords:
motor skills; physical education; problem-based learning; classroom action research; active learning.Abstract
This study aims to analyze the application of the Problem-Based Learning (PBL) model in physical education to improve students' motor skills. This study uses the Classroom Action Research (CAR) method, which is carried out in two cycles, where each cycle consists of the planning, implementation, observation, and reflection stages. The research subjects were students who participated in physical education classes. Data collection was conducted through observation and assessment of students' motor skills, which included locomotor, non-locomotor, and manipulative movements. The results showed that there was a gradual increase in students' motor skills from the pre-cycle stage to cycle I and cycle II. This improvement was evident from the increased student participation in the learning process and the increase in the average motor skill scores achieved by students in each cycle. The application of the Problem-Based Learning model encouraged students to be more active, work together in groups, and engage in problem-solving activities related to movement. Thus, the Problem-Based Learning model can be an alternative effective learning strategy to improve students' motor skills in physical education
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