Penerapan Model Pembelajaran Teaching Games for Understanding (TGFU) Dalam Meningkatkan Hasil Belajar Gerak Lokomotor Siswa Sekolah Dasar

Abstract

This study aims to improve learning outcomes regarding basic locomotor movements through the implementation of the Teaching Games for Understanding (TGfU) model among third-grade students at SD Negeri Wab, Southeast Maluku Regency. The research problem stemmed from the students' low locomotor movement proficiency and an instructional process dominated by demonstration and repetitive drill methods. The study employed Classroom Action Research (CAR) methodology, conducted over two cycles comprising the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 20 students (11 boys and 9 girls). Data were collected through observation, learning outcome tests covering affective (attitude), cognitive (knowledge), and psychomotor (skill) aspects, as well as documentation. Data analysis was performed using both quantitative and qualitative descriptive methods. The results indicate an improvement in learning outcomes following the implementation of the TGfU model. In Cycle I, students' final scores ranged from 72 to 77, with a classical mastery rate of 72%. Following instructional improvements in Cycle II, final scores rose to the 77–86 range—with an average of 80.35—and classical mastery reached 100%. Improvements were also observed in the affective, cognitive, and psychomotor domains. The implementation of TGfU fostered a more active and enjoyable learning environment, providing students with opportunities to develop movement skills, tactical understanding, motivation, and teamwork. Thus, TGfU serves as a viable alternative instructional model for enhancing basic locomotor movement learning outcomes among elementary school students.