<![CDATA[Latar belakang: Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) berperan dalam mengembangkan kebugaran fisik sekaligus karakter, kemampuan bekerja sama, kepercayaan diri, dan keterampilan sosial peserta didik. Pembelajaran kooperatif merupakan salah satu pendekatan yang mendukung pencapaian tujuan tersebut, namun implementasinya oleh guru PJOK masih belum optimal sehingga diperlukan kegiatan edukasi untuk meningkatkan pemahaman dan keterampilan guru. Tujuan: Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman guru PJOK mengenai konsep dan implementasi pembelajaran kooperatif dalam pembelajaran pendidikan jasmani. Metode: Kegiatan melibatkan 65 guru PJOK di wilayah Solo Raya. Edukasi dilaksanakan melalui penyampaian materi tentang konsep dan strategi pembelajaran kooperatif, dilanjutkan dengan diskusi interaktif mengenai pengalaman, kendala, dan peluang implementasinya di sekolah. Efektivitas kegiatan dievaluasi menggunakan desain pre-test dan post-test untuk mengukur peningkatan pengetahuan peserta. Hasil: Proporsi peserta dengan kategori pengetahuan baik meningkat dari 52,3% pada pre-test menjadi 96,9% pada post-test, sedangkan kategori kurang menurun dari 47,7% menjadi 3,1%. Temuan ini menunjukkan bahwa kegiatan edukasi efektif dalam meningkatkan pemahaman guru mengenai konsep dan implementasi pembelajaran kooperatif. Kesimpulan: Edukasi pembelajaran kooperatif terbukti meningkatkan pengetahuan guru PJOK dan memperkuat kesiapan mereka dalam menerapkan pembelajaran yang lebih kolaboratif, berpusat pada peserta didik, serta mendukung pengembangan aspek fisik dan sosial. Kata kunci: guru PJOK, kompetensi mengajar, pembelajaran kooperatif, pendidikan jasmani __________________________________________________________________________ Abstract Background: Physical Education, Sports, and Health (PJOK) plays a pivotal role in promoting not only students' physical fitness but also their social, emotional, and collaborative competencies. Cooperative learning has been recognized as an effective student-centered instructional approach for fostering active participation, teamwork, and interpersonal skills. However, its implementation among PJOK teachers remains limited, indicating the need for targeted professional development to strengthen teachers' pedagogical competence. Objective: This community service program aimed to improve PJOK teachers' knowledge and understanding of cooperative learning principles and their implementation in physical education instruction. Method: A pre-experimental one-group pretest–posttest design was employed involving 65 PJOK teachers from the Solo Raya region, Indonesia. The intervention consisted of interactive lectures on cooperative learning concepts and instructional strategies, followed by guided discussions addressing participants' experiences, implementation challenges, and potential classroom applications. Participants' knowledge was assessed using structured pretest and posttest instruments, and the results were analyzed descriptively. Result: The proportion of participants demonstrating good knowledge increased markedly from 52.3% before the intervention to 96.9% after the intervention, while the proportion with poor knowledge declined from 47.7% to 3.1%. These findings indicate that the educational intervention substantially enhanced teachers' understanding of cooperative learning and strengthened their readiness to integrate student-centered instructional practices into PJOK classes. Conclusion: The educational program effectively improved PJOK teachers' knowledge of cooperative learning and reinforced their capacity to implement collaborative, student-centered pedagogical approaches that support both physical and socio-emotional development. Future professional development programs should incorporate sustained mentoring and classroom-based evaluation to facilitate the long-term adoption of cooperative learning practices. Keywords: cooperative learning, pedagogical competence, physical education teachers, professional development]]>
