Game situations, teams games tournament and learning styles: How they affect PJOK learning outcomes?

Abstract

Changes in attitudes and behavior or student learning outcomes that are based on predetermined learning outcomes are indicators of the effectiveness of student learning in PJOK. However, students' learning outcomes are still not being met to the best of their abilities in practice. The purpose of this study is to examine how learning styles, teams games tournament learning methods, and game situations affect PJOK learning outcomes. Using a quantitative descriptive technique, this study included 28 pupils in grade IV as its sample. Data gathering through the use of assessment tools for cognitive, emotional, psychomotor, and learning styles. ANOVA Two-Way is the data analysis method that is employed. With significant levels of 0.000 < 0.05, the study's findings demonstrate the impact of the Teams Games Tournament and Situation Game learning method on PJOK learning outcomes. Additionally, learners with visual, auditory, and kinesthetic learning styles showed a significant influence (p-value = 0.290 > 0.05). This study concludes that different learning strategies, such as situation games, teams games tournaments, and learning styles, have different effects on PJOK learning outcomes.