Improving Squat-Style Long Jump Skills through Modified Physical Education Learning Media among Fifth-Grade Students at MIN 3 Mataram

Abstract

Objectives: This study aimed to improve students’ squat-style long jump skills through the application of modified physical education learning media among fifth-grade students at MIN 3 Mataram.

Materials and Methods: This study used classroom action research conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 36 fifth-grade students at MIN 3 Mataram. The object of the study was the application of modified physical education learning media to improve the combination of basic running and jumping movements in squat-style long jump learning. Data were collected through observation and skill tests. The data were analyzed descriptively using percentages to determine students’ mastery learning in each stage.

Results: The results showed a gradual improvement in students’ squat-style long jump skills. In the pre-cycle, only 6 students, or 16.7%, achieved the good criterion. In Cycle I, Meeting 1, 13 students, or 36.1%, achieved the good criterion, and this increased slightly in Meeting 2 to 14 students, or 38.9%. In Cycle II, Meeting 1, 24 students, or 66.7%, achieved the good criterion. In Cycle II, Meeting 2, the number increased to 27 students, or 75%. These findings indicate that modified physical education learning media improved students’ squat-style long jump skills across the classroom action research cycles.

Conclusions: The application of modified physical education learning media improved students’ squat-style long jump skills among fifth-grade students at MIN 3 Mataram. The improvement was reflected in the increase in students who achieved the good criterion from 16.7% in the pre-cycle to 75% at the end of Cycle II. Therefore, modified learning media can be used as an effective instructional strategy to make long jump learning more active, enjoyable, and accessible for elementary school students.