available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 26-30 permalink/doi: https://doi.org/10.21009/gjik.121.04 aerobic gymnastic gymnastics development survey, lampung province latifatur r aziz1, lungit wicaksono1, wahyuni hartati1 1 universitas negeri lampung jl. prof. dr. ir. sumantri bojonegoro rw.no:1, gedong meneng, kec. rajabasa, kota bandar lampung. lampung 35141. corresponding aouthor. email: l1434052@gmail.com abstract sports activities without realizing it or consciously are often carried out everywhere. this activity is related to physical movement, play, and recreation. sports are sports that lead to movement activities aimed at health. aerobic gymnastic is a sport of gymnastics. the aim of this research is to know the development of aerobic gymnastic in lampung, barriers to aerobic gymnastic exercise. government response, and supporting factors for aerobic gymnastic sports in lampung province. the approach of this research is descriptive research, where the data collected is in the form of words, pictures, and not numbers. the instruments in this study were observation, interviews, documentation. the study was conducted orally (interview) with 4 respondents. the research location is in the idola pahoman gymnastics building, bandar lampung. the research data that had been collected were fully analyzed qualitatively. result: the development of aerobic gymnastic in lampung is good enough. every sport will definitely need special attention from the government in the hope that the sport itself will develop and be more advanced. conclusion of the research results: the development of aerobic gymnastic sports in lampung, the obstacles that occur are about funding and infrastructure for aerobic gymnastic sports equipment in lampung. the government's response to date has not provided good assistance and response. one of the supporting factors in this sport is adequate funding and infrastructure so that athlete's performance can continue to increase. key word: aerobic gymnastic, survey. gladi jurnal ilmu keolahragaan, 12 (01), march27 latifatur r aziz, lungit wicaksono, wahyuni hartati introduction sport is an activity to train the body physically and spiritually. husdarta (2010: 133) states that sport is an energetic muscle activity in which athletes stretch their ability to move and their will as much as possible. gymnastics is one of the main sports that has many types. according to ratna budiarti (2015: 2) gymnastics is a sport which is characterized as a very unique movement skill. when viewed in terms of taxonomy, gymnastics is a general movement and gymnastics is also completely represented by basic movements that build complete motion patterns both in terms of locomotor (moving places), non-locomotor (not moving places), and manipulative (manipulating objects). gymnastics was developed by an organization called persatuan senam indonesia (persani) and a world gymnastics organization under the name federation international de la gymnastic (fig). aerobic gymnastic, which was previously known as aerobic sport and has the meaning of competitive sports, is an artistic sport derived from traditional aerobic sports performed with high dynamic choreography, high cardiovascular intensity, creative aerobic motion patterns incorporating elements of difficulty levels. the performance must be in sync with the music chosen and prepared by the athlete. routines in aerobic gymnastics must show continuous motion, flexibility, strength, and use of the seven basic steps, as well as work out the elements of difficulty level perfectly. trampoline and general gymnastics. the results of observations made by researchers that the facilities and infrastructure in aerobic gymnastics available in lampung province are not sufficient enough, but the achievements that have been made are quite good. lampung aerobic gymnastics is one that is taken into account in the national arena by other provinces in indonesia. lampung's aerobic gymnastics have had a good performance improvement, from pon 2012 riau to pon 2016 bandung. thus, researchers are interested in conducting a sport development survey for aerobic gymnastics in lampung province. methods the method in this research is descriptive qualitative with data collection techniques in the form of observation, gladi jurnal ilmu keolahragaan, 12 (01), march28 latifatur r aziz, lungit wicaksono, wahyuni hartati interviews, and documentation. data processing is carried out in stages by reading, observing, understanding and studying all the data obtained from the results of field observations made by researchers. the data collected from field observations are then analyzed and conclusions. result and discussion in the results of pon 2012 riau, the aerobic gymnastic exercise in lampung can donate 1 silver medal in the individual women number for the province of lampung, and at the 2016 pon bandung the aerobic gymnastic sport in lampung can donate 2 silver medals for the individual women and mix pairs, 1 medal bronze on the individual number men. the results of the research obtained at the aerobic gymnastic types organization in lampung, when it was founded until now there has been a special management. the management of the aerobic gymnastic branch is managed by the management of persani lampung. the achievement development program carried out by the aerobic gymnastic branch in lampung includes: early childhood athlete coaching aims to provide a layer for retired seniors, in order to have a new regenersi and uninterrupted achievement for the following year. the result of this research shows that the training of early age athletes in the aerobic gymnastic branch of lampung is not easy, because all prospective athletes are required to follow routine exercises every week in gymnastics building. the coach is a model that becomes an example and role model for students, especially junior athletes or beginners, so that everything that is done is always in the spotlight of athletes and society in general. the results of the study, the coaches who were given the responsibility to train athletes in the aerobic gymnastic in lampung were coaches who had good abilities and had training certificates / licenses. the training program has 4 steps, the first is the general step, the special step, the pre-match step, the match step, the aerobic gymnastic lampung holds a routine training program according to the schedule, which is 6 times a week and when facing a championship / tournament the training schedule is added. facilities and infrastructure are important in the development process. the success, smooth gladi jurnal ilmu keolahragaan, 12 (01), march29 latifatur r aziz, lungit wicaksono, wahyuni hartati operation and running or not of a coaching include the existing facilities and infrastructure. the results of the research in the aerobic gymnastic branch of lampung in terms of the existing facilities and infrastructure are inadequate, there are several exercise needs that have not been fulfilled. both are related to the building where the exercise is still joined by the rhythmic gymnastics and the original aerobic gymnastic mattress that doesn't exist yet. with the fulfillment of these facilities and infrastructure, coaches and athletes can improve the quality of each event. conclusion based on the results of research and discussion, it can be concluded that the development of aerobic gymnastics in lampung. the development of achievement is good enough with the system applied so that athletes achieve the expected results with achievements up to the national level. in the implementation of the training program carried out by the aerobic gymnastic branch of lampung, the training frequency is based on the existing theory, 6 times a week. the development of early age athletes in the aerobic gymnastic branch is not easy, because all prospective athletes are required to follow routine exercises every week at the idol gymnastics building. the facilities and infrastructure in the aerobic gymnastic branch in lampung are not sufficient, because the aerobic gymnastic in lampung does not have a special training place, they still join other sports and do not have original mattresses for competitions. references budiarti, ratna. 2015. profil komponen fisik cabang senam aerobic gymnastics kemompok umur 10-12 tahun. fik uny, yogyakarta. fig aerobic gymnastics committee. 2009 aerobic gymnastics draft code of points 2009 2012. motier, federation internationale de gymnastics, france. fig executive committee. 2008. technical regulation 2008 2012, motier, federation internationale de gymnastics, france. husdarta, h.j.s.. 2010. sejarah dan filsafat olahraga. alfabeta, bandung. gladi jurnal ilmu keolahragaan, 12 (01), march30 latifatur r aziz, lungit wicaksono, wahyuni hartati margono, s. 2009. metodologi penelitian pendidikan komponen mkdk. pt. rineka cipta, jakarta. sugiyono. 2015. metodelogi penelitian kuantitatif dan r n d. alfabeta, bandung. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 138-142 permalink/doi: https://doi.org/10.21009/gjik.122.01 the effect of sport massage on lactic acid recovery mohamad brilian 1 , surdiniaty ugelta 1 , pipit pitriani 1 1 sport education, postgraduate universitas pendidikan indonesia, jl. dr setiabudi no. 229, isola bandung, west java indonesia 40154 corresponding author. email: mohamadbrilian@upi.edu abstract. the purpose of this study was to determine the extend of the impact of the sports massage recovery method on the lactate levels of wrestling athletes. the population in this study was west java pon wrestling athletes with purposive sampling technique with the criteria of having participated in national level championships and male gender with a total of 4 person. the instrument in this study was the wrestling match simulation, sport massage is a recovery method protocol with a duration of 20 minutes, acutend lactate to measure the athlete's lactate level before and after being given the treatment. the results showed that there was a significant decrease in the athlete's lactate level after being given the treatment. keyword : sport massage, lactate, wrestling, recovery. mailto:mohamadbrilian@upi.edu gladi jurnal ilmu keolahragaan, 12 (02), june139 mohamad brilian, surdiniaty ugelta, pipit pitriani introduction wrestling is a sport requiring constant dynamic performance during combat (arslanoğlu, enel, & aydoğmuş, 2015) wrestling is a sport that is quite challenging because in competition, athletes are required in the shortest time to recover their bodies after competing. (chaabene et al., 2017). when physical activity is carried out between 20 180 seconds, the process of energy formation (atp) uses glucosan in the form of glycogen in the muscles which produces lactic acid, and an increase in lactic acid indicates that the breakdown of atp assisted by aerobic exercise is not able to supply anaerobic exercise to fulfill atp.(josef finsterer, 2012). according tonurcholis, pramono, pd, & case, (2018)everyone has a different ability to transport metabolic waste from tired muscles. the faster a person is able to transport metabolic waste from tired muscles, the easier it is for a person to avoid fatigue. in recent times, sports massage has become increasingly popular and has begun to be widely used to improve performance, combat fatigue, and facilitate the recovery process(weerapong, hume, & kolt, 2005). there are benefits in giving massage to the athlete's ability to recover his body to restore fatigue conditions so that they are back in shape or in prime condition. massageor massage is based on the idea that the heart is the center of growth. therefore, the way of treatment follows the circulatory system, especially the arteries, and moves inward from the ends of the body towards the heart.(purnomo, 2014) massage/massage is a sensory integration technique that affects the activity of the autonomic nervous system. if someone perceives touch as a relaxing stimulus, a relaxation response will appear(potter & perry, 2005) the benefits of massage on recovery are increasing blood circulation, breaking down lactate that is formed and reducing pain (bakar et al., 2015), in research (wiltshire et al., 2010) it was concluded that the effect of massage decreased 25% lactic acid levels after 10 minutes of recovery. lane. & wenger., (2004) reported that massage was superior to passive recovery in maintaining performance within 24 hours. however, active recovery and cold water immersion provided greater benefits compared to massage. based on the explanation above, this study wanted to determine the effect of sport massage on lactate recovery of wrestling athletes after competing simulations. method the research method used in this research is experiment,fraenkel & wallen,(2012) explained that experimental research is the only research that directly gives treatment to the variables studied. one group pretest posttest design namely in this method there is one group that will get two gladi jurnal ilmu keolahragaan, 12 (02), june140 mohamad brilian, surdiniaty ugelta, pipit pitriani measurements, namely pretest (before treatment is given) and post test (after treatment is given). (fraenkel & wallen, 2012) table 1. research design participants in this study were pon jabar wrestling athletes. the sampling technique in this study used the purposive sampling technique. with the criteria of being male, at least having participated in a national level championship and not being injured, there are 4 people. the data collection instrument this time was using accutren lactate to measure blood lactate levels, the procedure in this study is that the athlete warms up before doing the wrestling match simulation with a time of 3 minutes x 2 as a trigger for the increase in athlete's lactate then a blood sample is taken (pre-test) then the athlete is given a sport massage intervention for 20 minutes then blood lactate is taken which will be used as the post test value. the data analysis technique in this study is descriptive analysis of the data, normality and homogeneity tests, then using the paired sample t test. results and discussion table 2 descriptive statistics n min max mean st. dev before heating 4 2 2.6 2.225 0.26 pretest 4 6.1 8.1 7.35 0.86 posttest 4 2.9 4.8 4.15 0.85 table above shows the descriptive statistical value where the warm-up athlete's lactate level has a minimum value of 2, a maximum of 2.6 and an average of 2.25. results the pretest lactate level variable has a score range between 6.1 to 8.1 standard deviation of 0.86 with an average value of 7.35. while the posttest variable has a range of 2.9 to 4.8 standard deviation of 0.85 with an average value of 4.15 this value indicates that there is a significant change between pre-test athletes' lactate levels and posttest athletes' lactate levels. table 3 paired sample t test paired sample corelation mean n std.deviatio n sig 2tailed pretest 7.35 4 0.869 0.01 posttes t 4.15 4 0.8583 data analysis in this study used the spss 22 program and to test the hypothesis using the paired sample t test. table 1. shows that the level of sig. 2 tailed of 0.01 indicates that there is a significant change in the decrease gladi jurnal ilmu keolahragaan, 12 (02), june141 mohamad brilian, surdiniaty ugelta, pipit pitriani in lactate levels of athletes after being given sports massage treatment. to answer the hypothesis of the effect of sport massage on blood lactate male athletes, the pretest value was (7.35±0.869) while the post-test value was (4.15±0.8583). there is a significant change from the pretest to posttest scores. similarly, this treatment was also chosen in a study conducted by (monedero & donne, 2000) and (robertson, watt, & galloway, 2004)with the implication that the results of sport massage can affect blood lactate. one of the benefits of sports massage is that it increases blood flow and local circulation to the muscles, also facilitating the removal of waste and inflammatory by-products (weerapong et al., 2005) based on this, it can be hypothesized that massage may contribute to mobilizing lactate out of the muscles and into the bloodstream, resulting in lower blood lactate concentrations. conclusion the conclusion of this study is that sport massage has an effect on reducing blood lactate in wrestling athletes. it can be concluded that the sport massage method in an effort to restore the athlete's condition or recover can be used at rest intervals for wrestling athletes during matches. it is hoped that the next research can try other methods to relieve fatigue in wrestling athletes and have a larger number of samples references arslanoğlu, e., şenel, ö., & aydoğmuş, m. (2015). weight loss and lactic acid relation during wrestling match in elite greco-roman wrestlers. international journal of physical education, sports and health, 1(4), 1–6. bakar, y., coknaz, h., karli, ü., semsek, ö., serin, e., & pala, ö. o. (2015). effect of manual lymph drainage on removal of blood lactate after submaximal exercise. journal of physical therapy science, 27(11), 3387–3391. https://doi.org/10.1589/jpts.27.3387 chaabene, h., negra, y., bouguezzi, r., mkaouer, b., franchini, e., julio, u., & hachana, y. (2017). physical and physiological attributes of wrestlers: an update. so j strength cond res 2017 may;31(5):1411-1442. j strength cond res. fraenkel, j. r., & wallen, n. e. (2012). the basic of educational research. in how to design and evaluate resaerch in education with powerweb. josef finsterer. (2012). biomarkers of peripheral muscle fatigue during exercise. bmc musculoskeletal disorders, 13(218), 1–13. k.n., l., & h.a., w. (2004). effect of selected recovery conditions on performance of repeated bouts of intermittent cycling separated by 24 hours. journal of strength and conditioning research. monedero, j., & donne, b. (2000). effect of recovery interventions on lactate removal and subsequent performance. international journal of sports medicine. https://doi.org/10.1055/s2000-8488 nurcholis, m. d. y., pramono, b. a., pd, s., & kes, m. (2018). efek pemberian buah merah papua terhadap recovery tubuh setelah latihan fisik maksimal pada olahraga. jurnal prestasi olahraga, 1–9. potter, p. a., & perry, a. g. (2005). buku ajar fundamental keperawatan: konsep, proses, dan praktik. jakarta: egc, 1376. purnomo, n. t. (2014). sport massage gladi jurnal ilmu keolahragaan, 12 (02), june142 mohamad brilian, surdiniaty ugelta, pipit pitriani terhadap respons cardio vascular. journal of physical education and sports, 3(1). robertson, a., watt, j. m., & galloway, s. d. r. (2004). effects of leg massage on recovery from high intensity cycling exercise. british journal of sports medicine. https://doi.org/10.1136/bjsm.2002.0031 86 weerapong, p., hume, p. a., & kolt, g. s. (2005). the mechanisms of massage and effects on performance, muscle recovery and injury prevention. sports medicine, 35(3), 235–256. https://doi.org/10.2165/00007256200535030-00004 wiltshire, e. v., poitras, v., pak, m., hong, t., rayner, j., & tschakovsky, m. e. (2010). massage impairs postexercise muscle blood flow and “lactic acid” removal. medicine and science in sports and exercise, 42(6), 1062–1071. https://doi.org/10.1249/mss.0b013e318 1c9214f available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 42-47 permalink/doi: https://doi.org/10.21009/gjik.121.06 customer satisfaction with fitnes services and equipment facilities in gym academic faculty of science sukiri1, iwan setiawan1, trada anggah1 1 fakultas ilmu keolahragaan universitas negeri jakarta, kampus b, jl. pemuda no. 10, rawamangun, rt.8/rw.5, rawamangun, kec. pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding aouthor. email: sukiri@unj.ac.id abstract this study aims to determine the level of customer satisfaction facilities for services and fitness equipment at the academic gym, faculty of sport science, state university of jakarta. the implementation of this research was carried out at academic facility, faculty of sport science, state university of jakarta. the distribution of questionnaires was carried out in june july 2020 using google forms and shared through to the whatsapp group. the method of this research using survey and descriptive analysis. it means that the data obtained from the results of distributing questionnaires on forms collected according to the indicators are then analyzed and finally presented in a report in descriptive form. the population used in this study were all users of the academic fitness equipment who are members of the network and not members. while the sample was determined using cluster random sampling, namely the sampling technique in groups. the data returned by respondents indicates that the average respondent is satisfied with the facilities, facilities and infrastructure included in the physical evidence indicator which almost reaches 85%. for reliability indicators, customers who are satisfied and almost satisfied are almost 100%, namely 97.8%. the level of satisfaction and very satisfying indicators of the responsiveness of officers at the academic gym reached 93.5%. the guarantee indicator offered by the academic gym also scored quite high, namely 90.7%. meanwhile, the indicator of empathy is also quite high, reaching 96.4% for the satisfaction level of the attitude of the academic gym officers. finally, the decision to be taken by customers who will be loyal to use the akademik gym as a fitness center is only 68.6%, meaning that the possibility of the indicator will switch to another fitness place is 31.4%. keyword : level of customer satisfaction, service and fitness facilities, academic gym. gladi jurnal ilmu keolahragaan, 12 (01), march43 sukiri, iwan setiawan, trada anggah introduction the fitness center is a sport facility that is very well known and popular at this time. fitness center with weight training has become a body activity that is increasingly in demand by both young people and adults, because the land for field facilities or sports buildings is getting narrower, so nowadays there are many fitness centers that do not require such a large area. hamada, (2014: 16). ”the existence of a fitness center through a program in the pattern of people's lives creates a new phenomenon, especially regarding the diversity of community needs that appear in its activities. some people use sports to make ends meet. this relates to human needs which include physiology, security, selfactualization, self-esteem, and the need for love and dependence. various ways are done by each individual to meet all needs, one of which is by becoming a member of the fitness center. community needs for a lifestyle that is completely practical but still healthy is an opportunity for a fitness center business. moreover, most of the urban workers with high levels of activity. there are various reasons urban people prefer to exercise in a fitness center, including fitness centers equipped with sophisticated equipment and facilities, as well as a variety of programs that make members excited to move their bodies and supervised by a professional instructor / trainer, as well as aerobic exercise classes at the fitness center can add variety to exercise so that it is not boring, other benefits to members of certain fitness centers are considered to increase one's prestige. in addition to the health benefits, exercising at the gym is also a great place to socialize, get to meet new people, including the opposite sex, or make friends, go hang out after exercise to a location that is usually close to the gym. komala hardiansyah, (2014). this is because in the fitness center members can meet other members of various ages and professions. according to butarbutar, (2002: 19). the reason individuals do fitness sports activities at the fitness center is to satisfy their needs, in other words individuals have different motivations in doing fitness sports activities at the fitness center. "motivation of fitness center members in doing physical fitness exercises (case study of wana gym members in banda aceh 2015). many fitness centers (fitness centers) that offer the best facilities such as facilities and infrastructure to attract many customers. the facilities and infrastructure in question are facilities that offer complete equipment commonly used in a fitness center. the training program provided by the instructors and the comfort of the room needed by the customer. however, this concept is widely used by almost all fitness centers. competition between fitness centers makes gladi jurnal ilmu keolahragaan, 12 (01), march44 hengki kumbara, bayu iswana, husni fahritsani fitness management have to think about its marketing strategy to get as much profit as possible. one of the efforts to gain increasing profit, the fitness center management conducted a research study by seeking information and opinions from visitors regarding the satisfaction of facilities and services to customers. fitness center facilities, which means everything that is provided by the fitness center management that makes the training process easier and easier in that place. there are many examples of fitness center facilities including a comfortable place / building, complete exercise equipment and other facilities. the facilities in question are weight training tools and aerobic classes that are commercialized for both the public and students. examples of tools for weight training at the gym academy, faculty of sports sciences, for example: seated pec deck, abdominal machine, chest press machine, incline press machine, machine row, bench press, leg extention machine, leg press machine, shoulder press machine, dip machine, treadmill, static bicycle, and many more. management means a series of efforts that aim to explore and utilize all the potential that is owned effectively and efficiently in order to achieve certain goals that have been planned in advance. the management indicators themselves consist of planning, organizing, implementing, directing and supervising. facilities and infrastructure are included as one of the indicators for assessment of management. there are several types of equipment that require special management and maintenance with different handlers. the facilities and infrastructure are still far from the level of safety or the security is still lacking. customer / visitor satisfaction is an important instrument in a service object. one indicator of self-satisfaction is service or employee performance provided to customers. satisfaction is the customer’s evaluation of a product or service in termas of whether that product or services has meet the customer’s needs and expectations”(tjiptono, 2006, p. 339). satisfaction of a customer or service user will not be obtained just like that and with different levels of service users with one another, this shows that there are various factors that affect the level of customer / service user satisfaction. it is necessary to know what factors influence the satisfaction obtained by service customers. services can satisfy a person or group of people being served, there are four main requirements, namely; (1) polite behavior, (2) how to convey something related to what should be received by the person concerned, (3) appropriate delivery time, and (4) hospitality. in addition, another factor that affects customer satisfaction is satisfaction that comes from the awareness of the officers involved in the service. there are several factors that affect satisfaction, namely gladi jurnal ilmu keolahragaan, 12 (01), march45 hengki kumbara, bayu iswana, husni fahritsani features, reliability, conformance, durability, tangibles, assurance (tjiptono, 2006, p. 25). metode this research method using survey and analysis in research is descriptive analysis. this means that the data obtained from the results of distributing questionnaires on google form are collected according to the indicators then analyzed and finally presented in a report in descriptive form. the population used is all users of the academic fitness equipment who are members of the membership and nonmembers. while the sample is determined using cluster random sampling, namely the sampling technique in groups. the purpose of the cluster random sampling method, among others, is to examine something in different parts of an agency. result and discussion respondents in this study amounted to 28 people. the respondents consisted of various job statuses table 1. job status of gym academic customers from the distribution of the respondent's status data, it can be seen that the academic gym can be used by various groups even though its location is in the campus environment. the level of satisfaction to customers can be seen from various aspects. the first aspect is the physical aspect that can be seen such as equipment, facilities and infrastructure. the second aspect is reliability which relates to the care and qualifications of officers towards customers, the variety of programs offered, evaluation of programs that have been passed by customers. the third aspect is the responsiveness of gym managers such as receiving and responding to complaints, providing consultation to customers regarding exercise programs and so on. the fourth aspect is to provide guarantees to customers regarding the safety and comfort of using fitness equipment, security of customer property that is deposited in a locker to security in the parking lot, the fifth aspect is empathy which provides comfort to customers through the friendliness of officers, provides flexibility to customers regarding schedule changes etc. and the last aspect is the customer's decision to keep using academic fitness. table 2. satisfaction level on physical evidence indicators no. profession sum &% 1. student 16 57 2. alumni 1 4 3. employee 4 14 4. therapist 2 7 5. trainer 1 4 6. pe teacher 4 14 total 28 100 no. statement very satisfi ed satisfi ed quite satisfi ed dis satisfie d very dis satisfie d total 1. equipment condition 9 14 5 0 0 28 2. gym room condition 11 12 4 1 0 28 3. gym location 15 11 2 0 0 28 4. infrastructure 12 6 8 2 0 28 5. officers 16 12 0 0 0 28 total 63 55 19 3 0 140 percentage 45,0 39,3 13,6 2,1 0,0 100,0 gladi jurnal ilmu keolahragaan, 12 (01), march46 hengki kumbara, bayu iswana, husni fahritsani physical evidence (tangible) is one of the indicators raised in research that concerns customer assessment of the real conditions of the academic gym such as physical buildings, equipment and equipment and facilities that can be used by customers. based on data from customers who rated satisfied and very satisfying, it reached more than 80%. table 3. tingkat kepuasan pada indikator kehandalan conclusion the results of the analysis show that most of the respondents are male, which is almost 90 percent. while the work status of the respondents is mostly fik unj students, namely 57%, because the academic gym is located on campus. the second rank of respondents with the status of employees and physical education teachers respectively by 14%. this is because most of the employees who work on campus and also alumni. likewise, respondents with physical education teacher status are alumni of the faculty of sport science universitas negeri jakarta. the level of customer satisfaction with the services of the academic gym in the fik unj campus environment. based on the data returned by the respondents, it indicates that the average respondent is satisfied with the facilities, facilities and infrastructure incorporated in the physical evidence indicator, which is almost close to 85%. for reliability indicators, customers are satisfied and very satisfied, almost close to 100%, namely 97.8%. the level of satisfaction and very satisfying indicators of the responsiveness of officers at the academic gym reached 93.5%. the guarantee indicator offered by the academic gym also scores quite high, namely 90.7%. meanwhile, the empathy indicator also puts it quite high, reaching 96.4% for the satisfaction level of the attitude of the academic gym officers. finally, an indicator of the decision to be taken by the customer to be loyal to use the akademik gym as a fitness center is 68.6%, meaning that the possibility of switching to another fitness place is 31.4% references arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. kerlinger. (2006). asas–asas penelitian behaviour. yogyakarta: gadjah mada university nirwana, sitepu. 2005. prinsip-prinsip pemasaran jasa : teori dan praktik. jakarta : salemba empat panduan penelitian dan pengabdian kepada masyarakat, lppm unj press, 2020 no . statement very satisf ied satisf ied quite satisf ied dis satisfi ed very dis satisfi ed total 1. officer careness 16 12 0 0 0 28 2. officer qualifications 13 14 1 0 0 28 3. exercise program 17 11 0 0 0 28 4. responsive 17 11 0 0 0 28 5. evaluation 16 10 2 0 0 28 total 79 58 3 0 0 140 percentage 56,4 41,4 2,1 0,0 0,0 100, 0 gladi jurnal ilmu keolahragaan, 12 (01), march47 hengki kumbara, bayu iswana, husni fahritsani parasuraman, a. (1994). more on improving service quality measurement. new york: prentice hall. parasuraman, a., & zeithaml, v. a. (2011). a conceptual model of service quality and its implication forr future reaserch. service quality. simatupang, e. j. (2008). manajemen pelayanan kebidanan. jakarta: egc. tjiptono, f., & chandra, g. (2005). service quality and satisfaction. . yogyakarta: andi. tangkere, e. g., & sondak, l. w. t. (januari 2017). tingkat kepuasan pengunjung terhadap kualitas pelayanan tjiptono, fandy. 2000. perspektif manajemen dan pemasaran kontemporer. yogyakarta : andi offset available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 213-218 permalink/doi: https://doi.org/10.21009/gjik.125.08 comparison of individual and paired drill practice methods on backhand drive accuracy table tennis game egi ginanjar saputra1, indra safari1, adang sudrazat1 1physical education, pascasarjana universitas pendidikan indonesia kampus sumedang, universitas pendidikan indonesia. jl. mayor abdurahman no. 211 kotakaler kec. sumedang utara, kabupaten sumedang. jawa barat 45322 coresponding email: egiginajarsaputra07@gmail.com abstract this research is motivated by the lack of ability of high school students in making drive strokes, especially backhand strokes so that they are not on target. therefore, the students have problems in the game of table tennis, especially backhand strokes. this study aims to determine whether there is an effect of individual drill exercises and pair drills on the accuracy of the backhand drive of the table tennis game of darmaraja high school sumedang students. the research method used in this study was a quasiexperimental or quasi-experimental research design with the non-equivalent, pretest-posttest design. this research was conducted with two groups that were given treatment. the results of this study were obtained an average increase in the individual drill method group, with a pretest value of 9.4 and a posttest of 10.6. while the results in the pair drill training method group, which was originally 7.9 to 10.08. data analysis performed on the individual drill group in the two-different test has an average value of sig.0.537 > 0.05, which means that there is no significant difference between the individual and paired drill methods. the results of the study show that both training models can improve the accuracy of backhand drive strokes in table tennis games keywords: drill individu,pair drill,backhand,table tennis gladi jurnal ilmu keolahragaan, 13 (02), juni213 egi ginanjar saputra, indra safari, adang sudrazat introduction table tennis is a sport that is popular in the community. this is evidenced by the number of matches held from small groups such as between rt / rw even to the national level which is able to invite public attention. this statement is reinforced by the opinion of somantri & sujana (2009, p.106) who stated that "table tennis is a game that is favored by all levels of society, from rural to urban areas, both young and old. according to safari (in the 2011 basic education pulpit journal, p. 25) stated that "table tennis as a health sport or recreational sport is specifically carried out by people who do table tennis as a sporting activity with the aim of maintaining, improving, or restoring their body condition or to recreational purposes”. it turns out, from the many strokes in the table tennis game, there are some people who really master good and correct hitting techniques, not infrequently we also see someone playing this small ball game by not paying attention to the technique in the game but they just play the ball. to be able to improve the technique of hitting the table tennis game, it must be taught from an early age to identify differences in tennis performance across the mosoi national junior ranks (2013). in an effort to improve the quality of drive strokes, athletes must have a good training program as a form of exercise such as the multiball program for athletes. this training technique prioritizes hitting frequency and allows athletes to get used to hitting the ball to the intended target (widiantoro, 2016). drive strokes must be mastered by athletes if they want to achieve achievements in the sport of table tennis. one of the efforts used is to improve the quality of forehand and backhand strokes given through a multibal training program to athletes. the forehand punch itself is a punch using the palm grip position facing forward & the punch position according to the right direction of the body, the forehand stroke has greater power than the backhand stroke because its position is not blocked by the body (herliana, 2019). one of the basic techniques in the game of table tennis is the stroke technique. one type of stroke in table tennis is a drive. sutarmin (2007, p.27) suggests: "drive is a blow that is done by hitting the ball by moving it from the bottom obliquely upwards. bet position is closed. this shot can be done to attack gladi jurnal ilmu keolahragaan, 13 (02), juni214 egi ginanjar saputra, indra safari, adang sudrazat the opponent and control the ball, drive strokes can also be done forehand and backhand. the drive hit is a basic attack that can score points. therefore, a table tennis athlete must have the ability and skill in making a drive. if a table tennis athlete is skilled in driving, then the next basic moves will be easy to understand and practice. drive stroke skills can be measured by the accuracy of 5 ball placements. if the ball that is placed can be stable and directed, then the skill level of the drive is good. however, if the direction of the ball is not stable and not well directed, then the skill level of the drive is still lacking and requires practice until the ball that is hit can be directed properly. a backhand stroke is a stroke made by moving the bet to the left of the elbow for players using the right hand, and the reverse for players using the left hand (larry hodges, 2007, p.35). backhand strokes can be used against backspin, but are usually better for topspin. usually the backhand is not as strong as the forehand (although it can be as strong as the forehand), but consistency and speed are usually more important. the backhand is done differently on the three types of grip. table tennis has several strokes, including the drive. the stroke technique itself is the most important basic technique in the game of table tennis, which must be mastered in addition to other techniques (asri, 2017). while the drive stroke is a stroke that requires relatively little power and does not require friction, with the movement of the bet from back to front. the drive stroke is the basis of the stroke technique in table tennis. drive is a blow that is given from the bottom movement then tilts up by being hit (zuilendra, 2015). the drill method is an activity of doing the same thing over and over again in earnest with the aim of strengthening an association or perfecting a skill to make it permanent. the distinctive feature of this method is the activity in the form of repeated repetition of the same thing (sudjana, 2013). the drill method is a technique that can be interpreted as a way of teaching students to carry out activities or exercises repeatedly. the purpose of using the drill method is so that students have higher dexterity or skills than what they have learned (astuti, 2017. based on these assumptions, this study wants to offer a solution to improve students' forehand drive skills in table tennis by applying the drill method. gladi jurnal ilmu keolahragaan, 13 (02), juni215 egi ginanjar saputra, indra safari, adang sudrazat based on the background that has been put forward, the researcher wants to examine whether there is a difference in the improvement of the individual drill method with pair drills on the backhand drive technique in table tennis. metodhs this study uses a quasiexperimental or quasi-experimental study where the way it works is comparing the two classes randomly, and in this study comparing group 1 and group 2 of darmaraja state senior high school students class x ips 4, the research design to be carried out is a quasi-experimental research design, with design category between pretest and posttest between the two groups. in accordance with the description above, the researcher uses research methods or techniques with the non-equivalent, pretest-posttest design according to taniredja (2014, p.56) the research design can be described as follows: figure 1 desain penelitian information : a : group 1 b : group 2 o1 : pretest (initial test) o2 : post test (final test) x1 : individual drill practice method x2 : drill practice method in pairs the population in this study were students of class x ips 4 sma negeri darmaraja in sumedang regency. the population in this study were students of class x ips 4 sma negeri darmaraja in sumedang regency. this study uses non-probability sampling with a total sampling technique that is taking all members of the population as a sample. the sample is 24 students. 12 students in the individual drill practice group and 12 students in the pair drill practice group. the test instrument in this study used a backhand accuracy test according to (tomolius, 2012, p.11) and treatment with individual and pair drill training methods. results and discussion results the two-different average test was conducted to determine whether the data obtained were different between the two groups or not. the test of two different means is carried out statistically with the pair of null hypotheses and the alternative hypotheses are as follows: gladi jurnal ilmu keolahragaan, 13 (02), juni216 egi ginanjar saputra, indra safari, adang sudrazat ho = there is no difference in the average method of individual drills and pair drills h1 = there is a difference in the average drill method of individual drills and drills in pairs. the test criteria are accept if the significance value is more than or equal to = 0.05 and reject if the significance value is less than = 0.05. from the results of calculations using spss 16 software for windows, the results are shown in the following table: table 1 independent sample t test the data of both groups were normal and homogeneous, then a t-test for equality of means (equal variances assumed) was performed to determine the difference between the two groups. from the data above, it can be seen that when the pretest has an average value of 9.42 for experimental group 1 (individual drill) and an average value of 7.92 for experimental group 2 (paired drill). and the p-value (sig 2-talent) of these two groups is 0.537, and the t-test value is 0.627. thus ho is declared accepted or there is no difference in the experimental group 1 (individual drill) and experiment 2 (pair drill) in the pretest the average value is 9.42 with 7.92 according to the statistical test it is stated the same or there is no difference. meanwhile, the posttest data from the table above states that during the posttest the average value is 10.75 for the experimental group 1 (individual drill) and the average value is 10.08 for the experimental group 2 (paired drill). discussion based on the results of the analysis above, it can be concluded on the third hypothesis that the individual drill method is more significant than the paired drill method in giving effect to the accuracy of the table tennis backhand drive. this is evidenced by the results of data analysis that has been carried out such as the data of the individual drill experimental group in the two-difference test the average has a mean value of 10.75 and a standard deviation of 2.832. meanwhile, the data for the experimental group in paired drills in the twodifference test averaged a mean value of 10.08 and a standard deviation of 2.353, variabel f df sig.(2tail ed) hasil belajar pukulan backhand drive equal variances assumed .360 0.537 equal variances not assumed 21.2 85 gladi jurnal ilmu keolahragaan, 13 (02), juni217 egi ginanjar saputra, indra safari, adang sudrazat thus the individual drill training method had a significant effect on increasing table tennis backhand drive. this is in line with the findings of astuti's research (2017) which applies the drill method to volleyball games at sd negeri 14 kampung jambak, koto tangah district, padang city. the same thing was also conveyed in a study by murti (2015) that with the practice of passing down in pairs, it had an effect on the accuracy of passing down in playing volleyball. in addition, research by santoso (2011) states that drill training also affects the improvement of down passing ability. in this study, individual drills were superior to paired drills in table tennis. this result is contrary to the results of the study. according to erwin et al. (2019) there is a difference in the effectiveness of the effect where the paired down passing exercise is more effective than the drill method. acknowledgments i would like to thank allah swt who has given his mercy and grace to me to complete this article. my parents who never tire of praying, giving love, enthusiasm, motivation and prayers for me. references astuti, y. (2017). pengaruh metode drill dan metode bermain terhadap keterampilan bermain bola voli mini (studi eksperimen pada siswa sd negeri 14 kampung jambak kecamatan koto tangah kota padang). al ibtida: jurnal pendidikan guru mi, 4(1), 01-16. erwin, e., hari a. r., & rahmad s. (2019). pengaruh latihan teknik passing bawah berpasangan dan metode drill terhadap hasil passing bawah dalam permainan bola voli pada klub citra fc perjuangan kabupaten meranti. jurnal online mahasiswa: pendidikan jasmani kesehatan dan rekreasi, 1(1), 1-9. https://stkipmeranti.ac.id/ejournal.st kipmeranti.ac.id/index.php/pjkr/artic le/view/ herliana, m. n. (2019). ketepatan forehand dalam permainan tenis meja. journal of s.p.o.r.t, 3(2), 93–97 larry hodges. 2007. tenis meja.jakarta: raja grafindo persada. murti, a. n. (2015). pengaruh latihan passing bawah dengan dinding dan berpasangan terhadap ketepatan passing bawah dalam permainan bola voli (eksperiment terhadap klub bola voli putri ivokas kabupaten semarang). skripsi. universitas negeri semarang. semarang santoso, j.s. (2011). pengaruh metode latihan drill terhadap peningkatan kemampuan passing bawah peserta ekstrakurikuler bola voli putri smp negeri 4 gamping sleman. yogyakarta: uny gladi jurnal ilmu keolahragaan, 13 (02), juni218 egi ginanjar saputra, indra safari, adang sudrazat somantri & sujana (2009). permainan net. sumedang: universitas pendidikan indonesia kampus sumedang. sudjana, n. (2013). dasar-dasar proses belajar mengajar. bandung: sinar baru algensindi offset. sutarmin, 2007, terampil berolahraga tenis meja, surakarta: era intermedia. taniredja, t., miftah dan sri.(2014). model-model pembelajaran inovatif dan efektif. bandung: alfabeta. tomoliyus. (2012). panduan kepelatihan tenis meja bagi siswa sekolah dasar. jurnal. yogyakarta. fakultas ilmu keolahragaan. universitas negeri yogyakarta widiantoro, a., (2016). pengaruh latihan multiball terhadap kemampuan ketepatan pukulan forehand dan backhand pada peserta ekstrakurikuler tenis meja tahun 2016/2017 di sma negeri 1 gamping zuilendra, r., ramadi, n. p. n. wijayanti. (2015). pengaruh latihan multiball terhadap ketrampilan pukulan backhand drive atlet putra tenis meja pusat pendidikan dan pelatihan pelajar (pplp) riau. fakultas keguruan dan ilmu pendidikan. universitas riau. 1-13. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 7379 permalink/doi: https://doi.org/10.21009/gjik.121.10 evaluation of the extraculicular development program of volyball in junior high school siswantoro1, moch. asmawi1, james tangkudung1 1 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia13220 correspondiing author. email : galangsiswantoro1971@gmail.com abstract the purpose of this study was to find out the volleyball extracurricular development program in tambun utara sub-district using the cipp eva-luation model (context, input, process and product). by using the cipp method, which was presented by daniel l. stuflebeam, it is an evaluation of the context discussion on the background of the program and the purpose of the coaching program. input evaluation is a discussion of the acceptance of athletes, coaches, funds, facilities and infrastructure. process evaluation, discussion on the implementation of training, consumption / nutrition, coordination and communication programs. product evaluation, which is about the results of the guided program achievement which is obtained in the volleyball extracurricular program development. the results of this study were obtained from the results of interviews, observations and documentation studies obtained by the researchers that the volleyball extracurricular training program in tambun north district public middle school had carried out the processes and procedures of sports achievement development programs in general. however, the implementation is constrained by funding, training facilities and infrastructure as well as other facilities that can support the training program. the importance of communication and coordination of sports stakeholders has not run as expected in seeking donors both local and private government. keywords: evaluation, guidance program, extrakurikuler volley ball . mailto:galangsiswantoro1971@gmail.com gladi jurnal ilmu keolahragaan, 12 (01), march74 siswantoro, moch. asmawi, james tangkudung introduction education itself has many different meanings, but its aims and objectives are still focused on improving the quality of human resources. in the national education system law no. 20 of 2003 states that "education is a conscious effort and plans to create an atmosphere of learning and the learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble morals and skills needed by themselves, the community, nation and state." physical education, sports and health are media to encourage physical growth, psychological development, motor skills, knowledge and reasoning, appreciation of values (attitude-mental-emotionalsportsmanship-spiritual-social), as well as habituation to a healthy lifestyle which leads to stimulating balanced growth and development of physical and psychological qualities. to maintain and improve the quality of one's health, it is necessary to do physical and psychological activities. sports is a physical activity carried out by a person to meet both physical and spiritual needs (saefulloh, 2014). sports are physical activities carried out by people in the form of games, martial arts and other forms of motion whose purpose is fun or hobbies to maintain fitness, physical health and competition / competition to be the best or champion. through sports activities, everyone will live healthier and more productive, and of course it is hoped that in a healthy mind, there will be a desire to develop a strong physique, namely by actively exercising. sports activities in the community have increased, sport is a necessity for the community, to maintain and improve physical condition in order to stay enthusiastic in carrying out daily activities. physical education, sports, and health can be used as tools to achieve educational goals. through sports activities and games that contain a lot of positive values in them, it is hoped that it can help students develop cognitive and effective abilities, not only psychomotor abilities. so complex the goals of physical education, not only in psychomotor abilities, cognitive and affective abilities also cannot be separated from these goals. however, reality sometimes does not match expectations, goals that have been arranged neatly and systematically are still difficult to achieve. less optimal physical education learning in schools can be one of the causes. based on teaching experience, meetings that are only once a week make it difficult to achieve these learning objectives. achievement sports cannot develop on their own so that it requires a synergy of all gladi jurnal ilmu keolahragaan, 12 (01), march75 siswantoro, moch. asmawi, james tangkudung parties, in order to ensure development sustainable exercise. the weakness of sustainable sports achievement coaching is very much at odds with the demands of sporting achievement will only succeed in adhering to the consistent, sustainable and sustainable principles of long-term sports achievement coaching. as often argued by experts, that is sports coaching achievement must start from an early age until reaching peak performance, that is takes place through a continuous coaching process for 10-12 years, or at least 10,000 hours of training, therefore the implementation of performance sports coaching emphasizes process rather than results (rusli lutan, 2013). in accordance with the mandate of law no.3 of 2005 concerning the national sports system, there is a sub-system of sports activities, namely educational sports, recreational sports and achievement sports. these three subsystems are interrelated and mutually supportive. the sports education sub-system is implemented as part of the curriculum of educational institutions with a mission to achieve comprehensive educational goals. the goal is from the perspective of physical, cognitive abilities and affective development (rusli lutan, 2013). national sports aim to maintain and improve health and fitness, achievement, human quality, instilling moral values and noble morals, sportsmanship, discipline, strengthening and fostering national unity and integrity, strengthening resilience nationwide, as well as uplifting the dignity and honor of the nation. nowadays, besides academic achievement, achievement in sports is also a parameter, the strength and progress of a school that is assessed by the community, the education office as well as the regional government. each school can display and demonstrate its strength by displaying the best achievements in regional and national multi-event sports such as the national student sports olympiad (o2sn), the national student sports week. the participation of state junior high schools in north tambun subdistrict in multi events or championships at the sub-district level as well as at the district level as well as open tournaments in several schools in the bekasi regency and municipal environment allows him to conduct achievement coaching to prepare volleyball players to excel. because in principle, when a player is selected and enters a training camp in volleyball extracurricular activities, intensive and wellprogrammed training is aimed at achieving achievements in the regional student sports week (popda). gladi jurnal ilmu keolahragaan, 12 (01), march76 siswantoro, moch. asmawi, james tangkudung in a championship or multi event, it is a parameter for players to see their achievement at the student level. so that until now, the development of achievements in the sport of volleyball is the most common achievement coaching in extracurricular sports at the school level. junior high school (smp) is a formal education level under the ministry of education and culture, which is now the ministry of primary and secondary education, which is responsible for the implementation of education in indonesia. where the government compiles a curriculum for all subjects including sports subjects, namely physical education, which is the main subject which is allocated 2 hours of lessons in one week. so that it is felt that there is less time needed by students to take assessors' lessons. state junior high school in north tambun district, bekasi regency is one of the state junior high schools in north tambun district in bekasi regency, which opens volleyball coaching through volleyball extracurricular activities. state junior high schools in north tambun subdistrict which were representatives in this study were smp negeri 2, 3 and 5 tambun utara. one of the first state junior high schools in volleyball extracurricular coaching, namely junior high school 2 north tambun starting in 2011 always participates in events organized by the education office and the youth and sports service, open tournaments organized by public and private schools in regencies and municipalities. bekasi. they are required to learn as usual by participating in learning activities on the same day and time as other students who do not participate in volleyball extracurricular activities because volleyball extracurricular activities are held outside of class hours. even though every year he participates in the events as mentioned above, the volleyball extracurricular achievements of junior high school 2 north tambun have not achieved the expected results. the only achievement that was achieved was champion 4 in the men's volleyball open national level tournament between junior high schools to win the bekasi mayor trophy .moving on from the explanations and empirical data obtained in the field, researchers are interested in raising research on the implementation of the volleyball extracurricular training program. based on the record of achievements obtained from volleyball extracurricular activities at junior high school in north tambun district, bekasi regency, it has attracted researchers to conduct research through empirical scientific studies. to provide a volleyball extracurricular training program that is more precise and is expected to increase the achievement of volleyball extracurricular activities in state junior high gladi jurnal ilmu keolahragaan, 12 (01), march77 siswantoro, moch. asmawi, james tangkudung schools t as well as an example and model of extracurricular training programs that can be used as guidelines or references for junior high schools in bekasi regency in particular. method the implementation of this research uses a qualitative descriptive method or approach, because the aim is to describe and describe what it is about a certain variable, symptom, state, or social phenomenon. in this case, in order to analyze the data obtained in depth and thoroughly, with the hope that it can be known to what extent the volleyball extracurricular coaching program in north tambun sub-district is running well and achieving. the design of a program evaluation is a plan that shows when the evaluation will be carried out, and from whom the information or data will be collected, this design is made to ensure that the evaluation will be carried out according to an orderly organization and according to good evaluation rules. result and discussion the results of this study are expected to provide benefits both theoretically and practically for all those who need it reference / study source, and can also be used as a scientific reference relating to evaluation studies. in detail, the usefulness of this research is between others, namely: 1) as information and input for junior high school 2 north tambun and other junior high schools both public and private to foster students in sports achievement coaching programs. 2) to evaluate the implementation of the selection of participants and trainers, facilities and infrastructure, as well as funding support for the volleyball extracurricular activity program at state junior high schools in north tambun 3) to evaluate the success of the volleyball extracurricular activity program at state junior high schools in north tambun one of the models for the achievement development system in public schools. 4) as input or suggestions to; a). bekasi district education office, b). administrators of private school education foundations, c). management of koni province, city and district of west java, d) bekasi district's department of youth and sports. and can be used as a guide in improving and evaluating the implementation of extracurricular coaching programs, especially volleyball. conclusion volleyball extracurricular coaching program is one of the programs planned to achieve the desired achievements. junior high schools (smp) negeri 2,3, and 5 tambun utara are schools that accommodate highachieving student athletes in the form of a volleyball special class achievement development model. so that the gladi jurnal ilmu keolahragaan, 12 (01), march78 siswantoro, moch. asmawi, james tangkudung implementation of fostering achievement both academically and non-academically, namely sports become the main priority of education can be carried out in a balanced manner. the aim of the volleyball extracurricular coaching program continuously and continuously is to foster talented and accomplished athletes in an effort to achieve peak achievement and achieve general education. in addition, it supports local government programs in terms of increasing the sports achievements of bekasi regency as a regional asset to be able to make a presentation on the name of bekasi regency in the field of sports both at the regional, provincial, national and international levels. the obstacle that is one of the obstacles in the implementation of the volleyball extracurricular coaching program, namely the limited facilities, both facilities and infrastructure in schools to support training activities for all athletes assisted by students of smpn 2,3, and 5 tambun utara, bekasi regency, is a serious concern of all parties, both local governments. , related agencies, and sports stakeholders to support the smooth implementation of training programs and participating in competitions or championships. the most important thing is the funding support or budget for the performance development program for special sports classes, which is still minimal, because they still rely on school operational funds and donations from parents of students who are included in special sports classes. so it needs support from the local government and the private sector to be able to help in terms of funding in the implementation of training programs and competitions / championships. with the implementation of the program evaluation, it is hoped that it can reduce any constraints that exist in the implementation of the special sports class achievement development program and can be minimized gradually, these problems and obstacles can be resolved the sports coaching program is one of the programs planned to achieve the desired achievements both at the student level and at the student or general level. volleyball is one of the most popular sports and is in demand by students at elementary, junior high and high school levels. state junior high school (smpn) which is located in north tambun district are schools that have extracurricular activities for volleyball as one of the activities outside of class hours to channel talents and skills in the field of sports, both recognition as well as development towards sports achievement. so that the implementation of coaching achievements both academically and non-academically in junior high schools in the form of volleyball extracurricular activities becomes one of the development of students' talents and potential towards sports achievement at the golden age in coaching, namely the student and student levels. gladi jurnal ilmu keolahragaan, 12 (01), march79 siswantoro, moch. asmawi, james tangkudung the aim of the volleyball extracurricular coaching program at smp negeri 2,3 and 5 north tambun, bekasi regency is carried out in stages, sustainably and continuously to foster and develop students' talents, interests and skills in the volleyball game branch. in addition, to support local government programs through the education office in accordance with the law on the national education system, including as a vehicle for guiding and enhancing the talents, skills and potential of students in giftedness in the field of sports. through the national school sports olympiad (o2sn) at the sd, smp and sma levels, championships or competitions have been held at the sub-district, city / regency, provincial and national levels. including the volleyball sport which is also competed in the multi event. therefore, the need for training in sports in schools as extracurricular activities to develop talents and skills for students who are interested and have talent in sports. also supports the local government of bekasi regency in preparing athletes who will be prepared for events or championships that represent regions such as the west java regional sports week references anas sudijono, pengantar evaluasi pendidikan, jakarta: pt. raja grafindo persada, 2007. asisten deputi penerapan iptek olahraga, deputi peningkatan prestasi olahraga kemenpora, bunga rampai hasil penelitian pembinaan olahraga, jakarta: kemenpora ri, 2009. asisten deputi penerapan iptek olahraga, deputi peningkatan prestasi olahraga kemenpora, jurnal iptek olahraga volume 15, nomor 2, mei-agustus 2013, jakarta: kemenpora ri, 2013. billy tunas, materi seminar penelitian sistems/program evaluation models, daryanto, evaluasi pendidikan, jakarta: pt. rieneka cipta, 2012. deputi penerapan iptek olahraga, pedoman pengelolaan pusat pembinaan dan latihan olahraga pelajar (pplp), jakarta: deputi bidang peningkatan prestasi dan iptek olahraga kemenegpora, 2006. djaali dan pudji mujiono, pengukurandalam bidang pendidikan, jakarta:grassindo, 2008. jakarta: 2013. peraturan pemerintah republik indonesia nomor 16 tahun 2007, tentang penyelenggaraan keolahraga, jakarta: kementerian pemuda dan olahraga, 2011. rusli lutan, pedoman perencanaan pembinaan olahraga, bandung: pt. remaja rosdakarya, 2013. sugiyono, memahami penelitian kualitatif, bandung: cv. alfabeta, 2005. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 435-441 permalink/doi: https://doi.org/10.21009/gjik.134.08 effectiveness of exercise program on abdominal muscular endurance and 20 meters running speed during covid-19 pandemic syeni ratna amelia1, achmad sofyan hanif 1, fatah nurdin1, hernawan1, firdaus hendry prabowo yudho2 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 2 universitas suryakancana, jl. pasir gede raya, bojong herang, cianjur shennyfarasha@gmail.com abstract this study aims to reveal the significance of changes in the abilities of athletic athletes at the student sports training center in the special capital region of jakarta. the study was carried out during the pandemic for 5 months with a quantitative approach, descriptive and inferential analysis was carried out using the normality test method and the paired sample t-test significance test. the results showed normal research data with no significant relationship between abdominal muscular endurance variables and 20m running speed physical test results after and before the treatment was carried out. the results of the paired sample t-test showed no significant correlation between the variables studied, with the results of n=9 the calculation of paired sample correlations p=0.194 on sit-ups 1 and 2 data, and p=0.083 for 20m running speed data at a significance level of =0.05. the results of the paired sample test showed that there was no significant difference between the abdominal strength variables and the 20m running speed, with the data showing p= 0.28 for the sit-ups t-test results and p=0501 for the paired 20m running speed t-test results at =0.05. keywords: muscular endurance, 20m running speed, training methods, covid-19 impact, sports performance mailto:shennyfarasha@gmail.com gladi jurnal ilmu keolahragaan, 13 (04), december436 syeni ratna amelia, achmad sofyan hanif , fatah nurdin, hernawan, firdaus hendry prabowo yudho introduction athletics is a sport that consists of dynamic and harmonious movements such as walking, running, throwing, and jumping (djumidar in ramadan & sidik, 2019). athletics itself is a translation of the word track and field which consists of running track and road numbers (setiawan, 2013). athletics has a character that requires excellent physical condition and requires the players to exert all their physical abilities in carrying out motion tasks that are under certain match numbers. the running numbers are divided into 3 categories, namely short distance running, middle distance running and long-distance running. one of the race numbers in athletics that has many enthusiasts is sprinting. short distance running (sprint), is a race activity by running at full speed along with the distance that must be covered (arifin, 2018). short distance running itself is categorized as an anaerobic sport because the process of burning energy in the body to carry out these activities is approximately 10-15 seconds. physical activity itself is very beneficial for one's fitness and health (yudho, rahadian, aryani, ramdan, & pratama, 2020). to get the maximum speed, it takes efficiency obtained from strong and fast contractions of the muscles, which will then be converted into smooth and smooth movements (purnomo and dapan, 2011: 32) in (sari, 2015). many factors affect the success or failure of an exercise and performance during a match, one of the factors that has an important role is motivation (yudho & nugroho, 2021). apart from that, the athlete's running concentration factor in carrying out competitive activities is also very important. beginner runners tend to make common mistakes where they spend energy at the beginning of the run and lose momentum and energy when they reach the end of the finish line (zuhdi, 2013). the physical condition of the athletes is absolutely a major concern in participating in competitions and training programs. athletes who are prepared to compete at a certain level are usually members of a training center organized by the region or country participating in the competition, whether it is a single event or multi-event. one of the components of physical condition that greatly affects the performance of short distance running is muscle strength in the core and abdominal parts, where the strength of the abdominal muscles itself is a factor that plays an important gladi jurnal ilmu keolahragaan, 13 (04), december437 syeni ratna amelia, achmad sofyan hanif , fatah nurdin, hernawan, firdaus hendry prabowo yudho role in supporting the stability of the body to remain stable (piyana, subekti, & santika, 2007). 2020). this study is intended to see how much influence the treatment and exercise that has been carried out by the coach of the athletic team where the samples have been training has had, as well as material for evaluating future training programs. several factors cause the lack of success in the soccer game training process, namely the limited resources used by the coach to support the training process and the limited ability of the coach himself (adityatama, 2017). when this research was conducted, the reduced volume and intensity due to the current pandemic situation could be external factors that also affect the results of the exercise during the research period. method this study uses a quasiexperimental quantitative research approach by comparing the results of the pretest and posttest of the samples after receiving training treatment during the period from january to may 2021, or for 22 weeks 44 meetings. the exercise was carried out in conditions of the covid19 pandemic so that it could only be carried out 2 times a week, every tuesday and thursday. the physical exercise treatment performed is written in the exercise unit program table below. table 1. micro cycle exercise program sess ions m o n tues w e d thu fr i sa t s u n wa rmi ng up dynamic stretching running abc dynamic stretch running abc – stabilization 13 item x 20" mo rni ng h e a d c o a c h / t e h n i k hees pull squad w/rubber swing arm 3 poin sit up bulgarian r bulgarian l mountain walk w/rubber deep step up jump h e a d c o a c h / t e h n i k weight training 3 set strength lower snatch clean deadlift swing w/bar h e a d c o a c h/ t e h n i k h e a d c o a c h/ t e h ni k r e s t coo ling do wn it up/push up/back up x @100rep static stretching sit up/push up/back up x @100rep static stretching wa rmi ng up dynamic stretching running abc eve nin g h e a d c o a c h / t e k n i k conditioning r e s t conditionin g h e a d c o a c h/ t e h n i k r e s t r e s t coo ling do wn it up/push up/back up x @100rep static stretching sit up/push up/back up x @100rep static stretching abdominal muscle endurance was measured using a 60-second sit-up test (ahmed, 2015) were performed from the supine position, with knees flexed 90°. one complete sit-up entailed curling the trunk from the supine position to gladi jurnal ilmu keolahragaan, 13 (04), december438 syeni ratna amelia, achmad sofyan hanif , fatah nurdin, hernawan, firdaus hendry prabowo yudho touching the elbows to the knees and returning to the start position with a reliability test r=0.83, while the running ability of the samples was measured using a 20m running test with a good level of reliability, with a mean coefficient of variation of 1.7% and an intraclass correlation coefficient of 0.94 (alikhajeh, rahimi, fazeli, & fazeli, 2012). the posttest and pretest data were then processed using descriptive and inferential statistical methods. paired samples t-test. through the normality test of saphiro-wilk's data. findings and results the results of the research description analysis showed that the minimum number of sit-ups pretest results was 41 repetitions, a maximum of 127 reps, with an average value of 73.22, and an sd of 24.68. the results of the situps posttest showed a minimum value of 42 reps, a maximum of 99 reps, an average value of 64.44, and an sd of 18.48. the results of the 20 m running pretest showed a minimum value of 3.05 seconds, a maximum of 3.86 seconds, an average of 3.31, and an sd of 0.24. the results of the 20m run posttest showed a min result of 2.82 seconds, a max of 4.06 seconds, an average of 3.40 seconds, and an sd value of 0.44. table 2. descriptive analysis descriptive statistics sit ups 1 20m spee d 1 sit ups 2 20m spee d 2 n vali d 9 9 9 9 mean 73.22 3.3 1 64.4 4 3.4 0 media n 67.00 3.3 0 62.0 0 3.3 6 sd 24.68 0.2 4 18.4 8 0.4 4 min 41.00 3.0 5 .00 2.8 2 max 127.0 0 3.8 6 99.0 0 4.0 6 table 3. tests of normality the results of the normality test of research data using the saphiro-wilk kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. sit ups 1 0.219 9 .200* 0.908 9 0.304 sit ups 2 0.160 9 .200* 0.943 9 0.616 gladi jurnal ilmu keolahragaan, 13 (04), december439 syeni ratna amelia, achmad sofyan hanif , fatah nurdin, hernawan, firdaus hendry prabowo yudho method showed that the normal data values were p = 0.304 for the sit-ups pretest data and p = 0.616 for the posttest results at: 0.05. table 4. test of normality kolmogorovsmirnova shapiro-wilk statist ic df si g. statis tic d f sig . 20m speed 1 0.218 9 .2 00 * 0.861 9 0.0 98 20m speed 2 0.187 9 .2 00 * 0.919 9 0.3 87 the results of the normality test of the research data showed that the value of the normal data results was p = 0.098 for the 20m run pretest data and p = 0.387 for the 20m run posttest data at: 0.05. table 5. paired samples correlations n correlation sig. pair 1 sit ups 1 & sit ups 2 9 0.477 0.194 pair 2 20m speed 1 & 20m speed 2 9 0.607 0.083 the results of the paired sample t-test showed no significant correlation between the variables studied, with the results of the calculation of paired sample correlations p=0.194 on sit-ups 1 and 2 data, and p=0.083 for 20m running speed data at a significance level of = 0.05. tabel 6. paired samples test pair v1, v2 sig. (2tailed) pair 1 sit ups 1 – sit ups 2 0.28 pair 2 20m speed 1 20m speed 2 0.501 the results of the paired sample test showed that there was no significant difference between the abdominal strength variables and the 20m running speed, with the data showing p= 0.28 for the sit-ups t-test results and p=0501 for the paired 20m running speed t-test results at =0.05. conclusion the results of statistical data showed that there was no significant correlation between the abdominal strength variables pretest and posttest and 20m running speed pretest and posttest. the results of the paired samples t-test also did not show a significant difference between the situps and 20m speed running variables. these results show that there is no significant difference produced by the exercise program that runs during the period january to may 2021, so it is necessary to evaluate the program and treat athletes who run the integrated gladi jurnal ilmu keolahragaan, 13 (04), december440 syeni ratna amelia, achmad sofyan hanif , fatah nurdin, hernawan, firdaus hendry prabowo yudho exercise program so that the exercises carried outreach the previously set targets. however, the graphs of the pretest and posttest results show an increase in the average value of the physical abilities of the athletes sampled in this study. the pandemic situation that occurred during the research was also considered to have a major influence on the absence of a significant effect between the exercise program on the athlete's achievement, although in the average value there was a difference between the results of the pretest and posttest on these variables. the obligation and demand of a coach are to make an exercise program for his athletes (rumini, 2015). as has been done by athletes in athletic sports, every coach provides an exercise program, and the coach should provide a written training program to athletes so that athletes train in a focused and programmed manner. some coaches and athletes are constrained by policies in a pandemic situation, so it becomes a problem if the coach is unable to attend for some reason. exercise that is not carried out regularly every day of the week is also a separate obstacle experienced by athletes. references adityatama, f. (2017). hubungan power otot tungkai, koordinasi mata kaki dan kekuatan otot perut dengan ketepatan menembak bola. juara : jurnal olahraga, 2(2), 82. https://doi.org/10.33222/juara.v2 i2.37 ahmed, t. a. e. (2015). improving musculoskeletal fitness and the performance enhancement of basketball skills through neuromuscular training program. journal of human sport and exercise, 10(3), 795–804. https://doi.org/10.14198/jhse.20 15.103.05 alikhajeh, y., rahimi, n. m., fazeli, k., & fazeli, h. (2012). the effect of different warm up stretch protocols on 20m-sprint performance in trained soccer players. procedia social and behavioral sciences, 46, 2210– 2214. https://doi.org/10.1016/j.sbspro. 2012.05.456 arifin. (2018). analisis gerak nomor lari sprint 100 meter putra cabang olahraga atletik title. journal of materials processing technology, 1(1), 1–8. http://dx.doi.org/10.1016/j.cirp.2 016.06.001 piyana, d. p., subekti, m., & santika, i. g. p. n. a. (2020). pelatihan hanging leg raise terhadap kekuatan otot perut. ramadan, w., & sidik, d. z. (2019). pengaruh metode circuit training terhadap daya tahan cardiovascular cabang olahraga atletik nomor lari jarak jauh. jurnal kepelatihan olahraga, 11(2), 101–105. https://doi.org/10.17509/jkogladi jurnal ilmu keolahragaan, 13 (04), december441 syeni ratna amelia, achmad sofyan hanif , fatah nurdin, hernawan, firdaus hendry prabowo yudho upi.v11i2.20317 rumini. (2015). manajemen pembinaan cabang olahraga atletik di pusat pendidikan dan latihan pelajar (pplp) provinsi jawa tengah. journal of physical education health and sport, 2(1), 20–27. https://doi.org/10.15294/jpehs.v 2i1.3938 sari, r. m. (2015). aplikasi biomekanika nomor lari 100 meter cabang olahraga atletik. penerapan iptek, 21(september), 1–11. setiawan, b. p. (2013). ( study pada siswa kelas v sdn balasklumprik i / 434 surabaya ). 01, 274–279. yudho, f. h. p., & nugroho, a. (2021). indonesian sport innovation tingkat motivasi latihan bola basket pada unit kegiatan mahasiswa bola basket universitas indonesian sport innovation review, 02(01), 1–9. retrieved from https://inspiree.review/index.php /inspiree/article/view/41 yudho, f. h. p., rahadian, a., aryani, m., ramdan, a., & pratama, a. k. (2020). tingkat persepsi dan ketertarikan masyarakat dalam aktivitas fisik berirama dalam menjaga kebugaran fisik. 4(2). https://doi.org/https://doi.org/10. 17509/jtikor.v5i2.28160 zuhdi, s. m. (2013). analisis gerak lari sprint 60 meter secara biomekanika. jurnal kesehatan olahraga, 1(2), 1–3. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 216-222 permalink/doi: https://doi.org/10.21009/gjik.124.01 analysis of physical education instruction using asynchronous method on a distance learning system leli rahman1, taufik rihatno2, fatah nurdin2 1 sma negeri 1 cisarua bogor, jl. adhijaksa rt.02/rw.02 desa leuwimalang, kec, cisarua, kabupaten bogor 2,3 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding email: lelirahman39@gmail.com abstract this study aims to find out how the level of learning activity using the method asynchronous in distance learning. the research method uses descriptive analysis method. the research population was students of sman 1 cisarua in the 2020/2021 academic year with a total sample of 90 people, while the instrument used in this study was a learning activity questionnaire. the data analysis technique used relative frequency distribution and trend test. the results showed that the "very good" category obtained a percentage of 8%, in the "good" category a percentage of 22% was obtained, in the "enough" category a percentage was obtained 41%, in the "less" category the percentage was 23%, while in the "very poor" category, a percentage of 6% is obtained. from the results of this study, it can be concluded that the level of physical education learning activities through the use of asynchronous media is in the sufficient category, although in terms of implementation it is still not optimal and there are several shortcomings, but the most important thing is that learning activities must continue to be carried out even in limited conditions keywords:analysis; physical education ; learning methods;asynchronous; distance learning. introduction at the beginning of 2021, conditions have not experienced significant changes related to the outbreak of the covid-19 virus which still has an impact on human survival, including in the field of education. many activity agendas were canceled, besides that work and study were also carried out from home so that the term work from home or learning from home became popular among the public. covid-19 has also had a serious impact on the education sector, both in indonesia and globally (purwanto et al., 2020) learning activities in schools are still not carried out normally, so that it will have an impact on the psychological condition and physical condition of students. with conditions that hinder human activity, it does not mean that physical activity also stops, in maintaining health it is necessary to maintain and improve the quality of physical fitness, therefore a special strategy is needed in learning physical education with a distance learning system (pjj) so that students can learn safely and continue to do physical activity to meet physical needs during the pandemic. regular physical activity is considered as one of the important components of a healthy lifestyle(setiawan et al., 2021), so that if students have a good level mailto:lelirahman39@gmail.com gladi jurnal ilmu keolahragaan, 12 (04), september217 leli rahman, taufik rihatno, fatah nurdin of fitness and health, they will be able to learn and do activities well. of the various materials studied in physical education lessons, of course, the fulfillment of physical needs should be the main focus in the selection of materials, in line with government provisions in this case the ministry of education and culture which emphasizes the meaning of learning and provides essential material in physical education learning. one of the materials that can support students in realizing active living activities and help in maintaining fitness is rhythmic gymnastics learning materials. rhythmic gymnastics has many benefits for the body, including improving physical shape, improving heart health, mental health and maintaining physical fitness(abdullah et al., 2020) by studying rhythmic gymnastics, it is expected that students can understand and be able to carry out motion activities to meet their physical needs. with the distance learning system (pjj) the provision of material and the implementation of movement activities will more or less experience difficulties because it is not carried out face-to-face or directly, so it requires the role of learning media as an intermediary in delivering material from educators to students. media has the function of paving the way to the achievement of teaching goals. this is based on the belief that the teaching and learning process with the help of the media enhances the learning activities of students in a fairly long period of time(yusmawati et al., 2020). in this era of technological development, there are many media that can be used as learning aids. there are so many learning media technologies in the form of platforms that are used in every educational institution, at the school and university level to streamline the learning process carried out. such as google classroom, e-learning, youtube, whatsapp, edmodo, zoom, google meet and other platforms that can support learning facilities from home (habibah et al., 2020). with the use of distance learning systems, there are several learning methods that are considered suitable for achieving learning objectives, synchronous and asynchronous learning methods are the most widely used methods, to interact in the learning environment. (narayana, 2016)this is based on the advantages obtained from this method, namely that it lies in a learning system that does not always require educators and students to meet face-to-face at the same place and time. the difference between synchronous and asynchronous learning lies in the learning time and interactions carried out where students and instructors exchange information and interact simultaneously in an online learning community using a predetermined time using learning technologies including internet conference, satellite, video teleconferencing and chat. as gladi jurnal ilmu keolahragaan, 12 (04), september218 leli rahman, taufik rihatno, fatah nurdin well as media zoom, google meet and other media(narayana, 2016), while asynchronous is more flexible not bound by time which can be accessed at any time such as google class room media, edmodo, lms and other media. various studies have discussed learning during the pandemic with a distance learning system known as bdr (learning from home). as well as research that has been carried out (rochman et al., 2020) which states that educational learning has been going well, but has not been implemented optimally because there are still various obstacles such as lack of understanding of information technology during the implementation of learning, and lack of preparation. in addition to obstacles related to understanding information technology, there are still other obstacles such as the motivation of students in participating in pjok learning as expressed by(komarudin & subekti, 2021)that the level of satisfaction of junior high school students is low. from the two studies, it can be concluded that online learning in the distance learning period is still not optimal, so it needs to be studied further, especially in the learning process carried out whether the process carried out is optimal or not. when viewed in terms of the learning process carried out there are steps taken by the teacher in delivering the material and using various techniques and media that are considered capable of conveying material from the teacher as a facilitator to students. when viewed from the flexibility of learning time and task execution, the asynchronous method is very suitable for use in rhythmic gymnastics learning because it can provide flexibility for students to be able to develop their movement activities and students can choose the time anytime and anywhere, and must remain under the supervision of the teacher. as a facilitator. however, each method and learning media of course have advantages and disadvantages when viewed in terms of application in learning, from the explanation above, the researcher wants to know how the level of learning activity using asynchronous learning in distance learning is. method this research method uses descriptive analysis method, by describing the research results. this is intended to analyze the activity level of the physical education learning process on the rhythmic gymnastics material carried out at sman 1 cisarua. the approach used is descriptive qualitative research. the research population in writing is students of sman 1 cisarua which consists of 934 students, while to determine the number of samples using the formula proposed by slovin (riyanto & hatmawan, 2020) with a confidence level of 90% with a value of e = 10%, as for the calculation using the following formula: gladi jurnal ilmu keolahragaan, 12 (04), september219 leli rahman, taufik rihatno, fatah nurdin based on the calculation of the formula, the number of samples obtained is 90 samples. to take the sample using a systematic sampling technique in multiples of 10. the object studied by the author is the analysis of the learning process of rhythmic gymnastics material in the distance learning period, while the instrument used in this research is to use a learning activity questionnaire. the instrument grid is made based on the steps of the learning process and learning activities carried out by modifying the grid compiled by (ulfa soleha et al., 2021) table 1. learning activity instrument grid aspect indicator items amount learning activities apperception activities 1,2,3,4,5 5 submission of learning objectives 6.7 2 motivation to learn 8,9,10,11, 12 5 learning difficulty level 13,14,15,16 4 providing learning stimulus 17.18 2 submission of materials 19,20, 21,22,23 5 retention of material 24,25,26 3 active involvement of students in the learning process 27,28,29,30 4 virtual teacher and student communication 31.32 2 obstacles found during learning 33.34 2 reflection activities 35 1 product/ result understanding of the material obtained from learning activities 36 1 habituation of physical activity carried out 37 1 ability gained from learning 38,39,40,41 4 amount 41 the learning activity questionnaire was tested on 30 students and the results obtained from 55 questions contained 41 valid questions with a reliability coefficient of 0.743. data analysis technique using microsoft excel from calculation of relative frequency distribution and trend test (ginanjar, 2021). results and discussion the results of the analysis and processing obtained data that there were 7 samples with very good categories who scored > 111 with a total percentage of 8%. in the good category there are 20 samples who get a score between 101-111 with a total percentage of 22%. in the sufficient category there are 37 samples who get a score between 92-100 with a total percentage of 41%. in the less category there are 21 samples who get a score of 82-91 with a total percentage of 23%. while in the very poor category there are 5 samples who get a score of <82 with a total percentage of 6%. the results of the analysis can be seen in figure 1 and for the trend test of the research variable data, it can be seen in table 2 and figure 2. overall, the data obtained can be categorized as sufficient because the overall average score is 96.57 which is in the sufficient category. figure 1. graph of the acquisition of the frequency of learning activity levels gladi jurnal ilmu keolahragaan, 12 (04), september220 leli rahman, taufik rihatno, fatah nurdin table 2. test results tendency of learning activity level. interval category frequency percentag e > 111 very good 7 8% 110 – 101 well 20 22% 100 – 92 enough 37 41% 91 – 82 not enough 21 23% figure 2. graph of acquisition of the percentage level of learning activity. based on the processing results listed in table 2, it shows that learning activities using the asynchronous method are in the sufficient category because the highest percentage of the 90 samples received a frequency of 37 samples in the sufficient category. from the results described above, it is actually sufficient to describe how the physical education learning process using asynchronous application-based media is not in very good criteria due to several obstacles found during learning. the obstacles found during learning include: a) students lack commitment to learning, b) students are less motivated by the stimulus provided by the teacher, c) limited distance so that teachers are less able to supervise daily activities during learning d) lack of motivation and supervision provided by parents during learning. but in addition to the shortcomings and obstacles obtained, there are also advantages of learning activities using asynchronous application media including: a) students are creative through the collection of motion task videos given by the teacher, thus encouraging students to do physical activities and get used to using technology media, b) students have flexible time in doing assignments so that students are given the opportunity to be creative with the timeframe that has been given by the teacher. from the findings obtained, it can be said that the use of asynchronous media in physical education learning at the high school level, especially at sman 1 cisarua, is quite good although it is still not optimal in terms of implementation and the results obtained are due to limited space and time. according to (hudah et al., 2020) based on the results of his research stated that several applications can be used for online learning, such as the use of whatsapp media, facebook, telegram, google classroom, and google forms, although learning with these media is considered by many people to be less effective, what must be considered is the safety and safety of students being the focus the main thing is without having to leave his obligations as students in carrying out learning activities, so that the rights of students in obtaining education can be gladi jurnal ilmu keolahragaan, 12 (04), september221 leli rahman, taufik rihatno, fatah nurdin fulfilled even though students are in their respective homes. this research is superior to previous research (septian raibowo & yahya eko nopiyanto, 2020) that from the results of his research, the highest percentage was obtained in the low category with a percentage gain of 46% and the results stated that the pjok teaching and learning process during the covid-19 pandemic at the high school level in bengkulu city was in the "low" category. then when viewed in terms of categories in carrying out distance learning activities, it is in line with the results of the study(ulfa soleha et al., 2021) the similarities can be seen in the categories achieved which state that the results of online learning in the subject of media and physical education learning technology for semester 3 students of fkip sriwijaya university in the category are quite effective, although the research was carried out at different levels but in essence physical education learning activities in the learning system remotely implemented fairly well or quite effectively. conclusion this study concludes that the level of physical education learning activity through the use of asynchronous media is in the sufficient category. physical education learning at the high school 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(2020). meningkatkan hasil belajar gerak dasar melempar dengan media audio visual pada siswa klas iii sdn 03 jelambar baru jakarta barat. jurnal segar, 8, 80–89. http://journal.unj.ac.id/unj/index.php/se gar/article/view/15429 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 396-402 permalink/doi: https://doi.org/10.21009/gjik.125.06 this work is licensed under a creative commons attribution-sharealike 4.0 international license. vo2max analysis abc running drill with training mask method using android based dicky reva apriana sanga dwi1, budi 1 , boby agustan 1 1,², ³pendidikan jasmani kesehatan dan rekreasi, stkip muhammadiyah kuningan jl. raya murtasiah supomo no.28 b kuningan – jawa barat. coresponding author. email dickyreva@gmail.com abstract :the purpose of this study was to analyze the effect of abc running drill using training mask on increasing vo2max android-based. from the research objective, the researcher used the pretestposttest experiment design. the research method used is the research and development (rnd) model from borg and gall. population this research is beginner athletes, members of the unit kegiatan mahasiwa (ukm) track and field stkip muhammadiyah kuningan totaling 10 people, the sampling technique uses total sampling technique. the research test instrument used to collect data is the 2400 meter run test (cooper test). after getting the data and obtaining it then the data is input into the system to be used as a database on the application, the android application can be downloaded link bit.ly/pdpdickyreva. to analyze the research data using spss version 26, the results of the processing of the hypothesis test using the pearson formula obtained the following data: there is a significant effect after the abc running drill training process using the training mask (sig.) 0.00 < 0.05 so it can be concluded that the abc running exercise drill using a training mask has a significant effect on increasing vo2max in track and field ukm stkip muhammadiyah kuningan. keywords: abc running, training mask, vo2max, android. introduction in sports and science and technology cannot be separated from each other, this aims to achieve the highest achievement assisted by it to facilitate the analysis of athlete fitness. therefore, android-based applications to support this sport must be applied properly. the use of it aims to improve the quality of human resources, especially in strategic sectors, especially in the field of sports. the development of sports science and technology has been confirmed in law no. 3 of 2005 concerning the national sports system, in particular article 74 [1]. furthermore, it is further clarified in pp no. 16 of 2007 especially in chapter ix article 74 [2]. this study is urgently needed by athletes and coaches with the strategic issue raised, namely the limited human resources of sports practitioners in terms of reviewing the condition of athletes (vo2max) based on android applications to see the development of abilities and fitness of athletic athletes. implementation was carried out on adolescent athletic athletes in kuningan regency. problems found based on observations made by researchers found data mailto:dickyreva@gmail.com pdp/bit.ly/pdpdickyreva gladi jurnal ilmu keolahragaan, 12 (05), december397 dicky reva apriana sanga dwi, budi, boby agustan that 1) trainers have not used android-based applications. to control the athlete's vo2max status, 2) the coach has not fully implemented it in the athlete's training program process, 3) the need for vo2max analysis in athletes based on an android application that can be easily accessed via a smartphone, this research focuses on the abc running drill training method using mask training mask to find out whether there is an increase in vo2max resulting from the exercise program that is applied or inputted to data that can be accessed on the android application which can then be used as a reference for the coach to determine the athlete's vo2max development, through this research proposal by novice lecturers (pdp). specifically conducting in-depth research on vo2max analysis of athletic athletes based on big data on the android platform. this research is very much done to measure the readiness of athletes in the upcoming championships and to analyze the athlete's development so that the coach can easily control whether the athlete experiences an increase in his vo2max or decreases, besides that the role of the coach in implementing it in the training program is not fully used because the role in this android application is highly expected by the coach. the detailed specifications are as follows: figure 1. specification a. abc running drill athletic basic coordination running or commonly known as abc running is a movement coordination exercise hands and feet to increase speed, agility, and good coordination between hands and feet to maximize results in running. there are several abc running movements including high knee skips, butt kicker, ankle drill, skipping’s, high knee running, foreleg extension marching, straight leg running, high knee bounce skips, ankle bounce, and bounding. exercise rather than abc running is a coordination exercise between the legs and hands that varies with systematic movements with easy to hard movement stages. abc running training method is one of the training programs that are arranged systematically in which there are elements of running and jumping techniques and varied movements performed at low, medium, and high volumes and intensities, so this exercise is highly recommended by athletic trainers for included in the training program because the exercise movement is simple and can be done in a place that is not wide and can develop coordination of movements. gladi jurnal ilmu keolahragaan, 12 (05), december398 dicky reva apriana sanga dwi, budi, boby agustan (setyantoko, 2019). in athletics, speed and acceleration are inseparable units in running and are factors supporting the ability to run, both of these factors have an important role and both can be trained with basic movements using the abc running technique. for athletes running short distances, speed and acceleration are needed to record a good time by moving the body position quickly from the ground start line to finish line. sprinting is an ability that is characterized by a process garis finish. move body position from one place to another quickly (dwi, 2018). b.training mask special sports masks or commonly called training masks are masks that are specifically designed to support sports activities that can increase vo2max capacity. the elevation training mask 2.0 (etm) purportedly simulates altitude training and has been suggested to increase aerobic capacity (vo2max), endurance performance, and lung function (porcari, 2016). according to porcari elevation training mask can provide the effect of high-intensity exercise to increase aerobic capacity (vo2max), endurance performance, and lung function. figure 2. training mask using this tool if can increase a person's vo2max capacity because it has been trained using a training mask so that with this training the respiratory system or aerobic capacity (vo2max) can be increased, the increase in vo2max can improve athletes' running performance so that they can continue to excel with training methods plus the use of masks. elevation training masks© (etm) claims to stimulate cardiorespiratory fitness improvements like training at altitude (biggs, 2017). c.vo2max the aerobic capacity of athletes is an important element of success in sports achievements. it is generally considered the best indicator of cardiorespiratory endurance and athletic fitness. body fat percentage affects vo2 max and thus the cardiovascular status of the athletes (shete, 2014). according to shete, the aerobic capacity of an athlete is an important element in the success of sports achievement. basically considered the best indicator of cardiorespiratory endurance and athletic fitness. body fat percentage affects the vo2 max as well as the cardiovascular status of gladi jurnal ilmu keolahragaan, 12 (05), december399 dicky reva apriana sanga dwi, budi, boby agustan the athletes. vo2max is an important determinant of the athlete's achievement, because with the capacity high vo2max and supported by programmed physical exercise can improve athlete performance. running performance in athletics is influenced by physiological factors, therefore, athletic runners are very dependent on high aerobic capacity or in maximal oxygen uptake (vo2 max) when running, in the first time starting to run up to 10 minutes vo2max plays an important role in running, vo2max is shown to be the physiological variable that correlates best with performance in competitions lasting between 4 and 10 minutes (støa, 2010). according to støa vo2max proved to be the most important physiological variable related to oxygen capacity performance in competitions lasting between 4 and 10 minutes. aerobic capacity (vo2max) is a strong predictor of health and fitness and is considered a key physiological measure in the healthy adult population (bennett, 2016), according to bennet aerobic capacity (vo2max) is a strong factor for health and fitness and is considered a physiological measure this statement is in line with research on athletes if health and fitness factors are improved, of course, the vo2max capacity will increase so that athletes will not feel significant fatigue, if cardio is trained properly athletes can also reduce lactic acid. which is not good for the athlete's condition, so that the body condition can be fit with the intensity of a short time because of the effects given when training vo2max.d. aplikasi android vo2max atlet exercise data can be both quantitative and qualitative and can be collected on a large scale from various sources such as biometric data, films or videos, historical medical reports, vo2max condition data. the system of big data android vo2max athletes can be used to collect various biometrics (physiological, kinematic, and kinetic data) and track data as athletes. this application, it focuses more on the athlete's vo2max data which outlines the athlete's physical condition. according to wilkerson sports, data can be both quantitative and qualitative and can be collected on a large scale from a variety of sources such as biometric data, films or videos, historical medical reports, on-field or on-route positional tracking data, weathe,r and crowd behavioral. wearable microelectronic mechanical (mem) systems can collect a range of biometric (physiological, kinematic,c and kinetic data) and geospatial tracking data as athletes physically move through space during sporting activities (wilkerson, 2016). methods this research is a beginner lecturer research (pdp) which adapts from borg and gladi jurnal ilmu keolahragaan, 12 (05), december400 dicky reva apriana sanga dwi, budi, boby agustan gall development research which is modified into six stages consisting of 1) research, 2) design development, 3) early test, 4) focus group discussion (fgd), 5) product revision, 6) dissemination. in detail can be seen in the following figure: figure 3. model design based on the picture, the 3 stages of the research flow are as follows: 1. analysis of the needs is a preliminary study step, 2. design development this stage develops the design of the big data android application that contains the athlete's vo2max, 3. smallscale trial small-scale trial using 3 physical trainers and 10 students, 4. focus group discussion ( fgd) the fgd stage was attended by 3 sports and it experts, 3 trainers and researchers. 5. revision, the next stage is the revision of the results of the focus group discussion (fgd). result and discussion from the analysis of the data obtained by the researcher, the following data were obtained: 1. research data statistics table 1. statistic statistics pretes postes n valid 10 10 missing 0 0 mean 12.8960 11.9840 median 13.1450 12.2500 mode 12.33 10.48a std. deviation .83751 .76301 variance .701 .582 range 2.89 2.81 minimum 11.46 10.48 maximum 14.35 13.29 sum 128.96 119.84 from the data table above, it is obtained that the mean value of the pretest is 12.8960 while for the post-test average the value is 11.9840, for the median value of the pretest is 13.1450 while the post-test is 12.2500, the value that often appears in the pretest. ie 12.33 while the posttest is 10.48, the standard deviation of the pretest is 0.83751 while the posttest is 0.76301, the highest score is 11.46 posttest and 10.48 posttest, the lowest score is 14.35 and posttest is 13.29, the total score from the pretest which is 128.96 while the posttest is 119.84. the conclusion from the data results means that there is a difference between pretest and posttest so it can be concluded that there is an increase after being given treatment 2. normality test this test aims to see the distribution of the group given treatment to draw conclusions whether the data is normally distributed or not. the results of normality testing can be seen in the following table: table 2.normality test one-sample kolmogorov-smirnov test gladi jurnal ilmu keolahragaan, 12 (05), december401 dicky reva apriana sanga dwi, budi, boby agustan pretes postes n 10 10 normal parametersa,b mean 12.8960 11.9840 std. deviation .83751 .76301 most extreme differences absolute .187 .226 positive .150 .171 negative -.187 -.226 test statistic .187 .226 asymp. sig. (2-tailed) .200c,d .157c from these tests, the significance value of asymp was obtained. sig. (2-tailed) pretest 0.200 and post-test 0.157, the value is greater than 0.05 or 0.200 > 0.05 and 0.157 > 0.05, meaning that the data can be drawn conclusion that all data are normally distributed. 3. homogeneity test table 3. homogeneity test one-sample test test value = 0 t df sig. (2tailed) mean difference 95% confidence interval of the difference lower upper vo2max 49.668 9 .000 11.98400 11.4382 12.5298 from the data above, the sig value of 0.000 <0.05 means that it can be concluded that the population is homogeneous. 4. hypothesis test hypothesis testing is an inferential statistical calculation that has the intention of drawing conclusions about a population based on data obtained from the population sample. table 4. hypothesis test symmetric measures value asymptotic standard errora approximate tb approximate significance interval by interval pearson's r .980 .010 14.083 .000c ordinal by ordinal spearman correlation .888 .126 5.449 .001c n of valid cases 10 from the data in table 4. with the pearson formula, a significance value of 0.000 is obtained, meaning 0.000 <0.05, it can be concluded that the abc running drill exercise using a training mask has a significant effect on increasing vo2max in the athletic student activity unit stkip muhammadiyah kuningan. conclusion based on the research data obtained, it can be concluded that the abc running drill exercise using a training mask can increase vo2max in beginner athletic athletes who are members of the athletic student activity unit stkip muhammadiyah kuningan acknlowledgement the author thanks for kementerian pendidikan kebudayaan riset dan teknologi who have supported the funding of research activities carried out by researchers by providing research grants to the scheme gladi jurnal ilmu keolahragaan, 12 (05), december402 dicky reva apriana sanga dwi, budi, boby agustan penelitian dosen pemula (pdp). and stkip muhammadiyah kuningan who have fully supported this activity. references bennett, h., parfitt, g., davison, k., & eston, r. (2016). validity of submaximal step tests to estimate maximal oxygen uptake in healthy adults. sports medicine (auckland, n.z.), 46(5), 737–750. https://doi.org/10.1007/s40279-0150445-1 biggs, n. c., england, b. s., turcotte, n. j., cook, m. r., & williams, a. l. (2017). effects of simulated altitude on maximal oxygen uptake and inspiratory fitness. international journal of exercise science, 10(1), 127–136. dwi, d. r. a. s., asmawi, m., wasan, a., & widiastuti, w. (2018). pengaruh metode latihan dan power tungkai terhadap peningkatan kecepatan akselerasi sprint. juara : jurnal olahraga, 3(2), 62-69. https://doi.org/10.33222/juara.v3i2.23 6 gall, m. d., borg, w. r., & gall, j. p. (1996). educational research introduction (6th ed.). white plains, ny: longman publishers usa. george, d., & mallery, p. (2019). ibm spss statistics 26 step by step: a simple guide and reference. routledge. porcari, j. p., probst, l., forrester, k., doberstein, s., foster, c., cress, m. l., & schmidt, k. 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https://doi.org/10.21009/gjik.112.02 pengaruh latihan olahraga rekreasi dan kesehatan terhadap karakteristik antropometri dan respon stres pada korban bencana tsunami di kabupaten pandegglang, banten nia sri ramania 1* , rini syafriani 1 , tommy apriantono 1 , bagus winata 1 , ramdan pelana 2 1 kelompok keilmuan magister ilmu keolahragaan, institut teknologi bandung, ganesha no.10, lb. siliwangi, kecamatan coblong, kota bandung, jawa barat 40132 2 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: nia@fa.itb.ac.id abstrak. menurut badan nasional penaggulangan bencana (bnpb), sepanjang tahun 2005 sampai dengan tahun 2015, indonesia mencatatkan kejadian sebanyak 78% (11.648) bencana hidrometeorologi dan sekitar 22% (3.810) merupakan bencana geologi. maka dari itu, tujuan penelitian ini untuk mengetahui pengaruh latihan olahraga rekreasi dan kesehatan terhadap karakteristik antropometri dan respon stres pada masyarakat di kecamatan sumur, kabupaten pandegglang, provinsi banten. uji t-test menunjukkan bahwa tidak ada perubahan yang signifikan antara pre dan posttreatment, untuk tinggi badan (p = 0,843), berat badan (p = 0,955), bmi (p = 0,822), tekanan sitolik (p = 0,941), dan tekan diastolik (p = 0,834). serta terdapat penurunan secara signifikan terhadap skala kebosanan dari rata-rata 4,8 ± 0,35 menjadi 3,3 ± 0,49, dengan taraf perbedaan (p = 0,001). dalam parameter lainnya, meskipun terdapat penurunan pada kecemasan (p = 0,533), kesedihan (p = 0,075), kekhawatiran (p = 0,285), dan overthinking (p = 0,571) namun statistik analisis tidak menujukkan perbedaan pada ke-empat variable tersebut. observasi yang kami lakukan menyimpulkan bahwa, melakukan olahraga rekreasi dan kesehatan selama 15 hari dapat menurunkan secara signifikan terhadap tingkat kebosanan, serta terdapat penurunan terhadap tingkat kecemasan, kesedihan, kekhawatiran, dan overthinking namun tidak signifikan. dalam pengukuran anthropometry dan tekanan darah, peneltian ini menunjukkan tidak terjadi perubahan yang signifikan pada dua variable pengukuran tersebut. kata kunci: bencana alam, kebugaran, wabah penyakit, preventif. abstract. according to the national disaster management agency (bnpb), from 2005 to 2015, indonesia recorded 78% (11,648) hydrometeorological disasters and around 22% (3,810) were geological disasters. therefore, the purpose of this study was to determine the effect of recreational sports training and health on anthropometric characteristics and stress responses in the community in sumur district, pandegglang, banten province. the t-test showed that there was no significant change between pre and post-treatment, for height (p = 0.843), body weight (p = 0.955), bmi (p = 0.822), cytolic pressure (p = 0.941), and press the diastolic (p = 0.834). furthermore, there was a significant decreased in the boredom scale from an average of 4.8 ± 0.35 to 3.3 ± 0.49, with a degree of difference (p = 0.001). in other parameters, although there was a decrease in anxiety (p = 0.533), sadness (p = 0.075), worries (p = 0.285), and overthinking (p = 0.571), the statistical analysis did not show any differences in the four variables. our observations concluded that, doing recreational sports and health for 15 days can significantly reduce the level of boredom, and there is a decrease in the level of anxiety, sadness, worry, and overthinking but not significantly. in the measurement of anthropometry and blood pressure, this study shows that there is no significant change in the two measurement variables. keywords: natural disaster, fitness, epidemic of disease, preventive. gladi jurnal ilmu keolahragaan, 11 (02), oktober92 nia sri ramania, rini syafriani, tommy apriantono, bagus winata, ramdan pelana pendahuluan indonesia, sebagai negara kepulauan menjadi salah satu negara yang memiliki resiko terkena bencana alam yang cukup tinggi (bnpb, 2014). secara lebih spesifik, menurut badan nasional penaggulangan bencana (bnpb), sepanjang tahun 2005 sampai dengan tahun 2015, indonesia mencatatkan kejadian sebanyak 78% (11.648) bencana hidrometeorologi, yaitu bencana seperti: banjir, gelombang ekstrim, kebakaran lahan dan hutan, kekeringan, dan cuaca esktrim, dan sekitar 22% (3.810) merupakan bencana geologi, yaitu bencana seperti: gempa bumi, tsunami, letusan gunung api, dan tanah longsor (bnpb, 2016). bencana tersebut tentunya telah menimbulkan banyak kerugian, baik dari sektor ekonomi, kesehatan, sosial, ataupun sektor lainnya yang terdampak akibat bencana alam yang telah di alami (izumikawa, 2019). post-traumatic stress disorder (ptsd) merupakan suatu penyakit yang dapat di derita oleh anak-anak, orang dewasa, bahkan pada orang dengan lanjut usia (lansia) (church, feinstein, palmer-hoffman, stein, & tranguch, 2014; clond, 2016; kessler et al., 2017). beberapa penelitian sebelumnya mengungkapkan bahwa ptsd dapat disebabkan oleh bencana alam, pelecehan fisik atau seksual, kejahatan dengan kekerasan, atau peperangan (church et al., 2018; santiago et al., 2013; shalev, liberzon, & marmar, 2017). ptsd sendiri memiliki beberapa gejala seperti: trauma akan masa lalu, mimpi buruk, pikiran yang mengganggu, kecemasan yang parah, kewaspadaan berlebihan, gangguan tidur, agresi fisik, dan konsentrasi yang buruk (dunlop, kaye, youngner, & rothbaum, 2014; kessler et al., 2017). secara lebih lanjut, literasi sebelumnya telah mengungkapkan bahwa prevalensi ptsd sangat bervariasi (mengacu kepada latar belakang sosial dan negara tempat tinggal), mulai dari 1,3% menjadi 12,2%, dan memiliki masa penyembuhan 5 tahun lamanya, atau 3 tahun namun melalui proses treatment therapy yang diberikan oleh professional (eftekhari et al., 2013; morina, wicherts, lobbrecht, & priebe, 2014). mengacu kepada penangan psikologis terhadap penangan stress seseorang, penelitian sebelumnya yang dilakukan oleh nia, dkk (ramania, iwo, apriantono, & winata, 2020). mengungkapkan bahwa melakukan olahraga kesehatan dan rekreasi (senam aerobic) dapat menurunkan tingkat kortisol seseorang yang mengalami stress. secara lebih detail, nia, dkk menjelaskan bahwa dengan adanya interaksi sosial yang lebih komunikatif dan pengaruh faktor lingkungan luar yang kondusif dalam melakukan olahraga dapat berpengaruh signifikan dalam menurunkan respon gladi jurnal ilmu keolahragaan, 11 (02), oktober93 nia sri ramania, rini syafriani, tommy apriantono, bagus winata, ramdan pelana kebangkitan kortisol dalam pengukuran kortisol saliva. dengan beberapa fakta terkait olahraga dapat menurunkan tingkat stress seseorang, maka dapat dimunculkan suatu pertanyaan, apakah dengan olahraga kesehatan dan rekresi, dapat mengurangi gejala ptsd yang dirasakan oleh korban bencana alam? kecamatan banten, kabupaten pandegglang di banten merupakan salah satu wilayah yang terkena bencana tsunami tahun 2018 akhir (desember), yang melanda pesisir banten dan lampung. tercatat sebanyak 426 orang tewas dan 7.202 terluka dan 23 orang hilang akibat peristiwa ini. dengan permasalahan, beberapa fakta, dan minat penelitian ini, maka penelitian ini bertujuan untuk mengetahui pengaruh latihan olahraga rekreasi dan kesehatan terhadap karakteristik antripometri dan respon stres pada masyarakat di kecamatan sumur, kabupaten pandegglang, provinsi banten. metode participants penelitian deskriptif kuantitaif yang dilakukan secara wawancara ini, dilakukan pada rentang tanggal 15 agustus 2019 sampai dengan 31 agustus 2019. peneliti melakukan pengamatan pada waktu tersebut, mengacu pada penelitian sebelumnya yang dilakukan oleh church, dkk (church et al., 2018) yang mengatakan bahwa dalam jangan waktu 5 tahun daripada pasca peristiwa/tragedy bencana alam, maka seseorang masih dapat memungkinkan mengalami ptsd. penelitian ini dilakukan dengan memilih sebanyak 15 sample, yang terdiri dari wanita dewasa 40,07 ± 6,08 tahun, dilakukan proses purposive sampling dari total populasi kurang lebih sebanyak 70 individu di kecamatan sumur, kabupaten pandegglang, provinsi banten. adapun tekhnik purposive sampling yang dilakukan adalah: (1) wanita sudah atau belum menikah di rentang usia 30-50 tahun, 2. terkenan dan mengalami dampak bencana alam, (3) masih berada dalam kondisi penanganan bencana (mendapatkan bantuan pengungsian, ataupun bantuan sandang, dan pangan). wanita yang dibawah 30 tahun, dan tidak bersedia mengikuti sesi wawancara ini, dianggap sebagai kriteria eksklusi. prosedur penelitian ini dilakukan dalam sesi pre-dan post treatment, dengan masa observasi selama 15 hari. seluruh peserta dilakukan proses pengukuran data anthropometry, saat sesi pre-treatment dijalankan. pengukuran anthropometry meliputi berat badan, tinggi badan, dan bmi. selain pengukuran anthropometry, pengukuran tekanan darah juga dilakukan. sesi wawancara sebelum treatment, dilakukan setelah sesi pengukuran anthropometry dilakukan. sesi wawancara gladi jurnal ilmu keolahragaan, 11 (02), oktober94 nia sri ramania, rini syafriani, tommy apriantono, bagus winata, ramdan pelana meliputi beberapa pertanyaan yang di sampaikan secara lisan. adapun pertanyaanpertanyaan yang di sampaikan secara lisan, mengadopsi dan mengikuti panduan yang diberikan oleh skala ptsd untuk dsm-5 (caps-5) (reisman, 2016), yang dianggap sebagai standar emas untuk penilaian ptsd (tabel pertanyaan dapat dilihat pada tabel. 1). setelah sesi pengukuran pre-treatment selesai dijalankan, maka peneliti memberikan saran kepada kepala regu penanganan untuk memberikan jadwal olahraga rekreasi dan kesehatan (bermain sepak bola, voli, ataupun olahraga kesehatan rekreasi lainnya, yang dimainkan dengan tujuan bersenang-senang) selama minimal 1 jam dalam satu hari (di sore hari), yang dilakukan selama 3 atau 4 kali perminggu. setelah proses treatment (olahraga kesehatan rekreasi) dijalankan, maka pengukuran post-treatment dilakukan. pengukuran post-treament identik dan mengikuti alur pengukuran pre-treament, dimana terdapat pengukuran anthropometry, tekanan darah, dan keusioner skala ptsd untuk dsm-5 (caps-5). statistik analisis dalam penelitian ini, menggunakan uji-t untuk membandingkan antara pre-dan post treatment pada setiap parameter, yaitu tinggi badan, berat badan, bmi, tekanan sitolik, tekan diastolic, dan point kuesioner. traf signifikan diterima pada p < 0,005. perhitungan menggunakan spss software, v.21.0. hasil dan pembahasan hasil anthropometry dan tekanan darah peserta dapat dilihat pada table. 1. sedangkan untuk perubahan point setiap pertanyaan (total ada 5 pertanyaan) dapat dilihat pada grafik. 1. anthropometry dan tekanan darah uji t-test menunjukkan bahwa tidak ada perubahan yang signifikan antara pre dan post-treatment, untuk tinggi badan (p = 0,843), berat badan (p = 0,955), bmi (p = 0,822), tekanan sitolik (p = 0,941), dan tekan diastolik (p = 0,834). hal ini menunjukkan bahwa tidak ada pengaruh yang hasilkan dalam melakukan olahraga rekreasi selama 3 kali seminggu dalam rentang waktu 16 hari. kuesioner uji t-test menunjukkan bahwa olahraga rekreasi dan kesehatan dapat menurunkan tingkat bosan yang dialami oleh participants. hal ini terbukti dengan menurunnya skala kebosanan dari rata-rata 4,8 ± 0,35 menjadi 3,3 ± 0,49, dengan taraf perbedaan (p = 0,001). sementara, meskipun terlihat terdapat penurunan prosentase, namun tidak terdapat perbedaan yang signifikan antara pre dan post pada skala pertanyaan kecemasan (p = 0,533), kesedihan (p = 0,075), kekhawatiran (p = 0,285), dan overthinking (p = 0,571). gladi jurnal ilmu keolahragaan, 11 (02), oktober95 nia sri ramania, rini syafriani, tommy apriantono, bagus winata, ramdan pelana tabel 1. karakteristik anthropometry, dan tekanan darah sebelum dan sesudah treatment. keterangan: taraf signifikan diterima pada p<0,005 keterangan: taraf signifikan diterima pada p<0,005 gambar 1. prosedur penelitian diskusi penelitian ini bertujuan untuk mengetahui pengaruh latihan olahraga rekreasi dan kesehatan terhadap karakteristik antripometri dan respon stres pada masyarakat di kecamatan sumur, kabupaten pandegglang, provinsi banten. berdasarkan tujuan tersebut, terdapat beberapa temuan yang dihasilkan dalam penelitian observasi kuantitif ini, diantaranya: (1) olahraga kesehatan dan rekreasi yang dilakukan selama 3 kali seminggu dalam rentang waktu 16 hari, dengan durasi 1 jam tidak memilik efek signifikan pada anthropomethry, dan juga tekanan darah participants, (2) olahraga kesehatan dan rekreasi dapat membantu menurunkan secara signifikan terhadap tingkat kebosanan, namun tidak memiliki pengaruh signifikan terhadap kecemasan, kesedihan, kekhawatiran, dan overthinking. menganalisis tentang hasil yang didapatkan ini, terkait tidak ada perubahan yang signifikan terhadap anthropomethry, dan juga tekanan darah participants, mungkin kami dapat memberikan penjelasan melalui review yang dikeluarkan oleh zouhal, dkk (zouhal et al., 2020) yang mengatakan bahwa rata-rata perubahan karakteristik anthropometry pada suatu individu ketika melakukan exercises, dapat terlihat pada durasi pekan minimal 6 minggu sampai dengan 12 minggu. karena literasi tersebut, kami dapat menyimpulkan bahwa, dikarenakan olahraga yang dilakukan oleh participants tidak terprogram, dan hanya untuk kesenangan dan kesehatan saja, serta di sisi lain proses treatment dan pengamatan hanya dilakukan sekitar 15 hari, maka kami dapat berasumsi belum terjadi perubahan karakteristik anthropometry ataupun tekanan gladi jurnal ilmu keolahragaan, 11 (02), oktober96 nia sri ramania, rini syafriani, tommy apriantono, bagus winata, ramdan pelana darah, dikarenakan pendeknya waktu treatment, dan konsep olahraga yang tidak dilakukan secara sistematik atau terprogram. di sisi lain, penelitian yang kami lakukan memberikan suatu temuan yang sangat menarik, yaitu terjadinya penurunan yang signifikan terhadap tingkat kebosanan participants setelah melakukan kegiatan olahraga kesehatan, dan rekreasi. temuan kami ini, mendukung penelitian sebelumnya yang dilakukan oleh nia, dkk. (ramania et al., 2020) dalam penelitian tersebut, nia, dkk menjelaskan bahwa dengan olahraga kesehatan yang dirancang dengan konsep lingkungan yang baik, serta dibebaskan untuk berkomunikasi, serta mengekspresikan diri dalam berolahraga secara total, dapat menurunkan tingkat kortisol seseorang. tingkat kortisol menurun menandakan frekuensi atau tingkat stress seseorang menjadi lebih baik. meskipun dalam penelitian ini, kami tidak melakukan pengukuran terhadap tingkat stress yang diambil dari kortisol saliva, namun kami dapat berasumsi bahwa menurunya tingkat kebosanan participants akibat melakukan gerakan olahraga, berhubungan dengan fungsi cortisol awakening response (car), yang dapat menurun ketika melakukan olahraga kesehatan dan rekreasi. dalam penelitian ini, kami menyadari bahwa terdapat beberapa kekurangan, seperti: (1) kami tidak melakukan wawancara dengan sangat spesifik, dalam penelitian ini, kami hanya melakukan wawancara secara blind namun berdasarkan konsep yang diberikan skala ptsd untuk dsm-5 (caps-5), dan (2) kami tidak mengukur karakteristik fisiologi berdasarkan parameter pengukuran seperti pengukuran level kortisol, endorphin, dll pada participants. karena beberapa kekurangan tersebut, kami menyadari pentingnya penelitian selanjutnya yang dapat melengkapi kekurangan dalam penelitian ini, sehingga dapat menjawab pertanyaanpertanyaan yang belum dapat di temukan dalam penelitian ini. kesimpulan observasi yang kami lakukan menemukan bahwa, melakukan olahraga rekreasi dan kesehatan selama 15 hari dapat menurunkan secara signifikan terhadap tingkat kebosanan, serta terdapat penurunan terhadap tingkat kecemasan, kesedihan, kekhawatiran, dan overthinking namun tidak signifikan. dalam pengukuran anthropometry dan tekanan darah, peneltian ini menunjukkan tidak terjadi perubahan yang signifikan pada dua variable pengukuran tersebut. ucapan terima kasih peneliti mengucapkan terimakasih kepada program pengabdian masyarakat lppm itb tahun 2019, yang telah membiayai penelitian ini. gladi jurnal ilmu keolahragaan, 11 (02), oktober97 nia sri ramania, rini syafriani, tommy apriantono, bagus winata, ramdan pelana daftar pustaka bnpb. 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(2020). <p>exercise training and fasting: current insights</p>. open access journal of sports medicine, volume 11, 1–28. https://doi.org/10.2147/oajsm.s224919 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 9-16 permalink/doi: https://doi.org/10.21009/gjik.121.02 professionalism physical education teacher based on pedagogic performance hengki kumbara1, bayu iswana1, husni fahritsani1 1pendidikan jasmani, universitas pgri palembang jl. lorong gotong, 11 ulu, kec. seberang ulu ii, palembang, south sumatera 30116 corresponding aouthor. email: hengkikumbara@univpgri-palembang.ac.id abstract. the purpose of this study was to determine students' perceptions of the professionalism of pjok teachers in terms of pedagogical performance aspects in the sma negeri in suak tapeh banyuasin district. this type of research is a quantitative research with survey techniques. the population and sample amounted to 40 people divided into two schools, namely 20 students of sma negeri 1 suak tapeh, 20 students of smk negeri 1 suak tapeh. data collection using a research questionnaire. the results showed that the students' perceptions on the aspects of mastery of the characteristics of students were 67% with the fairly professional category, the theoretical mastery aspect was 72% with the professional category, 64% mastery of curriculum development with the sufficiently professional category, the ability to educate 81% with the professional category, development. the potential of students is 78% with the professional category, the communication pattern is 68% with the fairly professional category, assessment and evaluation is 79% with the professional category. meanwhile, the professionalism of teacher pedagogic performance based on students' perceptions was 73% in the professional category. keywords: professionalism and pedagogical performance of pjok teachers mailto:hengkikumbara@univpgri-palembang.ac.id gladi jurnal ilmu keolahragaan, 12 (01), march10 hengki kumbara, bayu iswana, husni fahritsani introduction teacher is the realization of an independent national personality and character through his students. good students are a reflection of good teacher behavior. so in terms of the proverb it says "ingarso sang tulodo, ing madya mangun karso, turwuri handayani". this illustrates that for teacher students if in front of being an example, in the middle being a guide and behind being a driving force. student careers are very dependent on how teachers behave and perform. the performance of teachers in educating students through learning and education in schools greatly influences student growth and development. it is difficult for students to be able to develop if it is not accompanied by the performance of teachers who are able to encourage students to learn. encouraging the affective aspects of students, encouraging the cognitive aspects of students and psychomotor aspects of students. in essence, teachers have four competences that a teacher must attach to, for example pedagogical competence, personality competence, professional competence, and social competence, this is in line with the statement (alawi, 2018, p. 188) that in carrying out their duties teachers must have pedagogical competence relating to the ability to manage learning, personality competence related to morals, professional competence related to mastery of mature material and social competence related to interactions among peers, students, and parents. one of the performances that teachers must have in implementing learning is pedagogical performance. according to hamalik in (supriyono, 2017) states that pedagogical competence is a very important competence in determining the success of the learning process. pedagogic competence directly touches learning abilities because it includes aspects of student management, planning, designing the learning process, evaluating learning outcomes and developing students. the types of abilities above are very important for teachers in their substance on the quality of learning that students want. students hope to have an ideal teacher, teachers who have pedagogic values, have a superior personality who can be well modeled, have a high social spirit in the hearts of students, and behave professionally without differentiating between students, groups, groups, ethnicities, religions and not prioritizing interests personal teacher. analysis of teacher professionalism in terms of pedagogic performance is needed in order to evaluate teacher performance, especially physical education, sports and health teachers in sma negeri in suak tapeh district, banyuasin regency, considering that today there are still many physical education gladi jurnal ilmu keolahragaan, 12 (01), march11 hengki kumbara, bayu iswana, husni fahritsani teachers in carrying out their duties as teachers and educators still base their performance only because of demands for responsibility as teachers, but they do not carry out the main duties and functions of the teacher as a good servant for students, this is in accordance with the statement (dzulkifli & sari, 2015, p. 90) that the teacher's job is a human servant. (gogos humanities), has a professionalism and carries out a professional role. departing from the above problems, through this research study it is hoped that physical education teachers really understand and carry out the pedagogical aspects of educating in the sma negeri in suak tapeh district, banyuasin regency. methods the purpose of this research was to determine students' perceptions of the professionalism of physical education teachers in terms of pedagogical performance aspects in the sma negeri in suak tapeh banyuasin district. this research was conducted in december 2020. the typo of this research is a quantitative descriptive study using survey techniques. the population was 760 students consisting of 390 students of sma negeri 1 suak tapeh and 370 students of smk negeri 1 suak tapeh. the research sample used was 20 students of sma negeri 1 suak tapeh and 20 students of smk negeri 1 suak tapeh who were taken by purposive sampling technique. collecting data using a questionnaire with a likert scale. questionnaire validation is feasible to be used as a research instrument, given that the correlation coefficient is 82.03%. measurements are made based on aspects of mastery of student characteristics, aspects of theoretical mastery, mastery of curriculum development, educational abilities, development of potential students, communication patterns, assessment and evaluation. data analysis used data descriptions, data reduction and percentage analysis and value scales in drawing conclusions. result and discussion research with the aim of knowing students’ perceptions of the professionalism of physical education teachers in terms of pedagogical performance aspects was carried out by involving two schools in the suak tapeh district, banyuasin regency, namely at sma negeri 1 suak tapeh and smk negeri 1 suak tapeh. aspects of analysis are based on aspects of mastery student characteristics, aspects of mastery of theory, mastery of curriculum development, ability to educate, development of potential students, communication patterns, assessment and evaluation. the detailed research results obtained based on a summary of the answers from the distributed questionnaires can be seen in the table below: gladi jurnal ilmu keolahragaan, 12 (01), march12 hengki kumbara, bayu iswana, husni fahritsani table 1. teacher profesionalism based on indicator indicator % category mastery of character 67 quite professional mastery of theory 72 professional mastery of curriculum 64 quite professional ability to educate 81 professional development of potential 78 professional communication patterns 68 quite professional assessment and evaluation 79 professional (source: researcher document 2020) pedagogic performance of the physical education teachers above is presented in the diagram below: figure 1. profesionalism physical education teacher (source: researcher document 2020) based on the table and diagram above, information is obtained that students' perceptions of teacher professionalism in terms of pedagogical aspects are based on indicators of mastery of student characteristics by 67% with a fairly professional category, aspects of theoretical mastery are 72% with a professional category, mastery of curriculum development is 64% with sufficiently professional category, the ability to educate 81% with the professional category, development of the potential of students by 78% with the professional category, communication patterns by 68% with the fairly professional category, assessment and evaluation by 79% with the professional category. meanwhile, for the level of professionalism of physical education teachers in the sub-district based on the perceptions of students in the sma / smk negeri in suak tapeh district, it can be seen in the table below: table 2. percentage of teacher professionalism score sum % category final score 1487 70,71 professional maximum score 2103 (source: researcher document 2020) based on the research results obtained through a questionnaire analysis of teacher professionalism in terms of pedagogical aspects, it is stated that physical education teachers in sma / smk negeri in suak tapeh district, banyuasin regency are professional in carrying out their performance as physical education teachers according to the students. this is in accordance with the percentage of 0 20 40 60 80 100 p e r c e n t a g e indicator pedagogic indicator chr th cur abl dvlp com ass gladi jurnal ilmu keolahragaan, 12 (01), march13 hengki kumbara, bayu iswana, husni fahritsani answers reaching 70.71 in the professional category. the results of the research above indicate that in the work of physical education, sports and health teachers in the sma / smk negeri in suak tapeh district, banyuasin regency, they are on the right track. prioritizing professional elements in work, carrying out the pedagogical mandate properly as a teacher. teachers have worked as good servants for students, so that students provide good performance assessments for their teachers. today's teacher professionalism is highly demanded in order to foster students' enthusiasm for learning. the teacher is a reflection for students in learning. this is reflected in students in sma / smk negeri in suak tapeh district, banyuasin regency, so that students' assessments of their teachers are in line with the performance given by the teacher. based on the indicators of mastery of the characteristics of students, the number of students' confidence in teacher performance on this indicator reaches a percentage of 67% where the category on the indicator is quite good, this indicates that the teacher has carried out his duties as a teacher who masters the problems inherent in students. the teacher is able to solve the problems of each student during character-based learning quite professionally. based on the indicator of theoretical mastery, the student confidence figure reaches a percentage of 72% where this indicator is in a good category, this indicates that the teacher has mastered every material taught properly when giving lessons. teachers are professionally in the field of science based on correct theories. based on the curriculum development indicators, the student confidence figure reaches 64% where this indicator is in a fairly good category, this indicates that the teacher is quite professional in planning learning, preparing learning tools, setting up learning, preparing learning tools, etc. the indicator of the ability to educate has a confidence score by students of 81%, this number is in a good category, this indicates that the teacher is professional in educating students. educate in order to mentor, encourage and provide role models for students when on duty. in line with the results above, it is known that the duties of sports teachers usually have tasks in order not only to convey material but also to educate students to achieve superior character. indicators of developing the potential of students, the student confidence figure reaches a percentage of 78 with a good category, this indicates that physical education, sports and health teachers not only carry out their duties as teaching staff, but also carry out their duties as a carrier in developing the gladi jurnal ilmu keolahragaan, 12 (01), march14 hengki kumbara, bayu iswana, husni fahritsani potential or talents of students. sports teachers usually develop student potential through various extracurricular activities, this is also done by physical education teachers in the sma / smk negeri suak tapeh, banyuasin regency. based on the indicators of communication patterns, the student confidence figure reaches 68%, this figure is in a fairly good category, this indicates that the communication that is owned by teachers of physical education, sports and health in the sma / smk negeri in suak tapeh district is quite professional. in communicating, the teacher puts forward a persuasive approach to students and student guardians. there are no limits on communication run by the teacher to students if the substance of communication is for student progress. based on the assessment and evaluation indicators, the student confidence figure reaches 79%, this figure is in a good category, this indicates that the teacher is professional in providing assessments and evaluating in learning. not knowing the elements of family, ethnicity, religion, race, class and group, every student professionally applies the same thing between one student and another in terms of grading. according to (susanto, 2012, p. 200) it is stated in law number 14 of 2005 chapter 1 article 1 concerning teachers and lecturers, it is stated that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education through formal education, basic education, and secondary education. byars dan rue in (susanto, 2012) states performance refers to degree of accomplishment of the tasks that make up an individual’s job. it reflects how well an individual is fulfilling the requirements of a job. according to obilade in (koswara & rasto, 2016, p. 62) explaining teacher performance can be described as tasks performed by a teacher at a certain period in the school system to achieve organizational goals. performance can be defined as the success rate. performance can also be defined as a person's overall level of achievement during a certain period. performance is defined as a process of work results and a display of one's behavior at work. thus performance is reflected in the level of individual participation in carrying out organizational tasks. hamalik in (sarifudin, 2019, p. 423) reveals the basic abilities which are also called the performance of a teacher consisting of:guru harus mampu merencakan pembelajaran, a. a. teachers must be able to manage learning programs, b. teachers must be able to manage the class, gladi jurnal ilmu keolahragaan, 12 (01), march15 hengki kumbara, bayu iswana, husni fahritsani c. teachers must be able to use learning resource media, d. teachers must be able to manage class interactions during learning, e. teachers must be able to carry out learning evaluation. further research (andriani, 2018), this research shows that the results found that physics teachers in sma / ma payakumbuh, for personal and social competences 100% are included in the good and very good categories, while for professional and pedagogical competences, according to student assessment , 22% of physics teachers are in the good category, the rest are in the enough category. there is a slight difference between teacher self-assessment and student assessment. the teacher gives a higher assessment of his abilities, while the students give a lower assessment. conclusion based on the research findings, it can be concluded that: a. students' perceptions of teacher professionalism in terms of pedagogical aspects based on indicators of mastery of student characteristics by 67% with a fairly professional category, 72% in the theoretical mastery aspect with a professional category, 64% mastery of curriculum development with a fairly professional category, 81% educational ability with a professional, the development of the potential of students is 78% with the professional category, the communication pattern is 68% with the fairly professional category, the assessment and evaluation is 79% with the professional category b. teachers of physical education in sma / smk negeri in suak tapeh district, banyuasin regency are professional in carrying out their performance as teachers in the eyes of students because the answers reach 70,71. teacher professionalism is reviewed based on aspects of pedagogical performance based on indicators of mastery of student characteristics, indicators of theoretical mastery, indicators of mastery of curriculum development, indicators of educational abilities, indicators of potential development of students, indicators of communication patterns and indicators of assessment and evaluation. based on the findings of the research results above, several things that need to be suggested are that teachers further improve teacher performance in implementing learning programs at school, not only pedagogical aspects, but personal aspects, professionalism and social aspects must also be improved, considering the demands of gladi jurnal ilmu keolahragaan, 12 (01), march16 hengki kumbara, bayu iswana, husni fahritsani modernization make teachers have to really really wise in educating students. references alawi, a. h. (2018). kinerja guru dan hubunganya dengan kualitas hasil belajar siswa. jurnal of islamic education , vol 2 no 1. https://doi.org/10.51275/alim.v1i1.124 andriani, r. (2018). kinerja guru fisika: bagaimana persepsi siswa terhadap kinerja guru. jurnal of natural sciense and integration , vol 1 no 1. http://dx.doi.org/10.24014/jnsi.v1i1.519 4 arikunto, s. (2006). prosedur penelitian. bandung: alfabeta. dzulkifli, & sari, i. p. (2015). karakteristik guru ideal. seminar psikologi dan kemanusian . http://mpsi.umm.ac.id/files/file/8993%20 fathorrahman. (2017). kompetensi pedagogik, profesional, kepribadian dan kompetensi sosial. akademika, vol 15 no 17. http://jurnal.stieimalang.ac.id/index.php /jak koswara, & rasto. (2016). kompentensi dan kinerja guru berdasarkan sertifikasi profesi. jurnal pendidikan manajemen perkantoran , vol 1 no 1. madjid, a. (2016). pengembangan kinerja guru melalui: kompetensi, komitmen dan motivasi kerja. yogyakarta: samudra biru. novauli, f. m. (2015). kompetensi guru dalam peningkatan prestasi belajar. jurnal administrasi pendidikan , vol 3 no 1. http://jurnal.unsyiah.ac.id/jap/article/vi ew/2524 nugroho, f. a. (2014). persepsi siswa terhadap kinerja guru. psikopedagogi , vol 3 no 2. sarifudin, a. (2019). peningkatan kinerja guru dalam implementasi penilaian sistem melalui supervisi akademik pengawas sekolah. edukasi islami: jurnal pendidikan islam , vol 8 no 2. sartinah. (2008). peran pendidikan jasmani olahraga dan kesehatan dalam perkembangan gerak dan keterampilan sosial sswa sekolah dasar. jurnal pedidikan jasmani indonesia , vol v. no 8. singarimbun. (2001). metode penelitian survei. jakarta: parameswara. sugiyono. (2008). metodelogi penelitian. bandung: alfabeta. suhadi, a. (2008). belajar mengajar penjaskes untuk kebugaran jasmani anak. universitas negeri yogyakarta , vol 3. no. 1. supriyono, a. (2017). pengaruh kompetensi pedagogik, profesional, dan motivasi kerja terhadap kinerja guru sekolah dasar. jurnal pendidikan , vol 18 no 2. https://doi.org/10.33830/jp.v18i2.269.2 017 susanto, h. (2012). faktor yang mempengaruhi kinerja guru sekolah menengah kejuruan. jurnal pendidikan vokasi , vol 2 no 2. http://mpsi.umm.ac.id/files/file/89-93 http://mpsi.umm.ac.id/files/file/89-93 https://doi.org/10.33830/jp.v18i2.269.2017 https://doi.org/10.33830/jp.v18i2.269.2017 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 368-377 permalink/doi: https://doi.org/10.21009/gjik.125.04 this work is licensed under a creative commons attribution-sharealike 4.0 international license. the dysmenorrhea effect of archers performance on archery sports fatah nurdin1, yuliasih1, sudrajat wiradihardja1 1 ilmu keolahragaan, fakultas ilmu keolahragaan universitas negeri jakarta, jl. pemuda no.10 rawamangun, jakarta timur, indonesia 13220 coresponding author. email: bintek03@yahoo.com abstract this study aims to determine the impact of dysmenorrhea on archers' performance in archery at unj, the factors that influence dysmenorrhea and the prevention and treatment of dysmenorrhea. the research method used is a descriptive method with a survey technique, namely analyzing the impact of dysmenorrhea on the performance of archers in the archery sport of unj. the research was conducted in the archery field of fik unj in august 2021. the population is female archers at the unj archery club, totaling 50 people. the sampling technique uses quota sampling, namely the technique of determining samples from the population that have certain characteristics up to the number (quota) what is desired with this research sample is female archery athletes who have experienced puberty or menstruation and have practiced archery for at least six months with a sample of 20 people. the results of this study are that there is no significant difference in the results of archery when experiencing dysmenorrhea or when not experiencing dysmenorrhea. thus, the condition of dysmenorrhea did not affect the scores of archery athletes at unj. keywords: dysmenorrhea, archery,performance. introduction women's health is an important and endless topic to discuss. the level of women's health reflects the level of health services in a country, if the maternal mortality rate is still high, it means that the level of health services is not good, so anything related to women's health is always a cycle of endless discussion, one of which is menstruation in woman. (wiknjosastro, hanifa, 2007). in archery, especially in indonesia, there are many female athletes from children to adults, even archery is not just a sport, but also a means of worship for muslims because archery is a sunnah sport. archery requires a subtle touch of the soul, patience, tenacity, concentration and high mental endurance and has a high level of anxiety. (ramdan & nadya, 2017). if the archery athlete is not calm, it will cause the exercise pulse to increase due to high anxiety levels and will have an effect on reduced concentration so that in shooting arrows, the arrows shot will not match the target desired by the athlete. menstruation usually begins at the age of 9-12 years. there are some women who experience menstruation mailto:bintek03@yahoo.com gladi jurnal ilmu keolahragaan, 12 (05), desember369 fatah nurdin, yuliasih, sudrajat wiradihardja later than that (13-15 years). the condition of adolescents who have experienced menstruation is emotionally unstable. some can also cause symptoms such as soreness in the thighs, pain in the breast area, fatigue, irritability, loss of balance, carelessness and sleep disturbances, even some women experience pain during menstruation which is called dysmenorrhea. (wiknjosastro, hanifa, 2007). dysmenorrhea is a medical condition that occurs during menstruation or menstruation that can interfere with activities and require treatment. dysmenorrhea is characterized by pain or tenderness in the abdomen or hips, menstrual pain that is crampy and centered in the lower abdomen. cramping pain that is felt before or during menstruation can also be pain in the buttocks. pain in the stomach, nausea, vomiting, diarrhea, dizziness or even fainting. the incidence of menstrual pain in the world is very large. on average, more than 50% of women in every country experience menstrual pain. the percentage in america is around 60% and in sweden it is around 72%. while in indonesia the figure is estimated at 55% of women of reproductive age who are tormented by pain during menstruation.the incidence (prevalence) of menstrual pain ranges from 45 – 95% among women aged productive. dysmenorrhea can be overcome or reduced one of them by doing regular exercise. (soegiyanto, 2013) explaining that, sport is not only potential for men, but women can also raise their name from the achievements they get through various sports. however, there is an assumption that women during the menstrual period is a moment where women become weak, because menstruation affects physical and psychological conditions. other studies suggest that the physiological response to exercise before the menstrual cycle is very different in women with disabilities. other evidence shows that most women can train and compete normally during menstruation, but some women experience fluid retention and abdominal cramps before menstruation and during menstruation. one of the evidences from the newspaper on august 16, 2016 that researchers read about swimming athletes from china, namely fu yuanhui. fu yuanhui gladi jurnal ilmu keolahragaan, 12 (05), desember370 fatah nurdin, yuliasih, sudrajat wiradihardja admitted that she was on her period when she competed at the rio olympics. after yuanhui finished the 4 x 100 meter relay, she honestly told reporters that she felt unfit because she was menstruating. this woman from china managed to donate a silver medal at the rio olympics in 2016. state of the art dysmenorrhea is a physical disorder in women who are menstruating in the form of pain/abdominal cramps. prevention can be done by doing light exercise such as gymnastics. dysmenorrhea can affect a person's performance as stated in the background above. the state of the art of this research is dysmenorrhea in the sport of archery. research purposes to find out the impact of dysmenorrhea on archer performance in archery unj, factors that affect dysmenorrhea and prevention and treatment of dysmenorrhea menstruation menstruation is the first menstruation that occurs, which is a characteristic of the maturity of a woman who is healthy and not pregnant (fairus, 2011). meanwhile, according to proverawati and misaroh, menstruation is a sign of a change in social status from children to adulthood, and other changes such as breast growth, hair growth in the pubic and axillary areas, and fat distribution in the hip area. from the above opinion, the researcher concludes that menstruation is the first menstruation experienced by a woman which is a characteristic of a woman's maturity, as a sign of the transition from childhood to adulthood and is characterized by secondary characteristics, namely the growth of armpit hair, pubic hair growth, and enlargement breast. generally, adolescents who experience menstruation (menarche) are at the age of 12 to 16 years. this period will change behavior from several aspects, for example psychological and others. women usually have their first menstruation at the age of 12-16 years. the menstrual cycle (menarche) is normal every 22-35 days, with the length of menstruation (menarche) for 3-7 days. factors that affect menstruation the factors that affect menstruation are: a. hormone factor gladi jurnal ilmu keolahragaan, 12 (05), desember371 fatah nurdin, yuliasih, sudrajat wiradihardja hormones that affect the occurrence of menstruation in women are: 1. estrogen hormone the hormone estrogen is very influential in the growth process of adolescents during puberty. this hormone also plays a role in female reproduction and also the ovulation cycle. 2. progesteron hormone this hormone is very useful in maintaining pregnancy in women and also the menstrual cycle which has a role in thickening the uterine wall. 3. luteinizing hormone (lh) lh is a hormone that affects the process of menstruation. this hormone is referred to as a hormone whose job is to stimulate the ovaries to produce eggs so that the ovulation process goes well. 4. follicle stimulating hormone (fsh) fsh is a hormone in controlling the menstrual cycle and is very influential in the maturation of eggs. b. enzyme factor hydrolytic enzymes present in the endometrium damage cells that play a role in protein synthesis, which interferes with metabolism, resulting in endometrial regression and bleeding. c. vascular factor during the proliferative phase, vascularization occurs within the functional layer of the endometrium. along with the growth of the endometrium, the arteries, veins, and connections between them also grow. with endometrial regression, there is stasis in the veins and the channels connecting them to the arteries, and eventually necrosis and hemorrhage occur with hematoma formation, from both arteries and veins. d. prostagladins factor the endometrium contains prostaglandins e2 and f2. with disintegration of the endometrium, prostaglandins are released and cause myometrial contractions as a factor limiting menstrual bleeding. dysmenorrhea according to laila (2012) dysmenorrhea is pain during menstruation that can cause physical problems such as nausea, weakness, and diarrhea and can interfere with activities. women who experience dysmenorrhea will experience disturbances in their learning activities because learning is an activity that involves physical work as well as the brain. gladi jurnal ilmu keolahragaan, 12 (05), desember372 fatah nurdin, yuliasih, sudrajat wiradihardja dysmenorrhea in indonesian is menstrual pain, the nature and degree of this pain varies. ranging from light to heavy. severe conditions can interfere with daily activities, forcing the sufferer to rest and leave work or daily life for several hours or days. almost all women experience discomfort in the lower abdomen during menstruation. the uterus or womb is made up of muscles that also contract and relax. generally, uterine muscle contractions are not felt, but strong and frequent contractions cause blood flow to the uterus to be disrupted, causing pain (aulia, 2009). many women experience physical discomfort for a few days before their menstrual period comes, (darmansyah :2012). approximately half of all women suffer from dysmenorrhea (painful menstruation) (dawood: 2006). the pain itself can be described as mild pain, moderate pain and severe pain until this pain can be treated with dysmenorrhea drugs (benson: 2009). so dysmenorrhea is a condition where there is pain in the lower abdomen and even nausea and vomiting if it is too severe. archery archery is a sport that is recommended in islam and sunnah by the prophet muhammad sallallaahu 'alaihi wa sallam. archery is closely related to targeting, because the ultimate goal of archery is to shoot arrows at the target face correctly, so one of the factors needed in archery movements is consistency, which must be done continuously during training and during competition. (munawar et all. 2012). the archery athlete's achievement is accuracy in aiming at the target, which means that the athlete must have good physical abilities, not only strength but also strong muscle endurance because the athlete must shoot 6 arrows per 6 sessions in which the athlete shoots a total of 36 arrows. the mental aspects needed include concentration. according to wilson. et al., concentration is the ability of a person to focus on a task without being disturbed and influenced by stimuli, both internal and external (putra, 2017). figure 1. archers gladi jurnal ilmu keolahragaan, 12 (05), desember373 fatah nurdin, yuliasih, sudrajat wiradihardja sumber: farrell c. 2018. 7 hal yang harus kamu ketahui tentang olahraga panahan. https://blog.kurio.co.id/insidekurio/insidekurio/7-hal-yang-haruskamu-ketahui-tentang-olahragapanahan/. archery is an individual sport and competes to collect the highest scores. the archer's goal is to shoot 36 arrows at the target's face at a distance of 70 meters. the target face is a circle with a diameter of 30 cm, each target has the smallest value of 0 (edge target) to the largest value of 10 (middle target). figure 2. target face size 122 cm sumber: worldarchery method this study uses a descriptive method, which only describes a variable with a survey technique, which aims to collect information about the variable and also aims to collect data and then collect it to analyze the impact of dysmenorrhea on the performance of archers in unj archery. the place of research was conducted at the archery field, fik unj, jl. pemuda no. 10 rawamangun east jakarta in augustseptember 2021. the population in this study were 56 female archers who joined the fio unj archery club. sampling in this study used the quota sampling method. according to sugiyono (2010) quota sampling is a technique of determining a sample from a population that has certain characteristics to the desired number (quota) with the sample of this study being female archery athletes who have experienced puberty or menstruation and have practiced archery for at least six months with a total sample of 20 people. the data collection technique is to measure the total score of archery results in menstruating and normal conditions (not menstruating). then the data is collected for further processing. the instruments used in this study were the archery field, bow, arrow, archery score recorder and stopwatch. the data analysis technique used the t-test which compared the t-count with the t-table. if t-count < t-table, there is no change in the archery score, both in normal conditions and during gladi jurnal ilmu keolahragaan, 12 (05), desember374 fatah nurdin, yuliasih, sudrajat wiradihardja menstruation. if t-count > t-table, there is a change in the archery score, both under normal conditions and during menstruation. results and discussion results based on the results of data processing, the research data can be described in terms of the average, median, mode, and variance. the data can be seen in the table below: table 1. description of research results on the impact of dysmenorrhea on archers' performance in archery unj size value normal score dysmenorrhea score the highest score 335 330 lowest value 213 176 average 283,5 272,1 median 286,5 275 mode 296; 327 176; 269; 320; 327 variance 1403,56 6 2150,411 source: data processing results based on the table above, it can be explained that the average normal score is 283.5 while the average archer during dysmenorrhea is 272.1. the normal score has the highest score of 335 and the dysmenorrheal score has the highest score of 330, the lowest score for the normal score is 213 while the score for dysmenorrhea is 176, the median normal score is 286.5 and the median score for dysmenorrhea is 275. the mode for the normal score is 296. and 327 while the score for dysmenorrhea is 176, 269, 320, 327. and the variance has a normal score of 1403,566 and the score for dysmenorrhea is 2150,411. table 2. normal score frequency distribution source: data processing results no. class interval middle value absolute frekuency relative frekuen si (%) 1 213 236 224,5 3 15 2 237 260 247,5 2 10 3 261 284 270,3 4 20 4 285 308 293,5 6 30 5 309 332 316,5 3 15 6 333 356 339,5 2 10 amount 20 100 0 1 2 3 4 5 6 213-236 237-260 261-284 285-308 309-332 333-356 ke l as in te rval gladi jurnal ilmu keolahragaan, 12 (05), desember375 fatah nurdin, yuliasih, sudrajat wiradihardja figure 3. normal score bar chart gladi jurnal ilmu keolahragaan, 12 (05), desember376 fatah nurdin, yuliasih, sudrajat wiradihardja table 3. frequency distribution of dysmenorrhea score no. class interval middle value absolute frekuency relative frekuensi (%) 1 176 205 190,5 2 10 2 206 235 220,5 1 5 3 236 265 250,5 5 25 4 266 295 280,5 4 20 5 296 325 310,5 5 25 6 326 355 340,5 3 15 amount 20 100 source: data processing results 0 1 2 3 4 5 1 7 6 2 0 5 2 0 6 2 3 5 2 3 6 2 6 5 2 6 6 2 9 5 2 9 6 3 2 5 3 2 6 3 5 5 ke las inte rval figure 4. dysmenorrhea score bar chart discussion based on the results of the research and the results of data processing, the t-count is 0.874 and the t-table is 2.025 at = 0.05, then the tcount is 0.874 < t-table 2.025 so that there is no significant difference to the results of archery when experiencing dysmenorrhea or when no dysmenorrhea. thus, the condition of dysmenorrhea did not affect the scores of archery athletes at unj. conclusion from the results of the research that has been carried out and the results of data processing that has been carried out, it can be concluded that there is no impact of dysmenorrhea on the performance of archers in the sport of archery unj and there are other factors that affect dysmenorrhea. references aulia. (2009). kupas tuntas menstruasi.yogyakarta: milestone. benson, ralph c & pernoll, martinl., (2009). berbagai kelainan dan komplikasi menstruasi. dalam: buku saku obstetric dan ginekologi. jakarta. darmansjah i, dasar toksikologi dalam farmakologi dan terapi, jakarta: bagian farmakologi fkui, edisi 5;2012. dawood, my, : dismenore in : scianra jj. gynaecology and obstretric, reviset edition, philadelphia, j.b lippin cott company. 2006, 108(2): 428-41. dito, anrogo. cara jitu mengatasi nyeri haid, yogyakarta; 2011. laila, n.n. (2011). buku pintar menstruasi. buku biru: yogyakarta. putra, m., r., t. (2017). pengaruh self talk positif terhadap konsentrasi pada atlet panahan. jurnal psikologi pendidikan. 4(2): 1-5. gladi jurnal ilmu keolahragaan, 12 (05), desember377 fatah nurdin, yuliasih, sudrajat wiradihardja ramdan pelana & nadya dwi oktafiranda, teknik dasar olahraga panahan, rajagrafindo, 2017. soegiyanto, k.s. (2013). keikutsertaan masyarakat dalam kegiatan olahraga. jurnal media ilmu keolahragaan indonesia. 3(1): 1824.journal.unnes.ac.id/nju/index.p hp/miki/article/viewfile/2656/272 4 wiknjosastro, hanifa. (2007). ilmu kandungan. yayasan bina pustaka sarwono prawiroharjo: jakarta. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 45-51 permalink/doi: https://doi.org/10.21009/gjik.123.07 analysis of football dribbling skills ades fathu fiyadinallah 1 , yusmawati 1 , wahyuningtyas puspitorini 1 1 physical education, postgraduate university of jakarta, jakarta state university complex bung hatta building jl. rawamangun muka, east jakarta, indonesia 13220 correspondiing author. email : adesfathufiyadinallah_9903820014@mhs.unj.ac.id 1 abstrak this research is motivated by the existence of various forms of soccer dribbling skill errors, namely first touch, coordination, and ball feeling as well as characteristic causes based on observations made by researchers, the facts in the field state that when the teacher delivers soccer dribbling material there are still many students who lack focus about understanding the strategy that the coach gives to students will have an impact on formations that cannot be applied during play. the next factor is that not many teachers/coaches apply various training models to the learning process, so it tends to be monotonous. the reason the author observes this problem is to find out, analyze and correct the form of football dribbling skills errors. the data collection method used in this research is a survey method with the locomotor skills test technique and the skill development phase test. the research sampling technique used a total sampling technique with a total of 40 responses from some class iii and iv extracurricular students of al-fath bsd elementary school, south tangerang city. the research variables were basic first touch skills, coordination, and ball feeling in doing soccer dribbling. analysis of research data using descriptive percentages. based on the results of the assessment analysis, it can be concluded that the form of errors in the dribbling skills of the iii and iv graders of football extracurricular is first touching 18%, coordination 45%, and ball feeling 15%. the cause of errors that occur in dribbling skills is a lack of coordination ability, this can be seen in the skill test percentage indicator after being analyzed. keywords: forms of football dribbling mistakes, elementary school extracurricular students mailto:adesfathufiyadinallah_9903820014@mhs.unj.ac.id1 gladi jurnal ilmu keolahragaan, 12 (03), july46 ades fathu fiyadinallah, yusmawati, wahyuningtyas puspitorini introduction the game of football is a form of sport that uses soccer balls (taufik, 2019). in the game of football, there are several basic technical movements including the first touch, passing control, shooting, dribble, and heading (danurwindo et al., 2017). football is a sport that is in great demand both among adults and children, in schools football is also a sport that is very popular with many students, especially male students (taufiqurriza, 2012). in this study, the researchers took one of the basic movements of football, namely dribbling, according to (afonshin et al., 2020; giordano et al., 2019) dribbling is one of the most important parts of soccer because dribbling is one of the effective ways to get past your opponent. then the formation, tactics, and strategy of football is now a major problem that is often and common to the wider community who wants to learn it selftaught because the coaches provide strategies and formations to improve the quality of the players and become an attraction for the general public who is observing and observing a football club. based on observations made by researchers, according to (danurwindo et al., 2017) broadly speaking, the training process is divided into several stages, namely planning, preparation, implementation, and evaluation, this process is a cycle that continues to rotate in training. we need to note that this quote has been staged in training, this process attracts researchers to analyze and develop the training process so that the success of a team becomes a benchmark in a training process. the gaps experienced by trainers depend on the training process itself, how a trainer does the process properly. according to (suherman, 2018; suherman & sari, 2019) in general, this research aims to obtain a foundation in considering a work procedure, improve and improve learning conditions, and the quality of learning. specifically, this study aims to determine the increase in extracurricular student learning outcomes towards soccer dribbling skills with several test indicators. based on these problems, the author wants to examine the results of soccer dribbling exercises which can improve the first touch, coordination, and ball feeling skills performed by students, so that students consciously understand the concept of dribbling exercises given by the coach in real soccer games. therefore, the authors conducted a study entitled "analysis of football dribbling skills". methods the data collection method used in this research is a survey method with locomotor skills test techniques and a test of the development phase of skills in doing football dribbling for elementary school extracurricular students, according to (jayusman & shavab, 2020; putra, 2015; sidabutar, 2020) descriptive research is not intended. to test a particular hypothesis, but only describes what it is about a variable. so it can be concluded that quantitative descriptive research in this research is to see, review and describe in numbers about the object under study as it is and draw conclusions about it according to the phenomena that appear at the time the research was carried out. the research sampling technique used total sampling technique with a total of 40 responses from some class iii and iv extracurricular students of al-fath bsd elementary school, south tangerang city, consisting of 20 class gladi jurnal ilmu keolahragaan, 12 (03), july47 ades fathu fiyadinallah, yusmawati, wahyuningtyas puspitorini iii students and 20 1v class student’s responses, the data collected were analyzed using descriptive percentage (ariningsih et al., 2012), according to (sultoni, imam gunawan, 2018) population is a group of similar organisms that have the same characteristics. then according to (asbari masduki, priyono budi santoso, 2019), the sample is a part or representative of the population studied. the sports skill test aims to measure the skills of students in a sport (valentini et al., 2018). this test will reveal the mastery of basic technical skills in a sport. this study used a test instrument for basic skills (1) first touch, (2) coordination, and (3) ball feeling. the skill test is arranged based on the indicators needed in this study. figure 1. first touch skills test (danurwindo et al., 2017) first touch skills test, organization: • create an organization as shown. set the distance according to the level. implementation: • the player passes to the player at the following post to facilitate the first touch forward. • the player in the following post releases himself from the cone, takes the body position, can see his friend with the ball, can see the next target. • the first touch upon receiving the ball must go to the next target. and so on. • player in post 4 dribbles back to the first post. figure 2. coordination skills test (danurwindo et al., 2017) coordination skills test, organization: • create a grid of 40x20m size (adjust level). • install 2 gates of 2x5m size (adjust level). • divide players into 2 teams consisting of 4 people from each team. implementation: • play 4 vs 4 without a goalkeeper, everyone in play. • calculate scores to motivate players. • switch compositions and positions so that the players continue to feel a new atmosphere. • when the players are getting used to it, start teaching simple principles: • diamond formation. • large rhombus when in control of the ball. • a small diamond when the opponent has control of the ball. figure 3. ball felling skill test (danurwindo et al., 2017) gladi jurnal ilmu keolahragaan, 12 (03), july48 ades fathu fiyadinallah, yusmawati, wahyuningtyas puspitorini test of ball feeling skills, organization: • create a grid of 30x20m size (adjust level). • 1 person 1 ball, put 6 goals (2m wide) randomly. execution: • players dribble freely in the area. • every chance there is, players must dribbling into the door of the kingdom. • at the door of the kingdom, players can be asked to • stop stepping on the ball, then dribble again. • variation of ball feeling: push-pull with the sole, slide left-right with the sole, slap left-right with the inside of the foot. • turning variations: inner leg, outer leg. • make it a competition by having players enter as many doors as possible in 10 seconds. • the player who enters the most doors wins. results data analysis was carried out by using a percentage of what could be called a percentage correction (anggraeni & saryono, 2013; hidayat, 2017; hopper, crhistopher a.; davis, 1988). the results of the research on tests of basic skills first touch, coordination, and ball feeling in doing soccer dribbling on male extracurricular student’s class iii and iv of al-fath bsd elementary school, south tangerang city were obtained through methods. based on the results of the first touch test assessment, it can be seen that there are 7 students (18%) who are in the poor category, 7 students (18%) are in enough category, 17 students (43%) are in a good category and 9 students (23%) are included. in the very good category. based on the results of the research on the coordination test, it can be seen that there are 18 students (45%) who are in the poor category, 6 students (15%) are in the sufficient category, 8 students (20%) are in a good category and 8 students (20%) are included in the category. very good category. based on the results of the ball feeling test, it can be seen that 6 students (15%) are in the poor category, 11 students (28%) are in the sufficient category, 15 students (38%) are in a good category and 8 students (20%) are included in the category. in the very good category. based on the results above, it can be seen that in general, the basic skills level of soccer dribbling in extracurricular classes iii and iv are in the moderate category. it can be concluded that the dribbling coordination skills are in the poor category, namely 18 students (45%) of the number of responses who have different categories table 1. results of the assessment of the basic skills for the game of football grade iii and iv first touch no skill score category frequenc y percentage (%) 1 86-90 very good 9 23% 2 81-85 good 17 43% 3 76-80 enough 7 18% 4 71-75 less 7 18% total 4 40 100% coordination no skill score category frequen cy percentage (%) 1 86-90 very good 8 20% 2 81-85 good 8 20% 3 76-80 enough 6 15% 4 71-75 less 18 45% total 4 40 100% ball feeling no skill score category frequen cy percentag e (%) 1 86-90 very good 8 20% 2 81-85 good 15 38% 3 76-80 enough 11 28% 4 71-75 less 6 15% total 40 100% how to calculate it using microsoft excel by making an gladi jurnal ilmu keolahragaan, 12 (03), july49 ades fathu fiyadinallah, yusmawati, wahyuningtyas puspitorini assessment rubric table first as in table 2 then averaged. tabel 2. dribbling technique skills assessment rubric using inner, outer legs and instep (evan et al., 2002; viggita & arikunto, 2020) the following is the processing of scores student acquisition score: sp skill scores obtained by students: sp/9 x 100 discussion some things that can be recommended from the results of this study are: 1.for research subjects, students must be able to know things related to the basic skills, strategies, and formations presented by the coach, so that mistakes do not occur again in soccer dribbling. 2.for schools, giving awards and appreciation is very necessary if you get good results in each competition because it is to motivate elementary school students to increase their achievements both academically and non-academically. conclusions this research can be concluded that the form of errors in the dribbling skills of class iii and iv extracurricular football at al-fath bsd elementary school, south tangerang city is 18% first touch, 45% coordination, and 15% ball feeling, this can be seen in table 1 about the results of the assessment of the basic skill level of the game of football. according to (draganidis et al., 2013; hoare, 1994; weigelt et al., 2000) in addition to playing soccer, students and teachers/coaches must know the level of performance recovery after practicing soccer, to return the muscles that have contracted to normal. according to (smyth & anderson, 2001) time spent playing soccer is not a pure measure of the ability or effort of a child with good soccer skills who may often play soccer, but so are children who are highly motivated and like to play. with this kind of research, the authors hope that it can be developed further and search for new problems and the next best results. hopefully, the gladi jurnal ilmu keolahragaan, 12 (03), july50 ades fathu fiyadinallah, yusmawati, wahyuningtyas puspitorini results of this study can become a reference for other writers and researchers. references afonshin, v., drandrov, g., burtsev, v., & polevchikov, m. 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(2020). hubungan antara minat belajar dengan prestasi belajar pada siswa kelas x sma negeri 1 kutasari di purbalingga. doctoral dissertation, universitas ahmad dahlan, 1–7. weigelt, c., williams, a. m., wingrove, t., & scott, m. a. (2000). transfer and motor skill learning in association football. ergonomics, 43(10), 1698– 1707. https://doi.org/10.1080/0014013 00750004104 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 88-97 permalink/doi: https://doi.org/10.21009/gjik.131.08 the effect of training methods and motivation on the mastering of pencak silat single category galih satria1, herman subarjah2, indra safari3 123 pendidikan jasmani, pascasarjana universitas pendidian indonesia kampus sumedang, universitas pendidikan indonesia kempus sumedang. jl. mayor abdurahman no. 211 kotakaler kec. sumedang utara, kabupaten sumedang. jawa barat 45322 corresponding email: galihsatria2015@gmail.com abstract in this study, the author aims to determine the relationship between random practice and block practice training methods with single category pencak silat skills. the method used by this researcher is a factorial experimental method to determine the effect of the training methods used on the skills of martial arts mastery. the single category of the satria muda indonesian pencak silat college. in this study, the researcher used a sampling technique, namely purposive sampling with the number of samples taken as many as 20 people with the research instrument to measure the mastery of single category pencak silat moves. from the data, the results of data processing show that the values in the pretest and posttest scores of all groups are greater than 0.05 with the value of each group (1) 0.794, (2) 0.083, (3) 0.119, (4) 0.875. then the sentence hypothesis shows that the data is normally distributed. then on the correlation value between the method and the skill level of mastery of pencak silat in the group when there is a motivation variable of rsquare = 0.654 so that it can be concluded that when the athlete is given a treatment, the mastery of the moves increases by 65.4% then the value between the correlation between method and skill level of pencak silat mastery in the group when there is no motivation variable, the value of rsquare = 0.319 is obtained so that from the data shows that there is an increase of 31.9%. so it can be concluded that there is a relationship between training methods and motivation on the ability of single category pencak silat skills.. keywords: pencak silat; rancom practice; block practice , jurus tunggal ipsii; sport mailto:galihsatria2015@gmail.com gladi jurnal ilmu keolahragaan, 13 (01), march89 galih satria, herman subarjah, indra safari introduction sport has become a culture that cannot be separated from human life for those who want to be fit. exercise has a variety of benefits for those who do it, both aerobic and anaerobic, according to . according to (giriwijoyo & sidik, 2012) suggests that "movements are carried out of their own volition in a planned and regular manner where the benefits are for the health of the functions of the human organs themselves". based on its nature, sports are divided into three parts, namely achievement sports, health sports, and recreational sports which can be distinguished from their goals. many elements are learned from various comprehensive sports ranging from mental, moral and spiritual, attitude, intellectual to emotional, with physical activity all the energy accumulated in the body will be channeled properly, one of which is through the sport of pencak silat. pencak silat is a sport that was originally learned to protect oneself from crime, and also in pencak silat many moves are learned which aim to protect themselves from the dangers of evil, these moves are moves that are taken or imitations of animals, which every animals in protecting themselves have their own peculiarities in accordance with the peculiarities or advantages of each of these animals. this is what makes the ancestors used to learn the martial art of pencak silat by imitating animal movements so that pencak silat moves are very rich in martial techniques. according to the first ipsi chairman, wongsonegoro (mulyana, 2014) said that "pencak is an attack and defense movement in the form of dance and rhythmic with certain customary rules of politeness that can be performed in public". pencak silat pencak silat is a sport that also has several categories, namely moves and fights or fights in the category of moves, they are categorized into two, namely the standard moves, in the standard moves there are two categories, namely the ipsi standard moves for the single category and the ipsi standard moves for the team category and traditional arts. in the standard moves there is a single category consisting of 14 moves in 100 series of movements that must be completed within 3 minutes using equipment, namely machetes and sticks and clothing using standard persilat pencak silat clothing with free and plain colors and wearing a headband (headscarf/veil). gladi jurnal ilmu keolahragaan, 13 (01), march90 galih satria, herman subarjah, indra safari mini telekong, must not cover the face, not a headband), and plain color or patterned side cloth. the machete used in this tgr category is a non-sharp machete made of metal or wood and is not sharp/pointed and has a length for early and pre-adolescents between 2030 cm with a width of 2-3.5 cm and for teenagers and adults. from 30 cm to 40 cm with a width of 2.5 cm to 4 cm. then sticks/toyas made of rattan with lengths for early and pre-adolescent ages between 100 cm to 150 cm with a diameter of 1.5 cm to 2.5 cm and sizes for adolescents and adults have a length of 150 cm to 180 cm with a diameter of 2.5 to 3.5. in the standard moves there are also multiple categories and also teams with different rules in each category. researchers made observations on 27 to 29 december 2019 at the mardni open ii pencak silat championship which was held in kab. sumedang, west java, continued on 2729 december 2019 at the smi cup pencak silat championship throughout west java which took place in kab. garut, on october 27, 2020 at the national event of the national student sports competition (kosn) in kab. sumedang and lastly on 19-20 december 2020 at the selekda kab. sumedang, the results of these observations, researchers describe the motion errors that occur in the form of images as follows: figure 1. observasi kejuaraan from the table data the researchers took a sample of 25 people from each championship event as the basis for researchers in conducting research, it can be seen in the table above shows that there is a very high error in the tenth respondent in the kosn (national student sports competition) championship and in the tenth respondent there is also the least error that occurs in the smi (satria muda indonesia) cup championship in west java. when the researcher observed the subject to be studied, the researcher found the same motion error made by a single category art athlete as the athlete's error in the championship event that the researcher had previously observed. so gladi jurnal ilmu keolahragaan, 13 (01), march91 galih satria, herman subarjah, indra safari from these observations the researcher has the desire to correct the motion errors that occur. seeing from the problems that occurred, the researchers tried to apply the block practice method and random practice as a solution to the existing problems and then the researchers would compare the two methods. therefore, the use of random practice and block practice methods is expected to increase the athlete's mastery in demonstrating the tgr category single moves in pencak silat. the purpose of this study was to find out how the influence of random practice and block practice methods on the mastery of ipsi single moves. in the concept of training with the drill method on the mastery of movement skills in pencak silat, researchers tried to apply a centralized training method (random practice) and a random practice method which are commonly used in habituation of a movement, (mahendra, 2007) "there are two the usual way is by setting it centrally (blocked practice) and randomly (random practice). centralized training arrangements are exercises that are carried out by carrying out one skill task to completion before moving on to another skill task. mentions (mahendra, 2007) "centralized training is widely used by teachers or coaches because it is considered to allow athletes to train in a focused manner, namely to train a skill repeatedly without being disturbed by other activities or other movement tasks". this is in contrast to random practice, which requires athletes to carry out various training activities at the same time, without being separated by type of skill, so that athletes never perform the same task in succession. according to (r. n saputra & yarmani, 2019) centralized training (block practice) is "finishing a skill first before moving on to other skills. (hidayah, 2014) centralized training is a method that is carried out by focusing on one skill until it is completed before moving on to another skill task. so from this description that the centered training method is a training method that focuses on one technique or one skill during one training session until an athlete can master one technique or one skill before moving on to another technique/skill. meanwhile, random practice according to (decaprio & richard, 2013) is "a training method that provides opportunities for students to perform various parts of a skill at the same time, gladi jurnal ilmu keolahragaan, 13 (01), march92 galih satria, herman subarjah, indra safari without being separated by other types of skills. (mahendra, 2007) describes that "random training requires athletes to be able to carry out various training activities at one time, without being separated by type of skill". this means that at one time the training materials assigned to athletes vary with a random arrangement. so from this opinion it can be concluded that the random exercise method or rancom practice is an exercise method that gives students the opportunity to repeat various kinds of movements that have been taught in one training session. metodhs in this study, researchers used experimental research methods. according to (suherman, 2009) that "the purpose of the experiment is to investigate whether there is a cause-andeffect relationship how large the causeand-effect relationship is by giving certain treatments to several experimental groups and providing controls for comparison". the design used is 2x2 factorial because it looks at the characteristics that have been described above on the grounds that the experimental method is a research design that refers to the problem at hand, and looks at the causes and effects of a treatment. in this design, data collection was carried out twice, namely pretest and posttest. the first measurement was carried out through a pre-test (pretest) and the second measurement was carried out at the end of the study (post-test). in this study, researchers used 20 research subjects which were divided into 4 groups with 5 people in each group. the data to be collected in this study uses the ipsi standard single skill test or often called the single category tgr technique. the single category in the competition is carried out by individuals as according to (lubis & wardoyo, 2016)) that "the motion is displayed by one person using a weapon by paying attention to stamina power, and also appreciation with confident and appropriate movements". in this study, the data were taken from the results of measurements taken before and after being given a tratmet. the type of instrument used to measure the ability to demonstrate the ability of the single category pencak silat is an instrument taken from the 2012 ipsi pencak silat competition rules book. after the data is collected, the data is statistically processed using the spss 17.0 program. gladi jurnal ilmu keolahragaan, 13 (01), march93 galih satria, herman subarjah, indra safari results and discussion results this research was conducted at the young indonesian martial arts college, while the samples taken in this study were members of the college who mastered the single category of pencak silat moves. from the data obtained, 20 people were divided into 4 experimental groups, namely two groups given the random practice training method and two groups being given the block practice training method, where each group was divided based on the level of motivation, both groups with high motivation and groups with low motivation. have low motivation. furthermore, data processing is carried out using spss 17.0 to test the hypothesis, but before testing the hypothesis, testing is first carried out to see the normality and homogeneity of the data as a condition for hypothesis testing. based on the results of data processing using the spss 17.0 program, it is known that the results of the pretest and posttest data are normally distributed. the results of data processing are presented in the following table: to answer the hypothesis using the paired sample test table 1. paired sample t test random practice and low motivation paired sample corelation mean std error std. dev sig 2 tailed random practice and low motivation pre testpost test 8.60 1.208 2.072 0.02 from the data in table 1, it can be seen that the t-test results from the data from the random practice method with low motivation obtained p-value (sig-2 tailed) = 0.002 < 0.05, so we can conclude that there is a significant difference between the athletes' training results. tabel 2. paired sample t test random practice and high motivation table 2 shows the results of processing the t-test data showing that the pvalue (sig-2 tailed) = 0.005 <0.05, it can be concluded that there is a significant difference between the pretest and posttest training data. tabel 3. paired sample t test block practice paired sample corelation mean std error std. dev sig 2 tailed block practice and high motivation pre testpost test 13.4 1.166 2.608 0.0 gladi jurnal ilmu keolahragaan, 13 (01), march94 galih satria, herman subarjah, indra safari and high motivation table 3 shows the results of processing the t-test data showing that the p-value (sig-2 tailed) = 0.005 <0.05, it can be concluded that there is a significant difference between the pretest and posttest training data. tabel 4. paired sample t test block practice and low motivation paired sample corelation mean std error std. dev sig 2 tailed random practice and high motivation pre testpost test 9.80 1.715 3.834 0.05 gladi jurnal ilmu keolahragaan, 13 (01), march95 galih satria, herman subarjah, indra safari in table 4, data obtained from the results of data processing paired t test obtained p-value (sig-2 tailed) = 0.000 <0.05 so from the existing data it can be concluded that there is a significant difference between the data on the results of athletes training on the pretest data. and posttest. furthermore, data processing is carried out to see how the interaction between motivation and training methods on the mastery of the single category ipsi pencak silat moves, the results of the processing can be seen in the following table: table 5. uji regresi where the rsquare value in the regression equation in table 4.7 is 0.319 so it can be said that the method used affects the results of mastery of singlecategory pencak silat moves with a value of 31.9% which is taken from the rsquare value.. table 6. uji regresi model summary model r r square adjusted r square std. error of the estimate 1 .751a .564 .482 2.255 a. predictors: (constant), interaksi terhadap hasil latihan, pretest, motivasi after the attribute variable (motivation) in the second regression equation, it increased to 0.564 or 56.4%. thus, it can be concluded that the presence of attribute variables (motivation) can strengthen or increase the influence of random practice and block practice method variables on the mastery of single category pencak silat moves. so from all the results of data processing that has been done, it can be concluded that before the influence of motivation on the mastery of pencak silat moves was 31.9%. and after the addition of attribute variables, the effect of the method increased to 56.4% on the mastery of the single category pencak silat ipsi standard. discussion based on the existing theory and looking at the statistical results with paired sample corelation mean std error std. dev sig 2 tailed random practice and low motivation pre testpost test 14.2 1.497 3.347 0.01 model summary model r r square adjusted r square std. error of the estimate 1 .565a .319 .281 2.657 a. predictors: (constant), pretest gladi jurnal ilmu keolahragaan, 13 (01), march96 galih satria, herman subarjah, indra safari reference to the conclusions of the analysis carried out. this discussion refers to the proposed hypothesis. (decaprio & richard, 2013) centralized training is a method that completes one skill first before moving on to another skill. then random exercises are exercises that provide opportunities for students to perform various skills at the same time, without being separated by type of skill. (rizki nauli saputra, 2019) concluded that the centralized training method had a significant influence on the results of mastering basic techniques in the futsal game. according to (satriya & risnuwanto, 2009) from the results of the research conducted, it was concluded that the arrangement of random drill drills multi shuttlecock in the pattern still have a significant influence on the results of the badminton single match (wijaya, 2018)) describes that athletes with high levels of anxiety have the possibility of having high achievement motivation 0.2 times greater than athletes with low levels of anxiety and there is also a statistically significant relationship between high self-confidence and the possibility of having motivation. high achievers are 6 times greater than athletes who have low self-confidence conclusion significant increase in mastery of single category pencak silat moves. this happens because of the influence of the application of random practice and block practice methods that seek athletes to better understand and understand the movements carried out. random practice and block practice methods both have an influence on the mastery of singlecategory pencak silat moves. actnowledgements i would like to thank allah swt who has given his mercy and grace to me to complete this article. my parents who never tire of praying, giving love, enthusiasm, motivation and prayers for me. references decaprio, & richard. (2013). aplikasi teori pembelajaran motorik di sekolah. yogyakarta: diva press. giriwijoyo, s., & sidik, d. (2012). ilmu faal olahraga. bandung: pt remaja rosdakarya offset. hidayah, t. (2014). pengaruh metode latihan terpusat dan acam terhadap ketepatan dropshot pemain bulu tangkis. jurnal of sport science and fitness, 3(2). koni. (2012). rencana strategis komite olahraga nasional indonesia. jakarta. gladi jurnal ilmu keolahragaan, 13 (01), march97 galih satria, herman subarjah, indra safari lubis, j., & wardoyo, h. (2016). pencak silat (ketiga). jakarta: kharisma putra utama offset. mahendra. (2007). teori belajar mengajar motorik. bandung: fpok upi. mulyana. (2014). pendidikan pencak silat. in pendidikan pencak silat. bandung: pt remaja rosdakarya offset. saputra, r. n. (2019). pengaruh metode latihan terpusat dan metode latihan acak terhadap kemampuan teknik dasar futsal. jurnal ilmiah pendidikan jasmani, 3(1). saputra, r. n., & yarmani, y. (2019). pengaruh metode latihan terpusat dan metode ltihan acak terhadap kemampuan teknik dasar futsal. jurnal ilmiah pendidikan jasmani, 3(1), 108–117. satriya, & risnuwanto, l. (2009). pengaturan latihan acak pola tetap dan gabungan pola tetapacak terhadap hasil pertandingan bulutangkis. jurnal kepelatihan olahraga, 1. suherman, a. (2009). penelitian pendidikan. bandung: cv. bintang warli artika. wijaya, i. m. k. (2018). kecemasan, percaya diri dan motivasi berprestasi atlet ukm bulutangkis. jurnal penjakora, 5(1). available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 440-447 permalink/doi: https://doi.org/10.21009/gjik.125.10 this work is licensed under a creative commons attribution-sharealike 4.0 international license the influence of kinesthetic perception, hand-eye coordination, and self-confidence on stroke drive skills in badminton game hilman hadistya1, ramdan pelana1, yasep setiakarnawijaya1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email hadistya22@gmail.com abstract, this study aims to reveal the direct and indirect effects, as well as the simultaneous effect of exogenous variables on endogenous variables. the sample in this study were 30 beginner athletes of gold badminton club and sarwendah badminton club jakarta. the research approach used in this study is an associative quantitative approach, a survey method with a test technique. the data analysis technique used a path analysis approach (path analysis). data were analyzed by path analysis through structural model testing at = 0.05. the results showed that: 1) there was a direct kinesthetic effect on the badminton game's ball drive skills of 0.438, 2) there was a direct effect of eye-hand coordination on the badminton game's ball drive skills of 0.208, 3) there was a direct influence of self-confidence on the ball drive skills badminton game is 0.336, 4) there is a direct kinesthetic effect on self-confidence which is 0.237, 5) there is a direct effect of eye-hand coordination on self-confidence which is 0.199. from the analysis of the direct and indirect effects, it can be concluded that the biggest influence is the direct effect of kinesthetic coordination on the badminton game's repulsive drive skills of 0.438. keywords: kinesthetic; coordination; self-confident; badminton. introduction in indonesia, badminton has been known to most people from cities to remote villages. this is due to the achievements that have reached the world level in various international events. every participation of indonesian badminton at the international level is always broadcast by electronic media, especially television which can be watched live during matches. this is one of the things that makes indonesian people familiar with badminton. however, it is not only limited to knowing, but from adults to children who like to play badminton even though they don't have a racket, they can modify the tool from a piece of board to a shuttlecock bat. based on the achievements of indonesian badminton athletes, the government is very concerned about the development of badminton sports achievements to be maintained. this is evidenced by the existence of various aids, both facilities, infrastructure, and funds for the development of badminton sports achievement development. badminton is a sport that is played using nets, rackets, and shuttlecocks with beating techniques that vary from basic skills gladi jurnal ilmu keolahragaan, 12 (05), december441 hilman hadistya, ramdan pelana, yasep setiakarnawijaya to the most complex basic skills. zafhrin (2015) explains that badminton is applicable to anyone in single, double and mixed doubles (zulbahri & melinda, 2019). the purpose of the badminton game is to get points and win by crossing and dropping the shuttlecock in the opponent's field of play and trying so that the opponent cannot hit the shuttlecock or drop it in its own playing area (gunawan et al., 2017). so, in this badminton game, athletes can choose to participate in singles, doubles or mixed doubles. the drive stroke is a hard and fast stroke in which the shuttlecock is horizontal. drive strokes are usually used by players to attack and return the ball quickly both straight and cross to the opponent's area (subarkah & marani, 2020). a drive stroke is a stroke which can make the ball's path flat in passing through the net or net (nur & mulyana, 2017). to complicate the opponent's return, it must be done at high speed. the direction of the drive stroke does not have to be straight but can be to the right or left side. to do a drive shot, it can be combined with a forehand or backhand shot to get points when playing badminton. drive or fast stroke is the essence of badminton game because after stance position, grip grip and footwork to catch the shuttlecock, a badminton player must master the technique of hitting to return the opponent's blow (ridwan et al., 2018). drive is a shot where the shuttlecock is hit so fast that the opponent barely has time to act (nuansa. g mauludy & sartono, 2017). in badminton, to produce effective and efficient drive strokes, especially when playing badminton requires a kinesthetic perception ability, good move. the sense of motion in sports is known as kinesthetic perception. this kinesthetic perception must be shown by the feeling of the body, or objects crossing the air where the muscles must exert force at high speed in order to carry the body or object during the execution of motion to be able to achieve a distance of accuracy (kusuma, 2020). kinesthetic perception is a function related to kinesthetic information, namely information obtained from muscle and joint movements as feedback on perceptual mechanisms that must be felt, compared and identified in the same way as information obtained from the surrounding environment (ngadenan, 2015). perceptual mechanisms are basically related to information processing that occurs in a person, where the information received is then detected, selected and compared to obtain an absolute decision. perceptual abilities essentially help a person in gladi jurnal ilmu keolahragaan, 12 (05), december442 hilman hadistya, ramdan pelana, yasep setiakarnawijaya interpreting stimuli in order to adapt to the environment. in the movement of the drive stroke, there are factors that support the accuracy of the drive stroke itself, one of which is its relation to hand eye coordination. coordination is a person's ability to control body movements, a person is said to have good coordination if he is able to move easily and smoothly in a series of movements, the rhythm is well controlled, and is able to perform efficient movements (muliana et al., 2019). so whether or not a person's movement coordination is reflected in his ability to perform a movement smoothly, precisely and efficiently. thus, eye-hand coordination is a person's ability to carry out a movement properly and correctly involving the eyes and hands as the main determinant of the success of a movement. in carrying out the drive stroke of a beginner athlete in addition to being supported by the physical condition component, it needs to be supported in psychological aspects such as selfconfidence. self-confidence is the belief in one's own abilities that are adequate and aware of their abilities, and can use them appropriately. maslow said "confidence is the basic capital for the development of selfactuality" (sholiha & aulia, 2020). with confidence people will be able to know and understand themselves. meanwhile, lack of self-confidence will hinder the development of self-potential. so people who lack confidence will be someone who is pessimistic in facing challenges, afraid and hesitant to convey ideas, and indecisive in making choices and often comparing themselves with others. based on an explanation of the background of the problem, the researchers are interested in conducting a scientific study regarding the effect of kinesthetic perception, eye-hand coordination, confidence in the badminton game's stroke drive skills in novice athletes at gold and sarwendah badminton club jakarta. method research design the research method is a scientific way to obtain data with a specific purpose and use; the scientific way means that this research activity is based on scientific characteristics, which are rational, empirical, and systematic (sugiyono, 2013). the research method that will be used in this study is an associative quantitative approach, a survey method with test and measurement techniques while the data analysis technique uses a path analysis approach, which is a technique for analyzing causal relationships gladi jurnal ilmu keolahragaan, 12 (05), december443 hilman hadistya, ramdan pelana, yasep setiakarnawijaya that occur in multiple regression if the independent variable affects the variable. depends not only directly but also indirectly (james tangkudung, 2016). the variables studied consisted of four variables consisting of three exogenous variables and one endogenous variable. the exogenous variables consist of kinesthetic perception (x1), eye-hand coordination (x2), confidence (x3) and the endogenous variable is the skill of stroke drive in badminton for beginner athletes at gold and sarwendah badminton club jakarta (y). this research was carried out from may 2021. the place of research was carried out in jakarta at the gold badminton club practice field. population and sample sugiyono (2015) defines that population is a generalization area consisting of objects/subjects that have certain quantities and characteristics determined by researchers to be studied and then drawn conclusions (handayati, 2016). in this study, the target population or target population is all beginner athletes at the gold badminton club and sarwendah badminton club jakarta. sampling technique is a sampling technique to determine the sample to be used in research. the sampling technique in this research is total sampling. sugiyono (2016) said that total sampling is a sampling technique where the number of samples is the same as the population (muhtarom & prayitno, 2018). the sample that will be used is the total number of beginner athletes of gold badminton club and sarwendah badminton club jakarta as many as 30 people. research instrument the research instruments used in this study were 1) the badminton stroke drive test using the badminton stroke drive test instrument, 2) the kinesthetic perception test using the kinesthetic perception test, 3) the eye-hand coordination test using the throwing and catching tennis ball test, 4) the confidence test using the self confidence questionnaire. results and discussion research result the data obtained were analyzed using statistical formulas in the form of data descriptions, normality tests, linearity tests and regression significance tests. after the normality test, linearity regression test, and regression significance were carried out, then followed by path analysis to test the research hypothesis. the data analyzed in this study consisted of four units of analysis, namely: 1) kinesthetic perception test results (x1), 2) gladi jurnal ilmu keolahragaan, 12 (05), december444 hilman hadistya, ramdan pelana, yasep setiakarnawijaya hand eye coordination test results (x2), 3) self-confidence test results (x3), 4) drive stroke skills (y). 