Improve Basketball Passing Learning Through Game Modification on Junior High School
DOI:
https://doi.org/10.31851/hon.v9i2.22375Abstract
This study addressed the low basketball passing performance of seventh-grade students at SMP Negeri 281 Jakarta, which was accompanied by passive participation and limited opportunities for meaningful passing practice. The study aimed to improve basketball passing learning outcomes through a modified version of the Monkey in the Middle game. Classroom action research was conducted in two cycles, each comprising planning, action, observation, and reflection. The participants consisted of 36 students. Data were collected using a basketball wall-pass test, student and teacher activity observation sheets, and student worksheets. Data validity was examined through source and technique triangulation, while the data were analysed using quantitative and qualitative descriptive procedures. Passing mastery increased from 25.00% (9 students) in the pre-cycle assessment to 52.78% (19 students) in Cycle I and 94.44% (34 students) in Cycle II, exceeding the predetermined success criterion of 80%. The increases from the pre-cycle assessment to Cycle I and from Cycle I to Cycle II were 27.78 and 41.67 percentage points, respectively. Student-activity mastery also increased from 27.78% in Cycle I to 80.56% in Cycle II. These descriptive findings indicate that the implementation of the modified Monkey in the Middle game was associated with improved passing performance and student activity across the two action cycles.
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