<![CDATA[This study aims to examine the development of students’ forward roll learning outcomes through Direct Instruction with progressively added visual support among seventh-grade students in Class VII E at SMP Negeri 1 Semarang. The study employed Classroom Action Research based on the Kemmis and McTaggart model over two cycles, preceded by a pre-intervention phase. The participants were 32 students, consisting of 15 boys and 17 girls. Data were collected through observation and practical assessment using a forward roll skill rubric with five indicators, each scored from 1–5, with a maximum score of 25. Cycle I implemented Direct Instruction without video through teacher explanation, demonstration, guided practice, verbal feedback, and repeated practice. Based on reflection from Cycle I, Cycle II maintained Direct Instruction and added video demonstrations and a movement poster as visual support. Data were analyzed descriptively by comparing mean scores and the percentage of students achieving a minimum score of 20. The mean score increased from 9.84 in the pre-intervention phase to 16.60 in Cycle I and 19.87 in Cycle II. Students achieving a minimum score of 20 increased from 0% to 9.37% and 62.50%. The findings indicate progressive development in forward roll learning outcomes during the classroom action research process.]]>
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