Improving Students’ Interest And Volleyball Learning Outcomes Through Modified Games In An Islamic Senior High School

Abstract

Objectives: This study aimed to improve students’ interest and volleyball learning outcomes through modified games among Grade 10 students at Madrasah Aliyah Ash-Shomadiyah.

Materials and Methods: This classroom action research followed the Kemmis and McTaggart model and was conducted in two cycles. The participants were 50 Grade 10 students. Each cycle comprised planning, action, observation, and reflection. The game modifications included using a lighter ball, lowering the net, reducing the court dimensions and number of players, and simplifying the rules. Learning interest was measured using a questionnaire, whereas learning outcomes were assessed across the cognitive, affective, and psychomotor domains. Data were analyzed descriptively using means, percentages, and classical mastery rates.

Results: The proportion of students demonstrating adequate learning interest increased from 40.00% at baseline to 68.00% in Cycle I and 88.00% in Cycle II. The mean learning-outcome score increased from 68.24 ± 7.82 to 75.18 ± 7.15 and ultimately to 83.46 ± 6.48. Classical mastery likewise increased from 36.00% to 64.00% and reached 88.00% in Cycle II. These changes were accompanied by more active participation, a more equitable distribution of ball contacts, better communication, and greater self-confidence.

Conclusions: Modified volleyball games were associated with improved student interest and learning outcomes. A lighter ball, a lower net, a smaller court, fewer players, and simplified rules created a more accessible learning environment and expanded students’ opportunities to participate, practice, and experience success.