The Effect of Teaching Games for Understanding (TGFU) Learning Model and Problem-Based Learning (PBL) Model towards the Social Skills and Basketball Playing Skills
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2024, Vol 7, Issue 12
Abstract
This research aims to determine: (1) the effect of the Teaching Games for Understanding (TGfU) learning model towards the students' social skills, (2) the effect of the Teaching Games for Understanding (TGfU) learning model towards the basketball playing skills, (3) the effect of the Problem Based Learning (PBL) learning model towards the students' social skills, and (4) the effect of the Problem Based Learning (PBL) learning model towards the basketball playing skills. The type of this research was a quasi-experiment using a 2x2 factorial design. The research subjects were 72 eleventh grade students of SMA N 1 Yogyakarta (Yogyakarta 1 High School) from 2 classes: Class XI F 3 with the TGfU model treatment while class XI F 9 with the PBL model. The social skills instrument used the Social Skills Rating System (SSRS) Instrument, and the basketball playing skills instrument used the Game Performance Assessment Instrument (GPAI) test. The data analysis technique used ANCOVA. The research findings reveal that: 1) there is an effect of the Teaching Games For Understanding (TGfU) learning model towards the improving social skills of the students with a significance value of 0.042 < 0.05 and a percentage of 5.1%. 2) There is an effect of the Teaching Games For Understanding (TGfU) learning model towards the improving basketball playing skills of students with a significance value of 0.000 & 0.000 < 0.05 and a percentage of 59.9% skills, 110% performance. 3) There is an effect of the Problem Based Learning (PBL) learning model towards the improving social skills of students with a significance value of 0.012 < 0.05 and a percentage of 5.3%. 4) There is no effect of the Problem Based Learning (PBL) learning model towards the improving social skills of students with a significance value of 0.907 & 0.298 > 0.05 and a percentage of 0.92% skills, 13.9% performance.
Authors and Affiliations
Ahmad Nur Sa’bani, Nurhadi Santoso
Keywords
Related Articles
- EP ID EP754545
- DOI 10.47191/ijmra/v7-i12-46
- Views 44
- Downloads 0
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