The Evectiveness of The PBL Model In Overcoming Anxiety In Learning Floor Gymnastics Among Dance Class Students

Abstract

This study aimed to examine the effectiveness of the Problem-Based Learning (PBL) model in reducing anxiety during back roll floor gymnastics learning among dance class students at State Junior High School 5 Semarang. Anxiety in gymnastics learning is often associated with fear of falling, low self-confidence, and limited motor control, which may hinder skill acquisition. This research employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The population and sample consisted of 33 students of class VIII-I selected through saturated sampling. An anxiety questionnaire specifically designed for back roll learning was administered before and after the intervention. Of the initial 20 items, 17 valid items were retained after validity testing, with high reliability (α > 0.80). Data were analyzed using descriptive statistics, Shapiro–Wilk normality testing, and paired-sample t-test. The results showed a significant improvement in mean scores from 32.24 (pretest) to 51.97 (posttest), indicating a substantial reduction in anxiety levels. Both datasets were normally distributed (p = 0.176 and p = 0.172 > 0.05). The paired t-test revealed a significant difference (t = 8.209; df = 32; p < 0.05) with a large effect size (Cohen’s d = 1.43). These findings demonstrate that PBL effectively creates a psychologically supportive and student-centered learning environment that enhances confidence and reduces anxiety in back roll gymnastics learning.