Peningkatan Prestasi Belajar Penjaskes materi Sepak Bola melalui Permainan Shooting Colour pada Siswa Kelas IV SDN 1 Nglampir Kecamatan Bandung Kabupaten Tulungagung Semester II Tahun 2021/2022

Abstract

Physical education learning on soccer game material is still taught according to the
original soccer game. Meanwhile, conventional soccer games based on real rules are not in accordance
with the psychomotor characteristics of elementary school-aged children. Because the field is too wide
and the facilities such as the goal are too big, so the frequency of students to feel the game, especially
kicking the ball, is very less especially to score points. In learning the soccer game, students are less
enthusiastic, students prefer to wait for the ball to come rather than move to chase the ball. Only students
who have more ability want to move after the ball. This research was conducted with the aim of obtaining
an objective picture of the Improvement of Physical Education Learning Achievement in Football through
Shooting Color Games for Fourth Grade Students at SDN 1 Nglampir, Bandung District, Tulungagung
Regency, Semester II Year 2021/2022.
The subjects in this study were Grade IV students of SDN 1 Nglampir. The number of research
subjects was 18 first semester students in 2021/2022. The reason the researchers conducted research in
Class IV was because the average score of the students in Football material was still much below the
KKM 75. Based on the results of the research and discussions that have been described, it can be
concluded that learning with the shooting color game approach is able to improve learning outcomes and
is able to increase student movement activities in a soccer game for fourth graders at SDN I Nglampir,
Bandung District, Tulungagung Regency. The increase in learning outcomes and student movement
activity in the soccer game can be seen from the level of completeness of students' scores in the pre-cycle,
cycle I and cycle II. In the pre-cycle aspects of knowledge, students obtained completeness of 50.00%
while in the first cycle it increased to 72.22% and in the second cycle all students had completed learning
with a percentage of 100%. In the aspect of attitude in pre-cycle learning, the percentage increased to
70.56% in the first cycle to 75.28% and increased in the second cycle to 85.00%. In the aspect of precycle
skills, the percentage is 66.67%, increasing in the first cycle to 72.22% and in the second cycle to
85.42%.