Inclusion Teaching Style in Improving Learning Outcomes of Forehand Drive Table Tennis in Junior High School

The purpose of the study. To determine the magnitude of increase in learning outcomes obtained forehand drive class VIII SMP Negeri 9 Binjai 2019/2020 through inclusion of teaching styles. Materials and methods. The sample in this study were 38 students of class VIII. To analyze the data in this study and to find out the results seen from the students' completeness individually and classically. The research method used is a classroom action research method. In this study, a learning outcome test was carried out in the form of a portfolio, with the inclusive teaching style method, then a learning outcome test was held in cycle I and cycle II in the form of performing the basic technique of Forehand Drive Punch. Results. The results of the initial tests conducted on class VIII students of SMP N 9 Binjai. Of the 38 students there were 11 students (27.64%) who had reached the level of mastery learning with an average value of student learning outcomes of 64.90%. The results of the first cycle, there were 19 students (50%) of 38 students, who had reached the level of completeness of learning with an average value of student learning outcomes 68.41%. In cycle II there are 33 students (86.84%) of 38 students who have reached the level of learning completeness with an average value of 80.04. Conclusions. The results of the initial tests of student learning to do the first cycle and the second cycle increased, danpat said through inclusion style of teaching can improve student learning outcomes

Upaya Meningkatkan Hasil Belajar Lari Sprint melalui Pendekatan Bermain pada Siswa Kelas VIII Sekolah Menengah Pertama: Indonesia

Tujuan Penelitian. Untuk mengetahui peningkatan hasil belajar lari sprint melalui pendekatan bermain pada siswa kelas VIII SMP Perguruan Budi Agung Marelan Tahun Ajaran 2019/2020. Metode Penelitian. Penelitian ini berbentuk Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan dengan menggunakan gaya mengajar bermain sebagai sasaran utama. Pemaparan dalam upaya meningkatkan hasil belajar lari sprint melalui pendekatan bemain pada siswa kelas VIII SMP. jenis penelitian tindakan kelas maka peneliti ini dilakukan dalam dua siklus yang tiap siklusnya terdiri dari 4 tahapan sebagai berikut : 1) Perencanaan (planning), 2) Tindakan (acting), 3) Pengamatan (observing), 4) Refleksi (reflecting). Hasil. Dari pembelajaran lari sprint tindakan untuk memperbaiki di siklus II yaitu dengan menggunakan metode pendekatan bermain dapat kita lihat dari 28 orang siswa hanya 24 orang siswa yang(85,71%) yang telah mencapai nilai ketuntasan, sedangkan 4 orang siswa (14,28%) belum mencapai ketuntasan belajar. Kesimpulan. Berdasarkan hasil penelitian, maka dapat ditarik kesimpulan bahwa Melalui Pendekatan Bermain Dapat Meningkat Hasil Belajar Lari Sprint pada Siswa Kelas VIII SMP Perguruan Budi Agung Marelan Tahun Ajaran 2020/202

Table Tennis Classes at Junior High Schools Utilizing the TPACK-Based Problem-Based Learning Model

The purpose of the study. Through the application of the TPACK - based PBL model , it can improve learning outcomes in the aspect of table tennis service material skills for junior high school students. Materials and methods. The method used is the Action Research Class method with two cycles, each cycle through the stages of planning, action, observation and reflection. The research subjects were 25 students. The data of this research is the result of learning table tennis service and analyzed by using the percentage technique of Sugiyono's theory. Results. Student learning outcomes in the aspect of skills have increased from cycle one to cycle two. aspects of service learning outcomes at the implementation stage the percentage obtained in the first cycle was only 74.3%, an increase in the second cycle to 97.7%. Likewise, at the final stage of cycle one, it was only 35%. students who complete have increased in the second cycle to 81%. Conclusions. The TPACK-based learning problem model makes learning more meaningful and the learning outcomes of Junior High School students experience classical mastery