Application of the Project Based Learning Model to Improve Movement Coordination in Rhythmic Gymnastics
DOI:
https://doi.org/10.26858/cpjok.v18i2.855Keywords:
Project Based Learning; Movement Coordination; Rhythmic Gymnastics; Physical Education; Classroom Action ResearchAbstract
Rhythmic gymnastics is an essential component of Physical Education, Sports, and Health (PJOK) that requires students to demonstrate coordinated movements involving the synchronization of hands, feet, head, and body in harmony with musical rhythm. However, preliminary observations in Grade X-4 of SMA Negeri 2 Martapura revealed that students experienced difficulties in movement coordination, resulting in low learning achievement. This study aimed to improve movement coordination and learning outcomes in rhythmic gymnastics through the application of the Project Based Learning (PjBL) model. This research employed a collaborative Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 35 Grade X-4 students, comprising 17 males and 18 females. Data were collected through observation sheets, psychomotor performance tests, and documentation. The data were analyzed using comparative descriptive analysis to compare learning outcomes and student participation across cycles. The results demonstrated a significant improvement in students’ movement coordination and learning achievement. In the pre-cycle phase, only 20.00% (7 students) achieved mastery learning with a mean score of 60.35. Following the implementation of PjBL in Cycle I, mastery learning increased to 71.43% (25 students) with a mean score of 78.69. Further improvement was observed in Cycle II, where mastery learning reached 88.57% (31 students) with a mean score of 84.28. Student activity scores also improved from 2.50 (Satisfactory) in Cycle I to 3.67 (Excellent) in Cycle II. In conclusion, the Project Based Learning model effectively improved movement coordination, learning outcomes, creativity, collaboration, and self-confidence by transforming the learning process from teacher-centered to student-centered instruction in rhythmic gymnastics learning.
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