The Influence of Part and Whole Learning Methods on the Long

Jump Achievement of 11th Grade Students

Dodi Setiawan

, Eddy Purnomo

Departement of Sport Science, Graduate School Yogyakarta State University, Sleman, Yogyakarta, Indonesia

Keywords: Part and whole methods, long jump.

Abstract: This research is aimed at knowing the influence of part and whole learning methods on the long jump

achievement with its standard of achievement. The research method of this research is classroom action

research. The instrument used was the long jump test scoring rubric, including the starting, taking off,

flying, and landing phases. The indicator of success in this research is 75% of the total students have passed

the standard of achievement. The result of the research showed that: (1) there are influences of part learning

method on the long jump achievement, (2) there are influences of whole method learning on the long

achievement, (3) there are differences in the influence of part learning and the whole learning methods on

the achievement of the long jump, i.e. there are 82,76% students who belong to the group of the part

learning method passing the standard of achievement, and only 75,86% students who belong to the group of

the group of the whole learning method did so.

1 INTRODUCTION

Physical Education is an essential part of education

in general. Athletics as branches of sports are taught

at schools. They include running, throwing, and

jumping. One type of jumping taught in Physical

Education is long jump. The long jump taught at

schools is a practice for the students to leap and

reach as far as possible. It is started by sprinting as

an initial movement subsequently, taking off on a

wooden take-off board, then flying in the air, and

finally landing at the farthest point in a sandpit as

the landing medium.

Theories state that sports or physical activities in

Physical Education are considered as the ways to

enhance academic skills (Hollar, et.al, 2010). It is

also stated that Physical Education can transform

students’ life style apart from changing students’

personality (Sigfusdottir, 2006). Moreover, Physical

Education can contribute in efforts to improve a

country's sport achievements if it is well managed

(De Bosscher, 2006).

The scope of Physical Education subject at SMK

Muhammadiyah 1 Kalirejo includes big and small

ball games, gymnastics, and athletics. The athletic

branches taught include running, throwing, and

jumping. One of the jumping types taught is long

jump. It is an exercise for students to do the jumping

motion and reach the farthest distance. It starts by

sprinting, taking off on the pedestal board, then

floating in the air, and finally landing at the farthest

point into the sandpit as a landing medium.

Long jump achievement is determined by a small

number of real parameters related to bio-motoric

abilities such as running speed, acceleration,

jumping strength, coordination of arms with legs and

sense of rhythm (Purnomo & Dapan, 2011). Gunther

Bernhard in (Iqbal, 2010), states that "the proper

long jump needs to pay attention to the elements of

the starting, taking off, floating, and landing". To

achieve good performance in the long jump, it needs

to be supported by good practice through scientific

approaches involving various sciences. The

students’ learning outcomes on the jumping

materials have changed dynamically based on the

learning activities carried out by students. These

changes are in the form of results that have been

achieved in the learning process.

Based on conducted observations, the long jump

learning materials have not been in line with the

objectives as stated in the standard of achievement at

SMK Muhammadiyah 1 Kalirejo with a value of 75.

The students’ learning outcomes are not good

enough because more than 50% students still failed

to meet the specified standard. This means that the

number of students who scored equally or higher

736

Setiawan, D. and Purnomo, E.

The Inﬂuence of Part and Whole Learning Methods on the Long Jump Achievement of 11th Grade Students.

DOI: 10.5220/0009802707360740

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 736-740

ISBN: 978-989-758-457-2

than the standard of achievement was still less than

50% of the whole. In addition, the results of the long

jump evaluation process conducted by the teacher

toward the students were still unsatisfying. They

obtained an average score of 64.38, maximum score

of 75, and minimum score of 56.25. The students

who have completed the learning process were only

13 out of 30 students or 43.33%. This means that the

number of students who have not completed the

process was 17 students or 56.67% of the whole.

Therefore, there should be an effort to improve the

students’ ability of long jump.

Another problem is that during the long jump

learning process, the speed of the students when

sprinting as the starting point has not been optimal

yet, resulting in ineffective taking off phase. Finally,

this also affects on the students' leaps. In addition,

the learning methods provided by the teacher do not

pay attention to the determinants to achieve optimal

jump results. The teacher’s teaching method is less

varied; the teacher only provides repeated long jump

exercises, causing students to experience boredom

while learning.

Consequently, it is important to choose the right

teaching method in order to create the smooth

learning process. It is one of the very strategic

efforts the teacher can do. By using the appropriate

method, the prepared materials and the learning

process can be done in more interesting and fun

ways.

Meanwhile, “Different methods of training

organization can lead to high level performance.

There are also many means and methods to develop

strength for jumpers in that all of them are able to

create the prerequisites of elite performance."

(Moura & Moura, 2011)

The learning methods which will be used are part

method and whole method. Part method and whole

method are methods that gradually learn motions

after motions and train a series of movement directly

and thoroughly (Irianto, 2002). Based on the

statements above, the part method and whole

method are the approaches to direct the students to

practice the movements partially and step by step.

