Improving Squat Style Long Jump Techniques Through A Progressive Drill Training Model: A Classroom Action Research

Abstract

The squat style long jump is a complex athletic skill requiring the integration of speed, explosive power, coordination, and body control within a short movement sequence. However, traditional teaching methods in elementary school physical education often fail to simplify these movement phases into manageable learning components, resulting in low technical mastery and reduced student confidence. This study aimed to investigate the effectiveness of the Progressive Drill Training Model in improving squat style long jump techniques among Grade V students at UPT SPF SDN 155 Tanah Beru. The research employed a Classroom Action Research (CAR) design involving 30 students during the 2024/2025 academic year. The intervention was implemented in two instructional cycles using progressively sequenced drills, beginning with short-run take-offs and advancing toward full-approach jumps emphasizing flight posture and landing mechanics. Data were collected using technical evaluation rubrics, performance distance tests, and observation sheets, then analyzed descriptively using percentages and mean scores. The pre-cycle findings revealed poor learning outcomes, with a class mean score of 64.5 and only 20% classical completeness. Following the implementation of Cycle I, the mean score increased to 74.4 with 50% completeness. In Cycle II, after the introduction of high-intensity progressive drills focusing on mid-air squat posture and landing extension, the mean score improved significantly to 87.1, while classical completeness reached 100%, indicating that all students achieved the minimum competency standard (KKM 75). The findings demonstrate that the Progressive Drill Training Model effectively improves technical mastery, reduces cognitive overload, and enhances student confidence in elementary athletics learning.