The Advantages of Tactical Games and Cooperative Learning Models in Football Shooting Technique Skills

This research aimed to: (1) analyze the differences between student’s mathematical problem solving ability taught by using GeoGebra-assisted cooperative and contextual learning model; (2) analyze the differences between student’s learning motivation taught by using GeoGebra-assisted cooperative and contextual learning model; (3) analyze the process of student’s answer mathematical problem solving test that taught by using Geogebra-assisted cooperative and contextual learning model. The instruments used in this research consisted of: (1) mathematical problem solving ability test, (2) learning motivation questionnaire. The data was analyzed by using Two Way Anova. This result research showed that: (1) there are differences between student’s mathematical problem solving ability taught by using GeoGebra-assisted cooperative and contextual learning model, (2) there are differences between student’s learning motivation taught by using GeoGebra-assisted cooperative and contextual learning model, (3) the process of student’s answer taught by using contextual learning model is better than cooperative learning model.

This study aims to examine the implementation of the Project-Based Learning (PBL) model and the Cooperative Learning (CL) model on the understanding of high school students. This study uses a qualitative approach with a focus on literature studies. The data sources that will be used in this study are scientific articles, books, journals, research reports, and other literature sources that are relevant and related to the influence of project-based and cooperative learning models in biology learning. The data analysis method used in this study is literature analysis or systematic literature review. The results of the study showed that both PBL and CL had a positive effect on the understanding of high school students. PBL provides opportunities for students to be actively involved in learning, build deep understanding, and develop critical thinking skills. CL enhances student understanding through interaction and collaboration, facilitates the exchange of understanding, and improves communication and cooperation skills. This research has important implications for educational practice, such as helping teachers choose the right learning model and encouraging the development of teacher training programs on PBL and CL

Introduction - Cooperative Learning As A Pedagogical Model In Physical Education - Ben Dyson and Ashley Casey Part 1 - Context Of Learning Chapter 1. Implementing The Cooperative Learning Model In Physical Education: The Experience Of New Zealand Teachers - Ben Dyson, Alan Ovens, and Wayne Smith Chapter 2. Teacher Action In The Cooperative Learning Model In The Physical Education Classroom - Ingrid Bahr and Jonas Wibowo Chapter 3. Innovative Practice Through The Use Of Self-Made Materials: The Cooperative Learning Model In Spain - Javier Fernandez-Rio and Antonio Mendez-Gimenez Part 2 - Cooperative Learning In The Curriculum Chapter 4. Putting Into Practice Cooperative Learning And Physical Activity With Primary Students - Carlos Velazquez-Callado Chapter 5. Cooperative Learning Through The Eyes Of A Teacher-Researcher and His Students - Ashley Casey Chapter 6. Using Cooperative Learning Model In Physical Education Teacher Education: From Theory To Practice - Sima Zach And Rona Cohen Part 3 - Key Aspects Of Cooperative Learning Chapter 7. Borrowing Strategies From Adventure-Based Learning To Enhance Group Processing In Cooperative Learning - Sue Sutherland Chapter 8. The Cooperative Learning Model As An Inclusive Pedagogical Practice In Physical Education - Michelle Grenier and Pat Yeaton Chapter 9. Cooperative Learning And Tutoring In Sports And Physical Activities - Lucile Lafont Chapter 10. Cooperative Learning And Interactions In Inclusive Secondary School Physical Education Classes In Australia - Wendy Dowler Conclusion- Cooperative Learning In Physical Education - Ashley Casey and Ben Dyson

The purpose of this article is to find out the embodiment of the Pancasila student profile in physical education and non-physical education subjects in the form of embodied elements and methods or models used. This research design used PRISMA flow chart. The data source is obtained from google scholar within the last 3 years. Data collection techniques with the PICO Method. The result of the study is the realization of the profile of Pancasila students in Physical Education and Non-Physical Education subjects. The elements of the Pancasila student profile that have been realized in Physical Education subjects are Creative and Critical Thinking elements. Meanwhile, Non-Physical Education subjects have realized the 6 elements of the character profile of the study of pencasila. Learning methods that can improve and realize the profile of Pancasila students in Physical Education subjects are cooperative learning models with various types and PjBL. Meanwhile, Non-Physical Education subjects are learning models, namely: Cooperative, PjBL, Literature Studies, Dipresi Mosem, Discovery Learning. The implication of this research is the realization of the Pancasila student profile whose existence is very important in life and is proven to contribute to delivering students to successful learning.

