Improving Basic Volleyball Skills Through Mini Game-Based Learning Modifications: A Classroom Action Research In Elementary Education

Sudarmin; Ahmad Adil; Fahrizal

doi:10.26858/cpjok.v18i2.914

Authors

Sudarmin Universitas Negeri Makassar Author
Ahmad Adil Universitas Negeri Makassar Author
Fahrizal Universitas Negeri Makassar Author

DOI:

https://doi.org/10.26858/cpjok.v18i2.914

Keywords:

Mini Games; Volleyball Learning; Physical Education; Classroom Action Research; Elementary School Students.

Abstract

Basic volleyball skills, particularly passing and service, are often difficult for elementary school students to master due to the use of standard equipment and the complexity of formal volleyball rules. In many physical education classes, these conditions create fear, low participation, and limited opportunities for meaningful gameplay among children. Therefore, this study aimed to evaluate the effectiveness of mini game-based learning modifications in improving basic volleyball skills among fifth-grade students at UPT SD Negeri 30 Binamu. This research employed a Classroom Action Research (CAR) design consisting of two cycles, with each cycle including planning, action, observation, and reflection stages. The participants were 20 fifth-grade students. The intervention involved several instructional modifications, including the use of lighter synthetic/plastic volleyballs, lower net heights, and reduced field dimensions through mini-court games. Learning activities were integrated into small-sided and game-centered volleyball situations to increase student engagement and movement opportunities. Data were collected through psychomotor skill tests using a technical assessment rubric and classroom observation sheets. Data analysis utilized descriptive statistics by calculating mean scores and classical completeness percentages. The results demonstrated substantial improvement across the intervention cycles. In the pre-cycle stage, the mean score was 60.25, and none of the students (0%) achieved the minimum mastery criterion (KKM 75). After Cycle I, the mean score increased to 71.5 with 55% classical completeness. In Cycle II, the mean score improved significantly to 86.4, and all students (100%) successfully achieved mastery. The findings indicate that mini game-based learning modifications effectively reduce technical barriers, increase motivation, and improve students’ volleyball skills in elementary physical education.

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