UPAYA MENINGKATKAN HASIL BELAJAR LOMPAT JAUH GAYA JONGKOK MELALUI VARIASI PEMBELAJARAN PADA SISWA SD GAJAH MADA MEDAN

Abstract

The purpose of this study was to determine the extent to which learning outcomes for the Squat Style long jump increased through the application of learning variations in Gajah Mada Elementary School students in the 2024/2025 Academic Year. The location of this research was conducted at the Gajah Mada Education Foundation School for the 2024/2025 Academic Year, the research time was in January 2024. The subjects in this study were 32 sixth grade students of Gajah Mada Elementary School for the 2024/2025 Academic Year, consisting of 14 male students and 18 female students. Meanwhile, the objects in this study were variations in learning such as: one-way running games, cardboard jumps, running while heading the ball, and jumping over rings. The type of research used the PTK (Classroom Action Research) approach. The instrument used in the study was a portfolio sheet for assessing learning outcomes for the Squat Style Long Jump. The results of the study of 32 students who were subjects in the initial test of this study, it turned out that only 8 students (25%) had already achieved learning completion, while the remaining 24 students (75%) had not achieved learning completion. The average class value obtained only reached 55.62 (Not Complete). The results of the first cycle test, out of 32 students, 20 students (62.5%) had already achieved learning completion, the remaining 12 students (37.5%) had not achieved learning completion. The average class value obtained was 64.84 (Not Complete). The results of the second cycle test, out of 32 students, 28 students (87.5%) had already achieved learning completion, only 4 students (12.5%) had not achieved learning completion. The average class value obtained had reached 77.34 (Complete). Thus, it can be concluded that through the application of variations, it can improve the learning outcomes of the squat style long jump for Gajah Mada Elementary School students in the 2024/2025 Academic Year.