1. structural model testing i the structural equation formed in the first substructure model consists of 4 path coefficients from variables x1 to y, x2 to y, and x3 to y in the form of: y = py1x1 + py2x2 + py3x3 + pyε1. with a large (ry.123)2 = 0.495 so that pyε1 = 0.754. so the form of the structural equation in the first sub-structure model: y = 0.438x1 + 0.208x2 + 0.336x3 + 0.754. a description of the estimated path coefficient is described in the table below and visualized through the image display below: table 1. structural model path coefficient i coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 36.821 1.739 21.178 .000 kinesthetic perception (x1) .076 .026 .438 3.951 .007 eye-hand coordination (x2) .060 .042 .208 2.135 .016 self-confident (x3) .041 .018 .336 2.314 .029 a. dependent variable: skill drive punch badminton game (y) 2. structural model testing ii the structural equation formed in the second substructure model consists of 3 path coefficients from variables x1 to x43 and x2 to x3 in the form of: x3 = p31x1 + p32x2 + p3ε2. with a large (r3.12)2 = 0.078 so that p4ε2 = 0.994. so the form of the structural equation in the second sub-structure model: x3 = 0.237x1 + 0.199x2 + 0.994. a description of the estimated path coefficient is described in the table below and visualized through the image display below: table 2. structural model path coefficient ii coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 91.634 6.792 13.492 .000 kinesthetic perception (x1) .340 .274 .237 2.241 .022 eye-hand coordination (x2) .235 .456 .199 2.115 .010 a. dependent variable: confidence (x3) table 3. recapitulation of hypothesis testing results hipotesis koefisien jalur thitung ttabel α = 0,05 keputusan uji there is a positive direct effect of kinesthetic perception on the badminton game's kick drive skills 0,438 3,95 ** 2,05 h0 rejected x1 has a direct positive effect on y there is a direct positive effect of eyehand coordination on the driving skills of badminton games 0,208 2,13 ** 2,05 h0 rejected x2 has a direct positive effect on y there is a positive direct effect of confidence on drive skills in badminton games 0,336 2,31 ** 2,05 h0 rejected x3 has a direct positive effect on y there is a positive direct effect of kinesthetic 0,237 2,24 ** 2,05 h0 rejected x1 has a positive gladi jurnal ilmu keolahragaan, 12 (05), december445 hilman hadistya, ramdan pelana, yasep setiakarnawijaya perception on selfconfidence direct effect on x3 there is a direct positive effect of eyehand coordination on self-confidence 0,199 2,11 ** 2,05 h0 rejected x2 has a direct positive effect on x3 discussion of research results based on the test results of all the hypotheses that have been carried out in the hypothesis testing section, it can be stated that: first, the results of the first hypothesis analysis resulted in the finding that kinesthetic perception had a direct positive effect on the badminton game's stroke drive skills. based on these findings, it can be concluded that the stroke drive skill of the badminton game is positively influenced by kinesthetic perception. improved kinesthetic perception will result in an increase in badminton game drive punch skills. second, the results of the second hypothesis analysis resulted in the finding that eye-hand coordination had a direct positive effect on the badminton game's stroke drive skills. based on these findings, it can be concluded that the stroke drive skill of the badminton game is positively influenced by eye-hand coordination. improved eyehand coordination will result in an increase in badminton game drive punch skills. third, the results of the third hypothesis analysis resulted in the finding that self-confidence has a direct positive effect on the badminton game's stroke drive skills. based on these findings, it can be concluded that the skill of hitting drive in badminton is directly influenced positively by self-confidence. increased confidence will result in an increase in badminton game drive punch skills. fourth, the results of the fourth hypothesis analysis provide a finding that kinesthetic perception has a direct positive effect on self-confidence. based on these findings, it can be concluded that selfconfidence is directly influenced positively by kinesthetic perception. increased kinesthetic perception will result in increased confidence. fifth, the results of the fifth hypothesis analysis resulted in the finding that hand-eye coordination had a direct positive effect on self-confidence. based on these findings, it can be concluded that selfconfidence is directly influenced positively by hand-eye coordination. improved eyehand coordination will result in increased confidence. self-confidence is a sense of confidence and belief in one's abilities in carrying out the desire to achieve gladi jurnal ilmu keolahragaan, 12 (05), december446 hilman hadistya, ramdan pelana, yasep setiakarnawijaya achievement and achievement. athletes who have good self-confidence will easily perform their drive stroke skills well, supported by good eye-hand coordination, so that the results of the drive stroke will be maximized. so in this case eye-hand coordination and self-confidence are very important things in badminton and become a major factor in training and matches. conclusion conclusions were drawn based on research findings with exogenous variables consisting of kinesthetic perception (x1), eye-hand coordination (x2) and confidence (x3). the endogenous variable is drive punch skill (y), as follows: 1. kinesthetic perception has a direct positive effect on the badminton game's punch drive skills. this means that by increasing the kinesthetic perception, it will improve the badminton game drive stroke skills in beginner athletes. 2. eye-hand coordination has a direct positive effect on the badminton game's drive stroke skills. this means that with good eye-hand coordination, it improves the badminton game's stroke drive skills in beginner athletes. 3. confidence has a direct positive effect on the badminton game's punch drive skills. this means that by increasing selfconfidence, it can improve the badminton game drive stroke skills in beginner athletes. 4. kinesthetic perception has a direct positive effect on self-confidence. this means that better kinesthetic perception can increase the confidence of beginner athletes. 5. eye-hand coordination has a direct positive effect on self-confidence. this means that having good eye-hand coordination can increase self-confidence in beginner athletes. references gunawan, r., subarjah, h., & sudirjo, e. (2017). perbandingan antara metode latihan shadow dan permainan sentuh warna terhadap keterampilan footwork bulutangkis. jurnal upi, 1-10. https://ejournal.upi.edu/index.php/spo rtive/article/view/10898. handayati, r. (2016). analisis faktor-faktor yang mempengaruhi tingkat kepuasan konsumen di pong-pong cafe lamongan. jurnal penelitian ekonomi dan akuntasi, i(3). mauludy, nuansa. g, & sartono, h. (2017). hubungan koordinasi mata dan tangan dengan hasil pukulan drive dalam permainan bulutangkis. jurnal kepelatihan olahraga, 9(1), 64-71. mauludy, nuansa. g, & sartono, h. (2017). hubungan koordinasi mata dan gladi jurnal ilmu keolahragaan, 12 (05), december447 hilman hadistya, ramdan pelana, yasep setiakarnawijaya tangan dengan hasil pukulan drive dalam permainan bulutangkis. jurnal kepelatihan olahraga, 9(1), 64-71. muhtarom, a., & prayitno, d. (2018). determinasi kualitas produk, kepercayaan merek, harga, kualitas pelayanan dan promosi terhadap keputusan pembelian (studi kasus di cabang pt. surganya motor indonesia (planet ban) gresik). jurnal ekbis, 19(1). https://doi.org/10.30736/ekbis.v19i1.13 7. muliana, a., bismar, a. r., & suwardi, s. (2019). pengaruh koordinasi matatangan, kekuatan otot lengan dan kelentukan pergelangan tangan terhadap kemampuan pukulan servis panjang dalam permainan bulutangkis pada club pb. matrix makassar. jurnal unm, 8(5), 55. ngadenan, n. (2015). kontribusi persepsi kinestetik dan kelincahan teriiadap hasil tembakan bola basket. jurnal nusantara of research, 02(april), 3648. nur, l., & mulyana, e. h. (2017). permainan bola kecil untuk meningkatkan. 1(1), 53-65. ridwan, m., dlis, f., humaid, h., & latihan, m. (2018). model latihan strokes bulutangkis untuk atlet single usia pemula. jurnal siliwangi : seri pendidikan pissn 2476-9312, 4(2), 76-79. sholiha, s., & aulia, l. a.-a. (2020). hubungan self concept dan self confidence. jurnal psikologi : jurnal ilmiah fakultas psikologi universitas yudharta pasuruan, 7(1), 41-55. https://doi.org/10.35891/jip.v7i1.1954. subarkah, a., & marani, i. n. (2020). analisis teknik dasar pukulan dalam permainan bulutangkis. jurnal menssana, 5 no.2, 146-156. tangkudung, james. (2016). macam-macam metodologi penelitian uraian dan contohnya. lensa media pustaka indonesia. zulbahri, & melinda, c. (2019). metode practice style dan guided discovery style serta keterampilan teknik dasar atlet bulutangkis. prosiding senfiks (seminar nasional fakultas ilmu kesehatan dan sains), 1(1), 28-37. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 25-33 permalink/doi: https://doi.org/10.21009/gjik.123.04 the effect of plyometric training up and downstairs and obstacle jumping on the improvement of squat style long jump results for male participants in the dki jakarta athletic club mohammd fathan mubina 1 , moch. asmawi 1 , heny widyaningsih 1 1 physical education, univeristas negeri jakarta, jl. rawamangun muka, rt.11/rw.14, rawamangun, pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 correspondiing author. email : mohammdfathanmubina_9903820001@mhs.unj.ac.id abstract: the objectives of this study were 1) to improve the hurdle jumping training on the long jump results of the squat style in the male participants of the dki jakarta club. 2) increasing the plyometric training up and downstairs to the results of the squat-style long jump in the male participants of the dki jakarta club. 3) this is more influential between the plyometric training of hurdle jumping and plyometric training up and downstairs to improve the squat style long jump results for male participants in the dki jakarta club. the method to be used is an experimental method, namely the research design using "(pretest and post test two group design (pretest-posttest randomized group design)", namely to determine the independent and dependent variables (ronny, 2007: 138). the initial and final tests using the hurdle jump obtained an average deviation of md = 0.26 standard deviation sd = 0.07 and the standard error mean semd = 0.03 these results produce at-table at degrees of freedom (dk) = 5-1 = 4 with a significant level 5% obtained the critical value of t-table = 2.776 with these results, then h0 is rejected because tcount = 7.63 which means that t-count ≥ t-table then h0 is rejected and ha is accepted, where the hypothesis is ha = there is an increase in obstacle jump training to the long jump results squat style on club athletes in dki jakarta. key words: plyometric step up down, obstacle jump, long jump. mailto:mohammdfathanmubina_9903820001@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, 12 (03), july26 mohammd fathan mubina, moch. asmawi, heny widyaningsih introduction athletics comes from the greek athlon or athlu which means a race, match, struggle or struggle, people who do it are called atleta (athletes). athletics is a physical activity consisting of dynamic and harmonious movements such as walking, running, jumping, and throwing. humanity has carried out athletic competitions since ancient times to the present olympics. in every achievement comparison, there are always winners and losers, and any competition for achievement will lead to success or failure. to achieve maximum performance, all jumpers, both long jumpers, double jumpers, high jumpers, and pole high jumpers, must try to improve their jumping skills. the ability to be able to jump with the strongest leg in a long-jump is influenced by many factors, but many achievements are also achieved by teaching proper jumping techniques. the long-jump is basically divided into three stages, namely the prefix run, repulsion and hovering, and landing. in the long jump, the athlete tries to run and refuse forward with a distance stomping his strongest foot right on the repulsion board as hard as possible to float in the air and then land in the sandbox. the success of a person to make a leap is influenced by many factors, both internal and external factors. internal factors include running speed, strength when resisting, body posture in the air, and landing, while external factors are wind speed and gravity and the field conditions themselves. the factors in the long jump technique require coordination of movements, in his book dadang masnun states that: a movement will be successful if each different skill number can be combined with the nature and ability of kinesiology (dadang, 2001: 6). a long jump is a movement of jumping forward up in an effort to carry the weight point as long as possible in the air (hovering in the air) which is done quickly and by repulsing one leg to reach the greatest distance. to form long jump athletes with maximum performance is not easy, it requires a long series of achievement-building processes. this is because the achievements of the sport depend on many factors. the factors that influence a jumper to achieve include physical ability, technique, psychological tactics, and theory preparation. all of these components must be fulfilled for a long jumper, because it is a condition for the jumper to achieve, in this case, the researcher will specialize in the jump number, namely the long jump. the achievements of a jumper can be seen from the records of the jump distance achieved from the results of the jump. in fact, the strength of the leg while resting on the repulsion board is a determining factor in the distance of the jump. the basic asset for a jumper is leg strength, in addition, the speed of running also greatly affects the result of the jump. apart from a form of training to train leg strength, jumping over obstacles is one form of training that is appropriate for beginners and advanced/advanced athletes, giving these exercises can contribute more to increasing the ability to jump. the correct technique can help make your jump. many training methods can be used to improve your jumping ability and leg muscle strength. one of the efficient methods to increase leg muscle strength is by jumping using obstacles. this exercise aims to improve and improve a good condition, namely gaining the power of jumping. like plyometric training up and downstairs, hurdle jumping is a method that works to increase leg strength, because there are obstacles in the form of stairs of a predetermined size, so using this exercise the athlete will be challenged by these obstacles. based on the description above, the researcher wanted to know the effect of plyometric training up and downstairs and obstacle jumping on the improvement of squat-style long jump results for male gladi jurnal ilmu keolahragaan, 12 (03), july27 mohammd fathan mubina, moch. asmawi, heny widyaningsih participants in the dki jakarta athletic club. methods the method to be used is an experimental method, namely the research design using "(pre-test and post test two group design (pretest-posttest randomized group design)" which is to determine the independent and dependent variables (ronny, 2007: 138). the independent variable is the plyometric method of hurdle jumping and plyometric training up and downstairs, while the dependent variable is the result of the long jump squatting style of the male participants in the dki jakarta club. participants the population is a comprehensive collection of an object which is the researcher's concern (walpole, 1992: 33). the population that the researchers used was 15 male athletic participants at the dki jakarta club. the sample is part of the population (walpole, r.e). if the researchers use all the athletic clubs in dki jakarta, then the 15 athletic participants of the dki jakarta club are the samples. of the 15 athletic participants of the dki jakarta club, 10 male participants were taken using the purposive sampling technique procedure /instruments in this study, the instrument used was the preliminary test with a long jump with a squat style. in order to obtain initial data in the form of value or quality of the jump results from each participant, after obtaining the results of the squat style long jump test, besides the results of the long jump, the squatting style also obtained the jump results of each participant which will later be made training programs and given treatment in the form of training for all samples for 2 months, with the hope that the long jump results will increase. according to m. sajoto (1995; 35), the frequency of training per week, the program from de lorme and watkin is 4 times per week, but today's coaches generally agree to run an exercise program 3 times a week, so that chronic fatigue does not occur. the length of exercise required is 6 weeks or more data collection and analysis introduction. conducting identity data collection on research subjects then validating the stopwatch to ensure that the time measuring device is really valid when the results are displayed when data collection. retrieval of initial data (pre-test) and final data (post-test), at the initial data collection stage and the final data using the squat style long jump test implementation of the study, after all the initial data (pre-test) of each subject, was known, then the subjects would be given treatment (treatment) of obstacle jumping exercises and up and downstairs. statistical analysis the data analysis technique in this study is to use the t-test statistical technique. the research hypothesis testing was carried out by comparing the t-count value with the t-table value, between the null hypothesis (ho) and the experimental hypothesis (h1). results the initial test data for obstacle jumping exercise obtained the lowest score of 4.83 and the highest score of 5.82 with an average of 5.20. the final test data for obstacle jump exercise obtained the lowest score of 5.13 and the highest score of 6.10 with an average of 5.46 in the pre-test and final test in the obstacle jump exercise group, the standard deviation data obtained were sx2 = 0.07 and the standard of error mean semx2 = 0.03 can be described in the table the frequency distribution of the initial and final tests and can also be described in the histogram graph, below: table 1. the obstacle jump preliminary test gladi jurnal ilmu keolahragaan, 12 (03), july28 mohammd fathan mubina, moch. asmawi, heny widyaningsih no. interval class the midpoint frekuensi absolut relatives 1 4.78 – 5.13 4.95 2 40% 2 5.18 – 5.48 5.33 2 40% 3 5.53 – 5.98 5.75 1 20% total 5 100% figure 1. obstacle jump preliminary test table 2. obstacle jump final test no interval class the midpoint frekuensi absolut relatives 1 5.08-5.43 5.25 3 60% 2 5.48-5.75 5.63 1 20% 3 5.84-6.19 6.01 1 20% total 5 100% 0 0,5 1 1,5 2 2,5 3 3,5 4,2 4,59 5,09 f re k u e sn i gladi jurnal ilmu keolahragaan, 12 (03), july29 mohammd fathan mubina, moch. asmawi, heny widyaningsih figure 2. obstacle jump final test table 3.initial test descend up the ladder no interval class the midpoint frekuensi absolut relatives 1 3.96 – 4.44 4.19 3 40% 2 4.49 – 4.84 4.66 1 40% 3 4.89 – 5.84 5.36 1 20% total 5 100% figure 3. the preliminary test of climbing up the stairs 0 0,5 1 1,5 2 2,5 3 3,5 4,2 4,59 5,09 f re k u e sn i 0 0,5 1 1,5 2 2,5 3 3,5 4,2 4,59 5,09 f re k u e sn i gladi jurnal ilmu keolahragaan, 12 (03), july30 mohammd fathan mubina, moch. asmawi, heny widyaningsih table 4. final test climbing up the stairs no interval class the midpoint frekuensi absolut relatives 1 4.17-4.79 4.48 3 60% 2 4.84-5.22 5.03 1 20% 3 527-6.04 5.65 1 20% total 5 100% figure 4. final test climbing up the stairs discussion preliminary test results and obstacle jump final tests the results of the analysis of the initial test and the final test using the hurdle jump obtained an average deviation of md = 0.26 standard deviation sd = 0.07 and the mean standard error of the mean semd = 0.03 these results produce t table at degrees of freedom (dk) = 5-1 = 4 with the degree of significant 5% obtained critical value t table = 2.776 with these results, then h0 is rejected because tcount = 7.63 which means t-count ≥ t table then h0 is rejected and ha is accepted, where the hypothesis is ha = there is an increase in hurdle jumping training to the long jump squatting results in club athletes. dki jakarta. from the calculation results, it can be concluded that the research hypothesis (ha) is accepted. it proves statistically that there is an increase in hurdle jumping training on the squat-style long jump results of dki club athletes. the process of implementing long jump exercises using a crossbar is installed in 0 0,5 1 1,5 2 2,5 3 3,5 4,2 4,59 5,09 f re k u e sn i gladi jurnal ilmu keolahragaan, 12 (03), july31 mohammd fathan mubina, moch. asmawi, heny widyaningsih stages starting from a low height of 25 cm and increasing according to body height. in the long jump training method, the squat style uses a crossbar obstacle, in addition to aiming to stimulate athletes to jump higher, the ruler also functions as a determinant of the height that must be jumped when floating in the air. the downside of this method is that the athlete will be seized with fear. however, it is known that the method of using the crossbar obstacle can be obtained several advantages, including that the athlete can jump higher so that it will slow down when hovering in the air. in addition, with a crossbar that must be jumped, when it is over the bar at that time, it is most appropriate to form a squatting attitude in the air. with these advantages, the crossbar obstacle training method will make it easier for the athlete to master the squat style and thus will enable the athlete to perform better. visually, we can see jumping with crossbar obstacles. in the hurdle jumping exercise, it has an effect on increasing leg power (nur, 2019). in addition to jumping hurdles, such as hurdling, it also affects the increase in leg muscle power of an athlete. (shodiq and sugihartono, 2019). preliminary test results and final test plyometric exercises up and down stairs. the results of the analysis of the preliminary and final tests using the up and down stair plyometric exercise, the average deviation of md = 0.14 standard deviation sd = 0.06 and the standard error of mean semd = 0.03 results in ttable at degrees of freedom (dk) = 5-1 = 4 with a significant level of 5% obtained a critical value of t table = 2.776. with these results, h0 is rejected because tcount = 4.50 means thiutng ≥ t table, then h0 is rejected and ha is accepted, where the hypothesis is: ha = increased exercise by climbing stairs to the long jump squat style results in club athletes in dki jakarta. from the calculation results, it can be concluded that the research hypothesis (ha) is accepted. proving the statistical increase in the increase in exercise by climbing stairs on the long jump results of squatting styles in dki jakarta club athletes. exercises up and downstairs is an exercise method to train leg muscle strength. exercise up and downstairs is a form of exercise method to develop the physical condition with the main target is leg power. exercise up and downstairs is one of the plyometric exercises, which according to chu (2000: 4), explains that plyometric is a training method that focuses on movements at high speed. meanwhile, summit argues that plyometrics are specific exercises to improve jumping ability equipped with stretching exercises and shorten muscle contraction, this elastic force is then reused to shorten the activity of muscles that become stronger. it can be concluded that the "up and down ladder" exercise is a method of power training with the characteristics of using very strong and fast muscle contractions in order to improve your jumping ability. exercise "up and down ladder" is very necessary in the long jump, that is, if you have good leg power, it is expected to be able to jump well during repulsion. how to do the "up and down ladder" exercise, where both legs are used to jump up and down the stairs and immediately land back on the ground. exercises using both legs further reduce the load being held, but to increase the intensity, jump on one leg. repetitive jumping "up and down the stairs" is a gladi jurnal ilmu keolahragaan, 12 (03), july32 mohammd fathan mubina, moch. asmawi, heny widyaningsih very useful exercise for athletics, especially long jump. exercise up and downstairs is very necessary in the long jump sport, that is, if you have good leg power, it is hoped that you can jump properly when doing techniques that require jumping, for example when taking off on a pedestal, climbing and climbing stairs has an effect on increasing leg power (kartikasari , 2017). (fadli, 2017). (sudarsana, et al, 2019) conclusions based on the problems raised and supported by a description of the theory and framework of thinking as well as data analysis, these results can be concluded that: 1. there was an increase in squat-style long jump results after being given hurdles jumping plyometric training to the male participants of the dki jakarta athletics club. 2. there was an increase in the results of long jump squatting after being given plyometric training up and downstairs to the male participants of the dki jakarta athletics club. 3. the plyometric training of hurdle jumping is more influential than the plyometric exercise up and downstairs to improve the squatstyle long jump results for the male participants of the dki jakarta athletic club. references: chu d.a, (2000) jumping into plyometrics, illinois: human kinetics. dadang masnun, (2001) kinesiologi, jakarta:fik unj walpole, r.e. (1992) pengantar statistika, jakarta: pt gramedia pustaka utama m. sajoto, (1995) peningkatan dan pembinaan kekuatan kondisi fisik dalam olahraga, semarang kartikasari, s. (2017). pengaruh antara latihan squat jump dan naik turun tangga terhadap peningkatan daya ledak otot tungai pada atlet club bola voli 76 kediri tahun 2016. jurnal kesehatan olahraga, 3. fadli, z. perbedaan pengaruh latihan lompat gawang dan naik turun tangga terhadap daya ledak otot tungkai pada atlet ekskul anggar man 2 model medan tahun 2018. jurnal ilmu keolahragaan, 17(2), 62-72. nur, a. (2019). pengaruh latihan lompat rintangan terhadap kemampuan lompat jauh gaya jongkok pada siswa putra smp negeri 1 luwuk. jurnal pendidikan olahraga, 9(1), 1-8. nurhayati, m., & hildawati, d. (2020). pengaruh latihan lompat rintangan meraih sasaran diatas terhadap kemampuan lompat jauh gaya gantung pada siswa kelas v di sdn tomo kecamatan tomo kabupaten sumedang. journal respecs, 2(1), 1519. ronny kountur, (2007) metode penelitian utuk penulisan skripsi dan tesis, jakarta: ppm gladi jurnal ilmu keolahragaan, 12 (03), july33 mohammd fathan mubina, moch. asmawi, heny widyaningsih shodiq, a., & sugihartono, t. (2019). pengaruh latihan lompat gawang dalam meningkatkan tinggi lompatan spike pada permainan bola voli siswa ekstrakurikuler di man 2 kota bengkulu. kinestetik: jurnal ilmiah pendidikan jasmani, 3(1), 29-33. sudarsana, i. p. a. b., pangkahila, j. a., satriyasa, b. k., weta, w., sandi, i. n., & dewi, n. n. a. (2019) pelatihan loncat naik turun tribun dan pelatihan loncat naik turun bangku meningkatkan daya ledak otot tungkai pada peserta ekstra kurikuler bola voli putra sma negeri 1 tegallalang. sport and fitness journal. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 17-25 permalink/doi: https://doi.org/10.21009/gjik.121.03 futsal shooting training model for extracurricular high school students ader damar indrawan1, susilo1, aan wasan1, rizka antoni1 1pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : damarader11@gmail.com abstract the purpose of this study was to provide an overview of a variety of models of training in futsal shooting techniques that are effective for high school extracurricular students. to find out that the design product of a new training model or perfecting previous research is complete with product specifications as well as testing the effectiveness of the training model created, so that it can improve accuracy and quality and can be used as a guide for playing futsal games in the form of shooting. based on the data obtained from the expert / expert test results and implementation to the futsal extracurricular trainer, it can be concluded that this training model is feasible to be applied in practicing futsal shooting skills. the subjects in this study were students who were members of the extracurricular activities at korpri higj school and al-muslim high school. the research method used is (research and development) from addie which consists of 5 steps, namely analysis, design, development, implementation, evaluation. there are 23 models of futsal shooting practice. keywords: shooting, futsal, extracuricular gladi jurnal ilmu keolahragaan, 12 (01), march18 ader damar indrawan, susilo, aan wasan, rizka antoni introduction the game of futsal is a sport that is very popular and popular today, it is proven that almost all parts of the world people play this sport. iqbal zulfikar said "futsal is now a game that is of interest to various groups” (r & bulqini, 2019:2). futsal in indonesia has won the hearts of sports lovers. therefore, it is not surprising that this dominant game using feet is often played by children to adults. not only men but women have also played futsal and are gaining popularity in indonesia. this sport is very useful both as a means of education, a means of recreation and as a goal of building achievement. the high interest of the community, especially teenagers, to the game of futsal, many futsal sports clubs were established as well as futsal fields in every city. this triggered the holding of a futsal sports competition in order to find outstanding sports students. achievement of achievements requires adequate playing technique skills, harsono in antoni (2017) said that: "... there are four aspects of training that students need to pay attention to and train carefully, namely (a) physical training, (b) technical training, (c) tactical training, and (d) mental training. (antoni & fitri, 2017). achieving mastery of the basic techniques of playing futsal, players must carry out the principles of correct, careful, systematic technique movements that are carried out repeatedly and continuously, so as to produce good cooperation between a group of muscle nerves to form harmonious movements, resulting in automation of movements. the attainment of automatic movement must begin at a young age. the futsal game requires each player to have excellent physical condition and physical aspects of the foundation. joseph a. luxbacher, stated that “the player's smooth and controlled movements express their individuality in team play. speed, strength, stamina, skill and knowledge of tactics are all important aspects of performance." (luxbacher, 2011:12). one of the basic techniques in futsal is shooting. according to timo scheunemann "shooting is kicking the ball hard at the goal, because players on any side must be able to shoot to create a goal" (ashadi, 2018: 108). shooting or shooting is a very important skill and to have this skill requires a continuous learning stage. according to muharnanto (2006: 22). shooting in a futsal game is a ball kick to score or make a goal against the opponent's goal in order to win the match. all players should be encouraged to shoot a lot from different distances during the game. shooting skills must always be trained by each player so that they can score goals from various positions, both easy and difficult. the futsal training process that takes place from observations made by researchers gladi jurnal ilmu keolahragaan, 12 (01), march19 ader damar indrawan, susilo, aan wasan, rizka antoni that students have not been maximal in implementing their exercises, especially when presenting material on futsal shooting techniques, where students are still less capable when given shooting practice material 2 meters in front of the goal by giving students the opportunity to shoot or shoot 3 times, but in 3 times the opportunity to shoot some even did not. reach the shooting goal to get the ball into the goal. the factors in the failure of students to shoot are very diverse, some are hesitant to shoot and mostly because they do not know too much in the step-by-step shooting, there are those who are reluctant and lazy to find out more about the correct technique in shooting because while still in elementary school students only play by prioritizing basic movements in every game in physical education learning and at high school age is a transitional period towards early adolescence, and there are also those who feel bored with just like that without any variations and in high school, students should be steady in absorbing techniques and practicing focus and seriously. the way out of this problem requires a good and correct shooting practice model to avoid students' inaccuracy in shooting futsal. according to the trainer, the development of training materials in the form of training models during the futsal shooting practice process can improve the students' futsal shooting skills through developing training material patterns, training program planning, implementation and evaluation have been prepared beforehand, then students do the exercise material in accordance with the direction of the trainer. the futsal shooting training model which is the main attraction in this research is to be used as the research material to be carried out, namely the current training model in the form of conventional training models and the lack of variation into varied and challenging training models which are the development material in this study. in this study discusses the futsal shooting training model with the concept of repetition or repetition. according to sugiyanto, students did the movements as instructed by the teacher and did them repeatedly. the countermeasures for this movement are intended to allow movement automation. therefore, in the drill approach it is necessary to arrange a good learning sequence so that students are actively involved, so that optimal learning outcomes will be obtained, sugiyanto in (aprinal, 2017: 8). after the researcher made field observations, the researcher saw the problem in carrying out shooting exercises, where the students lacked good mastery of shooting skills, the attitude in carrying out shooting skills was not in accordance with the predetermined technical standards and the students tended to shoot based on bad habits that were not suitable. with the standard shooting itself, as a result the ball often does gladi jurnal ilmu keolahragaan, 12 (01), march20 ader damar indrawan, susilo, aan wasan, rizka antoni not reach the goal. therefore, researchers are interested in making a training model with a repetition system, in order to improve futsal shooting skills for high school extracurricular activities, so that students have a good shooting success rate. methods this research to develop the futsal shooting training model uses the addie development model which consists of 5 steps, namely analysis, design, development, implementation, evaluation. this research was conducted on the futsal field at korpri high school and al-muslim high school research stages the analysis was developed by conducting interviews with futsal extracurricular trainers at sma korpri and sma al-muslim. based on the results of the field findings, they are then described and analyzed so that a formulation of the results that has been collected is obtained. the formulation of the results that have been collected will be used as a reference in carrying out the next stage. the next stage is to make an initial product in the form of a variety of futsal shooting training models with the aim of producing a good product. this design is the next step for making an initial product in the form of a series of model development which later can be used as a guide or guide to improve quality, skills, and accuracy. the initial product is embodied in the design of a futsal shooting training model. the development of the training model is expected to be a product that can be developed systematically and realistically, so that this product has an effective and efficient value. in making products developed by researchers, researchers must consult products with futsal sports experts to be able to produce products that are suitable for high school extracurricular athletes. a. the futsal shooting training model is made according to the objectives, branch characteristics, and the method used. after planning or designing the research, the next step is to make a product in the form of a series that will later be used as a guide or reference in facilitating futsal shooting practice in order to get satisfactory results. the product will be described in the form of a futsal shooting training model. in the process of making a product, researchers must consult their products with experts or futsal sports experts and sports lecturers in order to produce the best products. this validation is done with trials that are reviewed by experts to assess the feasibility of the draft model and the feasibility of the basic conceptual basis. validation, evaluation, and revision of this training model are important parts of a study, which are adjusted after the design of the learning model is completed. model validation aims to determine whether the gladi jurnal ilmu keolahragaan, 12 (01), march21 ader damar indrawan, susilo, aan wasan, rizka antoni training model being designed is feasible or not. the validity of the model also looks at the extent to which the products made can achieve the goals and objectives. in this study, expert judgment was carried out to examine the models that had been produced, then asked to provide input on the design of the futsal shooting training model that had been made. result and discussion designing a variation model for high school futsal shooting starts from a needs analysis conducted by researchers to several korpri high school and al-muslim high school. waldopo, (2011) said need is a gap from the present state to the state it should be. this initial analysis has experienced several obstacles, including: 1. the process of designing a futsal shooting variation model that will be developed takes a long time, taking into account various things, so that the training model is completed in a long time. 2. it took time to consult with experts about the initial grand design, until the researcher compiled the entire initial draft of the futsal shooting model. based on the initial product that has been made, an expert test of futsal shooting material is carried out, then a revision is made based on the assessment and comments of the experts, at this stage two repairs or expert tests are carried out in order to arrive at product perfection. products that have been completely revised in second stage are continued at the implementation stage, but in this implementation stage during the covid-19 pandemic, they are replaced by user responses, namely futsal extracurricular trainers. this response is made into three indicators, namely the principles of benefit, usability and safety. in this study, efforts have been made to the maximum in accordance with the ability of the author, but in this study there are still several limitations that must be recognized and put forward as a consideration in generalizing the results of the research achieved. the limitations include the following: 1. this product is only tested by experts / experts and responses from users, namely the trainer as a trainer in extracurricular activities for korpri high school in bekasi and almuslim high school. 2. the product does not have the ability to analyze the results of the futsal shooting test. due to time constraints and during the covid-19 pandemic, there is no direct treatment of students as research subjects, so it will affect the level of effectiveness of the model in its application. conclusion based on the data that the researcher has obtained from the results of expert / gladi jurnal ilmu keolahragaan, 12 (01), march22 ader damar indrawan, susilo, aan wasan, rizka antoni expert testing and implementation to the trainer, it can be concluded that: 1. the futsal shooting training model (adi) for high school extracurricular athletes can be developed and applied in practicing futsal shooting skills. 2. this futsal shooting training model is suitable for high school age athletes. references antoni, r., & fitri, m. 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(2017). pengaruh latihan permainan terget terhadap ketepatan shooting menggunakan kaki bagian dalam pemain futsal sfc planet sleman. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 403-411 permalink/doi: https://doi.org/10.21009/gjik.125.07 this work is licensed under a creative commons attribution-sharealike 4.0 international license. the effect of anxiety, confidence, and motivation on the performance of national volleyball referee province of north sumatra arie favian syahmar marpaung1, sudradjat wiradihardja1, kurnia tahki1 1pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m hatta jl. rawamangun muka jakarta timur, indonesia corresponding author. email arie.faviansyahmar@gmail.com abstract this study aims to determine whether there is a significant effect between the exogenous variables of anxiety, confidence, and motivation with the endogenous variables of the performance of referees on duty in north sumatra province. the population in this study is the national referee of north sumatra province. the sampling technique used was the purposive sampling method in which the national referees selected were adjusted to the criteria determined by the researchers as many as 50 national referees from various levels. the research method used is the descriptive quantitative method. the results of the data analysis carried out showed that 1) there was a significant influence between anxiety on the referee's performance of 0.854 or 73.7%, 2) there was a significant influence between self-confidence on the referee's performance of 0.842 or 70.9%, 3) there was a significant effect of a significant difference between motivation on the performance of the referee is 0.744 or 55.3%, 4) there is a significant effect between anxiety on the motivation of 0.841 or 70.8%, 5) there is a significant influence between self-confidence and motivation of 0.851 or 72.5 %, 6) there is a significant effect between anxiety through motivation on referee performance by 0.744 or 55.3%, 7) there is a significant effect between self-confidence through motivation on referee performance by 0.879 or 77.3%. the data collection technique in this study used a questionnaire instrument method in the form of statements on a likert scale that had been validated by experts. so it can be concluded that several internal and external factors can affect the performance of the referee in leading the match such as anxiety, confidence, and motivation. suggestions for the referee to be able to optimize the psychological condition before leading the game, to maximize the task of leading the match. keywords: anxiety; self-confident; motivation; referee performance; volleyball introduction the referee is one of the main figures in the running of a sports match because the referee must be able to be a good judge and not harm the parties who are competing, with leadership, courage, and justice possessed by a referee will have an impact on the smooth running of the ongoing match. mailto:arie.faviansyahmar@gmail.com gladi jurnal ilmu keolahragaan, 12 (05), december404 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki referees are also required to be able to understand the basic rules in a sport, as well as volleyball referees. according to aulia in her research, "volleyball referees must understand volleyball rules, refereeing codes of ethics, hand signals in leading matches, and make the right decisions at the right time." (aulia, 2016). then it was added by hsiang et al in their research that "referees are also required to have the responsibility to always coordinate and cooperate with other referees and maintain good relations and communication between coaches and players to keep the match going well" (hsiang, yu, yu, & chun, 2014). a referee can be said to be a good referee if the referee is confident in the decisions he makes, based on the rules of the volleyball game, and is not easily influenced by interventions from other parties and always adheres to the refereeing code of ethics, according to rizqal et al (rizqal & basri muhammad hasan, 2020). so that the smoothness and success of volleyball matches cannot be separated from the role of a referee in his performance in leading the match. the referee's performance is the result of a referee's achievement in carrying out his duties. a good referee's performance will have a positive impact, and vice versa, if the referee's performance is bad, then of course it will have a negative impact. the good and bad performance of the referee will have an impact on the referee himself and the running of the match activities. nurlaila (2010:71) argues that "performance is the result or output of a process". however, in reality on the ground, it is still possible to find referees who are not working well, causing the match to not run smoothly, even though the referee has met the requirements and qualifications specified. based on the results of interviews conducted by researchers with the secretary and head of the refereeing division of pbvsi north sumatra province, it is known that the referee on duty still often has doubts in making decisions, there are also referees whose decisions are not under applicable regulations, due to differences in interpretation to the referee. in addition, several facts on field show that the performance of the volleyball referee is still at a moderate level, and the volleyball referee's level should be at a good level. this can be demonstrated by the frequency of which teams, coaches, or team officials compete to protest the referee's decisions. (krisna, umam, saeful, & muhammad, 2020). several factors can cause the referee's poor performance on duty including the emergence of anxiety, lack of confidence in the referee, and the low motivation that builds on the referee in leading the match. gladi jurnal ilmu keolahragaan, 12 (05), december405 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki anxiety in referees often occurs because of the influence of external factors such as the screams of the audience, strong protests from players and coaches, and so on. anxiety is a negative emotion, as are doubt and depression. weinberg and gould (2011: 78) explain that "anxiety is a negative emotional state in which feelings of nervousness, worry, and fear are associated with activation and stimulation of the body". so that the magnitude of the influence from the outside will greatly affect the negative emotions of a referee, which will then increase the level of stress, anxiety and will ultimately affect the performance of a referee on duty. this is in line with the opinion of cox, richard h (2012:158) that "the stress process begins with an environmental situation or competition". then self-confidence is a positive emotion, as are joy and happiness. so that confidence can be used as an important factor to interpret the symptoms that arise in the anxiety of a referee before leading the match. thus, the self-confidence that arises will cause positive emotions, so that a referee will feel calm and relaxed in leading the match even though he is under pressure from the audience, players, and coaches. likewise, motivation is a psychological symptom that appears in the form of encouragement to a person consciously or unconsciously to take certain action with a specific goal (djamarah, 2011). a volleyball referee in carrying out his duties certainly has a certain impulse that makes him enthusiastic in carrying out the task of leading the match based on the observations of researchers and the description above, psychological factors are one of the things that can affect the performance of volleyball referees in leading the match, more precisely in this case the national volleyball referee for north sumatra province. so that researchers are interested in exploring more knowledge about the effect of anxiety and selfconfidence on the performance of the national volleyball referee in north sumatra province. method the research method used is descriptive, quantitative research methods, where the results of research can aim to describe something as it is by the facts that occurred in the field when this research was carried out. the population in this study is the national volleyball referee of north sumatra province. then the sample in this study, namely 50 national referees with sampling using the purposive sampling method. gladi jurnal ilmu keolahragaan, 12 (05), december406 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki the variables studied in this study consisted of three variables, namely anxiety, self-confidence, and motivation as the independent variable and the referee's performance as the dependent variable. the data collection technique was carried out with a questionnaire that was collected from all samples and had been validated by experts from each field on the research variables, namely anxiety and self-confidence questionnaires. the referee's performance test was carried out with a questionnaire compiled under the rules and regulations of refereeing. then the data will be analyzed using descriptive statistical analysis methods as according to arikunto (2002: 56) saying "if a study aims to get a picture or find something as it is about an object studied, then the analysis technique needed is enough to calculate the percentage". this study used the sport anxiety scale-2 (sas-2) to measure innate or trait anxiety (trait anxiety) conducted by smith, smoll, cumming, and grossbard in the journal of sport & exercise psychology (2006, 28, 479-501) and the competitive state anxiety inventory-2 (csai-2) to measure state anxiety conducted by cox, martens, and russell in the journal of sport & exercise psychology (2003, 25, 519-533). measuring self-confidence in this study used the sources of sport confidence questionnaire (sscq) proposed by vealey, hayashi, garner-holman, and giacobi in the journal of sport & exercise psychology (1998, 20, 54-80). to measure motivation in this study used the sport motivation scale (sms) proposed by luc g. pelletier, michelle fortier, robert j. vallerand, nathalie m. briere, kim m. tuson, and marc r. blais, 1995 in the journal of sport & exercise psychology, 17, 35-53. the instrument used is the performance variable with 5 referee performance concepts consisting of 17 characteristics proposed by mascarenahs, d. r., collins, d., & mortimer, p. (2005:368) in the elite refereeing performance journal: developing a model for sport science support. results and discussion model r r square adjust r square std. error of the estimate anxiety about referee performance 854 727 716 5.769383 confidence in referee performance 842 478 723 5.938475 motivation against referee performance 744 708 675 5.283947 anxiety against motivation 841 773 713 4.933628 confidence in motivation 851 725 758 4.627384 gladi jurnal ilmu keolahragaan, 12 (05), december407 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki anxiety through motivation on referee performance 744 679 543 4.726384 confidence through motivation against referee performance 879 701 467 4.173849 table 1. statistical analysis of the influence of independent variables with dependent variables based on the results of research conducted by researchers, and has been processed using spss version 22 software, several data are obtained, namely, the coefficient value (r) between anxiety and referee performance is 0.854, which means that the level of influence of anxiety variables on volleyball referee performance is present in the strong category. the level of the influence of anxiety on the performance of the referee is equal to 73,7%. the coefficient value (r) between motivation and referee performance is 0.842. the level of influence between motivational variables and referee performance variables is in the interval 0.800-1.000, which means that the level of influence of motivational variables with volleyball referee performance is in a strong category. the level of influence of motivation on the performance of the referee is equal to 70.9%. the coefficient value (r) between confidence and referee performance is 0.744. the level of influence between the confidence variable and the referee performance variable is in the interval 0.6000.799, which means that the level of influence of the confidence variable with the volleyball referee performance is in a strong category. with the level of influence of selfconfidence on the performance of the referee that is equal to 55.3%. the coefficient value (r) between anxiety and motivation is 0.841. the level of influence between anxiety and motivation variables is in the interval 0.800-1.000, which means that the level of influence of anxiety and motivation variables is in a strong category. with the level of influence of anxiety and motivation on the performance of the referee that is equal to 70.8%. the value of the coefficient (r) between self-confidence and motivation is 0.851. the level of influence between the variables of confidence and motivation is in the interval 0.800-1.000, which means that the level of influence of the variables of selfconfidence and motivation is in a strong category. with the level of influence of anxiety and self-confidence and motivation that is equal to 72.5%. the value of the coefficient (r) between anxiety and motivation with the referee's performance is 0.744 the level of influence between the anxiety and confidence gladi jurnal ilmu keolahragaan, 12 (05), december408 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki variables with the referee's performance variable is in the interval 0.600-0.799, which means that the level of influence of the anxiety and confidence variables with the performance of volleyball referees is present in the strong category. with the level of the influence of anxiety and confidence on the performance of the referee that is equal to 55.3%. the value of the coefficient (r) between confidence and motivation with the performance of the referee is 0.879. the level of influence between the variables of confidence and motivation with the variable of the referee's performance is in the interval 0.800-1.000, which means that the level of influence of the variables of confidence and motivation with the performance of volleyball referees is in a strong category. with the level of influence of confidence and motivation on the performance of the referee that is equal to 77.3%. model unstandarized coefficients standarized coefficients b std error beta t sig 1 (constant) 16.780 8.247 1.734 000 anxiety 632 0.77 854 7.937 002 1 (constant) 11.048 9.427 1.927 000 confidence 590 0.56 842 8.863 001 1 (constant) 20.056 9.442 2.637 032 motivation 532 87 744 6.536 000 a. dependent variable : referee performance table 2. statistical analysis of significant effects between independent variables and dependent variables to find out whether there is an influence between the anxiety variable and the referee's performance, a t-test was carried out, the results of this study showed that the tcount value was 7,937 the ttable value in this study was 2.000 if the tcount value was greater than ttable then ha was accepted (7,937>2000 ) it means that there is a significant influence between anxiety and the performance of the referee. the effect of confidence on the referee's performance shows the results of the t-test, namely obtaining a tcount of 8.863. the ttable in this study is 2,000. if the tcount is greater than t-table, then ha is accepted (8.863 >2,000) then it means that there is a significant influence between confidence and performance. referee. the effect of motivation on the referee's performance shows the results of the t-test, namely obtaining a tcount of 6,536. the ttable value in this study is 2,000. if the tcount is greater than ttable, then ha is accepted (6,536 >2,000) then it means that there is a significant influence of motivation on the referee's performance. model sum of squares df mean square f sig regression 2635.647 2 1.364.536 72.736 000 residual 1647.837 47 22.645 total 4283.484 49 gladi jurnal ilmu keolahragaan, 12 (05), december409 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki a. predictors: (constant), motivation, anxiety b. dependent variable: referee performance table 3. statistical analysis of the effect of anxiety through motivation on referee performance. the effect of the anxiety variable through motivation on the performance of the referee using the f test, if the result of fcount is greater than ftable, then ha is accepted. the results of this study indicate that the fcount obtained is 72.736 while ftable is 5.10. therefore, 72,736 > 5,10 thus means that there is an influence between the anxiety variable through motivation on the referee's performance. model sum of squares df mean square f sig regression 2635.846 2 1378.397 61.354 000 residual 1726.726 47 23.736 total 4362.572 49 a. predictors: (constant), motivation, confidence b. dependent variable: referee performance table 4. statistical analysis of the effect of confidence through motivation on referee performance. the influence between the variables of confidence through motivation on the performance of the referee using the f test, if the result of fcount is greater than ftable then ha is accepted. the results of this study indicate that the fcount obtained is 61.354 while ftable is 5.10. therefore, 61,354 > 5,10 thus it means that there is an influence between the variables of confidence through motivation on the performance of the referee. based on the results of the study, it showed that there was a significant influence between anxiety and the performance of the referee. this causes the anxiety that arises in the referee will affect the referee in leading the match which will then harm the referee's performance. the significant influence between confidence and referee performance is at a strong level. this shows that if the referee has high confidence in leading the match, it will always have a positive impact on the referee's performance. vice versa, a referee with a low level of confidence will affect the referee's decision while on duty which will also affect the referee's performance. there is also a significant influence between motivation and referee performance. this shows that if the referee has a strong motivation to lead the match well, it will always affect the referee's performance while leading the match. vice versa, if the referee does not have a high motivation on duty, the referee will tend not to be optimal in carrying out his duties, which will then affect the performance of the referee. the effect of anxiety through motivation on the performance of the referee shows that there is a significant effect between the variables of anxiety through motivation on the performance of the referee. this means that if a referee has high anxiety gladi jurnal ilmu keolahragaan, 12 (05), december410 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki and low motivation, it will affect the performance of the referee in carrying out his duties to lead the match. vice versa, if the referee's anxiety is low and supported by high motivation, it will have a positive impact which will then affect the referee's performance in leading the match. the influence of self-confidence through motivation on the performance of the referee showed significant results. this means that if a referee has a high level of confidence, then a high level of motivation will have a positive impact which will then affect the performance of the referee. vice versa, if the referee has low self-confidence then low motivation will have a negative impact, so the referee does not believe in his abilities so that it will then affect the performance of the referee in carrying out the task of leading the match. conclusion based on the results of the research and discussion, it can be concluded that 1) there is a significant influence between anxiety and the performance of the national referee in north sumatra province, 2) there is a significant influence between selfconfidence and the performance of the national referee in north sumatra province, 3) there is a significant influence between motivation with the performance of the national referee of north sumatra province, (4) there is a significant influence between anxiety and motivation of the national referee of north sumatra province, (5) there is a significant influence between selfconfidence and motivation of the national referee of north sumatra province, (6) there is a significant influence between anxiety through motivation on the performance of the national referee of north sumatra province, and (7) there is a significant influence between anxiety through motivation on the performance of the national referee of north sumatra province. thank-you note the researchers thank all staff who have helped carry out this research from start to finish, especially to the leadership of koni (indonesian national sports committee) north sumatra who has given the opportunity and time to carry out this research. pbvsi (indonesian volleyball asociation) north sumatra, who have trusted researchers to carry out this research from start to finish, and thank you also to fellow researchers who have helped carry out this research from beginning to sales. references arikunto, suharsimi. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: pt rineka cipta aulia, f. (2016). instrumen penilaian kinerja wasit bola voli. jurnal soprt pedagogy, vol. 6, pp. 7–9. gladi jurnal ilmu keolahragaan, 12 (05), december411 arie favian syahmar marpaung, sudradjat wiradihardja, kurnia tahki cox, martens, and russell. 2003. “measuring anxiety in athletics : the resived competitive state anxiety inventory-2”. journal of sport & exercise psychology (25, 519-533). cox, r, h. 2012. sport psychologi : concepts and applications, seventh edition. new york : the mcgraw-hill companies djamarah, s, b. 2011. psikologi belajar. jakarta : rineka cipta. hsiang, w. c., yu, l. h., yu, s. t., & chun, t. w. (2014). leisure behavior in sports training on psycological skill and refeering performance. international journal of organizational innovation, 6(3), 174–189. retrieved from http://www.yogyes.com/ krisna, i. d., umam, r. c., saeful, b. r., & muhammad, l. (2020). kinerja wasit bola voli indoor ditinjau dari perbedaan gender. jurnal ilmiah keguruan dan ilmu pendidikan, 6(2), 55–60. https://doi.org/10.35569 nurlaila, 2010. manajemen sumber daya manusia i. penerbit : lepkhair. pelletier, l, g., fortier, m., vallerand, r. j., briere, n, m., tuson, k. m, & blais, m. r. 1995. “toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: the sport motivation scale (sms)”. journal of sport & exercise psychology. (17): 35-53. rizqal, f. n. w., & basri muhammad hasan. (2020). kondisi mental wasit memimpin pertandingan semifinal liga remaja bola voli provinsi jawa timur tahun 2020. jurnal kesehatan jasmani dan olahraga, 5(april), 25– 31. https://doi.org/https://doi.org/10.36526/ kejaora.v5i2.1062 smith., smoll., cumming., and grossbard. 2006. “measurement of multidemensional sport performance anxiety in children and adult: the sport anxiety scale-2”. journal of sport & exercise psychology. (28). 479-501. vealey, hayashi, garner-holman, and giacobi. 1998. sources of sportconfidence: conceptualization and instrument developmen. journal of sport & exercise psychology (20): 5480. weinberg, r, s,. & gould, d. 2011. foundations of sport and exercise psychology, fifth edition. united states of amerika : human kinetics. http://www.yogyes.com/ https://doi.org/10.35569 https://doi.org/https:/doi.org/10.36526/kejaora.v5i2.1062 https://doi.org/https:/doi.org/10.36526/kejaora.v5i2.1062 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 93-101 permalink/doi: https://doi.org/10.21009/gjik.122.02 volley ball passing learning model for students age 11-12 years aida fitriani 1 , widiastuti 2 , hernawan 2 1 sdn duren sawit 10, jl. madrasah ii no.45, rt.12/rw.10, duren sawit, kec. duren sawit, kota jakarta timur, daerah khusus ibukota jakarta, indonesia 13440 2 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: aidafitrianisarwita@gmail.com abstract.the purpose of this study was to produce a product of learning passing learning model age 11-12 years in elementary school. the learning model is expected to help teachers during the physical education learning process, especially in volleyball. this study uses the addie method. the results of the study resulted in a product in the form of a passing learning model for the age of 11-12 years which had been validated and revised by 22 experts. data were collected through documentation, interviews, and observations. data analysis was done descriptively. the results of the study were in the form of a passing learning model book for 11-12 years old. based on the results of the study, it was proven that the passing learning model for the age of 11-12 years could be developed and applied in volleyball learning in elementary schools. the passing learning model of 11-12 years old can make a positive contribution in supporting the achievement of goals in physical education learning in elementary schools, because besides being able to improve volleyball under-passing skills, students can be motivated to do a variety of learning. keyword : volley ball, passing, learning model. mailto:aidafitrianisarwita@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june94 aida fitriani, widiastuti, hernawan introduction in volleyball learning if a teacher is lacking in developing creativity, students lack interest in participating in learning, for that a teacher must be able to carry out tasks and adopt learning models that can help students' problems and achieve educational goals, especially in the lower and upper passing sections of the game. volleyball. this can be done with gradual learning. “or to provide instructors/coaches the proper steps to instruct others, not necessarily feedback on their own performance”(nadu, 2016). the learning of lower and upper passing in volleyball for elementary school children has arrived at basic development, so in later learning the children will do interesting lower and upper passing models to do. with interesting learning, it is hoped that there will be reciprocity between students and teachers. “the knowledge obtained in this regard reveals that an effective factor for skillful performance is to provide the required information to improve the function. the information that is known as feedback refers to the data obtained through the response received during or after the movement” (hashemian, yaghoubi, rengasamy, & valiolah, 2012) changes in the teacher's learning paradigm from the traditional model towards the development of various aspects of learning are needed. this requires teachers to have various kinds of knowledge in learning, there must be a change in the teacher's mindset in learning. “as these authors indicate, the traditional view of teaching games and sports puts emphasis on the mastery of techniques by means of drill practice, as a fundamental requirement that must precede the progressive introduction to the tactical elements in game context.”(pereira, mesquita, & graça, 2010). doing a good pass is not an easy thing. for novice students, they often pass imperfectly, even if the ball runs away from mastery. errors that often occur when passing, one of the contributing factors is that they have not mastered the volleyball passing technique correctly. so that students can master the material of passing ball techniques correctly, a good way of learning is needed. “there is no doubt that the importance and effectiveness of basic skills in volleyball represent the main base for effective performance and achieving good results. evaluation of these skills is a helping aspect, so decision making is very important in individual's educational process if connected with volleyball as it is one of the games which require great mental and movement concentration.”(djamel & mohamed, 2015). volleyball was originally a game that was carried out as a mere "fad". the possibility of developing into a popular sport gladi jurnal ilmu keolahragaan, 12 (02), june95 aida fitriani, widiastuti, hernawan that is popular today. volleyball is a team sport played by two teams with each team consisting of six players. "volleyball game is a game that uses the ball to be bounced (volleyed) in the air back and forth over the net (net), with the intention of being able to drop the ball in the opponent's field in order to seek victory."(hidayat, 2015). volleyball sports have characteristics according to the types of skills contained in the game in question, volleyball games have various techniques. these various techniques are used to achieve optimal performance. optimal performance is impossible to achieve without having a good basic technique. “there is no doubt that the importance and effectiveness of basic skills in volleyball represent the main base for effective performance and achieving good results.”(djamel & mohamed, 2015). passing down is one of the defensive techniques by receiving the ball with a scooped style. the serve has grown tremendously, used to attack and take the initiative in the match. because the reception of the service must be able to balance the service, so that the reception of the service will determine the course of the match. because if the acceptance is wrong, then most likely the number will be won by the opponent. “over a game or globally in a tournament, not establishing differences in the type of service depending on the game time in which the player is. are establishing, whether there are significant differences between the use of one serve or another.”(jiménez-olmedo, penichet-tomás, sáiz-colomina, martínez-carbonell, & jovetossi, 2012). passing down is one technique to receive a difficult serve, because this way you will have the opportunity to direct the ball at will. the most effective under passing during the game is by accepting the underpass from the various difficulties that will be faced, so that the underpass becomes perfect or good. “the basic technique of volleyball consists of various movements. the movement referred to here is a movement with basic techniques that are done correctly. mastery of basic volleyball techniques, including setup, passing, smash, and block.(yusmar, 2015). in volleyball, a defender has a bigger role than the other players. this means that the process of forming the bottom pass must be trained so that it can be mastered properly by the athlete concerned. child's physical development starting from the body muscles that get stronger and followed by coordinated movements gradually. this is the initial process of growth and development. this includes biological growth such as brain, muscle and bone growth. at the age of 10 years, both men and women have increased their height and weight by approximately 3.5 kg. however, after adolescence, which is 1213 years, girls develop faster than boys. almost every organ or body system is gladi jurnal ilmu keolahragaan, 12 (02), june96 aida fitriani, widiastuti, hernawan affected by these changes. early puberty (prepubertal) and late pubertal (postpubertal) adolescents differ in outward appearance due to changes in body proportions and the development of primary and secondary sex characteristics. although the sequence of events of puberty is generally the same for everyone, the timing of the occurrence and the speed at which it occurs vary. on average, girls start puberty 1.5 to 2 years earlier than boys. “these changes occur rapidly which cause confusion in adolescents. the physical changes that can cause problems in teenage boys are the most prominent being a taller body, changes in voice and mustache growth, and wet dreams. meanwhile, for girls, the most common problems are menstruation, changes in body weight, and breast growth.” the physical changes that can cause problems in teenage boys are the most prominent being a taller body, changes in voice and mustache growth, and wet dreams. meanwhile, for girls, the most common problems are menstruation, changes in body weight, and breast growth.” the physical changes that can cause problems in teenage boys are the most prominent being a taller body, changes in voice and mustache growth, and wet dreams. meanwhile, for girls, the most common problems are menstruation, changes in body weight, and breast growth.”(permana, 2013). while sitting in a small elementary school class, children begin to be confident but also often have low self-esteem. at this stage they begin to try to prove that they are "mature". they feel "i can do the task myself, so this stage is called the "i can do it myself" stage. they are able to be given an assignment. children's concentration power grows in the large grades of elementary school. they can spend more time on assignments their choice, and often they are happy to complete it.“cognitive behavior, students who have a concentration of learning can be characterized by: readiness of knowledge that can appear immediately when needed, comprehensive in interpreting information, applying the acquired knowledge, and being able to analyze and synthesize knowledge which is obtained."(ulfiani rahman, 2009). this stage also includes the growth of independent action, cooperation with groups and acting in ways that are acceptable to their environment. they also begin to care about fair play. during this time they also begin to judge themselves by comparing them to others. children who find it easier to use social comparisons, especially for social norms and the suitability of certain types of behavior. as children grow older, they tend to use social comparisons to evaluate and assess their own abilities. at the age of 11-12 years, growth tends to be relatively slow. although growth is slow, but has a fast learning time and this situation can also be considered as a consolidation of growth gladi jurnal ilmu keolahragaan, 12 (02), june97 aida fitriani, widiastuti, hernawan which is characterized by perfection and stability of existing skills and abilities compared to newly learned ones. physical growth in children is measured by changes in body size and/or composition as well as physical profile. physical activity is considered as a key factor for a healthy physical and mental development of children”(hänschke, paas, & hilmann, 2004). at that time there was also a change in which children initially moved from the conditions of the home environment to the school environment. massive arrangements are needed for the development of tasks at that age. in elementary school-aged children, the obvious growth is the increase in the length of the arms and legs, the coordination between hands and eyes and the feet and eyes also improves. courage is also more developed, this occurs in both boys and girls. girls should therefore be guided to develop upper body strength which is very useful for maintaining their weight. “these differences in physical characteristics and abilities are important to know in efforts to develop sports achievements, especially in early coaching. characteristics of physical abilities that are displayed in youth are the basic capital that can later be developed in an effort to achieve achievement in the appropriate sport. the talent monitoring program as a first step in coaching sports achievements can be based on the characteristics and physical abilities possessed "(hermayanti & mardiah, 2008). at this time sports activities are highly recommended for elementary schoolaged children, the continuous growth and coordination will experience improvement at these ages, but what really stands out is the development of balance and skills, especially in doing athletic sports. basic motor skills and developments during this period that are most prominent are: “balance, boys have better balance and skills than girls. accuracy, girls usually have better accuracy than boys. agility, girls have better dexterity until the age of thirteen years. boundary control (control), girls have better control than boys at this age, but after the age of fourteen boys make better progress. strength, boys do have greater strength than girls." (ministry of national education. 2007) in conclusion, basic motor skills are very important in providing sports training programs and for girls it is very important to emphasize balance, agility, control and strength exercises which will be useful for future body development. associated with the above, the basis for developing underpassing in schools is the need for students' physical fitness. physical fitness is a physical condition related to the ability and ability to function at work optimally and efficiently. “physical fitness is closely related to human activities doing work and moving. a person will be able to think optimally and gladi jurnal ilmu keolahragaan, 12 (02), june98 aida fitriani, widiastuti, hernawan have good performance if he has good fitness.(janah,2017). universally, the development of various psychological aspects of children according to their age level will pass through certain stages. researchers have identified the age and stages and characteristics of children's psychological development which includes aspects of thinking, language, personality, morals, and related questions that can help in the selection of literary readings. in addition to the aspects mentioned by brady, this development also involves a physical aspect. there are certain things that become the basis of thinking in testing the stages of development and children, namely as follows. first, the consideration of children's interest in a reading must be seen as a more important selection criterion than the assumption of compatibility made by adults. second, an understanding of children's development in general and of the stages of development in particular will provide valuable information in the selection of children's reading. third, understanding the stages of child development will help in reading selection, but it is not something rigid, not a fixed price (nurgiiyantoro, 2005). method the research that the author proposes is a research that uses a mixed methods research approach. research and model development in this study uses the addie model which consists of five steps. however, due to these conditions and circumstances, the researcher only used 3 stages of development. the main research subject in the development of volleyball passing learning models in the upper grades of elementary school. in planning the product of volleyball underpassing learning for elementary school students, the research design and development of the research model applied 29 learning models. results and discussion learning models volleyball bottom passing for upper class students which will be developed is the result of the problems found by researchers in the field through observations and interviews with elementary school students and teachers of physical education, sports and health. based on observations and interviews conducted by researchers, the general objectives of the learning model are obtainedvolleyball bottom passing for upper class students, in addition to some general goals, researchers can also find out some of the characteristics of the subject of the learning model volleyball bottom passing for upper class students which will be developed. after conducting the data collection stage and drafting a locomotor learning model for mentally retarded students. the next step is to conduct an expert test where the goal to be achieved is to obtain the gladi jurnal ilmu keolahragaan, 12 (02), june99 aida fitriani, widiastuti, hernawan feasibility or validation of the model made with direct assessment from the expert. researchers present 3 experts in assessing the feasibility of the volleyball bottom passing learning model. where the 3 experts are experts in the field of volleyball. then the results of the volleyball passing learning model are 11-12 years old. starting from the learning principle of easy, medium and complex, from these principles, the researchers made a learning model for volleyball under the age of 11-12 years. in this analysis, which was adjusted to the needs of the field, 22 models of volleyball underpassing learning were created at the age of 11-12 years. from the results of the learning model obtained, the researcher conducts a validity or feasibility test by experts starting from the initial draft model to the final draft model to improve the product model by evaluating, providing input for improvement with conceptual analysis and further revision. so in the analysis that is tailored to the needs of the field seeing the advantages and disadvantages of the products made, there are inputs that the researcher will convey in order to achieve the perfection of this product, while the inputs are as follows: a) the provision of material is adjusted to the basic technical ability of students in learning and the need for repetition in learning activities so that students really understand the material given. b) characteristics and understanding of students, requires the teacher to provide explanations to students to learn tactics in playing with the formation that will be used so that in addition to understanding the formation they also understand the role in the position to learn volleyball underhand passing. 1. product discussion the exercise model developed and made by the researcher is a product that aims to assist teachers in learning to improve volleyball bottom-peaing skills. this learning model is made based on the level of student needs, especially the ability to pass down volleyball. after reviewing some of the weaknesses that need improvement, this product can be conveyed some of the advantages of this product, including: a) increase attack ability b) as a reference for teaching c) donations for science, especially for physical education teachers d) this learning model is carried out from easy to difficult things e) the time used can be used optimally f) this model can be seen in the form of modules or books. 2. product limitations this development research has been maximally pursued in accordance with the gladi jurnal ilmu keolahragaan, 12 (02), june100 aida fitriani, widiastuti, hernawan abilities of the researcher, but in this study there are still some limitations that must be acknowledged and put forward as consideration in generalizing the results of the research achieved. these limitations include the following: a) field trials of this research would be even better if carried out on a wider scope b) the products used are far from perfect. c) the facilities and infrastructure used are still limited. d) explanations and regulations in the attack training model are still far from perfect. conclusion based on the data obtained, from the results of field trials and discussion of research results that the 11-12 year old passing learning model can be developed and applied in volleyball learning in elementary schools. the 11-12 year old passing learning model can effectively improve the ability to pass under the ball volleyball in elementary school children. the passing learning model of 11-12 years old can make a positive contribution in supporting the achievement of goals in physical education learning in elementary schools, because in addition to improving volleyball bottom passing skills, students can be motivated to do a variety of learning. thus, it is possible that this learning model can also be applied by physical education teachers to improve the ability of their students to improve volleyball underpasses. references djamel, m., & mohamed, s. (2015a). level of decision making in some volleyball skills ( serve , reception , preparation ) for secondary stage students. the swedish journal of scientific research, 2(9), 23–29. djamel, m., & mohamed, s. (2015b). level of decision making in some volleyball skills (serve, reception, preparation) for secondary stage students a descriptive study on the secondary 2 nd grade students of mestghanim city (16-17). in the swedish journal of scientific research (vol. 2, issue 9). hänschke, a., paas, m., & hilmann, j. (2004). vereinfachte mechanische und geometrische ersatzmodelle zur optimierung von karosserieund gesamtfahrzeug-entwürfen. vdi berichte, v(1833), 265–279. https://doi.org/10.4100/jhse hashemian, s., yaghoubi, h., rengasamy, s., & valiolah, s. (2012). different task , motivational and combinational feedback , and a comparison of the role of different augmented feedbacks in learning &. 2(6), 2430–2443. hermayanti, y., & mardiah, w. (n.d.). persepsi siswa kelas vi sekolah dasar tentang perubahan yang terjadi selama masa pubertas. hidayat, m. t. (2015). peningkatan kemampuan pass bawah dalam permainan bola voli melalui latihan pass bawah duduk berdiri pada bangku dan pass bawah dengan berjalan pada siswa kelas vi sdn tanggul wetan 01 jember. jurnal pancaran, 4(1), 153–164. janah, r. (2017). analisis tingkat kebugaran jasmani pada anak usia 11-12 tahun di roudhotul janah noortje anita kumaat. 07, 90–96. jiménez-olmedo, j. m., penichet-tomás, a., sáiz-colomina, s., martínez-carbonell, j. a., & jove-tossi, m. a. (2012). serve gladi jurnal ilmu keolahragaan, 12 (02), june101 aida fitriani, widiastuti, hernawan analysis of professional players in beach volleyball. journal of human sport and exercise, 7(3), 706–713. https://doi.org/10.4100/jhse.2012.73.10 nadu, t. (2016). effect of visual feedback on volleyball skills among physical. 4(2), 409–412. nurgiayantoro, b. (2005). tahapan perkembangan anak dan pemilihan bacaan sastra anak. cakrawala pendidikan, 2, 197–222. pereira, f., mesquita, i., & graça, a. (2010). relating content and nature of information when teaching volleyball in youth volleyball training settings. kinesiology, 42(2), 121–131. https://doi.org/10.1029/2004gl019935 permana, d. f. w. (2013). perkembangan keseimbangan pada anak usia 7 s/d 12 tahun ditinjau dari jenis kelamin. media ilmu keolahragaan indonesia, 3(1), 25–29. https://doi.org/10.1038/ncomms11147 ulfiani rahman. (2009). karakteristik perkembangan anak usia dini. lentera pendidikan, 12(1), 46–57. yusmar, a. (2015). upaya peningkatan teknik permainan bola voli melalui modifikasi permainan siswa kelas x sma negeri 2 kampar. biomass chem eng, 49(23–6), 143–152. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 52-60 permalink/doi: https://doi.org/10.21009/gjik.123.08 vo2max and agility to futsal dribbling technique skills muhamad anggie haryesa 1 , fatah nurdin 1 , iman sulaiman 1 1 physical education, graduate program, jakarta state university, jakarta indonesia building jl. rawamangun muka, east jakarta, indonesia 13220 correspondiing author. email : muhamadanggieharyesa_9903820010@mhs.unj.ac.id 1 abstrak this study aims to determine the effect of vo2max and agility on basic futsal technical skills. this study is a regression correlation study on how much influence the vo2max variable and the agility variable have on dribbling skills. the study population was the students who took futsal extracurricular activities at smp negeri 9 malang. the samples were taken by random sampling. the number of samples used was 35 students who took futsal extracurricular activities. the results of this research partially indicate that there is a negative and significant effect (p> 0.05) of vo2max on ball dribbling skills as indicated by the t test results of -8.969 with a regression coefficient of -0.135, and agility towards ball dribbling skills is shown from the t test results of 2,416 with a regression coefficient of 2,333. there is a significant effect (p <0.05) of agility on ball dribbling skills as indicated by the t test results of 2.416 with a regression coefficient of 0.106. meanwhile, simultaneously (simultaneously) on the ball dribbling skills a significant effect is shown by the f value of 51.477. based on the results of data analysis in research on vo2max and agility towards ball dribbling skills, it can be concluded that collectively (simultaneously) there is a significant effect on the level of cardiovascular endurance (vo2max) and agility on the dribbling skills of futsal extracurricular members of smp negeri 9 malang. . keywords: vo2max, agility, ball dribbling skills mailto:muhamadanggieharyesa_9903820010@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, 12 (03), july53 muhamad anggie haryesa, fatah nurdin, iman sulaiman introduction futsal is a sport that has begun to develop in indonesia and is in great demand by the wider community, starting from the existence of clubs, offices, villages and in schools. the sport of futsal is very much considered in indonesia, as evidenced by the number of futsal clubs and competitions in all regions. for schools it also supports such as the futsal extracurricular activities held in schools, starting from elementary school (sd) to senior high school (sma), even up to universities. according to (lhaksana, 2011)futsal is a very fast and dynamic game. futsal is a team sport, high collectivity will raise high achievement. the game must be played with fun and enjoyment. next (setijono, 2012)stated that futsal is a game that is played quickly and dynamically. played on a small field where there is almost no room for player mistakes. in playing futsal, the principle is that players always try to control the ball, pass correctly, dribble the ball past the opponent, try to grab the ball when the ball is controlled by the opponent, take kicks or shooting towards the goal accurately and defend their own area from being broken into by the opponent.(moore et al., 2014). in order to play futsal properly and correctly, futsal players need a good level of endurance (vo2max) and have pretty good skills. a player's dribbling skills to play futsal must have a level of endurance (vo2max) and agility. (hastuti, 2013; nurrochmah, 2016)argues that agility is the ability to change direction and the body quickly and precisely when it is moving, without losing balance and awareness of body position. by having good agility, futsal players can change direction at any time when dribbling to get past the opponent. a good futsal player can be developed into a good futsal player, able to perform technical skill movements and tactics maximally in playing futsal is the result of the benefits of endurance (vo2max) and the skills possessed by futsal players. according to (titz, 2012)dribbling is the player's ability to control the ball well without being captured by the opponent, either by walking, running, turning, or turning. according to (komarudin, 2011)the purpose of dribbling is to pass the opponent, direct the ball into the empty space, escape from the opponent's swarm, open up space for friends, and create opportunities to shoot into the opponent's goal. the dribbling technique has advantages over other techniques in the futsal game, if a player does not have good skills when dribbling the ball, this will cause difficulties for other players to position when carrying out attacks. by mastering the basic techniques of dribbling a player will be able to provide space for other players, as well as provide opportunities to score by passing opponents and opening up space for shooting. the basic technique of good dribbling is very much influenced by several factors, namely good ball possession, body balance when defending the ball, and functionally good physical condition, namely speed and agility when carrying out movements in acceleration. according to (kusumawati, 2013)the better the quality of the organs, the better and higher the vo2max level of a player will be, so that it will increase endurance. furthermore, if the better vo2max endurance is owned, a futsal player can gladi jurnal ilmu keolahragaan, 12 (03), july54 muhamad anggie haryesa, fatah nurdin, iman sulaiman perform various game techniques including dribbling well and at a later stage can improve performance. the endurance level (vo2max) of the players and the skills to play futsal are important factors in increasing the ability to play futsal in the training process. increasing the quality of individual technique mastery and playing futsal techniques as a team is not only supported by technical skills, but it is necessary to improve all the components needed, especially endurance (vo2max) which can give differences in the ability of individual futsal players in carrying out each type of training given futsal players who have a good vo2max endurance level will also have the ability to complete exercises and matches without experiencing excessive fatigue. in fact, they can still carry out other activities (aryuanto, 2016). the physical condition of the leg muscles' explosive power greatly affects the quality of playing football. shooting the ball will not be able to achieve maximum results if the explosive power of the leg muscles is lacking and the high jump in heading is no longer able to be carried out optimally, this is due to the lack of leg muscle explosive power possessed by the player. the explosive power of the leg muscles does not only affect when shooting the ball and heading the ball, but also when running, passing and when dribbling the ball. the technique of dribbling in futsal games is indeed very important, but endurance (vo2max), especially vo2max endurance, is the main support for developing skills in futsal games. having a good level of endurance (vo2max) is the most important thing and needs to be considered in determining futsal players. being able to perform technical and tactical skill movements maximally in playing futsal is the result of the benefits of endurance (vo2max) that the futsal players themselves have.(haryanto, 2017; narlan et al., 2017) based on the results of observations and interviews conducted with the coach, the overall physical condition of the futsal extracurricular members of smp negeri 9 malang is low, this is because the training program tends to focus only on technical training. the trainer also explained that he rarely does a cardiovascular endurance and agility training program. the trainer has also never tested the physical condition of the futsal extracurricular participants, so they do not have any references or concrete evidence to determine the ability of the physical condition, especially in the aspects of cardiovascular endurance and agility towards basic futsal dribbling technical skills. this can be seen when every match has never won a champion, because the players experience fatigue very quickly, lack of agility and lack of basic futsal dribbling techniques from each individual player. so far, futsal players have always prioritized perfect dribbling techniques rather than developing the level of endurance (vo2max), this will cause fatigue and in the end players cannot pass their fellow players. based on the above background, the researcher wanted to know whether there was an effect of endurance (vo2max) and agility on dribbling in playing futsal. therefore, the researcher took the research title "the effect of endurance (vo2max) and agility on the technical skills of dribbling a futsal player". methods gladi jurnal ilmu keolahragaan, 12 (03), july55 muhamad anggie haryesa, fatah nurdin, iman sulaiman the research method uses correlation regression research methods. correlation regression research is a way of comparing data from a number of units or individuals at the same time. researchers do not provide treatment but only compare data based on facts using tests to find out and study. subjects in this study were all futsal extracurricular participants at smp negeri 9 malang, totaling 35 male participants. in this study more clearly and in detail, the definition of this study uses two variables, namely the dependent variable (dependent) and the independent variable (independent) and the independent variable. in this study is the level of cardiovascular endurance (vo2max) and agility. the dependent variable is the futsal ball grading skill. the test instruments used to collect data in this study used the bleep test and illinois test and dribbling test instruments in futsal. sources of data used in this study are primary data taken directly from futsal extracurricular participants at smp negeri 9 malang with data collection methods by conducting field studies (field research), data collection by direct observation of extracurricular futsal participants at smp negeri 9 malang. results the research data used for the analysis were the cardiovascular endurance test scores (vo2max) and the agility test scores for futsal extracurricular participants at smp negeri 9 malang. the description of the research data is presented in table 1 below. table 1. data description of cardiovascular endurance test results (vo2max) and agility of futsal extracurricular participants at smp negeri 9 malang test result data vo max (in ml / kg / minute) agility (in seconds) futsal dribblin g (in seconds) n 35 35 35 min 20.00 23.03 12.10 max 43.30 18.57 15.55 mean 30.23 20.33 13.77 information. n = number of subjects min = minimum score of test results max = maximum score of test results the mean = average test results sd = standard deviation based on data on the cardiovascular endurance level (vo2max) of futsal extracurricular members at smp negeri 9 malang (see table 2) with a range of scores between 20.00 and 43.30, the mean score was 30.23, the standard deviation ( sd) of 5.38, then converted and classified according to the norms of cardiovascular endurance (vo2max) as shown in table 2 below. table 2. classification of cardiovascular endurance levels (vo2max) for futsal extracurricular participants at smp negeri 9 malang gladi jurnal ilmu keolahragaan, 12 (03), july56 muhamad anggie haryesa, fatah nurdin, iman sulaiman based on research on cardiovascular endurance tests of 31 futsal extracurricular participants (88.57%) in smp negeri 9 malang, they were classified as very poor, 3 futsal extracurricular participants (8.57%) were classified as lacking, 1 futsal extracurricular participant (2, 86%) was classified as moderate, and not one participant (0%) had cardiovascular endurance which was classified as good, excellent, or superior. based on the data on the agility level of the futsal extracurricular members of smp negeri 9 malang (see table 1) with a range of scores between 23.03 to 18.57, the average score (mean) was 20.23, the standard deviation (sd) was 1 , 11, then converted and classified according to the norma level of agility as shown in table 3 below table 3. classification of futsal extracurricular participants agility level in smp negeri 9 malang based on the agility test research of 27 futsal extracurricular participants (77.14%) at smp negeri 9 malang were classified as very poor, 8 futsal extracurricular participants (22.86%) were classified as lacking, and not one participant (0%) which has the agility that is included in the classification of medium, good, or very good. research hypothesis testing t test test the t test is used to test the regression coefficient partially, with the aim of knowing how much the variable cardiovascular endurance level (vo2max) and agility partially affect the ball dribbling skill variable with a confidence level of 5%. partial test of the effect of cardiovascular endurance level (vo2max) on ball dribbling skills the results of the agility test on ball dribbling skills show that the ttest statistical value for the regression coefficient is -8.969> the t-table value of significance is 0.000 <0.05, thus there is a hypothesis which says there is a significant effect on the level of cardiovascular endurance (vo2max) on dribbling skills. football extracurricular futsal participants junior high negeri 9 malang is acceptable. partial test of the effect of agility on ball dribbling skills the results of testing the effect of agility on ball dribbling skills show that the t-test statistical value for the regression coefficient is 2.416> the ttable value of significance is 0.022 <0.05, thus there is a hypothesis that agility has a significant effect on the ball dribbling skills of futsal extracurricular participants. junior highnegeri 9 malang is acceptable. this can be seen in the following table: table 4. partial test (t test) f test test gladi jurnal ilmu keolahragaan, 12 (03), july57 muhamad anggie haryesa, fatah nurdin, iman sulaiman the f test is used to test the regression coefficient together (simultaneously), aims to determine how much all variables (x) simultaneously (simultaneously) affect variable y, with a confidence level of 5%. the test results show that the variable level of cardiovascular endurance (vo2max) and the agility variable together (simultaneously) have an effect on the dribbling skills variable for the futsal extracurricular members.junior high negeri 9 malang. f test results of 51.477> f table with a significance level (sig.) is 0.000, the probability is 0.000 smaller than 0.05, thus the hypothesis which says there is a significant effect of vo2max and agility together (simultaneously) on the ball dribbling skills of the futsal extracurricular members of smp negeri 9 malang which can be significantly accepted. the results of multiple linear regression analysis are as follows: kd = 15.703 0.135 * vo2max + 0.106 * agility result of the coefficient of determination (adjusted r2) analysis of the coefficient of determination the results of calculations using the spss program show that the adjusted r2 value is 0.748 or 74.8%. this means that the ball dribbling skills variable of the futsal extracurricular membersjunior high negeri 9 malangit can be explained from the variation in the variable level of cardiovascular endurance (vo2max) and agility contributing 74.8%, this is quite good, while the remaining 25.20% is explained by other variables not included in this research model. the adjusted r2 value in this study can be seen in the following table: table 5. the coefficient of determination of vo2max and agility together (simultaneously) on the ball dribbling skills of the futsal extracurricular members of smp negeri 9 malang. discussion the constant of the amount states that if the level of cardiovascular endurance (vo2max) and agility are considered zero, then the ball dribbling skills of the futsal extracurricular members of smp negeri 9 malang are significant, this is indicated by the results of the t test with a t value of 14.343> t table with a probability of equal to 0.0000 <0.05 partially the variable cardiovascular endurance level (vo2max) turned out to have a negative and significant effect on the soccer dribbling skills of the futsal extracurricular members.junior high negeri 9 malang, negatively and significantly, this is indicated by the value of the regression coefficient of the variable cardiovascular endurance level (vo2max) of -0.135 with the t test of 8.969 and a significance level of 0.000, smaller than the specified α value of 5% (0.05). the variable level of cardiovascular endurance (vo2max) has a considerable influence compared to the agility variable on the dribbling skills of the futsal extracurricular members.junior high negeri 9 malang. this study indicates that the higher the level of cardiovascular endurance (vo2max) the more skilled a futsal player is seen from the faster gladi jurnal ilmu keolahragaan, 12 (03), july58 muhamad anggie haryesa, fatah nurdin, iman sulaiman dribbling time by providing the right training program, because the characteristics of the game of futsal require excellent physical condition so that it can create a game pattern. effective (suhartoyo et al., 2019). to improve physical condition, it is necessary to increase nutritional intake and regular physical exercise. from the observation, it can be seen that the level of cardiovascular endurance (vo2max) of futsal extracurricular members at smp negeri 9 malang is mostly very low and there are some players with high levels of cardiovascular endurance (vo2max) with good skills seen during training and competing. the results of this study are in line with the research conducted by (charisma & mubarok, 2020). the results of the study were almost the same, namely the aerobic endurance conditions possessed by female futsal athletes still needed to be improved because they were still in the insufficient and sufficient category. the results of previous research show that the elements of the physical condition of vo2max are the main things that futsal athletes must have, apart from other elements of physical conditions, such as speed and agility.(musrifin, 2018). vo2max plays an important role in the futsal sport. but what is more important is not only the amount of vo2max, but the large percentage of vo2max usage during training or competition.(mas & faruk, 2013). partially the agility variable has a positive and significant effect on the soccer dribbling skills of the futsal extracurricular members.junior high negeri 9 malang, this is indicated by the value of the agility variable regression coefficient of 0.106 with a t test of 2.416 and a significance level of 0.022., smaller than the specified α value of 5% (0.05). this study indicates that the more agile a futsal player will improve his skills, this can be seen from the faster dribbling time both in training and in competing. if a player has good agility it can save energy in a game. agility is also needed in freeing oneself from opponent's control by dribbling past the opponent by attacking to create a goal that will lead to victory. this research is relevant to research (gunawan et al., 2016)who said that there was a significant effect of agility on dribbling skills in soccer games on football extracurricular activities at smpn 10 malang. different studies were conducted(gunawan et al., 2016) said that agility had no effect on the dribbling skills of futsal players at o2sn, sumedang utara district. together, the variable cardiovascular endurance level (vo2max) and the agility variable have a significant effect on skills dribbling bola futsal extracurricular participant junior high negeri 9 malang, this is indicated by the f value of 51.477> f table with a significance level (sig.) is 0.000 less than 0.05 with a coefficient of determination or the adjusted r2 value was 0.748 or 74.8%. this study indicates that simultaneously the variable cardiovascular endurance level (vo2max) and the agility variable simultaneously have a significant effect on the football dribbling skills of the futsal extracurricular participants.junior high negeri 9 malang and has a high enough explanatory factor to explain the relationship between the agility variable having an influence on the dribbling skills of the futsal gladi jurnal ilmu keolahragaan, 12 (03), july59 muhamad anggie haryesa, fatah nurdin, iman sulaiman extracurricular members. junior high negeri 9 malang the coach always provides directions when carrying out training and during competitions to the futsal extracurricular members junior high negeri 9 malang to always increase the level of cardiovascular endurance (vo2max) and increase agility in order to improve dribbling skills during training and during matches. this research is relevant to research (iqbal zr & bulqini, 2019; purnomo, 2018) said that together there is a significant effect on the level of cardiovascular endurance (vo2max) and the agility variable simultaneously have a significant effect on the dribbling skills of futsal extracurricular participants. junior high negeri 9 malang and has a high enough explanatory factor to explain the relationship between the agility variable having an influence on the skill of dribbling (dribbling). conclusions the research results can be concluded as follows: 1. there is a partially significant negative effect on the level of cardiovascular endurance (vo2max) on the dribbling skills of futsal extracurricular participants junior high negeri 9 malang. 2. there is a partially significant positive effect agility on dribbling skills for futsal extracurricular membersjunior high negeri 9 malang. 3. taken together (simultaneously) there is a significant effect on the level of cardiovascular endurance (vo2max) and agility on the dribbling skills of futsal extracurricular participants.junior high negeri 9 malang suggestion the results of this study try to provide several suggestions: 1. to increase the level of cardiovascular endurance (vo2max) futsal players, coaches need to advise all players to increase their intake of nutritious foods and consume fruits that contain minerals and vitamins that can increase cardiovascular endurance (vo2max) so that they can dribble ) both in training and in matches. 2. agility is needed to dribble (dribbling) because it requires a considerable portion of practice and the seriousness of the players in training. the right and left agility needs to be improved through intensive and routine training which can affect the dribbling ability references aryuanto, r. (2016). pengaruh latihan rope jump selama 20 detik dengan metode interval training 1 : 5 terhadap kekuatan otot tungkai. jurnal kesehatan olahraga, 4(4). gunawan, y. r., suherman, a., & sudirjo, e. (2016). hubungan kecepatan dan kelincahan terhadap kemampuan dribbling bola futsal pada atlet o2sn kecamatan sumedang utara. sportive, 1(1), 1–12. https://ejournal.upi.edu/index.php/ sportive/article/view/3413 haryanto. (2017). pengaruh pelatihan fartlek terhadap volume oksigen maksimal dan kecepatan. jurnal ilmu keolahragaan undhiksa, 5(1), 1–12. http://lppm.trunojoyo.ac.id/upload/ penelitian/penerbitan_jurnal/fix 3 pengaruh pelatihan gladi jurnal ilmu keolahragaan, 12 (03), july60 muhamad anggie haryesa, fatah nurdin, iman sulaiman mindfulness sma.pdf hastuti, t. a. (2013). kontribusi ekstrakurikuler bolabasket terhadap pembimbitan atlet dan peningkatan kesegaran jasmani. pendidikan jasmani indonesia, 5(1), 45–50. iqbal z r, m., & bulqini, a. (2019). pengaruh kecepatan, kelincahan dan keseimbangan terhadap kemampuan dribbling pemain futsal di sman 2 surabaya. jurnal prestasi olahraga, 2(2). kharisma, y., & mubarok, m. z. (2020). analisis tingkat daya tahan aerobik pada atlet futsal putri afkab indramayu. physical activity journal, 1(2), 125. https://doi.org/10.20884/1.paju.202 0.1.2.2349 komarudin. (2011). pendidikan jasmani indonesia, vol 16 (1), 2020, 1-8. kusumawati, m. (2013). pengaruh c ircuit training terhadap daya tahan atlet futsal swap jakarta dalam indonesia futsal league ( ifl ) 2013. journalpendidikan olahraga, 27–34. lhaksana, j. (2011). taktik dan strategi futsal modern. penebar swada group. mas, a. r. r., & faruk, m. (2013). anza rizal restuian mas universitas negeri surabaya. jurnal prestasi olahraga, 1(1). moore, r., bullough, s., goldsmith, s., & edmondson, l. (2014). a systematic review of futsal literature. american journal of sports science and medicine, 2(3), 108–116. https://doi.org/10.12691/ajssm-2-38 musrifin, a. a. b. & a. y. (2018). studi analisis kondisi fisik (vo2max) atlet futsal ikip mataram tahun 2018. pendidikan olahraga, 0(september), 2016– 2018. http://ejournal.mandalanursa.org/in dex.php/prosiding/article/view/423 /408 narlan, a., juniar, t., millah, h., jasmani, j. p., & keguruan, f. (2017). pengembangan instrumen keterampilan olahraga futsal. 3(2), 241–247. nurrochmah, s. (2016). tes dan pengukuran dalam pendidikan jasmani dan keolahragaan. universitas negeri malang. purnomo. (2018). dengan kemampuan menggiring bola dalam permainan kota kediri tahun ajaran 2017 / 2018. jendela olahraga, 1–8. setijono. (2012). surabaya. journal prestasi, 2, 1–11. suhartoyo, t., rilastiyo, d., kusuma, m. n. h., syafei, m., listiadi, a. d., & hidayat, r. (2019). physical activity journal. physical activity journal, 1(2011), 51–60. http://jos.unsoed.ac.id/index.php/p aju/article/view/2005/1184 titz, t. d. c. (1377). soccer--dribbling and feinting : 68 drills and exercises designed to improve dribbling and feinting. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 248-257 permalink/doi: https://doi.org/10.21009/gjik.124.04 combination training models of basketball-handling for 10 years old group: a development study ersi yuli triani1, supriyadi1, prisca widiawati1 1faculty of sport science, universitas negeri malang, jl. semarang 5 malang, east java, indonesia 65145 corresponding email: ersiyuli0607@email.com abstract this study aims to develop the combination training models of basketball-handling for 10 years old group children in basketball sport. the method of the study used a development procedure by sugiyono. this study used seven steps according to the consideration of the needs. the subjects used were 24 basketball children in 10 years old group at the human club. this study has been through expert tests from 3 validators, coaching expert, basketball expert, and media expert. the analysis technique of the study was a descriptive percentage, which was processing quantitative and qualitative data. the instrument used was a questionnaire. the results of the small group trial were 89%, while the results of the big group trial were 95%. 16 training model videos of ball-handling combination training have been feasible to use. this study is limited to develop a video product. the suggestion for further research is to be able to test the effectiveness of the product. keywords: development; training model; ball-handling; basketball; 10-years-old. introduction this study is based on the needs of coaches for the lack of the combination training model of basketball-handling because the combination training model of ball handling will be useful for beginners who want to practice basketball skills, arias, argudo, & alonso, (2016). one of the important tasks that must be performed by the coach is to make children happy to do exercise without feeling bored policastro et al., (2019). one of them is the suitable ball for 10 years old group during the practice, which is basketball with low mass arias et al., (2011). skills will look better by doing a long training process. therefore, the combination training models of basketball-handling can make children more active and serious in improving their skills setiawan, (2017). based on the problem in 10 years old group at human club is that the basketball technical skills can be mastered, but the exercise usually used tend to be less varied so that children feel bored and less enthusiastic with the training model usually applied by the coach. the questionnaire disseminated on 20 children in 10 years old group at human club obtained the results as follows: (a) 70% of the children stated that they often do technical training every session, (b) 75% of the children stated they rarely do ball-handling exercise, (c) 90% of the children stated that the development of gladi jurnal ilmu keolahragaan, 12 (04), september249 ersi yuli triani, supriyadi, prisca widiawati ball-handling exercise is required, (d) 85% of the children stated that they need supporting media to support the ballhandling exercise, and (e) 100% of the children in 10 years old group at hutama manggala basketball center agree with ball-handling training model via audiovisual media. therefore, the researcher takes a development study entitled "the development of combination training model of basketball-handling on 10 years old group at human club malang." based on the development study, the form of ball-handling combination training by tembaga (2015) in his study used procedural methods, which includes a descriptive percentage for data analysis techniques from several experts, resulting in 80% (good) from the basketball learning expert, 75% (good) from learning media expert, 77% (good) from basketball expert, 89.67% (good) from small group trial, and 89.37% (good) from the field trial. the strengths of the product by tembaga (2015) are that the development of the ballhandling training model can be accepted and performed by students who join extracurricular. students can do ballhandling exercises combined with a dribble. the weakness of the research product is that the ball-handling exercise is only combined with a dribble. the results of development are still in the form of video packaged in vcd form. thus, the researcher conducted a study about ballhandling training models, which not only can be combined with dribble but also combined with passing or shooting. the researcher expands the dissemination of video via youtube or other webs that can distribute the form of ball-handling exercise so that the researcher can be useful for students or children who need it. this study and development results in the product, which aims to (1) improve ball-handling skills for children at human club, (2) be used as reference or example of training models for the coach to improve the ball-handling skills in basketball, (3) to be used as a reference for the success in training basketball exercise for the human club, especially in ball handling, (4) to be a reference for faculty of sport science universitas negeri malang in the laboratory of faculty of sport science and can be used as scientific information for students or lecturers, who want to study more about the related research. methods this study was conducted in the human club with potentials and problems during the training observation of the 10 years old group. in this study and development, observation was conducted by observing the children in the human club during technical and physical exercises. after observing, the researcher collected the data by disseminating the gladi jurnal ilmu keolahragaan, 12 (04), september250 ersi yuli triani, supriyadi, prisca widiawati needs analysis questionnaire (assessment questionnaire) to the 20 children in 10 years old group at the human club and conducting interviews with the coach in the human club. this study used the study and development theory by sugiyono (2015:29) with a procedural model consisting of 10 research steps. the researcher conducted seven stages to conduct the research. stages for the development of combination training models of ball-handling were (1) data analysis, in which the researcher conducted observation by observing children in 10 years old group during the exercise, conducted questions and answers with the human club coach, and conducted data collection by disseminating questionnaire. data analysis is the initial stage to find out whether the product that will be developed by the researcher is accepted or not by the subject. from the results of the analysis, the data were followed up to develop the product. (2) the initial product design, how to develop ballhandling combination training models was by adding the variations of ball-handling exercises via audio-visual media packaged in the form of video in order to be easy to see and understand by any basketball club. (3) the expert validation test, where the initial product design that has been made was tested for validity by 3 experts, basketball training expert, basketball expert, and media expert. the role of the experts in this study was to give suggestions for improving the product to be tested. (4) product revision, where the aim of product revision is to find out whether the product that will be tested to the small group and big group is certainly feasible to develop or not. (5) small group test, in this stage, small group test was conducted at human club with 6 children in 10 years old group by watching videos and filling out the instrument or questionnaire. (6) big group test, where in this stage, the big group test was conducted on 18 children in 10 years old group by watching videos and filling out the questionnaire. (7) final product revision, in which the results of this final product revision were obtained from the whole suggestions, starting from the expert validations to the basketball children in 10 years old group. the specification of the product developed was in the form of video, including 16 variations of basketballhandling exercises in the 10 years old group at human club. the products used were as follows: (a) exercise variation 1 of dribble with finger pads, (b) exercise variation 2 of figure eight-low taps, (c) exercise variation 3 around the waits-high pounds, (d) exercise variation 4 of around leg-low taps, (e) exercise variation 5 of around the headchest pass, (f) exercise variation 6 of around the waits-chest pass, (g) exercise variation 7 gladi jurnal ilmu keolahragaan, 12 (04), september251 ersi yuli triani, supriyadi, prisca widiawati of around the leg-chest pass, (h) exercise variation 8 figure eight-chest pass, (i) exercise variation 9 of around the waistdribble-passing, (j) exercise variation 10 of ball taps-dribbling passing, (k) exercise variation 11 of figure eight-dribblingpassing, (l) exercise variation 12 of around leg-dribbling-passing, (m) exercise variation 13 of around head-shooting, (n) exercise variation 14 of around waistshooting, (o) exercise variation 15 of around leg-shooting, (p) exercise variation 16 of ball taps-shooting. furthermore, the 16 exercise models were packaged into audio-visual with product specifications in the form of (1) contents loaded in the video were 16 ball handling training models arranged from easiest to hardest; (2) media resulted were in the form of videos included in cd or internet (youtube); (3) media were supported by texts, pictures, sound, and audio; (4) the pictures resulted were the original movement of humans or children in 10 years old group; (5) the videos loaded had the duration of ± 30 seconds of each ball handling training model. data obtained from the study were quantitative and qualitative. respondents determined the level of agreement to a statement or question by choosing one of the available scoring numbers. the formula used to process data per test subject was as follows. 100% notes: v = validation tse = total empirical score tsh = total maximal score the results of data processing were then adjusted to the product category. this aims to facilitate in drawing a conclusion from the results of data analysis presented regarding the feasibility and simplicity of the product developed. table 1. percentage criteria no validity criteria validity level 1 85.01% 100.00% very valid, or can be used without revision 2 70.01% 85.00% quite valid, or can be used, but the small revision is required 3 50.01% 70.00% less valid, suggested not to use because a big revision is required 4 01.00% 50.00% not valid, or cannot be used source: akbar (2013:41) results and discussion results the results of the expert evaluation, taufik, s.pd., m.or as training expert obtained the results of 82% so that the development of basketball-handling training models at human club is feasible to be tested, but the small revision is required. the results of expert evaluation, septianto andika putra, s.pd, as the basketball training expert, obtained the results of 93% so that the development of basketballhandling training models at human club is feasible to be tested. the results of expert gladi jurnal ilmu keolahragaan, 12 (04), september252 ersi yuli triani, supriyadi, prisca widiawati evaluation, eka pramono adi, s.ip., m.si, as media expert obtained the results of 100% so that the development of basketball training models at human club via audiovisual is feasible to be tested. table 2. the results of video feasibility assessment on small group test no. indicator small group tse tsh v (%) information 1 attractiveness 87 96 90% very valid 2 easiness 85 96 88% very valid 3 suitability 81 96 84% quite valid 4 usefulness 86 96 89% very valid total 339 384 89% very valid table 3. the results of video feasibility assessment on big group test no. indicator big group tse tsh v (%) information 1 attractiveness 87 96 90% very valid 2 easiness 85 96 88% very valid 3 suitability 81 96 84% quite valid 4 usefulness 86 96 89% very valid total 339 384 89% very valid based on the video feasibility assessment in table 2, it can be concluded that the small group test obtained a percentage of 89%. this means that the development of the basketball-handling training models via audio-visual is stated as very valid or can be used for exercise by the human club. furthermore, the big group test obtained a percentage of 95%, which means that the development of the basketball-handling training models via audio-visual media is stated as very valid or can be used for exercise by the human club. discussion the study based on the problem of needs analysis through field observation obtained a finding that the coaches at the human club in processing ball handling exercise are less conditioned. the coaches in providing the variations of ball handling training models at human club are less varied so that the children during exercise are less interested and in ball-handling skills are still many difficulties. therefore, the researcher conducted a study by making basketball-handling combination training models for 10 years old group. after the product of ball handling training models were finished, the researcher conducted expert tests, such as training expert, basketball expert, and media expert. after being tested, the researcher conducted the small group test and big group test. the final results of the big group test were 95%, which means that the product of ballhandling combination training models is feasible to use. based on the previous study regarding ball handling, ball-handling is still combined with a dribble. the previous subjects were extracurricular students of junior high school or senior high school. arifianto & fardi (2021) stated that improving the dribbling technique can be performed through ball-handling exercises. asytar mauluda sudianto, titis nurina (2019), in their study, explained that ballhandling exercise impacts the students' exercise of dribble skills. subjects of the study were extracurricular students of gladi jurnal ilmu keolahragaan, 12 (04), september253 ersi yuli triani, supriyadi, prisca widiawati junior high school. guimaraes, ramos, janeira, baxter-jones, & maia (2019), in their study, stated that to prepare the exercises in 10 years old, a good technique is really required, one of which is the ballhandling exercise. from these studies, ball handling exercise is only combined with the dribble. furthermore, the researcher conducted a study regarding ball-handling exercises combined with a dribble, passing, shooting. lndeburg & hewitt, n.d. (2016), in their study, stated that there is an influence between ball handling exercise and resulting in shooting technique skills. in training early childhood, the coach is expected to be able to perform good basketball training for 10 years old group because it influences the potentials of individuals and the results of training goals matulaitis, (2013). by paying attention to the disciplined training process, it can improve the development of basketball achievements wibowo & hidayatullah, (2017). the researcher took subjects of 10 years old group because ball handling exercise is important for the beginner, especially early childhood who want to train their basketball skills fotrousi et al., (2012). in order to train the motor skills of children as a preparation to be a player, ball-handling exercise is really required maric, katic, & jelicic, (2013). the development of the procedural model is often conducted for research to resolve problems. one of the research in ball-handling development, tembaga (2015), used procedural development method, including a descriptive percentage for data analysis technique. based on the results of this study, the development of ball-handling combination training models to improve dribble technique can be used in the sport learning process. study and development design has also been used. based on the results of the study by tembaga (2015), it can be interpreted that the product of ball-handling combination training made or developed can be used by students or coaches and also can add variations of ball-handling training models. therefore, the development study method can be used as a reference by developing or resulting products made. during the training process, the coach must have guidelines or principles so that the training process can improve performance. this development research used the principle of the training process models and also provided with combination principle adi, putra (2019) stated that in his study, there is an influence of the variations of shooting exercise models on the results of the free throw. from the explanation regarding the principle of variations, it can be concluded that in order to improve basketball technique skills and prevent gladi jurnal ilmu keolahragaan, 12 (04), september254 ersi yuli triani, supriyadi, prisca widiawati boring training, the training process must be varied. furthermore, the coach must provide variations of exercises. varied exercises aim to prevent boredom in training that supports physical, technical, tactical, and mental improvements. hidyah (2011), in her study, stated that to improve the physical conditions of basketball players for student age, it can perform multilateral training principle. by providing training models with fun material and cannot be separated from physical and technical training, it can make the student age doing the exercise seriously. this study and development used audio-visual media that can be used in the learning process. penjas et al. (2020) stated that in order to improve basketball technique skills, it could be via audio-visual media. there is a positive result that audiovisual can improve basket undershoot skills, which impacts the stimulus of motor movement agusna & rismayadi, (2020). audio-visual media used in the learning activities involving both hearing and vision in one process or activity can improve the performance of basketball technique skills ashraq & mahmoud, (2019). product for the development of basketball handling training models via audio-visual media has advantages, in which the ball-handling training models are easily understood by the children or coach at human club because, in this product, there are videos of ball handling training models packaged in the form of cd accompanied with texts and audio hamzah, (1981). the dissemination of ball-handling combination training videos was inserted in cd, websites, and youtube. by providing new learning or training media, it will increase the enthusiasm for learning asyar (2011:45) or exercise of children because the display of videos in this media deliver learning models as the real condition and explanations also provided in the videos so that it makes children more interested and easily understood by children in 10 years old group at human club. thus, this study can help to train basketball skills in the digital era article, (2019). with 16 ball-handling training models, it is expected to be able to find out the boredom of children in ball-handling exercises. as delivered by budiwanto (2012:22), the coach must have broad knowledge regarding the types or kinds of exercises because it has an impact in overcoming the children's boredom during exercise so that the coach can do varied exercises. this development product not only overcomes boredom during ball handling exercise. children and coaches also can use the product as a reference for training models, especially ball-handling exercises. in the study of the ball-handling combination training models, there are training components, such as speed, agility, gladi jurnal ilmu keolahragaan, 12 (04), september255 ersi yuli triani, supriyadi, prisca widiawati balance. the previous study stated that training characteristics for early childhood must include training components erculj, jakovljevic, karalejic, ivanovic, & strumbelj, (2017). conclusions based on the results of the study, it can be obtained several conclusions. this study development via audio-visual media results in the product in the form of videos, including 16 variations of basketballhandling combination training for 10 years old group. videos developed can be seen anytime because the dissemination of videos is in the form of cd, youtube, and websites. this study results in videos that have been tested by experts and obtain feasibility with a very valid category, which means that it can be used by basketball children and coaches. suggestion ball handling training models, including dribble, ball handling with passing, ball handling with dribble and passing, ball handling with shooting, are expected to be developed so that training models are more varied in order to be able to reach training goals. for the subjects of the study, it is expected that it will be wider, not only at the human club but also at other clubs and schools. references adi, n., putra, s., olahraga, f. i., surabaya, u. n., & basket, b. 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(2017). pengaruh latihan ballhandling terhadap keterampilan menggiring bola dalam permainan bola basket (studi pada ekstrakurikuler smp negeri 9 surabaya). jurnal pendidikan olahraga dan kesehatan, 4(3), 574– 579. sugiyono. (2015). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. tembaga, b. (2015). pengembangan bentuk latihan kombinasi ball handling dam dribble melalui video pembelajaran instruksional pada ekstrakurikuler bolabasket di smpn 1 bandung tulungagung. wibowo, k., & hidayatullah, m. f. (2017). evaluasi pembinaan prestasi olahraga bola basket di kabupaten magetan. 7. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 98-103 permalink/doi: https://doi.org/10.21009/gjik.131.09 dribbling basketball learning model based on neuroscience rahmat gunawan1,yusmawati1,fatah nurdin1 1pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding email: rahmatgunawan62112@gmail.com abstract the aim of this research and development is to produce a learning model of dribbling basketball based on neuroscience for junior high school students and determine the effectiveness of the resulting model. this study uses research & development (r&d) of addie model. the results of the study resulted in a product in the form learning model of dribbling basketball based on neuroscience that had been validated and revised by experts as many as 20 models. and in this application, the research subjects used were 60 male students at seventh grade of al fityan boarding school bogor. data collection began with interviewing the physical education teacher at the junior high school, then the initial test was carried out. test the effectiveness of the model using an observation instrument used to determine the ability to learn a model of dribbling basketball before and after the treatment of neuroscience based. the initial test obtained that the student’s basketball dribbling learning outcomes were 82,33. in the significance test of the difference between with spss 26, it mean ( 11,617) the difference between the pre-test and post-test. and the result of t-count (18,824), df (59) and p-value (0,00 < 0,05) which means there is a significant difference between before and after the the treatment. keyword: learning model, basketball dribbling, neuroscience gladi jurnal ilmu keolahragaan, 13 (01), march99 rahmat gunawan,yusmawati,fatah nurdin introduction education has a very important and strategic, especially in preparing future generation who have integrity, skills and knowledge so that they are able to become the successors and inheritors of sustainable and equitable development. the quality of education is marked by innovation and progress in the fields of research, and technology and in line with improving the quality of learning as well as progress in various sector, including a new sciences as a result of a thought based on scientific studies or research, one of which is neuroscience. neuroscience is a part of science that specifically examines the nervous system and the human brain. neuroscience can be interpreted as a neural science that studies the nervous system, especially studying neurons or nerve cells with a multidisciplinary scientific approach (pasiak dalam wathon, 2016). the benefits of neuroscience can be felt if at the beginning the results of his research on the brain were still very limited in implications for the world of education, especially only for dealing with students who have brain dysfunction. however, along with advances and developments in technology, it is now useful to describe how the brain functions when performing mental operations on learning and memory which is very useful for teaching and learning in schools. (byrnes & fox dalam schunk, 2012). physical education is a subject in school that is closely related to neuroscience, considering that neuroscience is the study of the brain and the brain's working processes to produce behavior, ways of thinking, acting, feeling or relating to emotions and kinesthetic. therefore, physical education is an integral part that cannot be separated from the education system as a whole, because it aims to develop aspects of health, physical fitness, critical thinking skills, emotional stability, social skills, reasoning and moral action through physical activities and sports. (yusmawati, rihatno, & rismawanti, 2020). this is in accordance with the purpose of physical education which improves three domains, namely cognitive, affective and psychomotor (mahendra, 2009). the first process of the three aspects is the cognitive aspect related to brain development in students. affective behavior and psychomotor movement gladi jurnal ilmu keolahragaan, 13 (01), march100 rahmat gunawan,yusmawati,fatah nurdin are based on whether or not the brain's performance is through neural responses. this means that it is important for educators to know the performance system of nerve cells to increase psychomotor motion and affective behavior of students (burhaein, 2017). physical education has many components of broad physical activity that can be obtained by students. the components of physical activity are useful in developing motion experiences, shaping physical fitness and the character of students and other aspects. one of the basic components of physical education, sports and health subjects contained in the junior high school curriculum is practicing the ability to play big ball. in the big ball game, one of them is basketball teaching. this basketball game has the characteristics of a game that requires cooperation, tactics and strategy because it is played in teams and demands physical, mental and concentration abilities as well as quick response movements from each team member. in addition, the game of basketball also demands complex movements, because its activities include movements of the whole body and limbs, namely the feet, hands, and trunks that are all active together. like when doing dribbling, which functions in defending the ball and building attacks, the feet continue to move in the same direction as the movement of the hands bouncing the ball, the stick serves as a counterweight to the movement of the feet and hands. the movement is carried out simultaneously at one time. with the characteristics of the basketball game above, it demands a person's ability to develop movement skills based on brain abilities and neural responses (sensory nerves, motor nerves, association nerves) in carrying out their duties so that they can assist the process in making motion decisions, concentration, or movement skills with improve the ability of the brain and the balance of the right and left brain contained in the study of neuroscience. so neuroscience is very relevant to be the basis or basis that supports the learning process in schools that can be integrated through methods, models, approaches, techniques, strategies as well as learning media so that it becomes an innovation in improving the quality and quality of learning in schools. especially at least the results of neuroscience studies on the learning process of physical education, especially in learning basketball games. gladi jurnal ilmu keolahragaan, 13 (01), march101 rahmat gunawan,yusmawati,fatah nurdin based on the results of searches or observations made by researchers, especially at al-fityan boarding junior high school, the physical education learning process regarding basketball game material in which there is basketball dribbling material carried out at school, requires variety and innovation, especially related to the development of learning models. especially those closely related to the concept of neuroscience. from the results of observations in the field, the researchers also saw that efforts were needed to improve student learning outcomes towards improving attitudes in doing basketball dribbling considering that many of the students were not able to do basketball dribbling movements well, such as basketball dribbling with their heads down and their eyes focused on seeing the ball, dribbling. basketball by hitting the ball with the palm of the hand, dribbling basketball with a high bounce beyond the waist and several other errors that require handling to be corrected. so in this study, researchers are interested in developing a learning model in physical education in schools based on the application of neuroscience, which is entitled "a neuroscience-based dribbling basketball learning model". it is hoped that through this learning model it can improve student learning outcomes in dribbling basketball and through a neuroscience-based learning model it can stimulate or stimulate students' brains to develop further. in addition, it also provides contributions or benefits as well as innovations that should not be stopped in improving the quality of learning in schools. this research was conducted on seventh grade junior high school students at al fityan boarding school bogor. method research on the development of this model generally aims to be designed using research and development (r&d) research, the method used to produce certain products, and test the effectiveness of these products. (sugiyono, 2010:297). this study aims to produce a neuroscience-based learning model for basketball dribbling for junior high school students. in the process of research and development of this learning model using the addie model which is a development model consisting of five phases starting from (a) analysis, (d) design, (d) development, (i) implementation, and (e) evaluation (pribadi, 2009). the steps gladi jurnal ilmu keolahragaan, 13 (01), march102 rahmat gunawan,yusmawati,fatah nurdin for developing addie in this study are described as follows: 1. analysis at this phase the researchers conducted observations and interviews with initial needs analysis to physical education teachers at al-fityan boarding school and a questionnaire aimed at students to find out how important the neuroscience-based dribbling basketball learning model will be developed by the researchers. 2. design the researcher designs a neuroscience-based dribbling basketball learning model that will be developed with the following activities: a) make a clear list of product elements to be made including scheduling for its development b) determine the person/team who will assist in the product development process by including the rules that must be obeyed by all members c) determine the specifications of various basic motion models which contain the media to be developed (either in the form of documentation, facilities, infrastructure, equipment, security, regulations, management, and other procedures). 3. development in this phase, making the initial product, researchers made 20 neuroscience-based learning models for basketball dribbling and the researchers validated 5 experts including, 1 expert physical education teacher as well as basketball coach, 1 physical education expert teacher, 1 expert lecturer in basketball and motor skills, 1 expert lecturer in the field of games and 1 expert in the field of neuroscience who works as a doctor. 4. implementation this research was conducted at the al fityan junior high boarding school, bogor regency, west java province. the research subjects were 20 students of grade seventh a, 20 students of grade seventh b, and 20 students of grade seventh c, so that the total students who were the research subjects were 60 studnets. the time of this research was carried out for 4 months, namely from august to november 2021. the implementation of the neurosciencebased dribbling basketball learning model is carried out in 12 meetings with gladi jurnal ilmu keolahragaan, 13 (01), march103 rahmat gunawan,yusmawati,fatah nurdin a frequency of three meetings a week, monday, wednesday and thursday. while the posttest is carried out after giving treatment, for the frequency of exercise refers to the opinion of harsono (1988, p. 194) "it is better to practice three times a week". research 12 x meetings, according to sarwono's opinion (1999, p.43) that: "the frequency of a good number of repetitions of exercise is done 5-6 per training session or 2-4 times per week" 5 sessions x 2 times per week = 10 times meeting. (minimum); 5 sessions x 3 times per week = 15 meetings. (currently); 5 sessions x 4 times per week = 20 meetings. (maximum). and according to the research journal "effects of a 4-week youth baseball conditioning program on throwing velocity" it was stated that the conditioning program for 4 weeks with a frequency of three meetings a week was effective and significantly improved the learning outcomes of participants (aged 11-15 years) in the experimental group's baseball throwing skills, while in the control group there was no significant improvement (escamilla, rf. et al., 2010). the next stage, after getting input from experts and validated, it is known some errors or weaknesses of the product to be developed. products that have been revised by getting a "good" rating / predicate, then the product is continued to the next stage, namely implementation. 5. evaluation in order for the research to be more concrete, it is necessary to have data. the data was obtained at the beginning of the experiment as initial data and at the end of the experiment as final data. the aim is to determine the effect of the treatment results which is the final goal of the experiments carried out. collecting data from samples required a tool called an instrument. research instruments are tools used in research, especially those related to the data collection process. in connection with this study, the instrument used in this study was a test in the form of observing the basic movement ability of basketball dribbling. measurements were carried out twice, namely the initial test (pretest) and the final test (posttest), the initial test was carried out before giving the treatment and the final test was carried out after the treatment was given. the data obtained from the initial and final tests were then processed by statistical calculations. the results of this processing will be known about the gladi jurnal ilmu keolahragaan, 13 (01), march104 rahmat gunawan,yusmawati,fatah nurdin neuroscience-based learning model of basketball dribbling whether it has a significant effect on improving student learning outcomes on the basic movement ability of basketball dribbling or not. the research instrument is attached. in the process of processing the data from the results of the pretest and posttest, an effectiveness test is carried out. this calculation uses the paired sample test statistical test on the ibm spss statistict 26 program for windows with a significance level of 0.05 which is then concluded to be described. paired sample test (test the difference of two averages) is intended to determine the difference in the average ability of students between the results of the pretest and posttest. the criteria for hypothesis testing the difference between the two averages in spss with = 0.05 were determined based on the pvalue (sig.) obtained. if the p-value (sig.) , then ho is rejected and h1 is accepted. however, if the p-value (sig.) < , then ho is accepted and h1 is rejected. result and discussion the results of the neurosciencebased dribbling basketball learning model are written in the form of a neuroscience-based dribbling basketball learning model guidebook for junior high school students. the results of the initial needs analysis, namely interviews with physical education teachers at alfityan boarding school bogor, that the development of a neuroscience-based dribbling basketball learning model is considered very important, and very useful as an innovation and form of variation that is useful for the physical education learning process in schools. especially in basketball dribbling material. and the discovery of novelty because physical education teachers at schools have never carried out neuroscience-based dribbling basketball learning. as for the results of the interview, it was found that the results of dribbling learning that were carried out were only basketball dribbling lessons in general, such as back and forth dribbling and zigzag. the facilities and infrastructure used are only basketballs and basketball courts and are also very limited for the use of basketballs. this often makes students get bored quickly in doing learning. the results of the validation and revision by experts related to the neuroscience-based dribbling basketball learning model developed by the gladi jurnal ilmu keolahragaan, 13 (01), march105 rahmat gunawan,yusmawati,fatah nurdin researchers obtained 20 final models that can be applied as follows: first step model : 1. balanced dribble 1 2. balanced dribble 2 3. balanced dribble 3 4. paired dribble 1 5. paired dribble 2 6. paired dribble 3 implementation step model : 1. winning dribble 1 2. winning dribble 2 3. imagination dribble 1 4. imagination dribble 2 5. quick gather 1 6. quick gather 2 7. hand game 1 8. hand game 2 last step model : 1. cat of prey 2. scramble the tails 3. quick response 4. emergency response 5. the winner’s dribble 6. end game the model feasibility test involved experts to get input on the design of the neuroscience-based dribbling basketball learning model that was developed. researchers present 5 experts in assessing the feasibility of a neuroscience-based dribbling basketball learning model. where the experts are 2 experts in the field of physical education and basketball games, 1 expert in motor skills and basketball games, 1 expert in the field of games and 1 expert who is a doctor and expert in neuroscience. after validation, evaluation and revision of the model based on experts, the results obtained were as many as 20 neuroscience-based dribbling basketball learning models that were valid and worthy of trial in large groups. table 1. expert judgment gladi jurnal ilmu keolahragaan, 13 (01), march106 rahmat gunawan,yusmawati,fatah nurdin the expert test conducted on five experts contained several constructive suggestions for improving the neuroscience-based dribbling basketball learning model as follows: 1. the name of the learning model is made shorter and more interesting. 2. drawings and technical instructions are made clearer so that they are easy to understand. 3. the formations are made more varied 4. the intensity of dribbling basketball should be more 5. all students must perform activities optimally and equally in carrying out dribbling basketball. 6. always provide corrections for disciplined students in carrying out basketball dribbling activities on each model. 7. the intensity and amount of basketball dribbling must be balanced between the right and left hands (especially for games that are more specific to train the balance of the right and left brain) 8. adaptation in the form of games and a fun learning atmosphere. 9. give rewards and stimuli so that children are enthusiastic about doing movement tasks. 10. application of learning models from easy to difficult. 11. use safe equipment. 12. activities should not be monotonous, multiply variations and strategies in the learning process. the product model can certainly be seen by how much effectiveness the product has on improving student learning outcomes on the basic movement ability of basketball dribbling. the effectiveness test of the model was carried out at al-fityan boarding school bogor regency. by giving first treatment to 20 students of grade seventh b, 20 students of grade seventh c & 20 students of grade seventh no expert name expertise 1. dr. sri nuraini m, pd lecture of sport science faculty universitas negeri jakarta (game player expert) 2. dr. lukmannul hakim lubay, m.pd lecture of sport education and health facult univeritas pendidikan indonesia bandung (motor and basketball expert) 3. dr. nurina hidayati doctor (specialist neuroscience) pt. garuda indonesia 4. raden juan suryadi yusuf, m.pd guru pendidikan jasmani & pelatih c akademi bandung utama, wasit lisensi a nasional 5 on 5, wasit lisensi advance 3x3 (ahli pendidikan jasmani dan bola basket) 5. pupung purwadi, s.pd physical education teacher of al-fityan boarding school (physical education and basketball expert) gladi jurnal ilmu keolahragaan, 13 (01), march107 rahmat gunawan,yusmawati,fatah nurdin d, a total of 60 students and conducted for 12 meetings. table 2. dribbling basketball average score based on the table above, the output using ibm spss statistics 26 shows that the average value of neuroscience-based dribbling basketball learning outcomes before being given a learning model is 70.57 and after being treated with a learning model of 82.18, it means that the average value of dribbling basketball has an increase. table 3. pre-test and post-test correlation paired samples correlations n correlatio n sig. pair 1 pre test & post test 60 .571 .000 from the table above, the correlation coefficient of the results before and after being given treatment is 0.571 p-value 0.00 <0.05. this proves that there is a significant relationship between the treatment given (neuroscience-based dribbling basketball learning model) and student dribbling learning outcomes. meanwhile, in the significance test of the difference with the ibm spss statistict 26, the mean (11.617) shows the difference between the pre-test and post-test, the results of t-count (18.824), df (59) and p-value (0.00 < 0.05 ) which means that there is a significant difference between before and after the treatment of neuroscience-based dribbling basketball learning model. based on this information, it can be said that the neuroscience-based dribbling basketball learning model is quite effective and can improve basketball dribbling learning outcomes for junior high school students. the diagram below is a comparison of the average basketball dribbling tests before and after being given treatment. figure 1. result diagram paired samples statistics mean n std. deviation std. error mean pair 1 pre test 70.57 60 5.735 .740 post test 82.18 60 4.094 .529 gladi jurnal ilmu keolahragaan, 13 (01), march108 rahmat gunawan,yusmawati,fatah nurdin the results of the experimental trial can be concluded that the neuroscience-based dribbling basketball learning model for junior high school students is feasible and effective to be used. conclusion based on the data obtained from the results of the study consisting of expert validation and effectiveness testing, it can be concluded that: 1. the dribbling basketball learning model that the researchers produced as many as 20 items, this model can provide innovation to physical education learning in schools, especially in basketball game material. 2. the neuroscience-based dribbling basketball learning model that researchers have produced is effective in improving student learning outcomes on the basic movement skills of basketball dribbling. 3. through the neurosciencebased dribbling basketball learning model for junior high school students, it is hoped that it can provide learning that can stimulate students' brain cells to become more developed. this product aims to help students achieve physical education learning goals, especially in dribbling basketball learning materials. after reviewing some of the weaknesses that need improvement, this product is presented with some of the advantages of this product as follows: a) provide an understanding of motion for students b) students become more active, happy and enthusiastic in learning c) physical education learning becomes interesting and fun d) train concentration, and stimulate students' brains to develop more e) train the balance of the right brain and left brain f) cultivating a positive character for students g) make it easier for physical education teachers to teach dribbling basketball h) students are required to make more use of their brains. i) the time used can be used optimally. references a. pribadi, benny. (2009). model desain sistem pembelajaran. jakarta: pt dian rakyat burhein.e. aktivitas permainan tradisional berbasis neurosains learning sebagai pendidikan karakter bagi anak tunalaras.universitas negeri yogyakarta: jurnal pembelajaran olahraga volume 3 nomor 1 tahun (2017) cet. ii (jakarta: gramedia pustaka utama, 2002), hlm. 25-29. escamilla, r.f., fleisig, g.s., yamashiro, k., mikla, t., dunning, r., paulos, l. and andrews, j.r. (2010) effects of a 4-week youth baseball 70,45 82,33 64 66 68 70 72 74 76 78 80 82 84 pre tes t post test average score result gladi jurnal ilmu keolahragaan, 13 (01), march109 rahmat gunawan,yusmawati,fatah nurdin conditioning program on throwing velocity. journal of strength and conditioning research 24, 3247-3254. harsono. (1988) aspek-aspek psikologis dalam coaching. jakarta: p2lptk depdikbud. idrus, muhammad. (2007). metode penelitian ilmu-ilmu sosial (pendekatan kualitatif dan kuantitatif).yogyakarta :uii press yogyakarta. mahendra, a. (2009). asas dan falsafah pendidikan jasmani. bandung: fpok upi. sarwono dan ismaryati (1999:43), dalam gantara, ega. (2012). perbandingan antara model pembelajaran langsung dan model pembelajaran kooperatif terhadap penguasaan gerak lompat jauh di kelas vii smp karya pembangunan baros kabupaten bandung. bandung: upi. schunk, d. h. (2012). learning theories: an educational perspective. in reading (vol. 5). retrieved from http://www.amazon.com/learnin g-theories-educationalperspective-6th/dp/0137071957. sugiyono. (2010). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r & d). penerbit cv. alfabeta: bandung. wathon, a. (2016). neurosains dalam pendidikan. jurnal lentera: kajian keagamaan, keilmuan dan teknologi, 14(1), 284–294. retrieved from https://www.neliti.com/publicati ons/177272/neurosains-dalampendidikan yusmawati, y., rihatno, t., & rismawanti, r. (2020). meningkatkan hasil belajar gerak dasar melempar dengan media audio visual pada siswa kelas iii sdn 03 jelambar baru jakarta barat. jurnal segar, 8(2), 80–89. https://doi.org/10.21009/segar/0 802.04 http://www.amazon.com/learning-theories-educational-perspective-6th/dp/0137071957 http://www.amazon.com/learning-theories-educational-perspective-6th/dp/0137071957 http://www.amazon.com/learning-theories-educational-perspective-6th/dp/0137071957 https://www.neliti.com/publications/177272/neurosains-dalam-pendidikan https://www.neliti.com/publications/177272/neurosains-dalam-pendidikan https://www.neliti.com/publications/177272/neurosains-dalam-pendidikan https://doi.org/10.21009/segar/0802.04 https://doi.org/10.21009/segar/0802.04 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 76-87 permalink/doi: https://doi.org/10.21009/gjik.131.07 the effect of eye-hand coordination, kinesthetic perception and anxiety on the results archery scoring of athlete u-12 west jakarta nurikhwan aziz arifin1*, ika novitaria marani1, mansur jauhari1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding email: aazizarifin@gmail.com abstract this study aims to reveal the direct and indirect effects, as well as the simultaneous effect of exogenous variables on endogenous variables. the sample in this study were 37 archers from all clubs in the west jakarta area. the research approach used in this study is an associative quantitative approach with test techniques. the data analysis technique uses a path analysis approach (path analysis). the results showed that: 1) there was a direct effect of eye-hand coordination on the archery scores of u-12 archery athletes in west jakarta amounted to 6.7%, 2) there was a direct influence of kinesthetic perception on the results of archery scoring results for u-12 archery athletes in west jakarta. is 1.69%, 3) there is a direct and significant effect of anxiety on the archery scores of u-12 archery athletes in west jakarta, which is 15.8%, 4) there is a direct and significant effect of eye-hand coordination on the anxiety of u-12 archery athletes. west jakarta by 43.96%, 5) there is a direct and significant effect of kinesthetic perception on the anxiety of west jakarta u-12 archery athletes by 44.76%, 6) there is an indirect effect of eye-hand coordination through anxiety on archery scoring results are of 27.35%, 7) there is an indirect effect of kinesthetic perception through anxiety on the archery scoring results of 18.9%. keywords: eye-hand coordination; kinesthetic perception; worry; west jakarta u-12 archery scoring results gladi jurnal ilmu keolahragaan, 13 (01), march77 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari introduction the achievements of the sport of archery in indonesia are very proud. the olympics is the largest international sporting event. indonesian archery has never been absent in the olympics, although it has never been absent in the biggest sporting event among nations, indonesian archers have not been able to bring medals back to indonesia, the archery achievement at the last olympics in 1988 in seoul. the sport of archery was the first contributor to medals at the olympics in seoul, south korea in 1988. archery is currently still continuing to nurture athletes from an early age to adulthood because archery in indonesia is one of the sports that is able to donate medals from asian and world competitions, for example at sea games 2019 indonesia was able to give gold. indonesia's archery achievements should be proud of because indonesian archery always donates medals for indonesia at every world championship (adipati, 2019). there are still a lot of people who think that archery is an easy and light sport because it only does the same movement and is not heavy. archery is a cyclical sport in the form of a close skill. skills with stimuli that remain the same and require stability in the response in their movements (pelana, 2017). cyclic is the effect of repetitive motor movements such as swimming, archery, bicycle racing, rowing, and others (bompa, 2009). archery when viewed from a biomechanics point of view, namely throwing objects to achieve maximum accuracy, then from a motor point of view, it means a closed skill whose stimulus does not change (wattimena, 2015). in the sport of archery in indonesia, the bows used for matches are 3 recurve, compound and standard bows (vanagosi, 2015). scoring in archery is a major indicator in determining victory in archery (munawar, hidayatullah, & kristiyanto, 2014). archery is a sport that relies on accuracy to hit the target because the aim of archery is to shoot arrows on the target surface as precisely as possible (hardi, 2018). archery requires physical factors such as good motor skills and good psychological factors, namely a good level of anxiety (munawar et al., 2014). seeing the conditions in the field, especially at the age of children, when the majority of matches experienced a decrease in appearance performance, such as fatigue, many poor scoring gladi jurnal ilmu keolahragaan, 13 (01), march78 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari results and also excessive anxiety. archery is a fairly complex sport because archers cannot use arrows without knowing the tools used, the techniques used and also the conditions of the surrounding environment. physical factors, technical factors and psychological factors are aspects of supporting achievement for the sport of archery (pelana, 2017). judging from the physical factor, biomotor ability, especially coordination in the archery branch, is one of the dominant ones, the technical factor that is the support to get maximum performance for an athlete is the aspect of biomechanical efficiency to get good scoring results. this aspect requires the athlete to apply the correct and consistent technique in every arrow release. one way to improve the sense of motion in order to get consistency and constancy is by using kinesthetic imagery (performing the sensation of movement and feeling it). psychological factors are one of the supporting aspects to get a good archer performance. an athlete's mentality must also be prepared properly. one way to build a good mentality is to communicate between the coach, parents or friends of the athlete. in the sport of archery, closed skill movements are movement patterns that are consistent and do not change, therefore archery is very closely related to movement coordination (pelana, 2017). without having good movement coordination skills, individuals will find it difficult to learn basic technical skills. basic movement ability is a movement pattern that starts from a simple pattern and then develops into a complex movement pattern. eye-hand coordination in archery can affect accuracy, where the assessment of archery is shooting accuracy (zakaria, purnomo, & samodra, 2018). coordination is also a combination of muscle, bone and joint contractions in displaying a motion, so that coordination ability is closely related to other motor skills such as balance, speed, accuracy, and agility (amin, 2012). coordination is the ability to perform movements at various levels of difficulty quickly and efficiently with accuracy (margono, yagusta, & khuzaini, 2018). the more complex the movement, the higher the level of coordination (alimin, 2019). so that the practice of archery that requires eyehand coordination aspects to get gladi jurnal ilmu keolahragaan, 13 (01), march79 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari maximum scoring results is needed by archers. motor movement in children is very basic and very important because it is at this phase that children recognize and enrich every movement (sukadiyanto, 2003). each child has a different level of motor skills that cannot be generalized to other children, there are some children who have very good gross motor skills such as running, jumping, hitting but usually these children have poor fine motor skills such as writing, coloring and drawing. according to (rismayanthi, 2013) gross motor coordination skills in children include all parts of the body or only part of the body's organs that are used when moving. gross motor coordination abilities include dexterity, endurance, flexibility, balance, speed and strength. the ability of motor movement is further divided into three, namely non-locomotor motion, locomotor motion and also manipulative motion. according to (hidayat, 2017) the motion that moves the body from one place to another is called locomotor motion. movements that do not require room for movement are called nonlocomotor movements whose movements include pushing, pulling, bending, swinging, lifting and twisting. kinesthetic perception is a person's ability to sense body movements from visual or auditory devices, the higher the level of sense of motion sensitivity, the higher the sense of position and control of movement (hendrayana, 2015). perception is a sensing process, which is the process of receiving a stimulus by the individual through the senses or also called the sensory process (suryono, 2016). perception is a limitation used in the process of understanding and interpreting sensory information or the ability of the intellect to seek meaning from data received by the various senses indra (zhanissa et al., 2017). the more a person performs the same movement continuously in the long term, the human sense of motion will remember the movement because of the sensory processes in the body (rosmi, 2017). in archery, kinesthetic perception is important because the sport is a sport that requires a sense of motion to get maximum scoring results (akbar, andi khemal, 2018a). kinesthetic perception is a function of the organs of the human body which is closely related to body movements and body parts both gladi jurnal ilmu keolahragaan, 13 (01), march80 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari passively and actively (ngadenan, 2015). according to (wattimena, 2015) anxiety can arise because of ongoing or existing situations that cause threats and insecurity. anxiety is an unpleasant feeling caused by a threatening situation (jannah, 2017). anxiety in sports is the pressure given to athletes to give the best performance results, matches and competitions are one example of a threat that can cause anxiety. based on the facts in the field, the mental condition of children who are still very unstable is very difficult to make children reduce their anxiety when doing archery matches or competitions. because in fact in the field of children it is still very difficult to reduce anxiety because of many factors such as external and internal factors. external factors that are often encountered by children are the environment and opponents, while on the internal factor children are often not confident which causes anxiety and causes poor performance in matches. in addition, researchers also want to know whether anxiety in archery can affect archery scoring results. with the development of the sport of archery in indonesia with the increasing number of archery clubs. each club has an age category to categorize the training program with the majority of children's ages. researchers are very interested in researching the problems that have been presented in the background. so that this study raises the issue with the title of the effect of eyehand coordination, kinesthetic perception and anxiety on the results of west jakarta u-12 archery scoring. method research design in this study, researchers used quantitative associative research methods, with quantitative approaches and survey methods techniques and used path analysis techniques. path analysis is an analytical technique used to analyze the inherent causal relationship between variables arranged in a temporary order by using path coefficients as the value in determining the magnitude of the effect of the exogenous independent variable on the endogenous dependent variable (sarwono, 2011). the variables studied consisted of four variables consisting of three exogenous variables and one endogenous variable. exogenous variables consist of eye-hand coordination (x1), kinesthetic perception (x2), anxiety (x3) and gladi jurnal ilmu keolahragaan, 13 (01), march81 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari endogenous variables are the results of archery scoring u-12 west jakarta (y). this research was carried out from may 2021 to june 2021. the place of research was carried out in west jakarta which was in 5 clubs. population and sample the population is a generalization area consisting of objects/subjects that have certain qualities and characteristics set by the researcher to be studied and then draw conclusions (sarwono, 2011). in this study the target population or target population is 5 clubs with a total of 60 archers who are active members of all clubs in the west jakarta area. sampling technique is a sampling technique to determine the sample to be used in research. purposive sampling is a technique for determining a sample of certain considerations (sugiyono, 2015). the sample to be used is 37 archers from all clubs in the west jakarta. research instrument the research instruments used in this study were 1) archery scoring test results using a test instrument shooting arrows through the face of a target or target, 2) eye-hand coordination test using a hand throwing test and catching a ball with a score on a wall that has been determined by the value in each box respectively, 3) the kinesthetic perception test uses the kinesthetic perception test, 4) the anxiety test uses the indonesian version of the sport anxiety scale (sas) questionnaire test, which was adapted from (smith, smoll, schutz 1990). data analysis the data obtained were analyzed using statistical formulas in the form of data descriptions, normality tests, linearity tests and regression significance tests. after the normality test, linearity regression test, and regression significance were carried out, then followed by path analysis to test the research hypothesis. the data analyzed in this study consisted of four units of analysis, namely: 1) eye-hand coordination test results (x1), 2) kinesthetic perception test results (x2), 3) anxiety test results (x3), 4) u-12 archery scoring results west jakarta (y). results 1. structural model testing i based on table 1, it appears that r2 of 0.868 means that 86.8% of the kinesthetic perception variable (x2) can be explained by the eyehand coordination variable (x1). so gladi jurnal ilmu keolahragaan, 13 (01), march82 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari the error (ε_1) = 1r2 = 1 – 0.931 = 0.069. coefficient of eye-hand coordination pathway (x1) and kinesthetic perception (x2) or (p21) = 0.931 obtained sig value. = 0.000//2= 0.00 < = 0.05. from the results of testing the structural model 1 is significant. for more details can be seen in the following image: table 1. structural model path coefficient i variabel r2 koef beta pvalue/2 information x1, x2 (p21) 0,868 0,931 0,00 significant 2. structural model testing ii based on table 4.15, it appears that r2 of 0.886 means that 88.6% of the anxiety variable variable (x3) can be explained by the eye-hand coordination variable (x1) and kinesthetic perception (x2). so the error (ε_2) = 1r2 = 1 – 0.886 = 0.114. the path coefficient (x1) against (x3) or (p31) = 0.663 and (x2) against (x3) or (p32) = 0.669 obtained the value of sig. = 0.000/2 = 0.000 < = 0.05 and sig. = 0.000 /2 = 0.00 < = 0.05. from the results of testing the structural model 2 is significant. for more details can be seen in the following image: table 2. structural model path coefficient ii variabel r2 koef beta p-value/2 information x1, x3 (p31) 0,886 0,663 0,000 significant x2, x3 (p32) 0,889 0,669 0,000 significant 3. structural model testing iii based on table 3, it appears that r square (r2) of 0.971 means that 97.1% of the archery scoring results (y) can be explained by the eye-hand coordination variable (x1), kinesthetic perception (x2) and anxiety (x3). so the error (ε_3) = 1r2 = 1 – 0.971 = 0.029. based on anova in table 4.16, it is obtained that fo = 371,020; db1 = 3; db2 = 33, p-value 0.000 <0.05 or ho is rejected. thus, the variables of eye-hand coordination (x1), kinesthetic perception (x2), anxiety (x3) simultaneously affect the archery scoring results (y) of west jakarta u-12 archery athletes. for more details can be seen in the following image: table 3. structural model path coefficient iii model anova 1 df r r square adjusted r square std. error of the estimate .985 .971 .969 .301 regression residual total 3 33 36 change statistics r square change f change df1 df2 sig. f change .971 371.020 3 33 .000 f sig. 371.020 .000b a. dependent variable: scoring archery b. predictors: (constant), anxiety, kinesthetic perception, eye-hand coordination discussion of research results gladi jurnal ilmu keolahragaan, 13 (01), march83 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari based on the test results of all the hypotheses that have been carried out in the hypothesis testing section, it can be stated that: first, based on the results of the research conducted, that there is a direct effect of eye-hand coordination on the archery scores of the u-12 archery athletes in west jakarta with the path coefficient py1 = 0.259 with a value of sig. = 0.000 < = 0.05. it turns out that hand eye coordination has a direct and significant effect on archery scoring results. the effect of eye-hand coordination on archery scoring results is 6.7%. while the remaining 93.3% are influenced by other factors. based on these findings, it can be concluded that the archery scores of the u-12 archery athletes in west jakarta are directly influenced by eye-hand coordination. second, based on the results of the research conducted, that there is a direct influence of kinesthetic perception on the archery results of the u-12 archery athletes in west jakarta with the path coefficient py2 = 0.130 with a value of sig. = 0.021 < = 0.05. it turns out that kinesthetic perception has a direct and significant effect on archery scoring results. the effect of kinesthetic perception on archery scoring results is 1.69%. while the remaining 98.31% are influenced by other factors. based on these findings, it can be concluded that the archery scores of the u-12 archery athletes in west jakarta are directly influenced by kinesthetic perception. third, based on the results of the research conducted, that there is a direct influence of anxiety on the archery scores of the u-12 archery athletes in west jakarta with the path coefficient py3 = 0.398 with a value of sig. = 0.000 < = 0.05. it turns out that anxiety has a direct and significant effect on the results of archery scoring. the effect of anxiety on archery scoring results is 15.28%. while the remaining 84.72% are influenced by other factors. based on these findings, it can be concluded that the archery scores of the u-12 archery athletes in west jakarta are directly affected by anxiety. fourth, based on the results of research conducted, that there is a direct effect of eye-hand coordination on anxiety, the path coefficient results p31 = 0.663 with a sig value. = 0.000/2 = 0.000 < = 0.05, so ha accepts and ho is rejected. that is, there is a direct effect of eye-hand coordination on the anxiety of west jakarta u-12 archery athletes. based on these results, the direct effect gladi jurnal ilmu keolahragaan, 13 (01), march84 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari of eye-hand coordination on the anxiety of the u-12 archery athletes in west jakarta is 43.96%, while the rest are other factors that are not explained in this study. fifth, based on the results of research conducted, that there is a direct influence of kinesthetic perception on anxiety, the path coefficient results p32 = 0.669 with a sig value. = 0.000/2 = 0.000 < = 0.05, so ha accepts and ho is rejected. that is, there is a direct influence of kinesthetic perception on the anxiety of west jakarta u-12 archery athletes. based on these results, the magnitude of the direct influence of kinesthetic perception on the anxiety of the u-12 archery athletes in west jakarta is 44.76%, while the rest are other factors that are not explained in this study. sixth, based on the analysis test results that the value of the indirect influence path coefficient given the intervening variable (p31.py3) is greater than the direct influence path coefficient value (py1) eye-hand coordination on the archery scoring results (p31.py3 = 0.264 > py1 = 0.259 ). thus, indirectly there is a mediating effect given by the eye-hand coordination variable through anxiety on the archery results of west jakarta u-12 archery athletes. the total direct effect of eye-hand coordination on the results of archery scoring and the indirect effect given through anxiety is 0.523 or 27.4%. based on previous findings, the direct effect of eye-hand coordination on archery scoring results was 0.259 or 6.7%, while the effect of eye-hand coordination through anxiety on archery scoring results was 0.523 or 27.35%. this means that if these two variables are integrated, the effect obtained is very significant. it can be interpreted that eyehand coordination through anxiety has a greater influence on the archery results of west jakarta u-12 archery athletes. seventh, based on the analysis test results that the value of the indirect influence path coefficient given the intervening variable (p32.py3) is greater than the direct influence path coefficient value (py2) kinesthetic perception of the archery scoring results (p32.py3 = 0.266 > py2 = 0.169) . that is, indirectly there is a mediating effect given by the kinesthetic perception variable on the archery scores of the u-12 archery athletes in west jakarta. the total direct effect of kinesthetic perception on archery scoring results and the indirect effect given through anxiety is 0.435 or 18.9%. based on previous findings, the direct effect of kinesthetic perception on gladi jurnal ilmu keolahragaan, 13 (01), march85 nurikhwan aziz arifin, ika novitaria marani, mansur jauhari archery scoring results was 0.130 or 1.69%, while the effect of kinesthetic perception through anxiety on archery scoring results was 0.435 or 18.9%. this means that if these two variables are integrated, the effect obtained is very significant. it can be interpreted that kinesthetic perception through anxiety has a greater influence on the archery scores of west jakarta u-12 archery athletes. conclusion conclusions were drawn based on research findings with exogenous variables consisting of hand eye coordination (x1), kinesthetic perception (x2) and anxiety (x3). the endogenous variable is the archery score of the u-12 archery athlete in west jakarta (y), as follows: 1. eye-hand coordination has a direct and significant effect on the archery results of archery u-12 athletes in west jakarta by 6.7%. 2. kinesthetic perception has a direct and significant effect on the archery results of the u-12 archery athletes in west jakarta by 1.69%. 3. anxiety has a direct and significant effect on the archery scores of u-12 archery athletes in west jakarta by 15.8%. 4. eye-hand coordination has a direct and significant effect on the anxiety of west jakarta u-12 archery athletes by 43.96%. 5. kinesthetic perception has a direct and significant effect on the anxiety of west jakarta u-12 archery athletes by 44.76%. 6. eye-hand coordination has an indirect effect on archery scoring results through the anxiety of west jakarta u-12 archery athletes by 26.4%. 7. kinesthetic perception has an indirect effect on archery 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(2017). seminar nasional seminar nasional, (1), 225–231. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 237-247 permalink/doi: https://doi.org/10.21009/gjik.124.03 badminton smash skill training model for high school beginners students dahniar widya puspita dewi1, widiastuti1, samsudin1 1sports educatn, postgraduate jakarta state university, jakarta state university complex m. hatta building jl. rawamangun muka, east jakarta, indonesia 13220 dahniarwidyapuspita@gmail.com abstract the purpose of this study was to produce a product form of a badminton smash skill training model for high school beginners students (sma) and to test the effectiveness of the developed training model. the author uses a development research design that adopts the development design of the addie method (analysis, design, development, implementation, evaluation) by including high school athletes with the criteria and requirements for beginner athletes aged 14-17 years. at the model feasibility stage, 30 subjects were included to apply the model, 3 badminton experts were used as the validity of each model item, while at the effectiveness test stage 90 subjects were included. data analysis was carried out descriptively qualitatively through documentation, interviews, and observations, while quantitative data to determine the difference in average skills was carried out using a paired sample test which was analyzed using spss-26. the correlation coefficient value is 0.331 with a significance value of 0.014, and the significance of the difference in t-count shows = -21.974, db = 43 and p-value = 0.00 < 0.05, meaning that there is a significant difference in athlete skills before and after being given the developed training model. it was concluded that the model could be developed and applied in practicing badminton smash skills; and a model that is made effective to improve the smash skills of beginner athletes at the high school level. keywords: exercise model; skills; badminton smashes; novice athlete; high school. preliminary badminton is a sport that is popular and much-loved by people in indonesia and throughout the world. badminton has been known to most people in indonesia from cities to remote villages. this is due to the achievements that have reached the world level in various international events. the thing that is most often encountered is when at school the game of badminton is part of the learning curriculum at school as a small ball game activity. marco, goreti and carlos (2018) stated “this sport attracts various age groups, various skill levels and both men and women play this sport of badminton. badminton can be played indoors or outdoors for recreation or as an arena for competition”. badminton is popular among students because it is considered easy to implement and does not require expensive equipment. other authors gazali and cendra (2019) stated in their journal “since its rules are straightforward, the equipment required to participate can be low cost and it can be gladi jurnal ilmu keolahragaan, 12 (04), september238 dahniar widya puspita dewi, widiastuti, samsudin played in a relatively small area, badminton can easily appeal to individuals of varying ages, physical abilities and socioeconomic conditions”. it can be interpreted that “because the rules are simple, the equipment required to participate can be low cost and can be played in a relatively small area, badminton can easily attract individuals of all ages, physical abilities and socioeconomic conditions”. in terms of athlete skills, skills are described as a set of internal processes related to training (experience) that produce relatively permanent changes in behavior in the form of skilled movement behavior (tomm, 2019). skills can refer to the specific action performed or to the nature in which the skill is performed. many activities are considered as a skill, consisting of several skills and the degree of mastery achieved by a person describes his skill level. badminton knows several terms to support the training process, such as (1) shadow training, shadow training in badminton is hitting practice without a shuttlecock. this shadow exercise aims to improve footwork, speed, endurance and strengthening of beginner athletes' strokes. (2) stroke exercise, stroke exercise in badminton is an exercise by making variations of strokes. this exercise is done after the novice athlete has mastered how to hold the racket, footwork, and all basic techniques (basic stroke). (3) drill exercise which is one of the training methods with the aim of improving individual abilities or as a method used to learn movement skills such as smash hits in badminton. where the presenter must be skilled in presenting the shuttlecock in the desired direction in order to train the eye, hand and foot coordination of beginner athletes, so that the beginner athlete is ready to hit the shuttlecock with the best possible body position. then use a large number of shuttlecocks and are used continuously to the desired place by the presenter, so that novice athletes get a portion of the movement that will be useful for improving their smash skills. movement in badminton has a suitability to the type of stroke. if someone is required to play badminton well, a player must be able to perform several stroke techniques or perfect hitting motion skills. vora dkk (2019) states that "in general, the basic skills of playing badminton can be grouped into four parts, namely (1) how to hold a racket (grips) (2) ready attitude (stance or ready position), (3) footwork (footwork), and (4) the motion of hitting (stroke)”. some players look for effective training methods to help their progress, hoping to gain the ability to play a variety of shots and use different tactics on the field to make playing the game more interesting and enjoyable. gladi jurnal ilmu keolahragaan, 12 (04), september239 dahniar widya puspita dewi, widiastuti, samsudin the badminton extracurricular at the muhammadiyah vocational high school (smk) in cilegon city is one of the fostering developments of student talent in the field of sports at one of the educational foundations in the city of cilegon, where students who have potential will be developed and honed so that they can become professional athletes. this badminton extracurricular at high school muhammadiyah cilegon city is held twice a week, on wednesdays and saturdays from 04.00-06.00 pm. and it was held at the asa sport center sports building, jalan k. h. wasyid number 2, cilegon, banten. it is necessary to know more deeply that development research as it exists is research that produces products that do not yet exist or develops products that already exist. this is reinforced by research conducted by wang and moffit (2019) who said that "studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis. method, sampling interval, and field in which the model was applied. the current research is carried out using published journals where research is conducted on research methods, data collection tools, data analysis methods, sampling intervals, and the field in which the model is applied. this research is based on the function and application in education and for some time the results can be used, namely research and development. in learning technology, descriptions of procedures and steps of research and development have been developed. dewi (2012) stated that "researchers have used a number of terms in the field of education to refer to what is meant by "development research", including: design studies, design experiments, design research, developmental research, formative research, formative inquiry, formative experiment, formative evaluation, action research, and engineering research”. based on the researcher's observation of the badminton extracurricular, there are still some students who are not good at hitting smashes. among extracurricular members totaling 34 students in the 2020-2021 school year, only a few are able to master smash skills. the smash technique is still wrong, so the impact of the racket on the shuttlecock is not quite right, for example the hand is not straightened when hitting, even there are still many players when doing the smash, the shuttlecock gets caught in the net and even goes out of the field. some opinions say that one of the blows that can kill an opponent and earn points is a smash. firdaus and purnama (2018) states that "the forehand smash is an important offensive technique in badminton". gladi jurnal ilmu keolahragaan, 12 (04), september240 dahniar widya puspita dewi, widiastuti, samsudin milne (2019) states that "due to the high speeds generated by the stroke, the forehand smash is a shot that frequently determines winning of points during a game" frequent strokes determine the point win during the game”. smash should be a weapon for every player to get points or kill the opponent. smash practice patterns are not given much attention, more exercise is carried out in physical training and games. when playing, most of the smashes made by students are too wide to the right and to the left, so that the smash that should generate points for itself, actually generates more points for the opponent. in the journal wang and moffit (2019) contains the opinion that "unfortunately, the scientific understanding of the forehand smash continues to lag behind its practice as most participants acquire the skills by learning from individual experience rather than through research-based instruction". scientific knowledge of forehand smash continues to lag behind in practice as most participants acquire skills by learning from individual experience rather than through research-based instruction”. effective and efficient training methods are driven by the facts or symptoms that arise in training. the training method is a method that aims to improve the skills of the athletes being trained. this method can also be used for development in the progress of athletes in learning and achievement efforts. as for achieving maximum smash ability in badminton, besides requiring good physical strength, you must also be able to master good techniques as well. so according to the researcher, it is necessary to develop a model of badminton smash skills training in order to maximize smash skills for high school beginners, especially for badminton extracurricular students at smk muhammadiyah cilegon. previous research by smith (2019) which appeared was more inclined to test and explain methods to increase strength in supporting badminton smash techniques for athletes in general. zutshi et.al (2018) explain in their writings that the interval method in training centered on arm muscle strength is able to make badminton smashes perfect. another study conducted by digy, dnhuvàhog and thomas (2020) describes an exercise model to improve badminton smash learning outcomes by including student subjects. several previous studies have not appeared a product and also tested its effectiveness in improving badminton smash skills with a specific subject, namely the level of ability of certain athletes. taking into account the needs of the field as well as the data in the observations, the researchers tested the effectiveness of the model developed to improve the badminton smash gladi jurnal ilmu keolahragaan, 12 (04), september241 dahniar widya puspita dewi, widiastuti, samsudin skills of junior high school athletes (gazali & cendra, 2019). method the research uses qualitative and quantitative approaches. qualitatively, this development research has the final result of a description of the smash skill training model for high school beginner athletes which is cemented in the form of books or journal publications. qualitatively, the research that has been made describes the results of the effectiveness test. this development research adopts addie development steps (analyse, design, development, implementation, evaluation) by involving 90 subjects from 3 high school level schools. for data collection using observation, documentation and tests. analysis of the existing data was carried out qualitatively and quantitatively. figure 1. the concept of developing the addie model (harjanto, 2008) qualitative data in the form of a description of the model developed while quantitative data in the form of analysis results of the model's effectiveness test on the badminton smash skills of high school beginners. the initial stage is a needs analysis followed by designing a model design and developing it with the validation of 2 badminton experts, 1 coaching expert. after doing the empirical test, the overall test is to test the effectiveness of the model. test the effectiveness of the model in this study using the significance test of pre-test and post-test with badminton smash skills as an instrument for beginners. the existing instruments were validated by 1 badminton expert and 1 professional trainer, while the reliability of the test was carried out using a test-retest which resulted in a reliable value of 0.48 or with "medium" criteria. results and discussion this development research uses empirical tests of subjects with limited groups. from the initial 20 items, 14 items were implemented, 6 of which were not implemented due to the limited complexity of the scheme and infrastructure that did not allow it to be conditioned. a total of 14 items developed based on storyboard that has been designed previously, while the design is designed as follows. gladi jurnal ilmu keolahragaan, 12 (04), september242 dahniar widya puspita dewi, widiastuti, samsudin figure 2. research storyboard the pictures that show the development of badminton skills training have three discussion points including shadow training, strokes and drills. the training model developed is for beginner athletes and the equipment predominantly uses a drinking bottle, cock, tennis racket, zig zag-v steps. all of them are arranged into 14 skill training items systematically from hardest to easiest, simplest to complex and low intensity to high intensity. the implementation stages included testing the effectiveness using a pre-test and post-test that included the treatment and control groups of 45 subjects each. table 2 reveals that the average results of the pretest and posttest of the subject's smash skills are 39,132 and 81,123. the n-gain score (%) shows the figure of 75.9% which is included in the effective category. the difference in the mean pre-post test and the results of the n-gain is not enough to conclude that the smash skills of beginner athletes have significantly improved. tabel 1. normality test smash skills kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. result pretest .152 45 .011 .923 45 .210 posttest .311 45 .000 .854 45 .465 a. lilliefors significance correction furthermore, it is necessary to test the difference in average using a paired sample test (t-test), the test must be preceded by a normality test. because there are 45 subjects, the normality test uses shapiro wilk spss 26.0 with the results of the pre-test and posttest having a sig-p-value. 0.210 and 0.465 which indicate a value of more than = 0.05, meaning that the data is normally distributed (table 1). tabel 2. paired samples statistics mean n std. deviation std. error mean pair 1 pre_test 39.132 45 9.272 1.382 post_test 81.123 45 9.129 1.361 as table 3, the correlation coefficient of the subject's smash skills before and after treatment is 0.148 with a p-value of 0.00 <0.05, which is significant. tabel 3. paired samples correlations tabel 4. paired samples test the significance test of the difference through spss 16 in table 4 shows the results of t-count = -21.974, db 44 and p-value = 0.00 <0.05. this means that there is a significant n correlation sig. pair 1 pre_test & post_test 45 .148 .331 paired differences t df sig. (2-tailed) pair 1 mean std. deviation std. error mean 95% confidence interval of the difference lower upper pre_test post_test 39.33 12.00 1.79 42.94 35.72 21.97 44 .000 gladi jurnal ilmu keolahragaan, 12 (04), september243 dahniar widya puspita dewi, widiastuti, samsudin difference in smash skills after being treated with the developed training model. because the n-gain score (%) shows the figure of 75.9% in the effective category, it can be said that the training model developed is effective and can improve the badminton smash skills of high school beginners. after the research was conducted from january 2020 to march 2021, subjects with limitations as beginner athletes experienced a response in the motoric mastery of the techniques taught through the developed model. the training model developed has a systematic sequence in the stages of mastering a movement in a comprehensive manner. the introduction of new techniques can be absorbed in the results of information in the form of new motion perfection. masters of new techniques who are trained by drilling have a match with the character of the subject. subjects experienced repeated responses in the training process so they were familiar with the existing techniques in badminton. research written by kerlingart (2015) explains that a person's new movement can be learned and trained according to the suitability of the individual's general and multilateral movement abilities. this opinion explains that the introduction of new movements to individuals is a series in the process of mastering a motor movement in general and continuously. milne (2019) added in their research that by exercising regularly by paying attention to the principle of regular exercise within 14-19 meetings with the allocation of each 60-120 minute training session, it can significantly improve smash skills and speed in badminton. the skills that are raised in this discussion are the result of hitting the racket on the shuttle with the appropriate timing so that it can show a hard flat smash. drills in the application of the badminton training model can be done repeatedly in earnest with the aim of strengthening an association or perfecting a skill so that it becomes permanent. the training material given to badminton beginner athletes is carried out from the simple to the more complex. a good analysis is needed to carefully examine the development of every badminton beginner athlete. each exercise must contain useful drills and clear training objectives (abdolmaleki, 2016). a process that is systematically carried out in practice and is carried out repeatedly on a regular basis in an effort to achieve certain goals. therefore, trainers or teachers who provide teaching materials have tasks and roles that are much broader and more complex than just training in the field. the character of the subject as a beginner athlete seems to be improving in terms of skill classification for the better by gladi jurnal ilmu keolahragaan, 12 (04), september244 dahniar widya puspita dewi, widiastuti, samsudin applying the developed training model. the existing model pays attention to the biomechanics aspect in badminton with the principle of racket tilt when the impact on the shuttle is not more than a degree (marynowski, denny & colverson, 2013). the badminton game played by professional athletes with as many as 21 game points if analyzed takes 45 to 85 minutes of gross time, in games performed by novice athletes it is recorded with a time of 30-65 minutes in one set (french et al., 2020). the data is also used as the basis for designing this training model so that in its application several training items are conditioned at that time. skills understanding involves optimizing and balancing several aspects of skills that are important to different extents in different settings. in summary, skills generally involve achieving some environmental goal well defined by (1) maximizing the certainty of goal attainment, (2) minimizing physical-mental and energy performance, (3) and minimizing time spent. it is necessary to understand the difference between the understanding of motor skills and the understanding of skilled movements. motor skills are a quality level of mastery in carrying out body movement activities where the coordination of several body parts or all body parts can function properly. the level of coordination of the body parts required to carry out the movement is relatively high. to achieve a good level of movement skills, it is necessary to learn and practice within a certain period of time. based on the explanation of several theories above, it means that movement skills are a very important element in sports. maryam (2020), “these three elements are critical to almost any skill: (1) perceiving the relevant environmental features (2) deciding what to do and where and when to do it to achieve the goal (3) producing organized muscular activity to generate movements that achieve the goal”. this means that all three elements are essential to almost any skill. the development of exercises using the addie research method is a suitability for the implementation of each item. this method has the advantage of being more detailed in the implementation of each item, therefore, of the 14 training items made, it is in accorandce with the stages in mastering the new badminton smash technique. the technique used to analyze this model is by presenting a number of models of smash skills training for high school beginner athletes in the form of pictures and explanations that are practiced directly by the author in front of experts, then the experts evaluate each training model that has been made as many as 14 model items. whether the training model made is relevant to the conditions of high school gladi jurnal ilmu keolahragaan, 12 (04), september245 dahniar widya puspita dewi, widiastuti, samsudin beginner athletes in the field. after the experts evaluated the smash skill training model for high school novice athletes, the researchers revised the model according to the results that had been evaluated by the experts. based on the results of discussions and evaluations that have been carried out, with the current pandemic, the author cannot conduct field tests. so with expert validation of the model that has been made, then the experts see, assess and decide on each model item that has been made, whether the smash skill training model for high school beginner athletes is effective to apply. after being validated by 3 experts, then based on the results of the decisions of the three experts, it was decided that the smash skill training model for high school beginner athletes was 14 model items. the final result of the smash skill training model for high school beginner athletes after the research can be concluded that the smash skill training model applied is feasible and suitable for high school beginners. by applying a simple training model, athletes feel motivated when doing exercises. in response to this, a fun smash skill training model is needed and can improve movement skills in everyday life. conclusion the conclusion that can be drawn from this research is that the skill training model developed is in the form of 14 skill training items for beginners in the form of a book with an explanation of smash skills, a skill training model and an example of a systematic badminton smash skill training program for beginners at high school age. this training model for badminton smash skills for beginners is proven to be able to significantly and effectively improve smash skills to be used as an exercise in improving badminton smash skills for beginners. furthermore, similar research should include subjects more specifically, whether it is in terms of disability, gender or differences in character in the geography and culture of athletes. references abdolmaleki, h. (2016). squat jump exercise increased spike jump and block jump reach of junior volleyball athletes. educational research: an introduction, 3(4), 67–72. dewi, b. (2012). metodologi penelitian ilmu-ilmu kesehatan. bandung: mutazam. digy, e. x., dnhuvàhog, d., & thomas, d. q. g. (2020). changes in badminton game play across developmental skill levels among high school students. gladi jurnal ilmu keolahragaan, 12 (04), september246 dahniar widya puspita dewi, widiastuti, samsudin journal of physical education and sport, 7(1), 29–37. firdaus, h., & purnama, s. k. (2018). the development model of badminton base technique training based of audio visual media for the beginner athlete. sport, education and society, 8(3), 210–214. french, k. e., werner, p. h., rink, j. e., taylor, k., hussey, k., french, k. e., … hussey, k. (2020). the effects of a 3week unit of tactical , skill , or combined tactical and skill instruction on badminton performance of ninthgrade students. internatioan journal of physiology, nutrition and physical education, 15(4), 418–438. gazali, n., & cendra, r. (2019). badminton service construction test in universitas islam riau penjaskesrek students. journal of physical education , health and sport shor, 6(1), 1–5. harjanto. (2008). perencanaan metodologi pengajaran. jakarta: rineka cipta. kerlingart, f. (2015). asas-asas penelitian behavioral. yogyakarta: umg press. marco aguiar, goreti botelho, carlos lago, v. (2018). power, explosive can, training enhance, significantly. journal sport health, 18(4), 17–32. maryam, h. (2020). pengaruh leg press terhadap peningkatan tinggi lompatan (vertical jump) pada pemain badminton naskah publikasi. jurnal pendidikan olahraga, 3(2), 89–103. marynowski, s., denny, c., & colverson, p. (2013). coordinated flexibility : how initial gaze position modulates eyehand coordination and reaching. international journal of volleyball research, 13(11), 45–68. milne, j. (2019). improving students ` badminton smash skill through game modifications. journal of human sport and exe, 178(icoie 2018), 417–419. smith, m. a. (2019). smash in condition from different corner. journal american physical therapy association, 2(3), 67–76. tomm, b. (2019). and training effect on quality of the badminton forehand. internatioan journal of physiology, nutrition and physical education, 4(2), 77–85. vora, m., ranawat, d., arora, m., & tiwari, a. (2019). biomechanics of squat jump in junior badminton playersoriginal article. journal of clinical sport psychology, 4(1), 1–8. wang, b. j., & moffit, j. (2019). teaching badminton based on student skill levels. journal american physical gladi jurnal ilmu keolahragaan, 12 (04), september247 dahniar widya puspita dewi, widiastuti, samsudin therapy association, 4(3), 78–86. zutshi, k., munjal, j., dhingra, m., & power, e. (2018). relationship among height , explosive power and shoulder strength on smashing accuracy. journal motor development, 4(3), 92–106. https://doi.org/10.5281/zenodo.132676 0 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 31-41 permalink/doi: https://doi.org/10.21009/gjik.121.05 futsal dribbling training model with tools for junior high school asep setiawan1 , iman sulaiman1, iwan setiawan1 ,rizka antoni1 1 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 asepsetiawan28@gmail.com abstract the purpose of this study to produce a variety of futsal dribbling training models with effective and tested media for junior high schools (smp). the research method used in this research is the addie (analysis, design, development, implementation, evaluation) development model using five stages and the research subjects are three futsal extracurricular trainers in junior high schools (smp). this research begins with a analysis, product planning, development, implementation and evaluation. the instruments used in this study included an assessment questionnaire for experts to test the validity of the variety of futsal dribbling training models with media tools and an assessment questionnaire to assess the effectiveness of the model by futsal extracurricular trainers in junior high schools (smp). the data analysis technique used in this research is the percentage descriptive analysis technique. this study produces a variety of training models that meet the established criteria, are valid and effective. research recommendations should be made before the dissemination of the futsal dribbling training model using the media as a tool for junior high schools (smp) to be tried again to athletes / students to make it more effective and efficient. keywords: dribbling; futsal; equipment media; addie; sports jurnal gladi jurnal ilmu keolahragaan, 12 (01), march32 hengki kumbara, bayu iswana, husni fahritsani introduction futsal is also the world’s fastest growing indoor sport. in fact, nowadays there are plenty of talks in the media and social media to try to push the international olympic committee to decide if futsal becomes an olympic sport or even a winter olympic sport (berdejo-del-fresno, 2016). futsal is a sport that is well known and favored by almost all levels of indonesian society both in cities and villages, from children, adolescents to the elderly. this is evidenced by the large number of futsal clubs in each region and futsal matches held locally, regionally, nationally, and internationally. (ardianto, 2013:241). futsal is very effective in developing the skills of novice players in honing futsal skills on the field. basic skills in playing futsal include dribling, passing, control, heading, shooting, goal keeper. but the basic technique that needs to be considered in futsal games is the dribbling technique. the dribbling technique is very necessary, this is because dribbling will turn on the flow of the ball in the futsal game. when dribbling or dribbling the ball it is the same as feeding the ball from one place to another through the flow of the ball quickly. (rizkiyanto, sugiharto, & soenyoto, 2018) dribbling is a movement to bring the ball by using the foot to go to the opponent's defense area and to chide the opponent's guard. yandri, hernawan and firmansyah said "from several techniques in the futsal game, dribbling techniques are very dominant and become a characteristic in a futsal game. (firmansah et al., 2019:77). dribbling can be used with a variety of purposes, one of which is to get past opposing players and build attacks or in defense. in futsal, dribbling can be done using sole of the foot, inside of the foot, outside of the foot, instep of the foot. (irawan, 2009). the development of a dribbling training model is very necessary for a trainer to see the quality and abilities of children when practicing so that this can help the trainer in knowing the qualities and weaknesses of children that occur during training. (rizkiyanto, sugiharto, & tommy, 2018) dribbling is very important to master because if a player can do it effectively it can give a huge advantage to a team. extracurricular activities are a vehicle for developing students' talents and interests outside of class hours. tri, ronald & ray stated "extracurricular activities that can be followed by students are team sports, namely basketball, volleyball, soccer, futsal and so on, while individual extracurricular activities include karate, badminton, taekwondo, athletics and others" (tri et al., 2018:123). extracurricular activities according to asmani in ria yuni lestari (2019) are educational activities outside of course hours and counseling services to help develop students according to their needs, potentials, gladi jurnal ilmu keolahragaan, 12 (01), march33 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni talents, and interests through activities specifically organized by educators and / or capable educational personnel. and are authorized at school, "after extracurricular activities have been held for a long time in schools, starting from junior high school to college, the impact has not been significant for the development of students' skills, this is because the management of extracurricular activities in schools has not been maximized and only tends to encourage the development of talents and interests of students" (lestari, 2019:137). from the observations of researchers and discussions with teachers who include futsal extracurricular coaches, there are still many athletes who have difficulty following training in playing futsal skills, especially dribbling at al muslim and 12 junior high school in tambun bekasi. to prepare seedlings or athletes, it is necessary to provide guidance from an early age including in an extracurricular environment so that it is necessary to have varied training models that make athletes happy to follow the training process so that what is expected is achieved and provide additional variations in training models to the futsal extracurricular trainer. from the results of discussions with coaches and several athletes, researchers found several problems that the lack of reference books for futsal training models is one of the obstacles for a coach to provide examples. model latihan given to the athlete so that the athlete does not feel monotonous in training. the results of observations by researchers in the field that the dirbling training model given is only like straight dribbling to one place with a certain distance, whereas in futsal games generally the dribling found varies from zigzags to back and forth. athletes feel less enthusiastic when practicing futsal, especially dribbling, due to the lack of variation in the training provided by the coach. based on the researcher's observations above, the researcher is interested in conducting research in order to produce a fun training model in futsal training, namely the futsal dribbling training model for junior high schools. table. 