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All Journal Jurnal Pendidikan, Sains dan Teknologi Physical Education and Sports: Studies and Research
Hasan, Muhammad Lutfi
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Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Pemanfaatan Model Pembelajaran Cooperative Script untuk Meningkatkan Kemampuan Membaca Intensif Siswa di SMP 3 Bina Dharma Kota Bandung Setiawan, Budi; Fuadah, Annisa Tsamratul; Selarashati, Anggun; N, Arrinda Windiana; Hasan, Muhammad Lutfi; Herniati, Siti Tasniah; Bardian, Soca Permana
Jurnal Pendidikan, Sains Dan Teknologi Vol. 3 No. 4 (2024): Oktober - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v3i4.2454

Abstract

The purpose of this study was to improve students' intensive reading skills by applying the Cooperative Script model. This study used the Quasi Experimental Research method with the implementation procedure being a research method that was carried out without randomization, but involved placing participants into groups. This study used a quasi-experimental design with an experimental group and a control group. The experimental group was given learning using the Cooperative Script, while the control group used conventional learning methods. Data were collected through intensive reading tests before and after treatment. The results of the data analysis showed that there was a significant increase in students' intensive reading skills in the experimental group compared to the control group. This study shows that the Cooperative Script learning model is effective in improving students' intensive reading skills. This study provides important implications for teachers in choosing interactive and collaborative learning strategies to improve student learning outcomes. Keywords: Cooperative Script, Membaca intensif, Pembelajaran The purpose of this study was to improve students' intensive reading skills by applying the Cooperative Script model. This study used the Quasi Experimental Research method with the implementation procedure being a research method that was carried out without randomization, but involved placing participants into groups. This study used a quasi-experimental design with an experimental group and a control group. The experimental group was given learning using the Cooperative Script, while the control group used conventional learning methods. Data were collected through intensive reading tests before and after treatment. The results of the data analysis showed that there was a significant increase in students' intensive reading skills in the experimental group compared to the control group. This study shows that the Cooperative Script learning model is effective in improving students' intensive reading skills. This study provides important implications for teachers in choosing interactive and collaborative learning strategies to improve student learning outcomes.
The effect of peer teaching and think pair share on rhythmic gymnastics learning outcomes Hasan, Muhammad Lutfi; Royana, Ibnu Fatkhu; Zhannisa, Utvi Hinda
Physical Education and Sports: Studies and Research Vol. 4 No. 2 (2025): Physical Education and Sports: Studies and Research
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/pessr.v4i2.619

Abstract

Background: Rhythmic gymnastics plays a vital role in developing students' motor skills, coordination, and rhythm, yet many still face challenges in mastering movement concepts. Objectives: This study compared the effectiveness of Peer Teaching and Think Pair Share (TPS) cooperative learning models in improving rhythmic gymnastics learning outcomes. Methods: A quasi-experimental design with a two-group pretest–posttest was conducted on 68 eighth-grade students (male and female) at State Junior High School 4 Semarang, divided into Peer Teaching (n=34) and TPS (n=34) groups. Learning outcomes were assessed using a validated rhythmic gymnastics performance test, and data were analyzed descriptively with gain score calculation. Results: The TPS group achieved a greater improvement in posttest scores (from 67.21 to 79.59; +18.41%) compared to the Peer Teaching group (from 79.18 to 79.85; +0.85%). These results indicate that TPS enhances students' understanding, coordination, and engagement in rhythmic gymnastics learning. Conclusions: TPS is recommended for physical education teachers to improve performance, particularly for students with lower initial skills. Further studies should explore its long-term effects and retention.
Co-Authors Bardian, Soca Permana Budi Setiawan Fuadah, Annisa Tsamratul Herniati, Siti Tasniah Ibnu Fatkhu Royana N, Arrinda Windiana Selarashati, Anggun Utvi Hinda Zahnnisa