Improving Collaboration And Independence Through The Application of PJBL In Physical Education Lessons For Students
DOI:
https://doi.org/10.26858/cjpko.v18i1.495Keywords:
Project-Based Learning; Physical Education; Collaboration; Learning Independence; Classroom Action Research.Abstract
This study aimed to improve students’ collaboration and learning independence through the application of the Project-Based Learning (PjBL) model in Physical Education (PE) lessons for fifth-grade students at UPT SPF SD Inpres Tallo Tua 2, Makassar City. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 25 fifth-grade students selected based on initial observations indicating low levels of collaboration and independence during PE learning. Data were collected using observation sheets, student questionnaires, and learning documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings revealed a consistent and meaningful improvement in both collaboration and independence from the pre-cycle to Cycle I and Cycle II. Students demonstrated increased active participation in group discussions, clearer division of roles, more effective communication, and stronger responsibility in completing project tasks. Independence development was reflected in students’ ability to organize activities, make decisions during physical tasks, and complete assigned roles without excessive reliance on teacher instructions. Quantitatively, the average scores of collaboration and independence increased by approximately 14 points from the pre-cycle to Cycle II across all measurement instruments. These results indicate that the application of PjBL creates a more student-centered, participatory, and reflective learning environment in physical education. The study concludes that PjBL is an effective alternative learning model for elementary school physical education to strengthen students’ collaboration and independence, while simultaneously supporting the development of character and 21st-century competencies through meaningful physical activity-based learning.
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