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All Journal Indonesian Journal of Education Methods Development Academia Open
Esraa Lafta Salem Al Khakani
Ministry of Education, Najaf Governorate Education Directorate
Education Medicine & Pharmacology Public Health

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The Effect of Using Blended Learning on Developing Passing and Dribbling Skills in Basketball Among Middle School Students in Najaf Governorate Schools Esraa Lafta Salem Al Khakani
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1084

Abstract

General Background: Basketball requires fundamental technical skills that support ball movement, possession, attack organization, and scoring opportunities. Specific Background: Passing and dribbling are important basketball skills, yet traditional instruction may provide limited opportunities for repeated observation, practice, and self-correction. Knowledge Gap: Scientific investigation is needed to determine how blended learning compares with traditional instruction in developing these fundamental skills among female middle-school students. Aims: This study examines a blended learning program for developing basketball passing and dribbling skills among female middle-school students in Najaf Governorate. Results: An experimental design with two equivalent groups and pre- and post-tests was applied to 40 female students aged 14–16 years, with 20 students assigned to each group. The experimental group received face-to-face instruction combined with digital educational resources, while the control group followed traditional instruction. Passing scores in the experimental group increased from 12.45 to 17.85, with t = 8.74 and p < 0.001, representing 43.37% improvement. Dribbling scores increased from 18.74 to 25.63, with t = 9.62 and p < 0.001, representing 36.77% improvement. Post-test comparisons favored the experimental group, with Cohen’s d values of 2.13 for passing and 1.83 for dribbling. Novelty: The study combines face-to-face basketball instruction with videos, images, presentations, demonstrations, and online learning activities. Implications: The findings support the use of blended learning resources within basketball instruction for repeated observation, practical application, feedback, and skill review. Highlights: Passing scores increased by 43.37% in the experimental group. Dribbling scores increased by 36.77% after the program. Cohen’s d reached 2.13 and 1.83 for the two skills. Keywords: Blended, Learning, Dribbling, Skills.
The Effectiveness of Mini Game for Boosting Skill Proficiency, Tactical Awareness and Decision Making of Basketball Learners Esraa Lafta Salem Al Khakani
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.15633

Abstract

General Background: Basketball learning requires technical proficiency together with tactical perception and decision-making because players must apply skills within changing game situations. Specific Background: Instruction that teaches basic skills separately from actual playing situations may provide limited opportunities for learners to apply skills, recognize tactical conditions, and select appropriate responses. Knowledge Gap: Systematic scientific testing is needed to examine mini-game-based learning for developing skill proficiency, tactical perception, and decision-making among female basketball students. Aims: This study examines mini-game-based learning for developing skill proficiency, tactical awareness, and decision-making among female basketball students in Najaf Governorate. Results: The study involved 30 female students aged 17–19 years and used pre- and post-testing to assess skill proficiency, tactical perception, and decision-making. The learning program progressed from simple to complex situations, including 1-versus-1, 2-versus-1, 2-versus-2, 3-versus-2, and 3-versus-3 scenarios. Post-test scores were higher than pre-test scores for the experimental group, with skill competency increasing from 52.07 to 68.07, tactical perception from 18.27 to 27.53, and decision-making from 17.07 to 25.67. The study reports statistically significant pre-test and post-test differences and higher post-test results for the experimental group. Novelty: The program integrates technical skills, tactical situations, and decision-making within progressively structured mini-game scenarios. Implications: The approach provides a basketball learning context in which students practice skills while perceiving situations, identifying options, and making decisions. Highlights: Skill competency increased from 52.07 to 68.07. Tactical perception increased from 18.27 to 27.53. Decision-making increased from 17.07 to 25.67. Keywords: Mini Game Learning, Basketball, Skill Proficiency, Tactical Perception, Decision Making
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