1 the novelty of research on dribbling exercise models with media tools for junior high schools general training like usual dribbling practice with media tools the trainer only directs as he has always done the model is easy to learn training is not according to the level of ability and age being trained the model is in accordance with the character of the student's needs the trainer applies based on experience model latihan sudah di validitas oleh pakar exercise tends to be monotonous dribbling exercises with various media tools gladi jurnal ilmu keolahragaan, 12 (01), march34 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni through the training model, dribbling training with media tools is expected to help athletes learn dribbling skills better. and it can be used as a reference for coaches, especially when providing dribbling training material through dribbling training models with media tools so that athletes can exercise enthusiastically when given difficult training. nejah kacem, ayman guemri, chokri naffeti, dan ali elloum : futsal is playful, physical, popular and educational activity. it has specific rules and is of real technical, tactical and mental training values of players. although futsal rules appear very clear, a professional experience is essential to determine the objective of internal game logic.(kacem, guemri, naffeti, & elloumi, 2016:60). “is an invasion game, to score a goal it is fundamental to advanced on the pitch”. (felipe arruda moura, juliana exel santana, 1996:105) this means that futsal is a basic activity for scoring goals on the field using several basic techniques. ajmol ali dan paul macadam said that a futsal player needs to have a great capacity of intermittent endurance, repeated sprint ability, and leg power, while technical aspects include the ability of high level shooting and passing skills, agility and coordination(naser, ali, & macadam, 2017:78). achieving mastery of the basic techniques of playing futsal, players must carry out the principles of correct, careful, systematic technique movements that are carried out repeatedly and continuously, so as to produce good cooperation between a group of muscle nerves to form a harmonious movement, thus resulting in movement automation. the attainment of automatic movement must begin at a young age. the futsal game requires each player to have excellent physical condition and physical aspects of the foundation. joseph a. luxbacher said that the player's smooth and controlled movements express their individuality in team play. speed, strength, stamina, skill and knowledge of tactics are all important aspects of appearance(luxbacher, 2011:12). the basic technique of playing futsal is the ability to perform or work on the movements that underlie the futsal game. along with the increasingly modern development of futsal, the game of futsal does not only rely on the individual skills of a player, but techniques and strategies for playing futsal are also very much needed, especially to achieve victory. the basic techniques that must be mastered in playing futsal, namely dribbling, shooting, passing dan controlling. the dribbling technique is a technique that is most noticed and is often in the spotlight, because the interesting thing in futsal games is when a player can play the ball to trick or outwit opposing players. researchers observed that dribbling in futsal gladi jurnal ilmu keolahragaan, 12 (01), march35 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni players consists of movements to the right, left, forward, oblique right, and left quickly so that the opponent has difficulty seizing the ball. this dribbling technique is indeed very important, because if the players have good dribbling quality, the ball will easily enter the opponent's defense, so that the opportunity to enter the ball into the goal will be even greater. (maryadi, 2020). dribbling means the technique that allows the player to move with the ball in particular direction without the ball being taken from him by opponent” (herman & engler, 2011). the dribbling technique used in futsal games is not much like in soccer in general. this is because the relatively small futsal field makes the players have little space to dribble the ball, so it cannot be denied that passing techniques are very dominant in this game, but dribbling techniques are no less important in futsal games. dribbling techniques in playing futsal can be done with various parts of the foot, namely the inside of the foot, the outside of the foot, the instep of the foot and the sole of the foot. dribbling using inside on the foot can outwit the opponent to the right of the opponent if the player uses the right foot, but this technique cannot outwit the opponent's left if the player uses the right foot, and vice versa. dribbling using outside of the foot can outwit the opponent's left, if the player uses the right foot, but this technique cannot outwit the opponent to the right when using the right foot, and vice versa. methods this research was conducted on three futsal extracurricular trainers. this research was conducted using the addie research & development method (1) analysis, at this stage the researchers conducted preliminary research, literature review, field observations, development needs analysis and preliminary observations about futsal dribbling training on futsal players in junior high schools. (2) design at this stage it includes; designing the initial product developed; determine the media and infrastructure needed in research; determine the stage in the initial field test; provide job descriptions to those who assist with the research. (3) development, at this stage everything that is needed or that will support the training process must all be prepared, (4) implementation, at this stage everything that has been developed is in accordance with its role or function so that it can be implemented (5) evaluation, the evaluation stage can be carried out at each of the four stages above which is called formative evaluation, because gladi jurnal ilmu keolahragaan, 12 (01), march36 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni the goal is for revision needs. for example, at the design stage we need an expert review to provide input to the design we are making. the data collection technique in this research is a questionnaire / questionnaire. this study also aims to produce a product in the form of a guidebook that contains variations or the results of the dribbling training model using the media for the futsal sport. result and discussion overall, there are 3 general objectives that will be revealed in the preliminary study or needs analysis, namely: (1) providing variations in training models, (2) providing references for coaches, (3) efforts to improve futsal dribbling training with media tools for extracurricular futsal players in al muslim junior high school and 12 junior high school tambun. the needs analysis was carried out by interviewing the trainer. the results of the needs analysis are described as follows: table 2. futsal needs analysis data what material does the coach usually provide to student during futsal extracurricular activities? dribbling practice materials, passing shooting and game modifications are there facilities and infrastructure for futsal training at school? for training at school it is enough, but the size of the field does not match the national standard and the ball used by ordinary balls. are students excited yes, they are about doing futsal exercises? excited, but there are times when students feel bored with the material or exercises given is there a dribbling training model? there are some is futsal dribbling material provided for every futsal extracurricular exercise? not always what efforts did the trainer make to improve dribbling practice? do dribbling exercises and vary dribbling exercises does a coach need a futsal dribbling training model? really need it, because of the limitations of the model or variety of exercises that make students less enthusiastic. the results of the analysis from table 2: 1) the lack of dribbling exercises performed by the trainer, 2) the trainer states the limited variety of dribbling models used in extracurricular exercises in al muslim junior high school and 12 junior high school tambun. the first step in the design of this study was to develop a futsal dribbling training model product using media tools. researchers compiled 24 models of futsal dribbling training using media tools. in this initial draft there has not been an expert / expert test, the total initial design was designed by the researcher after conducting a needs analysis. gladi jurnal ilmu keolahragaan, 12 (01), march37 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni development of the futsal dribbling training model that has been designed by the researcher is then carried out by an expert / expert test, this is useful for determining the feasibility of the futsal dribbling training model product. the validation of the model product was carried out by three futsal experts who had been involved for at least 5 years in the sport of futsal. tabel 3. the results of the revised 1st step futsal expert model’s name expert 1 expert 2 expert 3 percentage model 1 0 0 1 33,33 % model 2 1 0 1 66,67 % model 3 1 1 1 100 % model 4 1 1 1 100 % model 5 1 0 1 66,67 % model 6 1 1 1 100 % model 7 0 1 1 66,67 % model 8 1 0 1 66,67 % model 9 1 1 1 100 % model10 1 0 1 66,67 % model11 1 1 1 100 % model12 1 1 1 100 % model13 0 1 1 66,67 % model14 1 1 1 100 % model15 0 1 1 66,67 % model16 1 0 0 33,33 % model17 1 1 1 100 % model18 1 1 1 100 % model19 1 1 0 66,67 % model20 0 1 1 66,67 % model21 1 1 1 100 % model22 1 0 0 33,33 % model23 1 1 1 100 % model24 1 1 1 100 % percentage average 79,17 % the results of the first stage expert test in table 3, there are three experts who provide an evaluation of the futsal dribbling model product. based on the data presented above, the average percentage of expert validation is 79.17%, this result states that the product of the futsal dribbling training model for the good junior high school and made some improvements or revisions to the product of the futsal dribbling training model. meanwhile, the following is presented with suggestions and input from futsal sports experts regarding the developed model: 1. the product is good and very varied. however, the background image should be removed. 2. models are sorted from the easiest difficulty level to the most difficult one because there is still recognition of the ball in the middle. tabel 4. the results of the revised 2nd step futsal expert model’s name expert 1 expert 2 expert 3 percentage model 1 0 1 1 66,67 % model 2 1 1 1 100 % model 3 1 1 1 100 % model 4 1 1 1 100 % model 5 1 1 1 100 % model 6 1 1 1 100 % model 7 1 1 1 100 % model 8 1 1 1 100 % model 9 1 1 1 100 % model10 1 0 1 66,67 % model11 1 1 1 100 % model12 1 1 1 100 % model13 1 1 1 100 % gladi jurnal ilmu keolahragaan, 12 (01), march38 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni model14 1 1 1 100 % model15 1 1 1 100 % model16 1 1 1 100 % model17 1 1 1 100 % model18 1 1 1 100 % model19 1 1 1 100 % model20 1 1 1 100 % model21 1 1 1 100 % model22 1 1 0 66,67 % model23 1 1 1 100 % model24 1 1 1 100 % percentage average 97,10% the results of the stage ii expert test in table 4, there are three experts who provide an evaluation of the futsal dribbling training model product with the media of the tool. based on the stage ii validation data presented above the average percentage of expert validation is 97.10%. this result states that the product of the futsal dribbling training model with the media for extracurricular activities at junior high school valid and can meet the criteria. table. 5 implementation and responses of futsal extracurricular teachers / trainers model user 1 user 2 user 3 % a b c a b c a b c 1 3 4 3 4 4 3 4 3 3 86,1 2 3 4 4 4 4 3 3 4 3 88,9 3 4 3 3 4 3 3 3 3 3 80,6 4 4 3 4 4 4 4 4 3 4 94,4 5 3 4 4 4 4 3 3 3 4 88,9 6 4 3 4 4 3 3 3 3 3 83,3 7 3 3 3 4 4 3 4 3 4 86,1 8 4 3 4 4 4 4 3 3 4 91,7 9 4 3 3 4 4 3 3 3 4 86,1 10 3 4 4 3 3 4 4 4 3 88,9 11 4 3 3 4 4 4 3 3 4 88,9 12 3 4 3 4 4 3 4 4 3 88,9 13 4 4 4 3 4 4 3 4 4 94,4 14 4 3 4 3 3 4 3 3 4 86,1 15 3 4 3 4 4 3 4 4 3 88,9 16 4 4 4 4 3 4 3 4 4 94,4 17 3 3 3 3 4 4 3 3 4 83,3 18 4 4 4 4 4 3 4 3 3 91,7 19 3 3 3 4 3 4 3 4 4 86,1 20 4 4 4 4 4 4 4 3 3 94,4 21 3 3 3 4 4 3 3 4 4 86,1 22 4 4 3 3 3 3 3 3 4 83,3 23 4 4 4 4 4 4 4 4 3 97,2 24 4 3 4 4 4 4 4 4 4 97,2 percentage average 89 % description very good description: a = securitu b = benefit c = usefulness the trainer as a model user is very enthusiastic in responding as evidenced by the high response to products that have been compiled and validated by experts. the data collected by researchers in this percentage states that the overall average percentage of trainers' responses is 89.00%. the high response of this coach encourages researchers to publish in national journals so that this research can be consumed by the general public for futsal sports activists, especially in the application of futsal dribbling. designing a variation model for junior high school futsal dribbling training starts with a needs analysis conducted by researchers at several junior high schools in bekasi. according to waldopo, (2011) the need is a gap from the current state to the state it gladi jurnal ilmu keolahragaan, 12 (01), march39 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni should be. this initial analysis has experienced several obstacles, including: a. the process of designing a futsal dribbling variation model that will be developed takes a long time, by considering various things, so that the training model is completed in quite a long time. b. the consultation time with the expert about the initial grand design was time consuming, until the researcher compiled the entire initial draft of the futsal dribbling model. in this study, efforts have been made to the maximum in accordance with the ability of the author, but in this study there are still several limitations that must be recognized and put forward as a consideration in generalizing the results of the research achieved. the limitations include the following: 1. this product is only subject to expert / expert testing and user responses, namely the trainer as a trainer in extracurricular activities at smp in bekasi. 2. the product does not have the ability to analyze the results of the dribbling futsal test. due to time constraints and during the covid-19 pandemic, there is no direct treatment of students as research subjects, so it will affect the level of effectiveness of the model in its application. conclusion based on the data that the researcher has obtained from the results of expert / expert testing and implementation to the trainer, it can be concluded that: 1. the futsal dribbling training model for junior high school age beginners can be developed and applied in practicing futsal dribbling skills. 2. this futsal dribbling training model is suitable for junior high school age beginners. in this study, several recommendations were put forward by researchers in relation to the limited research of futsal dribbling training models for junior high school age beginners including: 1. the futsal dribbling training model for junior high school age beginners can be used by trainers or teachers in schools where in the use of this product it is necessary to consider the infrastructure, situations and conditions in the field. 2. for further researchers, it is expected to carry out a thorough and thorough needs analysis. 3. refining training model items that are designed to be more creative and innovative so that they can be used as references and make athletes have many variations in training. gladi jurnal ilmu keolahragaan, 12 (01), march40 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni 4. before this product is distributed, the futsal dribbling training model for junior high school age beginners should be re-tested for athletes / students to make it more effective and efficient. 5. conduct field trials in small and large numbers to ensure product effectiveness. 6. it is hoped that the futsal dribbling training model for junior high school age beginners can be distributed to all trainers and teachers in indonesia to be used as a reference in training. references ardianto, m. (2013). kecemasan pada futsal dalam menghadapi turnamen. universitas negeri surakarta. berdejo-del-fresno, d. (2016). a review about futsal a review about futsal. 2(january 2014), 2–3. https://doi.org/10.12691/ajssm-2-3 eka, g., & darmawan, b. (2014). metode pelatihan taktis passing berpasangan statis dan passing sambil bergerak terhadap keterampilan teknik dasar passing control bola futsal. artikel, 1(2). felipe arruda moura, juliana exel santana, a. l. m. (1996). quantitative analysis of futsal players’ organization on the court. anticancer research, 16(4 a), 1971– 1978. firmansah, y. d., hernawan, wasan, a., & widiastuti. (2019). meningkatkan keterampilan dribbling futsal melalui metode bermain. penjaskesrek journal, 6(1), 77. https://penjaskesrek.stkipgetsempena .ac.id/?journal=home&page=article &op=view&path%5b%5d=124 gunawan, g. (2018). hubungan power tungkai dan kelincahan dengan keterampilan menggiring bola pada permainan futsal. jurnal speed, 1(1), 31. herman, v., & engler, r. (2011). futsal:technique tactics training. maidenhead : meyer & meyer sport. irawan, a. (2009). teknik dasar modern futsal. pena pundi aksara. kacem, n., guemri, a., naffeti, c., & elloumi, a. (2016). mechanism of social reproduction of the culture futsal : modelling of the universals of futsal and sense of the rules of the game : analysis of shooting at the european cup matches. may, 59–66. lestari, r. y. (2019). peran kegiatan ekstrakurikuler dalam mengembangkan watak kewarganegaraan peserta didik. untirta civic education journal, 1(2), 136–152. https://doi.org/10.30870/ucej.v1i2. 1887 lhaksana, j. (2011a). taktik dan strategi futsal modern. be champion (penebar swadaya group). lhaksana, j. (2011b). taktik dan strategi futsal modern (d. anggoro (ed.)). be champion. maryadi, d. (2020). model pembelajaran dribbling futsal berbasis bermain untuk anak sekolah dasar. https://doi.org/10.12691/ajssm-2-3 https://penjaskesrek.stkipgetsempena.ac.id/?journal=home&page=article&op=view&path%5b%5d=124 https://penjaskesrek.stkipgetsempena.ac.id/?journal=home&page=article&op=view&path%5b%5d=124 https://penjaskesrek.stkipgetsempena.ac.id/?journal=home&page=article&op=view&path%5b%5d=124 gladi jurnal ilmu keolahragaan, 12 (01), march41 asep setiawan , iman sulaiman, iwan setiawan ,rizka antoni naser, n., ali, a., & macadam, p. (2017). physical and physiological demands of futsal. journal of exercise science and fitness, 15(2), 76–80. https://doi.org/10.1016/j.jesf.2017.0 9.001 luxbacher, j. a. (2011a). sepak bola. luxbacher, j. a. (2011b). sepakbola: langkah-langkah menuju sukses. pt raja grafindo persada. rizkiyanto, sugiharto, & soenyoto, t. (2018). the effect of exercise and agility on speed dribbling football extracurricular mts al-uswah semarang. 7(1), 95–99. rizkiyanto, sugiharto, & tommy, s. (2018). the effect of exercise and agility on speed dribbling football extracurricular mts al-uswah semarang. journal of physical education and sports, 7(1), 95–99. siswandi, e., yarmani, & sihombing, s. (2017). pengaruh metode latihan teknik distribusi terhadap keterampilan dribbling zig – zag permainan futsal. 1(2), 75–79. tri, i., ronald, h., & ray, d. (2018). jurnal pendidikan jasmani dan olahraga. pendidikan jasmani olahraga, 3(1), 122–128. https://doi.org/10.17509/jpjo.v3i1.1 0461 https://doi.org/10.1016/j.jesf.2017.09.001 https://doi.org/10.1016/j.jesf.2017.09.001 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 339-351 permalink/doi: https://doi.org/10.21009/gjik.125.02 this work is licensed under a creative commons attribution-sharealike 4.0 international license. futsal defense system model for 14-16 years old lesmana1, iman sulaiman2, hernawan2 1mutiara cempaka utama, jl. kebanggaan rt 013/007 kel. cempaka putih barat. kec. cempaka putih, jakarta pusat, daerah khusus ibukota jakarta 13440 2physical education, post graduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 2physical education, post graduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 coresponding author. email: lesmanaumar01@gmail.com abstract : the purpose of this research is to produce a futsal defense system model for 14-16 years olds and to test the effectiveness of the futsal defense model for 14-16 years olds. the method used in this research is research and development. data collection techniques used, interviews, tests, and field observations. the results of the product effectiveness test by comparing the two groups. the treatment group using the product development, and the control group using the pretest and posttest designs. the mean score of each group based on the test is that the effectiveness of the experimental group is higher than that of the control group. the improvement of the futsal defense system for ages 1416 years at the time of the pre-test showed t-count = 22, 219,> t-table = 1.70329, df = 27 and p-value = 0.00 <0.005. based on the comparison of the test results. the increase in test results for the experimental group increased significantly than that of the control group. the subjects in this study were mc utama athletes aged 14-16 years. it is hoped that this research can provide benefits for sports practitioners, especially in the sport of futsal. key words : futsal, defense, coaching. introduction education is a human effort to foster his personality in accordance with the values in society and culture. physical education has a very large influence and contribution, especially for children's self-development, including aspects of physical fitness, movement skills, critical thinking, social reasoning, emotional stability, moral action, aspects of a healthy lifestyle and introduction to a clean environment through physical activity and spiritual development. in this millennial era with the advancement of technology it makes it easier for all activities to cause a person to move less, such as the use of remote controls, elevator computers and escalators and they are required to spend a lot of time at work so that sports activities are rarely done. whereas by exercising we will feel, refreshed, comfortable, relaxed, fit mailto:lesmanaumar01@gmail.com gladi jurnal ilmu keolahragaan, 12 (05), december340 lesmana, iman sulaiman, hernawan and of course the body will remain healthy. most people do not realize the importance of health in every human being. even though it is known that the national sports system aims to maintain and improve health and physical fitness, achievement, quality of human life, instill moral values and noble morals, sportsmanship, discipline and foster national unity, strengthen national defense, and elevate the nation's dignity. sports is one of the activities that cannot be separated from indonesian soil because it is an integral part of human civilization whose existence is useful for human life. someone exercising can maintain health and provide personal pleasure. health and pleasure can also increase performance for the sport they are engaged in. sports as a tool to uphold the name of a nation at an international stage. the pinnacle of sports achievement is certainly not easy to obtain, but requires systematic and sustainable preparation using a scientific approach. the pillar of national sports development in indonesia begins with recreational sports and educational sports as the culmination of which is achievement sports. a team or an athlete who wants to have great achievements in sports. it is absolutely necessary to do a routine and well programmed exercise. futsal is a team sport of five people each. the aim is to get the ball into the opponent's goal, in a very fast and dynamic game. in indonesia, futsal is very popular because the game does not require a large area of land. in addition, there are fewer open fields, especially in big cities. many people make use of the narrow land in soccer games such as dusty alleys and open spaces under the flyover. the limitations of the field provide an impetus to channel your hobby in futsal. futsal is a sport that is commonly practiced by children, adults, parents, both men and women with different ancestral backgrounds. this game has a lot of fans all over the world not only in cities, but in villages and even countries like asia, africa, europe and america play this game. futsal was first played in uruguay in 1930(robinson, 1998). futsal is the international terminology for the game. a fusion combination of the spanish language namely “soccer”, futbol in french ”indoor,”salon. futsal is fast becoming popular in south america, especially in sao paolo brazil (dogramaci et al., 2011). gladi jurnal ilmu keolahragaan, 12 (05), december341 lesmana, iman sulaiman, hernawan an athlete in achieving success in a sports achievement, especially futsal is their own ability. in this case the abilities referred to are four main categories, namely: (1) physical, (2) technical, (3) tactic, (4) mental (harsono, 2015) however, in sports it is not only the physical side that influences, but also the psychological factors of the players. the psychological factors referred to here are positive thinking, setting goals for motivation, emotions, anxiety and tension. the psychological condition of players in facing competition is very important for athletes to achieve the expected or maximum achievement targets(darmanto et al., 2018) based on the results of preliminary observations at one of the futsal clubs in jakarta, information was obtained that there are still many athletes who do not understand the defense strategy itself. even though the defense strategy has an important role in the game of futsal. several important points in defense include: (1) individual defense (2) zone defense (3) mixed defense (4) alternating defense (hierro, 2017: 61). these points are used as a reference for the coach in the process of improving the defensive strategy. in addition, various defense training models must also be owned by a coach, so that in the training process it can maximize the potential of the athlete unfortunately, the selection of a defensive training model given by the trainer is less precise and less varied. the choice of defensive training in playing by the coach is incorrect and less varied, making the team defense always ineffective, interesting, and leading to the team's defeat (woolley, 2019 : 1384). this of course becomes material for a trainer's evaluation of the training process. there are many things that need to be mastered by a trainer in providing training, one of which is variations in training. in addition, a monotonous form of training will certainly lead to boredom for athletes in the training process which ultimately reduces the athlete's interest in training. every athlete has different personality, characteristics, physical, social behavior and intellectual capacity. to avoid the boredom problem, the coach must be creative, need to know the characteristics and types of personal skills of a player so that he is able to provide variations in training in the form of training sessions according to the needs of the athlete. the trainer can arrange a variety of exercises in various forms such as stretching. gladi jurnal ilmu keolahragaan, 12 (05), december342 lesmana, iman sulaiman, hernawan when preparing the strategy to be presented, the trainer must understand the approach used during the training process. through interaction between players, it creates a sense of pleasure and interest during training, then naturally there will be stimulation, interest, motivation in an athlete to continue to follow the training process. the defense training model for the sport of football was previously researched by haikal millah from the university of siliwangi in 2015. analysis of the defensive transition to attacking the unj men's futsal team in the 2019 jakarta regional student league group stage. analysis of defensive success rates (poke tackling, and intercept) on the futsal team at smpn 70 jakarta at the 2014 adventure7 cup championship at sman 7 jakarta. some of the studies above have not found research in the development of a defense system model using the axis points in the futsal sport. based on these findings, a futsal player needs to provide understanding and modeling of the futsal defense system. the goal is that all players can bring out their best in futsal defense and ultimately provide the best results for the newest and j product is sufficient. a) literature study is carried out for a temporary introduction to the product to be developed. this literature study is carried out to collect research findings and other information related to the planned product development. b) small scale research. researchers often have questions that cannot be answered by referring to learning resources or texts. researchers need to conduct small-scale research to find out a few things about the product to be developed. 1. planning (planning research). after conducting a preliminary study, the developer can continue with the second step, namely planning the research. r & d research planning includes: 1) formulating research objectives, 2) estimating funds, energy and time, 3) formulating the qualifications of researchers and forms of participation in research. 2. develop preminary form of product (design development) this step includes: 1) determining the product design to be developed (hypothetical design), 2) determining the research facilities and infrastructure needed during the research and development process, 3) gladi jurnal ilmu keolahragaan, 12 (05), december343 lesmana, iman sulaiman, hernawan determining the stages of implementing the design test in the field, 4) determining the party's job description parties involved in the research. 3. preliminary field test (preliminary field testing or design validation) this step is a limited product test which includes: 1) conducting an initial field test of the product design, 2) having a limited nature, both the substance of the design and the parties involved, 3) the initial field test is carried out repeatedly in order to obtain a feasible design, both substance and methodology 4. main prodcut revision (limited field test result revision) this step is a model or design improvement based on a limited field test. the initial product refinement will be carried out after a limited field trial is carried out. in this initial product refinement stage, more is done with a qualitative approach. the evaluation that is carried out is more of an evaluation of the process, so that the improvements are internal. 5. main field test (product trial) this step is a broader product test which includes: 1) testing the effectiveness of product design, 2) testing the effectiveness of the design, generally using the experimental technique of the repetition model, 3) the results of the field test produce u8 the first field test. improving the product from the results of this wider field test will further strengthen the products we develop, because at the previous field trial stage it was carried out with a control group. the designs used were pretest and posttest. in addition to internal improvements. this product improvement is based on the evaluation of the results so that the approach used is a quantitative approach. 6. operational field testing (feasibility test) this step should be done on a large scale which includes: 1) testing the effectiveness and adaptability of the product design; 2) design effectiveness and adaptability tests involving potential product users; 3) the results of the field tests obtained a design model that is ready to be applied, both in terms of substance and methodology. 7. final product revision (final revision of due diligence results) this step perfects the product being developed for the accuracy of the product being developed. at this stage a product has been obtained whose effectiveness level can be justified. the gladi jurnal ilmu keolahragaan, 12 (05), december344 lesmana, iman sulaiman, hernawan final product improvement results have a reliable "generalization" value. 8. dissemination and implementation provide or present research results through scientific forums, or through mass media. product distribution must be done after going through quality control. this model has a more robust and perfect system of steps than the others. able to address real and urgent needs (real needs in the here-and-now) through developing solutions to problems while generating knowledge that can be used in the future. in addition, it produces a product or model that has a high validation value, because it goes through a series of field trials and is validated by experts according to their fields. however, the weakness of this development model requires a relatively long time and involves many people. because the procedure taken is relatively complex. result and disccussion the first research result is the analysis of needs by using interview methods, tests and observations in the field to find out the problem of the defense system capabilities of the main mc futsal players and afk sinjai. the results of the interview found that there are still many athletes who have not mastered the defense system itself, cooperation in defense is still very lacking and the absence of models models of defense exercises in one training program. training is given in order to improve the ability to survive in the mc utama and afk sinjai futsal games. table 1. results of needs analysis and field findings no question points findings 1 are players enthusiastic about participating in the futsal training process? athletes are very passionate about participating in futsal training. 2 what materials do coaches usually give players during futsal practice? mastery of basic techniques and physical exercises 3 are the facilities and infrastructure owned adequate to be used in practicing futsal? the facilities and infrastructure for training are adequate 4 does the coach provide specific models of futsal defense systems? in the process of the futsal defense system, the variety of training provided is very lacking and seems boring. 5 in the process of the futsal defense system, the variations in the training given are very lacking and seem boring. ? so far, the trainer in training the defense system still seems monotonous and less varied. 6 do you need a variety of futsal defense system variations in defense system models are needed to improve the gladi jurnal ilmu keolahragaan, 12 (05), december345 lesmana, iman sulaiman, hernawan models for 14-16 years olds? quality of the player's defense, in addition, variations in defense models are needed so that players do not experience boredom in the training process. the data collection site in this study was conducted at club mc utama and afk sinjai. the research was conducted from april 2019 to july 2019. this research is a model of futsal defense system. in addition, this research will produce products in the form of futsal defense system model design. this defense system model will be made into a guidebook that can be a reference for futsal coaches and players. the validity test will be carried out to determine the extent to which the defense training model is made feasible to use. based on this, the validity test of this training model uses the expert justification test, where the training model that has been created and tested is then consulted and assessed by experts in the field of futsal. the criteria for futsal experts in validating this training model include: 1) having a training license at the asian level 2) and having at least 3 years of training experience at the national level. first stage results / small group trials with a model that has undergone changes in accordance with the direction of the experts. based on the data from the results of the small group evaluation conducted by the researcher, it can be concluded that the futsal defense model development product is feasible to be tested in large groups with the following suggestions: (a) overall, try to make the futsal defense system models easy to understand by the user so that later the futsal defense system model can actually be done and the hope is that it will make it easier for participants to learn it. (b) in the futsal defense system model, the cover should only cover the opposing player and not take the ball when covering the opponent in implementing the futsal defense system. (c) the facilities and infrastructure used in the exercise must be completely safe. table 2. revised results from experts to the perthanan futsal system model for ages 14-16 years no defense system model suggestions and feedback 1 lsm futsal defense system model 1 it can be implemented because it can be done 2 lsm futsal defense system model 2 it cannot be applied because it is not appropriate for the futsal defense system model 3 lsm futsal defense it can be implemented gladi jurnal ilmu keolahragaan, 12 (05), december346 lesmana, iman sulaiman, hernawan system model 3 because it can be done 4 lsm futsal defense system model 4 it cannot be applied because it is not appropriate for the futsal defense system model 5 lsm futsal defense system model 5 it can be implemented because it can be done 6 lsm futsal defense system model 6 it cannot be applied because it is not appropriate for the futsal defense system model 7 lsm futsal defense system model 7 it can be implemented because it can be done 8 lsm futsal defense system model 8 it cannot be applied because it is not appropriate for the futsal defense system model 9 lsm futsal defense system model 9 it can be implemented because it can be done 10 lsm futsal defense system model 10 it cannot be applied because it is not appropriate for the futsal defense system model 11 lsm futsal defense system model 11 it can be implemented because it can be done 12 lsm futsal defense system model 12 it cannot be applied because it is not appropriate for the futsal defense system model 13 lsm futsal defense system model 13 it can be implemented because it can be done 14 lsm futsal defense system model 14 it cannot be applied because it is not appropriate for the futsal defense system model 15 lsm futsal defense system model 15 it can be implemented because it can be done 16 lsm futsal defense system model 16 it cannot be applied because it is not appropriate for the futsal defense system model 17 lsm futsal defense system model 17 it can be implemented because it can be done 18 lsm futsal defense system model 18 it cannot be applied because it is not appropriate for the futsal defense system model 19 lsm futsal defense system model 19 it can be implemented because it can be done 20 lsm futsal defense system model 20 it cannot be applied because it is not appropriate for the futsal defense system model from the results of small group trials it can be concluded that the overall futsal defense system model is feasible because all small group trial subjects feel happy and are able to carry out all the futsal defense system models that the researchers developed. the results of small group trials show that the futsal defense system model product can be continued to the next stage, namely large group trials involving larger research subjects. based on the evaluation of the small group trials conducted, the following conclusions can be drawn: gladi jurnal ilmu keolahragaan, 12 (05), december347 lesmana, iman sulaiman, hernawan a. overall variations of the futsal defense system model items for ages 1416 years, the most important thing to note is the order of the difficulty level of the futsal defense system model items starting from the easiest to the most difficult so that the mastery of the training model is in accordance with the plan and the ability to master the defense system model. player increases b. when implementing a defense system model in the field, players must focus more on paying attention to the coach's direction. c. the trainer must master the training material or the defense system model item that is applied. d. the coach must always monitor the players during the training process so that the training objectives can be achieved as expected. the results of small group trials conducted on 10 defense system models that have been evaluated by futsal validation experts, based on the results of the overall analysis 10 models are feasible to continue large group trials. results of the second stage / testing the large group the futsal defense system model product for ages 14-16 years, the defense system model has been improved based on the results of the evaluation at the small group trial stage then the large group trial stage continues. based on the results of the small group trial, there were 10 models that were feasible and could be used in accordance with the suggestions and input of the validation experts. at this stage the researcher used 6 futsal teams (30 people) as the research subject. the research data uses 30 players to the application of the futsal defense system model for ages 14-16 years shown in the following table: table 3. summary of large group trial results. no defense system model suggestions and feedback 1 lsm futsal defense system model 1 it can be implemented because it can be done 2 lsm futsal defense system model 2 it can be implemented because it can be done 3 lsm futsal defense system model 3 it can be implemented because it can be done 4 lsm futsal defense system model 4 it can be implemented because it can be done 5 lsm futsal defense system model 5 it can be implemented because it can be done 6 lsm futsal defense system model 6 it can be implemented because it can be done 7 lsm futsal defense system model 7 it can be implemented gladi jurnal ilmu keolahragaan, 12 (05), december348 lesmana, iman sulaiman, hernawan because it can be done 8 lsm futsal defense system model 8 it can be implemented because it can be done 9 lsm futsal defense system model 9 it can be implemented because it can be done 10 lsm futsal defense system model 10 it can be implemented because it can be done the results of large group trials conducted on 10 futsal defense system models for ages 14-16 years, based on the evaluation results from validation experts and input from experts, all models are feasible to use. model effectiveteness test after going through small group trials and revision of the second stage of the futsal defense system model product, followed by field testing and in the third stage revision of the futsal defense system model product, to determine the effectiveness of the product, an implementation process was carried out using a pre-experimental research design in the form of "one group pretestposttest design". this product trial was carried out in jakarta on players aged 1416 years with a total of 30 futsal players (6 teams). table 4. results of one-sample statistics (average value) paired samples statistics mean n std. deviation std. error mean pair 1 pre test 18.46 2 8 1.753 .331 post test 24.75 2 8 1.506 .285 based on the results of the output using spss 16, the mean value of the futsal defense system model results before being given the training model is 18.46 and after being treated with the defense system model 24.75 means that the average value of the futsal defense system model for ages 1416 years of improvement. table 5. paired samples correlations paired samples test paired differences t d f s ig. (2 tai le d) mea n std. deviation std. error mean 95% confidence interval of the difference lower up per pair 1 p re test post test 6.286 1 .979 . 374 7.05 3 5.518 16.809 27 .000 in the significance test of the difference with spss 16, the average value = 4.96 shows the difference gladi jurnal ilmu keolahragaan, 12 (05), december349 lesmana, iman sulaiman, hernawan between the pre-test and post-test results, the results of t-count = 16.809> t-table = 1.70329, df = 27 and p value = 0.000 < 0.05, which means that there is a significant difference between the defense system model before and after the treatment model based on these results it can be concluded that the futsal defense system model for 14-16 years of age is effective and can increase the ability of the defense system at the age of 14-16 years. the futsal defense system model for 1416 year olds that has been developed has significant effectiveness. the comparison of the results of the average notes before and after being given the futsal defense system model treatment can be illustrated by the pie diagram as follows. figure 1. bar chart (product feasibility trial) product perfection the test results obtained before and after treatment can be concluded that the futsal defense system model for 1416 years olds is feasible and effective to improve players' defensive abilities. there is a comparison of the numbers that show that the results of the initial test and the final test have progressed, from the initial test which averaged 19.89 then treated in the form of defense system models that have been developed then the final test or post test is then held to determine the effectiveness. the model developed and the average data obtained is 24.86, so the futsal defense system model is effective for developing defenses for players aged 14-16 years. based on the results of the research, it can be concluded that the futsal defense system model for 14-16 years olds that was developed has a significant level of effectiveness. the input that will be submitted is as follows: a. implementation instructions and drawings on the model must be clearly arranged and made so that they are easy for players to understand. b. the distance between the cones must be considered and adjusted to the objectives to be achieved. c. the defense system model must be in accordance with the training 0 4 8 12 16 20 24 28 pre test pos test 18,46 24,75 sistem pertahanan futsal gladi jurnal ilmu keolahragaan, 12 (05), december350 lesmana, iman sulaiman, hernawan objectives, namely for players aged 1416 years so that it starts from the easiest to the most difficult. d. the facilities and tools used should be in accordance with the objectives of the exercise. the quality of the ball should also be considered to support the training process. product discussion the futsal defense system (lsm) model for players aged 14-16 years was made by researchers so that it can be a reference that can help coaches provide a variety of defense systems in futsal games. this model is prepared based on the needs of players in the futsal club. after this product is evaluated regarding some of the existing weaknesses and product improvements are made for better results, it can be said that some of the advantages of this product include: a. can increase the ability of the defense system b. the resulting model has several variations from the easiest to the most difficult. c. this model will increase students' interest in practicing because there are several variations of the defense system, so that the training process does not run monotonously and tediously. d. this defense system model can be used as a trainer's reference to support the futsal defense training process while practicing. e. contribution to education, especially in the field of futsal product limitations this research was carried out by researchers as perfectly as possible in accordance with the abilities the researchers have, but if in this research there is still much that the researcher must admit and put forward. these limitations are as follows: a. when researchers conduct field trials, it should be carried out in a larger scope. b. the facilities and infrastructure used are inadequate and still limited c. the product made is far from perfect. the explanation given to the defense system is still incomplete conclusion based on the data obtained from the results of field trials and discussion of research results, it can be concluded that 20 models of futsal defense system items for 14-16 years olds can be obtained 10 models of valid futsal defense systems based on the results of expert justification. in this research and development, products are theoretically gladi jurnal ilmu keolahragaan, 12 (05), december351 lesmana, iman sulaiman, hernawan and conceptually, procedural, methodological, and empirical practice that can be justified scientifically. references darmanto, f., khuddus, l. a., semarang, u. n., & unnes, l. (2018). profil kecemasan atlet putra ukm hockey unnes di kejuaraan internasional antar mahasiswa piala rektor upi tahun 2018. 9–16. dogramaci, s. n., watsford, m. l., & murphy, a. j. (2011). timemotion analysis of international and national level futsal. journal of strength and conditioning research. https://doi.org/10.1519/jsc.0b0 13e3181c6a02e harsono. (2015). kepelatihan olahraga (teori dan metodologi) (a. kamsyah (ed.)). pt remaja rosdakarya offset. robinson, j. (1998). soccer, the world cup. soccer book pub. woolley, a. w. (2019). competitive environments linked references are available on jstor for this article : organization science illfflnbl playing offense vs . defense : the effects of team strategic orientation on team process in competitive environments. 22(6), 1384– 1398. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 291-302 permalink/doi: https://doi.org/10.21009/gjik.124.08 valuation of learning physical education learning in the pandemic time of covid-19 in smk al-hidayah i r. tamtomo putranto1 abdul sukur1 nofi marlina siregar1 1 pendidikan jasmani, universitas negeri jakarta, m. hatta building jl. rawamangun muka, east jakarta, indonesia 13220 corresponding author. e-mail: tamtomoputranto1@gmail.com abstract the purpose of this study was to find out how much the effectiveness level of physical education online learning during the covid-19 pandemic at smk al-hidayah 1 jakarta class x students. the research method used was a descriptive qualitative research method, namely a survey using google form media which done in their respective homes. the population in this study were students of smk al-hidayah 1 jakarta. grade x students totaling 268 students and using a sample of 38 students in the same class. this study used an instrument in the form of a questionnaire with variables. this research includes three aspects of affective, cognitive and psychomotor. affective here uses a research instrument in the form of a questionnaire to obtain research data with a total of 18 questions with answer options strongly agree (ss), agree (s), disagree (ts) strongly disagree (sts) based on the results of research analysis and discussion, it can be concluded that the level of physical education learning during the covid-19 pandemic can be broken down as follows, the affective category average is 33.56, the cognitive average is 89.59 and the psychomotor is 69.41. from the three data, it was found that the average level of learning effectiveness was 67.27 with a poor category. keywords: effectiveness of learning, learning problems, pandemic covid-19 preliminary covid-19 was first discovered in the city of wuhan, china at the end of december 2019. the virus is spreading very fast and has spread to almost all countries, including indonesia, in just a few months. so, the who on march 11, 2020, declared this outbreak a global pandemic (kompas.com:2020). this has led several countries to establish p o l ic i es to impose lockdowns in order to prevent the spread of the corona virus. in indonesia itself, a large-sca le social restriction (psbb) policy was implemented to suppress the spread of this virus. because indonesia is carrying out psbb, all activities carried out outside the home must be stopped until this pandemic has subsided. some local governments have decided to implement a policy of dismissing students and starting to apply learning methods with an online system or online. this government policy came into effect in several provinces in indonesia o n monday, march 16, 2020, which was also followed by other provinces. gladi jurnal ilmu keolahragaan, 12 (04), september 292 r. tamtomo putranto, abdul sukur, nofi marlina siregar however, this does not apply to several schools in each region. these schools are not ready for online learning systems, which require learning media such as devices, laptops, or computers. the online learning system (in a network) is a learning system without face to-face learning between teachers and students but is done online using the internet network. teachers must ensure teaching and learning activities continue, even though students are at home. the solution, teachers are required to be able to design learning media as an innovation by utilizing online media (online). this is in accordance with the minister of education and culture of the republic of indonesia regarding c i r c u l a r n u m b e r 4 of 2020 concerning implementation o f education policies in an emergency for the spread of covid-19. the learning system is implemented through a personal computer (pc) or laptop connected to an internet network connection. teachers can learn together at the same time using groups on social media such as whatsapp (wa), telegram, instagram, zoom applications or other media as learning media. thus, the teacher can ensure students take part in learning at the same time, even in different places. all sectors are feeling the impact of the corona. one of them is the world of education. judging from the surrounding events that are happening, both students and parents of students who do not have devices to support online learning activities feel confused, so the school is also looking for solutions to anticipate this. it should be realized that the unpreparedness of teachers and students towards online learning is also a problem. the transfer of conventional learning systems to online systems was very sudden, without proper preparation. but all of this must be carried out so that the learning process can run smoothly and students actively follow even in the conditions of the covid-19 pandemic. sports and health physical education subjects are very important subjects for students to learn today, because with knowledge of health and sports practices students can fortify themselves, one of which is by increasing immunity to prevent the corona virus. with regular exercis e is one way to maintain health. however, the learning pattern at home certainly has its own challenges, es pecially for teachers of physical education, sports and health (pjok), learning carried out from home must of course be able to improve student fitness, motor skills and values that include cognitive, affective, and social, so the subject matter must be carefully rearranged so that the physical education learning gladi jurnal ilmu keolahragaan, 12 (04), september 293 r. tamtomo putranto, abdul sukur, nofi marlina siregar experience is obtained by students, but it is adjusted to the ability to carry out student learning at home. sports physical education teachers in the current pandemic cannot adapt quickly in following up on this problem, so student academic achievement will certainly be disrupted even the impact on the aspect of lack of movement will overshadow students during online learning. is this the researcher's concern to describe the level of effectiveness of physical education online learning during the pandemic period at smk? evaluation irwanto (2019) evaluation is a process not a result (product). the results obtained from evaluation activities are the quality of something, both concerning value or meaning, while the activity to arrive at the value and meaning is evaluation. meanwhile, evaluation according to s. eko putro widoyoko is an ongoing systematic process to collect, describe, interpret, and present information about a program so that it can be used as a basis for making decisions, compiling policies and compiling further programs (putro, 2016: 6). the results obtained from evaluation activities are the quality of something, both concerning value or meaning, while the activity to arrive at the value and meaning is evaluation (hera yuniartik & nasuka, 2017). the purpose of learning evaluation is to determine the quality of the program, both in whole and in part, separately (prilanji, f.b., sim continak, v.g., haetami, 2019). evaluation is a process of activity in measuring something, especially in the world of education. to find out a good learning process can be done by evaluating the learning process. by conducting an evaluation, the desired information will be obtained and in accordance with the needs, not only focusing on learning outcomes but also on the learning process which has an impact on the quality of learning (pambudi et al., 2019). according to the technique, evaluation is divided into test and non-test evaluations. the test is differentiated according to the material to be assessed, its form and method. non-tests are usually used to assess the learning process. special tools for non-test techniques are in the form of interviews, observation of questionnaires of work or reports, essays, and attitude scales (delima et al., 2017). learning learning and evaluation are two interconnected and inseparable concepts, both of which are the main activities in education (hanafy, 2014: 1). the term learning in everyday life at school is often gladi jurnal ilmu keolahragaan, 12 (04), september 294 r. tamtomo putranto, abdul sukur, nofi marlina siregar understood to be the same as the teaching and learning process in which there is an interaction of educators and students to achieve a goal, namely changes in the attitudes and behavior of students. learning is the equivalent of the term instruction, which contains a broader meaning than teaching. apriada and darwis (2017) explain "learning is essentially a process, namely the process of regulating, organizing the environment around students so that it can grow and encourage students to do the learning process (pane & darwis dasopang, 2017: 337). learning is a process of teaching student subjects that are planned, implemented, and evaluated systematically so that students can achieve learning objectives effectively and efficiently. learning does not only occur in education (education) but also in training (training). learning is the equivalent of the term instruction, which contains a broader meaning than teaching. learning is a complex aspect of activities and cannot be fully explained. in simple terms, learning can be interpreted as a product of continuous interaction between development and life experience (badar, 2009: 19). from some of the above definitions, it can be concluded that learning is a process of interaction of students with educators and learning resources in the learning environment for the purpose of behavior change due to interaction with the environment, which involves various aspects of personality both physical and psychological such as changes in understanding, solving a problem, skills, abilities, habits or attitudes. physical education physical education in schools has an important meaning for education as a whole. the existence of physical education in schools not only improves the health and physical fitness of children but provides experiences in the cognitive, affective and psychomotor fields for children (taufik & pardijono, 2013). abduljabar and yudiana (2010: 40) "the advantages of physical education can have a good impact on academic learning and students' physical activity patterns. students who are more active and physically fit are more likely to show high academic motivation, students are more careful and agile " the implementation of physical education in schools needs to include students in the dimensions of their nature as beings who have the potential for physical activity, so as to deliver students safely through their lives. physical education is “an educational process that utilizes physical activities that are planned systematically with the aim of developing and improving individuals organically, neuromascularly, gladi jurnal ilmu keolahragaan, 12 (04), september 295 r. tamtomo putranto, abdul sukur, nofi marlina siregar perceptually, coognitively, and emotionally, within the framework of national education (rahayu, 2013). samsudin 2010 explained that "physical education is an inseparable thing from education in general which involves the educational process through physical activities, games or sports which are most important to achieve educational goals" from the above explanation, it can be concluded that physical education is a learning process through physical activities that aims to develop motor skills, knowledge and mental, moral, and social development, in which there are sportsmanship, cooperation, discipline, honesty, confidence and responsibility. answer. characteristics of smk students singgih stated "preparation for entering adulthood includes physical changes, changes in social relations, increasing abilities and skills" (gusnarsa & gusnarsa, 2008). the development of children in adolescence tends to increase their skills and abilities, when doing movements, at this time vocational high school children classified as adolescents can carry out controlled movements and good coordination by means of children having to do continuous movements by gaining experience of movement and exercise. martini jamaris explains that elementary school students are aged 7 -12 years, the pre puberty period occurs at the age of 12-14 years, and puberty or adolescence occurs at the age range of 15-17 years (jamaris, 2010: 27). another opinion says that human development includes pre-birth, infancy (0-2 weeks), infancy (2 weeks1 year) pre-school childhood ( 1-5 years), school period (6 -12 years), adolescence (13-21 years), adulthood (21-65 years) and old age (65 years and over) (sunarto & hartanto, 2006: 49). mushibin (2003) e x p la i ns that adolescence is 12-13 years old to 21-022 years (shah, 2003: 13). based on the explanation above, it can be said that children who are attending vocational high school are children who have gone through the elementary school level (7 12 years), junior high school (12-14 years) and generally started at age (15-17 years). years) at this age the child experiences the phase of adolescence and puberty. the covid-19 pandemic the 2019 corona virus disease outbreak or also known as covid-19 has hit 215 countries in the world, providing its own challenges for educational institutions, especially vocational high schools. to fight covid-19, the government has prohibited crowding, physical distancing, social distancing, wearing masks and always washing hands. through the ministry of education and culture, the government has banned various education sectors from implementing face-to-face (conventional) learning and ordered to organize online gladi jurnal ilmu keolahragaan, 12 (04), september 296 r. tamtomo putranto, abdul sukur, nofi marlina siregar learning (kemendikbud dikti circular no.1 of 2020). decree of the minister of education and culture of the republic of indonesia number 719 / p / 2020, se mendikbud no. 4 of 2020 states that the education units in paud, basic education, and secondary education that are in areas designated as regions in special conditions by the central government or local governments can implement the curriculum according to the learning needs of students (decree of the minister of education and culture of the republic indonesia number 719 / p / 2020). including in jakarta, the covid-19 outbreak as an extraordinary event (klb) and the increasing number of people exposed to the covid-19 virus. therefore, in accordance with this circular, learning during the covid-19 pandemic was carried out through distance learning (pjj). the form of learning that can be used as a solution during the covid-19 pandemic is online learning. according to moore, dickson-deane, & galyen (2011) online learning is learning that uses internet networks with accessibility, connectivity, flexibility, and the ability to generate various types of learning interactions. research stated by zhang et al., (2004) shows that the use of the internet and multimedia technology is able to change the way of conveying knowledge and can be an alternative to learning carried out in traditional classrooms. online learning is learning that is able to bring together students and lecturers to carry out learning interactions with the help of the internet (kuntarto, e. (2017). at the implementation level, online learning requires the support of mobile devices such as smartphones or android phones, laptops, computers, tablets, and iphone which can be used to access information anytime and anywhere (gikas & grant, 2013). higher education during the wfh period needed to carry out strengthening learning online (darmalaksana, 2020). online learning has become a demand for education since the last few years ( he, xu, & kruck, 2014) online learning is needed in learning in the era of the industrial revolution 4.0 (pangondian, ra, santosa, pi, & nugroho, e., 2019). online learning can even be done through social media such as facebook and instagram (kumar & nanda, 2018). online learning connects students with learning resources (databases, experts / instructors, libraries) that are physically separated or even far apart but can communicate, interact or collaborate (directly / synchronously and indirectly / asynchronously). online learning is a form of distance learning that utilizes telecommunications and information technology, for example the internet, cd room (molinda, 2005). the purpose of this study was to obtain an overview of online learning in the physical education study program of smk al-hidayah 1 jakarta during the covid-19 pandemic. gladi jurnal ilmu keolahragaan, 12 (04), september 297 r. tamtomo putranto, abdul sukur, nofi marlina siregar method this research uses descriptive research method. this research method uses descriptive analysis method research. sugiyono (2013), what is meant by descriptive analysis method is: "descriptive analysis method is a statistic that is used to analyze data by describing or describing the collected data as it is without intending to make generalized conclusions or generalizations". the purpose of this research is to create a systematic, factual and accurate description or description of the facts, properties, and relationships between the phenomena being investigated. this data was collected using a test technique in the form of questions to measure student responses during online learning of physical education subjects at smk al hidayah 1 jakarta grade x students. researchers did not observe and provide treatment, they only distributed questionnaires via online, and collected value data from the teacher. pjok class x. population according to tangkudung (2016) is "the whole subject to be studied." the target population in this study were all students of smk al hidayah 1 jakarta, starting from class x, class xi, and class xii. the affordable population is class x students. in this study, 38 students of class x where 38 students belonged to the same class, so according to the theory above, the researcher used a sample of 1 class or 38 students. data were analyzed using descriptive statistics with computerized assistance. he research instrument used by researchers to collect research data. several instruments in the research question item indicator, data in the form of questions used by the researcher. in this study, only one instrument was used. this research is in the form of questions and questionnaires prepared by the researcher. these questions and questionnaires were compiled based on indicators contained in the attractiveness variable of physical education online learning for students during the covid-19 pandemic at smk al hidayah 1 jakarta grade x students. the data collection technique in this research is to use a questionnaire for the affective aspect, see the pts data for the cognitive aspects, and see the results of the assessment of the video or photo assignments for the psychomotor aspect. this technique is done by distributing a list of questions in the form of a form, submitted online to students at smk al hidayah 1 jakarta grade x students to get responses, information, answers and so on. results and discussion this research was conducted in february 2021 with research subjects of class x smk al hidayah 1 jakarta with a total of 38 gladi jurnal ilmu keolahragaan, 12 (04), september 298 r. tamtomo putranto, abdul sukur, nofi marlina siregar no name of students cognitive value pur e pts value psychomoto r value 1 a s n s 36 88 80 2 a p s s 33 96 70 3 a a n 35 94 100 4 a b n 32 88 80 5 a r 29 78 80 6 a r 36 80 70 7 a n p 33 96 70 8 d w 35 64 80 9 e w p 32 98 80 10 e n h 32 98 80 11 e f g 35 94 70 12 f k i 35 96 0 13 f a 33 76 80 14 m l 35 94 70 15 m s 33 82 100 16 m n p l 35 100 80 17 m a n 33 68 80 18 m m a n 33 68 70 19 n m 34 96 80 20 n n a 32 72 80 21 n z 35 96 70 22 n a a p 35 96 70 23 n s 32 100 80 24 r n a 35 90 80 25 r a p 33 100 100 26 r d s 34 74 0 27 r p 32 92 80 28 r n k 35 100 80 29 s f 34 98 0 30 s d 30 98 80 31 s a 34 82 80 32 s n 35 98 70 33 s z q a 32 98 80 34 s l s 34 98 70 35 s a r 34 82 80 36 t a 35 98 70 37 y r 32 98 80 students. this research includes three aspects of affective, cognitive and psychomotor. affective here uses a research instrument in the form of a questionnaire to obtain research data with a total of 18 questions with answer options strongly agree (ss), agree (s), disagree (ts) strongly disagree (sts), each question item is given a score of 1 -4 . while the cognitive assessment was taken from the student's pts score and the psychomotor aspect was taken from the evaluation of the learning video. the construct in this research is the level of physical education learning during the covid-19 pandemic. based on the research, the results of the research are outlined in the following table: table 1 level of evaluation of learning during the covid pandemic 38 y a 32 98 80 jumlah 2.960 aver ag e 77, 894 kkm 67, 27 learning evaluation leve 64, 19 less category kurang gambar 1 indikator penilaian pembelajaran penjasorkes based on the results of the study, it shows that the learning level of physical education during the covid-19 pandemic was in the poor category, where the average score was in the 64 category.the results of this learning level were caused by various things, especially the difficulty of students understanding online learning materials that made students feel bored, especially in physical education lessons. in line with the opinion of ali sadikin and afreni hamidah (2020) that students assume that the material and assignments are not enough because they need direct explanation by the teacher. (sadikin & hamidah, 2020). of the three aspects measured by the results obtained are quite diverse, where the cognitive domain has the highest average score among the others, namely 89. these results indicate that the cognitive aspect is the highest among others, this is because online learning also has the advantages of being able to foster independent learning (self regulated gladi jurnal ilmu keolahragaan, 12 (04), september 299 r. tamtomo putranto, abdul sukur, nofi marlina siregar learning). the use of online applications can increase learning independence (oknisih, n., & suyoto, s., 2019). 1. discussion of cognitive domains the cognitive domain is the basic ability in the form of mastery of science which is always required of students to be mastered. (noer rahmah, 2014) so, the cognitive realm is the basis for mastery of science that must be mastered by students. the evaluation of physical education learning at smk al hidayah 1 jakarta in the cognitive domain is included in the good category. assessment of the cognitive aspects that are usually used by teachers as a reference to determine whether or not learning objectives are achieved or not related to the ability of students to master the material being taught. as is the opinion of sudjiono (2013) that "the cognitive domain is a domain that includes mental (brain) activities". 43 so the cognitive realm is a domain that works in the brain or mental area of the brain which deals with mental processes ranging from recorded sensory impressions to being stored in the brain. it is like remembering, thinking, and understanding something. learning outcomes in this cognitive domain are the highest among other learning domains. this is because students have the freedom to access learning reference sources via the internet, then with assignments given online students are given the opportunity to receive various information and are more flexible to explore opinions in completing assignments. 2. discussion on affective domains the affective domain is the realm related to attitudes and values. according to muhibbin syah (2013), the affective domain is closely related to the cognitive domain. cognitive development basically produces cognitive skills and also produces affective skills. for example, a teacher who is skilled at developing cognitive skills has a positive impact on the affective domain. (sudjana, 2014) the implementation of physical education learning evaluation at smk al hidayah 1 jakarta in the affective domain is in the poor category. as stated by krathwol, the affective domain is behavior that emphasizes feelings, emotions, or the degree of rejection or acceptance of an object. (muhibbin shah, 2013) the objective of the affective domain of the assessment is behavior not knowledge of students, so the answer does not have to be right or wrong because it only measures the attitudes and interests of students. (arikunto, 2016) gladi jurnal ilmu keolahragaan, 12 (04), september 300 r. tamtomo putranto, abdul sukur, nofi marlina siregar these results are from the application of online physical education learning evaluations where the affective results are seen from the aspect when students receive the assignment given and then do the assignment given by the teacher. however, there are obstacles in affective assessment, namely due to the lack of control exercised by teachers in online learning. the main control occurs in the parents, so that if the parents are in a busy situation and do not control the students, this aspect cannot run optimally. 3. discussion of psychomotor domains in the psychomotor domain, which includes perception, readiness, guided response, mechanisms, complex responses, adaptation and organization, where indicators of learning outcomes from the psychomotor aspect are showing motion, arranging and connecting. the psychomotor domain is a knowledge process which is based more on the development of thoughts or mental processes by paying attention to muscle aspects and aims to shape student skills. besides covering the processes that move muscles, psychomotor is also related to aspects of life skills. (sukardi, 2015) the implementation of the physical education learning evaluation at smk al hidayah 1 jakarta in the psychomotor realm is in the poor category. as the opinion of sudjiono (2013) states that the psychomotor domain is one that is related to the ability to act or skills (skill) after a person accepts and carries out certain learning experiences. these results are from the application of online physical education learning evaluations where psychomotor results are taken using video assignments carried out by students. this assignment is given by sending a video tutorial for the implementation of the learning that will be carried out and after the students see it, the students will do what is in the video. however, it was found that there were still several obstacles in the implementation of the learning evaluation, including the lack of control from the teacher during the implementation and it was returned to the parents to take control. so that this will result in injury to students if parents are negligent in controlling the implementation of tasks from the teacher. students are late in sending learning videos where students are asked to practice. as proof that students have implemented it, the teacher orders to record and then send the video via the google form application. the need for good cooperation from teachers and gladi jurnal ilmu keolahragaan, 12 (04), september 301 r. tamtomo putranto, abdul sukur, nofi marlina siregar parents is the key in online learning in a pandemic like today. conclusion based on the results of research and discussion, it can be concluded that: 1. the level of physical education learning during the covid-19 pandemic, in the cognitive category of 89.59. 2. the level of physical education learning during the covid-19 pandemic, in the affective category was 33.56. 3. the level of physical education learning during the covid-19 pandemic, in the psychomotor category was 69.41. 4. the average level of effectiveness of physical education learning during the covid-19 pandemic was 64. overall, it can be concluded that the level of physical education learning during the covid-19 pandemic was in the poor category, seen from the average score of only 64. bibliography abduljabar, b., & yudiana. 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(2020). kuliah jarak jauh karena virus corona, ui: bukan lockdown. tempo.co. http://journal.um.ac.id/index.php/ http://journal.um.ac.id/index.php/ http://journal.um.ac.id/index.php/ available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 352-367 permalink/doi: https://doi.org/10.21009/gjik.125.03 this work is licensed under a creative commons attribution-sharealike 4.0 international license. the game-based cricket bowling skill exercise model for children ages 12-15 years edenyce krismartini eduard1, widiastuti1, johansyah lubis1 1physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta jl. rawamangun muka east jakarta indonesia 13220 coresponding author. email: edenyceeduard@gmail.com abstract the aim of this study is to produce a game-based cricket bowling skill exercise model by testing the effectiveness of improving bowling skills in children aged 12-15 years. the method used in this study is research and development from borg and gall by using 10 stages. the research subjects for group trials and effectiveness are (1) small group trials of 16 children at sd negeri 15 pagi pondok bambu, (2) large group trials of 25 children at smp negeri 2 kebakkramat, and (3) tests effectiveness of 40 children at karanganyar cricket club.the data collection technique used is the result of expert validation and effectiveness test through an assessment instrument with t-test statistical data analysis. the validity test used by expert justification test, presented 3 experts consisting of: 1 games lecturer, 1 cricket lecturer, and 1 national cricket coach. the final model is produced 15 bowling cricket skill exercise models. the effectiveness test model uses the skills results of cricket bowling. the improvement of bowling cricket skills results showed a significance of t count=14,512, db=39 and p-value=0.00<0.05, which means that there is a significant difference between before and after being given the training model treatment, the pretest average was 2.23 smaller than the post-test average is 4.47. it can be concluded that the game-based cricket bowling skill training model developed is quite effective for improving bowling skills in children aged 12-15 years. keywords: exercise model; cricket; bowling;games; 12-15 years. introduction cricket is a sport that demands physical, technical, tactical, and mental abilities and requires cooperation to win a match. “cricket is an exciting game that encourages leadership, friendship and teamwork, which brings together people from different nationalities, cultures and religions, especially when played within the spirit of cricket” (marylebone cricket club, 2017). cricket is a game that is not only playing for fun play according to the existing rules, but still has to uphold the spirit of cricket. the main spirit of cricket is mutual respect for each other, captain, teammates, opponents and umpires. "the important essence that can be taken from this cricket sport is to direct positive mental development and prioritize: honesty, fairness, respect for others, accepting referee decisions, being polite and able to control oneself." (cricket indonesia, 2007). cricket is a game played between two teams of 11 players each, in which two teams take turns scoring by hitting and keeping score by bowling and fielding. according to tudor bompa in johansyah lubis, “athletes have very gladi jurnal ilmu keolahragaan, 12 (05), desember353 edenyce krismartini eduard, widiastuti, johansyah lubis intense physical activity because they are required to show optimal performance in every match.” (lubis, sukur, haqiyah, et al., 2021). in cricket games athletes have very intense physical activity because they are required to show optimal performance in every match of cricket. cricket has 3 important skills are batting, fielding, and bowling. batting or hitting the ball aims to collect points and score as high as possible by hitting the ball and holding the ball then running to swap places with other batting pairs. fielding or guarding the ball aims to try to hold and keep the ball that is hit and returned as soon as possible by throwing it to the bowler's side or the wicket keeper's side, thus limiting the number of scores the opposing team wants to collect. bowling or releasing the ball from above with elbows and straight arm positions aimed at releasing the ball as well as possible so that the bat is difficult to hit the ball. based on field observations, researchers saw that when practicing cricket for athletes aged 12-15 years who are usually said to be junior level athletes, it was seen that in training on the field or in net sessions there was still very little bowling technique. this can be seen at the start of the prefix, execution, and suffix movements, the lack of coordination of the correct set of movement skills. having the wrong movement, not in a good and correct unit of movement will affect the outcome of the bowling. mastery of good and correct bowling skills requires a continuous, measurable and directed training process made by coaches and given to athletes. exercise is one of the important factors in an effort to hone skills to be maximal, therefore training must be carried out intensively, namely continuous training that pays attention to the correct training principles. “the desire to be able to demonstrate the best performance at the desired time, is one of the rationale that underlies the terminology of planning and organizing training stages.” (matakupan et al., 2021). a wellprogrammed exercise has clear objectives, material according to the characteristics of the sport, sufficient time available, clear time division, and training strategies according to the material provided. exercises that are efficient, effective and safe and fun should be done, so that there is no saturation during exercise. "exercise that is carried out inappropriately will affect the development of athletes both gladi jurnal ilmu keolahragaan, 12 (05), desember354 edenyce krismartini eduard, widiastuti, johansyah lubis physiologically and psychologically." (hasibuan et al., 2009). the variety of exercises provided by the coach should create interest in the athlete, so that the athlete does not feel bored with the training program. according to x yu in johansyah lubis, “in addition to feeling bored, fatigue due to sports activities will give up the athlete's physical and psychology, which causes a decrease in the athlete's functional ability and even causes physical injury.”(lubis, sukur, & fitrianto, 2021). these variations are designed to improve bowling skills, create a sense of pleasure so that the material provided does not feel bored and happy so that children can easily and understand what has been explained and can be realized. “the training model is a long-term process length continuously and changes continuously because the training model will develop associated with the athlete.”(lubis & fitrianto, 2018). researchers are interested and focused on providing bowling technique exercise with a game approach to players aged 12-15 years. researchers will create a pleasant and comfortable atmosphere but remain serious in achieving the goals of the training program so that athletes can understand and absorb what has been given according to an approach to the child's developmental stage. exercises that are comfortable and fun but do not forget the concept of the goal of improving the bowling skills being trained, one of which is obtained with a game-based approach. “play is a term so often used so loosely that its main meaning may be lost. the essence of the main meaning of play is that the activities carried out provide pleasure without considering the end result” (hurlock, 2005). games are a form of learning tool in practice. “games have positive effects on child development in multiple dimensions cognitively, affectively, socially, and physically” (lestari & ratnaningsih, 2016). the process of training in accordance with the conditions of the athlete's development. game-based training is also a tool to train athletes to get used to competing. “games are a way of learning for children and in such a process children develop and socialize.”(ferkel et al., 2017). children at this age are very happy with competition, but must also be instilled in how to compete well as in the spirit of cricket, like how to respect friends, opponents and impires who lead the match. good competition in the gladi jurnal ilmu keolahragaan, 12 (05), desember355 edenyce krismartini eduard, widiastuti, johansyah lubis future will make athletes have good psychology and be able to control it. "the game still occupies the first position of children's interest, because the game itself can be done anytime and anywhere with the number of actors who do not have to be determined as well, and the game itself is fun so that it creates a lot of interest in children" (siregar et al., 2018). in long term athlete development "children aged 12-15 years in the training program are more directed at the “train to train” stage. children aged 12-15 years in sports this is known as "training the engine of machines" (nurjaya, 2009). the concept of longterm athlete development based on chronological age and child development is the basis for the creation of maximum and long-term sports achievements. the period of childhood is a period of great potential, in order to enable the development of the highest possible achievement. "guidance and development of early childhood training must be carried out in a planned, regular, systematic and deliberate manner." (mardanto & rumini, 2014). this age is optimizing the athlete's fitness as preparation for training in a specific position on the athlete's talent in the sport he is involved in. "towards adolescence, increasingly complex movements can be mastered with the ability to utilize movement skills according to their needs."(hidayat, 2017). therefore, it is necessary to identify the character of children aged 12-15 years who prefer to do a physical activity that is a fun game.using this method aims to create a sense of pleasure when carrying out these activities, in implementing the programs provided are not boring and feel happy so that they can be easily understood and carried out. by playing situations that arise will occur spontaneously. “the play approach is an approach that emphasizes more on the situation to solve the problems that arise.”(widiastuti & pratiwi, 2017). playing puts the main emphasis on social interaction and having fun to help enjoy learning new skills and encourage interaction between one another during the practice process. that the purpose of the exercise can be achieved properly and correctly so that a process of change occurs for the better than before. “so that in the child's stage the development of fundamentals should be directed at fun based or game-based activities” (widiastuti & setyantoko, 2011) gladi jurnal ilmu keolahragaan, 12 (05), desember356 edenyce krismartini eduard, widiastuti, johansyah lubis cricket bowling skill the player who throws the ball with the elbow position not bent and the straight arm (bowler) of the guarding team releases the ball to the player who hits the ball (batsman) of the batting team who must hit him with the bat to score, while other members of the ball guarding team (fielders) to maintain the score. the duration of the cricket game is not determined by time but uses over or displacement. over is defined as the number of 6 legal balls thrown by the bowler against the batsman standing from opposite sides, then after finished one over will switch to the other side. .“it is a field-based sport between 2 teams of 11 players, and the players are needed to field and bat throughout the game.” (ahamed et al., 2014). cricket is a contest or fight between bowlers or pitchers who are members of the guard team whose job is to throw the ball with the elbows not bent and arms straight to hold the opponent's score. throwing is a movement that directs an object that is held by swinging the hand in a certain direction (suparman, 2012). in doing the bowling skill movement the target is to throw the ball straight ahead, towards the bat's goal so that the bat is out and does not get a score. "throwing is a complex manipulative ability that uses one or two hands to throw an object away from the body into the air, the throw can be done under the hand, above the head, above the arm, or on the side." (widarmi, 2008). "throwing is a complex manipulative skill in which one or two hands are used to throw an object away from the body into a certain space." (hadziq & musadad, 2005). in the bowling skill movement, the ball is thrown using one hand from above the head with the elbow not bent and the arm straight, while the other hand serves as a guide and balance guard when the movement is carried out. throwing motion in cricket is very influential on victory. movements performed when performing bowling skill movements are using the strength of the hands and arms which require coordination of several elements of movement by throwing the ball, for example arm movements with fingers that must release the ball that is held at the right time, the position of the falling ball that is thrown will affect the batsman to strike. movement skills in sports require coordination of several parts of the body. this is due to the fact that the movement of the skill is not gladi jurnal ilmu keolahragaan, 12 (05), desember357 edenyce krismartini eduard, widiastuti, johansyah lubis possible only by one part of the body. "skill is one type of activity which in carrying it out requires coordination of several body parts or body parts as a whole." (sugiyanto, 2005). "movement skills are movements that follow certain patterns or forms that require coordination and control of part or all of the body that can be done through the learning process." (widiastuti, 2011). movement skills are sports skills in which there are basic sports movements that are carried out with a unified whole and precise technique that is carried out effectively and efficiently to produce accurate results. bowling skill is one of the skills that must be mastered by a cricket player. bowling skill is one of the components of the basic technique of cricket which is used to release the ball as well as possible so that it is difficult for the hitter to hit the ball and hold or suppress the opponent's points. in his book, art and science of cricket, bob woolmer says: “encourage children to bat and bowl, and keep a sharp eye out for those who seem to especially enjoy bowling. remember, batters are the 24carat gold in your team, but a truly gifted bowler will be the jewel in the crown.”(woolmers, 2008). so, bowling skills are one of the important things that affect the game of cricket. mastery of basic techniques is also to be able to provide variations in the game and apply tactics or strategies in matches. so that according to the target desired by players, teams and coaches to be able to get as many points as possible and win the game. “if the bowler is able to do bowling well, it will pressure the opponent because the opponent's score is not optimal. to get good bowling results, good technique mastery and mental and physical readiness are required.”(lubis, nayyiroh, et al., 2021) bowling is the movement of throwing a ball towards a stump with the aim of getting a wicket by means of a person's ability to throw and concentrate in order to be able to drop the ball with a line and length on each ball. the goal of the bowling side is to prevent the batsman from getting a score that goes on. the basic technique of good throwing is to build from an efficient and safe action, the ability to give the ball in a consistent line and a perpendicular line when throwing, physical fitness affects the ability to concentrate on each throwing the ball towards the bat. gladi jurnal ilmu keolahragaan, 12 (05), desember358 edenyce krismartini eduard, widiastuti, johansyah lubis the person who throws the ball or bowls is called a bowler. how to do bowling with the body sideways towards the batsman and the hands rotated from the bottom up with the elbows, with the feet not going past the popping crease (the boundary line for hitting and throwing) and the hands straight and then releasing the ball by bouncing on the pitch right in front of the batsman (batter), with the target hit the stump with the ball. the purpose of bouncing the ball across the pitch is to confuse the batsman so the batsman cannot hit the ball. the main goal of each pitcher is to consistently take the wickets with the smallest possible number of scores. to do this, he must develop good and safe technique, learn to concentrate on the line and the fall of each ball, and be able to think and throw according to a good strategy for the team to be victorious. it is said to be valid throwing, namely releasing the ball with the elbow not bent and the arm straight and the ball is released towards the bat. the thrower releases 6 valid balls, it is called 1 over. according to ferdinands in the marylebone cricket club “bowling in cricket involves the circumduction of a straight arm about the glenohumeral joint to propel a 155.9–163.0g leather ball at a batter, who stands some distance away (approximately 17–18m) ready to strike the ball with a bat”(ferdinands & kersting, 2007). when you are doing bowling, the position of the arm must be straight and should not be bent. the important things that are the main keys to bowling skills are: 1. concentration, the thrower must focus on the direction of the ball when making the move. 2. alignment, the thrower must maintain the position of the arms with the body in a straight line when doing run-ups. the thrower must be in a hip and shoulder position at the same time as landing on the back foot. keep your balance, keep your head high and stable, with your eyes level and towards the target. 3. power, the acceleration is done gradually during run-up. the jump made at the time of throwing. pull your forearm firmly below the target line and keep your elbows close to your body. rotate arms and shoulders vertically towards the target. bowling skill is the process of a series of movements starting from how to hold the ball, then the process of the thrower starts running or walking, doing gladi jurnal ilmu keolahragaan, 12 (05), desember359 edenyce krismartini eduard, widiastuti, johansyah lubis the throwing process until the final process of the ball reaching the bat is a series of movements. the most basic way of holding a cricket ball is: 1. the ball is held in a vertical position at the seam of the ball, the first two fingers are on either side of the seam above the ball. 2. assisted by the position of the thumb in the seam of the bottom of the ball. 3. keep the grip relaxed and light with the ball resting on your fingers, not your palms. figure 1. how to hold a cricket ball seen from behind, from the front and from the side. source: alec astle, coaching a cricket team, (cristchurch, new zealand: spectrum print) 2004, p. 147 after how to hold the ball, the next thing to know is how to do a good and correct bowling motion, the steps are as follows: 1. run-up start the step with a small running motion to gain momentum, when running, swing your arms close to your body, keep your head steady and keep your eyes on the target. 2. bound sideways position, feet shoulder-width apart, hind legs parallel to the stump, front legs pointing forward towards the bat, head upright position, eyes parallel to and pointing at the bat, the hand holding the ball is near the chest under the shoulder. 3. coil spread your arms, the position of the front arm that is not holding the ball is reached and raised as high as possible, the eyes are parallel and the chin is in contact with the front shoulder, the arm holding the ball is pushed past the back of the hip. 4. release the arm is then rotated, the elbow of the front arm is pulled up to the front hip, the arm holding the ball is swung up and must touch the ear, making a movement like a wheel that is rotated, then the ball is released. 5. follow through the movement is continued with the position of the front arm moving down past the front hip, followed by the arm that has thrown the ball past the body to the front of the pelvis, the hip position is rotated, the eye position gladi jurnal ilmu keolahragaan, 12 (05), desember360 edenyce krismartini eduard, widiastuti, johansyah lubis remains parallel and focused on the target and hitter. figure 2. the bowling motion. source: ian pont, coaching youth cricket, (usa: human kinetics, inc.) 2010, p. 97 one of the tasks of a bowler is to turn off the bat by dropping as many bats as possible. this task will become easier if the bowler has control over the line and length of the ball being thrown, this will make the batsman's task more difficult to score. line is the direction of the ball that is straight with the batting stump, while length is the area where the ball falls and bounces. according to amir bhat, “bowling in cricket has a vital role. if the bowler is able to bowl in the right line and length of the pitch, more and more chance of deception for the batsman is obvious.”(bhat, 2017). bowling in cricket has a vital role. if the player can bowl in the right line and throw length, there is more chance to confuse the hitter in making decisions in hitting. 1. line or ball direction line parallel lines are drawn straight between one goal and another. when throwing a bowler, if the direction of the ball is consistently thrown in the correct line position, it will be difficult for the bat to hit the ball and score. figure 3. line or the direction of the ball. source: priya singh, missouri youth cricket association bowling skill, (missouri, usa: myca) 2014, p. 97 2. length or the area where the ball falls and bounces the length of the fall of the ball will determine the type of stroke from the bat, stroke with the foot forward or backward. there are 5 types of areas that the thrower can aim for, namely; 1) long hop/bouncer, 2) short of length, 3) good length, 4) full of length/half volley, 5) full toss. the length of the fall of the ball can also depend on the type of thrower, for a fast bowler to take advantage of the speed of the throw and the bounce of the ball while for a spin bowler to throw the ball at a good length position and trick the hitter in the position of the ball in the air and the ball falls that rotates. ideally the good length position is in a position 2-3 meters in front of the gladi jurnal ilmu keolahragaan, 12 (05), desember361 edenyce krismartini eduard, widiastuti, johansyah lubis bat. this position makes it difficult for the hitter to decide what type of stroke he will use. there are several types of pitch used during matches, namely concrete pitches made of cement and covered with synthetic grass, pitches made of compacted soil. “the cricket pitch is divided in various zones or spots where a bowler can bowl to get maximum benefit.”(bhat, 2017). figure 4. length or the area where the ball falls and bounces. source: ian pont, coaching youth cricket, (usa: human kinetics, inc.) 2010, p. 97 so, to become a smart bowler we must know the basic important things that will certainly support future achievements. bowling movements that are good and correct when done will certainly also minimize injuries that will occur. the strategy of placing the ball line and the direction of the ball's falling bounce is also one of the game strategies that should be learned by a bowler. skill comes from the word skilled which means capable in completing tasks, capable and agile. “skills are activities related to the nerves and muscles (neuromuscular) which are usually seen in physical activities such as writing, typing, sports, and so on. even though they are motor in nature, these skills require careful coordination of movements and high awareness” (rubiana, 2017). movement skills in sports require coordination of several parts of the body. skills in sports are a process of movement and proof in the best possible practice to complete tasks with certainty in sports (ridwan, 2016). method the research approach to developing a game-based cricket bowling skill exercise model for children aged 12-15 years use the research and development model from borg and gall which consists of 10 steps: figure 5. instructional design r and d (borg & gall) source: walter r. borg and meredith d. gall, educational research: an introduction, 7th edition. (new york: longman inc., 2007) gladi jurnal ilmu keolahragaan, 12 (05), desember362 edenyce krismartini eduard, widiastuti, johansyah lubis research and development in this exercise uses the research & development (r & d) model of borg and gall which consists of ten steps.1) research and information collecting, 2) planning, 3) develop premier form of product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, and 10) dissemination and implementation. the data analysis used is qualitative and quantitative. needs analysis, model making, expert validation, testing in small groups, followed by large groups in the form of qualitative data. then test the effectiveness in the form of quantitative data, namely the "one group pretestposttest design". effectiveness test by conducting pre-test and post-test on 40 athletes. table 1 research design in model effectiveness test. source: sumadi suryabrata, research methods. jakarta: pt. raja grafindo persada, 2014. h. 101. result and discussion the results of the development of the bowling cricket exercise model based on games for children aged 12-15 years have the aim of producing an effective bowling skill, presented using data from the needs analysis through interviews by cricket coach and findings in the field. the next step is the model planning stage. the model planning phase is carried out before the product trial is carried out. planning and drafting a model are a stage that is carried out in order to provide clear guidance in conducting research and development. in the initial step, the researcher compiled a product of the bowling cricket exercise model based on games for children aged 12-15 years, the researcher made a structured product design of 17 exercise model items. the next step is to conduct expert testing with the aim of obtaining the feasibility or validity of the model based on assessment and advice from experts. the researcher presented 3 experts in the assessment of the feasibility product, they are two lecturers of the faculty of sport sciences at the state university of jakarta, and one national cricket coach of indonesia. the research subjects in this study were children aged 12-15 years in cricket extracurricular activities subjek pre-test perlakuan pre-test r1 o1 p o2 gladi jurnal ilmu keolahragaan, 12 (05), desember363 edenyce krismartini eduard, widiastuti, johansyah lubis in dki jakarta province and central java province were collected using the interview method with coach and advice from experts. subject for group trials and effectiveness are (1) small group trials of 16 children at sd negeri 15 pagi pondok bambu, (2) large group trials of 25 children at smp negeri 2 kebakkramat, and (3) tests effectiveness of 40 children at karanganyar cricket club. the effectiveness test model uses the skills result of cricket bowling. small group trial after the product design and evaluated by expert in the next step revision the model will be tested in a small group trial with 16 research subjects. based on the results of evaluations and small group trials conducted by researchers it can be said that 15 model items are feasible to use, and 2 item is a fall model because in the process of implementing the standing position which is dangerous for the safety of the athlete, and the unavailability of a wall on the field so that when bowling to the target the ball will come out of the game area. the game-based cricket bowling skill exercise model for children aged 12-15 years has been improved based on the evaluation results at the small group trial stage, then continued with the large group trial phase. large group trial based on the results of the small group trials 15 models were obtained that were feasible as well as some refinement of training items according to the advice and input of experts and coaches. at this stage researchers used the subject of research as many as 25 athletes ages 12-15 years. the results of a large group trial conducted on the game-based bowling cricket skill exercise model for children aged 12-15 years, based on the results of expert evaluations and input from the trainers, all models are feasible to use. tests effectiveness by bowling skill result the research subjects used by researchers to test the effectiveness of the game-based bowling cricket exercise model for children aged 12-15 years as many as 40 athletes. the pre-test was carried out before the implementation of 15 items of the game-based bowling cricket exercise model. the test was conducted to determine the children's initial abilities and final abilities after being given treatment in 16 meetings. gladi jurnal ilmu keolahragaan, 12 (05), desember364 edenyce krismartini eduard, widiastuti, johansyah lubis data from the test results on the effectiveness of the model are shown in the following table: table 2. results of paired sample statistical pretest and post-test on bowling skills results paired samples statistics mean n std. deviation std. error mean pair 1 pretes _hasil 2.23 40 1.143 .181 post_h asil 4.47 40 1.062 .168 the table above shows the results of the experimental group pretest and post-test of athlete when performing the bowling skill test. the average test results of 40 athletes aged 612 years before being treated were 2.23. after being given a 15 item of the gamebased bowling cricket exercise model, the post-test data revealed that the child's bowling skill increased marked by an increase in the average record yield of 4.47. based on the description above there are differences in the results of the bowling skill test between the pre-test and post-test that the training model developed is effective and can increase the bowling skill of athlete. table 3. results of paired sample statistics (pretest) and (post-test) on bowling skills results in the mean difference test with spss, the mean = 2.250 shows the difference from the pre-test and post-test results, the results of t-count = 14.512, df = 39 and p-value = 0.00 < 0.05, which means there are significant differences between before and after the treatment of the game-based bowling cricket exercise model for children ages 12-15 years. “with the advent of the design of the preceding test of the bowling accuracy in cricket, coaches & players would find themselves in a much better place to improve & preserve their confidence level during the bowling skill and moreover the selection process will become more objective in cricket.”(murtaza et al., 2014). conclusion based on these results it can be concluded the game-based bowling cricket exercise model for children ages 12-15 years is effective and can increase the bowling skill. the developed paired samples test paired differences t d f sig. (2tailed ) mean std . de via tio n st d. er ro r m ea n 95% confidence interval of the difference lo wer upp er pair 1 pretes_ hasil post_h asil 2.250 .98 1 . 155 2.56 4 1.936 14.5 12 3 9 .000 gladi jurnal ilmu keolahragaan, 12 (05), desember365 edenyce krismartini eduard, widiastuti, johansyah lubis training model has significant effectiveness. the game-based bowling cricket exercise model for model for children ages 12-15 years can developed and applied in practice bowling skills in cricket and athletes can practice bowling skill exercise model automatically effective and efficient. references ahamed, n. u., sundaraj, k., ahmad, b., rahman, m., ali, m. a., & islam, m. a. (2014). surface electromyographic analysis of the biceps brachii muscle of cricket bowlers during bowling. australasian physical and engineering sciences in medicine, 37(1), 83–95. https://doi.org/10.1007/s13246 -014-0245-1 bhat, a. m. 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(2008). art and science of cricket (1st ed.). struik publisher. 14 model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi fakultas ilmu keolahragaan universitas negeri jakarta hernawan 1 abstrak.penelitian ini bertujuan untuk membuat model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi fakultas ilmu keolahragaan universitas negeri jakarta yang lengkap dengan spesifikasinya diharapkan dapat digunakan sebagai referensi dalam proses perkuliahan mahasiswa program studi olahraga rekreasi. penelitian dan pengembangan ini menggunakan metode penelitian pengembangan research & development (r & d) dari borg and gall. subyek dalam penelitian dan pengembangan ini adalah mahasiswa program studi ilmu keolahragaan konsentrasi olahraga rekreasi fakultas ilmu keolahragaan universitas negeri jakarta. instrumen yang digunakan dalam penelitian dan pengembangan ini adalah angket yang digunakan untuk mengumpulkan data, adapun tahapan dalam penelitian dan pengembangan ini adalah, pada tahap: (1) analisis kebutuhan, (2) evaluasi ahli (evaluasi produk awal); (3) ujioba terbatas (ujicoba kelompok kecil); dan (4) ujicoba utama (field testing). berdasarkan hasil pengembangan dapat disimpulkan bahwa: model kegiatan outdoor games activities layak digunakan untuk proses perkuliahan mahasiswa program studi olahraga rekreasi fakultas ilmu keolahragaan universitas negeri jakarta kata kunci: pengembangan, model, outdoor games activities 1 hernawan adalah dosen fakultas ilmu olahraga, universitas negeri jakarta hernawan. model kegiatan outdoor games activities ....................... 15 pendahuluan dalam uu no. 3 tahun 2005 tentang sistem keolahragaan nasional, dinyatakan secara tegas bahwa olahraga rekreasi merupakan salah satu kegiatan dalam ruang lingkup olahraga selain olahraga pendidikan dan olahraga prestasi (pasal 17). berdasarkan definisi, tujuan, pembinaan dan pengembangan olahraga rekreasi, terlihat jelas bahwa olahraga rekreasi merupakan rangkaian yang tidak dapat dipisahkan dari kebutuhan hidup manusia. secara lebih jauh, pembinaan dan pengembangan olahraga rekreasi diatur dalam pasal 26. selain itu, pentingnya peran olahraga rekreasi ini dapat dilihat ketika olahraga rekreasi juga dijadikan sarana untuk pengembangan olahraga pendidikan. hal ini ditegaskan dalam pasal 25 ayat 8 yang menyatakan: "pembinaan dan pengembangan olahraga pendidikan dapat memanfaatkan olahraga rekreasi yang bersifat tradisional sebagai bagian dari aktifitas pembelajaran". dalam uu tersebut, juga ditegaskan bahwa olahraga rekreasi dapat dilaksanakan oleh setiap orang, satuan pendidikan, lembaga, perkumpulan, atau organisasi olahraga (pasal 19 ayat 2). hal ini memberi dukungan sekaligus peluang yang besar untuk mengembangkan olahraga rekreasi. dalam mewujudkan tantangan, serta peluang tersebut di atas, di fakultas iimu keolahragaan universitas negeri jakarta selain membuka program studi olahraga rekreasi juga diajarkan mata kuliah teori dan praktek olahraga rekreasi, yang bertujuan membekali mahasiswa dengan pengetahuan teori maupun praktek di lapangan hal-hal yang berhubungan dengan kegiatan rekreasi. pada saat ini, pelaksanaan pembelajaran atau perkuliahan olahraga rekreasi di fakultas ilmu keolahragaan universitas negeri jakarta dirasakan kurang maksimal, ini dapat dilihat dari interaksi dan proses perkuliahan yang monoton dan berpusat pada dosen sebagai satusatunya sumber informasi, mahasiswa cenderung pasif dan hanya menerima pengetahuan dari dosen yang bersangkutan. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 16 situasi ini mendorong peneliti untuk mengembangkan model pembelajaran olahraga rekreasi yang mampu mengakomodasi tujuan perkuliahan serta menciptakan situasi dan kondisi pembelajaran berjalan menjadi menyenangkan, tidak terpusat pada dosen, mendorong mahasiswa berinteraksi satu sama lainnya. konsep model yang dikembangkan “model adalah perbuatan yang kompleks. perbuatan yang kompleks dapat diterjemahkan sebagai penggunaan secara integratif sejumlah komponen yang terkandung dalam perbuatan pengajar itu untuk menyampaikan pesan pengajaran”. oleh karena itu dalam dunia pengajaran ada baiknya guru menggunakan suatu prototipe dari suatu teori atau model. disebut model karena hanya merupakan garis besar atau pokok-pokok yang memerlukan pengembangan yang sangat situasional. menurut meyer dalam tite “model dapat dimaknai sebagai objek atau konsep yang digunakan untuk mempresentasikan sesuatu hal yang nyata dan dikonversi untuk sebuah bentuk yang lebih komprehensif”. model pembelajaran yang dilakukan merupakan peengembangan dari strategi pembelajaran yang sudah ada. model disusun oleh guru sesuai dengan permasalahan pembelajaran. model pembelajaran dilakukan untuk mengoptimalkan pembelajaran sesuai dengan standar kurikulum. oleh karena itu model pembelajaran dapat bermanfaat untuk menciptakan lingkungan belajar yang kondusif dan efektif agar tujuan pembelajaran tercapai. berkembangnya ilmu pengetahuan dan teknologi pada dasarnya ikut memacu perkembangan ekonomi yang semakin cepat. pesatnya kemajuan ekonomi di suatu negara juga tak bisa dilepaskan dengan dukungan aktifitas pekerjaan masyarakatnya. ini berarti setiap orang dituntut untuk mampu bekerja semakin maksimal guna memenuhi perkembangan tersebut. kondisi ini tentu saja menciptakan tuntutan yang berhubungan erat satu sama lainnya, yakni tuntutan pekerjaan yang semakin hernawan. model kegiatan outdoor games activities ....................... 17 tinggi dan tuntutan atas terpenuhinya harapan tingkat ekonomi yang baik pula. umumnya, jika seseorang ingin mewujudkan kondisi tingkat ekonomi tertentu, maka semakin tinggi pula tuntutan pekerjaan pada dirinya. akibatnya, banyak orang menghabiskan waktu bekerja dalam hidupnya guna memenuhi tuntutan tersebut. keberhasilan meraih finansial yang baik tidak berarti dapat terbebas dari perubahan perilaku dan gaya hidup, seperti mulai jarangnya berolahraga, berperilaku konsumtif, pola makan yang buruk, dan kurangnya waktu istirahat. realitas ini dapat ditemui pada mereka yang beraktifitas di sejumlah kota besar di indonesia seperti jakarta, bandung, semarang, surabaya, makasar, dan medan. perubahan perilaku dan gaya hidup tersebut dalam kondisi tertentu umumnya berakibat pada kelelahan yang tidak sekedar fisik, namun juga kelelahan psikis yang seringkali membutuhkan solusi yang bersifat segera guna mempertahankan produktivitas kerja yang ada. pada saat seperti itulah, orang biasanya membutuhkan rekreasi di waktu luang yang dimilikinya. istilah atau kata rekreasi hingga kini belum ada perumusan yang jelas dan tegas. beberapa pihak mengemukakan bahwa rekreasi dirasakan sebagai suatu bentuk pengalaman, sebagai spirit hidup, sebagai pemulihan keteganganketegangan dalam bekerja dan ada juga yang memandang rekreasi sebagai lawan dari bekerja. rekreasi adalah suatu aktivitas atau kegiatan yang bersifat fisik, mental maupun emosional yang dilakukan pada waktu senggang dan didorong oleh keinginan atau suatu motif atau bentuk dan macam aktivitas, dilakukan secara bebas, tanpa paksaan, yang didasari oleh diri sendiri secara sukarela, yang bersifat universal, kegiatan rekreasi tersebut semata-mata ingin mendapatkan kepuasan atau kesenangan. dari uraian di atas bahwa rekreasi merupakan suatu aktivitas yang dilakukan pada waktu senggang yang dilakukan tanpa paksaan, kegiatan tersebut semata-mata ingin mendapatkan kepuasan dan gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 18 kesenangan. rekreasi merupakan suatu aktivitas untuk pengisian waktu senggang. aktivitasnya antara lain seperti: olahraga, seni musik, seni drama, seni tari atau pergi ke suatu tempat dengan maksud untuk menghilangkan keteganganketegangan dan sebagai selingan pekerjaan sehari-hari, yang akhirnya akan mendatangkan kesenangan dan kepuasan bagi pelakunya mengenai rumusan atau arti dari pada rekreasi beberapa ahli memberikan rumusannya masingmasing. namun demikian satu sama lain mengemukakan bahwa rekreasi merupakan pengisian waktu senggang dan bermaksud untuk mendapatkan kesenangan dan kepuasan bagi pelakunya. rekreasi dapat di tafsirkan sebagai suatu bentuk pengalaman atau aktivitas pengisian waktu terluang, yang dipilih oleh individu karena ia ingin mendapatkan kesenangan dan kepuasan secara langsung. higham dan hinch berpendapat bahwa: rekreasi adalah aktivitas suka rela yang berhubungan dengan pengisian waktu terluang, bermotif untuk mendapatkan kepuasan atau kesenangan. rekreasi merupakan hal yang penting dan menjadi kebutuhan setiap individu. setiap orang ingin mendapatkan kesenangan, kepuasan, ingin menghilangkan keteganganketegangan baik ketegangan fisik maupun ketegangan mental atau sebagai selingan pekerjaan sehari-hari untuk memperoleh keseimbangan dan kesegaran fisik mental. kesemuanya itu dapat diperoleh melalui kegiatan rekreasi yang sesuai dengan pilihannya masing-masing: aktivitas rekreasi bukan merupakan aktivitas yang harus dikerjakan setiap hari. aktivitas tersebut hanya dilakukan sebagai pengisian waktu terluang dan apabila hal ini di kehendakinya. di samping itu aktivitas tersebut dapat bergantiganti menurut kemauannya. bila ada keinginan melakukan aktivitas tadi maka orang dengan suka rela melakukannya dan apabila tidak ingin melakukannya maka tidak perlu dilakukan. dengan demikian melakukan rekreasi tidak ada unsur paksaan apa yang harus dilakukan atau diberikan sanksi apabila orang tersebut tidak melakukannya seperti dikatakan hernawan. model kegiatan outdoor games activities ....................... 19 oleh hall dan page sebagai berikut: recreation is what you do when nobody and no social presure tell you what you must do. rekreasi menghendaki aktivitas dan tidak selalu non aktif. aktivitas rekreasi tidak mempunyai bentuk dan macam tertentu, artinya setiap orang dapat melakukan kegiatan rekreasi yang sesuai dengan kegemarannya. rekreasi dilakukan karena terdorong oleh keinginan atau mempunyai motif, motif tersebut sekaligus memilih gerakan atau bentuk dan macam aktivitas yang hendak dilakukan. rekreasi hanya dilakukan pada waktu senggang (leisure time), hal ini berarti kegiatan yang tidak dilakukan dalam waktu senggang tidak digolongkan pada kegiatan rekreasi. rekreasi dilakukan secara bebas dari segala bentuk macam paksaan, bila seseorang tidak melakukan kegiatan rekreasi tidak akan di kenakan sanksi apapun. rekreasi bersifat universal, artinya rekreasi tidak terbatas oleh umur, jenis kelamin, pangkat ataupun kedudukan sosial seseorang. rekreasi dilakukan secara sungguh-sungguh dan mempunyai maksud-maksud tertentu. dalam rekreasi ada unsur flexibel, ini berarti bahwa rekreasi tidak dibatasi oleh tempat (indoor recreation dan outdoor recreation). dimana saja rekreasi dapat dilakukan sesuai dengan bentuk dan macam kegiatan rekreasi yang dipilihnya. rekreasi dapat dilakukan sendiri atau secara bersama-sama (kelompok). kegiatan rekreasi tidak dibatasi oleh kemampuan seseorang, rekreasi tidak dibatasi oleh fasilitas atau alat-alat tertentu, rekreasi dapat di lakukan dengan alat-alat yang sederhana maupun dengan alat-alat modern. manusia hidup pada dasarnya memerlukan olahraga, agar tubuh tetap sehat dan tidak mudah terserang olah penyakit. olahraga yang teratur mampu mengembangkan kondisi tubuh kembali dalam keadaan segar setelah melakukan aktifitas sehari-hari yang melelahkan. olahraga merupakan suatu kegiatan manusia dan olahraga mempunyai pengaruh terhadap pribadi pelakunya, hal ini telah dikemukakan oleh abdulkadir ateng sebagai berikut: olahraga adalah kegiatan gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 20 jasmani atau kegiatan fisik manusia yang berpengaruh terhadap kepribadian dari pelakunya, sudah barang tentu kegiatan fisik dalam olahraga adalah kegiatan yang menuntut kesanggupan jasmaniah tertentu untuk menggunakan tubuh secara menyeluruh. kegiatan jasmani merupakan kegiatan utama dalam olahraga hingga apabila seseorang baru selesai berolahraga, wajar bila orang tersebut berkeringat. olahraga dilakukan dalam bentuk-bentuk pertandingan, permainan, perlombaan ataupun campuran dari ketiga-tiganya. olahraga dapat mempengaruhi kehidupan seseorang, karena kehidupan seseorang sangat dipengaruhi oleh fisik, psikologis dan sosial, hal ini sesuai dengan dasardasar olahraga yang kemukakan oleh john horne dkk, adalah: 1. olahraga bersifat fisik: pertumbuhan fisik yang harmonis, yaitu pengaruh yang sangat baik terhadap pertumbuhan otot-otot, peredaran darah, pernafasan, pencernaan, reaksi dan sebagainya. 2. olahraga bersifat rohani: seperti keberanian, ketekunan hati, percaya pada diri sendiri atau pada orang lain, jujur dan lainlain. 3. olahraga bersifat sosiologis: memperbanyak pergaulan dan mengisi waktu luang. selain dapat mempengaruhi kehidupan seseorang olahraga juga mempunyai fungsi yang sangat penting yaitu sebagai reaksi, pelepasan dan pembebasan dari berbagai pikiran. dalam kegiatan olahraga sebagai rekreasi, seseorang dapat bertemu dengan orang-orang lainnya untuk pergaulan yang menyegarkan dan menggembirakan. kegiatan olahraga rekreasi juga tempat untuk melahirkan kegiatan yang memberi kesempatan untuk menyalurkan potensi yang ada pada dirinya dan juga sebagai tempat untuk menyatakan dirinya sehingga mendapat perlakuan atau penghargaan sebagai seorang pribadi. toho cholik mutohir mendefinisikan olahraga sebagai berikut: olahraga adalah proses sistematik yang berupa segala kegiatan atau usaha yang dapat mendorong, membangkitkan, mengembangkan, dan membina hernawan. model kegiatan outdoor games activities ....................... 21 potensi-potensi jasmaniah dan rohaniah seseorang sebagai perorangan atau anggota masyarakat dalam bentuk permainan, perlombaan/pertandingan, dan kegiatan jasmani yang intensif untuk memperoleh rekreasi, kemenangan, dan potensi puncak dalam rangka pembentukan manusia indonesia seutuhnya yang berkualitas berdasarkan pancasila. olahraga merupakan kegiatan manusia yang wajar sesuai dengan kodrat illahi untuk mengembangkan dan membina potensi-potensi fisik, mental, dan rohaniah manusia demi kebahagiaan dan kesejahteraan pribadi dan masyarakat. apabila olahraga dilakukan secara baik dan teratur akan dicapai tingkat kesehatan dan kesegaran jasmani yang tinggi. juga ditanamkan sikap mental yang baik, seperti kejujuran semangat juang sportivitas dan kerjasama antar sesama. menurut leonard yang dikutip singgih yang secara khusus mengemukakan bahwa olahraga merupakan petualangan tubuh dan jiwa manusia (the adventures of body and mind) menuju suatu kesatuan harmonis. dalam petualangan menuju harmonisasi tubuh dan jiwa ini seorang individu harus melalui serangkaian pengalaman baik yang bersifat cobasalah maupun secara lebih terarah untuk dapat menemukan potensipotensi yang tersembunyi dalam dirinya. sementara itu menurut santoso dan kawan-kawan: olahraga adalah serangkaian raga yang teratur dan terencana yang dilakukan orang untuk mencapai suatu maksud dan tujuan tertentu. sedangkan menurut dewan yang dikutif rusli dalam bukunya olahraga sebagai aktifitas spontan, bebas, dan dilaksanakan selama waktu luang. berdasarkan tujuan yang hendak dicapai, maka olahraga dibagi menjadi: olahraga prestasi tekanannya pada bidang prestasi, olahraga rekreasi tekanannya pada rekreasi, olahraga kesehatan tekanannya pada pencapaian kesehatan, dan olahraga pendidikan tekanannya pada tujuan pendidikan. intensitas olahraga itu sendiri akan sangat tergantung pada tujuan yang hendak dicapai. sedangkan gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 22 manfaat bagi derajat kesehatan dinamis akan sangat tergantung pada intensitas pelaksanaannya meskipun amat beragam bentuk dan jenis olahraga, tetapi masih dapat diidentifikasi persamaan umum yang menunjukan ciri khas olahraga yang dibentuk olah sebuah kriteria yaitu makna bermain dan permainan. kriteria yang paling otentik adalah bahwa kegiatan olahraga tersebut didasarkan pada faktor kebebasan dan kesengajaan atas dasar kesadaran pelakunya untuk berbuat. komisi disiplin ilmu keolahragaan menjelaskan tentang aktifitas-aktifitas olahraga dan tujuannya yang didefinisikan sebagai berikut: 1. olahraga pendidikan adalah proses pembinaan menekankan penguasaan keterampilan dan ketangkasan berolahraga nilai nilai kependidikan melalui pembekalan pengalaman yang lengkap sehingga yang terjadi adalah proses sosialisasi melalui dan kedalam olahraga. 2. olahraga kesehatan adalah jenis kegiatan olahraga yang lebih menitikberatkan kepada upaya mencapai tujuan kesehatan dan fitness yang tercakup kedalam konsep well being melalui kegiatan berolahraga. 3. olahraga rekreatif adalah jenis kegiatan olahraga yang menekankan pencapaian tujuan yang bersifat rekreatif atau manfaat dari aspek jasmaniah dan sosial psikoligis. 4. olahraga rehabilitatif adalah jenis kegiatan olahraga atau latihan jasmani yang menekankan tujuan bersifat terapi atau aspek psikis dan prilaku. 5. olahraga kompetitif adalah jenis kegiatan olahraga yang menitik beratkan peragaan ferforma dan pencapaian prestasi maksimal yang lazim dikelola oleh organisasi olahraga. olahraga dilakukan karena berbagai alasan penting dari sisi pelakunya. nilai-nilai dan manfaat (kemaslahatan) yang diperoleh para pelaku itu didapat dari partisipasi atau keterlibatan aktif sebagai pelaku dalam beberapa kegiatan yang bersifat hiburan, pendidikan, rekreasi, kesehatan, hiburan sosial, pengujian kemampuan diri atau kemampuan diri dibandingkan dengan orang lain. hernawan. model kegiatan outdoor games activities ....................... 23 dengan kata lain olahraga menjadi wahana untuk mengalami aspek pengalaman manusiawi. wilkerson dan dodder yang dikutif harsuki, dalam penelitianya menjelaskan fungsi dan tujuan olahraga adalah sebagai berikut: 1. pelepasan emosi, olahraga adalah salah satu cara untuk menyatakan emosi dan mengendorkan ketegangan. 2. menunjukkan identitas, olahraga memberikan kesempatan untuk dikenal dan untuk menunjukan kualitas diri. 3. kontrol sosial, olahraga memberikan cara untuk mengontrol orang dalam suatu masyarakat bila ada penyimpangan prilaku. 4. sosialisasi, olahraga berperan sebagai salah satu cara untuk terjadi kontak sosial sesama penggemar olahraga. 5. agen perubahaan, olahraga menghasilkan perubahaan sosial, pula prilaku baru, dan menjadi satu faktor yang mengubah jalan sejarah. umpamanya, olahraga memungkinkan untuk berinteraksi dari semua jenis manusia dan untuk mobilitas keatas berdasarkan kemampuan. 6. semangat kolektif, olahraga menciptakan semangat kebersamaan yang membuat orang bersatu untuk mencapai tujuan bersama. 7. sukses, olahraga memberikan perasaan berhasil, baik sebagai pemain maupun sebagai penonton, bila seorang pemain regu memperoleh sukses. olahraga dapat digunakan untuk memenuhi kebutuhan praktis dalam kehidupan karena memiliki daya tarik untuk mengembangkan berbagai kemampuan, menumbuhkan harapan harapan, memberikan pengalaman yang mengembangkan, meningkatkan kesegaran jasmani dengan mengikut sertakan sistem otototot dan belajar yang dihasilkan dari ikut sertanya dalam kegiatan olahraga. olahraga rekreasi sendiri dimulai dari inggris ketika para tuan tanah banyak sekali yang memiliki waktu luang dan mengisi dengan aktifitas fisik di halaman istana yang luas. maka, terciptalah olahraga rekreasi yang dikenal di eropa dengan aksi trim, di amerika dikenal dengan recreational sport, dan biasanya dengan istilah umum disebut "sport for all”. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 24 dalam olahraga rekreasi, peraturan permainan tidak berlaku ketat sebagaimana olahraga prestasi. hal ini sejalan dengan tujuannya yang bersifat rekreatif yaitu untuk memunculkan manfaat dari aspek jasmaniah, sosial dan psikologis. dalam olahraga rekreasi, unsur bermain biasanya terkait sangat erat di dalamnya. pentingnya bermain itu sendiri didukung oleh pendapat beberapa ahli pendidikan adalah jhon dewey, yang menyatakan bahwa bermain adalah sarana stimulasi untuk merangsang munculnya sikap individu yang sebenarnya disebabkan individu yang bersangkutan merasa enjoy dalam menjalankannya. jadi melalui bermain, perkembangan individu juga dapat dilihat, karena itu bermain merupakan sarana belajar secara alami. bermain lebih dari sekedar aktifitas biologis, akan tetapi juga dapat digunakan untuk mencapai tujuan sosial dan budaya. selain itu bermain tidak sekedar mempertahankan aktifitas, melainkan juga mengarahkan setiap orang untuk memperoleh insight dan pengalaman baru dari luar. hal ini dimungkinkan mengingat individu berpartisipasi secara langsung di dalamnya. maka tidak mengherankan jika rekreasi biasanya menjadi pilihan utama untuk memunculkan potensi kreatif seseorang. piaget dalam mayesty mengatakan bahwa bermain adalah suatu kegiatan yang dilakukan berulang-ulang dan menimbulkan kesenangan/ kepuasan bagi diri seseorang, sedangkan parten memandang kegiatan bermain sebagai sarana sosialisasi, diharapkan melalui bermain dapat memberi kesepakatan bereksplorasi, menemukan, mengekspresikan perasaan, bereaksi, dan belajar secara menyenangkan. selain itu, kegiatan bermain dapat membantu anak mengenal tentang diri sendiri, dengan siapa ia hidup serta lingkungan tempat dimana ia hidup. selanjutnya buhler dan danziger dalam roger dan sawyers, berpendapat bahwa bermain adalah kegiatan yang menimbulkan kenikmatan; sedangkan freud menyakini bahwa walaupun bermain tidak sama dengan bekerja tetapi hernawan. model kegiatan outdoor games activities ....................... 25 menganggap bermain sebagai sesuatu yang serius. fleer berpendapat bahwa bermain merupakan kebutuhan, karena melalui bermain akan memperoleh pengetahuan yang dapat mengembangkan kemampuan dirinya. bermain merupakan suatu aktifitas yang khas dan sangat berbeda dengan aktifitas lain seperti belajar dan bekerja yang selalu dilakukan dalam rangka mencapai suatu hasil akhir. vygotsky dalam naughton percaya bahwa bermain membantu perkembangan kognitif anak secara langsung, tidak sekedar sebagai hasil dari perkembangan kognitif seperti yang dikemukakan oleh piaget. ia menegaskan bahwa bermain simbolik memainkan peran yang sangat penting dalam perkembangan berpikir abstrak. manfaat olahraga rekreasi sendiri telah dibuktikan diantaranya hasil penelitian achmad sanoesi yang menyimpulkan bahwa olahraga rekreasi berhasil meningkatkan semangat kerja guru. dengan melakukan olahraga rekreasi di waktu luang, guru lebih bersemangat menjalankan tugasnya termasuk lebih rileks untuk mengatasi berbagai permasalahan mahasiswa yang dihadapinya sehari-hari. olahraga rekreasi merupakan aktivitas olahraga yang diselenggarakan untuk menggalakkan minat dan kegembiraan pelakunya. olahraga rekreasi terbagi dalam lima kelompok yakni (1) olahraga instruksional, (2) informal, (3) intramural, (4) ekstramural, (5) olahraga di klub. bentuk permainan disetiap bagian tidaklah sarna, bergantung pada kemampuan para pesertanya. dengan demikian, penekanan dari rekreasi adalah dalam nuansa "mencipta kembali" (recreation) orang tersebut. upaya revitalisasi tubuh dan jiwa yang terwujud karena 'menjauh' dari aktivitas rutin dan kondisi yang menekan dalam kehidupan sehari-hari. landasan kependidikan dari rekreasi karenanya kini diangkat kembali, sehingga sering diistilahkan dengan pendidikan rekreasi, yang tujuan utamanya adalah mendidik orang dalam bagaimana memanfaatkan waktu senggang mereka. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 26 memelihara kesehatan tubuh merupakan dasar yang paling penting bagi kehidupan manusia “nilai olahraga untuk pemeliharaan kesehatan telah diketahui oleh umum maka pemerintah berbagai negara menilai olahraga sebagai bagian dari usaha pemeliharaan kesehatan.” olahraga rekreasi merupakan bagian dari pada olahraga secara keseluruhan dan merupakan salah satu cara yang lebih baik untuk aktivitas jasmani. dengan aktivitas jasmani melalui olahraga rekreasi diharapkan akan terjadi perubahan-perubahan pada jaringan organ-organ tubuh. paru-paru; meningkatkan efisiensi kerja paru-paru yang memungkinkan paru-paru orang terlatih bisa memproses udara lebih banyak dengan tenaga yang lebih sedikit. selama melakukan kerja yang melelahkan seseorang yang terlatih bisa memproses udara hampir sebanyak dua kali lipat permenit, dari pada orang yang tidak terlatih. maka orang yang terlatih bisa menyediakan oksigen lebih banyak bagi tubuhnya untuk dipergunakan dalam proses pembentukan energi. jantung; meningkatkan efisiensi kerja jantung dalam berbagai segi. jantung semakin kuat dan bisa memompakan darah lebih banyak dalam setiap denyutan. jumlah denyutan yang dibutuhkan makin berkurang, seorang yang terlatih bisa mengurangi frekuensi denyut jantungnya sebanyak duapuluh kali permenit, dengan lain perkataan di banding dengan orang yang tidak terlatih. denyut jantung orang yang terlatih lebih lambat dua puluh kali denyutan. maka waktu istirahat dan tidur di waktu malam, denyut jantung orang yang terlatih bisa berkurang 10.000 kali denyutan. bahkan dalam pengerahan tenaga maksimal jantung seorang yang terlatih mampu memompakan semua darah beserta oksigen yang di kandungnya yang di butuhkan oleh tubuh dalam frekuensi yang lebih lambat. dari pada orang yang tidak terlatih. sebaliknya jantung orang yang tidak terlatih memompakan darah dengan cepat sehingga membahayakan jantungnya selama pengerahan tenaga maksimal dalam usaha menyalurkan darah dan oksigen dalam jumlah yang cukup. hernawan. model kegiatan outdoor games activities ....................... 27 pembuluh darah; meningkatkan jumlah dan ukuran pembuluhpembuluh darah yang menyalurkan darah keseluruh tubuh mengsi penuh seluruh jaringan tubuh dengan oksigen untuk pembentukan energi. meningkatkan volume darah, ini berarti pula lebih meningkatkan sarana penyaluran oksigen lebih banyak keseluruh jaringan tubuh yang memerlukan. otot; meningkatkan ketegangan otot-otot dan pembuluhpembuluh darah mengubah jaringan otot yang lemah menjadi jaringan yang kokoh dan menjadi lebih kuat. oksigen; meningkatkan konsumsi oksigen maksimal dalam tubuh, ini dicapai dengan cara meningkatkan efisiensi kerja semua sarana jaringan tubuh seperti: jantung, paru-paru, pembuluh-pembuluh darah, otot-otot serta jaringan jaringan tubuh lainnya. penyediaan dan penyaluran oksigen dalam proses penyediaan ini, makin meningkatkan pula kondisi tubuh secara menyeluruh, terutama bagian-bagian tubuh yang terpenting. seperti telah disebutkan di atas, maka dengan demikian akan terbentuklah benteng pertahanan yang kuat dalam tubuh untuk mencegah terhadap berbagai macam gangguan penyakit. berdasarkan pendapat-pendapat tersebut ai atas, maka dapat ditarik kesimpulan, yang dimaksud olahraga rekreasi dalam penelitian ini adalah aktivitas olahraga yang diselenggarakan untuk menggalakkan minat dan kegembiraan pelakunya yang menekankan pencapaian tujuan yang bersifat rekreatif atau manfaat dari aspek jasmaniah dan sosial psikoligis. metode penelitian perencanaan dan penyusunan dibuat agar dapat memberikat petunjuk dan tuntunan yang jelas dalam pelaksanaan penelitian nantinya dalam perkuliahan, perencanaan dan penyusunan model merupakan faktor yang menentukan keberhasilan sebuah program. sehubungan dengan itu maka pengembangan model kegiatan outdoor games activities yang akan disusun dan dikembangkan berupa modifikasi dan kreatifitas dalam bentuk kegiatan perkuliahan. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 28 dalam dunia pendidikan hasil analisis tentunya diharapkan mampu memberikan jawaban mengenai apa kebutuhan mahasiswa saat ini. pertimbangan model ini harus masuk ke ranah tujuan perkuliahan yang mengisyaratkan mahasiswa sebagai subyek belajar dan pembelajaran, pengorganisasian pembelajaran, penyampaian pembelajaran, pengelolaan pembelajaran dengan memperhatikan faktor tujuan pembelajaran, hambatan belajar, serta karakteristik mahasiswa, sehingga dapat diperoleh pembelajaran yang efektif, efesien dan memiliki kemenarikan dalam proses belajar mengajar. langkah-langkah pengembangan model langkah selanjutnya adalah tahapan-tahapan yang dilakukan dalam pengembangan model. langkah yang dilakukan dalam penelitian riset dan pengembangan model ini melalui tahapan-tahapan sebagai berikut: a. tahap evaluasi pertama yang dilakukan pada tahap rancangan bentuk model oleh pakar, evaluasi awal merupakan penilaian pertama dari para ahli untuk: (1) menentukan apakah model sudah sesuai dengan karakteristik mahasiswa, (2) apakah model kegiatan outdoor games activities yang dikembangkan cocok untuk mahasiswa sebelum di uji cobakan. b. tahapan evaluasi kedua yang dilakukan pada tahapan uji coba kelompok kecil. pada evaluasi melalui hasil respon mahasiswa terhadap model model kegiatan outdoor games activities dalam tahapan ujicoba ini dilakukan oleh mahasiswa atas tentang: (1) model model kegiatan outdoor games activities mudah dipelajari, (2) model model kegiatan outdoor games activities menarik dilakukan, (3) model model kegiatan outdoor games activities sangat efektif dan lain-lainnya. hasil respon mahasiswa atas model kegiatan outdoor games activities yang telah dilaksanakan merupakan evaluasi penyempurnaan produk untuk mahasiswa program studi olahraga rekreasi sebelum model tersebut di uji lapangan pada hernawan. model kegiatan outdoor games activities ....................... 29 kelompok yang heterogen dan lebih besar jumlah mahasiswanya. c. tahapan evaluasi akhir yang dilakukan pada tahapan uji lapangan kelompok besar dan heterogen tingkat keterampilannya. hasil respon mahasiswa atas model sama seperti pertanyaan di tahapan evaluasi sebelumnya yang nantinya sebagai revisi penyempurnaan hasil produk model kegiatan outdoor games activities dan di implementasikan. penelitian riset dan pengembangan model ini menggunakan langkah-langkah pengembangan model yang dikembangkan oleh borg and gall, langkah-langkah pengembangan modelnya tersebut meliputi: 1) pertama kali yang ditentukan adalah masalah atau potensi yang menjadi dasar pengembangan model 2) selanjutnya dilakukan pengumpulan informasi sebagai landasan pemikiran untuk membuat konsep 3) pembuatan model pembelajaran (rancangan produk), bentuk rancangan tersebut adalah model keseimbangan. 4) validasi desain, dilakukan oleh ahli yang bersangkutan, 5) revisi, dari hasil uji ahli (validasi desain) 6) ujicoba produk, dilakukan dengan mempraktekkan model. 7) revisi hasil uji coba produk 8) ujicoba pemakaian atau uji kelompok yang lebih besar. 9) revisi produk kedua, revisi dilakukan oleh ahli, guna memperoleh hasil yang sempurna. 10) model dapat diproduksi pengembangan model hasil dari model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi fakultas ilmu keolahragaan universitas negeri jakarta ditulis dalam bentuk buku panduan. buku tersebut menyajikan berbagai model olahraga rekreasi yang dikemas dalam beberapa model permainan luar ruangan (outdoor games activities) yang telah dikombinasikan dengan tingkat kesulitan yang berbeda. permainan luar ruangan (outdoor games activities) akan dilaksanakan secara berulang-ulang secara berkelompok di setiap model.. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 30 setiap model disajikan dalam bentuk yang sama tetapi langkah-langkah yang berbeda di setiap model permainan serta dapat diterapkan dalam proses aktifitas fisik agar nantinya diharapkan dapat mencapai tujuan aktifitas fisik yang sesuai. hasil analisis kebutuhan analisis kebutuhan pada penelitian model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi fakultas ilmu keolahragaan universitas negeri jakarta bertujuan untuk menganalisis kebutuhan model olahraga rekreasi untuk dilakukan. adapun hasil analisis kebutuhan dalam penelitian ini menggunakan data wawancara dengan dosen matakuliah rekeasi dan olahraga rekreasi pada tanggal 22 maret 2016 yang akan disajikan secara naratif sebagai berikut: 1) sebagian besar materimkuliah hanya permainan yang monoton. 2) kurang melakukan aktifitas fisik yang harusnya di lakukan untuk pemenuhan kebugaran jasmani 3) minimnya pengetahuan tentang olahraga rekreasi. (4) mahasiswa menyatakan sangat setuju bila dikembangkan kegiatan outdoor games activities. pembuatan produk awal setelah menyelesaikan tahap analisis kebutuhan dilanjutkan dengan pembuatan produk awal dengan kebutuhan mahasiswa program studi olahraga rekreasi. hasil analisis kebutuhan mendorong peneliti membuat model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi dengan 20 model. evaluasi para ahli sebelum model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi yang telah dibuat dapat dinyatakan valid dan layak untuk diuji cobakan kepada subjek penelitian, maka peneliti terlebih dahulu melakukan validasi atau uji kelayakan model olahraga rekreasi kepada tiga orang ahli yaitu:1 ahli permainan, 1 ahli rekreasi serta 1 ahli tes dan pengukuran olahraga. ketiga ahli tersebut menilai rancangan model yang dibuat sehingga akan layak untuk diuji cobakan. hernawan. model kegiatan outdoor games activities ....................... 31 berdasarkan uji ahli yang dilakukan dapat ditarik kesimpulan bahwasanya model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi layak dan dapat digunakan untuk aktifitas fisik perkuliahan mahasiswa. uji ahli yang dilakukan oleh peneliti terhadap tiga ahli terdapat beberapa saran yang membangun untuk penyempurnaan model kegiatan outdoor games activities diantaranya: 1. petunjuk pelaksanaan permainan harus dibuat secara jelas supaya mudah untuk dipahami. 2. peraturan permainan harus dibuat secara jelas supaya mudah untuk dipahami. revisi produk berdasarkan data yang dukumpulkan dari masing-masing ahli yang terdiri dari: 1 ahli permainan ,1 ahli rekreasi dan 1 ahli tes dan ahhli pembelajaran terdapat beberapa rancangan produk yang perlu di revisi sebelum menjadi model final dan di uji cobakan pada kelompok kecil. revisi produk dimaksudkan agar rancangan produk yang dibuat lebih sempurna. pembahasaan penyempurnaan produk berdasarkan hasil ujicoba kelompok besar model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi dapat dan layak untuk digunakan sebagai bahan ajar mata kuliah olahraga rekreasi. halini dapat dilihat dari antuiasme mahasiswa dalam mengikuti kegiatan tersebut, selain itu ketertarikan mahasiswa akan materi yang disajikan sehingga semuamahasiswa mengikuti dan menikmati kegiatan ke 20 model kegiatan tersebut produk yang dikembangkan ini bertujuan untuk membentuk meningkatkan tercapainya tujuan pembelajaran olajraga rekreasi. produk ini setelah dikaji mengenani beberapa kelemahan yang perlu pembenahan sesuai diatas maka dapat disampaikan beberapa keunggulan produk ini antara lain: 1. mahasiswa lebih aktif dalam mengikuti proses perkuliahan. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 32 2. mahasiswa terlihat gembira dan antusias. 3. model kegiatan outdoor games activities ini dilakukan dari yang mudah ke yang sulit. 4. tingkat kompetisi yang tinggi sehingga membuat mahasiswa lebih bersemangat. 5. memerlukan sarana yang lebih banyak dari perkuliahan yang sebelumnya tetapi mampu diterapkan sesuai dengan karateristik mahasiswa program studi olahraga rekreasi keterbatasan penelitian penelitian ini telah telah diupayakan secara maksimal sesuai dengan kemampuan dari peneliti, namun dalam penelitian ini masih terdapat beberapa keterbatasan yang harus diakui dan dikemukaakan sebagai bahan pertimbangan dalam menggeneralisir hasil dari penelitian yang dicapai. adapun keterbatasan-keterbatasan tersebut antara lain sebagai berikut: 1. uji coba lapangan penelitian ini hanya dilakukan pada satu program studi yaitu mahasiswa program studi olahraga rekreasi dan tidak melibatkan program studi lainnya di fakultas ilmu kelolahragaan universitas negeri jakarta. 2. adanya faktor-faktor psikologis yang diduga ikut mempengaruhi hasil penelitian yang tidak dapat dikontrol, antara lian : minat, percaya, dan faktor psikologis lainnya. 3. adanya faktor lain yang diduga ikut mempengaruhi hasil penelitian yang tidak dapat terkontrol seperti dari faktor kondisi fisiknya, antara lain tinggi badan, kekuatan, koordinasi gerak serta kondisi fisik. kesimpulan dalam penelitian pembuatan model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi yang dikemas dalam buku. berdasarkan data yang telah dikumpulkan dari hasil penelitian yang terdiri dari validasi ahli, dan uji coba kelompok kecil, maka peneliti dapat menarik kesimpulan bahwa: 1. pembuatan model yang diperoleh secara keseluruhan dari ahli permainan menyatakan bahwa model yang dibuat termasuk hernawan. model kegiatan outdoor games activities ....................... 33 dalam kategori baik dan layak digunakan. 2. pembuatan model yang diperoleh secara keseluruhan dari ahli rekreasi menyatakan bahwa model yang dikembangkan termasuk dalam kategori baik dan layak digunakan. 3. pembuatan model yang diperoleh secara keseluruhan dari ahli pembelajaran dan pengukuran olahraga menyatakan bahwa model yang dikembangkan termasuk dalam kategori baik dan layak digunakan.. 4. uji coba kelompok kecil dan kelompok besar dinyatakan layak untuk dipergunakan. 5. melalui model olahraga rekreasi yang telah peneliti buat model kegiatan outdoor games activities layak dipergunakan sebagai aktifitas fisik pada mahasiswa program studi olahraga rekreasi. penerapan model kegiatan outdoor games activities yang telah dibuat oleh peneliti dinilai cocok digunakan dalam proses aktifitas fisik, khususnya pada permainan luar ruangan. sehingga dapat memberikan kontribusi yang baik dalam proses menjaga kebugaran jasmani mahasiswa program studi olahraga rekreasi. saran sehubungan dengan produk yang dibuat yaitu model kegiatan outdoor games activities untuk mahasiswa program studi olahraga rekreasi yang dikemas dalam bentuk permainan luar ruangan peneliti akan memberikan saran-saran yang meliputi saran pemanfaatan, saran diseminasi, dan saran pengembangan lanjutan. 1. saran pemanfaatan pada pemanfaatan produk ini harus memperlihatkan kondisi sarana dan prasarana yang ada. produk ini diharapkan menjadi alternatif kegiatan aktifitas fisik yang menjadi rujukan mahasiswa program studi olahraga rekreasi, a. mahasiswa program studi olahraga rekreasi produk model olahraga rekreasi yang dikemas dalam bentuk buku panduan permainan luar ruangan ini sebaiknya dilihat atau dipelajari terlebih dahulu sebelum gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 34 melaksanakan kegiatan praktik permainan luar ruangan, sehingga diharapkan dapat menarik minat mahasiswa program studi olahraga rekreasi dalam bergerak, karena mahasiswa program studi olahraga rekreasi akan lebih mudah dalam memahami materi selain itu juga permainan akan lebih menyenangkan. b. program studi olahraga rekreasi dan fakultas ilmu keolahragaan universitas negeri jakarta. model olahraga rekreasi ini sebaiknya ditambahkan sebagai bahan kepustakaan. sehingga bagi mahasiswa yang ingin melakukan penelitian dan pengembangan sejenis hendaknya penelitian ini dapat digunakan sebagai acuan dalam meneliti. 2. saran diseminasi dalam pembuatan produk ini peneliti menyarankan, sebelum menyebarluaskan produk ini perlu tahapan evaluasi dari ahli yang berguna untuk menyempurnakan produk, serta harus memperhatikan sasaran yang akan diuji dan disesuaikan dengan kondisi sasaran yang ingin dituju baik isi maupun kemasan, karena model olahraga rekreasi ini dibuat berdasarkan atas kondisi lingkungan yang ada di program studi olahraga rekreasi. sehingga model olahraga rekreasi ini dapat lebih menarik dan bermanfaat. 3. saran pengembangan lebih lanjut dalam pengembangan penelitian ini ke arah lebih lanjut, peneliti mempunyai saran-saran sebagai berikut: a. dalam pengembangan produk berupa permainan luar ruangan diperlukan kreatifitas dan inovatif dalam memanfaatkan sarana dan prasarana yang berguna membantu mahasiswa program studi olahraga rekreasi agar lebih cepat dalam mempelajari materi yang diberikan dan menambah kemenarikan dan antusias mahasiswa program studi olahraga rekreasi dalam kegiatan aktifitas fisik. b. dalam penyebarluasan produk, peneliti memberi saran yaitu bahwa sebelum disebarluaskan sebaiknya produk ini dievaluasi kembali dan disesuaikan dengan hernawan. model kegiatan outdoor games activities ....................... 35 kondisi sarana yang akan digunakan. daftar pustaka abdulkadir ateng. azas-azas olahraga. jakarta: departemen pendidikan dan kebudayaan direktorat jendral pendidikan tinggi proyek pembinaan tenaga pendidikan, 1998. achmad sanoesi, hubungan antara kegiatan olahraga rekreasi dengan kinerja guru. jakarta: fpok ikip jakarta, 1990. benny a. pribadi. model desain sistem pembelajaran. jakarta: dian rakyat, 2009. c. michael hall and stephen j. page. the geography of tourism and recreation. new york: routledge, 2006. charles k. brightbill. recreation, a guide to its organization. london: arizona: me drawhill international, 1994. cheryl mallen and lorne j. adams. sport, recreation and tourism event management, theoretical and practical dimensions. burlington: elseiver, 2008. cony r.semiawan. catatan kecil tentang penelitian dan pengembangan ilmu pengetahuaan. jakarta: kencana, 2007. cosby s.roger dan janet k.sawyers. play in the lives of children. washington dc: naeyc, 1995. direktorat jenderal olahraga dan pemuda. rekreasi terarah untuk pemuda. jakarta: direktorat jenderal olahraga dan pemuda, departemen p dan k, 2008. edward wieczoreck. masalahmasalah organisasi dan management keolahragaan. olympic solidarity ioc tahun 1975. g. mac naughton. shaping early childhood: learners, curriculum and contexts, terjemahan solehudin. midenhead, berkshire: open university press, 2003. gayle jennings. water-based tourism, sport, leasuer, and recreation experiences. burlington: elseiver,2007. harsuki. perkembangan olahraga terkini. jakarta: pt raja grafindo persada, 2003. hayden ramsay. reclaiming leasure; art, sport, and phylosophy. new york: macmillan, 2005. james higham and tom hinch. sport and tourism: globalization, mobility and identity. burlington: elseiver, 2009. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 36 john horne, alan tomlinson, garry whanel. understanding sport. london: e & fn spon, 2005. komisi disiplin ilmu keolahragaan. ilmu keolahragaan dan rencana pengembangannya. jakarta: depdiknas 2000. mary mayesty. creative activities for young children 4 th ed: play, development, and creativity. new york: delmar publisher inc, 1990. meredith d. gall, joyce p. gall. walter r. borg, eighth edition educational research. newyork, 2007. ratal wirjasantosa. supervisi pendidikan olahraga. jakarta: pt universitas indonesia, 1984. rusli lutan. olahraga dan etika fair play. jakarta: direktorat pemberdayaan ilmu pengetahuan dan teknologi olahraga direktorat jendral olahraga departemen pendidikan nasional 2001. santoso, dkk. manusia dan olahraga. bandung : itb 2005. singgih d. gunarsa. psikologi olahraga: teori dan praktik. jakarta: pt. gunung mulia, 1996. sue docket dan marlyn fleer. play and pedagogy in early childhood– bending the rules. sidney: harcourt, 2000. sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta, 2008. sugiyono. metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta, 2013. tite juliantine dkk. model-model pembelajaran dalam pendidikan jasmani (bandung: bintang warliartika, 2013. toho cholik. gagasan-gagasan tentang pendidikan jasmani dan olahraga. surabaya: unesa university press, 2002. yusuf adisasmita. rekreasi pendidikan. jakarta: fpok ikip jakarta, 1989. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 98-114 permalink/doi: https://doi.org/10.21009/gjik.112.03 model warming up olahraga berbasis permainan robby kurniawan 1* , eko prabowo 1 1 pendidikan kepelatihan olahraga, fakultas ilmu pendidikan, universitas bhayangkara jakarta raya kampus 2 universitas bhayangkara jakarta raya, jl. perjuangan no.81,marga mulya, bekasi utara, kota bekasi, jawa barat, indonesia 17143. corresponding author. email : robby.kurniawan@dsn.ubharajaya.ac.id abstrak.penelitian ini bertujuan menghasilkan produk berupa model warming up olahraga berbasis permainan. model pengembangan dalam penelitian ini, berupa model prosedural yang bersifat deskriptif, karena dalam penelitian ini menggariskan atau menggunakan langkah-langkah yang harus diikuti untuk menghasilkan produk yang berupa model warming up olahraga berbasis permainan. prosedur yang digunakan dalam penelitian ini menggunakan sepuluh langkah, yaitu: 1) penelitian pendahuluan, 2) perencanaan pengembangan model, 3) pengembangan desain model pembelajaran, 4) validasi pakar dan revisi model, 5) ujicoba kelompok kecil dan revisi, 6) ujicoba skala besar, 7) revisi produk sekala besar, 8) ujicoba pemakaian dalam kondisi yang sesungguhnya, 9) revisi produk kembali, 10) pembuatan produk massal setelah diperbaiki. uji validasi menggunakan validasi isi dan uji reliabilitas menggunakan indeks kesesuaian kasar (crude index agreement), hasil uji reliabilitas memperoleh koefisien sebesar 0,73. uji coba skala kecil dan skala luas dilaksanankan di universitas bhayangkara jakarta raya. uji coba skala kecil menggunakan mahasiswa prodi pendidikan kepelatiha olahraga angkatan 2017 sebanyak 9 mahasiswa dan uji coba skala luas menggunakan mahasiswa prodi yang sama angkatan 2018 dan 2019 dengan jumlah 50 mahasiswa. hasil akhir penelitian ini berupa 30 model warming up olahraga berbasis permainan. kata kunci: olahraga, model warming up, permainan. abtract. this study aims to produce a game-based warming up sport model. the development model in this study is a descriptive procedural model, because in this study, it outlines or uses the steps that must be followed to produce a game-based warming up sport model. the procedure used in this study used ten steps, namely: 1) preliminary research, 2) model development planning, 3) learning model design development, 4) expert validation and model revision, 5) small group trials and revisions, 6) large-scale trials, 7) large-scale product revisions, 8) trials use in real condition, 9) revision of product back, 10) manufacture of mass product after repair. the validation test uses content validation and the reliability test uses the crude index agreement, the reliability test results obtain a coefficient of 0.73. small-scale and wide-scale trials were carried out at bhayangkara university, jakarta raya. the small-scale trial used 9 students of the sports training study program class of 2017 and the large-scale trial used the same study program students of 2018 and 2019 with a total of 50 students. the final result of this research is 30 game-based warming up sports models. keywords: warming up model, game. pendahuluan berdasarkan hasil observasi peneliti dibeberapa kampus, sekolah serta klub olahraga di kota bekasi dalam melaksanakan proses pembelajaran dan latihan, aktivitas pemanasan yang bervariasi, menyenangkan dan mengarah ke aktivitas utama masih tergolong sangat minim, sehingga peserta didik yang melaksanakan terlihat kurang antusias dan bersemangat. apabila hal ini dibiarkan maka pemanasan yang dilaksanakan tidak mailto:robby.kurniawan@dsn.ubharajaya.ac.id gladi jurnal ilmu keolahragaan, 11 (02), oktober99 robby kurniawan, eko prabowo akan maksimal dan akan membuat peserta didik kurang siap dalam aktivitas utama, dan di khawatirkan akan terjadinya cidera dan menurunnya prestasi peserta didik. dengan kondisi ini, peneliti mencoba berupaya menelaah apa yang menjadi kendala bagi dosen, guru dan pelatih terutama ketika melakukan warming up. peneliti menilai kurang efektifnya aktivitas warming up yang dilaksanakan oleh peserta didik sehingga ketika aktivitas utama banyak peserta didik yang tidak maksimal bahkan ada yang cidera,. untuk aktivitas utama yang baik, tubuh harus melaksanakan warming up yang menyenangkan dan gerakannya mengarah ke aktivitas utama, sehingga dalam melaksanakan aktivitas utama tubuh peserta didik sudah dalam keadaan siap untuk menerima aktivitas yang lebih berat. namun yang menjadi kendala dalam aktivitas warming up, kegiatannya terlihat kaku dan membosankan.. melihat keadaan seperti ini muncul ide bagi peneliti untuk merancang buku yang bisa dijadikan pedoman untuk membantu pembelajaran dan latihan olahraga terutama pada saat melakukan warming up. buku ini diharapkan mampu menjadi pedoman bagi dosen, guru dan pelatih dalam menyiapkan aktivitas warming up dalam kegiatan olahraga, dari uraian diatas peneliti akan mencoba merancang sebuah buku yang lengkap dengan video pelaksanaan yang berisikan model warming up olahraga berbasis permainan. olahraga harus dilakukan secara teratur agar manfaatnya bisa dirasakan dengan maksimal. syafrudin dkk (2011) menyatakan olahraga secara teratur dapat dilakukan dengan memperhatikan hal berikut : a. latihan olahraga sebaiknya sebelum makan atau 2 jam setelah makan b. luangkan waktu sebelum dan sesudah pelatihan untuk pemanasan dan pendinginan c. targetkan latihan 3 – 5 kali setiap minggu d. pilih jenis latihan yang dapat nada nikmati dan ajaklah teman – teman untuk latihan bersama. sehingga kegiatan olahraga menjadi acara yang menyenangkan dan selalu diharapkan. warming up atau yang kita sebut sebagai pemanasan merupakan tahapan kegiatan yang dilakukan anak-anak dalam suatu pembelajaran olahraga. pemanasan berperan sangat penting bagi anak-anak, sebelum masuk dalam kegiatan inti ketika mengikuti pembelajaran. menurut luxbacher (2004) menyatakan bahwa pemanasan berguna untuk menghangatkan suhu otot, melancarkan peredaran aliran gladi jurnal ilmu keolahragaan, 11 (02), oktober100 robby kurniawan, eko prabowo darah dan memperbanyak aliran oksigen ke dalam tubuh, memperbaiki kontraksi otot dan kecepatan gerakan refleks, dan juga untuk mencegah kejang otot. selain itu pemanasan juga akan membuat sistem organ seperti paru – paru dan jantung dapat bekerja dan terlatih dengan baik. tilong (2018) berpendapat jenis olahraga yang baik untuk paru – paru adalah yang berupa lari, lompat, dan gerakan yoga. pemanasan merupakan persiapan aktivitas pertama dari latihan olahraga (kravitz, 1997). hal ini sama seperti yang dikemukakan alter (1996) menerangkan bahwa dengan melakukan latihan atau pemanasan diharapkan dapat memberikan penyesuaian pada kondisi tubuh atlet dari keadaan istirahat sebelum melakukan aktivitas olahraga, dan pemanasan juga diharapkan dapat memperbaiki penampilan atlet dan dapat mengurangi resiko cedera. menurut lutan (2000) tujuan pemanasan adalah : (1) menyiapkan siswa agar segera menyiapkan diri dengan tugas ajar, (2) merangsang fungsi organ tubuh agar siap melakukan kerja fisik yang lebih berat, (3) merengangkan otot dan tali sendi sehingga bahaya cidera otot atau sendi dapat dihindari. menurut mulyaningsih, dkk (2009) juga menerangkan bahwa tujuan dari pemanasan adalah a) meningkatkan suhu tubuh, b)memenuhi hasrat bergerak anak, yang sebelumnya duduk berjam jam di bangku sekolah, c) membawa / menyiapkan panas badan anak yang optimal, untuk menerima latihan yang berikutnya, d) membawa jiwa dan rasa anak kepada suatu pelajaran pendidikan jasmani, e) menghindari unsur cedera. setelah melihat pemaparan diatas maka penulis dapat menyimpulkan, bahwa pemanasan atau erengaangan sebelum melakukan aktivitas olahraga itu sangatlah dibutuhkan oleh tubuh, karena jika pemanasan tidak dilakukan maka akan memberikan dampak yang sangat besar contohnya: otot tidak siap dan kaku, kram, kurang percaya diri (nerveus), dan dampak yang lebih parah lagi adalah resiko cedera sangat besar.waktu untuk melakukan pemanasan sebaiknya disesuaikan dengan kemampuan fisik dan kondisi yang ada. namun akan lebih baik jika pemanasan dilakukan secara intensif untuk meningkatkan suhu tubuh, sehingga menyebabkan tubuh berkeringat, dan jangan sampai dilakukan secara berlebihan sehingga menyebabkan keletihan. berbeda jika cuaca dingin pemanasan dapat dilakukan dengan lebih intensif lagi. bentuk dari pemanasan sebenarnya sangatlah banyak, hal ini karena pemanasan disesuaikan dengan olahraga atau aktivitas fisik yang akan dilakukan. gladi jurnal ilmu keolahragaan, 11 (02), oktober101 robby kurniawan, eko prabowo beberapa contoh pemanasan dapat dilakukan dengan berlari-lari kecil/ joging, pemanasan statis, pemanasan dinamis, atau bisa juga melalui bentuk-bentuk permainan sederhana, dan masih banyak lagi yang lainya, intinya dalam pemanasan harus mengandung unsur -unsur yang menyenangkan, mudah, semangat, dan membuat siswa tertarik dengannya, sehingga dengan begitu siswa akan semangat dalam mengikuti pelajaran, atau aktivitas olahraga berikutnya. strategi mengajar masing-masing memiliki kelebihan dan kelemahan tersendiri. guru dituntut harus dapat kreatif dan mampu melakukan pengamatan dengan baik sehingga tepat dalam menerapkan suatu strategi mengajar kedalam proses pengajaran pendidikan jasmani di sekolah yang sesuai dengan karakteristik dan kebutuhan dari siswa tersebut sehingga proses pembelajan berjalan dengan baik dan lancar dan tujuan dari proses pembelajaran tesebut tercapai dengan baik. sukintaka (2007) didalam bukunya menjelaskan mengenai sifat bermain yaitu : (1) bermain merupakan aktivitas yang dilakukan dengan sukarela atas dasar rasa senang. (2) bermain dengan rasa senang, menumbuhkan aktivitas yang dilakukan secara spontan. (3) bermain dengan rasa senang, untuk memperoleh kesenangan, menimbulkan kesadaran agar bermain dengan baik perlu berlatih, kadang-kadang memerlukan kerjasama dengan teman, menghormati lawan, mengetahui kemampuan teman, patuh pada peraturan, dan mengetahui kemampuan dirinya sendiri. bermain dapat mengembangkan kemampuan lain yang dimiliki oleh anak. salah satunya ialah anak dapat menunjukkan keterampilan gerak mereka selama mengikuti permainan sehingga dapat diketahui anak tersebut berbakat dalam kegiatan olahraga. fungsi kegiatan bermain pada anak ialah mastery play, sesuai dengan pendapat tedjasaputra (2006) yang menyatakan bahwa sebagian besar kegiatan bermain pada anak disebut sebagai mastery play, atau bermain untuk menguasai keterampilan tertentu karena kegiatan tersebut dapat merupakan latihan bagi anak untuk menguasai keterampilan keterampilan yang baru baginya melalui pengulangan-pengulangan yang dilakukan anak. bermain dapat diartikan sebagai suatu kegiatan yang dilakukan dengan mempergunakan atau tanpa mempergunakan alat yang menghasilkan pengertian, memberikan informasi, memberikan kesenangan, dan dapat mengembangkan imajinasi anak. di dalam gladi jurnal ilmu keolahragaan, 11 (02), oktober102 robby kurniawan, eko prabowo bermain seorang anak memberikan batasanbatasan, batasan tersebut antara lain batasan tempat dan waktu, mengikuti aturan dan tujuan-tujuan yang dinyatakan dengan kesepakatan bersama. bermain dapat digunakan untuk membantu anak dalam mengembangkan potensi fisik, kognitif, sosial dan emosi bukan sekedar pada aspek psikomotor saja melaikan lebih kompleks untuk pengaruh bermain. ada beberapa pengaruh dalam bermain yang disimpulkan oleh furqon (2006) dalam perkembangan anak, yaitu: 1) pengembangan keterampilan gerak, 2) perkembangan fisik dan kesegaran jasmani, 3) dorongan berkomunikasi, 4) penyaluran bagi energi emosional yang terpendam, 5) penyaluran bagi kebutuhan dan keinginan, 6) sumber belajar, 7) rangsangan bagi kreatifitas, 8) perkembangan wawasan diri, 9) belajar bermasyarakat, 10) perkembangan kepribadian. pendekatan bermain adalah suatu proses atau cara penyampaian pembelajaran dalam bentuk bermain tanpa mengabaikan materi inti untuk mencapai tujuan yang telah ditetapkan. permainan yang dimaksukan disini adalah permainan kecil yang materinya disesuaikan dengan standar kompetensi dalam kurikulum. pendekatan bermain memberikan kebebasan kepada siswa untuk begerak yang akan merangsang anak melakukan gerakan yang diperintahkan sesuai materi yang akan diberikan. sesuai dengan penjelasan dalam buku biskop dan mavis curtis (2005) menyatakan bahwa anak-anak dapat secara aman bereksplorasi dan bereksperimen karena mereka merasa aman dan percaya diri di arena bermain. terkait hal tersebut terlihat bahwa penerapan pendekatan bermain tersebut merupakan bagian yang tidak dapat dipisahkan dalam pelaksanaan proses belajar pendidikan jasmani dan kesehatan yang memiliki fungsi dengan tujuan yang sama, yaitu sebagai suatu cara memudahkan siswa dalam belajar serta agar pelaksanaan kegiatan belajar mengajar dapat berjalan secara efisien dan efektif yang pada akhirnya prestasi dan hasil belajar dapat dicapai secara optimal. dengan melakukan pendekatan bermaian peserta didik akan merasa senang, gembira, aktif, dan tidak merasa cepat bosan sehingga proses pembelajaran lari cepat berjalan dengan baik dan benar dan tujuan dari pembelajaran bisa tercapai dengan baik dan benar. sholihin (2019) telah melakukan penelitian untuk melihat pengaruh pemanasan menggunakan permainan kecil terhadap tingkat kesiapan siswa dalam pembelajaran pendidikan jasmani, gladi jurnal ilmu keolahragaan, 11 (02), oktober103 robby kurniawan, eko prabowo olahraga dan kesehatan. hasil penelitian menunjukkan adanya peningkatan kesiapan siswa dalam pembelajaran dengan pemanasan menggunakan permainan kecil. selanjutnya lubena (2017) menggunakan model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan untuk siswa sma. melalui treatment yang diberikan, siswa berhasil meningkatkan kemampuan dalam pembelajaran lari gawang. selain itu, finalosa, f. & hartani, s.c.y., (2014) juga meneliti pengaruh permainan kecil dalam pemanasan terhadap minat siswa dalam pembelajaran bola basket. hasil penelitian didapatkan adanya peningkatan minat siswa dalam pembelajaran bola basket. pada penelitian relevan terdahulu, farlin, b., dkk (2016) mengembangkan model warming up berbasis permainan tradisional pada peserta didik smp. model permainan yang dikembangkan terdiri dari 3 model permainan, yaitu permainan depan belakang, pukat ikan dan menggumpulkan ikan. model pemanasan lainnya yang telah dilakukan adalah adalah model pemanasan berbasis gerak dan lagu bagi anak tunanetra. kusworo, h & winarni, s (2017) telah mengembangkan model pemanasan yang dapat mengajarkan siswa tunanetra bergerak pemanasan/ beraktivitas menggunakan media. munandar (2017) juga telah membuat model latihan smash sepak takraw untuk atlet dki. namun model latihan ini masih terbatas untuk melatih kemampuan smash dalam sepak takraw. pada penelitian lainnya mangun, f.a., & budiningsih, m (2017) telah menemukan 100 model baru dan modifikasi untuk latihan smash pada cabang olahraga bulutangkis untuk atlet ganda. selanjutnya, gandasari (2020) telah mengembangkan model pemanasan berbasis permainan pramuka pada siswa smp. bentuk model pemanasan lainnya juga telah dikembangkan oleh segi, l. & seran, l.m., (2019) yang menggunakan video pembelajaran gerak tari gawi sebagai pemanasan olahraga sepakbola siswa ssb indonesia muda ende. berdasarkan penelitiannya, yudanto (2011) juga telah membuat model pemanasan dalam dalam bentuk permainan untuk siswa sekolah dasar pada permainan sepakbola. penelitian tersebut menjelaskan bahwa ada 8 model pemanasan yang disesuaikan dengan tahap pertumbuhan dan perkembangan siswa. model pemanasan ini dikhususkan untuk pembelajaran sepakbola dan untuk siswa sekolah dasar. berdasarkan penelitian-penelitian tersebut, model pemanasan berbasis permainan masih terbatas untuk beberapa gladi jurnal ilmu keolahragaan, 11 (02), oktober104 robby kurniawan, eko prabowo cabang olahraga. sejauh ini belum terlihat bentuk pemanasan (warming up) berbasis permainan yang bisa dipakai oleh semua cabang olahraga dan semua kelompok umur. penelitian yang saya lakukan adalah model pemanasan berbasis permainan yang dapat dipakai untuk semua jenis aktivitas olahraga dan semua kelompok umur dengan jumlahnya 30 model permainan. penelitian ini bertujuan untuk menghasilkan produk yang berupa model warming up olahraga berbasis permainan. metode penelitian penelitian ini dilakukan di kampus 2 universitas bhayangkara jakarta raya. subjek penlitian ini adalah mahasiswa prodi pendidikan kepelatihan olahraga universitas bhayangkara jakarta raya yang berjumlah 50 orang dan memerlukan waktu 2 bulan. peneliti menggunakan desain penelitian research and development atau r & d. research and development merupakan suatu metode penelitian yang digunakan untuk menghasilakan produk dan mampu menguji keefektifan produk tersebut (sugiono, 2012). peneliti menciptakan sebuah buku yang akan membantu dosen, guru dan pelatih dalam proses pembelajaran dan latihan olahraga. prosedur atau langkah-langkah yang digunakan dalam penelitian ini yaitu: (1) penelitian pendahuluan. (2) perencanaan pengembangan model. (3) pengembangan desain model pembelajaran. (4) validasi pakar dan revisi model. (5) ujicoba kelompok kecil dan revisi. (6) ujicoba skala besar (7) revisi produk sekala besar. (8) ujicoba pemakaian dalam kondisi yang sesungguhnya. (9) revisi produk kembali. (10) pembuatan produk massal setelah diperbaiki. hasil dan pembahasan aktivitas olahraga yang baik adalah aktivitas yang dirancang dan tersusun secara sistematis. dimulai dari warming up, aktivitas utama hingga colling down. warming up atau yang biasa kita sebut pemanasan adalah aktivitas pertama yang dilakukan dalam berolahraga. warming up bertujuan untuk mempersiapkan tubuh untuk melakukan aktivitas utama. warming up yang baik akan menjadikan tubuh lebih bersemangat dan membuat tubuh kita lebih siap menghadapi kegiatan inti yang lebih berat serta mencegah terjadinya cidera saat berolahraga. warming up juga merupakan aktivitas penting yang tidak boleh dilewatkan sesorang apabila ingin berolahraga. penelitian ini membahas model warming up dengan model permainan sehingga peserta didik lebih menikmati aktivitas dan mengurangi kebosanan sehingga peserta didik lebih siap dalam aktivitas utama. gladi jurnal ilmu keolahragaan, 11 (02), oktober105 robby kurniawan, eko prabowo definisi operasional berdasarkan konsep mengenai pengembangan model warming up olahraga berbasis permainan, maka secara operasional yang dimaksud dengan pengembangan model warming up olahraga berbasis permainan adalah bentuk-bentuk warming up dalam bentuk bermain yang digunakan dalam aktivitas olahraga yang dihubungkan dengan aktivitas inti yang akan dilakukan sebelum memasuki aktivitas utama atau inti dalam aktivitas keolahragaan baik itu olahraga pendidikan, prestasi ataupun rekreasi. uji validasi ahli dan uji reliabilitas produk validasi yang digunakan dalam uji validasi ahli adalah berdasar pada validitas isi. pada dasarnya validitas isi menunjuk kepada cakupan materi atau bahan sesuai dengan ruang lingkup materi yang diajarakan atau mengukur tujuan khusus tertentu yang relevan dengan materi atau isi yang akan diberikan, validator dalam penelitian ini adalah ahli bidang olahraga pendidikan dan ahli olahraga prestasi. peserta didik dan pelatih serta guru dan dosen merupakan subjek dalam penelitian ini, karena pelaksanaan uji penggunaan media dilakukan dalam perkuliahan praktel olahraga pko ubj sehingga dosen dan peserta didik memiliki peranan penting dalam penggunaan buku dalam mempersiapkan aktivitas warming up, sehingga pada proses ini dapat dilihat efektifitas dalam pengunaan buku dalam mempersiapkan aktivitas warming up sebelum latihan atau pembelajaran reliabilitas instrumen menunjuk pada tingkat keterandalan sesuatu. reliabel artinya dapat dipercaya dan diandalkan (arikunto, 1997). disamping itu, reliabilitas menunjuk pada konsistensi suatu alat ukur dalam mengukur gejalagejala yang sama, yang artinya bahwa setiap pengukuran harus memiliki kemampuan untuk memberikan hasil pengukuran yang konsisten. pengujian reliabilitas model pemanasan dalam bentuk bermain pada pembelajaran sepakbola bagi siswa sekolah dasar menggunakan reliabilitas pengamatan atau dengan mencari koefisien kesepakatan diantara para pengamat. pengujian reliabilitas pengamatan menunjuk pada pengertian bahwa menentukan reliabilitas instrumen dengan menggunakan kesepakatan diantara beberapa pengamat atau juri. untuk mencarai reliabilitas dengan cara mencari indeks kesesuaian kasar (crude index agreement), dengan rumus sebagai berikut: ikk = n : n gladi jurnal ilmu keolahragaan, 11 (02), oktober106 robby kurniawan, eko prabowo keterangan: ikk : indeks kesesuaian kasar n : jumlah kode yang sama n : banyaknya objek yang diamati (arikunto, 1997). hasil pengujian reliabilitas model pemanasan dalam bentuk bermain pada pembelajaran sepakbola bagi siswa sekolah dasar didapatkan koefisien sebesar 0,73. berdasarkan hasil pengujian reliabilitas dan validitas, dapat disimpulkan bahwa warming up olahraga berbasis permainan telah memenuhi syarat valid dan reliabel untuk dapat digunakan pada sampel yang sesungguhnya. revisi produk sebelum uji coba model warming up olahraga berbasis permainan, pada tahap uji validasi ahli terdapat beberapa masukan dan saran untuk revisi atau perbaikan model. beberapa masukan dan saran yang telah didapatkan dari ahli dan dosen keolahragaan adalah sebagai berikut: 1) pada permainan ”shooter leg” sasaran adalah lutut ke bawah dan bola yang digunakan menggunakan bola plastik atau bola yang lunak dan pada permainan ”lampu lalu lintas” gerakan yang akan dilakukan disesuaikan dengan instruksi pelatih atau guru. uji coba skala kecil uji coba skala kecil dilakukan, setelah model dilakukan uji validasi dan diikuti dengan revisi dari para ahli dan guru pendidikan jasmani. uji coba skala kecil dilakukan di universitas bhayangkara jakarta raya, bekasi pada mahasiswa prodi pendidikan kepelatihan olahraga angkatan 2017 dengan jumlah 9 mahasiswa. uji coba skala kecil ini dilakukan untuk mendapatkan informasi apakah model tersebut dapat dilaksanakan serta dapat mengumpulkan informasi masukanmasukan mengenai model warming up olahraga berbasis permainan. berdasarkan uji coba skala kecil tersebut dapat disimpulkan bahwa produk warming up olahraga berbasis permainan dapat diujicobakan pada sampel sesungguhnya yaitu mahasiswa prodi pendidikan kepelatihan olahraga universitas bhayangkara jakarta raya angkatan 2018 dan 2019. revisi produk setelah uji coba skala kecil revisi produk model warming up olahraga berbasis permainan, setelah dilakukan uji coba skala kecil perlu dilakukan. masukan dan saran yang didapatkan setelah melakukan uji coba skala kecil, berupa penambahan keterangan pada gambar pada masingmasing permainan, untuk memperjelas petunjuk pelaksanaan permainan yang dilakukan gladi jurnal ilmu keolahragaan, 11 (02), oktober107 robby kurniawan, eko prabowo uji coba skala besar uji coba skala besar merupakan uji coba akhir sebelum model warming up olahraga berbasis permainan benar-benar dapat digunakan. uji coba skala besar dilaksanakan pada mahasiswa prodi pendidikan kepelatihan olahraga universitas bhayangkara jakarta raya angkatan 2018 dan 2019 yang berjumlah 50 orang. hasil pengembangan model hasil pengembangan berupa warming up olahraga berbasis permainan dihasilkan delapan (30) model pemanasan. adapun model pemanasan tersebut adalah sebagai berikut: 1. take & run from twister permainan ini dimainkan oleh 2 4 tim dengan setiap tim berisi minimal 3 pemain. dalam permainan ini setiap pemain berlomba mengumpulkan benda (poin) yang sudah di tentukan didalam area permainan. dalam permainan ini ada satu juri yang berdiri tepat di tengah area permainan dengan memegang bola yang diikatkan dengan sebuah tali, juri tadi melakukan gerakan memutar bola tersebut dengan berpegang ke tali dengan jarak secara acak. setiap pemain yang mengumpulkan benda (poin) harus berusaha menghindari bola dan tali yang digerakkan oleh juri tadi dalam mengumpulkan poin. 2. maling kemalingan permainan ini dimainkan oleh 4 tim yang masing – masing diisi minimal 2 orang. setiap pemain secara bergantian berlari mengambil cone tim lawan dan diletakkan ke dalam huula hoop tim tersebut. setiap pemain boleh mengambil cone tim manapun dan cone yang ada pada tim tersebut juga bisa diambil oleh lawan manapun. 3. balap buaya permainan ini dimainkan oleh 2 orang setiap timnya, dimana untuk berpindah dari titik a ke titik b pemain pertama harus bergerak hanya dengan tangan dengan kedua kaki pemain pertama harus dipegang dan diangkat dari belakang oleh pemain kedua. ketika sudah sampai di titik b tim tersebut harus kembali ke titik a dengan pemain kedua yang bergerak dengan tangan dan pemain pertama yang memegang dan mengagkat kaki pemain kedua dari belakang. 4. kejar balik permainan ini terbagi atas 3 jenis pemain yaitu (a) pemain yang mengejar, (b) dikejar dan (c) menunggu. pemain yang a harus berusaha menyentuh pemain b. jika pemain a berhasil menyentuh b, maka mereka bertukar peran. namun jika gladi jurnal ilmu keolahragaan, 11 (02), oktober108 robby kurniawan, eko prabowo pemain b duduk didepan pemain c, maka pemain a yang mengejar akan menjadi pemain yang dikejar oleh pemain c, dan begitu seterusnya. 6. hitam hijau permainan ini bertujuan melatih konsentrasi dan reaksi seseorang. permainan ini dipimpin guru atau instruktur yang memberi aba – aba hitam atau hijau. jika guru menyebut kata hitam, maka pemain hitam mengejar pemain hijau, dan jika guru menyebut kata hijau maka pemain hijau mengejar pemain hitam. 7. lari bowling permainan ini dimainkan oleh 5 hingga 10 orang setiap timnya. pemain berbaris di titik a dengan pemain paling belakang memegang sebuah bola. saat permainan dimulai, pemain yang memegang bola harus menggelindingkan bola tersebut diantara kaki rekan setim dan pemain paling depan menangkap bola tersebut, lalu berlari ke titik b, selanjutnya pemain yang berlari dengan bola tadi berlari ke titik a hingga menjadi pemain paling belakang da melanjutkan menggelindingkan bola tersebut kepada pemain yang sudah menunggu giliran selanjutnya untuk berlari. 8. tic tac toe permainan ini dimainkan oleh 2 tim yang setiap tim berisi 3 – 7 orang dengan tujuan berlari secara bergantian ke arah area yang berisi 9 lingkaran untuk membentuk garis lurus vertikal, horizontal ataupun diagonal dengan menggunakan penanda untuk masing – masing tim. 9. menjala ikan permainan ini dimulai dengan membagi setiap pemain menjadi satu pasang ( 2 orang ) dan saling bergandengan, dan yang tidak dapat pasangan harus bertugas mengejar kelompok yang mendapat pasangan. setiap pasangan yang berhasil disentuh / ditangkap pengejar harus bergabung dan bergandengan untuk mengejar pasangan yang lain. 11. shooter leg permainan ini dimainkan oleh minimal 10 orang, dimana salah satu diantara pemain berada diluar area batas permainan yang bertugas melempar bola dengan target kaki dari pemain yang berada dildalam area permainan, apabila kaki sipemain yang berada di dalam area terkena bola, maka pemain tersebutpun keluar dan membatu pemain yang berada di luar area untuk melempar bola ke kaki pemain yang masih berada di dalam area. 13. gobak sodor / galasin permainan ini dimainkan oleh 2 tim, dimana setiap tim berisi 4 sampai 6 pemain dengan tujuan menghadang lawan agar gladi jurnal ilmu keolahragaan, 11 (02), oktober109 robby kurniawan, eko prabowo tidak bisa lolos melewati garis ke baris terakhir secara bolak-balik, dan untuk meraih kemenangan seluruh anggota grup harus secara lengkap melakukan proses bolak-balik dalam area lapangan yang telah ditentukan. 14. lampu lalu lintas permainan ini dilakukan dengan cara merespon aba – aba yang disampaikan guru untuk melakukan gerakan seperti rambu lalu lintas yaitu merah untuk berhenti, hijau berlari dan beberapa aba – aba lainnya. 15. lari estafet permainan ini dimainkan oleh 2 tim atau lebih dimana satu tim berisi 3 – 7 pemain. setiap tim harus bergerak dengan berlari secara bergantian, dan yang paling cepat menyelesaikan permainan adalah pemenangnya. 17. shoot the ball with the ball permainan ini dimaikan oleh 2 tim, dengan 1 tim berisikan minimal 5 pemain, kedua tim akan berdiri di area masing – masing dengan bola untuk setiap anggota tim yang akan doigunakan sebagai alat utama. di tengah –tengah kedua tim akan diletakkan sebuah bola target. kedua tim harus melempar bola yang ada di tangan mereka masing – masing ke arah bola target sampai bola target bergerak melewati garis pembatas area dari lawannya. 18. lari warna warni lurus permainan ini dimainkan oleh minimal 2 tim yang berisi 3 – 5 orang setiap timnya. masing – masing pemain secara bergantian harus berlari mengumpulkan bola satu persatu sesuai dengan warna tim, dan yang paling cepat selesai mengumpulkan bola adalah pemenangnya. 19. lari warna warni silang permainan ini dimainkan oleh minimal 2 tim yang berisi 3 – 5 orang setiap timnya. masing – masing pemain secara bergantian harus berlari mengumpulkan bola satu persatu sesuai dengan warna tim, dan yang paling cepat selesai mengumpulkan bola adalah pemenangnya. 20. contact ball permainan ini dimainkan dengan cara 1 orang yang memegang bola dan yang lain berusaha menghindar dari orang yang memegang bola tadi. pemain yang memegang bola berusaha menyentuhkan bola yang ia pegang ke tubuh pemain lain. jika ada pemain lain yang berhasil ia sentuh dengan bola maka pemain lain tadi harus bergabung dengan pemain yang memegang bola tersebut. 21. ular buta permainan ini dimainkan oleh 2 tim atau lebih, dimana satu tim terdiri dari 2 – 4 gladi jurnal ilmu keolahragaan, 11 (02), oktober110 robby kurniawan, eko prabowo pemain yang berbaris lurus sambil memegang bahu. pemain yang paling depan harus menutup matanya dengan kain penutup dan bertugas mengambil poin yang disediakan. karena mata pemain paling depan ditutup maka pemain lain harus mengarahkan pemain paling depan untuk bergerak dan mengambil poin dan bergerak mengikuti pemain paling paling depan. 22. kepala pundak lutut cone permainan ini bertujuan untuk melatih konsentrasi dan reaksi sesorang. cara permainan ini adalah 2 pemain saling berhadapan dengan huula hoop diantara kedua pemain tersebut yang sudah diletakkan cone didalamnya. guru / instruktur menyebutkan kata kepala pundak lutut secara acak dan disaat bersamaan pemain harus memegang bagian tubuh yang disebutkan oleh guru, jika tiba – tiba guru mengucapkan kata cone maka kedua pemain tersebut berlomba mengambil cone yang ada diantara pemain tersebut. 23. kucing 3 warna permainan ini dimainkan oleh 3 tim ( a b c / sesuai warna ), dimana dua dari tim ( a b ) tersebut berusaha bermain lempar tangkap dan tim yang lain ( c ) harus berusaha menganggu hingga bisa menyentuh / menangkap bola tersebut. jika bola berhasil disentuh atau ditangkap oleh tim c, maka pemain pada yang melakukan kesalahan ( misalnya tim a ) sehingga bola tersebut bisa disentuh oleh tim c harus bertukar peran, dan selanjutnya permainan dilanjutkan dengan tim b dan c yang memainkan lempar tangkap bola dan a yang berusaha merebut bola, dan begitu seterusnya. 24. hulla hoop sepatu individu permainan ini dimainkan dengan bergerak dari satu titik ke titik lain dan kembali ke titik awal secara bergantian. namun saat bergerak pemain menggunakan 2 cone sebagai alas bergerak. pemain bergerak dengan meletakkan cone ke arah depan dan berpindah ke cone tersebut lalu mengambil cone yang dibelakang untuk dipindahkan lagi ke depan dan pindah ke cone tersebut dan seperti itu seterusnya hingga titik yang ditentukan. 25. hulla hoop sepatu tim permainan ini dimainkan dengan bergerak dari satu titik ke titik lain secara bersamaan. saat bergerak pemain harus cone sebagai alas bergerak. pemain bergerak dengan meletakkan cone ke arah depan dan berpindah ke cone tersebut dan pemain yang dibelakang juga ikut pindah mengisicone yang kosong yang ada didepan, lalu pemain paling belakang mengambil cone yang dibelakang untuk dipindahkan lagi ke depan dan pindah ke gladi jurnal ilmu keolahragaan, 11 (02), oktober111 robby kurniawan, eko prabowo cone tersebut dan seperti itu seterusnya hingga titik yang ditentukan. 26. fotely permainan ini adalah gabungan dari permainan sepakbola, tenis dan bola voli. pemain menggunakan bola sepak / bola sebagai alat permainan, dan aturan permainan seperti permainan tenis dan voli. 27. handball 3 langkah permainan ini dimainkan seperti pemainan handball pada umunya, namun setiap pemain hanya boleh membawa bola maksimal 3 langkah, setelah itu harus dilempar ke teman yang lain dan setiap pemain hanya boleh melakukan shooting dari luar area kotak pinalti. 28. lempar huula hoop permainan ini dimainkan oleh 2 tim atau lebih dengan cara berlari dari titik a ke titik b sambil membawa huula hoop, dan saat sampai di titik b, pemain melempar huula hoop ke target yang sudah ditentukan. jika berhasil pemain kembali ke titik a dan bergantian dengan pemain lain, jika gagal pemain harus dihukum ( push up / lompat sekitar 5 – 10 kali ) dan mengambil huula hoop tersebut kembali ke titik a dan bergantian dengan pemian lainnya 29. sepakbola 3 gawang permainan ini oleh 2 tim, dimana setiap tim berisi 4 – 7 pemain. setiap tim memiliki 3 gawang sebagai target mereka mencetak angka. permainan dilakukan seperti bermain sepakbola pada umumnya namun ada 3 gawang yang harus dijaga dari lawan dan ada 3 gawang lawan juga yang dijadikan sebagai target untuk mencetak gol. 30. berguling estafet permainan ini dimainkan dengan cara memindahkan suatu benda dari titik ke titik yang lain, namun setiap pemain / tim harus bergerak dengan cara berguling. pemanasan (warming up) merupakan suatu aktivitas yang dilakukan sebelum memasuki aktivitas inti dalam berolahraga pemanasan ini berfungsi untuk menyiapkan tubuh secara fisik dan psikis. permainan dalam warming up dapat membuat ketercapaian tujuan pemanasan untuk berolahraga menjadi lebih maksimal. hal ini dikarenakan permainan merupakan aktivitas yang menyenangkan. semua kelompok umur sangat menyukai permainan. beberapa peneliti juga telah mengemukakan hasil penelitiannya terkait permainan dalam pemanasan. hal ini diungkapkan oleh sholihin (2019), bahwa terjadi peningkatan kesiapan siswa dalam pembelajaran pjok jika melakukan pemanasan menggunakan permainan. selain itu lubena (2017) juga gladi jurnal ilmu keolahragaan, 11 (02), oktober112 robby kurniawan, eko prabowo mengungkapkan bahwa model pembelajaran keterampilan lari gawang berbasis permainan dinilai efektif untuk meningkatkan keterampilan lari gawang siswa sma. pada penelitian lainnya, kiswantoko, d., & wijaya, m.r.a., (2018) telah melakukan penelitian untuk melihat perbandingan pemanasan bermain dengan pemanasan klassik dalam pembelajaran renang gaya dada pada siswa smp n 3 sukabumi. penelitian serupa juga telah dilakukan maedapradana, d., & hartati, s.c.y., (2020) yang melihat perbandingan partisipasi aktif dalam pembelajaran pendidikan jasmani, olahraga dan kesehatan menggunakan pemanasan permainan kecil dengan pemanasan konvensional pada siswa smp n 4 widodaren. dalam penelitian tersebut terlihat partisipasi aktif siswa berolahraga lebih besar jika melakukan pemanasan menggunakan permainan. adanya pemanasan berupa permainan memang dapat meningkatkan minat olahraga bagi siapapun. hal ini disampaikan oleh finalosa, f & hartani, s.c.y, (2014) yang menyatakan bahwa terjadi peningkatan minat siswa dalam pembelajaran bola basket disebabkan oleh adanya sesi permainan saat pemanasan. oleh karena itu, dalam pemanasan harus mengandung unsur unsur yang menyenangkan, mudah, semangat, dan membuat siswa tertarik dengannya. dengan demikian, siswa akan semangat dalam mengikuti pelajaran, ataupun aktivitas olahraga lainnya. kesimpulan berdasarkan hasil penelitian yang telah diuraikan sebelumnya, dapat disimpulkan bahwa telah terbentuk suatu model warming up olahraga berbasis permainan. model tersebut terdiri dari tiga puluh model. adapun nama model pemanasan adalah sebagai berikut: take & run from twister, maling kemalingan, balap buaya, kejar balik, updown cone, hitam hijau, lari bowling, tic tac toe, menjala ikan, lari angkut, shooter leg, bola setan, gobak sodor / galasin, lampu lalu lintas, lari estafet, lompat estafet, shoot the ball with the ball, lari warna warni lurus, lari warna warni silang, contact ball, ular buta, kepala pundak lutut cone, kucing 3 warna, hulla hoop sepatu ( individu ), hulla hoop sepatu ( tim ), fotely, handball 3 langkah, lempar huula hoop, sepakbola 3 gawang, berguling estafet. model warming up berbasis permainan ini diharapkan mampu membantu dosen, guru dan pelatih keolahragaan dalam mempersiapkan aktivitas pemanasan sehingga siswa atau gladi jurnal ilmu keolahragaan, 11 (02), oktober113 robby kurniawan, eko prabowo atlit lebih siap untuk melakukan aktivitas inti saat berolahraga. daftar pustaka alter, michael j. (1996). 300 teknik perengangan olahraga. jakarta: raja grafindo persada. arikunto, suharsimi. (1997). prosedur penelitian suatu pendekatan praktek. (edisi iv). jakarta: rineka cipta. biskop, julia c dan mavis cortis. (2005). permainan anak anak zaman sekarang di sekolah dasar, jakarta: gramedia widiasarana indonesia. farlin, belka, dkk. (2016). pengembangan model warming up berbasis permainan tradisional pada peserta didik smp. pontianak : fkip untan. finalosa, fiki dan hartani, s.c.y dan. (2014). pengaruh pemberian permainan kecil dalam pemanasan terhadap minat siswa dalam pembelajaran bola basket. jurnal pendidikan olahraga dan kesehatan, 02 (03), 805 – 810. furqon, m. (2006). mendidik anak dengan bermain. surakarta : universitas sebelas maret. gandasari, maharani fatima. (2020). pengembangan model pemanasan berbasis permainan pramuka pada siswa smp. josepha, 1 (1), 26 – 32. kiswantoko, didik dan m.rizki adi wijaya. (2018). perbandingan pemanasan bermain dan pemanasan classic (statis & dinamis) terhadap minat dalam pembelajaran renang gaya dada pada kelas viii di sma negeri 3 kota sukabumi tahun 2018. sukabumi : fkip ummi. kravitz, len. (1997). bugar total. jakarta: raja grafindo persada. kusworo, hendrik dan sri winarni. (2017). model pemanasan berbasis gerak dan lagu bagi anak tunanetra. jurnal pendidikan jasmani indonesia, 12 (1), 19 – 24. lubena, ayu dyah. (2017). model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan untuk siswa sma. gladi jurnal ilmu keolahragaan, 07 (02), 61-66. doi : 10.21009/ gjik.081.05. lutan, rusli. (2000). asas asas pendidikan jasmani pendekatan pendidikan gerak di sekolah dasar. jakarta : direktorat jenderal olahraga, depdiknas. luxbacher, joe. (2004). sepakbola : taktik dan teknik bermain. jakarta: raja grafindo persada. maedapradana, deagrienta dan sasminta. christina y.h. (2020). perbandingan partisipasi aktif siswa dalam pembelajaran pendidikan jasmani, olahraga dan kesehatan menggunakan pemanasan dengan permainan kecil dan konvensional pada siswa kelas vii smpn 4 widodaren. jurnal pendidikan olahraga dan kesehatan, 8 (01), 27-30. mangun, fajar arie dan marlinda budiningsih. (2017). model latihan gladi jurnal ilmu keolahragaan, 11 (02), oktober114 robby kurniawan, eko prabowo smash pada cabang olahraga bulutangkis untuk atlet ganda. gladi jurnal ilmu keolahragaan, 08 (02), 78 -91. doi : 10.21009/ gjik.082.01 mulyaningsih, farida dkk. (2009). senam irama. yogyakarta: fik uny. munandar, haris. (2017). model latihan smash sepaktakraw berbasis stand ball untuk atlet dki. gladi jurnal ilmu keolahragaan, 08 (02), 119-134. doi : 10.21009/ gjik.082.05 segi, longginus dan ludgerus manek seran. (2019). pengembangan video pembelajaran gerak tari gawi yang dimodifikasi sebagai alternatif pemanasan olahraga sepakbola siswa ssb indonesia muda ende. jurnal ilmiah ilmu pendidikan, 2 (3), 319327. sholihin, m dan d. andrijanto. (2019). pengaruh pemanasan menggunakan permainan kexil terhadap tingkat kesiapan siswa dalam pembelajaran pendidikan jasmani, olahraga dan kesehatan. jurnal pendidikan olahraga dan kesehatan, 07 (02), 375-379. sugiono. (2012). metode penelitian kualitatif dan r&d. bandung: alfabeta. sukintaka. (2007). teori bermain untuk d2 pgsd penjaskes. jakarta: departemen pendidikan dan kebudayaan, direktorat jenderal pendidikan tinggi. syafrudin, dkk. (2011). himpunan penyuluhan kesehatan, pada remaja, keluarga, lansia, dan masyarakat. jakarta: trans info media. tedjasaputra, mayke s. (2006). bermain, mainan dan permainan. jakarta: gramedia widiasarana indonesia. tilong, adi d. (2018). jam piket harian organ tubuh manusia, hidup sehat berkat kerja organ yang optimal. yogyakarta: laksana. yudanto. (2011). model pemanasan dalam bentuk bermain pada pembelajaran sepakbola bagi siswa sekolah dasar. jurnal pendidikan jasmani indonesia, 8 (1), 106 – 116. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 22-40 permalink/doi: https://doi.org/10.21009/gjik.131.03 the effect of balance, arm muscle strength, and coordination of batting skills cricket yulia anggraeni1*, ramdan pelana1, hernawan1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : yulia.anggraeni100794@gmail.com abstract this study aims to determine direct and indirect effects, and also the simultaneous effect of exogenous variables with endogenous variables. the research method is an associative quantitative approach, with test and measurement techniques. the data analysis technique uses a path analysis approach. in this study, the population is 60 athletes from the dki jakarta and java cricket plate athletes. the sampling technique is total sampling. so, the number of samples in this study is 60 people consisting of 30 male athletes and 30 female athletes. batting skills using the batting tee test. balance using a balance test. arm muscle strength using pull and push dynamometer test, coordination instrument using coordination test. the results of this study is the direct effect of variable x1 on y = 0.271. the direct effect of variable x2 on y = 0.478. the direct effect of variable x3 on y = 0.216. the direct effect of variable x1 on x3 = 0.121. the direct effect of the x2 variable on x3 = 0.665. the indirect effect of variable x1 on y through x3 = 0.121 x 0.216 = 0.026. the indirect effect of variable x2 on y through x3 = 0.665 x 0.290 = 0.075. keywords: balance; strength; coordination; batting skills cricket gladi jurnal ilmu keolahragaan, 13 (01), march23 yulia anggraeni, ramdan pelana, hernawan introduction cricket is one of the most popular sports in the world, cricket is a sport that has developed for 40 years in the world community (james, curtis, allen, & rippin, 2012). this sport is much loved by everyone from children to adults. cricket populeh because it has been played in many countries. menurut (amin & sharma, 2014) cricket is widely played in england, india, pakistan, sri lanka, australia, new zealand, south africa and zimbabwe. cricket is played between two teams of 11 players on a pitch 22 yards long in the middle of oval-shaped grounds of various sizes (norman & clarke, 2010). (perera, 2015) cricket is a game played between two teams of 11 players each, where the two teams alternate scoring (batting) and defending (fielding). a player (bowler) from the fielding team delivers a ball to a player (batsman) from the batting team, who should strike it with a bat in order to score while the rest of the fielding team (fielders) defend the scoring. the person who performs the batting is called the batsman. (norman & clarke, 2010) batsmen play in pairs, one on strike facing the bowler and one at the bowler’s end, and after hitting the ball can score a run each time both of them traverse the length of the pitch, thus changing ends. batman plays in pairs with one batsman facing the bowler and the other standing next to the bowler. both scored by hitting the ball and running around the area. the batsman hits the ball using a bat, and is protected with gloves, a genital protective pad, and a helmet. the main goal of any batsman is to make the numbers constantly. (wichitaksorn, choy, & gerlach, 2014) “batting team attempts to score.”. the numbers earned by the batsman are usually in matches listed in the cricket application. research in the sport of cricket so far has been mostly done to analyze the basic techniques of playing cricket without looking at the initial motion sequence, implementation attitude and final attitude, physiological aspects, strength and conditioning, tests and measurements as well as biomechanics related to strategy or playing success. the research done by (a. k. sarkar, james, busch, & thiel, 2012) about cricket bat acceleration profile from sweet-spot impacts. then research from (peploe, king, & harland, 2014) about the effects of different delivery methods on the movement kinematics of gladi jurnal ilmu keolahragaan, 13 (01), march24 yulia anggraeni, ramdan pelana, hernawan elite cricket batsmen in repeated front foot drives. similarly, research conducted by (amin & sharma, 2014) about measuring batting parameters in cricket: a two-stage regression-owa method. next, (preston & thomas, 2000), about batting strategy in limited overs cricket. (s. sarkar & banerjee, 2016) research about measuring batting consistency and comparing batting greats in test cricket: innovative applications of statistical tools. (norman & clarke, 2010) about optimal batting orders in cricket. (james et al., 2012) about the validity of a rigid body model of a cricket ball-bat impact. (curtis, hurt, & heller, 2014) about the reliability of a tapping test as an indicator of cricket bat performance. next, (sifa, 2018) research about “the influence of global and elementary learning methods on batting technique skills (striking the ball) of cricket athletes, padang state university”. further, research conducted by (scarf, shi, & akhtar, 2011) “on the distribution of runs scored and batting strategy in test cricket”. unlike (town, africa, & africa, 2010) “upper body muscle strength and batting performance in cricket batsmen”. and the evaluation done by (press, noorbhai, noorbhai, & noakes, 2018) in his research “an evaluation of the coaching methods of the batting backlift technique in cricket” the previous research shows that there is no comprehensive research on cricket which concerns the study of the effect of balance, arm muscle strength and coordination on cricket batting skills. thus, this research has an update. cricket batting skills a cricket player is required to master the basic techniques of the game of cricket well, in order to be able to continue basic technical skills to advanced techniques so that they can master complex or advanced techniques. mastery of the correct basic technique will greatly help a player and is a must that must be mastered by cricket players (ramdhan & sunaryadi, 2019). in playing cricket, players take on certain roles, one of which is batting. in the game of cricket, players take on specific roles which include batting” (olivier, stewart, olorunju, & mckinon, 2015) cricket is played between two teams of 11 players on a pitch 22 yards long in the middle of oval-shaped grounds of various sizes. batsmen play in pairs, one on strike facing the bowler and one at the bowler’s end, and after gladi jurnal ilmu keolahragaan, 13 (01), march25 yulia anggraeni, ramdan pelana, hernawan hitting the ball can score a run each time both of them traverse the length of the pitch, thus changing ends. batsmen are not obliged to run, and may score from 0 to 6 for each ball bowled. (leaving one batsman not out). (norman, j., 2010). batsman plays in pairs, one facing the bowler and the other being stunned by the bowler, and after hitting the ball runs for a score every time they both run. the bat can score from 0-6 for every ball thrown. the sport of cricket has a straight drive, a straight drive is a shot that is played attacking, vertical or straight bat style with a movement to hit the ball straight full or over the pitch. the ball can be hit from anywhere between the midon and the cover, depending on the direction of the ball. a straight drive is often done when the ball falls close to the batsman's feet, then the front foot goes forward with the body weight forward and the bat is swung in the direction of the arrival of the ball/forward then attacks the ball, hitting the ball to get a run. to improve your batting skills there is something to note. according to (jolimont & victoria, 2005) how to hold the bat (the grip); the stance, and backlift; eyes level (looking straight ahead); elbow position (rotate the shoulders); hit the ball (attack the ball); follow through (continued movement). from the explanation above, it can be concluded that the batting skill is one of the basic techniques in cricket where the technique aims to collect as many scores as possible by hitting the ball and running as much as possible. balance balance has a very important role in sports performance. in the game of cricket, balance is needed when batting (hitting) where balance is needed at rest (static) or moving (dynamic). balance is the ability to maintain posture and body position quickly when standing (static balance) or when performing movements (dynamic balance) (dan et al., 2016). balance is the ability to maintain proper posture and body position when standing (static balance) or when performing movements (dynamic balance) (widiastuti, 2011). balance is a person's ability to maintain his body position or the ability to control the muscle nerve organs to withstand loads or resistance which is carried out both dynamically and statically (muhammad adam et al., n.d 2012.) gladi jurnal ilmu keolahragaan, 13 (01), march26 yulia anggraeni, ramdan pelana, hernawan balance is the ability to maintain a projection of the center of the body on a supporting platform while standing, sitting, transiting and walking (howe, rochester, neil, skelton, & ballinger, 2011). “balance is defined as the process that maintains the center of gravity within the body’s support bases” (alonso, greve, & camanho, 2009). balance is the process of maintaining the position of the body’s centre of gravity vertically over the base of support and relies on rapid, continuous feedback from visual, vestibular and somatosensory structures and then executing smooth and coordinated neuromuscular actions (hrysomallis, 2011). arm muscle strength sports activities require a biomotor component of strength. strength is the ability to exert maximum power in one muscle contraction in humans (chan, 2012). strength is a component of a person's physical condition regarding his ability to use muscles to accept loads while working optimally (supriyanto & martiani, 2019). muscular strength is the ability of a muscle or group of muscles to perform one maximal contraction against resistance or load (pelana, 2015). arm muscle strength is the ability of the muscles to generate tension in a resistance and lift weights (fakhi & barlian,2019). “arm power is the ability of the muscles to exert maximum power in a very fast time” (bujang, desy tya maya, & yafi velyan, 2019). muscle power depends on the amount of nerve stimulation and the number of active motor units” (rezaimanesh, amirifarsani, & saidian, 2011). muscle strength depends on the amount of nerve stimulation and the number of active motor units. in batting cricket, players really need strength when batting, will automatically use the arm with hitting power so that with that power the ball can roll quickly. strength can be divided into general strength, special strength, maximum strength, endurance strength, absolute strength, and relative strength (gazali, 2016). strength can be broken down into three, namely; 1) maximum strength is the power / great power produced by a contracting muscle without determining how long the movement can be continued. 2) elastic strength is a type of strength that is indispensable where the muscle can move quickly against a resistance. 3) endurance is the ability of muscles to gladi jurnal ilmu keolahragaan, 13 (01), march27 yulia anggraeni, ramdan pelana, hernawan continuously use power in the face of fatigue. strength endurance is a combination of strength and duration of movement itself (tangkudung, 2012). coordination coordination is a person's ability to integrate different movements into a single movement pattern effectively (iswoyo, 2015). coordination is the ability to control body movements (yusuf, 2015). coordination is a person's ability to integrate different movements into a single movement pattern effectively (junaidi, 2015). good coordination will be able to carry out various movements with various levels of difficulty quickly, fully targeted and of course efficient in their movements (hermansyah, imanudin, & badruzaman, 2017). coordination involves moving the eyes, hands, and feet together. eye-hand-foot coordination is another factor that forms the basis of execution, especially more complex movements (nugraheni & widodo, 2017). eye-hand-foot coordination is the result of a combination of performance from the quality of muscles, bones and joints in carrying out an effective and efficient movement (sridadi, 2019) eye-hand-foot coordination is the ability to perform movements with varying degrees of difficulty quickly and efficiently with full accuracy (tangkudung, 2012). eye-hand-eye-foot coordination itself is a skill of the leg muscles to display the harmony of every foot and eye movement properly and correctly so that they display good movements (sakti, 2017). coordination is the ability to overcome the harmony of motion of body parts, the ability to develop with body control (mappaompo & silatulrahmi, 2015). coordination is the execution ability to integrate types of movements into more specific forms (decaprio, 2013). players must possess the necessary skills (hitting the ball, control and coordination) to carry out a pattern of activities that will produce the desired consequences. this statement is reinforced by (nurhidayah & sukoco, 2015) coordination indicates the player's ability to control and move all parts of the body correctly when performing movement tasks. method the purpose of this study is to determine whether or not there is a direct influence between balance (x₁), arm gladi jurnal ilmu keolahragaan, 13 (01), march28 yulia anggraeni, ramdan pelana, hernawan muscle strength (x₂), coordination (x₃) to batting skills (y). the method used in this study is an associative quantitative approach, with test and measurement techniques, while the survey method uses path analysis techniques. in this study, the population is all athletes from the regional government who still joined the cricket team of dki jakarta and central java with a total of 60 athletes. the sampling technique used is total sampling. the total number of samples was 60, consisting of 2 women's teams with 30 athletes, and 2 men's teams with 30 athletes. in accordance with the types of variables in this study, to obtain data, the instruments used are 1) the batting skill instrument where the researcher prepares and makes tests based on the results of the participants' success, 2) balance instrument (x1), arm muscle strength instrument (x2), coordination instrument (x3). to answer the formulation of the problem raised in this study, the path analysis method is used. the data analysis technique was carried out through two stages of analysis, namely descriptive and inferential data analysis. descriptive data analysis, this is done to analyze the data that has been collected in order to obtain descriptive analysis, data normality test, homogeneity test, linearity test, and path analysis hypothesis testing. results and discussion results data description 1. balance statistical results for the balance variable obtained the lowest balance value of 10, the highest balance value of 25, the average value of the balance of 16.6, and the standard deviation of the balance of 4.7. the following is an interval table from the results of the balance of cricket athletes. table 1. balance frequency distribution category interval class fr % excellent >25 5 8% good 20-24 18 30% enough 15-19 25 42% less 11--14 0 0% very less <10 12 20% sum 60 100% 2. arm muscle strength the statistical results for the balance variable obtained the lowest value of arm muscle strength of 32, the highest value of arm muscle strength of 68, the average value of arm muscle gladi jurnal ilmu keolahragaan, 13 (01), march29 yulia anggraeni, ramdan pelana, hernawan strength of 43.2, and the standard deviation of arm muscle strength of 9. the following is an interval table of the results of muscle strength cricket athlete arm. table 2. arm muscle strength frequency distribution category interval class fr % excellent >58 7 12% good 49-57 10 17% enough 40-48 21 35% less 31-39 25 42% very less <30 0 0% sum 6 0 100% 3. coordination statistical results for the coordination variable obtained the lowest value of coordination is 22, the highest value of coordination is 37, the average value of coordination is 28.6, and the standard deviation of coordination is 3.6. the following is an interval table from the results of cricket athlete coordination. table 3. coordination frequency distribution category interval class fr % excellent >35 3 5% good 31-34 15 25% enough 28-30 18 30% less 24-27 20 33% very less <23 4 7% sum 60 100% 4. batting skills the statistical results for the batting skill variable obtained the lowest score for batting skills of 11, the highest value of batting skills of 24, the average value of batting skills of 17.2, and the standard deviation of batting skills of 3.4. the following is an interval table of the results of the batting skills of cricket athletes. table 4. batting skills frequency distribution kategori kelas interval fr % sangat baik >23 6 10% baik 20-22 8 13% cukup 17-19 19 32% kurang 14--16 19 32% sangat kurang <13 8 13% jumlah 60 100% normality data 1. normality test of estimated error x3-x1 gladi jurnal ilmu keolahragaan, 13 (01), march30 yulia anggraeni, ramdan pelana, hernawan the data were obtained using the normality test with kolmogrov-smirnov with spss 26. the statistical test results obtained were 0.078 and the asymp line. sig. (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or ho is accepted. thus, it can be concluded that the coordination data on the balance is normally distributed. 2. normality test of estimated error x3-x2 the data were obtained using the normality test with kolmogrov-smirnov with spss 26. the statistical test results obtained were 0.072 and the asymp line. sig. (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or ho is accepted. thus, it can be concluded that the data on the coordination of arm muscle strength is normally distributed. 3. normality test of estimated error x2-x1 the data were obtained using the normality test with kolmogrov-smirnov with spss 26. the statistical test results obtained were 0.072 and the asymp line. sig. (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or ho is accepted. thus, it can be concluded that the balance upper arm muscle strength data is normally distributed. 4. normality test of estimated error y-x1 the data were obtained using the normality test with kolmogrov-smirnov with spss 26. the statistical test results obtained were 0.094 and the asymp line. sig. (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or ho is accepted. thus, it can be concluded that the batting skill data on balance is normally distributed. 