MENINGKATKAN HASIL BELAJAR KELAS VIII E PADA PEMBELAJARAN PJOK MATERI LARI ESTAFET DENGAN MENGGUNAKAN MODEL COOPERATIVE STAD

Abstrak

penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dalam materi lari estafet melalui penerapan show pembelajaran kooperatif tipe Understudy Groups Accomplishment Division (STAD) di kelas VIII E SMP Negeri 2 Palu. Pada tahap pra-siklus, pembelajaran dilakukan secara konvensional tanpa pendekatan kolaboratif, sehingga hasil belajar siswa rendah; hanya 12 dari 30 siswa (40%) yang mencapai ketuntasan. Siklus I diterapkan dengan membentuk kelompok heterogen, diskusi, pelatihan teknik dasar, serta permainan estafet untuk meningkatkan kerja sama dan keterlibatan siswa. Hasil menunjukkan peningkatan ketuntasan menjadi 63%. Namun, masih terdapat 11 siswa (37%) yang belum tuntas, sehingga dilakukan refleksi dan perbaikan. Pada Siklus II, dilakukan rotasi peran dalam kelompok, pelatihan lebih terarah, dan turnamen estafet antarkelompok sebagai bentuk motivasi. Hasilnya menunjukkan peningkatan signifikan, di mana 27 siswa (90%) mencapai ketuntasan belajar. Penerapan show STAD terbukti efektif dalam meningkatkan hasil belajar, membangun kerja sama tim, serta meningkatkan motivasi dan partisipasi aktif siswa dalam pembelajaran lari estafet.

This study aims to improve student learning outcomes in relay race material through the implementation of cooperative learning shows of the Understudy Groups Accomplishment Division (STAD) type in class VIII E of SMP Negeri 2 Palu. In the pre-cycle stage, learning was carried out conventionally without a collaborative approach, so that student learning outcomes were low; only 12 out of 30 students (40%) achieved completion. Cycle I was implemented by forming heterogeneous groups, discussions, basic technique training, and relay games to improve student cooperation and involvement. The results showed an increase in completion to 63%. However, there were still 11 students (37%) who had not completed it, so reflection and improvement were carried out. In Cycle II, role rotation was carried out in groups, more focused training, and inter-group relay tournaments as a form of motivation. The results showed a significant increase, where 27 students (90%) achieved learning completion. The implementation of STAD shows has proven effective in improving learning outcomes, building teamwork, and increasing student motivation and active participation in relay race learning. Keywords: cooperative learning, STAD, learning outcomes, relay race, physical education.