Aditya Bulow, Beatrix J. Podung, A. R. J. Sengkey

Pengaruh Penerapan Gaya Mengajar Komando Terhadap Kemampuan Gerak Dasar Menendang Bola Menggunakan Kaki Bagian Dalam Pada Permainan Sepak Bola Siswa SMP Negeri 5 Tondano

Introduction

Pengaruh penerapan gaya mengajar komando terhadap kemampuan gerak dasar menendang bola menggunakan kaki bagian dalam pada permainan sepak bola siswa smp negeri 5 tondano. Pengaruh gaya mengajar komando terhadap kemampuan menendang bola bagian dalam pada siswa SMP. Studi kuasi-eksperimen ini menunjukkan peningkatan signifikan dalam keterampilan sepak bola dasar.

Abstract

This study aims to investigate the effect of command teaching style on the ability to kick a ball using the inside of the foot in junior high school students. The research method used is a quasi-experimental design with one group pretest-posttest. The sample consisted of 30 eighth-grade students from SMP Negeri 5 Tondano selected through purposive sampling. Data were collected using pretest and posttest instruments and analyzed using descriptive statistics and paired sample t-test. The results showed a significant increase in posttest scores compared to pretest scores, indicating the effectiveness of the command teaching style in improving the technical ability of kicking a ball with the inside foot. The findings support the application of structured and directive teaching approaches in physical education, particularly in learning fundamental motor skills. This study highlights the relevance of teacher-centered methods for skill acquisition and offers practical implications for physical education practitioners.

Review

The submitted manuscript, "Pengaruh Penerapan Gaya Mengajar Komando Terhadap Kemampuan Gerak Dasar Menendang Bola Menggunakan Kaki Bagian Dalam Pada Permainan Sepak Bola Siswa SMP Negeri 5 Tondano," addresses a relevant topic within physical education: the impact of teaching methodologies on fundamental motor skill acquisition. The study's clear objective was to investigate the effectiveness of a command teaching style in enhancing the ability of junior high school students to execute an inside-foot kick in soccer. Utilizing a quasi-experimental one-group pretest-posttest design with 30 eighth-grade students, the research reports a significant increase in kicking ability following the intervention, concluding that this structured, teacher-centered approach is effective for the development of specific technical skills. A key strength of this study lies in its direct focus on a practical, foundational skill crucial for soccer performance, and its clear demonstration of an immediate positive outcome. The application of descriptive statistics coupled with a paired sample t-test provides quantitative evidence to support the observed improvement in technical ability. The abstract effectively conveys the study's practical relevance by highlighting implications for physical education practitioners, suggesting that structured and directive teaching methods can be beneficial for initial skill acquisition. This approach, while sometimes debated, is presented as an effective strategy for teaching fundamental motor skills. While the findings offer valuable insights, the methodological approach presents limitations that warrant careful consideration. The use of a one-group pretest-posttest quasi-experimental design inherently limits the internal validity of the study, as it does not adequately control for alternative explanations for the observed improvement, such as maturation, history, or testing effects. Furthermore, the reliance on purposive sampling for a relatively small sample of 30 students may restrict the generalizability of these findings beyond the specific school context. Future research would significantly benefit from incorporating a control group, conducting comparative analyses with other teaching styles (e.g., practice, reciprocal), and exploring the long-term retention of the acquired skills. A deeper theoretical discussion on *why* the command style was effective, rather than solely reporting its efficacy, would also enhance the study's academic contribution.

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