PENGEMBANGAN MODEL PEMBELAJARAN PASSING BOLA VOLI BERBASIS PROBLEM BASED LEARNING UNTUK SISWA KELAS VII SMPN 1 MLARAK
Kata Kunci:
Problem Based Learning, Pengembangan Model, Passing Bola VoliAbstrak
Penerapan model pembelajaran passing bola voli berbasis problem based learning (PBL) dapat meningkatkan hasil belajar siswa ditinjau dari kemampuan berpikir psikologis dan kritis serta motivasi belajar siswa kelas VII SMPN 1 Mlarak. Metode penelitian dan pengembangan (R&D) yang digunakan mengacu pada metode Borg & Gall (1983) (Maydiantoro, 2020) yang dianggap sebagai tujuan akhir. Produk yang dihasilkan berupa modul pembelajaran berbasis masalah yang menggabungkan prinsip-prinsip PBL seperti identifikasi masalah, penelitian mandiri dan kolaboratif, pemecahan masalah, serta evaluasi proses dan hasil belajar. Lembar validasi ahli, kuisioner respon siswa dan guru, serta keterampilan siswa yang akan menjadi instrument dalam pengambilan data yang digunakan dalam penelitian ini. Hasil dari olah data berhasil membuktikan bahwa modul yang sudah dikembangkan berhasil masuk dalam kategori valid (oleh ahli materi dan pembelajaran), praktis (berdasarkan respon guru dan siswa), serta efektif (ditunjukkan oleh peningkatan keterampilan dan keaktifan siswa). Dengan demikian, dapat disimpulan bahwa PBL cocok diterapkan pada pembelajaran praktik seperti PJOK.
The application of the volleyball passing learning model based on problem based learning (PBL) can improve student learning outcomes in terms of psychological and critical thinking skills and learning motivation of class VII students of SMPN 1 Mlarak. The research and development (R&D) method used refers to the Borg & Gall (1983) method (Maydiantoro, 2020) which is considered the ultimate goal. The resulting product is a problem-based learning module that combines PBL principles such as problem identification, independent and collaborative research, problem solving, and evaluation of the learning process and outcomes. Expert validation sheets, student and teacher response questionnaires, and student skills will be instruments in data collection used in this study. The results of the data processing have proven that the module that has been developed has successfully entered the valid category (by material and learning experts), practical (based on teacher and student responses), and effective (indicated by increased student skills and activeness). Thus, it can be concluded that PBL is suitable for application in practical learning such as PJOK.