Implementation of Problem-Based Learning Model For Increase Understanding of Tactics Game Football

Abstract

This classroom action research aimed to improve students’ understanding of football game tactics through the implementation of the Problem-Based Learning (PBL) model at SDN 1 Pojok Dampit. The background of this study was the low tactical comprehension of fifth-grade students, particularly in positioning, teamwork coordination, and decision-making during gameplay. Learning activities were previously dominated by technical drills, resulting in passive participation and limited tactical awareness. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 30 fifth-grade students. Data were collected using tactical understanding tests, observation sheets of student learning activities, and teacher reflection notes. Quantitative descriptive analysis was applied to measure improvement across cycles. The results indicated a significant increase in students’ tactical understanding after implementing PBL. In Cycle I, the average score reached 68 (sufficient category), with learning completeness improving from 33.3% in the pre-cycle to 56.7%. After refinement of learning strategies in Cycle II through structured discussions, mini-game simulations, and collective reflection, the average score increased to 82 (good category), with completeness reaching 83.3%. It can be concluded that the PBL model is effective in enhancing tactical game understanding in football, while also fostering collaboration, sportsmanship, and learning motivation in physical education settings.