This study tries to see: 1) Are there differences in mathematical communication between students who use the direct learning model and students who use the cooperative learning model? 2). Is there a difference in disposition between students who use the direct learning model and students who use the cooperative learning model? A quantitative approach to the type of experimental quiz used in this study, Nonrandomized Control Group design, and Pre-Posttest Design. The population is class VIII students of SMP N 2 Pekalongan. Sixty-four students were included in the sample; 32 were in the experimental group, and 32 were in the control group. Sampling was tried by simple random sampling. The research instrument was a test of communication skills and a questionnaire on students' mathematical dispositions. Data were analyzed using MANOVA, one-way ANOVA, and paired sample t-test. After fulfilling the prerequisite tests, namely the multivariate normality test and the homogeneity of variance and covariance. According to the results of the t-test calculations for two paired samples, the value of Sig. Equal to 0.000 < 0.05. This means that Ho is rejected, and H1 is accepted. It can be concluded that there is a difference between the pre and post-test results for the experimental and control classes, as well as showing if the type of GI cooperative learning model on students' communication abilities and mathematical dispositions can increase. The Manova and Anova tests show if the Wilks' Lambda value is in the model line with Sig. 0.000 is smaller than the alpha value of 0.05, so Ho is rejected, and the two educational models do not have the same impact on students' communication abilities and dispositions. The conclusions of this research are: 1). There is a difference in communication between students using the cooperative and direct learning models. 2) There is a difference in mathematical disposition between students who use cooperative and direct learning models.

Abstract: The Influence Of Cooperative Learning Models On Student's Beginning Ability In Subjects Head Of Class V Sd State 104188 Sei Sends. The results showed that there was an increase in PJOK learning outcomes for fifth-grade students at SD Negeri 104188 Sei Mencirim after using the cooperative learning model for physical fitness training materials. Based on the test results in the implementation of learning with cooperative learning models, students who achieved a score of 64 by 45.45% in physical fitness exercise I increased by 31.82% to reach 77.27% in physical fitness exercise II. The increase in learning outcomes occurred after the improvement of actions in physical fitness training II, namely the teacher asked questions and gave rewards to students who could answer questions and get high scores. The action was dismissed in physical fitness II because it had reached the success criteria. The conclusion of this research is the application of the cooperative learning learning model can improve learning outcomes of fifth-grade PJOK students at SD Negeri 104188 Sei Mencirim. Keywords: Cooperative Learning, Physical Fitness Exercises, Student Values AbstrakAbstrak: Pengaruh Model Pembelajaran Kooperatif Learning Terhadap Kemampuan Awal Siswa Pada Mata Pelajaran Pjok Kelas V Sd Negeri 104188 Sei Mencirim. Hasil penelitian menunjukkan adanya peningkatan hasil belajar PJOK siswa kelas V SD Negeri 104188 Sei Mencirim setelah menggunakan model pembelajaran kooperatif learning pada materi latihan kebugaran jasmani. Berdasarkan hasil tes dalam pelaksanaan pembelajaran dengan model kooperatif learning, siswa yang mencapai nilai ≥ 64 sebesar 45,45% pada latihan kebugaran jasmani I meningkat sebesar 31,82% mencapai 77,27% pada latihan kebugaran jasmani II. Peningkatan hasil belajar tersebut terjadi setelah adanya perbaikan tindakan pada latihan kebugaran jasmani II yaitu guru melakukan tanya jawab dan pemberian reward kepada siswa yang bisa menjawab pertanyaan dan mendapat nilai tinggi. Tindakan diberhentikan pada latihan kebugaran jasmani II karena telah mencapai kriteria keberhasilan. Simpulan dari penelitian ini adalah penerapan model pembelajaran cooperative learning dapat meningkatkan hasil belajar PJOK siswa kelas V SD Negeri 104188 Sei Mencirim. Keyword: Kooperatif Learning, Latihan Kebugaran Jasmani, Nilai Siswa.

