PENINGKATAN PEMBELAJARAN GERAK DASAR LARI MENGGUNAKAN PERMAINAN TRADISIONAL HADANG DENGAN MEMANFAATKAN MEDIA PERSAWAHAN PADA SISWA-SISWI SD NEGERI KARANG JADI KABUPATEN BENER MERIAH

Abstract

The problem in this study is that the learning of basic movements for running second grade students at SD Negeri Karang Jadi, Bener Meriah Regency is still experiencing various problems, including students who are less active in carrying out the movements that are exemplified by the teacher. Other problems also occur because the basic movement learning activities of running are less attractive to students because the methods or games used by the teacher are less varied, so to overcome them, the traditional game of Hadang is used by Utilizing Rice Fields. This study aims (1) to determine the improvement of the basic movement skills of second grade elementary school students after being taught to use the traditional game of Hadang by utilizing rice fields and (2) to determine the activities of second grade students of Karang Jadi Elementary School in learning PJOK motion material. basic running using the traditional game of Hadang by utilizing the media of rice fields. This study uses a Classroom Action Research design, consisting of planning, action, observation and reflection. The research subjects were 23 students in grade II SD Negeri Karang Jadi. Data were collected through tests, observations and documentation. The collected data were analyzed using the percentage formula. The indicator of individual success is 75 and one class is said to be complete if 80% of students complete individually. The results showed that (1) The use of the traditional game of Hadang by utilizing rice fields media could improve the basic movement skills of second grade students of SD Negeri Karang Jadi as evidenced by an increase in the pre-cycle average score of 53.70 which increased to 74.65 in the first cycle with a classical completeness level of 60.87% and 87.57 in the second cycle with a classical completeness level of 91.30% while achieving the set indicators. (2) The students' activity in learning in the first cycle was 52.17% including the very good category, 13.04% including the good category and 34.78% including the sufficient category. There was an increase in student learning activities in the second cycle as much as 78.26% including the very good category, 21.74% including the good category.