5. normality test of estimated error y-x2 the data were obtained using the normality test with kolmogrov-smirnov with spss 26. the statistical test results obtained were 0.088 and the asymp line. sig. (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or ho is accepted. thus, it can be concluded that the batting skill data on arm muscle strength is normally distributed. 6. normality test of estimated error y-x3 the data was obtained using the normality test with kolmogrov-smirnov with spss 26. the statistical test results obtained were 0.059 and the asymp line. sig. (2-tailed) of 0.200 or can be written gladi jurnal ilmu keolahragaan, 13 (01), march31 yulia anggraeni, ramdan pelana, hernawan as a probability value (p-value) = 0.200 > 0.05 or ho is accepted. thus, it can be concluded that the data on batting skills on coordination are normally distributed. homogeneity test table 5. homogeneity test results homogeneity test sig. table norms (α) x3 atas x1 0,158 0,05 x3 atas x 2 0,155 x2 atas x1 0,160 y atas x1 0,058 y atas x2 0,188 y atas x3 0,528 based on the results of the analysis in table 5. the results of the homogeneity test of x3 over x1 obtained p-value = 0.158> 0.05, ho is accepted. thus, it can be concluded that the coordination of x3 over the balance of x1 comes from a homogeneous variance. the results of the homogeneity test of x3 over x2 obtained p-value = 0.155 > 0.05, ho is accepted. thus, it can be concluded that the x3 coordination of x2 arm muscle strength comes from a homogeneous variance. the results of the homogeneity test of x2 over x1 obtained p-value = 0.160 > 0.05, ho is accepted. thus, it can be concluded that the x3 coordination of x2 arm muscle strength comes from a homogeneous variance. the results of the homogeneity test of y over x1 obtained p-value = 0.058 > 0.05, ho is accepted. thus, it can be concluded that the batting skill y on balance x1 comes from a homogeneous variance. the results of the homogeneity test of y over x2 obtained p-value = 0.188 > 0.05, ho is accepted. thus, it can be concluded that y batting skill on x2 arm muscle strength comes from homogeneous variance. the results of the homogeneity test of y over x3 obtained p-value = 0.528 > 0.05, ho is accepted. thus, it can be concluded that y batting skill on x3 coordination comes from homogeneous variance. hypothesis test substructural testing 1 from the results of substructural test 1 using spss 26, the coefficient of determination (r2) of 0.551 means that 55.1 % of the variability of x2 variable can be explained by x1. so the error (ε_1) = 1r2 = 10.551 = 0.449. the path coefficient in the beta column (standardized coeficiens), namely the path coefficient x1 to x2 (p21) = 0.742. gladi jurnal ilmu keolahragaan, 13 (01), march32 yulia anggraeni, ramdan pelana, hernawan obtained the value of t0 = 8.438 and pvalue = 0.000/2 = 0.000 <0.05 or ho is rejected. thus the balance variable (x1) has a direct positive effect on arm muscle strength (x2). substructural testing 2 from the results of substructural test 2 using spss 26, it is obtained that the number of r square (r2) for model 1 is 0.576 and for model 2 (r2) is 0.569. this figure shows the effect of balance and arm muscle strength on coordination by 56.9% then the rest (43.1%) is influenced by other factors. sehingga error model 2, = 1 – r2 = 1 – 0,569. so the error model 2, = 1 – r2 = 1 – 0,569. path coefficient (x1) against (x3) or (p31) = 0.121; t0 = 1.939, p-value = 0.051/2 = 0.0255 < 0.005, or ho is rejected, which means that there is an effect of balance (x1) on coordination (x3). the next test, (x2) against (x3) or (p32) = 0.665; t0 = 5,160; p-value = 0.000//2 = 0.000, or h0 is rejected, thus, arm muscle strength (x2) has a positive direct effect on coordination (x3). from the results of testing the structural model 2 is significant. substructural testing 3 from the results of substructural test 2 using spss 26, it is obtained that the number of r square (r2) is 0.768. means that 76.8% of the variability of the y variable can be explained by the variables x1, x2, x3. so the error (ɛ2) = 1-r2 = 1 – 0.768 = 0.232. based on the anova table data, the fo value is 61,873; db1 = 3; db2 = 56, p-value 0.000 < 0.005, ho is rejected. thus the balance variable (x1), arm muscle strength (x2), coordination variable (x3) simultaneously affect batting skills.data coefficients secara berturut-turut: 1) py1 = 0.271; to = 2.799, pvalue = 0.007/2 = 0.004 <0.05, ho is rejected, which means that balance has a positive direct effect on batting skills. 2) py2 = 0.478; to = 4.110, pvalue = 0.000/2 = 0.000 <0.05, ho is rejected, then arm muscle strength has a direct positive effect on batting skills. 3) py3 = 0, 216; to = 2.187, pvalue = 0.033/2 = 0.017 <0.05, ho is rejected, then coordination has a direct positive effect on batting skills. hypothesis summary direct effect hypothesis tabel 6. pengaruh langsung antar variabel (indonesian) direct effect between variables path coefficie nt (p) pvalue conclusion gladi jurnal ilmu keolahragaan, 13 (01), march33 yulia anggraeni, ramdan pelana, hernawan x1 y (py1) 0,271 0,004 sig. x2 y (py2) 0,216 0,000 sig. x3 y (py3) 0,478 0,017 sig. x1 x3 (p31) 0,121 0,000 sig. x2 x3 (p32) 0,665 0,000 sig. x1 x2 (p21) 0,742 0,000 sig. indirect effect hypothesis based on the research path diagram on the effect of balance, arm muscle strength, and coordination on batting skills, it is also obtained a value to see the indirect effect of research, namely the effect of balance and arm muscle strength through coordination on batting skills.. effect of balance through coordination on batting skills based on the results of the path analysis, for the first indirect effect, challenge the influence of balance (x1) through coordination (x3) on batting skills (y). it can be calculated using the formula x1 to y through x3 = ie1+ρyx1 so that based on the results of the calculation data path analysis, substructural test 2 and substructural test 3. ie1= (ρx3x1) x (ρyx3) = (0,121) x (0,216) = 0,026. then, the first indirect effect is obtained from 0.026 + 0.271 = 0.297. therefore 0.297 > 0 then there is an indirect effect of balance through coordination on batting skills. the effect of arm muscle strength through coordination on batting skills based on the results of the path analysis, the second indirect effect is on the effect of arm muscle strength (x2) through coordination (x3) on batting skills (y). it can be calculated using the formula x2 to y through x3 = ie1+ρyx2 so that based on the results of the path analysis data, substructural test 2 and substructural test 3. ie2 = (ρx3x2) x (ρyx3) = (0,665) x (0,216) = 0,143. then the first indirect effect is obtained from 0.413 + 0.478 = 0.621. therefore 0.621 > 0 then there is an indirect effect of arm muscle strength through coordination on batting skills. discussion in the discussion of the results will be presented regarding the results of research that has been carried out related to each variable as well as support from several theories and previous research. based on the test results of all hypotheses that have been carried out in the hypothesis testing section, it can be stated that: gladi jurnal ilmu keolahragaan, 13 (01), march34 yulia anggraeni, ramdan pelana, hernawan 1. there is a direct effect of balance on coordination. coordination requires good balance to produce batting skills. from the results of research data analysis, it was found that the significance value of balance on coordination was 0.004 < 0.05, so balance had a significant direct effect on coordination with a direct effect of 0.121 or 12.1% and 87.9% of other variables. balance relates to coordination in several skills. thus, to maintain balance in carrying out physical activities, the movements performed need to be well coordinated in an effort to control all movements (mappaompo & silatulrahmi, 2015). 2. there is a direct influence of arm muscle strength on coordination. moving the arm muscles optimally and coordinating to produce the right batting movement is an absolute unity for a batsman in the game of cricket, but no athlete can do it all without training. from the results of research data analysis, it was found that the significance value of arm muscle strength on coordination was 0.000 <0.05, so balance had a significant direct effect on coordination with a direct effect of 0.665 or 66.5% and 33.5% of other variables. it takes a strong-arm muscle strength when doing the movement, so that the arm muscle strength can contract with coordination simultaneously to get the right results (agustini et al., 2018). 3. there is a direct effect of balance on batting skills. the ability of a batsman to obtain maximum batting cannot be separated from the player's biomotor in making movements that are in accordance with the desired goals such as the balance needed for batting prefixes so as to produce maximum movements. from the results of research data analysis, it was found that the significance value of arm muscle strength on coordination was 0.004 < 0.05, so balance had a significant direct effect on coordination with a direct effect of 0.271 or 27.1% and 72.9% of other variables. balance is a unity of coordination when going to do batting movements (hitting) the ball. balance in hitting is the most important thing where (jolimont and victoria, 2005) the hitter is in a position to quickly move both forward and backward according to the gladi jurnal ilmu keolahragaan, 13 (01), march35 yulia anggraeni, ramdan pelana, hernawan direction of the ball and allow it to be in a stable position. 4. there is a direct influence of arm muscle strength on batting skills. from the results of the analysis of research data, it was found that the significance value of arm muscle strength on coordination was 0.000 <0.05, so balance had a significant direct effect on coordination with a direct effect of 0.478 or 47.8% and 52.2% of other variables. to perform the batting technique, the cricket athlete must use the arm muscles to be able to swing and lift the stick in the batting technique, and must also use strength to swing the stick well. as stated (yusuf, 2015) arm muscle strength is needed as a driving force when hitting. the greater the strength of the arm muscles produced, the harder the blows produced. 5. there is a direct effect of coordination on batting skills. to perform batting skill movements, cricket athletes must have good coordination. at the time of batting coordination is needed to achieve success until it reaches the batting skill. from the results of the analysis of research data, it was found that the significance value of arm muscle strength on coordination was 0.017 <0.05, so balance had a significant direct effect on coordination with a direct effect of 0.216 or 21.6% and 78.4% of other variables. “coordination also plays a role in cricket technical skills, coordination is the result of combining reaction from eye speed and continued by precise and strong hand stroke so that the ball thrown tightly can be hit properly and strongly” (wolter et al., 2020). 6. there is an indirect effect of balance through coordination on batting skills. physical factors are very decisive in a sport, because this factor is a factor that plays an important role to support other factors. balance when batting is important in determining the initial position of batting. batting skills must also have good coordination so as to make good movements. from the results of the research data analysis, it was found that the significance value of the indirect influence of balance through coordination on batting skills was 0.297 or 29.7% and 70.3% of other variables. to do a quick arm stroke by stepping, it will trigger the leg movement first to maintain balance and gladi jurnal ilmu keolahragaan, 13 (01), march36 yulia anggraeni, ramdan pelana, hernawan stabilize the body position before starting the arm movement to hit. furthermore, two important things are coordination and increased perception of the temporal to observe the direction of the ball to be hit. “the simultaneous initiation of foot and knee for the three great height could be explain by the fact that, when subjects execute rapid arm movements with stepping, they trigger in first the lower limb in order to maintain balance and stabilize posture before initiating arm movements. furthermore, the two patterns of coordination and ascending temporal organization were observed whether the ball was hit from above or below” (rosey et al., 2007). 7. there is an indirect effect of arm muscle strength through coordination on batting skills. the strength of the arm muscles in cricket is one of the factors that is very much needed and even determines the victory in the match. besides that, it is supported by mastery skills of basic techniques such as doing batting skills and requires good coordination. from the results of the analysis of research data, it was found that the significance value of the direct influence of arm muscle strength through coordination on batting skills was 0.621 or 62.1% and 37.9% of other variables. athletes who have good coordination will be able to control movement, harmonious coordination is influenced between muscle groups during work. this coordination is needed in an effort to hit, because at the time of batting where players are required to move forward or backward quickly depending on the falling ball that is thrown. “movements do batting or hitting the ball as far as possible and ran toward milestones back to the base to create a point. strength of arm muscle is the ability bio motoric which is one aspect of capability that is. coordination also plays a role in cricket technical skills, coordination is the result of combining reaction from eye speed and continued by precise and strong hand stroke so that the ball thrown tightly can be hit properly and strongly (wolter et al., 2020). conclusion conclusions were drawn based on research findings with exogenous variables consisting of balance (x1) and arm muscle strength (x2) as well as intermediate variables, namely coordination (x3), and the endogenous gladi jurnal ilmu keolahragaan, 13 (01), march37 yulia anggraeni, ramdan pelana, hernawan variable was batting skills (y) as follows: 1. there is an effect of balance (x1) on coordination (x3). 2. there is an influence of arm muscle strength (x2) on coordination (x3). 3. there is a balance effect (x1) on cricket batting skills (y). 4. there is an 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(2015). kontribusi kekuatan otot lengan dan koordinasi mata tangan terhadap pukulan smash pada bulutangkis kategori remaja putra. jurnal kesehatan olahraga, 3(1), 22–30. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 378-395 permalink/doi: https://doi.org/10.21009/gjik.125.05 this work is licensed under a creative commons attribution-sharealike 4.0 international license. the effect of balance, concentration, and coordination on dollyo chagi kick skills in popb taekwondo athletes in dki jakarta reggie reginald1, fahmy fachrezzy1, iwan hermawan1 sports education, postgraduate state university of jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 coresponding author. email: reggiereginald12@gmail.com abstract the aim of this research was to determine the direct and indirect effect as well as the simultaneous effect of exogenous variables with endogenous variables. the research method used was an associative quantitative approach using test and measurement techniques. the data analysis technique used was a path analysis approach. the population in this research was all of popb dki jakarta athletes in 2021 totaling 20 people. the sampling technique used was total sampling so that the number of samples in this research was 20 people consisting of 10 women and 10 men. the skills of dollyo chagi kick taekwondo used the dollyo chagi kick skills test. the balance used a modified bass test. the concentration used a concentration grid test. the instrument of eye-foot coordination used a smart speed pro coordination test. the results showed that the direct effect of variable x1 on y = 0,243. the direct effect of variable x2 on y = 0,567. the direct effect of variable x3 on y = 0,378. the direct effect of variable x1 on x3 = 0,706. the direct effect of variable x2 on x3 = 0,297. the indirect effect of variable x1 on y through x3 = 0,706 x 0,378 = 0,267. the indirect effect of variable x2 on y through x3 = 0,297 x 0,378 = 0,113. keywords: balance; concentration; coordination; dollyo chagi kick introduction taekwondo is growing rapidly and its practitioners have spread all over the world. “taekwondo is arguably among the most important martial arts and combat sports worldwide in considering that it is an official olympic sport practiced by several millions of athletes” (pérez-gutiérrez, valdesbadilla, gómez-alonso, & gutiérrezgarcía, 2015). at this time, there are about eighty million people who practice the martial arts of taekwondo in various parts of the world this day. taekwondo matches are divided into three types: kyorugi or fighting, poomsae or moves, and kyukpa or breaking hard objects. taekwondo is synonymous with kicks because most of the techniques used in matches are kicks. there are varied basic kicks in taekwondo, for instance; dollyo chagi (forward kick using the back of the foot from the side), ap chagi (straight forward kick), and yepo chagi (forward kick by pushing the soles of the feet towards the target). the kick of yeop chagi contributed to obtaining a relatively high mailto:reggiereginald12@gmail.com gladi jurnal ilmu keolahragaan, 12 (05), desember379 reggie reginald, fahmy fachrezzy, iwan hermawan score of 15% and the kick of dollyo chagi became the highest contributor as much as 28% (mansur, 2015). furthermore, the kick of checking yeop chagi men as much as 15,96% and women as much as 10,28%, dollyo chagi men as much as 20,11% and women as much as 13,74%, and dollyo chagi men as much as 12,50% and women as much as 7,69% and the most effective for senior male taekwondo athletes kick used was dollyo chagi (rachmahani, 2016). based on the explanation above, the dollyo chagi kick technique is the most frequently used technique and has the greatest effectiveness for generating points during a match. therefore, it is crucial for athletes to master this dollyo chagi kick technique. the most commonly used and highly effective base kick in kyorugi matches is dollyo chagi kick (forward kick using the back of the feet from the side) or also known as roundhouse kick (wojtaś, unierzyski, & hurnik, 2017). the dollyo chagi kick is often used in daily practice and in taekwondo competitions, it has many uses and can be used to attack, defend, and counterattack opponents (ervilha, fernandes, souza, & hamill, 2020). so this kick technique occurs a lot in matches both in senior and junior classes (tan & krasilshchikov, 2015). the dollyo chagi kick or also known as roundhouse kick is also owned by many other martial arts branches such as kick boxing, pencak silat (sickle kick), and karate (mawashi-geri) (petri, bandow, salb, & witte, 2019). defined by ouergui et al that the roundhouse kick is the hip performs rotational movement to the side: the legs and accompanying this rotation depict a circular arc from the outside to the inside and from the vertical plane to the horizontal plane to strike the opponent on the side (ouergui, hssin, franchini, gmada, & bouhlel, 2013). kick technique that can generate points is a technique determined by four factors, namely; concentration, coordination, accuracy, and impact. concentration is needed when in the match, including when going to do kick techniques, with good concentration will create good coordination between the eyes that see the opponent and all parts of the body in order to help the attack technique come out. after the technique can be successfully come out, the next factor that determines whether a point is entered or not is accuracy and impact. a technique will get points if it hits a gladi jurnal ilmu keolahragaan, 12 (05), desember380 reggie reginald, fahmy fachrezzy, iwan hermawan legitimate target area and generate an impact on the target of the opponent’ body. bio motor components developed in taekwondo sports include coordination, skill, speed, flexibility, muscle strength, balance, posture, power, and endurance (tirtawirya, 2011). balance is one of the most important bio motor components for humans. according to (widiastuti, 2015) “balance is the ability to maintain the posture and position of the body quickly when standing (static balance) or when doing movements (dynamic balance)”. the ability of the body to give the desired position when moving (gürkan, 2016). balance is the ability to maintain the body’s center of mass over its base of support (watson, black, crowson, 2016). balance is divided into two, namely static to balance the body in a place or position and dynamic is the ability to balance movements (zilvikar, 2016). static balance refers to the ability to maintain equilibrium in a stationary fashion, whereas dynamic balance relates to the ability to maintain balance when the body is in motion (shim & rose-woodward, 2019). dynamic balance—a state in which a robust complex system will self-correct in response to imbalance (resulting from perceived variation/challenge) to maintain functional organization, or the individual and coordinated expression of balance and imbalance (cowen, nesti, & cheetham, 2014). dynamic balance also has a positive relationship with the lower body strength in adults (shim, harr, & waller, 2018). athletes must have the awareness, knowledge, and ability to control their attention to concentrate effectively. (cox, 2011) explained that all sports really require excellent concentration to support the performance of athletes when in matches. joaquin dosil in (wibowo & gupita, 2020) stated that taekwondo is a sport of martial arts that requires psychological factors such as concentration, anticipation, emotional control, self-control, self-confidence, and fighting power. concentration is a basic human psychological skill that is crucial to maintain mental toughness, especially in open skill sports where the environment moves quickly and constantly changes (monsma, perreault, & doan 2017). concentration refers to the orientation or focus of a person’s psychological activity on a particular object which is also one of the most gladi jurnal ilmu keolahragaan, 12 (05), desember381 reggie reginald, fahmy fachrezzy, iwan hermawan important factor in carrying out effective learning activities (yang, zhao, tian, & xing, 2020). (komarudin, 2015) concentration in each individual has a difference between one and the other. concentration enables people to exclude irrelevant information and focus on things or objects that attract them (ma & wei, 2016). good concentration is really needed when in taekwondo matches because it is an individual sport where an athlete must continue to fully concentrate on the entire time of the match. if the concentration is a little bit diverted then it will have a fatal impact for an athlete. the situation in martial arts especially fighting numbers is very unpredictable. the duration of one kick only lasts less than one second so it also requires good coordination at the time of its implementation, because if it takes too long in doing it then the opponent will be able to see and the opportunity to get points will be lost. coordination is the ability to perform movements or work appropriately and efficiently. one of the vital facts of human development is its coordination movement (sogut, 2016). coordination states the harmonious relationship of various factors that occur in a movement (widiastuti, 2015). coordination is the ability of the performer to integrate types of body movement into specific patterns” (babu & kumar, 2014). (astanto, 2018) stated that in coordination will result timing and accuracy. at this time, technological advances are very rapid in various fields including sports. the development of sports technology is very important to be used especially in indonesia to increase the achievements of athletes both local and national. the development and advancement of sports technology is indispensable for the advancement of sports achievement (syakur, badruzaman, & paramitha, 2017). digital tools are able to predict and direct someone to choose the right sport and various technologies to be able to produce high-achieving athletes (yoda, 2020). equipment from fusion sport.inc is one of the sports equipment development companies from australia that has been used by national sports federations from various countries, olympic committees, and many of the world’ elite sports teams in its athlete development programs (fusion, 2019). this equipment is equipment using a sensor that detects a movement that is gladi jurnal ilmu keolahragaan, 12 (05), desember382 reggie reginald, fahmy fachrezzy, iwan hermawan usually used in measuring speed in running. however, in this study, this equipment will be modified and programmed to see the coordination of the eyes, the hands, and the legs. the peak achievements of various sports are achieved around the age of 14 – 25 years and the process of coaching athletes to achieve peak achievement takes approximately 6 – 10 years (nurjaya, 2012). thus, the orientation of sports coaching must begin at an early age, namely when they are still in elementary school. the development of the sport should be done by paying attention to the characteristic of child, the process of growth, and the development of child. coaching athletes should be done as early as possible in order to have sufficient time to prepare for the highest achievement. sports coaching from an early age through structured and sustainable programs and through a good concept becomes a must where from the beginning sports coaching needs to be managed well in accordance with the principles of longterm sports coaching (rasyono, 2016). in dki jakarta province has several athlete coaching posts such as ppop, pplm and pelatda. in 2019, dispora dki jakarta launched a new coaching program for the first time in indonesia, namely coaching children under the age of 15 years old and continuity which was originally called ppob (sustainable sports development program) then its name was changed to popb (sustainable achievement sports program). dispora collaborated with fik unj to use ltad (long term athlete development) based on sports science on the approach of this program, as well as for the selection process of the athletes, the coaches also provided expert teams such as sports doctors, sports psychologists, paramedics, and others. a canadian achievement sports coaching expert, dr istvan balyi designed and compiled the stages of sports coaching into a clear and systematic stage for the development of long-term athletes called long term athlete development (ltad). the stages are active start (age 0-6 years), fundamental (girls aged 6-8 years, boys aged 6-9 years), learn to train (girls aged 8-11 years, boys aged 9-12 years), train to train (girls aged 11-15 years, boys aged 12-16 years), train to compete (girls aged 15-21 years, boys aged 16-23 years) train to win (women over the age gladi jurnal ilmu keolahragaan, 12 (05), desember383 reggie reginald, fahmy fachrezzy, iwan hermawan of 18 and men over the age of 19) and active for life (all ages) (rizal, 2016). the development of sports technology is crucial to be used especially in indonesia to increase the achievements of athletes both local and national. development and advancement of sports technology is necessary for the advancement of sports achievement (syakur et al., 2017). technology has also become a close part of sports, from the moment of the game to the moment of training and athletes’ preparation. in the match, the use of technologies such as timekeeping systems used by sports is measured up to scoring systems using a sensor on the body protector in taekwondo sports. during the preparation period, technology is also used to help an athlete to achieve better performance and use digital test equipment that is more accurate in recording data. based on the background description that has been described above, the researchers are very interested in researching the effect of balance, concentration, and eye-foot coordination on dollyo chagi kick skills in popb athletes in dki jakarta using tools such as fusion sport and kinovea application also concentration grid. method in general, the aim of this study was to determine the effect between the three independent variables or exogenous, namely: balance, concentration, and eye-foot coordination with dependent variable or endogenous, namely: dollyo chagi kick skills as well as analyzing the correlation of independent variables (balance, concentration, and eye-foot coordination) on dependent variable (dollyo chagi kick skills) either directly or indirectly. the research method used in this study was an associative quantitative approach using test and measurement techniques, while the analysis technique used was a path analysis. path analysis is a technique to analyze a causal correlation that occur in multiple regressions if the independent variable affects the dependent variable, not only directly but also indirectly (hakam, sudarno, & hoyyi, 2015). according to (sugiono, 2019) population is a generalized area consisting of objects or subjects which have certain qualities and characteristics that are applied by researchers to be studied and then drawn conclusions. based on the explanation above, the population in this study will gladi jurnal ilmu keolahragaan, 12 (05), desember384 reggie reginald, fahmy fachrezzy, iwan hermawan be all athletes of popb dki jakarta in 2021 numbered 20 people sampling technique used in this study was total sampling. the reason for taking total sampling was because the population was less than 100. so the number of samples in this study was as many as 20 people consisting of 10 women and 10 men. data collection technique used was research instrument tests. the dollyo chagi kick using dollyo chagi kick skills test. the balance using modified bass test. the concentration using concentration grid test and the eyefoot coordination using smart speed pro coordination test. the form of data analysis in this study were the form of numbers including: balance, concentration, coordination of eye-foothand and dollyo chagi kick skills. in accordance with the formulation of research methodologies and theoretical models that have been described, the analysis techniques used in testing this research hypothesis was path analysis. result and discussion result the collecting data of this study was using validated instruments for each variable. the values that had been obtained from raw data were then processed by descriptive statistical method using program of spss version 25. data description 1. the variable of dollyo chagi skills (y) based on the results of the analysis of research data for the score of dollyo chagi skills, it can be seen that the average or mean value was 79,40 with a standard deviation was 3,872, the range was 11, the smallest value or min was 72 and the highest value or max was 83. the number of classes and frequency distributions on variable y are seen in table 1 table 1. dollyo chagi skills interval class absolute frequency relative frequency 72 73 4 20% 74 75 0 0% 76 77 1 5% 78 79 3 15% 80 81 3 15% 82 83 9 45% total 20 100% based on the table above, it can be seen that in dollyo chagi kick skills variable there were 3 respondents (15%) obtained an average score, 7 respondents (40%) obtained a score below the average and 9 respondents (45%) obtained a score above the average. gladi jurnal ilmu keolahragaan, 12 (05), desember385 reggie reginald, fahmy fachrezzy, iwan hermawan 2. the variable of balance (x1) based on the results of the analysis of research data for the score of balance, it can be seen that the average or mean value was 70,55 with a standard deviation was 4,989, the range was 19, the smallest value or min was 61 and the highest value or max was 80. the number of classes and frequency distributions on variable x1 are seen in table 2 table 2. balance interval class absolute frequency relative frequency 61 65 3 15% 66 70 7 35% 71 75 6 30% 76 80 3 15% 81 85 1 5% total 20 100% based on the table above, it can be seen that in balance variable there were 6 respondents (30%) obtained an average score, 10 respondents (50%) obtained a score below the average and 4 respondents (20%) obtained a score above the average. 3. the variable of concentration (x2) based on the results of the analysis of research data for the score of concentration, it can be seen that the average or mean value was 50 with a standard deviation was 9,91, the range was 38, the smallest value or min was 24 and the highest value or max was 62. the number of classes and frequency distributions on variable x2 are seen in table 3. table 3. concentration interval class absolute frequency relative frequency 24 30 1 5% 31 37 0 0% 38 44 4 20% 45 51 5 25% 52 58 5 25% 59 65 5 25% total 20 100% based on the table above, it can be seen that in concentration variable there were 5 respondents (25%) obtained an average score, 5 respondents (25%) obtained a score below the average and 10 respondents (50%) obtained a score above the average. 4. the variable of eye-foot coordination (x3) based on the results of the analysis of research data for the score of foot-eye coordination, it can be seen that the gladi jurnal ilmu keolahragaan, 12 (05), desember386 reggie reginald, fahmy fachrezzy, iwan hermawan average or mean value was 75 with a standard deviation was 4,484, the range was 14, the smallest value or min was 68 and the highest value or max was 82. the number of classes and frequency distributions on variable x3 are seen in table 4. table 4. eye-foot coordination interval class absolute frequency relative frequency 61 65 3 15% 66 70 7 35% 71 75 6 30% 76 80 3 15% 81 85 1 5% total 20 100% based on the table above, it can be seen that in eye-foot coordination variable there were 6 respondents (30%) obtained an average score, 10 respondents (50%) obtained a score below the average and 4 respondents (20%) obtained a score above the average. hypothesis test sub structure i sub structure i showed the combined and partial effect of balance and concentration on eye-foot coordination. the results of the statistic calculation can be seen in the summary table in table 5. table 5. model summary model r r square adjusted r square std. error of the estimate 1 .711a .506 .448 3.333 a. predictors: (constant), x2, x1 b. dependent variable: x3 the number of r square (r 2 ) was 0,506 which can be used to determine the effect of balance and concentration on eye-foot coordination. the figure showed that the effect of balance and concentration on eye-foot coordination was 0,506 or 50,6% as for the remaining 49,4% was influenced by other factors. in other words, the variability of eyefoot coordination can be explained using the variable of balance and concentration was 50,6% while the effect was 49,4% caused by other variables outside the model. structural equations of sub structure i can be made from table 6 table 6. coefficients model unstandardized coefficients t b std. error 1 (constant) 29.554 11.080 2.667 gladi jurnal ilmu keolahragaan, 12 (05), desember387 reggie reginald, fahmy fachrezzy, iwan hermawan x1 .635 .155 4.097 x2 .013 .078 .172 the structural equation of sub structure i was: x3= 0,635 x1 +0,013x2 + 0,494 ε1 sub structure ii sub structure ii showed the combined and partial effect between balance, concentration, and eye-foot coordination on dollyo chagi skills. the results of the statistic calculation can be seen in the summary table in table 7. table 7. model summary model r r square adjuste d r square std. error of the estimate 1 .747a .558 .475 2.806 a. predictors: (constant), x3, x2, x1 the number of r square (r 2 ) was 0,558 which can be used to determine the effect of balance, concentration, eyefoot coordination on dollyo chagi skills. the figure showed that the effect of balance, concentration, and eye-foot coordination on dollyo chagi skills was 0,558 or 55,8% as for the remaining 44,2% was influenced by other factors. in other words, the variability of dollyo chagi skills can be explained using the variable of balance, concentration, and eye-foot coordination was 55,8% while the effect was 44,2% caused by other variables outside the model. structural equations of sub structure ii can be made from table 8 model unstandardized coefficients t b std. error 1 (constant) 52.656 11.111 4.739 x1 .189 .184 1.027 x2 .222 .066 3.372 x3 .327 .204 1.600 a. dependent variable: y the structural equation of sub structure ii was: y= 0,189x1 + 0,222x2 + 0,327x3 + 0,442ε2 discussion 1. the direct effect of balance on dollyo chagi kick skills balance is one of the important factors in supporting daily activities or sport. based on the results of the data analysis of research showed that the balance had a direct effect on dollyo chagi kick skills. the results of the data analysis showed that the significance value of the direct effect of balance on dollyo chagi kick skills was 0,032 < 0,05, so the balanced had an effect on gladi jurnal ilmu keolahragaan, 12 (05), desember388 reggie reginald, fahmy fachrezzy, iwan hermawan dollyo chagi kick skills with the beta coefficient value of 0,243. an athlete who has good balance will generate good kick skills too. when doing kicks, the position of the body rests on only one leg, hence a good balance is needed for athletes to be able to perform good kicking techniques as a result of previous research which stated that balance is necessary because it has a significant correlation to the technical skills of an athlete both in the sport of the game (zulman, umar, & atradinal, 2018) and in martial arts sports (iskandar & rismayadi, 2019) 2. the direct effect of concentration on dollyo chagi kick skills concentration is the ability of someone to focus on one particular act so that other stimulus from both the outside and inside will not interfere. the results of the data analysis showed that the value of concentration signification directly influenced dollyo chagi kick skills 0,004 < 0,05, so the concentration influenced on dollyo chagi kick skills with the beta coefficient value was 0,567. an athlete who has good concentration will generate good kick skill as well. concentration in athletes is needed when in a match because if athletes lose their concentration then it will be fatal, either getting defeat or injury. concentration become a factor that must be considered and improved because it has a positive correlation with skills in sports (taufik, 2019), including when doing kicks, concentration also has a role in kick speed (ihsan, 2018) 3. the direct effect of eye-foot coordination on dollyo chagi kick skills coordination is the ability of someone to perform an activity involving a series of aligned movements of several body parts. eye-foot coordination is coordination where the eye is a mean of receiving stimuli from the outside and the feet is other limbs that perform movements according to the needed pattern and rhythm. the results of the data analysis showed that the value of eye-foot coordination signification directly influenced dollyo chagi kick skills 0,013 < 0,05, so the eye-foot coordination influenced on dollyo chagi kick skills with the beta coefficient value was 0,378. an athlete who has good eye-foot coordination will generate good kick skills as well. sports activity frequently needs complex movements so that is required coordination of several body parts. by gladi jurnal ilmu keolahragaan, 12 (05), desember389 reggie reginald, fahmy fachrezzy, iwan hermawan having good coordination, it will help a person in doing sports activities also technical skills, this is in line with previous research which stated that the skills of students will increase if the level of their coordination increases as well (nurhidayah & sukoco, 2015). when doing kick techniques, it is necessary to coordinate between the eyes to see the position of the body to see the target or opponent and the legs as the execution of the movements, so that eyefoot coordination has a direct effect on kick skills. 4. the direct effect of balance on eye-foot coordination balance is one of the important factors in daily activities including when doing movements that require coordination. the results of the data analysis showed that the value of balance signification directly influenced eye-foot coordination 0,001 < 0,05, so the balance directly influenced on the eye-foot coordination with the beta coefficient value was 0,706. an athlete who has good coordination will generate good eye-foot coordination as well. in line with the theory of radwan in internation journal of science culture which stated that “the special coordination abilities for athlete include each of the motor adaptation and adjustment ability, the ability to differentiate, reaction speed ability, orientation ability, balance ability, 6 coupling ability, the ability to sense the rhythm” so the balance is one of the ability of coordination (radwan, 2014). 5. the direct effect of concentration on eye-foot coordination concentration is the ability of someone to focus on one particular act so that other stimulus from both the outside and inside will not interfere. the results of the data analysis showed that the value of concentration signification directly influenced eye-foot coordination 0,035 < 0,05, so the concentration influenced on eye-foot coordination with the beta coefficient value was 0,297. an athlete who has good concentration will generate good eye-foot coordination as well. this is in line with previous research was conducted on volleyball athletes which stated that there was a direct effect of concentration on coordination of 35,16% (asdi, rifki, 2020) 6. the effect of balance on dollyo chagi kick skills through eye-foot coordination balance is one of the important factors in daily activities including when gladi jurnal ilmu keolahragaan, 12 (05), desember390 reggie reginald, fahmy fachrezzy, iwan hermawan doing kick movements because at the time of doing kick the body will only rest on one leg. the results of the data analysis showed that the balance had an effect on the eye-foot coordination of 49,8% and the eye-foot coordination had an effect on the dollyo chagi kick skills of 14,3%. and the indirect effect of the balance on the dolly kick was 26,7%. on kick movements is needed several body parts to generate a good technique. coordination has a direct effect on balance and technical skills (hidayat, 2018). 7. the effect of concentration on dollyo chagi kick skills through eye-foot coordination concentration is the ability of someone to focus on one particular act so that other stimulus from both the outside and inside will not interfere. the results of the data analysis showed that the concentration had an effect on the eye-foot coordination of 8,82% and the eye-foot coordination had an effect on the dolluyo chagi kick skills of 14,3%. and the indirect effect of the concentration on the dollyo chagi kick skills was 11,3%. concentration and coordination determine the outcome of a technique in sports, because if athlete have good concentration and coordination, they will be able to control the course of the game by influencing the results of the techniques used in the game (hanief & purnomo, 2019; irawan, permana, akromawati, & yangtian, 2019). conclusion 1. there was a significant effect of balance (x1) on dollyo chagi kick skills (y). it can be concluded that the better the balance, the better the dollyo chagi kick skills will be generated. on the contrary, the lower the balance, the lower the dollyo chagi kick skills will be generated. 2. there was an effect of concentration (x2) on dollyo chagi kick skills (y). it can be concluded that the better the concentration, the better the dollyo chagi kick skills will be generated. on the contrary, the lower the concentration, the lower the dollyo chagi kick skills will be generated. 3. there was an effect of eye-foot coordination (x3) on dollyo chagi kick skills (y). it can be concluded that the better the eye-foot coordination, the better the dollyo chagi kick skills will be generated. on the contrary, the lower the eyefoot coordination, the lower the gladi jurnal ilmu keolahragaan, 12 (05), desember391 reggie reginald, fahmy fachrezzy, iwan hermawan dollyo chagi kick skills will be generated. 4. there was an effect of balance (x1) on eye-foot coordination (x3). it can be concluded that the better the balance, the better the eye-foot coordination will be generated. on the contrary, the lower the balance, the lower the eye-foot coordination will be generated. 5. there was an effect of concentration (x2) on eye-foot coordination (x3). it can be concluded that the better the concentration, the better the eye-foot coordination will be generated. on the contrary, the lower the balance, the lower the eye-foot coordination will be generated. 6. there was an indirect effect of balance (x1) on dollyo chagi kick skills (y) through eye-foot coordination (x3). it can be concluded that the better balance will generate good eye-foot coordination, so it will result good dollyo chagi kick skills as well. on the contrary, the lower the balance, the lower the eye-foot coordination, resulting in lower dollyo chagi kick skills 7. there was an indirect effect of concentration (x2) on dollyo chagi kick skills (y) through eye-foot coordination (x3). it can be concluded that 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(2016). pengaruh latihan core stability statis (plank dan side plank) dan core stability dinamis (side lying hip abduction dan oblique crunch) tterhadap keseimbangan. journal of physical education health and sport, 3(2), 96–103. https://doi.org/10.15294/jpehs.v 3i2.6550 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 143-161 permalink/doi: https://doi.org/10.21009/gjik.122.07 evaluation of football development program at asiop football academy in jakarta fitriani 1 , firmansyah dlis 2 , aan wasan 2 1 highscope indonesia, jl. tb simatupang no.8, rt.1/rw.2, cilandak bar., kec. cilandak, kota jakarta selatan, daerah khusus ibukota jakarta indonesia, 12430 2 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: fitriani.fr74@gmail.com abstract. this study aims to evaluate the context component (program background, vision, and mission, objectives, strategies, organizational structure), and training development programs and management programs, evaluate the input component (systems for recruiting and coaching trainers, facility support, student recruitment and coaching systems, training program, parental support and views, financial support, and enforcement of rules). to evaluate the components of the process implementation, monitoring and evaluation of the program. to evaluate the components of the product (individual and team results and contributions to indonesian football). this study uses a qualitative method. the subjects in this study were the overall components of asiop football academy, namely administrators, coaches, students and parents. data collection techniques used are observation, interviews, documents, and data triangulation. the data analysis techniques used are as follows: (1) data collection, (2) data reduction, (3) data presentation, and (4) conclusion drawing and verification. this study resulted in (1) context evaluation of soccer coaching at asiop football academy being in a good category, (2) evaluation of input on soccer coaching at asiop football academy being in a good category, (3) evaluation of soccer coaching process at asiop football academy. asiop football academy is in a good category, (4) product evaluation of football coaching at asiop football academy is in a good category. keyword : football, evaluation, asiop, football academy mailto:fitriani.fr74@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june144 fitriani, firmansyah dlis, aan wasan introduction in the past children were only spectators, now football has begun to decorate their dreams and aspirations. not a few indonesian children who have a natural talent for playing soccer, even many of them are not aware that they often play the ball from an early age (asnoto, dlis, & nuraini, 2020). however, they often do not get more support from the surrounding environment, such as not getting adequate facilities to develop their potential. to develop the soccer talent that these children have, they need the right place and party to channel and hone their soccer skills and talents such as a soccer school or a soccer academy (soemardiawan & wati, 2020). football as a very popular sport requires coaching. in this sports coaching requires the seriousness of various parties especially the government and the community to be able to participate in the development of sports, especially football (muryadi, 2015). to foster and produce outstanding athletes, a long-term coaching process is needed and of course requires systematic, directed, planned, and consistent treatment and is carried out from an early age or elementary school age and is supported by science, knowledge and sports technology (law no. 3 of 2005 article 20). every coaching achievement in sports is carried out, directed and aimed at achieving sports achievements at the regional, national, or international levels. coaching is carried out by the parent organization of sports at both the regional and central levels. coaching is also carried out by empowering sports associations, developing national and regional sports development centers and organizing competitions in stages and continuously (law no. 3 of 2005). the purpose and objective of the soccer coaching pattern is to provide guidance and direction in improving the image and performance of soccer coaching with the aim of formulating, developing policies and strategies for sustainable coaching and development. based on careful planning, the implementation of appropriate, efficient and effective programs and activities as well as concrete control and supervision (sutirta & karim, 2020). basically, training must refer to the correct, appropriate and universally accepted theory and training principles so that the athlete's achievement can achieve the maximum improvement(asep, ramdan, & johansyah, 2020). the most important thing for the trainer to pay attention to is to implement a good and correct training program that is guided and refers to the use gladi jurnal ilmu keolahragaan, 12 (02), june145 fitriani, firmansyah dlis, aan wasan of training principles (aprilia, kristiyanto, and doewes, 2007). 2018). in principle, all sports that we do must comply with the fitt formula which is designed to make it easier for us to calculate the level of physical activity during exercise. the fitt formula is an exercise formula that contains several settings, such as: frequency (frequency), intensity (intensity), type (type) and time (time). without being guided and referring to the right theories and principles, training often leads to malpractice and unsystematic-methodical training so that increasing achievement is difficult to achieve (depdiknas, 2002: 7). football schools are one of the best efforts to improve the quality and quantity of football in indonesia, because children and youth can channel their talents and potentials through regular and targeted coaching forums. it is expected to produce quality players, both in terms of skills and in terms of personality. this is in line with presidential instruction no. 3 of 2019 concerning the acceleration of national football development which was addressed to about 15 agencies and local governments, including the ministry of youth and sports. in the context of accelerating the improvement of national and international football achievements, in particular the ministry of youth and sports was instructed to take 10 actions, including conducting early childhood and youth development in stages. asiop football academy is a football school in jakarta. established on september 28, 1997. it has a goal as a forum to channel hobbies or talents in soccer at a young age. until now asiop continues to produce quality players, professionals at the national team level, and even countless players from this football academy have had careers in professional football competitions and become part of the national team. asiop football academy also not infrequently participate in football tournaments at the regional, national, and international levels as a means to improve the quality of the athletes or students. thus, asiop football academy has taken part in accelerating the development of national football as stipulated in presidential instruction no. 3 as stated above. from the description above, researchers are interested in evaluating the soccer coaching program at asiop football academy with the research title "evaluating the football coaching program at asiop football academy in jakarta" with the evaluation method used is cipp (context, input, process, product). method this study uses a type of evaluation research (evaluative research) with qualitative methods. this study was conducted to evaluate football academy gladi jurnal ilmu keolahragaan, 12 (02), june146 fitriani, firmansyah dlis, aan wasan development programs at asiop football academy, using one of several evaluation models, namely the cipp model (context evaluation, input evaluation, process evaluation and product evaluation). according to aziz, mahmood, and rehman (2018), the most important thing about this model is that it provides a holistic view of each component by evaluating the context, input, process and product from every angle. with the help of this model, evaluation can be carried out systematically and fulfills the general needs of evaluation. the research subjects in this study were the overall components of asiop football academy, namely the board or management, coaches, students and parents of students. data collection in this study was done by means of interview techniques, observation and documentation. the data analysis technique used in this study uses qualitative data analysis of the miles and huberman model, namely data collection, data reduction (data reduction), data display (data display), and drawing conclusions and verification (conclusion drawing / verification) results and discussion asiop football academy is one of the national football academy where it helped that these young athletes can continue to develop professionally until they reach senior age. in connection with these objectives, it is clear that an increasingly efficient and effective system is needed by using various evaluations and strategic studies that are right on target to achieve increasing achievements each period. the focus of this research lies in evaluating the implementation of the football coaching program at asiop football academy in jakarta through the cipp evaluation model approach. 1. context evaluation in this section, the context evaluation component will focus on the situation or background about football coaching program at asiop football academy which includes organizational structure, vision and mission, goals, strategies, management programs, training coaching programs both in the short to long term, and references to the training program. everyone must have a reason when doing something the slightest action, where it is often also called the background. it's the same thing when setting up an organization or company, the founders and originators will usually initiate the dream they want to achieve along with the background for the creation of the relevant agency. indeed of that, a written idea is needed in a management system, one of which is in the form of a vision and mission as well as goals. the vision of the coaching program at asiop football academy is to become a facilitator for the development of young gladi jurnal ilmu keolahragaan, 12 (02), june147 fitriani, firmansyah dlis, aan wasan football players. based on the presidential instruction of the republic of indonesia no. 3 of 2019 concerning the acceleration of national football development which states that the ministry of youth and sports in the context of increasing national football achievements is instructed to one of which is to develop curriculum and develop talent for soccer players as well as carry out early childhood and youth development in stages. based on this, the vision of asiop football academy is in accordance with the foundation of government policies regarding the development of national football. the mission of the coaching program at asiop football academy is to form young professional soccer players with virtuous qualities. one of the main goals of the football academy is to accommodate and provide opportunities for students to develop their talents, as well as provide a solid foundation for playing football correctly, including forming good attitudes, personalities, and behaviors. this is in accordance with the principles of sport as stated in article 5 of law no. 3 of 2005 concerning the national sports system which affirms the principles of organizing sports. based on observational studies through interviews with the management of football coaching program at asiop football academy, where in this case is mr. abdul chalid as operational director of soccer coaching program at asiop football academy it is proven that the alignment between the sk and the vision and mission with soccer coaching program at asiop football academy it is very important in realizing the goals and maximum results, especially for the achievement of national football sports achievements. some interesting statements from him regarding the purpose and form of strategy coaching program at asiop football academy have been quoted and summarized as follows: 1) the objectives of the coaching program at asiop football academy include: a) become a forum for students who are just learning or getting to know football. b) become a forum for youth soccer coaching. c) enrolling students in matches or tournaments based on age categories, both national and international. d) to make professional and virtuous football players. 2) to become a football academy with national and international standards. it is undeniable, there is a goal that is still in progress until now from the coaching program at asiop football academy, which is to become a football academy of international standard with the construction of the cd pollias ceuta training ground. gladi jurnal ilmu keolahragaan, 12 (02), june148 fitriani, firmansyah dlis, aan wasan 3) there are several forms of coaching program planning strategies at asiop football academy in achieving the goals, namely: a) become a consultant for football players to the international stage, starting with sending players to the cd polillas training ground. cd pollias training ground is asiop's newest training ground which is expected to be completed in january 2021. b) create digital football media with the name asiop-bsg youtube channel. c) take apart in international tournaments such as the garuda international cup. d) have a professional football abroad (cd pollias ceuta). e) build asiop football academy into a professional football club in indonesia, starting with asiop fc 3rd diivism. based on the interview excerpt, it can be seen that the success of the context evaluation on the background indicator of the football coaching program at asiop football academy lies in the alignment and accuracy between the implementation of the football coaching program at asiop football academy with the vision and mission as well as the goals to be achieved. therefore, based on observational studies through qualitative interviews, it can be concluded that the football coaching program at asiop football academy has successfully implemented and implemented several forms of planning strategies for the football coaching program at asiop football academy towards the achievement of the goals and vision and mission. in establishing a good football coaching program at asiop football academy, it is necessary to plan actions for the short, medium and long term. the following are actions taken by the coaching program at asiop football academy in 2020 as follows: 1) it and operations a. activation of the gbk office fingerprint machine, for the absence of coaches and staff. b. refreshing admin staff and kitman uniforms. c. making digital database applications for students and alumni. d. digital attendance for students. 2) academic a. regular meetings of elite and development coaches. b. student report cards (june and december, promotion-relegation benchmarks and scholarships). c. quarterly workshop (motivator jan 6, physiotherapy july 18, doctor, psychology). gladi jurnal ilmu keolahragaan, 12 (02), june149 fitriani, firmansyah dlis, aan wasan d. weekly workshop by coach danurwindo. e. coaching clinic cd polillas ceuta. 3) business and finance a. new jersey launch. b. running asiop and cd pollias ceuta merchandising sales units. c. send to pollias ceuta academy/club cd. d. create an accounting financial report system. e. continuing the u-15 top score league competition for the 20192020 season. f. women coaching clinic. in addition to the readiness of the action plan the coaching program at asiop football academy, the coaching program at asiop football academy also divides their program into 2 types to make it more effective. the coaching at asiop football academy has 2 programs, namely the elite class program and the development class program. for the elite class, it is also called the achievement class, because the students are selected players who have gone through several stages of selection according to the standards set by asiop. the age categories for the elite class program are u9-u10, u11u12, u13-u14, and u15-u16. elite class training schedule is held 3 times a week on weekdays (tuesday, thursday, and friday). the development class itself is called a hobby class, this class is mostly young footballers who are new to soccer, want to learn more about the basic techniques of soccer, or just share a hobby. the age categories for the development class program are u6-u8, u9-u10, u11-u12, u13-u14, and u15-u16. development class training schedule on weekends (saturday and sunday). based on observational studies through interviews with coaching program management at asiop football academy, where in this case is mr. abdul chalid as operational director of coaching program at asiop football academy, you can find clear references from the programs held during the coaching at asiop football academy such as the following: 1) the reference or curriculum used for class programs at asiop is filanesia (indonesian football philosophy). filanesia is a philosophy that will become the foundation and character of indonesian football, both for early childhood development to professionals in terms of individuals and teams. this philosophy will provide guidance in terms of the sphere of football, such as training levels based on age, technical development of players, and playing characteristics on the field. gladi jurnal ilmu keolahragaan, 12 (02), june150 fitriani, firmansyah dlis, aan wasan based on the results of observational studies through qualitative interviews, it can be concluded that the football coaching program at asiop football academy has a clear background and references and is balanced with careful planning in their actions in determining each program at the asiop football academy soccer coaching. although there are still shortcomings, in general it can be concluded that there is harmony between the vision and mission and the reality carried out by the management of the asiop football academy. 2. input evaluation the input evaluation will focus on the resources owned in this case are trainers, students and also other supporters such as financing, facilities and infrastructure needed to achieve the program's objectives. in addition, the evaluation of inputs (inputs) will also of course be used as a basis for formulating strategies and policies that must be considered in achieving a successful program through the available resources. 1) trainer recruitment and coaching system apart from the ability of students or athletes themselves, the success of a sport certainly cannot be separated from the role of the existing coach. therefore, it is very important to have a coach who has both technical and non-technical abilities. this is important considering that the function and role of a coach is not only related to technical matters but also must understand the nontechnical side of the athletes as a reference in developing a more mature mentality for athletes. technically, the division of trainers in asiop football academy divided by age category. each age category consists of 1 coach, 1 assistant coach and 1 keeper coach. in addition, there is a special training to improve the quality of the trainers where every friday the trainers will be given refreshment by mr. danur windo as investment director of engineering. the purpose of this refreshment is to share, evaluate and improve the shortcomings that are had during the training. for trainers or resource persons from outside asiop, it is usually held every 3 months. materials taken such ascoaching clinic or workshop. for external sources who fill in at asiop, one of them is horge who is the coach of a spanish club, coach of ganesha, and the injury management team of the indonesian national team. successful evaluation of inputs on indicators of the recruitment and coaching system of football coaching program coaches at asiop football academy lies in the development and coaching of coaches who are closely monitored from time to time. therefore, based on observational studies through qualitative interviews, it can be gladi jurnal ilmu keolahragaan, 12 (02), june151 fitriani, firmansyah dlis, aan wasan concluded that the coaching program at asiop football academy has paid great attention to the urgency of training in this coaching program. 2) facilities and infrastructure support it is undeniable that facilities and infrastructure have always been one of the main factors in producing athletes who can excel in the future. based on observational studies through interviews with parties coaching program management at asiop football academy, where in this case is mr. abdul chalid as operational director of coaching program at asiop football academy, it is proven that the support of sports facilities and infrastructure is indeed very important in realizing the initial goals and producing talented soccer athletes in the future. in addition, it can also be known in more depth about the use of these facilities and infrastructure and how these facilities meet national or international soccer standards. some excerpts from interviews that have been quoted and summarized are as follows:  the facilities and infrastructure at asiop itself are quite complete and in very good condition, including changing rooms, tap water, toilets, stands, asiop offices in benhil and gbk, management rooms, special trainer rooms, and multifunctional rooms. (mr. abdul chalid)  the football field and the goal are still rented. the fields used for training are located at field c and the bung karno rugby field. however, asiop has adequate equipment. such as equipment for training, namely balls with sizes 3, 4 and 5, which are usually used during training with a minimum of 20 balls for each age category, vests, ladders, cones, ball bags, etc. (mr. abdul chalid)  during matches and during practice asiop always provides first aid kits and has its own medical team on standby on the field. and the trainers have been provided with materials for handling the first injury from a workshop or training which is held every 3 months.  the facilities and infrastructure have met the national and international standards of football. for example, the use of the field is in accordance with the fifa grassroot guidelines. based on the interview excerpt, it can be seen that the success of the input evaluation on the indicators of facilities and infrastructure of the coaching program at asiop football academy lies in the completeness of its facilities as well as facilities and infrastructure that already meet national and international football standards. therefore, based on the results of observational studies through qualitative interviews, it can be concluded that the gladi jurnal ilmu keolahragaan, 12 (02), june152 fitriani, firmansyah dlis, aan wasan facilities and infrastructure are in accordance with existing standards and can be utilized optimally in the coaching program at asiop football academy. 3) student recruitment and coaching system the search for quality seeds is clearly very influential in the success of a coaching program in any sport. a strict and structured selection flow will have an impact on the smooth running of the coaching program. the selection flow for the coaching program at asiop football academy departs from the development class which actually does not have a special selection, so you can immediately join asiop and will be placed according to age category so that it is hoped that it will not limit the dreams of students who are interested in soccer. while the elite class program usually takes from the development class that passes the selection according to the standards set by asiop. of course, based on the assessment of the coaching team in their age group and asking for consideration from several other coaches. for this elite class program, it does not only rely on students from development, usually there are recommendations from several trainers for students outside asiop who want to join. of course, through some assessment and selection first. until now the elite class consists of 180 students while the development class is up to 420 students. in addition, it can also be known in more depth about the criteria of students being sought and the responses of selected students to the given coaching program. based on observational studies through interviews with coaches and students of the coaching program at asiop football academy, in this case mr. apridiawan as head coach of the coaching program at asiop football academy and meshal hamza bashier osman as one of the elite class students some facts regarding the selection and responses of selected students were obtained as follows:  each coach in each age category has their own criteria to determine students to enter the elite class or development class. broadly speaking, the student selection criteria for the elite program are students who already have good soccer skills, have high discipline during training and during matches and have a healthy body. (coach apridiawan)  the coach has a firm, wise, and disciplined figure, for example, training must wear a training jersey and soccer shoes. otherwise, a violation note is provided. (meshal hamza bashier osman) based on the interview excerpt, it can be seen that the success of the evaluation of gladi jurnal ilmu keolahragaan, 12 (02), june153 fitriani, firmansyah dlis, aan wasan input on the indicators of the recruitment and coaching system of the coaching program students at asiop football academy lies in a clear and systematic selection path. therefore, based on the results of observational studies through qualitative interviews, it can be concluded that the students who are included in the coaching have been optimally selected and selected and the coaches are able to become role models for their students which makes the coaching program at asiop football academy even more optimal. 4) exercise program in the process of determining the training method in the coaching program at asiop football academy, it is not done arbitrarily, but based on the applicable curriculum. with the filanesian football curriculum issued by pssi, coaches are given references and freedom in making training programs for daily training menus according to the needs of their players and still referring to the curriculum. the principles of the exercise have been implemented quite well. like the principle of readiness, before conducting training the trainers must ensure that all the material and the dose of training to be delivered are age-appropriate. this is because it relates to the physiological and psychological conditions of students, meaning that coaches must pay attention to the growth and development of their students. based on an observational study through interviews with the coach of the coaching program at asiop football academy, in this case mr. apridiawan as head coach of the coaching program at asiop football academy, several facts regarding monitoring the physical condition of students and the schedule of training programs were obtained as follows:  to determine the physical condition and health of students, a physical test is carried out which is carried out if students are going to take part in a match or tournament, usually held 2 months before the match with the aim of developing an exercise program that will be used during preparation. as well as medical tests which are held once a month by the team of doctors on duty, this is mandatory for elite class students and development classes. health tests carried out such as anthropometric tests (weight, height, bmi, pulse, muscle mass, hamstring, adductor, gluteus maximus). based on the interview excerpts, it can be seen that the success of the input evaluation on the coaching program training met hod at asiop football academy lies in the training method which is highly adapted to the pssi curriculum and is based on training principles that are very much applied to the existing training menu. in addition to the success in preparing the training program, monitoring of the health condition of students is also carried out quite carefully. 5) parents' support and views gladi jurnal ilmu keolahragaan, 12 (02), june154 fitriani, firmansyah dlis, aan wasan the role of parents of students is often underestimated in the smooth running of the coaching program at asiop football academy. the fact. in addition to the students and coaches themselves, the support and attention from parents of students towards their children is one of the most important indirect factors in producing successful athletes in the future. based on observational studies through interviews with parents of students, in this case mrs. helena as one of the parents of the coaching program at asiop football academy in the elite class, several facts were obtained regarding their support and views on the coaching program at asiop football academy:  asiop is the best football academy in jakarta, the facilities and infrastructure are very complete and good, always consistent in fostering football from time to time. very nurturing of children, understands to deal with children who have started to enter puberty (the trainer understands the development of children's ages).  there are several strategies for supporting children, including: a. deliver, pick up and accompany during training. b. pay attention to rest periods and children's nutrition. c. prepare equipment for training. d. always discuss with the coach about the child's development. based on the interview excerpts, it can be seen that the success of the input evaluation on the parents' views of the coaching program at asiop football lies in their belief in the seriousness of the football coaching program at asiop football in terms of facilities and infrastructure or the coaches who are very concerned about the development of students specifically. 6) sources of financing it is no secret that the smooth running of any coaching program can run well if it is supported by a good source of funds. therefore, the source of financing is a very important aspect in order to achieve the initial objectives of the coaching program at asiop football. based on observational studies through interviews with management, which in this case is mr. hasrul zain asbusiness development and finance director in the coaching program at asiop football academy, several facts were obtained regarding the source of support in the coaching program at asiop football academy:  sources of financial support at asiop include student administration which is carried out every 1 month or every 3 months. gladi jurnal ilmu keolahragaan, 12 (02), june155 fitriani, firmansyah dlis, aan wasan  asiop also already has many sponsors who help the management and team in carrying out various innovations and changes to a more advanced and superior direction. asiop sponsors include sompo insurance, ethiopian airlines, transtama logistics, sarana jaya, food station, panca prima maju bersama, inti sukses garmindo, kopi coga, bank mandiri, aqua, and miils. based on the interview excerpt, it can be seen that the success of the input evaluation on sources of financial support for the coaching program at asiop football can be concluded that these sources of support are very sufficient to support the coaching program at asiop football academy and can be utilized by the management optimally and optimally. 7) application of the rules rules are needed to keep things running properly and regularly. apart from that, applying the rules is also one of the most important and most very difficult things to do. of course, a good rule is pretty much useless when it's not enforced. based on observational studies through interviews with management, which in this case is mr. hasrul zain asbusiness development and finance director in the coaching program at asiop football academy, several facts were obtained regarding the rules and their application in the coaching program at asiop football academy:  the application of the rules made has been well implemented in thethe coaching program at asiop football academy, for example, during training students and coaches are required to wear team jerseys and soccer shoes and bring personal football equipment, students and coaches must arrive on time both during practice and matches, apply courtesy and fair play and so on. . because the rules applied can help the training process as well as the match. a good training process will give birth to good results as well. based on the interview excerpt, it can be seen that the success of the evaluation of the input on the rules in the coaching program at asiop football academy can be seen that the rules are not just made but can be implemented consistently to students so as to increase the discipline of the students of the coaching program at asiop football academy. 3. process evaluation process evaluation in a program, will be able to discuss the adjustment of the coaching program at asiop football academy to the pandemic situation that is currently sweeping the world, the implementation of the schedule and form of training in the coaching program at asiop gladi jurnal ilmu keolahragaan, 12 (02), june156 fitriani, firmansyah dlis, aan wasan football academy, as well as the monitoring process carried out by the program management. football coaching at asiop football academy. therefore, it can be said that the supervisory function is also very important in order to control and direct the program to better things, preventing errors from occurring. in this section, the process evaluation component will focus on the process of identifying problems and finding solutions to problems the coaching program at asiop football academy where to achieve this there are 2 main indicators, namely: 1) program implementation process the training program determined by the coaching program at asiop football academy certainly goes through a phase of formation that is not short. this happens because of the many factors that affect the shape of the training program itself, such as the schedule and suitability of the program with the age of the students in the coaching. based on observational studies through interviews with the coach of the coaching program at asiop football academy, in this case mr. apridiawan as head coach of the coaching program at asiop football academy, several facts were obtained regarding the determination of the training program and its adjustment in dealing with certain situations such as the covid-19 pandemic. this as follows:  the training program has tried to be adapted to the needs and development of students such as adjustments to the size of the field and the size of the ball as well as the duration of the exercise.  the trainers also arrange training programs according to a predetermined periodization, especially in the elite class program.  during the itfh (interactive training from home) process, students participate and follow the training program properly according to the direction of each coach. parents are also very supportive with the adjustment of this itfh training program.  in addition, the interaction between students and coaches is very good. students are able to adjust their attitude during the training process and outside the practice or field. although it is undeniable that there may always be obstacles in the program preparation process, such as sometimes there are students who are late for training due to too dense activities at school (there is no special dispensation for students who take part in training at the football academy), which will later affect the training program that has been made. . based on the interview excerpt, it can be seen that the success of the process evaluation on the indicators of the development program implementation gladi jurnal ilmu keolahragaan, 12 (02), june157 fitriani, firmansyah dlis, aan wasan process at asiop football academy lies in the adjustment process that management is constantly trying to do, especially facing special situations such as the current pandemic and paying attention to the needs and developments of students when making the training program. . 2) monitoring and evaluation process the monitoring and evaluation process is one of the keys to success in finding out the shortcomings of the programs that have been made. that's because essentially there is no such thing as a perfect program and it certainly has flaws in certain areas. in addition, it is also necessary to study the process and indicators used in the overall evaluation of the coaching program at asiop football academy. based on observational studies through interviews with management, which in this case is mr. hasrul zain asbusiness development and finance director in the coaching program at asiop football academy, several facts were obtained regarding the implementation of the monitoring and evaluation process as well as indicators used in assessing the coaching program at asiop football academy:  the monitoring and evaluation process for the football coaching program at asiop football academy is carried out once a week led by coach danur windo as investment technical director. then regular meetings between elite trainers and development coaches are held once a month.  for student evaluation, asiop makes report cards every 6 months for elite classes and once a year for development classes. the content of the report card outlines an assessment of technical or basic techniques, tactical application, personality, fitness, and health reports. the report card contains student scores based on the indicators assessed and notes from the trainer regarding individual student progress.  the assessment is carried out by each trainer based on the age category. the assessment indicators are not explained in writing. but each coach will monitor every development and progress of each student then it will be discussed with the head coach and all the coaches involved, which will then produce a decision what value will be given in the report card.  although asiop has never had a special partnership with a professional club officially. but this year's asiop has become a club officially with a vision to be the best football club in asia. asiop itself has registered for liga 3 and the suratin u-17 team.  for asiop football academy only until the age of 16 years, after which students are declared graduated and gladi jurnal ilmu keolahragaan, 12 (02), june158 fitriani, firmansyah dlis, aan wasan given a graduation certificate. for students who are gifted at that age, asiop remains on guard until they can play at a high level. the choice is that the student can play in liga 3 with asiop or in pollilas ceuta which is one of the spanish league clubs, where the largest share of the club is owned by asiop. so, there is a great opportunity for asiop to channel talented students into the spanish club.  asiop football academy has the principle and jargon of “stop age theft!”. this means that asiop abstains from theft of age during matches or tournaments. and the coach always emphasizes that football is a physical sport that must have body contact in it. this teaches students to have a spirit of fair play. to instill a spirit of respect, all students are accustomed to shaking hands or greeting each coach, management and other fellow students. based on the interview excerpt, it can be seen that the success of process evaluation in the evaluation process in the coaching program at asiop football academy it is evident from the seriousness and consistency of the evaluation and monitoring process on the implementation of the coaching program at asiop football academy so that they can monitor the development of the coaching students from each individual and can instill a good mindset in the students of the football coaching program at asiop football academy in the future. 4. evaluation of results (product) evaluation of the results of the coaching program at asiop football academy assesses and provides interpretation of program achievements and decisions regarding whether the activity should be continued or needs to be modified, stopped, or repeated. it is undeniable from the initial background of the creation of the coaching program at asiop football academy is to create bright athletes in the national football scene in the future so that the results of both individual and team achievements will be highly highlighted on this topic. 1) individual achievement results based on observational studies through interviews with the management of the coaching program at asiop football academy, which in this case is mr. hasrul zain as business development and finance director of the coaching program at asiop football academy, several facts regarding the results of individual achievements and the factors behind achievement are as follows:  the results of individual student achievement are quite good. many of gladi jurnal ilmu keolahragaan, 12 (02), june159 fitriani, firmansyah dlis, aan wasan asiop football academy students and alumni have entered the national team or professional football clubs as well as individual achievements in several national and international matches.  factors that affect the results of individual student achievement are factors of practice and discipline. if students follow the exercise consistently and seriously and followed by a good discipline attitude, then the quality of the individual will be good too.  the inhibiting factors for not increasing the ability of students at asiop football academy include: a. students whose practice frequency and repetition are few b. not focused on training c. puberty factor. based on the interview excerpt, it can be seen that the success of product evaluation on individual achievement indicators from the coaching program at asiop football academy lies in the results of individual achievements which have proven to be very successful and how the management carefully highlights the factors that support and can hinder the process of creating these achievements . 2) team achievement results based on observational studies through interviews with the management of the coaching program at asiop football academy, which in this case is mr. hasrul zain as business development and finance director of the coaching program at asiop football academy, several facts regarding the team's achievements and ways to get the team's achievements are obtained. among others:  asiop football academy has produced many achievements at the national and international levels. one of them is the gothia cup, jssl singapore, danone nation cup, etc.  the following are asiop's ways of maintaining and increasing individual and team performance: a. trainers must always improve their quality, both in terms of theory, practice and increase their experience. by providing provisions such as regular coaching clinics, seminars or workshops. b. students are included in try out programs, such as domestic tournaments, overseas tournaments or overseas tours and friendly matches. c. asiop football academy provides full scholarships for students who have talent in football. based on the interview excerpt, it can be seen that the success of product evaluation on the team achievement indicators of the coaching program at asiop football academy lies in the results of the team's gladi jurnal ilmu keolahragaan, 12 (02), june160 fitriani, firmansyah dlis, aan wasan achievements which have proven to be very successful and how asiop football academy unites the team and achieves these achievements. . 3) contribution to the progress of indonesian football based on observational studies through interviews with the management of the coaching program at asiop football academy, in this case mr. hasrul zain as business development and finance director of the coaching program at asiop football academy, several facts were obtained regarding the contribution of the coaching program at asiop football academy in the progress of football. national, including:  contribution asiop football academy for the advancement of football in indonesia as follows: a. many donated players for the indonesian national team and players for professional clubs. b. asiop itself helps to realize fair play and respect in indonesian football, by being honest and anti-age theft and accustoming students to respect. c. helping the development of youth football in indonesia, by accommodating, guiding and channeling talented students in the field of football. based on the interview excerpt, it can be seen that the success of product evaluation on the contribution of the coaching program at asiop football academy lies in the list of achievements both individually and as a team, but also the contribution that can be directly or indirectly given by the coaching program at asiop football academy for world of national football. the contribution of players from the coaching program at asiop football academy to the indonesian national team is one concrete proof of the contribution of this coaching program to the world of national football. conclusion from the overall analysis of the cipp evaluation model (context, input, process, product) it can be concluded that the implementation processsoccer coaching program at asiop football academy has been going quite well where all related parties, especially the management asiop football academyhimself always strives to always monitor, evaluate, and improve the existing system to date. in other words, a series ofcoaching program at asiop football academy this program still has some gaps to be improved and improved, especially on the menus of the training program which can definitely be made more effective and on target which is the key priority of all coaching program at asiop football academy. gladi jurnal ilmu keolahragaan, 12 (02), june161 fitriani, firmansyah dlis, aan wasan references asep, s., ramdan, p., & johansyah, l. (2020). latihan dribbling dalam permainan sepakbola. gladi : jurnal ilmu keolahragaan, 11(02), 140–150. https://doi.org/10.21009/gjik.112.06 asnoto, b. t., dlis, f., & nuraini, s. (2020). model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. gladi : jurnal ilmu keolahragaan, 11(02), 78–90. aziz, shamza., mahmood, munazza dan rehman, zahra. (2018). implementation of cipp model for quality evaluation at school level: a case study. journal of education and educational development. vol 5. no. 1 june soemardiawan, & wati, s. y. (2020). efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc. gladi : jurnal ilmu keolahragaan, 11(01), 36–45. https://doi.org/10.21009/gjik.111.03 sutirta, h., & karim, a. a. (2020). analisis motor ability terhadap keterampilan teknik permainan futsal pada anak usia 11 tahun. gladi : jurnal ilmu keolahragaan, 11(01), 1–21. aprilia, khalida nawa., kristiyanto, agus., dan doewes, muchsin. (2018). analisis penerapan prinsip-prinsip latihan terhadap peningkatan kondisi fisik atlet bulu tangkis pplop jawa tengah tahun 2017/2018. journal power of sports. vol 1 no. 1. muryadi, agustanico dwi. (2015). evaluasi program pembinaan klub persijap jepara. jurnal ilmiah penjas. vol. 1 (2). inpres no. 3 tahun 2019. tentang percepatan pembangunan persepakbolaan nasional. hal 3. undangundang ri no 3 tahun 2005 tentang sistem keolahragaan nasional. kementrian.negara pemuda dan olahraga republik indonesia available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 48-54 permalink/doi: https://doi.org/10.21009/gjik.121.06 analysis of batting cricket exercises beginners jakarta’s athletes u-17 mastri juniarto1, rizky nurulfa1 1pendidikan jasmani, universitas negeri jakarta faculty of sport jl pemuda, no. 10, rawamangun,kota east jakarta 13220 corresponding aouthor. email: mastri@unj.ac.id abstract batting is a major component in the game of cricket. batting is collecting value by hitting the ball and holding the ball and running to swap places with other runners, and if the ball hits the stump then the batsman is declared out. this study discusses the analysis of batting techniques in the game of cricket u-17 beginner athletes in dki jakarta. the subjects in this study were novice athletes from jakarta u-17 athletes, who were junior high and high school students who had just joined the cricket team. the method in this research uses descriptive qualitative research. with a sample of 60 athletes who are members of the jakarta u-17 beginner athletes. the results showed that, it showed that the category of batting training facilities and infrastructure for u-17 athletes in dki jakarta was 86.04% on average. these results illustrate that batting facilities and infrastructure are in very good category. furthermore, in the category of results of the application of batting training for u-17 athletes in dki jakarta, it shows that the average is 74.94%. these results illustrate that the application of batting in the category is good and the results of batting for u-17 athletes in dki jakarta show that the average is 53.36%. these results illustrate that the batting in the category is sufficient. the results of field observations and analysis in the batting cricket exercise are explained as follows: 1) the results of the training that are not optimal are a form of not being properly absorbed by the batting exercises performed by the coach. 2) the need to adjust the training program adopted from outside as well as the training model and media used in training, to suit the characteristics of the athlete. 3) batting is the main component for all cricket athletes. so every beginner athlete in dki jakarta u-17 cricket must master the maximum technique of batting cricket. keywords: cricket, batting, beginner athletes u-17 gladi jurnal ilmu keolahragaan, 12 (01), march49 mastri juniarto, rizky nurulfa introduction the trainer is required to have professionalism in training creativity and the ability to master the field which greatly influences the achievement of goals in the training process. the trainer is expected to be able to present effective and varied material so that it can increase the ability and motivate beginner athletes in carrying out training activities, especially performing batting techniques for novice athletes. cricket sports for beginner athletes, especially batting techniques are certainly supported by good management and competent coaches and are supported by a good and appropriate training program according to their age in order to achievement for these novice athletes. to produce reliable athletes, it takes a tiered training process and follows a good training program from the coach. as one of the lecturers who master the field of cricker sports coaching at the national level, he has the commitment and responsibility to improve the quality of novice athletes in dki jakarta. improving the quality of novice athletes is carried out by analyzing good cricket training programs, especially good batting. the training activity was carried out for 3 months by analyzing cricket training, especially batting (hitting) to improve the quality of young athletes. batting in cricket requires motor and psychological skills to play the best shot from a wide repertoire of attacking and defensive strokes against bowlers of diþerent types ± fast, spin, seam and swing (stretch, bartlett, & davids, 2000). in the cricket sports, batting is collecting scores by hitting the ball and holding the ball and running to swap places with other runners and if the ball hits the stump, the batsman is declared out. in cricket, the person who hits the ball is called a batsman, using a bat, gloves, genital protection pad, and helmet. the main objective of every batsman is to score constantly. in order to do this / he must develop sound technique, learn to concentrate on seeing properly every ball being thrown from the bowler’s hand to the bat’s surface, and be able to think and play according to think and play according to simple games(alec astle, 2004:119). exercise is a systematic process and exercises that are carried out repeatedly with each day increasing the amount of training load and training intensity (tangkudung, 2012). training as a means to improve performance and reduce the chance for injury (esser et, al. 2008). exercise is done with intensity and repetition so that the movement is younger to do. training is a process for an athlete to prepare and show their best performance (bompa, 2009). exercise is also a process that is carried out regularly in order to achieve predetermined goals. the main objective of training in performance sports is to develop biomotor abilities to the highest standards where athletes strive to achieve goal of improving their organ systems and functions to optimize performance both in technical and physical terms. weight training is a motoric stimulus (motion) that can be regulated and controlled by coaches and athletes to improve the functional quality of various body equipment. there are two kinds of training loads, namely external loads and internal loads. external loads are motor stimuli that can be regulated and controlled by coaches and athletes by varying weight training through the arrangement of training components such as intensity, volume, recovery, and intervals. meanwhile, what is meant by internal load is a functional change that occurs in body equipment as a result of the influence of external loads. changes in the function of body equipment due to the influence of external loads include: (a) morphological (structural) changes in the cross-sectional area of muscle joints, (b) physiological and biochemical changes, namely the pulmonary gladi jurnal ilmu keolahragaan, 12 (01), march50 mastri juniarto, rizky nurulfa system and blood circulation so that the metabolic process becomes better, and greater vital capacity, and (c) psychological changes, namely the increased ability of athletes to accept stress (pressure), remain concentrated, have mental toughness so that they are able to overcome heavier challenges (obstacles). in the process of achieving maximum performance for an athlete, there are several things that need to be focused on, some of which include; multilateral physical development of specific sports, technical skills, tactical abilities, psychological character, maintaining health and theoretical knowledge. the objectives of training planning are: 1) to stimulate maximum physiological adaption at specified times during the main competition period; 20 preparing athletes at a complex level of readiness in building skills, biomotor abilities, psychological characteristics, and managing fatigue levels (lubis, 2013). the aim of training in general to increase the ability and readiness of athletes to reach peak performance. the formulation of training goals and objectives can be for the long term as well as the short term. for the long term are the goals and objectives that will come in the next year or so. this goal is generally a long-term coaching process for junior athletes. the main goal is to enrich the skills of various basic movements and the basics of movement as well as the basics of correct technique. training will run according to expectations and goals if the program is structured according to what is needed by each athlete. training is also systematic process that is carried out repeatedly, structured and continuously in order to correct deficiencies in all aspects needed by an athlete to improve his abilities.. the main components needed to vary the exercises are the ratio between (1) work and rest, (2) training models and methods, and light training. apart from easy to difficult, and from quantity to quality. the adaptation process will occur well if training activities (work) are balanced by rest periods, heavy intensity is balanced with low. another way to vary the exercises can e by changing the form, place, means and infrastructure of the exercise, or a practice partner. although the aforementioned elements can be changed, the main purpose of the exercise certainly cannot be changed. therefore, the training variation emphasizes on maintaining the psychological state of the athlete in order to remain enthusiastic in training. so training is a systematic process to achieve the desired target. wih systematic training, an athlete can display the maximum performance during the match. methods this research is a qualitative descriptive study. descriptive research is a study that merely describes the state of object (sutrisno hadi, 1993: 3), using a survey method, while the data collection technique uses non-test. this research was conducted on cricket on novice athlete participants aged under 17 in dki jakarta. this research was conducted from april to september 2020 with the following stages: proposal submission, committee announcements, signing of work contracts, research, progress reports, monitoring evaluation, and final research report submission. the population in this study were all subject of novice athletes who joined the dki jakarta cricket training. the instruments used in this study were the batting test and guidelines: observation; sugiyono (2014) states that based on the implementation process, observations can be grouped into 2 types, namely participant and non-participant observation. meanwhile, from the aspect of the instrumentation, observation, observation can be structured and unstructured. documentation; apart from observations and interviews, researchers also need documents to complement the research. gladi jurnal ilmu keolahragaan, 12 (01), march51 mastri juniarto, rizky nurulfa emzir said that the documents needed could be in the from of a budget, advertisement, work description, annual report, small notes, school archives, correspondence, biographies, regulations, policies, pictures, videos, or other written data. field; according to moleong (2007), field notes are notes made by researches while in the field conducting research. these field notes act as a recording device for every event that can be captured by the researchers’ five senses. triangulation according to sugiyono (2014) means checking data from various sources in various ways, and at various times. there are 3 forms of triangulation, namely 1) triangulation of data sources (information obtained from several sources), 2) triangulation of data collection techniques (information obtained from the same source but with different techniques) and 3) triangulation of data collection time (data collection at different times). result and discussion batting in cricket requires motor and psychological skills to play the best shot from a wide repertoire of attacking and defensive strokes against bowlers of diþerent types ± fast, spin, seam and swing (khan, nicholson, & plötz, 2017). batting in cricket requires the best of motor skills and psychology. performance is another measure to increase competitveness among players. the probability of a team winning depends on the team’s performance. it is revealed that batting capability is the one thatdominates, compared to the other capabilities in winning the game (harshita khangarot, alok kumar, 2020). dki jakarta u-17 cricket consists of 60 female and male athletes, which is the result of selection in the development of sports crickets in dki jakarta under the guidance of dki jakarta dispora. tiered coaching is expected to increase the achievement, which is where cricket has been a sport for a long time in indonesia, but has only developed in the last ten years, including in dki jakarta. the condition of dki jakarta cricket athletes according to gender can be seen in table 1 below: table 1. distribution of dki jakarta athletes by gender no gender amount percentage 1 male 45 75% 2 female 15 25% total 60 100% description of batting implementation test data the results of this test are obtained when children join at the beginning of practice using the batting test in cricket games. the test results can be presented in table 2 below: table 2 data on batting test for cricket athletes in dki u-17 no testee percentage of batting test results 1 rt 55,56 2 gh 56,94 3 rj 56,94 4 rb 56,94 5 sr 51,39 6 ma 55,56 7 ng 54,17 8 ra 58,33 9 sta 61,11 10 sd 55,56 11 fe 55,56 12 tre 51,39 13 ciy 54,17 14 bgs 50,00 gladi jurnal ilmu keolahragaan, 12 (01), march52 mastri juniarto, rizky nurulfa 15 gpm 50,00 16 kls 50,00 17 gtr 48,61 18 jkd 50,00 19 stt 48,61 20 gbh 50,00 21 map 48,61 22 jt 50,00 23 we 48,61 24 pta 51,39 25 mnc 51,39 26 ad 50,00 27 sr 52,78 28 ma 52,78 29 ng 52,78 30 ra 54,17 31 sta 52,78 32 sd 52,78 33 fe 52,78 34 tr 52,78 35 irk 56,94 36 as 54,17 37 df 50,00 38 dw 48,61 39 vs 55,56 40 bd 52,78 41 nft 54,17 42 my 50,00 43 ce 51,39 44 cc 51,39 45 mal 54,17 46 ma 52,78 47 pe 58,33 48 uly 56,94 49 mtj 52,78 50 op 50,00 51 np 54,17 52 mig 55,56 53 dp 54,17 54 by 52,78 55 rd 55,56 56 ami 56,94 57 zr 59,72 58 pdd 54,17 59 glb 56,94 60 pdk 56,94 average 53,36 based on the table above, it shows that the results of batting for u-17 athletes in dki jakarta are 53.36% on average. these results illustrate that batting is in the moderate category (percentage analysis (cain, 2014; khan, 2014)) of u-17 athletes in dki jakarta. this questionnaire analysis suggests two aspects, which is the availability of infrastructure and the implementation of the training carried out by the trainer. table 3 presents response data from athletes regarding training facilities and infrastructure: table 3 aspects of completeness of facilities and infrastructure no statement percentage explanation 1 p1 92,08 2 p2 92,08 3 p3 92,50 4 p4 81,67 5 p5 78,75 6 p6 87,50 7 p7 77,92 8 p8 91,67 9 p9 77,50 10 p10 88,75 average 86,04 very good based on the table above, it shows that the results of the batting training facilities and infrastructure are in dki jakarta are 86.04% on average. these results illustrate that batting facilities and infrastructure are in the very good category (percentage analysis (cain, 2014; khan, 2014)) of u-17 athletes in dki jakarta. table 4 aspects of the application of the exercises carried out by the ttrainer gladi jurnal ilmu keolahragaan, 12 (01), march53 mastri juniarto, rizky nurulfa no statement percentage explanation 1 p11 80,42 2 p12 58,75 3 p13 64,58 4 p14 71,25 5 p15 81,67 6 p16 81,25 7 p17 86,67 average 74,94 good based on the table 4, it shows that the results of the application of the batting training for u-17 athletes in dki jakarta are 74.94% on average. these results illustrate that the application of the batting training are in the good category (percentage analysis (cain, 2014; khan, 2014)) of u-17 athletes in dki jakarta. the results of research on batting cricket athletes u-17 dki jakarta were conducted to assess how far the development of u-17 training in dki jakarta cricket athletes was. quality assessment in cricket is a complex task that is performed by understanding the combination of individual activities a player is able to perform and by assessing how well these activities are performed (khan et al., 2017). assessment in cricket with the aim of how well the activity is performed. in the results of batting, dki jakarta u-17 athletes averaged 53.36%. these results illustrate that batting is in the moderate category (percentage analysis (cain, 2014; khan, 2014)) of u-17 athletes in dki jakarta. batting in cricket can result in both intended and unintended shots, with both intended and unintended results (khan et al., 2017). some attention is also devoted to batting equipment and to psychological factors in batting (stretch et al., 2000). an aspect of concern is the equipment for batting. equipment is included in the category of means in sports, so that the standard or not will greatly affect the quality in training and competition. therefore, the facilities and infrastructure in sports must be paid close attention. the facilities and infrastructure for batting training for u-17 athletes in dki jakarta are on average 86.04%. these results illustrate that batting facilities and infrastructure are in the very good category (percentage analysis (cain, 2014; khan, 2014)) of u-17 athletes in dki jakarta. skill acquisition-motor control specialists are typically grounded in one or more of the theoretical foundations of expertise, that of neuro-motor control or behavioural learning, both of which are fundamental to the assessment of skill and development (portus & farrow, 2011). the application of the training carried out by the trainer greatly influences the improvement of the skills and skills of the athletes, there are many aspects that become benchmarks i their achievement. however, to make athletes comfortable and without pressure in their training, coaches must pay attention and arrange the exercises as attractive as possible, especiall for u-17 athletes who are still in the junior category. the results of the application of batting training for u-17 athletes in dki jakarta are 74.94% on average. these results illustrate that the application of the batting training are in the good category (percentage analysis (cain, 2014; khan, 2014)) of u-17 athletes in dki jakarta. conclusion the results of the exercise that are not optimal are a form of not properly absorbed by the batting training carried out by the trainer, although in this study it shows the results of the application of the exercise in a good category, but there are gladi jurnal ilmu keolahragaan, 12 (01), march54 mastri juniarto, rizky nurulfa still some athletes’ responses that state that they are not maximal accompanied by facilities that are in the very good category. maximum exercises. it is necessary to adjust the training program adopted from the outside as well as the training program adopted from the outside as well as the training model and media used in training, to suit the characteristics of the athelete. the batting test results showed that the resut of batting for u-17 athletes in dki jakarta are 53.36% on average. these results indicate that batting in the category is sufficient for the dki jakarta u-17 athletes with excellent facilities and infrastructure, the results of training should be even better. the application of the training carried out by the trainer is more responsive to the needs of athletes and pays atttention to aspects of safety and comfort in training. references alec astle, coaching a cricket team (new zealand: spectrum print, christchurch, 2004), cain, t. (2014). the sage handbook of action research: participative inquiry and practice. international journal of research & method in education. https://doi.org/10.1080/1743727x.20 14.937521 moleong, lexy j. metodologi penelitian kualitatif, penerbit pt remaja rosdakarya offset, bandung, 2007. sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta.2014 emzir.. metodologi penelitian kualitatif analisis data. jakarta. rajawali pers.2011 harshita khangarot, alok kumar., 2020., an analysis of batting performance of the cricket players., international journal of advanced science and technology vol. 29 , no. 6, (2020), pp. 1574-1579 lubis, j. (2013). panduan praktis penyusunan program latihan. jakarta: raja grafindo tudor o bompa. periodization theory and methodology of training. (human kinetics.2009) esser, t. h. w. n., uxel, k. e. c. h., incher, j. e. l. t., & kada, t. o. o. (2008). the relationship between core stability and performance in division i football players. journal of stren, 1750–1754. https://doi.org/10.1519/jsc.0b013e3 181874564 james tangkudung. kepelatihan olahraga. (jakarta: cerdas jaya, 2012) alec astle, kiwi cricket (new zealand: spectrum print, 2005) cricket step to succes (ralf dellor: human kinetics, 2010) official resource by cricket (australia australia cricket coach, 2015) ian pont, coaching youth cricket (usa: versa press, 2010) ralph dellor, cricket step to success ( usa, united graphics, 2010), an official resource by cricket australia, australian cricket coach (australia,2005) khan, a., nicholson, j., & plötz, t. (2017). activity recognition for quality assessment of batting shots in cricket using a hierarchical representation. proceedings of the acm on interactive, mobile, wearable and ubiquitous technologies, 1(3), 1–31. https://doi.org/10.1145/3130927 portus, m. r., & farrow, d. (2011). enhancing cricket batting skill: implications for biomechanics and skill acquisition research and practice. sports biomechanics, 10(4), 294–305. https://doi.org/10.1080/14763141.20 11.629674 stretch, r. a., bartlett, r., & davids, k. (2000). a review of batting in men’s cricket. journal of sports sciences, 18(12), 931–949. https://doi.org/10.1080/02640410044 6748 https://doi.org/10.1519/jsc.0b013e3181874564 https://doi.org/10.1519/jsc.0b013e3181874564 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 39-44 permalink/doi: https://doi.org/10.21009/gjik.123.06 the effectiveness of mix impact aerobic gymnastics exercises with skj 2000 on improvement of physical freshness anik maryani 1 ,fahmy fachrezzy 1 , ramdan pelana 1 1 physical education, graduate program, jakarta state university, jakarta indonesia correspondiing author. email : anikmaryani_9903820030@mhs.unj.ac.id abstrak this study aims to determine the effectiveness of the effect of aerobic mix impact and skj 2000 version (core exercise) to improve physical fitness in female students. the research was conducted at smea yasma sudirman cijantung for 8 weeks with 24 meetings. the method used is an experimental method with a pre and post-test design. the sampling technique was random sampling from a total of 40 grade 1 students and 30 samples were taken. the data collection technique used was a physical fitness test using the indonesian physical fitness test (tkji). hypothesis testing uses the t-test at the significant level (α) 0.05. the results showed that the difference between the mean value of the initial test (x) and the final test (y) in the mixed impact aerobic exercise group was obtained = -6.47; the value of the standard deviation of the difference = 1,2; the standard error value of the mean difference = 0.32; and the value becomes = -20,2. the initial test (x) and the final test (y) in the 2000 version of the physical fitness exercise obtained the difference in the mean value is = -5; the value of the standard deviation of the difference = 1.1; the standard error value of the mean difference = 0.29; and the value becomes = -17.24. the final test of the mixed impact aerobic exercise group (x) and the final test of the aerobic exercise group (y) version 2000, obtained the mean value of the variable x = 19.33; variable value y = 17; the standard deviation value x = 1.48; standard deviation of the variable y = 2.31; standard error variable x = 0.4; standard error for the variable y = 0.62; standard error for the mean difference between x and variable = 0.74; hypothesis test results obtained t observation = 3.15, at 28 degrees of freedom and a significant level (α) 0.05, the value of t table = 2.048 is obtained. the conclusion of the study is that the effect of mix impact aerobic exercise is more effective in improving physical fitness compared to those using the 2000 version of the fitness gymnastics version of aerobic exercise. key words: mix impact aerobic exercise, skj 2000 version one, physical fitness mailto:anikmaryani_9903820030@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, 12 (03), july40 anik maryani,fahmy fachrezzy, ramdan pelana introduction physical fitness is the main asset of everyone, if you are not fit you cannot do physical activity, physical fitness has an important role in life, if you are not healthy you cannot do other activities. according to sutarman in arsil (2009: 9) "physical fitness is an aspect, namely the physical aspect of total fitness which gives a person the ability to live a productive life and be able to adjust to each physical stress. ) worthy". (hardiansyah, 2017). with a physically fit condition, it allows a person to be able to work productively and efficiently, learning more enthusiastically can achieve optimally. according to azizi fikri's opinion, physical fitness is a person's ability to carry out his daily duties easily, without feeling too tired and having the remaining or spare energy to enjoy his spare time and for sudden needs. physical fitness is a very important potential in supporting daily activities days without feeling excessively tired and even able to carry out activities afterwards. through directed and continuous physical activity, it will have an impact on physical health and health. with a physically fit condition, it allows a person to be able to work productively and efficiently, learning more enthusiastically can achieve optimally. meanwhile, in another opinion, physical fitness is a very important potential in supporting daily activities without feeling excessive fatigue and even being able to carry out activities afterwards. through directed and continuous physical activities, it will have an impact on physical fitness and health (abduh et al., 2020). aerobic exercise, which is currently endemic among the public, is one way of exercising to improve physical fitness and health, including new types of exercise movements such as: low impact, mix impact, high impact, yoga, zumba and skj gymnastics which are always updated according to developments. era. aerobic exercise is an exercise that combines various kinds of movements, rhythmic, regular and directed, as well as a cheerful nature (endang rini sukamti, 2016). aerobic exercise has a balanced and systematic exercise arrangement between upper body and lower body exercises. meanwhile, jonni (2003: 4) argues that aerobic exercise is an exercise done to burn fat while improving muscle tone, which is led by experienced trainers together accompanied by music that is in accordance with the rhythm / movement of the moving limbs. (indah, 2016). because it is accompanied by music, it creates a joyful and pleasant atmosphere besides that it has the benefit of obtaining the desired ideal body shape. physical fitness gymnastics or better known as skj is included in cheap and easy to do gymnastics. physical fitness gymnastics (skj) continues to develop until now several forms of gymnastics have emerged according to the times. physical fitness gymnastics (skj) is an effective physical activity to optimize children's growth and development (altaibi1 a), armade, m2, and manurizal, 2020). physical fitness gymnastics (skj) also has the potential to improve the fitness of students, so that it affects student learning outcomes. aerobic exercise has many types of variations, of which the author tries to examine the types of mix impact aerobic exercise. this gymnastics exercise is a combination of low impact and high impact exercises that are popular with many people because the movements are varied so that the person doing this exercise is not boring and the intensity is moderate, the music that gladi jurnal ilmu keolahragaan, 12 (03), july41 anik maryani,fahmy fachrezzy, ramdan pelana accompanies it is also varied, interesting and motivates someone to move. apart from aerobics, indonesia has long been known as physical fitness gymnastics (skj). this physical fitness gymnastics has many versions, starting from the 1984, 1988, 1992, 1996, 2000,2004,2008,2012,2018 versions, and finally the physical fitness gymnastics 2020. from each version there are always changes and improvements both in intensity and movement movements. the rhythm of the movement, the musical accompaniment is interesting and varies from regional songs, all of which are done to further improve one's physical fitness. mix impact aerobic exercise is more effective in increasing the physical fitness of students because the movements and accompaniments of songs or music are very varied, so that they are not boring. students perform happily, happily, enthusiastically, energetically, because the movements are easy to follow, effective and efficient. aerobic exercise increases the physical fitness of students if it is done with the right rules, good physical fitness can increase academic achievement. physical education can shape and improve positive physical and mental qualities for students and have an important role in national life. aerobic mix impact gymnastics is one of the exercises that must be done for teachers and students every friday at 6:30 a.m., this exercise is led by a sports teacher, and is always carried out in a varied way so that students don't get bored. methods this study uses an experimental method with pre and post test design. this research is a type of preexperimental research (one-group pretest-posttest design). (risal, nd) is to determine the effect of the physical fitness level of students who do aerobic mix impact exercise. and 2000 version one of gymnastics for female students of smk 2 sudirman cijantung, east jakarta. figure 1. descriptive analysis result information : a = random i = mic impact aerobic group ii = group of 2000 core exercises for physical fitness o1 = pre test x1 = mix impact aerobic exercise x2 = physical fitness exercises 2000 core exercises version 1 o2 = post test participants this research was conducted at smea sudirman cijantung, pasar rebo sub-district, east jakarta. the population in this study were students of class x smk 2 sudirman. the sampling technique in this study was taken with a probability sampling method, namely the simple random sampling method (acharya et al, 2013) with random sampling so that all elements in the population have the same opportunity to be taken as a sample representing the population and the sample will be taken. based on student serial number ramdomisasi. instrument the data collection instrument in this study was the gladi jurnal ilmu keolahragaan, 12 (03), july42 anik maryani,fahmy fachrezzy, ramdan pelana indonesian physical fitness test (tkji) method (nurcahyo, eko & nasution, 2014). physical fitness test for female students, a. 60 meters run, b. hang sitting elbows, c. lie down for 60 seconds, d. jump upright, e. run far 1000 meters. data collection technique 1. crude results. the performance of each test that a child achieves in taking the test is called a rough result. the level of physical fitness of a child cannot be assessed directly based on the achievements achieved, because the unit of measure used for each test is not the same. 2. test scores. the rough results, which are still different units of measure, are replaced with the same unit of measure. the replacement unit of measure is the value, after changing the value of the five test results, they are added by looking at the value table and the norm table. the sum results are the basis for determining the classification of the child's physical fitness. results the analysis technique in this study used the t-test statistical technique a.the “t” test is for two small, interconnected samples 1. if t0 ≥ t table at α 0.05, h0 is rejected, otherwise ha is accepted. this means that between the two variables has a significant difference. 2. t0 <t table at α 0.05, h0 is accepted, otherwise ha is rejected. this means that the difference between the two variables is not a significant difference. b. the “t” test for two small samples that are unrelated to each other. 1. if t0 ≥ t table at α 0.05, h0 is rejected, otherwise ha is accepted. this means that there is a significant difference between the two variables. 2. t0 <t table at α 0.05, h0 is accepted, otherwise ha is rejected there is a significant difference between the final test results of the mix impact aerobic exercise group and 2000 version one of the physical fitness training group. this means that the mix impact aerobic exercise is more effective than the 2000 version one fitness exercise in an effort to improve the physical fitness of the x grade students of smk 2 sudirman. statistical analysis the subjects of this study were students at smk 2 sudirman. from a total of 40 students, made sheets of paper according to the names of 40, then 30 names were taken randomly, these names were sampled. of the 30 samples, an initial physical fitness test was held using the indonesian high school age physical fitness test (tkji). the tests were arranged according to ranks 1 to 30 then divided into two groups, odd and even groups, the odd group got mixed impact training, while the even group got 2000 version one core exercise. table 1. single distribution of pre test of physical fitness gymnastic 2000 version one the following diagram is a single histogram diagram for the pre test of the physical fitness gymnastic 2000 version one. gladi jurnal ilmu keolahragaan, 12 (03), july43 anik maryani,fahmy fachrezzy, ramdan pelana figure 1. single distribution of pre test of physical fitness gymnastic 2000 version one table of singgle distribution of post test of physical fitness aerobics mix impact and physical fitness gymnastic 2000 table 2. singgle distribution of post test of physical fitness aerobics mix impact the following diagram is a comparison histogram diagram for the post test of aerobic mix impact figure 2. histogram diagram for the post test of aerobic mix impact table 3. single distribution physical fitness gymnastic post test 2000 version one the following figure is a histogram diagram of a post-test comparison of physical fitness gymnastic 2000 version one. figure 3. histogram diagram of a posttest comparison of physical fitness gymnastic 2000 version one discussion in this study, it was proven that the mix impact aerobic exercise was proven to be effective in increasing physical fitness for class x students of smk 2 sudirman. the things that are recommended from the results of this study are: 1. for research subjects with the better the level of physical fitness of students and students can increase academic achievement. 2. for schools for physical education teachers and principals to pay more attention in calculating lesson hours, especially physical education. conclusions from the results of the research that has been done, it can be concluded that the aerobic mix impact exercise is more effective than 2000 version one of the physical fitness exercise in gladi jurnal ilmu keolahragaan, 12 (03), july44 anik maryani,fahmy fachrezzy, ramdan pelana improving physical fitness in class x smk 2 sudirman. references abduh, i., agusman, m., & tadulako, u. (2020). analisis hubungan tingkat kesegaran jasmani terhadap hasil belajar siswa. jossae (journal of sport science and education), 5(2), 75–82. endang rini sukamti, m. i. z. r. b. (2016). profil kebugaran jasmani dan status kesehatan instruktur senam aerobik di yogyakarta. jurnal olahraga prestasi, 12(2), 116313. https://doi.org/10.21831/jorpres. v12i2.11875 hardiansyah, s. (2017). pengaruh metode interval training terhadap peningkatan kesegaran jasmani mahasiswa jurusan pendidikan olahraga. jurnal penjakora, 4(september), 83–92. https://ejournal.undiksha.ac.id/in dex.php/penjakora/article/vi ewfile/13369/8401 indah, d. (2016). pengaruh latihan senam aerobik terhadap penurunan kadar lemak tubuh anggota senam sanggar kebugaran muslimah centre padang. journal of chemical information and modeling, 53(9), 1689–1699. nurcahyo, eko & nasution, j. d. h. (2014). survei tingkat kesegaran jasmani siswa kelas xi (sebelas) sma muhammadiyah 1 babat kabupaten lamongan. jurnal pendidikan olahraga dan kesehatan, 2(1), 88–93. risal, s. (n.d.). pengaruh latihan intensitas tinggi terhadap kadar glukosa darah pada tim sepak bola sma negeri 5 pinrang. 330–341. siyam, syarifah nur lailisiyam, s. n. l., nurhapsari, a., & benyamin, b. (2015). pengaruh stimulasi permainan ular tangga tentang gingivitis terhadap pengetahuan anak usia 8-11 tahun. odonto dental journal, 2 (1), 25–28., nurhapsari, a., & benyamin, b. (2015). pengaruh stimulasi permainan ular tangga tentang gingivitis terhadap pengetahuan anak usia 8-11 tahun. odonto dental journal, 2 (1), 25–28. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 55-61 permalink/doi: https://doi.org/10.21009/gjik.121.08 evaluation of learning physical education in the covid-19 pandemic ade argi1, ramdan pelana1, yasep setiakarnawijaya1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka, east jakarta, indonesia13220 corresponding aouthor. email: de.argi17@gmail.com abstract the purpose of this study was to determine the level of effectiveness of physical education virtual learning during the covid-19 pandemic first grade students of 6 junior high school bogor. the research method used is to use a descriptive qualitative research method, namely a survey using google form media which is carried out in each house. the population in this study were students of 6 junior high school bogor mounting to 306 students and using a sample of 34 students in the same class. this study used an instrument in the form of a questionnaire with variables. this research includes three aspects of affective, cognitive and psychomotor. affective here uses a research instrument in the form of a questionnaire to obtain research data with a total of 18 questions with answer options strongly, agree, disagree, strongly disagree based on the results of research analysis and discussion, it can be concluded that the level of physical education learning during the covid-19 pandemic can be broken down as follows the affective category average is 33.56, the cognitive average is 89.56 and the psychomotor is 78.67. from the three data, it was found that the average level of learning effectiveness was 67.27 with the category less keywords: effectiveness of learning, learning problems, pandemic covid-19 gladi jurnal ilmu keolahragaan, 12 (01), march56 ade argi, ramdan pelana, yasep setiakarnawijaya introduction covid-19 is an infectious disease caused by a newly discovered type of coronavirus. although it mostly affects the elderly, this virus can actually affect anyone, from babies to children to adults. this corona virus can cause minor disorders of the respiratory system, severe lung infections, and death. covid-19 was first discovered in the city of wuhan, china at the end of december 2019. this virus is contagious and has spread to almost all countries, including indonesia, in just a few months. so the who on march 11, 2020, declared this outbreak a global pandemic (kompas.com:2020). this has led several countries to establish policies to impose lockdowns in order to prevent the spread of the corona virus. in indonesia itself, a large-scale social restriction policy was implemented to suppress the spread of this virus. because indonesia is carrying out the psbb, all activities carried out outside the home must be stopped until this pandemic has subsided. some local governments have decided to implement a policy of dismissing students and have started implementing online or online learning methods. this government policy came into effect in several provinces in indonesia on monday, march 16, 2020, which was also followed by other provinces. but this does not apply to several schools in each region. these schools are not ready for online learning systems, which require learning media such as cellphones, laptops, or computers. the online learning system (in a network) is a learning system without faceto-face learning between teachers and students but is carried out online using the internet network. teachers must ensure teaching and learning activities continue, even though students are at home. the solution, teachers are required to be able to design instructional media as an innovation with virtual learning. the learning system is implemented through a personal computer or laptop connected to an internet network connection. teachers can learn together at the same time using groups on social media such as whatsapp, telegram, instagram, zoom applications or other media as learning media. thus, the teacher can ensure students take part in learning at the same time, even in different places. it should be realized that the unpreparedness of teachers and students gladi jurnal ilmu keolahragaan, 12 (01), march57 ade argi, ramdan pelana, yasep setiakarnawijaya towards online learning is also a problem. the transfer of conventional learning systems to online systems was very sudden, without proper preparation. but all of this must be carried out so that the learning process can run smoothly and students actively follow even in the conditions of the covid-19 pandemic. sports and health physical education subjects are very important subjects for students to learn today, because with knowledge of health and sports practices students can fortify themselves, one of which is by increasing immunity to prevent the corona virus. regular exercise is one way to maintain health. however, the learning pattern at home certainly has its own challenges, especially for teachers of physical education subjects, learning that is carried out from home, of course, must be able to improve student fitness, motor skills and values that include cognitive, affective, and social aspects, so that the subject matter must be carefully rearranged so that the physical education learning experience is obtained by students, however discussed with the ability to carry out student learning at home. the results of observations by researchers in the field, common obstacles faced in implementing this distance learning, include; 1. not all students have electronic teaching media facilities (computers, laptops, cellphones). 2. not all students are able to access the internet (do not have data packages) 3. it cannot be denied that there are also physical education teachers who are not able to properly utilize electronic teaching media in the form of hardware and software or are clueless, 4. the background of junior high school teachers whose education is not linear for teaching sports and health physical education but suddenly becomes a sports and health physical education teacher is an obstacle, because some of them do not understand sports and health physical education, even consider learning sports and health physical education is a subject that is not considered important. 5. limited internet access in each region. 6. so far physical education teachers are also confused about choosing and utilizing technology or online learning platforms that can fulfill sports and health physical education teaching. sports physical education teachers in the current pandemic cannot adapt quickly in gladi jurnal ilmu keolahragaan, 12 (01), march58 ade argi, ramdan pelana, yasep setiakarnawijaya following up on this problem, so student academic achievement will certainly be disrupted even the impact on the aspect of lack of movement will overshadow students during online learning. methods the survey research method is also equipped with a test technique in the form of questions to measure student responses during online learning in physical education subjects first grade students at 6 junior high school, bogor city. researchers did not observe and provide treatment, they only distributed questionnaires via online. in this study, only one instrument was used, namely in the form of questions and questionnaires prepared by the researcher. these questions and questionnaires were compiled based on the indicators contained in the attractiveness variable of physical education online learning for students during the covid-19 pandemic. in physical education subjects first grade students at 6 junior high school, bogor city. each question item in the research questionnaire is equipped with alternative answers based on the likert scale. the variables in this study will be translated into variable indicators, then these indicators are used as a starting point for compiling instrument items in the form of statements. the answer to each item of the likert scale the population in this study were students of 6 junior high school bogor mounting to 306 students and using a sample of 34 students in the same class. data were analyzed using descriptive statistics with computerized assistance. result and discussion this research includes three aspects of affective, cognitive and psychomotor. affective here uses a research instrument in the form of a questionnaire to obtain research data with a total of 18 questions with answer options strongly agree, agree, disagree, strongly disagree, each item of the question is given a score of 1-4. while the cognitive assessment was taken from the student's pts score / i and the psychomotor aspect was taken from the evaluation of the learning video. the construct in this research is the level of physical education learning during the covid-19 pandemic. the data is tabulated, scored and analyzed and categorized according to the formula as very good, good, lacking, and very poor. based on the results of the study, it shows that the level of physical education learning during the covid-19 pandemic was in the low category, where the average score was in gladi jurnal ilmu keolahragaan, 12 (01), march59 ade argi, ramdan pelana, yasep setiakarnawijaya the 67.27 category. the results of this level of learning are caused by various things, especially the difficulty of students understanding online learning material which makes students feel bored, especially in physical education lessons. in line with the opinion of ali sadikin and afreni hamidah (2020) that students assume that the material and assignments are not enough because they need direct explanation by the teacher / lecturer (sadikin & hamidah, 2020). of the three aspects measured by researchers in the cognitive domain, which is different, which has the highest average value among others, namely 89.59. these results indicate that the cognitive aspect is the highest among the others, this is because online learning also has the advantage of being able to foster selfregulated learning. the use of online applications can improve learning independence (oknisih, n., & suyoto, s., 2019). conclusion based on the results of research analysis and discussion, it can be concluded that the level of physical education learning during the covid-19 pandemic can be broken down as follows the average affective category is 33.56, the cognitive average is 89.56 and the psychomotor is 78.67. from the three data, it was found that the average level of learning effectiveness was 67.27. so it can be concluded that the level of physical education learning during the covid-19 pandemic was categorized as insufficient, where the average score was in the 67.27 category. references abduljabar, b., & yudiana. (210 c.e.). pendidikan intelektual dan pendidikan jasmani. rizqipress. b.milman, n. (2015). distance education. international encyclopedia of the social & behavioral sciences: second edition. https://doi.org/doi.org/10.1016/b9780-08097086-8.92001-4 badar, i. t. (2009). mendesain model pembelajaran inovatif progresif dan kontekstual. kencana. delima, m. i., fitriasih, r. d., & nugroho, r. t. (2017). konsep evaluasi pembelajaran. dwiyogo, w. d. (2010). dimensi teknologi pembelajaran pendidikan jasmani dan olahraga. wineka media. firman, f., & rahayu, s. (2020). pembelajaran online di tengah pandemi covid-19. indonesian journal of educational science (ijes), gladi jurnal ilmu keolahragaan, 12 (01), march60 ade argi, ramdan pelana, yasep setiakarnawijaya 2(2), 81–89. https://doi.org/10.31605/ijes.v2i2.659 hanafy, m. s. (2014). konsep belajar dan pembelajaran. lentera pendidikan : jurnal ilmu tarbiyah dan keguruan, 17(1), 66–79. https://doi.org/10.24252/lp.2014v17n1 a5 hera yuniartik, t. h. &, & nasuka. (2017). evaluasi pembelajaran pendidikan jasmani olahraga dan kesehatan di slb c se-kota yogyakarta. journal of physical education and sports, 6(2), 148–156. https://journal.unnes.ac.id/sju/index.ph p/jpes/article/view/17389 irwanto. (2019). evaluasi proses belajar dan pembelajaran dengan model cipp untuk mata pelajaran penjasorkes di sekolah menengah kejuruan negeri 2 kota serang. jurnal kejaora (kesehatan jasmani dan olahraga), 4(2), 6–13. https://doi.org/10.36526/kejaora.v4i2. 656 jamaris, m. (2010). orientasi baru dalam psikologi pendidikan. yayasan penamas murni. jayul, a., & irwanto, e. (2020). model pembelajaran daring sebagai alternatif proses kegiatan belajar pendidikan jasmani di tengah pandemi covid-19. urnal pendidikan kesehatan rekreasi, 6(2), 190–199. khafid, m. (2008). faktor yang mempengaruhi ketuntasan belajar akuntansi : motivasi belajar sebagai variabel intervening. lembaran ilmu kependidikan, 37(1). majid, a. (2013). strategi pembelajaran. remaja rosdakarya. makmun, a. s. (2003). psikologi pendidikan. rosda karya remaja. pambudi, m. i., winarno, m., & dwiyogo, w. d. (2019). perencanaan dan pelaksanaan pembelajaran pendidikan jasmani olahraga kesehatan. jurnal pendidikan olahraga, universitas negeri malang, 4(1), 110–116. http://journal.um.ac.id/index.php/jptpp / pane, a., & darwis dasopang, m. (2017). belajar dan pembelajaran. fitrah:jurnal kajian ilmu-ilmu keislaman, 3(2), 333. https://doi.org/10.24952/fitrah.v3i2.94 5 paramitha, s. t. (2008). pengembangan permainan bola basket untuk proses pembelajaran pendidikan jasmani, gladi jurnal ilmu keolahragaan, 12 (01), march61 ade argi, ramdan pelana, yasep setiakarnawijaya olahraga dan kesehatan siswa sekolah dasar. universitas negeri semarang. prilanji, f.b., simanjutak, v.g., haetami, m. (2019). evaluasi pembelajaran penjasorkes. jurnal pendidikan dan pembelajaran khatulistiwa, vol. 8 no. putro, e. (2016). hasil pembelajaran di sekolah. pustaka belajar. rahayu, e. t. (2013). strategi pembelajaran pendidikan jasmani. alfabeta. raibowo, s., & nopiyanto, y. e. (2020). jurnal pendidikan kesehatan rekreasi evaluasi pembelajaran pendidikan jasmani olahraga & kesehatan pada smp negeri se-kabupaten mukomuko melalui pendekatan model context , input , process & product ( cipp ) pendahuluan program pemerataan pendidikan telah. jurnal pendidikan kesehatan rekreasi, 6(2), 146–165. https://doi.org/10.5281/zenodo.388189 1 samsudin. (2010). perencanaan pembelajaran pendidikan jasmani dan olahraga. wineka media. sugiyanto. (2007). perkembangan dan belajar motorik. mendikbud. sunarto, & hartanto, a. (2006). perkembangan peserta didik. rineka cipta. syah, m. (2003). psikologi belajar. raja grafindo persada. taufik, m., & pardijono. (2013). efektivitas pembelajaran pendidikan jasmani di sma negeri surabaya tentang pemanfaatan sarana dan prasarana dalam kegiatan ekstrakurikuler tahun pelajaran 2012/2013. jurnal pendidikan olahraga dan kesehatan, 01(2), 392–399. https://doi.org/10.1017/cbo97811074 15324.004 https://doi.org/10.18860/jt.v2i2.1826 yandwiputra, a. r. (2020). kuliah jarak jauh karena virus corona, ui: bukan lockdown. tempo.co. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 34-39 permalink/doi: https://doi.org/10.21009/gjik.123.05 knowledge and attitudes toward drug hazards in junior high school students kecuk tri prasetya 1 , junaidi 1 , ika novitaria marani 1 1 physical education, univeristas negeri jakarta, jl. rawamangun muka, rt.11/rw.14, rawamangun, pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 correspondiing author. email : kecuktriprasetya_9903820008@mhs.unj.ac.id abstrak this study aims to determine the effect of drug knowledge and attitudes towards the dangers of drugs in elementary school students. this study used a descriptive research design using a cross-sectional approach. the research samples were students depok junior high school 1, west java. the sampling technique in this study was taken by using the probability sampling method, namely the simple random sampling method. the data collection instrument in this study was to use a questionnaire in the form of a number of written questions. result. of the 74 respondents, the results of the knowledge level test showed that 67 students of depok junior high school 1, west java had a good level of knowledge of drugs (90.5%). 74 people (100%) had a positive attitude towards drugs and the results of the behavior test showed that the number of elementary school students with good behavior towards drugs was 63 people (85.1%). conclusion. students depok junior high school 1, west java has a good level of knowledge, attitude, and behavior towards drugs keywords: knowledge, attitudes, drugs gladi jurnal ilmu keolahragaan, 12 (03), july34 kecuk tri prasetya, junaidi, ika novitaria marani introduction indonesia is in a serious condition for drugs, it is estimated that the number of drug abusers is 3.8 million to 4.1 million people or around 2.10% to 2.25% of the total population of indonesia who are at risk of drug exposure in 2014, in 1 year 18,000 people died the result of this drug is that it is not a small number, it is already an emergency condition(pusat penelitian data dan informasi bnn, 2017), (afiatin, 2004) the results of a survey by the national narcotics agency in 2017, the proportion of drug abuse based on dependency level: non-injection addicts 14.49% (489,197 people), injection addicts 1.73% (58,498 people), regularly use 27.25% (920,100 people), try 59.53% (1,908,319 people) there were 3,376,115 drug abusers in the 10-59year age group. the largest proportion of drug abuse based on the group of workers is 59% (1,991,909 people), the student group is 24% (810,267 people), the general population group is 17% (573,939 people) of a total of 3,376,115 people (pusat penelitian data dan informasi bnn, 2017), meaning that the student group ranks second as vulnerable to drug abuse after the worker group, among students, especially those in elementary school, drug consumption usually begins with smoking (komasari & helmi, 2011). this happens usually because of offers, persuasion, or pressure. the national narcotics agency records data on citizens who are users and drugs affected in west java province as one of the major provinces in indonesia with 18 districts and 9 cities with a total population of 46,709,569 residents (bnn puslidatin, 2020). the results of the 2018 bnn and lipi research stated that 5.5% or the equivalent of 1.1 million people have used drugs in the city of bandung. this figure is not a small number and cannot be considered as a normal problem. moreover, the highest contributor to the prevalence rate of drug abuse in west java is the student group, west java has several cities that have status as a buffer for the capital and are the distribution of drugs, such as bogor, depok, bekasi, and sukabumi. the four cities are currently categorized as drugprone areas. various methods are created and developed by drug syndicates to maintain market or consumer sustainability. one of them is the "market regeneration" method. this method is implemented by feeding early childhood with drugs that are "disguised" in food or candy. the goal is that from an early age, he is unconsciously active as a drug user, so that his body will experience tolerance for drugs and mentally will experience addiction or dependence. so that at the age of adolescence or adulthood, the person concerned will become an active user or drug addict and become a potential market share for drug distribution. here the role of the teacher is needed to guide students in solving problems faced by directing students to more positive behavior, developing student abilities, and providing learning motivation to students. efforts to prevent drug abuse include the role in school educational institutions, namely continuously and continuously providing knowledge about the dangers of drugs and forming student attitudes so as not to fall into drug abuse. and easily influenced by the environment and peers. among students, especially those in elementary school, junior high school and high school, drug consumption usually begins with smoking. this happens usually because of offers, persuasion, or pressure from certain parties (fidrayani & utami, 2018) based on the introduction described above, the formulation of the problems that can be concluded is: what gladi jurnal ilmu keolahragaan, 12 (03), july35 kecuk tri prasetya, junaidi, ika novitaria marani is the level of knowledge, attitudes and behavior of students towards drugs? methods this study used a descriptive research design using a cross-sectional approach to determine the level of knowledge, attitudes and behavior of depok junior high school 1, west java students towards drugs. participants this research was conducted at depok junior high school 1, west java jl. pemuda no.53 pancoranmas, depok city prov. west java. the population in this study were grade 7 students, grade 8 students and grade 9 depok junior high school 1, west java students. the sampling technique in this study was taken with a probability sampling method, namely the simple random sampling method (acharya et al., 2013). with random sampling, all elements in the population will have the same chance to be taken as a sample to represent the population and the sample will be taken based on randomization of student serial numbers. instrument the data collection instrument in this study was to use a questionnaire in the form of a number of written questions. the making of this questionnaire refers to a review of the theory that the researcher has presented on his research. the data collection instrument in this study used a questionnaire consisting of 3rd questionnaires, namely a knowledge level questionnaire, an attitude questionnaire, and a behavior questionnaire. before the questionnaire is introduced to the respondent, the instrument must be tested with the intention of getting a good instrument, this instrument must meet the important data requirements, namely validity and reliability results data processing is carried out in the following steps: (1) editing, is carried out to check the accuracy and completeness of the data; (2) coding, data that has been collected is corrected, then coded by the researcher manually before being processed by computer; (3) entry, the data is entered into a computer program; (4) data cleaning, checking all data that has been entered into a computer in order to avoid errors in data entry; (5) saving, data storage for ready analysis; and (6) data analysis. the data is then processed using statistical software and presented in tabular form with the aim of research, namely to determine the level of knowledge, attitudes and behavior of students at depok junior high school 1, west java towards drugs. the subjects of this study were students at depok junior high school 1, west java. from a total of 851 students at the depok junior high school 1, west java, 74 respondents became the research respondents. the research respondents consisted of 35 male students (47.3%) and 39 female students (52.7%) (table 1) table 1. descriptive analysis result gender frequency (people) percentage (%) men 35 47.3% women 39 52.7% total 74 100% research respondents were evenly distributed at each grade level (table 4.2), with 25 students in grade 7 junior high school 1 depok (33.8%), grade 8 junior high school 1 depok as many as 24 people (32.4%) and grade 9 junior high gladi jurnal ilmu keolahragaan, 12 (03), july36 kecuk tri prasetya, junaidi, ika novitaria marani school 1 depok, as many as 25 people (33.8%). table 2. frequency distribution of respondent characteristics by class grade frequency (people) percentage (%) grade 7 25 33.8 % grade 8 24 32.4 % grade 9 25 33.8 % total 74 100 % the results of the test on the level of knowledge of the depok junior high school 1, west java students which were carried out using a questionnaire can be seen in table 2. table 3. test results on the level of respondent's knowledge of drugs knowledge level score frequency (people) percentage (%) good 14-20 67 90.5 % moderate 7-13 7 9.5 % less 0-6 0 0 total 74 100 % table 4. test results on the level of respondent's knowledge of drugs based on gender gender knowledge level total good moderate f % f % men 32 47.8 3 42.9 35 women 35 52.2 4 57.1 39 total 67 100 100 74 table 5. the results of the test of the respondent's level of knowledge of drugs by grade grade knowledge level total good moderate f % f % grade 7 23 34.3 2 28.6 25 grade 8 24 35.8 0 0 24 grade 9 20 29.9 5 71.4 25 total 67 100 7 100 100 table 4. shows that out of 67 students with a good level of knowledge, the largest proportion is 24 (35.8%) were grade 8 students. from the results of the knowledge level test above, it was found that the number of junior high school students 1 depok with a good level of knowledge of drugs was as much as 90.5%. the level of knowledge based on gender is obtained by the majority of students who have a good level of knowledge are women, the level of knowledge based on the class obtained a good level of knowledge, the majority are students of grade 8 junior high school 1 depok. these results indicate that the majority of junior high school 1 depok students have a good level of knowledge about drugs. this happens because students get strong information and education about drugs. the results of the attitude test of junior high school 1 depok students which were carried out using a questionnaire can be seen in table 6. table 6. test results of respondents attitudes towards drugs. attitudes score frequency (people) percentage (%) positive > 74 100 negative < 0 0 total 74 100 from the results of the attitude test above, it was found that the number of junior high school students 1 depok with positive attitudes towards drugs was as much as 100%. because the knowledge about drugs that has been obtained in school, they tend to have a good attitude towards drugs. the results of this study indicate that the majority of junior high school students 1 depok have a positive attitude towards drugs. this study indicate that the majority of junior high school students 1 depok have a positive attitude towards drugs. based on one of the studies conducted by asti, y. (2014), this can gladi jurnal ilmu keolahragaan, 12 (03), july37 kecuk tri prasetya, junaidi, ika novitaria marani happen because students have good knowledge (internal factors) and environmental, social and cultural (external factors). internal factors that cause adolescence to be included in the group of drug abusers are the desire to know / try, want to be appreciated, and depression as well as the lack of religious values. external factors causing drug abuse in adolescence are peer influence, lack of parental attention, broken home (a condition where the family experiences a split or a gap in the household), and mass media (asti, 2014). discussion some things that can be recommended from the results of this study are: 1. for research subjects. students must be able to know matters relating to the types, effects and spread of drugs in order to avoid drug abuse. 2. for schools providing counseling is needed to provide insight to junior high school students about drugs and how to make students free from drug abuse considering that adolescence is an age that is vulnerable to deviations towards drugs. conclusions based on the research results from the data obtained, the conclusions that can be drawn in this study are as follows: 1. overall, it was found that the majority of junior high school students 1 depok have a good level of knowledge (90.5%), a positive attitude (100%) and good behavior (85.1%). 2. the level of knowledge that is categorized as good, is dominated by students of grade 8 smp as much as 35.8% (24 people). 3. all students of junior high school 1 depok have a positive attitude. references acharya, a. s., prakash, a., saxena, p., & nigam, a. (2013). sampling: why and how of it? indian journal of medical specialities, 4(2). https://doi.org/10.7713/ijms.2013.00 32 afiatin, t. (2004). pengaruh program kelompok “aji” dalam peningkatan harga diri, asertivitas, dan pengetahuan mengenai napza untuk prevensi penyalahgunaan napza pada remaja. jurnal psikologi, 1, 28–54. file:///c:/users/user/downloads/36 -71-2-pb.pdf asti, y. (2014). hubungan pengetahuan dan sikap terhadap perilaku penyalahgunaan narkoba pada siswa / i smp negeri 4 kecamatan pontianak timur kotamadya pontianak tahun 2013 yeli asti nim i11108047 program studi pendidikan dokter. bnn, p. (2020). permasalahan narkoba di indonesia 2019. fidrayani, & utami, d. (2018). program sekolah dalam upaya pencegahan napza. 14(1), 1–26. komasari, d., & helmi, a. f. (2011). faktor faktor penyebab merokok pada remaja. jurnal psikologi, 27(1), 37–47. pusat penelitian data dan informasi, b. (2017). survei nasional konsumsi narkoba di 34 provinsi tahun 2017. jurnal data puslitdatin 2017, ii(1), 83–88. https://rumahcemara.or.id/book/surve i-nasional-penyalahgunaan-narkobadi-34-provinsi-tahun-2017/ available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 218-226 permalink/doi: https://doi.org/10.21009/gjik.112.12 pengaruh modifikasi tinggi ring basket terhadap peningkatan teknik tembakan bebas (free-throw shoot) dalam permainan bola basket zulfa nurumniyah 1 , dadan mulyana 2 , geraldi novian 3 1,3 program studi pendidikan olahraga, sekolah pascasarjana, universitas pendidikan indonesia, jl. dr. setiabudhi no. 229 bandung, jawa barat, indonesia 40154 2 program studi pendidikan kepelatihan olahraga, fakultas pendidikan olahraga dan kesehatan, universitas pendidikan indonesia, jl. dr. setiabudhi no. 229 bandung, jawa barat, indonesia 40154 nurumniyahzulfa@gmail.com abstrak permasalahan yang penulis ajukan pada penelitian ini mengenai metode latihan shooting dalam permainan bola basket untuk anak-anak dan pemula yang sampai saat ini masih melakukan metode dan alat yang sama seperti dalam melatih orang dewasa. kita ketahui bersama bahwa dalam melatih anak-anak disarankan tidak disamakan dengan orang dewasa serta harus dilakukan secara bertahap dari metode yang mudah sampai sukar. tujuan penelitian ini adalah untuk mengetahui pengaruh modifikasi tinggi ring basket terhadap peningkatan kemampuan teknik tembakan bebas dalam permainan bola basket. penelitian ini menggunakan metode eksperimen dengan desain pre-test and post-test control group design. populasi penelitian ini adalah anggota ekstrakulikuler bola basket smp negeri 47 bandung yang berjumlah 57 orang. teknik sampling yang digunakan adalah purposive sampling sehingga sampel dalam penelitian ini berjumlah 14 orang yang merupakan anggota baru ekstrakulikuler yang belum mengenal bola basket secara mendalam. instrumen yang digunakan adalah skala penilaian keterampilan shooting dalam permainan bola basket. berdasarkan hasil pengolahan data dan analisis data, maka dapat disimpulkan bahwa: (1) terdapat pengaruh positif yang signifikan latihan free-throw shoot menggunakan metode modifikasi ring; (2) tedapat pengaruh positif namun tidak signifikan latihan free-throw shoot menggunakan metode konvensional (3) terdapat perbedaan yang signifikan antara metode modifikasi dengan metode konvensional. kata kunci: metode latihan, tembakan bebas, bola basket abstract the problem that the writer poses in this study is about shooting training methods in basketball games for children and beginners who are still using the same methods and tools as in training adults. we all know that in training children it is recommended not to be confused with adults and must be done in stages from easy to difficult methods. the purpose of this study was to determine the effect of modification of the height of the basketball hoop on the improvement of the ability to free fire techniques in basketball games. this study used an experimental method with a pre-test and post-test control group design. the population of this study was 57 members of the basketball extracurricular activities at 47 junior high school bandung. the sampling technique used was purposive sampling so that the sample in this study amounted to 14 people who were new extracurricular members who did not know basketball deeply. the instrument used was a shooting skill rating scale in basketball games. based on the results of data processing and data analysis, it can be concluded that: (1) there is a significant positive effect of free-throw shoot training using the ring modification method; (2) there is a positive but insignificant effect of free-throw shoot training using conventional methods (3) there is a significant difference between the modification method and the conventional method. keywords: training method, free-throw shoot, basketball gladi jurnal ilmu keolahragaan, 11 (2), oktober 219 zulfa nurumniyah, dadan mulyana, geraldi novian pendahuluan permainan bola basket adalah olahraga tim yang cukup rumit dikarenakan memiliki cukup banyak teknik dan peraturan yang harus dikuasai oleh pemain agar bisa bermain dengan baik saat pertandingan. selain kemampuan individu, kerjasama sangat dibutuhkan dalam olahraga ini. terutama bagaimana suatu tim bisa bertahan dan menyerang dengan baik sehingga dapat meminimalisir lawan mendapatkan angka namun dapat mencetak angka kedalam keranjang lawan. inti dari permainan bola basket yakni bertujuan untuk memasukan bola sebanyak-banyaknya ke keranjang lawan dan mencegah kemasukan di keranjang sendiri (lubay, 2015). karena itu, teknik menembak/shooting adalah teknik yang paling penting untuk dikuasai pemain basket karena menembak adalah unsur yang menentukan dalam kemenangan dalam pertandingan, sebab kemenangan ditentukan oleh banyaknya bola yang masuk ke keranjang. setiap serangan selalu berusaha dapat berakhir dengan shooting (sandika, 2013). dalam pelatihan olahraga diperkirakan tahap yang paling kritikal dalam karier olahraga adalah di tahap-tahap pertumbuhan dan perkembangan anak-anak di usia muda yaitu di tahap atlet-atlet masih sangat muda (bompa, 1994). karena pada tahap-tahap tersebut, psikologis anak belum terbentuk secara matang, sehingga kemungkinan anak merasa jenuh, bosan dan malas semakin besar. bompa (1994) memberikan kategori umur permulaan berolahraga, spesialisasi dan prestasi puncak pada cabang olahraga bola basket, dapat dilihat pada tabel 1. tabel 1. umur permulaan berolahraga, spesialisasi, dan prestasi puncak cabang olahraga bola basket (bompa, 1994) permulaan olahraga spesialisasi prestasi puncak 8-9 10-12 20-25 dalam pelatihan olahraga untuk anakanak, baik metode melatih dan perlengkapan perlu untuk disesuaikan. hal ini sejalan dengan pendapat harsono (2014) dimana sebagai pelatih harus mengingat bahwa anak-anak bukanlah miniatur orang dewasa. hal yang dapat dilakukan yakni adalah modifikasi olahraga yang diperuntukkan oleh orang dewasa agar dapat dimainkan oleh anak-anak sesuai dengan keadaan fisik maupun mentalnya (fiba, 2015). modifikasi dapat diartikan sebagai upaya melakukan perubahan dengan penyesuaian-penyesuaian baik dalam segi fisik material (fasilitas dan perlengkapan), maupun dalam tujuan dan cara (metode, gaya, pendekatan, aturan serta penilaian) (bahagia, 2010) dimana modifikasi ini memiliki tujuan agar anak memperoleh kepuasan dalam menggeluti olahraga tersebut, meningkatkan gladi jurnal ilmu keolahragaan, 11 (2), oktober 220 zulfa nurumniyah, dadan mulyana, geraldi novian kemungkinan keberhasilan dalam berpartisipasi dan dalam melakukan pola gerak secara benar (lutan, 1988). makadari itu, melatih olahraga untuk anak-anak tidak bisa sembarangan dan harus bertahap. dalam permainan bola basket, terdapat mini basketball yang merupakan permainan bola basket yang diperuntukkan untuk anakanak dibawah usia 12 tahun. permainan ini sejalan dengan pembahasan di atas mengenai anak-anak yang tidak boleh disamakan dengan orang dewasa serta baiknya dilakukan modifikasi. pada mini basketball, baik peraturan maupun perlengkapan dimodifikasi sesuai dengan klasifikasi usia. yang menjadi perhatian penulis adalah setiap klasifikasi usia disarankan untuk menggunakan ukuran tinggi ring yang berbeda. untuk tinggi ring standar fiba yakni 3,05 meter untuk permainan bola basket biasa, sedangkan pada permainan mini basketball ini terdapat perbedaan sesuai batasan umur. usia 6-9 dianjurkan menggunakan ring dengan tinggi 1,83 meter. sedangkan untuk umur 10 tahun tinggi ring yang digunakan yakni 2,43 meter dan untuk umur 11-12 menggunakan tinggi ring standar yakni 3,05 meter. (fiba, 2015) melihat dari uraian di atas, dapat ditangkap bahwa untuk anak-anak yang baru terjun kedalam permainan bola basket dianjurkan untuk menggunakan alat-alat yang sesuai dengan kemampuan atau tingkat umur mereka. selain itu, pada permainan bola basket terdapat bermacam-macam kondisi shooting salah satunya yakni free-throw shoot yang memiliki arti tembakan yang dihadiahkan pada seorang pemain untuk mendapatkan angka, sebagai akibat diganggunya dengan kasar oleh pemain lawan dalam usaha tembakan lapangan. free-throw shoot dilaksanakan dibelakang garis free-throw shoot tanpa rintangan (sandika, 2013). maka dapat diartikan bahwa free-throw adalah kondisi shooting paling mudah karena tidak ada penjagaan dari lawan sama sekali, juga merupakan kesempatan yang baik untuk memperoleh angka dengan mudah, namun perlu memiliki teknik yang baik sehingga dapat memanfaatkan kesempatan secara maksimal. penelitian ini berangkat dari masalah yang ditemukan penulis di lapangan dan juga hasil observasi penulis selama 4 tahun melatih ekstrakulikuler bola basket di smp negeri 47 bandung, dari banyaknya anak yang mengikuti ekstrakulikuler bola basket hanya satu atau dua anak yang sudah dapat melakukan teknik shooting. sedangkan yang lainnya baru mengetahui permainan bola basket ketika mereka memasuki ekstrakulikuler pada awal masa smp mereka. bila dikaitkan dengan table gladi jurnal ilmu keolahragaan, 11 (2), oktober 221 zulfa nurumniyah, dadan mulyana, geraldi novian 1 maka hal ini bertolak belakang, dimana seharusnya pada usia 12 tahun (awal smp) anak sudah pada usia akhir tahap spesialisasi namun pada kenyataanya anak belum melalui masa permulaan olahraga sama sekali. baik dari sisi fisik dan teknik masih pada tahap mendasar. penulis merasa resah akan kemungkinan rendahnya kemampuan teknik shooting anak-anak anggota ekstrakulikuler karena dipaksakan untuk langsung mempelajari teknik shooting menggunakan metode dan alat yang sama dengan orang dewasa, ingin mencari metode yang sesuai dengan kemampuan anggota baru ekstrakulikuler ini sesuai dengan kemampuan mereka dan dilatih secara bertahap. metode metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen, karena penulis memberikan treatment terhadap sampel. desain penelitian yang digunakan adalah pre-test and post-test control group design. populasi dalam penelitian ini adalah anggota ekstrakulikuler bola basket smp negeri 47 bandung yang berjumlah 57 orang. penulis menggunakan teknik purposive sampling untuk pengambilan sampel, mempertimbangkan dengan menentukan beberapa kriteria sebegai berikut: 1. anggota ekstrakulikuler yang baru bergabung; 2. berjenis kelamin perempuan; 3. belum pernah mendapatkan pengetahuan tentang cara melakukan teknik tembakan (amatir). dengan ditetapkannya kriteria diatas maka penulis akan mengambil sampel yaitu anggota baru putri sebanyak 14 orang. penelitian ini terdapat dua kelompok yang dipilih secara random kemudian diberi pre-test dan post-test untuk mengetahui keadaan setelah adanya perlakuan dan dilihat adakah perbedaan antara kelompok eksperimen dan kelompok kontrol. adapun desain penelitiannya adalah sebagai berikut: r o1 x o2 r o1 c o2 gambar 1. pre-test and post-test control group design (fraenkel, 2012) keterangan: r = randomized o1 = pre-test o2 = post-test x = perlakuan (treatment) c = kontrol berikut merupakan langkah-langkah penelitian yang digunakan dalam penelitian ini adalah sebagai berikut: 1. penentuan populasi; 2. pengambilan sampel; 3. melakukan pre-test menggunakan freethrow shoot test 10 kali kesempatan & judgement test menggunakan skala penilaian keterampilan shooting dalam gladi jurnal ilmu keolahragaan, 11 (2), oktober 222 zulfa nurumniyah, dadan mulyana, geraldi novian permainan bola basket (komarudin, 2016); 4. membagi sampel menjadi dua kelompok menggunakan metode a-b-b-a agar kedua kelompok sama rata.; 5. random assignment untuk menentukan kelompok mana yang menjadi kelompok eksperimen dan kelompok kontrol. pemberian treatment berupa latihan free-throw shoot menggunakan ring yang tingginya sudah dimodifikasi (1,85 meter, 2,45 meter, dan 3,05 meter) untuk kelompok treatment dan latihan menggunakan ring standar (3,05 meter) untuk kelompok kontrol. penelitian dilakukan sebanyak 17 kali pertemuan yang dibagi menjadi 15 kali latihan, 1 kali tes awal, dan 1 kali tes akhir. sarwono, et al. (2014) mengemukakan bahwa, “frekuensi jumlah wakti ulangan latihan yang baik dilakukan 5-6 per sesi latihan atau 2-4 kali per minggu”. 5 sesi x 2x/minggu = 10 pertemuan (minimal) 5 sesi x 3x/minggu = 15 pertemuan (sedang) 5 sesi x 4x/minggu = 20 pertemuan (maksimal) hasil dan pembahasan hasil data yang diperoleh merupakan data mentah sehingga perlu diolah dan dianalisis terlebihdahulu. adapun data diolah dan dianalisis menggunakan bantuan software statistical product and service solution (spss) 24. kemudian data disajikan data bentuk tabel. tabel 2. deskripsi data eksperimen kontrol pre-test 91,43 ± 6,37 85,14 ± 5,93 post-test 53,00 ± 14,25 55,29 ± 12,87 berdasarkan tabel 2, diketahui bahwa nilai rata-rata dan standar deviasi pre-test sebesar 91,43 ± 6,373 untuk kelompok eksperimen dan 85,14 ± 5,928 untuk kelompok kontrol. sedangkan nilai rata-rata dan standar deviasi post-test sebesar 53,00 ± 14,248 untuk kelompok eksperimen dan 55,29 ± 12,867 untuk kelompok kontrol. tabel 3. uji normalitas eksperimen kontrol pre-test 0,061 0,200 post-test 0,200 0,200 berdasarkan tabel 3, diketahui bahwa nilai asymp. sig. (2-tailed) semua data > 0,05 sehingga dapat ditarik kesimpulan bahwa data berdistribusi normal. penulis menggunakan pendekatan parametrik untuk pengujian hipotesis. tabel 4. uji peningkatan eksperimen kontrol t hitung 6,984 5,790 sig. (2-tailed) 0,000 0,001 tabel 4 merupakan hasil uji peningkatan dengan menggunakan paired samples test. berdasarkan hasil uji, kelompok gladi jurnal ilmu keolahragaan, 11 (2), oktober 223 zulfa nurumniyah, dadan mulyana, geraldi novian eskperimen memperoleh nilai sig. (2-tailed) sebesar 0,000<0,05 sehingga dapat disimpulkan bahwa kelompok eksperimen mengalami peningkatan yang signifikan. sedangkan kelompok kontrol memperoleh nilai sig. (2-tailed) sebesar 0,001<0,05 sehingga dapat disimpulkan bahwa kelompok kontrol mengalami peningkatan. sehingga dapat disimpulkan bahwa kedua kelompok mengalami peningkatan yang signifikan. tabel 5. uji perbedaan eksperimen-kontrol sig. (2-tailed) 0,000 tabel 5 merupakan hasil uji perbedaan menggunakan independent sample test. berdasarkan hasil uji, diperoleh nilai sig. (2tailed) sebesar 0,000<0,05. hal ini membuktikan bahwa terdapat perbedaan dari kedua kelompok dengan metode latihan menggunakan ring modifikasi (kelompok eksperimen) lebih baik dari pada latihan konvensional (kelompok kontrol) dalam meningkatkan kemampuan free-throw shoot pada anggota baru ekstrakulikuler smp negeri 47 bandung. pembahasan modifikasi dalam olahraga sudah seharusnya dilakukan pada anak-anak, karena anak-anak belum mampu melakukan sama seperti yang orang dewasa lakukan. pada penelitian ini, penulis menyajikan bentuk modifikasi dalam olahraga bolabasket bagi anak-anak. selain yang dilakukan penulis terdapat contoh-contoh modifikasi dalam olahraga secara general untuk anak-anak, antara lain: 1. memperkecil luas lapangan sepak bola, voli, tenis, basket, dan lain-lain. 2. sarana: mengurangi tinggi dan lebar gawang, tinggi net voli, ring basket, bulutangkis, berat atau panjang raket; bola sepak dan bola voli yang lebih ringan. 3. peraturan permainan: misalnya jumlah pemain dalam satu regu cabang olahraga permainan, jumlah penggantian pemain, atau time-out, lamanya dan jumlah istirahat, perkecil skor, jumlah game dan set, mengizinkan bola voli memantul di tanah satu kali dulu sebelum memukulnya, pesingkat waktu, dll. dengan memodifikasi atau melakukan perubahan sebagaimana di atas, anak akan lebih senang dan aktif bermainnya sehingga dengan begitu perkembangan fisik, mental, dan juga sosial akan bisa lebih terjamin. modifikasi dilakukan sebagai salah satu alternatif pendekatan dalam pembelajaran pendidikan jasmani yang dilakukan dengan berbagai pertimbangan. seperti yang dikemukakan oleh ngasmain soepartono (1997) bahwa alasan utama perlunya modifikasi adalah sebagai berikut: gladi jurnal ilmu keolahragaan, 11 (2), oktober 224 zulfa nurumniyah, dadan mulyana, geraldi novian 1. anak bukanlah orang dewasa dalam bentuk kecil, kematangan fisik dan mental anak belum selengkap orang dewasa. 2. pendekatan pembelakaran pendidikan jasmani selama ini kurang efektif, hanya bersifat lateran dan monoton. 3. sarana dan prasarana pembelajaran pendidikan jasmani yang ada sekarang, hampir semuanya didesain untuk orang dewasa. aussie (1996) mengembangkan modifikasi di australia dengan pertimbangan sebagai berikut: 1. anak-anak belum memiliki kematangan fisik dan emosional seperti orang dewasa. 2. berolahraga dengan peralatan dan peraturan yang dimodifikasi akan mengurangi cedera pada anak. 3. olahraga yang dimodifikasi akan mampu mengembangkan keterampilan anak lebih cepat dibandingkan dengan peralatan yang standart untuk orang dewasa 4. olahraga yang dimodifikasi menumbuhkan kegembiraan dan kesenangan pada anak-anak dalam situasi kompetitif. setelah melakukan pengolahan data dan analisis data, temuan yang peneliti temukan dalam penelitian ini bahwa pendapat harsono (2015) yang mengemukakan bahwa, “kebutuhan dan kemampuan anak berbeda dengan orang dewasa, maka perlu dikembangkan atau dimodifikasi pula olahraga yang sesuai dengan the needs and abilities dari anak-anak” terbukti, dengan disesuaikannya kebutuhan dan cara melatih teknik tembakan melalui modifikasi tinggi ring memberikan dampak positif bagi peningkatan kemampuan free-throw shoot bagi anggota baru ekstrakulikuler smp negeri 47 bandung. penulis beranggapan bahwa teknik tembakan itu harus kuasai dengan baik sesuai dengan pendapat sandika (2013) berpendapat bahwa menembak adalah unsur yang menentukan dalam kemenangan dalam pertandingan, sebab kemenangan ditentukan oleh banyaknya bola yang masuk ke keranjang. setiap regu yang menguasai bola selalu mencari kesempatan untuk dapat menembak. setiap serangan selalu berusaha dapat berakhir dengan tembakan. oleh kerena itu unsur menembak ini merupakan teknik dasar yang harus dipelajari dengan baik dan benar serta ditingkatkan keterampilannya dengan latihan. selain itu, dalam permainan mini basketball yang memodifikasi hamper seluruh peralatan dan perlengkapan yang digunakan dalam permainan bola basket yang ditujukan untuk anak-anak memiliki dampak positif dalam perkembangan teknik shooting. hal tersebut dilihat dari penyesuaian tinggi ring yang gladi jurnal ilmu keolahragaan, 11 (2), oktober 225 zulfa nurumniyah, dadan mulyana, geraldi novian digunakan sesuai dengan tingkatan umur, pada permainan bola basket biasa, tinggi ring yakni 3,05 meter sedangkan pada permainan bola basket mini ini terdapat perbedaan sesuai batasan umur. usia 6-9 dianjurkan menggunakan ring dengan tinggi 1,83 meter. sedangkan untuk umur 10 tahun tinggi ring yang digunakan yakni 2,43 meter dan untuk umur 11-12 menggunakan tinggi ring standar yakni 3,05 meter. melihat dari uraian di atas, dapat ditangkap bahwa untuk anak-anak yang baru terjun kedalam permainan bola basket dianjurkan untuk menggunakan alat-alat yang sesuai dengan kemampuan atau tingkat umur mereka maka dapat dipastikan bahwa teknik tembakan sangat diperlukan. hal tersebuh penulis terapkan kepada metode yang digunakan pada penelitian ini dengan cara menurunkan tinggi ring terlebih dahulu dan perlahan dinaikkan sesuai dengan patokan tinggi ring dari mini basketball. gambar 2. pre-test dan post-test keterampilan shooting gambar 2 menunjukkan diagram peningkatan kemampuan shooting sampel pada pre-test dan post-test. peningkatan kemampuan teknik shooting ini bukan hanya didapat oleh kelompok eksperimen namun juga oleh kelompok kontrol hal ini dikarenakan pelaksanaan latihan yang rutin dan disiplin dilakukan oleh masing-masing kelompok terbukti dengan uji hipotesis 1 dan 2 yang dilakukan bahwa kedua kelompok mengalami peningkatan kemampuan teknik shooting. namun kelompok eksperimen lebih menunjukkan peningkatan dari pada kelompok kontrol. maka dari itu melatih teknik shooting dari garis free-throw menggunakan ring yang sudah dimodifikasi tingginya sangat bermanfaat bagi anak yang baru mengenal bola basket. kesimpulan berdasarkan hasil penelitian, maka kesimpulan dari penelitian ini yakni terdapat pengaruh menggunakan metode modifikasi tinggi ring basket dan metode konvensional terhadap peningkatan teknik shooting dari garis free-throw dalam permainan bola basket pada anggota baru putri ekstrakulikuler bola basket smp negeri 47 bandung, dan juga latihan menggunakan metode modifikasi tinggi ring lebih baik dilakukan dibandingkan latihan konvensional dalam meningkatkan 5 8 3 3 6 9 5 6 5 8 6 1 4 6 6 1 6 1 6 8 3 3 3 2 6 8 5 4 1 0 0 9 7 9 4 9 3 9 3 9 0 8 9 8 8 8 6 8 5 8 2 8 2 8 1 7 6 gladi jurnal ilmu keolahragaan, 11 (2), oktober 226 zulfa nurumniyah, dadan mulyana, geraldi novian kemampuan teknik free-throw. penulis menyarankan agar pelatih dan pembina atlet amatir untuk memberikan latihan teknik secara bertahap dari mudah hingga sukar yang sesuai dengan umur atau tingkatan atlet. daftar pustaka fiba (2016). “coaches manual minibasketball” switzerland: world association of basketball coaches. fiba (2015). “mini-basketball rules”. switzerland. fiba central board (2017). basketball rules and basketball equipment fiba. switzerland: fiba 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(2015). pembelajaran permainan bola basket. bandung: cv. bintang warliartika. harsono. (2015). kepelatihan olahraga, teori dan meteologi: rosda. komarudin. (2016). penilaian hasil belajar pendidikan jasmani dan olahraga: pt remaja rosdakarya, bandung nazir, mohammad. (2011). metode penelitian: ghalia indonesia, bogor. perbasi jawa barat (2016). peraturan resmi bola basket tahun 2014. bandung: prodi pendidikan kepelatihan olahraga fpok upi. santoso slamet. (2015). “modifikasi pembelajaran penjas”. surakarta: universitas tunas pembangunan surakarta. wissel hal (2012). “basketball: steps to success”. united states: human kinetics ferdiansyah r, rida. (2014). perbedaan pengaruh metode bagian dengan metode keseluruhan terhadap hasil belajar bertumpu dengan tangan (handstand) fakultas pendidikan olahraga dan kesehatan: universitas pendidikan indonesia, bandung. fristiana d, anggraini (2013). “penggunaan bola basket modifikasi terhadap pengembangan keterampilan chest pass”. bandar lampung. fakultas keguruan dan ilmu pendidikan: universitas lampung jambak c, rahmadani. (2017). “upaya meningkatkan hasil belajar set shoot bola basket melalui pendekatan saintifik dengan menggunakan alat modifikasi pada siswa kelas x sma negeri 6 binjai tahun ajaran 2017/2018.”. fakultas ilmu keolahragaan. universitas negeri medan. maulana fikri (2013) “perbandingan latihan set shoot pada area free-throw dengan menggunakan repetisi berubah set tetap dan repetisi tetap set berubah terhadap hasil freethrow pada peserta ekstrakulikuler bola basket putra sma negeri 1 kajen kabupaten pekalongan tahun 20143/2014”. fakultas ilmu keolahragaan. semarang: universitas negeri semarang. helmy firmansyah (2011). “hubungan motivasi berprestasi siswa dengan hasil belajar pendidikan jasmani” jurnal pendidikan jasmani indonesia. universitas negeri yogyakarta. sandika a, gusti. (2013) “perbandingan ketepatan one hand set shoot dan two hand set shoot pada tembakan bebas dalam permaian bola basket siswa sma n 1 torue”. pendidikan jasmani, kesehatan dan rekreasi fkip universitas tadulako. kampus bumu tadulako tondo. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 128-137 permalink/doi: https://doi.org/10.21009/gjik.122.05 the effect of physical education learning schedule, facilities, and motivaton on learning outcomes of eighth grade student bambang hariri 1 , moch asmawi 1 , yasep setiakarnawijaya 1 1 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: baronputrapetir@gmail.com abstract. the purpose of this study was to obtain information about the effect of physical education learning. the method in this study used path analysis. the sample included in this study amounted to 80 students. the results of the analysis show that the contribution of the physical education learning schedule (x1) to physical education learning outcomes (y) is significant at 0.761. , learning facilities (x2) on learning outcomes (y) which is significant at 0.687, motivation (x3) on learning outcomes (y) which is significant at 0.677 , physical education learning schedule (x1) on motivation (x3) which is significant at 0.420 , learning means (x2) on motivation (x3) which is significant at 0.401. the conclusion in this study is that physical education learning schedule, learning facilities and motivation both have a direct effect on physical education learning outcomes. physical education learning schedule, learning facilities have a direct effect on students' motivation. keyword : physical education, learning facilities, motivation. mailto:baronputrapetir@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june129 bambang hariri, moch asmawi, yasep setiakarnawijaya introduction education is a cultural process to improve human dignity and lasts a lifetime, carried out in the family, school, and community environment. education is a responsibility between family, school and government (m arifin,2003). education is often interpreted as a human effort to foster his personality in accordance with the values in society and culture. the main mission in an educational institution is to teach character, ethics, give in to each other, and put the public interest above personal interests. this is applied in everyday life, both in the family and in society. in the current era, education is more oriented to how to improve intelligence, achievement, in the current era of rapidly developing knowledge, improving the quality of human resources is an absolute necessity, especially in the face of rapid changes and developments. education plays an important role in the development of quality human and human resources. in the development of a country, education is very important, especially for the progress of the country. one of them is quality human resources that can be produced from education. therefore, education is one of the drivers for development and a very important provision in the face of change and development of the times. education is one of the efforts so that humans can develop their potential through the learning process. as a teacher or educator, the teacher is one of the determining factors for the success of every effort to implement education. in addition to an educator, there are other factors that affect the success of the teaching and learning process. the factors that influence the success of the learning process consist of internal factors and external factors. among the external factors are infrastructure and school environment. where the existing infrastructure in schools serves to facilitate students to be better at teaching and learning. in a school, there must be facilities and infrastructure to carry out the teaching and learning process. if the facilities and infrastructure are adequate but the condition of the school environment is not good, it will also affect the education process. one example is if the facilities and infrastructure are complete but the teacher does not use them, it will be in vain. if the infrastructure is not complete but the teacher can condition the students, making the school a comfortable place like their own home for students, it will have a good impact on the learning process. this is an important factor that must be considered because it affects the teaching and learning process in a school. likewise, if the infrastructure is not complete but the teacher can condition the students, making the school a comfortable place like gladi jurnal ilmu keolahragaan, 12 (02), march130 loan subarno, samsudin, nur ali their own home for students, it will have a good impact on the learning process. this is an important factor that must be considered because it affects the teaching and learning process in a school. thus, if the infrastructure is not complete but the teacher can condition the students, making the school a comfortable place like their own home for students, it will have a good impact on the learning process. this is an important factor that must be considered because it affects the teaching and learning process in a school. when viewed from the meaning of words, educational facilities are equipment and supplies that are directly used and support the educational process, especially the teaching and learning process, such as buildings, classrooms, desks and chairs, as well as teaching tools and media. while infrastructure is an indirect tool to achieve goals in education. for example: location or place, buildings, sports fields, money and so on (e. mulyasa, 2012). educational infrastructure is all basic equipment that indirectly supports the implementation of the educational process in madrasas. educational infrastructure functions indirectly (its presence is not very decisive). included in educational infrastructure are land, fences, plants, madrasa buildings/buildings, road network, learning facilities and infrastructure are supporting factors that cannot be ignored if you want quality educational services. and if the school has adequate educational infrastructure, then the teacher can make good use of the facilities and infrastructure, so that the learning process can run optimally and students can learn optimally. based on the objectives of physical education above, learning physical education, sports and health is directed at fostering better physical growth and psychological development, as well as forming a healthy and fit lifestyle throughout life. physical education provided in schools must refer to the applicable physical education curriculum. the material taught at each level of education must be chosen according to the stage of growth and development of the child and the level of education of the child. physical education learning process is influenced by several factors. first, there is a formulation of teaching objectives that contain expectations about the expected behavior change. the second is the material or substance of the lesson. the three methods and strategies are aligned with the material. fourth, there is an evaluation that aims to find out how many changes have occurred in students (rusli lutan 2001:9). to achieve learning objectives in schools, it is necessary to have support from interrelated factors, gladi jurnal ilmu keolahragaan, 12 (02), march131 loan subarno, samsudin, nur ali including teachers, students, curriculum, infrastructure, environment and social conditions. according to agus s. suryobroto (2004), physical learning can run successfully and smoothly is largely determined by several elements including: teachers, students, curriculum, facilities and infrastructure, goals, methods, supportive environment, from the description above, the researcher believes that the success of the physical education learning process is caused by many influencing factors. therefore and based on the description above, and there is no research on the level of implementation of physical education learning in vocational high schools, the researchers are interested in examining the effect of physical education learning schedule, learning facilities and motivation on physical education learning outcomes for eighth grade students of pembangunan jaya bintaro junior high school. method the research method used in this study is an associative quantitative approach, a survey method with test and measurement techniques, while the data analysis technique uses a path analysis approach, which is a technique for analyzing causal relationships that occur in multiple regression if the independent variable affects the variable. depends not only directly but also indirectly(james tangkudung, 2016). this study involved three independent variables (exogenous) and one dependent variable (endogenous). exogenous variables consist of learning schedules, learning tools and motivation. endogenous variables consist of physical education learning outcomes. the pattern of interrelationships between variables is shown in the following figure: figure 3.1: causal constellation between variables x1,x2,x3, and y description: x1 : physical education study schedule x2 : learning tools x3 : motivation y : physical education learning outcomes results and discussion based on the test results of all hypotheses that have been carried out in the hypothesis testing section, it can be stated that: there is a significant influence between physical education learning x3 x2 y x1 gladi jurnal ilmu keolahragaan, 12 (02), march132 loan subarno, samsudin, nur ali schedule, learning facilities, and motivation on physical education learning outcomes in eighth grade students of pembangunan jaya bintaro junior high school.. after testing the hypothesis together the results are significant. the following is a summary of the research results, as follows: 1. physical education learning schedule on physical education learning outcomes. the learning schedule is the time when the teaching and learning process occurs at school, and the physical education learning schedule at school can occur in the morning, afternoon. based on the research conducted, the learning schedule has a significant influence on students' learning motivation. especially if it is related to the personality development phase of students where the average age of eighth grade is mostly puberty, so students are more motivated to study physical education if the weather is friendly and the weather is friendly. this often occurs in physical education learning schedules in the morning where the morning air feels colder than during the day. in this study also obtained the same result that the physical education learning schedule has an effect on physical education learning outcomes. the earlier in the morning and the more friendly the weather during the physical education lesson schedule, the students will be more enthusiastic in learning which has an effect on better physical education learning outcomes. this can be seen from the results of a significant increase in the results of the physical education learning schedule on physical education learning outcomes which have a direct effect of 0.7612 x 100% = 57.9121 or 57.91%. 2. learning facilities on physical education learning outcomes the role of learning facilities in the learning and teaching process is an integral part that cannot be separated from the world of education. learning facilities are everything that can be used by students during the learning process, so that they can stimulate students' thoughts, feelings, concerns, and interests to learn. learning facilities have a direct positive effect on physical education learning outcomes, thus learning facilities are variables that play an important role in achieving maximum physical education learning outcomes. in this study also obtained the same result that learning facilities have an effect on physical education learning outcomes. with the existence of complete learning facilities, it is also adequate to make students learn well so that they will get good learning outcomes compared to if the learning facilities are inadequate. this can be seen from the results of a significant gladi jurnal ilmu keolahragaan, 12 (02), march133 loan subarno, samsudin, nur ali increase in the results of learning facilities on physical education learning outcomes which have a direct effect of 0.6872 x 100% = 47.1969 or 47.20%. 3. motivation for physical education learning outcomes motivation is an encouragement from someone to do something in achieving a goal. a person will be motivated to do something if he feels a certain need. learning outcomes are the abilities that students have after they receive their learning experiences. in achieving good learning outcomes, learning motivation is one of the elements to achieve learning outcomes. motivation is very important to encourage someone to behave in achieving something desired. motivation can encourage the motives in a person to act with enthusiasm. motivation is a psychological process that reflects interactions, attitudes, needs, decisions that occur in a person and arise due to factors from within (intrinsic) and from outside (extrinsic) in achieving the goals that have been set. in this study also obtained the same result that motivation affects the learning outcomes of physical education. students who have more motivation will get good learning outcomes as well as students who do not have motivation. this can be seen from the results of a significant increase in the results of learning media on physical education learning outcomes which have a direct effect of 0.6772 x 100% = 45.8329 or 45.83%. 4. physical education learning schedule on motivation the learning schedule is the time when the teaching and learning process occurs at school, and the physical education learning schedule at school can occur in the morning, afternoon. based on the research conducted, the learning schedule has a significant influence on students' learning motivation. especially if it is related to the personality development phase of students where the average age of eighth grade is mostly has been puberty, so students are more motivated to study physical education if the weather is friendly and the weather is friendly. this often occurs in physical education learning schedules in the morning where the morning air feels cooler. than during the day. in this study also obtained the same results that the learning schedule has an effect on motivation. students who study physical education in the early hours of class have higher motivation than students who study in the following hours. this can be seen from the results of a significant increase in the results of the physical education learning schedule on motivation gladi jurnal ilmu keolahragaan, 12 (02), march134 loan subarno, samsudin, nur ali which has a direct effect of 0.4202 x 100% = 17.6410 or 17.64%. 5. learning tools for motivation learning facilities are an important element in the learning process. learning facilities are learning media that can assist teachers in enriching students' insights, with various types of adequate learning facilities that can be used as material in providing knowledge to students. the availability and use of learning facilities can foster student interest in learning new things in the learning materials presented by the teacher so that they can be easily understood. learning facilities that are interesting for students can be a stimulus for students in the learning process. in addition to helping teachers, learning facilities will also help students in the learning process so that they can increase student creativity and increase student attention in the learning process. with the availability and completeness of learning facilities, students will be more motivated to learn, thus, through learning facilities, the teaching and learning process can be more effective and efficient and good relations are established between teachers and students. in this study also obtained the same result that learning facilities affect motivation. this can be seen from the results of a significant increase in the results of learning facilities on motivation which has a direct effect of 0.4012 x 100% = 16.0801 or 16.10%. conclusion based on the data research findings with independent variables consisting of physical education learning schedule (x1), learning facilities (x2) and motivation (x3) on the dependent variable physical education learning outcomes (y). based on the results of hypothesis testing and research discussion, the following conclusions can be drawn. 1. there is a positive influence between physical education learning schedule (x1) on physical education learning outcomes (y) in eighth grade students of pembangunan jaya bintaro junior high school. 2. there is a positive influence between learning facilities (x2) on physical education learning outcomes (y) in eighth grade students of pembangunan jaya bintaro junior high school. 3. there is a positive influence between motivation (x3) on physical education learning outcomes (y) in eighth grade students of pembangunan jaya bintaro junior high school. 4. there is a positive influence between physical education learning schedule (x1) on motivation (x3) in eighth grade students of pembangunan jaya bintaro junior high school. gladi jurnal ilmu keolahragaan, 12 (02), march135 loan subarno, samsudin, nur ali 5. there is a positive influence between learning facilities (x2) on motivation (x3) in eighth grade students of pembangunan jaya bintaro junior high school. references a. m. sardiman. 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(2000). paradigma pendidikan masa depan. bigraf pub. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 191-199 permalink/doi: https://doi.org/10.21009/gjik.125.06 the effect of outdoor education games with motivation level on student's physical fitness ally selamet murdiono1, yudha munajat saputra2, indra safari3 1physical education, universitas pendidikan indonesia, jl. mayor abdurahman no.211, kec. sumedang utara, kabupaten sumedang, jawa barat 45322, indonesia correspondiing author. email : ally.selamet20@gmail.com abstract this study aims to determine whether outdoor education games have an effect on increasing students' fitness with motivation. the research method used is an experimental method with 2x2 factorial, this research was conducted at sdn 2 jatimunggul, terisi district, indramayu regency with the samples collected were students of class v and vi sdn 2 jatimunggul. the data analysis used in this research is the two way anova test and the tukey test with the help of the spss application. the results of this study are outdoor education games have an effect on increasing students' physical fitness, there is an interaction between outdoor education games and the level of motivation on students' physical fitness, fortified outdoor education games are better used than moving bomb games to increase physical fitness in the high motivation group, while in in the low motivation group, there was no significant difference between the two outdoor education games on increasing students' physical fitness. keywords: outdoor education, motivation, physical fitness gladi jurnal ilmu keolahragaan, 13 (02), june192 ally selamet murdiono, yudha munajat saputra, indra safari introduction education in general has a meaning as a life process in developing each individual to be able to live and carry out daily life (prastyo kurniawan, 2017). with education itself, self can be developed for the daily life of each individual. the development of a person's self will make the level and position of the individual increase. and also, with education, humans have the opportunity to develop their potential. according to the law of the republic of indonesia no. 20 of 2003 concerning the national education system in article 1, which explains that: "education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, as well as the skills needed by himself, society, nation and state. thus, an education is an effort to raise the standard of human life to be developed in terms of spiritual religion, selfcontrol, personality, intelligence and others in an effort to live in society. according to sriundy (in prayogi (2014), in the teaching and learning process (pbm) subjects of physical education, sports and health, there are 7 basic components of teaching, namely: (1) games and sports, (2) development activities, (3) gymnastics, ( 4) rhythmic activities, (5) aquatic activities, (6) outdoor activities, (7) healthy living culture. from the seven basic components, it is expected that teachers can maximize and develop these teaching materials so that they can be conveyed and absorbed well by students. outdoor education is learning that contains a lot of games containing elements of adventure that trigger students' adrenaline during its implementation (taufik, 2017). according to mahendra (2004), physical education is an educational process through selected physical activities, games or sports to achieve educational goals. in simple terms, according to rusli lutan (in widiyatmoko and hudah (2017), physical education can be defined as an educational effort or socialization process through physical activity, play and or sports to achieve comprehensive educational goals. through physical education children will get various expressions that are closely related to related to pleasant personal impressions as well as creative, innovative, skilled gladi jurnal ilmu keolahragaan, 13 (02), june193 ally selamet murdiono, yudha munajat saputra, indra safari expressions, having physical fitness, healthy living habits and having knowledge and understanding of children's movements (triana, safari, & akin, 2018) metodhs the research method used in this study is an experimental method with a 2 x 2 factorial design. the factorial design expands the number of relationships that can be examined in experimental research. the 2x2 factorial is basically a modification of the posttest-only control group or pretestposttest control group design. a variation of this design uses two or more different treatment groups and no control group (fraenkel, wallen, & hyun, 2013). this research method has also been used by some researchers such as in research (safari & saptani, 2019) who use the 2x2 method. the sample used in this study was the fifth and sixth grade students of sdn jatimunggul, indramayu using the random assignment sampling technique. result and discussion hypothesis testing in this study was carried out using a two-way anova variance test assisted by spss v.16 software. this two-way anova analysis of variance aims to determine the effect of outdoor education games with the level of motivation on students' physical fitness. the following are the results of testing data hypothesis. table 1 two way anova tests of between-subjects effects dependent variable: kebugaran jasmani siswa source type iii sum of squares df mean square f sig. corrected model 7.365a 3 2.455 5.092 .006 motivasi * outdooreducat ion 2.767 1 2.767 5.739 .024 a. r squared = ,353 (adjusted r squared = ,284) based on the results of the twoway anova test in table 1 regarding the difference in the effect of outdoor education games on students' physical fitness, it shows that the value of sig is 0.006 < 0.05. this means that h0 is rejected and h1 is accepted, so there is a difference in the effect of outdoor education games on students' physical fitness. regarding the interaction between outdoor education games and the level of motivation on students' physical fitness, it shows that the value of sig is 0.024 < 0.05. this means that h0 is rejected and h1 is accepted, so it gladi jurnal ilmu keolahragaan, 13 (02), june194 ally selamet murdiono, yudha munajat saputra, indra safari can be stated that there is an interaction between outdoor education games and the level of motivation on students' physical fitness. the results of this study are in accordance with the research questions and hypotheses. there is an interaction between ourdoor education games and the level of motivation on students' physical fitness, further testing must be carried out, further testing is carried out aimed at knowing the difference in the mean score of the dependent variable between the two data/sample groups. further tests can be carried out using the tukey test, the data from the tukey test can be seen in table 2 table 2. tukey a1bi*a2b1 pairwise comparisons dependent variable: kebugaran jasmani siswa motivati on rate (i) outdoor education game m ean differen ce (i-j) s td. error s ig.b h igh be bentengan 1.244* . 347 . 001 bo mb transfer 1 .244* . 347 . 001 based on estimated marginal means *. the mean difference is significant at the ,050 level. b. adjustment for multiple comparisons: least significant difference (equivalent to no adjustments). information : group a1b1 : outdoor education bebentengan group with high motivation (b1) a2b1 group: outdoor education bomb moving group with high motivation (b1) based on the data in table 2, the sig value of 0.001 <0.05 means that there is a difference in the effect of ourdoor education games on the physical fitness of students in the high group. when viewed from the group average, the fortification group with a high level of motivation had an average score of 0.524, while the bomb transfer group with a high level of coordination had an average score of 1.768. so it can be concluded that moving to an outdoor education bomb is more influential than being fortified in the high motivation group. table 3 tukey a1b2*a2b2 pairwise comparisons dependent variable: kebugaran jasmani siswa m otivation rate (i) outdoor education game m ean differen ce (i-j) s td. error s ig.b r endah bebe ntengan .067 . 347 . 847 bom b transfer . 067 . 347 . 847 based on estimated marginal means *. the mean difference is significant at the ,050 level. b. adjustment for multiple comparisons: least significant difference (equivalent to no adjustments). gladi jurnal ilmu keolahragaan, 13 (02), june195 ally selamet murdiono, yudha munajat saputra, indra safari from the results of the tukey test calculation in table 3, it can be seen that the sig value of 0.847 > 0.05 means that there is no difference in the effect of outdoor education games on physical fitness in the low motivation group. so that fortification games and moving bombs in outdoor education have a comparable effect on the physical fitness of students in the low motivation group. the institutes of medicine recommends that children get 30 minutes of moderate-to-vigorous physical activity (mvpa) and have the opportunity to be physically active for 60 minutes while at school (koplan, liverman, & kraak, 2015). if the amount of physical activity is higher during the school day, it will not only help children achieve the daily recommendation of 60 minutes mvpa but can reduce the incidence of obesity (alexander, fusco, & frohlich, 2015). schools in the united states provide an ideal environment for students to be physically active and prevent obesity (howe, freedson, alhassan, feldman, & osganian, 2012). school is where children spend most of their time outside the home (shape america, 2013). physical education classes are the optimal setting to increase physical activity opportunities during the school day. several sources indicate that when high-quality physical education programs are implemented, students can learn the skills, confidence, and knowledge to be physically active during school, outside of school, and throughout their lives (sallis et.al 2012 ; usdhhs, 2010) based on this opinion, it can be concluded that schools must be able to provide adequate facilities for student movement, besides that physical education has an important role to make students physically active so that students will have good physical fitness. based on this opinion, it can be concluded that schools must be able to provide adequate facilities for student movement, besides that physical education has an important role to make students physically active so that students will have good physical fitness. outdoors provide a great opportunity for school-age children to participate in physical activity. evidence suggests that children who are physically active outdoors have a lower risk of chronic (william b. strong et al., 2005). unfortunately, children are given fewer opportunities to play outdoors, in their homes, schools, and local gladi jurnal ilmu keolahragaan, 13 (02), june196 ally selamet murdiono, yudha munajat saputra, indra safari communities (hofferth, 2008; little & wyver, 2008). in addition to providing opportunities for physical activity, outdoor education activities can also serve as a means to expand knowledge of academic subject matter. educational initiatives characterized by environment-based education have shown promise for improving students' academic achievement (office for standards in education, 2013). outdoors can provide children with opportunities to strengthen, apply and enrich skills learned in traditional classrooms (stone, 2009). one of the outdoor education games is a fortress game, a fortress game is one of the traditional forms of play that has the character of the element of running and chasing to be able to master the opponent's cage or so as not to be captured by the opponent. based on observations made when students perform fortification games, the physical components needed in the game of fortification include aerobic and anaerobic endurance, leg muscle endurance, sprint speed, reaction speed, and agility (safari, 2010). outdoor education is one of the materials in physical education in elementary schools, physical education is able to improve students' physical fitness. many studies that have been carried out related to physical activity such as that conducted by (kirkham-king et al., 2017) provide a clear picture of how much physical activity students receive in basic physical education classes and provide evidence that contextual factors different levels during physical education manifest different levels of physical activity. data were collected over 12 weeks and the large sample size (281 participants) helped provide strong evidence of internal validity. it was found that small class sizes (<25 students) during fitness lessons achieved the most physical activity. (scruggs, 2007, 2013) these and other studies suggest that a 33% mvpa may be a more realistic goal for basic physical education. furthermore, research conducted by (marmeleira, aldeias, & medeira da graça, 2012) stated that those who were physically active outdoors collected significantly more mvpa minutes than those who only did physical activity indoors. in addition, the results of the study (mulya & lengkana, 2020) there is a relationship and has a big influence between confidence, motivation to learn gladi jurnal ilmu keolahragaan, 13 (02), june197 ally selamet murdiono, yudha munajat saputra, indra safari on the learning achievement of elementary school students. the findings of this study are that the hypothesis test shows that outdoor education games have an effect on increasing physical fitness, there is an interaction between outdoor education games and the level of motivation to increase physical fitness, there is a significant difference in influence between outdoor education games fortified with outdoor education games moving bombs on physical fitness in high motivation group, outdoor education game fortification and outdoor education game moving bomb have a comparable effect on increasing students' physical fitness in the low motivation group. conclusion the results of calculations that have been carried out show the results of research that outdoor education games have a significant effect on increasing students' physical fitness, besides that outdoor education games and motivation levels have an interaction on increasing students' physical fitness. the results of the study are slightly different from the research hypotheses in the third and fourth hypothesis tests where the third hypothesis for the calculation results shows that there is a difference in the effect of outdoor education games on physical fitness in the low motivation group. moving bombs to outdoor education has a more significant effect than fortified outdoor education to improve students' physical fitness in the high motivation group. while the fourth hypothesis shows that there is no difference in the effect of outdoor education games on students' physical fitness in the low motivation group acknowledgments the author expresses gratitude and thanks to allah swt who always provides his help in every process that is passed. also, with a sincere and sincere heart, the authors would like to thank the honorable ones: to all the leaders of the upi sumedang campus, and also to the supervisors in this research, dr. yudha munajat saputra anddr. indra safari, m.pd. refference alexander, s. a., fusco, c., & frohlich, k. l. 