Collaboration skills are competencies that play a very important role in helping someone succeed in all matters, including education, business, government and others. However, the competence of collaboration skills in educational practice in Indonesia still needs to be questioned. The purpose of writing this review article is; 1) to find out the application of the learning model in realizing the competence of students' collaboration skills in physical education subjects, 2) to find out the application of the learning model in realizing the competence of students' collaboration skills in non-Physical and Physical Education subjects, and 3) to find out the relevant learning model to improve the competence of students' collaboration skills in Physical Education subjects in Indonesia. Articles reviewed from the Google Scholar database and the gen.rus.lb/scimag page with a span of the last 6 years. The PICO method is used to make inquiries and journal searches, then the PRISMA flow chart is used to identify articles through the process of filtering and extracting data. Of the 114 articles downloaded, there are 21 final articles that have gone through the screening and extraction process and will be analyzed for discussion. The results of the review articles are; 1) learning models that can improve students' collaboration skills in Physical Education subjects are cooperative learning models, 2) learning models that can improve students' collaboration skills in non-physical education subjects are cooperative learning models, project based learning/ PjbL, problem based learning/ PbL learning models. 3) relevant learning models to improve student collaboration skills in Physical Education subjects in Indonesia are; a) for basic education levels (SD and SMP) can apply cooperative learning models, b) for upper secondary education levels (SMA and SMK) can apply project based learning and problem based learning models.

This study evaluates implementing the Cooperative Learning learning model in Indonesian language learning in grade IV MIN Jayapura City. The research method used was graderoom action research consisting of two cycles. Each cycle includes planning, action, observation, and reflection stages. The research subjects were students of grade IV MIN Jayapura City. Data collection was carried out using observation techniques. The study results show that applying the cooperative learning model in learning Indonesian can increase students' creativity in learning. This increase can be seen from the results of observations, which showed a boost from the first cycle of 75.72% to 85.72% in the second cycle. Based on these data, it can be concluded that the implementation of the Cooperative Learning learning model in Indonesian language learning in grade IV MIN Jayapura City can increase student creativity in learning, as well as provide a more positive learning experience for students.

Improving the quality of learning is a major concern in the context of modern education. One approach that has received attention is the cooperative learning model, which emphasizes interaction between students and group-based learning. In the context of the Quran Hadith subjects, the effectiveness of cooperative learning models, especially the make-a-match type, has not been fully explored. In fact, this research aims to investigate the direct impact of implementing the make a match type cooperative learning model on student learning outcomes at Madrasah Tsanawiyah. This research uses quantitative methods with an experimental approach, data sources were obtained from 44 respondents. The results of this research can conclude that the cooperative learning model of the make-a-make type has a significant effect on the learning outcomes of the Quran Hadith at Madrasah Tsanawiyah. The average post-test results show that learning using the make a match type cooperative learning learning model has better learning outcomes, based on tests using the independent sample T-Test with a significance of 5% or 0.05 analysis with the help of SPSS 24.0. The results of calculations using the independent sample T-Test obtained 0.004<0.05 with a significance level of 0.05 or 95% which states that they accept Ha and reject H0. So it can be concluded that the make-a match type cooperative learning learning model has a significant effect on the learning outcomes of the Quran Hadith at Madrasah Tsanawiyah.

The shift toward cooperative learning has highlighted the growing advantages of individual learning modes during the transition. Nevertheless, a systematic compilation of the precise classification and developmental dynamics of cooperative learning in PE has been absent. This study aimed to organize the existing progress and significance of collaborative learning. The study entailed a meticulous systematic review process, examining 169 articles in this domain with the aid of visualization software. The results of the study indicate that the overall use of cooperative learning in physical education is on the rise and will reach its highest level in 2021; Second, the keywords, major core scholars, journals, countries, and major research topics; the visual knowledge map reveals the major research topics of intrinsic motivation, cooperative learning, motor skills, self-learning, written expression, and pedagogical models. The research primarily centers on primary and secondary education, followed by teacher training and higher education. At the primary and secondary school levels, there is a specific focus on aspects such as motivation, teacher-student relationships, and the group atmosphere. This research also explores sustainable development and training for PE teachers, model integration, and its influence on students’ intrinsic motivation; and finally, the future directions of cooperative learning in PEare summarized. This study provides meaningful and valuable information on how cooperative learning models can be used and developed in various teaching and learning environments, physical education teacher education, and overall student development.

