Improving Students’ Long Jump Skills Through Game-Based Learning

Fitra Alvin Rahmana; Fitria Sri  Rahayu; Dicky  Mahrizar; Fibi Restu  Maulana; Ferry Satrio  Wibowo; Fikri  Adiyansyah; Idha Ayu  Khanifah

doi:10.63922/ijevss.v5i04.6719

Fitra Alvin Rahmana Universitas Negeri Semarang, Semarang, Indonesia
Fitria Sri Rahayu Universitas Negeri Semarang, Semarang, Indonesia
Dicky Mahrizar Universitas Negeri Semarang, Semarang, Indonesia
Fibi Restu Maulana Universitas Negeri Semarang, Semarang, Indonesia
Ferry Satrio Wibowo Universitas Negeri Semarang, Semarang, Indonesia
Fikri Adiyansyah Universitas Negeri Semarang, Semarang, Indonesia
Idha Ayu Khanifah SMA N 1 Semarang, Semarang, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.6719

Keywords: Game-based learning, long jump skills, Physical Education, Classroom Action Research, senior high school students

Abstract

Long jump learning in schools requires students to master the techniques of approach, take-off, flight, and landing in a coordinated manner. However, less varied learning activities may result in suboptimal student engagement and technical skill mastery. This study aimed to improve long jump skills through game-based learning. The study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in two cycles, with one meeting in each cycle, involving Grade XII students of SMAN 1 Semarang. Data were collected through student activity observations and long jump skill tests. Game-based learning was implemented through modified games, including jumping over colored obstacles, graded-distance jumping competitions, and jumping relays. The results showed an increase in student learning activity across all observation indicators. The long jump skill test results indicated improvement in all six technical indicators from Cycle I as the pretest to Cycle II as the posttest, with score increases ranging from 1.13 to 1.40 points. The highest improvement occurred in the approach/start position and body balance after landing, each increasing by 1.40 points. Thus, game-based learning demonstrated an improvement in students' long jump technical skills and learning activities. The educational implication of this study is that game-based learning can provide an active and enjoyable alternative for physical education instruction and support athletic skill development through structured game activities

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