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(2017). pengaruh kegiatan pembelajaran outdoor education terhadap sikap kemandirian siswa dalam pendidikan jasmani. sportive, 1(1), 171-180. triana, m. n., safari, i., & akin, y. (2018). pengaruh pembelajaran dengan model bermain terhadap kemampuan melempar bola pada anak tunagrahita dalam permainan bocce. sportive, 1(1), 581-590. usdhhs. (2010). strategies to improve the quality of physical education. retrieved from. http://www.cdc.gov/healthyy outh. widiyatmoko, f. a., & hudah, m. (2017). evaluasi implementasi pendidikan nilai dalam pembelajaran penjas. jurnal ilmiah penjas (penelitian, pendidikan dan pengajaran), 3(2). william b. strong, m., robert m. malina, p., cameron j. r. blimkie, p., stephen r. daniels, md, p., rodney k. dishman, p., bernard gutin, phd, a. c., … francxois trudeau, p. (2005). evidence based physical activity for school-age youth. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 314-325 permalink/doi: https://doi.org/10.21009/gjik.124.010 dribbling futsal training model based on game for senior high school achmad alfi suryanata1, ramdan pelana1, yasep setiakarnawijaya1 1 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: achmadalfis@gmail.com abstract the goal to be achieved from this research and development is to produce a model of gameplay futsal dribbling skill-based skill training for senior high school. this research and development are conducted to get information about the development and implementation of the model of gamebased futsal dribbling skill training for senior high school and to know the effectiveness of the resulting model. this research uses research & development (r & d) method from addie. subjects in this study were senior high school students who followed extracurricular futsal consisting of 60 children. the steps in this study are: analysis of the product to be created, designing the initial product description, developing a product framework that has been designed, implementing products that have been made with expert validation tests and testing them in large groups, and finally evaluating and testing the effectiveness of the product. the model effectiveness test uses the futsal dribbling skill test which is used to know the level of dribbling ability of the child before and after the treatment of the dribbling skill training model developed. preliminary tests performed obtained level of dribbling ability of students is 11.3. after given treatment dribbling exercise model obtained the level of dribbling ability of students 10.1. on the significant test the difference with spss 20 obtained mean = 1.16217 shows the difference of pre-test results and post-test results, t-count = 18.666 df = 59 and p-value = 0.00 <0.05 which means there is a significant difference between before and after being given a modeling practice of skill futsal dribbling. this model of game-based futsal dribbling skills training for senior high school is effective for improving futsal dribbling skills for senior high school. keywords: model; exercise; futsal; dribbling introduction sports have increased a lot, especially in sports games. the public's interest is so great for sports games. starting from the rules of the sport of the game itself to the emergence of a new sport that attracts a lot of people's attention to try it, namely futsal (hawindri, 2016). gladi jurnal ilmu keolahragaan, 12 (04), september315 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya futsal is a sports game, this sport is in great demand by various groups of people, men or women. this is evident from the number of futsal field rental places, the establishment of futsal teams in various regions, as well as the holding of futsal extracurricular activities at schools both at the junior high school, senior high school and students (santoso, 2020). futsal continues to develop as a sports game. this growth has led to increasing demand for information related to futsal, to enable people to better understand the sport and its quality and complexity. in particular, there is a desire on the part of coaches, players, scientists and sports administrators to increase the depth of their knowledge, to help them contribute to the development of sport in their respective countries (moore et al., 2014). the futsal game focuses on ball control skills and techniques, to play futsal so well, a player is required to master some basic technical skills so well (setia et al., 2020). in the game of futsal, there are 5 (five) basic techniques, the basic technique of passing (passing), the basic technique of hold the ball (control), the basic technique of feed the stomach (chipping), the basic technique of dribbling (dribbling), the basic technique of shooting the ball (shooting) (lhaksana, 2011). the five basic futsal techniques must be mastered by every futsal player. each technique taught must be followed by a continuous training program so that the technique can be mastered by every player and turned into a skill. the skill in question is the ability to use game techniques that can be used in every condition or situation when competing on the field (adi, 2019). the ability to perform skill movements of a sport and from the simplest skill movements to the most difficult skill movements, including deception which is the sport (sutrisna et al., 2018). one of the basic techniques that must be mastered by futsal players is the basic dribbling technique. in a futsal player, dribbling technique ability is very vital. especially the dribbling ability of a player, because futsal is a team game and a player must depend on each other's team members to create a beautiful game and make the right decisions. so to perform well in the game, a player must be able to dribble well (siswadi, 2018). one of the tournaments was held in jakarta (inter-school tournament). several school representatives often experience defeat, one of which is a school representative from west jakarta. the representative team from this school was only able to qualify in the group phase. after i observed, indeed many players from this team have not been gladi jurnal ilmu keolahragaan, 12 (04), september316 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya able to overcome the problem when in a match situation there is a deadlock caused by the opponent's defense being very tight and difficult to penetrate, at that time the players who should be able to penetrate the opponent's defense quickly using confusion dribbling techniques to make decisions such as doing dribbling techniques that are not according to timing and making hasty decisions. futsal players who have good dribbling skills will try to pass the opponent if the ball cannot be passed to a friend because of the tight defense (saputra & perdima, 2020). therefore, the researchers observed the team's coach. the result was that the coach still needed a reference to a more varied dribbling training model. because the players feel bored and do not develop so that it affects their appearance during the game. based on the above background, the author is interested in making a game-based futsal dribbling skill training model for senior high school (high school). so that in a game situation all players can perform their dribbling skills effectively, efficiently, and fun. model development concept mulyatiningsih (2012) states that research is a way to find answers to questions or problem formulations using systematic and scientific procedures. each type of research has a specific way of carrying it out, so someone who will conduct research needs to understand what type of research will be used. according to sukmadinata (in hafizh, 2017) "research and development or research and development (r&d) is a process or steps to develop a new product or improve an existing product, which can be accounted for" (arus et al., 2019 so the research and development carried out must go through processes or steps so that new products or improvements to existing products can be accounted for their results and benefits. this type of research is development research or better known as research and development is a process used to develop and validate some research product designs, as well as model validation and evaluation by some experts (expert judgment) in the field of education. (irfandi & rahmat, 2013). thus, development research can be concluded as research that produces a product that has been analyzed in advance for its effectiveness in training or training, starting with needs analysis, product development and product testing. the product is evaluated and revised from the test results. in this case, what researchers will develop is the development of a game-based futsal gladi jurnal ilmu keolahragaan, 12 (04), september317 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya dribbling skill training model for senior high school. developed concept model the product manufacturing model in this development research is the addie model. the selection of this model is based on the consideration that this model is programmed with systematic sequences of activities to solve learning problems related to learning resources that are by the needs and characteristics of the learner (rohayati, 2018). furthermore, researchers will conduct testing with the aim that the resulting product can be used and appropriate or effective. so that researcher conducting research and development research hope to excel in products produced from previous products. the addie model that will be developed by researchers in research and development is a game-based futsal dribbling skill training model for senior high school. exercise exercise is a process that is carried out systematically and repeatedly over a relatively long period, with an increasing training load, so that there is an increase in overall motion stimulation of the body. the main aspects contained in the training materials include physical condition, technique, tactics, and mentality. (rahardian et al., 2019). this is in line with the opinion of tangkudung (2012) that exercise is a systematic process of practicing which is done repeatedly with an increasing number of training loads and their intensity. systematic means the exercise is done regularly, planned, according to a schedule, from simple to more complex, from easy to difficult, from light to heavy. hawley, hargreaves, joyner, and zierath (2014) state that exercise represents a major challenge to whole-body homeostasis provoking widespread perturbations in numerous cells, tissues, and organs that are caused by or are a response to the increased metabolic activity of contracting skeletal muscles. exercise will make all organs, cells and tissues work more as a result of increased muscle activity. movement skills mustafa and sugiharto (2020) state that motor skills are a skillful movement, namely the degree of consistent success in achieving an effective and efficient goal as a result of the combination of the cooperation of the nervous and muscular systems. this is in line with the opinion of sudharto, saddle and lubis (2020) that a person's success in achieving the expertise to perform movement skills is influenced by many factors. supporting factors include strength, agility, muscle coordination, and others. gladi jurnal ilmu keolahragaan, 12 (04), september318 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya persada (2018) states that in a motor learning process, a child is expected to be able to master motor skills, namely the ability to perform movement tasks optimally according to their abilities. motor skills in each person are different because of many influencing factors, namely interest or willingness, ability, age and experience. one of the differences of each individual in developing a movement skill lies in motor skills or basic movement abilities. motor ability or motor ability is a supporting factor for the implementation of a further skill that distinguishes individual abilities, so motor ability itself can also be understood as a limiting factor in one's movement appearance. futsal lhaksana (2011) states that futsal (futbol sala in spanish means indoor football) is a soccer game that is played indoors. futsal games tend to be more dynamic because of their fast movements, so this game tends to produce more goals than soccer games (irfani et al., 2013). futsal is a 'small scale' of the sport of football. but even so, futsal is a different sport when compared to football. these differences are not only seen in the size of the field and the number of players, but these two sports also have differences in-game rules, playing techniques, formations and strategies to the attributes used (erwindo, 2013). dribbling dribbling is the ability to dribble from one place to another while retaining control of the ball which is useful for avoiding opponent obstacles and for regulating the tempo of the game. (taufik & guntur, 2019). dribbling is kicking intermittently or slowly, therefore the part of the foot used in dribbling is the same as the part of the foot used to kick the ball (yundarwati, 2019). irawan (2009) states that the basic technique of dribbling is important and absolutely must be possessed by every player. dribbling is an attempt to move the ball from one area to another or by twisting to avoid the opponent, we must try to keep it rolling close to us, away from the opponent's feet during the game. this is in line with the opinion of yanuar and susilo (2017) that dribbling is a method of moving the ball from one point to another on the field using the feet. dribbling must be an important concern for all players because players will find situations where they have to decide to dribble so that the opponent does not easily grab the ball, because the risk is very large if you make a mistake which results in the opponent quickly grabbing the ball and making a counterattack. game gladi jurnal ilmu keolahragaan, 12 (04), september319 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya games are one of the dominant forms of social activity in early childhood. so through games, it allows children to develop the competencies and skills they need in a fun way (prasetya et al., 2018). game activities that can develop the psychological aspects of adolescents can be used as learning tools as preparation for the adult world. game is used as a broad term that covers a wide and possible range of activities and behaviors. (toha, 2020) hasan, winarno and tomi (2015) state that the game is an activity that is limited by complete rules and within the game itself. the child places limitations on the world of play and turns to play into a show or contest. because in a game there are several benefits as stated by hartati et al., (2012) which states that the benefits of the game are fun, new skills in fine and gross motor skills, socialization, knowing the rules, selfconfidence, helping the development of thinking, and good emotional development. good (shahrial et al., 2020). characteristics of high school children psychologists view high school-age children as individuals who are at an unclear stage in a person's developmental process. this ambiguity is because they are in a transition period from the childhood/child period to the adult period. at that time, they go through a period called adolescence or puberty. in general, they do not want to be called children or children, but if they are called adults, they are not ready to bear the title of adults. there are universal changes in adolescence, namely: 1). heightened emotions, whose intensity depends on the level of physical and psychological changes, 2). changes in body, interests, and roles that social groups are expected to play, create new problems, 3). with changing interests and behavior patterns, values also change, and 4). most teenagers are ambivalent about any changes. all of this, in the end, has an impact on the development of cognitive (intelligence), affective (feeling), and psychomotor (movement) aspects (samiudin, 2017). jim lavin (2008) states that "every child is capable of being creative. however, when pupils are forced to suppress their creativity by participating in an activity they dislike or those that do not motivate them, then their response can lead to inappropriate behavior" (setia et al., 2020) developmental tasks in adolescence according to (wong, 2008) include the following (1) achieving new and more mature relationships with peers both male and female, (2) achieving male and female social roles, (3) accept his physical condition and gladi jurnal ilmu keolahragaan, 12 (04), september320 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya use his body effectively, (4) expect and achieve socially responsible behavior, (5) achieve emotional independence from parents and other adults, (6) prepare for an economic career, (7) prepare for marriage and family, (8) obtain a set of values and ethical systems as a guide for behavior to develop ideology (setyawan, 2020). method personal (2014) stated that the stages of the addie model are related to each other. therefore, the use of this model needs to be carried out gradually and thoroughly. the systematic and systemic implementation of the addie model will ensure the creation of an effective and efficient training program. 1) analysis is the first stage in applying the addie model to design and develop a training program. at this stage, a training program designer or training designer needs to carry out a training needs assessment process known as training need analysis or tna. 2) design is the second stage in applying the addie model to design and develop a training program. the design stage is carried out by identifying the sub-capabilities that need to be possessed by participants to master the general competencies of the training program. these sub-capabilities are specific and are referred to as special competencies for the training program. sub-capabilities or objectives of the training program. 3) development is the third stage in implementing the addie model to create an effective and efficient training program. at this stage, training materials or training materials are produced or adapted so that they can be used in conveying the content or material of the training program to participants. 4) implementation is the fourth step in applying the addie model to design and develop a training program. at this stage the training program is carried out according to the design that has been developed previously, the instructor conveys the contents or training materials to the participants based on the program design that has been made previously. 5) evaluation is the fifth or final stage in applying the addie model to design and develop an effective and efficient training program. evaluation can be interpreted as a process carried out to determine the value, price, and benefits of an object (stufflebeam, 2011). gladi jurnal ilmu keolahragaan, 12 (04), september321 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya figure 3.1 addie model source: (benny a personal, design and development of competency-based training program for addie implementation 2014, p.30) in the picture above, the evaluation component is in the middle of the other components. this is because the evaluation component is a central component that can be used to assess the analysis, design, development, and implementation stages. to facilitate the realization of an effective and efficient training program, systematic and systematic steps are needed. the instructional design and development model in this context needs to be applied. one simple design and development model that can be used to create an effective and efficient training program is the addie model. this model contains the following five steps: analysis; design; development; and evaluation. at the analysis stage, performance problems need to be examined to find out the real problem and find the causal factors and solutions that can be used to overcome these problems. the next stage needed to be able to create an effective and efficient training program is the design stage. this stage is done by making a design or design of learning programs that need to be realized to facilitate program participants in achieving the competencies that have been set. the design stage is carried out based on the results of the needs analysis that has been carried out in the previous stage. the design of a training program must refer to the competencies that must be possessed by training program participants after completing the program. the components of the learning system design that need to be considered in designing a training program are (a) a brief description of the training program: (b) the general competence of the training program; (c) the specific competence of the training program; (d) the content or materials of the training program; (e) a training strategy that includes methods, media, and sequences or sequences of learning activities that need to be carried out by participants; (f) evaluation of learning outcomes to determine the achievement of general competencies. the components of the learning system design above must be interrelated with each other so that they can be used in realizing an effective and efficient training program. gladi jurnal ilmu keolahragaan, 12 (04), september322 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya the development stage is carried out to create training materials or training materials that can support the implementation of the training program. training materials can be viewed as a medium that can be used as a means to facilitate the ongoing learning process of training program participants. printed materials such as handouts, brochures, leaflets, and manuals can be used to deliver training content or programs. real teaching materials and models can be used as training materials by the competencies that training program participants need to possess. realia and models can be used as a means of simulation to practice specific skills. the implementation phase is the realization of the previously designed and developed training program. at this stage the training program is drawn up, participants are invited, instructors are appointed, and a training venue is provided so that the training program can be carried out effectively and efficiently. evaluation is the final step to create a valid training program, teaching the skills that training program participants need. the evaluation step is carried out to collect data and information needed to determine the effectiveness and efficiency of implementing a training program. in summary, the addie model used in designing and developing a training program can be seen in the following illustration: figure 1. addie model source: (benny a personal, design and development of addie implementation competency-based training program 2014, p.176) the approach used in this study is a qualitative and quantitative approach, which is an approach to finding answers to problems through the formulation of problems that have been formulated, namely in the implementation of extracurricular activities when dribbling training is given with a gamebased futsal dribbling skill training model for high school. the final result of this development research is that this game-based futsal dribbling skill training model for senior high school will produce a product in the form of a game-based futsal dribbling skill training model method complete with product specifications while at the same time testing gladi jurnal ilmu keolahragaan, 12 (04), september323 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya the effectiveness of the futsal dribbling skill training model created, to increase motivation students in receiving futsal extracurricular material and training and can also be used as a coach's handle to improve futsal dribbling skills. results and discussion in general, the results of this study are (1) a game-based futsal dribbling skill training model, (2) a game-based futsal dribbling skill training model manual. the game-based futsal dribbling skill training model was carried out at lucky futsal and bywi futsal, joglo, west jakarta using the analysis, design, development, implement, evaluation (addie) development method. the development of this game-based futsal dribbling skill training model was carried out in 3 (three) high schools in west jakarta, consisting of sman 57 jakarta, sman 85 jakarta, and sman 101 jakarta. this needs analysis is carried out, of course, by conducting observations and interviews with questions that aim to find out whether the development of a model is needed, analyze the conditions of previous exercises that have been carried out and the use of media or tools in the training process. observations and interviews conducted of course on coaches and extracurricular futsal students at senior high school, observations and information obtained, researchers can conclude that coaches and students expect variations in training so that a game-based futsal dribbling skill training model is needed. based on the needs analysis, it can be seen that: (1) the coach needs innovations to train futsal dribbling skills (2) the coach needs a more varied, fun, and fun futsal dribbling skill training model that can activate the students in the futsal extracurricular training process (3) the coach agrees that if a gamebased futsal dribbling skill training model is developed for high school seniors (4) the coach needs media references in the form of electronic or non-electronic books to support the process of practicing futsal dribbling skills for high school seniors. the results and discussion contain the results of research findings and scientific discussions. test the effectiveness of the experimental group conducted on futsal extracurricular students with 60 students as the subject with the application of a gamebased futsal dribbling skill training model for senior high school that has been revised and is ready to be applied and implemented. based on the results of the output table above that the correlation coefficient of the game-based futsal dribbling skill training model for senior high school before and after treatment is 0.962 with a p-value of 0.00 < gladi jurnal ilmu keolahragaan, 12 (04), september324 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya 0.05, there is a conclusion that the results of the correlation coefficient after and before treatment are significant. the significant difference test with spss obtained t-count = 18.666 df = 59 and p-value ==-0.00 > 0.05, which means that there is a significant difference in the results of game-based futsal dribbling skills training for senior high school. based on the information above, it can be said that the game-based futsal dribbling skill training model for senior high school that was developed can effectively improve dribbling skills in the futsal sport. the following is a comparison of the averages of the game-based futsal dribbling skill training model for senior high school before giving treatment and after giving treatment with the game-based futsal dribbling skill training model for senior high school with a bar chart in the following figure: figure 1. dribbling speed diagram the results of the experimental trial can be concluded that the game-based futsal dribbling skill training model for senior high school can be used to train dribbling skills effectively and is feasible to apply. conclusion based on the data obtained from the results of the study consisting of expert validation and effectiveness testing, it can be concluded that: 1. the game-based futsal dribbling skill training model that the researchers developed as many as 14 model items, this model can provide innovation to learn and carry out futsal dribbling skills training effectively, efficiently, and fun. 2. the material for the game-based futsal dribbling skill training model that researchers have developed, the results of the effectiveness test the average value of the game-based dribbling futsal skill training result (pretest) is 11.35 while the average value of the game-based futsal dribbling skill training result the final test (posttest) of 10.19 means that after the research, the significant difference test with spss 20 obtained the results of t-count = 18.666 df = 59 and p-value ==-0.00 > 0.05 which means there is a significant difference on the results of gamebased futsal dribbling skills training for senior high school . 9 10 11 12 prestest postest dribbling speed diagram series 1 gladi jurnal ilmu keolahragaan, 12 (04), september325 achmad alfi suryanata, ramdan pelana, yasep setiakarnawijaya references adi, s. h. d. 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(2019). model pembelajaran menggiring sepakbola berbasis permainan smp di kota mataram tahun 2019. 61–68 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 47-60 permalink/doi: https://doi.org/10.21009/gjik.131.05 evaluation of shooting sports achievement development program at pb perbakin tiana wanda ariesta 1*, ramdan pelana1, yasep setia karnawijaya1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : tiana.wanda15@gmail.com abstract the purpose of research is evaluation of the implementation of the national sports achievement development program for shooting sports in pb perbakin using the cipp evaluation model (contexs, input, process, product). the sampling technique was purposive sampling, so the sample in this study is 39 people. collecting data using observation, interviews, questionnaires, and documentation. the data analysis technique used in this research is quantitative and qualitative descriptive analysis. the results showed that the overall results of the evaluation of the coaching program for improving national sports achievement in the airsoft sport in pb. perbakin has been running well with a score of 67,92. in terms of context, it has gone well with a nikai of 69,40. in terms of input it has been going well with a value of 70,21. in terms of the process has been going well with a value of 67,35. in terms of the product, in general, the achievements achieved are quite good, but the achievement is not maximized so that a score of 56,75 is obtained even though it is not in line with expectations but in this evaluation there are good things, namely the support and enthusiasm of parents for athletes is very good. keywords: program evaluation; achievement; shooting; cipp mailto:tiana.wanda15@gmail.com gladi jurnal ilmu keolahragaan, 13 (01), march48 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya introduction sport is a physical activity in the form of a game that contains a struggle against natural elements, other people or yourself according to unesco (setiyawan, 2019). sport is a planned physical activity for various purposes, including health, fitness, recreation, education and achievement. achievement sports are athletes' achievements in achieving achievements which are considered as a measure of the success of a training process carried out, either by individuals or groups of people or organizations. sports achievement is something that is visible and measurable, meaning that sports coaching is carried out with a scientific approach starting from talent scouting to the coaching process. the achievement of peak performance in sports can only be achieved through a systematic, planned, regular and continuous coaching process. the national sports coaching pyramid system in question includes massing, seeding, and achievement development to achieve peak performance (directorate general of sports and the ministry of national education, 2004). efforts to improve sports achievement, it is necessary to continue to carry out coaching of sportsmen as early as possible through talent search and monitoring, breeding, education and training of sports achievements based on science and technology more effectively and improving the quality of sports organizations both at the central and regional levels. sports associations, develop national and regional sports development centers and organize competitions in stages and in a sustainable manner. (law no. 3 of 2005, 2005). success in the concept of coaching talented athletes to produce outstanding athletes, is very dependent on its application to the training system. therefore, in order to guarantee the implementation of the training process to achieve the desired results (achievement athletes) it is necessary to have a place that can support and run the system. in line with the spirit (law number 3 of 2005) article 29 (1) of professional sports coaching and development is carried out and directed at the creation of sports achievements, employment opportunities, and increased income. (2) the guidance and development of professional sports is carried out by the parent organization of sports and/or professional sports organizations. as we gladi jurnal ilmu keolahragaan, 13 (01), march49 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya can see together, the development of achievement sports in indonesia is currently being carried out by the main sports branches such as shooting sports. shooting is a sport that can shape a person's personality because through shooting a person is trained and required to be able to concentrate highly, be able to control themselves and dare to make decisions quickly and accurately. shooting is a competitive sport that involves testing proficiency (accuracy and speed) using various types of weapons such as firearms and air rifles. shooting sports are categorized based on the type of firearm, target and the distance at which the target is shot so that shooting sports are categorized into 3 (three) namely target shooting, hunting and reaction shooting. literally, the word shoot means two things: first, to release a bullet from a gun and second, to show, to point something at something. from the two words, three important things will emerge from the first shooting concept, namely, the material, namely the tool of shooting. second, namely humans who are the subject of the use of the tool and the third is the target as the object's activity from shooting through a rifle or pistol (m. syarief arief et al, 1997). the implementation of the development of shooting sports achievements is currently carried out by pb perbakin (commander of the indonesian shooting association, where pb perbakin has the aim of fostering awareness and discipline in the shooting sport hobby to achieve achievements by participating in preserving nature, and perbakin has the main task of fostering and coordinating all shooting sports activities to produce achievements at the national, regional and international levels.in the process of achieving maximum achievement in shooting sports, pb perbakin, which is the parent of shooting sports, is responsible for advancing shooting sports in indonesia whose management is structured from the central level to the top. pb perbakin which oversees perbakin provincial administrators throughout indonesia. one of the efforts of pb. perbakin in order to support the achievement of shooting sports, namely by increasing the frequency of matches. pb. perbakin is moved to maintain the tradition of organizing championships in view of pb. perbakin wants to take an active role in coaching athletes directly and is gladi jurnal ilmu keolahragaan, 13 (01), march50 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya motivated to increase the frequency of events to provide opportunities for athletes to compete and excel as well as in implementing coaching programs to improve sports performance by involving athletes in various international championships such as the issf world cup organized by various countries as well as multi-event championships such as sea games, asian games and olympics. the following is a table of medals for shooting sports at the annual multi-event championships from 2017-2019. judging from the explanation of the achievement data of shooting athletes, pb perbakin has a coaching program that has a target to be achieved whether it is a short, medium or long term program and through clear measurements it will be able to be evaluated gradually and continuously all related programs with the development of shooting sports. in conducting the evaluation, there will be many parties who greatly influence the evaluation, including sports coaches (coaches, sports organization parent management), athletes, and the community. goals must also be set on the basis of the coach's evaluation of the needs of the athlete or team (harsono, 2015). thus, it can be concluded that the purpose of evaluating the development program for improving national sports achievement in the shooting sport at pb perbakin is as a reference material for organizers and related agencies in an effort to empower the implementation of improving national sports achievements. this shooting sport is expected to provide a proud achievement and can become one of the leading branches in the future. in fact, in the span of 1 year, shooting achievements have shown encouraging results for indonesia. meanwhile, the facilities and infrastructure used are of international standard. from these problems attract researchers to conduct a study through scientific studies. how is the coaching system implemented by pb perbakin in the national sports achievement improvement development program for the shooting sports branch. method research design the research method and design used in this research are descriptive qualitative and quantitative methods. descriptive research method is designed to collect information about current real conditions, the purpose of descriptive research is to make a systematic, factual gladi jurnal ilmu keolahragaan, 13 (01), march51 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya and accurate description of the facts and characteristics of a particular population or area. in this study, the evaluation used is the cipp model because the cipp model is a comprehensive evaluation model that includes contex (context), input (input), process (process) and product (product). the method section contains an explanation of the type of research/ research design. this section describes the number of subjects and the characteristics of the subjects accompanied by demographic data (williams, 2007). in quantitative research, if the research uses certain measuring instruments, it is necessary to convey the name of the measuring instrument, the number of items, the reliability coefficient, and the data analysis method used. in qualitative research, the qualitative perspective used is explained, to the data collection and analysis methods (willing, 2008). population and sample in this study, the population was all pb perbakin management, coaches, and athletes under the guidance of pb perbakin. the sampling technique used was purposive sampling so that in this study the sample was all 39 people of pb perbakin management, coaches, and athletes under the guidance of pb perbakin. research instrument the research instrument used in this study was the researcher himself or called the human instrument. while the tools used include observation and documentation guidelines, interviews, and questionnaires. results and discussion research result the data regarding the research results will be discussed in detail according to the conditions in pb. perbakin and the systematics of the evaluation model used. in this case, what the researcher will do is explain the data from the quantitative and qualitative analysis of all aspects used in the research and all the factors that support it to produce the actual research data. the data sources for this research are presented in the following table. table 1. sources of research data on the development of national sports achievement improvement program for shooting sports in pb. perbakin no indicator e component evaluation data sourc coach manage ment athlete context 1 background of the coaching program a. management structure √ √ b. short, medium and long term coaching program √ √ gladi jurnal ilmu keolahragaan, 13 (01), march52 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya c. athlete coaching strategy √ √ 2 objectives of the coaching program a. pb's vision and mission. repair √ √ b. champion goal √ √ 3 coaching program a. early childhood development √ √ b. talent scouting coaching √ √ a. performance coaching b. input √ √ input 1 coach a. short and long term training program √ √ √ b. coach selection √ √ √ c. coach quality √ √ √ 2 athletes a. massive √ √ √ b. recruitment √ √ √ 3 facilities and infrastructure a. completeness of facilities and infrastructure √ √ √ b. standard of fittings √ √ 4 funding a. procurement of facilities and infrastructure √ √ b. maintenanc e of facilities and infrastructu re √ √ c. athlete development (recruitment and training camps) √ √ √ d. welfare of coaches, athletes √ √ √ 5 parental support a. athlete motivation √ √ √ b. supervision of athlete √ √ √ donations √ √ process 1 implementation of the exercise program a. short and long term training program √ √ b. general preparation √ √ c. special preparation √ √ d. pre competition √ √ e. main competition √ √ f. transition √ 2 implementation of the coaching program a. implementation of the exercise program √ √ b. implementati on of the coaching program √ √ 3 monitoring a. implementation of monitoring √ √ √ product 1 achievement a. provincial level √ b. national level √ c. international level √ table 2. summary of questionnaire data results aspect manag ement (%) coac h (%) ath lete (%) total aver age category context backgrou nd 76,00 70,63 146,63 73,31 good program objective s 66,88 61,46 128,33 64,17 good coaching program 75,83 65,63 141,46 70,73 good input trainer qualificat ion 67,50 69,53 86,16 223,19 74,40 good athlete 81,25 67,19 71,13 219,57 73,19 good facilities and infrastruct ure 66,25 68,75 74,40 209,40 69,80 good funding 59,69 61,61 73,64 194,93 64,98 good parental support 69,29 63,13 73,64 206,05 68,68 good process process implemen tation of the developm ent program 63,75 59,38 123,13 61,57 good exercise implemen tation 62,50 71,56 134,06 67,03 good monitorin g and evaluatio n 71,25 68,75 71,43 211,43 70,48 good product achievem ent 56,67 45,83 67,75 170,25 56,75 enough average 67,92 standard deviation 5,275 based on the summary of the analysis and the table above, the researcher will explain the meaning of the contents in these tables. in the analysis summary table, all the values contained in the table are the average value of each questionnaire which has been calculated as a whole, both the questionnaires for administrators, coaches and athletes in pb. perbakin. gladi jurnal ilmu keolahragaan, 13 (01), march53 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya all the average values are obtained from the raw data of each questionnaire, and the average results of each questionnaire can be included or can support the aspects that want to be revealed. all the questionnaires here, both the questionnaires for administrators, coaches and athletes in pb. perbakin has a component that must support or complement each other to get the actual data. after explaining in its entirety the summary of pb perbakin data analysis. then the researcher will explain more specifically about the analysis of the data that has been obtained, the explanation below will discuss the evaluation of the coaching program in terms of context, input, process and product as well as every aspect revealed in the research on achievement coaching programs in pb. perbakin. table 3. summary of results data context context management (%) coach (%) athlete (%) total average category background 76,00 70,63 146,63 73,31 good program objectives 66,88 61,46 128,33 64,17 good coaching program 75,83 65,63 141,46 70,73 good rata – rata 69,40 figure 1. histogram of context evaluation results based on the results of the evaluation of the contexts above, a score of 69.40 was obtained, namely in the good category. this shows that program evaluation (contexs) in pb. perbakin has been running according to expectations, but there is still a need for consolidation between the pb. perbakin management and the pb. perbakin administrators and trainers. table 4. summary of the results of the input data aspect mana geme nt (%) coach (%) athl ete (%) total average category input coach qualification 67,50 69,53 86,1 6 223,1 9 74,40 good athlete 81,25 67,19 71,1 3 219,5 7 73,19 good facilities and infrastructure 66,25 68,75 74,4 0 209,4 0 69,80 good funding 59,69 61,61 73,6 4 194,9 3 64,98 good parental support 69,29 63,13 73,6 4 206,0 5 68,68 good rata-rata 70,21 figure 2. histogram of input evaluation results based on the results of the input evaluation, it can be concluded that it is running well and as expected. input from 73,31 64,17 70,73 55 60 65 70 75 background program objectives coaching program context 74,4 73,19 69,8 64,98 68,68 60 65 70 75 80 coach qualification athlete facilities and infrastructure funding parental support input gladi jurnal ilmu keolahragaan, 13 (01), march54 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya coaches and athletes is good, as evidenced by the values obtained from 74.4 and 73.19, input obtained from parental support facilities and infrastructure also has a good response, namely 69.8 and 68.68 scores, while input from funding has the lowest value is 64.98 but still in the good category. so the input evaluation carried out in pb. perbakin is considered good with an average achievement of 70.21. table 5. summary of data process results aspect management (%) coach (%) athlete (%) total average category process implementation of the coaching program 63,75 59,38 129,13 64,56 baik exercise implementation 62,50 71,56 134,06 67,03 baik monitoring and evaluation 71,25 68,75 71,43 211,43 70,48 baik rata-rata 67,35 figure 3. histogram of process evaluation results based on the results of the input evaluation, it can be concluded that it is running well and as expected. the input from the program implementation and training implementation was good, as evidenced by the obtained scores of 64.56 and 67.03, while the monitoring and evaluation process had a value of 70.48 categorized as good. so the evaluation process carried out in pb. perbakin is considered good with an average achievement of 67.35. table 6. summary of data product results aspect management (%) coach (%) athlete (%) total average category product performancei 56,67 45,83 67,75 170,25 56,75 enough average 56,75 figure 4. histogram of product evaluation results based on the product evaluation results, the results obtained are not as expected, this can be seen with the value obtained reaching 56.75 this shows that there is still a lack of products produced with the wishes of the organization which is the result of product evaluation, it can be said that the coaching program carried out by pb. perbakin is still not good for achievement at the international level, this is due to the lack of flying hours for athletes to take part in single event championships held by issf in various countries so that athletes still lack experience and are not mentally strong when meeting athletes from other countries whose coaching system is is in 61,56 67,03 70,48 55,00 60,00 65,00 70,00 75,00 implementation of the coaching program exercise implementation monitoring and evaluation process 56,75 0 10 20 30 40 50 60 performance product gladi jurnal ilmu keolahragaan, 13 (01), march55 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya accordance with the needs and can support the achievements of the athletes. while the benchmark for the success of the coaching program carried out by pb. perbakin is an achievement in multievents known as the sea games, asian games and olympic games. discussion of research results 1. context evaluation in product evaluation in the development program for improving national sports achievement in the shooting sport in pb. perbakin, there are important points in the formation of a coaching program. the first point in the coaching program is the background, the background of a program is part of the focus on one goal to be achieved in implementing the coaching program. without a clear background it is impossible for a coaching program to be created. the second point in product evaluation in this coaching program is the purpose of the coaching program itself. these goals are written in a vision and mission of the organization, what goals are to be achieved and how the steps will be taken in outline in achieving the goals that have been set by the organization which in this case is pb. perbakin. the third important point in product evaluation in the national sports achievement improvement development program for shooting sports in pb. perbakin is a coaching program in itself. it is also very important to choose the level of the coaching program that will be implemented, so that there is no overlap in determining the focus of coaching, especially in terms of training athletes. and this really helps the coach in making training programs and setting targets. looking at the results presented above, evaluate the context in pb. perbakin only got a score of 69.40 which indicated that it was good in the element of context evaluation carried out. in the design of the coaching program made by pb. perbakin has a point that requires the organization to carry out the recruitment of athletes, the selection of coaches that are adjusted to the category, but due to several reasons, the program is not running optimally. program design is produced through planning and various analyzes of the existing potential, so that the resulting program is good, planned, detailed and clear. 2. input evaluation gladi jurnal ilmu keolahragaan, 13 (01), march56 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya input evaluation or input evaluation is the initial ability of a program implementer with the existing conditions in supporting a program implementation. the evaluation of inputs in this study explains various aspects related to the problem of coaches, athletes, funding, facilities and infrastructure, as well as parental support. the results of the analysis and evaluation of the coaching program above explain that the obstacles in the implementation of the coaching program to increase national sports achievement in the shooting sport in pb. perbakin is constrained by funding problems, but the success of a coaching program can be achieved through the relationship of all aspects in a coaching program. evaluation of inputs assesses alternative methods, plans, management plans, and budgets for implementation and cost effectiveness or funding for meeting the needs and achieving the planned program goals. in this study, input evaluation is an activity carried out to analyze all resources which in this case are athletes, coaches and also the availability of supporting factors such as funding, as well as infrastructure. according to the results of the study, it can be concluded that the input evaluation carried out was quite good with the achievement of a score of 70.21. the input evaluation points in the development program for improving national sports achievement in the shooting sport in pb. perbakin includes, trainer qualifications, mass, athlete recruitment, facilities and infrastructure, funding and support for athletes' parents. the author sees that the qualifications of the existing trainers from the quality are good, the experience as athletes is enough to make them have valuable experience and also the participation of the trainers in the existing trainings is enough to open their horizons in carrying out the training program at pb. perbakin. the lack of input in this program is in terms of mass and recruitment of athletes, as well as funding. the center of all obstacles is funding, it is necessary to have funds available to do bulk in order to recruit potential athletes, not a few funds are needed to make a championship. in addition to insufficient funding for the implementation of athlete recruitment, the same obstacle also occurs in terms of the availability of facilities and infrastructure to support the athletes' training. a very significant obstacle is in the procurement of gladi jurnal ilmu keolahragaan, 13 (01), march57 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya equipment for athletes and ammunition which is still ambiguously supported by pengprov or by pb. perbakin. however, in the input evaluation carried out by pb. perbakin there are positive things found by researchers. the support from parents of athletes in participating in the coaching program is enough to help increase the enthusiasm of the athletes in undergoing training, the support from these parents is an additional motivation for athletes in achieving achievements even though the material is not as expected, but a close sense of kinship between the administrators, coaches and staff athletes almost cover the shortfall. 3. process evaluation process evaluation is an assessment tool in the implementation of a program that is being carried out, whether all elements in the implementation of the program are in accordance with the expected classification. process evaluation as a tool to implement a decision that has been taken, in this case it will be seen whether or not the implementation of a program has been determined. the evaluation process in this study describes the implementation of the training program, the implementation of the coaching program and monitoring and evaluation in pb. perbakin. the implementation of the coaching program is one of the processes in achieving the stated program objectives, so that in the evaluation process it can be seen that a program is running well or not. according to irmansyah. j (2017: 31) says that “process evaluation assesses the implementation of plans to help staff carry out activities and assist a wider group of program performance and interpret results”. in the evaluation of the process carried out in pb. perbakin researchers see important points in the coaching program implemented. these important points include the implementation of training programs, implementation of coaching and monitoring programs. in the implementation of the training program, the program made by the trainer is quite well structured. a program that is clearly able to improve the athlete's achievement in every competition that is followed. in addition to the training program, the coaching program is also going well. apart from the two things mentioned above, what is no less important is the routine monitoring carried out by pb perbakin gladi jurnal ilmu keolahragaan, 13 (01), march58 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya administrators. the monitoring carried out is a form of attention and seriousness from the administrators to athletes and coaches in order to achieve maximum performance. by doing regular monitoring it can increase the motivation of the athletes, they feel recognized as family by pb. perbakin. based on the results of the process evaluation data analysis, the implementation of the coaching program has been going well, as can be seen from the overall score of 67.35 which is in the good category. this happened because the attention from the administrators to the athletes was very good, the routine supervision carried out by the administrators gave a little motivation to the athletes to achievers. 4. product evaluation product evaluation is a tool for assessing a program that describes the level of success of a program that has been prepared. product evaluation in this study describes the results that have been achieved or achievements that have been achieved by pb. perbakin. suharsini & cepi (2009: 47) say that “product evaluation is the final stage of a series of program evaluations. basically the achievements are the result of the athletes' hard work under the direction and supervision of quality coaches and support from all parties as well as the results of the preparation of a good coaching program. the most important point in a program evaluation is the product, the resulting product is a major part of the purpose of the coaching program. and the product of the sports coaching program is the achievements that can be achieved. the product produced by the national sports achievement improvement program for shooting sports in pb. perbakin is quite proud, this means that the coaching program that has been implemented has been running according to its objectives. on product evaluation in pb. perbakin scored 56.75 or was included in the sufficient category, this happened because even though the achievements of the athletes were quite high, the achievements in single events were still not as expected. conclusion based on the description of the data analysis and evaluation of the overall coaching program in chapter iv, conclusions can be drawn: 1. evaluation results based on the cipp model gladi jurnal ilmu keolahragaan, 13 (01), march59 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya the shooting coaching program carried out by pb. perbakin has basically been running, but when viewed as a whole through the evaluation of the cipp model, there are still shortcomings in its implementation and achievement. this needs serious attention if the achievement of the shooting branch in pb. perbakin wants to be consistent and improve. it takes maximum seriousness and focus as well as maximizing all potential in supporting and implementing a coaching program to improve national sports achievements in the shooting sport in pb. perbakin. 2. context evaluation on the evaluation of contexts in the coaching program for improving national sports achievement in the shooting sport in pb. perbakin obtained an average score of 69.40 in the good category, this can be improved as long as the coaching program implemented needs more attention in the early age athlete development sector. so that the regeneration of outstanding athletes can run and be uninterrupted in senior athletes who are still active, so that the existence of achievements achieved by pb. perbakin can be well maintained. 3. input evaluation in the evaluation of the input, an average score of 70.21 was reached, concluding that it had met the standards in the implementation of coaching. the most visible deficiency in the input on improving national sports achievement in the shooting sport in pb. perbakin occurs due to the lack of available funds, especially in terms of procurement of equipment for athletes. there needs to be sponsors or donors who are willing to help in terms of funding for the implementation of the coaching program, especially in the procurement of shooting equipment. meanwhile, parental support is very helpful in increasing the motivation of the athletes. 4. process evaluation the coaching process carried out by pb. perbakin has been going well. the totality of the trainer in carrying out the exercise needs to be appreciated by all parties. in the process evaluation carried out in pb. perbakin the implementation of the training program and the coaching program went well and in accordance with the program's objectives, the positive response from the administrators, coaches and athletes resulted in a score of 67.35 which means that it received a good assessment. 5. product evaluation gladi jurnal ilmu keolahragaan, 13 (01), march60 tiana wanda ariesta, ramdan pelana, yasep setia karnawijaya the achievements of the pb athletes. perbakin is quite proud, even the athletes have many achievements at the national and international levels. but unfortunately, in the single event international championship held by issf, it still hasn't gotten the maximum achievement. product evaluation assessment in the development program for improving national sports achievement in the shooting sport in pb. perbakin received an unfavorable response to the achievements of athletes in single event championships, thus affecting the resulting score of only 56.75. the positive thing that was obtained was the high achievement by athletes who were able to excel at the international level at the southeast asian level, namely the sea games. reference anthony (ed), arief dkk. (1997). menebar program menuai prestasi. perbakin. jakarta. arikunto, suharsimi. 2009. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. dirjen olahraga depdiknas. (2004). pedoman mekanisme koordinasi pembinaan olahraga kesegaran jasmani dan kelembagaan olahraga. jakarta. harsono. (2015). kepelatihan olahraga: teori dan metodologi. bandung: pt. remaja rosdakarya. setiyawan. (2019). visi pendidikan jasmani dan olahraga. jurnal ilmiah penjas, 3(october 2013), 1–224. uu no 3 tahun 2005. (2005). undangundang republik indonesia nomor 3 tahun 2005 tentang sistem keolahragaan nasional dengan. presiden ri, 1, 1–53. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 41-46 permalink/doi: https://doi.org/10.21009/gjik.131.04 effect of reinceforcement on physical learning on motivation learning eka madiya1 ,yunyun yudiana1, komarudin1 1pendidikan olahraga,sekolah pascasarjana universitas pendidikan indonesia, jl. dr setiabudhi no.229 ,isola, bandung, jawa barat, indonesia 13220 correspondiing author. email : ekamadya2015@gmail.com abstract in this study, the author aims to determine the effect of reinforcement on physical learning on student motivation at smpn 5 cirebon. the method used by this researcher is a causal comparative with an ex post facto design. the population in this study were all students of smpn 5 cirebon with a sampling technique, namely cluster random sampling with a total sample of 64 people consisting of class viii 1 students and class viii 2 students. the instrument used to collect data was using a questionnaire. motivation to learn. the questionnaire was used to measure the effect of reinforcement on learning motivation. the results of the data description can be seen that the effect of reinforcement on student motivation in class viii 1 has an average value of 68.22 with a standard deviation of 8.315, the lowest value is 56 and the highest value is 100. in class viii 2 the effect of reinforcement on student learning motivation has an average the average is 68.59 with a standard deviation of 6.997, the lowest value is 52 and the highest value is 80. the results of data processing show the value of sig. greater than 0.05 or 0.506, it can be concluded that the use of reinforcement in physical education learning can increase students' learning motivation. keywords: reinforcement, physical motivaton learning, physical education gladi jurnal ilmu keolahragaan, 13 (01), march41 eka madiya ,yunyun yudiana, komarudin introduction education is one of the main pillars in facing competition in the future, education is always oriented to the preparation of future generations. this is in line with what is mandated by the government in the goal of national education, namely developing indonesian people according to their nature to become individuals who believe and are devoted to god almighty, have noble character, are democratic, uphold human rights, master science, technology and art, have physical and spiritual health, have valuable and useful life skills, have a solid and independent personality and have social and national responsibilities in order to be able to realize an intelligent nation's life (uu no. 20 tahun 2003). physical education, sports and health (pjok) or physical education is a subject that is given and must be followed by all students from elementary school to high school. physical education is one part of overall education that prioritizes physical activity and fostering a healthy life for growth and harmonious, harmonious and balanced physical, mental, social and emotional development. physical education is taught to form attitudes/values, intelligence, physical and (psychomotor) skills so that students will be mature and independent which can later be used in everyday life. physical education is directed at the goals of students' physical, movement, mental and social development. physical education learning process will be successful when it involves the active role of both parties, namely the teacher and the student. teachers are required to be able to convey physical education material clearly and pleasantly. the teacher will be able to manage the teaching and learning process pleasantly if he has teaching skills. on the other hand, students are also required to be able to receive and absorb the material well. the ability to receive and absorb student material is highly dependent on the internal aspects of individual students, including aspects of learning motivation. each student has a different level of motivation and understanding in physical education subjects. the difference can be seen from the behavior of students and when teaching and learning activities take place. students who have high learning motivation will be more serious in paying attention to the material from the teacher and try hard to gladi jurnal ilmu keolahragaan, 13 (01), march42 eka madiya ,yunyun yudiana, komarudin be able to absorb it. on the other hand, students who have low learning motivation will be lazy to pay attention to the teacher's explanation and will not make an effort to be able to absorb the material well. this is in line with mccullagh in willson (2005), learning motivation is a force, driving force or tool to build a strong willingness and desire in students to learn actively, creatively, effectively, innovatively and fun in order to change behavior, both in terms of cognitive, affective and psychomotor. learning motivation is also anything that can motivate students or individuals to learn. low motivation tends to occur in materials that are considered difficult, such as floor gymnastics and volleyball. this is related to the difficulty of movement so that students are lazy to do movement activities. in the process of learning physical education, a student who has an awareness of the tasks that must be done such as doing assignments, following learning well, and displaying abilities to the fullest both during learning or competition. based on research conducted by tristan l. wallhead and nikos ntoumunis (2004). finding the results of his research that the intervention given to the sample had a positive impact on motivational responses to physical education. (azrin, vinas, & ehle, 2007) these results indicate the possibility that the use of specific types of reinforcement has an influence on general classroom use in student behavior contingency management programs for adhd children. learning outcomes as changes in student behavior for the long term are indeed difficult to see because it takes quite a long time, namely whether one day one can maintain physical fitness, participate in leisure time activities, exercise regularly or adopt a healthy lifestyle. however, short-term learning outcomes or direct results can be seen, namely by implication through tests or other evaluation tools, which are usually carried out at the end of the learning process. learning outcomes are behaviors that can be measured by tests in accordance with the field of study. moving on from the facts in the field, the researcher assumes that students' motivation in participating in physical education learning is still low. this can be seen from the attitude of being lazy in following, not swiftly in carrying out the instructed movement tasks. with low motivation, it is believed gladi jurnal ilmu keolahragaan, 13 (01), march43 eka madiya ,yunyun yudiana, komarudin that the learning outcomes achieved will be low. sarlito quoted by ibrahim 2008, p.164) that: motivation is a more general term, which refers to the entire process of the movement, including the driving situation, the impulse that arises in the individual, the behavior caused by the situation and the goal or end of the movement or action. the provision of reinforcement by the teacher on physical education material can be an alternative that can be applied to increase student learning motivation. it is hoped that with the increase in student learning motivation, student learning outcomes will also increase. however, to find out the effectiveness of giving reinforcement to increase students' learning motivation in physical education learning needs to be investigated more deeply. metodhs in this study, the researcher used a comparative ex post facto causal research method. therefore, the researcher assumes that the appropriate and suitable design for the ex post facto method is a comparative causal design. fraenkael & wallen (201) explain that in the comparative causal design the researcher chooses research variables and then compares them with other variables, but in selecting these variables there is no manipulation or treatment of the two variables. the population in this study were all students of class viii smpn 5 cirebon city. in this study, the sampling technique used was cluster random sampling. the sample of this study was all students of class viii 1 and class viii 2 with a total sample of 32 people in each class. so the total sample size is 62 people. the research instrument uses a learning motivation questionnaire and a learning outcomes questionnaire, the following is a learning motivation questionnaire: tabel 1. learning motivation learning motivation dimension dan indicator motivation number of item motivasi intrinsic 1. knowing something 4 2. mastering something 4 3. get sensation stimulation experience 4 motivasi extrinsic 1. carry out regulation external 4 2. carry out regulation injektion 4 3. doing identification regulation 4 4. doing integration regulation 4 total 28 result and discussion result gladi jurnal ilmu keolahragaan, 13 (01), march44 eka madiya ,yunyun yudiana, komarudin tabel 2. descripsi data motivation n minim um maximu m mean std. deviation kelas viii_1 32 5 6 100 6 8.22 8.315 kelas viii_2 32 2 80 8.59 6.997 valid n (listwise) 32 figure. 1. description data reinforcement on motivation the results of the data description in figure 1 above can be seen that the effect of reinforcement on student motivation in class viii 1 has an average value of 68.22 with a standard deviation of 8.315, the lowest value is 56 and the highest value is 100. in class viii 2 the effect of reinforcement on motivation student learning has an average of 68.59 with a standard deviation of 6.997, the lowest score is 52 and the highest score is 80. the next step after the prerequisite test is that the data is normally distributed and comes from the same or homogeneous group, then the next step is to test the hypothesis, which is to test the truth of the research question so that a conclusion can be drawn. the hypothesis proposed is reject the hypothesis if the calculated value or sig value is less than 0.05. this means that there is no effect of reinforcement on motivation, and the second hypothesis is to accept the hypothesis if the calculated value or sig value is greater than 0.05. this means that there is an effect of reinforcement on motivation. hypothesis testing in this study used one way anova with the help of spss version 20 software. the results of the motivational hypothesis test can be seen in table 3 below tabel 3. anova effect reinforcement on learning motivation nilai_motivasi sum of squares df mean square f sig. between groups 1025.79 9 18 56.989 .972 .506 within groups 2637.63 9 45 58.614 total 3663.43 8 63 discussion regarding reinforcement in education, anitah (2009) states that reinforcement means the response given 68,22 8,315 56 100 68,59 6,997 52 80 0,00 20,00 40,00 60,00 80,00 100,00 120,00 mean std. deviation nilai minimum nilai maximum viii_1 viii_2 gladi jurnal ilmu keolahragaan, 13 (01), march45 eka madiya ,yunyun yudiana, komarudin by the teacher to students towards behavior that is considered good, and can make the repetition or increase of good behavior. praise given by the teacher to the positive behavior of students can make students happy and motivated so they try to do it again and make it better than the previous behavior. usman (2013) suggests that reinforcement is all forms of response, both verbal and non-verbal which are part of the teacher's behavior towards student behavior that is considered positive, and has the aim of providing feedback to the recipient for his actions as an encouragement. the response given by the teacher can be in the form of verbal and non-verbal responses that aim to increase students' positive behavior. basically, according to suciati et al (2001) motivation comes from the latin word movere which means to move. motivation is a person's maximum effort to achieve maximum performance or results, so in other words, efforts that are made earnestly will be able to produce the best performance. a similar opinion is also explained by sarlito in ibrahim (2008) who argues that motivation is a more general term, which refers to the entire process of the movement, including situations that encourage, impulses that arise in individuals, behavior evoked by these situations and goals or objectives. the end of a movement or action. in relation to the importance of student learning motivation, a teacher must be able to explore and optimize student potential through various stimuli that are expected to move or increase student motivation. one thing that is claimed to increase motivation is the provision of a stimulus in the form of reinforcement. wahid (2007) the purpose of providing reinforcement in learning is to increase students' attention in the learning process, generate, maintain, and increase student learning motivation, direct the development of students' thinking towards divergent thinking, regulate and develop children themselves in the learning process, control and modify less positive student behavior and encourage the emergence of productive behavior. conclusion giving reinforcement in each lesson is part of a teacher's skills to increase student motivation in participating in learning. this is in gladi jurnal ilmu keolahragaan, 13 (01), march46 eka madiya ,yunyun yudiana, komarudin accordance with the findings of this study, namely the provision of reinforcement to students in physical education learning. the provision of reinforcement has a significant effect on student motivation in physical education learning. therefore, the teacher must be able to provide reinforcement in each lesson so that the learning objectives will be achieved. acknowledgements this time the author would like to express his deepest gratitude to all supervisors dr. yunyun yudiana m.pd, dr. komarudin m.pd who have helped and supported in completing this final project. not forgetting the principal and all staff of smpn 5 cirebon who have given permission to conduct this research. refference anitah, sri. 2009. media pembelajaran. surakarta: panitia sertifikasi guru rayon 13 fkip uns surakarta azrin, n. h., vinas, v., & ehle, c. t. (2007). physical activity as reinforcement for classroom calmness of adhd children: a preliminary study. child and family behavior therapy, 29(2), 1–8. https://doi.org/10.1300/j019v29 n02_01 fraenkel, jack. r., and norman e. wallen. 2012. how to design and evaluate research in education 8th edition. boston: mcgraw-hill higher education. ibrahim, amin. 2008. teori dan konsep pelayanan publik serta implementasinya. jakarta: mandar maju moh. uzer usman. (2013). menjadi guru profesional. bandung: pt remaja rosdakarya. price, s.a., dan wilson, l. m., 2005, patofisiologi: konsep klinis prosesproses penyakit, edisi 6, vol. 2, diterjemahkan oleh pendit, b. u., hartanto, h., wulansari, p., mahanani, d. a.,penerbit buku kedokteran egc, jakarta. suciati, prasetya irawan, 2001, teori belajar dan motivasi, jakarta: pau-ppai universitas wallhead, tristan & ntoumanis, nikos (2004). effects of a sport education intervention on students’ motivational responses in physical education. journal of teaching in physical education, (23) 4-18 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 281-290 permalink/doi: https://doi.org/10.21009/gjik.124.07 a game-based soccer training models for children aged 6 – 8 years muhammad alvin conra1, nofi marlina siregar1, yasep setiakarnawijaya1 1 pendidikan olahraga, pascasarjana, universitas negeri jakarta komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. e-mail: malvincondra@gmail.com abstract the purpose of this study was to produce and develop a game-based soccer training model for children aged 6 8 years and to test its effect on improving children's basic abilities. this study uses the research and development (r&d) method from borg and gall with 10 stages; 1) research and information; 2) planning; 3) developing superior product forms; 4) preliminary field testing; 5) major product revisions; 6) main field testing; 7) operational product revisions; 8) operational field testing; 9) final product revision, and 10) dissemination and implementation. the subjects in the small group trial were 12 students of ssb ina football soccer school ciganjur, south jakarta, and the subjects in the large group trial were 30 students, each consisting of 15 students of ssb garuda muda batipuah, tanah datar, and 15 students of ssb padang laweh, agam. . whereas in the effective test using the subject as many as 30 students of ssb ps marapi batu palano. the strength test of the game-based football training model for children aged 6 8 years using a basic motion test instrument, namely tgmd-2, consists of locomotor and manipulative basic motion tests. data analysis obtained the mean value of the initial test 19.8 for basic locomotor motion and 7.4 for manipulative, and the final test mean value 34.9 for locomotor basic motion and 10.93 for manipulative. the significance test gets a t-count value of 26.87 for locomotor and 12.89 for manipulative, where each is greater than the t-table value of 1.699 at the 0.05 level so it can be denied that the game-based soccer training model has a positive impact and significant to the improvement of the locomotor and manipulative basic development of children aged 6 8 years. so that the conclusion that there are 33 game-based football training models is effective and significant for improving the basic motion of children aged 6 8 years and the training model is feasible to use and disseminate. keywords: children, football training, fun games, fundamental movement introduction this research was conducted based on field observations that had been carried out previously on children in the football school, it was found that at the age of 10 to 12 years there were still many children who had not mastered the basic movements that should have been mastered by their age. this is also reinforced by findings in previous research, namely research conducted by rama kurniawan (2018) which found that only 65.5% of students had good non-locomotor basic motion, 43% of students for locomotor basic motion, and 41.7 % on manipulative movements (kurniawan, 2018). from the results of this study, we can see that almost 50% more children have poor basic movements at least of the three basic mailto:malvincondra@gmail.com gladi jurnal ilmu keolahragaan, 12 (04), september 282 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya movements analyzed. another study by eka fitri novita sari (2019) research locomotor basic motion in first-grade elementary school children with the results of the research as many as 78 students (65%) in the poor category, 31 students (29.83%) in the sufficient category, and 11 students (9.17%) in good category (eka fitri novita sari, 2019). so from the results of this study, more than 60% of students with basic motion categories are not good, so an effort is needed to improve basic movements in these children. this poor mastery of basic movements in children may occur due to a lack of sufficient and appropriate movement activity to improve their basic movements or there is an error from an exercise program at previous age. there are many factors that influence success in achieving training objectives or a coaching program, including the trainer's knowledge, training facilities and infrastructure, training models, training methods used, and others. a coach must prepare training in accordance with the age and growth characteristics of the athlete, the training program that is compiled must be based on training principles, such as the principle of overloading, multilateral development, specialization, individualization, and training variations (harsono, 2018). based on these training principles, coaches should be able to develop appropriate and appropriate training for their athletes to achieve developmental ageappropriate training goals. game-based football training can be a solution to ensure the improvement of basic motion in children aged 6 8 years. through the game of football, which has a variety of basic motion activities, it will be able to accommodate the increase in basic motion in children. to improve basic movement in children, a continuous exercise is needed and in accordance with the characteristics of the child's age, this is in accordance with bambang triaji asnoto (2020) that to have and master a maximum basic movement skill requires exercises with a planned program. well and supported by planned matches (asnoto, dlis, & nuraini, 2020). fifa through the grassroots development program with the main concept of gathering as many people as possible through football, the grassroots program encourages an exchange of values and promotes fun through playing and practicing a beautiful game of football (afc grassroots fun football course, 2013). fifa grassroots has also created a road map for the athlete coaching program where there are several stages or phases of training in the coaching program, including the stages between the ages of 6 and 10, which are fun phases, meaning that at this age the training being developed should aim for joy and aim for children. loves the sport of football, while the training content provided is basic movement training with a playing approach and also gladi jurnal ilmu keolahragaan, 12 (04), september 283 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya training in basic football techniques (fifa grassroots, 2016). of course, not all young players will become star players in the future and they do not all have the qualities necessary to become professional players. so, intensive training sessions and complex tactics are not suitable in this age group, the development of talented players and specific training activities should be presented in the elderly category (afc grassroots fun football course, 2013). it can be understood that football training at the age of 6 8 years must have a special arrangement that cannot be equated with training in adulthood, the training given is training that develops the athlete as a whole, meaning that basic movement training gets a large portion, but that does not mean specialized exercises are not provided, but have smaller portions. it can be said that training at the age of 6 to 8 years should aim to improve the fundamental basic movements of children through soccer training that is adapted to the age characteristics of children. in its development, early childhood football coaching has the aim not only to prepare every child to become a reliable football player in the future but also to become a forum for fulfilling the needs of every child's physical activity. this is very reasonable with the assumption that not all children will become professional football players in the future, but every child must be a human being who is physically fit and has a lot of mastery of movement for his life. afc grassroots course (2013) explains that coaches at a grassroots age must always remember why children participate in football, the aim of grassroots football is to develop love and joy for the game of football by children, not to prepare children to become world stars. next (afc grassroots fun football course, 2013). in the modern era like today, many parents do not pay attention to the needs of physical activities for their children. whereas sufficient activity greatly impacts the development of children at each stage of their developmental age, each phase of human development has different characteristics and needs for physical activity. children need enough physical activity to grow and develop, according to the american academy of pediatrics (aap), children need at least 60 minutes of exercise every day, a total of 60 minutes can be accumulated from several activities, but the amount a day should be 60 minutes. . this is imperative for children to get enough physical activity during their growth and development. with the sport of football which is very easy to access by all elements of society, both upper and lower classes, football is very suitable to be used as a forum to facilitate children in fulfilling their physical activity needs for their development. in the 6-10 year age phase of growth in children and is the fun phase in grassroots football, football activities with a fun activity approach are very suitable to be given at this gladi jurnal ilmu keolahragaan, 12 (04), september 284 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya age. through playful activities, children do not realize that they have been practicing to improve their fundamental basic movements and their physical development. if this can be done well it will achieve two mutually beneficial goals for both parties, where football coaching with grassroots football will succeed in making children love football, and on the other hand, parents will see massive development in their children with the fulfillment of physical activity needs for their children in their developmental phase. given the problems and reasons that have been previously stated, it is very necessary to research the development of a game-based football training model for children aged 6 8 years which will have a positive impact on the development of basic movements in children. the game-based football training model also makes it easy for young football coaches to improve basic movements in their soccer school children through very varied and interesting games that will make children happy in practicing football to improve their basic movements. methods the purpose of this study was to develop a game-based soccer training model for children aged 6 8 years and to test the effectiveness of the model on improving basic motion for children aged 6 8 years. this research uses the research and development method with the borg and gall approach which consists of ten stages 1) research and information; 2) planning; 3) develop a primary form of product; 4) primary field testing; 5) main product revision; 6) main field testing; 7) operational product revision; 8) operational field testing; 9) final product revision; and 10) dissemination and implementation. the types of data in this study are qualitative data and quantitative data. qualitative data comes from; a) expert test results on soccer training models based on soccer games for children aged 6 8 years; b) field observation data in the form of material tests on the advantages and disadvantages of a game-based soccer training model for children aged 6 8 years during small field tests and large field tests. meanwhile, the quantitative data were obtained from the effectiveness test with the initial test and the final test which was carried out by means of experimental research with one group pretest-posttest design. to obtain data in this study, a test instrument was used, namely the tgmd-2 test to measure the basic locomotor motion consisting of run, gallop, hop, horizontal jump, and slide test items. and manipulative basic motion test items, namely; kick and catch. research this effectiveness test was conducted at ssb ps marapi batu palano, using 30 subjects of research aged 68 years. as for the models that were tested, 33 models of game-based soccer training for children aged 6 8 years. gladi jurnal ilmu keolahragaan, 12 (04), september 285 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya hasil dan pembahasan results based on expert tests conducted on three experts, it was found that 33 models were feasible to be tested at a later stage. the next step is an evaluation based on suggestions and input from expert tests to improve the model so that it is better and can be tested at the small group test stage. the next step was a small group test on 12 research subjects at ssb ina football soccer school and a large group test in two different ssbs, namely ssb garuda muda batipu and ssb padang laweh with 30 children. then each evaluation is carried out after the small group and large group test to see to what extent the model can be used and in accordance with the characteristics of children aged 6 8 years, where 32 models will be obtained which will then be tested for the effectiveness of the model. to find out whether the game-based soccer training model is effective in increasing the basic motion of children aged 6 8 years, quasi-experimental research was carried out with one group pretest-posttest design, which was an observation in the form of tests before being given treatment and after being given treatment, then comparing whether there were differences between the two results the. the effectiveness test was carried out with as many as 30 children of ssb psm batu palano, sungai pua district, agam regency, west sumatra. from the results of the research, it was obtained that the pretest results of each locomotor base motion average value were 19.8 and the manipulative baseline movement average value was 7.4 and then treated, namely 32 game-based soccer training models for 16 meetings and then carried out posttest. , where the average value of locomotor base motion is 34.9 and the mean manipulative basic motion value is 10.93. for more details, it can be seen in figures 1 and 2 below; figure 1. locomotor motion value diagram figure 2. manipuative motion value diagram based on the comparison of the mean value of the initial test and the final test of both locomotor basic motion and manipulative basic motion, it can be seen that there is an increase in the average value of each locomotor base motion and manipulative basic motion. gladi jurnal ilmu keolahragaan, 12 (04), september 286 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya to see the significance, the t-test was carried out by comparing the t-count value with the t-table, from the calculation results obtained each of the results in table 1 and table 2 below; table 1. locomotor t-test variabel nilai mean different 15,1 standar deviasi different 3,03 standar error mean different 0,56 nilai t hitung 26,87 nilai t tabel 1,699 from table 1 it can be seen that there is a significant difference and the t-count value is greater than the t-table value (t-count> ttable) so that the game-based soccer training model can significantly improve the basic locomotor movements of children aged 6 8 years. table 2. manipulative t-test variabel nilai mean different 3,53 standar deviasi different 1,48 standar error mean different 0,27 nilai t hitung 12,89 nilai t tabel 1,699 from table 2 it can be seen that there are significant differences and the t-count value is greater than the t-table value (t-count> t-table) so that the game-based soccer training model can significantly improve manipulative basic motion. from the explanation of the two data analyzes that have been previously described, the final conclusions are as follows; a) game-based football training model for children aged 6 8 years is effective for improving basic locomotor motion for children aged 6 8 years b) the game-based football training model for children aged 6 8 years is effective for improving basic manipulative movements for children aged 6 8 years. c) thus, the game-based soccer training model for children aged 6 8 years is effective for improving the basic movements of children aged 6 8 years. discussions on the preparation of training programs by the trainer must prioritize training principles as expressed by emral (2017) that there are several training principles that must be carried out for guidance so that the objectives of the training can be achieved in each training session, including; the principles of readiness, multilateral, individual, adaptation, overload, progressive, specific, variation, heating, cooling, long-term, recovery and systematic origin (emral, 2017: 20). likewise in soccer training for ages 6 8 years, training must be programmed and arranged in such a way as to suit their age characteristics. training for adults cannot be given to them, of course, this is very basic as mentioned in the grassroots football guide book (2013) that teaching football to children must consider aspects of children's characteristics because every child goes through the stages of development by means, needs, behavior. different, they do not develop in the same way, so it is important to realize that the specific characteristics and priorities of each stage from childhood, adolescence, to physical, psychological, and gladi jurnal ilmu keolahragaan, 12 (04), september 287 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya physiological aspects are very important (avry et al., 2013). therefore we need an exercise model with settings that are tailored to the characteristics of children aged 6 8 years, with the characteristics described in the afc grassroots book (2013) such as; a) enjoys movement; b) loves to compete; c) not fully developed muscles; d) short concentration span; e) strong uncritical attitude towards adult idols; and f) individuals differences in growth and physical development (asian football confederation, 2006: 13). taking into account these age characteristics, training at the age of 6 8 years old should promote fun playing activities, further afc (2013) explains that players aged 9 years and below acquire their fundamental movements and coordination skills mainly through playing and exploring physical challenges, during this. phase, children attending sports training and / or physical education classes should be exposed to broad range of basic movement activities. rules of games during training and games are designed to provide a basic structure to the game (asian football confederation, 2006: 12). therefore, soccer training for children aged 6 8 years must have an element of fun play, develop basic movements and coordination, and be explained in simple language. the sports coaching program arrangement that has been widely used and adopted by many countries in the world and in almost all sports is ltad, a long term athlete development program that was first developed in canada, based on this sports guide makes it clear that the training arrangement at the age of 6 8 years is a stage where the goal of training is to improve their basic motion for a more advanced stage of the sport. as stated by balyi, way, & higgs (2013) that in the seven stages of human development, starting from the active start (the first six years of life), in which the human movement begins to be mastered, then goes through the fundamental stages (ages 6 to 9 years) this stage is developing basic movement skills, and then through the learn to train stage (around the age of 9-12 years), where it is very important that children master a variety of basic sports skills. these three stages combined to cover a period of physical skill development, after which people can pursue high-performance sports (balyi, way, & higgs, 2013). basic motion is a component that must be taught and improved at the age of children, where these basic movements are the foundation or basis for children to be involved and even have future achievements in more specific sports, this was stated by bayli. , way & higgs (2013) stated that the fundamental movement skills performed by children will be the basis for learning skills in specific sports, because without a solid foundation of basic movement skills that are well executed, learning sports skills will become increasingly important. difficult (balyi et al., 2013). in line with this gladi jurnal ilmu keolahragaan, 12 (04), september 288 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya bakhtiar (2015) adds that basic motion is the basis for learning and developing technical skills in sports and other physical activities so that if these basic movement competencies are not developed, the child will not be successful in using various sports and game skills at childhood. and their motivation, this is the reason many children and adolescents do not choose and intend to participate in various types of activities that require physical skills in games and sports (bakhtiar, 2015). from this theory, we can understand how fundamental basic movements are very important and must be the foundation to be developed and taught for the first time in an early age athlete development program, which will be very decisive for children's involvement in sports activities and even their sports achievements. in the future. the approach to playing activities in teaching sports, especially in early childhood training, which aims to improve basic motion, has been widely used and applied, even there have been many previous research results including sari, sujarwo & sukiri (2020) with the conclusion that effective playing activities can improve locomotor basic motion in children (sari, sujarwo, & sukiri, 2020). in addition, similar results by rosinar and saladin (2018) with the conclusion that the traditional game-based basic motion learning model is effective in learning basic motion for elementary school physical education (rosinar & saladin, 2018). playing is an activity which is an instinct in children, as stated by nuraini and nugraha (2018) that the instinct to move in themselves which is their nature encourages them to have the desire to play, this instinct or urge must be fulfilled and directed through things. positive things that are fun and interesting and this is the responsibility of adults around them to make it happen (nuraini & nugraha, 2018: 4). playing activities that are fun and in accordance with the characteristics of ages 6 8 years old as a vehicle to improve basic movements that are useful for their future are also in line with the arrangement of stages of football coaching raised by the asian football cefederation in its book (2006) that the afc has divided football training stages in the form of the road map in football development as a player development phases, namely; the first phase is the fun phase (u6 u10 years), the foundation phase (u11 u13 years), the formative phase (u14 u16 years), and the final youth phase (u17 u20 years) (asian football confederation, 2006: 12). based on this road map, it can be seen that soccer training at the age of 6 10 years is a fun phase, which means that the training provided is a fun exercise with a form of play that is very suitable for the characteristics of children aged 6 8 years. conclusion based on the results of the research and discussion that has been carried out, the gamegladi jurnal ilmu keolahragaan, 12 (04), september 289 muhammad alvin conra, nofi marlina siregar, yasep setiakarnawijaya based soccer training model is very suitable to be applied to children aged 6 8 years and is very suitable for their characteristics with games that are very fun, interesting, and effective, so that they can make a good contribution to the world of football. coaching and proved to be very effective at improving their basic movements through fun football drills. that way children playing football through fun game activities without realizing it have practiced to improve their basic movements which are needed for their growth and development and for the foundation at the next stage of training. therefore, the gamebased soccer training model for children aged 6 8 years is feasible and can be implemented and disseminated with 32 training models of game-based football for children aged 6 8 years. daftar pustaka american academy of pediatrics (n.d). survey of phisical activity for children. asian football confederation. (2013). afc grassroots fun football course (6 – 8 years old). kuala lumpur: asian football confederation. avry, yvon, bernet, marco, corneal, alvin, malouche, belhassen, & thondoo, govinden. (2012). fifa grassroots. switzerland: rva druck und medien arisman. (2019). pengaruh latihan square terhadap daya tahan aerobic atlet sriwijaya archery club. jurnal pendidikan jasmani dan olahraga, volume 2, nomor 2, januari-juni 2019, doi:10.31539/jpjo.v2i2.720 asnoto, bambang triaji, firmansyah dlis, sri nuraini. (2020). model variasi latihan dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. gladi jurnal ilmu keolahragaan, doi: https://doi.org/10.21009/gjik.112.01 bakhtiar, syahrial. (2015). merencanakan pembelajaran gerak dasar anak. padang: unp press. balyi, istvan, way, r., higgs, c. (2013). long-term athlete development. canada: human kinetics. bompa, t.o., & haff, g.g. 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(n.d). pola asuh orang tua di dalam aktivitas bermain anak (studi terhadap mahasiswa fakultas ilmu keolahragaan universitas negeri jakarta). jurnal olahraga universitas negeri jakarta sari, eka fitri novita. (2014). parenting and fundamental movement skills. asian social science; vol. 10, no. 5; 2014 sari, eka fitri novita, sujarwo, dan sukiri (2019). basic locomotor movement of first grade students of elementary school. advances in social science, education and humanities research, volume 362 5th international conference on physical education, sport, and health (acpes 2019). sugiyanto. (2002). perkembangan dan belajar motorik. jakarta: pusat penerbitan universitas terbuka. sugiyono. (2015). metode penelitian & pengembangan research and development. bandung: alfabeta. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 15-20 permalink/doi: https://doi.org/10.21009/gjik.131.02 effect of the peer teaching learning model on sickle kick and pencak silat t kick moh sabililah1, dinar dinangsit1, dewi susilawati1 1 pendidikan jasmani, universitas pendidikan indonesia kampus sumedang, jl. mayor abdurahman no.211, kotakaler, kec. sumedang utara, kabupaten sumedang, jawa barat 45322 correspondiing author. email : mohsabililahsabil@gmail.com abstract the purpose of this study was to determine the extent of the impact of peer teaching learning methods on the ability of the sickle kick and the t-kick of pencak silat. the population in this study was the pencak silat athletes of the indonesian satria muda college of cirebon city with total sampling technique with a total of 25 people. the instrument in this study is the peer teaching learning model, measuring kick skills to measure the ability of the sickle kick and t kick skills before and after being given treatment, namely the peer teaching learning model. the results showed that there was a significant increase in the ability of the sickle kick and t kick skills in athletes after being given treatment. keywords: peer teaching; pencak silat; sickle kicks; t kick mailto:mohsabililahsabil@gmail.com gladi jurnal ilmu keolahragaan, 13 (01), march15 moh sabililah, dinar dinangsit, dewi susilawati introduction pencak silat is part of the physical education curriculum and sports that are taught from basic education to higher education although it is not optimal due to various problems. the material for learning pencak silat is conveyed in relation to the formation of students' moral values, namely the deepening of the values contained in the philosophy of pencak silat. pencak silat earning from a sparring point of view must have harmony and balance between technique, firmness, speed to virtuousness. the competition category for high school level, in pencak silat is adjusted to the type of body weight of students aged 10-11 and 12. currently, the learning of pencak silat fighting art has been carried out by the curriculum at o2sn, popwil, popda and popnas, and support from organizer of the city to provincial koni sports championships. there are so many benefits that can be taken from learning the art of pencak silat at a pencak silat institution. athletes directly learn to be brave to face themselves, dare to face opponents, prepare a strong body, train mentally and so on. pb ipsi and bakin according to (yudho et al., 2020) stated that "pencak silat is the result of indonesian human culture to defend, maintain existence (independence), and integrity (manunggal) towards the environment/natural surroundings in order to achieve harmony of life in order to increase faith. and fear god almighty." (yudho et al., 2020) stated that: the material for learning pencak silat is intended to provide students with an understanding of the essence of learning pencak silat. if students misunderstand the perception that pencak silat prepares them to become a "champion". this is the basis for consideration of physical education teachers conveying material on the philosophy of pencak silat, especially those relating to moral messages contained in learning pencak silat. students are a group of young people who can be predicted to become prospective players in the form of talented new students who need to be educated with sports activities, so that they can be healthy and can achieve encouraging achievements. therefore, the development of sports achievements needs to be paid attention to by the coaches from each college club, both at the level of education starting from elementary school, junior high school , high school . gladi jurnal ilmu keolahragaan, 13 (01), march16 moh sabililah, dinar dinangsit, dewi susilawati physical education is a physical activity carried out by students at school. with physical education students are required to move. physical education is an important part of the educational process. "physical education is an educational process about and through selected physical activities, games and sports to achieve educational goals".(mahendra, 2015) the selection of the right teaching method will create a pleasant learning situation and support the smooth teaching and learning process so that students will be more motivated to learn. the selection of the method needs to pay attention to several things such as the material presented, the purpose, the time available, and the number of students as well as matters relating to the teaching and learning process. if several goals are to be obtained, then the teacher is required to have the ability to use various methods or combine several relevant methods (supriyanto et al., 2019). according to marten in (yudho et al., 2020) suggests that: "responsibility is the ability to respond, respond, or react proficiently". according to silberman (2001, p. 74) in (ningrum pusporini anggorowati, 2011) teaching peers provides opportunities for students to learn something well at the same time, he becomes a resource for others. this strategy is a practical way to teach peers in the classroom, and it also provides additions to the teacher when teaching is done by students. according to (tite juliantine, toto subroto, 2013) "peer teaching is a learning model using an approach where children explain a material to other friends who are the average age of their peers, where children explain this has more knowledge than other friends". from the description above, the authors are interested in conducting research on, "the influence of peer teaching learning models on sickle kicks and t kicks pencak silat (experimental research on peer teaching learning models against sickle kicks and t kicks satria muda indonesia cirebon pencak silat athletes)". metodhs the research methodology used in this study is experimental, fraenkel & wallen (2012) explain that experimental research is the only research that directly gives treatment to the variables studied. one group pretest posttest design, namely gladi jurnal ilmu keolahragaan, 13 (01), march17 moh sabililah, dinar dinangsit, dewi susilawati in this method there is one group that will get two measurements, namely pretest (before treatment) and post test (after treatment). figure 1. desain penelitian the participants in this study were pencak silat athletes from the satria muda indonesia college of cirebon, totaling 25 people. the sampling technique in this study uses the total sampling technique. the instrument is in the form of a test sheet to observe the implementation of the demonstration method carried out by the researcher. according to johansyah lubis, the grid of the test sheet is based on the instrument grid for measuring the performance of pencak silat skills. the lattices for measuring the performance of pencak silat skills are as follows: table 1. kisi kisi instrumen tendangan (indonesian language) in the first stage, it begins with conducting a pre-test on the research subject. in the next stage, learning about the material that will be given for 16 meetings or treatment related to research is carried out, the final activity is a post test. all of these activities were carried out in order to obtain qualitative data and quantitative data. the data analysis technique in this study is descriptive analysis of normality and homogeneity test data, then using the paired sample t test. results and discussion table 2. descriptive statistics of sickle kick n min max mean st.dev pre test 25 77 87 81.80 2.582 post test 25 80 90 82.64 2.018 table 2 shows the statistical gladi jurnal ilmu keolahragaan, 13 (01), march18 moh sabililah, dinar dinangsit, dewi susilawati descriptive value where the athlete's sabit kick value in the pre test has a minimum value of 77, a maximum of 87 and an average of 81.80 with a standard deviation of 2.582. while the post test variable has a minimum value of 80, a maximum value of 90 and an average of 82.64 with a standard deviation of 2.018 this value indicates that there is a significant change between the pre test and post test. table 3. statistic descriptif t kicks n min max mean st.dev pre test 25 70 85 78.64 3.134 post test 25 75 87 78.96 3.623 table 3 shows the statistical descriptive value where the athlete's t kick value in the pre test has a minimum value of 70, a maximum of 85 and an average of 78.64 with a standard deviation of 3.134. while the post test variable has a minimum value of 75, a maximum value of 87 and an average of 78.96 with a standard deviation of 3.623 this value indicates that there is a significant change between the pre-test and post-test. tabel 4. paired sample t test paired sample corelation mean n std. dev sig 2 tailed tendangan sabit pre test 81.80 25 2.582 0.208 post test 82.64 25 2.018 tendangan t pre test 78.64 25 3.134 0.763 post test 78.96 25 3.623 the results of the analysis in table 4 show that the difference in the average pre-test and post-test scores for the sickle kick is sig (2-tailed) = 0.208, while the difference in the average pretest and post-test scores for the t kick is sig (2-tailed) = 0.763. it can be concluded that the peer teaching learning model can improve the motion skills of the sickle kick and t kick in pencak silat athletes. there is a change or increase in the motion of the sickle kick and t kick based on the exercises that have been carried out as many as 16 treatments according to the theory put forward by (tite juliantine, toto subroto, 2013) where "to get good results in carrying out the exercise frequency of 3 days / weeks, while the length of training is 4-6 weeks. this exercise is carried out by focusing on the pair's stance and kick accuracy during practice using a peer teaching learning model then combined directly gladi jurnal ilmu keolahragaan, 13 (01), march19 moh sabililah, dinar dinangsit, dewi susilawati with the sickle kick technique and the t kick using a target. as stated in (wahid et al., 2016) the use of this peer teaching learning model must have something called an impact, be it positive or negative so that from that impact it can be seen what benefits will be obtained. the positive impacts (advantages) on the use of peer teaching learning models include increasing students' self-confidence and can also improve learning, especially in the cognitive and psychomotor domains. as for the negative impact (disadvantage) itself is that different learning styles are not compatible and the time is less individual. conclusion the conclusion in this study is that the peer teaching learning model has an effect on increasing the ability of the sickle kick and t kick skills in pencak silat athletes. it can be concluded that the peer teaching learning model in an effort to improve the technical ability of athletes can be used or applied to the learning process of pencak silat. it is hoped that the next research can try other learning models to improve the technical skills of pencak silat athletes. acknowledgments i would like to thank allah swt who has given his mercy and grace to me to complete this article. my parents who never tire of praying, giving love, enthusiasm, motivation and prayers for me. and don't forget the supervisors and administrators of the satria muda indonesian pencak silat college who have given permission and time to be able to carry out this research. references fraenkel, j. r., & wallen, n. e. (2012). the basic of educational research. in how to design and evaluate resaerch in education with powerweb. mahendra. (2015). filsafat pendidikan jasmani. bandung: universitas pendidikan indonesia. ningrum pusporini anggorowati. (2011). jurnal komunitas. 3(1), 103–120. supriyanto, ginanjar, a., & efendy, f. (2019). pengaruh model pembelajaran student teamsachievement division terhadap teknik dasar passing sepakbola. jurnal kependidikan jasmani dan olahraga, 3(1), 46–51. tite juliantine, toto subroto, y. y. (2013). model-model pembelajaran dalam gladi jurnal ilmu keolahragaan, 13 (01), march20 moh sabililah, dinar dinangsit, dewi susilawati pendidikan jasmani (y. yudiana (ed.)). cv bintang warli artika. wahid, a., saptani, e., & ayi suherman. (2016). penggunaan model peer teaching terhadap keterampilan pencak silat seni abdurahman. 51–60. yudho, f. h. p., hariadi, n., nohantiya, p., harry, m., & setiawan, w. (2020). bunga rampai kajian ilmu keolahragaan pada masa pandemi covid-19 (issue november 2020). lubis, j. (2004). pencak silat panduan praktis. jakarta: pt. raja grafindo persada. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 223-236 permalink/doi: https://doi.org/10.21009/gjik.124.02 volleyball smash skill training model for beginner athletes agusdi1, hernawan1, yasep setiakarmawijaya1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding email : agusdi101989@gmail.com abstract the purpose of this research is to find out the training model using volleyball smash skills for novice athletes. the method used is research &development with mixed methods research approach that combines qualitative and quantitative methods. the number of samples as many as 40 respondents. the steps of this study include: 1) preliminary study stage; 2) the planning stage of model development; and 3) the stage of validation, evaluation, and revision of the model. furthermore, conduct the following effectiveness tests: (1) establish the research subject group (r); (2) carrying out a pre-test of smash capability (q1); (3) give treatment to the research subjects by applying a training model smash volleyball in novice athletes (p); (4) carrying out post-test smash capability volleyball (q2); (5) look for the average pre-test and post-test scores and compare between them; (6) look for differences between the two averages through statistical methods (t-test) to determine whether or not there is a significant influence on the use of the model. the conclusion of this study resulted in the final product in the form of an exercise model and was very effective and efficient to improve the skill smash of novice athletes. keywords: exercise model, smash, volleyball introduction volleyball sport is a large that has spread to all corners of the world and is growing rapidly including in indonesia. volleyball sport is a sport much loved by people to remote areas. considering volleyball sport is not so difficult and can be done indoors or outdoors with permanent or nonpermanent conditions such as ordinary land fields that we often encounter when visiting an area. if we look at the development of the sport volleyball novice athletes are found from many clubs in the area recruited by elite clubs in the city to be trained to be outstanding athletes. volleyball sports among athletes is a forum for them in honing the skills of individuals and groups even the character and strategy of players and coaches. volleyball is a sports game played by two opposing groups, each group has six players (nurcahyo, 2013). volleyball is also a game played by two teams, each of which is six players. (prasetiyo et al., 2017). mailto:agusdi101989@gmail.com gladi jurnal ilmu keolahragaan, 12 (04), september224 agusdi, hernawan, yasep setiakarmawijaya volleyball sports for novice athletes should be well planned, considering that good and planned beginner athletes will always have a developmental impact for athletes in the future. in coaching novice athletes, a coach and athlete must create a training planner with technical and tactical tailored to the needs of today's athletes as well as the upcoming masses, planning training programs made is an effort for athletes to develop in a better direction, technical and tactical and able to compete competitively. during training, coaches and athletes attempt new technical and tactical plans, whereas the result of their efforts can be seen in the game, which forms an integral part of the process of competitive sport. that is why the training is planned according to the upcoming game (zetou, 2011). exercise is an activity that is carried out systematically and planned in improving the functional body (chan, 2012). the process of developing the ability of physical movement activities is done systematically and progressively improved to maintain or improve the degree of physical fitness in order to achieve optimal physical work ability (intan watulingas et al., 2013). a physical training program to develop an athlete in the face of matches is very important (lubis, 2013). the improvement of skills and energy capacity should also be considered (nugroho, 2007). training is an activity to improve the skills (skills) of exercising by using various equipments in accordance with the purpose and needs of sports"(sukadiyanto, 2011) the training process is part of a systematic effort programmatic increasingly increasing the amount of training load, in order to create the highest athlete achievement (bompa &buzzichelli, 2009). there are several aspects that need to be carefully considered in an exercise in an effort to achieve the maximum possible achievement. the four aspects are (1) physical exercise, (2) technical exercises, (3) tactical exercises, (4) mental exercises". (harsono, 2015). the four aspects for more details can be seen in the following description. physical training physical exercise or physical activity has a direct effect on the cardiovascular system, both acute and gladi jurnal ilmu keolahragaan, 12 (04), september225 agusdi, hernawan, yasep setiakarmawijaya chronic effects (sandi, 2016) it means that physical exercise will be beneficial if done correctly, on the contrary if it is wrong in applying it has acute and chronic effects. technic training exercises to refine the movement techniques needed to be able to perform sports such as technical techniques of servicing, smashing and so on. this exercise is intended to establish and develop motor habits or neuromuscular development. tactical training tactics can be categorized in terms of reading an opponent's game or how he mastered the game, so he has a stunning movement that becomes a perfect unity of motion in a team. tactics must be known and mastered by every member of the team, so there is no chance of other teams messing with our squad's defenses. the basis for being able to apply tactics in a match in a particular sports branch required adequate basic technical skills (okilanda et al., 2021). psychological training the mental development of athletes is no less important than the development of the other three factors. mentally one is the spearhead of the success of other factors including mastering volleyball technique (effendi, 2016). the creation and preparation of training programs for novice athletes must also be adjusted to the complementary calendar so that the training program is not disrupted by the competition schedule. the creation of a training program for novice athletes is strongly emphasized on the use of basic volleyball techniques, which consist of several techniques namely serviceperson, block and smash (mustaqim, 2019). the basic techniques above are the abilities that must be possessed by a player or beginner athlete in depth in order to achieve achievements, coaching becomes a factor that needs to be taken into account well in the development of novice athletes. beginner athletes in playing volleyball tend to be passionate in practicing smash skills compared to other basic technique exercises. whereas in volleyball game to practice good smash skills are indispensable basic technique skills smash volleyball good anyway. the technique of doing a smash is not only a hard hit but more emphasized how gladi jurnal ilmu keolahragaan, 12 (04), september226 agusdi, hernawan, yasep setiakarmawijaya an athlete hits and directs the punches of hard-to-reach opponent areas, so that the smash attacks carried out can reach the numbers. to do this is certainly not easy, it is necessary to use good basic techniques and accompanied by a planned and regular skill training according to the needs of the level of proficiency that an athlete wants. state of the art based on the study of smash skill training model made in this study is an exercise model that aims to help teachers and trainers in providing material about smash volleyball skills to improve the ability of smash in novice athletes. in previous studies the exercises were given not yet based on targets that pay attention to the accuracy of the smash. while in this study is given based on the target so that the accuracy of the smash given is more appropriate to improve the ability of the beginner athletes smash smash volleyball's game is a quick game, it can be seen between attack and defense is very unbalanced. the attack is very high success rate, while the defense is very low. this is proven by the new rules on rally point system (game 25) so no team will choose the service first, if there is it because the team's defense is able to produce points. the volleyball game is a ball-shaped sport in the air back and forth over the net with the intention of dropping the ball inside the opponent's field to seek victory. (winarno et.al., 2018). the act of hitting the ball down with great force, usually jumping up, going into the opposite part of the field (mujriah, 2017). smash techniques are classified as “open smash, semi smash, quick smash, push smash, and pool straight smash". (mustaqim, 2019). smash is a technique that has a movement consisting of: "namely prefix, repulsion, when flying in the air, beatings and landings". (parlindungan, 2017). there are six basic skills in the game of volleyball namely serves, dig, smash, volley, block, defense (beutelstahl, 2008,). volleyball is a sport that requires discipline as well as basic and physical skills in training. based on the basic motion needs in volleyball games that can support the ability of researcher athletes to design a model of basic motion exercises smash volleyball. the model developed by researchers based on the stages of smash are: prefix, repulsion, hitting, gladi jurnal ilmu keolahragaan, 12 (04), september227 agusdi, hernawan, yasep setiakarmawijaya landing. while the focus of the model designed is open smash using target accuracy exercises. researchers also gave a variety of exercises from various stages of smash combined with tools to improve the ability of athletes in performing smashes. to explain the model created the researcher can look at the following model design chart: figure 1. stages smash method the purpose of this research is to develop and test the effectiveness of the product in the form of a model of volleyball smash skill exercises in novice athletes conducted at the bungo club volleyball club characteristics of model that developed the characteristic of this study is to develop a form of volleyball smash exercises, especially open smash that is modified and given a variety of exercises and smashes based on the stages of volleyball smash to high school-age novice athletes. characteristics of the developed smash skill exercise model has an update on: a. volleyball smash skill training model based on the basic stages of smash techniques with the addition of a variety of simple and no-tools specifically in high school-age novice athletes b. the use of the tools used is expected to motivate athletes in the implementation of exercise c. the modified smash skill training model and in this variety of exercises will also assist athletes in improving basic smash abilities as well as open smash abilities for novice athletes. research subjects the main research subjects in the exercises kill model smash volleyball in novice athletes with the following details: a) 6-12 athletes on small group trials; b) 30-100 athletes on large group trials; c) 30-200 athletes will be involved in the effectiveness test. the method used is research &development (r&d) from borg and gall. research on the development of volleyball smash skill training model in gladi jurnal ilmu keolahragaan, 12 (04), september228 agusdi, hernawan, yasep setiakarmawijaya novice athletes consists of several stages, with the following design steps: figure 2. adaptation and development procedure development procedure scheme (borg and gall, 1983) product design product development planning model volleyball smash skill training for novice athletes. 1. prefix 1-2 2. repulsion 1-2 3. punch 1-2 4. landing 1-2 5. smash open target 1-13 expert judgement expert review is conducted by three experts, consisting of volleyball experts (lecturers and also volleyball coaches). the validation is done on the design results in the form of writing and drawings. the results of the expert evaluation will be based on input in improving the design of the skill training model smash volleyball in novice athletes. if there is a revision will be made revisions, and if there are no revisions will be continued to the application directly in the field by a small group. small group try-out small group trials were conducted with a sample of 15-20 athletes. prior to the small group trials, the research subjects conducted initial tests in the form of tests aimed at knowing the techniques and abilities of athletes performing open smashes. the results of the input from small group trials were used as material to improve the practice model of volleyball smash skills in novice athletes. if there are revisions found at the trial stage of a small group, it will be revised immediately if there are no revisions will be continued in the larger group. field try-out field trials were conducted on more research subjects, namely as many as 30-200 high school-age beginner athletes. the conclusion of the field trials is the final foundation for the improvement and improvement of a new product of the volleyball smash skill training model in novice athletes. evaluation at this stage is the final evaluation of the model developed. research and information collecting planning develop preminary form of product preminary field testing operatinal field testing operational product revition main field testing main product revision final product revision dissemination and implementation gladi jurnal ilmu keolahragaan, 12 (04), september229 agusdi, hernawan, yasep setiakarmawijaya furthermore, the practice model of volleyball smash skills in novice athletes is considered worthy to be deployed or used. effectiveness test quantitative approach is used to find the effectiveness of the model with preexperimental research design in the form of the one group pretest-posttest design. the steps taken in this effectiveness test are as follows: (1) establishing the research subject group (r); (2) carrying out a pre-test of smash capability (q1); (3) provide treatment to research subjects by applying volleyball smash skill training model to novice athletes (p); (4) carry out post-test volleyball smash ability (q2); (5) look for the average pre-test and post-test scores and compare between them; (6) look for differences between the two averages through statistical methods (t-test) to determine whether or not there is a significant influence on the use of models. the steps in the effectiveness test can be described as following chart: figure 3. research design in model effectiveness test data analysis techniques the data collected is then used as material to find out the effectiveness of the skill training model smash volleyball in novice athletes developed. from the data of pre-test results and post-test model of smash skill training in novice athletes at the time of effectiveness test it is necessary to look for the difference between the two averages through the statistic method (t-test). the data was analyzed using t-tests to determine whether or not there was a significant influence on the use of developed models. the t-test procedure is as follows: t = x̅1 − x̅2 √ s1 2 n1 + s2 2 n2 − 2r [ s1 √n1 ][ s2 √n2 ] figure 4. t-test formula. information: b̅ : average difference sb : different standard deviations x1̅̅ ̅ : average x1 x2̅̅ ̅ : average x2 r : correlation coefficient s1 : standard deviation 1 s2 : standard deviation 2 s1 2:variance 1 s2 2:variance subject (r) pre-test (q1) treatment (p) post-test (q2) gladi jurnal ilmu keolahragaan, 12 (04), september230 agusdi, hernawan, yasep setiakarmawijaya results and discussion table 1. small group trial recapitulation results (n=20) no. indicators ∑× ∑×i % information 1 ease 1252 1440 87% very good 2 security 1238 1440 86% very good 3 attractiveness 1224 1440 85% very good 4 benefits 1252 1440 87% very good total 4966 5760 86% very good based on the results of small group trial recapitulation conducted by researchers can be concluded that as many as 18 models are eligible to be applied to large test processes table 2. large group trial recapitulation results (n=40) based on the description of the results of recapitulation on large-scale test treatment can be seen as a whole that the volleyball smash model for high school-age novice athletes is well categorized and can be applied and followed up and conducted model effectiveness tests. effectiveness of the model table 3. descriptive statistics n minimum maximum mean std. deviation pre test 40 6 20 12,8 3,976 post test 40 9 24 17,35 3,718 based on the table above it is known that in the pre-test value obtained the lowest smash total of 6 and the highest smash total of 20, while the average total smash pretest is 12.8 with a standard deviation of 3,976. then in the post-test value obtained the lowest total smash is 9 and the highest total smash of 24, while no. indicators ∑× ∑×i % information 1 ease 2304 2880 80% excellent 2 security 2332 2880 81% excellent 3 attractiveness 2361 2880 82% excellent 4 benefits 2361 2880 82% excellent total 9358 11520 81% excellent gladi jurnal ilmu keolahragaan, 12 (04), september231 agusdi, hernawan, yasep setiakarmawijaya the average total value of smash posttest is 17.35 with a standard deviation of 3,718. normality test to test whether the data distribution is normal or not, it can be done by looking at the normal probability plot chart and sapphire-wilk test. the value of the sapphire-wilk test is required to have a p value of > 0.05 to be declared normally distributed. here are the results of the normality test. table 4. normality test statistics df sig. pre test 0,949 40 0,071 post test 0,959 40 0,156 based on the table above the normality test results using saphiro-wilk test obtained a significant value of 0.071 on pre-test data and 0.156 in post-test data means greater than 0.05, it can be concluded that the data is normally distributed. furthermore, homogeneity tests are carried out. homogeneity test for this study will be used levene test, to test the homogeneity of variance whose data group is more than two. a significance value (p) > 0.05 means, homogeneous data groups (derived from populations with the same variance) and vice versa. here are the homogeneity test results. table 5. homogeneity test levene statistic df1 df2 sig. pre test post test 0,190 1 78 0,664 the criteria in the test is if significant (sig.) > 0.05 then there is no difference between the treatments. if significant (sig.) < 0.05 then there is a significant difference in treatment atar. based on the above output it is known that the significance value of 0.664 means greater than 0.05 so it can be concluded that the data is homogeny. t-test paired sample test the goal to be achieved in this study is to test the effectiveness of products developed in the form of a skill training model smash volleyball in novice athletes. here are the results of piered samples statistics. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 223-236 permalink/doi: https://doi.org/10.21009/gjik.124.02 table 6. piered samples statistics test mean n std. deviation std. error mean pre test 12,80 40 3,976 0,629 post test 17,35 40 3,718 0,588 based on the table piered samples statistics above obtained that the average value of pre-test smash is 12.80 while the average value of post-test smash is 17.35, meaning the average value of post-test smash is higher than the average value of pretest smash. to see the difference is significant or can not be seen in the following test paired samples test. table 7. piered samples test mean std. deviation std. error mean t df sig. (2tailed) pre test – post test -4,550 3,412 0,539 -8,435 39 0,000 based on the table above obtained the difference between the average value of pre-test smash with the average value of post-test smash is 4,550. then obtained the value of sig. (2-tailed) of 0.000 which means smaller < 0.05 means there is a significant difference between the average pretest smash value and the average posttest smash value. so, it can be concluded that the product developed in the form of a model of volleyball smash skill training in novice athletes is very effective. discussion the results prove that this model is effective for novice athletes with an average post test smash score of -4,550. then obtained the value of sig. (2-tailed) of 0.000 which means smaller < 0.05 means there is a significant difference between the average value of pretest smash with the average value of posttest smash. based on the results of the data analysis then the product developed in the form of a skill training model smash volleyball in novice athletes is very effective. the results of this study are in line with the results of research conducted by (hamdani, 2017) with the title "influence of variations of exercise on the smash skills of volleyball logas vc putra singing district kuantan singing gladi jurnal ilmu keolahragaan, 12 (04), september233 agusdi, hernawan, yasep setiakarmawijaya district". this study illustrates the effect of smash variation on smash skills with a percentage rate increase of 8.85%. product enhancements based on the results of the numbers in the table described in the previous sub can be concluded that the product of the skill training model smash volleyball for beginner athletes of high school age can be used and it is very feasible to apply to the process of volleyball training for high school age athletes. the product that has been developed is certainly there are drawbacks and advantages, in order to achieve the improvement of the following products inputs: a. it needs adjustments for athletes in doing volleyball smash model exercises. b. the tools used in training need more to be more comfortable and effective c. coaches should do examples of model movements in training, given the understanding of each athlete is different so that with the practice of the trainer can align the understanding of the model taught. product discussion the model products in this study have been studied and studied in depth by researchers and by severe experts in order to minimize deficiencies or weaknesses and make improvements to be a superior model product. the advantages in this model product include: a. this model is able to boost the spirit of athletes in smash exercises with many variations of exercise b. highly effective and efficient training model c. increase the smash volleyball athletes. d. this smash model can help trainers or teachers in training e. models are made from easy to difficult levels but still adapted to the characteristics of novice athletes f. in addition to references to the club g. athletes are also required to think quickly, appropriately. h. the models used are highly varied which can increase the level of enthusiasm of athletes in exercise. product limitations development research conducted in the study has been conducted to the maximum in accordance with the rules and abilities of researchers, this research still allows the absence of deficiencies or gladi jurnal ilmu keolahragaan, 12 (04), september234 agusdi, hernawan, yasep setiakarmawijaya limitations. the limitations are as follows: a. facilities and infrastructure used are still limited b. the scope of coverage in this study is still limited and not too wide c. the product used is far from perfect. d. the explanations and regulations in the smash model contained in this study have not been so detailed. conclusion based on the data obtained, from the results of field trials and discussion of the results of research can be concluded that: 1. this research produced the final product in the form of a smash volleyball skill training model for novice athletes 2. smash skill volleyball practice mode for novice athletes is very effective and efficient to improve the smash ability of novice athletes. references beutelstahl, d. (2008). belajar bermain bola voli. bompa, t., & buzzichelli, c. (2009). periodization training for sports3rd edition. retrieved from https://books.google.com/books?id =zb7goaeacaaj&pgis=1 chan, f. (2012). strength training, (1), 2. https://doi.org/https://www.onlinejournal.unja.ac.id/csp/article/view/ 703/631 dr.johansyah lubis, m. p. (2013). johansyah lubis,m.pd.pdf. effendi, h. (2016). peranan psikologi olahraga dalam meningkatkan prestasi atlet. nusantara (jurnal ilmu pengetahuan sosial, 1, 23–30. https://doi.org/http://jurnal.umtapsel.ac.id/index.php/nusantara/art icle/view/90/90 hamdani. (2017). pengaruh variasi latihan terhadap keterampilan smash bolavoli logas vc putra kecamatan singingi kabupaten kuantan singingi. konsentrasi pendidikan jasmani kesehatan dan rekreasi, 1, 3. https://doi.org/http://ejurnal.bungh atta.ac.id/index.php?journal=jfki p&page=article&op=view&path% 5b%5d=10300&path%5b%5d=8 600 harsono. 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(2021). defense warm-up exercise material for 13age athlete using video technology in covid-19 era. international journal of human movement and sports sciences, 9(4), 629–634. https://doi.org/10.13189/saj.2021.0 90404 p.gall, b. a. g. w. r. b. j. (1983). 3. jurnal borg and gall walter r. borg joyce p. gall.pdf. gladi jurnal ilmu keolahragaan, 12 (04), september236 agusdi, hernawan, yasep setiakarmawijaya parlindungan, d. p. (2017). the effectiveness of volleyball smash training, 1(november), 672. prasetiyo, k., pendidikan, s., rasyono, p. i. i., pd, s., pd, m., & pengembangan, k. (2017). kukuh prasetiyo , 2017 . “ pengembangan model pembelajaran smash bola voli terhadap ketrampilan smash pada siswa kelas viii smp negeri 1 muaro jambi ” . kesehatan fakutas ilmu keolahragaan universitas negeri pembimbing i faizal chan s . pd ., m . si latar, 4(5), 103–112. sandi, i. n. 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(2011). volleyball coaches behavior assessment through systematic observation. journal of human sport and exercise, 6(4), 585–593. https://doi.org/10.4100/jhse.2011.6 4.02 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 269-280 permalink/doi: https://doi.org/10.21009/gjik.124.06 game-based backhand tennis technique learning model to improve learning outcomes dio alif airlangga daulay1, iman sulaiman1, fatah nurdin1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. e-mail: dioalif48@email.com abstract the purpose of this study is to find out a learning model using a game-based tennis backhand skill model. the method used is research & development with mixed methods research approach that combines qualitative and quantitative methods. it is intended to be able to reach or process all data or information so that a comprehensive explanation will be obtained. the number of samples as many as 20 respondents. the steps taken in the trial include: (1) establishing a group of research subjects (2) carrying out pretest (3) trying the model that has been developed (4) carrying out post-test (5) looking for the average score of pretest and posttest and compared between the two (6) looking for the differences between the two averages through statistical methods (t-test) to find out whether or not there is a significant influence of the use of the model. the conclusion of this study is that game-based tennis backhand learning model can be developed and applied in the process of learning backhand techniques of tennis effectively and efficiently. keywords: learning model; backhand tennis; games; learning outcomes introduction the game of tennis is one of the activities that requires the skills of everyone in which there are several elements of physical components needed in the success of the game of court tennis. "components of physical condition include: strength (strength),speed (speed), endurance (endurance), muscle explosive power (muscular explosive power), agility (agility), balance (balance),flexibility (flexibility),and coordination (coordination)" (wibowo, 2017). based on the above statement, the supporting factors of the success of the game of tennis one of which is the physical component which is very influential in determining the success of the running of the game of tennis. "players who have strong arm muscle power will be able to hit the ball quickly and strongly. these physical abilities need to be trained in order to improve the ability of tennis techniques "(siahaan, 2017). almost all students who attend tennis lectures have difficulties, so the game of tennis is classified into difficult and complex types of mailto:dioalif48@email.com mailto:dioalif48@email.com mailto:dioalif48@email.com mailto:dioalif48@email.com gladi jurnal ilmu keolahragaan, 12 (04), september 270 dio alif airlangga daulay, iman sulaiman, fatah nurdin skills. "given the open nature of tennis play, these characteristics have preferentially described the cross court and or down the line strokes, often with similar impact locations, which in turn highlight scope for future investigative efforts" (reid et al. , 2013) . that's because tennis is influenced by others or environmental factors that are difficult to control. this means that tennis players while playing will never receive or hit the ball in the exact same place, but always move around where the ball falls. in addition, during the game of tennis the type of ball spin, bounce of the ball, direction and height, speed, and distance of the fall of the ball are difficult to estimate in advance by the receiver. tennis games are included in the type of open skill. that is, the environmental conditions of playing tennis are difficult to predict and controlled by tennis players. the factors that cause environmental conditions are difficult to predict and control during the game, among others are (1) opponents playing, (2) wind, and (3) sunlight (sukadiyanto, 2005). the basic techniques in playing tennis consist of several techniques that must be mastered by a tennis player, namely: service, groundstroke, volley, smash and lob. groundstroke punches include drive, slice, dropshot and half volley punch. backhand is a blow that is done after the ball bounces on the field where the ball is hit using the back of the hand starting with the open stand and back of the body forward until it becomes a follow-through with a contact point in front with the completion of the racket behind the right head if the back of the right hand grasping the racket will face the ball (roy et al., 2017). based on the above quote we can conclude that backhand punches are harder to implement than forehand punches, therefore the backhand becomes the second dominant punch in the game of tennis. there are currently two popular types of backhand punches: onehanded backhand and two-handed backhand. each punch has its advantages and disadvantages. however, nowadays twohanded backhand punches are more widely used by pro players because of their effectiveness. from the problems that have been explained, it is considered necessary to improve, creativity and innovation in the learning process, sports and health, especially in the backhand material of tennis courts. learning using the development of learning models can provide explanations to students well, and what factors can support the implementation of backhand mastery of tennis courts for beginners. gladi jurnal ilmu keolahragaan, 12 (04), september 271 dio alif airlangga daulay, iman sulaiman, fatah nurdin state of the art in research that will be conducted by researchers is to test the model of learning backhand tennis-based tennis game against the success of tennis learning at the university. this research uses the method of development (research & development) to produce a product that can help in the success of learning both in the form of books and cds. in the research that will be done there is a difference with previous research that only do backhand learning with drill, and as for others are not focused on the backhand but focus on groundstrokes. while in this study using different methods by focusing only on the backhand and using the game approach to improve the learning outcomes of tennis by taking a game approach in backhand learning is expected to make it easier for students in tennis learning to follow the learning and get the fun element but still in the learning indicators. king, kentel, &mitchell (2012) test the effectiveness of the ball impact and the strength of the hand grip against the backhand. the results show that the more impact the ball approaches the sweet spot which is in the middle of the racket then the blow will be much more effective compared when the impact of the ball is far away with the sweet spot. meanwhile (alexandros et al., 2013) more focused in the effectiveness of the backhand hands one and two for adult beginner category. in his research, it can be found that more effectively two-handed backhand compared to one-handed backhand, it is because the backhand of the two hands is more inclined towards the power and control of the ball. in its execution one hand backhand is easier to do than a two-handed backhand, but if we talk effectiveness then a two-handed backhand is far superior. genevois et al., (2014) found interesting things related to what factors affect the backhand in the real game. some of the factors are that the dominant backhand is used only to hold on while the backhand can also be a lethal weapon such as a forehand (iwatsuki et al, 2016). the differences in the use of one and two hand backhands in professional games include: one hand backhand focuses more opal control while the backhand of two hands is more towards power, where if in the realm of professional backhand two hands almost rival the one-handed backhand control, therefore the backhand of the two hands dominates more in the professional realm. (wibowo, 2017) find differences in changing learning and repetition of backhand abilities based on hand eye coordination. while (kinnerk et al. , 2018) researching game-based learning against a competitive team. of all the studies above the researchers concluded that the study focused only on the results of backhand punches not to gladi jurnal ilmu keolahragaan, 12 (04), september 272 dio alif airlangga daulay, iman sulaiman, fatah nurdin the process and the absence of approach methods of gaming in tennis learning, especially backhand. this time the research focuses more on backhand skills because the backhand is the second dominant blow and very difficult to learn. the execution of the punch is swung from across the body towards the front or use the back of the racket to hit the ball and the palm of the hand turned away from the ball. backhand has the location of the pedestal and kinematics of the corners of the wrist and racket, the off-longitudinal axis pedestal has a great effect on the kinematics of the racket and the angle of the wrist flexion while the lateral axis pedestal has a clearer impact. meanwhile (elliott et al., 1989) says "the top spin backhand drive is often the most potent weapon in advanced player arsenal" top spin backhand is a weapon in the game of toplevel players. beginner and intermediate athletes often have difficulty hitting backhand punches and junior players often have difficulty because they are not strong enough to perform blows. some professional tennis players prefer onehanded backhands while others like a twohanded backhand. thus, it has been proven over the years that both backhand punches can be very effective, depending on the individual. the evolution of backhand (bh) is one of the biggest changes in tennis over the last three decades. where a one-handed backhand (1bh) was almost exclusively a backhand option before the 1980s. but as the era of twohanded backhands changed more dominantly used in pro players' matches (brown, 2013). the average player is satisfied when mastering the backhand to the point of not being a problem in the game, whereas the backhand can be very effective in getting the same points as the forehand if it continues to be sharpened and trained. here are the stages of implementing a two-handed backhand and a one-handed backhand: two handed backhands ready stance a) racket held in front of the body parallel to the waist b) left hand placed on the neck of the racket c) both knees are bent slightly d) both legs are stretched shoulder-width apart with the weight pedestal on both legs e) the player must be in a relaxed position and focus on the ball to be dating backswing a) both shoulders rotate and both hips rotate. b) the handle changes when both shoulders are turning c) weight moved to the left leg d) the two hands are united e) the racket is below the height of the upcoming ball f) the end of the racket points towards the approaching ball gladi jurnal ilmu keolahragaan, 12 (04), september 273 dio alif airlangga daulay, iman sulaiman, fatah nurdin g) both knees are bent to help lift movement contact/impact point a) the player steps towards the approaching ball before swinging the racket b) right arm straight at the point of contact c) the point of contact is on the right hip d) the surface of the racket is at the edge of the contact point e) swing the racket from low to high follow-through a) after the point of contact swing punch continues to be done following the ball with a long swing up to the shoulder b) swinging from the ground up c) both hands end up above shoulder height d) the left foot is behind and the right foot is in front figure 1. two-handed backhand stage one handed backhand ready stance a) the racket is held in front with the position at waist height b) both knees are slightly bent c) both legs are stretched a cross the shoulders d) weight rests on both legs e) players should be in a relaxed position and focused on the ball to come backswing a) player twists both shoulders and hips towards net b) both legs are set sideways c) weight rests on the left leg d) racket pulled back with right hand position holding racket neck e) the position of the racket should be below the upcoming ball f) the end of the racket leads to an approaching ball g) both knees are bent to aid lifting movement contact/impact point a) the player steps towards the ball with his right foot before the swing begins b) the contact point is at waist height and in front of the right leg c) racket surface on the edge of contact d) swing trajectory from low to high follow through a) round shoulders and body continues to swing the racket b) right hand ends above shoulder height past right eye c) left hand straightens backwards for balance d) the view leads to where the ball goes e) the left leg is backwards and the right foot is in front figure 2. stage one-handed backhand punch game concept the game is a self-selected busyness without any element of coercion, without being urged by a sense of responsibility. the game has no specific purpose (arisman & noviarini, gladi jurnal ilmu keolahragaan, 12 (04), september 274 dio alif airlangga daulay, iman sulaiman, fatah nurdin 2021). the goal of the game lies in the game it self and can be achieved at play time. learners love to play because inside they have an inner urge and a self-developing urge. many scientists are interested in researching the game because they are aware of the importance of the role of the game in development. (musthofa et al., 2016) states that "play is a physical activity that is done voluntarily and earnestly to gain pleasure from doing the activity". while (prasetyo, 2016) argues, "game learning strategy is different from skill learning strategy, but it can be certain that both must involve modification or development to conform to the principles of dap (developmentally appropriate practice) and body scaling (physical size including physical ability)". akhiruyanto (2008) said “the approach of play will provide a development of diversity and quality of motion. this can be proven when presented various forms of interesting games, along with an emphasis on equality in the fight for skills (balance skill competences)". so the concept of the game is not only focused on providing variety and fun to learners, but also must achieve existing learning objectives. (hidayat, 2018) said that "one of the popular learning methods in the andragogy and effective approach to achieving learning objectives is learning by using games , or the process of learning through games. it can be said that games is one of the main methods in the learning process for adults. pedagogical advantage of games in adult learning is that games present a structured situation as an actual life situation". "the games approach is based on practice being as closely aligned with competition and requires a skillful analysis of the game by the coach. the games approach allows coaches to motivate athletes because practices are much more enjoyable more successfully the approach of the game is based on practices that are aligned with the competition and require skillful game analysis by the coach. the game approach allows coaches to motivate athletes because exercise is more fun and becomes more athlete-centered than coachcentered (okilanda et al., 2021) more successfully. kinnerk et al (2018) there are 3 phases in the development of gba (game based approach) from ancient times until now. phase 1 "teaching games to understand", "game tastes", "practice play" and "tactical game models". phase 2 is like; "athlete centered", "game performance assessment instrument" and "pedagogical training". phase 3 involves assessing selected publications on their ability to meet inclusion criteria: "electronically accessible english publications with the gladi jurnal ilmu keolahragaan, 12 (04), september 275 dio alif airlangga daulay, iman sulaiman, fatah nurdin availability of experimental/observational full text, peer review research studies explicitly state that the goal is to investigate specific forms of coaching pedagogy identified as gba (e.g. game sense), a study that takes place in a competitive team sports environment, not a physical education class. method the design of this research is designed using research & development that will produce a model of learning skills backhand tennis court with the following implementation steps. figure 3. adaptation development measures the goal is to test a learning model using a game-based tennis court backhand skills learning model. this learning model was developed in order to master backhand techniques related to several aspects, among others: 1. to obtain in-depth information about the process of implementing tennis backhand learning in students of physical education health and recreation faculty of sports sciences medan state university. 2. develop a backhand learning model on the tennis game. 3. obtain in-depth information about competencies, characteristics, and early abilities in the implementation of learning, especially in the backhand learning materials of tennis with learning development patterns for students on tennis materials. 4. the goal of this development research is to produce a product in the form of a gamebased tennis backhand skills learning model, so as to help the learning process in students, namely, to be more effective, efficient, and interesting. this research was conducted at the faculty of sports sciences, medan state university. the duration of the research was conducted for 3 months with details of needs analysis, model development planning, learning model design development, expert validation and model revision, small group trials and revisions, large group trials and revisions, feasibility and revision tests, dissemination and implementation of final products. results and discussion description of the findings in the field and in the analysis so that a formula of the results of the data has been collected. the resear ch and plan ning develo p premi nary operat ional oper ation main field main produ final product dissemi nation gladi jurnal ilmu keolahragaan, 12 (04), september 276 dio alif airlangga daulay, iman sulaiman, fatah nurdin following will be explained about the results of the analysis of needs and field findings by researchers: table 1. results of needs analysis and findings in field no. question item field findings 1. what are the obstacles for students in tennis learning? most students who take these tennis courses are beginners and on average have difficulty in backhand techniques. 2. is that taking this average tennis course of beginners? the average who takes a tennis course is a beginner. 3. during the course of engineering which is very difficult to master by students? students have a hard time doing backhand techniques. 4. is there a learning model specifically backhand? lack of a learning model specific to backhand 5. does it take a backhand learning model of tennis? it is needed, in order to increase the enthusiasm of students in following the learning. effectiveness test results to know the effectiveness of the product made carried out the implementation process by collecting effective test data using ttest with spss software. the effectiveness test was conducted with 20 students. table 2. effectiveness test results gamebased tennis backhand learning model no. name tennis pre test post test 1 subject 1 40 75 2 subject 2 35 80 3 subject 3 40 80 4 subject 4 20 75 5 subject 5 30 75 6 subject 6 30 75 7 subject 7 45 85 8 subject 8 40 80 9 subject 9 40 80 10 subject 10 40 85 11 subject 11 40 80 12 subject 12 50 90 13 subject 13 35 80 14 subject 14 40 80 15 subject 15 30 75 16 subject 16 40 80 17 subject 17 50 85 18 subject 18 45 80 19 subject 19 50 90 20 subject 20 40 85 average value 39 80.75 the average result of pre-test backhand learning on a tennis is 39. after being given the treatment of a backhand learning model of game-based tennis. then post-test will be known that student learning outcomes increased with an average result of 80.75. based on the description above, there are differences in the results of backhand learning of tennis between pre-test and post-test that the model developed is effective and can improve learning outcomes at state universities after gladi jurnal ilmu keolahragaan, 12 (04), september 277 dio alif airlangga daulay, iman sulaiman, fatah nurdin being calculated using the ibm spss statisticapplication. table 3. paired samples statistics mean n std. deviation std. error mean pair 1 pre test 39.0000 20 7.53937 1.68585 post test 80.7500 20 4.66651 1.04346 the results of a descriptive statistical summary before being treated with a pre-test data learning model showed that 20 subjects obtained mean 39.00, std. deviation 7.53 and std. error mean 1.68. after being given the treatment of the product model developed posttest data showed from 20 subjects obtained a mean of 80.75 std. deviation 4.66 and std error 1.043. that means the average value of backhand tennis chases has improved. table 4. paired samples correlations n correlation sig. pair 1 pre-test & post-test 20 .808 .000 correlation or relationship results between both pre-test and post-test variable data showed 20 subjects obtained correlations. in the signification test differences with spss applications statistic obtained results of th -40.011 and sig.( 2tailed) 0.00 > 0.05 which means there is a significant difference in the backhand learning model of game-based tennis. so it can improve the learning outcomes of backhand tennis. discussion product enhancements the game-based tennis backhand learning model is feasible to use and effective in improving student learning outcomes. the resulting product is a game-based tennis backhand learning model still has some shortcomings that researchers will describe for the achievement of product improvement that will be produced. a) the learning model must be simpler and easier to understood so that it is easy to understand in its implementation b) in the implementation of duration and time must be considered in order to learn more effectively and efficiently c) game variations should be made more interesting so that students are more motivated in learning product discussion game-based tennis backhand learning models are created to be a reference or reference of tennis learning with different learning variations to assist in learning. this table 5. paired samples test paired differences t df si g. (2tai le d) mea n std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 pre test post test 41.7 5000 4.6665 1 1.043 46 43.9339 9 39.5660 1 40.01 1 19 .0 00 gladi jurnal ilmu keolahragaan, 12 (04), september 278 dio alif airlangga daulay, iman sulaiman, fatah nurdin learning model is prepared based on the analysis of the needs in the field. products that have been evaluated with some weaknesses that exist and revised products in order to be a good final product, then can be conveyed some advantages of this product as follows: a) products that facilitate learning variations b) the product provides fun and competitive learning of learners in its implementation c) this learning model is useful in improving learning outcomes, especially backhand tennis d) this product is the first product that specializes in game-based backhand movements product limitations this study is made as best as possible in order to get the perfect results according to the limits of the ability possessed by researchers, but in every ability a person must have limitations. admittedly in this study there are many shortcomings, therefore researchers will put forward these limitations as follows: a) this research can be done in a wider scope than it should be b) this study does not cover all the techniques of tennis but rather focuses only on the backhand movement of tennis c) media and variations in learning models are many more that can be used conclusion game-based tennis backhand learning model can be developed and applied in the process of learning backhand techniques of tennis then research data from the game-based tennis backhand learning model that is done to obtain effective and efficient results in the learning process of tennis. references akhiruyanto, a. (2008). model pembelajaran pendidikan jasmani. seling: jurnal program studi pgra, 5(november), 29– 33. https://doi.org/https://doi.org/10.21831/jp ji.v5i2.456 alexandros, m., christina, k., nikolaos, g., & konstantinos, m. (2013). effectiveness of backhand with one and two hands in teaching adult men beginners in tennis. journal of physical education and sport, 13(3), 415–418. https://doi.org/10.7752/jpes.2013.03066 arisman, a., & noviarini, t. (2021). tabata workout dalam meningkatkan kebugaran atlet panahan. halaman olahraga nusantara (jurnal ilmu keolahragaan), 4(1), 12–22. brown, j. (2013). tennis : steps to success fourth edition (4 ed.). usa: human kinetics. elliott, b., marsh, a. p., & overheu, p. (1989). the topspin backhand drive in tennisa biomechanical analysis. journal of human movement studies, 16(1), 1–16. genevois, c., reid, m., rogowski, i., & crespo, m. 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(2012). the effects of ball impact location and grip tightness on the arm, racquet and ball for one-handed tennis backhand groundstrokes. journal of biomechanics, 45(6), 1048–1052. https://doi.org/10.1016/j.jbiomech.2011.1 2.028 kinnerk, p., harvey, s., macdonncha, c., & lyons, m. (2018). a review of the gamebased approaches to coaching literature in competitive team sport settings. quest, 70(4), 401–418. https://doi.org/10.1080/00336297.2018.1 439390 musthofa, b., subroto, t., & budiana, d. (2016). implementasi pendekatan bermain dalam pembelajaran aktivitas berlari the implementation of play approach in run activity learning. 1(1), 48–56. https://doi.org/10.17509/jpjo.v1i1.3663 okilanda, a., dlis, f., humaid, h., putra, d. d., arisman, a., & muslimin, m. (2021). defense warm-up exercise material for 13-age athlete using video technology in covid-19 era. international journal of human movement and sports sciences, 9(4), 629–634. https://doi.org/10.13189/saj.2021.090404 prasetyo, k. (2016). penerapan pendekatan bermain untuk meningkatkan hasil belajar lompat jauh gaya jongkok pada siswa kelas 5 sekolah dasar. scholaria : jurnal pendidikan dan kebudayaan, 6(3), 196. https://doi.org/10.24246/j.scholaria.2016. v6.i3.p196-205 reid, m., elliott, b., & crespo, m. (2013). mechanics and learning practices associated with the tennis forehand: a review. journal of sports science and medicine, 12(2), 225–231. roy, f. seff, marison, w., & wijaya, y. s. (2017). tingkat keberhasilan groundstroke forehand dan backhand pemain tim nasional tenis lapangan indonesia pada pertandingan davis cup antara indonesia vs vietnam maret 2016 di solo. jsce jurnal ilmiah sport coaching and education, 1(1), 29–43. https://doi.org/https://doi.org/10.21009/js ce.01103 siahaan, d. (2017). perbedaan pengaruh latihan horizontal swing dan latihan side laeral raise terhadap power otot lengan dalam permainan tenis lapangan.1(2),99– 108. https://doi.org/https://doi.org/10.24114/jp .v1i2.8060 stanbrough, m. (2012). the games approach: having fun while accomplishing goals. jornal of coaching education, 5(2), 78–92. https://doi.org/https://doi.org/10.1123/jce. 5.2.78 sukadiyanto, s. (2005). prinsip-prinsip pola bermain tenis lapangan. jurnal olahraga prestasi, 1(2), 261–281. wibowo, r. a. t. (2017). perbedaan pengaruh model pembelajaran berganti dan backhand tenis lapangan ditinjau dari koordinasi mata-tangan. jurnal ilmiah penjas, 3, no.2(2, issn : 2442-3874), 11–26. 37 pengembangan model latihan lari cepat berbasis multilateral untuk anak sekolah dasar rizky nurulfa1 abstrak, tujuan dari penelitian ini adalah mengembangkan dan menerapkan model latihan lari cepat berbasis multilateral untuk anak sekolah dasar. memperoleh data empiris tentang efektivitas dan hasil penerapan pengembangan model latihan lari cepat. penelitian dan pengembangan model ini menggunakan model dari borg and gall. hasil analisis kebutuhan menunjukan bahwa model latihan lari cepat untuk anak sekolah dasar sangan dibutuhkan oleh pelatih dan guru pendidikan jasmani. hasil uji coba kelompok kecil ditelaah dan dikonsultasikan kepada ahli dan dinyatakan layak dan dapat dipergunakan dalam uji coba kelompok besar . hasil uji coba kelompok besar dievaluasi oleh para expert sehingga 25 model latihan lari cepat berbasis multilateral ini layak dan digunakan untuk melatih anak sekolah dasar model yang dikembangkan dinyatakan efektif dan dapat digunakan . berdasarkan dari hasil perbandingan antara pre test dan post test yang diberikan kepada siswa diperoleh t hitung sebesar 7,79 dan t tabel = 1,695 sehingga dapat disimpulkan terdapat perbedaan hasil antara sebelum dan sesudah diterapkan model pengembangan lari cepat berbasis multilateral untuk anak sekolah dasar kata kunci : model pengembangan, atletik anak, lari cepat dan multilateral 1 rizky nurulfa adalah mahasiswi pascasarjana pendidikan olahraga unj kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (01) 2017, 37 48 permalink/doi: https://doi.org/10.21009/gjik.081.03 gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 38 pendahuluan olahraga merupakan hal yang sangat penting dalam perkembangan anak, dengan olahraga yang teratur dapat mendukung kemampuan berkonsentrasi anak terhadap pelajaran lain di sekolah. dengan berdasar pengetahuan ini sudah seharusnya sekolah yang mengembangkan kegiatan olahraga secara teratur dan berkesinambungan, idealnya 2 kali dalam satu minggu melakukan aktivitas olahraga bukan hanya dalam kegiatan pembelajan tetapi juga dalam kegiatan-kegiatan diluar jam pelajaran seperti kegiatan ekstrakurikuler. keterbatasan waktu dalam melakukan aktivitas fisik dalam pelajaran pendidikan jasmani akan mendorong anak-anak untuk menambah aktivitas fisik baik itu melalui program latihan tambahan pribadi atau mengikuti ekstrakurikuler di sekolah. dengan tujuan untuk mempelajari aktivitas olahraga yang baru ataupun untuk memenuhi kebutuhan akan gerak. tujuan ini yang akan mempengaruhi cara berlatih anak, anak-anak yang ingin mempelajari aktivitas olahraga baru akan cenderung fokus mengikuti latihan hingga anak tersebut mencapai kemampuan yang diharapkan, akan tetapi untuk anak yang mengikuti kegiatan ekstrakurikuler olahraga dengan tujuan memenuhi kebutuhan gerak saja, akan mengikuti latihan yang dianggap menyenangkan saja. anak-anak bukan hanya sekedar bentuk lebih kecil orang dewasa. anak memiliki kemampuan dan kebutuhan yang sangat khusus. salah satu persoalan utama dalam olahraga anak adalah kurangnya pengetahuan pada pihak pelatih dan orangtua tentang bagaimana anak-anak tumbuh dan berkembang. mengerti akan tahap-tahap tumbuh kembang adalah sangat berguna bagi pelatih. anak-anak dapat menikmati hal-hal yang disuguhkan sebagai permainan dan mereka belajar lebih banyak lagi. permainan dapat menjadi alat yang berguna bagi pelatih untuk digunakan demi kepentingannya. meraih prestasi dan perjuangan untuk mencapai sukses, yang dipancarkan dalam kompetisi adalah rizki nurulfa.. pengembangan model latihan lari cepat....................... 39 tujuan utama olahraga. akan tetapi kompetisi bagi anak-anak berbeda dengan atlet dewasa, kompetisi ini bertujuan untuk merangsang anak dapat menampilkan ketangkasan atau skill dan belajar untuk mendapatkan pengalaman mensikapi kemenangan dan kekalahan. untuk mengembangkan kemampuan berkompetisi dalam atletik berarti merubah peraturan kompetisi yang sesungguhnya menjadi lebih menarik dan menyenangkan untuk anak. mengemas bentuk pertandingan menjadi bentuk festival olahraga anak yang dimodifikasi dan dikresikan sesuai dengan kebutuhan anak. bentuk permainan adalah bagian utama dalam pembelajaran gerak di sekolah dasar. untuk membuat pembelajaran yang menarik, pelatih harus membuat design pembelajaran yang menyenangkan, pembelajaran harus dibuat agar setiap siswa dapat mengembangkan percaya diri dan kompetensi yang dimilikinya. permainan dalam latihan yang menantang dan memberikan pengalaman baru sangat disukai anak berlari merupakan aktivitas fisik yang sering dilakukan anak. merupakan salah satu gerak dasar yang dipelajari anak bersama dengan gerak dasar lainnya yang penting untuk perkembangan anak. akantetapi apabila anak mempelajari gerak lari secara lebih intensif anakank akan merasa bosan dan kelelahan. untuk itu pelatih harus mengkreasikan bentuk latihan lari ke dalam gabungan gerak yang beraneka ragam (multilateral) ataupun mengemas permainan dengan alat-alat yang menarik agar anak tertantang untuk mengikuti latihan lari cepat sesuai dengan karakter usia dan kemampuan fisik anak tersebut. tujuan dari penelitian ini mengembangkan model latihan atletik yang diadopsi serta lakukan penyesuaian dengan nomor-nomor yang dilombakan pada lomba atletik untuk anak yang dibuat oleh iaaf(international association of athletics federation) , khususnya pada nomor lari. disamping itu penelitian dan pengembangan model latihan lari cepat ini untuk memperoleh informasi secara mendalam tentang efektivitas gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 40 dan antusias anak dengan penerapan model latihan lari cepat berbasis multilateral yang peneliti buat. penelitian dan pengembangan ini menggunakan model pengembangan borg and gall. pengembangan model saat ini menjadi penelitian yang sering dikembangkan di dunia pendidikan, baik itu untuk membuat produk baru ataupun memperbaiki dan mengevaluasi produk yang telah ada. model merupakan suatu gambaran dari pada kenyataan yang dimaksud untuk menerangkan perilaku dari pada apa yang digambarkan tersebut. model dirancang untuk menjelaskan aspekaspek suatu persoalan atau lingkup persoalan dan dapat menjelaskan hubungan-hubungan yang penting. menurut seels dan glasgow yang dikutif punaji model adalah permujudan visual atau verbal dari suatu proses rancangan pembelajaran yang digunakan untuk mengarahkandan melengkapi rancangan dalam berbagai latar pendidikan dan pelatihan (2010:224). berikut beberapa model pengembangan yang digunakan dalam penelitian ini. borg and gall mengemukakan bahwa research and development / (r&d) is an industry based development model in which the findings of research are used to design new products and procedures, which then are systematically fieldtested, evaluated, and refined until they meet specified criteria of effectiveness, quality or similar standars (2007:598).yang artinya model penelitian pengembangan berbasis industridimana temuan dari penelitian digunakan untuk merancang produk baru dan prosedur, yang kemudian secara sistematis diuji lapangan, dievaluasi, dan disempurnakan sampai memenuhi kriteria tertentu dari efektivitas, kualitas atau standars serupa. menurut borg & gall seperti sebagai berikut (1) research and information collecting (2) planning, (3) develop preliminary form of product, (4), preliminary field testing (5) main product revision, (6) main field testing (7) operasional product revision (8) operasional field rizki nurulfa.. pengembangan model latihan lari cepat....................... 41 testing, (9)final product revision (10) dissemination and implemenation (2007:169-170). menurut richey dan klein design and development research seeks to create knowledge grounded in data systematically derived from practice (2011:124). yang berarti desain dan penelitian pengembangan bertujuan untuk menciptakan pengetahuan didasarkan pada data yang sistematis berasal dari praktek. tahapan model selanjutnya dengan lima langkah operasional dikemukakan oleh rothman yang dikutif oleh nusa putra bahwa terdiri dari enam tahan material stages yang berkait : (1) tahap i adalah pengamatan tertentu terhadap masalah pendidikan (2) langkah operesional adalah umpan balik, kodifikasi dan generalisasi (3)tahap ii adalah temuan konsensus, generalisasi dan proposisi didasarkan pada hukum dan prinsip dari kajian dan teori menggunakan metodologi atau subjek lain yang disintesiskan. (4)tahap iii konsep aplikatif ini merupakan output dari siklus translation coversion design. (5)tahap operasional (6) tahap iv merupakan aplikasi konsep dalam bentuk desiminasi terbatas (7) tahap v praktisi dan outcome kebijakan, desertai konsep yang telah dikaji, difusi media. (8) langkah operasional produksi dan difusi luas (9) tahap vi penggunaan luas, konsep dan model harus dikomunikasikan secara efektif dalam penggunaan produk ( 2011:123124) model pengembangan yang dikembangkan oleh s. thagarajan, dorothy s, semmel, dan melvyn i. semmel yang dikutif oleh hamdani hamid adalah model pengembangan 4d terdiri atas empat tahap utama, yaitu: define, design, develop, disseminate (2013:193-195) dengan penjelasan model pengembangan pembelajaran menurut dick dan carey yang dikutif oleh hamdani hamid bahwa model yang didasarkan pada penggunaan pendekatan sistem terhadap komponenkomponen dasar dari desain sistem pembelajaran. dengan tahapan sebegai berikut: (1) identifikasi tujuan ( identify gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 42 instuctional goals), (2)melakukan analisis instruksional (conducting a goal analysis), (3) mengidentifikasi tingkah laku awal/ karakteristik siswa (identify entry behaviours, characteristic), (4) merumuskan tujuan kinerja (write performance objectives), (5)pengembangan tes acuan patokan (developing criterian referenced test), (6)pengembangan strategi pengajaran(develop instructional strategy), (7) pengembangan atau memilih pengajaran (develop and select instructional materials), (8) merancang dan melaksanakan evaluasi formatif (design and conduct formative evaluation), (9) menulis perangkat (design and conduct summative evaluation, (10) revisi pengajaran (instructional revitions) (2013:4) dari kelima rancangan model pengembangan ini yang akan peneliti gunakan dalam mengembangkan model latihan lari cepat adalan desain dari borg & gall karena tahapan jelas serta melelui proses validasi ahli. bermula dari penemuan potensi dan masalah mengenai kejenuhan anak terhadap latihan lari cepat yang dikemas dalam sesi latihan yang monoton dan tidak menarik, tahapan ke dua yaitu mengumpulkan informasi tentang tujuan anak mengikuti kegiatan aktivitas fisik dan karakteristik gerak anak, kemudian peneliti mendesain program latihan anak yang disesuikan dengan karekteristik usia 610 tahun, dan proses selanjutnya akan di validasi, perbaikan desain, uji coba produk, revisi produk, uji coba pemakaian, revisi produk dan produksi massal. pengembangan model latihan adalah merupakan proses jangka panjang secara kontinu dan berubah secara terus menerus, karena pengembangan model latihan berkaitan dengan pengembangan atletnya, model tersebut harus dievalusi dan dimodifikasi secara kontinu dalam melihat respon ilmu pengetahuan, level perkembangan atlet dan pengukuran kemajuan atlet. pengembangan model latihan diawali dengan menganalisis secara detail literatur keilmuan cabang olahraga dengan karakteristik fisik atlet. rizki nurulfa.. pengembangan model latihan lari cepat....................... 43 pengembangan model yang dikembangkan dalam penelitian ini adalah latihan lari cepat dengan berbasis pada pengembangan multilateral. pengertian multilateral dikemukakan oleh johansyah lubis sebagai pengembangan fisik secara keseluruhan (2013:20) . melalui pengembangan ini anak-anak melalukan gerakan alami serta pengembangan biomotorik seperti kecepatan, flexibilitas, kelincahan, koordinasi serta keseluruhan aspek kebugaran secara umum. hal serupa dikemukakan oleh james tangkudung bahwa pengembangan multilateral penting bagi anak-anak untuk mengembangkan berbagai keterampilan dasar yang dapat membantu anak menjadi atlet dalam memenuhi latihan cabang olahraga khusus (2012:8). latihan dasar yang dikembangkan diantaranya adalah lari/ jalan, melompat, melempar, menangkap, berguling dan menjaga keseimbangan tujuan serta sasaran utama dari latihan adalah untuk membantu atlet meningkatkan keterampilan dan prestasinya semaksimal mungkin. akan tetapi perlu di ingat pula bahwa latihan anak ini harus bersifat menyenangkan karena apabila mereka sudah nyaman dengan demikian mereka anak mengulangnya kembali, hal ini seperti dikemukakan oleh stephen j. virgilio bahwa ‘young children are naturally active. they love to play and express themselve through movement.take advantage of this to promote fitness fun. keep in mind that if children think an activity is fun and enjoyable, they will repeat it over and over again (2012:26) setiap proses latihan yang dilakukan memerlukan tujuan dan sasaran yang hendak dicapai. sasaran latihan diperlukan sebagai pedoman dan arah yang menjadi acuan oleh pelatih maupun atlet dalam menjalankan progam latihan. adapun sasaran latihan tahap awal menurut dwi hatmisari ambarukmi yaitu perkembangan multilateral yaitu atlet memerlukan pengembangan fisik secara menyeluruh berupa kebugaran (fitnes) sebagai dasar pengembangan gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 44 aspek lainnya yang diperlukan untuk mendukung prestasinya. bompa berpendapat bahwa latihan untuk pengembangan fisik umum meletakkan dasar untuk pelatihan lebih lanjut dengan meningkatkan kualitas gerak dasar yang merupakan komponen utama dari program multilateral (2009:26). dengan demikian dapat disimpulkan bahwa program latihan multilateral merupakan pondasi dasar dari latihan pengembangan fisik umum sehingga harus di berikan pada anak. menurut penjelasan diatas sasaran latihan anak pada tingkat sekolah dasar terletak pada perkembangan multilateral yaitu pengembangan fisik secara keseluruhan. pendekatan secara bertahap untuk pengembangan atlet dengan prinsip multilateral menuju latihan spesialisasi sesuai dengan kematangan merupakan syarat dalam memaksimalkan penampilan atlet. atletik dapat meningkatkan kualitas fisik siswa sehingga lebih bugar, namun tidak jarang atletik menjadi kegiatan yang membosankan (yudha m. saputra, 2001:4). khususnya nomor lari. untuk itu materi latihan lari haruslah dikreasikan dengan bentuk yang menarik dan menantang untuk anak. nomor lari jarak pendek merupakan nomor yang membutuhkan kekuatan dan kecepatan maksimal dari garis start hingga garis finish. pengertian mengenai lari jarak pendek adalah “semua nomor lari yang dilakukan dengan kecepatan penuh, sepanjang jarak yang harus ditempuh”( kementerian pendidikan dan kebudayaan, 2014:29). pendapat serupa ben dunville, lioyd howey dan ron parker bahwa sprinting is beginning in a stationary position, the objective of sprinting is to move from the starting position to the finish line as quiclky as possible ( 2006:8). yang artinya adalah lari cepat dimulai dari posisi yang stabil (seimbang) tujuan berlari cepat adalah bergerak dari posisi awal hingga akhir yang memungkinkan. pada konsep pengembangan lari cepat ini peneliti bertujuan untuk meningkatkan minat anak terhadap rizki nurulfa.. pengembangan model latihan lari cepat....................... 45 olahraga atletik, karena melalui program latihan yang menarik, kreatif dan menantang yang disesuaikan dengan kemampuan gerak, anak akan antusias mengikuti latihan lari cepat serta merasa tertantang untuk menyelesaikan rintangan yang menarik. dengan pengembangan model ini pula peneliti berharap agar meningkatkan kemampuan, karena model pengembangan latihan ini pula mencakup materi pengembangan gerak multilateral anak, dan khususnya sebagai penunjang dalam melakukan lari cepat. konsep pengembangan model yang disusun oleh peneliti dalam melatih lari cepat pada anak dengan berbasis latihan multilateral berisi latihan gerak dasar lari yang dikombinasikan dengan gerakan dasar, lompar,lempar, tangkap, keseimbangan,dan komponen biomotorik lainnya sebanyak 25 model latihan lari cepat berbasis multilateral untuk anak sekolah dasar. metode penelitian penelitian ini bertujuan untuk mengembangkan model latihan lari cepat pada anak tingkat sekolah dasar. secara khusus yang akan digunakan peneliti dalam memberikan materi latihan kids athletics di sekolahsekolah internasional dan nasional plus di jakarta, khususnya di singapore internasional school kelapa gading jakarta utara, singapore internasional school pantai indah kapuk jakarta barat dan sekolah academy college goverment jakarta selatan. adapun tujuan lebih rinci dari penelitian ini adalah : 1. mengembangkan model pengembangan lari cepat berbasis multilateral untuk anak usia sekolah dasar. 2. meningkatan hasil lari cepat siswa untuk anak sekolah dasar. tujuan akhir dari penelitian ini adalah untuk menghasilkan model latihan yang dapat digunakan dalam proses latihan kids athletics ataupun pembelajaran atletik khususnya pada materi lari cepat. metode yang akan digunakan dalam penelitian ini adalah penelitian dan pengembangan ( research and development / (r&d) yaitu yang gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 46 bertujuan menghasilkan produk tertentu yang dianggap andal karena telah mengalami pengkajian yang sesuai dengan kebutuhan masyarakat. rancangan atau desain model yang peneliti kembangkan adalah rancangan pengembangan yang dikemukakan borg and gall gambar 1 : rancangan design r& d borg & gall dengan penjelasan sebagai berikut 1. riset dan pengumpulan informasi, r&d dapat berangkat dari adanya potensi dan masalah. masalah yang terdapat ditemukan dipenelitian pendahuluan. peneliti melakukan observasi, angket dan wawancara tentang kebutuhan gerak siswa dan permasalahan yang dihadapi pelatih. 2. perencanaan, setelah potensi dan masalah dapat ditunjukan secara faktual, selanjutnya perlu dikumpulkan berbagai informasi yang dapat digunakan sebagai bahan untuk perencanaan. 3. pengembangan produk, peneliti mendesain produk pengembangan model latihan lari cepat yang disesuaikan dengan kebutuhan gerak dan karakteristik pada usia 6-10 tahun. 4. uji lapangan produk awal, uji coba lapangan awal dilakukan di singapore international school pantai indah kapuk jakarta barat kelas 1-2 sebanyak 10 anak. 5. berdasarkan hasil analisis produk awal tersebut direvisi sehingga menjadi produk yang lebih baik, diperbaikai atau direvisi setelah diketahui kelemahannya. 6. uji lapangan terhadap produk yang diperbaiki dalam skala yang luas tahap uji coba yang dilakukan dalam penelitian ini adalah uji coba terbatas. ini akan diberikan kepada siswa yang mengikuti ekstakurikuler atletik di singapore international school pantai indah kapuk jakarta barat pada kelas 3-5 berjumlah 22 anak 7. revisi produk berdasarkan hasil uji produk pada kelompok besar tersebut. hal ini dilakukan untuk mengetahui rizki nurulfa.. pengembangan model latihan lari cepat....................... 47 apakah pengembangan model latihan lari cepat ini efektif atau dapat meningkatkan kemampuan gerak dasar lari cepat. 8. uji coba kelompok besar di singapore international school kelapa gading jakarta utara pada kelas 1-4 berjumlah 21 anak dan di sd academy college goverment jakarta selatan berjumlah 10 anak dengan total dikedua sekolah tersebut 31 anak 9. revisi akhir produk berdasarkan hasil analisi data uji lapangan terakhir revisi produk, apabila ada kekurangan dalam penggunaan dalam kondisi yang sesungguhnya, maka produk diperbaiki. 10. desiminasi dan melaporkan produk akhir hasil penelitian dan pengembangan setelah diperbaiki hasil akhirnya. hasil dan pembahasan peneliti melakukan tes awal sebelum pemberian model latihan lari cepat dan setelah pemberian model latihan sebanyak 25 model dengan menggunakan tes akhir lari cepat 40 meter dari total antara hasil pre test dan post test yang diperoleh pada uji kelompok besar dengan melakukan tes lari 40 meter, yang sebelum diberikan penerapan model latihan lari cepat berbasis multilateral dengan total waktu 353,44 detik kemudian setelah penerapan model menjadi lebih cepat menjadi 317,14 detik. data tes awal sebelum penerapan model latihan lari cepat berbasis multilateral diperoleh skor terendah 17,54 detik dan skor tertinggi 9,09 detik dengan rata-rata = 11,40 detik. data tes akhir setelah penerapan model latihan lari cepat berbasis multilateral diperoleh skor terendah 16,87 detik dan skor tertinggi 7,06 detik dengan rata-rata = 10,33 detik. dari data di atas dapat dilihat bahwa t hitung = 7,79 dan t tabel = 1,695 maka disimpulkan bahwa t hitung lebih besar dari t tabel sehingga pengembangan model latihan lari cepat berbasis multilateral ini efektif dan dapat meningkatkan kemampuan lari cepat pada anak usia sekolah dasar. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 48 kesimpulan berdasarkan pada data yang diperoleh dari hasil ujicoba kelompok kecil, uji lapangan serta pembahasan hasil penelitian, maka dapat diambil kesimpulan bahwa 1. pengembangan model latihan lari cepat ini membantu pelatih dalam peleksanaan proses latihan secara efektif dan efisien 2. melalui model pembelajaran yang diberikan dapat menghasilkan peningkatan hasil lari cepat pada siswa usia 6-10 tahun. daftar pustaka dunville, ben lioyd howey dan ron parker. 2006. run jump throw. canada : athletics canada. hamid, hamdani. 2013. pengembangan sistem pendidikan di indonesia bandung : pustaka setia. lubis, johansyah. 2013. panduan praktis penyusunan program latihan. jakarta : kharisma putra utama. lumintuarso, ria. 2011 peralatan olahraga anak yogyakarta :uny press. putra, nusa. 2011. researh and development. jakarta : raja grafindo persada. richey dan klein. 2011 design and development research. london : lawrence erlbaum associates. saputra, m. yudha. 2001. konsep dasar atletik. jakarta :direktorat jendral olah raga. tangkudung, james dan wahyuningtias puspitorini. 2012. kepelatihan olahraga pembinaan prestasi olahraga, jakarta : cerdas jaya. virgilio, stephen j. 2012. fitness education for children. united state of america : human kinetic. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 219-232 permalink/doi: https://doi.org/10.21009/gjik.125.09 integrated athlete acceleration program (paket) potential sports of koni depok lutfia dzulfani1, gustiana mega anggita1 sport science study program, universitas negeri semarang, faculty of sport science, sekaran gunungpati, semarang coresponding email: dzulfanilutfia@students.unnes.ac.id abstract this study aims to determine the achievement development program run by koni depok including the recruitment of human resources for athletes and coaches, the implementation of the coaching program, the completeness of facilities and infrastructure as well as the performance of the management organization in the integrated athlete acceleration program (paket) using qualitative descriptive method. data collection methods used are observation, interviews, and documentation. the research targets consisted of 5 athletes, 5 coaches, and 5 sports administrators from 5 sports that run. check the validity of the data by triangulation of sources and methods. data analysis techniques used are data collection, data reduction, data presentation, and drawing conclusions. the results of the study: 1) the recruitment system for athletes and coaches is not good, the recruitment of athletes using a track record of achievement and coaches with coaching certification. 2) the implementation of paket coaching can be said to be good, the coaching stage is carried out to foster athletes and provide an ideal training program. 3) the completeness of the facilities and infrastructure provided is not adequate and is still not standardized. 4) the performance of the management organization in paket can be said to be running well according to the duties and obligations. keywords: implementation; coaching program; koni depok. mailto:dzulfanilutfia@students.unnes.ac.id gladi jurnal ilmu keolahragaan, 13 (02), juni220 lutfia dzulfani, gustiana mega anggita introduction according to uu no 3 tahun 2005 pada pasal 20 ayat 3, it is stated that sports achievements are carried out through a process of coaching and development in a planned, tiered, and sustainable manner with the support of sports science and technology. according to (saputra & subagio, 2017) achievement sports are sports activities that are carried out and managed professionally with the aim of obtaining optimal performance in sports, from regional, national, to international levels, having the requirements to have a level of fitness and have skills in one of the mastered sports, of course it is different and must be superior to non-athletes. coaching must be carried out in a programmed manner through programs that are structured systematically and continuously with a structured time and have clear objectives. kementrian negara pemuda dan olahraga republik indonesia (kemenegpora ri) in (effendi, 2016) stated that achievement can be achieved if it fulfills several components such as potential athletes who will be fostered by the coach to fulfilled the training facilities and infrastructure as well as the welfare needs of coaches and athletes, attention is needed from the coaches/master management of the sports branch. to see and evaluate the results of achievement development, it is necessary to provide trials by conducting competitions and try out both domestically and abroad with the aim of measuring the ability to compete and maturity as the build of technical, physical, and mental competition. but keep in mind that the activities of the components above can only run if they are supported by professionals and their use must be full of responsibility. one of the supporting factors in accomplish the achievement is from themself and through achievement coaching program. this is because the success or failure of the target in achieving achievement depends on the coaching program run by the athlete. efforts to pursue an achievement can be carried out through coaching athletes, in coaching athletes it is necessary to consider the characteristics of athletes who are nurtured both physically, technically, tactics, psychology, facilities and infrastructure, as well as the conditions of the coaching environment aimed at the coaching process towards maximum achievement (nugraheni et al. al., 2017). coaching gladi jurnal ilmu keolahragaan, 13 (02), juni221 lutfia dzulfani, gustiana mega anggita must be carried out continuously, consistently and in stages from an early age to adulthood, besides that talent search also has a very large influence, ranging from finding talented athletes to coaching talent and achievements and scientific sports assistance is also needed in producing talented athletes (prasetyo, 2018). in chasing maximum achievement, the sports coaching system in indonesia is carried out through stages, including through the massing, maturing, and achievement development stages. 1) ignition stage. according to (nugraha & pratama, 2019) quoted by (wahjoedi, 2009) the success of the sports problem stage will greatly contribute to the emergence of athlete that have the potential to be fostered and developed further; 2) the nursery stage. (sari et al., 2017) stated that nursery is a pattern that is applied in an effort to capture talented athletes who are scientifically researched, to achieve high achievements in the future, nursery efforts are carried out to find individuals who have potential; 3) stage of achievement development. at this stage, coaching is the main activity carried out, starting from the implementation of training programs to how organizational management is carried out in developing overall performance. one of the sports achievement development organizations that play a role in improving achievement is the national sports committee of indonesia (koni). the national sports committee of indonesia (koni) is the only sports organization authorized to assist the government in managing, fostering, and coordinating all activities related to sports achievement. according to (pahlepi, 2019) the national sports committee of indonesia (koni) has several tasks, that is planning, coordinating, and implementing coaching and improving athlete performance, the performance of referees, coaches and managers, to realize sports achievements from national to international achievements, as well as help strengthen unity and national unity in the context of elevating indonesia's dignity in the international arena. the national sports committee of indonesia (koni) in depok is a organization that oversees sports branch managers in fostering sports achievements and is of course responsible for every athlete fostered in depok. national sports committee of gladi jurnal ilmu keolahragaan, 13 (02), juni222 lutfia dzulfani, gustiana mega anggita indonesia (koni) in depok standing under the auspices of the department of youth, sports, culture and tourism (disporyata) in depok which has the authority to agencies that organize events sportsand provide facilities for the athletes in depok. in this way, the national sports committee of indonesia (koni) in depok has the task of designing and implementing a sustainable, effective, and efficient athlete coaching program and also preparing facilities and infrastructure to support the athletes training process. one of the national sports committee of indonesia (koni) in depok programs in preparing athletes to represent competitions at the regional level is implementing the integrated athlete acceleration program (paket). the integrated athlete acceleration program (paket) is a coaching program for the koni depok for potential athletes who are specially trained and have great opportunities to take part in competitions at the regional level and get medals. starting from 2010 until 2021, the national sports committee of indonesia (koni) in depok has never evaluated the coaching program that has been implemented. the integrated athlete development program of the national sports committee of indonesia (koni) in depok has been running for 11 years starting in 2010. in 2010 this program was called paket10, because it was to prepare athletes who will compete in the regional sports week (porda) competition to xi in 2010. in 2014 this program was called paket14, because it was to prepare athletes who would compete in the xii regional sports week (porda) competition in 2014. in 2018 this program was called paket18, because to prepare athletes who will compete in the xiii regional sports week (porda) competition in 2018. table 1. recapitulation of medals obtained by depok at the porda events. no event year result of medals rank gold silver bronze 1 porda 2010 3 4 14 23 2 porda 2014 5 15 17 22 3 porda 2018 14 18 29 12 source: koni depok 2020. in 2010, depok was in 23th place with the acquisition of 3 gold, 4 silver and 14 bronze, and in 2014 depok was in 22th place with the acquisition of 5 gold, 15 silver and 17 bronze. furthermore, in 2018 depok rosed up in rank to be in the top 13 with the acquisition of 14 gold, 18 silver and 29 gladi jurnal ilmu keolahragaan, 13 (02), juni223 lutfia dzulfani, gustiana mega anggita bronze. every year the achievements of depok increase and to achieve these achievements, of course, the national sports committee of indonesia (koni) in depok conducts a structured training process in the implementation of the program. in 2022, the national sports committee of indonesia (koni) in depok has a target of the top 10 at the regional sports week (porda) which has now changed to the provincial sports week (porprov). at the 2018 regional sports week (porda) koni depok had a target to be able to win 22 gold medals, but in reality the results of the 2018 regional sports week (porda) the national sports committee of indonesia (koni) in depok were only able to get 14 gold medals. there is a total difference of 8 gold medals from what was targeted with the results obtained. this is of course also a factor to be able to evaluate the coaching program that is being and has been carried out, what factors have caused the achievement of the medals that have been targeted will be an evaluation for the preparation of the upcoming 2022 provincial sports week (porprov). table 2. number of target and medal results in porda 2018. gold amount target result of bk porda result of porda 22 13 14 difference amount 8 source: binpres koni depok city in 2018. although every regional sports week (porda) koni depok always experiences an increase in ranking and the number of medals, the achievement of the gold medal target has not been in accordance with what was targeted. at the 2018 regional sports week (porda) koni depok had a target to be able to win 22 gold medals, but in reality the results of the 2018 regional sports week (porda) koni depok were only able to get 14 gold medals. there is a total difference of 8 gold medals from what was targeted with the results obtained. this is of course also a factor to be able to evaluate the coaching program that is being and has been carried out, what factors have caused the achievement of the medals that have been targeted will be an evaluation for the preparation of the upcoming 2022 provincial sports week (porprov). according to (komarudin & sartono, 2016) sports coaching aims are to improve the quality of human resources who are physically, mentally and spiritually healthy for the community, gladi jurnal ilmu keolahragaan, 13 (02), juni224 lutfia dzulfani, gustiana mega anggita and are aimed at shaping character and personality, discipline, sportsmanship, and to increase maximum performance to generate a sense of national pride. according to deni suprayogi (2020) as the deputy head of the field of coaching and achievements of koni depok, he stated that there was no structured and specific evaluation, only that an evaluation was carried out after every events that had been followed. according to (vanagosi & dewi, 2019) evaluation is one of the functions or elements of management, as an improvement of other management functions or elements, namely planning. evaluation can identify what actually happened in the implementation or implementation of the program. (munthe, 2015) said that program evaluation is a process of searching, finding and determining information that is systematically explained about the planning, values, goals, benefits, effectiveness and conformity of something with the criteria and objectives that have been set. although every regional sports week (porda) of the national sports committee of indonesia (koni) in depok always experiences an increase in the ranking and number of medals, the achievement of the gold medal target has not been in accordance with what was targeted. program evaluation is carried out to measure the level of success of a program and take appropriate steps to follow up such as following up, revising, continuing and disseminating the program. evaluation is not only done at the end of the program but also needs to be done while the program is being implemented, starting from the selection of potential athletes, preparation of training programs, implementation of training programs and participation in a competition. the preparations made to prepare for the competition every 4 years are certainly different, because they are adjusted to the needs, opportunities, and targets that exist. national sports committee of indonesia (koni) in depok has 45 sports branch and 41 sports branch management, where there are 29 flagship sports program on preparation the integrated athlete acceleration program (paket) provincial sports week (porprov) 2022. of the 29 flagship sports in depok, researchers interested in examined the sports of rafting, athletics, karate, kempo and petanque because these sports are also potential sports of gladi jurnal ilmu keolahragaan, 13 (02), juni225 lutfia dzulfani, gustiana mega anggita the national sports committee of indonesia (koni) in depok, which when viewed from the history of achievements, has always contributed medals to previous championships and several the sport at the 2018 regional sports week (porda) also contributed a gold medal for depok. that way, this five sports branch also have the potential to contribute medals again for depok, especially the gold medal at the upcoming 2022 provincial sports week (porprov) and it is hoped that their achievements will increase even more from the previous porda. in this study, author want to know the potential of human resources which include athletes and coaches, the implementation of the coaching program that is run, the available facilities and infrastructure, and the management organization that carries out the development of the integrated athlete acceleration program (paket) of the national sports committee of indonesia (koni) in depok. method this research is a qualitative research using a descriptive approach. according to dantes (2012: 51) descriptive research was conducted to obtain information and try to determine the nature of the situation as it was at the time of the research. in qualitative research, there are two main objectives, namely, to describe and express (to explore) describe and to describe and explain (to describe and explain). qualitative research is a research conducted to describe and analyze phenomena, events, social activities, attitudes, perceptions and thoughts of people individually and in groups (bachri, 2010). this research was conducted at the national sports committee of indonesia (koni) in depok, which is located at jl. gelatik raya no.1, pancoran mas, depok jaya, depok city. the resource persons in this study consisted of sports administrators, coaches and athletes from 5 potential sports of the national sports committee of indonesia (koni) in depok, namely athletics, rafting, karate, kempo, and petanque. the total number of resource persons was 15 people which included 1 athlete, 1 coach, and 1 sports administrator from the 5 sports branch. qualitative research instruments are not only external (objective) but also internal (subjective), that is, with the intention of not only using other tools but the researchers who are also instruments gladi jurnal ilmu keolahragaan, 13 (02), juni226 lutfia dzulfani, gustiana mega anggita so that they are able to target the completeness of research (nugrahani, 2014). the instrument used in this research is to use the method of observation, interviews, and documentation guidelines with the tools of the interview guide and a voice recorder. data collection methods used are observation, interviews, and documentation. observations are carried out to find information or data by making observations first. this study uses a nonparticipatory type of observation, namely the researcher is not directly involved in the object of research, meaning that the researcher is present in data collection but only records all activities that occur in a focused manner (purnomo, 2011). interviews were conducted to find out and seek answers to research questions. the type of interview used by the authors is a structured interview, namely conducting interviews with questions that have been prepared in advance, with the same sequence of questions that will be addressed to the interviewer. in the interview technique, authors must competence in communicate, namely good communication skills with the participants to be studied. documentation as evidence that can help provide information in the form of photos, letters, archives, etc. in this study, documentation is used to support data on the object under study. in qualitative research, researchers must try to get valid data, therefore in data collection researchers need to hold data validity so that the data obtained are not invalid (defective) (bachri, 2010). to determine the validity of the data, authors used a data examination technique, namely triangulation. according to (nugrahani, 2014) in (moleong, 1990: 178) triangulation is a technique of checking the validity of the data by utilizing something else from outside the data for the purpose of checking or comparing the data in question. in this study, authors used two triangulation techniques, namely source and method triangulation. data analysis is the most important part of this study, because it is used to solve problems in the study. according to (nugrahani, 2014) data analysis is organizing data, sorting data into units that can be processed, conducting synthesis, finding and determining patterns, finding important gladi jurnal ilmu keolahragaan, 13 (02), juni227 lutfia dzulfani, gustiana mega anggita things and making decisions to be shared with others. the process of data analysis in this study includes several things, namely data collection, data reduction, data presentation and drawing conclusions. result and discussion 1. recruitment of human resources (hr) of athletes and coaches based on the results of the study, it can be seen that the recruitment of athletes from the integrated athlete acceleration program (paket) is carried out by taking into account several things, including through physical tests and technical tests. from the history of achievements that athletes get, physically, physically and spiritually healthy, disciplined and responsible. the most important thing in recruiting is from the track record of achievements that have been achieved by athletes, most of the athletes who carry out the coaching package are athletes who have participated in the previous provincial sports week (porprov) championships and also won medals at the championship. the participation of athletes in the provincial sports week (porprov) championship is a benchmark of achievement because the athletes who have participated there have confirmed that they are athletes who have been fostered by the national sports committee of indonesia (koni) in depok and are ready to compete in championships, especially the championships provincial sports week (porprov). to become a coach in the development of the integrated athlete acceleration program (paket), there are no complicated tests or criteria. recruitment is done by looking at the coaching certification in a sport that is occupied. of course, the certificate is owned at least at the regional level. in addition, they must be physically and mentally healthy, and have the attitudes that describe a coach in general. the potential of depok athletes can be said to be good and have a great chance of winning medals at the provincial sports week (porprov) championship. one of the requirements for athletes who carry out the development of the integrated athlete acceleration program (paket) is to have great achievements and at least have participated in the regional sports week (porda) championships before. in addition, the athletes also take parameter tests such as physical tests and technical tests according to their gladi jurnal ilmu keolahragaan, 13 (02), juni228 lutfia dzulfani, gustiana mega anggita respective sports to be included in the list of athletes of the integrated athlete acceleration program (paket). although depok athletes have potential and talent, the number of athletes is still a few. in the sense that it is sufficient but not sufficient, currently the number of athletes is sufficient in accordance with the existing match numbers, but it would be even better if this number exceeds the number required for each match number. while the potential of trainers owned by the national sports committee of indonesia (koni) in depok, is enough and sufficient in number, but for certified trainers it is still not sufficient. although the number of trainers is sufficient, if they are not certified then the trainer can be said to be incompetent. one of the requirements or criteria for coaches who run the integrated athlete acceleration program (paket) coaching is to have a coaching certification in the sports they mastered, this is aimed at supporting the profession as a coach and being able to become a competent coach in order to produce athletes who excel. 