After the students master the parts or components of

the movement, then they can perform the movement

as a whole series.

"The whole practice method can be interpreted as

a way of providing trainings or lessons where the

players are directed to practice the whole series

learned" (Sugiyanto & Sudjarwo, 1996). The whole

practice method is a way of training from the initial

to the final stage which becomes a unit of a

movement series in learning the basic skills of long

jump. The application of the whole practice method

in learning is based on Gestalt theory. In essence

whole method covers a series of movements which

are not interrupted, without sorting out a series of

movements or components of motion (Lutan, 2002).

The part practice method is a method of

providing training where first the players are

directed to make movements part by part of the

whole series of motion, and after the parts are

mastered the whole movement is continued

(Sugiyanto & Sudjarwo, 1996). This part method is

a way to present learning materials by dividing one

unit of movement materials into several movements

in learning the long jump sport. The application of

the whole practice method is basically a way of

teaching that begins by the smallest unit of skills.

The use of part method on Physical Education

learning or sports training must be planned

systematically and creatively. The material must be

arranged based on the stages (from simple to more

difficult and complex movements). Then, they are

combined to constitute an integrated whole motion.

2 RESEARCH METHOD

The method of this research is classroom action

research. The classroom action research is a

reflective, participative, collaborative, and spiral

research through the application of actions and

reflections until the expected improvement or result

is achieved. (Arikunto, 2015).

Figure 1: Spiral Action Research.

The commonly used research design is focused

on three stages namely: (1) planning, (2) action and

observation, and (3) reflection. (Kemmis & Taggart,

1981)

The Inﬂuence of Part and Whole Learning Methods on the Long Jump Achievement of 11th Grade Students

737

2.1 Action Scenario

There are two cycles in one set of action research.

The real implementation depends on the

achievement of objectives on problems encountered.

(Uno, 2011). The first cycle is carried out with

allocations of 8 learning periods or 2 meetings with

4 learning periods each meeting.

2.2 Research Instruments

The research instruments in this research are

provided in table 1:

Table 1: Long Jump Assessment Rubric.

Indicato

Criteria

Starting

1. Running with enough body leaning

2. Running with sufficient footstep

fre

uenc

3. Running with good coordination

etween arms and legs

4. Running straight inside the track

5. Being able to control the run before

takin

off

Taking

Off

1. Taking off with the strongest feet

2. Preparing for taking off

3. Taking off with good coordination

4. Taking off right at the take-off board

5. Determining the center of gravity

angle when taking off about 18-22

rees

Flying

1. Maintaining the take off position

2. Maintaining the center of gravity well

3. Coordinating the arm and leg

movements well

4. Performing squat style position

5. Preparing to land

Landing

1. Landing with two legs

2. Landing according to the jumping

trac

3. Maintaining body position when

landing

4. Landing with good balance

5. Coordinating the body condition upon

landin

2.3 Data Analysis Technique

Classroom action research is more orientated on the

process. The data collected were in the form of

qualitative data. Those data were obtained from the

results of observations at the action phase.

The analysis used in this research are

quantitative and qualitative descriptive. The

quantitative data are explained in percentage form,

which will be explained in the following formula:

NP = R

x100%

(1)

Notes:

NP = Percentage Value

R = Scores obtained by students

SM = Ideal maximum score

100 = Constant (Sugiyono, 2012)

2.4 Indicator of Success

The classroom action research is considered

successful if it meets the indicators which are

determined by standard of achievement. The

successful indicator of this research is that ≥ 75% of

the total students can score at least 75 or higher.

3 RESEARCH FINDINGS

The result of students’ long jump ability on the

initial test is presented on table 2

Table 2: Initial Ability Data.

Criteria Part Method Whole Method

Pass the

standard of

achievement

12 students

(41.38%)

14 students

(48.28%)

Fail the standard

of achievement

17 students

(58.62%)

15 students

(51.72%)

Based on the table above, it can be seen that the

long jump ability of Class XI A and Class XI B

members failed to meet the standard of achievement.

From the pre-action tests, it was found that there

were some students finding it difficult to do long

jumps properly both from the starting, taking off,

flying, and landing. From the data, hence the effect

of part method and whole method on the long jump

achievement was analyzed whether it could meet the

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

738

standard of achievement. Thus, it is expected that

the students’ long jump scores could pass the

standard of achievement, which is 75, while the

success criterion is 75%.

The stages of the implemented cycle are: (1)

Planning On the planning process, the devices

needed at observation and evaluation were prepared.

In this case, lesson plan, learning media, learning

resources, observation sheets, and evaluation sheets

were also prepared. There were some things to do at

the planning stage in this first cycle. They were: (a)

discussing the learning method with the classroom

teacher as the collaborator, (b) compiling a lesson

plan with the teacher in order to fit the method and

materials discussed, (c) preparing the learning

devices, (d) Simulating the learning process, and (e)

Preparing the observation sheets, instruments, and

documentation device.