Purpose of this study was to find out how the learning outcomes of class X Marketing students on business communication material using cooperative-based learning models, knowing how to learn Marketing class X students on business communication material using inquiry-based learning models, find out whether there are differences in learning outcomes of class X Marketing students on business communication material with cooperative learning and inquiry models. It is said that cooperative learning models are due to teaching strategies designed to educate group cooperation and interaction between students. While the inquiry learning model is learning that is centered on the activities of students to find their own experiences and knowledge. The design of this study is pre-test, treatment of learning models, and post-test. The results of this study are that there are differences in the learning outcomes of experimental class 1 students (X Pm 1) with an average value of 74.75 and experimental class 2 (X Pm 2) with an average value of 77.00. And the calculation using the t-test obtained tcount= 2.086> ttable = 0.39. Based on the results of these studies it can be concluded that the experimental class 2 which uses the inquiry learning model is better than the experimental class 1 which uses the cooperative learning model.

Background: Bullying remains a critical issue affecting youth development in Indonesia, with a notable increase in reported cases between 2020 and 2023, particularly in junior high schools. Despite various large-scale interventions, bullying prevention embedded in the learning process itself—especially at the classroom level—has received limited attention. This study addresses the gap by exploring how learning-based strategies can serve as foundational solutions for broader bullying prevention efforts. Research Objectives: This systematic literature review aims to identify effective strategies for bullying prevention within both physical education (PE) and general education subjects, focusing on learning approaches that foster safe and inclusive classroom environments. Methods: A systematic review methodology was employed using the Publish or Perish application to extract data from CrossRef, Google Scholar, and Scopus. The PICO framework guided the research question, while the PRISMA flowchart structured the selection process. Finding/Results: From an initial pool of 2,799 articles, 10 met the inclusion criteria for qualitative synthesis. The analysis reveals that bullying prevention has been implemented through subject-integrated strategies in PE, civics, Islamic education, and social studies. Cooperative learning models have proven especially effective in PE, while general subjects have benefited from the integration of affective values (e.g., Islamic and Pancasila values) with cooperative approaches such as Numbered Heads Together (NHT), Student Teams–Achievement Division (STAD), and Jigsaw. Conclusion: The findings suggest that integrating cooperative learning with affective value education is a promising strategy for bullying prevention across subjects. Such approaches not only reduce bullying but also promote character education and social interaction. This review underscores the need for further research to expand these strategies and address bullying as a complex, global challenge.

The Effect of Inquiry and Cooperative Learning Model On Students Cognitive Skills in Animalia Topic in SMA Negeri 11 Medan. A Thesis. Medan: Postgraduate Program State University of Medan, 2016.This research aims to determine the effect of the learning model on: (1) Students Cognitive Skills in SMA Negeri 11 Medan. The research applied experimental queasy method research with 3 classes which were choosing by using cluster random sampling technique. The class X7 learn with inquiry learning model, class X8 with cooperative (Group Investigation) learning model, and while class X9 (control) with conventional learning model. The research instrument were the test of cognitive skills in essay test. The data analysis technique used Covariat Analysis at the level of significance α = 0.005 by using SPSS 21.0. The results showed that: (1) there was significant effect of learning model on students’ cognitive skills (F= 15.916; P= 0.000). The cognitive skills learn by inquiry learning model (87.46±5.404) is significant higher than cooperative (Group Investigation) learning model (83.13 ± 6.509), and conventional learning model (79.73±6.329). The study imply that expected to the teachers to be able to conduct inquiry and cooperative (Group Investigation) learning in Animalia topic as the effort to improve the cognitive skills.

