Problem-Based Learning to Improve 21st Century Collaborative Skills in Physical Education

Abstract

Objective. This research delves into the implementation of a problem-based learning (PBL) model that aims to improve collaborative skills pertinent to the 21st century in the realm of physical education. The investigation measures the effectiveness of this approach in developing essential collaborative skills that are relevant to modern-day scenarios. The study assesses the impact of PBL on students' collaborative capabilities, providing valuable insights into the potential advantages of this pedagogical technique for nurturing vital skills crucial for success in the 21st century. Materials and methods. This study utilized a Classroom Action Research (CAR) approach, following the Kemmis and McTaggart methodology. The Participatory Action Research method consisted of four main stages: planning, implementation, observation, and reflection. The research involved 25 students from Rumah Tahfidz Pelita Hati Klaten school. Results. According to the findings of the study, a mere 20%, or five students out of the total number of students evaluated, were able to meet the minimum competency standards (KKM) during the pre-cycle phase. However, this figure rose to 36% or nine students in cycle I, and in cycle II, the percentage of students who achieved the MCS stood at an impressive 92%, which amounts to 23 students. These results indicate a significant improvement in the academic performance of the students from pre-cycle to cycle II. Conclusions. The results obtained from the study indicate a significant improvement in the performance of students from cycle I to cycle II, thus providing evidence for the effectiveness of problem-based learning in the domain of physical education. The findings further imply that this approach fosters better teamwork and collaboration among students, thereby contributing to their overall growth and development.Objective. This research delves into the implementation of a problem-based learning (PBL) model that aims to improve collaborative skills pertinent to the 21st century in the realm of physical education. The investigation measures the effectiveness of this approach in developing essential collaborative skills that are relevant to modern-day scenarios. The study assesses the impact of PBL on students' collaborative capabilities, providing valuable insights into the potential advantages of this pedagogical technique for nurturing vital skills crucial for success in the 21st century. Materials and methods. This study utilized a Classroom Action Research (CAR) approach, following the Kemmis and McTaggart methodology. The Participatory Action Research method consisted of four main stages: planning, implementation, observation, and reflection. The research involved 25 students from Rumah Tahfidz Pelita Hati Klaten school. Results. According to the findings of the study, a mere 20%, or five students out of the total number of students evaluated, were able to meet the minimum competency standards (KKM) during the pre-cycle phase. However, this figure rose to 36% or nine students in cycle I, and in cycle II, the percentage of students who achieved the MCS stood at an impressive 92%, which amounts to 23 students. These results indicate a significant improvement in the academic performance of the students from pre-cycle to cycle II. Conclusions. The results obtained from the study indicate a significant improvement in the performance of students from cycle I to cycle II, thus providing evidence for the effectiveness of problem-based learning in the domain of physical education. The findings further imply that this approach fosters better teamwork and collaboration among students, thereby contributing to their overall growth and development