Teacher Strategies in Teaching Baseball Game Material in Physical Education and Health Learning: A Survey Study at Nekon State Elementary School

Abstract

Objectives. This study aimed to examine the teacher’s strategy in delivering baseball game material in Physical Education, Sport, and Health (PJOK) learning at Nekon State Elementary School.
Materials and Methods. This study used a quantitative approach with a survey method. The participants were 41 fourth-grade students. Data were collected using a questionnaire designed to measure students’ understanding of baseball game material and their responses to the learning strategies applied by the teacher. The data were analyzed descriptively using percentages.
Results. The findings showed that most students had a good understanding of the baseball game material. The highest percentage was found in the “Very Understand” category at 47.15%, followed by “Understand” at 25.20%, “Less Understand” at 17.89%, and “Do Not Understand” at 9.76%. Students’ understanding was influenced by internal factors, including interest, learning enthusiasm, and individual readiness, as well as external factors, including teaching methods, learning media, and infrastructure. The teacher’s learning strategies were considered sufficiently varied and supportive of students’ understanding, although limitations remained in facilities and learning time.
Conclusions. The teacher’s strategy in PJOK learning, particularly in baseball game material, plays an important role in improving students’ understanding. The findings suggest that PJOK teachers should continue developing more innovative, interactive, and student-centered teaching strategies that align with the characteristics of elementary school students