2. implementation of the integrated athlete acceleration program (paket) in koni depok according to (swadesi & kanca, 2020) the training program is one of the important factors to be able to increase optimal abilities in achieving the athlete performance. the design and preparation of training programs must be adapted to the needs of athletes, because the potential of each athlete is very different. the training program provided by the national sports committee of indonesia (koni) in depok to athletes from the integrated athlete acceleration program (paket) is good and programmed because it includes components of physical condition. athletes of the integrated athlete acceleration program (paket) undergo regular and periodic physical exercise according to the schedule made by the strength and conditioning (sc) team. the sc team is divided into several clusters to develop a physical exercise program for athletes, one of the coaching in this program is that athletes from the integrated athlete acceleration program (paket) receive physical exercise facilities. in addition to undergoing physical training, athletes also need mastery of techniques and tactics to support athlete performance. the national sports committee of indonesia (koni) in depok has carried out the development of the integrated gladi jurnal ilmu keolahragaan, 13 (02), juni229 lutfia dzulfani, gustiana mega anggita athlete acceleration program (paket) properly because to recruit athletes in this program, physical parameter tests are used, in addition to seeing the development of the physical condition of athletes, koni also holds regular physical tests. the preparation of a well structured training program by taking into account the existing components and carried out regularly and continuously will be able to improve the abilities and quality of athletes so that they will produce maximum performance. the guidance carried out by the national sports committee of indonesia (koni) in depok is good, koni depok fosters athletes from scratch, several sports carry out the problem-solving stage by carrying out extracurricular activities at school and opening the recruitment of athletes in general, then at the nursery stage athletes are given training programs that can support their abilities. and will lead to achievement. furthermore, by running an achievement coaching program for athletes, by running the program the athletes are specially prepared and nurtured to take part in a competition that will later produce medals. the national sports committee of indonesia (koni) in depok has a strategy to improve athlete achievement. for example, conducting a test match with other regions, so the coach can see the abilities of the two athletes, both the athletes themselves and the opposing athletes, so that they can be compared and then produce conclusions that need to be fixed or improved. in the implementation of the development of the integrated athlete acceleration program (paket) there are also inhibiting factors including inadequate infrastructure, lack of attention to nutrition, and factors from the individual athletes themselves. in addition, the factor of the coach's role in monitoring virtual training activities also affects the response obtained from athletes. 3. completeness of owned facilities and infrastructure one of the supporting factors are facilities and infrastructure. sports facilities and infrastructure are supporting resources that include all forms of equipment and places in the form of buildings that are used to meet the requirements set for the implementation of sports programs (asad et al., 2020). the facilities and infrastructure provided for the gladi jurnal ilmu keolahragaan, 13 (02), juni230 lutfia dzulfani, gustiana mega anggita development of the integrated athlete acceleration program (paket) koni depok are quite good and complete covering all the needs of athletes, but for infrastructure such as the field used for athlete training, it is still not standardized and inadequate. these constraints certainly affect the training process in this coaching. sports facilities and infrastructure that have a good standard can support athlete achievement, but if the feasibility or condition of the infrastructure is not good and standardized, the implementation of coaching cannot run optimally. maintenance is also carried out on the facilities and infrastructure provided, the aim is that these facilities and infrastructure are maintained and can be used for a long period of time. good sports facilities and infrastructure can make it possible to influence the coaching process carried out, because with good facilities and infrastructure it will be easier to develop achievement sports. in addition, good quality facilities and infrastructure also play an important role in the safety of its users, because it can reduce the factor of injury in the implementation of activities that use these facilities and infrastructure. 4. management organization performance according to (wijaya, 2017) in (robbins and judge, 2011:36) states that the organization is a social unit that is mutually consciously coordinated, consisting of 2 (two) or more people who function on a relatively continuous basis to achieve a set of common goals. the management organization of the sports branch that carries out the development of the integrated athlete acceleration program (paket) can be said to have an organizational structure but in its implementation it has not gone well, there are some sports branch manager who are just a formality of their names and duties in the decree but in reality not all are active and active. carry out their duties properly. on the other hand, there are also organizations from sports that are active and running well in their management, always providing the best planning and support in carrying out the development of the integrated athlete acceleration program (paket). even though it hasn't gone well, the branch management always provides support and facilities for all the athletes' needs. because the branch management gladi jurnal ilmu keolahragaan, 13 (02), juni231 lutfia dzulfani, gustiana mega anggita is an intermediary between the national sports committee of indonesia (koni) in depok and athletes and coaches, koni depok gives trust and responsibility to branch managers to foster their respective athletes. in addition, the regional head also always supervises every training athlete, the supervision is carried out directly or virtual, the aim is to see the development of the athletes ability and the results of this supervision can be used as a report for evaluation material related to the results of athletes running an exercise program. conclusion based on the results and discussion of the research, the conclusion obtained is that the recruitment system run by athletes and coaches at the koni depok integrated athlete acceleration program (paket) can be said to be not good and it is necessary to pay attention to the number of certified trainers owned. the implementation of the guidance for the integrated athlete acceleration program (paket) of koni depok has been carried out properly and accordingly, although there are several inhibiting factors in its implementation. the existing facilities and infrastructure to support the implementation of the koni depok integrated athlete acceleration program (paket) can be said to be not good, such as the field is still said to be not standardized. the performance of the management organization of the koni depok integrated athlete acceleration program (paket) can be said to be good and always supports the needs of athletes and provides efforts that support the koni depok program to improve athlete achievement. references asad, h. al, mulyadi, & sugiharto, w. 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(2017). perilaku organisasi. in lembaga pengembangan pendidikan indonesia (lpppi), medan. www.lpppindonesia.com available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 62-72 permalink/doi: https://doi.org/10.21009/gjik.121.09 the effect of online learning and student motivation during the covid-19 pandemic geta septiadi 1, firmansyah dliss 1, abdul sukur 1 1 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia13220 getaseptiadi@yahoo.com abstract the purpose of this study was to obtain information about the effect of online learning media learning and student motivation during the covid-19 pandemic on physical education learning outcomes. the method in this study uses path analysis. the sample included in this study amounted to 161 students. the results of the analysis show that the contribution of the influence of online learning (x1) on learning outcomes (y) is significant at 0.807, learning media (x2) on learning outcomes (y) is significant at 0.783, motivation (x3) on learning outcomes (y) which significant at 0.834, online learning (x1) on motivation (x3) which is significant at 0.532, media learning (x2) on motivation (x3) which is significant for 0.614. the conclusion in this study is that online learning, learning media and motivation have a direct effect on physical education learning outcomes during the covid-19 pandemic. online learning, learning media have a direct effect on motivation in students during the covid-19 pandemic. keywords: online learning, media learning, motivation mailto:getaseptiadi@yahoo.com gladi jurnal ilmu keolahragaan, 12 (01), march63 geta septiadi, firmansyah dliss, abdul sukur introduction in the indonesian dictionary, education is the process of changing attitudes and behavior of a person or group of people in an effort to mature people in teaching and training efforts; the process, the way, the act of educating. education is often defined as a human effort to cultivate his personality according to the values in society and culture. the main mission in an educational institution is to teach ethics, ethics, mutual respect, and to prioritize public interests over personal interests. this is applied in everyday life, both within the family and in the community. education have an important role in the development of human and human resources with quality. one of them is a quality human resource that can be generated from education. therefore, education is one of the driving forces for development and a very important provision in facing the changes and developments of the times. education is an effort to prepare the younger generation to welcome and face the times in the global era. so education must be carried out as well as possible so as to produce quality education and increase the quality of human resources. technological developments have an impact on the field of education, the learning process is not cut off from the media, methods and learning outcomes. media can be used as a means of providing educational material delivered by teachers to students. while the learning method regulates the organization of teaching materials and delivery strategies. furthermore, learning outcomes are measured effectively and efficiently to determine students' abilities and interests in subjects. physical education as a stage of a comprehensive educational process that deals with the development and utilization of intentional and purposeful abilities is directly related to mental, emotional and social responses. so that physical education focuses on the assessment of the process, not only the assessment of gladi jurnal ilmu keolahragaan, 12 (01), march64 geta septiadi, firmansyah dliss, abdul sukur the results of the achievement of motion tasks that have been carried out by students. physical education, sports and health are media to encourage physical growth, psychological development, motor skills, knowledge and reasoning, appreciation of values (attitudemental-social-emotionalsportsmanship-spiritual), as well as habituation to a healthy lifestyle which leads to stimulating balanced growth and development of physical and psychological qualities. . according to anna, physical education is an educational "tool", or what is known as one of the educational media which in the process can realize the goals of both education and culture. (anna, 2016). this process is a condition that enables humans to continue to maintain their survival as humans. physical education has many unique characteristics that can be seen apart from the learning process, teaching process, facilities and infrastructure as well as the tools or media used. physical education is required to provide learning in accordance with what is in the curriculum as well as standard rules and guidelines or instructions that have been previously designed by the teacher but in the teaching and learning process it is made in such a way as to create an atmosphere that is always joyful, fun, not boring, and interesting. the problem that often occurs in the world of physical education is the weakness of the learning process. in the process of teaching and learning activities, students learn more in theory. learning in the classroom is more directed at the child's ability to understand the subject matter. in teaching and learning activities, the presence of teachers is expected to develop the potential and creativity of students. so that students can have knowledge not only theory, but can put it into practice for the future in the times. learning media that is currently being used in educational is online learning. there are many types of online learning, learning can be done through the zoom meeting application, edmodo, ruangguru, gladi jurnal ilmu keolahragaan, 12 (01), march65 geta septiadi, firmansyah dliss, abdul sukur google classroom and many others. online learning can be done with learning media in the form of computers, laptops or smartphones. the use of smart phones in indonesia continues to increase. in fact, a research institute said that indonesia is ranked sixth in the list of the largest smartphone users in the world. these users consist of various groups including students who are still in junior high school. according to green smartphone is a device that allows communication as well as a pda function (personal digital assistant) and has capabilities like a computer (green ferry, 2017). at the beginning of 2020, the world was shocked by the outbreak of a virus. according to the world health organization, the name of the new virus is coronavirus disease 2019 (covid-19) (who, 2020). this has an impact on several sectors, one of which is the education sector. this is where the role of the online world as a learning medium can be used as a tool in teaching and learning activities. as a teacher, they must be able to choose learning media that is suitable and suitable for use in order to achieve the teaching goals set by the school. (setyorini,2020) various policies have been issued by the indonesian government to reduce the level of the spread of the corona virus by imposing social distancing, physical distancing in several areas. the policies issued to limit the spread of covid-19 have an impact on various fields throughout the world, especially education in indonesia. the covid-19 outbreak urges distance education testing that has never been carried out simultaneously before for all elements of education, namely students, teachers to parents. kusumah and hamidah explained that during the pandemic, time, location and distance were major problems at this time (kusuma & hamidah, 2020). so that distance learning becomes a solution to overcome difficulties in implementing face-to-face learning. this presents a challenge to all elements and levels of education to keep classrooms active even though schools have closed. gladi jurnal ilmu keolahragaan, 12 (01), march66 geta septiadi, firmansyah dliss, abdul sukur the decision to suspend universities, colleges, and education institutes around the world due to declaration of the coronavirus (covid-19) pandemic has prompted the discussion regarding necessity and feasibility of learning based on technology methods to the fore, particularly learning based on mobile devices. (yousif h. alanezi and dr. nasser s, 2020). the development of increasingly advanced technology must be utilized as well as possible, students and teachers can take advantage of internet facilities to support the effectiveness and efficiency of the learning process. the government has enforced every school not to do face-to-face learning, because it will cause the spread of the virus to increase. in this case the government has issued a decree which states that each school conducts online learning. in the current situation online learning is very appropriate because it will reduce the risk of spreading the virus. ahmed, shehata & hassanien explained that the sudden covid-19 pandemic requires an educational element to sustain online learning. the current condition is urgent to make innovations and adaptations related to the use of available technology to support the learning process (ahmed et al., 2020). its practice requires both educators and students to interact and transfer knowledge online. from the description above, there are various problems that exist for students and teachers, which during the covid-19 pandemic, both schools and colleges that usually carry out direct learning must immediately be closed so that learning is not carried out directly, this has an impact on students who are required to learn. not only that from the physical education material which requires researchers to focus on taking one material to be learned and the material taken is passing material in soccer games, in this case it will be related to the learning outcomes of the students themselves, especially in physical education subjects which all done online learning. methods gladi jurnal ilmu keolahragaan, 12 (01), march67 geta septiadi, firmansyah dliss, abdul sukur the research method used in this research is an associative quantitative approach, a survey method with test and measurement techniques, while the data analysis technique uses path analysis that is, a technique for analyzing the causal relationship that occurs in multiple regression if the independent variable affects the dependent variable not only directly but also indirectly (james tangkudung, 2016). this study involved three independent variables (exogenous) and one dependent variable (endogenous). the exogenous variables consist of online learning, learning media and motivation. endogenous variables consist of students' physical education learning outcomes. the pattern of relationship between variables is shown in the following figure: figure 1: inter causal constellation variable x1,x2,x3, and y desc: x1 : online learning x2 : lerning media x3 : motivation y : result result and discussion based on the results of hypothesis testing, it turns out that online learning, learning media, motivation have a significant effect on physical education learning outcomes during the covid-19 pandemic. the following is a summary of the research results, as follows: online learning has a positive direct effect on physical education learning outcomes, thus online learning is a variable that plays an important role in achieving maximum physical education learning outcomes. online learning is influential and very helpful for students during the covid-19 pandemic to continue to get learning from teachers, even though they are not face to face. this is an alternative or an increasingly advanced technology user so that it x1 x 3 x2 y gladi jurnal ilmu keolahragaan, 12 (01), march68 geta septiadi, firmansyah dliss, abdul sukur can have positive benefits for students. in this study also obtained the same results that online learning has an effect on physical education learning outcomes. students who do good online learning will also get good learning results compared to students who do not do online learning. this can be seen from the results of a significant increase in the results of online learning on physical education learning outcomes which have a direct effect of 0.8072 x 100% = 65.1249 or 65.12%. learning media has a positive direct effect on physical education learning outcomes. thus, learning media is a variable that plays an important role in achieving maximum physical education learning outcomes. in this study also obtained the same results that the learning media has an effect on learning outcomes in physical education. students who do good learning media will also get good learning results compared to students who do not use learning media. this can be seen from the results of a significant increase in the results of learning media on learning outcomes of physical education which have a direct effect of 0.7832 x 100% = 61.3089 or 61.31%. motivation is an encouragement from someone to do something in order to achieve a goal. someone will be motivated to do something when they feel a certain need. learning outcomes are the abilities that students have after receiving their learning experiences. in achieving good learning outcomes, learning motivation is one of the elements for achieving learning outcomes. motivation is very important to encourage someone to behave in achieving something desired. motivation can encourage motives in a person to act energetically. motivation is a psychological process that reflects interactions, attitudes, needs, decisions that occur in a person and arises as a result of internal (intrinsic) and external (extrinsic) factors in achieving predetermined goals. gladi jurnal ilmu keolahragaan, 12 (01), march69 geta septiadi, firmansyah dliss, abdul sukur in this study also obtained the same results that motivation has an effect on learning outcomes in physical education. students who have more motivation will get better learning outcomes than students who are not motivated. this can be seen from the results of a significant increase in the results of learning media on physical education learning outcomes which have a direct effect of 0.8342 x 100% = 69.5556 or 69.56%. in this study also obtained the same results that online learning has an effect on motivation. students who can take advantage of online learning will get high motivation compared to students who do not take advantage of online learning. this can be seen from the results of a significant increase in the results of online learning on motivation which has a direct effect of 0.5322 x 100% = 28.3024 or 28.30%. learning media is one of the teaching aids for teachers to deliver teaching material, increase student creativity and increase student attention in the learning process. with the media students will be more motivated to learn, encourage students to write, speak and imagine more aroused. thus, through learning media it can make the teaching and learning process more effective and efficient and there is a good relationship between teachers and students. in this study also obtained the same results that online learning has an effect on motivation. students who can take advantage of online learning will get high motivation compared to students who do not take advantage of online learning. this can be seen from the results of a significant increase in the results of online learning on motivation which has a direct effect of 0.6142 x 100% = 37.6996 or 37.70%. conclusion based on the research findings with independent variables consisting of online learning (x1), learning media (x2) and motivation (x3) on the dependent variable physical education learning outcomes (y). based on the results of hypothesis gladi jurnal ilmu keolahragaan, 12 (01), march70 geta septiadi, firmansyah dliss, abdul sukur testing and research discussion, as follows. 1. there is a positive influence between online learning (x1) on physical education learning outcomes (y) for class x and xi students at smkn 2 purwakarta. 2. there is a positive influence between the learning media (x2) on the learning outcomes of physical education (y) for class x and xi students at smkn 2 purwakarta. 3. there is a positive influence between motivation (x3) on the learning outcomes of physical education (y) for class x and xi students at smkn 2 purwakarta. 4. there is a positive influence between online learning (x1) on motivation (x3) in class x and xi students at smkn 2 purwakarta. 5. there is a positive influence between learning media (x2) on motivation (x3) in class x and xi students at smkn 2 purwakarta. references adams, n., little, t. d., & ryan, r. m. 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(2020). future of mobile learning during and after global (covid-19). journal of education and practice www.iiste.org issn 22221735 (paper) issn 2222288x (online) vol.11, no.17, 2020 https://www.who.int/health-topics/coronavirus#tab=tab_1 https://www.who.int/health-topics/coronavirus#tab=tab_1 http://www.iiste.org/ available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 151-164 permalink/doi: https://doi.org/10.21009/gjik.112.08 hubungan gaya kepemimpinan pelatih dengan prestasi atlet taekwondo geraldi novian 1 , ira purnamasari mochamad noors 1 1 fakultas pendidikan olahraga dan kesehatan, universitas pendidikan indonesia jl. dr. setiabudhi no. 229 bandung, jawa barat, indonesia 40154 corresponding author. email : geraldi.novian@gmail.com abstrak. permasalahan yang penulis ajukan pada penelitian ini mengenai gaya kepemimpinan pelatih yang merupakan salah satu dari sekian banyak faktor yang berhubungan dengan prestasi atlet. tujuan penelitian ini adalah untuk mengetahui hubungan antara gaya kepemimpinan pelatih dengan prestasi atlet taekwondo. selain itu, penelitian ini dilakukan untuk memperoleh informasi secara mendalam tentang gaya kepemimpinan yang digunakan pelatih dalam menangani atlet taekwondo. penelitian ini menggunakan metode deskriptif. populasi penelitian ini adalah atlet taekwondo peserta pertandingan pekan olahraga provinsi (porprov) v banten tahun 2018 yang berjumlah 145 orang. teknik sampling yang digunakan dalam penelitian ini adalah total sampling, sehingga sampel dalam penelitian ini berjumlah 145 orang. instrumen yang digunakan dalam penelitian ini adalah angket gaya kepemimpinan pelatih dan data prestasi atlet yang diperoleh dari hasil pertandingan. berdasarkan hasil pengolahan dan analisis data, maka dapat disimpulkan bahwa: (1) terdapat hubungan positif dan signifikan antara gaya kepemimpinan pelatih dengan prestasi atlet taekwondo; (2) terdapat hubungan positif dan signifikan antara gaya kepemimpinan authoritarian dengan prestasi atlet taekwondo; (3) terdapat hubungan positif namun tidak signifikan antara gaya kepemimpinan democratic, people-centered, dan task-oriented dengan prestasi atlet taekwondo. kata kunci: gaya kepemimpinan pelatih; prestasi; atlet taekwondo. abstract. the problem that the writer poses in this study is about the coach's leadership style which is one of the many factors related to an athlete's performance. the purpose of this study was to determine the relationship between the coach's leadership style and the athlete's taekwondo performance. besides, this study was conducted to obtain in-depth information about the leadership styles used by coaches in dealing with taekwondo athletes. this research uses a descriptive method. the population of this study was 145 taekwondo athletes participating in the provincial sports week (porprov) v banten competition in 2018. the sampling technique used in this study was total sampling, so the sample in this study amounted to 145 people. the instrument used in this study was a coach leadership style questionnaire and athlete achievement data obtained from the results of the competition. based on the results of data processing and analysis, it can be concluded that: (1) there is a positive and significant relationship between the coach's leadership style and the athlete's taekwondo performance; (2) there is a positive and significant relationship between authoritarian leadership style and taekwondo athlete achievement; (3) there is a positive but insignificant relationship between democratic, people-centered, and task-oriented leadership styles and the achievements of taekwondo athletes. keywords: coach’s leadership style, achievement, taekwondo athletes. gladi jurnal ilmu keolahragaan, 11 (02), oktober152 geraldi novian, ira purnamasari mochamad noors pendahuluan fungsi pelatih sebagai pemimpin menarik untuk dikaji dan dievaluasi, terdapat berbagai macam paradigma positif dan negatif yang siap untuk dibahas. kita tahu bersama bahwa salah satu kunci utama keberhasilan atlet terdapat pada bagaimana pelatih dalam memimpin, baik pada diri sendiri maupun orang lain (dalam hal ini atletnya). dieffenbachia, et al. (2002) dalam pilus, et al. (2009) berpendapat bahwa, “an important aspect of a good coach-athlete relationship is the coach’s ability to understand each athlete as an individual and to tailor his/her coaching style and atention to suit those need”. martens (2004) dalam khalaj, khabiri, et al. (2011) juga berpendapat bahwa, “coaching is an occupation different from other occupations in the society and the coach is expected to give gentle and good persons to the society”. pendapat ini memperkuat bahwa pelatih memang benar diharapkan memberikan dampak baik bagi atletnya secara spesifik berupa keberhasilan melalui interaksi yang terjadi antara pelatih dengan atletnya. hasil interaksi antara pelatih dengan atlet dapat tercermin dari berbagai hal, salah satunya adalah kepuasan diri atlet itu sendiri. caliskan & baydar (2016) mejelaskan bahwa kepuasan diri atlet merupakan “the important outcome to a variety of psychological variables define as a positive, affective state resulting from a complex evaluation of the structures, processes, and outcomes associated with the athletic experience or may express concern about athletes performance and the degree to which it reaches or fails to achieve expected levels”. burns, jasinski, et al. (2012) menjelaskan bahwa, “athlete satisfaction represents how happy, or content, athletes are with their athletic experience”, yang berarti bahwa kepuasan atlet merupakan wujud dari seberapa bahagia atlet dengan pengalaman atau hal yang terjadi dalam diri mereka. dari penjelasan tersebut, kita dapat menyimpulkan bahwa keberhasilan atlet merupakan salah satu wujud dari kepuasan diri yang tidak bisa diperoleh atlet dengan begitu saja. keberhasilan atlet tersebut merupakan prestasi yang diraihnya. untuk mencapai keberhasilan tersebut, terdapat beberapa faktor yang mempengaruhi, salah satunya adalah tipe pelatihnya. maghsoudi (2009) dalam khalaj, khabiri, et al. (2011) menjelaskan bahwa, “type of coach's behavior and ethics may influence athlete's satisfaction; therefore, one of important factors in gladi jurnal ilmu keolahragaan, 11 (02), oktober153 geraldi novian, ira purnamasari mochamad noors coaching is gaining athlete's satisfaction”. lebih lanjut dijelaskan bahwa, “the most important aspect of effective leadership is to improve performance, motivate athletes, and give them sports satisfaction” (nizam, shapie, et al., 2016). pendapat tersebut memiliki arti bahwa aspek yang paling penting dari kepemimpinan yang efektif adalah untuk meningkatkan performa, memotivasi atlet, dan memberi mereka kepuasan dalam olahraga. keberhasilan atlet tersebut atau biasa kita kenal dengan prestasi, merupakan harapan bagi setiap pelatih karena secara tidak langsung akan mencerminkan dirinya sendiri. namun, perlu diperhatikan bahwa pencapaian prestasi olahraga pada dasarnya merupakan hasil akumulatif dari berbagai aspek atau unsur yang mendukung tercapainya prestasi tersebut. bagaimana cara atau gaya kepemimpinan dari pelatih pun sangat berhubungan dengan pencapaian prestasi atlet. penelitian yang dilakukan khooran, et al. (2008) dalam khalaj, khabiri, et al. (2011) memperoleh hasil, “a positive relation between leadership behaviors realized by athlete (exercise and training, democratic behavior, social support and positive feedback) with athlete's satisfaction”. lebih lanjut penelitian yang dilakukan oleh nizam, shapie, et al. (2016) menemukan bahwa, “there was positive correlation between coaching leadership styles (training and instruction, democratic and social behaviors) and athlete satisfaction”, yang memiliki arti bahwa terdapat hubungan yang positif antara gaya kepemimpinan pelatih (instruksi dan pelatihan, perilaku sosial dan demokratis) dan kepuasaan atlet. dimana perlu diingat bahwa salah satu indikator atlet merasa puas adalah terbayarnya proses panjang yang ditempuh selama proses pelatihan dengan prestasi. penelitian ini berangkat dari masalah yang ditemukan penulis di lapangan dan juga hasil observasi dari berbagai pihak. banyak orang termasuk para atlet yang beranggapan bahwa rendahnya prestasi merupakan salah pelatih dalam fungsinya sebagai pemimpin, hal ini menyebabkan atlet yang memiliki potensi menjadi putus asa dan menghentikan proses latihannya. walaupun tidak sedikit juga yang menilai bahwa pencapaian prestasi atlet berasal dari latar belakang pelatihnya. penulis secara khusus melakukan observasi terhadap dua atlet taekwondo, satu orang atlet berasal dari kiblatnya taekwondo di indonesia yaitu provinsi jawa barat, dan satu orang atlet lagi berasal dari provinsi banten. kedua atlet ini sama-sama memiliki latar belakang pelatihan dan track record yang baik, namun sayang disayangkan terdapat perbedaan pencapaian gladi jurnal ilmu keolahragaan, 11 (02), oktober154 geraldi novian, ira purnamasari mochamad noors prestasi ketika mereka membela tim a dan tim b. ketika membela tim a, atlet mampu meraih prestasi maksimal, yaitu medali emas. namun, ketika membela tim b, atlet tidak mampu meraih prestasi maksimal, padahal mengalami proses latihan yang sama beratnya dan tingkat pertandingan yang diikuti lebih rendah dari pada ketika membela tim a. setelah diteliti lebih dalam, diketahui bahwa pelatih yang menangani atlet tersebut pada setiap timnya berbeda-beda. penulis berasumsi bahwa hal ini sangat berhubungan erat dengan bagaimana cara si pelatih menangani atlet tersebut. penulis juga merasa resah akan minimnya raihan prestasi provinsi tempat penulis dilahirkan, yaitu provinsi banten. provinsi banten merupakan salah satu provinsi yang minim raihan prestasi pada cabang olahraga taekwondo di tingkat nasional. sebagai contoh, pada pelaksanaan pekan olahraga nasional (pon) xix jawa barat tahun 2016 silam, raihan prestasinya masih jauh dari kata baik, masih belum maksimal. seperti yang diketahui bersama bahwa ajang pon merupakan ajang yang sangat baik bagi setiap praktisi olahraga, khususnya atlet. mendapatkan prestasi pada ajang pon merupakan hal yang sangat membanggakan, karena pon adalah multyevent olahraga terbesar di indonesia. untuk dapat berlaga pada pon, ada jenjang yang harus dilewati atlet, dari mulai tingkat kota/kabupaten, provinsi, babak kualifikasi hingga akhirnya berkesempatan berlaga pada pon. gambar 1. klasemen pon xix jawa barat tahun 2016 cabang olahraga taekwondo pada gambar di atas, dapat dilihat bahwa provinsi banten hanya berada pada posisi 13 dengan raihan 3 medali perunggu. berdasarkan data yang penulis peroleh melalui bidang pembinaan dan prestasi (binpres) pengurus provinsi taekwondo indonesia banten, tim taekwondo banten pada ajang pon xix ditangani oleh tim pelatih yang terdiri dari 3 pelatih kyorugi (tarung) dan 1 pelatih poomsae (seni). dari data yang diberikan, pelatih-pelatih dalam tim tersebut memiliki pengalamanpengalaman yang menurut penulis sudah sangat hebat, mulai dari prestasi semasa menjadi atlet hingga karir melatih tim taekwondo banten baik kategori junior maupun senior sejak tahun 2008 silam. pelatih-pelatih tersebut juga memiliki latar gladi jurnal ilmu keolahragaan, 11 (02), oktober155 geraldi novian, ira purnamasari mochamad noors belakang yang baik secara akademis maupun lisensi/sertifikasi. penulis merasa resah akan keadaan ini, karena penulis menyadari bahwa setiap provinsi dari sabang sampai merauke pasti memiliki atlet-atlet potensial, tidak terlepas provinsi banten. sungguh disayangkan jika atletatlet potensial tersebut ditangani oleh pelatih yang kurang mengetahui bagaimana cara menanganinya. penelitian ini bertujuan untuk mengetahui hubungan antara gaya kepemimpinan pelatih dengan prestasi atlet taekwondo. selain itu, penelitian ini dilakukan untuk memperoleh informasi secara mendalam tentang gaya kepemimpinan yang digunakan pelatih dalam melatih atlet taekwondo. penelitian ini diharapkan mampu menjadi referensi untuk menangani atlet taekwondo berikutnya dan juga bahan evaluasi bagi pelatih maupun pengurus. gaya kepemimpinan pelatih. kepemimpinan merupakan dasar kata dari pemimpin atau dalam arti luas adalah seorang yang mampu menjadi sosok pengatur dan pembimbing seseorang atau kelompok. dalam pelaksanaannya, setiap pelatih memiliki cara untuk memimpin tim guna mencapai tujuan sesuai dengan yang diharapkan. cara memimpin antara satu pelatih dan pelatih yang lainnya belum tentu sama atau bisa dikatakan berbedabeda. cara memimpin itulah yang disebut dengan gaya kepemimpinan. yuki dan van fleet (chelladurai, 2006, hlm. 190) mengemukakan bahwa kepemimpinan adalah suatu proses yang memengaruhi tujuan, memengaruhi strategi tugas sebuah kelompok atau organisasi, memengaruhi orang-orang di dalam organisasi untuk mengimplementasikan strategi, memengaruhi budaya organisasi, memengaruhi pemeliharaan bentuk dan identifikasi kelompok, serta memenuhi tujuan tersebut. gaya kepemimpinan pelatih sendiri dijelaskan oleh veithzal (2004) bahwa, “gaya kepemimpinan adalah pola menyeluruh dari tindakan seorang pemimpin, baik yang tampak maupun yang tidak tampak oleh bawahannya”. gaya kepemimpinan pelatih umumnya memiliki kesamaan dengan gaya-gaya kepemimpinan lainnya, seperti: gaya mengajar pada guru, gaya kepemimpinan seorang manajer perusahaan, dan lain sebagainya. namun, ada beberapa hal khusus yang terdapat pada gaya kepemimpinan pelatih ini. harsono (2017) mengemukakan bahwa pada umumnya terdapat empat jenis gaya kepemimpinan yang standar dan yang dianut oleh para pelatih, yaitu gaya authoritarian (otokratis/otoriter), gaya demokratis, gaya yang lebih memerhatikan gladi jurnal ilmu keolahragaan, 11 (02), oktober156 geraldi novian, ira purnamasari mochamad noors anak buah/atlet (people-centered/personcentered) dan gaya yang lebih menekankan pada tugas (task-oriented). prestasi. menurut kamus besar bahasa indonesia (kbbi), prestasi adalah hasil yang telah dicapai dari yang telah dilakukan atau dikerjakan. dalam dunia olahraga, prestasi merupakan gambaran tingkat pencapaian dari suatu kegiatan pertandingan/perlombaan yang telah diikuti. prestasi seorang atlet tidak diraih dengan mudah, melainkan melalui proses latihan yang dilakukan secara terprogram, sistematis, terarah dan berkesinambungan sesuai dengan cabang olahraganya. lutan (1988) berpendapat bahwa, “tidak semua atlet akan mencapai prestasi tinggi meskipun dia telah mengikuti latihan berat. faktor-faktor seperti anatomi, fisiologi dan pernafasan berpengaruh langsung terhadap limit seseorang”. lutan (1988) mengemukakan bahwa faktor-faktor yang memengaruhi pencapaian prestasi dapat digolongkan menjadi dua kategori, yaitu: 1) faktor endogen dan, 2) faktor eksogen. yang dimaksud faktor endogen ialah atribut atau ciri-ciri yang melekat pada aspek fisik dan psikis seseorang, sementara faktor eksogen diartikan semua faktor di luar dari individu baik yang terdapat di lingkungan yang lebih umum pengertiannya. berdasarkan penjelasan di atas, maka dapat disimpulkan bahwa prestasi tidak dapat diraih dengan semudah membalikkan telapak tangan, namun diperlukan proses yang panjang dan tidak mudah. metode metode penelitian yang digunakan dalam metode ini adalah metode deskriptif, karena penulis tidak memberikan perlakuan terhadap sampel. populasi dalam penelitian ini adalah peserta pertandingan pekan olahraga provinsi (porprov) v banten tahun 2018 yang berjumlah 145 atlet. penulis menggunakan teknik total sampling untuk pengambilan sampel, sehingga sampel merupakan seluruh populasi. alasan penulis memilih sampel ini adalah karena masalah yang ditemukan berada pada sampel, dan juga karena porprov/porda adalah multy-event berjenjang untuk dapat bertanding di pekan olahraga nasional (pon). instrumen penelitian yang digunakan ada dua, yaitu: (1) kuesioner gaya kepemimpinan pelatih yang telah dilakukan uji coba sebelumnya, terdiri dari 39 soal valid dengan cronbach’s alpha 0,901; dan (2) data hasil pertandingan pada pekan olahraga provinsi (porprov) v banten tahun 2018. hasil dan pembahasan gladi jurnal ilmu keolahragaan, 11 (02), oktober157 geraldi novian, ira purnamasari mochamad noors hasil. data yang diperoleh merupakan data mentah sehingga perlu diolah dan dianalisis terlebihdahulu. adapun data diolah dan dianalisis menggunakan bantuan software statistical product and service solution (spss) 24. kemudian data disajikan data bentuk tabel. tabel 1. deskripsi data variabel gk. authoritarian gk. democratic gk. peoplecentered gk. taskoriented prestasi atlet tkd n valid 145 145 145 145 145 missing 0 0 0 0 0 mean 23,43 50,18 46,39 31,40 63,17 median 24,00 50,00 45,00 32,00 64,00 std. deviation 2,134 5,434 3,550 2,462 6,860 minimum 18 37 38 26 52 maximum 29 63 59 38 73 dari tabel di atas, kita dapat melihat nilai mean, median, standar deviasi, minimal, dan maksimal untuk setiap indikator. dapat dilihat bahwa, tidak ada satupun data yang hilang. setelah melakukan deskripsi data, penulis melakukan uji normalitas menggunakan kolmogorov-smirnov test tabel 2. hasil uji normalitas variabel asymp. sig. (2-tailed) keterangan gk. authoritarian ,000 c tidak normal gk. democratic ,000 c tidak normal gk. people-centered ,000 c tidak normal gk. task-oriented ,000 c tidak normal prestasi atlet tkd ,000 c tidak normal berdasarkan hasil uji normalitas, diperoleh bahwa data tidak berdistribusi normal, sehingga penulis menggunakan uji statistik non-parametrik dengan analisis korelasi sederhana (bivariate correlation) spearman rank correlations. dalam melakukan uji korelasi, penulis menguji variabel gaya kepempinan pelatih secara keseluruhan dengan prestasi atlet taekwondo dan menguji setiap indikator variabel gaya kepemimpinan pelatih dengan prestasi atlet taekwondo. tabel 3. hasil uji korelasi variabel gk. keseluruhan gk. authoritarian gk. democratic gk. peoplecentered gk. taskoriented prestasi atlet tkd positif dan signifikan positif dan signifikan positif dan tidak signifikan positif dan tidak signifikan positif dan tidak signifikan correlation coefficient ,287** ,339 ** ,151 ,078 ,100 hasil uji korelasi menunjukkan bahwa: (1) terdapat hubungan positif yang gladi jurnal ilmu keolahragaan, 11 (02), oktober158 geraldi novian, ira purnamasari mochamad noors signifikan antara gaya kepemimpinan pelatih dengan prestasi atlet taekwondo; (2) terdapat hubungan positif yang signifikan antara gaya kepemimpinan authoritarian dengan prestasi atlet taekwondo; (3) terdapat hubungan positif namun tidak signifikan antara gaya kepemimpinan democratic, people-centered, task-oriented dengan prestasi atlet taekwondo. pembahasan. melatih dapat didefinisikan sebagai “a set of strategies designed to increase a coach’s ability to influence the behaviour of team members and athletes more effectively” (smith, 2010, dalam moen, 2014). moen (2014) menjelaskan lebih lanjut bahwa, “therefore, coaches need to reflect upon their own behaviour and understand the motivation behind the behaviour of others”. secara sederhananya, “a good coach must be able to see each athlete as a unique individual and adapt his/her performance enhancement system to each athlete’s particular needs” (kristiansen, tomten, et al., 2012 dalam moen 2014). oleh karena itu, pelatih perlu meningkatkan kemampuannya dalam melatih serta mengetahui bagaimana diri sendiri dan atlet yang ditangani agar dapat memberikan dampak positif bagi atletnya. west, lashell (2016) menjelaskan bahwa, “motivated athletes tend to perform well if they perceive more positive communications with the coach” yang berarti bahwa atlet yang termotivasi cenderung memberikan performa yang baik jika mereka merasakan komunikasi yang lebih positif dengan pelatihnya. west, lashell (2016) juga berpendapat bahwa, “the most important leadership skill is the ability to communicate effectively”. hubungan pelatih berada pada urutan yang penting untuk menumbuhkan dan mengolah atlet-atlet yang berpotensi dalam dunia olahraga. “functional relationships between coaches and athletes are found to be crucial in order to cultivate and growan athlete’s potential in sport” (jones, 2006; jowett, 2007; jowett & ntoumanis, 2004; lyle & cushion, 2010 dalam moen, 2014). nizam, shapie, et al. (2016) mengemukakan bahwa, “there was positive correlation between coaching leadership styles (training and instruction, democratic and social behaviors) and athlete satisfaction”. pencapaian prestasi dalam olahraga pada dasarnya merupakan hasil akumulatif dari berbagai aspek atau unsur yang mendukung tercapainya prestasi. terdapat empat aspek atau unsur yang mendukung tercapainya prestasi, yaitu: teknik, fisik, taktik dan psikologis. jika salah satu aspek tersebut diabaikan, maka pencapaian prestasi akan semakin sulit terjadi dan pelatih adalah sosok yang memiliki pengaruh besar dalam gladi jurnal ilmu keolahragaan, 11 (02), oktober159 geraldi novian, ira purnamasari mochamad noors menentukan pencapaian prestasi seorang atlet. hal ini dijelaskan juga oleh harsono (2017) bahwa, “pelatih adalah sosok yang penting artinya bagi setiap atlet, oleh karena tanpa bimbingan dan pengawasan dari seorang pelatih, prestasi yang tinggi akan sukar dicapai”. teknik, fisik, taktik dan psikologis merupakan aspek latihan yang dimana antara satu dengan lainnya saling berhubungan. atlet yang memiliki kondisi fisik yang baik belum tentu dapat memberikan performa yang baik juga pada saat pertandingan karena kondisi fisik yang baik tidak menjamin keadaan psikologis juga baik. psikologis pada atlet salah satunya bergantung pada sosok yang sering menjadi lawannya dalam berinteraksi, yaitu pelatihnya. kemampuan atau karakter atlet sangat dipengaruhi oleh pelatih, secara khusus oleh bagaimana pelatih memperlakukan atletnya. gaya kepemimpinan authoritarian pada dasarnya merupakan gaya kepemimpinan yang cenderung negatif, karena secara sederhananya tidak memberikan ruang yang besar bagi atlet. namun, pada penelitian ini gaya kepemimpinan authoritarian memiliki tingkat hubungan yang paling tinggi jika dibandingan dengan gaya kepemimpinan yang lain. penulis berasumsi bahwa hal ini diakibatkan cabang olahraga yang diteliti, yaitu beladiri taekwondo. hal ini disebabkan karena adanya unsur-unsur khusus pada cabang olahraga taekwondo, yaitu: disiplin, tanggungjawab, respect, dan lain sebagainya. secara khususnya, unsurunsur tersebut tertuang dalam janji taekwondo indonesia. gaya kepemimpinan democratic merupakan gaya kepempimpinan yang bertolak-belakang dengan gaya kepemimpinan authoritarian. gaya kepemimpinan ini cenderung positif karena sangat memberikan ruang yang luas bagi atlet. namun, pada penelitian ini gaya kepemimpinan democratic tidak memperoleh angka yang tinggi. gaya kepemimpinan democratic berada pada satu tingkat di bawah gaya kepemimpinan authoritarian. gaya kepemimpinan peoplecentered merupakan gaya kepemimpinan yang tidak cenderung ke positif maupun netral, artinya gaya kepempimpinan ini abu-abu atau berada pada sisi netral. berpusat pada individu/person ternyata tidak memiliki angka korelasi yang tinggi bagi prestasi atlet taekwondo. bahkan, gaya kepemimpinan ini memiliki angka korelasi yang paling rendah diantara gaya kepemimpinan lainnya. gaya kepemimpinan task-oriented adalah gaya kepemimpinan yang berpusat pada tugas/program latihan yang harus dijalankan atlet. gaya kepemimpinan ini gladi jurnal ilmu keolahragaan, 11 (02), oktober160 geraldi novian, ira purnamasari mochamad noors memiliki nilai interpretasi keeratan sangat rendah. sama halnya dengan gaya kepemimpinan people-centered, gaya kepemimpinan task-oriented tidak cenderung ke sisi positif maupun negatif, artinya gaya kepempimpinan ini abu-abu atau berada pada sisi netral. mengacu pada penyelesaian tugas ternyata sama halnya dengan berpusat pada individu, memiliki angka korelasi yang tidak jauh berbeda, yaitu hanya berada satu tingkat di atasnya. berdasarkan hasil pengolahan dan analisis data, hasil penelitian ini sejalan dengan hasil penelitian yang dilakukan oleh nizam, shapie, et al. (2016) yang mengemukakan bahwa, “there was positive correlation between coaching leadership styles (training and instruction, democratic and social behaviors) and athlete satisfaction”. penelitian ini membuktikan bahwa pendapat di atas memang benar adanya. untuk mempermudah, hasil analisis data dari setiap gaya kepemimpinan pelatih dengan prestasi atlet taekwondo disajikan dalam bentuk diagram di bawah ini. gambar 2. persentase hasil hasil yang berbeda pada setiap gaya kepemimpinannya menunjukkan bahwa atlet taekwondo tidak dapat dilatih dengan satu gaya kepemimpinan pelatih, artinya pelatih harus mampu menerapkan gaya yang tepat sesuai dengan situasi dan kondisi. angka tertinggi juga berada pada gaya kepemimpinan authoritarian, penulis berasumsi hal ini disebabkan oleh cabang olahraga dari sampel yang diteliti. hal ini menunjukkan bahwa pada cabang olahraga beladiri taekwondo, gaya kepemimpinan authoritarian ini yang mendominasi kecocokan bagi atlet dalam pencapaian prestasi. namun, hal ini tentunya tidak dapat dijadikan acuan mutlak untuk memperoleh prestasi maksimal karena terdapat faktor lain yang mempengaruhinya, seperti: fisik, teknik, strategi, peralatan, luck, motivasi, dan lain sebagainya. kekurangan pada sampel saat pengisian kuesioner juga menjadi bahan pertimbangan sendiri dalam hasil yang diperoleh dari penelitian ini. terdapat banyak kasus di lapangan khususnya pada cabang olahraga taekwondo yang membuktikan bahwa penampilan atlet dapat menjadi kurang maksimal karena terjadi kekurangan pada psikologisnya, seperti: anxiety, kurang konsentrasi, takut, kurang percaya diri dan lain sebagainya. hal inilah yang menyebabkan penampilan atlet kurang authoritaria n 51% democratic 22% people centered 12% task oriented 15% gaya kepemimpinan pelatih gladi jurnal ilmu keolahragaan, 11 (02), oktober161 geraldi novian, ira purnamasari mochamad noors maksimal walau telah berlatih keras. kuan & roy (2007) dalam komarudin (2016) menegaskan bahwa, “salah satu faktor yang sering berhubungan dengan performa yang baik dalam sebuah kompetisi adalah ketahanan mental dan ketahanan mental tersebut termasuk faktor keterampilan mental”. pendapat yang serupa juga diungkapkan oleh beberapa ahli lainnya bahwa mental sangat penting untuk meningkatkan performa atlet (veakey, 1988; rushall, 2008; chee, 2010; dalam komarudin, 2016). dalam konteks penelitian ini, perlu diperhatikan bahwa gaya kepemimpinan pelatih memiliki konstelasi dengan kondisi atau attitude atlet taekwondo. konstelasi ini berkaitan dengan taksonomi psikomotorik (harrow, 1971) secara spesifik yaitu kemampuan perseptual (perceptual abilities). kemampuan perseptual membantu seseorang menafsirkan stimuli secara tepat sehingga individu mampu menyesuaikan diri dengan lingkungannya dan dapat menghasilkan perilaku yang efektif dan efisien (mahendra, 2007). kemampuan ini membantu individu dalam menginterpretasikan stimulus yang menjadikannya mampu membuat penyesuaian terhadap lingkungan. kemampuan perseptual menunjuk pada semua modalitas perseptual individu yang berperan dalam menerima rangsangan yang datang padanya serta membawanya ke pusat otak yang lebih tinggi untuk diinterpretasikan. hasil dari interpretasi inilah yang kemudian digunakan untuk mengambil keputusan pemberian respons oleh otak pusat otak (mahendra, 2007). selain hal di atas, konstelasi antara gaya kepemimpinan pelatih dengan kondisi atau attitude atlet taekwondo ini juga berkaitan dengan teori belajar, secara khususnya yaitu teori stimulus respon. belajar sebagai suatu proses perubahan tingkah laku dimana reinforcement dan punishment menjadi stimulus untuk merangsang pebelajar dalam berperilaku (paul, 1997). hergenhahn dan olson (1993) dalam mahendra (2007) mendefinisikan belajar sebagai “a relatively permanen change in behavioral potentiality that occurs as a result of reinforced practice”. salah satu tokoh penggagas teori behavioristik yang berasal dari amerika serikat bernama edward l. thorndike (1874 1919) mengemukakan bahwa, “belajar adalah sebuah proses interaksi antara stimulus dan respon” (dalam budiningsih, 2005). thorndike memplokamirkan teori belajar, ia mengungkapkan bahwasanya setiap makhluk hidup itu dalam tingkah lakunya merupakan hubungan antara stimulus dan respon. teori thorndike ini memiliki gladi jurnal ilmu keolahragaan, 11 (02), oktober162 geraldi novian, ira purnamasari mochamad noors beberapa sebutan lain yang lazim, yaitu: s – r bond theory, connectionism theory, trial and error. stimulus adalah segala sesuatu yang dapat merangsang terjadinya proses belajar seperti pikiran, perasaan atau hal-hal lain yang dapat ditangkap melalui alat indera. sedangkan respon adalah reaksi yang dimunculkan individu ketika menerima respon, yang dapat pula berupa pikiran, perasaan atau gerakan/tindakan. skinner (dalam slavin, 2000) mengemukakan bahwa, “hubungan antara stimulus dan respon yang terjadi melalui interaksi dengan lingkungannya, yang kemudian menimbulkan perubahan tingkah laku”. menurutnya stimulus yang diberikan akan saling berinteraksi dan interaksi antar stimulus itu akan memengaruhi respon yang dihasilkan. respon yang diberikan ini memiliki konsekuensi-konsekuensi, yang nantinya mempengaruhi munculnya perilaku (slavin, 2000). penjelasan di atas menjadi dasar dan juga penguat bagi penulis untuk mengungkapkan bahwa gaya kepemimpinan pelatih ini berkonstelasi dengan kondisi atau attitude atlet taekwondo. jika cara atau gaya yang digunakan oleh seorang pelatih dalam menangani atlet cenderung asal atau tidak sesuai, maka hal tersebut berpengaruh terhadap kondisi atau attitude atlet berikutnya. karena tidak dapat dipungkiri bahwa pelatih memiliki tingkat keintiman yang tinggi dengan atlet dalam proses latihan, dan proses latihanpun merupakan sebuah proses belajar. kemungkinan besar kondisi atau attitude atlet akan terbentuk dengan sendirinya melalui interaksiinteraksi yang terjadi. jika stimulus yang diberikan pelatih baik, maka atlet juga akan memberikan respon yang baik. namun sebaliknya, jika stimulus yang diberikan pelatih buruk, maka atlet juga akan memberikan respon yang buruk. maka, pelatih harus sangat memperhatikan cara atau gaya yang akan digunakan, karena itu merupakan stimulus yang akan direspon oleh atlet melalui kondisi atau attitude atlet dalam kehidupannya. kesimpulan berdasarkan hasil pengolahan dan analisis data, maka dapat disimpulkan bahwa: 1. terdapat hubungan positif yang signifikan antara gaya kepemimpinan pelatih dengan prestasi atlet taekwondo; 2. terdapat hubungan positif yang signifikan antara gaya kepemimpinan authoritarian dengan prestasi atlet taekwondo; 3. terdapat hubungan positif namun tidak signifikan antara gaya kepemimpinan democratic, people-centered, taskoriented dengan prestasi atlet taekwondo; saran. berdasarkan penelitian yang gladi jurnal ilmu keolahragaan, 11 (02), oktober163 geraldi novian, ira purnamasari mochamad noors telah dilakukan, penulis dapat memberikan beberapa saran, yaitu: 1. selain pemahaman dan penerapan program latihan yang tepat, seorang pelatih juga sangat penting memperhatikan gaya yang digunakan dalam pelatih, karena hal ini akan berpengaruh pada psikologis atlet dan tim itu sendiri, dan tentunya aspek ini cukup berperan dalam menunjang prestasi atlet. 2. manusia adalah makhluk sosial yang membutuhkan orang lain dan tidak akan pernah lepas dari salah. maka, diperlukan adanya komunikasi yang membangun, baik antara atlet dengan pelatih maupun pengurus dengan pelatih. hal ini dimaksudkan agar pelatih bisa lebih mengetahui hal baik untuk menunjang prestasi atlet. 3. untuk peneliti selanjutnya, diharapkan agar lebih dapat mengembangkan penelitian dengan cakupan yang lebih luas dan kajian yang lebih mendalam. daftar pustaka berg & karlsen. 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(paper). school of human movement, sport, and leisure studies, bowling green state university. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 61-75 permalink/doi: https://doi.org/10.21009/gjik.131.06 correlation between mental skills and anxiety during the covid-19 pandemic in university volleyball athletes muhamad ilham1, nadya dwi oktafiranda1, rizka antoni2 1program studi ilmu keolahragaan, fakultas ilmu keolahragaan, universitas negeri jakarta, kampus timur universitas negeri jakarta, jalan pemuda 10 , jakarta timur, indonesia 13220 2pendidikan kepelatihan olahraga, universitas mitra karya correspondiing author. email : milham@unj.ac.id abstract the purpose of this study was to determine the relationship between mental skills and a person's level of anxiety during the covid-19 pandemic. mental skills as an important aspect in supporting achievement are very influential for athletes, especially when practicing and competing during the covid-19 pandemic like today. through this research, it will be seen how big the correlation is between the mental skills of an athlete and how much anxiety level is during the pandemic. the research method used in this research is associative quantitative method with a correlational approach. in this study, the samples were kop volleyball athletes, state university of jakarta. data collection was preceded by distributing questionnaires to the athletes. the hypothesis testing technique carried out in this study used statistical analysis techniques of product moment correlation, followed by a t-test at a significant level of =0.50. the sample in this study was kop volleyball fik unj athletes with 56 respondents, it can be concluded that there is a significant negative relationship between mental skills on anxiety during the covid19 pandemic with a correlation coefficient (rxy) of -0.459. that is, if the score of the mental skill variable increases, the score for the anxiety variable during the covid-19 pandemic will decrease, but on the contrary if the mental skill score decreases, the anxiety score during the covid-19 pandemic will increase. keywords: mental skills, anxiety, volleyball, pandemic, covid-19c gladi jurnal ilmu keolahragaan, 13 (01), march62 muhamad ilham, nadya dwi oktafiranda, rizka antoni introduction in march 2021, the ministry of tourism and creative economy of the republic of indonesia announced that sporting events, music, and exhibitions could be held again on condition that strict health protocols were applied. this is certainly good news for the world of sports, especially athletes to return to training and improve their performance. as we all know, the emergence of the covid-19 virus has ravaged various vital sectors in society and the lack of provision of health services for handling viral infections has certainly contributed to widespread emotional stress and an increased risk of mental illness associated with covid-19 (pfefferbaum & north, 2020). with the rapid and deadly global spread of the virus causing thousands of deaths caused by the coronavirus disease (covid-19) leading the world health organization to declare a pandemic on march 12, 2020 (ciotti et al., 2020) in which between 3-5% of the victims died. exposed to death, as well as the absence of a patent drug from this virus, has made people around the world panic and create excessive anxiety about the covid-19 virus. psychological reactions to the pandemic include maladaptive behaviors, emotional distress, and defensive responses(cullen, gulati, & kelly, 2020). the world of sports was also significantly affected, especially in terms of the mental health of athletes. in achievement sports, the psychological aspect is one of the factors that influence the success of achieving an achievement (effendi, 2016). because of how perfect the development of technique and tactics of athletes, if their mentality does not develop, then high achievements cannot be achieved. in a competition situation, athletes who perform physical movements are unlikely to escape from the mental-emotional influences that arise in the sport. (komarudin, 2013). he covid-19 pandemic has had an impact on people's lives globally, including the mental health of athletes. however, the response of sports scientists in indonesia is still lacking, marked by the lack of written publications and scientific dissemination related to this matter. (rahayuni, 2020). covid-19 has created new strains on elite athletes, thereby potentially increasing their vulnerability to mental health symptoms (muhlisin, 2021). in sports coaching, the psychological aspect is one of the factors gladi jurnal ilmu keolahragaan, 13 (01), march63 muhamad ilham, nadya dwi oktafiranda, rizka antoni that influence the success of achieving an achievement (effendi, 2016). as one of the supporting factors for the success of athlete achievement, a coach needs to have complete data regarding the psychological condition of the athlete, one of which is the mental skill aspect (tahki, juriana, & ali, 2018). according to james drever, mental is the overall structure and organized psychological processes, both consciously and unconsciously (tjung hauw sin, 2016). thus it is clear that each psychological element will determine the strength and mental state of the athlete. according to james e. loehr (1986) in his book entitled mental toughness training for sports, mental abilities (mental skills) themselves include 7 aspects, namely selfconfidence, negative energy control, attention control, visualization skills (imagery abilities), motivation, positive thinking. and behavioral control. 1) self confidence loehr explained: "selfconfidence is a feeling and a knowing that says you can do it, that you can perform well and be successful". singer also explained: "self-confidence or confidence in oneself means feeling selfassure and competent to do what has to be done" (komarudin, 2013). self-confidence is usually closely related to "emotional security". the steadier your belief in yourself, the more stable your emotional security will be. according to sudibyo, selfconfidence will create a sense of security, and this will be seen in the attitude and behavior of the athlete, who looks calm, does not easily waver or hesitate, is not easily nervous, assertive, and so on. (tangkudung & mylsidayu, 2017). lack of self-confidence is an obstacle to be able to achieve high. lack of self-confidence means doubting one's own abilities, and will put a strain on oneself, which can lead to chaos that will be the seed of defeat. at the time of experiencing a slight failure, the athlete will feel incapable or lack confidence in his abilities, so that the athlete is easily discouraged and if he is required to perform even higher, he will easily experience frustration. over-confidence or excessive self-confidence occurs because athletes judge their own abilities beyond their actual abilities. this is closely related to the personality traits of the athletes themselves. over-confidence can lead to gladi jurnal ilmu keolahragaan, 13 (01), march64 muhamad ilham, nadya dwi oktafiranda, rizka antoni unfavorable consequences, because they often underestimate their opponents, are too optimistic and often feel that they will not be defeated. because the expectation of success is too high, it is easier for the athlete to experience frustration. 2) negative energy control controlling negative emotions such as fear, anger, frustration, envy, resentment, anger, and emotions is very important to achieve success in the game. staying calm, relaxed and focused is directly related to the athlete's ability to keep negative thoughts from arising. controlling negative energy is related to the athlete's ability to perceive difficult situations as challenges rather than threats or frustrating problems. negative thinking will usually result in excessive muscle tension and poor concentration. emotions that can have negative effects in sports include anxiety, fear, and anger. restlessness is a symptom of fear. usually this feeling of anxiety will appear before the match is about to start. this feeling of anxiety can occur if an athlete does not have enough experience of playing hours or it can also occur for example in the inability to do anything or there may be a sense of confusion or uncertainty. 3) attention control attention control is very necessary because it controls the ability and attention at a certain point to be done. attention control is related to concentration both in training and in competition. an athlete will be seen who has focused attention and scattered attention. concentration is a condition in which a person's awareness is focused on a certain object in a certain time. concentration is an activity that must be done repeatedly and will get better if it is done regularly every day or every activity. in the world of sports, the problem that most often arises due to impaired concentration is the reduced accuracy of throws, punches, kicks, or shots so that they do not hit the target. as a further consequence, if accuracy is reduced, the strategies that have been prepared will not work so that the athlete ends up being confused, not knowing how to play, and his confidence is reduced. in addition, loss of concentration can also cause injury due to not focusing on exercising. the purpose of concentration training is so that the gladi jurnal ilmu keolahragaan, 13 (01), march65 muhamad ilham, nadya dwi oktafiranda, rizka antoni athlete can focus his attention or mind on something he is doing without being affected by the things that happen around him. 4) visualization and imagery control successful athletes always have well-developed visualization and imagery skills. they are able to think in pictures rather than words, and they are able to control the flow of their own mental images and images in a positive and constructive direction. visualization is one of the most powerful mental training strategies so far found for translating mental desire into physical performance. according to syer and conolly in the visualization process, something will happen to the athlete, namely the athlete will be carried away in certain circumstances, according to what is imagined on the screen the athlete's mental (crown, 1984). while imagery is a technique where the athlete before doing a match tries to describe in his imagination the movements that will be carried out. 5) motivation motivation is a condition or condition that encourages, stimulates or moves a person to carry out an activity so that the goal is achieved. motivation both internal and external is a determining factor to achieve the best ability in sports. in addition, external factors can affect a person's appearance or behavior, namely determining someone will reflect a persistent attitude and not give up quickly in achieving his goals. in mental coaching, motivational techniques are very important, because the coach realizes that in the end athletes must be independent, so the coach's job is to generate desire, willingness, encouragement to act as needed, as well as approach and foster confidence in the athlete's abilities, the athlete will cultivate self-motivation. more stable and will get satisfaction for the athlete himself. mental influence on athletes is seen when competing, namely the strength and weakness of the drive to achieve an achievement in winning the match. 6) positive energy athletes must design their mind set so that what they do is positive and can produce positive results. positive thinking is telling the brain to think about good things so that it can create enthusiasm and optimism in yourself. positive thinking is intended as a way of thinking that directs something in gladi jurnal ilmu keolahragaan, 13 (01), march66 muhamad ilham, nadya dwi oktafiranda, rizka antoni a positive direction, seen from the good side. this needs to be familiarized not only to athletes but also to coaches who train. by getting used to positive thinking can foster self-confidence, increase motivation and establish cooperation between various parties. to achieve an achievement, positive thinking is needed. think positively in completing the program given by the coach to think positively in a match. in all sports, the positive impact of emotions is highly dependent on the athlete's personal and experience. in team sports, quite a lot of stimulation can trigger an emotional upsurge, but it comes down to how the athlete controls his mind not to get carried away by emotions. 7) attitude control controlling attitude only reflects an athlete in his habit of thinking. the right attitude results in emotional control, calm, and a flow of positive energy. discussions on behavioral control include discipline, aggressiveness control, and emotional control. discipline is absolutely necessary for athletes to be able to achieve the highest achievement. discipline can be increased into selfdiscipline which is very closely related to self-control. the interaction between athletes and coaches will determine the obedience of athletes to their coaches. the discipline of an athlete can be seen from the willingness to react and act on the prevailing values. discipline is absolutely necessary for athletes to be able to achieve the highest achievement. discipline accompanied by understanding and awareness is closely related to a responsible attitude, because the athlete in question tends to try to fulfill, support, and defend the values he adheres to. athletes who have been able to cultivate self-discipline will have a self-image as a disciplined athlete. currently, various sporting events have been held, including intercollege championships. the faculty of sports science, universitas negeri jakarta has participated in several championships, one of which is volleyball. after previously stopping various activities on campus, in an effort to minimize the spread of the covid-19 virus, this certainly had an impact on the mental health of student athletes. when campus activities stop, student athletes suddenly become isolated from their teammates and are no longer able to participate in the sporting activities that are often central to their identity as an gladi jurnal ilmu keolahragaan, 13 (01), march67 muhamad ilham, nadya dwi oktafiranda, rizka antoni athlete. (graupensperger, benson, kilmer, & evans, 2020). isolation during the covid-19 pandemic has an impact on the mental health of athletes, including anxiety and depression (şenışık, denerel, köyağasıoğlu, & tunç, 2021). selftraining performed by athletes during a pandemic has a significant impact on anxiety and depression (saputro, 2021). this anxiety is caused by the fear of being exposed during the back joint exercise (marsha & wijaya, 2021). according to gunarsa (1989) anxiety is a feeling of helplessness, insecurity for no apparent reason or vague. anxiety in the competition will cause excessive emotional stress that can interfere with the implementation of the competition as well as affect the appearance or performance. according to levitt cited by husdarta (2011), anxiety can be defined as a subjective feeling of fear and increase physiological arousal. everyone has experienced anxiety or fear of various situations such as fear of being scolded, fear of not going to class, fear of failure, fear of getting hit and fear or worry before competing, gunarsa (2008) added that anxiety is a feeling of helplessness, insecurity for no apparent reason, or vague. anxiety in the competition will cause excessive emotional stress that can interfere with the implementation of the competition as well as affect the appearance or performance. atkinson (1993) states that emotional anxiety is unpleasant, characterized by terms such as worry, concern, and fear that we sometimes experience at different levels in anxiety, people can use emotional energy than they realize. anxiety is mental tension which is usually accompanied by bodily disturbances that cause the individual concerned to feel helpless and exhausted because he always has to be in a state of alertness to threats that are not clear. (komarudin, 2013). based on the description above, this study aims to provide data regarding the relationship between the mental skills of student athletes and their anxiety levels during the covid-19 pandemic. in the current pandemic era, it certainly has its own psychological impact for athletes, apart from having to practice or compete, athletes must also continue to carry out health protocols and maintain their health. methode this research is a descriptive study with a quantitative method that gladi jurnal ilmu keolahragaan, 13 (01), march68 muhamad ilham, nadya dwi oktafiranda, rizka antoni explains the relationship between mental skills and anxiety levels during the covid-19 pandemic in student athletes of the faculty of sports science, universitas negeri jakarta and knows the factors that influence it. the subjects in this study were student athletes in the volleyball sport, totaling 56 people. the sampling technique used in this study was purposive sampling where the samples in this study were athletes who had participated in joint training and had participated in competitions. in this study, researchers used a mental skills adaptation questionnaire from james e. loehr (1986) which consists of seven dimensions, namely: self-confidence, positive energy, negative energy control, motivation, concentration, visualization and imagery abilities, and behavioral control to measure mental skills variable. the closed questionnaire consists of 42 questions using a rendang likert scale, a score of 1 to 5 which represents the seven dimensions (juriana, 2013). anxiety variables during the pandemic using a questionnaire adapted from ninla elmawati's research which discusses the analysis of anxiety levels during the covid-19 pandemic in east kalimantan rugby athletes. (ninla elmawati falabiba, 2019). in this study, 20 questions were generated which were validated by experts using a likert scale with five answer options strongly agree (ss), agree (s), strongly disagree (sts), doubtful (r), disagree (ts) . this study uses correlation analysis which is used to determine the correlation coefficient and simple linear regression analysis aims to determine whether there is an influence or relationship between the two variables in the study, namely the independent variable (x) is mental skills and the dependent variable (y) is anxiety during the covid pandemic. -19 with the following formula: correlation analysis information : rxy keterangan: x = mental skills y = kecemasan gladi jurnal ilmu keolahragaan, 13 (01), march69 muhamad ilham, nadya dwi oktafiranda, rizka antoni rxy : correlation coefficient 𝛴𝑥 : total score x 𝛴𝑦 : total score y simple linear regression analysis formula: ŷ = ɑ+bx results and discussion the purpose of this study was to determine a significant relationship between mental skills and anxiety during the covid-19 pandemic in volleyball athletes from the faculty of sports science, universitas negeri jakarta. this research is an associative quantitative research. this study uses two variables, namely the independent variable (x) is mental skills and the dependent variable (y) is anxiety during the covid-19 pandemic. the data collection technique used in this study is to use a questionnaire technique or a questionnaire with the type of choice. the technique of collecting this data is by using an online questionnaire given to 56 athletes from the faculty of sports science, jakarta state university, then the researcher separates the data according to the research variables. the subjects of this study were 56 people, consisting of 33 men and 23 women. table 1. respondent data by gender no gender number of respondents percentage % 1 man 33 58,9 2 woman 23 41,1 from the table above, it is clear that the number of volleyball athletes from the faculty of sports science, universitas negeri jakarta consists of mostly men, namely 33 respondents (58.9%) and the least is women, 23 respondents (41.1%), with a total of 56 respondents. the results of the frequency distribution for the independent variable (x) mental skill can be seen in the table below: table 2. based on the table above, it shows that the data on the motivational variable for practice is mostly in the interval class 141-153 with a frequency of 15 respondents or as much as (25%) freq % valid % cum% valid 15-127 1 1.7 1.7 1.7 128140 4 6.7 6.7 8.3 141153 15 25 25 33.3 154165 14 23.3 23.3 56.7 166177 14 23.3 23.3 80 178189 8 13.3 13.3 93.3 190202 4 6.7 6.7 100 total 60 100 100 gladi jurnal ilmu keolahragaan, 13 (01), march70 muhamad ilham, nadya dwi oktafiranda, rizka antoni and the least is in the interval class 115127 with a frequency of 2 respondents or (1.7%). furthermore, the mental skill variables are grouped into 5 levels, namely very high, high, medium, low, very low. as follows: table 3. interval score number of athletes percentage category > 188 5 8,93% very high 171 ≤ x < 188 12 21,43% high 154 ≤ x < 171 21 37,50% medium 136 ≤ x < 154 14 25% low < 136 4 7,14% very low total 56 100% based on the table above, it is known that the mental skills of athletes who fall into the very high category are 8.93% with a total of 5 respondents, the high category is 21.43% with a total of 12 respondents, the medium category is 37.50% with a total of 21 respondents, the low category by 25% with a total of 14 respondents and a very low category of 7.14% with a total of 4 respondents. the results of the frequency distribution for the dependent variable (y) of anxiety during the covid-19 pandemic can be seen in the table below: table 4. freq % valid % cum % valid 52-57 3 5.0 5.0 5.0 58-63 8 13.3 13.3 18.3 64-69 17 28.3 28.3 46.7 70-75 15 25 25 71.7 76-81 10 16.7 16.7 88.3 82-87 5 8.3 8.3 96.7 88-94 2 3.3 3.3 100 total 60 100 100 based on the table above, it shows that the data on the anxiety variable during the covid-19 pandemic is mostly located in the interval class 6469 with a frequency of 17 respondents or 28.8% and the least is in the interval class 88-94 with a frequency of 2 respondents or 3, 3%. furthermore, the anxiety variable during the covid-19 pandemic is grouped into 5 levels, namely very high, high, medium, low, very low, as follows: table 5. interval score number of athlete percentage category > 84 3 5,36% very high 75 ≤ x < 84 13 23,21% high 67 ≤ x < 75 26 46,43% medium 58 ≤ x < 67 11 19,64% low < 58 3 5,36% very low total 56 100% based on the table above, it is known that the anxiety during the covid-19 pandemic for athletes who were in the very high category was gladi jurnal ilmu keolahragaan, 13 (01), march71 muhamad ilham, nadya dwi oktafiranda, rizka antoni 5.36% with a total of 3 respondents, the high category was 23.21% with a total of 13 respondents, the medium category was 46.43% with a total of 26 respondents, the low category is 19.64% with 11 respondents and the very low category is 5.36% with 3 respondents. the relationship between mental skills and anxiety during the covid-19 pandemic was carried out using correlation analysis and simple linear regression. in general, the formula for a simple linear regression equation is y = a + bx. meanwhile, to find out the value of the regression coefficient, we can refer to the output in the following coefficient table: table 6. coefficientsa model unstandardize d coefficients standar dized coeffici ents t sig. b std. error beta 1 (const ant) 107, 997 9,7 84 11,0 39 0,0 00 menta l skill 0,22 8 0,0 60 0,45 9 3,79 4 0,0 00 a. dependent variable: anxiety during the covid-19 pandemic value a = constant number of unstandardized coefficients. in this study the value is 107,997. this number is a constant number which means that if there is no mental skill (x) then the consistent value of anxiety during the covid-19 pandemic (y) is 107,997. the value of b = the number of regression coefficients with a value of -0.228. this figure means that for every 1% addition to the mental skill (x) level, anxiety during the covid-19 pandemic (y) will increase by -0.228. because the regression coefficient value is minus (-), it can be said that mental skill (x) has a negative effect on anxiety during the covid-19 pandemic (y). so the regression equation is y = 35,420 0,511 x. the correlation coefficient aims to show the relationship of the independent variable to the dependent variable. to find out the magnitude of the influence of mental skill (x) on anxiety during the covid-19 pandemic (y) in a simple linear regression analysis, we can refer to the value of r square or r2 contained in the spss output of the model summary section in the following table: table 6. model summary model r r square adjusted r square std. error of the estimate 1 .459a 10 0,196 7,722 a. predictors: (constant), mental skill from the table above, it is known that the correlation coefficient rxy = gladi jurnal ilmu keolahragaan, 13 (01), march72 muhamad ilham, nadya dwi oktafiranda, rizka antoni 0.459, meaning that it can be concluded that there is a sufficient relationship between the mental skill (x) variable and anxiety during the covid-19 pandemic (y). based on the table above, it is known that the r square value is 0.210. this value means that the influence of mental skill (x) on anxiety during the covid-19 pandemic (y) is 21% while 79% of anxiety during the covid-19 pandemic is influenced by other variables not studied. referring to the discussion above, we can conclude that “mental skill (x) has a negative effect on anxiety during the covid-19 pandemic (y) with a total effect of 21%. this negative influence means that the decreasing mental skill of an athlete will affect the increase in anxiety during the covid-19 pandemic. in this study, researchers conducted a t-test on simple linear regression to determine the level of significance (ɑ) and determine the hypothesis. in this study to determine the level of significance of researchers using the spss method, namely as follows: the level of significance that is often used is = 5% (ɑ = 0.05). so based on the table above, it is known that the significance level is 0.000 < 0.05, so the regression model can be used to predict the relationship between the mental skill (x) variable and the anxiety variable during the covid-19 pandemic (y). testing this hypothesis is often called the t test, where the basis for making decisions in the t test is: 1) if the value of t count is greater than t table, then there is an influence of mental skill (x) on anxiety during the covid-19 pandemic (y) 2) on the other hand, if the t-count value is less than t-table, then there is no mental skill effect (x) on anxiety during the covid-19 pandemic (y) based on the output above, it is known that the t-count value is -3.794. because the calculated t value has been found, then the next step we will look for the t table value. the formula for finding the t table is: value a / 2 = 0.05 / 2 = 0.025 degrees of freedom (df) = n – 2 = 56 – 2 = 54 value 0.025 ; 54 in the distribution of the t-table value, then the t-table value is 2.021. because the tcount value of -3.794 is greater than > 2.021, it can be concluded that h0 is gladi jurnal ilmu keolahragaan, 13 (01), march73 muhamad ilham, nadya dwi oktafiranda, rizka antoni rejected and ha is accepted, which means that "there is an influence of mental skill (x) on anxiety during the covid-19 pandemic (y)". basically mental skills or mental abilities that include, among others: selfconfidence, negative energy control, concentration, visualization and imagery abilities, positive energy, motivation, and behavioral control. where all of them can influence each other in the process of achieving an athlete's achievement. the covid-19 virus that is endemic and has become a pandemic at this time has certainly made people panic. the impact of this makes the community, especially athletes, feel anxious in carrying out training activities or competitions. the anxiety that arises due to the outbreak of the covid-19 virus greatly affects the performance of athletes in training or competing, even though training and matches have been carried out with strict health protocols. so based on the results of the study, it showed that there was a relationship between mental skills and anxiety during the covid-19 pandemic student athlete. this is shown based on a significance value of 0.000 <0.005 so it can be concluded that the mental skill variable is related to the anxiety variable during the covid-19 pandemic. based on the results of the study, t arithmetic > t table means that it is proven that there is a significant relationship between mental skills and anxiety during the covid-19 pandemic in volleyball athletes at the universitas negeri jakarta. conclusion based on the results of associative quantitative 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(2016). persiapan mental training atlet dalam menghadapi pertandingan. jurnal performa olahraga, 1(01), 61–73. https://doi.org/10.24036/po.v1 i01.76 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 80-92 permalink/doi: https://doi.org/10.21009/gjik.122.01 smash training volleyball “ls” model for beginners ages junior high school loan subarno 1 , samsudin 1 , nur ali 1 1 physical education, universitas islam 45 bekasi, jl. cut meutia no.83 bekasi, indonesia, 17113 2 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: baronputrapetir@gmail.com abstract. the purpose of this study was to produce an affective and tested variation of the volleyball smash training model for beginner in junior high school. the research method used in this study is the addie development model(analysis, design, development, implementation, evaluation) by using five stages and with the research subject being three volleyball extracurricular coaches in junior high school. this research begins with needs analysis, product planning, development, implementation and evaluation.the instruments used in this study include an assessment questionnaire to experts to test the validity of the variation of the "ls" volleyball smash training model and an assessment questionnaire to assess the effectiveness of the model by volleyball extracurricular coaches in junior high schools.the data analysis technique used in this study is a descriptive percentage analysis technique. this research produces a variety of exercise models that meet the criteria, are valid and effective. the research recommendation should be before the distribution of the "ls" volleyball smash training model for junior high school beginners, it is re-tested to athletes/students to be more effective and efficient. keyword : smash, training, volley ball, addie mailto:baronputrapetir@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june81 loan subarno, samsudin, nur ali introduction volleyball developed in various countries including indonesia in 1928 which was brought by the dutch. volleyball games are very much in demand in various levels of society as evidenced by the many volleyball fields in urban areas and even in rural areas as well as the many activities held in interschool, inter-agency, inter-company and other championships. the volleyball game begins with a serve shot from the service area. the basic rule used is that the ball must be reflected on the hands, arms, or the front of the body and limbs. the ball must be crossed into the opponent's court over the net. basic technical volleyball game skills, namely: serving, passing, bait, smash, block, and receive. a player must master basic techniques and advanced techniques to be able to play volleyball effectively. in volleyball matches, the factors that influence victory are the quality and quantity in attacking the opponent, spike/smash is a punch or attack technique that aims to make the ball land in the opponent's area, without being blocked or detained. mastery of basic smash techniques in volleyball is very important, the success of a team in winning volleyball is largely determined by the smash. because smash is a way to win points. the smash technique is the most difficult technique in volleyball because it requires good physical condition and maximum movement coordination. smash requires strong power and the right timing(setiawan et al., 2018). smash hits are influenced by jumps, arm muscle strength, hand flexibility, waist flexibility and good ball placement. ideally, the volleyball smash should have a strong hit when the hand is in full contact with the ball at the top so that the ball runs steeply at high speed, if the ball is higher above the net, the ball can be hit sharply down. smash is a deadly hard hit because it makes the ball difficult to receive or return. a good shot can be obtained with effective training exercises. it takes an exercise model in order to achieve the maximum goal of the exercise. in the realm of training, different ages have an important influence on the performance of athletes in participating in training. in addition, the exercise program must also be associated with improving physical health and fitness. program for junior high school students, students want new skills and develop their minds to learn fair play, good sportsmanship and want to use their free time. in volleyball training, if a coach is lacking in developing creativity, the athlete lacks interest in participating in training, especially for athletes who have experienced gladi jurnal ilmu keolahragaan, 12 (02), june82 loan subarno, samsudin, nur ali trauma injuries. for this reason, a coach must be able to carry out tasks and adopt new training models that can help athletes' problems and achieve training goals, especially in the smash section. this is sometimes difficult for coaches to realize. weaknesses in volleyball training, which often occurs in the development of a monotonous model, often makes athletes have difficulty participating in volleyball training. this is what happened to students at junior high school 9, tambun. the weakness of volleyball sports training that often occurs is the provision of a monotonous training model so that it often makes athletes experience boredom in participating in volleyball training. this is reinforced by the results of interviews and statements from several extracurricular coaches in junior high school, these shortcomings and mistakes often occur due to the lack of training models and variations of volleyball smash training and coaches still use conventional training models that applied, can be seen in the following table: table. 1 the update of the “ls” volleyball smash research conducted for beginners of junior high school age general (conventional) exercises smash volleyball "ls" the coach only directs as usual models are easy to learn exercise does not match the level of ability and age being trained the model is in accordance with the character of the student's needs trainers apply based on experience the training model has been validated by experts exercise tends to be monotonous the results of the "ls" exercise vary through the "ls" volleyball smash training model, it is hoped that it can help athletes learn better smash skills. and can be used as a reference for coaches, especially when providing smash training material through the smash training model so that athletes can practice enthusiastically when given difficult exercises. related to the statements that have been stated above, it shows that it is necessary to develop a volleyball smash training model, which can later be used as a solution to facilitate students in practicing smash more effectively. volleyball according to ahmadi, "volleyball is a complex game that is not easy for everyone to do, because in volleyball it requires really reliable coordination of motion to carry out all the movements in the volleyball game." even so, this does not prevent people from learning more deeply because of the high level of interest that occurs in society (ahmadi, 2008). gladi jurnal ilmu keolahragaan, 12 (02), june83 loan subarno, samsudin, nur ali another advantage of volleyball is also expressed by papageorgiou (2002) who states "volleyball is a game that is suitable for both sexes and for players of all ages and abilities and can be adapted to allow players with a physical or mental disability to play at competitive level” (papageorgiou, 2002). games that can be played by both men and women, even for people with special needs, of course, according to the level of difficulty in competing. barbara l viera and bonnie jill ferguson stated other advantages of the game of volleyball, among others: (1) it is adaptable to various conditions that may present themselves, (2) it can be played with any number on a side from two, which is extremely popular in the beach game, to six. which is the number used for interscholastic, intercollegiate, junior, and club play, (3) it can be played and enjoyed by all ages and ability levels, (4) it can be played on many surfaces—grass, wood, sand, and various artificial surfaces, (5) it is an excellent co-ed activity, (6) it is an exciting spectator sport, (7) it can be played indoors or outdoors, (8) it is an extremely popular recreational activity with numerous leagues in business, community, and school intramural programs, (9) it requires few basic rules and skills, and (10) it has limited equipment needs.”(viera & ferguson, 2010). based on this statement, volleyball has the advantage that it can be played in various conditions, this game can be modified with the number of people, can be played between schools, colleagues, and volleyball clubs, besides that it can be played by all ages and at any level of ability. this game can be done in all forms of field areas, sandy, grassy, cemented and so on. another advantage of this game is that it is an amazing game because through this volleyball game it can arouse the interest of the local audience, this game can be played outside or indoors. this game is even used as a business field by some people and is used as a school intramural program. in this game requires some basic rules and skills that are not limited by equipment. in fact, we can find volleyball games being carried out between villages or known as village galas which make volleyball games so popular among the community. according to atmasubrata (2012) volleyball is a "sport game played by two opposing groups. each group has six players and there is also a variation of beach volleyball where each group only has two players.” volleyball games that have been clearly defined regarding the facilities and infrastructure can still be changed flexibly by looking at the situations and conditions that exist around the community. so based on the explanation of the theories above, volleyball is a team game played by 6 people in each team by playing putting the ball into the opponent's area by crossing the net as an gladi jurnal ilmu keolahragaan, 12 (02), june84 loan subarno, samsudin, nur ali obstacle and trying to win the game by turning off the ball in a certain way or technique. . smash volleyball smash is a punch or attack technique that aims to make the ball land in the opponent's area, without being blocked or detained (setiawan et al., 2018). spiking is also called hitting or attacking. it is one of the most exciting and challenging parts of the game of volleyball. it requires the hitter timing his/her jump and arm swing with the ball flying through the air. jump serving is just spiking from the end line but the server tosses the set(foundation, nd). which means smash is also known as hitting or attacking. this is one of the most interesting and challenging parts of volleyball game. smash takes the hitter to jump and his arm swinging with the ball flying through the air. direct serve only spikes from finish line but server throws set. in the volleyball game to get points or to get a win, various ways or techniques can be done, including the smash technique (anggara & yudi, 2019:1334). with a good smash technique, the opponent's defense can be turned off and victory can be achieved(sovensi, 2018). smash volleyball is a hard hit that is aimed at the opponent's square and serves as an attack(rahadian, 2018:37). normal smash a player who wants to do a normal smash should pay attention to the process of implementing the smash. winarno in mustaqim the process of doing a smash can be divided into four stages: when taking a prefix, when taking a repulsion, when making a shot and when making a landing.(mustaqim, 2020). normal smash/open smash, which is a smash done after taking the prefix when the ball leaves the feeder's hand, the ball height from the feeder reaches ± 3 m from the net, the ball is hit when the ball is about 20 cm– 50 cm apart (rahman et al., 2014:9). this smash process is carried out from the initial attitude, the execution movement and the follow-up movement are the same as the general smash implementation process, but there are special characteristics in normal smashes, namely: a. toss the ball or bait high enough to reach 3 m and above and the distance of the ball being fed ranges from 20 to 50 b. the point of the ball being fed is around the middle area between the feeder and the smasher as measured from the smasher's projection line to the net c. the first step starts after leaving the hand of the feeder with a concentrated eye on the ball d. reaching and hitting the ball as high as it is above the net gladi jurnal ilmu keolahragaan, 12 (02), june85 loan subarno, samsudin, nur ali semi smash the implementation of the semi smash movement is the same as the normal smash, the only difference lies in the height of the bait and the timing of taking the first step, the beginning of the forward step starts slowly since the ball starts towards the feeder, and once the ball is fed by the feeder, the smasher immediately jumps and hits the ball as quickly as possible. fast over the net, the height of the bait is approximately one meter above the net. rahman says "semi smash, namely the smash movement that is done after the ball is released from the feeder's hand. the initial attitude of the execution motion and the follow-up motion is the same as the normal smash, the height of the ball being fed is ± 1 m from the net(rahman et al., 2014:9). semi walk in smash basically this semi walk in smash is the same as the semi, the difference is only in the direction of the ball. in the semi-smash, the prefix is opposite to the direction of the bait, while in this road smash, the prefix is in the same direction as the bait, which means that the initial position of the smasher is beside or slightly behind the feeder. as soon as he sees the ball passing to the feeder, the batsman makes the start as quickly as possible, with long strides. timing jumps before the ball is passed with a distance of one arm's reach from the ball to be fed. the bat floats with his hand ready to hit, the feeder presents the ball right in front of the bat's hand. this bait technique requires a ball height of 50cm to 1m from the top edge of the net(rahman et al., 2014:9). smash push the initial attitude to take the smasher is to immediately put yourself out of the field, approach the net pole and face the feeder. as soon as the ball comes towards the feeder, the smasher immediately moves to meet the ball and runs parallel to the net. push smash, namely the smash movement that is done after starting out the side line, after that the player steps up to meet the ball, the direction of the ball is usually not too high from the net (rahman et al., 2014:9). smash pull the starting stance is the same as the other types of smashes, the only difference is that the pressure on the normal stance is more and takes a closer distance on the feeder. pool straight smash, initial attitude, execution movement and the follow-up motion is almost the same as the quick smash pool, the difference only lies in the direction of the bait given by the feeder. parabolic ball between 0.5m to 1.5m from the top edge of the net(rahman et al., 2014:9). method this research was conducted on three volleyball extracurricular coaches. this research was conducted using the research & gladi jurnal ilmu keolahragaan, 12 (02), june86 loan subarno, samsudin, nur ali development method. research & development is research to produce certain products and test their effectiveness(sugiyono, 2011). the research method used in the "ls" smash training model research for junior high school age beginners is the addie. development model with the following steps: (1) analysis, at this stage the researchers conducted preliminary research, literature review, field observations, analysis of development needs and initial observations about smash training for volleyball beginners, (2) design at this stage include; designing the initial developed product; determine the media tools and infrastructure needed in research; determine the stage in the initial field test; provide job descriptions to those who assist the research. (3) development, at this stage everything that is needed or that will support the training process must all be prepared, (4) implementation, at this stage everything that has been developed is in accordance with its role or function so that it can be implemented. after the product is ready, it can be tested through a large group and then evaluated and revised. then the trial can be carried out in large groups and then reevaluated and revised so as to produce a final product that is ready to be disseminated, (5) evaluation, the evaluation stage can be carried out at each of the four stages above which is called formative evaluation, because the goal is for revision needs. for example, at the design stage we need an expert review to provide input on the design we are making. thus, research on model development can be concluded that research that produces a product with a better level of effectiveness begins with analysis, design, development, implementation and evaluation with the orientation of the results of development on the model. results and discussion overall, there are 3 general objectives that will be revealed in the preliminary study or needs analysis, namely: (1) providing a variety of training models. (2) provide a reference for the coach. (3) efforts to improve extracurricular volleyball smash practice at junior high school. the needs analysis was carried out by interviewing the trainers. the results of the needs analysis are explained as follows: table 2. volleyball needs analysis data question points finding what materials do coaches usually give to athletes during volleyball extracurricular activities? training materials for passing, smash, service and other game modifications are athletes passionate about volleyball practice? he's excited is there a volleyball smash practice there are some gladi jurnal ilmu keolahragaan, 12 (02), june87 loan subarno, samsudin, nur ali model? is intense volleyball smash material given in every volleyball extracurricular exercise? not always what efforts did the coach make to improve volleyball smash practice? doing smash practice in every meeting and making variations of smash practice does the coach need a volleyball smash practice model? really need, because of the limitations of the model or the variety of exercises due to lack of knowledge sharing. the results of the analysis in table 2. suggest several important points that are key in developing the volleyball smash model at junior high school 12 tambun extracurricular. among them are 1) the lack of smash practice by the coach, 2) the coach stated that the smash variation model used in volleyball extracurricular training at junior high school 12 tambun is limited. design (design) the first step in this research is to develop a model product for volleyball smash training "ls" for junior high school age beginners junior high school. researchers compiled 23 models of volleyball smash training "ls". in this initial draft there has not been an expert/expert test, the total initial design was designed by the researcher after conducting a needs analysis. development (development) the smash model that has been designed by the researcher is tested by experts, this is useful for determining the feasibility of the volleyball smash model product. validation of the model product was carried out by three experts in the field of volleyball who have been involved for at least 5 years in the sport of volleyball. based on the data and responses that were collected from volleyball experts in stage i, there were several revisions to the model variations of the products that had been made. this is done to further optimize the benefits of development for users. the following describes the revision of the experts. table 3. the results of the revision of the futsal expert stage i model name expert 1 expert 2 expert 3 percentage model 1 1 1 1 66.67% model 2 1 1 1 66.67% model 3 1 1 1 100% model 4 1 1 1 100% model 5 1 0 1 66.67% model 6 1 1 1 100% model 7 0 1 1 66.67% model 8 1 1 1 100% model 9 1 1 1 66.67% model 10 1 1 1 100% model 11 1 1 1 66.67% model 12 1 1 0 66.67% model 13 1 1 1 66.67% model 14 1 1 1 100% model 15 1 1 1 100% model 16 1 1 1 66.67% model 17 1 1 1 100% model 18 1 1 1 100% model 19 1 1 1 66.67% model 20 1 0 1 66.67% model 21 1 1 1 66.67% model 22 1 1 1 100% model 23 1 1 1 100% average percentage 82.61% gladi jurnal ilmu keolahragaan, 12 (02), june88 loan subarno, samsudin, nur ali the results of the first stage expert test in table 3, there are three experts who provide an evaluation of the volleyball smash model product. based on the data presented above, the average percentage of expert validation is 82.61%. this result states that the product of the valid junior high school extracurricular smash volleyball practice model and made some improvements to the volleyball smash model product. meanwhile, the following suggestions and inputs from volleyball game experts are presented regarding the developed model: 1. subah products are good and very varied. 2. please sort the models from the easiest level of difficulty to the most difficult because there is still an introduction to the ball in the middle. the results of the expert/expert input are then adjusted or improved from the order of the model arrangement, which is sorted from the easiest to the hardest. expert validation phase ii the second stage of the test was carried out to revise from stage i. the results of the evaluation and improvement in stage i were accommodated and repaired in order to achieve the desired product perfection. the results of the second stage of the test are attached in table 4 below: table 4. stage ii volleyball expert assessment results model name expert 1 expert 2ar expert 3 pak percentage model 1 1 1 1 100% model 2 1 1 1 100% model 3 1 1 1 100% model 4 1 1 1 100% model 5 1 1 1 100% model 6 1 1 1 100% model 7 0 1 1 66.67% model 8 1 1 1 100% model 9 1 1 1 100% model 10 1 1 1 100% model 11 1 0 1 66.67% model 12 1 1 1 100% model 13 1 1 1 100% model 14 1 1 1 100% model 15 1 1 1 100% model 16 1 1 1 100% model 17 1 1 1 100% model 18 1 1 1 100% model 19 1 1 1 100% model 20 1 1 1 100% model 21 1 1 1 100% model 22 1 1 1 100% model 23 1 1 1 100% average percentage 97.10% the results of the second stage expert test in table 4, there are three experts who provide an evaluation of the volleyball smash model product. based on the validation data for phase ii presented above, the average percentage of expert validation is 97.10%. implementation implementation is carried out by researchers by asking the opinion of the teacher as a user of the model that has been developed. this is done because it is not possible to carry out direct field tests due to the covid-19 pandemic. this application is carried out by distributing model products that have been tested by experts to extracurricular teachers/trainers in three junior high schools, after which they are given in the form of a gladi jurnal ilmu keolahragaan, 12 (02), june89 loan subarno, samsudin, nur ali questionnaire/questionnaire about responses to the model with three indicators contained therein. the results of the implementation and responses of extracurricular teachers/coaches are presented in table 5 below: table 5. volleyball extracurricular teacher/coache implementation and responses model user 1 user 2 user 3 % a b c a b c a b c 1 4 4 4 4 4 4 4 4 3 97.2 2 4 4 4 4 4 4 3 4 4 97.2 3 4 4 4 4 3 3 4 3 3 88.9 4 4 3 4 4 4 4 4 4 4 97.2 5 4 4 4 4 4 3 3 4 4 94.4 6 4 4 4 3 3 3 4 3 3 86.1 7 4 4 3 4 4 3 4 4 4 94.4 8 4 3 4 4 4 4 3 4 4 94.4 9 4 4 4 4 4 3 4 3 4 94.4 10 3 4 4 3 3 4 4 4 3 88.9 11 4 4 4 4 4 4 3 3 4 94.4 12 4 4 3 4 4 3 4 4 3 91.7 13 4 4 4 4 4 4 4 4 4 100 14 4 4 4 3 3 4 3 3 4 88.9 15 4 4 3 4 4 3 4 4 3 91.7 16 4 4 4 4 3 4 4 4 4 97.2 17 4 3 4 3 4 4 3 3 4 88.9 18 4 4 4 4 4 3 4 4 3 94.4 19 4 4 4 4 3 4 3 4 4 94.4 20 4 4 4 4 4 4 4 3 3 94.4 21 4 4 4 4 4 3 3 4 4 94.4 22 4 4 4 4 4 4 4 4 4 100 23 4 4 4 4 4 4 4 4 4 100 average percentage 94.1% information: a = security b = benefit c = usefulness the results of the responses from teachers as users of this model are very enthusiastic in responding to the high responses to products that have been compiled and validated by experts. the data collected by the researcher in this percentage states that the overall average percentage of teacher/trainer responses is 94.08%. the high response of teachers/coaches encourages researchers to publish in national journals so that this research can be consumed by the general public for volleyball sports activists, especially in the application of volleyball smash. evaluation evaluation is the final stage of the addie development model. because in this study only using expert tests and user responses, namely teachers/trainers, the evaluation referred to here is the evaluation of validation activities and user responses. the results of the evaluation obtained suggestions from experts and responses from teachers/trainers during the expert test and observation or needs analysis carried out and at the last stage, namely on user responses, so that from this evaluation stage a final revision was carried out. discussion designing a variation model of volleyball smash practice for junior high school starts from a needs c analysis conducted by researchers in several junior high schools in bekasi. according to waldopo, (2011) needs are the gap between the current state and the state it should be. this initial analysis had several obstacles, including: gladi jurnal ilmu keolahragaan, 12 (02), june90 loan subarno, samsudin, nur ali 1. the process of designing the volleyball smash variation model that will be developed takes a long time, taking into account various things, so that the training model is completed in quite a long time. 2. consultation time with experts about the initial grand design was time-consuming, until the researchers compiled the entire initial draft of the volleyball smash model. based on the initial product that has been made, an expert test of volleyball material is carried out, then a revision is made based on the assessment and comments of the experts, at this stage two improvements or expert tests are carried out in order to arrive at the perfection of the product. the product, which has been revised in the second phase, is continued at the implementation phase, but in this implementation phase during the covid-19 pandemic, so it is replaced with user feedback, namely volleyball extracurricular coaches/teachers. in this response, three indicators are made, namely the principles of usefulness, usability and safety. in this study, maximum efforts have been made according to the ability of the author, but in this research there are still some limitations that must be acknowledged and put forward as consideration in generalizing the results of the research achieved. these limitations include the following: 1. this product can only be tested by experts/experts and responses from users, namely trainers/teachers as trainers in extracurricular junior high school in bekasi. 2. the product does not yet have the ability to analyze the results of the volleyball smash test 3. due to limited time and funds as well as during the covid-19 pandemic, there is no direct treatment for students as research subjects, so it will affect the level of effectiveness of the model in its application. conclusion based on the data that has been obtained, from the results of expert/expert tests and implementation to teachers/coaches, it can be concluded that the "ls" volleyball smash training model for junior high school age beginners can be developed and applied in volleyball smash skills training and ball smash training models. volleyball "ls" is suitable for use for junior high school age. in this study, several recommendations were put forward by the researchers in connection with the limited research of the "ls" volleyball smash training model for junior high school age beginners including: gladi jurnal ilmu keolahragaan, 12 (02), june91 loan subarno, samsudin, nur ali 1. for further researchers, it is hoped that they will conduct an in-depth and mature needs analysis study. 2. the "ls" volleyball smash training model for junior high school age beginners can be used by coaches or teachers in schools where in the use of this product it is necessary to consider infrastructure, situations and conditions in the field. 3. multiplying training model items that are designed to be more creative and innovative so that they can be references and make athletes have a lot of variety in training. 4. before this product is distributed, it is better if the "ls" volleyball smash training model for junior high school age beginners is re-tested to athletes/students to be more effective and efficient. 5. conduct field trials in small and large quantities to ensure product effectiveness. 6. it is hoped that the "ls" volleyball smash practice model for junior high school age beginners can be disseminated to all coaches and teachers in indonesia to be used as a reference in practice. references ahmadi, n. (2008). panduan olahraga bolavoli. yogyakarta: era pustaka. anggara, d., & yudi, a. a. (2019). latihan pliometrik berpengaruh terhadap kemampuan smash atlet bolavoli. universitas negeri padang, 1331– 1343. http://patriot.ppj.unp.ac.id/index.php/ patriot/article/view/369 atmasubrata, ginanjar. 2012. serba tahu dunia olahraga. surabaya: dafa publishing foundation, l. (n.d.). volleyball coaching manual, life ready trough sport. foundation, la84. mustaqim, a. (2020). model latihan keterampilan smash bola voli untuk pemula usia sma. universitas negeri jakarta. papageorgiou, athanasious. volleyball a handbook for choach and player. usa: meyer and meyer sport, 2002. rahadian, r. (2018). model pembelajaran smash bolavoli pada siswa sekolah menengah kejuruan. model pembelajaran smash bolavoli pada siswa sekolah menengah kejuruan, 4(02), 35–47. http://ejournal.unsub.ac.id/index.php/ fkip/article/view/412 rahman, a., sahputra, r., & wakidi. 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(2018). ketepatan smash pemain bolavoli siswa sma ditinjau dari koordinasi mata-tangan dan extensi togok. gelanggang olahraga: jurnal pendidikan jasmani dan olahraga, 2, 129–139. https://doi.org/10.1017/cbo9781107 415324.004 sugiyono. (2011). metodologi penelitian kuantitatif kualitatif dan r&d. alpabeta. viera, b. l., & ferguson, b. j. (2010). volleyball step to succes second edition. human kinetics. waldopo, w. (2011). analisis kebutuhan terhadap program multi media interaktif sebagai media pembelajaran. jurnal pendidikan dan kebudayaan, 17(2), 244. https://doi.org/10.24832/jpnk.v17i2.21 https://ejournal.unibabwi.ac.id/index.php/semnassenalog/article/view/177 https://ejournal.unibabwi.ac.id/index.php/semnassenalog/article/view/177 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 426-439 permalink/doi: https://doi.org/10.21009/gjik.125.09 this work is licensed under a creative commons attribution-sharealike 4.0 international license groundstroke training model based on situation game for field tennis athletes aged 12-14 years divya zuhra rahmawati1*, junaidi1, nofi marlina siregar1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email divyazuhra@gmail.com abstract this study aims to create a game situation-based groundstroke forehand and groundstroke backhand training model for tennis athletes aged 12-14 years and improve forehand and backhand skills using a game situation-based groundstroke training model for athletes aged 12-14 years. the research method used is the research & development research & development (r&d) borg and gall method. subjects studied were 15 people and were athletes aged 12-14 years. the results of the pre-test test obtained an average of 31.73. then, the post-test obtained an average of 40.00. the exercise correlation coefficient before and after the exercise model was given was 0.946 with a p-value of 0.00 < 0.05, so the conclusion was significant. in the mean difference test with spss, the mean = 8.26667 shows the difference between the pre-test and post-test, the result of t-count = 26,183, df = 19 and pvalue = 0.00<0.05, which means there is a significant difference between before and after being given game situation based groundstroke training model treatment. based on these results, it can be concluded that the game situation-based groundstroke training model for tennis athletes at the age of 12-14 years is effective and can improve the forehand groundstroke. keywords: groundstroke forehand; groundstroke backhand; tennis; game situation introduction tennis is a sport that can be played between two players (single) and 2 pairs (double). each player uses a racket to hit the ball, the goal of this game is to find points by hitting the ball in all directions that have been determined in the rules, so that the opponent is unable to reach the ball and a point occurs.(abdoellah arma, 1981) tennis is a sport that uses a small ball and each player uses a racket as a ball bat. the basic principle in playing tennis is to hit the ball over the net and into the opponent's court (sukadiyanto, 2005). in the game of tennis, mastering the correct basic technique is the main capital for learning game techniques. these basic techniques must be possessed by every player, both beginner athletes and pro athletes through intensive training. (robert scharff, 1974) there are 4 types of basic strokes that must be mastered by tennis players, namely service, forehand drive, backhand drive and volleyball. there are 2 basic skills to hit a tennis ball to make it easy to apply techniques in other tennis games, namely forehand groundstroke and backhand groundstroke. (lucas loman, 2008) hitting the ball usually begins with groundstroke practice, the groundstroke consists of two strokes, namely forehand and backhand because this gladi jurnal ilmu keolahragaan, 12 (05), december427 divya zuhra rahmawati, junaidi, nofi marlina siregar stroke is the main stroke in the game of tennis. groundstroke forehand is a shot taken after the ball bounces on the right side of the field or the left side of the field if someone is more dominant using the left hand (left hand), where the ball is hit starting with an open stand or close stand position, followed by bringing the racket back (backswing) followed by forward swing of the racket with the contact point occurring in front of the body ending with a follow-through that brings the racket to the back of the head (finishing). groundstroke backhand is a shot that is done after the ball bounces on the left side of the field or the right side of the field if someone is more dominant using the left hand (left hand), where the ball using the back of the hand starts with an open stand or close stand by swinging the racket behind the body forward until there is a followthrough with the contact point in front of the body and with the completion of the racket behind the right head if the player uses the right hand, then the back of the right hand holding the racket will face the ball. based on the observations and observations of researchers about athletes aged 12-14 years who were in lampung in october 2020, the basic forehand groundstroke and backhand groundstroke techniques were still unstable and could not make a decision to hit the stroke correctly. so that in training sessions, athletes aged 12-14 years old, both forehand groundstroke and backhand groundstroke are still often out and net, if they enter, most of them lead to the middle of the field which makes the athlete's stroke an advantage for the opposing party to get points. in addition, athletes look bored and less enthusiastic when practicing tennis because they do repetitive techniques (drills) without playing on the sidelines of training. even though it should be in the basic forehand and backhand groundstroke techniques if trained properly and correctly it will be easier to continue developing into more difficult techniques because athletes aged 12-14 years should have mastered the basic techniques. in addition, the lack of gamebased training models to improve forehand backhand and backhan groundstroke skills in tennis. mastery of the basic techniques of playing tennis requires finding the right learning and game approach to improve basic technical skills in order to achieve maximum performance. athletes must be prepared regularly, directed and programmed. due to the many aspects that must be met, the skills to play tennis are usually not easy to master, especially for athletes aged 12-14 years. for this reason, the researchers created a game situation model to add an element of fun to training while increasing the sense of competition from the athlete's gladi jurnal ilmu keolahragaan, 12 (05), december428 divya zuhra rahmawati, junaidi, nofi marlina siregar side. games in the field of tennis, especially for athletes aged 12-14 years, must pay attention to training programs accompanied by something that can add elements of joy, happiness and the need for innovation and creativity in game situation-based groundstroke training models. the importance of good innovation and creativity in the groundstroke training process for athletes aged 12 to 14 years, so that coaches can give new nuances to athletes so that athletes do not get bored with existing groundstroke material. thus, it does not make athletes bored during exercise. athletes do not feel bored when the exercise occurs. research on the forehand and backhand groundstroke training models with the game situation approach is a new research, considering that there is still no model that combines the game and the actual point together in tennis. the research priority is closely related to the basic techniques and games in tennis. this is used as a reference in the preparation of available tennis game developers. tennis according to arma abdoellah and soediarsono in (fadhillah, 2019) stated that "tennis is a kind of sport that uses a small ball and each player uses a racket as a ball bat". tennis can be conceived of as having originally been a relative od medieval football, played with similar rules by the clergy in the cloisters of their monasteries. (gillmeister, 2008). (marison, 2018) states that tennis is a game that requires foot speed, controlled accuracy, stamina, anticipation, determination and ingenuity. (sawali, 2018) in principle, tennis is played by hitting the ball with a racket that passes over the net and enters the opponent's court. syafruddin in (zulvid, 2018) supporting factors for achieving peak performance include: physical condition, technique, tactics, and mentality. in a game that is competitive in nature, the main goal in the game is to hit the ball as far as possible and enter the opponent's field line so that it is difficult for the opponent to catch the ball or in other words the opponent cannot reach the ball or if the opponent can return the ball, the ball it catches at the net or goes off the court line. in tennis, many factors can affect the outcome of a match, such as physical, technical, tactical, mental, and strategy (seff, marison, & setiakarnawijaya, 2017). the main requirement is to have the correct basic technique and have excellent physical condition in matches, so that athletes can play professionally. the basic technique is a series of movements in a sport in playing the sport. in the sport of tennis, basic techniques are the initial foundation for playing tennis. there are some basic techniques according to hariadi in (sianipar, 2019): (1) basic gladi jurnal ilmu keolahragaan, 12 (05), december429 divya zuhra rahmawati, junaidi, nofi marlina siregar technique of holding a racket (2) basic technique forehand drive, (3) basic technique backhand drive, (4) basic technique service, (5) basic technique volley. in the game of tennis, there are four basic types of strokes that need to be mastered. the four basic techniques that need to be mastered in tennis are: servis, forehand drive (groundstrokes), backhand drive (groundstrokes) dan volley (robert scharff, 2001). basic techniques must be studied, understood, and known correctly so as to avoid mistakes in how to hit the ball in the game of tennis. there are 5 basic hitting techniques in tennis according to (seff et al., 2017) scilicet : 1. serve, 2. smash, 3. volley, 4. lob, 5. groundstroke (forehand backhand). good hitting technique is based on hitting it at the right place and time. there are several different methods of hitting in playing tennis, but the most important thing is to be in good balance, move well towards the ball, and understand where the ball and racket will meet and make a point of contact (point of contact), so you can produce hard and targeted blow. in this case, technical interpretation plays an active role (amarullah, 2015). groundstroke patrick mcenroe and peter bodo in (siahaan, 2017) states that groundstroke is the basic stroke in tennis that can be developed to gain points. this stroke can be taken from all sides of the court and usually players do it from the back line of the field and are hit after the ball has bounced (rolf flichtbeil, 2006). according to (siahaan, 2017) in singles matches, 80% of the techniques used in tennis, especially singles, are groundstrokes. in addition to maintaining a defensive position or to attack, tennis players can stroke from behind the back line to create opportunities to attack the opponent's defense by hitting the ball at a point that is difficult to reach, making it difficult for the opponent to return it. because of the need for the groundstroke technique in tennis, every tennis player needs to master this technique properly and correctly with regular practice. according to (jaqfaruhdin yusuf & irawadi, 2019) groundstroke is divided into 2, namely: forehand and backhand. groundstroke forehand is a type of stroke in the game of tennis that is hit after the ball has bounced first on the court, and is hit from the right side of the one holding the racket with the right hand, and from the left from the one holding the racket with the left hand. the forehand groundstroke is critical to tennis success because it is the most frequently played stroke in tennis and significantly influences match outcome. within the competitive tennis community, it is common knowledge that points are often won or lost with strong and consistent forehand groundstrokes (kwon, pfister, gladi jurnal ilmu keolahragaan, 12 (05), december430 divya zuhra rahmawati, junaidi, nofi marlina siregar hager, hunter, & seeley, 2017). (nugroho, 2015) states that a stroke is made after the ball bounces off the field by placing the palm of the hand facing the direction of the ball to be hit (using the muscles of the forearm). meanwhile, groundstroke backhand is a type of stroke in tennis that is hit after the ball has bounced first on the court and is hit from the left for those holding the racket with the right hand, and from the right for those holding the racket with the left hand. there are several things that must be considered in the implementation of backhand groundstrokes, including: a) ready position, b) backswing, c) forward swing, d) follow through (purnomo, 2007). the groundstroke is a frequently used stroke, although this form of movement is a naturally important stroke for some players, the backhand stroke is generally considered to be more difficult to learn and is a potential weakness of an opponent that can be exploited. (andi nurabadi, 2019). characteristics of children aged 12-14 years all the world health organization (who) defines the period of adolescence as between 10-19 years. however, since onset and duration vary according to sex, individual and societal factors, the period has been subdivided into three parts: the early adolescent period (10-13 years), middle adolescent period (14-17 years) and late adolescent period (18-21 years) (demir et al 2016). the world health organization (who) defines adolescence between the ages of 10-19 years because of the onset and duration that varies according to gender, individual and social factors. the period is divided into 3 parts, namely: the early adolescence period 10-13 years, the middle adolescence period 14-17 years and the late adolescence period 18-21 years. harsono in (langga & supriyadi, 2016) tennis has its own specializations and peak achievement groups, namely: 1) beginning at the age of 6-10 years, 2) specialization at the age of 12-14 years and 3) peak achievement at the age of 22-25 years. long-term athlete development (ltad) is a planned, systematic and progressive model of individual athlete development developed by canada's istvan balyi and r. way in 1995. ltad is also known as long-term participant development or long-term player development (ltpd), which is a long-term participation development program or longterm player development. istvan balyi in (qomarrullah, 2020) the ltad model aims to overcome all deficiencies and obstacles in the process of gradually forming quality athletes, preventing early success and making all potential sources of achievement effective. the ltad model has a seven-stage framework that guides the gladi jurnal ilmu keolahragaan, 12 (05), december431 divya zuhra rahmawati, junaidi, nofi marlina siregar pathways of participation, training, competition and recovery in sports physical activity. several factors that support achievement to reach the peak that must be formed from early childhood who are just starting to practice until the age that reaches peak achievement, namely: 1) timing 2) balance 3) racket face control. these three supporting factors are very important for all tennis players. because if one of the three supporting factors is not good, the resulting blow will not be optimal. the age criteria for athletes who must continue to be trained are for ages 6 -10 years = coordination, ages 10-12 years = train to train, ages 12 -14 years = train to complete to introduce, ages 14 16 years = train for complete to peaking , and age 16 onwards= train to win (primanata & subagio, 2018). game situation (dani wardani, 2009) games, playing in english are called "games" (noun), "to play" (verb), "toys" (noun) this comes from the word "main". game situation based games are assumed to provide effective motion transfer to match the actual game (aguiar, botelho, lago, maças, & sampaio, 2012). where, training simulates the entire movement pattern that exists in official matches (luteberget, trollerud, & spencer, 2018) game situations are adaptation stimuli that represent complex characters, which lead to increased effectiveness and game-like stability of situational solutions and which can also contribute to the development and maintenance of fitness. (lehnert, stejskal, háp, & miroslav, 2008). game situation exercises provide different locations and concepts of movement, so that they have a direct influence on certain aspects such as mastery of technique (irja & rifki, 2019). other than that (devi & rifki, 2019) said that in practice, some trainers used a lot of game situation methods to improve performance. (susilo, boyke, & sudrajat, n.d.) also said that this situation game method is one form of exercise that can improve the athlete's ability to play which has been proven by research that has been carried out so that this form of exercise is a real contribution to the development of athletes. (johnson, f. christie, & thomas d. yawkey, 2001) states that playing provides four benefits, namely developing creativity, social skills, psychomotor skills, language skills, and as a means of therapy to overcome psychological problems. play can reduce or reduce the anxiety and restlessness of barnett and strom's children, (montolalu b. e. f, 2010). more over moyles (1991) in (simon & saputra yudha, gladi jurnal ilmu keolahragaan, 12 (05), december432 divya zuhra rahmawati, junaidi, nofi marlina siregar 2007) emphasizes that play is a necessary process for both children and adults. exercises interspersed with games will add to the fun and enthusiasm of novice athletes. this game for novice athletes is a game like the real thing. game situation can provide effective movement transfer to match the real game, simulating the overall movement pattern that exists in official matches. game situations drawn in this way are adaptation stimuli that represent complex characters, which lead to increased effectiveness and game-like stability of situational solutions and which can also contribute to the development and maintenance of fitness. method the purpose of this study was to create a game situation based forehand and groundstroke backhand training model for tennis athletes aged 12-14 years and improve forehand and backhand skills using a game situation-based groundstroke training model for athletes aged 12-14 years. the research approach and method of the situation game-based groundstroke exercise model for tennis athletes age 1214 years uses a research and development model from (gall & borg, 2009) which consists of ten steps in research, including: (1) research and information, (2) planning, (3) develop preliminary product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) product revision, (8) operational field testing, (9) final product revision, and (10) dissemination and implementation. the final product improvement results have a reliable generalization value by searching for data using the forehand and backhand skill test instrument, referring to the hewitt test. the data analysis technique uses an effectiveness test using a t test with spss software. the effectiveness test was carried out by giving an exercise model to 15 athletes aged 12-15 years from lampung city. results and discussion results this model was developed using 10 stages in its implementation. research and development of groundstroke training model based on tennis game situation conducted preliminary research (needs analysis) which was carried out by direct observation in the field. based on the results of the needs analysis data that has been obtained by researchers through observations and observations in lampung, then processed and described to obtain conclusions. based on the results of the needs analysis obtained, it is known that: 1) there is still minimal application of groundstroke training for athletes, 2) lack of training variations which basically only use drill techniques, 3) there is no game element during training. gladi jurnal ilmu keolahragaan, 12 (05), december433 divya zuhra rahmawati, junaidi, nofi marlina siregar after the researchers conducted an analysis and what findings were in the field, the researchers then carried out the stages of collecting and drafting a game situationbased groundstroke training model for tennis athletes at the age of 12-14 years. for the next stage, an expert judgment will be carried out. the researcher conducted a feasibility test of the model through experts who then concluded from the draft model given that the variation of the game situation-based groundstroke training model for tennis athletes at the age of 12-14 years there were 16 training models that were declared feasible to continue and 2 training models were not feasible. so that the total model which was originally 18 training models became 16 groundstroke training models based on game situations for tennis athletes which can be implemented for tennis athletes aged 12-14 years. small group trials using research subjects as many as 15 athletes. the results of the recapitulation of small group trials with 15 athletes as subjects above concluded that the overall game situationbased groundstroke training model for field tennis athletes at the age of 12-14 years could be applied. the results of the small group trial show that the game situationbased groundstroke training model product can be carried out at the large group test stage or the main field test. the large group trial/main field test was conducted in the bukit kencana field, bandar lampung, lampung with the number of subjects used as many as 30 subjects. judging from the results of the main field trial/large group trial conducted by researchers on 16 items of game situation-based groundstroke training models for tennis athletes at the age of 1214 years, the overall model in this development is feasible to be used as trainer material in providing variations. game situation-based groundstroke training model with clear directions given first. effectiveness test the data analysis technique used to test the effectiveness of the exercise model using the t test with spss software. the effectiveness test was carried out with 15 lampung students. the data obtained from the assessment of 15 athletes on the effectiveness test of the game situationbased groundstroke training model for field tennis athletes aged 12-14 years, are shown in the following table: table 1 groundstroke forehand results before pre-test and post-test name pretes posttest different subject 1 26 32 6 subject 2 27 34 7 subject 3 28 36 8 subject 4 29 38 9 gladi jurnal ilmu keolahragaan, 12 (05), december434 divya zuhra rahmawati, junaidi, nofi marlina siregar subject 5 30 38 8 subject 6 31 39 8 subject 7 31 41 10 subject 8 32 41 9 subject 9 32 42 10 subject 10 33 42 9 subject 11 33 42 9 subject 12 35 43 8 subject 13 35 44 9 subject 14 36 44 8 subject 15 38 44 6 average 31,73 40 8,27 the table above shows the results of the athlete's pre-test and post-test when doing a forehand groundstroke. the pre-test was conducted before the small group test. the pre-test was carried out before the implementation of the implementation of 16 game situation-based groundstroke training models. the test was carried out to find out the results before and after being given treatment. the average test result of 15 athletes before being treated was 31.73. after being given a variation of the game situation-based groundstroke exercise model, 16 models have been evaluated and validated, then a post-test is carried out to find out whether there is an increase in the forehand groundstroke after being given a variation of the situational game-based groundstroke training model. after taking the post-test data, it was found that the groundstroke increased marked by the increase in the results of the notes with an average of 40. based on the description above, there are differences in the results of the tennis groundstroke between the pre-test and post-test that the groundstroke training model is based on the game situation for field tennis athletes developed are effective and can improve the forehand groundstroke technique. table 2 results of the normality table distribution on the groundstroke forehand one-sample kolmogorov-smirnov test pre-test post-test n 15 15 40.00 normal parametersa ,b mean 31.73 std. deviation 3.411 3.742 most extreme differences absolute .098 .205 positive .089 .143 negative -.098 -.205 test statistic .098 .205 asymp. sig. (2-tailed) .200c,d .089c a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. this is a lower bound of the true significance. based on the table above which has been calculated using spss results from the kolmogorov-smirnov test, the normality data in the pre-test is 0.200 and in the post-test group is 0.089, both of which are greater than alpha 0.05. thus, it can be concluded that the two data come from a normally distributed population. tabel 3 hasil paired sample statistic (pretest) dan setelah diberikan treatment (posttest) pada groundstroke forehand paired samples statistics gladi jurnal ilmu keolahragaan, 12 (05), december435 divya zuhra rahmawati, junaidi, nofi marlina siregar mean n std. deviation std. error mean pair 1 pre 31.7333 15 3.41147 .88084 post 40.0000 15 3.74166 .96609 the average score of the athlete before being given the game situation-based groundstroke training model was 31.73 and the average value after being given the game situation-based groundstroke training model treatment, which means that there is an increase resulting from the pre-test and posttest tennis groundstroke. table 4 results of paired sample correlation (pre-test) and (post-test) on the forehand groundstroke paired samples correlations n correlation sig. pair 1 pre post 15 .946 .000 based on the table above, it is found that the correlation coefficient of the groundstroke training model based on the tennis game situation before and after being given the game situation-based groundstroke training model is 0.946 pvalue 0.00 < 0.05. so, the conclusion is that there is a significant relationship. table 5 results of paired sample statistics (pre-test) and (post-test) on the forehand groundstroke paired samples test paired differences t df sig. (2tailed) mean std. std. error mean pre test pos test 8.27 1.23 .316 26.18 14 .000 in the mean difference test with spss, the mean = 8.26667 shows the difference between the pre-test and posttest, the result of t-count = 26,183, df = 19 and p-value = 0.00<0.05, which means there is a significant difference between before and after being given game situationbased groundstroke training model treatment. based on these results, it can be concluded that the game situation-based groundstroke training model for tennis athletes at the age of 12-14 years is effective and can improve forehand groundstroke. the game situation-based groundstroke training model that has been developed has significant effectiveness. figure 1 test diagram of the forehand grounstroke product effectiveness the comparison chart above produces the average record data before and after being given the game situation-based groundstroke training model treatment for tennis athletes at the age of 12-14 years which has been obtained with an average 25 30 35 40 45 pre-test post-test 31,733 40 gladi jurnal ilmu keolahragaan, 12 (05), december436 divya zuhra rahmawati, junaidi, nofi marlina siregar pre-test result of 31.733 and a post-test of 40. furthermore, the data obtained from the study of 15 athletes in the control group are shown in the following table: table 6 hasil groundstroke backhand (pre-test) and (post-test) name pretest posttest different subject 1 23 30 7 subject 2 24 30 6 subject 3 24 30 6 subject 4 26 32 6 subject 5 26 32 6 subject 6 27 33 6 subject 7 28 33 5 subject 8 29 34 5 subject 9 30 36 6 subject 10 30 36 6 subject 11 31 36 5 subject 12 31 37 6 subject 13 31 38 7 subject 14 32 38 6 subject 15 32 40 8 average 28,27 34,33 6,07 the table shows the results of the athlete's pre-test and post-test when doing a backhand groundstroke. the pre-test was conducted before the small group test. the pre-test was carried out before the implementation of the implementation of 16 game situation-based groundstroke training models. the test was carried out to find out the results before and after being given treatment. the average test results of 15 athletes before being treated were 28,266. after being given a variation of the game situation-based groundstroke training model, 16 models have been evaluated and validated, then a post-test is carried out to find out whether there is an increase in backhand groundstroke after being given a variation of the situational game-based groundstroke training model. after taking the post-test data, it was found that the backhand groundstroke increased, which was indicated by the increase in the results of the notes with an average of 34.33. based on the description above, there are differences in the results of the tennis backhand groundstroke between the pretest and post-test that the game situationbased groundstroke training model for tennis athletes developed is effective and can improve the backhand groundstroke technique. table 7 distribution results of the normality table on the groundstroke backhand one-sample kolmogorov-smirnov test pre post n 15 15 normal parametersa,b mean 28.2667 34.3333 std. deviation 3.08143 3.22195 most extreme differences absolute .180 .164 positive .117 .127 negative -.180 -.164 test statistic .180 .164 asymp. sig. (2-tailed) .200c,d .200c,d a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. this is a lower bound of the true significance. based on table 7 which has been calculated using spss results from the gladi jurnal ilmu keolahragaan, 12 (05), december437 divya zuhra rahmawati, junaidi, nofi marlina siregar kolmogorov-smirnov test, the normality data in the pre-test is 0.200 and in the posttest group is 0.200, both of which are greater than alpha 0.05. thus, it can be concluded that the two data come from a normally distributed population. table 8 results of paired sample statistics (pre-test) and after treatment (post-test) on groundstroke backhand paired samples statistics mean n std. deviation std. error mean pre 28.27 15 3.08143 .79562 post 34.33 15 3.22195 .83190 the average score of athletes before being given a game situation-based groundstroke training model was 28.2667 and the average value after being given a game situation-based groundstroke training model treatment was 34.33 which means that there was an increase resulting from the pre-test and post-test tennis groundstrokes. tabel 9 hasil paired sample correlation (pre-test) dan (post-test) pada groundstroke backhand paired samples correlations n correlation sig. pre post 15 .969 .000 based on the table 9, it was found that the correlation coefficient of the groundstroke training model based on the tennis game situation before and after being given the game situation based groundstroke training model was 0.969 pvalue 0.00 < 0.05. so, the conclusion is that there is a significant relationship. tabel 10 paired sample statistic (pre-test) dan (post-test) pada groundstroke backhand paired samples test paired differences t df sig. (2tailed) mean std. std. error mean pre test pos test 6.07 .79 .206 29.41 14 .000 in the mean difference test with spss, the mean = 6.0667 shows the difference between the pre-test and posttest, the results of t-count = 29.414, df = 14 and p-value = 0.00<0.05 which means there is a significant difference between before and after being given game situation-based groundstroke training model treatment. based on these results, it can be concluded that the game situation-based groundstroke training model for tennis athletes at the age of 12-14 years is effective and can improve backhand groundstrokes. the game situation-based groundstroke training model that has been developed has significant effectiveness. 25 30 35 40 45 pre-test post-test 28,2667 34,333 gladi jurnal ilmu keolahragaan, 12 (05), december438 divya zuhra rahmawati, junaidi, nofi marlina siregar figure 2 test diagram of backhand groundstroke product effectiveness the comparison chart above produces the average record data before and after being given the game situation-based groundstroke training model treatment for tennis athletes at the age of 12-14 years which has been obtained with an average pre-test result of 28.2667 and an average post-test is 34,333. discussion based on the data obtained above, it can be concluded that the groundstroke training model based on the game situation is feasible and effective to improve groundstroke skills so that they can hit correctly. the results of the model that the researcher has made, namely the game situation-based groundstroke exercise model for tennis athletes at the age of 12-14 years, has advantages and disadvantages. as input to researchers in order to achieve product refinement produced with several inputs as follows: 1. the selected game situation-based groundstroke training model items must be rearranged according to the stages during practice. 2. the drawings/ illustrations and instructions of the groundstroke training model must be clear so that it is easy for everyone to understand and apply. conclusion based on the data obtained by the researchers, the results of the study obtained 16 game situation based groundstroke training models for tennis athletes at the age of 12-14 years which in the small trial involved 15 research subjects and in the large trial involved 30 research subjects. based on the results of the effectiveness test on 20 research subjects, the results of the pre-test groundstroke forehand were 31.73 and at the post-test 40, there was an increase in the groundstroke forehand technique for tennis athletes at the age of 12-14 years. the results of the pre-test groundstroke backhand were 28,267 and the post-test was 34,333, then there was an increase in the groundstroke backhand technique for tennis athletes at the age of 12-14 years. based on the results of the research above, the game situation-based groundstroke training model for tennis athletes at the age of 12-14 years can be applied to improve the ability and basic technical skills of forehand and backhand groundstroke athletes in tennis. the game situation-based groundstroke training model for tennis athletes can improve the ability of athletes aged 12-14 years, can create enthusiasm and prevent athlete burnout during training due to the training model that has real variations of the game. so that the training process can run smoothly without boredom for athletes. the final product is a game situation-based gladi jurnal ilmu keolahragaan, 12 (05), december439 divya zuhra rahmawati, junaidi, nofi marlina siregar groundstroke training model for tennis athletes at the age of 12-14 years which consists of 16 groundstroke training model items. references abdoellah arma. 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(2001). play and early childhood development 2nd esition. new york: pearson longman. kwon, s., pfister, r., hager, r. l., hunter, i., & seeley, m. k. (2017). influence of tennis racquet kinematics on ball topspin angular velocity and accuracy during the forehand groundstroke. journal of sports science and medicine. langga, z. a., & supriyadi. (2016). pengaruh model latihan menggunakan metode praktik distribusi terhadap keterampilan dribble anggota ekstrakurikuler bolabasket smpn 18 malang. jurnal kepelatihan olahraga, 1(1), 90–104. lehnert, m., stejskal, p., háp, p., & miroslav, v. (2008). load intensity in volleyball game like drills. acta universitatis palackianae olomucensis. gymnica, 38(1), 53–58. lucas loman. (2008). bermain tenis. bandung: angkasa. luteberget, l. s., trollerud, h. p., & spencer, m. (2018). physical demands of game-based training drills in women’s team handball. journal of sports sciences. https://doi.org/10.1080/02640414.201 7.1325964 marison, r. w. 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(2018). latihan footwork berpengaruh terhadap kemampuan groundstroke tenis lapangan fahada. jurnal performa olahraga. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 284-292 permalink/doi: https://doi.org/10.21009/gjik.133.04 the evaluation of table tennis development program in student sports training centre jakarta erwin sofan1, yasep setiakarnawijaya1, abdul gani1 1 pendidikan jasmani, universitas negeri jakarta, universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author email: erwinsofan27@gmail.com abstract this study aims to evaluate the table tennis athlete coaching program at student sports training centre jakarta. this study uses the cipp evaluation model (context, input, process and product) was developed by stufflebeam. the data collection method used triangulating data such as: questionnaires, observations and documentation related to the research topic. the research method used is descriptive qualitative with respondents’ they are: coaches, athletes and management of student sports training centre jakarta at table tennis branch. the results of this study indicate that: 1) context : strategies at student sports training centre jakarta are clear and well understood by athletes and coaches: 2) inputs : the recruitment system for athletes and coaches has been structured and also jakarta has good facilities and well maintained 3) process: training and evaluation programs have been well prepared by the coach, all the athletes must be enthusiasm and discipline to do all the programs 4) product: the achievements of athletes, individually and in groups should be as a main concern for further improvement. thus, the athletes need to improve the achievements of the athletes, both individually and in teams or groups in national and international competitions. keywords: program evaluation, table tennis, sports, athletes introduction sports achievement is a measure of success in sports coaching, indonesia currently needs to be directed continuously, tiered, sustainable and continuously improved through a very long process to be able to get quality athletes (zainur & novri gazali, 2019). sport can be a strategic tool in building self-confidence, national identity, and pride, which can be seen with the many world-class matches that exist today (loimalitna et al., 2016). sports activities certainly have positive and negative aspects. the positive aspects are (1) being able to drive social, economic, and political activities: the interaction between humans (individuals and groups), the existence of service activities, the absorption of labor. (2) able to raise the self-esteem of sports actors / athletes / coaches / coaches / organizations / regions and the nation, the welfare of sports coaches, and the dignity of the nation in the international world (widiastuti., 2019). gladi jurnal ilmu keolahragaan, 13 (03), september285 erwin sofan, yasep setiakarnawijaya, abdul gani table tennis is a sport that is in demand by local people, both at school, in the neighborhood, and at home. table tennis is one of kind sport activities which is more flexible and can be done with a place that is not so wide. table tennis is one of the most popular sports in the world. table tennis can be played and enjoying by all family members, providing exercise and entertainment to players of all age levels, both teenagers and adults (setiyawan et al., 2020). along with the development of table tennis at the regional level, dki jakarta as a centre for coaching in the field of sports has a place for athletes to develop their skills in sports, especially in the table tennis sport, namely the student sports training centre, or called ppop dki jakarta. the guidance program is a process of ways, actions, renewal, improvement through the actualization of business actions and activities carried out efficiently and effectively to obtain better results and better achievements (qomarullah, 2020). to implementing the coaching program, evaluation also has an important role in the athlete coaching process. evaluation is an ongoing process to determine the quality (value and meaning) of something based on certain considerations and criteria in the context of making decisions (amar, 2017). based on the results of achievements and observations in the field of ppop dki jakarta table tennis athletes, it is very necessary to evaluate the organizational management team, coaches and athletes because the results achieved in the popnas championship dki jakarta ppop athletes do not dominate in the dki jakarta table tennis team, so that it is necessary to evaluate all activities contained in ppop dki jakarta table tennis branch, so that after this evaluation activity is carried out it is hoped that it can be input for ppop dki jakarta so that the entire series of activities carried out in the future is better so that it can produce achievements as expected in the table tennis sport. not only at the national level but also superior achievements in the asian region, even being able to become a professional athlete at the world level. to measure the evaluation of coaching activities, one of the evaluation models used is the cipp (context, input, process, product) gladi jurnal ilmu keolahragaan, 13 (03), september286 erwin sofan, yasep setiakarnawijaya, abdul gani model developed by daniel l stufflebeam (stufflebeam, 2015). based on these conditions, the researcher is interested in conducting research on "evaluation of the table tennis development program at the student sports training centre dki jakarta or we called “pusat pelatihan olahraga pelajar (ppop)” in bahasa. method the purpose of this study was to obtain accurate and objective information and to compare what has been achieved from the coaching program at the jakarta table tennis student sports training canter based on established standards. this research was conducted at the jakarta student sports training centre. address : gor ragunan, jalan harsono rm, pasar minggu, rt.9/rw.7, ragunan, kec. ps. minggu, south jakarta, dki jakarta 12550. research was held in januaryjune 2021. the research method is defined as a scientific way to obtain data with certain goals and uses (sugiyono, 2010). the research method and design used in this research is a qualitative descriptive method assessments regarding the success of a program are collected from the people involved either individually or collectively, in this case the management, coaches and athletes of the table tennis branch at the dki jakarta student sports training centre. then the data obtained was analyzed (stufflebeam & coryn, 2014). after the evaluation of each cipp component (context – input – process – product) is carried out, it will get a decision to be used as a recommendation or input for an activity that is being evaluated (gulo, 2002). data collection techniques in the evaluation study of the table tennis athlete coaching program at the dki jakarta student sports training centre were collected from managements, coaches and athletes. with data collection methods including: distributing questionnaires,observations, interviews and documentation. after the data is collected from the coaches of table tennis athletes at the dki jakarta student sports training canter, managements and table tennis athletes at the dki jakarta student sports training canter which will be interpreted in the calculation of the results of the interval level scores. the results of the analysis gladi jurnal ilmu keolahragaan, 13 (03), september287 erwin sofan, yasep setiakarnawijaya, abdul gani will be classified into the following table: table 1. scale criteria source : (sugiono, 2014) results and discussion data collection activities in the field start from july – december 2021, before giving anget to respondents, this questionnaire has been validated by experts and tested for validity and reliability with spss version 25. that from 22 statement items related to cipp (context, input, process, product) then the statement is considered valid and nothing is dropped, because all questions have a value rh>rt, in this study the value of rh = 0.552. in addition, a reliability test has been carried out with the results of the reliability value 0,965 it means that it is included in the category of very high reliability, so it can be stated that 22 items are eligible to be used as research measuring tools. evaluation data of the table tennis development program at the dki jakarta student sports training center in terms of the variable context management the results of respondents' responses to statement items on context variables from the manager of the dki jakarta student sports training center. it can be seen that in this variable there are 6 (six) statement items. from these items, the highest score is 45.50 which means very good, which is obtained from 3 (three) statement items, namely: the dki jakarta student sports training center aims to produce outstanding national student athletes in sports and academics, jakarta student sports training center manager jakarta has a clear plan in the coaching program, the coaching activities are carried out according to the specified plan and the availability of a schedule for monitoring and evaluation of the achievement of the targeted goals. coach based on the results of data that has been processed from the context variables of coaches and assistant coaches in the table tennis branch of the dki jakarta student sports training scale category 1,00 1,80 not very good 1,81 2,60 not good 2,61 3,40 enough 3,41 4,20 good 4,21 5,00 very good gladi jurnal ilmu keolahragaan, 13 (03), september288 erwin sofan, yasep setiakarnawijaya, abdul gani center with 10 statements in the questionnaire that has been prepared using a likert scale 1-5, the highest average value is 5, 00 which means very good and the lowest value is 3.67 which means good. athlete the data obtained from the results of the context variable with 6 (six) statements on the instrument using a likert scale distributed to all table tennis athletes at the dki jakarta student sports training center, both male athletes and female athletes, that the athletes obtained average results the highest average is 4.08 which means good and the lowest is 3.77 which means good. evaluation data of the table tennis development program at the dki jakarta student sports training center in terms of the variable input management in the input variable, the manager gets the highest average score of 4.00 which can be interpreted as good and the lowest average score is 3.50 which can be interpreted as good. the highest statement was obtained in 3 (three) statement items including: 1) making an activity budget plan carried out openly, 2) financing went smoothly, 3) all managers were involved in making budget plans. coach in the input variable for all coaches with a total of 8 (eight) items in a questionnaire statement using a likert scale given to trainers at the dki jakarta student sports training center that the trainers obtained the highest average score of 4.67 which is can be interpreted as very good. athlete in the input variable for athletes with a total of 4 (four) questionnaire statements using a likert scale given to athletes at the dki jakarta student sports training centre that athletes get the highest average score of 3.85 which can be interpreted as good, followed by the average score. 3.77 related to facilities and infrastructure which also means quite good. regarding the availability of facilities and infrastructure at the dki jakarta student sports training centre, it has been fulfilled properly and the current athletes have been fulfilled enough to become candidates for table tennis athletes who will represent dki jakarta. data on the evaluation of the table tennis development program at the dki jakarta student sports training gladi jurnal ilmu keolahragaan, 13 (03), september289 erwin sofan, yasep setiakarnawijaya, abdul gani center in terms of the variables process management in the process variables section, managers get the highest average score of 4.50 which can be interpreted as very good and the lowest average score of 3.50 which can be interpreted as good. in the implementation of coaching activities for table tennis athletes at the dki jakarta student sports training center, each coach must prepare a plan of activities to be carried out for athletes, the training schedule has been programmed until the competition schedule that athletes must participate in has been properly arranged. coach in the process variable, the table tennis coach gets the highest average score of 4.67 which can be interpreted very well. the coaches have records that must be achieved by each of the athletes according to their age group and also the competition targets that must be followed by all table tennis athletes. coaches and athletes must work well together to succeed the programs that have been designed by the coaches, the big task of the coaches is to motivate the athletes to always be enthusiastic in training to achieve the targets that have been planned. athlete in the process variable for athletes, with an instrument that uses a likert scale, it has been given to table tennis athletes at the dki jakarta student sports training centre that athletes get the highest average score of 4.00 which can be interpreted as very good, which is obtained from the statement " the coach of the dki jakarta student sports training centre provides an opportunity for table tennis athletes to take part in optimal matches or coaching evaluation data of the table tennis development program at the dki jakarta student sports training center in terms of variable product management the management get the highest average result of 4.50 which means very good and the lowest is 3.00 which means not good. the trainers must carry out evaluations that are carried out regularly, usually every tournament day, every 3 months and the last is at the end of the year, the results of this evaluation are reported to the manager of the dki jakarta student sports training center. evaluation as a process of determining gladi jurnal ilmu keolahragaan, 13 (03), september290 erwin sofan, yasep setiakarnawijaya, abdul gani [value] [value] [value] [value] [value] [value] [value] [value] [value] [value] [value] [value] 0,00 10,00 20,00 30,00 40,00 50,00 context (isi) input (masukan) process (proses) product (hasil) analysis of respondents' responses atlet pelatih pengelola the results that have been achieved by several planned activities to support the achievement of goals and future improvements (miswanto, 2016). coach in the product variable for trainers, with the submission of 5 (five) questionnaire statements using a likert scale given to the coaches of the dki jakarta student sports training centre that the manager gets the highest average score of 5.00 which can be interpreted as very good, the highest average score obtained from the statement "the number of medals obtained always increases every year for the table tennis branch. athlete the athlete product variable with a total of 4 (four) questionnaire statements using a likert scale given to athletes at the dki jakarta student sports training centre that athletes get the highest average score of 4.15 which can be interpreted as good, which is obtained from the statement "athletes table tennis felt an increase in ability during practice at the dki jakarta student sports training centre”. and the lowest average value of 300 which means that it is not good is obtained from the statement "acquisition of medals in accordance with the target". the table tennis branch at the dki jakarta student sports training centre must be able to increase the number of winners for athletes, especially in the table tennis branch for students. figure 1. analysis of respondents’ responses figure 1 shows the average analysis of all statement attributes and the maximum average number is 44.33 for the context attribute on the trainer respondent and the minimum average value is 14.92 for the input attribute on the trainer respondent. the implementation of the athlete coaching program at the dki jakarta student sports training center must always be committed to creating quality and outstanding student athletes at the national and international level conclusion gladi jurnal ilmu keolahragaan, 13 (03), september291 erwin sofan, yasep setiakarnawijaya, abdul gani based on the evaluation that has been carried out at the dki jakarta student sports training centre for table tennis branches using the cipp (context, input, process, product) model, conclusions can be shown including: context: the purpose of student sports training centre dki jakarta is very clear and understood from all parties , the preparation of the training strategy has been carried out well. input: the resources owned by the dki jakarta student sports training centre such as managements and trainers are already competent in their fields, but the management needs to pay attention to improving the competence of the trainers. process: the supervision program of the dki jakarta student sports training centre needs to be further improved by forming a special supervisory team. product : achievements and medals from athletes are a measure of the success of the dki jakarta student sports training centre development program, so that the achievements of athletes still need to be improved both at national and international levels. the implementation of the athlete coaching program at the 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(2019). evaluation of the “program pusat pembinaan dan latihan olahraga pelajar daerah (pplpd)” of riau. journal of physical education, sport, health and recreations, 8((1)), 1– available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 258-268 permalink/doi: https://doi.org/10.21009/gjik.124.05 effectiveness of endurance training based on smallsided games model for beginner women futsal ayu purnama wenly1*, ramdan pelana1, aan wasan1 1 pendidikan olahraga, pascasarjana, universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author, email: ayupurnamawenly03@gmail.com abstract this study aims to see the effectiveness of endurance training based on small-sided games models for female futsal beginner players. the subject of the study is 12 beginner female futsal players from padang futsal academy aged 19-23 years. the endurance variables are measured before and after endurance training based on small-sided games program is given. research instruments using multistage fitness test (msft). the results of the pre-test analysis were an average value of 28.6 ml/kg/min, the highest value of 31.4 ml/kg/min, the lowest value of 25.2 ml/kg/minute. furthermore, the results of post-test analysis were the average data value of 37.9 ml/kg/min, the highest value of 41.1 ml/kg/min, the lowest value of 36.2 ml/kg/min. test paired sample t-test through spss.26 application obtained sig value. (2-tailed) of 0.000 < 0.05, it was concluded that there is an average difference between pre-test and post-test in padang futsal academy athletes in padang city. then, the mean difference between pre-test and post-test is 7.6417. this finding shows that the endurance training based on small-sided games programs has a significant effect on the performance variables of endurance in padang futsal academy athletes in padang city. keywords: endurance; vo2max; small-sided games; women's futsal introduction futsal is a popular sport among indonesians. almost all indonesians, men and women from cities or villages loved this sport. futsal game is a high-intensity sports game. each player must be able to move and recover quickly to play to the fullest. physical condition is the most basic component that must be prepared for athletes in order to perform to the fullest. futsal players should be able to recover stamina quickly because the intensity and rhythm of futsal games are very high and constant during the match (barberoalvarez jc et. al in (ramos-campo et al., 2016). according to nakamura, f.y in (sekulic et al., 2019) ) futsal is a sport that involves periods of high-intensity physical play for two periods of 20 minutes per game. individual aerobic fitness status is critical to the success of this game because of its apparent role during recovery, which helps by delaying the onset of fatigue, allowing high intensity training to be maintained during play (tomlin dl, wenger hl: (harrison et al., 2015). technique and tactics are not ideal if a gladi jurnal ilmu keolahragaan, 12 (04), september259 ayu purnama wenly, ramdan pelana, aan wasan futsal player has a poor physical condition (robiansyah & amiq, 2018). experts analyze the demand for movement in futsal that players run more than 4500 meters during a match (barberoalvarez et al., 2015). the futsal average intensity of maximum heart rate is 85-90% and vo2max is 75% (barbero-alvarez et al., 2015). futsal players sprint 3-4 times every 20-30 seconds during the match (freitas et al., 2019). futsal games require high aerobic fitness along with a welldeveloped anaerobic pathway (barberoalvarez et al., 2015). maximum aerobic capacity (vo2max) is an important factor in aiding recovery between intermittent sprinting in professional soccer players (esco et al., 2014). aerobic endurance is a person's ability to do work in an aerobic atmosphere or also called the ability of the heart, lungs, and blood vessels to use oxygen when doing a work activity for a long time. maximum aerobic capacity, measured as maximal oxygen uptake (vo2max), is an indicator of physiological functional capacity (kusy & zieliński, 2014). the units of maximum oxygen intake are liters/minute/ and ml/kg/minute (wiley & shaver, 2015). vo2max represents a fundamental measure in exercise physiology and often serves as a standard for comparing estimates of aerobic capacity performance and endurance fitness (swanwick & matthews, 2018). someone who has good physical fitness has a higher vo2 max value so that they can do stronger activities than those who do not (safitri & dieny, 2015). the ability of aerobic endurance can be increased by providing a proper and appropriate exercise program for each person. because the ability to respond to training stimuli is different. aerobic endurance can be increased by an exercise program designed according to the principles of exercise (karahan, 2012). endurance training consists of lowintensity and high-intensity aerobics, which are effective methods for increasing physical endurance (chovanec & gröpel, 2020). high-intensity exercise can increase vo2 max athlete’s (moffatt et al., 2013). kalvafilho et al. (2013 found a positive correlation between the relative intensity of vo2max and performance in repeated sprints in soccer players (kalva-filho et al., 2013). to acquire abilities that involve physical components and technical components, you can use a small gamesbased training model. the use of the smallsided games model provides more benefits in the form of more efficient time for technical, tactical and physical training specifically for the futsal game (amanigladi jurnal ilmu keolahragaan, 12 (04), september260 ayu purnama wenly, ramdan pelana, aan wasan shalamzari et al., 2020). research conducted by (zamzami et al., 2020) exercises based on small-sided games can be implemented as an exercise to increase the anaerobic capacity of basketball athletes. (f. m. clemente et al., 2014) recommend small-sided game exercises to improve aerobic and anaerobic soccer athletes. (honório et al., 2021) small-sided games are a method used by coaches for technical and tactical development that can promote increased physical fitness. in his research halouani (2014) in (amanishalamzari et al., 2020) a trend in team sports, small sided games (ssg) is used not only to improve technical and tactical aspects but also to improve the physical condition of futsal players. giving an endurance training model based on small-sided games is a fun exercise but can give maximum results. so far, the training model used by the coach is a conventional training model that does not focus on the special needs of the futsal game. thus, the purpose of this study is to implement an endurance training model based on small-sided games for female futsal beginners. method the process of developing an endurance training model based on small sided games (ssg) researchers used the training and development model by robert maribe branch, namely the addie model (analysis, design, development, implementation, and evaluation). the result of the research on endurance training models based on small sided games for women's futsal will produce a product in the form of a complete and varied book of training models with product specifications, as well as testing the usability and effectiveness of the exercise models. the subjects in this study were 12 players of padang futsal academy angels who were female futsal athletes aged 19-23 years from the padang futsal academy club, padang city. all subjects are athletes who will take part in the 2021 pfa cup in padang city. the endurance training model based on small-sided games is implemented for 6 weeks, which is 3 meetings/week. the total meeting is 18 times. exercise intensity 65-90%. the data analysis aimed to see how much improvement was achieved from giving an endurance training model based on small-sided games for 6 weeks. data analysis using the kolmogorov-smirnov normality test using the statistical package for social science (spss) ver application 26. the normality test showed that all data were normally distributed. the data were further analyzed descriptively through the following steps: data recapitulation, data description, and gladi jurnal ilmu keolahragaan, 12 (04), september261 ayu purnama wenly, ramdan pelana, aan wasan data interpretation. the presentation of this data is then displayed in tabular form. while the inferential analysis was carried out using the t-test, with a significance test (α) = 0.05. results and discussion result model eligibility after the model design is completed, expert judgment tests the feasibility of the model. this is useful for determining whether the endurance training model based on small-sided games is can be done or not. validation of model products by three futsal experts who have afc level 1 licenses who have been in futsal for 10 years. table 1. results of the first stage of futsal expert assessment model name expert 1 expert 2 expert 3 percentage model 1 1 1 1 100 % model 2 1 1 1 100 % model 3 1 0 1 100 % model 4 1 1 1 66.7% model 5 1 0 0 33.3 % model 6 1 1 1 100 % model 7 1 0 1 66.67 % model 8 1 1 1 100 % model 9 1 1 1 100 % model10 1 1 1 100% model11 0 1 0 33.3 % model12 1 1 1 100 % model13 1 1 1 100 % model14 1 1 0 66.7 % model15 1 1 1 100% model16 1 1 1 100% model17 1 1 1 100 % model18 1 1 1 100 % average percentage 84.04 % based on the results of the futsal expert's assessment in the first stage in table 1., there are three experts who evaluate the product of the endurance training model based on small sided games. based on the data presented above, the average percentage of expert validation is 87.04% with the "good" category. this result states that the product is feasible but needs to make some revisions according to comments by experts/expert judgments. second stage expert validation based on the results of the assessment and suggestions from expert judgment, the small-sided games-based endurance training model for female futsal beginners was revised. the improvement results from this model product are then reassessed by experts to ensure that the overall model product is suitable for use. table 2. is the result of the second stage futsal expert assessment. table 2. results of the first stage of futsal expert assessment model name expert 1 expert 2 expert 3 percentage model 1 1 1 1 100 % model 2 1 1 1 100 % model 3 1 1 1 100 % model 4 1 1 1 100 % model 5 1 1 1 100 % model 6 1 1 1 100 % model 7 1 1 1 100 % model 8 1 1 1 100 % model 9 1 1 1 100 % model10 1 1 1 100% model11 1 1 0 66.7% model12 1 1 1 100 % model13 1 1 1 100 % model14 1 1 1 100 % gladi jurnal ilmu keolahragaan, 12 (04), september262 ayu purnama wenly, ramdan pelana, aan wasan model name expert 1 expert 2 expert 3 percentage model15 1 1 1 100% model16 1 1 1 100% model17 1 1 1 100 % model18 1 1 1 100 % average percentage 98.15% based on the results of the futsal expert's assessment in the second stage in table 2. there are three experts who evaluate the product of the endurance training model based on small sided games. based on the data presented above, the average percentage of expert validation is 98.15% with the "very good" category. thus, the endurance training model based on small sided games is “feasible” and can be implemented. model effectiveness test pre-test data from the results of aerobic endurance (vo2max) of padang futsal academy athletes in padang city, the highest result was 31.4 ml/kg/minute, the lowest value was 25.2 ml/kg/minute, the mean (average) was 28.6 and the standard deviation was 2 ,0. the distribution of the aerobic endurance pre-test data for padang futsal academy players in padang city is in table 3: table 3. distribution of aerobic endurance pre-test data for padang futsal academy athletes, padang city (n=12) interval class category frequency percentage excellent >31.7 0 0 % good 29.7-31.6 4 33.3 % interval class category frequency percentage enough 27.7-29.6 3 25.0 % low 25.6-27.6 5 41.7 % very low <25.5 0 0 % based on table 3. there are no (0%) female futsal athletes who have aerobic endurance (vo2max) at intervals >31.7 ml/kg/min, as many as 4 people (33.3%) have aerobic endurance (vo2max) at intervals of 29.7-31.6 in the good category, as many as 3 people (25%) had aerobic endurance (vo2max) at intervals of 27.729.6 in the sufficient category, as many as 5 people (41.7%) had aerobic endurance (vo2max) at intervals of 25.6 – 27.6 in the low category and none (0%) female futsal athletes who have aerobic endurance (vo2max) at intervals <25.5 in the very low category. post-test data from the results of aerobic endurance (vo2max) of padang futsal academy athletes in padang city, the highest result was 41.1 ml/kg/minute, the lowest value was 30.2 ml/kg/minute, the mean (average) was 36.2 and the standard deviation was 3 ,6. distribution of post-test data on aerobic endurance (vo2max) of futsal players from padang futsal academy in padang city in table 4: table 4. distribution of post-test data on aerobic endurance (vo2max) for athletes at padang futsal academy, padang city (n=2) interval class category frequency % gladi jurnal ilmu keolahragaan, 12 (04), september263 ayu purnama wenly, ramdan pelana, aan wasan excellent > 41,6 0 0,0 good 38,1-41,5 6 50,0 enough 34,4-38 2 16,7 low 30,9-34,3 3 25,0 very low < 30,8 1 8,3 in table 4. there are no (0%) female futsal athletes who have aerobic endurance (vo2max) at intervals >41.6 ml/kg/min, 6 people (50%) have aerobic endurance (vo2max) at 38 intervals, 1-41.5 in the good category, as many as 2 people (16.7%) had aerobic endurance (vo2max) at intervals of 34.4-38 in the sufficient category, as many as 3 people (25%) had aerobic endurance (vo2max) at intervals of 30.9 – 34.3 in the low category and as many as 1 person (8.3%) had aerobic endurance (vo2max) at intervals <30.8 in the very low category. table 5. summary of pre-test and post test comparison results group statistics class n mean std. deviation std. error mean res ults pre-test 12 28.575 2.0069 .5793 post-test 12 36.217 3.5654 1.0293 in table 4. this data is the result of pre-test and post-test measurements of 12 athletes from padang futsal academy in padang city. the mean pre-test value was 28.575, the standard deviation was 2.0069 and the mean standard error was 0.5793. meanwhile, in the post-test, the mean value was 36.217, the standard deviation was 3.5654 and the mean standard error was 1.0293. analysis test requirements normality test normality test using shapiro-wilk through spss application.26 obtained results in table 6: table 6. aerobic endurance normality test result (vo2max) tests of normality kelas shapiro-wilk statistic df sig. hasil pre-test .931 12 .392 post-test .949 12 .617 based on the data in table 6. the results of the shapiro-wilk statistic for the pre-test were 0.931 and the value of sig. or p-value 0.392 > 0.05, the conclusion that the pre-test class data is normally distributed. the results of the shapiro-wilk statistic for the post-test were 0.949 and the value of sig. or p-value 0.617> 0.05, so the conclusion that the post-test class data is normally distributed. paired sample t-test test paired sample t-test through spss.26 application obtained results in table 7. table 7. test results paired t-test aerobic endurance (vo2max) paired samples test paired differences t df sig. (2tailed) mean std. std. error mean pretest postest 7.641 7 2.96 02 .8545 8.94 3 11 .000 based on table 7. obtained the value of sig. (2-tailed) of 0.000 < 0.05, the conclusion is that there is a difference in the average training results of athletes for the gladi jurnal ilmu keolahragaan, 12 (04), september264 ayu purnama wenly, ramdan pelana, aan wasan pre-test with the post-test athletes of padang futsal academy padang city. based on the output of pair 1, there is an effect of 6-week small-sided games-based endurance training on the aerobic endurance (vo2max) of beginner athletes at the padang futsal academy, padang city. uji independent sample t-test independent sample t-test test through spss.26 application of statistics results in table 8: table 8. summary of independent sample t-test results independent samples test t-test for equality of means t df sig. (2tailed) mean difference std. error difference equal variances assumed 6.47 0 22 .000 -7.6417 1.1811 based on table 8. the value of sig. (2tailed) of 0.000 <0.05, in conclusion, there is an average difference between the pretest and post-test of padang futsal academy athletes in padang city. then, the mean difference between pre-test and post-test is 7.6417. in other words, there was an increase of 7.6417 from the exercise model using an endurance training program based on small-sided games for 6 weeks. evaluation the evaluation stage is the final stage in the addie development model. the evaluation was carried out when implementing the training model for female athletes at the padang futsal academy, padang city. the result is an effective small-sided games-based endurance training model that meets the requirements for application to female futsal athletes aged 19-23 years. discussion the development of an endurance training model based on small-sided games for female futsal players aged 19-23 uses a research and development design developed by robert maribe branch, commonly known as addie (analysis, design, development, implementation, evaluation). based on the data from the model feasibility test by futsal experts, it was found that several parts of the product had to be revised. this aims to optimize the results and benefits of developing an endurance training model based on smallsided games. after revision, the product model is re-tested by the futsal expert judgment. then, the model is ready to be implemented. based on the results of the implementation of the small-sided gamesbased endurance training model, this smallsided games-based endurance training model product is effective and meets the requirements for application to female futsal players aged 19-23 years. during the analysis process, compiling an exercise model, testing the effectiveness of the model, and implementing the model, there were several gladi jurnal ilmu keolahragaan, 12 (04), september265 ayu purnama wenly, ramdan pelana, aan wasan obstacles in completing the process of developing this small-sided games-based endurance training model. the following are inhibiting factors in the preparation and implementation of model products: 1. pandemic covid-19 makes it difficult for researchers to take care of research permits. 2. some athletes do not regularly follow the exercise because of illness. 3. some athletes have poor passing-control techniques, making it difficult to follow high-intensity workouts. after implementing the product on the padang futsal academy players in padang city, the researcher again revised the product. as a result, this product has several advantages and disadvantages that need to be improved. some of the advantages of this product are: 1. improved aerobic endurance (vo2max) futsal players. 2. improve futsal game strategy. 3. the training model is like the situation of futsal games. 4. model products can be used in other age groups by modifying the time and size of the field. 5. this model is in the form of a module or book. the disadvantages of this exercise model product are: 1. the goal does not match the original goal of the futsal game. 2. practice time is limited. 3. explanations and regulations in this endurance exercise model are far from a word. conclusion based on data from the implementation and evaluation and discussion of research results, the conclusion that: 1. small sided games based endurance training model for beginner futsal players aged 19-23 years can be developed and applied to train the endurance of female futsal athletes. 2. this small sided games based endurance training model is effectively and efficiently used to increase the endurance of novice female futsal players aged 19-23 years. acknowledgement thanks to lpdp for providing research cost support to me so that this research can be completed properly. references aguiar, m., botelho, g., lago, c., maças, v., & sampaio, j. 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(2020). meningkatkan kapasitas anaerob atlet bola basket menggunakan 3x3 smallsided game improving anaerobic capacity of basketball athletes using 3x3 small sided game basketball is an intermittent , anaerobic-dominant , team sport that is played by athletes ac. 6(1), 80–90. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 16-27 permalink/doi: https://doi.org/10.21009/gjik.141.02 copyright © 2023 nur septian maulana, hernawan, taufik rihatno this work is licensed under a creative commons attribution-sharealike 4.0 international license the effect of hand grip strength, wrist flexibility, and hand-eye coordination on forehand drive skills nur septian maulana1*, hernawan1, taufik rihatno1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 coresponding email : nsmaulana92@gmail.com (submission track: received: 07-08-2021, final revision: 25-12-2021, available online: 31-03-2023) abstract this research to cognize the effect of hand grip strength, wrist flexibility, and hand-eye coordination on forehand drive skills in badminton extracurricular students in senior high schools in jatiasih. the research method used was a survey method by using test and measurement techniques. the data was analyzed with path analysis. the population was determined in extracurricular badminton students in senior high schools in jatiasih as many as 60 students. sampling technique used total sampling so that sample numbered 60 people. instrument hand grip strength test, flexibility test, hand eye coordination test, and forehand drive test in badminton. the instrument was compiled by researchers and consulted with sports test and measurement expert. the result showed that (1) there was a direct effect of x1 on x3. (2) there was a direct effect of x2 on x3. (3) there was a direct effect of x3 on y. (4) there was a direct effect of x2 on y. (5) there was a direct effect of x3 on y. (6) there was an indirect effect of x1 on y through x3. (7) there was an indirect effect of x2 on ythrough (x3). keywords: hand grip strength, flexibility, coordination, forehand drive gladi jurnal ilmu keolahragaan, 14 (01), march17 nur septian maulana, hernawan, taufik rihatno introduction badminton is one of the most popular sports in indonesia. it is evident from various circles in indonesia that they can play this sport whether that is just a hobby or a target of achievement. it is undeniable that the name of indonesia is fragrant, among others, through the badminton sport, so it is appropriate if badminton is studied in an educational environment whether formal or informal, or non-formal. in a formal environment, badminton is learned as a sportq lesson with a relatively short and limited time. to solve the above problems, physical education teachers of health and recreation are required to develop their creativity so that badminton techniques are mastered by students without neglecting their practice so that learning objectives are achieved and their knowledge can be learned in the community in the future. there may not be many obstacles in carrying out badminton games both the game facilities and infrastructure, considering badminton is a sport that can be done indoors or outdoors. badminton is a racket sport played by two people for single and two pairs for opposite doubles. similar to tennis, badminton aims to hit a game ball (“cock” or “shuttlecock”) over the net to fall on the opponent’s predetermined field of playing and try to prevent the opponent for doing the same. this game requires techniques to run according to existing rules (datukramat et al., 2019). badminton games possess several techniques that must be mastered by an athlete to be able to perform well while playing. in badminton games, there is one stroke technique, namely the forehand stroke made by someone who leads to the opponent’s field area. a good forehand drive can also be a deadly blow for the opponent playing. forehand stroke is to hit a ball with the palm holding the bet/racket facing forward (anggraini, 2018). the most wide stroke used in badminton games is the forehand. carrying out the forehand drive with a racket is the same as hitting the ball with your palm. forehand stroke is harder than backhand stroke, other than that half of all badminton strokes are forehand. according to pbsi (2001) basic techniques of badminton are described as follows: 1) grip; 2) footwork; 3) stand and position; 4) service; 5) service return; 6) underhand; 7) overhead; 8) smash; 9) drop shot; 10) netting; 11) gladi jurnal ilmu keolahragaan, 14 (01), march18 nur septian maulana, hernawan, taufik rihatno smash return; 12) backhand overhead; 13) drive; 14) stroke and 15) basics of physical exercise (suhendra, 2018). handgrip strength is the effort of a group of muscles in gripping or clenching the racket when performing a slice serve (maulidin, 2017). handgrip strength requires a combination of action from several muscles of the hand and forearm also this action is crucial for daily activity. handgrip muscle strength really needs to be trained to increase its strength, especially in sports that use handgrip muscle strength, such as badminton, table tennis, and court tennis (irwan et al., 2018). handgrip strength is one of the unexpected thingd in the world of grip on the fingers, it really helps to support fluency in performing forehand drive skills in badminton, and the reason is that performing forehand drive skills requires a strong grip on the grip of the racket as a tool to be played in badminton. in doing this forehand stroke is strongly supported by elements of physical condition. one of the elements of physical condition that supports when doing forehand stroke is flexibility. flexibility is needed when hitting the ball because a ball that is hit from the side is arduous if someone does not have flexibility. with good flexibility, a person is able to make perfect forehand strokes (fajrial et al., 2020). this ability is needed by all players because badminton uses a lot of hands (barakat et al., 2018). flexibility is the ability to perform a movement in joint space (robi et al., 2016). wrist flexibility is a wide range of motion in the wrist joint and has elastic muscles (ishak & sahabuddin, 2018). flexibility is really helpful in the skill of doing smash stroke in badminton. flexible people are people who have a wide range in their joints and have elastic muscles, usually a limited range of motion in their joints. coordination is one of the physical condition elements that is related to movements. coordination is a complex skill because it is also related to speed, strength, endurance, and flexibility. coordination as a harmonious relationship of mutual influence between muscle groups during work aimed at various levels of skills (nasri et al., 2019). coordination is basically a person’s ability to combine several movements into one effective and efficient movement pattern (wibowo, r. a., 2016). hand-eye coordination is one of the main components of the body gladi jurnal ilmu keolahragaan, 14 (01), march19 nur septian maulana, hernawan, taufik rihatno where the eyes and hands are very important roles, the hands are to hold the racket and the eyes are to see game series that will be carried out, both are mutually sustainable when the eyes see the cock then the hands indirectly respond to hit immediately. extracurricular is a learning activity organized outside of lesson hours that is tailored to the needs of knowledge, development, guidance, and habituation of students to have support. extracurricular aim to develop and explore the interests and talents of student’s competencies, improve student’s abilities in cognitive, affective, and psychomotor aspects, as well as foster students to excel (nugraha, 2016). each student who takes badminton extracurricular must master the techniques in the badminton sport itself. among the basic techniques in badminton, one of them is forehand drive skills. in general, a basic technique is a factor which cannot be considered trivial because it is one of the keys that master badminton games itself and all sports must be able to master their respective basic techniques and cannot be separated from optimal training to achieve achievement, mastery of techniques in sports, one of them is badminton. the reason of authors focused on forehand drive research is that during friendly matching or trial matches, seeing poor mastery of forehand drive as evidenced by the presence of an inappropriate forehand drive in the back right corner of the opponent’s field namely the direction of a ball is not right and often hits the net until the shuttlecock does not cross the net and it benefits the opponent (r. r kusuma, 2018). it is not actually effective for students to reach an achievement if they have not mastered the techniques in badminton yet. this makes the authors attempt to take steps to be able to develop or take points from one of the basics badminton techniques. as the previous researches showed that no one had researched the same as the authors are doing now nevertheless there are many supporting references for this research materials. thus, the authors make materials for research as concrete evidence of the basic techniques of badminton, namely the effect of handgrip strength, wrist flexibility, and hand-eye coordination on forehand drive skills. gladi jurnal ilmu keolahragaan, 14 (01), march20 nur septian maulana, hernawan, taufik rihatno based on this issue, the authors are interested to research and discuss about the direct and indirect effects of the effect of handgrip strength, wrist flexibility, and hand-eye coordination on forehand drive skills in badminton extracurricular students in senior high schools in jatiasih sub district. methods the research method used was a survey method, with a test technique while the analysis technique used a path analysis approach. path analysis is an extension of multiple linear regression analysis or path analysis is the use of regression analysis to estimate causality between variables (causal models) that have been determined based on theory previously. the research involved three exogenous variables whose influence on endogenous variables will be inspected, namely forehand drive skills (y) in badminton. while the free variables included handgrip strength (x1), wrist flexibility (x2), hand-eye coordination (x3). this research aimed to find out how much the effect of handgrip strength, wrist flexibility, and hand-eye coordination on forehand drive skills in badminton extracurricular students in senior high schools in jatiasih subdistrict. this research was conducted at the serena badminton gymnasium, rt 004/rw 004 jatisari, jatiasih district, bekasi city. the study time was carried out from january to july 2021. population targets on this research were all of the badminton extracurricular students in senior high schools in jatiasih sub-district. the population was determined by students who took badminton extracurricular which have been recorded by the coaches and the school. the reachable population was 60 extracurricular participants. the sampling technique used was total sampling. a sampling technique where all participants have the same opportunity to be sampled, according to their proportions, many small populations (setyorini & syahlani, 2019). the total of the population was 60 badminton extracurricular students at senior high schools in jatiasih subdistrict. to obtain the data needed in this research, an instrument was needed as a collection of the instruments and the researchers used instruments according to the variables are: (1) handgrip strength test (2) wrist flexibility test, (3) hand-eye coordination test and the last (4) forehand drive skills test that all of those gladi jurnal ilmu keolahragaan, 14 (01), march21 nur septian maulana, hernawan, taufik rihatno were compiled by the researchers and consulted with sports test and measurement expert. data analysis techniques were conducted through two analysis stages, namely descriptive and inferential data analysis. descriptive analysis was used in terms of data presentation, central measure, and deployment measure. data presentation used distribution and histogram lists. inferential data analysis is carried out to test hypotheses using path analysis to calculate the direct and indirect of an independent on the pendent variable is reflected in the path coefficient. results and discussion results table 1. descriptive analysis descriptive statistics n in max mean std. dev x1 60 16 50 33.17 8.288 x2 60 80 150 110.15 20.017 x3 60 5 19 13.50 3.056 y 60 7 18 12.38 2.464 valid n (listwise) 60 the data used in this research amounted to 60 samples. based on table 1 was obtained handgrip strength variable (x1) had the lowest value was 16 kg and the highest value was 50 kg. the average of handgrip strength variable was 33,17 kg with a standard deviation was 8,288 kg. in the wrist flexibility variable (x2) had the lowest value was 80◦ and the highest value was 150◦. the average of wrist flexibility variable was 110, 15◦with a standard deviation was 20,017◦. in the hand-eye coordination (x3) had the lowest value was 5 and the highest value was 19. the average of hand-eye coordination was 13,50 with a standard deviation was 3,056. in forehand drive (y) had the lowest value was 7 times and the highest value was 18 times. the average of forehand drive variable was 12,38 with a standard deviation was 2,464. direct effect the direct effect of the handgrip strength (x1), the wrist flexibility (x2) on the hand-eye coordination (x3) and the hand-eye coordination (x3) on the forehand drive (y) or more simply presented as follows: dex3x1 x1 x3; px3x1= 0,107 dex3x2 x2 x3; px3x2= 0,038 deyx1 x1 y; pyx1= 0,071 deyx2 x2 y; pyx2= 0,047 gladi jurnal ilmu keolahragaan, 14 (01), march22 nur septian maulana, hernawan, taufik rihatno deyx3 x3 y; pyx3= 0,358 the direct effect was given by the handgrip strength variable (x1) on the hand-eye coordination (x3) was 0,107. afterwards, the direct effect was given by the wrist flexibility variable (x2) on the hand-eye coordination variable (x3) was 0,038. then, the direct effect was given by the handgrip strength variable (x1) on the forehand drive variable (y) was 0,071. subsequently, the direct effect was given by the wrist flexibility variable (x2) on the forehand drive variable (y) was -0,047. and the last, the direct effect given by the hand-eye coordination variable (x3) on the forehand drive variable (y) was 0,358. based on the results of the above calculations can be concluded that the greatest direct effect was given to the effect of the hand-eye coordination variable (x3) on the forehand drive variable (y). indirect effect the indirect effect is from the handgrip strength (x1) on the forehand drive (x2) through the hand-eye coordination (x3) and from the wrist flexibility (x2) on the forehand drive (y) through the hand-eye coordination or more simply as follows: ieyx3x1 : x1 x3 y ; px3x1 . pyx3 = (0,107).(0,358)= 0,038 ieyx3x2 : x2 x3 y ; px3x2 . pyx3 = (0,038).(0,358)= 0,014 the indirect effect was given by the handgrip strength variable (x1) on the forehand drive variable (y) through the hand-eye coordination variable (x3) was 0,038 while the indirect effect was given by the wrist flexibility variable (x2) on the forehand drive variable (y) through the hand-eye coordination (x3) was 0,014. based on the results of the above calculations can be concluded that the greatest indirect effect was given to the handgrip strength variable (x1) on the forehand drive variable through the hand-eye coordination variable (x3). total effect total effect is the calculations of de and ie (de+ie) as follows: te11 = deyx1 + ieyx3x1 (0,071) + (0,038) = 0,109 te12 = deyx2 + ieyx3x2 (-0,047) + (0,014) = -0,033 te21 = deyx3 = 0,358 the total effect was given by the handgrip strength variable (x1) on forehand drive variable was 0,109. meanwhile, the total effect was given by the wrist flexibility (x2) on the forehand drive (y) was -0,033. and the last, total gladi jurnal ilmu keolahragaan, 14 (01), march23 nur septian maulana, hernawan, taufik rihatno effect given by the hand-eye coordination variable (x3) on the forehand drive variable (y) 0,358. based on the results of the above calculations can be concluded that the greatest total effect was given to the hand-eye coordination variable (x3) on the forehand drive variable (y). discussions the result showed that there was the direct effect of the handgrip strength on the hand-eye coordination. on the handgrip strength variable (x1) with a significant level of 95% (α =0,05). the significance number was 0,022 < 0,05. on the basis of this comparison, h0 was rejected or there was the direct effect of the handgrip strength on the hand-eye coordination in badminton extracurricular students. it can be explained that the better the handgrip strength the better the hand-eye coordination, and conversely, the lower the handgrip strength the lower the handeye coordination. the result showed that there was the direct effect of the wrist flexibility on the hand-eye coordination. on the wrist flexibility variable (x2) with a significant level of 95% (α =0,05). the significance number (p value) was 0,048 < 0,05. on the basis of this comparison, h0 was rejected or there was the direct effect of the wrist flexibility on the hand-eye coordination in badminton extracurricular students. it can be explained that the better the wrist flexibility the better the hand-eye coordination, and conversely, the lower the wrist flexibility the lower the handeye coordination. the result showed that there was the direct effect of the hand grip strength on the forehand drive skills. on the hand grip strength variable (x1) with a significant level of 95% (α =0,05). the significance number (p value) was 0,034 < 0,05. the basis of the comparison, h0 was rejected or there was the direct effect of the handgrip strength on the forehand drive skills in badminton extracurricular students. it can be explained that the better the handgrip strength the better the forehand drive skills, and conversely, the lower the handgrip strength the lower the forehand drive skills. the result showed that there was the direct of the wrist flexibility on the forehand drive skills. on the wrist flexibility variable (x2) with a significant level of 95% (α =0,05). the significance number (p value) was 0,001 < 0,05. the basis of this gladi jurnal ilmu keolahragaan, 14 (01), march24 nur septian maulana, hernawan, taufik rihatno comparison, h0 was rejected or there was the direct effect of the wrist flexibility on the forehand drive skills in badminton extracurricular students. it can be explained that the better the wrist flexibility the better the forehand drive skills, and conversely, the lower the wrist flexibility the lower the forehand drive skills. the result showed that there was the direct effect of the hand-eye coordination on the forehand drive skills. on the hand-eye coordination (x3) with a significant level of 95% (α =0,05). the significance number (p value) was 0,000 < 0,05. the basis of this comparison, h0 was rejected or there was the direct effect of the hand-eye coordination on the forehand drive skills in badminton extracurricular students. it can be explained that the better the handeye coordination the better the forehand drive skills, and conversely, the lower the hand-eye coordination the lower the forehand drive skills. the result showed that there was the indirect effect of the handgrip strength on the forehand drive skills through the hand-eye coordination. the calculation of sobel test was obtained that one-tailed probability value was 0,399 > 0,05. it can be concluded that there was the indirect effect of the handgrip strength variable (x1) on the forehand drive skills through the hand-eye coordination in badminton extracurricular students. it can be explained the better the handgrip strength the better the forehand drive skills, and conversely, the lower the handgrip strength the lower the forehand drive skills. the result showed that there was the indirect effect of the wrist flexibility on the forehand drive skills through the hand-eye coordination. the calculation of sobel test was obtained that one-tailed probability value was 0,462 > 0,05 so it can be concluded that there was the indirect effect of the wrist flexibility variable (x2) on the forehand drive skills in badminton extracurricular students. it can be explained that the better the wrist flexibility and the hand-eye coordination the better the forehand drive skills, and conversely, the lower the wrist flexibility and the hand-eye coordination the lower the forehand drive skills. conclusion based on research findings data with independent variables consisting of the hand grip strength (x1), the wrist gladi jurnal ilmu keolahragaan, 14 (01), march25 nur septian maulana, hernawan, taufik rihatno flexibility (x2), and the hand-eye coordination (x3) on the dependent variable of the forehand drive skills (y). based on the hypothesis results and research discussions, the following conclusion can be drawn: 1. there was a positive effect between the direct effect of the handgrip strength (x1) on the hand-eye coordination (x3) in badminton extracurricular students in senior high schools in jatiasih sub-district. 2. there was a positive effect between the wrist flexibility (x2) on the handeye coordination (x3) in badminton extracurricular students in senior high schools in jatiasih sub-district. 3. there was a positive effect between the handgrip strength (x1) on the forehand drive skills (y) in badminton extracurricular students in senior high schools in jatiasih subdistrict. 4. there was a positive effect between the wrist flexibility (x2) on the forehand drive skills (y) in badminton extracurricular students in senior high schools in jatiasih subdistrict. 5. there was a positive effect between the hand-eye coordination (x3) on the forehand drive skills (y) in badminton extracurricular students in senior high schools in jatiasih subdistrict. 6. there was an indirect effect of the handgrip strength (x1) on the forehand drive skills (y) through the hand-eye coordination (x3) in badminton extracurricular students in senior high schools in jatiasih subdistrict. 7. there was an indirect effect of the wrist flexibility (x2) on the forehand drive skills (y) through the hand-eye coordination in badminton extracurricular students in senior high schools in jatiasih sub-district. references angraini, d., & fardi, a. 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(2016). perbedaan pengaruh model pembelajaran dan koordinasi mata-tangan terhadap hasil belajar keterampilan smash bulutangkis pada pemain putra umur 10-13 tahun klub bulutangkis purnama kadipiro surakarta tahun 2014. jurnal ilmiah spirit, 16(1), 30–39. