Relationship Between Student-Centered Learning, Physical Education Dagogical Approach And Badminton Service Skill Improvement Among Senior High School Students

Abstrak

This study investigated the relationship between Student-Centered Learning (SCL), physical education pedagogical approaches, and the improvement of badminton service skills among senior high school students. Grounded in contemporary motor learning and constructivist pedagogy, the study employed a Classroom Action Research (CAR) design to examine how student-centered instructional practices influence psychomotor learning outcomes in Physical Education. The research was conducted at SMAN 1 Gorontalo, Indonesia, involving 30 tenth-grade students, and implemented across two instructional cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using a structured observation rubric assessing five components of badminton service technique, complemented by field notes, student reflections, and instructional documentation to capture learning engagement and behavioral changes. Descriptive statistical analysis was applied to calculate mean scores and mastery percentages across the pre-cycle, Cycle I, and Cycle II. The findings revealed a progressive and substantial improvement in students’ badminton service skills. Mastery levels increased from 43.3% in the pre-cycle (mean = 11.2) to 66.7% in Cycle I (mean = 14.6), and further reached 86.7% in Cycle II (mean = 17.3), exceeding the predetermined success indicator of 80% mastery. In addition, students demonstrated higher levels of active participation, collaboration, and learning engagement throughout the intervention. These results provide empirical evidence that Student-Centered Learning creates an active, meaningful, and reflective learning environment that effectively enhances motor skill acquisition in Physical Education. The study offers practical implications for Physical Education teachers in implementing student-centered pedagogical strategies to improve skill-based learning outcomes at the senior high school level and recommends further research across different sports skills and educational contexts.