Implementation of Problem-Based Learning in Physical Education, Sports, and Health (PJOK) for Large-Ball Instruction at SMPN 14 Kota Bima

Abstract

Objectives: This study aimed to describe the implementation of the Problem-Based Learning (PBL) model in teaching large ball material in Physical Education, Sports, and Health (PJOK) at SMPN 14 Kota Bima.

Materials and Methods: This study employed a qualitative approach. Data were collected through classroom observations, interviews, and documentation. The participants included PJOK teachers and students involved in the learning process. The collected data were analyzed through three stages: data reduction, data display, and verification to obtain a comprehensive understanding of how PBL was applied in the classroom setting.

Results: The findings showed that the implementation of the PBL model in PJOK learning for large ball material was categorized as fairly good. However, the application of PBL had not been fully optimal. Not all learning materials could be effectively delivered through the PBL model, and its implementation required more preparation, strategy, and energy from teachers. Student participation also emerged as an important factor in the success of PBL-based learning, yet many students were still not actively engaged in the expected learning process. In addition, although the available facilities, infrastructure, and learning media were generally adequate to support learning activities, some of them were not in proper condition for effective use. Another challenge identified was that the learning process still tended to place the teacher as the main center of instruction, indicating that student-centered learning had not been fully achieved.

Conclusions: The implementation of the PBL model in PJOK learning on large ball material at SMPN 14 Kota Bima has shown fairly good results, but several obstacles remain. Student readiness, limited active participation, the persistence of teacher-centered practices, and some inadequate facilities continue to affect the effectiveness of PBL implementation. Therefore, greater preparation, improved instructional strategies, and stronger support for student engagement are needed to optimize the use of PBL in PJOK learning.