Project-based learning model for volleyball to improve students' cognitive and psychomotor learning outcomes
DOI:
https://doi.org/10.47197/retos.v65.111742Keywords:
PjBL, cognitive, psychomotor, physical educationAbstract
Introduction: The role of teachers in the learning process is very important to create a conducive atmosphere, therefore teachers are expected to determine the right learning model.
Objective: This study aims to determine the effectiveness of the PjBL-based volleyball learning model on improving students' cognitive and psychomotor learning outcomes.
Methodology: This research is an experiment with a nonequivalent control group design. The sample was taken by simple randomization, namely 82 students as an experimental group with PjBL model treatment and 86 students as a control group with Direct Instruction (DI) treatment. The instrument used cognitive and psychomotor learning achievement tests. Descriptive analysis, data requirement test, and independent sample t test were used to analyze research data.
Discussion: The results showed that the PjBL-based volleyball learning model was effective in improving cognitive aspects and psychomotor aspects in students. The experimental group of the PjBL model is better than the control group, as evidenced in the cognitive aspect t-value 10.137 and p-value 0.000 <0.05, and the psychomotor aspect t-value 6.398 and p-value 0.000 <0.05.
Conclusions: The application of the PjBL learning model in physical education can help to create learning conditions that are more effective, efficient, and fun. Suggestions to students so that they can play a more active role in the learning process, because the teacher-centered learning paradigm has changed to a student-centered learning process, where students are required to be more active in carrying out learning so that the learning process can take place optimally.
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