Application Of The Teaching Games For Understanding (Tgfu) Method To Improve Learning Outcomes Of Underwear Passing In Volleyball Games

M. Ridha Ansyari; Syamsul Arifin; Busriansyah; Wawan Setiawan; Khairul Muis; Santoso

doi:10.26858/cpjok.v18i2.829

Authors

M. Ridha Ansyari Universitas Lambung Mangkurat Author
Syamsul Arifin Universitas Lambung Mangkurat Author
Busriansyah SMA Negeri 2 Martapura Author
Wawan Setiawan SMA Negeri 2 Martapura Author
Khairul Muis SMA Negeri 2 Martapura Author
Santoso SMA Negeri 2 Martapura Author

DOI:

https://doi.org/10.26858/cpjok.v18i2.829

Keywords:

Teaching Games for Understanding (TGfU); Underhand Passing; Volleyball Learning; Learning Outcomes; Student Activeness

Abstract

Physical Education, Sports, and Health (PJOK) learning requires innovative instructional approaches that actively engage students and improve both skill mastery and participation. However, preliminary observations at State Senior High School 2 Martapura revealed that students’ underhand passing skills in volleyball were still relatively low, with only 20% of students achieving the Minimum Mastery Criterion (KKM). Therefore, this study aimed to improve the learning outcomes of volleyball underhand passing through the application of the Teaching Games for Understanding (TGfU) method among Grade XI-3 students. This study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, consisting of two cycles: planning, acting, observing, and reflecting. The participants were 35 students of Grade XI at State Senior High School 2 Martapura. Data were collected through psychomotor performance tests, teacher activity observation sheets, and student activeness observation sheets. Data analysis was conducted using descriptive comparative techniques across the research cycles. The findings demonstrated a substantial improvement in students’ learning outcomes following the implementation of the TGfU method. Learning mastery increased from 20.00% (7 students) in the pre-cycle to 54.29% (19 students) in Cycle I and reached 91.43% (32 students) in Cycle II, exceeding the predetermined success criterion of 80%. The average score improved from 53.4 in the pre-cycle to 71.7 in Cycle I and 78.6 in Cycle II. Teacher activity reached 95% in Cycle II, categorized as very good. Student activeness also improved considerably, with 57.14% of students categorized as good and very good in Cycle II. In conclusion, the TGfU method is effective in improving underhand passing learning outcomes, increasing student participation, and creating a more active and meaningful learning environment in senior high school physical education.

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