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 29-42 permalink/doi: https://doi.org/10.21009/gjik.141.03 copyright © 2023 ahmad syafei, james tangkudung, junaidi this work is licensed under a creative commons attribution-sharealike 4.0 international license effect of quadriceps muscle strength, range of knee motion and motivation on static body balance in patients post anterior cruciate ligament (acl) reconstruction ahmad syafei1*, james tangkudung 1 , junaidi 1 1 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13320 coresponding email : syafeibastian@gmail.com (submission track: received: 19-12-2021, final revision: 07-06-2022, available online: 31-03-2023) abstract the purpose of this research is the effect of quadriceps muscle strength, knee range of motion and motivation on static body balance in patients after anterior cruciate ligament (acl) reconstruction. the target population of the study were all postacl reconstruction patients, which consisted of 30 patients at a special clinic for handling sports injuries at physio in bekasi. static body balance instrument (y) using the stork stand test. the quadriceps muscle strength instrument (x1) uses a quadriceps muscle strength test with a sphygnomanometer test. range of motion (rom) of the knee (x2) using a goniometer. motivation (x3) uses a motivation test with a questionnaire, the questionnaire test is arranged according to the likert scale. the result of this research is the direct effect of variable x1 on y = 12.96%. the direct effect of the x2 variable on y = 25.2%. the direct effect of the x3 variable on y = 15.68%. the direct effect of the x1 variable on x3 = 19.8%. the direct effect of variable x2 on x3 = 6.86%. the indirect effect of variable x1 on y through x3 = 28.75%. the indirect effect of variable x2 on y through x3 = 36.7%. keywords: quadriceps muscle strength; range of motion; motivation; static body balance gladi jurnal ilmu keolahragaan, 14 (01), march30 ahmad syafei, james tangkudung, junaidi introduction good performance is one of the absolute requirements that an athlete must have. in sports activities there are often movements that can cause excessive loading or trauma to a body tissue which further results in an injury (kiapour & murray, 2014). sports injury is trauma that occurs before, during and after sports activities, where sports injuries occur due to an imbalance between workload and network ability (failla et al., 2016). sports injury is the occurrence of damage to the tissues in the bones, muscles, ligaments, nerves and skin during sports (kiapour & murray, 2014). one of the injuries that often occur in sports activities is ligament injury (bartlett, 2007). types of sports injuries according to chambat, (2013) viewed from biomechanics and the mechanism is divided into traumatic and nontraumatic injuries. trauma injuries is caused by direct contact with players or direct blow,thetype of injury most often caused by direct trauma in the form of contusio (bruising). meanwhile, nontraumatic injuries are not caused by direct impact but are caused by movement errors during sports. according to majewski et al., (2006) the increasing popularity of the sport has been accompanied by an increasing number of injuries. usually, the lower body often suffers injuries, especially knee injuries. the following include knee injuries, namely damage to the lateral collateral ligament (lcl), medial collateral ligament (mcl), anterior cruciate ligament (acl), posterior cruciate ligament (pcl), injury to the meniscus or joint bearing both lateral meniscus (lm) and medial meniscus (mm). knee injuries clinically experience pain, swelling, range of motion disorders (rom), decreased stability and meniscus damage. internal knee injuries accounted for 44.8% of cases compared to all knee injuries, the incidence of internal knee injuries was 20.3% acl injury, mcl 7.9%, lcl 1.1% and pcl 0.65%, mm 10.8%, lm 3.7% (majewski et al., 2006). the most common knee ligament injury is the rupture of the anterior cruciate ligament (acl). an estimated 70% of acl injuries are sustained through non-contact mechanisms, while the remaining 30% are direct contact mechanisms. therefore, acl injury can cause the knee joint to become unstable so that the tibia bone can move freely, gladi jurnal ilmu keolahragaan, 14 (01), march31 ahmad syafei, james tangkudung, junaidi where the unstable knee is very vulnerable to the risk of other tissue injuries such as muscle injury around the knee and meniscus injury or knee joint pads (atwi et al., 2017). the incidence of injury to the acl causes various problems in movement and body function, including injuries to other joints such as ankle and hip, injuries to the knee joint pads (meniscus) and imbalance of muscle strength to impaired walking function (zein, 2013). conservative acl injury management provides inadequate results, as the individual has instability problems when they return toexercise. persistentknee instability will increase the disorder after the acl injury (alaa et al.,2018). therefore, surgery is highly recommended for individuals who have acl ligament injuries who have impaired knee stability. reconstructive surgery is the main treatment recommended after a collapse or rupture of the acl ligament especially for athletes engaged in highlevel sports activities in hopes of permanently reducing knee instability and rebuilding knee mechanics. changes in the kinematics of the lower extremity joints at the time of walking have been reported in individuals who perform acl reconstruction. in addition, there was a decrease in the scope of joint movement (lgs) of the knee and a decrease in the strength of the flexor and extensor muscles of the knee, a decrease in balance ability at the time of standing was reported in acl reconstruction patients within the first year after surgery. (hadizadeh et al., 2016). other problems caused after acl reconstruction are the presence of motion pain, swelling due to inflammation or postoperative inflammation, decreased strength of flexor and extensor abdominal muscles, limited range of motion (rom) so that it will cause difficulties at standing, impaired balance, walking function and return in sports activities. muscle strength function, balance ability and good range of motion (rom) are important components in supporting daily activities (alshewaier et al., 2017). neuromuscular control of the knee after injury or acl reconstruction allows better outcomes to restore functional activity and reduce the occurrence of repetitive injuries. (akbari et al., 2015). according to sofi sonesson, joanna kvist, clare ardern, annika osterberg dan karin gravare silbernagel gladi jurnal ilmu keolahragaan, 14 (01), march32 ahmad syafei, james tangkudung, junaidi (2016) anterior cruciate ligament (acl) injury is common at a young age who is actively exercising (15-30 years). patients have high hopes of recovery after acl reconstruction, the majority of whom expect good knee function and return to exercise as before the injury. but these high expectations may not be met due to low patient motivation when attending an exercise program. romaniuc dan bazart (2015) motivation is a person's tendency to do something better or more influential. good motivation allows a person to work better. (maulana, widiastuti, & rihatno, 2020). motivation is the drive for someone to do something to achieve a goal (geta septiadi, firmansyah dliss, & abdul sukur, 2021). many athletes do not return to the level of the sport as before the acl injury even though they are physically rehabilitated and despite the fact that the purpose of reconstruction and exercise programs is to restore to the level before the injury. the motivation of athletes or individuals who experience acl injuries while participating in a rehabilitation program greatly affects the results of the exercise, such as increasing muscle strength, achieving maximum range of motion, reducing pain and achieving the targets of other exercise programs. most patients (85-90%) report good knee function after acl reconstruction, but less than half of patients return to competitive exercise as before the injury (sonesson et al., 2016). balance is the ability that a person has in maintaining the center of the gravitational point of the pedestal field when the position is upright (murti, marani, & rihatno, 2020). kbalance is categorized into static and dynamic balance. static balance is required when sitting or standing still. dynamic impact is required when walking, running or moving from one point to another in a space (ageberg et al., 2005). dynamic balance is defined as the ability to switch from a dynamic state to a static state or the ability to maintain stability while performing dynamic movements (kouvelioti et al., 2015). according to pengse po et al., (2017) balance problems in patients after acl reconstruction of both static and dynamic balance are found, where body balance is affected by several factors such as quadriceps muscle strength. quadriceps muscle weakness almost occurs after injury and reconstruction of the anterior cruciate ligament (acl). strength deficits of gladi jurnal ilmu keolahragaan, 14 (01), march33 ahmad syafei, james tangkudung, junaidi more than 30% in reconstructed limbs compared to contralateral limbs have been reported six months postoperatively, when patients often return to full activity. the presence of quadriceps muscle weakness (quadriceps) may be dangerous for the patient. quadriceps muscles are important for controlling the lower extremities during dynamic activity and weakness of the thigh muscle canalter movement strategies that have the potential to cause re-injury. quadriceps muscle weakness occurs after immobilization of the knee joint and can cause weakness in the quadriceps muscle after injury and reconstruction of the acl. previously reported deficits of about 7% in the total volume of quadriceps muscles in reconstructed limbs compared to contralateral muscles in patients 6-12 months after acl reconstruction (pengse po et al., 2017). in addition to quadriceps muscle weakness, balance or postural control is affected by the presence of impaired range of motion knees after acl reconstruction. according to haro & shelbourne (2016) the cause of loss or decrease in the scope of motion of the joint after acl surgery occurs due to many factors and can decrease the motion of extension, flexion or both. however, the full loss of extension is usually more noticeable than the loss of knee flexion. loss of full knee extension is a potential problem, it is thought that the lack of symmetrical knee extension following acl reconstruction is more dangerous than preoperative instability and that loss of knee extension is detrimental to the active population (noll et al., 2015). range of motion disorders can also be affected by muscle weakness, especially the knee extensor muscles, namely the quadriceps muscles. therefore, it is important to discuss the problem of decreasing the range of motion of the knee joint in both extension and flexion after acl reconstruction. the following are some studies that are relevant to the problems that will be tested by researchers. jae-ho yang, seung-pyo eun, dong-ho park, hyobum kwak and eunwook chang (2019). researching about the effects of anterior cruciate ligament reconstruction on individual quadriceps muscle thickness and circulating biomarkers. international journal of environmental researchand public health. published: 4 december gladi jurnal ilmu keolahragaan, 14 (01), march34 ahmad syafei, james tangkudung, junaidi 2019. next, asghar akbari, fateme ghiasi, mohsen mir & mohammad hosseinifar (2016) researching about the effects of balance training on static and dynamic postural stability indices after acute acl reconstruction. global journal of health science; vol. 8, no. 4; 2016. and also, sarah noll, pt, dpt, ocs, atc, j. craig garrison, phd, pt, atc, scs, james bothwell, md and john e. conway, md (2015) researching about knee extension range of motion at 4 weeks is related to knee extensionloss at 12 weeks after anterior cruciate ligament reconstruction. investigation performed at ben hogan sports medicine, fort worth, texas, usa 2015. based on the existing problems and relevant research, it encourages researchers to be interested in researching further about the effect of quadriceps muscle strength, knee range of motion (rom) and motivation on static body balance in patients after acl reconstruction at a special clinic for handling sports injuries, physioin, bekasi city, west java. method the research methods used in this research are quantitative approaches, survey methods with measurement techniques and tests, while the analysis technique uses apath analysisapproach, which is a technique to analyze causal relationships that occur in multiple regressions if the free variable affects the variable depending not only directly but also indirectly (maksum, 2018). target population study is all patient post-reconstruction acl consisting of 30 patients. the sampling technique in this study is total sampling. the study sample was a postreconstruction acl patient who had conducted an exercise program at a special clinic handling sports injuries physioin bekasi. static body balance instruments (y) using the stork stand test. quadriceps muscle strength instrument (x1) use the quadriceps muscle strength test with the spignomanometer test. range of motion (rom) knee (x2) using a goniometer. motivation (x3) uses a motivational test with a questionnaire, the questionnaire test is arranged according to the likert scale. results and discussions results this research data consists of the results of static body balance (y) as a variable endogen, next, quadriceps muscle strength (x1), range of motion gladi jurnal ilmu keolahragaan, 14 (01), march35 ahmad syafei, james tangkudung, junaidi (rom) knee (x2) as a variable eksogen dan motivation (x3) as a variable intervening. hypothesis testing substructural testing 1 testing on structural model 1 to see the variable effect of quadriceps muscle strength (x1) against the range of motion of the knee (x2) in patients after anterior cruciate ligament reconstruction (acl). table 6. structural model path coefficient 1 variabel r2 koef beta p-value/2 x1x2 (p21) 0,037 0,192 0,008 based on table 6,it appears that r2 of 0.037 means that 3.7% variableity of the range of motion variable (x2) can be explained by variable muscle strength quadriceps (x1). so that eror (𝜀1) = 1r 2 = 1 – 0,037 = 0,063. quadriceps muscle strength pathway coefficient (x1) and range of motion (x2) or (p21) = 0,192 acquired value sig. = 0,008/2= 0,004 < α = 0,05. from the results of testing structural model 1 is significant. substructural testing 2 testing on structural model 2 is variable muscle strength quadriceps (x1), range of motion knees (x2) and motivation (x3) in patients after reconstruction of the anterior cruciate ligament (acl). table 7. structural model path coefficient 2 variabel r2 koef beta p-value/2 x1, x3 (p31) 0,222 0,445 0,034 x2, x3 (p32) 0,156 0,262 0,031 based on table 7, it appears that model 1 (r2) 0.222 means that 22.2% and model 2 (r2) 0.156 means that 15.6% of the variableity of the motivation variable (x3) can be explained by variable muscle strength quadriceps (x1) and range of motion (x2). so that eror (𝜀2) = 1r 2 = 1 – 0,156 = 0,844. path coefficient (x1) towards (x3) or (p31) = 0,445 and (x2) towards (x3) or (p32) = 0,262 acquired value sig.= 0,034/2 =0,017 < α = 0,05 and sig.= 0,031/2 = 0,0155 < α = 0,05. substructural testing 3 testing on structural model 3 is variable muscle strength quadriceps (x1), range of motion (x2), motivation (x3) against static body balance (y) in patients after reconstruction of anterior cruciate ligament (acl). table 8. structural significance test 3 coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta (constant) 6.820 34.467 198 000 x1 .151 .068 .360 .219 035 x2 -2.188 .661 -.502 3.311 003 x3 .156 .263 .396 .592 005 path coefficient (x1) towards (y) or (py1) = 0,360; to = 2,219, p-value 0,035/2 = 0,0175 or ho rejected. thus, the muscle strength of the quadriceps gladi jurnal ilmu keolahragaan, 14 (01), march36 ahmad syafei, james tangkudung, junaidi (x1) positive effect on static body balance (y). path coefficient (x2) towards (y) or (py2) = -0,502; to = -3,311, p-value 0,003/2 = 0,0015 or ho rejected. thus, range of motion (x2) negatively affect static body balance (y), and path coefficients (x3) towards (y) or (py3) = 0,396 to = 2,592, p-value 0,005/2 = 0,0025 or ho was rejected. thus, variable motivation (x3) positive effect on the results of static body balance (y). discussion 1. the results showed there was a direct influence of quadriceps muscle strength on static body balance in patients after anterior cruciate ligament reconstruction (acl) based on the results of research conducted, that there is a direct influence of quadriceps muscle strength on static body balance in patients after anterior cruciate ligament reconstruction (acl) with path coefficient results py1 = 0,360 with sig value = 0,005 < α = 0,0025. it turns out that the strength of the quadriceps muscle has a direct and significant effect on static body balance. the effect of quadriceps muscle strength on static body balance 12,96%. while the rest 87,04% influenced by other factors. the results of this study are also strengthened by (noviyanti, santoso, & widodo, 2014) with research entitled the relationship of muscle strength quadriceps femoris with the risk of falls in the elderly. the results of this study showed that the correlation test using the non parametrics spearman test, obtained results p = < 0,05 (p= 0,024) this means that the correlation between the muscle strength of quadriceps femoris and the risk of falls is meaningful, where there is a relationship between the two variables tested. the conclusion of the study is that decreased muscle strength was identified as the most powerful risk factor associated with body balance in the elderly. quadriceps femoris muscle is a muscle in the knee joint that serves as an active stabilization of the knee joint and also plays a role in the movement of the joint, namely the knee extension movement used in walking activities. 2. the results showed there was a direct influence of the range of motion of the knee on static body balance in patients after anterior cruciate ligament reconstruction (acl) based on the results of research conducted, that there is a direct influence on the range of motion (rom) knee to gladi jurnal ilmu keolahragaan, 14 (01), march37 ahmad syafei, james tangkudung, junaidi the static body balance of the patient after reconstruction of the anterior cruciate ligament (acl) with the result of the path coefficient py2 = -0.502 with a sig value. = 0.003 < α = 0.0015. it turns out that the range of motion (rom) of the knee has a direct and significant effect on the balance of the static body. the effect of the range of motion (rom) of the knee on static body balance by 25.2%. the remaining 74.8% were affected by other factors. a good range of motion (rom) knees is an important component in sustaining static body balance. conditions in which the inability of a joint to move optimally or a joint has very minimal motion has a significant impact on the balance of the static body. rom management is caused by inattendity and to maintain the normality of rom, joints and muscles must be moved to the maximum and performed regularly. (winters;(ulliya, soempeno, & kushartanti, 2010). 3. the results showed there was a direct influence of motivation on static body balance in patients after anterior cruciate ligament reconstruction (acl) based on the results of research conducted, that there is a direct influence of motivation on static body balance in patients after anterior cruciate ligament reconstruction (acl) with the results of the path coefficient py3 = 0.396 with a value of sig. = 0.005 < = 0.05. it turns out that motivation has a direct and significant positive effect on static body balance. this means that if the patient has a high level of motivation, it will affect the level of recovery to regain a static body balance. the effect of motivation on static body balance is 0.396 or 15.68%. while the remaining 84.32% are influenced by other factors. motivation is part of the psychological aspect that affects a person's desire to recover. so that motivation is needed from within and from outside the patient so that the patient has a strong desire to carry out postoperative rehabilitation so that the static body balance can immediately return to normal. 4. the results showed that there was an indirect effect of quadriceps muscle strength through motivation on static body balance in patients after anterior cruciate ligament reconstruction (acl) gladi jurnal ilmu keolahragaan, 14 (01), march38 ahmad syafei, james tangkudung, junaidi based on the analysis test results that the coefficient of the path of indirect influence given the intervening variable (p31.py3) is equal to (p31.py3 = 0.176). based on previous findings, the direct effect of quadriceps muscle strength on static body balance was 0.360 or 12.96%, while the effect of quadriceps muscle strength through motivation on static body balance was 0.176 or 17.6%. the total direct effect of quadriceps muscle strength on static body balance and the indirect effect given through motivation is 0.536 or 28.75%. this means that if these two variables are integrated, the effect obtained is very significant. it can be interpreted that the strength of the quadriceps muscle through motivation has a major influence on static body balance in patients after anterior cruciate ligament reconstruction (acl). the results of this study can be assumed that patients after reconstruction of the anterior cruciate ligament (acl) who have good quadriceps muscle strength can certainly maintain a good static body balance supported by high levels of motivation and research conducted can be empirically correct. the rationale that has been presented in the conceptual framework can be tested for real. 5. the results showed that there was an indirect effect of knee range of motion (rom) through motivation on static body balance in patients after anterior cruciate ligament (acl) reconstruction based on the results of the analysis test that the coefficient value of indirect influence path given intervening variable (p32.py3) it's as big as (p32.py3 = 0,262). based on previous findings, the direct influence of the range of motion (rom) of the knee on static body balance is 0.502 or 25.2%, while the effect of the range of motion (rom) of the knee through motivation on static body balance is 0.1038 or 10.38%. the total direct effect of knee range of motion (rom) on static body balance and the indirect effect given through motivation is 0.606 or 36.7%. this means that if these two variables are integrated, the effect obtained is very significant. it can be interpreted that the range of motion (rom) of the knee through motivation has a major influence on static body balance in patients after anterior cruciate ligament (acl) reconstruction. gladi jurnal ilmu keolahragaan, 14 (01), march39 ahmad syafei, james tangkudung, junaidi 6. the results showed that there was a simultaneous and significant effect of quadriceps muscle strength, knee range of motion (rom) and motivation on body static balance in patients after anterior cruciate ligament (acl) reconstruction in the results of the path analysis calculation, it was found that there was a simultaneous effect of quadriceps muscle strength (x1), range of motion (rom) knee (x2) and motivation (x3) against static body balance (y) obtained rsquare = 0,470 or by 47% so that ho is rejected and ha is accepted, where there is simultaneous and significant influence between the muscle strength of quadriceps, range of motion (rom) knee and motivation to static body balance in patients post-reconstruction of the anterior cruciate ligament (acl). this means that all exogenous variables have an influence on endogenous variables. where the resulting effects are different but equally have an influence and contribution to the balance of the static body. the effect obtained from these three exogenous variables is the strength of the quadriceps muscle (x1), range of motion (rom) knee (x2) and motivation (x3) to body static balance (y) showing a fairly large score that is 0,47 or 47%. the findings of this study statistically showed that static body balance was supported by three variables in this study, while the remaining 0.53 or 53% was caused by other factors. conclusion based on the results of hypothesis testing and discussion, conclusions were obtained from the exogenous variable, namely quadriceps muscle strength (x1), range of motion (rom) knee (x2), and motivation (x3), and variable endogenous static body balance (y) it is as follows: 1. quadriceps muscle strength has a direct and significant effect on static body balance in patients after reconstruction of the anterior cruciate ligament (acl) by 6%. 2. range of motion (rom) of the knee has a direct and significant effect on patients after anterior cruciate ligament (acl) reconstruction of 1.69%. 3. motivation has a direct and significant effect on patients after anterior cruciate ligament (acl) reconstruction by 15.8%. 4. quadriceps muscle strength has a direct and significant effect on gladi jurnal ilmu keolahragaan, 14 (01), march40 ahmad syafei, james tangkudung, junaidi motivation in patients after anterior cruciate ligament (acl) reconstruction in west jakarta u-12 archery athletes by 43.96%. 5. range of motion (rom) of the knee has a direct and significant effect on motivation in patients after anterior cruciate ligament (acl) reconstruction of 44.76%. 6. the strength of the quadriceps muscle has an indirect effect on static body balance through motivation in patients after anterior cruciate ligament (acl) reconstruction by 26.4%. 7. range of motion (rom) of the knee has an indirect effect on static body balance in patients after anterior cruciate ligament (acl) reconstruction by 26.6%. references ageberg, e., roberts, d., holmström, e., & fridén, t. 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(2014). hubungan kekuatan otot quadriceps femoris dengan risiko jatuh pada lansia. retrieved from http://eprints.ums.ac.id/id/eprint/30 791 pengse po1, erin delaney1, howard gamper2, miklos szanti-kis3, lee speight3, liwei tu1, andrey kosolapov1, e. james petersson3, ya-ming hou2, and c. d. (2017). gladi jurnal ilmu keolahragaan, 14 (01), march42 ahmad syafei, james tangkudung, junaidi 乳鼠心肌提取 hhs public access. physiology & behavior, 176(12), 139–148. https://doi.org/10.1016/j.physbeh.2 017.03.040 psychological factors are important to return to pre‑injury sport activity after acl reconstruction. (n.d.). romaniuc, r., & bazart, c. (2015). intrinsic and extrinsic motivation. encyclopedia of law and economics, 1–4. https://doi.org/10.1007/978-14614-7883-6_270-1 ulliya, s., soempeno, b., & kushartanti, b. w. (2010). pengaruh latihan range of motion (rom) terhadap fleksibilitas sendi lutut pada lansia di panti wreda wening wardoyo ungaran. nurse media journal of nursing, 1(2), 72–78. https://doi.org/10.14710/nmjn.v1i2 .718 zein, m. i. (2013). cedera anterior cruciate ligament (acl) pada atlet berusia muda. medikora, xi(2), 111–121. upaya meningkatkan hasil belajar smash bola voli dengan media pembelajaran pada siswa kelas ix smp negeri 13 kota bekasi available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 204-217 permalink/doi: https://doi.org/10.21009/gjik.112.11 hasil belajar smash bola voli dengan media pembelajaran pada siswa kelas ix smp negeri 13 kota bekasi endang sri rejeki1, samsudin1, iksan1 1 sekolah menengah pertama negeri 13 kota bekasi corresponding author. email : endangsrirejeki7@gmail.com abstrak penelitian ini bertujuan untuk mengetahui apakah media pembelajaran dapat meningkatkan pembelajaran smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi. penelitian dilakukan pada bulan juni 2020. pengambilan data diambil sejak tanggal 10 maret 2020 hingga 06 april 2020 di lapangan sekolah smp negeri 13 kota bekasi menggunakan metode teknik random sampling. sampel penelitian sebanyak 36 orang yaitu 20 siswa putra dan 16 siswa putri dengan cara diundi dari 11 kelas ix smp negeri 13 kota bekasi. instrumen penelitian ini yaitu (1) lapangan dengan permukaan datar (2) media pembelajaran bola gantung dan drilling smash bola voli (3) bola voli (4) blanko dan alat tulis untuk mencatat hasil. validasi instrumen dalam penelitian ini menggunakan expert judgment yang dikonstruksikan sesuai dengan tahapan gerak pada pembelajaran smash bola voli. berdasarkan hasil data penelitian yaitu (1) terlihat kemampuan peserta didik yang memiliki kemampuan smash bola voli masih sangat rendah yaitu 30% (2) hasil belajar kemampuan siswa dari hasil data tes awal telah terjadi peningkatan dari 30% menjadi 60% pada siklus i (3) pembelajaran smash bola voli menggunakan media pembelajaran bola gantung dan drilling pembelajaran siklus ii dapat meningkatkan keterampilan siswa hingga 100%. dengan demikian dapat disimpulkan bahwa terdapat dengan media pembelajaran bola gantung dan drilling, siswa mampu meningkatkan hasil belajar smash bola voli dan peningkatan tersebut progresif di setiap siklusnya. kata kunci : media pembelajaran bola gantung dan drilling, smash, bola voli. abstract this study aims to see whether learning media can improve learning in class ix students of smp negeri 13 bekasi city. the study was conducted in june 2020. data was collected from march 10, 2020 to april 6, 2020 in the field of smp negeri 13 bekasi city using a random sampling technique. the research sample consisted of 36 people, namely 20 male students and 16 female students by drawing from 11 class ix smp negeri 13 bekasi city. the research instruments were (1) a flat surface (2) learning media for hanging ball and volleyball smash drilling (3) volleyball (4) blanks and writing instruments to record the results. the validation of the instrument in this study used expert judgment which was constructed according to the learning stages of volleyball smash learning. based on the results of the research data, namely (1) it appears that the ability of students who have the ability to smash volleyball is still very low, namely 30% (2) the learning outcomes of students' abilities from the results of the initial test data have increased from 30% to 60% in cycle i (3) )) volleyball smash learning using hanging ball learning media and learning drilling cycle ii can improve students' skills up to 100%. thus it can be ignored that in the hanging ball and drilling learning media, students are able to improve learning outcomes, and the increase is progressive in each cycle. keywords : learning media hanging ball and drilling, smash, volleyball. gladi jurnal ilmu keolahragaan, 11 (02), oktober205 endang sri rejeki, samsudin, iksan pendahuluan dalam proses belajar mengajar pendidikan jasmani adalah suatu proses aktivitas jasmani yang dirancang dan disusun secara sistematis untuk merangsang pertumbuhan dan perkembangan fisik, meningkatkan kemampuan dan keterampilan, serta pembentukan watak bagi setiap warga negara, yang dilakukan oleh lembaga pendidikan (samsudin, 2008). menanamkan kebiasaan hidup sehat sangat baik dilakukan sejak usia sekolah, sehingga di saat dewasa perilaku mereka sudah menjadi sebuah tingkah laku yang biasa dilakukan tanpa adanya paksaan dari manapun. maka dari itu pendidikan jasmani tidak hanya mengembangkan keterampilan fisik tetapi juga mental. materi permainan bola voli merupakan salah satu cabang olahraga yang wajib diajarkan di sekolah-sekolah termasuk di smp. permainan bola voli merupakan salah satu cabang olaharaga yang digunakan sebagai alat dan sarana pendidikan. permainan bola voli sangat bermanfaat dalam pembentukan jasmani. perkembangan rohani siswa juga akan terbentuk dengan baik. permainan bola voli akan berkembang secara baik meliputi unsur-unsur seperti daya pikir, kemauan perasaan, pengendalian diri, rasa percaya diri, kerja sama sesama tim, disiplin, dan rasa tanggungjawab. akan tetapi keberhasilan suatu pembelajaran bola voli dipengaruhi oleh guru, siswa, sarana prasarana, yang tersedia di sekolah, dan media pembelajaran. dalam praktek pembelajaran, kegiatan sehari-hari di dalam kegiatan belajar mengajar (kbm) bidang studi pendidikan jasmani berlangsung, masih banyak guru yang belum memberdayakan seluruh potensinya dalam mengelola pembelajaran baik dalam menguasai materi maupun dalam menggunakan media pembelajaran melainkan hanya menggunakan talk and board (berbicara dan menulis) sementara materimateri dalam pendidikan jasmani dilakukan tidak hanya di dalam ruangan saja melainkan praktek di lapangan dan luar ruangan dalam praktek di lapangan sering sekali di dapati pembelajaran pendidikan jasmani yang kurang efektif dan efisien. harsuki (2003) menjelaskan pembelajaran pendidikan jasmani ada empat komponen utama sebagai tujuan sangat penting dalam pengembangan program pendidikan jasmani yaitu, (1) rangsangan pertumbuhan dan perkembangan organik (2) keterampilan neomoscular motoric (3) perkembangan emosional. dalam proses belajar mengajar pendidikan jasmani. kebanyakan guru jarang menggunakan media pembelajaran atau alat bantu yang memudahkan siswa untuk mempelajari permainan bola voli. jika di kaji lebih dalam lagi dengan menggunakan informasi atau dengan cara menjelaskan dengan rinci akan mempermudah siswa untuk memahami materi sehingga pembelajaran pendidikan jasmani dapat tersampaikan secara efektif dan efisien sehingga siswa dapat menangkap materi apa yang kita sampaikan dengan cepat. hal ini karena kurangnya kreativitas para guru saat menyampaikan materi dan ketersediaan alat di sekolah sangat minim sehingga pembelajaran pendidikan jasmani kurang efektif, media pembelajaran menurut (rahadi, 2003) adalah segala sesuatu yang digunakan orang untuk menyalurkan pesan dengan begitu seorang guru dapat memanfaatkan media pada proses pembelajaran, maka pembelajaran pendidikan jasmani akan lebih gladi jurnal ilmu keolahragaan, 11 (02), oktober206 endang sri rejeki, samsudin, iksan efektif dan efisien. media pembelajaran sangat berpengaruh terhadap keberhasilan suatu pembelajaran, berkaitan dengan hal tersebut diharapkan guru dapat mencari atau menciptakan media pembelajaran yang sesuai dengan situasi dan kondisi siswa maupun peralatan yang tersedia di sekolah sehingga pembelajaran dapat berlangsung sesuai dengan tujuan yang diharapkan, sarana yang lengkap dapat memudahkan guru untuk mengajar dengan target-target tertentu yang menjadi tujuan pembelajaran. realita di lapangan sarana yang ada di sekolah yang tidak lengkap akan menyulitkan bagi guru untuk mencapai target-target tujuan pembelajaran, hal ini terjadi pada pembelajaran smash bola voli di smp negeri 13 kota bekasi. kondisi nyata di sekolah jumlahnya sangat terbatas jadi perbandingan antara jumlah bola dengan jumlah siswa sangat tidak sesuai selain itu ditambah dengan kurang aktifnya siswa dalam mempraktekkan dan mencoba teknik smash permainan bola voli dengan berbagai alasan diantara takut dengan bola dan takut untuk melompat ada juga tangannya yang belum kuat untuk memukul bola sangat jelas dari gambaran tersebut bahwa proses pembelajaran smash pada permainan bola voli menjadi tidak efektif pada akibatnya target kurikulum menjadi sangat rendah. berdasarkan uraian permasalahan di atas maka suatu pemikiran yang muncul bahwa perlu adanya sebuah media pembelajaran atau alternatif dan modifikatif untuk mengganti bola voli yang harganya memang sedikit mahal, media alternatif tersebut harus harus bermanfaat bisa mewakili karakteristik bola voli. dari permasalahan tersebut maka penulis menentukan permasalahan penelitian tindakan ini, yaitu "peningkatan hasil belajar smash bola voli dengan media pembelajaran pada siswa kelas ix smp negeri 13 kota bekasi." kerangka teoritik 1. belajar dan hasil belajar pembelajaran pendidikan jasmani, peserta didik adalah subjek dan objek dari kegiatan pendidikan. tujuan pengajaran akan dicapai apabila peserta didik turut aktif untuk mencapainya. belajar merupakan proses perubahan perilaku siswa sebagai hasil interaksi individu. sedangkan pembelajaran adalah proses interaksi peserta didik dengan pendidik. tentunya kedua aspek ini tidak dapat dipisahkan karena adanya interaksi pada kedua aspek tersebut. materi yang di sampaikan kepada para siswa akan terimplementasi melalui kegiatan belajar sebagai aspek utama perilaku para siswa dan pembelajaran sebagai proses interaksi yang terjadi di dalam lingkungan sekolah. a. belajar belajar adalah suatu proses perubahan dari tidak tahu menjadi tahu selain itu belajar juga merupakaan suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya. belajar juga bisa dikatakan sebagai proses yang melibatkan manusia secara perorangan sebagai satu kesatuan organisme sehingga terjadi perubahan pada pengetahuan, keterampilan dan sikap (dimyati dan mudjiono, 2006:156). sedangkan menurut hamalik (2008:36) belajar adalah modifikasi gladi jurnal ilmu keolahragaan, 11 (02), oktober207 endang sri rejeki, samsudin, iksan atau memperteguh kelakuan melalui pengalaman. sardiman (2007:26) mengungkapkan bahwa tujuan belajar itu sebenarnya sangat banyak dan bervariasi. tujuan belajar yang eksplisit diusahakan untuk dicapai dengan tindakan instruksional, yang biasa berbentuk pengetahuan dan keterampilan. menurut djamarah dan zain (2002: 120) bahwa hasil belajar telah tercapai apabila telah terpenuhinya dua indikator berikut: 1. daya serap terhadap bahan pengajaran yang diajarkan mencapai presentasi tinggi, baik secara individual maupun kelompok. 2. perilaku yang digariskan dalam tujuan pengajar telah dicapai oleh siswa baik secara individu maupun kelompok. b. hasil belajar hasil belajar merupakan kepekaan dalam menerima rangsangan dari luar yang datang pada siswa, baik dalam bentuk masalah, situasi, gejala dan lain-lain yang termasuk kesadaran, keinginan untuk menerima stimulus, kontrol dan seleksi gejala atau rangsangan dari luar. hasil belajar adalah kemampuan yang dimiliki siswa setelah menerima pengalaman belajar atau tingkah laku yang diharapkan dapat dikuasai oleh siswa setelah menempuh pengalaman belajar (sudjana, 2010: 22). menurut dimyati dan mudjiono (dalam skripsi pratama 2012: 7) hasil belajar merupakan hal yang dapat dipandang dari kedua sisi pertama dari sisi siswa dan kedua dari sisi guru. dari sisi siswa, hasil belajar merupakan tingkat perkembangan mental menjadi lebih baik dibandingkan sebelum belajar. tingkat perkembangan mental tersebut terdiri dari tiga ranah, yaitu kognitif, afektif, dan psikomotor. sedangkan dari sisi guru, hasil belajar merupakan saat terselesainya bahan pelajaran. hasil belajar merupakan bukti kongkret yang terjadi dari kegiatan belajar belajar yang terjadi antara siswa dan guru. bagi tenaga pengajar atau seorang guru, hasil belajar sangat diharapkan menghasilkan motivasi dan ilmu yang maksimal yang dapat di terapkan oleh para siswa. 2. bola voli olahraga bola voli di indonesia sudah dikenal sejak tahun 1928, dibawa oleh guruguru belanda yang mengajar di sekolahsekolah lanjutan (h.b.s. dan a.m.s.) pada zaman penjajahan, tentara jepang juga banyak memberikan andil dalam memperkenalkan permainan ini kepada masyarakat. setelah proklamasi kemerdekaan indonesia banyak bekas tentara angkatan perang belanda yang menggabungkan diri ke dalam kesatuan tentara republik indonesia, melalui mereka ini tentara nasional indonesia (tni) ikut mempopulerkan permainan bola voli ini ke masyarakat.sejak pon ii di jakarta pada tahun 1951, sampai sekarang bola voli termasuk salah satu cabang olah raga yang resmi dipertandingkan. pada tanggal 22 januari 1955 di jakarta diresmikan berdirinya persatuan bola voli seluruh indonesia (pbvsi) dengan menunjuk w.y. latumentan sebagai formatur untuk menyusun pengurus. permainan bola voli kini menjadi salah satu olahraga yang digunakan sebagai sarana pendidikan jasmani hampir di seluruh sekolah baik sekolah dasar hingga sekolah menengah atas. permianan bola voli termasuk salah sat gladi jurnal ilmu keolahragaan, 11 (02), oktober208 endang sri rejeki, samsudin, iksan jenis olahrga yang sangat mudah di praktekan sehingga para siswa mudah untuk mengimplementasikan materi yang telah diberikan. sukintaka (1983: 34) mengatkaan bahwa permainan bola voli adalah memainkan bola dengan net dan menjatuhkan bola di dalam lapangan permainan lawan dengan menyeberangkan bola melewati jaring dan mempertahankan bola agar tidak jatuh di bidang permainan sendiri. sedangkan menurut yunus (1992 : 68) permainan bola voli adalah permainan yang cepat, sehingga waktu untuk memainkan bola sangat terbatas dan bila tidak menguasai teknik yang sempurna akan memungkinkan kesalahankesalahan teknik yang lebih besar, selain itu juga ada beberapa teknik bola voli yaitu diantaranya, servis, passing, umpan, smash, dan bendungan. permainan bolavoli merupakan suatu permainan yang kompleks karena membutuhkan teknik-teknik yang ada dalam bolavoli diantaranya servis, passing, smash, dan sebagainya (ahmadi nuril, 2007: 13). a. smash serangan pukulan yang keras waktu bola voli berada di atas jaring, untuk dimasukkan ke daerah lawan. untuk melakukan dengan baik perlu memperhatikan faktor-faktor berikut: 1. awalan 2. tolakan 3. sikap saat perkenaan 4. sikap akhir gambar 1. smash sumber: olahragapedia.com teknik permainan bolavoli smash digunakan sebagai serangan setelah menerima bola dari hasil servis dari lawan. dalam melakukan smash setiap pemain harus memiliki koordinasi baik secara individu maupun dengan rekan satu tim untuk menghasilkan smash yang baik dan mematikan ke daerah lawan. smash digunakan sebagai taktik serangan untuk menjatuhkan lawan. melakukan smash bola dapat disesuaikan dengan tinggi rendah bola yang diumpankan oleh pengumpan di atas net. bila bola yang diumpankan cukup tinggi di atas net maka ambil awalan yang agak jauh, sedangkan bila bola yang diumpan dekat dengan net maka ambil awalan yang dekat. pendapat suharno (1991: 28) bahwa “smash adalah setinggi mungkin, dan memukul bola di atas net dengan tujuan menjatuhkan bola di lapangan lawan secepatcepatnya”. smash bola voli adalah pukulan utama dalam menyerang untuk mencapai kemenangan. dalam melakukan smash diperlukan jangkauan dan lompatan yang tinggi juga dipengaruhi otot yang mendukung (pardjono dan hidayat , 2012:36). sedangkan menurut nuril ahmadi (2007:31) menyatakan bahwa pukulan keras atau smash disebut juga spike, merupakan bentuk serangan yang paling banyak dipergunakan dalam upaya memperoleh nilai oleh suatu tim. salah satu smash bola voli, menurut m. yunus (1992:108-122) smash normal (open smash) proses smash dimulai dari: sikap permulaan, gerak pelaksanaan dan gerak https://remajaonline.com/ukuran-dan-gambar-lapangan/ gladi jurnal ilmu keolahragaan, 11 (02), oktober209 endang sri rejeki, samsudin, iksan lanjut sama dengan proses pelaksanaan smash secara umum. ciri-ciri khusus pada smash normal adalah: a. lambungan umpan bola cukup tinggi, mencapai 3 meter ke atas. b. jarak lintasan bola yang diumpankan berkisar antara 20 sampai 50 cm dari net. c. titik jatuhnya bola yang diumpankan berada di sekitar daerah tengah antara pengumpan dan smasher yang diukur dari garis proyeksi smasher terhadap net. d. langkah awalan dimulai setelah bola lepas dari tangan pengumpan dengan pandangan berkonsentrasi pada jalannya bola. e. meraih dan memukul bola setinggitingginya di atas net. 4. media media berasal dari bahasa latin dan merupakan bentuk jamak dari kata medium yang secara harfiah berarti perantara atau pengantar, media adalah perantara atau pengantar pesan dari pengerim ke penerima pesan. media adalah bentuk-bentuk komunikasi baik secara teracak maupun audio visual serta peralatanya yang dapat menyajikan pesan serta merangsang siswa untuk belajar, media hendaknya dapat dimanifulasi dapat dilihat, di dengar dan di baca, sadirman rahardjo menjelaskan (rahardjo a. s., 1996) bila media adalah sumber belajar, maka secara luas media dapat diartikan dengan manusia benda. ataupun peristiwa yang memumungkinkan anak didik memperoleh pengetahuan dan keterampilan. dalam proses belajar mengajar kehadiran media mempunyai arti yang cukup penting. karena dalam kegiatan tersebut tidak jelas bahan yang disampaikan dapat dibantu dengan media sebagai perantara. kerumitan bahan yang akan disampaikan kepada anak didik dapat di sederhanakan dengan bantuan media. media dapat mewakili apa yang kurang mampu diucapkan melalui kata-kata atau kalimat tertentu bahkan keabstrakan bahan dapat di kongkretkan dengan kehadiran media. dengan demikian anak didik lebih mudah mencerna bahan daripada tanpa bantuan media. pelaksanaan latihan, peneliti harus pintar dan kreatif dalam menciptakan suasana atau kondisi yang menyenangkan upaya yang dapat dilakukan diantaranya yaitu dengan menciptakan media yang sangat di butuhkan untuk membantu mencapai tujuan proses belajar mengajar yang efektif dan efisien. kata media berasal dari bahasa latin dan merupakn bentuk jamak dari kata "medium" yang secara harfiah berarti perantara atau pengangtar. dengan demikian media merupakan wahana penyalur informasi belajar ata penyalur pesan. media adalah alat bantu apa saja yang dapat dijadikan sebagai penyalur pesan guna mencapai tujuan pengajaran. media belajar atau alat bantu belajar adalah suatu alat yang digunakan dalam kegiatan belajar mengajar yang ada hubunganya dengan mata pelajaran, termasuk pelajaran yang menunut keterampilan sebagai tujuan akhir. media pembelajaran secara umum dapat diartikan sebagai alat atau sarana komunikasi untuk menyanpaikan informasi dari satu pihak lain. media pembelajaran jasmani yaitu sarana yang bisa digunakan untuk menyampaikan informasi atau pesan yang berkaitan dengan pendidikan jasmani. (burham, 2008) menjelaskan dalam bukunya media pembelajaran bukan hanya sekedar alat bantu mengajar, melainkan gladi jurnal ilmu keolahragaan, 11 (02), oktober210 endang sri rejeki, samsudin, iksan media itu sendiri juga dapat memerankan fungsi sebagai penyampai pesan belajar. media belajar merupakan salah satu penunjang dalam pendidikan yang bertujuan, antara lain: (1) untuk mengurangi komunikasi yang verbalistik (2) memberikan dan memperjelas informasi (3) membangkitkan minat dan perhatian (4) mempermudah pengertian pada sasaran (5) meningkatkan motivasi dan menunjang kebutuhan peserta. (samsudin, 2008) menjelaskan bahwa media yang dimaksud harus menunjang tujuan proses belajar mengajar dan juga membantu proses berfikir siswa agar dapat segara memahami informasi tersebut seorang guru harus terampil serta memahami terhadap fungsi dari pada media tersebut. dalam kedudukanya sebagai kegiatan belajar mengajar. lainn dari itu untuk menunjang proses pembelajaran lingkungan juga. digunakan atau di manfaatkan oleh setiap guru sebagai sarana untuk mengajar sesuai dengan tujuan pembelajaranya. adanya media atau alat bantu diharapkan akan memudahkan siswa untuk menikuti pembelajaran. yang tadinya sulit menjadi mudah karena adanya alat bantu sehingga siswa dapat cepat memhami proses pembelajaran penjas. sehingga hal ini dapat meningkatkan motivasi siswa dalam mengikuti pembelajaran pendidikan jasmani. (latuheru, 1986) menjelaskan dalam bukunya. ada beberapa kegunaan alat bantu didalam proses pembelajaran antara lain adalah: a. membangkitkan motivasi siswa. b. merangsang para siswa untuk belajar lebih semangat. c. bagi siswa untuk mengulangi apa yang mereka pelajari. d. dapat lebih mengaktifkan adanya respons dari anak didik. e. diharapkan dapat memberikan umpan balik segera. peranan media atau alat bantu dalam proses pembelajaran dapat membantu siswa dalam memahami pelajaran yang diberikan oleh seorang guru dan juga dapat memberikan motivasi, rangsangan para siswa untuk belajar lebih giat, selain itu alat bantu dapat mengaktifkan siswa, sehingga proses belajar mengajar dapat berjalan dengan aktif dan efisien. pelatih dapat membuat alat bantu untuk menyampaikan informasi kepada siswa dengan jalan memodifikasi. media yang sederhana itu dapat dibuat sendiri oleh guru atau juga dapat menugaskan pada siswanya. media pembelajaran juga dapat digunakan sebagai informasi kepada para siswa tentang apa-apa saja yang harus mereka lakukan. kegiatan menjelang selama ataupun sesudah selesai kegiatan. informasi sebagai penyampaian tugas yang harus dilakukan oleh para siswa diharapkan akan membiasakan siswa tentang apa yang harus mereka lakukan yang lama kelamaan bisa menjadi kebiasaan positif. media pembelajaran bola voli terbagi atas beberapa jenis, antara lain: 1. awalan model pembelajaran ini menggunakan media kertas karton. cara pelaksanaannya yaitu pandangan lurus kedepan, buka kaki selebar bahu dan tekuk lutut, lalu ayunkan kedua tangan kearah belakang sebesar 45 derajat. siswa harus melompati karton tersebut dari kertas satu ke kertas yang lainnya. alat yang digunakan dalam gladi jurnal ilmu keolahragaan, 11 (02), oktober211 endang sri rejeki, samsudin, iksan model pembelajaran ini adalah kertas karton, pluit dan stopwatch. 2. loncatan media pembelajaran loncatan dalam permainan bola voli menggunakan gawang. cara pelaksanaannya yaitu pandangan lurus ke depan, tangan diayunkan kearah depan sejajar dengan dada, lalu lompati gawang tersebut dengan pendaratan kaki depan menopang badan (jinjit). siswa melakukan gerakan loncatan dari gawang satu ke gawang yang lain. alat yang digunakan dalam media pembelajaran ini adalah 5 buah gawang, stopwatch dan pluit. 3. tolakan siswa berbaris disamping line belakang kemudian melakukan gerakan seperti akan melakukan spike akan tetapi tidak menggunakan bola. media pembelajaran ini bertujuan untuk melatih ketepatan timing dalam permainan bola voli. alat yang digunakan adalah pluit, cones dan stopwatch. 4. melayang di udara cara pelaksanaannya siswa berpasangan sesuai tinggi dan berat badannya kemudian kedua tangan diangkat keatas, lutut sedikit ditekuk kemudian lakukan loncatan secara bersamaan. alat yang digunakan pluit dan stopwatch. 5. mendarat media pembelajaran mendarat dalam permainan bola voli. cara pelaksanaanya yaituu siswa diikat dengan tali karet di pinggang kemudian badan di condongkan kemudian lutut di tekuk lalu lakukan gerakan meloncat. alat yang digunakan yaitu tali karet, pluit dan stopwatch. 6. bola gantung cara pelaksanaannya adalah dengan siswa berbaris kemudian siswa melakukan smash dengan bola digantung. alat yang digunakannya yaitu bola voli yang digantung kemudian pluit dan stopwatch. 7. drill smash cara pelaksanaan siswa berbaris dibagi menjadi dua kelompok, kelompok a dan kelompok b. kemudian siswa melakukan smash dengan cara di drill dengan kesempatan maksimal 3 bola. alat yang digunakan bola voli, net, pluit dan stopwatch. metode pada penelitian ini digunakan skema dari stephen kemmis dan robin mc taggart dengan alasan model berbentuk spiral tersebut lebih memungkinkan terjadinya proses yang dinamis dalam perencanaan (plan), tindakan (action), pengamatan (observation), dan refleksi (reflection) (kemmis & mc taggart, 1990). menurut kemmis dan mc taggart secara terinci menjelaskan perencanaan (plan) sebagai berikut: perencanaan penelitian tindakan merupakan tindakan yang tersusun dan dari segi definisi mengarah pada tindakan, dengan kata lain rencana harus memandang ke depan. rencana tersebut harus mengakui bahwa semua tindakan sosial dalam batasan tertentu tidak dapat diramalkan, oleh sebab itu agak mengandung resiko. rencana tindakan secara umum harus cukup fleksibel untuk dapat adaptasi dengan pengaruh yang tak dapat terduga, dan kendala yang sebelumnya tidak terlihat. gladi jurnal ilmu keolahragaan, 11 (02), oktober212 endang sri rejeki, samsudin, iksan tindakan yang telah direncanakan harus mempertimbangkan dua hal: pertama, tindakan mempertimbangkan resiko yang ada pada perubahan sosial dan mengakui adanya kendala yang nyata, baik yang bersifat material maupun bersifat politis dalam situasi yang terkait. kedua, tindakan yang akan dilaksanakan hendaknya dipilih karena memungkinkan para pesertanya untuk bertindak secara lebih efektif dalam berbagai keadaan, secara lebih bijaksana dan hati-hati. oleh sebab itu tindakan hendaknya membantu para praktisi untuk mengatasi kendala yang ada dan memberikan kewenangan untuk bertindak lebih tepat guna dan situasi terkait dan lebih berhasil guna sebagai pendidik. tindakan juga hendaknya membantu para praktisi menyadari potensi mereka untuk melakukan tindakan guna meningkatkan kualitas kerja mereka. sebagai bagian dari proses perencanaan, para praktisi harus berkolaborasi untuk mengembangkan bahasa yang dipakai dalam menganalisis dan meningkatkan pemahaman dan tindakan mereka dalam situasi terkait. mengenai tindakan (action) kemmis dan mctaggart menjelaskan sebagai berikut: tindakan yang dimaksud adalah tindakan yang dilakukan secara sadar dan terkendali yang merupakan variasi praktik yang cermat dan bijaksana, jadi tindakan mengandung inovasi atau pembaharuan, batapapun kecilnya, yang berbeda dengan biasa dilakukan sebelumnya. sehubungan dengan hal tersebut, praktik diakui sebagai gagasan dalam tindakan dan tindakan itu digunakan sebagai pijakan bagi tindakan-tindakan selanjutnya. tindakan disertai dengan niat memperbaiki keadaan. tindakan dituntun oleh perencanaan tetapi tidak berarti tindakan secara mutlak dikendalikan oleh rencana. tindakan mengandung resiko karena terjadi dalam situasi sosial yang mungkin akan mengalami berbagai perubahan yang tidak terduga sebagai akibat perubahan situasi sosial dan politik pada ajang penelitian terkait. rencana tindakan harus bersifat tentatif dan sementara; rencana tindakan harus fleksibel dan siap diubah sesuai dengan keadaan yang ada. hal yang perlu diingat tindakan dalam batas tertentu terkait dengan praktik sebelumnya. kedinamisan tindakan memerlukan keputusan cepat tentang apa yang perlu dilakukan dalam pemeriksaan praktis. sebab penelitian tindakan memerlukan sebuah usaha pernaikan, mungkin negosiasi dan kompromi diperlukan, namun kompromi harus tetap dalam konteks strategi intervensi tindakan. jika dalam pengamatan tindakan diperoleh nilai tambah taraf sedang mungkin nilai tambah ini akan mendasari tindakan berikutnya (kemmis & mc taggart, 1990). pengamatan (observation) kemmis dan mctaggart menjelaskan sebagai berikut: observasi berfungsi untuk mendokumentasikan pengaruh tindakan terkait dengan proses bersamanya. observasi berorientasi ke masa depan, memberikan dasar bagi refleksi sekarang, lebih-lebih lagi ketika siklus terkait masih berlangsung. observasi yang cermat diperlukan karena tindakan selalu akan dibatasi oleh kendala realitas, dan semua kendala tersebut belum pernah dapat dilihat dengan jelas pada waktu sebelumnya. gladi jurnal ilmu keolahragaan, 11 (02), oktober213 endang sri rejeki, samsudin, iksan observasi harus terencana sehingga dapat menjadi dasar dokumenter berikutnya. observasi juga harus bersifat responsif dan terbuka. visi penelitian harus dibuat untuk menangkap yang tak terduga. kategori observasi (dan pengukuran) yang direncanakan sebelumnya tidak akan cukup. seperti tindakannya sendiri observasi harus fleksibel dan terbuka untuk mencatat hal-hal yang tak terduga. peneliti tindakan harus selalu memiliki jurnal untuk mencatat hal-hal yang luput dari observasi dalam kategori observasi yang direncanakan (kemmis & mc taggart, 1990). refleksi (reflection) kemmis dan mctaggart menjelaskan sebagai berikut: refleksi adalah mengingat dan merenungkan kembali suatu tindakan persis seperti yang telah dicatat dalam observasi. refleksi mempertimbangkan ragam perspektif yang mungkin ada dalam situasi sosia, dan memahami persoalan dan keadaan tempat timbulnya persoalan itu. refleksi biasanya dibantu oleh diskusi diantara para peserta. melalui diskusi, refleksi kelompok menghasilkan konstruksi makna situasi sosial dan memberikan dasar perbaikan rencana. refleksi memiliki aspek evaluatifrefleksi meminta peneliti tindakan untuk menimbang-nimbang pengalamannya untuk menilai apakah pengaruh persoalan yang timbul memang diinginkan, dan memberikan saran tentang cara-cara untuk meneruskan pekerjaan. pengertian refleksi sebagai deskriptif yang memungkinkan dilakukan peninjauan, pengembangan gambaran yang lebih hidup tentang kehidupan dan pekerjaan dalam situasinya, tentang kendala yang dihadapi dalam melakukan tindakan, dan yang lebih penting lagi tentang yang mungkin sekarang dilakukan untuk kelompok dan untuk setiap anggota yang bertanggung jawab dalam rangka mencapai tujuan. (kemmis & mc taggart, 1990). gambar 2. penelitian tindakan model spiral kemmis & mc taggart sumber: stephen kemmis dan robin mc taggart, the action planner (victoria: deakin university, 1990), h.15. pembahasan pada tes awal untuk mengetahui kondisi peserta didik sebelum menggunakan modifikasi media pengganti yaitu bola gantung dan driling presentase 30%, kemudian hasil tersebut dijadikan acuan sebagai data guna melihat perkembangan peserta didik. presentase hasil penelitian setelah dilakukan siklus i sebanyak 60%, hasil tersebut kemudian dianalisis untuk melihat peningkatan kemampuan smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi dengan media pembelajaran menggunakan media bola gantung dan gladi jurnal ilmu keolahragaan, 11 (02), oktober214 endang sri rejeki, samsudin, iksan drilling. setelah dilaksanakan tindakan siklus ii maka diperoleh presentase 100%. dengan demikian terjadi peningkatan hasil belajar smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi dengan media pembelajaran bola gantung dan drilling. 1. hasil penilaian siklus i proses pelaksanaan pembelajaran smash bola voli dengan menggunakan media pembelajaran bola gantung dan driling, maka diperoleh hasil penilaian sebagai berikut: nilai terendah 58, nilai tertinggi 92, dan nilai ratarata 74,15. tabel 1. distribusi hasil tes siklus i smash bola voli no interval kelas nilai tengah (xi) frekuensi (f) presentase (%) 1 58-64 61 4 20% 2 65-71 68 4 20% 3 72-78 75 5 25% 4 79-85 82 4 20% 5 86-92 89 3 15% jumlah 375 20 100% berdasarkan tabel di atas dapat disimpulkan bahwa frekuensi terbesar yang diperoleh peserta didik dengan rentan nilai 72-78 dengan presentase 25% dan frekuensi terkecil pada rentan 86-92 dengan presentase 15%, peserta didik yang memenuhi kkm berjumlah 12 peserta didik dengan presentase 60%. dengan demikian dapat disimpulkan untuk hasil belajar kemampuan peserta didik dari hasil data tes awal telah terjadi peningkatan dari 30% menjadi 60% pada siklus i. berdasarkan penilaian aspek pada siklus i dapat diartikan bahwa peserta didik mengalami peningkatan hasil belajar smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi. hasil penilaian tersebut dapat dilihat dalam grafik hasil tes smash bola voli siklus i sebagai berikut: gambar 3. histogram hasil tes siklus i smash bola voli sumber: hasil pengolahan data 2. hasil penilaian siklus ii proses pelaksanaan pembelajaran smash bola voli menggunakan media pembelajaran bola gantung dan drilling pembelajaran siklus ii, di peroleh hasil penilaian sebagai berikut: nilai terendah 75, nilai tertinggi 92, dan nilai rata-rata 81,65. tabel 2. distribusi hasil tes siklus ii smash bola voli no interval kelas nilai tengah (xi) frekuensi (f) presentase (%) 1 75-78 76,5 9 45% 2 79-82 80,5 0 0% 3 83-86 84,5 6 30% 4 87-90 88,5 0 0% 5 91-94 92,5 5 25% jumlah 422,5 20 100% dapat disimpulkan bahwa frekuensi terbesar yang diperoleh peserta didik dengan rentan nilai 75-78 dengan presentase 45%, frekuensi terkecil pada rentan nilai 79-82 dengan presentase 0% dan rentan nilai 87-90 gladi jurnal ilmu keolahragaan, 11 (02), oktober215 endang sri rejeki, samsudin, iksan dengan presentase 0%. disimpulkan bahwa tidak ada peserta didik yang memiliki nilai di bawah kkm. peserta didik yang tuntas berjumlah 10 peserta didik dengan presentase 100% dan hasil siklus ii dinyatakan tuntas dan berhasil. penilaian tersebut dapat dilihat dalam grafik tes smash bola voli siklus ii sebagai berikut: gambar 4 histogram hasil tes siklus ii smash bola voli sumber: hasil pengolahan data pada tahap siklus ii sudah bisa dilihat presentase 100%, sehingga dapat disimpulkan bahwa penggunaan media pembelajaran bola gantung dan driling dapat meningkatkan keterampilan smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi berdasarkan aspek penilaian sesuai instrumen penilaian. 3. pengamatan kolaborator peneliti dan kolaborator melihat kemajuan peserta didik dalam mengikuti pembelajaran smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi dan melihat hasil tes awal, siklus i, dan siklus ii, telah menemukan jawaban atas permasalahan penelitian bagaimana meningkatkan hasil belajar smash bola voli pada siswa kelas ix dengan menggunakan media pembelajaran bola gantung dan drilling. bahwa dengan media pembelajaran bola gantung dan driling mampu meningkatkan hasil belajar smash bola voli dan peningkatan tersebut progresif di setiap siklusnya. hasil belajar kemampuan smash bola voli peserta didik hasil tes awal memperoleh nilai rata-rata 62,1, siklus i memperoleh nilai rata-rata 74,15, dan siklus ii memperoleh nilai rata-rata 81,65. untuk ketuntasan belajar peserta didik hasil tes awal peserta didik yang dinyatakan lulus sejumlah 6 orang (30%) kemudian pada siklus i peserta didik yang dinyatakan tuntas sejumlah 12 orang (60%) dan pada siklus ii peserta didik yang dinyatakan tuntas sejumlah 20 orang (100%). kondisi siswa pada saat melaksanakan pembelajaran memiliki semangat serta motivasi yang tinggi. peserta didik terlihat percaya diri mengeluarkan segala kemampuan yang dimilikinya. penelitian seperti ini tidak berhenti sampai disini, maleinkan dapat dikembangkan oleh guru tersebut maupun peneliti sendiri dan hasil yang telah tercapai tetap dipertahankan dan dapat ditingkatkan kembali ke arah yang lebih baik. penutup berdasarkan hasil penelitian yang di uraikan maka dapat disimpulkan bahwa adanya perubahan atau peningkatan hasil belajar smash bola voli pada siswa kelas ix smp negeri 13 kota bekasi dengan media pembelajaran bola gantung dan drilling smash bola voli. didasarkan pada bukti presentase belajar peserta didik. artinya semakin tinggi motivasi rasa keingintahuan siswa terhadap gladi jurnal ilmu keolahragaan, 11 (02), oktober216 endang sri rejeki, samsudin, iksan gerakan yang dilakukannya dalam suatu pembelajaran maka semakin tinggi pula prestasi belajar, dan sebaliknya bila motivasi siswa dalam belajar rendah maka prestasi siswa akan menurun. masukan yang dapat peneliti berikan dari hasil penelitian ini sebagai berikut: 1. peserta didik hendaknya percaya dengan kemampuan diri sendiri agar memiliki kemandirian dalam belajar. 2. para guru sebaiknya lebih meningkatkan metode pembelajaran yang tepat dalam proses belajar mengajar agar siswa lebih termotivasi dan senang. 3. orangtua hendaknya membiasakan anaknya berperilaku disiplin dan tertib sejak usia dini, terutama dalam hal belajar, agar anak memiliki pendirian dalam belajar. daftar pustaka a, m. sadirman. 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(2003). adolescene. perkembangan remaja edisi ke-enam. jakarta: erlangga suharno, hp. (1991). pedoman pelatihan bola voli. yogyakarta: komite olahraga nasional indonesia pusat (koni pusat) sukintaka. (1983). permainan bola voli . jakarta: depdikbud syaiful, bahri. djamarah., & aswan, zein. (2002). strategi belajar mengajar. jakarta: pt rineka cipta available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 01-17 permalink/doi: https://doi.org/10.21009/gjik.141.01 copyright © 2023 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar this work is licensed under a creative commons attribution-sharealike 4.0 international license outdoor education model based on experiential learning in character education for junior high school students ahmad mujahid yaumul ridho1, hernawan2, nofi marlina siregar3 1,2,3program studi pendidikan jasmani, universitas negeri jakarta, indonesia coresponding email : ahmadmujahidyaumulridho@gmail.com (submission track: received: 04-08-2021, final revision: 01-12-2021, available online: 31-03-2023) abstract this research and development was made on the needs of formal school teachers to make it easier to understand and implement the concept of effective experiental learning based learning for informal program design and formal classroom activities related to field experience packaged in the form of games, discussions, simulations and adventures, which are expected to have the impact of the implementation of experiential learning. students move between modes of action, reflection, feelings and thinking. this research design refers to the research and development model of addie. broadly speaking this research is made in 5 stages, namely: model analysis, model design, model development, model implementation, model evaluation. the data insturment test collected in this study both at the stage of obtaining basic data and at the trial stage is qualitative data. therefore the main instrument in this study is the self research. to complete the data and as part of triangulation conducted discussions with expert lecturers, teacher collaborators, outbound instructors and experiental learning activists who are not involved in the research by collecting data using interview guidelines on teachers, questionnaires, questionnaires and observation learning. from the data analysis proved outdoor education model based on experiental learning seems effective to shape the values of character education. based on the results of research with a model of approach and cohesion in its implementation is very helpful to excite learning, participatory involvement of students, joy and cheerfulness which means the implementation of outdoor learning is not only in the concept, the integration must be really attempted to occur in the learning process. keywords: development, education, outdoor, character education, play mailto:ahmadmujahidyaumulridho@gmail.com gladi jurnal ilmu keolahragaan, 14 (01), march2 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar introduction school children have their own unique learning style at each stage of their age, such as more towards audiotories, visualizations or practices. learning is a cognitive process that involves continuous adaptation and involvement of a person that will create knowledge and experience not only the stimulus received, but conflicts of disagreement and difference are able to drive the learning process when one is active in his actions, reflections, feelings and thoughts. (bergsteiner et al., 2010). learning will be more meaningful if one experiences what he or she learns, not just knows it. the formal education process especially when the school level takes a long time to be taken to finish, the majority of time is spent in the classroom, just sitting and a little movement activity. education in schools is indeed there are many other benefits and functions to train children's abilities in the academic field. through outdoor education will strengthen the mental, physical and character of children as found in the nine pillars of character so that participants are fostered behavior and physical. as harun and salamudin said that outdoor education has an impact on changing one's behavior to build learning cooperation, skills, leadership and confidence. (harun &salamuddin, 2010). the real orientation of the outdoor education process is to provide an outdoor education experience for the long term. we can see that outdoor activities are the main curriculum in indoor learning, through and about the outdoors. (legge &smith, 2014). the purpose of education is not only oriented to the mastery of materials by memorizing facts presented in the form of information or subject matter. furthermore, learning is expected to be more meaningful for learners with this concept. the learning process takes place naturally in the form of student activities to work and experience, not the transfer of knowledge from teacher to student. the learning process should be able to create a learning process that can explore the knowledge insights of learners and can develop meaning so that it will give a deep impression of what it has learned. one of them with outdoor education based on experiential learning. experiental learning-based education shows that experience-based education is a product of reflection on experiences that have an important gladi jurnal ilmu keolahragaan, 14 (01), march3 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar quality nature for the overall learning (fowler, 2008). learning is considered an ongoing process in which knowledge is created by transforming experience into an existing cognitive framework, thus changing one's way of thinking and behaving (mowen, 2006). the program that uses experiental learning theory focuses on the student and his learning style and the structure of his experience to accommodate different learning styles (caulfield&woods, 2013). experiential learning method provides concrete support to the relationship of theory and practice in the real world this method gives the best results because it involves participants in the learning process (hariri &yayuk, 2018). active learning is actually about how to put participants/learners into new situations that require personal involvement, not as an experiment but as a researcher themselves. (egbert &mertins, 2010) state of the art based on the state of the art and because there is still gap research from relevant research references, researchers feel the need to create an outdoor education model based on experiental learning in character education in junior high school that will be an update in research, packaged in the form of games, simulations, discussions that aim as a medium of delivery of materials that will be applied in outdoor education to provide kinesthetic,cognitive and affective experiences in fostering the values of character education. learning to make a person can get a change in him through trainings or experiences (baharuddin &wahyuni, 2009). if someone who has learned from an educational process will acquire new knowledge and behavior changes in them selves and will usually last a long time. behavior changes are relatively permanent, which means that behavior changes that occur due to learning for a certain time will remain or remain unchanging. the change is done with activities related to the learning process. without observing behavior as a result of learning, we will not be able to know whether or not there are learning outcomes. this is an ideal condition of a shadow or image obtained abstractly, a process of mental generalization and example or in other words describe an atmosphere that resembles a match (tangkudung, 2012). outdoor education model based on experiential learning in character education, as a whole such as the subject gladi jurnal ilmu keolahragaan, 14 (01), march4 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar to be researched,the management of learning,the obstacles and objectives of such learning. but this study is more focused on the development of the characteristics of the subjects that are the focus of the study (setyosari, 2015). it aims to allow researchers to develop a more effective and more efficient model so that the needs of formal education teachers and informal program design in carrying out outdoor education will be easier to achieve the values of the intended character. character education character education is an educational act that allows learning and development for the next generation. with this education occurred physical and mental development of learners (dimyati &mudjiono, 2006). character education is extensive, covering a variety of approaches to building good character. the role of teachers is very important in transferring knowledge by emphasizing the values of character education in each learning. the competence of teacher character education is very important in the achievement of educational objectives in addition to field knowledge, general knowledge and pedagogical knowledge (ülger et al., 2014). a teacher is required to be creative and always innovate to the learning media that will foster the values of student character education. learning character education with which it is packed with something they like can stimulate the motivation of learners to be active and aggressive their guided lessons (kim, 2015). the values of character education must be taught early, because it will get carried away and become habbit when later becoming an adult, to foster social awareness inside and outside the environment. character education at the age of children, which must be taught is language, cognition, social, emotional, physical health, and aesthetics (mei-ju et al., 2014). the role of teachers and parents in instilling value in character education is very capable of cultivating a generation that has a great character but change will not be seen, must be consistent and sustainable to make them strong in society. playing and social activities are daily routines performed by preschoolers (eileen &lynn, 2010). children aged 12-14 years are actively engaged and want to learn about everything he gladi jurnal ilmu keolahragaan, 14 (01), march5 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar imagines and will be the beginning of the process of forming their character. therefore good character consists of understanding, attention, and action are core ethical values. (muhamad asvin abdur rohman, 2019). therefore the task of character education is to help learners know the good, appreciate it, and act. learners need a lot of adult support and direction. outdoor education based on experiential learning outdoor education room is a holistic learning that refers to learning subjects to foster cognitive development, affective and kinesthetic learners as well as more complex development in the 21st century that emphasizes more to character and citizenship education (tan &atencio, 2016). outdoor education is a school activity that activities outside the classroom or school such as playing in the school environment, parks, villages, camping and activities that are adventurous and development activities with relevant aspects. outdoor education is synonymous with highly physical activity, the importance of special assistance is needed in outdoor education in the prevention of large injury rates occurring (donelan, 2010). outdoor education has a wide focus area such as sports, education, research, adventure, recreation, and achievement. researchers pay more attention to the realm of education. outdoor activities allow each activity to be carried out and will pass through cognitive, affective and kinesthetic phases. outdoor education when done from kindergarten will be a key factor in instilling character values in later adulthood (høyem, 2020). therefore outdoor education is an educational activity that integrates formal curriculum, nature and character and synergizes in making learning with the pattern of knowing the environment while playing, such as gardening lessons, breeding and so on in order to hone the character and mentality of learners. method the purpose of this study is to produce an experiential learning based outdoor education model in character education for junior high school students. in particular, the main objectives of this study are: 1. compile model of outdoor education based on experiential learning gradually for junior high school students gladi jurnal ilmu keolahragaan, 14 (01), march6 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar 2. know the effectiveness of thexperiential learning based outdoor education model in character education for junior high school students. research subjects the research will be conducted by applying health protocols to three schools located in south tangerang city with research subjects in junior high schools located in pondok aren sub district namely; table 1. school list no. school name address 1 junior high school 5 south tangerang city jl. mawar pondok kacang prima complex no.59, pd. kacang tim., kec. pd. aren, south tangerang city 2 junior high school 14 south tangerang city jl. amd no.15, pd. kacang bar., kec. pd. aren, south tangerang city 3 al barkah al islamiyah boarding school jl. raya pd. aren no.1, pd. aren, kec. pd. aren, south tangerang city approaches and stages this research uses research &development method to produce certain products as well as testing its effectiveness (sugiyono, 2008). this outdoor education model is taken from the source of the model penelitianand addie development figure 1. addie concept (branch, 2009) the model concept developed using the addie development model because the model has appropriate stages and in detail allows to provide reliable system results. model adaptation is realized in the form of technical planning, goals, and types of activities carried out in each stage. explanations of the procedures and stages of development research have been widely developed. the development research procedure basically consists of two main objectives, namely developing the product and testing the effectiveness of the product in achieving the goal. assessment & data collection instruments the data collected in this study both at the stage of obtaining basic data and at the trial stage is qualitative data. therefore the main instrument in this study is the researchers themselves. the data is mainly obtained through gladi jurnal ilmu keolahragaan, 14 (01), march7 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar observation. to maintain the objectivity of observation is also done by the observer teacher who utilizes the observation sheet is also used video recording tools at meetings during the process and evaluation and testimony of students. to complete the data and as part of triangulation conducted discussions with expert lecturers, collaborator teachers, outbound instructors and experiental learning activists who were not involved in the research. data collection instruments used in research and development in this regard, using teacher interview guidelines, questionnaires, and learning observations based on experiences that suppress the character education values of junior high school students. the interview guidelines instrument for teachers used in this study aims to obtain information about the educational process, constraints in the educational process, and the needs of educators in developing the values of character education through outdoor education for junior high school students. the observation instrument used aims to observe carefully about the character values that appear in the educational process therefore observation guidelines are needed in this research and development. please note that questionnaire instruments with lik ert scale, observation, and interviews are only used to uncover analysis of children's needs and endidic. thus, it is necessary to assess whether or not a model is worth using questionnaires with gutman scale. data analysis techniques more research activities in the form of observations on the implementation of models and interviews, as for the analysis of the data as follows: 1. collect all observation data in the form of field records, interview notes, and discussion notes 2. perform the first analysis to sort the data into categories; the first category is related to the improvement of the model, the second category deals with the emergence of the formation of character education values, which are chosen such as honesty, responsibility, cooperation, and respect for others. 3. perform a second analysis within each category; for the first category the analysis was conducted to find supporting data for model gladi jurnal ilmu keolahragaan, 14 (01), march8 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar enhancements; for the second category the analysis was conducted to map the formation of the values of character education, honesty, responsibility, cooperation, and respect for others 4. conducting the synthesis process, namely processing the entire data to formulate the final model and determine the patterns of character education value formation, such as honesty, responsibility, cooperation, and respect for others that appear in the research process 5. final conclusion. results and discussions the data analyzed is mainly obtained from observations of the learning process with outdoor education based on experiental learning models. observations were made by researchers and some of them using handphones. from this observation produced field notes (cl). researchers assisted by observer teachers who observed using three types of observation sheets (lo) namely observation sheets of honestyvalues, observation sheets of responsible behavior, and observation sheets of friendship and cooperation and respect. in addition, interviews with sports teachers and deputy principals of student affairs that gave birth to the interview notes (cw), were also held discussions after the learning process with the model took place which is summarized in the discussion notes (cd). cl which records the results of observations of the learning process totaled 16. the field record details are as follows: a. cl 01, is the result of observation of the learning process does not use the model that has been formulated by researchers. b. cl 02 to 16 is the result of observation of the learning process using a model that has been formulated by researchers. c. in cl there are two types of records, descriptive notes and reflective notes. descriptive notes contain various events during the learning process. this record records what events take place in the learning. the point of this account is to describe in detail the events. reflective notes contain the researcher's reflections on the various events that took place. reflections are related to the proper provisions in the learning process gladi jurnal ilmu keolahragaan, 14 (01), march9 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar of recreational sports or related to the formation of values of honesty,behavior of responsibility, respect and friendship and cooperation. lo totaled 16, because each time observing the learning process of the three observation sheets used by the observer teacher. in detail the observation sheets contain: a) observation sheet for the establishment of honestyvalues: the category of honesty values formation is divided into 4 dimensions, 14 indicators and 33 sub indicators. b) observation sheet on the formation of responsible behavior: the category of formation of responsible behavior is divided into 2 indicators and 9 sub-indicators. c) friendship and cooperation observation sheet cw is the result of an interview with guru of physical education and vice principal of student affairs. a cd is a note that contains discussions after learning with the model implemented. this discussion is an attempt to improve the model. held in the form of discussions, not interviews with implementing teachers in order to have a more open and multi-way dialogue. in addition to model implementing teachers and observer teachers, the discussion was also attended by four teachers who were not involved in the research but studied learning models and learning guides. the discussion was conducted twice, therefore there are two notes of discussion, namely: 1) cd 1, a discussion that was attended by model implementing teachers and observer teachers, and teachers who were not involved in the research at the 2nd meeting. 2) cd 2, the discussion was attended by model implementing teachers and observer teachers as well as teachers who were not involved in the research at the 14th meeting. various records and reports were made not only as an effort to collect data, but also as an effort to obtain and maintain the validity of the data, this is done because the whole data is qualitative data. the trial was conducted involving one model implementing teacher and three observer teachers and was conducted fifteen times. previously, there has also been one observation in the learning process that does not use the model. all of this is intended to demonstrate the persistence of gladi jurnal ilmu keolahragaan, 14 (01), march10 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar observation as an attempt to check the validity of the data. with the persistence of such observations it is possible to find traits or peculiarities and elements that are very relevant to the implementation and trials of the model. this means providing depth for efforts to discover the various constraints, weaknesses and advantages of the formulated learning model. conducting interviews with physical education teachers and vice principals of student affairs, involving observer teachers, and including fellow teachers in discussions and giving written comments is also a technique of checking the validity of data by means of triangulation. in this way, checks and checks are carried out on what the researchers found in their observations. this means that various comparisons are made from various sources and methods. the researchers' observation data was compared with the data of observer teachers and interviews with physical education teachers and vice principals of student affairs. at the same time, it is carried out checking the degree of trust of the findings of research with several data collection techniques, and checking more than one source in the same way that is observation by researchers and observer teachers. discussions conducted after the learning process is not with the model and the learning process with the model is an effort to check the members involved in the data collection process. this not only guarantees the validity of the data, it also maintains the degree of trust of data analysis and withdrawal of conclusions. this discussion provides an opportunity to express his opinion to all members involved. related to what he really experienced during the implementation of the model or during observations. give researchers the opportunity to present an initial summary to continue to improve. so there is a process of checking and checking the analysis and withdrawal of conclusions. involving peers (teachers) who are not involved in the discussion and freely put forward their perspective after studying the model and guide is a technique for peer examination (teacher). this technique allows researchers and teachers involved in research to be honest and open. honestly presents various constraints of model implementation and model weaknesses. open to accepting various proposed gladi jurnal ilmu keolahragaan, 14 (01), march11 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar improvements. it turns out that this method has managed to provide a varietyofperspectives that are unthinkable by the researchers and teachers involved. during the trial, there were recorded with mobile phones as many as 1 meeting at each school. of course, the use of mobile phones takes into account the level of familiarity of researchers and students so that they are not disturbed by the shooting. besides familiarity, another technique that is also used so that the students and teachers implementing the model used to mobile phones are several times taking pictures before the actual shooting is done. this technique has a positive influence. because during the actual shooting the learning process goes normally and smoothly. shooting with a mobile phone is an effort to meet the sufficiency of referential. in this way can be made a comparison of the records of researchers, teachers observers and the results of recordings. various data inspection techniques used are perseverance observation, triangulation, examination of peers (teachers) through discussion, referential adequacy, member checking, bringing the consequences of conducting detailed descriptions and allowing auditing. the detailed description is seen in the number of records namely cl (16), cw (2), and cd (2). this shows the large and varied data. the whole process that is done as a technique of checking the validity of data, carried out gradually continuously and involving many people involved in research and who are not involved is an auditing process. physical education teacher perspective in the physical education learning of recreational sports related to experiental learning and has been in this observation, the emergence of behavior formation of honestyvalues, responsibilities and friendships and cooperation appears in a limited number, when viewed from the analysis of data it seems that this happens because teachers still dominate learning. to get a more complete picture, the following analysis results are presented data derived from interviews with physical education teachers in schools that are observed by researchers. according to them, during the learning students are not given the freedom to argue and cooperation, and only limited to carrying out what the teacher instructs. gladi jurnal ilmu keolahragaan, 14 (01), march12 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar physical education teachers also argue that sports activities, namely the existence of three scopes of sports.which include educational sports activities, recreational sports and sports achievements, there must be management in the management there is organizing here how they can organize. so, in organizing there is a system regarding leadership. this is necessary because students will get used to their daily lives practicing such behavior. perspective of model implementing teachers, observer teachers and fellow teachers. a very long description of recreational sports learning, in terms of the formation of honestyvalues, responsible behavior, and friendship and cooperation that appears shows that the experiental learning model offered seems to have no constraints and weaknesses, because almost all indicators and sub indicators appear. especially when compared to learning that does not use models. but in order for there to be a balance and input that means the following will be put forward the perspective of the teachers involved and not involved in the trials of experiental learning model. what is put forward will be supported by a field record. the following presented the constraints and weaknesses of the model: implementing teachers and observer teachers state that the obstacles to implementing the experiental learning model which is a weakness is a matter of time. in the sense of many activities that must be carried out in the learning process with a predetermined time. another obstacle is the teacher's habit, the various habits that inhibit it are the habit of pursuing material completion, and the habit of being the only source of information as a result of which teachers become more dominant. the difficulties and constraints that the implementing teacher feels are about learning time, and suggest that making choices increase time or reduce the activities offered in the experiental learning model in recreational sports learning, in relation to the formation of values of honesty,behavior of responsibility and friendship and cooperation. research findings based on data analysis and research discussion, in this study found the following: gladi jurnal ilmu keolahragaan, 14 (01), march13 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar 1. the application of an outdoor education based on experiental learning model in recreational sports learning helps teachers relate the materials they teach to students' real-world situations and encourages students to make connections between their knowledge and their application in their daily lives. 2. the application of outdoor education based on experiental learning model in recreational sports learning brings about the behavior of honesty values, responsible behavior, and friendship and cooperation in students. 3. the cohesiveness of the establishment of values of honesty,behavior of responsibility, and friendship and cooperation can be successfully implemented in the learning of recreational sports in real time if: a) learning planning is made systematically and specifically. b) students become learning centers and are actively involved. c) teachers are open and cooperative. 4. the values of honesty can be developed by giving students the opportunity to practice recreational sports learning activities that are reinforced by the conscientiousness of the teacher. 5. the values of responsibility can be developed by providing opportunities for students the freedom to express their opinions and appear to lead games modified sports that are used as recreational sports in a fun atmosphere. 6. friendship and cooperation has been developed by providing recreational sports activities tailored to the environment in which learning takes place, both in the outdoors, indoors, water, multipurpose buildings, sports fields, and recreational playgrounds. 7. students' motivation in learning increases when actively involved in the application of learning models using outdoor education based on experiental learning models. conclusion based on theproblemsraised, data analysis and discussion can be drawn some conclusions. first, the outdoor education based on experiental learning learning model is suitable for the development of recreational sports learning models that integrate the formation of behavior values of honesty, responsibility, gladi jurnal ilmu keolahragaan, 14 (01), march14 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar friendship, please help. learning materials in the form of theory and practice of physical education and recreational sports both conducted in the outdoors, indoors, multipurpose buildings, sports fields, recreational playgrounds can encourage students to better understand and recognize the values contained in physical education and recreational sports. second, the development of a model of physical education learning recreational sports that integrates the formation of behavior values of honesty, responsibility, friendship, help that is implemented with the learning model outdoor education based on experiental learning emphasizes interactive activities. it can briefly be mentioned that this model is called an interactive activity model, not a material model. the interactive activity model emphasizes the importance of actively engaging students and teachers in interactive activities and helps teachers relate between the materials taught and real-world situations and encourages students to associate knowledge with their application in daily life in family and community environments. third, this outdoor education based on experiental learning model seems effective for shaping fair play values, leadership behavior, and creativity in recreational sports learning, as almost all indicators and subindicators appear in the trials. but admittedly the emergence is still a tendency, not yet a fixed behavior, steady, inherent, in students because the trials are conducted in a relatively short time. fourth, in the study developed three observation sheets to form the values of honesty, responsibility, friendship, help in the learning of physical education recreational sports. each observation sheet contains indicators and sub-indicators related to therib ket aspect of 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(c. jaya (ed.); 2nd ed.). ülger, m., yiğittir, s., & ercan, o. gladi jurnal ilmu keolahragaan, 14 (01), march17 ahmad mujahid yaumul ridho, hernawan, nofi marlina siregar (2014). secondary school teachers’ beliefs on character education competency. procedia social and behavioral sciences, 131(4310), 442–449. https://doi.org/10.1016/j.sbspro. 2014.04.145 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 412-425 permalink/doi: https://doi.org/10.21009/gjik.125.08 this work is licensed under a creative commons attribution-sharealike 4.0 international license development of resistance-based archery training models for athletes aged 13-15 years devi syah putra1, ramdan pelana1, hernawan1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email devisyahputra928@gmail.com abstract: the purpose of this study was to produce a resistance-based archery training model for athletes aged 13-15 years. the method used in this research is research and development. the study was conducted at dsr archery club depok city and the research subjects were athletes aged 13-15 years. this research begins with needs analysis, product planning, development, implementation, and evaluation. the instruments used were the 30 m archery test in the sport of archery, an analysis of the need for in-depth interviews to coaches at the archery club, and an assessment questionnaire to experts to test the validity of variations in the training model. based on research data consisting of needs analysis, product design, expert validation, small and large group trials, and effectiveness tests. the conclusion is first, a resistance-based archery training model for athletes aged 13-15 years can be developed and applied in training archery skills and muscle strength training. second, the exercise model developed based on research data obtained effective results for athletes aged 13-15 years. kata kunci: exercise models; physical; archery; resistance based introduction archery has different characteristics from other sports. this archery sport requires a subtle touch of the soul, patience, tenacity, concentration, and high mental endurance. therefore, a true archer must have basic techniques, movement mechanisms, mentality, and good physical condition as a complete unit that must be possessed. as tinazci, (2011) says that comparatively, archery demands very specific strength and endurance, both during training and competition. when compared to other strengths or durability, demands for accurate appearance. therefore, to support the development of a good archery branch, it is necessary to have a coaching pattern that is directed at achieving achievements. the achievements of archery in indonesia today are experiencing unstable ups and downs, so there is a need for early achievement development that must be managed properly and correctly. there are four aspects of training that need to be considered and trained carefully by athletes, namely physical training, technical training, tactical training, and mental training (subarjah, 2012). from these four aspects, it can be understood that the development of sports achievement needs to be supported by supporting aspects, one of which is the mastery of physical abilities (harsono, 2015). mailto:devisyahputra928@gmail.com gladi jurnal ilmu keolahragaan, 12 (05), december413 devi syah putra, ramdan pelana, hernawan physical condition is a factor that is demanded in every sport because basically, physical condition supports the appearance of athletes when competing. as revealed by anggriawan, (2015) athletes who have a good physical condition, physiologically the athlete does not experience significant fatigue in the match, even according to puspitasari, (2019) will avoid injuries that can interfere with their appearance. likewise in the sport of archery, excellent physical condition is very important because it is to pull and hold the weight of the bow while shooting. in addition to having to be able to pull the weight of the bow, the athlete must be able to withstand the load of the bow at the time of full pull which determines the arrow's shot. studies in archery put special stress on the cardiovascular system of archers during repeated shooting, particularly during the competition (carrillo et al., 2011). there are changes in heart rate before and during archery influenced by physiological, psychological factors, some muscle pressure, limited time, repeated shooting of the whole body against the chest and shoulder muscles. especially when pulling the bowstring, the muscles will experience isotonic contractions, namely in the initial pull (primary draw), then when fully pulled the arm pulling the bowstring must reach below the chin and the bowstring touches the tip of the nose (anchoring) and the arm holding the bow must completely lock as well as the pulling arm so that an isometric contraction occurs. so it can be said that the dominant physical components needed in archery are strength and endurance. strength is the ability of muscles to contract to generate tension against a prisoner (yudiana, subardjah, & juliantine, 2009). while endurance is a person's ability to do work for a relatively long time (yudiana et al., 2009). therefore, strength and endurance in archery are some of the aspects to increase the stabilization of accuracy when archery. therefore, to support the function of body movement when doing archery sports activities, strength and endurance are needed which refers to the entire motion system when archery. exercise is a process to develop the ability of physical activity or physical condition that is carried out systematically and progressively improved to maintain and increase the degree of physical fitness in order to achieve optimal physical work. as harsono, (2015) said that the factors that influence the improvement of an athlete's achievement and skills are exercises that are carried out repeatedly, increasing the number of training loads and the intensity of the training. gladi jurnal ilmu keolahragaan, 12 (05), december414 devi syah putra, ramdan pelana, hernawan the purpose of training is to help athletes improve skills, and psychological qualities to improve their performance in competition. exercise must be guided by the correct theory and principles of exercise so that the expected sports achievements can be achieved. (pate et al., 2007). in the world of education in big countries, training and educating have left the old ways which are less efficient and less effective. with the help of technology, we can start training with the help of technology which has changed the latest ways to train and is more efficient. today a form of exercise that is being developed and is often done to increase strength (strength) is resistance training (resistance training). “resistance training is specifically designed to increase strength, power, and muscular endurance when designing a resistance training program, you must first consider the muscle group to wish to train, then selected resistance exercise accordingly” (wilmore, costil, 1994). based on the description above, it can be explained that resistance training is an exercise specifically designed to increase muscle strength and endurance. one of the resistance or resistance that can be used is to use rubber. rubber resistance is one of the tools designed to help improve physical abilities, especially strength and durability. based on the results of observations made by researchers in the field, the exercises carried out focused only on technical training and only used physical exercises in the form of push-ups and pull-ups. perhaps this has caused the decline in the performance of one of the clubs in the city of depok, west java, namely defrizal siregar archery club (dsr archery club). dsr archery club has participated in a number of prestigious regional, regional, national and international championships which are held every year. however, recently (dsr archery club) is experiencing a decline in the level of achievement, resulting in a reduction in the contribution of gold medals and trophies. so this is what causes researchers to be interested in conducting research on why the club (dsr archery club) has decreased the level of achievement in participating in various existing championships. this is supported by the results of interviews with several dsr archery club coaches, the coach said that the decline in athlete achievement was caused by many things, including; mental competition, lack of training schedule, boring training innovation, lack of physical exercise resulting in decreased athlete performance, because physical exercise is a fundamental aspect that must be mastered by athletes, because archery really requires strength and gladi jurnal ilmu keolahragaan, 12 (05), december415 devi syah putra, ramdan pelana, hernawan muscle endurance, especially to pull and hold bow loads. based on the statement above, the researcher considers the need for innovation and creativity in archery training models. the importance of innovation and good creativity in the process of resistance-based archery training for the beginner athlete, so that the coach can give a new nuance to the athlete so that the athlete does not get bored with the archery training material that already exists. therefore, in this study, researchers took the initiative to develop a resistance-based archery training model for athletes. therefore, researchers will develop a resistance-based archery training model product for beginner athletes. research on the sport of archery itself has been mostly analyzing the effects of exercise, physiological aspects, tests and measurements as well as biomechanics. as research conducted by laishram et al., (2008) entitled effects of strength training and jatamansi on reducing hand tremor amongst archers related to comparing the effects of strength training (shoulder girdle and respiratory muscles) and drugs (jatamansi) to reduce hand tremor in archer. meanwhile, what was done by kim, (2008) the effect of balance exercises on postural control and shooting recordings in archers with a study entitled the effect of balance exercise on postural control and shooting records in archers. 2016) entitled effects of pilates core stability exercises on the balance abilities of archers in researching the effect of pilates core stability exercises (pcs) on dynamic and static balance. next (aryani, n.d.) examined the plank exercise program on arm muscle endurance and archery accuracy. sezer, (2017) the impact of handgrip strength exercises on the target shooting accuracy score for archers in his research on the effect of handgrip strength training on target shooting accuracy scores for male archers. while recently dhawale, (2018) entitled effect of upper extremity plyometric training on strength and accuracy in archery players. the aim of this study was to investigate the effect of upper extremity plyometrics on strength and accuracy in archers conducted for 3 days a week to 6 weeks. this is supported by sharma et al., (2015) effectiveness of six weeks training on static strength of archery players discussed to compare the effectiveness of six weeks training on static strength of archer players and also humaid, (2014) influence of arm muscle strength, draw length and archery technique on archery achievement. this research examines four variables consisting of three exogenous variables and one endogenous variable. gladi jurnal ilmu keolahragaan, 12 (05), december416 devi syah putra, ramdan pelana, hernawan the previous research above shows that there is no comprehensive research on the sport of archery, especially those concerning the study of resistance-based archery exercises to get good muscle strength and endurance, thus the novelty of this research is resistance-based archery training. the researcher chose this title on the grounds that there is a need for innovation and creativity in the archery training process so that the training process is more targeted, interesting, and not boring, so it is considered necessary to create a resistance-based training model for beginner athletes. method this type of research is research and development, namely the type of research used to produce certain products, and test the effectiveness of these products (sugiyono, 2015: 297). research and development research aims to produce new products that can be used in training activities to assist coaches in developing training programs and can also optimize athlete performance in achieving the expected goal of achieving the highest achievement. the research was carried out at the dsr archery club in depok city. the research subjects were novice athletes. the instrument used was the 30 m archery test in the sport of archery.\ result research on the development of resistance-based archery training models for beginner archery athletes as a whole has two general objectives that will be disclosed in the preliminary study, namely 1. resistancebased training models for strength and endurance training of archery athletes can be developed and adapted to the athlete's age and needs of the athlete. in improving muscle strength for athletes. 2. the importance of strength and muscle endurance training with an effective and efficient training variation model according to the needs and age of the athlete. the general objectives above then become the basis for researchers conducting preliminary studies using in-depth interviews with coaches in archery clubs and conducting surveys because the general purpose is to make technical preparations by tracing the characteristics of research subjects and the place where the research will be conducted. the analysis stage is carried out to find out how important the training model to be developed is. based on the results of the interviews, the conclusions from the needs analysis are: (1) strength training is not much in demand by athletes, especially those aged 13-15 years, (2) it takes a variety of exercise models that raise the spirit of children in doing, (3) lack of reference models strength training is easy gladi jurnal ilmu keolahragaan, 12 (05), december417 devi syah putra, ramdan pelana, hernawan to perform, (4) the trainer agrees with the development of the strength training model, and (5) the trainer needs additional references for muscle strength training. model development planning after obtaining the data from the needs analysis and findings in the field, the next stage is the model planning stage. the model planning stage is carried out before product testing is carried out. planning and preparation of a draft model is a stage carried out in order to provide clear guidance in the implementation of research and development. in the first step, the researcher developed a resistance-based archery training model product for beginner athletes, the researcher made a product design consisting of 15 exercise model items. model eligibility the next stage is conducting an expert test with the aim of getting the feasibility or validity of the model made based on the assessment and advice of the experts. researchers present three experts in assessing the feasibility of a resistance-based archery training model for novice athletes. the data from the expert tests conducted are summarized in the following table: table 2. the data from the expert tests conducted are summarized exercise model validation team persentase 1 2 3 l tl model 1 l l l 100% 0% model 2 l l l 100% 0% model 3 l l l 100% 0% model 4 l l l 100% 0% model 5 l l l 100% 0% model 6 l l l 100% 0% model 7 l l l 100% 0% model 8 l l l 100% 0% model 9 l l l 100% 0% model 10 l l l 100% 0% model 11 l l l 100% 0% model 12 tl tl tl 0% 100% model 13 l l l 100% 0% model 14 l l l 100% 0% model 15 l l l 100% 0% the cumulative results of the validation of the three examiners total number of practice items 15 item eligible category items 14 item item category not eligible 1 item explanation ; l = worthy tl = not worthy based on the results in table 2, it can be seen that the percentage of expert validation results is 93.3% of the total 15 initial model items, 14 training model items are declared feasible to be implemented and one exercise model is declared inappropriate gladi jurnal ilmu keolahragaan, 12 (05), december418 devi syah putra, ramdan pelana, hernawan on the grounds that if it is carried out it is prone to injury. so that the overall product developed in the category is very feasible. small group trial results the resistance-based archery training model for beginner athletes that has been evaluated by experts, then underwent a phase i revision with the results obtained 14 model items that were feasible to be developed towards the next stage, namely group trials. after the product design was revised, the next step was the model would be tested in a small group trial with 10 research subjects. the following is a summary of the results of small group trials. table 3. the following is a summary of the results of small group trials. exercise model expert comments and suggestions model 1 this model can be applied to train standing parallel (square stance) and to train leg muscle endurance. model 2 this model can be applied to train leg muscle strength model 3 this model can be applied to train leg muscle strength model 4 this model can be applied to train arm and abdominal muscle strength model 5 this model can be applied to train arm and abdominal muscle strength model 6 this model can be applied to train arm muscle strength model 7 this model can be applied to train arm muscle strength and endurance model 8 this model can be applied to train arm muscle strength and endurance model 9 this model can be applied to train arm and abdominal muscle strength model 10 this model can be applied to train arm muscle strength and endurance model 11 this model can be applied to train arm muscle strength and endurance model 12 this model can be applied to train arm muscle strength model 13 the training model is quite good as the final stage of archery practice and the player's feeling when releasing the bow. model 14 this model is in accordance with the purpose of the final movement coordination exercise in archery. based on the results of the evaluation and small group trials conducted by the researcher, it can be said that 14 model items are feasible to use, and one model item is dropped because it has similarities with the 11 exercise model items, namely model item number 8 (fall). the next stage will be the trial phase of the revised large group model based on the evaluation of the small group trial. the following conclusions are obtained based on small group trials: 1. a total of 13 models can be applied and used with suggestions for the implementation of exercises adjusted from easy to difficult levels so that children's abilities can increase. gladi jurnal ilmu keolahragaan, 12 (05), december419 devi syah putra, ramdan pelana, hernawan 2. found one model that is less innovative because it has the same form of exercise pattern with the previous model. 3. the preparation of the model according to the experts is stated to have been well structured in accordance with the series of archery movements 4. the firmness of the coach must be paid attention to the athlete so that in the implementation of the child's training, not only to complete the exercise quickly but precisely in accordance with good and correct basic movement techniques. 5. the volume of exercise loading must be adjusted to the abilities of each child. the results of a small group trial conducted on 14 items of resistance-based archery training models for beginners aged athletes that have been evaluated by experts, based on the results of the overall analysis, 13 models are feasible to continue large group trials. large group trial results the product of the resistance-based archery training model for beginner athletes has been improved based on the results of the evaluation at the small group trial stage, then the large group trial stage continued. based on the results of small group trials, 13 appropriate models were obtained as well as several refinement of practice items in accordance with the suggestions and input of experts and trainers. at this stage, the researchers used a research subject of 25 beginner athletes at the dsr archery club in depok city in the application of a resistancebased archery training model for beginner athletes as shown in the following table: table 4 model of training comments of expert judment model 1 this model can be applied to train standing parallel (square stance) and to train leg muscle endurance model 2 this model can be applied to train leg muscle strength model 3 this model can be applied to train leg muscle strength model 4 this model can be applied to train arm and abdominal muscle strength model 5 this model can be applied to train arm and abdominal muscle strength model 6 this model can be applied to train arm muscle strength model 7 this model can be applied to train arm muscle strength and endurance. model 8 this model can be applied to train the strength of the arm and abdominal muscles. model 9 this model can be applied to train arm muscle strength and endurance model 10 this model can be applied to train arm muscle strength and endurance model 11 this model can be applied to train arm muscle strength model 12 the training model is quite good as the final stage of archery practice gladi jurnal ilmu keolahragaan, 12 (05), december420 devi syah putra, ramdan pelana, hernawan and the player's feeling when releasing the bow. model 13 this model is in accordance with the purpose of the final movement coordination exercise in archery. the results of a large group trial conducted on 13 models of resistance-based archery training for beginner athletes, based on the evaluation results from experts and input from the trainer, all models are feasible to use. the next step after the large group trial and the refinement of the exercise model based on the evaluations found in the field and suggestions from experts, the improved model will be applied to the effectiveness test. model effectiveness test the research subject used by researchers to test the effectiveness of the resistance-based archery training model for beginner athletes. a total of 40 athletes participated in the effectiveness test phase of the depok city dsr archery club. because in this testing stage the researchers needed two groups, namely the experimental group, namely the group that was given treatment with a resistance-based archery training model as many as 20 samples and the second control group, namely the group that carried out strength archery exercises that are usually done in the club as many as 20 samples. experimental group test results based on the counter using spss, the results from the shapiro-wilk analysis were obtained. the pre-test significance was 0.613 and the post-test was 0.738, meaning that the probability value or significance value is greater than (0.05), then the data is normally distributed. next, to determine the effect or increase in the results of the exercise before and after being treated with the resistance-based archery training model, two paired averages were tested (paired sample t-test). the results of testing the data are presented in table 5: table 5 .the results of testing the data paired differences t df sig. (2tailed) mean std. deviation data pre test post test 12,250 3,82340 14,329 19 ,000 the paired sample t-test results show the t-count = 14,329 and p-value = 0.00 <0.05, which means that there is a significant effect between before and after being treated with resistance-based archery training models for novice athletes. based on these results, it can be concluded that the resistance-based archery training model for beginner athletes is effective and can increase the athlete's muscle strength. the exercise model developed has a significant effectiveness. gladi jurnal ilmu keolahragaan, 12 (05), december421 devi syah putra, ramdan pelana, hernawan figure 1 experimental product effectiveness test graph the graph above illustrates the average score obtained before and after being treated with a resistance-based archery training model for athletes aged 13-15 years with the results showing an increase in the average score from before being treated to after being given treatment. control group test results based on the counter using spss, the results from the shapiro-wilk analysis were obtained. the significance of the pre-test was 0.327 and the post-test was 0.695, meaning that the probability value or significance value is greater than (0.05), then the data is normally distributed. next, to find out the effect or increase in the results of the exercise before and after doing the strength archery exercises that are usually done at the club, a paired average test was carried out (paired sample t-test). the results of testing the data are presented in table 6: table 6 paired differences t df sig. (2tailed) mean std. deviation data pre test post test 8,550 2,79991 13,656 19 ,000 the results of the paired sample t-test show that tcount = 13.656 and p-value = 0.00 <0.05, which means that there is a significant effect between before and after doing strength archery exercises that are usually done in the club for athletes aged 13-15 year. figure 2 graph of the model in the control group the graph above illustrates the average score obtained before and after doing strength archery exercises which are usually done at the club for athletes aged 13-15 years with the results showing an increase in the average score from before being treated to after being given treatment. gladi jurnal ilmu keolahragaan, 12 (05), december422 devi syah putra, ramdan pelana, hernawan comparison results between experiment and control group the significance test of the difference in improvement between the experimental group and the control group used the independent sample t test. the following are the results of testing the data presented in table 7: table 7 levene's test for equality of variances t df sig. (2tailed) mean difference f sig. gain data pada kedua kelompok 3,108 ,086 3,492 38 ,001 3,70000 based on the results of the difference test, it can be concluded that tcount = 3,492 with sig. (2-tailed) = 0.001 <0.05, it can be concluded that there is a significant difference between the experimental and control groups. based on the average value difference in the experimental group with a score of 12.25 and in the control group with a score of 8.55. so it can be concluded that the treatment given to the experimental group, namely the resistance-based archery training model, has higher effectiveness and can increase muscle strength for athletes aged 13-15 years. discussion product improvement based on the data above, it can be concluded that the resistance-based archery training model for athletes aged 13-15 years is feasible to use and effective in increasing muscle strength. the product produced by the researcher, namely the resistance-based archery training model for athletes aged 1315 years, has several shortcomings that the researcher will describe to achieve the perfection of this product. then the input in question is as follows: 1. the training model should explain the implementation mechanism in detail and use language that the trainer can easily understand when implementing the implementation in the field. 2. the duration of the implementation of the exercise model should be considered in more detail so that the time used is appropriate and efficient. 3. training equipment is made even more attractive so that athletes are more motivated in doing exercises. product discussion the resistance-based archery training model for athletes aged 13-15 years is made to be a reference or reference for archery training, especially with different variations to help coaches in the field. this training model was developed based on the needs analysis in the field. products that have been gladi jurnal ilmu keolahragaan, 12 (05), december423 devi syah putra, ramdan pelana, hernawan evaluated with several existing weaknesses and product revisions are made to become a good final product, it can be conveyed some of the advantages of this product are as follows: 1. the product provides a variety of resistance-based archery training models. 2. the product provides varied, innovative, and motivating exercises for children to carry out training activities. 3. this exercise model is useful for increasing strength and improving archery movement patterns from start to finish. 4. provide trainer references as training materials in the field to support the needs of training materials. product limitations this research was made with the best in order to get perfect results in accordance with the limits of the researcher's abilities, but in every ability, a researcher must have limitations. it must be admitted that in this study there are many shortcomings, therefore the researcher will put forward these limitations as follows: 1. this research can be carried out on a wider scope than the researcher did. 2. the limitation of the researcher's ability to describe the implementation of each model item made model 3. the media used in the exercise model are many more that can be used. conclusion research that produces resistance-based archery training models for beginner athletes. based on research data consisting of needs analysis, product design, expert validation, small group and large group trials, and effectiveness tests so that a discussion of the research results can be obtained, the researchers can draw the conclusion that: 1. resistance-based archery training models for beginner athletes can be developed and applied in training archery skills and muscle strength training. 2. the training model developed based on research data obtained effective results for beginner athletes. daftar pustaka anggriawan, n (2015). peran fisiologi olahraga dalam menunjang prestasi. jurnal olahraga prestasi.volume 11, nomor 2. aryani, k. d. 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(2017). the impact of hand grip strength exercises on the target shooting accuracy score for archers. journal of education and training studies, 5(5), 6. https://doi.org/10.11114/jets.v5i5.2194 sharma, h. s., singh, n. s., & singh, t. b. (2015). effectiveness of six weeks training on static strength of archery players. 1(5), 34–36. subarjah. (2012). latihan kondisi fisik. upi. sugiyono. (2015). metode penelitian dan pengembangan. bandung. alfabeta tinazci. (2011). shooting dynamics in archery: a multidimensional analysis from drawing to releasing in male archers. physical education and sports department, near east university, nicoisa 0023, cyprus gladi jurnal ilmu keolahragaan, 12 (05), december425 devi syah putra, ramdan pelana, hernawan wilmore, j.h. & costill, d.l. (1994) physiology of sport and exercise. human kinetics, champaign. yudiana, y. subarjah, h. & juliantine, t. (2009). teori latihan. bandung: fpok upi available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 170-185 permalink/doi: https://doi.org/10.21009/gjik.122.09 coaching program evaluation cordova futsal club muhammad a syahputra 1 , moch asmawi 1 , iman sulaiman 1 1 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: larvast@gmail.com abstract this study aims to evaluate the coaching program at the cordova futsal club, which is one of the sports associations that fosters and develops futsal in south tangerang in particular and in indonesia in general. in this evaluation, the research uses a survey method using the cipp model, namely, context, input, process, product. the results of this study concluded that: the context stage, the cordova futsal club coaching program was considered very good, the implementation was carried out according to the vision and mission. then the goals and strategic plans are the guidelines and references in the implementation of the coaching program. the input stage, which involves the performance of associations, coaching and training programs, athletes, availability of trainers, infrastructure and sources of funds is rated very good, obtained 82.5%. the process stages include the implementation of the coaching program and the effectiveness of the program implementation is considered good, with an average rating of 80.5%. the last stage, namely the product stage that is evaluated, is the achievement of targets in regional, provincial and national events. keyword : program evaluation, cipp, futsal. mailto:larvast@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june171 muhammad a syahputra, moch asmawi, iman sulaiman introduction each sport coaching has a person who plays an important role in increasing all the potential that exists in athletes who are called coaches. a professional coach who is tasked with assisting, guiding and fostering and directing talented athletes to get maximum performance in a short time. coaches also play a role in helping athletes to increase their full potential and strengthen their appearance in athletes, so that they are able to achieve high achievements in their sports. the most important support in efforts to foster and develop sports is financing. with the financing of various needs related to sports coaching and development, it can be fulfilled properly. so that the existence of funds in each sports coaching can advance the club to achieve achievements in athletes, therefore the financing in each sports coaching is very influential with the progress of a coaching or club. to support the implementation of sports coaching and development, of course it is very necessary to recruit futsal athletes. in the implementation of the coaching and development of futsal, the method used to improve the athlete's ability is an exercise program that is used to improve the quality of the athlete in terms of physical, technical, tactical, and mental. therefore, it is very necessary to consider the characteristics of athletes who are nurtured both physically and psychologically to create athletes. the pattern of coaching that is made based on assumptions and projections of future conditions, is able to explain policies and strategies that must be carried out by all parties and is able to reach all aspects that play a role in the development of futsal, both by the government and the community. the pattern of futsal coaching which is meant is an order or from a program of activities that are planned to be carried out systematically, regularly, and continuously with various futsal training activities. futsal is a familiar sport that is often heard and seen on a daily basis because this sports game is a game that is already known by many people from the ordinary to the upper class, all can play this game as long as there is a location and tools to play futsal. the implementation of program evaluation is a process of activities to collect, describe, conclude or obtain useful information directly, so that it can be used as an appropriate alternative for making decisions and also to evaluate if there is an error or improvement. the implementation of this program evaluation is very important, because it aims to find out and determine the facts regarding the implementation of public policies in the field, the results of which can be positive and negative. if the evaluation has been carried out in a professional manner, it can produce objective findings in the form of data that is gladi jurnal ilmu keolahragaan, 12 (02), june172 analyzed and the conclusions cannot be manipulated which will ultimately provide benefits to the coaching organization concerned in the coaching program itself. cordova futsal club is a futsal club located in south tangerang. many futsal seeds were born by the cordava futsal club to represent the championship in local and regional events. even though the cordova futsal club has outstanding athletes, there are still many shortcomings in terms of coaching and training programs. based on the results of observations and interviews with the management of the cordova futsal club, that there has never been an evaluation of the futsal club coaching program, the evaluation process has not been carried out comprehensively in the club, has not systematically arranged training programs in futsal, there is no adequate infrastructure, lack of attention as well as the quality of coaches who still do not have a coaching license certificate both at the cordova futsal club, as well as the budget issued from the club. therefore, the improvement and development of the coaching system has a target that is very much wanted to be achieved, both in the vision and mission, as well as short-term, medium-term and longterm planning, through assessment or measurement according to procedures, and can be evaluated on an ongoing basis. related to sports coaching programs. from the results of the data above, it can be concluded that in evaluating the coaching program, this study will use the cipp evaluation model. the cipp model is a complex evaluation model that includes context, input, process, and product. the cipp model has been developed by stufflebeam and his colleagues at ohio state university, from the description above, the researchers are interested in evaluating the club coaching program using the cipp method. this evaluation discusses the cordova futsal club coaching program such as the background of the coaching program, 9 goals of the coaching program, coaching program, coaches, athletes, facilities and infrastructure, financing, parental support, implementation of the coaching program, the process of implementing the training program, monitoring and evaluation of performance. . researchers will discuss in detail with research instruments that have been validated, and reveal all the facts contained in a coaching program so that researchers can find deficiencies in the coaching program. after getting the results of the evaluation process. method the understanding of the meaning of program evaluation may vary according to the varied definitions of evaluation by evaluation experts. the term evaluation has related meanings, each of which refers to gladi jurnal ilmu keolahragaan, 12 (02), june173 several scales of value for policy and program outcomes. in general, the term program evaluation can be equated with appraisal, rating and assessment. according to muliyani & huriaty (2016), evaluation is one of a series of activities that are carried out in a planned, structured and systematic manner for the purpose to be conveyed in improving the quality, performance, or productivity of an institution or agency where in carrying out the program evaluation is one of a series of activities that are carried out in a planned, structured and systematic manner for the purpose to be conveyed in improving the quality, performance, or productivity of an institution or agency where in carrying out the program. with the determination of the value that has been determined, the evaluation can increase the use of the size to be better or maximal, because by setting it up so that it can choose which one is in the form of qualitative and quantitative. evaluation is an activity that requires data, and to determine the purpose of what will be developed based on the system and decisions that have been planned. then the evaluation function is explained in order to find out the formulation to be achieved. the evaluation function according to sondang siagian consists of four, namely: 1) expansion: by evaluating the identity of the goals and objectives of the program being studied, the potential to be achieved and how it is achieved, the existing problems will also be known. 2) compliance: through evaluation, it can be seen whether the actions taken by the perpetrators or others are in accordance with the standards and procedures established by the policy. 3) auditing: to be able to find out whether the output actually reaches the target group intended by policy makers. 4) accounting: it can be seen what the consequences or impacts of the policy are (ugi nugraha & reza hadinata, 2019) in an evaluation activity where the first step that must be considered is the purpose of the evaluation. in this explanation, the purpose of evaluation must be based on what object will be evaluated. according to wirawan, the evaluation objectives are: 1. implementation of the evaluation object 2. services performed by the object of evaluation 3. benefit of evaluation object service 4. the influence of the object of evaluation on the community served 5. does the object of evaluation meet the standards or laws 6. have the resources been used as planned? 7. measuring the cost benefit program 8. measuring cost effectiveness (ugi nugraha & reza hadinata, 2019) program evaluation is one in a series of activities which can be done intentionally gladi jurnal ilmu keolahragaan, 12 (02), june174 to find out to what extent the level of success of the program that we will achieve. thus it can be said that program evaluation knowledge is the construction of knowledge structures or the ability to know to what extent the carefully planned activities can be achieved (mesiono, 2017). based on this definition, in program evaluation we must know the sequence of programs and structures that we have designed so that we can know the level of success of the programs that we make. cipp model the evaluation model is categorized according to the object and purpose of the evaluation. one of the evaluation models is the cipp evaluation model, this evaluation model is the model most widely known and applied by evaluators. the cipp model developed by stufflebeam is an abbreviation of the initial letters of four words, namely: context evaluation (evaluation of context); input evaluation (evaluation of input; process evaluation (evaluation of the process); product evaluation (evaluation of results) (reftari, suryana, & setiaman, 2018). nana sudjana and ibrahim explain each dimension of the cipp model with the following meanings: a. context: the situation or background that affects the planning of the coaching program. b. input: quality of input that can support the achievement of the coaching program. c. process: program implementation and use of facilities according to what has been planned. d. product: the results achieved in the implementation of the program. the uniqueness of this model is in each evaluation related to the decisionmaking device concerning the planning and operation of a program (muryadi, 2017). results and discussion the description of the data is done to provide an overview of the data so that the data presented becomes easy to understand and informative. in this chapter, the research results from the analysis that have been presented are presented. the data is presented in the form of the percentage of answers from the administrators, coaches and athletes of the cordova futsal club based on questionnaires, interviews, observations and studies. the description of the data in the results of this study includes the dimensions of context, input, process and results with the cipp model evaluation approach. the following will present the results of the overall data analysis of the cordova futsal club evaluation cipp dimension. table 1. data analysis results of overall dimensions of cipp futsal club cordova. gladi jurnal ilmu keolahragaan, 12 (02), june175 1. context evaluation results as a result of the overall context variable evaluation of the cordova futsal club coaching program an average percentage of 83.3% with the criteria very good with details of the cordova futsal club management getting a percentage of 82.85% (very good), coaches 84% (very good), and athletes 83% (excellent), with the following discussion: the context of the cordova futsal club management getting a percentage of 82.85% is evidenced by making policies related to the cordova futsal club coaching program, the basis for preparing the program or goals towards the vision and mission, in addition to problems related to obstacles related to the program can also be limited , and this program can also provide opportunities for parents to help their children who are pursuing sports that they love and want to achieve can be fulfilled properly. context coach, the achievement of 84% is evidenced by the motivation to train to guide and direct outstanding athletes but does not rule out the values of sportsmanship in sports but there are some coaching staff who must have a futsal coach certificate in order to be recognized within the club, aafi and pssi. context athletes, the achievement of 83% is evidenced by the motivation and targets of athletes in participating in futsal sports activities are quite high, meaning that the selection of book futsal is a coercion from their parents or others but they enter futsal because of their talent and interest in the sport they are engaged in. 2. input evaluation results this input variable is evaluatively the result of the overall input variable evaluation of the cordova futsal club coaching program getting a percentage of 82.5% very good criteria with details of cordova futsal club management getting 81.9% (excellent), coaches 79% (good), athletes 87% (very good), and parents 78 (good) the input from the cordova futsal club management obtained 81.9%, this is evidenced by the aspect of utilizing human resources through clear and directed procedures, policies that make it easier for athletes to effectively participate in training, evaluatio n dimensio n resul t score scor e max % cordova futsal club klub context 575 690 83.3 % input 1309 158 5 82.5 % process 721 895 80.5 % product 40 60 66% total 2645 3230 81.8 % gladi jurnal ilmu keolahragaan, 12 (02), june176 support for facilities and infrastructure that support the activities of the cordova futsal club and always strive to give the best in the training process. input from the trainers, the achievement of 79% is evidenced by the presence of several trainers who have professional qualifications and competencies with experience of national coaching licenses, besides that the trainers also develop a clear program of physical, tactical, technical, and mental training to compete. athletes' input, obtaining 87% proficiency is evidenced by the condition of the cordova futsal club athletes with support from all parties, both good and parental, in providing moral support and motivation to always be enthusiastic about practicing. parental input, obtaining 78% proficiency is evidenced by the condition of the cordova futsal club parents providing support in the form of regular monthly fees, providing support and coaches during training and competing in the form of moral support and motivation. 3. process evaluation results the overall process variables, the results of the evaluation of the cordova futsal club coaching program, obtained an average percentage of 80.5% good criteria with details of managers 65% (good), coaches 82% (very good), athletes 81% (good), parents 80% (very good). for cordova futsal club management, getting 65% of this achievement is proven by the suitability and objectives of the program that can be run properly and always supervises every activity. process trainer, the 82% achievement is proven by having a training program and always training based on the training program that has been implemented prepared, besides that the coach also always helps and monitors the progress of athletes, selects athletes every time they take part in the championship and always conducts evaluations. process athletes, obtained 81% proficiency, as evidenced by a wellscheduled process of training activities so that athletes can follow and carry out daily, weekly and monthly training programs from the coach properly. the process of parents, obtaining 80% proficiency is evidenced by the process of parents in supporting the athlete's activities both in training and in competition. so that parents give freedom to athletes in participating in futsal training. based on the results of interviews during researchers conducting research, it was found that the trainer had an exercise program but it did not work effectively because in a short time, many training programs were missed and the trainer was also required to be creative in modifying the gladi jurnal ilmu keolahragaan, 12 (02), june177 exercise for the sake of the training program that the trainer wanted. welfare of coaches and athletes still needs improvement, because coaches can only get paid based on the number of athletes attending, and there is no special fee for coaches and assistant coaches every month. 4. product evaluation the results of the data display above can be concluded that the product dimensions categorized as good, this is because there are many championships both at the local and regional levels, on the other hand there are several obstacles so that the achievement gains are less than optimal, including because the activity schedule clashes with the exams held in several athlete schools so that there are some athletes who cannot take part in the activities. conclusion based on the overall conclusion above regarding the evaluation of the cordova futsal club coaching program, it can be concluded with each concept of the cipp method criteria. the evaluation obtained from several conclusions of the cipp method as follows: context variables : 1. there is a vision and mission that has been systematically structured and planned. viewed from the point of view of the coaching actors starting from the management, coaches and athletes regarding the vision and mission needs to be improved again. 2. there is a detailed strategic plan that has been going well. however, in its application there are shortcomings such as regulating activities in training that have an impact on athletes. the results of the overall context variable evaluation of the cordova futsal club coaching program have an average percentage of 83.3% with the criteria of very good with details of the management getting a percentage of 82.85% (very good), coaches 84% (very good), and athletes 83% (good). once). input variables: 1. organizational performance in terms of organizational performance, the cordova futsal club has been structured and planned as in the association structure. but in implementation there are still shortcomings. it's like having two jobs at once in a society that everyone should have have one job as one's responsibilities. because with the structure in the association, everyone can be responsible for their work. 2. training training program the training program for the cordova futsal club has been carried out as usual. by making an exercise program and setting an exercise schedule. in this case, it is necessary to arrange arrangements as for gladi jurnal ilmu keolahragaan, 12 (02), june178 common purposes, so that athletes can participate in the program from the coach in the current athlete's age category. 3. characteristics of athletes characteristics of athletes are the roles of administrators, coaches and parents to organize and direct athletes. because of the role of athletes in cordova futsal club is an early age athlete. where the athlete still wants to play with his world. therefore there is a big role for coaches and parents so that athletes can understand what to do in training activities. 4. recruitment of trainers recruitment of coaches is an important role in the club, because the current coach is someone who understands the sport of futsal. moreover, future coaches must also have a coaching certificate which can strengthen the coach's role in coaching futsal. 5. infrastructure infrastructure is a need that must be met. so far, the facilities and infrastructure in the cordova futsal club have been implemented and running well. just like athletes, they must have the necessary facilities in their training, then the administrator will provide the futsal field good and appropriate. therefore, both of them play an important role in training needs. 6. source of funds source of funds is an indispensable role in the passage of payments and payroll. in this case, the source of funds in the cordova futsal club comes from the monthly fees of athletes and events only. the results of the overall input variable evaluation of the club coaching program cordova futsal obtained a percentage of 82.5% with very good criteria with details of the management getting 81.9% (excellent), coaches 79% (good), athletes 84% (excellent), and parents 78% (good). process variables: 1. the system opens training to improve more varied exercises to increase the athlete's interest and motivation in training 2. the implementation of the training program is appropriate based on the training program that has been prepared by the trainer. 3. the use of the method goes well so that athletes do not feel bored in practicing. the role of giving the method has been carried out well based on the evaluation of the management and trainers. 4. supervision of the training program is not appropriate because there is no monitoring team for the implementation of the training program 5. welfare of athletes and coaches is quite good. 6. coordination and communication between administrators and coaches and athletes went well. gladi jurnal ilmu keolahragaan, 12 (02), june179 the results of the evaluation of the coaching program obtained an average percentage of 80.5% good criteria with details of administrators 65% (good), trainers 82% (very good), athletes 81% (very good), parents 80% (good). product variables: 1. the success of the coaching program can be proven by many things the achievements of the cordova futsal club in winning futsal events 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(2017). intensive training program evaluation of the indonesian national sports committee of north sumatera. international journal of science and research (ijsr), 6(4), 33– 36. https://doi.org/10.21275/23031702 susanto, n., & lismadiana, l. (2016). manajemen program latihan sekolah sepakbola (ssb) gama yogyakarta. jurnal keolahragaan, 4(1), 98. https://doi.org/10.21831/jk.v4i1.8133 yarmani, y., & irwanto, d. (2017). tingkat pemahaman peraturan permainan sepakbola (law of the game) wasit c2 dan c-1 asprov pssi bengkulu. kinestetik : jurnal ilmiah pendidikan jasmani, 1(1), 50–53. https://doi.org/10.33369/jk.v1i1.10924 gladi jurnal ilmu keolahragaan, 12 (02), june185 yati, f., & yaswinda, y. (2019). penerapan model evaluasi cippo dalam mengevaluasi penyelenggaraan lembaga paud. jurnal obsesi : jurnal pendidikan anak usia dini, 4(1), 30. https://doi.org/10.31004/obsesi.v4i1.238 zapata, a. d. g. (2015). the national service training program of state colleges and universities: an assessment. open access library journal, 02(09), 1–9. https://doi.org/10.4236/oalib.1101845 meningkatkan hasil belajar gerak dasar lari jarak pendek melalui pendekatan bermain widiastuti 1 endang pratiwi 2 abstrak penelitian ini bertujuan untuk mengetahui hasil belajar gerak dasar lari jarak pendek dengan pendekatan bermain. metode penelitian tindakan sebanyak dua siklus dengan rancangan kegiatan perencanaan, observasi, tindakan, dan refleksi. sumber data diperoleh melalui tes awal dan tes akhir keterampilan hasil belajar gerak dasar lari jarak pendek.teknik analisis data yang digunakan dalam penelitian ini adalah deskriptif. hasil penelitian menunjukkan dari tes awal hingga tes akhir. hasil tes awal menunjukan nilai terendah yaitu 41.7 dan nilai tertinggi 66.7. kemudian hasil tes akhir pada siklus satu yaitu nilai terendah 50 dan nilai tertinggi 83.3 dan masih 59.90%. pembelajaran semakin berubah atau meningkat pada siklus dua yaitu dengan nilai terendah 50 dan tertinggi 91.7, dengan persentase 81.25%, dan sudah memenuhi kriteria pencapaian dalam penelitian tindakan yaitu 80%. simpulan dari penelitian ini adalah metode pembelajaran bermain sangat berpengaruh positif pada anak usia sekolah dasar dalam meningkatkan prestasi belajar siswa, yang ditandai dengan peningkatan dan ketuntasan dalam pembelajaran. kata kunci: pendekatan bermain, hasil belajar, gerak dasar lari jarak pendek. 1 widiastuti adalah dosen program studi pendidikan olahraga, pascasarjana unj 2 endang pratiwi adalah dosen di universitas nahdlatul ulama kalimantan selatan 49 kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (01) 2017, 49 60 permalink/doi: https://doi.org/10.21009/gjik.081.04 gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 50 pendahuluan dalam proses pembelajaran pendidikan jasmani, olahraga dan kesehatan, guru memegang peranan dalam terlaksananya proses pembelajaran. guru harus memperhatikan banyak hal berkenaan dengan siswa dalam pembelajaran pendidikan jasmani, olahraga dan kesehatan, seperti aspek pertumbuhan dan perkembangan anak, dan karakteristik psikologi anak. sebagaimana yang diuraikan dalam bsnp bahwa pendidikan jasmani, olahraga dan kesehatan merupakan media untuk mendorong pertumbuhan fisik, perkembangan psikis, keterampilan motorik, pengetahuan dan penalaran, penghayatan nilai-nilai (sikapmental-emosional-sportivitasspritual-sosial), serta pembiasaan pola hidup sehat yang bermuara untuk merangsang pertumbuhan dan perkembangan kualitas fisik dan psikis yang seimbang. oleh sebab itu, materi pelajaran, metode pembelajaran, sarana dan prasarana yang digunakan serta alat evaluasi harus disesuaikan dengan tahap perkembangan, karakteristik dan kebutuhan anak. dengan cara demikian tujuan pembelajaran dapat tercapai secara optimal. di dalam pembelajaran pendidikan jasmani, seorang guru harus bisa mengembangkan berbagai macam materi yang bisa membuat siswa bergerak dan melatih kemampuan gerak dasarnya tersebut karena memang dalam masa usia sekolah dasar, sebaiknya anak diberikan gerak multilateral yang dapat mengembangkan semua unsur fisik yang ada pada anak, tidak memberikan latihan khusus. anak dalam usia ini tergolong senang bermain, oleh karena itu diusahakan setiap materi yang akan diberikan haruslah mempunyai unsur bermain yang sifatnya menyenangkan, tetapi tetap tidak meninggalkan materi pokok tentang apa yang ingin dicapai oleh anak. dengan terciptanya rasa senang dan gembira ketika belajar pendidikan jasmani, maka dengan sendirinya akan timbul motivasi dalam diri anak untuk terus mengikuti kegiatan pembelajaran widiastuti & endang pratiwi. meningkatkan hasil belajar gerak ....................... 51 khususnya dibidang pendidikan jasmani. berdasarkan pemaparan di atas dapat diambil kesimpulan bahwa pendekatan bermain merupakan pendekatan yang lebih menekankan pada situasi untuk memecahkan masalah yang timbul. hal ini yang menjadi motivasi dan keingintahuan penulis untuk meneliti lebih jauh bagaimana upaya mengatasi kesulitan penguasaan pembelajaran gerak dasar lari jarak pendek melalui pendekatan bermain siswa sekolah dasar. oleh sebab itu penulis akan meneliti lebih jauh tentang permasalahan tersebut di atas, dan mengadakan penelitian untuk bahan tesis berjudul “peningkatan hasil belajar gerak dasar lari jarak pendek melalui pendekatan bermain pada sekolah dasar guntur jakarta barat. konsep penelitian tindakan penelitian pada dasarnya adalah suatu kegiatan atau proses sistematis untuk memecahkan masalah yang dilakukan dalam penerapan metode ilmiah. oleh karena itu, sebelum pembahasan tentang hakikat penelitian perlu dijelaskan terlebih dahulu hakikat metode ilmiah (scientific methods). dalam penelitian tindakan peneliti/guru dapat melihat sendiri praktik pembelajaran atau bersama guru lain ia dapat melakukan penelitian terhadap siswa dilihat dari segi aspek interaksinya dalam proses pembelajaran. dalam penelitian tindakan guru secara efektif dapat menganalisis, mensintesis terhadap apa yag dilakukan dikelas. (maclsaac dalam emzir, 2012:234). penelitian tindakan bukan lagi mengetes sebuah perlakuan, tetapi sudah mempunyai keyakinan akan ampuhnya sebuah perlakuan pada penelitian tindakan peneliti langsung menerapkan perlakuan tersebut dengan hati hati. berdasarkan beberapa pengertian di atas, dapat d isimpulkan bahwa penelitian tindakan adalah suatu proses penelitian yang diawali dengan menemukan masalah praktis yang ada di dalam kelas, kemudian memecahkannya dengan melakukan aksi (tindakan) dengan tujuan untuk menemukan suatu perubahan. perubahan yang dimaksud adalah gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 52 untuk meningkatkan kualitas pembelajaran. (emzir 2012 : 234) model – model penelitian tindakan model – model dalam penelitian tindakan yaitu : model kurt lewin, model kemmis dan taggart, model john elliot, model dave ebbut, model mc kernan, model richard sagor, model emily calhoun, model lorenz bachman, model ernest stinger. dari beberapa model penelitian tindakan yang telah dibahas sebelumnya, dalam penelitian ini model yang akan digunakan adalah model kemmis dan mc. taggart. yang berupa siklus atau putaran kegiatan yang meliputi tahap 1) perencanaan (planning), 2) tindakan (action), 3) pengamatan (observing), 4) refleksi(reflecting), pada setiap putaran. jika berdasarkan hasil reflesksi ditemukan permasalahan yang memerlukan tindakan berikutnya, akan dilakukan revisi perencanaan pada siklus ulang. (sukardi, 2011: 215). konsep model tindakan yang dilakukan kebiasaan sikap dalam mempraktikkan setiap tahapan gerak dasar lari cepat dalam pembelajaran atletik penulis merencanakan kegiatan melalui prosedur sebagai berikut : 1). model bermain a, b, c dengan bola, 2). bermain hitam hijau dengan bola, 3).bermain kijang bola, 4). plank games, 5). snake games, 6). paper games, 7). piramida. belajar pada hakikatnya adalah suatu kegiatan yang dilakukan oleh seseorang untuk mendapatkan suatu perubahan pada dirinya yang meliputu beberapa aspek, seperti : aspek kognitif, afektif, an pisikomotor. proses belajar akan berjalan sesuai apa yang diinginkan apabila semua faktor yang mempengaruhinya dapat dimanfaatkan secara baik dan benar, sehingga nantinya akan berpotensi untuk menghasilkan proses belajar yang optimal. titik perhatiannya adalah peningkatan gerak manusia. lebih khusus lagi, pendidikan jasmani widiastuti & endang pratiwi. meningkatkan hasil belajar gerak ....................... 53 berkaitan dengan hubungan manusia dan wilayah pendidikan (h.j.s. husdarta 2011 : 3) para ahli seperti william edwards mengatakan bahwa : “learning is not attained by chance , it must be sought for with passion and attended to with diligence”. (william edwards, 2010 : 167). davids et. al. dalam richard tinning mengatakan bahwa : “in childhood, the development of fundamental movement skills provides a solid platform to safely and successfully perform many enjoyable and dynamic activities. these vital experiences lay the foundation for continuing adult participation in a range of exercise, leisure activities, sports and the physical pastimes (richard tinning 2010 :56-57). “karena belajar tidak hanya terpaku pada gerakan saja, tetapi bagaimana suatu gerakan tersebut dapat dipahami, dimengerti dan dilakukan dengan benar. menurut widiastuti kemampuan motorik adalah sebagai suatu kapasitas dari seorang yang berkaitan dengan pelaksanaan kemampuan fisik untuk dapat melaksanakan suatu gerakan, atau dapat pula didefinisikan bahwa kemampuan motorik adalah kapasitas penampilan dalam melakukan suatu gerakan” (widiastuti2011 h :165) ericsson, krampe, dan tesch romer dalam buku william edwards menyimpulkan bahwa yang paling efektif situasi belajar adalah mereka yang sangat terstruktur, dan di mana siswa terlibat dalam kegiatan dengan tujuan mengembangkan keterampilan gerak. (william edwards 2010 : 200) pendidikan jasmani adalah mengembangkan sikap sportif, jujur, disiplin, bertanggung jawab, kerja sama, percaya diri dan demokratis melalui aktifitas jasmani. maka dari itu siswa sekolah dalam tahap perkembangan akan berubah segala kemampuannya baik dari segi fisik, maupun mental jika meraka melaksanakan tujuan pendidikan jasmani dengan sempurna. permainan, bermain atau padanan kata dalam bahasa inggris disebut “games” (kata benda), “to play” (kata kerja), “toys” (kata benda) ini berasal dari kata “main”. dalam kamus bahasa indonesia, kata main berarti “melakukan perbuatan gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 54 untuk tujuan bersenang-senang (dengan alat-alat tertentu atau tidak); berbuat sesuat dengan sesuka hati, berbuat asal saja.” anak-anak suka suka bermain karena di dalam diri mereka terdapat dorongan batin dan dorongan mengembangkan diri. banyak ilmuwan yang berminat meneliti permainan karena mereka menyadari akan pentingnya peranan permainan dalam perkembangan (zulkifli l.2005 38-39) pertumbuhan merupakan suatu kondisi yang menunjukkan perubahan ukuran tentang bertambahnya tinggi dan berat badan. perkembangan anak pada dasarnya tergantung dari usaha anak tersebut dalam mengembangkan dirinya (tangkudung, james 2006 : 21). peserta didik didefinisikan sebagai setiap manusia yang berusaha mengembangkan potensi diri melalui proses pembelajaran pada jalur pendidikan baik pendidikan formal maupun pendidikan non-formal, pada jenjang pendidikan dan jenis pendidikan tertentu. peserta didik juga dapat didefinisikan sebagai orang yang belum dewasa dan memiliki sejumlah potensi dasar yang masih perlu dikembangkan. potensi dimaksud umumnya terdiri dari tiga katagori, yaitu kognitif, afektif, dan psikomotor (sofyan s. willis 2012 : 1) pendekatan bermain/aktivitas, yang telah diterima secara luar biasa pada atletik pemula, utamanya dirancang untuk menghasilkan kesenangan, tantangan, kreativitas, pemecahan masalah, dan motivasi. anak-anak sebaiknya dilibatkan dalam aktivitas yang dinamis dan menyenangkan dengan banyak kebebasan untuk bergerak. pendekatan bermain/aktivitas akan membuat sebuah tim tetap tertarik pada atletik, juga akan menggembangkan kreativitas pemain, meningkatkan kemampuan dalam mengambil keputusan, serta meningkatkan kemampuan fisik mereka. lari sprint adalah lari yang dilakukan secepat-cepatnya dengan mengerahkan segala kemampuan semaksimal mungkin. dengan widiastuti & endang pratiwi. meningkatkan hasil belajar gerak ....................... 55 teknik yang harus dipahami dan dkuasai, yaitu teknik start, teknik lari, teknik melewati garis finish. lari merupakan nomor yang disebut sebagai nonteknik. karena lari merupakan aktivitas alami yang relatif sederhana. jika dibandingkan dengan nomor atletik yang lain (didik zafar sidik 2010 : 1) slameto dalam belajar dan faktor-faktor yang mempengaruhinya mengakatan belajar adalah suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalamannya sendiri dalam berinteraksi dengan lingkungannya (slameto 2010 : 2) metode penelitian metode penelitian yang digunakan adalah metode penelitian tindakan (action research). pelaksanaan penelitian melibatkan rekan sebagai kolaborator dan guru kelas, kemudian peneliti sebagai pelaksana tindakan. dengan desain penelitian kemmis dan taggart yang meliputi: 1) perencanaan, 2) pelaksanaan, 3) pengamatan, dan 4) refleksi. hasil penelitian peneliti membuat 7 desain permainan yang telah dikembangkan, berdasarkan observasi awal peneliti di sekolah sdsn 03 pagi halimun guntur terdapat fokus masalah yaitu upaya peningkatan hasil belajar gerak dasar lari jarak pendek melalui pendekatan bermain. sehingga peneliti melakukan penelitian action research. penelitian ini dilakukan 2 siklus untuk mendapatkan hasil belajar gerak dasar lari jarak pendek sesuai kriteria nilai yang dibutuhkan yaitu 80%. hasil tes awal gerak dasar lari jarak pendek berdasarkan evaluasi hasil penilaian belajar gerak dasar lari jarak pendek yang dilakukan oleh peneliti dapat disajikan dalam klasifikasi sebagai berikut: jumlah siswa berhasil = 10 jumlah siswa gagal = 22 persentase keberhasilan = 31.25 % persentase kegagalan = 68.75 % berdasarkan hasil pengamatan pada siklus i tentang gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 56 kegiatan pembelajaran secara keseluruhan, guru telah melakukan kegiatan pembelajaran secara ideal, akan tetapi ada catatan dari kolaborator yaitu peneliti harus lebih memperhatikan kondisi kelas ketika siswa mengikuti permainan agar lebih tertib dan teratur supaya tercapai tujuan pembelajaran. selain itu, peneliti harus lebih kreatif dalam menyajikan permainan sehingga lebih bervariasi dan dapat memberikan motivasi kepada siswa terutama mengenai bagaimana cara membangkitkan semangat belajar siswa. hasil tes akhir siklus i gerak dasar lari jarak pendek berdasarkan evaluasi hasil penilaian belajar gerak dasar lari jarak pendek yang dilakukan oleh peneliti dapat disajikan dalam klasifikasi sebagai berikut: jumlah siswa berhasil = 16 jumlah siswa gagal = 16 persentase keberhasilan = 50 % pesentase kegagalan = 50 % berdasarkan hasil pengamatan pada hasil tes akhir siklus i tentang kegiatan pembelajaran secara keseluruhan, guru telah melakukan kegiatan pembelajaran secara ideal, akan tetapi ada catatan dari kolaborator yaitu peneliti harus lebih memperhatikan kondisi kelas ketika siswa mengikuti permainan agar lebih tertib dan teratur supaya tercapai tujuan pembelajaran. selain itu, peneliti harus lebih kreatif dalam menyajikan permainan sehingga lebih bervariasi dan dapat memberikan motivasi kepada siswa terutama mengenai bagaimana cara membangkitkan semangat belajar siswa. pencapaian pembelajaran belum tercapai hingga 80% maka akan dilanjutkan dengan siklus ke ii. hasil tes akhir siklus ii gerak dasar lari jarak pendek berdasarkan evaluasi hasil penilaian belajar gerak dasar lari jarak pendek yang dilakukan oleh peneliti dapat disajikan dalam klasifikasi sebagai berikut: jumlah siswa berhasil = 26 jumlah siswa gagal = 6 persentase keberhasilan = 81.25 % pesentase kegagalan = 18.75 % widiastuti & endang pratiwi. meningkatkan hasil belajar gerak ....................... 57 berdasarkan hasil pengamatan pada siklus ii tentang kegiatan pembelajaran secara keseluruhan, guru telah melakukan kegiatan pembelajaran secara ideal, akan tetapi ada catatan dari kolaborator yaitu peneliti harus lebih memperhatikan kondisi kelas ketika siswa mengikuti permainan agar lebih tertib dan teratur supaya tercapai tujuan pembelajaran. selain itu, peneliti harus lebih kreatif dalam menyajikan permainan sehingga lebih bervariasi dan dapat tabel 1. hasil pencapaian penilaian memberikan motivasi kepada siswa terutama mengenai bagaimana cara membangkitkan semangat belajar siswa. berdasarkan hasil penilaian gerak dasar lari jarak pendek secara keseluruhan evaluator, dan hasil dari tes akhir pada siklus i hingga siklus ii, terjadi perubahan yang signifikan. mengkatnya keterampilan gerak dasar lari jarak pendek yang telah dilakukan oleh siswa kelas iv sdsn guntur 03 pagi halimun jakarta selatan. gerak dasar lari jarak pendek no nilai siklus i siklus ii kategori kelulusan f % f % 1. lulus > 65 16 50 26 81.25 2. tidak < 65 16 50 6 18.75 lulus ∑ 32 100 32 100 tabel 2. analisis persentase hasil evaluasi oleh subyek uji coba nilai makna keterangan ≥ 80% valid pembelajaran berhasil 65-79% cukup valid pembelajaran berhasil 45-59% kurang valid pembelajaran tidak berhasil 30-39% tidak valid pembelajaran tidak berhasil < 29% tidak valid pembelajaran tidak berhasil gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 58 30 26 25 20 16 16 15 belum tuntas 10 tuntas 6 5 0 siklus i siklus ii gambar 3. diagram batang perbandingan hasil belajar gerak dasar lari jarak pendek siklus i dan siklus ii persentase ketuntasan 50% atau masing setengah dari jumlah subyek siswa yang lulus, dan menandakan belum cukup untuk memenuhi kriteria ketuntasan karena pencapaian harus 80%. dan dilihat dari hasil belajar siswa pada siklus kedua adalah 70.84 dengan persentase ketuntasan 81.25% siswa yang lulus. jadi hasil perhitungan yaitu dari tes ahkir siklus i dan ii dalam penelitian ini dengan jumlah sampel 32 siswa yaitu mencapai peningkatan pada siklus ii yaitu 81.25% atau lebih dari setengah dari jumlah sampel sudah dikatakan biasa melakukan gerak dasar lari jarak pembelajaran dengan pendekatan bermain dapat meningkatkan keterampilan hasil belajar lari jarak pendek siswa sdsn guntur 03 pagi halimun jakarta selatan . berdasarkan data yang diperoleh dapat dilihat peningkatan nilai yang diperoleh oleh siswa mulai dari tes awal dari evaluator hingga hasil tes akhir siswa dengan jumlah sampel 32 siswa. berdasarkan hasil belajar siswa pada siklus pertama nilai rata-rata kelas pembelajaran lari jarak pendek adalah 59.90 dengan kesimpu lan widiastuti & endang pratiwi. meningkatkan hasil belajar gerak ....................... 59 pendek dengan baik dan benar. penerapan dengan pendekatan bermain tersebut membuat suasana pembelajaran menjadi lebih aktif, menarik, dan bervariatif. hal ini terlihat dari antusias siswa dalam mengikuti pembelajaran, dan lebih bersemangat.kondisi tersebut memudahkan guru untuk melakukan pengelolaan pembelajaran sehingga hasilakan menjadi lebih baik. implikasi penelitian ini juga memberikan gambaran yang lebih jelas bahwa dengan penerapan pembelajaran bermain dapat meningkatkan hasil keterampilan lari jarak pendek. hasil penelitian ini dapat digunakan sebagai suatu masukan bagi temanteman pelatih untuk menggunakan pembelajaran bermain yang merupakan pembelajaran yang tepat pada proses pembelajaran lari jarak pendek yang khususnya siswa sdsn guntur 03 pagi halimun jakarta selatan maupun sekolahan lainnya. penerapan pembelajaran bermain pembelajaran ini dapat digunakan sebagi suatu alternatif dalam melaksanakan proses pembelajaran di kelas maupun di lapangan yang berkaitan dengan praktek siswa. sebab karakteristik siswa sekolah dasar sangat dominan dengan suasana bermain. khususnya yang berkaitan dengan peningkatan hasil keterampilan lari jarak pendek dan menarik siswa lebih aktif serta bersemangat dalam proses pembelajaran. apalagi jika ditambah guru pendidikan jasmani, yang memiliki kemampuan yang lebih kreatif dalam membuat model pembelajaran yang lebih banyak lagi. berdasarkan hasil penelitian terlihat bahwa, proses pembelajaran dengan pembelajaran bermain dapat merangsang kemampuan keterampilan siswa, sehingga dalam proses pembelajaran ini siswa menjadi lebih aktif dalam praktek belajar gerak dasar lari jarak pendek . dengan proses pembelajaran yang baik dapat meningkatkan dan mengembangkan keterampilan, mengembangkan skill dan mengembangkan sikap kompetitif yang sangat penting sebagai nilainilai yang harus ditanamkan pada siswa yang tentunya berguna untuk gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 60 menghadapi suatu permasalahan yang terjadi dikelak akan datang daftar pustaka arikunto, suharsimi, suhardjono dan supardi. penelitian tindakan kelas. jakarta: pt bumi aksara, 2008. edwards, william. motor learning and control from theory to practice. california state university:. wadsworth 2010. kemmis, stephen, in geoffrey e. mills. action research: a guide for the teacher researcher (new jersey: prentice-hall, 2010) slameto, belajar dan yang mempengaruhinya. jakarta: reneka cipta, 2010. djamarah, belajar dan pembelajaran, jakarta: gramedia pustaka umum 2002. stephen, kemmis in geoffrey e. mills. action research: a guide for the teacher researcher. new jersey: prentice-hall inc.2000. tangkudung, james dan wahyuningtyas, puspitorini. kepelatihan olahraga edisi ii. jakarta: cerdas jaya. 2012. tangkudung, james dan adhyaksa dault. faal olahraga. jakarta: cerdas jaya. 2006. widiastuti, tes dan pengukuran olahraga, jakarta: pt. bumi timur jaya, 2011 zulkifli l. psikologi perkembangan, bandung: pt. remaja rosdakarya, 2005. thomas, jerry r and katherin t.thomas. psysical education methods for elementary teachers.united states of america: human kinetics: 2008. trisna, ega rahayu. strategi pembelajaran pendidikan jasmani. bandung: alfabeta. 2013 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) spescial issue 2021, 1-9 permalink/doi: https://doi.org/10.21009/gjik.123.01 the effect of jigsaw cooperative learning model aided with interactive multimedia upon learning outcome of on-guard position on pencak silat course i ketut sudiana 1 , i gede suwiwa 1 1 department of sport science, ganesha university of education singaraja, indonesia correspondiing author. email : ketut.sudiana@undiksha.ac.id abstrak this study aimed at analyzing the effect of jigsaw cooperative learning model aided with interactive multimedia upon learning outcome of on-guard position on the theory and practice of pencak silat course. this is a pre-experimental study using one group pretest-posttest design. this study was conducted sport hall of sport and health faculty in jinengdalem campus. the amount of the sample was 25 students. the variables consisted of independent variable that was the jigsaw cooperative learning model aided with interactive multimedia and the dependent variable was the learning outcome. the data collection technique was performance test of the basic on-guard position of pencak silat. data were analyzed by using nonparametric inferential statistic in form of wilcoxon sign rank test which was used to analyse the differences of pre-test and post-test scores. the research finding showed that there were significant differences of on-guard position learning outcome on the course theory and practice of pencak silat course before and after the implementation of jigsaw cooperative learning model aided with interactive multimedia (z = 4.378; p = 0.000). based on the result of wilcoxon sign rank test/wilcoxon match pair test, it was found that there was difference of on-guard position on pencak silat course before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia. the after implementation/posttest mean score was (96.86) higher than before implementation/pre-test mean score (43.93) of jigsaw cooperative learning model assisted with interactive multimedia. keywords: cooperative jigsaw, interactive multimedia, and attitudes pairs. gladi jurnal ilmu keolahragaan, 12 (03), july2 i ketut sudiana, i gede suwiwa introduction the demand of development based on students’ dignity as an individual, as well as the development of science and technology, has created a new discipline and primarily known as didactic and method to be an instructional technology. instructional technology is defined as theory and practice of designing, developing, using, managing, and evaluating the process and source of learning. vast development of science and technology as well as social development requires lecturers to keep up the new development and demand based on their expertise. therefore, the lecturers’ tasks are getting complex and challenging which trigger them to improve their individual and group capacity. there are so many fundamental and enormous changes happen in 21 st century. today we live in reformation era. in this era, information and communication technology has made fast information exchange to be unlimited by time and space. the effort of developing instructional design is very important to be done by a lecturer. the essence of instructional design is designing a set of action aiming at changing the existing situation to be the desired situation. therefore, it is obviously clear that the function of instructional design is an essential function because the instructional management and evaluation is basically depending on the instructional design made by the lecturer. any instructional activities should be systematically designed, as well as developing learning material, management of learning activities and evaluation, both for the process and result. in real, these efforts are performed by formulating operational competency, choosing and managing learning material to be consistent with the competency. in the curriculum of department of physical, health and recreation education, faculty of sport and health, ganesha university of education, there is theory and practice of pencak silat course. it is designed for 3 rd semester students in department of physical, health and recreation education with 2 credits. mastering theory and practice of pencak silat course is important. it is because the output of this department will be a teacher at school. at school especially in subject of physical, sport and health, pencak silat is one of the materials that should be taught. considering the importance of theory and practice of pencak silat to be mastered by the students, so the lecturer should create conducive learning condition and situation in order to achieve the goal of this course effectively and efficiently. the lecturer should not only teach by merely delivering knowledge, skill and attitude to the students. however, the lecturer should teach the students to learn in the context of how to seek, find, and master a knowledge, skill and attitude (putrayasa, 2005: 2). by optimizing activities of movement, creativity, and role of the students, it is expected to develop students’ potential and capacity learning, as well as potential of learning source in their surroundings. by the vast development of information and communication media, both its hardware and software, there is a changing role of lecturer as well as the lecturer of this department in delivering message or information. lecturer is no longer the only information source for students’ learning activities. nowadays, the educators have got access to use many kinds of gladi jurnal ilmu keolahragaan, 12 (03), july3 i ketut sudiana, i gede suwiwa technology products to improve instructional effectiveness. one of the technology products is multimedia. through multimedia, it can be shown real event related to the learning material so the learning will be more contextual and the students would be easier to understand. however, there are still many lecturers who are not capable of combining innovative learning and multimedia assisted learning model. whereas many studies have proven that instructional assisted with multimedia is more effective than other instructional models, because multimedia has many potentials that can be used to improve the effectiveness of instructional process. this condition affected the students’ learning outcomes in pencak silat course, in which classically the three classes in total 98 students were categorized 26.5% of excellent, 58.2% good, 9.2% sufficient, 0% insufficient, and 6.1% poor. actually, learning outcome of the theory and practice of pencak silat was classically fulfilling criteria of success, but students’ success distribution could be possibly improved if the instructional condition was supported by sufficient strategy and media. the improvement of instructional quality which implies to the improvement of students’ learning outcome needs many efforts. these efforts are related to many components involved in the instruction, one of them is by combining innovative learning model and the use of instructional media. jigsaw cooperative learning model is an instructional model which is able to attract students to actively and creatively think in the instructional process. this model is not only developing intellectual ability but also the entire existing potentials, including emotional and skill development. by implementing this model, the students will be trained to be braver in proposing their ideas, to be more cooperative, individual development, and individual responsible, positively interdependent both in individual interaction and group process. the use of this instructional model effectively and efficiently will decrease lecturer’s monopoly in the learning process and students’ boredom in learning the material (lie, 2010:18). according to some education researchers, talebi and sobhani (2012) proposed that performance of experimental group on interview (posttest) which was conducted in the end of course showed the mean score of this group significantly higher than control group. therefore, cooperative leaning approach was effectively implemented to improve students’ language competence. other study proved that qualitative data showed students in cooperative learning group found bigger benefits than the traditional group. this study will benefit the instructor and students in long distance learning to improve practice teaching learning in virtual class (kupczynski, l., mundy, m. a., goswami, j. & meling, v. 2012). considering the importance of innovation in the instruction to improve learning outcome, so the researcher interested in conducting research: the effect of jigsaw cooperative learning model aided with interactive multimedia upon learning outcome of on-guard position on pencak silat course (on students of department of physical, health and recreation education, faculty of sport and health, ganesha university of education). based on the above research background, the research problem that would be reviewed was: “is there any learning outcome differences of onguard position on pencak silat course gladi jurnal ilmu keolahragaan, 12 (03), july4 i ketut sudiana, i gede suwiwa before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia?” in line with the research problem, the hypothesis of this study was: “there is learning outcome differences of on-guard position on pencak silat course before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia”. methods this is a pre-experimental research with one group pretest-posttest design (sugiyono, 2013). there was one group as subject in this research. firstly, there was evaluation and then treatment in an arrange of time, and finally evaluation again for the second time. the research design can be seen in the following picture 01. figure 1. research design of one group pretest-posttest design one group pretest-posttest design was chosen the effectiveness or effect of the treatment upon dependent variable (sugiyono, 2013). in this research one group subject was treated by jigsaw cooperative learning model assisted with interactive multimedia. students’ learning outcome was evaluated in this subject. students’ learning outcome was done before the implementation of jigsaw cooperative learning model assisted with interactive multimedia which was marked by o1 (pre-test), and there was evaluation after the treatment which was marked as o2 (post-test). the difference of these two evaluations was considered as the effect of the implemented jigsaw cooperative learning model assisted with interactive multimedia. since the research subject was not too many and considering the above phenomenon, so this research used census sampling which was all of the population became the research sample consisted of 25 students. test was used as the data collection technique. the data were in form of learning outcome of pencak silat onguard position. the research instrument had been tested before it was used in this research. all items of the instruments were valid and reliable. students’ learning outcome was analyzed by using inferential and descriptive statistical analysis, in which hypothetical test used wilcoxon signedrank test/wilcoxon pair test (agusyana, 2011, and candiasa, 2010). results research finding descriptive statistical analysis technique for students’ learning outcome used percentage, mean score, median, modus, standard deviation, variance, range, minimum score, maximum score, and percentile from score before (pretest) and after (posttest) the implementation of jigsaw cooperative learning model assisted with interactive multimedia. the descriptive analysis result is stated in table 1. table 1. descriptive analysis result gladi jurnal ilmu keolahragaan, 12 (03), july5 i ketut sudiana, i gede suwiwa based on the above table 01, it can be described that students’ mean score before the treatment was 43.93 and after the treatment was 96.86. normality test showed that data group in pre-test analysis unit had score p>0.05 and post-test had score p<0.05 in kolmogorov-smirnova statistic. it means data distribution of pre-test score variable was normal while the total of research subject was <30 so the hypothetical test was non-parametric test which used wilcoxon sign rank test. based on wilcoxon sign rank test/wilcoxon match pair test it was found that p = 0.000 less that α significance level which was established as 0.05. therefore, null hypothesis (ho) was denied which can be concluded that there was significant learning outcome difference of on-guard position on pencak silat course before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia. the after implementation/posttest mean score was (96.86) higher than before implementation/pre-test mean score (43.93) of jigsaw cooperative learning model assisted with interactive multimedia. discussion cooperative learning is under paradigm of constructivist theory which views the students would be easier to find and comprehend a difficult concept if they discuss with their friends. so, social nature and the use of partner group becomes main aspect in cooperative learning. cooperative process may create effective teaching learning process with two ways communication between the lecturer and students which not only emphasizing on what has been learnt but how the students should learn. social constructivism was developed by lev semenovich vygotsky, who stated that knowledge formation and cognitive development are formed through internalization/social process mastery (sani, 2013). based on this theory, knowledge exists in human mind and a human interpretation upon their experience about world, perspective, conventional, tentative, and evolutionary. new knowledge/concept is built through times in social context. students interact with knowledge material and integrate old information with new information and awareness of the subject being learnt (metacognitive). principles of this theory are: (1) social learning: students learn through interaction with more capable adults or friends; (2) closest development zone: students are easier to learn concept if the concept is on their closest development zone; (3) cognitive internship: students gradually master skill through interaction with other people who have mastered the skills; (4) scaffolding; students are given complex, difficult, and realistic tasks which is further given a sufficient help to finish these tasks. one of learning types that is possible to accommodate the learning of constructivism theory gladi jurnal ilmu keolahragaan, 12 (03), july6 i ketut sudiana, i gede suwiwa and cooperative learning is jigsaw cooperative learning model. in jigsaw model, the class is divided into several teams consisting of 5 or 6 students with heterogeneous characteristic. even the academic was presented into the students in form of text; and every student is responsible to study a part of the academic material. every member in all different teams has responsibility to study the same part and further grouping to help each other in reviewing the same part. such students group is called “expert group”. then, the students in expert group back to their own home team to teach other member about the material being leant in the expert group. after meeting and discussion in home teams, all of the students were evaluated individually about the learning material being learnt (waluyo, 2006:16). steps of jigsaw cooperative learning model: (1) lecturer socializes to the students about jigsaw cooperative learning model which would be used as instructional setting; (2) lecturer and students agree to form home teams; (3) lecturer and students in all home teams agree to share expert group and giving tasks to each expert; (4) lecturer and students agree the time limitation of discussion in expert group and time used for tutoring their friends in home teams; (5) expert group is allowed to work within their group to discuss their responsible tasks as long as the time given; (6) after expert group finishing their task, each expert back to their home teams; (7) in the home team, each expert explain what they have learnt to the other expert respectively, other expert elaborate the other expert’s explanation in order to complete the whole task, in this case the lecturer should observe and guide the students in order to create effective tutorial within the teams; (8) lecturer point randomly one of the teams to present their discussion, other teams observing, responding, questioning, explaining, and refining other teams report, lecturer collects team report to be corrected, scored and returned to the students in the next meeting, as well as announcing teams score, and giving reward to the best team (santyasa and sukadi, 2007:42). discussion of this research is focused on hypothetical test result. the discussion cannot be separated from descriptive analysis result and statistical analysis consisting of independent variable: learning model and dependent variable: students’ learning outcome. based on the result of wilcoxon sign rank test/wilcoxon match pair test, it was found that there was difference of on-guard position on pencak silat course before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia. the after implementation/posttest mean score was (96.86) higher than before implementation/pre-test mean score (43.93) of jigsaw cooperative learning model assisted with interactive multimedia. this result is consistent with research conducted by mustamiin (2013) who stated that there is different learning outcome of social science subject between students who were treated by using jigsaw cooperative learning model and students who were treated by conventional teaching model. research finding from wacika (2013) also revealed that there was difference of students learning achievement in social science subject between students who were treated by using jigsaw cooperative learning model and students who were treated by conventional teaching model. besides that, mujenah (2013) stated that there was effect of gladi jurnal ilmu keolahragaan, 12 (03), july7 i ketut sudiana, i gede suwiwa jigsaw cooperative learning upon students’ achievement in civic subject. talebi, f. and sobhani, a. (2012) reported group experimental performance on oral interview (posttest) conducted in the end of the course showed mean score of this group was significantly higher than control group. learning through jigsaw cooperative learning model could combine other students’ opinion and rearranging those opinions to get the best opinion. this finding is supported by cooper (in wina, 2006) who stated that students who are actively involved in group work will be using their time more to synthetize and integrate the concepts rather than only listening the lecturing. in group discussion, students are facing other ideas which are in line with their idea. it will trigger students’ selfconfident. students will also face other ideas conflicting to their idea. this condition will force them to reconstruct their ideas. interaction in cooperative learning will motivate the students and trigger their thinking ability, and finally considering education as long term process and not a short term exercises. jigsaw cooperative learning model places students as part of a cooperative system in achieving optimum result in learning. it is possibly implemented to the students in physical education so they could study structurally and systematically through small group working together for the same purpose. while working together with other students within the small group, they also learn other collaborative and social skills. learning activities are done in group activity, so every student is teaching each other through exchanging minds, experiences, or ideas. interactive media really helps the students to visualize the right onguard position movement in pencak silat learning material. besides that, in jigsaw cooperative learning every group member will help each other and highly motivated to reach group success. therefore, every individual will have the same opportunity to contribute for the group success (trianto, 2007). consistency the finding of this research with previous researches strengthen the hypothesis proof of this research empirically. that was a significant learning outcome differences of on-guard position on pencak silat course before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia. based on the above conclusion, it can be implied that: (1) lecturer should be aware that jigsaw cooperative learning model gives more opportunity to the students to build their own knowledge, find information, manage information, socially interact, deliver information and interactive learning could ease learning process; (2) this research finding demands the students to use many kinds of information source, not only learning material from textbook but also other supporting books and learning source both in printed and electronic form. therefore, students will be more enthusiastic to dig and manage information deeply; and (3) in university level, this finding has an implication that university should be a reflection of bigger community, and the class should be designed as a place to solve problem together and a place to learn responsibility as well as students’ social development through jigsaw cooperative learning setting. conclusions based on the result of data analysis and discussion it can be concluded that there was significant gladi jurnal ilmu keolahragaan, 12 (03), july8 i ketut sudiana, i gede suwiwa difference of on-guard position on pencak silat course before and after the implementation of jigsaw cooperative learning model assisted with interactive multimedia (z=4.378; p=0.000). based on the conclusion, so the researcher proposes some suggestions to other parties such as: (1) to other researcher, there should be further study about jigsaw cooperative learning model assisted with interactive multimedia. in this case not only in students learning outcome on pencak silat course but also in other assessment and could be implemented for other subjects. besides that, the research samples should be bigger and within broader area, in more various classes, so the finding of this research will have more review as comparison. therefore, the precision of jigsaw cooperative learning model implementation can be optimized; and (2) to the institution of educator and education sources, jigsaw cooperative learning model assisted with interactive multimedia should be socialized to other physical education department lecturers especially for pencak silat course. it is intended in order the jigsaw cooperative learning model assisted with interactive multimedia implementation can be developed in pencak silat course optimally, by reviewing the obstacles, weaknesses, strengths, in any situations and conditions in the field. references agusyana, y. 2009. olah data skripsi dan penelitian dengan spss 19. jakarta: pt. gramedia candiasa, i m. 2010. statistik univariat dan bivariat disertai aplikasi spss. singaraja: unit penerbitan undiksha. kupczynski, l., mundy, m. a., goswami, j. & meling, v. 2012. cooperatif learning in distance learning: a mixed methods study. international journal of instruksi. 5. (2). 81-90. tersedia pada: http://www.eiji.net/dosyalar/iji_2012_2_5.pdf . diakses pada tanggal: 7 oktober 2012 lie a. 2002. cooperative learning. jakarta: grasindo. mayer, r. e. 2007. multimedia learning. usa: cambridge university press. mujenah. 2013. pengaruh model kooperatif tipe jigsaw dan sikap sosial terhadap hasil belajar siswa pada mata pelajaran pkn kelas viii mtsn model selong kabupaten lombok timur tahun pelajaran 2012/2013. singaraja: prodi pendas pps undiksha mustamiin, m.z. 2013. pengaruh penggunaan model kooperatif learning tipe jigsaw terhadap hasil belajar ips di tinjau dari motivasi berpretasi. tesis (tidak diterbitkan). singaraja: prodi pendas pps undiksha putrayasa, ida bagus. 2005. pembelajaran bahasa indonesia berbasis inkuiri dalam upaya meningkatkan aktivitas, kreativitas, dan logikalitas. orasi pengenalan jabatan guru besar tetap dalam bidang bahasa pada fakultas pendidikan bahasa dan seni ikip negeri sinagaraja, disampaikan pada sidang terbuka senat ikip negeri singaraja, rabu, 23 maret 2005 sani, r. a. 2013. inovasi pembelajaran. jakarta: pt. bumi aksara santyasa, i wayan dan sukadi. 2007. modelmodel pembelajaran inovatif. makalah disajikan dalam pelatihan sertifikasi guru gladi jurnal ilmu keolahragaan, 12 (03), july9 i ketut sudiana, i gede suwiwa bagi para guru sd dan smp di provinsi bali. universitas pendidikan ganesha. singaraja tanggal 26-30 desember 2007. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 161-177 permalink/doi: https://doi.org/10.21009/gjik.125.04 the effect of referee knowledge, leadership style and confidence on the performance of hockey referee mochamad egi margiyan1*, sri nuraini1, hernawan1 1 physical education, universitas negeri jakarta, universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : margiyan46@gmail.com abstract purpose of this research is to examine effect of refereeing knowledge with the performance of hockey referees, the influence of the hockey referee's leadership style in his performance in leading a match, the influence of referee's confidence and performance of hockey referee, the influence of refereeing knowledge on performance of referee through self-confidence, the influence of the referee's leadership style on the performance of hockey referee through self-confidence. the method used in this research is this research was carried out with an associative quantitative approach with surveys and tests and this study used the path analysis method which was carried out on 50 samples of hockey referees. data analysis technique was carried out through two stages of analysis, namely descriptive and inferential data analysis. the first is descriptive data analysis, which is carried out to analyze the collected data in order to obtain a description of the distribution of characteristics of values of each the variables studied. the results showed that direct effect of variable x1 on y: 6.55%, variable x2 on y: 6.60%, variable x1 on x3: 7,1%, variable x2 on x3: 15.6 %, variable x1 to y through x3: 11.44%, variable x2 to y through x3: 14.40%. keywords: referee; referee performance; hockey. gladi jurnal ilmu keolahragaan, 13 (02), june162 mochamad egi margiyan, sri nuraini, hernawan introduction referees are one of the important elements in championships or sports competitions, referees serve as judges or match leaders for competing teams. the good or bad performance of a referee can affect every match that takes place. even the absence of a referee on the field can make a match will not run. referees are an indispensable part of the game. athletes, coaches, fans and the media are always analyzing or paying attention to all decisions that referees make. this makes the referee's performance in the match influential. in this case, every decision made by the referee may be very important and directly affect the outcome of the match (larkin et al., 2017). the performance of referees is considered to greatly affect sports matches. a referee who does not have the appropriate level of fitness required to officiate a match does not rule out the possibility that a referee may not position himself correctly and cannot make an accurate decision (spice et al., 2017). the performance of a referee is expected to give the best performance made by the players in the match. the referee is the person who leads the course of a game, so the referee must be equipped with knowledge about the rules of the game apply and performance(performance) authoritative time in the field (bunker et al., 1983). a referee is also someone who controls the rules in the course of the match on the field, the performance of a referee is an inseparable part in the match, the good and bad of a match can be seen from the performance of the match equipment that runs it (fuller, cw, junge, a., 2004). the factors that affect the performance of a referee are very complex (komarudin, 2015) explained that work experience training, education, attitudes, personality, organization, leaders, physical condition, ability, motivation are factors in determining performance. a person's performance is influenced by three factors, namely: (1) the competence factor, which includes abilities/skills and demographic background; (2) organizational factors, which include leadership resources; (3) psychological factors which include attitudes, personality, learning and motivation (anatasia, nd). referee performance is the result obtained by a person after leading a match in which that person is assessed for his performance by a person who is competent in his field (anggraeni, nd). gladi jurnal ilmu keolahragaan, 13 (02), june163 mochamad egi margiyan, sri nuraini, hernawan thus, a referee must have an adequate level of knowledge; knowledge refers to facts, information, and skills acquired from a person through experience or education; theoretical or practical understanding of the subject. to achieve knowledge, information must be transformed through personal application, values, and beliefs. (andhara et al., 2018). according to selfefficacy theory, self-confidence affects stress and anxiety through personal beliefs about behavior and mind control (andhara et al., 2018). this behavioral interaction can be in the form of speech and even unwanted actions (wilson & mock, 2013). however, in reality on the ground, even though the referee has met the requirements and qualifications determined by the knowledge of the referee and the referee's leadership style, it turns out that when leading, they often experience problems with lack of focus in leading the match, these conditions can affect the smoothness of the duties of a referee, in addition to the factors of behavior. the team he is leading in the match behaves badly which usually corners a referee's decision in the field so that it affects the audience who watched the match and then protested to the referee by shouting in the middle of the game, these things can affect the performance of a referee. if the level of knowledge of the referee in the match is low and the style of leading is not good when leading the match, psychological factors can certainly burden the referee when leading the match, one of which is the level of confidence of a referee when making decisions in the performance of the referee leading the match. efforts are made to overcome unstable psychological conditions, there must be a method of practicing psychological skills that are very important to control emotions in mental problems caused by matches, namely: imagery, goal-setting, thougt management, and physical relaxation/arousak regulation (hayasi, 1998). in previous studies that have been carried out (corrigana et al., 2018) discussed the influence of matches and experience on decision-making performance at afl referees. research on referees in hockey games was conducted by (gable, 2013). subsequent research discusses the performance of referees in english premier league football matches (weston et al., 2010). subsequent research discusses the instrument for assessing the performance gladi jurnal ilmu keolahragaan, 13 (02), june164 mochamad egi margiyan, sri nuraini, hernawan of volleyball referees (febi aulia, 2016). the research has discussed the relationship between anxiety, selfconfidence, and motivation on the performance of volleyball referees (afif et al., 2016). furthermore, research on the relationship between the level of physical fitness and the confidence of basketball referees (hernawan rosyadi et al., 2017). previous research has not shown any research that is centered or focused on the sport of hockey which concerns the influence of referee knowledge, leadership style and confidence on the performance of fhi referees . previous research has discussed more about the performance of referees in other sports branches. that way, this research has an update regarding the substance that explains the role of the referee, his knowledge, his leadership style, the confidence of a referee and about the performance of a referee himself. so that the purpose of this research is to examine the effect of refereeing knowledge with the performance of hockey referees, the influence of the hockey referee's leadership style in his performance in leading a match, the influence of the referee's confidence and the performance of the hockey referee, the influence of refereeing knowledge on the referee's performance through self-confidence, the effect of between the referee's leadership style on the performance of hockey referees through self-confidence. methods research methods this research was carried out with an associative quantitative approach with surveys and tests and this study used path analysis methods. quantitative research is a method for testing certain theories by examining the relationship between variables (sugiyono, 2016). the technique of data collection is an important step for this research and this data collection technique uses tests and non-tests. the test technique was used to assess the performance of the hockey referee, while the non-test was in the form of a questionnaire to assess refereeing knowledge, leadership style and selfconfidence. population and sample population is a generalization area consisting of: objects/subjects that have certain qualities and characteristics determined by researchers to be studied and then drawn conclusions (sugiyono, 2010). the population of this study is the gladi jurnal ilmu keolahragaan, 13 (02), june165 mochamad egi margiyan, sri nuraini, hernawan hockey referee of the indonesian hockey federation. the sample is part of the number and characteristics that are owned. the sample of this study is part of the hockey referees of the indonesian hockey federation which was taken from the population of the hockey referees of the indonesian hockey federation by that population. so the sample is part of the population that represents all the characteristics and traits that exist in the population (sugiyono, 2016). the sample of this study was 50 indonesian hockey federation hockey referees taken from the population of indonesian hockey federation hockey referees. research instruments research instruments or measuring instruments used in this study are 1) instruments to measure referee performance, 2) instruments to measure refereeing knowledge, 3) instruments to measure leadership style 4) instruments to measure referee confidence. data analysis techniques data analysis techniques were carried out through two stages of analysis, namely descriptive and inferential data analysis. the first is descriptive data analysis, which is carried out to analyze the collected data in order to obtain a description of the distribution of the characteristics of the values of each of the variables studied. to determine the path coefficient, the following assumptions are needed: (1) the relationship between two variables must be linear, additive and causal; (2) the system adheres to the one-way principle; (3) all residual variables are uncorrelated and uncorrelated with the causal variables; (4) the data for each variable must be a continuum. results and discussion results description of data 1. refereeing knowledge the distribution table shows that of the 50 referees obtained from the questionnaire of refereeing knowledge with an interval class that has a score of 13-14 as many as 1 person has a lower limit of 12.5 and the percentage of relative frequency is (2%) as much as a score of 15-16 4 people have a lower limit of 14.5 and the percentage of relative frequency is (8%) with a score of 17-18 as many as 5 people have a lower limit of 16.5 and the percentage of relative frequency is (10%), who get a score of 19-20 as many as 10 people has gladi jurnal ilmu keolahragaan, 13 (02), june166 mochamad egi margiyan, sri nuraini, hernawan a lower limit of 18.5 and the percentage of relative frequency is (20%), which obtained a result of 21-22 as many as 16 people had a lower limit of 20.5 and the percentage of relative frequency was (32%), who obtained a result of 23-24 as many as 14 people had a lower limit of 22.5 and the percentage of relative frequency is (28%) table 1 frequency distribution of refereeing knowledge variable 2. leadership style the distribution table shows that of the 50 referees who filled out the questionnaire on leadership style, 2 people got a score of 60-66 with a lower limit of 59.5 and the relative frequency percentage was 4% , which obtained a score of 67-73 as many as 2 people had a lower limit of 66.5 and the percentage of the relative frequency was 4%, who got the result of 74-80 as many as 9 people had a lower limit of 73.5 and the percentage of relative frequency was 18%, who got 81-87 as many as 17 people have a lower limit of 80.5 and the percentage of the relative frequency is 34%, who get 88-94 as many as 15 people with a percentage of 30% and who get 95-101 that is as many as 5 people have a lower limit of 94.5 and the percentage of relative frequency is 10% table 2 variable frequency distribution leadership style 3. confidence of 50 hockey referees obtained from a self-confidence questionnaire with a score of 46-54 as many as 1 person has a lower limit of 45.5 and a percentage the relative frequency is 2%, who get the result of 55-63 as many as 3 people have a lower limit of 54.5 and the percentage of the relative frequency is 6%, who get 64-72 as many as 8 people have a lower limit of 63.5 and the percentage of the relative frequency is 16%, who get the result 73-81 as many as 15 people have a lower limit of 72.5 and the percentage of the relative frequency is 30%, who get the results of 82-90 as many as 16 have a lower limit of 81.5 and the percentage of the relative frequency is 32%, and hockey referees score lower limi t upp er limi t ten point gah absol ute frequenc y relative frequenc y 13-14 12.5 14.5 13.5 1 2% 15-16 14.5 16.5 15.5 4 8% 17-18 16.5 18.5 17.5 5 10% 19-20 18.5 20.5 19.5 10 20% 21-22 20.5 22.5 21.5 16 32% 23-24 22.5 24.5 23.5 14 28% total 50 100% score lower limit uppe r limit midpoi nt absolute frequenc y relative frequenc y 6066 59.5 66.5 63 2 4% 6773 66.5 73.5 70 2 4% 7480 73.5 80.5 77 9 18% 8187 80.5 87.5 84 17 34% 8894 87.5 94.5 91 15 30% 95101 94.5 101.5 98 5 10% gladi jurnal ilmu keolahragaan, 13 (02), june167 mochamad egi margiyan, sri nuraini, hernawan who get results of 91-99 are 7 people have a lower limit of 90.5 and the percentage of relative frequency is 14% table 3 distribution of frequency variable confidence 4. referee performance the distribution table above shows that of 50 people hockey referees obtained questionnaire results from the performance of hockey referees with a score of 97-99 as many as 9 people had a lower limit of 96.5 and the percentage of relative frequency was 18%, which obtained 100-102 as many as 22 people had a lower limit of 99.5 and the percentage of relative frequency was 44%, which obtained 103-105 as many as 10 people had a lower limit of 102.5 and the percentage of relative frequency was 20%, who obtained 106-108 as many as 3 people had a lower limit of 105.5 and the percentage of relative frequency was 6%, who obtained 109111 as many as ak 1 person has a lower limit of 108.5 and the relative frequency percentage is 2%, and hockey referees who get 112-114, namely 5 people have a lower limit of 111.5 and the relative frequency percentage is 10%. table 4 frequency distribution of referee performance variables normality 1) test normality test estimated error x1 against y obtained statistical test of 0.189 and asymp. sig (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or h0 is accepted. with these results, it can be concluded that the results of the referee's knowledge of the referee's performance are normally distributed. 2) normality test of estimated error x2 against y obtained a statistical test of 0.160 and asymp. sig (2-tailed) of 0.063 or can be written as a probability value (p-value) = 0.063 > 0.05 or h0 is accepted. with these results, it can be concluded that the results of the leadership style data on the scor e lower limit uppe r limit midpoi nt absolute frequenc y relative frequenc y 4654 45.5 54.5 50 1 2% 5563 54.5 63.5 59 3 6% 64 72 63.5 72.5 68 8 16% 7381 72.5 81.5 77 15 30% 8290 81.5 90.5 86 16 32% 9199 90.5 99.5 95 7 14% total 50 100% score lower limit uppe r limit midpoi nt absolute frequenc y relative frequenc y 97-99 96.5 99.5 98 9 18% 100-102 99.5 102.5 101 22 44% 103-105 102.5 105.5 104 10 20% 106-108 105.5 ` 08.5 107 3 6% 109-111 108.5 111.5 110 1 2% 112-114 111.5 114.5 113 5 10% total 50 100% gladi jurnal ilmu keolahragaan, 13 (02), june168 mochamad egi margiyan, sri nuraini, hernawan performance of referees are normally distributed. 3) normality test error estimatesx3 to y ingetting test statistic of 0.143 and asymp. sig (2-tailed) of 0.052 or can be written as a probability value (p-value) = 0.052 > 0.05 or h0 is accepted. with these results, it can be concluded that the data on the results of confidence in the performance of the referees are normally distributed. 4) normality test of estimated error of x1 against x3 obtained a statistical test of 0.83 and asymp. sig (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or h0 is accepted. with these results, it can be concluded that the data of the referee's knowledge of the referee's confidence is normally distributed 5) normality test of estimated error of x2 to x3 obtained a statistical test of 0.114 and asymp. sig (2-tailed) of 0.109 or can be written as a probability value (p-value) = 0.109 > 0.05 or h0 is accepted. with these results, it can be concluded that the results of leadership style data on referee confidence are normally distributed. 