Defita Rahma Dwi Utami, Mochamad Ridwan , Lestari Suryaningsih

Penerapan Permainan Grab The Ball Terhadap Peningkatan Hasil Belajar Gerak Dasar Passing Bawah Pada Permainan Bola Voli

Introduction

Penerapan permainan grab the ball terhadap peningkatan hasil belajar gerak dasar passing bawah pada permainan bola voli. Pelajari bagaimana penerapan permainan Grab The Ball secara signifikan meningkatkan hasil belajar gerak dasar passing bawah pada permainan bola voli siswa kelas IV. Studi ini menunjukkan peningkatan hingga 80%.

Abstract

The early outcomes of teaching fundamental passing techniques in volleyball games to the students of class IV-A at SDN Jeruk 1/469 Surabaya were unsatisfactory, with a significant number of pupils failing to fulfil the expected performance standards (KKTP). This is demonstrated by the fact that only 50% of students in this class have successfully finished or satisfied the KKTP. Researchers were motivated to carry out Classroom Action Research (PTK) in this class utilising the grab the ball game method. The objective is to enhance academic achievements in class IV-A at SDN Jeruk 1/469 Surabaya. Substantial outcomes were achieved after implementing this methodology. The methodology is executed in two rounds. During cycle I, there was a 20% increase, going from 50% to 70%. Additionally, during cycle II, there was a notable improvement in student learning outcomes. In cycle I, the percentage of students achieving satisfactory results was 70%, but it increased to 80% in cycle II. Based on these results, it can be inferred that implementing the grab the ball game can enhance the learning outcomes of basic volleyball underpassing movement material for class IV-A students at SDN Jeruk 1/469 Surabaya.    

Review

This Classroom Action Research (CAR) paper addresses a pertinent issue in primary education: the low proficiency in fundamental motor skills, specifically the volleyball underhand pass, among elementary school students. The identified problem, with only 50% of students meeting performance standards at SDN Jeruk 1/469 Surabaya, provides a clear and valid rationale for the study. The chosen intervention, the "grab the ball" game method, is presented as a practical and potentially engaging approach for young learners, aiming to improve their learning outcomes in this specific skill. The objective to enhance academic achievements through this method is clearly stated, setting the stage for the subsequent investigation. The study's strength lies in its direct application and clear demonstration of an intervention's positive impact. The abstract effectively communicates the methodology as a two-cycle Classroom Action Research, which is appropriate for an educational setting seeking immediate practical improvements. The reported increases in student success rates across the cycles, from an initial 50% to 70% in Cycle I and further to 80% in Cycle II, suggest a tangible and progressive improvement in learning outcomes attributable to the "grab the ball" game. This sequential enhancement provides compelling evidence that the pedagogical strategy was effective in addressing the identified learning deficit. While the abstract provides a concise overview of promising results, a full journal review would typically seek more detailed methodological insights. For instance, further information on the specific design of the "grab the ball" game, how student learning outcomes were assessed (beyond percentages), and the nature of the KKTP (expected performance standards) would enhance the study's rigor and replicability. Additionally, discussing the theoretical underpinnings or pedagogical principles behind why the "grab the ball" game is effective could provide a deeper understanding of its educational value. Despite these areas for further elaboration in a full manuscript, the abstract successfully highlights a relevant problem and presents a seemingly effective and engaging solution for improving fundamental motor skills in primary school children.

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