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All Journal Musamus Journal of Physical Education and Sport (MJPES) jurnal syntax admiration
Husriani Husain
Institut Turatea Indonesia
Aerospace Engineering Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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The Influence of the Hanging Ball Training Model and the Drill Smash Training Model on the Smash Skills of SMAN 1 Jeneponto Extracurricular Participants Yasriuddin Yasriuddin; M. Said Zainuddin; Husriani Husain; Wahyudin Wahyudin
Musamus Journal of Physical Education and Sport (MJPES) Vol 6 No 1 (2023): Musamus Journal of Physical Education and Sport (MJPES)
Publisher : Program Studies of Physical Education, Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mjpes.v6i1.5530

Abstract

Objectives. Based on observations, it was found that extracurricular participants at SMAN 1 Jeneponto required further mastery of the basic techniques of Smash volleyball. To address this, an experimental study was conducted to determine the effect of two types of training - the hanging ball training model and the drill smash training model - on the smash skills of these participants. The research method utilized in this study was a group design. Materials and methods. The study focused on participants of the volleyball extracurricular activity at SMAN 1 Jeneponto. The sampling technique used was proportional sampling with a sample size of 16 participants, and the groups were divided using ordinal pairing. The analysis techniques employed included descriptive test analysis, data normality tests, homogeneity tests, and hypothesis tests. The analysis was conducted using SPPS Version 26.00 at a 95% significance level. Results. The data analysis shows that both the hanging ball training model and the drill smash training model have a significant impact on the smash skills of extracurricular participants at SMAN 1 Jeneponto. The t-values obtained for both models were much higher than the t-table value of 2.365, indicating a strong impact. Additionally, there is a significant difference in the impact of the two training models on the smash skills of the participants. Conclusion. Based on statistical analysis, it has been determined that the drill smash training model is more effective than hanging ball training. The analysis revealed that the observed t value of 7,000 is significantly greater than the t table of 2.145, with a significance level of 0.001, which is well below the alpha level of 0.05. In other words, the evidence strongly suggests that the drill smash training model is the more effective of the two training methods.
Improving Mathematics Learning Outcomes Using the Problem Based Learning Model at SMP Negeri 7 Binamu Husriani Husain; Syaharuddin; Mutmainna Ekawati; Yasriuddin
Jurnal Syntax Admiration Vol. 2 No. 12 (2021): Jurnal Syntax Admiration
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jsa.v2i12.1033

Abstract

Mathematics learning is still centered on the conventional model where the teacher has high authority while the student is the object of learning. This study aims to apply the Problem-Based Learning (PBL) learning method to increase student mathematics learning activities and outcomes. The type of research carried out is Classroom Action Research (PTK), with data collection techniques through observation sheets of student activities and learning outcome tests. Data analysis techniques use descriptive techniques. The subjects in this study were grade VII A students of SMP Negeri 7 Binamu, Jeneponto Regency. The results of this study show that the increase in student learning activity can be seen from the increase in learning activity of 11 students or 50%. In cycle I, there are 16 students or 72.73%, and in cycle II, there are 20 students or 90.91%; this result is by the specified indicators, namely the active and active categories, which reached 85%. The above reality is also supported by an increase in the average learning outcomes from 61.36 to 73.18 and 85.00 in the second cycle, with the level of learning completeness that also increased in each cycle, namely 5 students or 22.73%, in the first cycle there were 12 students or 54.55%, and in the second cycle there were 19 students or 86.36%. It can be concluded that the indicators of learning success criteria have been achieved in the second cycle, so the implementation of learning improvements is declared complete and complete in the second cycle.
Co-Authors M. Said Zainuddin Mutmainna Ekawati Syaharuddin Wahyudin Wahyudin Yasriuddin Yasriuddin Yasriuddin