Efforts To Improve Dominant Movement Learning Outcomes Through Active Learning

Abstract

This study aims to improve the learning outcomes of dominant movement combinations through the application of active learning models based on Inquiry Learning and Problem-Based Learning (PBL) in third-grade students of SD Negeri 1 Landasan Ulin Selatan. The research used the Classroom Action Research (CAR) method, conducted in two cycles, with each cycle consisting of planning, action implementation, observation, and reflection stages. The research subjects consisted of 28 third-grade students. Data collection techniques were carried out through observation, tests, and documentation. Data were then analysed using comparative descriptive analysis by comparing pre-cycle, Cycle I, and Cycle II results. The results clearly show that active learning models significantly improved student learning outcomes. In the pre-cycle stage, only 10 students (36%) achieved learning completeness with an average score of 65. After the application of the Inquiry Learning model in Cycle I, the number of students who achieved completeness increased to 19 students (68%). Furthermore, in Cycle II, through the application of the Problem-Based Learning (PBL) model, the number of students who achieved completeness increased to 26 students (93%). Besides improving learning outcomes in the psychomotor aspect, the application of active learning also improved students' affective and cognitive aspects, such as self-confidence, discipline, cooperation, and the ability to understand movement sequences. Thus, the application of active learning models based on Inquiry Learning and Problem-Based Learning (PBL) has been proven effective in improving dominant movement combination learning outcomes in third-grade students of SD Negeri 1 Landasan Ulin Selatan.