Improving Learning Outcomes in Physical Fitness Materials through Project-Based Learning (PJBL) Models

Abstract

This study was motivated by the low learning outcomes of Class X K students at SMA Negeri 1 Pontianak in physical fitness materials, which reflected limited cognitive understanding, insufficient psychomotor performance, and minimal active engagement. Grounded in constructivist learning theory and student-centered pedagogy, this research aimed to examine the effectiveness of the Project-Based Learning (PJBL) model in improving physical fitness learning outcomes. The study employed a Classroom Action Research (CAR) design conducted in two cycles involving 36 students. Each cycle consisted of planning, action, observation, and reflection stages to systematically refine instructional practices. Data were collected through written tests to assess cognitive achievement and structured observation sheets to evaluate psychomotor skills and student engagement. The success criteria referred to the Learning Objective Achievement Criteria (KKTP) score of ≥78 with a minimum classical mastery target of 90%. The findings demonstrated a substantial and progressive improvement across cycles. Classical mastery increased from 25% (9 students) in the pre-cycle phase to 63.89% (23 students) in Cycle I, and reached 100% (36 students) in Cycle II. These results empirically confirm that the PJBL model effectively enhances integrated learning domains in physical fitness education by promoting active participation, collaborative inquiry, and authentic task engagement.