Improving Badminton Forehand Serve Learning Outcomes Through Teams Games Tournament

Abstract

Objectives: This study aimed to improve badminton forehand serve learning outcomes through the Teams Games Tournament (TGT) cooperative learning model among Grade XE 5 students at SMA Negeri 1 Palu.

Materials and Methods: Classroom action research was conducted in two cycles, each comprising two meetings and the stages of planning, action, observation, and reflection. Participants were 30 students. TGT included instruction, five heterogeneous teams, discussion and quizzes, serve practice, interteam tournaments, and team recognition. Learning outcomes were assessed using a performance test and a forehand serve rubric covering body position, swing, shuttlecock contact, and direction. Frequencies and mastery percentages were analyzed descriptively.

Results: Learning mastery increased from 11 students (36.67%) at baseline to 20 (66.67%) in Cycle I and 28 (93.33%) in Cycle II. The number not achieving mastery declined from 19 to 10 and then to 2 students. In Cycle II, 6 students (20.00%) were classified as very good, 10 (33.33%) as good, 12 (40.00%) as sufficient, and 2 (6.67%) as poor.

Conclusions: TGT implementation across two cycles was accompanied by improved forehand serve learning mastery. Heterogeneous teams, peer practice, quizzes, and tournaments expanded opportunities for practice and feedback. TGT may be considered as an alternative instructional approach in physical education, although the findings should be interpreted within the limits of classroom action research without a comparison group.