Optimizing Squat Style Long Jump Learning Outcomes Through Structured Drill Models: A Classroom Action Research

Gusnawan; Muh. Adnan Hudain; Ahmad Adil

doi:10.26858/cpjok.v18i2.911

Authors

Gusnawan Universitas Negeri Makassar Author
Muh. Adnan Hudain Universitas Negeri Makassar Author
Ahmad Adil Universitas Negeri Makassar Author

DOI:

https://doi.org/10.26858/cpjok.v18i2.911

Keywords:

Structured Drill Model; Squat-Style Long Jump; Classroom Action Research; Physical Education; Motor Learning

Abstract

This study aims to improve the squat-style long jump learning outcomes of Grade VI students at SD Inpres Tala-Tala through the implementation of a structured drill learning model. The research was motivated by the low technical proficiency of students in performing the long jump, particularly during the take-off and landing phases, which often resulted in poor jump performance and ineffective movement coordination. The study employed a Classroom Action Research (CAR) design consisting of two cycles involving 20 students as research participants. Each cycle included the stages of planning, acting, observing, and reflecting. The intervention emphasized structured and repetitive drills focusing on broken-down movement sequences, including the approach run, take-off, flight, and landing phases. Data were collected using performance tests and observation rubrics assessing students’ technical execution and learning participation. The data were analyzed descriptively using mean scores and classical completeness percentages. The results demonstrated significant improvements in student learning outcomes across the research cycles. Pre-cycle findings indicated low learning achievement with a mean score of 60.25 and 0% classical completeness. After the implementation of structured drills in Cycle I, the mean score increased to 73.05, with 40% of students achieving the minimum mastery criterion (KKM = 75). Further refinement of the intervention in Cycle II, including the use of visual aids and tuck-jump drills, resulted in a substantial improvement with a mean score of 83.15 and 100% classical completeness. These findings indicate that the structured drill model effectively enhances motor memory, technical precision, coordination, and student confidence by simplifying complex athletic movements into systematic repetitive tasks. Therefore, this instructional model is highly recommended for elementary physical education learning, particularly in teaching technical athletics events requiring strong fundamental motor skills.

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