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The Effect of Learning Models on the Teenagers‘ Volleyball Low
Passing Improvement
Muhammad Rizki Mauludin, Arief Abdul Malik and Katam Katam
School of garaduate studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
rizki99.mr@student.upi.edu
Keywords: Problem Based Learning, Direct Instruction, Volleyball.
Abstract: This research is raining to know the effect of two models of learning on set-up underarm passing technique
in volleyball game. Learning model in this research is Problem Based Learning (PBL) and Direct Instruction.
This research uses experimental method with design "randomized pre-test and post-test design". Technique
of data retrieval in this research use randomized samples so that the sample used amounted to 30 students
which divided into two experiment group that is group with treatment of PBL and DI. The instrument used is
the accuracy of the bottom passing. Data analysis performed using t test with significance 0,05. The result of
analysis shows that PBL learning model gives more significant effect to the set-up of passing technique with
t_count 4,450 > t_table 2.05.
1 INTRODUCTION
Learning method is a series of ways or strategies that
are arranged to create learning conditions to take
place as expected, students can improve their activity
in the learning process and produce good learning
outcomes (Joyce, Weil and Calhoun 2009; Parkay,
2010). Learning is effective if implementing PBM
that can improve student learning activities and get
optimal learning outcomes. The effectiveness of
learning can be measured by the students' ability to
apply the knowledge they acquire (Guthrie and
Schuermann, 2011; Wong and Wong, 2005).
Problem Based Learning is a method of learning
by exposing students to real problems, so that from
the problem students can improve their knowledge
and understanding (Liu, Liau and Tan, 2009; Marsh,
2010; Baden and Major, 2004; Wood, 2003). The
PBL has six stages of the learning process; (A).
Discovery of the problem, (b). Problem investigation,
(c). Identification of learning problems, (d). Peer
teaching, (e). Integration of knowledge and (f).
Solution problem (Claire, Jamie and Author, 2013).
Another approach based on the principle of
behavior is Direct Instruction (DI). DI is an effective
group teaching method, especially for low-
performing students at risk of academic failure
(Lickona and Davidson, 2005). DI refers to
instructional tactics that focus on systematic and
explicit instruction. The basic elements of DI include
(a) The scripting lessons very regular, (b) ability to
group students, (c) repetition of content, (d) use of
time, (e) instruction usage, (f) response to instruction,
(g) Fast learning phase (fast pacing), and (h) mastery
of previous content that previously switched to more
difficult content (Cadette, Wilson, Brady, Dukes and
Bennett, 2016).
Based on previous studies, applied PBL into the
sports curriculum is an effective means to motivate
students to be directly involved with more learning
experiences (Engelmann and Becker, 1976). On the
other side, the use of DI methods can improve the
ability of basic football techniques in children age 12-
14 years old (Maria, 2014). But from existing
research there is no one to compare PBL and DI in
basic techniques of volleyball.
This research is intended to answer some
questions, namely: 1). Does the Problem Based
Learning model have a significant effect on
improving the bottom passing technique in a game of
volleyball?; 2). Does the Direct Instruction
instructional model have a significant effect on
improving the bottom passing technique ?; 3). Which
is the more significant influence between the Problem
Based Learning model and the direct instruction
Mauludin, M., Malik, A. and Katam, K.
The Effect of Learning Models on the Teenagers‘ Volleyball Low Passing Improvement.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 61-63
ISBN: 978-989-758-317-9
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