Improving Students’ Learning Outcomes in the Candle Position through Balance Learning Activities in Floor Gymnastics among Fourth-Grade Students at SDN 37 Mataram

Abstract

Objectives: This study aimed to improve students’ learning outcomes in performing the candle position in floor gymnastics through the implementation of balance learning activities among fourth-grade students at SDN 37 Mataram in the 2022/2023 academic year.

Materials and Methods: This study used classroom action research conducted in two cycles, following four stages in each cycle: planning, action, observation, and reflection. The participants were 26 fourth-grade students at SDN 37 Mataram, consisting of 10 boys and 16 girls. Data were collected using observation sheets, written tests, and practical skill assessments. The learning outcome data were analyzed descriptively by calculating the number and percentage of students who achieved the minimum mastery criterion.

Results: The results showed a gradual improvement in students’ learning outcomes from the pre-cycle to Cycle I and Cycle II. In the pre-cycle stage, only 8 students, or 31%, achieved the mastery criterion, while 18 students, or 69%, had not yet achieved mastery. In Cycle I, the number of students who achieved mastery increased to 11 students, or 42%, while 15 students, or 58%, remained incomplete. In Cycle II, the number of students who achieved mastery increased significantly to 22 students, or 85%, while only 4 students, or 15%, had not yet achieved mastery.

Conclusions: The implementation of balance learning activities improved students’ learning outcomes in the candle position in floor gymnastics. The improvement was shown by the increase in mastery learning from 31% in the pre-cycle to 42% in Cycle I and 85% in Cycle II. Therefore, balance learning activities can be used as an effective instructional strategy to help elementary school students perform the candle position more confidently, safely, and correctly.