Cooperative Learning Management and Student Achievement in Physical and Health Education

Acep Supriatna (Universitas Islam Nusantara Bandung)
Eva Dianawati Wasliman (Universitas Islam Nusantara, Bandung)

International Journal of Nusantara Islam
Vol 14 No 2 (2026): International Journal of Nusantara Islam

This study aims to analyze the implementation of cooperative learning in Physical Education, Sports, and Health (Penjaskes) at SDN Depok and SDN 1 Mekarsari, Darangdan District, Purwakarta Regency. The background of this study is the demands of educational policies that emphasize interactive, participatory, and competency-based learning, while Penjaskes learning in elementary schools remains instructional and limited to individual activities. The research method used is descriptive qualitative with a field study approach. Data were collected through observation, interviews with teachers and principals, and analysis of learning planning documents. The study focuses on planning, organizing, implementing, and supervising cooperative learning. The planning has been prepared based on the curriculum and process standards, but still does not fully detail the scenarios of student interaction in groups. Organization is carried out through the formation of cooperative learning groups and clear role divisions for each student, which supports interaction and shared responsibilities. The implementation of cooperative learning shows an increase in student activeness, ability to work together, and psychomotor skills. Supervision is carried out through the assessment of learning outcomes and the observation of behavior, although assessments of attitude and cooperation still require strengthening. The main obstacles in implementing cooperative learning include limited infrastructure and time allocation, which are overcome through collaboration between teachers and active support from the principal. The findings of this study confirm that cooperative learning in Physical Education and Health can improve student participation, social interaction, and motor skills, while emphasizing the importance of structured planning, systematic supervision, and institutional support to ensure effective learning. Research recommendations include developing more comprehensive assessment strategies and optimizing resource use to strengthen cooperative learning outcomes in elementary schools.