(2) Actions and Observation: The action process

went as planned in the lesson plan. In this first cycle,

the allocated 8 learning periods were divided into 2

meetings; 4learning periods for each. When the

teacher conducted the learning activities completely,

the researcher acted as an observer. The researcher

used observation sheets, which have been compiled,

to observe, record, and document things. Next, the

researcher observed and collected the students’ data.

In the action process, the teacher used the

learning method which has been designed. When the

action process took place, the researcher, as an

observer, observed and recorded the result of the

action mentioned previously. The researcher also

prepared instruments to support the observation.

(3) Reflection: At this stage, the researcher,

teacher, and observer reflected whether the process

of action had been carried out properly or not. The

reflection process did not only reflect on the action,

but also reviewed the design (lesson plan) and the

learning media. The researcher, teacher, and

observer analyzed the result of action in the first

cycle, whether it has met the successful indicators or

not. It is used as a basis to draw up the second cycle

if necessary.

The results of the first cycle between the learning

groups using part method and whole method are

presented in table 3:

Table 3: Ability Data in Cycle I.

Criteria Part Method Whole Method

Pass the standard

of achievement

24 students

(82.76%)

22 students

(75.86%)

Fail the standard

of achievement

5 students

(

17.24%

)

7 students

(

24.14%

)

The table above shows that part method group

obtained the average score of 81.21, with 24 or

82.76% students passing the standard. Meanwhile,

the whole method group obtained the average score

of 79.31, with 22 or 75.86% students passing the

standard.

Based on the research findings, then the research

had to be stopped because the students could fulfill

the standard of achievement on their long jump

performances.

4 DISCUSSION

The implementation of action in this research was

the application of part method and whole method in

Physical Education learning process to improve

students’ long jump ability. In order to teach

Physical Education, particularly in improving long

jump ability, teachers can use the part method and

whole method depending on the situations and

needs.

The part method is an approach where firstly the

students are directed to practice part by part of the

whole set of movements, and after the movement

parts are mastered, the whole movements are

practiced (Sugiyanto & Sudjarwo,1996). Meanwhile,

the whole method is a way of approach where

students are directed from the beginning to practice

the whole series of movements.

The implementation of Physical Education

learning in enhancing the ability of the students

through the part and whole methods is done

repeatedly with the aim that the students are able to

understand and master the concept well.

Thorndike (as cited in Eveline Siregar and

Hartini Nara, 2011) states that if the response to the

stimulus is repeated, it will strengthen the

relationship between response and stimulus, whereas

if the response is not used, its relationship with the

stimulus is getting weaker.

Based on the research, the students’ skills and

varied concepts can be improved if they are given

particular practices and drills intensively. The

activities done in Physical Education using part

method and whole method are the activities to know

the movement concepts, to practice the movement

parts, to do the movements by movements

repeatedly, and to compile the whole movement

steps.

The findings of this research are strengthened by

(Yulianto, 2016) who says that there is a difference

in the effect of learning between the part method and

whole method on football shooting improvement.

The Inﬂuence of Part and Whole Learning Methods on the Long Jump Achievement of 11th Grade Students

739

The effect of learning by using part method is better

than learning through the whole method. In addition,

(Subama, 2015) shows that learning by using the

part method has more meaningful learning effects

than the whole method on increasing mastery of

spike skills in volleyball at volleyball extracurricular

in MA Plus Al Munir, Sumedang.

The part method really helped the students who

have not learned the long jump movement series

properly. The movement series were simplified from

the starting part, implementation part, to following-

through part. Those series were done to help

students learn and understand the movements. This

method is more effective if the students have

understood and mastered a part of movement before

learning the other parts, and combine them into a

series of movement (Adiesta & Tuasikal, 2017). On

the other hand, this method is not effective if the

students directly learn the whole movement series

(Adiesta & Tuasikal, 2017). Based on the statements

above, it can be concluded that the part method is

more suitable to teach long jump techniques. It is

because there are some movement stages in the long

jump techniques which can be taught separately.

Thus, the results of the long jump will be maximized

when the components or stages are trained

continuously and programmatically.

5 CONCLUSION

Based on the research findings and discussions, the

three following conclusions can be drawn. Those

are: (1) There is significant influence of the part

learning method on the long jump achievement of

grade XI students at SMK Muhammadiyah 1

Kalirejo in Central Lampung.

(2) There is also significant influence of the

whole learning method on the long jump

achievement of grade XI students at SMK

Muhammadiyah 1 Kalirejo in Central Lampung.

(3) There are differences between the influence

of part learning method and the whole learning

method on the long jump achievement of grade XI

students at SMK Muhammadiyah 1 Kalirejo in

Central Lampung. 82.76% students who belonged to

part method group could pass the standard of

achievement. Meanwhile, there were only 75.86%

students of the whole method group who could pass

the standard of achievement.

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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