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All Journal Indonesian Journal of Sport Science and Technology (IJST) Jambura Arena of Physical Education and Sports
Dahham, Nahidh Abboud
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Humanities Biochemistry, Genetics & Molecular Biology Education Health Professions Public Health Other

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EFFECT OF MODIFIED FIVE-STAGE LEARNING CYCLE STRATEGY USING RECIPROCAL METHOD ON LEARNING SOME BASIC HANDBALL SKILLS FOR STUDENTS Dahham, Nahidh Abboud
Jambura Arena of Physical Education and Sports Vol 4, No 1 (2025): April
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/japes.v4i1.34309

Abstract

Learning strategies play a vital role in enhancing students’ acquisition of fundamental sports skills. Traditional teaching approaches often fail to maintain student motivation and engagement, particularly in skill-based subjects such as handball. Therefore, this study aimed to examine the effect of the Modified Five-Stage Learning Cycle Strategy integrated with the Reciprocal Method on learning selected basic handball skills among preparatory school students. The research employed an experimental design with two equivalent groups (experimental and control). The sample consisted of fourth preparatory grade students at Al-Suwaira Boys’ Preparatory School during the academic year 2023–2024, with a total of 165 students across four sections. Statistical analysis was conducted using SPSS. The findings revealed that students in the experimental group who were taught using the Modified Five-Stage Learning Cycle Strategy with the Reciprocal Method showed significant improvement in passing and dribbling skills compared to their pre-test results and to the control group, as indicated by calculated t values exceeding the tabulated values at the 0.05 significance level.In conclusion, the study demonstrated that the application of the Modified Five-Stage Learning Cycle Strategy combined with the Reciprocal Method positively impacts students’ acquisition of basic handball skills. This approach fosters engagement, reduces boredom, and provides structured learning opportunities that enhance skill development. The contribution of this research lies in offering practical evidence for integrating innovative instructional strategies into physical education curricula. It recommends that educators adopt this combined method to achieve better learning outcomes in handball and potentially extend its application to other skill-based sports education contexts.
EFFECT OF RUTHKOFF MODEL USING MASTERY LEARNING STYLE IN LEARNING SOME BASIC FOOTBALL SKILLS AMONG STUDENTS Dahham, Nahidh Abboud
Indonesian Journal of Sport Science and Technology (IJST) Vol. 4 No. 2 (2025): Indonesian Journal of Sport Science and Technology (IJST)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/ijst.v4i2.8555

Abstract

Learning basic football skills requires effective teaching models that can foster engagement and improve performance outcomes. Traditional approaches often fail to maximize students’ potential, particularly in skill-based subjects that demand both repetition and mastery. This study aimed to investigate the effect of the Rothkopf model using the mastery learning style on the acquisition of basic football skills among students. The research employed an experimental method with two equivalent groups (experimental and control). The sample consisted of 124 fourth-grade secondary students from Al-Suwaira Preparatory School for Boys during the academic year 2024–2025, representing classes A, B, and C. Data were collected through pre- and post-tests of passing, ball control, and dribbling, and analyzed using the SPSS software package. The findings revealed that students in the experimental group, who received instruction based on the Rothkopf model with mastery learning, showed significantly greater improvements in all measured skills compared to the control group. These results indicate that the Rothkopf model with mastery learning not only enhances skill acquisition but also increases motivation and engagement in the learning process. The study concludes that this model provides an effective instructional framework for teaching football skills and recommends its broader application in physical education curricula. The main contribution of this research lies in demonstrating how structured instructional design, rooted in mastery learning principles, can optimize the teaching of sports skills and support student-centered learning outcomes.
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