HOLISTIC LEARNING IN PHYSICAL EDUCATION WITH PROJECT-BASED LEARNING: INSIGHTS FROM A STUDY ON BADMINTON TECHNIQUES
DOI:
https://doi.org/10.36312/jpeoa.v1i1.4Keywords:
Project-Based Learning, badminton, short-service technique, cognitive learning, affective learning, psychomotor learningAbstract
Purpose. This study aimed to evaluate the effectiveness of the Project-Based Learning (PJBL) model in improving students’ cognitive, affective, and psychomotor outcomes in badminton short-service techniques. The research objectives included analyzing how PJBL fosters holistic learning and enhances the mastery of technical skills in physical education.
Method. The study employed a Classroom Action Research (CAR) design conducted over two cycles, each consisting of three sessions. The participants were 36 students of class X VII at SMAN 9 Gowa. The learning process incorporated PJBL activities, including collaborative projects, group discussions, and practical assessments, to engage students actively. Data were collected using cognitive tests, affective observation sheets, and psychomotor performance assessments. The results were analyzed quantitatively to measure individual, classwide mastery and cycle-to-cycle improvements.
Result. The findings demonstrated significant improvements in students’ learning outcomes. In the cognitive domain, students showed an increased understanding of short-service concepts, with the percentage of students meeting the Minimum Competency Criteria (KKM) rising from 72% in Cycle I to 89% in Cycle II. Affective outcomes, including teamwork, discipline, and confidence, improved from a “sufficient” to a “good” category. Psychomotor skills, particularly in executing short-service techniques, also progressed substantially, as evidenced by better body positioning, wrist control, and shuttlecock contact consistency.
Conclusion. PJBL proved a practical pedagogical approach for enhancing students' holistic development in physical education. The model’s emphasis on collaboration, critical thinking, and real-world application contributed to substantial improvements across all learning domains. However, limited time and resource constraints require attention for broader implementation. This study highlights PJBL’s potential to transform skill-based education and encourages further exploration in diverse contexts.
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