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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Educational Science (IJES)
Wasis Himawanto
Master of Sports Teaching, Universitas Nusantara PGRI Kediri, Indonesia
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A Quasi-Experimental Comparison Of Cooperative Learning And Direct Instruction For Floor Gymnastics Skill Outcomes Puspodari; Iqbal Arifin; Wasis Himawanto
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 2 (2026): Indonesian Journal of Educational Science (IJES) : July 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i2.6604

Abstract

This study aimed to evaluate the effectiveness of cooperative learning and direct instruction in improving floor gymnastics skills among physical education students. A quantitative approach employing a quasi-experimental pretest–posttest control group design was used. Eighty students participated in the study and were assigned to either the Cooperative Learning group (n = 40) or the Direct Instruction group (n = 40). Floor gymnastics performance was assessed using a validated performance rubric covering four movements: Roll Backward to Handstand (RBH), Forward Handspring (FH), Front Balance (FB), and Shoulder Stand (SS). Performance was evaluated on a five-point rating scale by trained assessors, and the instrument's content validity was established through expert review by gymnastics specialists. Data were analyzed using the Wilcoxon Signed-ranks Test and the Mann–Whitney U Test. The results demonstrated significant improvements in all four floor gymnastics skills within both instructional groups (p < 0.05). Furthermore, the between-group analysis revealed that the cooperative learning group achieved significantly higher posttest performance than the direct instruction group across all four movements, with small to moderate effect sizes (p < 0.05). These findings indicate that although both instructional strategies effectively improved students' floor gymnastics performance, cooperative learning provided greater overall learning gains. Therefore, cooperative learning may be considered a more effective instructional approach for enhancing floor gymnastics skills while promoting active student participation in physical education.
The Combination of Deep Learning and TGT Learning Models to Improve Learning Outcomes and Tennis Groundstroke Technique Skills Wasis Himawanto; Haryo Mukti Widodo; Puspodari
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 2 (2026): Indonesian Journal of Educational Science (IJES) : July 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i2.6746

Abstract

Groundstroke is a fundamental tennis skill that requires both conceptual understanding and accurate technical execution; however, many Physical Education (PE) students experience difficulties in mastering these aspects through conventional instructional approaches. This study aimed to examine the effect of integrating the Deep Learning pedagogical approach and the Team Games Tournament (TGT) model on students’ learning outcomes and groundstroke technical skills in tennis education. A quasi-experimental posttest-only control group design was employed involving 80 PE students divided into experimental and control groups. Data were collected using a cognitive learning achievement test and a groundstroke performance assessment rubric. Descriptive statistics and the Mann–Whitney U test were used for data analysis. The results showed that the experimental group achieved higher scores than the control group in both learning outcomes and technical performance. The experimental group obtained a mean learning outcome score of 91.70 ± 6.49 compared with 65.20 ± 8.46 in the control group, while groundstroke technical performance scores were 27.60 ± 2.89 and 16.25 ± 1.21, respectively. The Mann–Whitney U test indicated significant differences between groups for learning outcomes (p < 0.001) and groundstroke technical skills (p < 0.001). These findings demonstrate that integrating meaningful learning processes with cooperative and competitive activities through Deep Learning and TGT can provide an effective instructional strategy for improving cognitive understanding and technical performance in tennis education.
Co-Authors Haryo Mukti Widodo Iqbal Arifin Puspodari Puspodari