Improving Students’ Active Participation and Volleyball Learning Outcomes through Problem-Based Learning among MTs Darut Thayyibin NW Batujai Students

Abstract

Objectives: This study aimed to improve students’ active participation and volleyball learning outcomes through the implementation of the Problem-Based Learning model among students at MTs Darut Thayyibin NW Batujai.

Materials and Methods: This study used classroom action research. The participants were 32 seventh-grade students at MTs Darut Thayyibin NW Batujai, consisting of 18 boys and 14 girls. The research was conducted through a pre-cycle stage and one action cycle. The learning action applied the Problem-Based Learning model in volleyball learning. Data were collected using written tests to measure learning outcomes and questionnaires to measure students’ active participation. The data were analyzed descriptively using percentages and mean scores.

Results: The results showed an improvement in students’ active participation and volleyball learning outcomes after the implementation of Problem-Based Learning. In the pre-cycle stage, the highest category of students’ active participation was 31.25%, while in Cycle I it increased to 46.87%. Students’ learning mastery also increased from 10 students, or 31.25%, in the pre-cycle to 32 students, or 100%, in Cycle I. The class mean score improved from 55.31 in the pre-cycle to 81.87 in Cycle I. The minimum score also increased from 20 to 75, while the maximum score increased from 80 to 95.

Conclusions: The implementation of Problem-Based Learning improved students’ active participation and volleyball learning outcomes at MTs Darut Thayyibin NW Batujai. The model encouraged students to become more involved in the learning process through discussion, problem solving, group work, and active participation. Therefore, Problem-Based Learning can be used as an effective instructional strategy in volleyball learning within physical education.