Learning models in the 21st century are started to be widely used to develop students’ social skills in dealing with various problems. In reality, many students still have not been able to solve social problems. It becomes an ambiguity as the learning models are assumed to be influential in overcoming the problems through meaningful learning. Project-based and Cooperative Learning Models are learning models that are assumed to be effective in developing social skills. However, these two learning models have not received consistent conclusions because previous studies have not specifically compared the two models, especially in Physical Education. This study aimed to determine the effect and prove the effectiveness of project-based and cooperative learning models on student social skills in Physical Education, especially for Senior High School students. The implementation of this research used experimental methods with real experimental designs. Researchers selected two classes at a high school in Tasikmalaya City, West Java, Indonesia, using cluster sampling. The data collection instrument employed a 3-point scale questionnaire ("0-Never," "1-Sometimes," "2-Very Often") constructed in google forms. The data analysis used in this study was a different test using paired t-test and independent t-test. The results showed that project-based and cooperative learning models were equally effective, as both showed significant improvement in the Social Skills of high school students in each group. This study concluded that both learning models effectively develop adolescent social skills. Therefore, if a project-based or cooperative learning model is applied, students can well develop their social skills.

Abstract: Improving Student Learning Outcomes Using the Teams Games Tournament (Tgt) Cooperative Learning Model in Class Xii Mipa-4 Sma Negeri 2 Lubuk Pakam for the 2019/2020 Academic Year. Cooperative learning model Teams Games Tournament (TGT) is one type or model of cooperative learning that is easy to apply, involves all students without any status differences, involves the role of students as peer tutors, and contains elements of games and rein-forcement. Learning activities with games designed in the TGT model of cooperative learning allow students to learn more relaxed, in addition to fostering responsibility, cooperation, healthy competition, and learning involvement. This study aims to determine the improvement of student learning outcomes by using the cooperative learning model of the team games tournament type on the basic material of ecosystems in class XII MIPA-4 SMA Negeri 2 Lubuk Pakam T.P 2019/2020. The research method is classroom action research and the research subject is class X1I. The class studied consisted of 36 students. Based on the learning outcomes from the first cycle, the average result was 71 in the second cycle, there was an increase to 87. In this study, the data obtained for the criteria for learning completeness in the I55% cycle after the second cycle became 100%. Thus the learning in this research can be said to have been completed. Based on the results of the research above, it can be concluded that learning using the team games tournament type cooperative learning model in class XII of SMA Negeri 2 Lubuk Pakam T.P 2019/2020 has increased student learning outcomes. Keywords: Learning Outcomes, Cooperative Learning Model Type Teams Games Tournament Abstrak: Meningkatkan Hasil Belajar Siswa Menggunakan Odel Pembelajaran Kooperatif Tipe Teams Games Tournament (Tgt) Di Kelas Xii Mipa-4 Sma Negeri 2 Lubuk Pakam Tahun Pelajaran 2019/2020. Pembelajaran kooperatif model Teams Games Tournament (TGT) adalah salah satu tipe atau model pembelajaran kooperatif yang mudah diterapkan, melibatkan se­luruh siswa tanpa harus ada perbedaan status, melibatkan peran siswa sebagai tutor sebaya, dan mengandung unsur permainan dan rein­forcement. Aktivitas belajar dengan permainan yang dirancang dalam pembelajaran kooperatif model TGT memungkinkan siswa belajar lebih rileks, disamping menumbuhkan tanggung jawab, kerjasama, persaingan sehat, dan keter­libatan belajar. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa dengan menggunakan model pembelajaran kooperatif tipe teams games tournament pada materi pokok ekosistem di kelas XII MIPA-4 SMA Negeri 2 Lubuk Pakam T.P 2019/2020. Metode penelitian bersifat penelitian tindakan kelas dan subjek penelitian adalah kelas X1I. Kelas yang diteliti terdiri dari 36 siswa. Berdasarkan hasil belajar dari siklus Ihasil rata-rata 71 pada siklus II, terjadi peningkatan menjadi 87. Pada penelitian ini diperoleh data kriteria ketuntasan belajar siklus I55% setelah siklus II menjadi 100%. Dengan demikian pembelajaran pada penelitian ini dapat dikatakan telah tuntas. Berdasarkan hasil penelitian di atas, dapat disimpulkan bahwa pembelajaran dengan menggunakan model pembelajaran kooperatif tipe teams games tournament di kelas XII SMA Negeri 2 Lubuk Pakam T.P 2019/2020 mengalami peningkatan hasil belajar siswa. Kata Kunci : Hasil Belajar, Model Pembelajaran Kooperatif Tipe Teams Games Tournament