6) normality test of estimated error of x1 against x2 obtained a statistical test of 0.062 and asymp. sig (2-tailed) of 0.200 or can be written as a probability value (p-value) = 0.200 > 0.05 or h0 is accepted. with these results, it can be concluded that the data of the referee's knowledge of the referee's leadership style is normally distributed. homogeneity test table 5 homogeneityresults based on table 4.12 the results of the homogeneity test of y over x1 obtained p-value = 0.162 > 0.05 h0 is accepted. thus, it can be concluded that the performance of referee y on the knowledge of refereeing x1 comes from a homogeneous variance. in table anova, p-value = 0.00 < 0.05 was obtained. thus there is a difference in the average y over x1. based on table 4.12 the results of the homogeneity test of y over x2 are testtest of homogeneity of variances anova homogeneit y test sig. table norm s (α) sig. table norm (α) y top x1 0.16 2 >0.05 0.00 <0.05 y top x2 0.14 6 0.00 y top x3 0.14 9 0.00 x3 top x1 0.86 0.00 x3 above x2 0.12 9 0.00 7 x2 above x1 0.11 1 0.00 gladi jurnal ilmu keolahragaan, 13 (02), june169 mochamad egi margiyan, sri nuraini, hernawan obtained p-value = 0.146 > 0.05 h0 is accepted. thus, it can be concluded that the performance of referee y on x2's leadership style comes from a homogeneous variance. in table anova, p-value = 0.00 < 0.05 was obtained. thus there is a difference in the average y over x2. based on table 4.12 the results of the homogeneity test of y over x3 obtained p-value = 0.149 > 0.05 h0 is accepted. thus, it can be concluded that the performance of referee y on x3's confidence comes from a homogeneous variance. in table anova, p-value = 0.00 < 0.05 was obtained. thus there is a difference in the average y over x3. based on table 4.12 the results of the homogeneity test of x3 over x1 obtained p-value = 0.86 > 0.05 h0 is accepted. thus, it can be concluded that x3's confidence in x1's refereeing knowledge comes from homogeneous variance. in table anova, p-value = 0.00 < 0.05 was obtained. thus, there is an average difference between x3 and x1. based on table 4.12 the results of the homogeneity test of x3 over x2 obtained p-value = 0.138 > 0.05 h0 is accepted. thus, it can be concluded that x3's confidence in x2's leadership style comes from a homogeneous variance. in table anova obtained p-value = 0.07 <0.05. thus, there is an average difference between x3 and x2. based on table 4.12 the results of the homogeneity test of x2 over x1 obtained the p-value = 0.111 > 0.05 h0 is accepted. thus, it can be concluded that x2's leadership style on x1's refereeing knowledge comes from homogeneous variance. in table anova, p-value = 0.00 < 0.05 was obtained. thus, there is an average difference between x2 and x1. linearity test the next step from the data of each variable aims to see whether the two variables have a unidirectional relationship or not significantly. the linearity test and the significance of the regression equation were determined based on the table anova. the test criteria are h0; y = + x (linear regression); h1: y α ≠+ ssx (non linear regression). the test analysis uses spss ver 26. the summary of the linearity test can be seen in the table below: table 6 summary of the linearity test and the significance of the regression equation of the linearity test of sig. table norm (α) y top x1 0.847 0.05 y top x2 0.563 y top x3 0.548 gladi jurnal ilmu keolahragaan, 13 (02), june170 mochamad egi margiyan, sri nuraini, hernawan x3 top x1 0.974 x3 top x2 0.069 x2 top x1 0.577 hypothesis testing substructural 1 testingtesting on the structural model 1 to see the effect of the refereeing knowledge variable (x1) on the leadership style (x2) of hockey referees. r2 of 0.007 means that 0.7% variability leadership style (x2) can be described by refereeing knowledge variable (x1). so that the error ( ) = 1r2 = 1 – 0.007 = 0.93. the path coefficient of refereeing knowledge (x1) and leadership style (x2) or (p12) = 0.86 was obtained by sig. = 0.000//2= 0.00 < = 0.05. from the results of testing the structural model 1 is significant. substructural testing 2 testing on structural 2 is the variable of refereeing knowledge (x1), leadership style (x2) and confidence (x3) of hockey referees. the basis for the decision of testing the substructure model 2 is: if the value of sig. > = 0.05 then the path coefficient is not significant if the value of sig. <α= 0.05 itsignificant path coefficient appears thatr2 of 0.214 means that 21.4% of the variability of the variableconfidence (x3)can be explained by the refereeing knowledge variable (x1)and the leadership style (x2).so the error ( ) = 1r2 = 1-0.214 = 0.786. the path coefficient (x1) to (x3) or (p31) = 0.268 and (x2) to (x3) or (p32) = 0.395, obtained the value of sig. = 0.041/2=0.002 < = 0.05 and sig. = 0.003/2=0.02 < =, 0.05. substructural testing 3 testing on structural model 3 is the variable of refereeing knowledge (x1), leadership style (x2), selfconfidence (x3) on the performance of hockey referees (y). the basis for the decision of testing structural model 3 is: if the value of sig. > = 0.05, then path coefficient is not significant if the value of sig. < = 0.05, then significant path coefficient r2 of 0.068 means that 6.8% of the variability hockey referee performance variable (y) can be explained by the refereeing knowledge variable (x1),leadership (x2)and confidence (x3).so the error ( ) = 1r2 = 1 – 0.068 = 0.932. the path coefficient (x1) to (y) or (py1) = 0.256, (x2) to (y) or (py2) = 0.257 and (x3) to (y) or (py3) = 0.310 is obtainedvalue sig.= 0.00/2=0.00 < = 0.05 for (py1), sig.= 0.00/2 = 0.00 < = 0.00 for (py2) gladi jurnal ilmu keolahragaan, 13 (02), june171 mochamad egi margiyan, sri nuraini, hernawan and sig.= 0.000/2 = 0.000 < = 0.05 for (py3). a. hypothesis 1 the individual test of variables regarding refereeing knowledge on the performance of hockey referees obtained the results of the path coefficient py1 = 0.256 with a value of sig. 0.001/2 = 0.0005 < = 0.05, so ha is accepted andho is rejected. that is, there is a direct influence of refereeing knowledge on the performance of hockey referees. to determine the magnitude of the direct influence of refereeing knowledge on the performance of hockey referees is by: =y12 x 100% = 0.2562 x 100% = 6.55% based on these results, the magnitude of the direct influence of refereeing knowledge on the performance of hockey referees is 6.55%, while the rest are other factors that are not explained in this study. b. hypothesis 2 individual test of leadership style variables on the performance of hockey referees obtained the results of the path coefficient py2 = 0.257 with a value of sig. = 0.001/2 = 0.0005 < = 0.05, then ha accepts andho is rejected. that is, there is a direct influence of leadership style on the performance of hockey referees. to determine the magnitude of the direct influence of leadership style on the performance of hockey referees are as follows: =y22 x 100% = 0.2572 x 100% = 6.60% based on these results, the magnitude of the direct influence of leadership style on the performance of hockey referees is 6, 60%, while the rest are other factors that are not explained in this study. c. hypothesis 3 individual test of the confidence variable on the performance of hockey referees obtained the results of the path coefficient py3= 0.310 with a value of sig. 0.000/2 = 0.000 < = 0.05, then ha accepts andho is rejected. so that means, there is a direct influence of selfconfidence on the performance of hockey referees. to determine the magnitude of the direct influence of confidence on the performance of the hockey referee is as follows: =y32 x 100% = 0.310 2 x 100% = 9.6% gladi jurnal ilmu keolahragaan, 13 (02), june172 mochamad egi margiyan, sri nuraini, hernawan based on these results, the magnitude of the direct effect of confidence on the performance of hockey referees is equal to 9.6%, while the rest are other factors that are not explained in this study. d. hypothesis 4 individual test of the confidence variable on the performance of hockey referees obtained the results of the path coefficient p31= 0.268 with avalue sig. 0.041/2 = 0.02 < = 0.05, then ha accepts andho is rejected. so that means, there is a direct influence of self-confidence on the performance of hockey referees. to determine the magnitude of the direct effect of confidence on the performance of hockey referees are as follows: =312 x 100% = 0.268 2 x 100% = 7.1% e. hypothesis 5 individual test of the confidence variable on the performance of hockey referees obtained the results of the path coefficient p32= 0.395 with a value of sig. 0.003/2 = 0.01 < = 0.05, then ha accepts andho is rejected. so that means, there is a direct influence of selfconfidence on the performance of hockey referees. to determine the magnitude of the direct influence of self-confidence on the performance of hockey referees are as follows: =322 x 100% = 0.395 2 x 100% = 15.6% f. hypothesis 6 how to find the indirect effect of refereeing knowledge through selfconfidence on the performance of hockey referees by using the product of the path coefficient (ρ31) with path coefficient (ρy3), the following results will be obtained: indirect effect of x1 on y through x3 (x1→ x3→y): =31 xy3 = 0, 268 x 0.310 = 0.083 the total effect given is direct influence + indirect effect, then the following numbers are obtained: total direct effect (py1) and indirect (p31.py3): = py1 + (p31.py3) = 0.256 + 0.083 = 0.339 the total contribution of direct and indirect influence: = 0.3392 x 100% = 11.4921% based on the results above, the total direct influence of referee knowledge on the performance of hockey referees and gladi jurnal ilmu keolahragaan, 13 (02), june173 mochamad egi margiyan, sri nuraini, hernawan indirect influence is given through confidence of 0.114921 or 11.4921%. g. hypothesis 7 to find the indirect effect of leadership style through self-confidence on referee performance is the result of multiplying the path coefficient (ρ31) with the path coefficient (ρy3), so that the following results are obtained: the indirect effect of x2 on y through x3 (x2→ x3→y): =32 xy3 = 0.395 x 0.310 = 0.12245 the total effect given is direct effect + indirect effect as follows: total direct effect (py1) and indirect (p31. py3): = py2 + (p32.py3) = 0.257 + 0.12245 = 0.37945 total contribution of direct and indirect effects: = 0.379452 x 100% = 14.40% discussion 1. research results shows that there is a direct influenceperformance of hockey referees. of refereeing knowledge on thefrom the results of the research made in the questionnaire and distributed to 50 respondents about the knowledge of refereeing that has been answered by the hockey referee, the findings obtained are in the interval class >26 no response en who answered in the very good category. in the 23-25 interval class, there were 14 people who answered in the good category with a percentage of 28%. furthermore, in the 20-22 interval class, there were 21 people who answered in the sufficient category with a percentage of 42%. in the 17-19 interval class there were 10 people who answered in the less category and the percentage was 20%. furthermore, in the last interval <16, there were 5 people who answered in the very poor category and the percentage obtained was 10%. 2. the results of the study show that there is a direct influence of the referee's leadership style on the performance of the hockey referee. from the results of the research made in the questionnaire and distributed to 50 respondents about the knowledge of refereeing that has been answered by the hockey referee, the results obtained are that in the interval class> 99 there is only 1 person who answered in the very good category and the percentage gain was 2%. in the 90-98 interval class there were 16 people who answered in the gladi jurnal ilmu keolahragaan, 13 (02), june174 mochamad egi margiyan, sri nuraini, hernawan good category and the percentage was 32%. furthermore, in the 81-89 interval class there were 20 people who answered in the sufficient category and the percentage was 40%. in the 72-80 interval class there are 10 people who answer in the less category and the percentage is 20%. finally, in the interval class <71, there were 3 people who answered in the very poor category and the percentage was 6%. 3. the results of the study show that there is a direct influence of referee's confidence on the performance of hockey referees. from the results of the research made in the questionnaire and distributed to 50 respondents about the knowledge of refereeing that has been answered by the hockey referee, the results obtained are that in the interval class> 97 there are 2 people who answered in the very good category and the percentage gain was 4%. in the class interval 86-96, there were 15 people who answered in the good category and the percentage was 30%. furthermore, in the 75-85 interval class there were 20 people who answered in the sufficient category and the percentage was 40%. in the 64-74 interval class there are 9 people who answer in the less category and the percentage is 18%. finally, in the <63 interval class, there were 4 people who answered in the very poor category and the percentage was 8%. 4. the indirect effect of knowledge of arbitration on the performance of referee hockey through confidence referee hockey based on the result of analysis that the value of coefficient lines indirect effect which based on the result of analysis that the value of the path coefficient indirect influence given thevariables intervening (p31+ py3) greater compared to the value of the path coefficient of direct influence (py1) refereeing knowledge on the performance of hockey referees, p31(0.268) + py3(0.310) = 0.578 > 0.256. that is, there is an indirect effect given by the referee's knowledge variable on the results of the hockey referee's performance. the results of this study can be assumed that hockey referees who have an understanding of good refereeing knowledge can certainly achieve good hockey referee performance also supported by the confidence possessed by the hockey referee himself and the research carried out can be accepted empirically. the rationale that has been presented in the conceptual framework gladi jurnal ilmu keolahragaan, 13 (02), june175 mochamad egi margiyan, sri nuraini, hernawan can be tested in real terms. based on these findings, it can be interpreted that hockey referees who understand well the knowledge of good refereeing will have a significant effect on the performance of hockey referees, especially when combined with the confidence of a good referee, it will be easy for him to perform a good and correct refereeing performance. in a match. 5. the indirect effect of leadership style on the performance of hockey referees through the confidence of hockey referees. the analysis test results state that the value of the indirect influence path coefficient given by thevariable intervening (p32 + py3) is greater than the direct influence path coefficient value (py2) leadership style against the performance of the hockey referee. p32 0.395 + py3 0.310 = 0.705 > py2 0.257. that is, there is an indirect effect given by the leadership style variable on the performance of the hockey referee. the results of this study can be assumed that the leadership style that a hockey referee should have and run it well can certainly help the match run well to achieve good referee performance also supported by the confidence possessed by hockey referees and the research conducted can be accepted empirically. . the rationale that has been presented in the conceptual framework can be tested in real terms. based on these findings, it can be interpreted that a good leadership style and can do it well will have a significant effect on the performance of hockey referees, especially when combined with good self-confidence, it will facilitate or assist the referee in leading the course of a match. conclusion based on the results of hypothesis testing and discussion, conclusions were obtained from exogenous variables, namely refereeing knowledge (x1), leadership style (x2), and self-confidence (x3), as well as the endogenous variables of learning outcomes. referee performance (y) are as follows: 1. a significant difference between the knowledge of arbitration (x1) on the performance of referee hockey (y). this means that if the referee has sufficient and extensive refereeing knowledge, it will support or facilitate the performance of the hockey referee in leading a hockey match. gladi jurnal ilmu keolahragaan, 13 (02), june176 mochamad egi margiyan, sri nuraini, hernawan 2. a significant difference between leadership style (x2)the performance of the referee hockey (y). this means that if a referee hockey has a leadership style that is well in the lead of the match, referee can be proactive in addressing the negative aspects in a match then the performance of the referee's hockey will be a very good 3. there is significant relationship between confidence (x3) on the performance of referee hockey (y). this means that if the referee's confidence level in leading the match is high, he can overcome problems in the match and within himself, the hockey referee can control his confidence and make the referee's performance better. 4. there is the influence of knowledge of arbitration (x1) to the selfconfidence (x3).this means that the higher the level of knowledge of a hockey referee, by leading the match based on the knowledge of a referee, the level of referee performance is also higher. 5. there is the influence of leadership style (x2) of the self-confidence (x3).this means that if the higher or better leadership style a hockey referee then the better the strength of character, 6. are the indirect effect of the knowledge of arbitration (x1)on the performance of referee hockey (y) through confidence (x3).this means that the higher the level of knowledge of a hockey referee, the higher the level of confidence of the hockey referee in leading the match, so that it will affect the performance of the hockey referee. 7. there is an indirect effect between leadership style (x2) on the performance of hockey referees (y) through self-confidence (x3). this means that the better a referee has a leadership style in the form of mental skills and can be proactive in overcoming various negative aspects, the referee will have a high level of confidence. so that it will affect the performance of the hockey referee. references afif, u. m., rumini, & nasuka. (2016). hubungan kecemasan, percaya diri dan motivasi terhadap kinerja wasit bola voli. journal of physical education and sports, 5(2), 75–82. anatasia, t. (n.d.). manajemen sumber daya manusia untuk bisnis yang kompetitif. andhara, b. a., umaro, f. r., & lubis, c. h. t. (2018). knowledge gladi jurnal ilmu keolahragaan, 13 (02), june177 mochamad egi margiyan, sri nuraini, hernawan management: strategi mengelola pengetahuan agar unggul di era disrupsi. pt. gramedia pustaka utama, jakarta 2018. anggraeni, n. (n.d.). pengaruh kemampuan dan motivasi terhadap kinerja pegawai pada sekolah tinggi seni indonesia (stis) bandung. bunker, b. b., major.b., & instone, d. (1983). gender, self confidence, and influences strategis: an organizational simulatiom. apa inc. corrigana, s. l., dwyer, d. b., harvey, b., & gastina, p. b. (2018). the influence of match characteristics and experience on decision-making performance in afl umpires. journal of science and medicine in sport. https://doi.org/https://doi.org/10. 1016/j.jsams.2018.06.005 febi aulia. (2016). instrumen penilaian wasit bola voli. jurnal sport pendagogy, 6. fuller, c.w., junge, a., & d. (2004). assesment of football references decisions in incedent leading to player injuries. the american journal of sports medicine, 32. https://doi.org/doi: 10.1177/0363546503261249 gable, m. (2013). umpiring must keep pace with hockey. the journal of health and physical education. https://doi.org/10.1080/2326724 0.1938.10624579 hayasi, v. (1998). sourcing of sport confidence. journal of sport & exercise psychology, 2(1). hernawan rosyadi, mulyana, & mulyana, d. (2017). hubungan tingkat kebugaran jasmani dengan rasa percaya diri wasit bola basket. 10. komarudin, d. m. (2015). penerapan metode latihan keterampilan psikologis untuk meningkatan kinerja wasit sepakbola. jurnal kajian pendidikan, 5(2), 179– 190. larkin, p., berry, j., dawson, b., & lay, b. (2017). perceptual and decision-making skills of australian football umpires. international journal of performance analysis in sport, 8668. https://doi.org/10.1080/2474866 8.2011.11868562 spice, c. a., gordon, d. a., smith, l., & johnstone, j. a. (2017). work rates of international hockey umpires. international journal of performance analysis in sport. https://doi.org/10.1080/2474866 8.2017.1353264 sugiyono. (2016). statistika untuk penelitian. alfabeta. weston, m., castagna, c., impellizzeri, f. m., rampinini, e., & breivik, s. (2010). ageing and physical match performance in english premier league soccer referees. journal of science and medicine in sport, 13, 96–100. https://doi.org/10.1016/j.jsams.2 008.07.009 wilson, a. w., & mock, s. e. (2013). association of certification level and assertiveness with accuracy of calls among ice hockey referees. international journal of sports science and coaching, 8(3),505–511. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (05) 2021, 326-337 permalink/doi: https://doi.org/10.21009/gjik.125.01 this work is licensed under a creative commons attribution-sharealike 4.0 international license. analysis of physical components in wrestling freestyle eko nur cahyono1, widiastuti1, hernawan1 1pendidikan jasmani, universitas negeri jakarta, komplek universitas negeri jakarta, jalan rawamangun muka, jakarta timur 13220 correspondiing author. email : ekocahyozer25@gmail.com abstract the purpose of this study was to determine the effect of arm power, agility and eye-hand and foot coordination in performing arm slamming skills in wrestling athletes in west java province. the population that was reached in this study were all wrestling athletes in the west java area, which consisted of 30 freestyle wrestling athletes. determination of the sample using a saturated sample, meaning that the entire affordable population is used as a research sample. the data analysis technique used is descriptive analysis and path analysis with the help of spss version 21 computer program with a significant level of 95% or = 0.05. the results showed that: the direct effect given by the arm power variable (x1) on the eye, hand and foot coordination variable (x3) was -0.414. then the direct effect given by the agility variable (x2) on the eye, hand and foot coordination variable (x3) is -0.357. then the direct effect given by the arm power variable (x1) on the arm swing skill variable (y) is 0.546. then the direct effect given by the agility variable (x2) on the arm swing skill variable (y) is 0.638. and lastly, the direct effect given by the eye, hand and foot coordination variable (x3) on the arm slamming skill variable (y) is 0.351. sobel test calculations (sobel test) obtained that the value of one-tailed probability (one-tailed probability) of 0.029 <0.05. so it can be concluded that the arm power variable (x1) has an indirect effect through eye coordination, hands and feet (x3) against arm slam skills (y). then the results of the sobel test calculation (sobel test) obtained that the one-tailed probability value is 0.0730 > 0.05. so it can be concluded that the agility variable (x2) has no indirect effect through eye, hand and foot coordination (x3) on arm slamming skills (y). keywords: arm power, agility, eye, hand and foot coordination, arm kick skills, wrestling mailto:ekocahyozer25@gmail.com gladi jurnal ilmu keolahragaan, 12 (05), december327 eko nur cahyono, widiastuti, hernawan introduction martial arts in indonesia are very diverse, one of which is wrestling, which is quite developed in indonesia. (septian et al., 2020)argues that wrestling is a physical contact sport between two people, in which one of the wrestlers must take down or control their enemy. in wrestling matches there are several skills that are often used by freestyle or greek-roman athletes that are used to knock down opponents or create a point. freestyle wrestling or freestyle wrestling which in the rules of the match a wrestler is allowed to use his entire body to carry out attacks such as arm slams, waist slams, head slams, foot catches, locks and tackles. freestyle wrestlers have several skills that often fail to do during matches, namely arm slamming skills. according to(sembiring et al., 2018)said "the arm slam technique is that wrestlers face each other in a standing position, wrestlers rotate in front of the opponent when the wrestler has control of the opponent, both of the wrestler's knees are bent and the right shoulder is under the opponent and is ready to make a lift to knock the opponent down and onto the mat." in the rules of wrestling matches, when a player makes a perfect throw attack, he will get four points and if the throw is not perfect then the player gets two points. in contrast to a wrestling player when he fails to do an arm slam, it is considered no point or not getting points. based on these problems, the authors analyze several physical components that have direct and indirect effects when doing wrestling arm slams. according to(arjuna, 2019)there are several basic physical components which include: (1) strength, (2) muscle endurance (3) speed (4) agility (5) flexibility (6) power and (6) basic endurance (cardiovascular). the physical components studied are arm power, agility and eye-hand-foot coordination which have a direct or indirect influence on the freestyle wrestling athlete's arm throw skills. wrestling is a sport that is dominant in slamming its opponent to get points and some people argue that wrestling uses power as the main weapon. power is one of the components of physical condition that gladi jurnal ilmu keolahragaan, 12 (05), december328 eko nur cahyono, widiastuti, hernawan is needed by almost all sports to achieve maximum performance. power is one of the most important biomotor components for an athlete, especially in the context that we speak today, which is wrestling. according to(margono et al., 2018)power is the ability of a person's muscles to do a job with maximum strength in the fastest time. power will appear if the two conditions are maximum strength and are carried out as quickly as possible, so when a wrestler performs an arm slam skill, it must be done quickly. in addition to avoiding counter attacks from the opponent, this movement will cause a hard slam against the opponent. opinions about power expressed by (suharti, 2020) which mentions selfstrength is the ability of muscles to generate tension against a resistance. when performing arm swings, the opponent's load becomes a resistance which causes the wrestler to respond to the muscles to generate tension. thus, it can be concluded that power is the ability to withstand loads that are carried out with maximum muscle contraction and carried out quickly in a motion. the physical component that is analyzed apart from arm power is agility. agility is one of the physical components needed for sports achievements that are used to support skills or techniques during training or matches so that they are maximal and in accordance with the needs of certain sports achievements. some skills in the sport of wrestling require agility that aims to maximize the skills performed. according to (rizkiyanto et al., 2018) says agility is one component of motoric freshness that is necessary for all activities that require the speed of changes in body position. agility is one of the components of motor freshness that is needed for all activities that require the speed of changing body position. when doing arm slams, it is necessary to change the direction of the body from the initial position facing the opponent to the position with your back to the opponent. the speed with which the body changes direction is necessary for the perfection of the movement and the success of the wrestler in performing the arm slam. according to widiastuti quoted from (al farisi, 2018)agility is the ability to change the direction or position of the body quickly done gladi jurnal ilmu keolahragaan, 12 (05), december329 eko nur cahyono, widiastuti, hernawan together with others. agility is the ability to change the direction or position of the body quickly done together with other people. others in the context of this study are the sparring or training opponents of freestyle wrestlers. from some of the opinions above, it can be concluded that agility is the ability to change direction quickly with other movements without disturbing the balance of the body when performing certain movements. another physical component required in performing arm swing skills is coordination. according to (edy et al., 2020) coordination is the combination of the functions of several muscles in a precise and balanced manner into a single movement pattern. the coordination referred to in this arm slam skill is the coordination between the eyes, hands and feet. the eyes are used to see the position of the opponent's arm and the distance between the wrestler and the opponent, the hands are used to catch the opponent's arm and the legs are used to change the direction of the wrestler's body. other opinions expressed (ikbal, 2019) which says that coordination is a person's ability to combine several elements of motion into one movement that is in harmony with its purpose. according to bompa quoted in the journal (ramli, 2020)factors that influence this coordination component are: 1) intelligence, 2) sensitivity of sensory organs, 3) motor experience, 4) level of development of biomotor abilities. each athlete has a different level of movement coordination, ranging from easy, simple to complex, regulated and ordered from the central nervous system that has been stored in memory in advance. so to be able to carry out correct coordination movements, it is also necessary to coordinate the nervous system which includes the central nervous system and the peripheral nervous system with muscles, bones and joints. the terms of the motion component in the coordination that are conveyed (margono et al., 2018) (margono et al., 2018)is "motion that consists of energy, contraction of muscles, nerves, bones and joints is neuromuscular coordination. based on the above understanding, it can be concluded that eye, hand and foot coordination is the ability to display motion between the three organs of motion, namely the organs of vision, limbs from elbows to gladi jurnal ilmu keolahragaan, 12 (05), december330 eko nur cahyono, widiastuti, hernawan fingertips and limbs used to move or move in a series of movements that can adapt to certain skills. method the research method used in this study is a quantitative method with measurements and tests, while the analysis technique uses a path analysis approach, namely research that will examine or analyze the relationship between research variables and measure the direct and indirect effects of one variable on the other variables. according to land (caraka & sugiarto, 2017) explained that path analysis is a technique to analyze causal relationships that occur in multiple regression if the independent variables affect the dependent variable not only directly but also indirectly. population this study uses a total sampling technique or all of the population is sampled. in order for the data to be generalized, it is necessary to have the same characteristics, namely to be registered as wrestling athletes in every area of west java 2020. the samples taken were 30 wrestling athletes in the bekasi city, bekasi regency, karawang regency and bandung city areas.. the variables used consist of three independent variables and one dependent variable. the independent variables consist of arm power (x1), agility (x2), and eye, hand and foot coordination (x3) and arm slam skills as (y). the research instrument used in this study uses a new instrument that has been tested for validity with expert judgment from one expert in wrestling and two experts in sports tests and measurements. the four instruments have been tested for reliability with reliable results from the results of the test and retest instrument. the first instrument is the rope power gauge to measure arm power with the wh c-100 component as a digital indicator. the operation is done by sitting with both legs straight and both arms pulling the rope on the device quickly and firmly. the second instrument is one rope back steep to measure agility. this instrument uses a rope that is tied to a pole, then the wrestler performs a reverse movement and both hands grab the rope like the position of catching the opponent's arm. this agility instrument is performed for 30 seconds. the third instrument is the visual display coordination test to measure hand and foot eye gladi jurnal ilmu keolahragaan, 12 (05), december331 eko nur cahyono, widiastuti, hernawan coordination. this instrument uses a tool made using lights and buttons that are used for touch and footing. 20 video slideshows stimulate the wrestlers to touch and step according to the colors that appear. the last instrument is the half pie slap test to measure arm swing skills. each wrestler performs one slam towards the mat that has been marked, namely the shape of a half circle which is divided into three parts. the slam of the arm that is carried out is the slam of the right arm. the points obtained if the model falls in the middle will get 3 points, 2 points for the right side and 1 points for the left side. results and discussion 1. descriptive data descriptions of variables in descriptive statistics used in this study include the minimum, maximum, mean and standard deviation of the research variables. descriptive statistics describe the character of the sample used in this study. the complete descriptive statistics in this study are shown in table 1 below: table 1. descriptive statistics of research variables descriptive statistics n minimum maximum mean std. deviation x1 30 20.75 53.50 38.3033 8.41468 x2 30 13 26 19.23 2,635 x3 30 12 20 15.53 2,515 y 30 1 3 2.50 .572 valid n (listwise) 30 the data used in this study amounted to 30 samples. based on table 1, it is obtained that the variable power arm (x1) the lowest value is 20.75 and the highest is 53.50. as for the average power arm of 38.3033 with a standard deviation of 8.41468. on variable agility (x2) the lowest value is 13 and the highest is 26. the average agility of 19.23 with a standard deviation of 2.635. on variable eye, hand and foot coordination (x3) the lowest value is 12 and the highest is 20. the average eye, hand and foot coordination of 15.53 with a standard deviation of 2.515. and on the variable arm slam skill (y) the lowest value is 1 and the highest is 3. the average is arm slam skill of 2.50 with a standard deviation of 0.572. 2. testing requirements analysis table 2. kolmogorov smirnov . test results one-sample kolmogorov-smirnov test unstandardize d residual n 30 normal parameters, b mean .00 00000 std. deviation .43 380024 gladi jurnal ilmu keolahragaan, 12 (05), december332 eko nur cahyono, widiastuti, hernawan most extreme differences absolute .10 2 positive .10 2 negative .077 test statistics .10 2 asymp. sig. (2-tailed) .20 0c,d based on the kolmogorov smirnov test above, it is found that the value of asymp sig value. (0.200) is greater than (0.05) so it can be concluded that the model used is normally distributed. as for the homogeneity test, it is as follows. table 3. homogeneity test results coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) .870 .711 1,223 .232 x1 -.004 .006 -.136 -.640 .528 x2 -.023 .019 -.254 -1.223 .232 x3 .005 .021 .056 .260 .797 a. dependent variable: reabs based on table 3 the homogeneity test was obtained that the variable power arm (x1), agility (x2), and eye, hand and foot coordination (x3) has a value of sig. greater than 0.05 so it can be concluded that the independent variables in the model do not experience symptoms of heteroscedasticity or homogeneous variables. 3. hypothesis test the t-test in this study aims to test whether or not the relationship between the independent variables is significant power arm (x1) and agility (x2) with dependent variable eye hand and foot coordination (x3). the results of the t-test in this study can be seen in table 4 below : table 4. partial test results (t test) equation 1 coefficientsa model unstandardized coefficients standardi zed coefficient s t s ig. b std. error beta 1 (constant) 26,824 4.123 6 .506 . 000 x1 -124 .052 -.414 2.394 . 024 x2 -.340 .165 -.357 2.062 . 049 a. dependent variable: x3 based on table 4. the results of the t-test in this study can be explained as follows: 1) variable power arm (x1) on variable power arm (x1) with a significance level of 95 % (α = 0.05). the significance number (p value) is 0.024 < 0.05. on the basis of this comparison, then h0 is rejected or means that the variable power arm has a significant effect on the variable eye, hand and foot coordination (x3). 2) variable agility (x2) on variable agility (x2) with a significance level of 95% (α = 0.05). gladi jurnal ilmu keolahragaan, 12 (05), december333 eko nur cahyono, widiastuti, hernawan the significance number (p value) is 0.049 < 0.05. on the basis of this comparison, then h0 is rejected or means that the variable agility has a significant effect on the variable eye, hand and foot coordination (x3). table 5. partial test results (t test) equation 2 based on table 5 the results of the t-test in this study can be explained as follows: 1) variable power arm (x1) on variable power arm (x1) with a significance level of 95 % (α = 0.05). the significance number (p value) is 0.003 < 0.05. on the basis of this comparison, then h0 is rejected or means that the variable power arm has a significant effect on the variable arm slam skill (y). 2) variable agility (x2) on variable agility(x2) with a significance level of 95 % (α = 0.05). the significance number (p value) is 0.001 < 0.05. on the basis of this comparison, then h0 is rejected or means that the variable agility has a significant effect on the variable arm slam skill (y). 3) variable eye, hand and foot coordination (x3) on variable eye, hand and foot coordination(x3) with a significance level of 95% (α = 0.05). the significance number (p value) is 0.049 < 0.05. on the basis of this comparison, then h0 is rejected or means that the variable eye, hand and foot coordination has a significant effect on the variable arm slam skill (y). path analysis the path diagram model is made based on the variables studied, meanwhile for the value of e1 can be searched with the formula e1 = = 0.876 while the value of e2 = = 0.758 in this study can be described as follows: figure 1. path chart a) direct effect gladi jurnal ilmu keolahragaan, 12 (05), december334 eko nur cahyono, widiastuti, hernawan the effect of x1, x2 on x3 and of x3 on y, or more simply is presented as follows. dex3x1 x1 x3; px3x1= -0.414 dex3x2 x2 x3; px3x2= -0.357 deyx1 x1 y; pyx1= 0.546 deyx2 x2 y; pyx2= 0.638 deyx3 x3 y; pyx3= 0.351 the direct effect given by the variable power arm (x1) to variableeye, hand and foot coordination (x3) which is equal to -0.414. then the direct effect given by the variableagility (x2) to the variable eye, hand and foot coordination(x3) which is -0.357. then the direct effect given by the variablepower arm (x1) to variablearm slam skill (y) that is equal to 0.546. then the direct effect given by the variableagility (x2) to the variable arm slam skill (y)that is equal to 0.638. and lastly, the direct influence given by the variableeye, hand and foot coordination (x3) to variable arm slam skill (y)that is equal to 0.351. based on the results of the above calculations, it can be concluded that the greatest direct influence is given to the influence of the variableagility (x2) to the variable arm slam skill (y). b) indirect effect (indirect effect) the indirect effect is from x1 to x3 through y and from x2 to x3 through y or more simply as follows. ieyx3x1 : x1 x3 y ; px3x1 . pyx3 = (-0.414).(0.351)= -0.145 ieyx3x2 : x2 x3 y ; px3x2 . pyx3 = (-0.357).(0.351)= -0.125 indirect effect given by variable power arm (x1) to variable arm slam skill (y) i.e. via variable eye, hand and foot coordination (x3) which is -0.145. while the indirect effect given by the variables agility (x2) to the variable arm slam skill (y) i.e. via variable eye, hand and foot coordination (x3) which is 0.125. based on the results of the above calculations, it can be concluded that the largest indirect effect is given to the influence of the variableagility (x2) to the variable arm slam skill (y) i.e. via variable eye, hand and foot coordination (x3). c) total effect (total effect) the total effect is the sum of de and ie (de + ie) as follows. te11 = deyx1 + ieyx3x1 (0.546) + (-0.145) = 0.401 te12 = deyx2 + ieyx3x2 (0.638) + (-0.125) = 0.513 te21 = deyx3 = 0.351 the total effect given by the variable power arm (x1) to variablearm gladi jurnal ilmu keolahragaan, 12 (05), december335 eko nur cahyono, widiastuti, hernawan slam skill (y)that is equal to 0.401. while the total effect given by the variableagility (x2) against arm slam skill (y) that is equal to 0.513. and finally the total effect given by the variableeye, hand and foot coordination (x3) against arm slam skill (y)that is equal to 0.351. based on the results of the above calculations, it can be concluded that the largest total effect is given to the influence of the variableagility (x2) against arm slam skill (y). conclusion 1. there is a direct direct influence between arm power (x1) on handeye coordination (x3) freestyle wrestling athletes. based on the significance number (p value) that is equal to 0.024 <0.05. this means that wrestling athletes need power when coordinating hand-eye coordination in performing arm slamming skills. 2. there is a direct influence between agility (x2) on hand-eye coordination (x3) for freestyle wrestling athletes. based on the significance number (p value) of 0.049 < 0.05. this means that wrestling athletes need agility when coordinating hand-eye coordination in performing arm slamming skills. 3. there is a direct influence between arm power (x1) on arm slamming skills (y) of freestyle wrestling athletes. based on the significance number (p value) of 0.003 <0.05. this means that wrestling athletes need good arm power when performing arm throw skills. arm power is needed to pull the opponent's arm so that the opponent can be slammed perfectly in order to get the perfect points. 4. there is a direct influence between agility (x2) on arm slamming skills (y). based on the significance number (p value) of 0.001 <0.05. this means that wrestling athletes need good agility in performing arm swing skills. agility is used when making a rotation of the body that aims to turn its back to the opponent's body. 5. there is a direct influence between hand and foot eye coordination (x3) on arm slamming skills. based on the significance number (p value) of 0.049 <0.05. this means that wrestling athletes need good eyehand and foot coordination to perform arm swing skills. gladi jurnal ilmu keolahragaan, 12 (05), december336 eko nur cahyono, widiastuti, hernawan coordination is used to align the hand movements to grab the opponent's arm and slam, followed by foot movements in which the position of the two movements is followed by eye coordination to see the accuracy of the target movement. 6. the results of the calculation of the sobel test (sobel test) obtained that the one-tailed probability value is 0.029 <0.05. so it can be concluded that the arm power variable (x1) has an indirect effect through eye, hand and foot coordination (x3) on arm slamming skills (y). because arm power is maximized by athletes, they do not have to use good coordination to perform arm swing skills. 7. the results of the calculation of the sobel test (sobel test) obtained that the one-tailed probability value is 0.073 > 0.05. so it can be concluded that the agility variable (x2) has no indirect effect through eye, hand and foot coordination (x3) on arm slamming skills (y). because the agility of a freestyle wrestling athlete when performing arm slam skills does not have to be with good coordination. references al farisi, m. a. h. (2018). agility exercise models of badminton. jipes journal of indonesian physical education and sport, 4(2), 55–60. https://doi.org/10.21009/jipes.042. 08 arjuna, f. (2019). gambaran komponen fisik predominan (komponen fisik dasar) pelatih sso real madrid fik uny tahun 2016. jurnal ilmu keolahragaan, 2(1), 47. https://doi.org/10.26418/jilo.v2i1.3 2627 caraka, r. e., & sugiarto, s. (2017). path analysis terhadap faktorfaktor yang mempengaruhi prestasi siswa. jurnal akuntabilitas manajemen pendidikan, 5(2), 212. https://doi.org/10.21831/amp.v5i2. 10910 edy et al. (2020). hubungan daya ledak tungkai dan koordinasi mata tangan terhadap kemampuan smash bola voli mahasiswa program studi pendidikan kepelatihan olahraga fakultas olahraga dan kesehatan universitas negeri gorontalo. 12(2), 41–47. https://doi.org/10.26858/cjpko.v12i 2.13991 ikbal, m. 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(2018). pengaruh kekuatan otot tungkai, kelentukan pinggang dan percaya diri terhadap keterampilan bantingan lengan (studi pada atlet gulat pplp sumatera utara). 17(1), 6–12. septian et al. (2020). model keterampilan bantingan lengan olahraga gulat untuk atlet pemula. 11(02), 188–203. suharti, m. i. l. p. (2020). hubungan antara power tungkai dan kekuatan otot lengan terhadap ketepatan under basket shoot. journal stand: sports and development, 1(20), 17–21. 811 pengaruh eksplosive power otot tungkai, flexibility sendi panggul dan percaya diri terhadap keterampilan smash kedeng pada klub sepaktakraw universitas negeri jakarta jufrianis1 abstrak, penelitian analisis jalur ini bertujuan untuk memperoleh informasi tentang, adanya pengaruh eksplosive power otot tungkai, flexibility sendi panggul dan percaya diri terhadap keterampilan smash kedeng pada klub sepaktakraw universitas negeri jakarta. penelitian ini menggunakan pendekatan kuantitatif, metode survei. subjek dalam penelitian ini adalah klub sepaktakraw universitas negeri jakarta sebanyak 30 orang. pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. berdasarkan uji hipotesis, penelitian ini menyimpulkan terdapat pengaruh positif antara ekslosive power otot tungkai terhadap keterampilan smash kedeng pada klub sepaktakraw universitas negeri jakarta sebesar 16,3%. terdapat pengaruh positif antara flexibility sendi panggul dengan keterampilan smash kedeng pada klub sepaktakraw universitas negeri jakarta sebesar 8,4%. terdapat pengaruh positif antara percaya diri dengan keterampilan smash kedeng pada klub sepaktakraw universitas negeri jakarta sebesar 10,0%. terdapat pengaruh positif antara eksplosive power otot tungkai dengan percaya diri klub sepaktakraw universitas negeri jakarta sebesar 38,4%. terdapat pengaruh positif antara flexibility sendi panggul dengan percaya diri pada klub sepaktakraw universitas negeri jakarta sebesar 6,4%. terdapat pengaruh positif antara eksplosive power otot tungkai dengan flexibility sendi panggul pada klub sepaktakraw universitas negeri jakarta sebesar 31,5%. kata kunci : ekplosive power otot tungkai, flexibiity sendi panggul, percaya diri , dan keterampilan smash kedeng sepaktakraw 1 jufrianis adalah dosen di universitas pahlawan tuanku tambusai gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 812 pendahuluan pembangunan prestasi olahraga merupakan bagian dari peningkatan kualitas dan kuantitas manusia, di samping itu juga dapat memupuk watak, kepribadian, sportifitas dan kemampuan daya fikir serta pengembangan keterampilan olahraga, oleh karna itu perkermbangan olahraga harus di perhatikan saat ini dalam pembinaan dan pembangunan untuk dimasa yang akan datang, karena olahraga bisa mengangkat derajat dan mengharumkan nama bangsa di pentas regional dan internasional. sesuai dengan amanat yang di tulis dalam undang-undang nomor 3 tahun 2005 tentang sistem keolahragaan nasional dalam pasal 1 ayat 13 menjelaskan, “olahraga prestasi adalah olahraga yang membina dan mengembangkan olahragawan secara terencana, berjenjang dan berkelanjutan melalui kompetisi untuk mencapai prestasi dengan dukungan ilmu pengetahuan dan teknologi keolahragaan”. sehubungan itu, dalam membina dan mengembangkan olahragawan secara terencana, berjenjang dan berkelanjutan, olahraga prestasi juga menanamkan nilainilai sosial yang positif serta dapat menanamkan sifat-sifat sportifitas yang tinggi. dan salah satu wadah olahraga yang dapat menunjang dan mengembangkan prestasi keolahragaan yang di pertandingkan untuk mencapai tujuan tersebut adalah cabang olahraga permainan beregu yaitu sepaktakraw. sepaktakraw atau disebut juga dengan sepak raga menurut armelia f (2014 : 7) merupakan cabang olahraga yang berkembang dari sejeni permainan rakyat, sedangkan sepaktakraw menurut syafruddin dan hary muhardi syaflin (2014 : 5) merupakan permainan yang dimainkan oleh dua regu yang berlawanan, setiap regu terdiri dari tiga orang pemain yang dipisahkan oleh sebuah net yang memiliki ukuran dan ketinggian sama dengan bulu tangkis, yaitu 1,44 m., permainan ini dimulai dengan melakukan service yang dilakukan oleh tekong kerah lapangan lawan, kemudian pemian regu lawan mencoba memainkan bola dengan menggunakan kaki dan kepala dan anggota badan lainya selain tangan sebanyak tiga kali sentuhan. menurut sofyan hanif (2015 : 20) untuk memainkan permainan sepaktaktakraw juga jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 813 didukung oleh beberapa faktor, dua faktor diantaranya adalah: (1) penguasaan teknik bermain sepaktakraw secara individu, (2) kerjasama tim yang baik. makin sempurna penguasaan teknik setiap pemain dan kerjasama dalam regu, maka kualitas permainan semakin baik. supaya permainan dapat berjalan dengan baik, penguasaan teknik dasar dalam keterampilan sepaktakraw sangat diperlukan. menurut ahmad sofyan hanif (2011 : 26) membagi keterampilan dalam sepaktakraw seperti keterampilan teknik dasar individu dan keterampilan penguasan pertandingan. keterampilan teknik dasar individu meliputi: sepak sila, sepak cungkil, sepak badek, sepak cross, memaha, heading (menyundul), mendada dan membahu. sedangkan keterampilan penguasaan permainan meliputi, servis, memberikan umpan, melakukan smash, dan blok. diantara keterampilan penguasaan permainanan diatas yang harus di kuasai dalam melakukan penyerangan pada saat pertandingan adalah keterampilan smash. smash dalam permainan sepaktakraw bertujuan untuk menghasilkan angka dan kemenangan dalam pertandingan. menurut achmad sofyan hanif dan asry syam (2015 :36) smash merupakan upaya seorang atlet atau pemain dalam melakukan serangan ke daerah lawan. smash merupakan suatu gerakan dinamis dan bervariatif untuk memperoleh angka atau point dalam menyerang pada permainan sepaktakraw, maka dalam melakukan smash dibutuhkan kemampuan fisik yang optimal untuk melakukan keterampilan smash yang terah, cepat dan akurat sehingga dapat memperoleh hasil yang baik. diantara beberapa model smash diatas, smash yang sering dilakukan oleh atlet dalam menyerang adalah smash kedeng. untuk melatih keterampilan smash kedeng tersebut, menurut rick engel (2010 : 21) yang peneliti rangkum, 1) bisa menggunakan latihan dengan bola digantung. gantungkan bola dengan menggunakan tali yang elastis yang tinggi bola disesuaikan dengan kemampuan atlet dan seterusnya. 2) dengan mengenai sasaran yang mengunakan lapangan sepaktakraw yang diberi tanda sebagai sasaran smash kedeng, 3) menggunakan simulasi dalam permainan, yang mana terdapat 3 pemain yang berputar searah jarum jam untuk gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 814 bergantian melakukan smash kedeng, yang target smash kedeng adalah sasaran lapangan yang sudah diberi anga-angka. adapun komponen kondisi fisik yang diperlukan dalam latihan sepaktakraw terutama dalam teknik samsh kedeng yaitu: eksplosif power otot tungkai, flexibility, koordinasi, kecepatan, kelincahan, keseimbangan dan ketepatan. selain komponenkomponen kondisi fisik yang di perlukan, aspek psikologi juga mempengaruhi dalam permainan permainan sepaktakraw, seperti motivasi berprestasi, percaya diri dan konsentrasi. maka untuk dapat menguasai smash dalam permainan sepaktakraw aspek-aspek kondisi fisik dan psikologi sangat mempengaruhi, dengan demikian untuk mencapai hasil yang maksimal seseorang pendidik/pelatih atlet harus memperhatikan komponen-komponen tersebut dan menerapkan pada atlet khususnya pada atlet klub sepaktakraw universitas negeri jakarta. berdasarkan dari banyaknya faktor yang mempengaruhi kemampuan smash kedeng pada atlet klub sepaktakraw universitas negeri jakarta, maka oleh karena itu untuk tidak memperluas pokok permasalahan agar penelitian ini lebih spesifik dan terarah, peneliti tertarik untuk melakukan penelitian dengan mengangkat judul “pengaruh eksplosif power otot tungkai, flexibility sendi panggul dan percaya diri terhadap keterampilan smash kedeng pada klub sepaktakraw universitas negeri jakarta”. keterampilan smash kedeng keterampilan merupakan kemampuan seseorang dalam melakukan gerakangerakan yang telah direncanakan terhadap target atau sasaran yang ditentukan. keterampilan dapat diketahui apabila seseorang telah melakukan aktivitas fisik seperti menembak, memanah, memukul, menendang atau melempar. sebagaimana pendapat widiastuti (2015 : 233) yang menyatakan bahwa gerak keterampilan adalah gerak yang mengikuti pola atau bentuk tertentu yang memerlukan koordinasi dan kontrol sebagian atau seluruh tubuh yang bisa dilakukan melalui proses belajar. harsono (2015 : 57) menyatakan bahwa meskipun seseorang pada akhirnya mempunyai satu spesialisasi keterampilan tertentu, pada permulaan belajar dia jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 815 sebaiknya dilibatkan dulu dalam berbagai aspek kegiatan agar dengan demikian dia memiliki dasar-dasar yang lebih kokoh guna menunjang keterampilan spesialisasinya kelak. oleh karena itu kita perlu untuk mendorong atlet muda untuk mengembangkan kemampuan gerak dan keterampilan gerak yang diperlukan untuk sukses dicabang olahraga yang dipilihnya. sedangkan menurut tudor o. bompa (29 :65) mengatakan keterampilan itu : the learning of new skill set has been suggested to be part process, which may not always be broken into discrete partas because the steps are often blended, during the first part of learning a new skill, the athtlete should receive a detailed explanation of the skill and observe the skill being peformed. maksudnya adalah pada intinya pembelajaran keterampilan atlet dapat dikuasai dengan baik apabila dilakukan suatu proses yang tersusun dan terprogram dalam waktu yang cukup lama maka keterampilan yang dimiliki atlet akan memuncak. suatu keterampilan jika tidak didukung oleh kesegaran jasmani maka atlet tersebut akan mengalami kesulitan dalam proses pencapaian puncak prestasi. seperti yang dikatakan achmad sofyan (2015 : 114) yaitu, diperlukan oleh atlet untuk komponen dasar bagi pengembangan keterampilan sesuai dengan karakteristik atlet sepaktakraw meliputi, koordinasi, keseimbangan, kecepatan, kecepatan reaksi, kelincahan, ketepatan dan power berdasarkan dari beberapa pendapat ahli diatas, seorang atlet wajib menguasai keterampilan sepaktakraw dalam permainan sepaktakraw seperti keterampilan smash kedeng, karena apabila seseorang memiliki keterampilan gerak yang mantap maka akan secara atomatisasi melukan gerak yang mahir. eksplosif power otot tungkai eksplosif power otot tungkai merupakan hasil gabungan gerak kerja dari kekuatan (power) dan kecepatan (speed). sedangkan menurut james tangkudung (2006 :69) mengatakan kekuatan (power) disebut juga dengan kekuatan elastis yaitu tipe kekuatan yang sangat diperlukan dimana otot dapat bergerak cepat terhadap suatu tahanan dan kombinasi dari kecepatan kontraksi dan kecepatan gerak disebut power. diperkuat dengan pendapat nicholas ratamess (2012 :13) daya ledak adalah gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 816 “assessed by the time needed to reach a threshold level of force or the amount of force produced per second”. dapat diartikan bahwa waktu yang dibutuhkan untuk mencapai tingkat ambang batas kekuatan atau jumlah tenaga maksimal yang dihasilkan dengan secepat mungkin (per detik). dengan demikian maka dapat disimpulkan bahwa daya ledak merupakan kecepatan kontraksi otot saat mengatasi beban secara eksplosif dengan waktu yang sesingkat-singkatnya. berdasarkan pendapat banyak ahli diatas penulis menarik benang merah bahwa daya ledak otot tungkai berpengaruh sebagai salah satu komponen fisik yang sangat dibutuhkan dalam smash kedeng dalam permainan sepaktakraw. flexibility sendi panggul dalam melakukan aktifitas apapun, seperti gerakan dalam olahraga, baik yang ringan atau pun olahraga yang berat, sederhana ataupun kompleks, pasti memerlukan yang namanya flexibility. karena bila dalam melakukan aktifitas gerakan tidak menggunakan flexibility, maka gerakan itu akan terlihat kaku dan akan mengalami permasalahan. sesuai menurut pendapat james tangkudung (2012 : 71) flexibility adalah kemampuan untuk melakukan gerakan persendian melalui jangkauan gerak yang luas. oleh karena itu flexibility merupakan unsur dasar yang harus ditingkatkan bagi setiap atlet suatu cabang olahraga yang menuntut keluasan gerak terkhususnya olahraga sepaktakraw yang manfaat flexibility dalam sepaktakraw menurut rick engel (2010 : 73) yaitu meningkatkan kemampuan berputar, meningkatkan daya tumpu, peningkatan pemulihan, dan berkurangnya cedera. percaya diri percaya diri merupakan suatu keyakinan seseorang terhadap segala yang dimiliki dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai berbagai tujuan di dalam hidupnya. menurut britton w. brewer (2009 : 51) percaya diri adalah: jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 817 “the belief that one has the internal resources, particularly abilities, to achieve success. self-confi dence is rooted in beliefs and expectations, and although there are multiple definitions of self-confi dence, they all refer to individuals’ beliefs about their abilities and/or their expectations about achieving success based on these abilities” dapat diartikan bahwa percaya diri adalah keyakinan pada diri sendiri bahwa memiliki kekuatan dalam diri sendiri, terutama kemampuan, untuk mencapai keberhasilan. percaya diri berasal pada keyakinan dan harapan, dan dapat disimpulkan bahwa percaya diri merupakan keyakinan individu tentang kemampuan mereka dan atau harapan untuk mencapai keberhasilan berdasarkan kemampuan pada diri sendiri. metode penelitian metode penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif, metode survei dengan teknik tes dan pengukuran. sedangkan teknik analisis mengunakan pendekatan analisis jalur (path analysis) riduwan dan engkos achmad kuncoro (2015 : 2) yaitu penelitian yang akan mengkaji atau yang akan menganalisis keterkaitan antar variabel penelitian dengan mengukur pengaruh langsung antara variabel endogen (variabel terikat) adalah y dengan variabel eksogen (bebas) adalah x1, x2, dan x3. penelitian ini melibatkan tiga variabel bebas (eksogen) dan satu variabel terikat (endogen), variabel eksogen terdiri dari : eksplosif power otot tungkai, flexibility sendi panggul dan rasa percaya diri. variabel endogen yaitu hasil smesh kedeng pada klub sepaktakraw universitas negeri jakarta. pola keterkaitan antar variabel terlihat pada gambar berikut ini: gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 818 sumber : riduwan, engkos achmad kuncoro, cara menggunakan dan memaknai path analisis, (bandung : alfabeta, 2012), h.6 gambar 11 : konstelasi kausal antar variabel x1, x2, x3, dan y keterangan : x1 : eksplosif power otot tungkai x2 : flexibility sendi panggul x3 : rasa percaya diri y : keterampilan smash kedeng penelitian ini dilakukan dilapangan latihan klub sepaktakraw universitas negeri jakarta, waktu pelaksanaan penelitian dibagi menjadi dua tahap, yaitu: tahap pertama pengajuan proposal dengan pada bulan november 2016. tahap kedua pengambilan data penelitian dilakukan pada bulan desember 2016, data yang terkumpul kemudian dilakukan pengolahan data, hingga penarikan kesimpulan dan penyelesaian penelitian secara keseluruhan. hasil dan pembahasan deskripsi data dari hasil penelitian bertujuan untuk memberikan gambaran umum mengenai penyebaran distribusi data, baik yang berupa ukuran letak distribusi frekuensi. harga-harga yang disajikan setelah diolah dari data mentah dengan menggunakan metode statistik deskriptif, yaitu nilai maksimum, nilai minimum, jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 819 rentang, rata-rata, simpangan baku dan varians. data yang diambil hasil dari pengolahan data mentah yang telah di t-skor. rangkuman hasil perhitungan statistik sebagai berikut: tabel 2. rangkuman hasil penelitian statistik variabel x1 x2 x3 y jumlah sampel (n) 30 30 30 30 nilai maksimum 62,36 63,47 64,16 67,39 nilai minimum 29,61 19,05 31,87 32,54 rentang(range) 32,75 44,42 32,29 34,85 rata-rata (x) 50.00 50,00 50,00 50,00 simpangan baku (s) 10,00 10,00 10,00 10,00 varians (s2) 100,00 100,00 100,00 100,00 keterangan : x1 : eksplosif power otot tungkai x2 : flexibility sendi panggul x3 : percaya diri y : keterampilan smash kedeng sepaktakraw. 1. keterampilan smash kedeng (y) berdasarkan data hasil penelitian mengenai keterampilan smash kedeng (y) diperoleh skor terendah 32,54 skor tertinggi 67,39 sehingga diperoleh rentangnya 34,85 dari perhitungan statistik diperoleh nilai rata-rata sebesar 50,00 simpangan baku (s) sebesar 8,52 dan varians sebesar 72,59 untuk memberikan gambaran tentang data mentah keterampilan smash kedeng (y) dapat disusun distribusi frekuensi sebagai berikut : gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 820 tabel 3. daftar distribusi frekuensi keterampilan smash kedeng (y) kelas interval frek. absolut frek. relatif frekuensi kumulatif 32,54 – 38,34 3 10,0% 10,00% 38,35 – 44,15 4 13,3% 23,3% 44,16 – 49,96 6 20,0% 43,3% 49,97 – 55,77 11 36,7% 80,0% 55,78 – 61,58 3 10,0% 90,0% 61,59 – 67,39 3 10,0% 100% total 30 30 100% dari 30 orang sampel penelitian jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan keterampilan smash kedeng (y) di atas kelompok rata-rata sebanyak 13 orang (43,3%), berada di bawah kelompok rata-rata sebanyak 6 orang (20%), dan 11 orang (36,7 %) berada pada kelompok rata-rata. hasil penelitian tentang hasil keterampilan smash kedeng (y) dapat ditampilkan dalam bentuk histogram berikut ini: gambar 20. histogram keterampilan smash kedeng jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 821 2. eksplosif power otot tungkai (x1) berdasarkan data hasil penelitian mengenai eksplosif power otot tungkai (x1) diperoleh skor terendah 29,61, skor tertinggi 62,36 sehingga diperoleh rentangnya 32,75. dari perhitungan statistik diperoleh nilai rata-rata sebesar 50,00 simpangan baku (s) sebesar 10,00 dan varians sebesar 100,00. untuk memberikan gambaran tentang data mentah eksplosif power otot tungkai (x1)dapat disusun distribusi frekuensinya sebagai berikut : tabel 4. daftar distribusi frekuensi eksplosive power otot tungkai kelas interval frek. absolut frek. relatif frekuensi kumulatif 29,61 – 35,06 2 6,7% 6,7% 35,07 – 40,52 6 20,0% 26,7% 40,53 – 45,98 5 16,7% 43,4% 45,99 – 51,44 1 3,3% 46,7% 51,45 – 56,90 6 20,0% 66,7% 56,91 – 62,36 10 33,3% 100% total 30 30 100% dari 30 orang sampel penelitian jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan eksplosif power otot tungkai (x1) di atas kelompok rata-rata sebanyak 13 orang (43,4%), berada di bawah kelompok rata-rata sebanyak 16 orang (53,3%), dan 1 orang (3,3%) berada pada kelompok rata-rata.hasil penelitian tentang hasil eksplosif power otot tungkai (x1) dapat ditampilkan dalam bentuk histogram berikut ini: gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 822 gambar 21. histogram eksplosif power otot tungkai 3. flexibility sendi panggul (x2) berdasarkan data hasil penelitian mengenai kecepatan reaksi (x2) diperoleh skor terendah 19,05, skor tertinggi 63,47, sehingga diperoleh rentangnya 44,42. dari perhitungan statistik diperoleh nilai rata-rata sebesar 50,00, simpangan baku (s) sebesar 10,00 dan varians sebesar 100,00. untuk memberikan gambaran tentang data mentah fleksibiliti sendi panggul (x2) dapat disusun distribusi frekuensinya sebagai berikut : tabel 5. daftar distribusi frekuensi flexibility sendi panggul (x2) kelas interval frek. absolut frek. relatif frekuensi kumulatif 19,05 – 26,66 1 3,3% 3,3% 26,67 – 34,28 0 0,0% 3,3% 34,29 – 41,90 6 20,0% 23,3% 41,91 – 49,52 3 10,0% 33,3% 49,53 – 57,14 11 36,7% 70,0% 57,15 – 64,76 9 30,0% 100,% total 30 30 100% dari 30 orang sampel penelitian jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan flexibility sendi panggul (x2) di atas kelompok rata-rata sebanyak 10 orang (33,3%), berada di bawah jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 823 kelompok rata-rata sebanyak 9 orang (30,0%), dan 11 orang (36,7%) berada pada kelompok rata-rata. hasil penelitian tentang fleksibiliti sendi panggul (x2) dapat ditampilkan dalam bentuk histogram berikut ini: gambar 22. histogram flexibility sendi panggul 4. percaya diri (x3) berdasarkan data hasil penelitian mengenai percaya diri (x3) diperoleh skor terendah 31,87, skor tertinggi 64,16 sehingga diperoleh rentangnya 32,29. dari perhitungan statistik diperoleh nilai rata-rata sebesar 50,00, simpangan baku (s) sebesar 10,00 dan varians sebesar 100,00. untuk memberikan gambaran tentang data mentah percaya diri (x3) dapat disusun distribusi frekuensinya sebagai berikut: gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 824 tabel 6. daftar distribusi frekuensi percaya diri dari 30 orang sampel penelitian jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan percaya diri (x3) di atas kelompok rata-rata sebanyak 12 orang (39,9%), berada di bawah kelompok ratarata sebanyak 10 orang (33,4%), dan 8 orang (26,7%) berada pada kelompok ratarata. hasil penelitian tentang hasil percaya diri (x3) dapat ditampilkan dalam bentuk histogram berikut in: kelas interval frek. absolut frek. relatif frekuensi kumulatif 31,87 – 37,25 3 10,0% 10,0% 37,26 – 42,64 4 13,3% 23,3% 42,65 – 48,03 5 16,6% 39,9% 48,04 – 53,42 8 26,7% 66,6% 53,43 – 58,81 2 6,7% 73,3% 58,82 – 64,20 8 26,7% 100% total 30 30 100% jufrianis. pengaruh eksplosive power otot tungkai, flexibility....................... 825 gambar 23. histogram percaya diri daftar pustaka anon. undang-undang tahun 20005 tentang sistem keolahragaan nasional bandung: fokusindo mandiri, 2005 abdul aziz hakim, sudarsono, dan arif bulqini. sepak takraw . surabaya: unesa university press, 2007. amelia f, bermain sepak takraw. semarang : pt.aneka ilmu, 2008. asep yoga permana, bermain dan olahraga sepak takraw. surabaya: insan cendekia, 2008. asry syam, keterampilan service atas dalam permainan sepak takraw. jakarta: tesis pps unj, 2009. bompa, tudor o. theory and methodology of training. iowa: kendal / hunt publishing company, 2009. decapario, richard. aplikasi teori pembelajaran motorik di sekolah. jogjakarta: diva press, 2013. dinata, marta. rahasia latihan sang juara menuju prestasi dunia. jakarta: cerdas jaya, 2005. engkos, riduan acmad kuncoro, cara menggunakan dan memaknai analisis jalur (path analisis). bandung: alfabeta, 2008. engel, rick. dasar-dasar sepak takraw . bandung: pakar raya, 2010. furqon m. mendidik anak dengan bermain. surakarta: 2006. gatz, greg. complete conditioning for soccer. new york: hill companies, inc, 2009. hanif, achmad sofyan. kepelatihan dasar sepaktakraw. jakarta: pt bumi timur jaya, 2015. hanif, achmad sofyan. sepaktakraw untuk pelajar. jakarta: pt bumi timur jaya, 2015. hanif, achmad sofyan dan asry syam. sepaktakraw pantai. jakarta: pt bumi timur jaya, 2015. gladi jurnal ilmu keolahragaan, vol 8, no. 1 april 2017 826 hendri, zainuddin. sepak takraw: sejarah, teknik dasar permainan, & peraturan sepak takraw. palembang: aulia cendekian press, 2012. irawadi. kondisi fisik dan pengukurannya. padang: fakultas ilmu keolahragaan universitas negeri padang, 2011. ismaryati.tes dan pengukuran olahraga. surakarta: sebelas maret university press, 2009 lubis, johansah., hendro wardoyo. pencak silat. jakarta: pt raja grafindo persada, 2014. lembaga akreditasi nasional keolahragaan. teori kepelatihan dasar. jakarta: kementrian negara pemuda dan olahraga, 2007. mansur. hubungan antar kelentukan dan panjang tungkai dengan keterampilan servis atas bermain sepak takraw. jakarta: tesis pps unj, 2005. magill, richard a. motor learning and control, concept and application ninth edition. new york: mcgraw hill companies, 2011. pb.psti. majalah takraw mania edisi 01 oktober-november. jakarta, 2005. riduwan, dasar-dasar statistik. bandung: alfabeta, 2009. sofyan, m. permainan sepak takraw. jakarta selatan: cv ricardo, 2009. syah, hidayat. metodologi penelitian pendidikan pendekatan verifikatif. yogyakarta: pt. lkis printing cemerlang, 2010. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 102-114 permalink/doi: https://doi.org/10.21009/gjik.122.03 the effect of body mass index, balance and explosion on shooting in futsal anita 1 , ika novitaria marani 2 , yusmawati 2 1 indonesian national sports committee, jakarta province, jl. tanah abang i no.2, rt.11/rw.8, petojo sel., kecamatan gambir, kota jakarta pusat, daerah khusus ibukota jakarta, indonesia 10160 2 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: anitauwf27@gmail.com abstract. the purpose of this study was to determine the effect of body mass index (bmi), dynamic balance and leg muscle explosive power on the results of women's futsal shooting. the research subjects were 21 athletes of the netic ladies futsal club with a total sampling technique. the survey method uses an instrument for measuring height using a microtoice device, measuring weight using a digital scale, measuring balance using a modified an balance, limb muscle explosive power using a triple hop jump measurement and measuring shooting results using a fifth circle an shooting through path analysis techniques. testing data analysis through the requirements of normality test, linearity test and significance test. the results of the study obtained a significant value of bmi on leg muscle explosive power with a significance value (0.618), balance to leg muscle explosive power (0.511), bmi to shooting result (0.587), balance to shooting result (0.080), limb muscle explosive power to shooting result (0.049). the conclusions of the study (1) there is no effect of bmi on leg muscle explosive power, (2) there is no effect of dynamic balance on leg muscle explosive power, (3) there is no effect of bmi on shooting results, (4) there is no effect of dynamic balance on shooting results and (5) there is an effect of leg muscle explosive power on the results of shooting netic women's futsal. keyword : body mass index, dynamic balance, explosion power, futsal shooting. mailto:anitauwf27@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june103 anita, ika novitaria marani, yusmawati introduction futsal is the fastest growing indoor sport in the world (cosmin & mircea., 2014). this sport is one type of football game which is distinguished by a goal, field, smaller ball and game rules from conventional football which is usually played on a large outdoor field with a larger ball and goal size but futsa. played indoors with a smaller field and goal size (huang et al., 2013; lhaksana, 2011). indonesian women's futsal actively participated in competitions at the international level and was able to win titles for indonesia. at the aff 2016 event, indonesia was represented by the jaya kencana angel team to take part in the interclub championship in southeast asia which was held in thailand and indonesia to win the 2016 aff title. after going through the penalty shootout and at the 2017 sea games, indonesia had to lose in goal productivity against vietnam, the indonesian team had to concede a goal first by vietnam. therefore, the shooting technique is one of the most decisive aspects in the game of futsal, without shooting there will be no chance of a goal to win the match. in achieving the highest achievement there are four important aspects to be prepared, namely technical, physical, tactical and mental aspects(lubis, 2013; sari et al., 2018)starting from preparation, namely the process of practicing until competing so that athletes can achieve the highest achievement. physical ability factors that can directly affect shooting skills in female futsal athletes futsal(mohammed et al., 2014). to get the maximum ball shooting results, the ball must be pushed with good leg explosive power and the ability to maintain body position when shooting properly while shooting and anthropometry of athletes. shooting shooting is a basic technique in the game of futsal (daryanto, 2013; polidoro et al., 2013). this technique can be known as the skill of kicks or shots that lead to the opponent's goal. shooting the ball (shooting) is an athlete's attempt to manipulate the ball as fast as possible towards the opponent's goal with the back of the foot with the aim of scoring goals.(nurhasanah et al., 2017). manipulation of the ball is done with all parts of the body, especially the legs except the arms and hands(cosmin & mircea, 2014; nurwiyandi, 2019). so that the goal of the game is to score as many goals as possible against the opponent's goal to make the team win a match.(atmojo & bulqini, 2019). shooting can be done in several attacking situations such as open play, set piece set pieces, penalty kicks, shootouts and power play. the shooting area is divided into three, namely the center area (middle), ala/flank area (side) and the half space area gladi jurnal ilmu keolahragaan, 12 (02), june104 anita, ika novitaria marani, yusmawati between the middle and side areas. (friday & faruk, 2019). the shooting action consists of several stages that need to be considered at the initial stage of placing the pedestal beside the ball along with swinging the dominant foot which will hit the ball quickly and strongly because the weight of the futsal ball is quite heavy until the final stage of stepping forward. for produce a fast ball speed depending on the greater the angular velocity and also the force given by the foot when performing the shooting kick technique, the ball speed will be faster (hidayat & rusdiana, 2018). to produce a good shooting, the balance of the supporting leg needs to be considered in shooting or the pedestal is much more important to help aim at the target (bigoni et al., 2017) in addition, when shooting the anthropometric aspects of athletes, namely height and weight, affect shooting results where athletes who have an ideal bmi will help athletes develop shooting skills well and achieve maximum results, but athletes who have a bmi that are too low and are obese will hinder shooting skills to be not optimal. body mass index body mass indexor bmi is a component that is calculated from the results of height and weight. bmi is part of anthropometry which directly affects the athlete's appearance(faridho, 2016). bmi is an aspect that is used for talent search in almost all sports that is adapted to the character of the game of each athlete's sport. to find the body mass index value can be calculated by the formula bmi = weight (kg) / height (m)²(balbasi et al., 2016). to get a bmi value, an athlete must go through measurements of height and weight height plays an important role in sports, especially in the search for physical talent, anthropometry. athletes who have a height that is above average will make it easier to place playing positions and make it easier to develop skills(fakhrullah, 2017). height can be measured using a microtoice and stadiometer easy to use and can be anywhere(baharudin et al., 2017). body weight is the total mass of a person's body. with an ideal body weight helps athletes to achieve high performance(borgen & garthe, 2011). overall body weight can be measured using a manual or digital scale. bmi will affect shooting results where the ideal bmi will help athletes develop shooting skills well and achieve maximum results, but athletes who have a bmi that is too low and obesity will hinder shooting skills from being optimal. (mahfud et al., 2020). in addition, bmi that is too high and low due to the dynamic movement of futsal shooting skills when shooting can cause a risk of injury if you cannot maintain body balance. a normal athlete's bmi is a concern to regulate athlete nutrition to achieve maximum athlete performance levels in gladi jurnal ilmu keolahragaan, 12 (02), june105 anita, ika novitaria marani, yusmawati power(pantelis t nikolaidis et al., 2019). athletes who are too thin have less than optimal explosive power because the muscle mass needed to perform explosive power is not sufficient, while athletes who have a high bmi are too fat, especially in women, to be more easily injured because there is too much fat mass in the body so that muscle unable to perform maximum explosive power and the joints are too heavy to withstand excessive weight. balance balance is the ability of muscles to maintain postural stability and alignment in either a static or dynamic state(susiono, 2012). in futsal, which consists of many skills, it is important to have good body stabilization. postural stability can be defined as a person's ability to maintain their center of gravity (cog).(rogers et al., 2013). balance is a very important working component in any work system(ammoo et al., 2014). in a state of moving and not moving or fixed. static balance is the ability to maintain posture or body position when the body is at rest, this skill is used to maintain self-control to keep the organs of the body stable both at rest.(saddle, 2016). balance ability is an important component in the development of motor skills (jadczak et al., 2019). futsal is a game with mastery of complex physical and movement skills that requires a good level of dynamic body balance in performing motion performances. physical movement activities and dynamic technical skills require good body balance at the beginning, execution and continuation of motion when shooting. balance when shooting becomes the initial position by placing the foot on the pedestal and then swinging the leg backwards by positioning the center of gravity straight with the ball and adjusting the arm against the swing position of the leg. then at the shooting stage, the leg swings forward with a fixed cog position then ends the fast movement following the direction of the leg swing that has hit the ball impact in a dynamic balance condition. the balance of athletes when shooting is influenced by aspects of the quality of the muscles when doing explosive power, especially the muscles that work dominantly on the limbs to the maximum. explosion power explosive power or power is the strength and speed of dynamic, explosive muscle contraction and involves maximum muscle ability in a fast time. this fast muscle strength depends on maximum strength, speed of muscle contraction and intramuscular coordination.(sidik et al., 2019). good explosive power development can provide benefitsto prevent the first injury(vretaros, 2017). futsal is a sport that favors physical and technical combat. movement activities that are carried out briefly and quickly, as gladi jurnal ilmu keolahragaan, 12 (02), june106 anita, ika novitaria marani, yusmawati well as shooting skills in futsal, are carried out quickly on a ball that has a fairly heavy weight. so that explosive power is needed to kick both close and long distances towards the goal, duel physically, protect the ball, head the ball and throw the ball for a goalkeeper. the match is played with high intensity using many dynamic skills, with rapid changes to outperform the opponent, it is necessary to use explosive power that is more dominant in the leg muscles. (nez et al., 2018). the explosive power of the leg muscles at the time shooting there are several leg muscles that contract and support muscles large muscles that contract such as the primary tibialis anterior muscle, gastrocnemius, quadriceps, hamstring and second muscles or other supporting muscles in shooting movements. so that in shooting the athlete is required to remain in a stable position to maintain the pedestal and the position of the body that is carrying out dynamic movements by maintaining the muscles, especially the legs. to produce a maximum shooting rate, the leg muscles must work explosively with strong and fast when swinging and when impacting the ball. therefore, the aim of this study was to examine the effect of body mass index, dynamic balance and leg muscle explosive power on shooting results in female futsal athletes. method quantitative research is a method for testing certain theories by examining the relationship between variables(sugiyono, 2012). in this study the data in the form of numbers are analyzed using statistical data and based on the philosophy of positivism which is used to examine the population and samples, data collection using research instruments, quantitative data analysis with the aim of testing the established hypothesis(alfianika, 2018). with survey techniques in collecting data in the field further through path analysis techniques. path analysis is the relationship of influence between independent variables, intervening variables and dependent variables. by testing each variable using a predetermined test instrument for each variable. the independent variables are body mass index and dynamic balance, the intervening variable is leg muscle explosive power and the dependent variable is shooting futsal with the design of testing the object of research by providing physical, anthropometric and skill tests. to obtain bmi data using a height test instrument using a microtoice tool, to measure weight a digital scale is used, to measure shooting results using a fifth circle test, to measure balance using a modified an balance test and to measure leg muscle explosive power using a triple hop instrument. jump. gladi jurnal ilmu keolahragaan, 12 (02), june107 anita, ika novitaria marani, yusmawati by testing the two structural subs 1 with the equation x3 = px3x1 + px3x2 + e1 and structural subs 2 y = pyx1 + pyx2 + pyx3 + e2. figure 1. research design (source: noor, 2011) figure 2. structural subs 1 figure 3. structural subs 2 information : x1 : body mass index x2 : balance x3 : explosive leg muscle power y : shooting from the data obtained through the descriptive analysis stage, the normality test of the data using the normality test of estimated error using the liliofers technique, linearity test and path analysis test the research was carried out on the netic ladies cibinong futsal team with a total sample of 21 athletes in the planet futsal field, cibinong , bogor regency. results and discussion from the data obtained, it must go through data processing with descriptive statistical analysis techniques to find the total sample, lowest value, highest value, average value, standard deviation, variance and frequency distribution. then through the data normality test phase using the estimation error normality test using the liliofers technique, linearity test and path analysis hypothesis testing using spss version 22. descriptive analysis table 1. statistical data of research results descriptive statistics n min max sum mean std. dev x1 21 30 76 1050 50.00 10,000 x2 21 19 54 1050 50.00 10,000 x3 21 31 67 1050 50.00 10,000 x3 21 32 71 1050 50.00 10,000 data normality test estimated error using the liliofers technique using a value of 0.05. from the total sample results, the l0 table value is obtained for the number of samples as many as 21 people, namely 0.193. by testing if l0 count < l0 table then the data is normally distributed and if l0 count > l0 table then the data is not normally distributed. table 2. normality test results of estimated error error l0 count l0 table conclusion x 1 x3 x 2 y x1 x3 x2 y x1 x3 x2 gladi jurnal ilmu keolahragaan, 12 (02), june108 anita, ika novitaria marani, yusmawati x3 over x1 0.102 0.193 normal x3 over x2 0.126 0.193 normal y over x1 0.133 0.193 normal y over x2 0.147 0.193 normal y over x3 0.152 0.193 normal from the results of the normality test of the data that has been obtained, the data between the variables in the study is included in the category of normally distributed data. linearity test the next stage is linearity test by testing if l0 count > 0.05 then it can be concluded that there is a linear effect between variables and if l0 count < 0.05 then it can be concluded that there is no linear effect. table 3. linearity test results variable l count sig (0.05) conclusion x3 to x1 0.826 0.05 linear x3 to x2 0.117 0.05 linear y to x1 0.460 0.05 linear y to x2 0.024 0.05 linear y to x3 0.312 0.05 linear from the results of the linearity test of the data that has been obtained, the data between variables in the study has a significant linearity. test path analysis table 4. substructural test results 1 variable beta tcount sig =0.05 x1 to x3 0.118 0.507 0.618 x2 to x3 0.156 0.671 0.511 table 5. results of substructural test 2 variable beta tcount sig =0.05 x1 to y (-0.110) (-0.554) 0.587 x2 to y 0.372 1,860 0.080 x3 to y 0.413 2.066 0.49 based on the table above, it can be concluded that from the results of the analysis of research data, it was found that the significance value of the influence of the body mass index on the explosive power of the leg muscles was 0.618 > 0.05, so the body mass index did not give a significant direct effect on the explosive power of the leg muscles with the percentage of direct influence obtained. of (0.118) or 11.8% and the remaining 89.2% is influenced by other variables. in a dynamic futsal game and requires a greater composition of leg muscle mass than fat mass so that body weight is expected to be more dominant by muscles. however, bmi cannot describe the quality and quantity of muscles in the legs specifically that affect explosive power in the leg muscles. if the athlete has a bmi that is too high and too low, it will reduce the quality of the explosive power of the leg muscles(pt nikolaidis, 2014). from the results of the study, it was found that the female futsal athlete netic had a normal bmi and good explosive power. however, bmi is not a significant aspect that affects leg muscle gladi jurnal ilmu keolahragaan, 12 (02), june109 anita, ika novitaria marani, yusmawati explosive power(pt nikolaidis & ingebrigtsen, 2013). the significance value of the effect of dynamic balance on leg muscle explosive power was 0.511 > 0.05 so that dynamic balance had no effect on leg muscle explosive power for female netic futsal athletes with the percentage of direct influence of dynamic balance on leg muscle explosive power as much as 0.156 or 15.6% and 84 ,4% influenced by other variables. when futsal athletes make strong and fast explosive movements, there is a change in the center of gravity so that dynamic balance affects only postural stability and to reduce the risk of falling during landing, especially for female athletes. however, this will not be optimal and will only run for a fraction of a second if the postural stability is not supported by good muscle ability(anolopoulos et al., 2015). when the muscle condition is not strong, the dynamic balance will not be optimal to maintain muscle postural stability when doing explosive power, especially in the leg muscles. so that the dynamic balance aspect is not a significant aspect to affect the explosive power of the leg muscles(erkmen et al., 2010). therefore dynamic balance is not a significant variable that affects the explosive power of the leg muscles, this is because dynamic balance only helps changes in motion when the body performs explosive muscle movements, especially the explosive power of the leg muscles for only a fraction of a second. from the results of research data analysis, it was found that the significance value of the direct effect of body mass index on shooting results was 0.587> 0.05, so it can be concluded that the body mass index does not have a significant effect on the shooting results of netic's women's futsal with the percentage of direct influence as much as (0.110) or (-11%). from the results of the analysis of futsal data, female netic athletes have different bmis in the category of severe underweight to fall-overweight and have different shooting results. so that athletes in any bmi category can do good shooting because the aspect of bmi is too general to affect the shooting results of athletes so that the effect of bmi on shooting female futsal athletes is not significant.(lusiana,2015). bmi in overweight futsal athletes allows the body to have more muscle mass than fat mass so that overweight athletes can do good shooting. shooting is a complex series of basic motion performances so that bmi has no significant effect on shooting(frey & chow, 2006). however, if the athlete is overweight which is caused by the dominance of free fat mass, especially in female athletes from adolescence to adulthood, this will hinder the rate of shooting so that the shooting results gladi jurnal ilmu keolahragaan, 12 (02), june110 anita, ika novitaria marani, yusmawati are not optimal and the body is too heavy so that it is prone to injury. the significance value of the direct effect of dynamic balance on shooting results is 0.080 > 0.05, so dynamic balance has no significant effect on shooting results for women's futsal athletes, with a beta value of 0.372 or 37.2% and 62.8% influenced by other variables. dynamic balance is one of the physical components that directly affect futsal shooting(agustiawan, 2018; rosita et al., 2019). in the implementation of shooting to get good shooting results, dynamic balance is needed to be mastered by athletes to maintain postural stability when doing fast movements during a series of shooting. however, dynamic balance in female athletes has no significant effect on shooting results. this shows that athletes with different dynamic balance abilities can get maximum shooting results. however, dynamic balance is not a significant aspect to affect shooting results for female futsal athletes(evangelos et al., 2012; nagasawa et al., 2011). this is because to produce a fast and strong shooting rate, dynamic balance must be balanced with good and maximum muscle quality to maximize postural stability when shooting. the significance value of the effect of leg muscle explosive power on shooting results is 0.04 > 0.05, then leg muscle explosive power has a significant direct effect on shooting results for female futsal athletes with a direct percentage of 0.413 or 41.3% and 59 ,7% of the other variables from these results is the biggest influence on the research that has been carried out on female futsal athletes. explosive power is a very important aspect that can affect athletes' shooting results(ermassi et al., 2011). with maximum explosive power, it will produce maximum shooting performance. in this study, leg muscle explosive power is one of the most decisive components of physical condition in futsal shooting results.(arifin, 2017; nazala, 2016). this is caused by the weight of the futsal ball which is quite heavy so that the athlete's leg muscles must work more explosively quickly and strongly which will produce a faster ball impulse when impacting the ball and the ball will reach the goal faster. conclusion based on hypothesis testing, it can be concluded that (1) there is no effect of bmi on leg muscle explosive power, (2) there is no effect of dynamic balance on leg muscle explosive power, (3) there is no effect of bmi on shooting results, (4) there is no effect dynamic balance on the shooting results and (5) there is an effect of leg muscle 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(2018). evaluasi program pemusatan latihan daerah (pelatda) bolavoli pasir putri dki jakarta. jurnal ilmiah sport coaching and education, gladi jurnal ilmu keolahragaan, 12 (02), june114 anita, ika novitaria marani, yusmawati 2(1), 8–16. https://doi.org/doi: https://doi.org/10.21009/jsce.02102 sidik, d. z., pesurnat, p. l., & ari, l. (2019). pelatihan kondisi fisik.pdf (nita (ed.); 1st ed.). remaja rosadakrya offset. https://rosda.co.id/beranda/749pelatihan-kondisi-fisik.html sugiyono. (2012). statistika untuk penelitian (e. mulyatiningsih (ed.); 13th ed.). alfabeta. susiono, r. (2012). buku the secret power of mind and body unification.pdf (a. yb (ed.); 1st ed.). garuda indonesia perkasa. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 400-416 permalink/doi: https://doi.org/10.21009/gjik.134.05 evaluation of the development program anemon dive club noprian tri handoko,1achmad sofiyan hanif1,yasep setiakarnawijaya1 1physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13320 corresponding email: handokotri306@gmail.com abstract this study aims to evaluate the coaching program of the anemon dive club, which is a sports association that fosters and develops swimming sports in indonesia. in this evaluation, the study used a survey method using the cipp model, namely, context, input, process, product. from the results of this study it is concluded that: the context stage, the anemon dive club coaching program is considered very good, the implementation carried out is according to the vision and mission. then the goals and strategic plans serve as guidelines and references in the implementation of the anemone dive club program. the input stage, which involves association performance, coaching and training programs, athletes, the availability of coaches, infrastructure and funding sources is considered very good, which is 83.5%. the process stage includes the implementation of the coaching program and the effectiveness of the program implementation is considered good, with an average rating of 82.98%. the last stage, namely the stage of the product being evaluated is the achievement of targets regarding the assessment of the pattern of coaching carried out. then the next achievement in the academic field by participating in and winning events in diving, athletes who excel can enter excellent schools with an achievement pathway, so that in addition to sports achievements, academic achievements can also be obtained. keywords: program evaluation, cipp model and anemone dive club gladi jurnal ilmu keolahragaan, 13 (04), december401 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya introduction sport is a lifestyle for many people, even in groups or individuals. sport has become a special need that is indispensable, as time goes by, technology and scientific advances in the field of sports have turned into a necessity in human life and nowadays it has grown rapidly and is in demand by many people, from children to adults. in this case, sports have developed rapidly through coaching in the development of sports achievements that have been carried out and directed to achieve sports achievements at the regional, national and international levels. diving is one of the oldest sports in human civilization. this sport has been a part of human life since its inception and helps humans survive in rivers and oceans. in indonesia, the sport of diving has developed very rapidly so that there are many clubs in big cities throughout indonesia that are in great demand and also have high-achieving athletes. the anemon dive club is a diving club under the auspices of mrs. endang as a club coach and as an administrator of pb possi lampung. many diver seeds were born by the anemone dive club to represent championships in local to national competitions. even though the anemone dive club has outstanding athletes, it still lacks many in terms of coaching and training programs. in the republic of indonesia law no. 3 of 2005 article 1, paragraph (3) states that the national sports system is all aspects of sports that are interrelated in a planned, systematic, integrated and sustainable manner as a whole which includes regulation, education, training, management, development fostering. and supervision to achieve national sporting goals. the scope of sports includes 3 forms of sports activities, namely educational sports, recreational sports and achievement sports. (widowati, 2015) in coaching there are several factors that must be considered, including infrastructure, coaches, organizational systems, financing, and recruiting athletes. in sports infrastructure, it plays a very important role to support sports coaching and development. the sports infrastructure needed for sports coaching and development should meet national and international standards. the aim of coaching is to get competitive and significant success with gladi jurnal ilmu keolahragaan, 13 (04), december402 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya a number of coaches as the goal of the success of the programs they run. evaluation and assessment is a determination and achievement of goals in a coaching program. assessment is a form of testing system in coaching diving clubs and to find out how far the athlete has mastered the coaching program objectives that have been selected or set by the coach in a coaching. therefore, the assessment can be obtained from a very accurate information about the implementation of successful development of diving athletes which is measured and obtained based on the achievement of the objectives of the coaching program. the implementation of program evaluation is an activity process to collect, describe, conclude or obtain useful information directly, so that it can be used as an appropriate alternative for making decisions and also to evaluate if there is an error or improvement. the evaluation of this program is very important, because it aims to find out and determine facts about the running of public policy implementation in the field which results can be positive and negative. if the evaluation that has been carried out in a professional manner can produce findings that are objectively in the form of data that is analyzed and the conclusions cannot be manipulated, which in turn will provide benefits to the relevant guidance organization in the development program itself. based on the results of observations and interviews with the anemon dive club management, that there has never been an evaluation of a diving club coaching program, the evaluation process has not been carried out comprehensively in the club, has not systematically arranged training programs in diving, there is no adequate infrastructure, lack of attention as well as the quality of coaches who still do not have a coaching license certificate either at the anemon dive club, or the budget spent from the club. the implementation of program evaluation is an activity process to collect, describe, conclude or obtain useful information directly, so that it can be used as an appropriate alternative for making decisions and also to evaluate if there is an error or improvement. the evaluation of this program is very important, because it aims to find out and determine facts about the running of public policy implementation in the field which results can be positive and negative. if the evaluation that has been gladi jurnal ilmu keolahragaan, 13 (04), december403 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya carried out in a professional manner can produce findings that are objectively in the form of data that is analyzed and the conclusions cannot be manipulated, which in turn will provide benefits to the relevant guidance organization in the development program itself. based on the results of observations and interviews with the anemon dive club management, that there has never been an evaluation of a diving club coaching program, the evaluation process has not been carried out comprehensively in the club, has not systematically arranged training programs in diving, there is no adequate infrastructure, lack of attention as well as the quality of coaches who still do not have a coaching license certificate either at the anemon dive club, or the budget spent from the club. this evaluation aims to provide an overview of the results of the coaching program in the hope that it can help administrators, coaches, athletes to improve and optimize athletes' achievements, to reach even higher levels, and as a reference for club administrators to pay attention to fostering sports achievement. diving with all aspects that support athletes' achievements and also as a reference for advancing sports achievements, especially in diving. from the description above, the researchers are interested in evaluating the anemon dive club coaching program using the cipp method. this evaluation discusses the anemon dive club coaching program such as the background of the coaching program, the objectives of the coaching program, the coaching program, coaches, athletes, facilities and infrastructure, financing, parental support, implementation of coaching programs, the process of implementing training programs, monitoring and evaluation of achievements. program evaluation program evaluation is one in a series of activities which can be carried out deliberately to determine the degree to which the success rate of the program we will achieve. thus it can be said that program evaluation knowledge is the construction of knowledge structures or the ability to know to what extent the carefully planned activities can be achieved (mesiono, 2017). program evaluation is a series of activities carried out deliberately and carefully to determine the level of implementation or success of a program gladi jurnal ilmu keolahragaan, 13 (04), december404 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya by knowing the effectiveness of each component, both on ongoing programs and programs that have passed. (nia, may istiyani, 2019) according to mugiadi in sudjana, he explained that program evaluation is an effort to gather information about a program, activity or project. (lazwardi, 2017) so that definition program evaluation is an activity to collect information in a project. based on this definition, in program evaluation we must know the sequence of programs and structures that we have designed so that we can find out the success rate of the programs we have made. in this case, what researchers will evaluate is the program evaluation at the anemon dive club. coaching guidance is an educational effort both formal and non-formal which is carried out consciously, planned, directed, regularly and responsibly in order to introduce, grow, assist and develop a balanced, intact and aligned personality basis of knowledge and skills according to talent, tendencies and desires and abilities as provisions for further on their own initiative, adding, enhancing and developing themselves, others and their environment towards achieving optimal dignity, quality and human capabilities and an independent person (siti nisrima, muhammad yunus, 2016). sports coaching is a pattern as "the main guideline and is the basis for the preparation of indonesian sports development programs that take place in an integrated and sustainable manner" (melfa br nababan, rahma dewi, 2018). achievement coaching is an action that is carried out efficiently, effectively and sustainably to achieve better results, namely athletes' achievements at the national and international levels (muslima & himam, 2016) sports coaching, apart from being largely determined by the professionalism of human resources, is also determined by the support of facilities, policies, funds and operationalization of sports coaching management in a professional manner (rumini & rani, 2016) anemone dive club according to husni, diving is a healthy sport because almost all muscles of the body move and develop by coordinating the strength of each diver (widiastuti, 2017). diving is a sport that gladi jurnal ilmu keolahragaan, 13 (04), december405 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya involves all muscles in all parts of the body (febrianta, 2016). starting from his passion for water sports, mrs. prihartini and her colleagues were involved in an interesting discussion about diving in 2014. then they immediately formed the anemon dive club to provide the best and structured water sports program for all ages. the anemone dive club aims to play an important role in the development of aquatic sports. having been formed by mrs. prihatrini and colleagues with professionalism and discipline. anemon dive club is committed to providing the best quality program service, for members and the community. then with the availability of facilities and certified and experienced national instructors, the anemon dive club strives as a diving club to be the best in lampung, lampung province and national. evaluation model nowadays the theory that we know about many evaluation models is used to evaluate a program. some of the program evaluation models were developed by experts, kaufman and thomas in arikunto and cepi: (azmi, 2016). goal oriented evaluation this model is the model that appeared at the earliest. the object of observation in this model is the goal of the program that has been set long before the program starts. evaluation is carried out continuously, continuously, checking to what extent these objectives have been carried out in the program implementation process. this model was developed by tyler (fikri, 2016). formative sumative evaluation model the object of evaluation in this model is the behavior of students, including learning outcomes (cognitive), traits, attitudes, interests, talents, and also aspects of the student's personality. the instrument used in general is a written test (paper and pencil test) in the form of an objective test, which tends to be standardized. this model uses a norm referenced assessment approach. goal free evaluation model, this evaluation model was developed by michael scriven, in carrying out program evaluations the evaluator does not need to pay attention to the program objectives. what needs to be considered in the program is how the program works, by identifying the performances that occur, both positive things (namely gladi jurnal ilmu keolahragaan, 13 (04), december406 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya things that are expected) and negative things (which are actually not expected). countenance evaluation model, this model was developed by stake. according to the additional reviews given by fernandes in arikunto and cepi, the stake model emphasizes the implementation of two main things, namely (1) description and (2) judgment; and distinguishing the existence of three stages in program evaluation, namely (1) antecedents / context, (2) transactions (process), (3) output (output-outcomes). (azmi, 2016) cse-ucla consists of two abbreviations, namely cse and ucla. cse stands for center for the study of evaluation, while ucla stands for university of california in los angeles. the characteristic of the cse-ucla model is that there are five stages in the evaluation, namely planning, development, implementation, results, and impact (azmi, 2016). the dicrepancy model, a model developed by malcolm provus, is a model that emphasizes the view of gaps in program implementation. the program evaluation conducted by the evaluator measures the size of the gaps in each component. (azmi, 2016). cipp model, the evaluation model is categorized according to the object and purpose of its evaluation. one of the evaluation models is the cipp evaluation model. this evaluation model is the model most widely known and applied by evaluators. the cipp model developed by stufflebeam, this model stands for the initial letters of four words, namely: context evaluation; input evaluation (evaluation of input; process evaluation); product evaluation (evaluation of results) (reftari, suryana, & setiaman, 2018). method the research method used in this study uses two approaches, namely a qualitative approach and a quantitative approach. as it is known, qualitative research is a scientific activity to collect data systematically, sort it according to certain categories, describe and interpret data obtained from interviews or ordinary conversations, observation and documentation (manab, 2015). quantitative research deals with statistical measures whose data is in the form of numbers, emphasizing the breadth of the study area rather than its depth (manab, 2015). gladi jurnal ilmu keolahragaan, 13 (04), december407 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya the method used in this study is an evaluative method using the cipp design (context, input, process, product). cipp is an evaluation model that evaluates a program based on each of its components, namely context, input, process, and results (subar junanto, 2018). this model was chosen because it is comprehensive, because the object of evaluation is not only the final result but involves the context, input and process. the research design used is also based on the key component of the cipp stufflebeam figure 1 key components of the cipp evaluation model source: (sumenate, 2016) cipp model (context, input, process, product). the cipp model (context, input, process, product) is the work of a team of researchers, who are members of a committee organization, phi delta kappa usa, which was chaired by daniel stuffle-beam. cipp in the explanation of context, input, process, product is an abbreviation of the initial letter of four words, namely: 1) context evaluation context evaluation to serve planning desicion, this evaluation context helps planning decisions, determining needs to be achieved by the program and formulating program objectives. context evaluation is a needs assessment (yati & yaswinda, 2019). context evaluation helps plan decisions, formulate program objectives and determine or identify needs to be achieved by a program. (subar junanto, 2018). 2) input evaluation input evaluation is intended to help determine the program to make the changes needed. input evaluation looks for constraints and potential resources available within an institution. (yati & yaswinda, 2019) evaluation of inputs helps to organize decisions in providing information to determine how to use resources to achieve program objectives properly. (subar junanto, 2018). the input evaluation component includes: (a) human resources (b) supporting facilities gladi jurnal ilmu keolahragaan, 13 (04), december408 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya and equipment, (c) funds / budget, and (d) various procedures and rules needed (wahyudhiana, 2015). 3) process evaluation process evaluation is the implementation of the program. process evaluation can review the organization's plan and previous evaluations to identify important aspects of the organization that must be monitored (yati & yaswinda, 2019). process evaluation includes the collection of research data that has been determined and applied in program implementation practices. (subar junanto, 2018). according to stufflebeam at al. process evaluation is a routine examination of the implementation of the plan plus the documentation process, including changes in planning as well as major obstacles and / or implementation of wrong procedures (nasri, 2019). 4) product evaluation product evaluation is an evaluation that aims to measure, interpret, and assess program achievements. in addition, to assess outcomes or outcomes and relate them objectively to contexts, inputs and processes. the product component or result is an assessment carried out to measure success in achieving the stated goals (yati & yaswinda, 2019). product evaluation is an assessment carried out to measure success in achieving the goals that have been set (subar junanto, 2018). then in the cipp model, the evaluation actors are usually not directly related to the program to be evaluated, but can work with someone who is directly involved in the program. in addition, evaluators must be able to collaborate with people who work as staff in program implementation. this needs to be done so that the evaluator can determine and get all the information and also for the interpretation of the data that will be used for decision making. the cipp model will be maximally implemented if there is good cooperation between actors and implementers of a program. so that the ultimate goal of program evaluation is to provide an assessment of the program being carried out and provide recommendations for subsequent gladi jurnal ilmu keolahragaan, 13 (04), december409 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya decision makers on the implementation of the program. the validation of this study is to use triangulation, namely by crosschecking information obtained from several sources and between informant interview data and other informants (ananda & rafida, 2017). the data obtained using interviews, observation, documentation, and questionnaires. in activities such as documentation, observation, and interviews, the more domain is the researcher himself. in this case compiling guidelines in the form of a document inventory list, interview guidelines, observation note sheets, and inventory checklists, the form is a draft containing an outline or guidelines for the data collection process in the field which will be entirely carried out by researchers based on the success criteria of the coaching program. anemone dive club, there is no validation process for these instruments. based on the evaluation criteria of the anemon dive club coaching program, then the indicators to be measured can be determined. then this indicator is translated into question items or instrument statements. to simplify the preparation of the instrument, it is necessary to use an instrument development matrix or instrument grid. results and discussions in general, the results of this study 1) context: the level of suitability of the anemon dive club program, to the vision, mission, objectives of strategic plans in coaching and developing sports, namely aquatic sports, 2) input: implementation of operational performance of coaches, as well as facilities and infrastructure, 3) process: implementation of coaching programs and the effectiveness of program implementation, 4) product: achievements. 1) data results on the anemone dive club management context variable based on the data obtained by the researcher in terms of background context variables, objectives and data strategies, the overall result of the context in the management is 82.85%, then the coach is 84.62% and athletes are 84%. a very well defined level of attainment. this is evidenced by the choice of answers to the questionnaire for each given question. gladi jurnal ilmu keolahragaan, 13 (04), december410 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya image 2. context variable diagram of anemone dive club administrators, coaches and athletes 2) input evaluation results based on the data obtained by the researcher in terms of input variables, namely organization, coaching and training programs, athletes, trainers, financing infrastructure and parental support, the overall data on the results of input to the management are 81.9%, then the coach is 85%, athletes 81.8% and 80% parents. a very well defined level of attainment. this is evidenced by the choice of answers to the questionnaire for each given question figure 3. input variable diagram of anemone dive club administrators, coaches, athletes and parents 3) process evaluation based on the data obtained by the researcher in terms of the background process variables, objectives, and data strategies, the overall result of the process on the management is 65%, then coaches are 86.19%, athletes are 77.5%, and parents are 82.6%. a very well defined level of attainment. this is evidenced by the choice of answers to the questionnaire for each given question figure 4. diagram of the process variables of the anemone dive club administrators, coaches, athletes and parents 4) product evaluation the purpose of product evaluation is to measure and assist further decisions, what has been achieved and what has been done after the program runs. feedback on performance is critical, both throughout the program cycle and in conclusion product evaluations should gladi jurnal ilmu keolahragaan, 13 (04), december411 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya often be extended to assess long-term effects. a. there are many athletes who enter lampung public schools through the achievement path. in addition to being able to do diving activities, anemone diving club athletes must also prioritize education, one of which is to enter the country's flagship schools that are available b. there are athletes fostered by the anemon dive club who were fostered from an early age and have now become a progressive class who have won several events such as kadek, winner of 2 in finswimming 50 m and 50 m at the porkot open championship in 2016. c. as in explanation number 2, the same as above an athlete named sayu has also managed to win several events such as finswimming 50 m, 3rd place in the 2014 regional championship conclusion based on the overall conclusion above regarding the evaluation of the anemone dive club coaching program, it can be concluded with each concept of the cipp method criteria. the evaluation obtained from the conclusions of the cipp method is as follows: context variable: 1. there is a vision and mission that has been structured and planned systematically. seen from the point of view of the coaching actors starting from the general chairperson, vice chairman, secretary, treasurer, head of technical coaching, marketing administration, coaches and athletes regarding the vision and mission need to be improved again. 2. there is a goal the anemone dive club has set towards coaching aquatic sports. where in this case to foster and create seeds for diving athletes to excel at the national and international levels. 3. there is a strategic plan that has been made in detail that has gone well. however, in its application there are deficiencies such as arranging activities in training at a certain level that have an impact on the role of the club. the results of the context variable overall evaluation of the anemone dive club coaching program an average percentage of 84.2% with the criteria very good with details of the anemon dive club management getting a gladi jurnal ilmu keolahragaan, 13 (04), december412 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya percentage of 82.85% (very good), 84.6% coach athletes 84% (very good) input variables: 1. organizational performance in the organizational performance of the anemon dive club, it is structured and planned like the one in the association structure. but in implementation there are still shortcomings. as there are two jobs at once in an association where everyone should have one job as their responsibility. because with the arrangement in the association everyone can be responsible for their part of work. 2. training coaching program the training coaching program within the anemone dive club is in place and running as usual. by creating an exercise program and setting a training schedule. in this case it is necessary to arrange arrangements as for common needs, so that athletes can follow the programs of the coach at his current level. 3. characteristics of athletes the characteristics of athletes are the roles of administrators, coaches and parents to organize and direct athletes. because the role of athletes in the anemon dive club is an early age athlete. where the athlete still wants his world to play. therefore, parents who bring their children to participate in training in order to regulate the role of children to compete and understand what to do in training activities. 4. recruitment of coaches the recruitment of a coach is an important role in the club, because the current coach is knowledgeable about science and technology in diving. moreover, the trainer in the future must also have a coaching certificate which can strengthen the trainer's role in training diving. 5. infrastructure infrastructure is a need that must be met. so far, the facilities and infrastructure in the anemon dive club have been carried out and are running well. just as an athlete must have the necessary facilities in his training, then the administrator presents a good and appropriate swimming pool. therefore, both of them are very important in diving training needs. 6. source of funds gladi jurnal ilmu keolahragaan, 13 (04), december413 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya the source of funds is an indispensable role in the operation of payments and payroll. in this case the source of funds in the anemon dive club comes from the athlete's monthly fee only. but in the current journey, the management is trying to develop funding sources from sponsors, event activities and donors. because with this component, funding and payroll can be even better in the future. the results of the overall input variable evaluation of the anemone dive club coaching program obtained a percentage of 83.5%, the criteria are very good with details of the anemon dive club management getting 81.9% (very good), coaches 85% (very good), athletes 81.85% (good once), and parents 80 (good). process variables: 1. open training system to increase more disciplined training to increase athletes' motivation to train 2. the implementation of the training program is appropriate based on the training program prepared by the trainer. 3. use of the walking method properly so that athletes do not feel bored in practicing both dry land and swimming pools. the role of giving methods has been carried out well based on the evaluation of administrators and trainers. 4. the supervision of the training program is not appropriate due to the absence of a monitoring team for the implementation of the training program. 5. the welfare of athletes and coaches is good enough. 6. coordination and communication between administrators and coaches and athletes is going well. the management also coordinates possi lampung. the results of the evaluation of the anemone diving club coaching program have an average percentage of 82.98%, with good criteria, with details of management 65% (good), trainers 86% (very good), athletes 77.5% (good), parents 82.67% (good once). product variables: 1. the success of the coaching program can be proven by the many achievements that have been achieved by the anemon dive club in winning diving events both from the regional and provincial levels, although at the national level it has not yet been implemented and the gladi jurnal ilmu keolahragaan, 13 (04), december414 noprian tri handoko, achmad sofiyan hanif, yasep setiakarnawijaya existence of athletes fostered by the anemon slam club who have been fostered 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(2015). the national service training program of state colleges and universities: an assessment. open access library journal, 02(09), 1–9. https://doi.org/10.4236/oalib.11018 45 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 194-206 permalink/doi: https://doi.org/10.21009/gjik.122.11 the perspective of clinical clerkship students on health protocols during the covid-19 pandemic on daily exercise activities santi anugrahsari 1 , nining parlina 1 , muhammad ikhwan zein 2 , ayatullah muhammad resza 3 , suryadi 1 , hafid abbas 1 1 educational management department, postgraduate program, universitas negeri jakarta. jl. rawamangun muka no 1, jakarta 13220, indonesia. 2 faculty of sport science, universitas negeri yogyakarta. jl. colombo no 1, yogyakarta 55281, indonesia. 3 physical education and training department, beijing sport university, china. corresponding author. email santianugrah@gmail.com abstract. physical exercise is essential to maintain human health. however, everybody has to apply the health protocols to prevent covid-19 transmission during the pandemic. there is no exception; it is also applied for clinical clerkship students who undergo the learning process at the teaching hospital. unfortunately, no research provides a perspective on health protocol during the covid-19 pandemic on daily exercise activities. this study aims to research the sports activities of clinical clerkship students, measure knowledge about distance when exercising according to the protocol from the ministry of health, and describe their opinion regarding health protocols. this research conducted a mixed-method experiment that studies twenty-eight clinical clerkship students. the type of sport and its frequency were evaluated using the international physical activity questionnaire (ipaq) short form. the enhancement of participants’ knowledge after watching the video and sport activity were studied descriptive quantitatively. meanwhile, their opinion on the health protocol was analyzed qualitatively. the participants' physical activity categories were 25% low, 50% moderate, and 25% high. the results showed that low and high ipaq catagories have a higher video post-test score, but there was no correlation. more than 75% of the students understand the contents of health protocols during exercise. we conclude that half of clinical clerkship students have a moderate physical activity category and know about distance when exercising through educational videos and believe that maintaining health during a pandemic by exercising is necessary as long as they adhere to health protocols. key words: clinical clerkship student, health protocol, covid-19 pandemic, sport, daily exercise activity introduction the sars cov2 virus transmission has made human movement restrictions worldwide (piccoli, dzankic, and ruedin 2021). everybody has to stay at home, work from home and do distance learning to prevent the virus spread (pokhrel and chhetri 2021). however, this restriction also affects daily human life because it decreases physical activity and increases the risk of gain weight (pu et al. 2020). to reduce the risk of gaining weight during the pandemic, human has to get enough sleep, mailto:santianugrah@gmail.com gladi jurnal ilmu keolahragaan, 12 (02), june195 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 avoid snacking after dinner, adopt a diet, get a handle on stress, and maintain physical exercise (zachary et al. 2020). besides maintaining a healthy life with physical exercise (mishra and rani 2020), peoples also have to maintain physical distancing to avoid the spread of the sars cov2 virus (goniewicz and khorram-manesh 2021). a combination of physical activity and physical distancing is good to prevent the infected risk (dominski and brandt 2020). exercise induces a systemic response, leading to the activation of the immune system (geta, dliss, and abdul 2021). uncontrolled activation of the immune system can increase the risk of infection or cause inflammatory processes in the airways (liu et al. 2020)(shaw et al. 2018). moderate exercise and if done more often can help the body get better, but if done inadequately, it can cause many disorders that lead to malfunction of the immune system (ade, pelana, and setiakarnawijaya 2021; scudiero et al. 2021). unlike most students who stay at home and do distance learning during the covid-19 pandemic, clinical clerkship students have to do the learning activities at the teaching hospital. unfortunately, no research provides a clinical clerkship students perspective on health protocol during the covid-19 pandemic on daily exercise activities. besides implementing the health protocol, the student has to conduct a physical activity, such as sport, to maintain their health and fitness. furthermore (hengki, iswana, and fahritsani 2021), they also have to apply physical distancing in daily activity from a video produced by the ministry of health of the republic of indonesia. in this study, the clinical clerkship students’ level of understanding of physical activity, physical distancing, and injury prevention knowledge was measured in mix-method research. therefore, this study can recommend appropriate physical activity and physical distancing suitable for the clinical clerkship student. methods this study conducted mixed-method research. twenty-eight clinical clerkship students at the teaching hospital in north jakarta-indonesia participated in this study. in the study, students learn the covid-19 prevention protocol from a two-minute gladi jurnal ilmu keolahragaan, 12 (02), june196 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 video produced by the ministry of health of the republic of indonesia. the video delivered the protocol during physical activity, such as wearing masks, maintaining physical distancing, staying away from the crowd, and managing personal hygiene after the activity. after studying the two-minute video, the students' comprehension was reviewed by filling out an online questionnaire. the online questionnaire consisted of the international physical activity questionnaire (august 2002), which shorted the last seven days selfadministered format www.ipaq.ki.se and google forms (https://docs.google.com/forms). the questionnaire evaluated several aspects: knowledge on safe distancing during exercise, physical activity during the pandemic, and self-perception on covid-19 health protocol. the knowledge on safe distancing and physical activity was analyzed quantitively. meanwhile, selfperception was evaluated qualitatively. the questionnaire details are presented in table 1. table 1. detail of questionnaire statement question types safe distancing while exercising safe distancing recommendation while bicycling multiple choices safe distancing recommendation while walking multiple choices safe distancing recommendation while running multiple choices safe distancing recommendation while side by side position multiple choices experience of physical activity during the pandemic low-intensity physical activity open question vigorous-intensity physical activity open question frequency of physical activity (frequencies per week) open question self-perceptions of the subjects acceptance of physical activity with health protocol during the pandemic likert scale self-perception on the self-understanding of covid-19 health protocol likert scale the data was then analyzed by descriptive statistics. gladi jurnal ilmu keolahragaan, 12 (02), june197 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 results some of the research results obtained are: characteristics of respondents, results of ipaq ( to finding out about the kinds of physical activities that subject do as part of their everyday lives (the questions ask about the time spent being physically active in the last seven days). during the pandemic, low and vigorous activities were carried out during pandemic, frequency of exercise during pandemic (table 2). level of knowledge of sports videos with new habits from the ministry of health regarding sports distancing ( table 3). clinical clerkship perspective on sports safety according to the protocol, understanding of the protocol when exercising, and respondents' opinions regarding the appropriate types of exercise during pandemic. of the 28 clinical clerkship students who answered the questionnaire, most were aged 23 to 24 years. they carried out activities ranging from low activities such as stretching to vigorous activities (fig. 1 and 2). table 2. characteristics of the subjects with total respondents of 28 students characteristics respondents (n) percentage (%) age 21-22 23-24 25-26 4 16 8 14.28 57.14 28.57 sex male female 14 14 50 50 frequency of exercise during a pandemic 1 time /week 2 times/week 3 times/week 4 times/week 3 12 10 3 10.71 42.85 35.71 10.71 the international physical questionnaire low moderate high 7 14 7 25 50 25 gladi jurnal ilmu keolahragaan, 12 (02), june198 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 table 3. correlation ipaq score and evaluation score ipaq/evaluation question 1 question 2 question 3 question 4 average low 85,71+14,28 100 85,71+14,28 100 92,85+7,14 moderate 71,42+12,52 100 78,57+11,38 100 87,50+5,71 high 85,71+14,28 100 85,71+14,28 100 92,85+7,14 figure 1. low activity during pandemic. figure 2. vigorous activity during pandemic. 32,14 14,28 10,71 7,14 7,14 17,86 10,71 0 5 10 15 20 25 30 35 walking cleaning room jogging yoga streching side by side activity watching tv low activity during pandemic (%) 10,71 10,71 25 10,71 10,71 3,5 7 3,5 3,5 14 0 5 10 15 20 25 30 vigorous activity during pandemic (%) gladi jurnal ilmu keolahragaan, 12 (02), june199 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 figure 3. students’ knowledge on safe distancing while exercising. figure 4. students’ responses to question on physical activity with health protocol during pandemic. most of the clinical students (71.4%) strongly agree that exercise with health protocols is safe. meanwhile 3.6% did not do sports activity during pandemic, even with health protocols. gladi jurnal ilmu keolahragaan, 12 (02), june200 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 figure 5. student perception on their understanding level of covid-19 health protocol the result shows that 75% of respondence or 21 students experienced the covid-19 health protocol, 21.4% of respondence or six students understood the protocol, and the rest didn’t understand the health protocol. discussion this study is dominated by 23-24 years old respondents whose physical activity was categorized into 25% low, 50% moderate, and 25% high. since the ipaq is students’ physical activity in the last seven days, it was also identified into four types (1) vigorous physical activities, like heavy lifting, digging, aerobics, or fast bicycling, (2) moderate physical activities, such as carrying light loads, bicycling at a regular pace, or doubles tennis (not including walking), (3) walking, that includes at work and home, travel from place to place, solely for recreation, sport, exercise, or leisure, (4) sitting on weekdays which inclusive time spent at work, at home, while doing course work and during leisure time. it may include time spent sitting at a desk, visiting friends, reading, sitting, or lying down to watch television. besides ipaq, this study also conducted open questions on the exercise frequencies. here, most clinical clerkship gladi jurnal ilmu keolahragaan, 12 (02), june201 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 students exercise 2-3 times per week. however, their exercise or physical activity was not implemented the who recommendations, which are 150 minutes the moderate intensity of aerobic for five times per week, 30 minutes to 75 minutes of heavy intensity exercise for 2-3 times per week, and 20 minutes of potential exercise to conduct a healthy lifestyle. moreover, they must start the exercise activity by themselves and become a model for the community or patient. the sports vary from walking, jogging, cycling, swimming, games, gymnastics, yoga, etc. the sports types are selected based on the students’ interests and capacity. it is also essential to do various exercises to stimulate the body muscles and avoid injuries, for example, a variation of jogging with swimming to train the lower and upper muscles. the clinical clerkship students have appropriate knowledge on minimum distances while exercising, walking, cycling, and running, side by side. low and high ipaq has a high score of evaluation of this post-test video. still, there was no correlation between ipaq and evaluation result (corr coeficient: 0.00, sig (2-tailed): 1.00) (spearman correlation) (table 3). as one of the prospective medical personnel, the clinical clerkship student educates the community to maintain physical distancing during group sports activity. covid-19 is an infectious disease that is easily transmitted from one person to another. the spread is like other respiratory diseases. a droplet, splash of saliva, or mucus from an infected person is released when sneezing or coughing. when it comes to other people, especially the face, this droplet can cause that person to become infected because the virus can enter the body through the nose, mouth, and even the eye socket. according to who, the droplets can reach one meter. therefore, the recommended safe distance between one person and another is two meters. accordingly, the physical distancing knowledge during the exercise is essential to prevent the coronavirus spread. the opinions of several clinical clerkships students are summarized as follows: ―exercise must be carried out in the pandemic era for a healthy and fit body to fight the coronavirus by consuming a balanced nutritious diet and exercise. exercise according to their respective capacities. don't overexert yourself’”. gladi jurnal ilmu keolahragaan, 12 (02), june202 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 therefore, it is essential to maintain a lifestyle and diet. diet alone is not enough to burn belly fat. it would be best companied by exercising regularly at least 30 minutes per day—the fascinating fact in the clinical clerkship students’ interviews on the types of sports they do. ―during this pandemic, where my activities were minimal, i decided to exercise every day by doing a 60-second russian twist, 60 seconds bicycle crunches, 60 seconds of heels touch, and 60 seconds of plank”. the russian twist moves the abdominal muscles and the leg muscles. we can use a light dumbbell or a bottle filled with sand. how to do a russian twist: sit on the mat, bend the knees and hips 90 degrees and keep your feet flat on the floor, hold a barbell or other tool as a weight, leaning back, rotate the body left and right using the abdominal muscles. to burn fat effectively with the bicycle crunch move. this movement is quite exhausting because it makes the abdominal muscles tighter. a bicycle crunch is precisely the movement of the legs like pedaling a bicycle, but the body will lie flat on the floor. how to do a bicycle crunch: lay down on the mat, place the hands behind the head or by your ears, raise the head slightly and do not touch the mat, raise both feet so that they do not touch the mat, move both legs like pedaling a bicycle, bend the left leg, move the right elbow until it touches the left knee, and do the same for the other side, do it for 35 seconds or 12 times (6 times on the left side and six times the right side), repeat three sets. a powerful exercise movement to eradicate abdominal fat is heel touch. this movement is relatively easy to do, but the results are very satisfying if done regularly. how to do heel touch: lie on your back on the mat, bend the legs with your knees above, raise the shoulders a little, not too high, then alternately touch the left and right heels, do it for 35 seconds or 12 times (6 times on the left side and six times the right side), repeat three sets. the plank is an everyday movement that is very effective for shrinking the stomach and strengthening the core muscles of the abdominals. it looks easy, but it takes extra effort, and the results you get will be very satisfying if we do this efficiently and regularly. the following is how to do the plank movement: lie face down on the mat, put both palms on the floor, push yourself up and use your toes for gladi jurnal ilmu keolahragaan, 12 (02), june203 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 support, keep your head, neck, and back in a straight and stable line, hold for a minimum of 30 seconds. for the general public, the recommended types of sports during a pandemic are individual and can be done at home without involving many people. thus, the risk of transmission of the coronavirus can be reduced. these include (1) jumping jack. this type of exercise can be done anywhere and anytime. there is no need for special equipment either. enough with comfortable sports shoes. the jumping jack's benefit is to reduce the risk of heart disease; strengthens the thighs, calves, gluteus, and shoulders. stand with your legs straight and hands at our sides, jump while spreading your legs and hands up, almost touching. jump again while lowering both hands and returning the legs to their original position. (2) jump rope. like jumping jacks, this type of sport, also known as skipping, is done by jumping. the difference is that it takes equipment in the form of a special rope for this sport. jump rope can improve body coordination, maintain heart health, strengthens leg muscles. stand straight with both hands grasping the rope handle. the rope should hang behind the legs, swing the strap with your palms and wrists over your head and jump when the rope swings toward your feet. (4) sit up. sit-ups are a simple exercise but must be done in the right way. there are several ways to do sit-ups. choose the most comfortable. sit up can strengthen the abdominal muscles, improves posture, increases flexibility. while lying down, bend your knees with our feet flat on the floor. the width of the feet is equal to the hips. both hands hold the back of the head at an angle. while exhaling, push your upper body up until it is upright. while inhaling, return to the original lying position. when doing sit-ups, the view should be straight. (5) yoga. there are many yoga movements as a sport of choice during a pandemic. every move has a different level of ease. we believe that yoga can maintain physical and psychological fitness and improve posture. the who recommends doing 150 minutes of moderate-intensity physical activity or 75 minutes each week, or a combination of both. this recommendation can still be achieved even at home, without special equipment, and with limited space. some tips on staying active and reducing sedentary behavior while at home are short active breaks during the day. brief bouts of gladi jurnal ilmu keolahragaan, 12 (02), june204 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 physical activity add to weekly recommendations. we can use the suggested exercises as inspiration to be active every day. these activities include dancing, playing with children, and doing household chores such as cleaning and gardening. even in a small space, take a walk or walk on the spot. take a walk around the house, talking rather than sitting. if you decide to go out for a walk or exercise, make sure to keep a distance of at least 1 meter from other people. spend less time standing up if possible. ideally, try to stop time sitting and lying down every 30 minutes. consider setting up a standing table using a tall table or stacking books or other materials to continue working while standing. during your free time, focus on cognitively stimulating activities, such as reading, board games, and puzzles. meditation and deep breathing can help you stay calm (world health organization 2020). exercise has been shown to improve fitness and benefit from increasing body immunity. however, its application during this pandemic must still pay attention to several things to prevent the transmission of covid-19. sports are recommended to be done individually (at home or private property such as terraces, balconies, yards) by applying physical distancing. as much as possible, reduce exercise in public areas where there are large crowds not to keep your distance and touch the surfaces of public facilities. some recommendations for sports that can be done individually at home include cardiovascular/aerobic exercise with jumping jacks, jumping rope, going up and downstairs, running in place, stair climbing, lifting and carrying groceries, chair squats, or using home gym equipment like a treadmill or stationary bike. muscle strength training can be done with sit-ups or crunches (half sit-ups) to train the abdominal muscles, planks to train the core muscles (torso), push-ups to train the chest muscles and upper extremities. we can be using mobile technologies such as telephone applications and wearable sensors to encourage movement. exercise can also be done through videos, youtube, or online classes, for example, yoga, aerobics, pilates, taichi, and others (woods et al. 2020). clinical clerkship students are prospective doctors in the future who are obliged and responsible for the fate of health. this is important concerning education to the public, especially in sports, gladi jurnal ilmu keolahragaan, 12 (02), june205 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 how they maintain their own health by exercising during this pandemic, and how they provide education about maintaining distance and health protocols to prevent the spread of the disease covid-19 virus. we recommend further research with a broader range of subjects to know health protocols can reach more people. conclusion a half of clinical clerkship students have a moderate physical activity category by ipaq short form. they also know very well about distance when exercising through educational videos. they believe that maintaining health during a pandemic by exercising is necessary as long as they adhere to health protocols. our suggestion is the ultimate precaution necessary when exercising is to keep physical distance as recommended. exercise is beneficial for physical and mental health. however, its implementation during this pandemic still has to be in a way that is safe and appropriate for reduce the massive spread of covid-19. acknowledgment we would like to take this opportunity to thank you for your effort and expertise as a reviewer, mrs. mutia delina, msi, ph.d. your help enabled us to meet the scheduled time and to maintain the standards of peerreviewed. references dominski, fábio hech, and ricardo brandt. 2020. ―do the benefits of exercise in indoor and outdoor environments during the covid-19 pandemic outweigh the risks of infection?‖ sport sciences for health. dude, argi, ramdan pelana, and yasep setiakarnawijaya. 2021. ―evaluation of learning physical education in the covid-19 pandemic.‖ gladi : jurnal ilmu keolahragaan 12(01): 55–61. geta, septiadi, firmansyah dliss, and sukur abdul. 2021. ―the effect of online learning and student motivation during the covid-19 pandemic.‖ gladi : jurnal ilmu keolahragaan 12(01): 62–72. goniewicz, krzysztof, and amir khorrammanesh. 2021. ―maintaining social distancing during the covid-19 outbreak.‖ social sciences 10(1): 1–7. hengki, hengki kumbara, bayu iswana, and husni fahritsani. 2021. ―a profesionalisme guru pjok ditinjau dari kinerja pedagogik (studi persepsi siswa di lingkungan sma/smk negeri se kecamatan suak tapeh banyuasin).‖ gladi : jurnal ilmu gladi jurnal ilmu keolahragaan, 12 (02), june206 santi anugrahsari, nining parlina, muhammad ikhwan zein, ayatullah muhammad resza , suryadi, hafid abbas 1 keolahragaan 12(01): 9–16. liu, kui et al. 2020. ―clinical characteristics of novel coronavirus cases in tertiary hospitals in hubei province.‖ chinese medical journal. mishra, rakhi, and ruchika rani. 2020. ―healthy life style practices to combat covid-19 pandemic– a mini review.‖ ip indian journal of immunology and respiratory medicine 5(3): 137–40. piccoli, lorenzo, jelena dzankic, and didier ruedin. 2021. ―citizenship, migration and mobility in a pandemic (cmmp): a global dataset of covid-19 restrictions on human movement.‖ plos one 16(3 march): 1–10. pokhrel, sumitra, and roshan chhetri. 2021. ―a literature review on impact of covid-19 pandemic on teaching and learning.‖ higher education for the future 8(1): 133–41. pu, bo, lu zhang, zhiwei tang, and yanjun qiu. 2020. ―the relationship between health consciousness and home-based exercise in china during the covid-19 pandemic.‖ international journal of environmental research and public health 17(16): 1–18. scudiero, olga et al. 2021. ―exercise, immune system, nutrition, respiratory and cardiovascular diseases during covid-19: a complex combination.‖ international journal of environmental research and public health. shaw, david m., fabrice merien, andrea braakhuis, and deborah dulson. 2018. ―t-cells and their cytokine production: the anti-inflammatory and immunosuppressive effects of strenuous exercise.‖ cytokine. woods, jeffrey a. et al. 2020. ―the covid-19 pandemic and physical activity.‖ sports medicine and health science. world health organization. 2020. ―stay physically active during selfquarantine.‖ worl health organization (who). zachary, zeigler et al. 2020. ―selfquarantine and weight gain related risk factors during the covid-19 pandemic.‖ obesity research and clinical practice. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 43-52 permalink/doi: https://doi.org/10.21009/gjik.141.04 copyright © 2023 fadly idris, achmad sofyan hanif, aan wasan this work is licensed under a creative commons attribution-sharealike 4.0 international license game-based futsal technical training model at academic futsal ages 15 (u-15) fadly idris1, achmad sofyan hanif1, aan wasan1 1physical education, postgraduate state university of jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : fadlyidris24@gmail.com (submission track: received: 09-02-2022, final revision: 08-09-2022, available online: 31-03-2023) abstract the goal of this development research is to produce a book product model of basic futsal game-based technique skills training that can provide benefits to trainers to facilitate trainers in implementing training materials. this research uses research and development model of research and development from borg and gall which consists of ten steps in research. the experimental research design is the two-group pretest-posttest design. subjects in this study were 15 years old futsal player students consisting of 40 students with 28 items of exercise model and 40 students were not treated. stages in this study are: preliminary research, expert evaluation, product trial consisting of small group try-out and field try group, and test product effectiveness. the model effectiveness test uses basic engineering skill tests by comparing control and experiment groups. the experimental group was performed by pre-test before the treatments and post-test after treatment. while the control group was given pre-test and post-test but not given treatment. the comparison test of control and experiment group with spss-16 then the control group is passing = 0.218, controlling = 0.684, dribbling = 0.456, shooting = 0.271 or p-value> 0.05 then there is no significant difference in the control group. while in the experimental group is passing = 0.000, controlling = 0.000, dribbling = 0.000, shooting = 0.000 or p-value <0.05 then there is a significant difference in the experimental group before and after treatment. thus, the application of the basic technique-based futsal skill training model for the age of futsal academy needs to be done to improve the players basic engineering skills. keywords: model, exercise, futsal, basic technique, game /users/rizkaantoni/desktop/gladi%20maret%202023/fadlyidris24@gmail.com gladi jurnal ilmu keolahragaan, 14 (01), march44 fadly idris, achmad sofyan hanif, aan wasan introduction sports is an activity favored by most of the youth. one of them is futsal. according to lakhsana, futsal (futbol sala in spanish means indoor football) is a soccer game that is played indoors. this game is played by five players per team. in contrast to conventional football, where there are eleven players per team. the size of the field and the size of the ball is also smaller than the size used in grass field football. the rules of the game are not the same as in football. the rules of the game in futsal are made so strict by fifa so that this game runs fair play and at the same time to avoid injuries that can occur. this is because the underground or field used for international matches is not made of grass, but of wood or rubber/plastic. with a smaller field size and fewer number of players, futsal games tend to be more dynamic due to fast movements. in futsal players also learn to play more accurately in terms of basic playing techniques, such as passing, control, dribbling, and shooting techniques. futsal is a sport that is popular and favored by the people of indonesia, including the people of dki jakarta. this can be seen from the many futsal tournaments that have been held. through inter-academic tournaments, these students have emerged as many talented futsal players. one of the quality tournaments that has ever existed in dki jakarta, such as the futsal branch of the community sports festival (between students/schools) throughout dki jakarta. there are several school representatives who often experience defeat, one of which is a school representative from south jakarta. the representative team from this region was only able to qualify in the round of 16 phase. after observing, many players from this team have not been able to master basic techniques, it can be seen from these players that they are not accurate in passing, dribbling, shooting and controlling. therefore, after observing the team coach. the results show that trainers still need references to more varied training models. thus, the players feel bored and do not develop so that it affects the appearance when performing basic techniques. method the research on the development of the game-based futsal basic technique training model uses the research and development model (research and development) from borg and gall which consists of ten steps, including: gladi jurnal ilmu keolahragaan, 14 (01), march45 fadly idris, achmad sofyan hanif, aan wasan (1) conduct research and collect information (library review, observation of subjects, preparation of main problem reports) (2) conduct planning (definition of skills, formulation of objectives, determination of teaching sequences, and small-scale trials) (3) develop initial product forms ( preparation of teaching materials, preparation of handbooks, and evaluation equipment) (4) conduct initial field tests (using 6-12 subjects) (5) revise the main product (according to the suggestions from the initial field test results) (6) conduct main field trial (with 30-100 subjects). (7) revise the product (based on suggestions and results of the main field trials). (8) field test with 40200 subjects (9) final product revision (10) make reports on products in journals, work with publishers who can do commercial distribution. the approach used in this study is a qualitative and quantitative approach, which is an approach to finding answers to problems through the problem formulation that has been formulated in chapter i, namely a gamebased futsal basic technique training model for futsal academy aged u-15. the final result of this development research is a game-based basic futsal technique training model. this will produce a product in the form of a new training model design or complete an existing one with product specifications as well as test the effectiveness of the training model created, so that it can improve skills and quality so that it can also be used as a guide in training activities for basic futsal techniques. result and discussion result the development of basic technical skill training models in futsal games for the 15-year-old futsal academy is aimed at producing effective and more varied models of basic technical training. the data from the needs analysis is presented in several ways, namely interviews with futsal teachers or coaches and distributing questionnaires to u-15 players who attend futsal schools. the data from the validation results will be presented by three futsal experts obtained through a questionnaire. data from the results of group trials originating from futsal players by filling out a questionnaire instrument for small group trials with 20 subjects, field trials as many as 60 subjects and effectiveness testing as many as 40 subjects. gladi jurnal ilmu keolahragaan, 14 (01), march46 fadly idris, achmad sofyan hanif, aan wasan after the large group test, 60 participants were divided into two groups, namely the experimental group and the control group. 40 players were categorized as the experimental group and 40 players as the control group. the experimental group was conducted by giving pre-test before treatment and post-test after treatment. while the control group was given pre-test and post-test but no treatment was given. the control group was used as baseline data to be compared with the experimental group. in the significant difference test with spss 16, the mean = passing = 5.0000, controlling = -1.70000, dribbling = 2.67900, shooting = -4.72500 shows the average difference between the results of the pre-test and post-test results, the results of the independent t test = passing = 0.030, controlling = 0.002, dribbling = 0.000, shooting = 0.024 and p-value = 0.00 < 0.05, which means that there is a significant difference between before and after being given the treatment of the basic futsal technique training model. based on these results, it can be concluded that the game-based futsal basic technique training model for futsal schools aged 15 years is effective and can improve the basic technical abilities of players aged 15 years. the futsal basic technique training model for 15-yearolds that has been developed has a significant effectiveness. the comparison of the results of the average notes before and after being given the treatment of the basic technique training model can be illustrated by a bar chart as follows: the pre-test was carried out after the small group revision and product trial (large group). the pre-test was carried out before the implementation of 28 models of basic futsal technique training for the 15-year-old futsal school. the test was carried out to determine the results before being given treatment. the average test results of 40 players are passing = 10,925, controlling = 6,975, dribbling = 13,56275, shooting = 10,925. after being given treatment with 28 models of basic futsal technique training models that have been evaluated and validated, then a post-test is carried out on 40 players to find out whether there is an increase in basic technical ability. after the test, it was found that the basic technical ability of the players increased, indicated by the increase in the post-test average value, namely passing = 16, controlling = 8.55, gladi jurnal ilmu keolahragaan, 14 (01), march47 fadly idris, achmad sofyan hanif, aan wasan dribbling = 10.98225, shooting = 15.225. based on the description above, there is a significant difference in the average results between the pre-test and post-test that the game-based futsal basic technique skills training model for futsal schools aged 15 years developed is effective and can improve players' basic technical abilities. this proves that the game-based futsal basic technique training model for futsal schools aged 15 years that was developed affects the ability of players' basic technical skills discussion the test results obtained before and after being given treatment can be concluded that the basic futsal technique training model for the 15-year-old futsal school is feasible and effective to be able to improve players' basic technical abilities. in the significant test conducted using spss 16, the mean = passing = 5.0000, controlling = -1.70000, dribbling = 2.67900, shooting = -4.72500 shows the average difference between the results of the pre-test and the results of the post-test, the results of t-count = passing = 0.030, controlling = 0.002, dribbling = 0.000, shooting = 0.024 and p-value = 0.00 < 0.05 which shows that there is a significant difference between before and after being given the treatment of the game-based basic futsal technique training model. based on the results of the research, it can be concluded that the game-based basic futsal technique skill training model for the 15-year-old futsal school developed has a significant level of effectiveness. based on the advantages and disadvantages of the resulting product, there are several suggestions that researchers will describe to achieve the improvement of the resulting product. the suggestions that will be submitted are as follows: a. instructions for implementation and pictures on the model must be arranged and made clearly so that it is easy for players to understand. b. the distance between cones must be considered and adjusted to the objectives to be achieved. c. the basic futsal technique skill training model must be in accordance with the training objectives, namely for players aged 15 years so that it starts from the easiest to the hardest. d. facilities and tools used should be in accordance with the purpose of the gladi jurnal ilmu keolahragaan, 14 (01), march48 fadly idris, achmad sofyan hanif, aan wasan exercise. the quality of the ball should also be considered to support the training process. this model of basic futsal technique skills training for 15-year-old futsal schools was created by researchers so that it can be a reference that can help coaches in providing variations of basic technical training in futsal games. this model is based on the needs of players in futsal extracurricular. after this product has been evaluated regarding some of the existing weaknesses and made improvements to the product for better results, it can be conveyed some of the advantages of this product, including: a. can improve the ability of players' basic technical skills. b. the resulting model has several variations from the easiest to the most difficult. c. this model will increase the player's interest in practicing because there are several variations of the exercise, so that the training process does not run monotonously and boringly. d. this training model can be used as a reference for coaches to support the process of practicing basic futsal techniques in extracurricular activities at school. e. donations for education, especially in the field of futsal. this research was carried out by the researcher as perfectly as possible in accordance with the abilities of the researcher, but if in this research there are still many things that the researcher must admit and put forward. these limitations are as follows: a. when researchers conduct field trials, they should be carried out on a larger scope. b. the facilities and infrastructure used are inadequate and still limited. c. the products made are still far from perfect. d. the explanation given in the basic technical training drawings is still not perfect. conclusion based on the data that researchers obtained from the results of field trials and discussion of research results, it can be concluded that: 1. produce the final product in the form of a game-based model of basic futsal technical skills training for a 15-year-old futsal academy consisting of 28 items of basic technique training models 2. the game-based futsal basic technique skill training model for the gladi jurnal ilmu keolahragaan, 14 (01), march49 fadly idris, achmad sofyan hanif, aan wasan 15-year-old futsal academy can improve basic technical skills and prevent player saturation in training due to the varied training models so that the training process does not run monotonous and boring. there are several suggestions that will be put forward by researchers related to the product being developed. the suggestions include suggestions for utilization, dissemination and suggestions for further development. 1. utilization suggestions the product of developing a game-based futsal basic technical skill training model for the 15-year-old futsal academy which can be used as a reference or reference by coaches, teachers, athletes and students in practicing by considering the situation, conditions and infrastructure owned. 2. dissemination suggestions for the dissemination and development of this product to a wider target, the researcher provides suggestions, including: a. before disseminating the product, it is better if the gamebased basic futsal technique skill training model is redesigned to be better and more interesting, starting from the cover or content of the variations of the training model that has been developed by researchers. b. more books should be produced and printed so that they can be distributed more widely to sports coaches and teachers so that they can understand and apply this model effectively and efficiently. 3. suggestions for further development further development is useful for the renewal of knowledge. in developing this research further, the researcher has several suggestions, namely as follows: a. for research subjects should use a wider range. b. the resulting model should be more varied and more numerous so that the training objectives can be achieved maximally. c. the resulting training model should be disseminated to a wider level to make it easier for coaches to get references to variations in the basic futsal technique training model. this is the suggestion that the researcher conveys regarding the utilization, dissemination, of the product gladi jurnal ilmu keolahragaan, 14 (01), march50 fadly idris, achmad sofyan hanif, aan wasan of the developed futsal basic technique training model references ali maksum. 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:2000 harsono. teori dan metodologi pelatihan. upi; bandung. 2006. irawan, andri. teknik dasar modern futsal. jakarta: pena pundi aksara. 2009 judith e, rink. teaching physical education for learning 6th edition, new york: mcgrawhill co, inc, 2010 kacem, nejah, ayman, guemri, chokri naffeti, dan ali, elloum, “mechanism of social reproduction of the culture futsal: modelling of the universals of futsal and sense of the rules of the game: analysis of shooting at the european cup matches”, journal of advances in physical education, vol. 6, 2016. kulkami, p.p. “a literature review of training & development and quality of work life. journal of arts, sicence & commerce, vol iv, issue 2, 2013. kusmaedi, husdarta & nurlan. pertumbuhan dan perkembangan olahraga dan kesehatan. bandung: alfabeta. 2010 lhaksana, justinus. teknik dan strategi futsal moder. jakarta: be champion, 2011. lhaksana, justinus. futsal coaching clinic kelme futsalismo. jakarta: difamata sprot, 2006. lozovina, m, lozovina , v & bonacin, d. paradigm of methodological theory and mathematical modulation of sports training, faculty of maritime studies, university of split, croatia. sport science. 4(1), 2011. luft ar & buitrago mm. stage of motor skill learning. december 2005. mol neurobial. volume 32 gladi jurnal ilmu keolahragaan, 14 (01), march51 fadly idris, achmad sofyan hanif, aan wasan lukman yudianto, teknik bermain sepakbola & futsal. visi 7, 2009 malina, r, m. early sport specialization: roots, effectiveness, risks. american college of sports medicine, vol 9, issue 6, 2010. murhananto. dasar-dasar permainan futsal. jakarta: suga production, 2008. m. atwi suparman, desain instruksional modern. jakarta: universitas terbuka, 2012 moura, felipe, a. santana, j. e. marche, a. l. aguiar, t. h. rodrigues, a. c. m. a. de barros, r. m. & cunha, a.s. quantitative analysis of futsal players’ organization on the court. portuguese journal of sport sciences. vol. 11 (2), 2011. nurihsan. manajemen bimbingan dan konseling di smp (kurikulum 2004), jakarta: grasindo, 2005. naser, ajmol ali & paul macadam. physical and physiological demands of futsal.auckland, new zealand, 2017 robert. brach maribe, instructional design: the addie approach, new york: springer, 2009. schmidt, richard a. & craig a. wrisberg. motor learning and performance: from principles to practice champaign. il: human kinetics books, 2008. schmidt, richard a. & timothy d. lee. motor control and learning 5th champaign. il: human kinetics books, 2011. sugiyanto et al. perkembangan dan belajar motorik. jakarta: mendikbud, 1997. sugiyono. motode penelitian pendidikan, pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta, 2008. sukmadinata. metode penelitian pendidikan jakarta: pps upi dan pt remaja rosdakarya, 2005. sukmadinata, nana syaodih. metodologi penelitian pendidikan. bandung: rosda. 2012 sudari, sri rumini & siti. perkembangan anak dan remaja. jakarta: rineka cipta. 2004 scheunemann, timo. futsal for winners. malang: dioma, 2009 sucipto dkk, sepakbola. jakarta : depdikbud, 2000 suryo adji purnomo & ranny novianti. games for fun learning and teaching, bandung : yrama wydya, 2013. shariman ismadi ismail, norasrudin sulaiman, rahmat adnan, the most utilized rotation and translation movement while in ball possession among futsal players. selangor, malaysia : 2016 tangkudung, james. kepelatihan olahraga “pembinaan prestasi olahraga”, jakarta; cerdas jaya, 2006. the american heritage dictionary: https://ahdictionary,com/ (diakses 22 november 2014). tudor, bompa. theory and methodology of training. iowa: kendal publishing company, 2009 wasis d. dwiyoga. konsep penelitian & pengembangan, disajikan pada lokakarya metodologi https://ahdictionary.com/ gladi jurnal ilmu keolahragaan, 14 (01), march52 fadly idris, achmad sofyan hanif, aan wasan penelitian jurusan kelatihan fakultas ilmu keolahragaan universitas negeri semarang, malang: universitas negeri malang, 2004. winarno, m. e. metodologi penelitian dalam pendidikan jasmani. malang: media cakrawala utama press. 2011 walter dick, lou carey dan james o. carey, the systematic design of instruction (new york: allyn & bacon. published by allyn and bacon. boston, ma, 2009. william h. edward. motor learning and control, wadsworth: usa, 2010. widiastuti, belajar keterampilan gerak, jakarta: fik universitas negeri jakarta, 2014. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 146-160 permalink/doi: https://doi.org/10.21009/gjik.125.03 program evaluation of southeast sulawesi student sports center for development and training la ode isa 1, johansyah lubis 1, bambang sujiono 1 1 physical education, universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : laodeisa37@gmailcom abstract the purpose of this study was to determine the results of the evaluation of the southeast sulawesi student sports training and development center which included the components of context, input, process and product. this research is a type of evaluation research through a quantitative and qualitative approach. program evaluation is carried out to determine the achievement of the targets that have been set. then make a decision on the program. in the program evaluation research using the cipp evaluation model, namely context, input, process, product. the four evaluation aspects are used to determine the implementation of the southeast sulawesi student sports training and development center program. the research subjects selected were stakeholders as many as 30 respondents, namely athletes, coaches, and the head of the southeast sulawesi youth and sports office. apart from informants from the stakeholders, the subjects of this research are documents related to the southeast sulawesi student sports training and development center program. keywords: evaluation, cipp, student gladi jurnal ilmu keolahragaan, 13 (02), june147 la ode isa , johansyah lubis , bambang sujiono introduction efforts to improve sports achievement need to continue to be carried out through coaching athletes as early as possible by searching and monitoring talent, breeding, education and training for sports achievements that are based on science and technology more effectively and efficiently as well as improving the quality of sports organizations both regionally and centrally (saputra et al. al., 2020). sports achievement is a demand that must be owned by a region, with sports achievements can raise human dignity both individually, community groups, regions, nations and countries even this needs to be supported by all parties. improving achievement is not an easy activity where it really requires prerequisites in the form of characteristics that are in accordance with the sport. all sports, both individual and team or team, have the specific nature of their respective sports, so that sports development must be supported systematically in order to meet these demands and achieve high performance as expected. the sustainability of an achievement depends on the management's attention to the athlete so that the training program in question so far can be carried out as expected (saputra et al., 2020). the process of coaching and developing sports achievements certainly requires athletes who have great potential. to get potential athletes, it is necessary to foster and develop achievements at the productive age, namely the school age level. government efforts have been made, by establishing a sports coaching model with student status called the student education and training center. learn as the right human resource to be the target of looking for the forerunner to the emergence of outstanding athletes in the future. this is also expressed by (wani, 2018) stating that students have great potential if their abilities are developed in a higher direction, especially in sports achievements. monitoring of potential students in sports is closely related to the search for talented athletes, so monitoring needs to be done regularly and continuously. the responsibility of the southeast sulawesi provincial government given by the central government to foster the achievement of athletes/students is through the gladi jurnal ilmu keolahragaan, 13 (02), june148 la ode isa , johansyah lubis , bambang sujiono establishment of the student education and training center. it is a forum for potential athletes/students who have talent, skills, potential and willingness to hone and improve sporting achievements. this is a student sports development unit that is fostered by the youth and sports office of southeast sulawesi province. the existence of the the training center as an educational sports center in the region, initially the southeast sulawesi training center ran five sports including rowing, pencak silat, takraw, athletics and taekwondo, but until now there are only three sports branches in southeast sulawesi training center, namely rowing, takraw and silat. with three branches of this sport, of course, it has a strategic position in an effort to produce excellent seeds for student athletes in the region. because student education and training center is an institution that is responsible for fostering the achievement of athletes/students, it must in fact make policy innovations for the success of coaching athletes in the regions. the policy innovation in question is a policy for coaching athletes that is results and achievement-oriented based on the vision, mission, goals and objectives of the organization. through the policy of coaching athletes from student education and training center southeast sulawesi, improving athlete achievement must be better than coaching athletes, previously handling athletes was still the responsibility of the youth and sports office (jopang, 2018). based on the results of secondary data observations, the achievements of student education and training center sports in southeast sulawesi province for the last 5 years have continued to show a declining trend. in the 2015 inter student education and training center championship, southeast sulawesi won 12 medals, consisting of 2 gold medals, 6 silver medals and 4 bronze medals. in 2016 it increased to 14 gold medals, consisting of 3 gold medals, 7 silver medals and 4 bronze medals. meanwhile, in 2017 student education and training center achievements experienced a very drastic decline, only 8 medals, consisting of 1 gold medal. 5 silver medals and 2 bronze medals. meanwhile, at the national sports week and regional sports week championships, the student education and training center southeast sulawesi achievements also continued to decline. in 2015 student education and training center southeast sulawesi only received gladi jurnal ilmu keolahragaan, 13 (02), june149 la ode isa , johansyah lubis , bambang sujiono 5 medals consisting of 1 gold. 1 silver and 3 bronze. in 2016 only won 3 silver medals and in 2017 also only won 3 silver medals in the implementation of the southeast sulawesi national sports week and regional sports week only getting 7 medals, 2 silver medals and 5 bronze and in 2018 the elimination of one of the sports, namely athletics because it was suspected of not achieving (department of youth) and sports of southeast sulawesi province, 2020) the achievements of athletes who are still active and alumni of student education and training center southeast sulawesi are one of the descriptions of the results. but in practice the existence of student education and training center southeast sulawesi also faces various challenges given the rapid development of science and technology and the dynamic conditions of the situation in southeast sulawesi so that many things need to be improved to support the sports development process in student education and training center southeast sulawesi. method this research is a type of evaluation application research through quantitative and qualitative approaches. evaluation application research is not intended to prove hypotheses but is intended to improve the program or policy being implemented. program evaluation application is carried out to determine the achievement of the targets that have been set and then make a decision on the program. in the program evaluation application research using the cipp evaluation model, namely context, input, process, product. the four aspects of the evaluation are used to determine the implementation of the southeast sulawesi student sports training and development center the context in the evaluation research of the southeast sulawesi student sports training and development center is the objective, legal basis and needs analysis. context evaluation was carried out to determine the suitability of the program's implementation objectives with the vision and mission, to find out the follow-up to the legal basis for the student sports training and development center and needs analysis. evaluation of inputs in the student sports coaching and training center program includes program planning, human resources, organizational support gladi jurnal ilmu keolahragaan, 13 (02), june150 la ode isa , johansyah lubis , bambang sujiono for the organizers, availability of facilities and infrastructure, availability of funds used to support the implementation of the student sports coaching and training center program. evaluation of the inputs was conducted to determine the government's support capacity to achieve the objectives of the southeast sulawesi student sports training and development center process evaluation was carried out to determine the implementation of the southeast sulawesi student sports training and development center activities which included: 1) program implementation, and 2) supervision, while product evaluation at the southeast sulawesi student sports training and development center program was carried out by refers to the athlete's achievement, namely increasing physical, technical and mental development. the research design of the cipp evaluation model was initiated by stuffebem. in accordance with the theoretical study that has been stated, the cipp model evaluates based on the evaluation components of context, input, process and product. the design of this evaluation research is presented so that the focus of the stages of research carried out by researchers can be clearly explained. the research design describes the flow of the evaluation of each evaluation component and describes the evaluation process of each of these components. after starting by setting evaluation application criteria based on legal basis and theoretical studies. furthermore, data collection is carried out on each evaluation component. the data obtained were then analyzed and compared with the evaluation criteria. data that do not match the criteria are deepened by conducting interviews to find out the causes and the underlying reasons and obstacles in achieving the criteria. furthermore, an assessment and decision making is carried out on each component that is evaluated. the results of the analysis of results and decision making are then used as the basis for improving each component of the program and improving and providing decisions on program implementation. gladi jurnal ilmu keolahragaan, 13 (02), june151 la ode isa , johansyah lubis , bambang sujiono figure 1. cipp model evaluation application design based on the scheme in figure 1 it can be explained as follows: a. the context component is intended to record or identify the objective conditions of suitability of objectives, legal basis and needs analysis. from the results of the analysis, information can be obtained that becomes the basis for making decisions to follow up the program. b. the input component is intended to identify the support resources needed to support the southeast sulawesi student sports development and training center program. resource support in the form of program planning, human resources, organizational support, availability of facilities and infrastructure, availability of funds used to support the implementation of the southeast sulawesi student sports training and development center program. furthermore, an analysis of the situation is carried out so that it can be used as a basis for decision making for the stages of program implementation. c. in the process component, identification of the application of the southeast sulawesi student sports training and development center was carried out. the process stages include program implementation and supervision. furthermore, an analysis of the suitability of the criteria and standards set at the southeast sulawesi student sports training and development center was carried out. based on this information a decision can be made on the extent to which the implementation mechanism has been implemented. d. in the product component, the identification of achievements that have been determined in the southeast sulawesi student sports training and development center program includes increasing physical, technical and mental gladi jurnal ilmu keolahragaan, 13 (02), june152 la ode isa , johansyah lubis , bambang sujiono development so that it can be decided the level of success achieved. result and discussion 1. context evaluation context evaluation includes issues related to the program environment that has been implemented. the context evaluation includes three aspects, namely: 1) the objectives of the student sports training and development center program, 2) the legal basis for the student sports training and development center program, and 3) needs analysis. the results are presented in table 1 as follows: table 1. context evaluation result the findings in the context evaluation will discuss the findings on indicators 1) the objectives of the southeast sulawesi student sports training and development center program, 2) the legal basis for the southeast sulawesi student sports training and development center program, and 3) needs analysis of the central program. southeast sulawesi student sports coaching and training is a program to capture and nurture talented sports students in order to achieve high sports achievements at the national and even international levels. the findings on the context dimension are 1) there is a match between the objectives of the southeast sulawesi student sports training and development center program with the vision and mission, 2) the implementation of the southeast sulawesi student sports coaching and training center has a strong legal basis, 3) with the existence of the southeast sulawesi student sports development and training center program is in accordance with the needs analysis in each province. 2. input evaluation the input evaluation includes the availability of supporting resources for the southeast sulawesi student sports training and development center. the aspects that become indicators in the evaluation of inputs include: 1) the availability of program plans, 2) the availability of human resources, 3) the support of the organizing organization, 4) the availability of facilities and infrastructure, 5) the availability of gladi jurnal ilmu keolahragaan, 13 (02), june153 la ode isa , johansyah lubis , bambang sujiono funds. the results are presented in table 2 as follows: table 2. input evaluation result the results of the input evaluation findings are 1) southeast sulawesi student sports coaching and training center equipped with the availability of training planning documents and program guidelines, 2) there is a suitability of profiles and recruitment processes for athletes, coaches at the student sports coaching and training center. southeast sulawesi with the criteria set by the student sports training and development center, 3) to support the southeast sulawesi student sports training and development center, there has been good cooperation between existing stakeholders, namely the youth and sports office, indonesia sport comitee and the regional government, 4) southeast sulawesi student sports development and training center received adequate facilities and infrastructure support, 5) southeast sulawesi student sports training and development center received funding support from the apbn, sectoral funding sources, regional general allocation funds and other self-help. 3. process evaluation the results of the process evaluation will discuss, among others: 1) program implementation, and 2) supervision. the results are presented in table 3 as follows: table 3. process evaluation process the results of the process evaluation findings will discuss the findings on indicators 1) program implementation, and 2) supervision. the findings that the researchers got on the program implementation indicators that the southeast sulawesi student sports coaching and training center in the implementation of the training program, competition implementation, academic improvement and welfare were in accordance with the provisions of the student sports coaching and training center only improvements are still gladi jurnal ilmu keolahragaan, 13 (02), june154 la ode isa , johansyah lubis , bambang sujiono needed, among others: (1) in the implementation of the exercise there is no athlete's pocket book, (2) in the implementation of the competition not all sports and athletes are dispatched, (3) in the implementation of academic programs it is necessary to have policies related to a special curriculum for athletes, (4) in the implementation of the welfare program for athletes and coaches, it is necessary to increase the number and process of disbursement of pocket money for athletes and coaches so that they are on time. while on the monitoring indicators the findings obtained are that there is a conformity of the evaluation process with the existing provisions at the southeast sulawesi student sports training and development center. 4. product evaluation product evaluation includes the athlete's achievement. achievement is a word used to indicate a person's level of achievement in carrying out a series of activities. the achievements in this study include: 1) increasing physical/physiological development, 2) increasing technical development, 3) increasing mental development. the results are presented in table 4 as follows: table 4. product evaluation result the result of product evaluation is evaluating achievement. achievements are not only seen from the medals obtained during the championships between the center for student sports coaching and training or other championships that are followed but can be seen from the increase in results during the southeast sulawesi student sports coaching and training center which includes increased physical development. , technical development and mental development. although the benchmark for the achievement of the student sports coaching and training center is the achievement in each championship that is participated by the student sports coaching and training center athletes. 5. evaluasi cipp tabel 5. cipp evaluation result gladi jurnal ilmu keolahragaan, 13 (02), june155 la ode isa , johansyah lubis , bambang sujiono conclusion the student sports training and development center program is a program that aims to recruit and nurture talented students in the field of sports in order to achieve good sports achievements at the national and even international levels. based on the evaluation that has been carried out using the context, input, process and product (cipp) model, several conclusions can be drawn, namely as follows: context 1. the southeast sulawesi student sports development and training center program has a match between the vision and mission and the goals to be achieved. the existence of this suitability is important because the conformity of the vision and mission will be a unified step towards the expected goals. 2. the legal basis for the southeast sulawesi student sports training and development center is strong. 3. there is a suitability of needs analysis with the southeast sulawesi student sports training and development center program, which arises because there is a need for an athlete nursery at the student level in southeast sulawesi. input 1. program planning for the southeast sulawesi student sports training and development center is complemented by the availability of training planning documents and program guidelines. 2. the availability of human resources is very important for the implementation of the central sulawesi student sports training and development center program, in this case the availability of quality athletes and coaches. the profiles of athletes and coaches are in accordance with the criteria as prerequisites for athletes and coaches at the student sports training and development center. as for the recruitment of athletes and coaches, that the recruitment process was carried out in accordance with the procedures set out at the student sports training and development center. the suitability of the recruitment process is carried out to maintain the quality of athletes and gladi jurnal ilmu keolahragaan, 13 (02), june156 la ode isa , johansyah lubis , bambang sujiono coaches at the southeast sulawesi student sports training and development center. 3. support of the organizing organization as a supporting aspect of the implementation of the southeast sulawesi student sports training and development center. in the implementation of the southeast sulawesi student sports coaching and training center, it was supported by the youth and sports office, indonesia sport comittee, and the regional government. 4. the availability of facilities and infrastructure for the southeast sulawesi student sports coaching and training center in its implementation has received adequate support from the youth and sports office, indonesia sport comitee, and pemda and even the ministry of youth and sports. 5. availability of funds the southeast sulawesi student sports development and training center receives financial support from the state revenue budget, sectoral funding sources, regional general allocation funds and other self-help funds. process 1. the implementation of the southeast sulawesi student sports training and development center program in this case includes 1) the implementation of training, 2) the implementation of competitions, 3) the implementation of academic programs, 4) the implementation of the welfare program is in accordance with what is planned in the center for coaching and southeast sulawesi student sports training only there are improvements in certain things as for the following improvements: (1) in the implementation of the exercise there is no athlete pocket book available, (2) in the implementation of the competition not all sports and athletes are dispatched, ( 3) in the implementation of academic programs, it is necessary to have policies related to special curricula for athletes, (4) in the implementation of welfare programs for athletes and coaches, it is necessary to increase the number and process of disbursing athletes and coaches' pocket money to be on time. 2. the monitoring process is carried out as a means to evaluate the implementation of the southeast sulawesi student sports training and development center. this evaluation relates to the athlete's performance, the coach's performance. in practice, the evaluation process is in accordance with gladi jurnal ilmu keolahragaan, 13 (02), june157 la ode isa , johansyah lubis , bambang sujiono the evaluation process with the provisions. product 1. student sports training and development center program the southeast sulawesi student sports training and development center is able to improve the quality of athletes. athletes from the southeast sulawesi student sports training and development center have experienced 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(2005). metode penelitian (jakarta: pt. gramedia widiasrana indonesia), hh.123 wiliam dunn. (2001). public policy, terjemahan muhadjir darwin. (yogyakarta: pt. hanindita graha widia), hh. 608 yolif citra resmi, 2014. (n.d.). yolif citra. yusrizal, nuzuli, i. (2015). keberadaan pplp olahraga dayung provinsi aceh tahun 2012. 1, 168–176 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 53-63 permalink/doi: https://doi.org/10.21009/gjik.141.05 copyright © 2023 aryono fajar harianto, ika novitaria marani, susilo this work is licensed under a creative commons attribution-sharealike 4.0 international license evaluation of the achievement development program of the dki jakarta province softball sports aryono fajar harianto1*, ika novitaria marani1, susilo1 1pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding email: aryono.fh22@gmail.com (submission track: received: 22-05-2022 final revision: 02-10-2022, available online: 31-03-2023) abstract. this research aims to obtain facts, data, and information about the results of the evaluation of the achievement coaching program for the women's softball sports of dki jakarta province. this study used evaluative methods with the cipp model. data collection techniques use questionnaires, documentation, observations, and interviews. the subjects of this study are the core board, coach, and athlete. the results revealed that the context component of the pengprov perbasasi dki jakarta already has a longterm, medium, and short-term plan. however, the dki jakarta provincial women's softball team was only able to achieve the goal of the achievement coaching program at the 2018 softball national tournament. the input components, facilities, equipment, and equipment provided are enough to meet the needs of the dki jakarta provincial women's softball team. however, the need for supplements and vitamins for new athletes ahead of the implementation of pon. in the process component, the coaching staff implements a walking selection system and promotes and degrades athletes based on batting average data, left on base, running base in, accumulation of errors, & success in sacrifice. the training process was carried out face-to-face and virtually during the covid-19 pandemic. in the product component, the results obtained by the dki jakarta provincial women's softball team during the period 2018 to 2022 were finalists in the 2018 softball national tournament. however, in the 2019 pon qualification and pon xx papua in 2021, the dki jakarta provincial women's softball team was only able to rank fifth. keywords: evaluation; achievement development program; softball mailto:aryono.fh22@gmail.com gladi jurnal ilmu keolahragaan, 14 (01), march54 aryono fajar harianto, ika novitaria marani, susilo introduction a scientific approach should be applied to all categories of sports, one of which is softball. coaches must apply sports science to make effective decisions so as to solve existing problems (martindale & nash, 2013). the scientific approach is also an important part of the softball sport of dki jakarta province in the implementation of the achievement development program. related to this, all staff coaches of the softball sports of dki jakarta province both sons and daughters have actually applied a scientific approach in the implementation of the achievement development program. however, in march 2020 the covid-19 pandemic first entered indonesia which made all normal face-to-face training programs must be transferred to virtual exercises through various applications. of course, the covid-19 pandemic had a great impact on the implementation of the softball achievement development program. cessation of normal face-to-face exercise due to covid-19 leads to a noticeable decrease in maximum oxygen consumption (vo2 max), loss of strength, and muscle mass (paoli & musumeci, 2020). the covid-19 pandemic not only changed the athlete's lifestyle, but also made the training process change. since the covid-19 pandemic, it requires the coaching staff to re-customize the training program with the conditions and situations of remote training virtually. in addition, pandemic covid-19 also has a great negative impact on the psychological of most people (cheval et al., 2021; li, wang, xue, zhao, & zhu, 2020). the negative psychological impact during the covid-19 pandemic has also reduced the motivation of athletes to do their usual exercises normally (ammar et al., 2020; tison geoffrey h, 2020; woods et al., 2020). there is covid-19 pandemic and training diverted to virtual also affect the motivation of athletes when training. changes in athlete motivation in training as one of the most significant effects due to the covid-19 pandemic (tingaz, 2021). considering aspects of motivation in parallel with physiological variables is one of the great challenges for athletes to carry out an exercise program at home (russell & rossignol, 2000). therefore, self-motivation significantly affects athletes' commitment to keeping training during gladi jurnal ilmu keolahragaan, 14 (01), march55 aryono fajar harianto, ika novitaria marani, susilo the covid-19 pandemic (leyton-román, de la vega, & jiménez-castuera, 2021). the results of pon xx papua in 2021 reflect that the target of perbasasi dki jakarta province to win two gold medals was not achieved. because perbasasi dki jakarta province only received one gold medal in the baseball and one silver medal in the men's softball. meanwhile, the women's softball did not get a medal and only ranked fifth. meanwhile, some factors that cause men's and women's softballs to not get gold medals such as preparation that is not optimal due to the covid-19 pandemic, forcing athletes to undergo training independently. in addition, the lack of official matches on both regional and national scales caused the flying hours of male and female softball athletes to be reduced and not maximal. this is certainly a bad achievement for the perbasasi dki jakarta province. because in pon xix west java perbasasi dki jakarta province was able to get two gold medals in baseball and women's softball. the failure to obtain a medal in pon xx papua in 2021 was a severe blow to the women's softball who from the beginning targeted the gold medal. in connection with the above, the evaluation must be carried out as soon as possible by the softball sport of dki jakarta province. this is done, so that the softball sport of dki jakarta province can know the shortcomings and get the right recomendation based on the results of the evaluation. in this regard, researchers consider it necessary to carry out evaluation research on the women's softball sports of dki jakarta province who did not get a medal in pon xx papua in 2021. related to this, later the results of this study can be used as a reference or consideration for the perbasasi dki jakarta province in creating a comprehensive achievement development program to deal with pon xxi aceh-sumut 2024/2025. method the data approach to this research is qualititative. the study will use the evaluative method described by fitzpatrick, sanders, & worthen (2011) explaining that "evaluation as the identification, clarification, and application of defensible criteria to determine an evaluation object's value (worth or merit) in relation to those criteria". it can briefly be explained that an evaluator must be able to identify and clarify the value (feasible or appropriate) gladi jurnal ilmu keolahragaan, 14 (01), march56 aryono fajar harianto, ika novitaria marani, susilo of an evaluated program. this study used the cipp model evaluation design (context, input, process, & product) to report thoroughly on the achievement development program of game sports in dki jakarta province. the subjects of this study are administrators, athletes, and women's softball coaches of dki jakarta province. meanwhile, the technique of collecting data on this study with observations, interviews, and questionnaires. results and discussions the dki jakarta provincial women's softball team has 25 athletes consisting of three athletes (12%) of early adolescence and 22 athletes (88%) of late adolescence. meanwhile, the average age of women's softball athletes of dki jakarta province as of january 1, 2022 is 18.8 years. the data shows that jakarta women's softball athletes who participated in the achievement coaching program from 2018 to 2021 are dominated by the final adolescent age with the age of 17 years as many as seven athletes (88%). however, when viewed from the initial aspects of the achievement coaching program in 2018 or three years earlier, the dki jakarta provincial women's softball athletes have an average age of 15.8 years and fall into the category of early adolescence. context component. basically, pjp softball dki jakarta province is carried out in preparation for the national sports week (pon). related to this, the pjp softball of dki jakarta province has a quadrennial time period. in addition to the long-term program, of course, the pengprov perbasasi dki jakarta also has a short and medium term program. the short-term program is focused on the national championship (kejurnas) as well as the medium-term program devoted to the pon qualification. the achievement development program implemented by the pengprov perbasasi dki jakarta certainly has goals or targets that must be achieved. seeing the results of the medals obtained at pon xix west java 2016 which was able to win two gold medals or become the general champion of the baseball & softball category, the pengprov perbasasi dki jakarta at least tried to maintain this achievement at pon xx papua 2021. therefore, long-term programs become important to run. planning in an organization is essential, because in reality planning is one of the important management gladi jurnal ilmu keolahragaan, 14 (01), march57 aryono fajar harianto, ika novitaria marani, susilo functions. because, the function of organizing, briefing and supervision is actually only carrying out what has been planned in advance. it also indicates that it is important for the organization's leadership to make careful planning so that goals can be achieved. the incident of the dki jakarta provincial women's softball team not getting the ideal time during the preparation of pon xx papua in 2021 must be of particular concern so that similar things do not happen again. because, the importance of planning is expressed by robbin & coulter (2004) who stated that there are at least four reasons to make planning, namely (1) planning gives direction; (2) reduce the impact of change; (3) minimize waste and double activities; (4) and become the standard used in control. if from the beginning the pengprov perbasasi dki jakarta has careful planning, then the impact of regional teams conducting training centers in jakarta will not interfere with the preparation of the dki jakarta provincial women's softball team. therefore, it is important for the pengprov perbasasi dki jakarta so that the incident really does not happen again. input component. pengprov perbasasi dki jakarta maximizes athletes from dki jakarta province to be targeted by the program. the athletes were selected from softball clubs that are still active under the auspices of the pengprov perbasasi dki jakarta. the clubs that are still active today include garuda club, prambors, rebels, rajawali and officials. a total of 18 athletes (72%) came from garuda club, four athletes (16%) came from prambors club, two athletes (8%) came from rebels club, and one athlete (4%) came from rajawali club. garuda club is the most contributing athletes in the implementation of the dki jakarta provincial women's softball achievement coaching program. of course, the number of athletes from one club indicates that the club is still consistently fostering female softball athletes in dki jakarta province. based on article 27 paragraph 4 of law number 3 of 2005 concerning the national sports system, it is explained that the coaching and development of sports achievements is carried out by deceiving sports clubs and organizing competitions in a tiered and sustainable manner. based on the observations and observations of researchers, the pengprov perbasasi dki jakarta during the achievement development program gladi jurnal ilmu keolahragaan, 14 (01), march58 aryono fajar harianto, ika novitaria marani, susilo did not run a tiered and sustainable competition. only in 2019 there is one competition, the pangdam jaya cup. however, the competition is open to the public meaning that all ages can play. in the evaluation of input components, the pengprov perbasasi dki jakarta has not provided maximum facilities in the implementation of achievement development programs. equipment such as bats that during practice have not reached one bat for one athlete. equipment such as bats and gloves are only fully fulfilled before the pon match. this makes players have to adapt again to the newly fulfilled equipment moments before the implementation of pon. evaluation is also important to do about the training ground, the jakarta perbasasi pengprov in some training sessions does not facilitate a standard training ground. this happened one of them because the covid-19 pandemic from march to july 2020 made the training ground on the gbk softball field closed. in this regard, the pengprov perbasasi dki jakarta can only facilitate training grounds at the baseball, rawamangun and futsal fields in the ciputat area. after the covid-19 pandemic began to hit and was allowed to retrain on the gbk softball field, the dki jakarta provincial women's softball team in several sessions also did not get standard training facilities. this is because of the women's softball team of west papua and papua provinces who have started training centers on the gbk softball field. the concentration of training from some of these areas makes two gbk softball fields that are standard used by these areas, so that the dki jakarta provincial women's softball team can only use small fields that have a non-standard size. of course, this makes the training of the dki jakarta provincial women's softball team less effective, especially when fielding training sessions require a standard field. process components. in the preparation of pon, the coaching staff applies a walking selection that crosses out several stages with various considerations. the recruitment process, which is the first stage, is reduced to 17 athletes, making athletes more committed to training. then, the determination of the core team of 15 athletes determined one month before the game makes the competition climate in the team maintained. this happens because athletes are required to still give their best during training and trials, in gladi jurnal ilmu keolahragaan, 14 (01), march59 aryono fajar harianto, ika novitaria marani, susilo order to be selected to the first team. in addition to the recruitment of athletes, indicators of promotion and degradation are also an important part of the achievement coaching program. the promotion of athletes is to make the athlete into the first team in the softball game. either enter the batting order or defence formation. the process of athlete promotion is carried out by looking at the development of athletes during training, both during batting and fielding exercises. of course, the coach has certain considerations such as how to hit, the favor of the ball with the bat and the quality of the resulting punch. then, the coach also has some considerations to promote athletes into the guard lineup. one of the considerations used is the ability to throw and catch the ball (fly ball or ground ball), the ability to make decisions when the ball is successfully hit, and the ability to master the field of play. the covid-19 pandemic is indeed one of the obstacles for the coaching staff and administrators in the process of implementing the achievement coaching program. online exercise can indeed be said to be ineffective. however, the demands for athlete performance to remain optimal must be carried out. therefore, online training must also be carried out. however, during online training, the entire coaching staff should continue to monitor so that athletes really train optimally according to the program made. in addition, variations of exercise must also continue to be developed so that athletes are not saturated when training independently. after practicing virtually in a few months, the dki jakarta provincial women's softball team was finally able to return to live training in september 2020. however, face-to-face exercises are done only once a week. because, at that time there were still many limits of human mobility. in addition, there are several conditions that must be met before doing face-to-face exercises such as having to test antigens and using masks during practice. initially players and coaches have difficulty when practicing using masks because the breathing process also becomes disrupted. then, the articulation of the coach when making corrections becomes less clear so that several times the player does not understand what is conveyed by the coach. limited and conditional face-toface exercises are utilized by coaches to practice the basic techniques of fielding gladi jurnal ilmu keolahragaan, 14 (01), march60 aryono fajar harianto, ika novitaria marani, susilo and batting. furthermore, physical exercise is focused virtually in each other's homes. the decision regarding the postponement of pon xx papua in 2020 to october 2021 made this kind of exercise process last until the end of 2020. because, the main field of training in gbk, senayan still cannot be used, so the training is diverted to the baseball field, rawamangun. because the field is devoted to the dki jakarta provincial men's baseball team and the dki jakarta provincial men's softball team also train at the baseball field, rawamangun, the dki jakarta provincial women's softball team only gets one time a week to practice. of course, the existence of limited face-toface exercises is very useful for the improvement or stabilization of player techniques. direct practice on the field also makes the practice process as usual, so that players can practice techniques to the maximum without thinking about training equipment or limited places. product components. achievement indicators are seen from several national and international level championships such as the national championship (kejurnas), pon qualification, pon and sea games. of course, indicators of exercise programs and achievement results became an important part of this study. because, the training program provided by the coach to athletes will have an impact on the quality of athletes. if the exercise program given is appropriate and effective, then the athlete also becomes qualified. related to this, qualified athletes will show maximum performance, so that the achievements achieved both individually and in the team will be maximized. indicators of achievement results become the most tangible part of the success of the achievement coaching program. of course, at the highest level, the achievements that must be obtained are to become champions or at least get the top three rankings. the softball sport of dki jakarta province since 2018 runs an achievement coaching program has stagnant achievement results tend to decline. the dki jakarta provincial women's softball team has obtained good results at the beginning of the achievement coaching program. the dki jakarta provincial women's softball team managed to become the finalis in the 2018 kejurnas which was defeated by the west java provincial women's softball team. of course, the positive results at the 2018 national gladi jurnal ilmu keolahragaan, 14 (01), march61 aryono fajar harianto, ika novitaria marani, susilo championship brought optimism to the pengprov perbasasi dki jakarta and the coaching staff in looking at the championships in the next year whose main goal was to win the pon xx gold medal. but the results obtained are quite the opposite, the dki jakarta provincial women's softball team has decreased achievements. this can be seen from the achievements of the dki jakarta provincial women's softball team in 2019 which only ranked fifth in the pon qualification. then, the dki jakarta provincial women's softball team was only able to reach the group stage at the 2020 gorgeus cup championship. at its peak, the dki jakarta provincial women's softball team did not get a single medal at pon xx papua in 2021. this result certainly makes the dki jakarta provincial women's softball team experience a very significant reduction in achievements. because in the previous three pon events, the dki jakarta provincial women's softball team won the gold medal. however, in pon xx papua in 2021 did not win a medal at all. the condition of the covid-19 pandemic makes the implementation of exercises ineffective when practicing virtually or independently in their respective homes. not all athletes also have a large land or place and adequate equipment to train independently. the coaching staff who cannot correct directly is also one of the obstacles to the training process faced during virtual and independent training. this has an impact on the achievement results of individuals and teams that tend to decline. pb perbasasi dki jakarta's target to win two gold medals was not achieved. because, in pon xx papua in 2021 pb perbasasi dki jakarta only received one gold medal and one silver medal. it is undeniable that the pandemic conditions are quite high in jakarta and strict health protocols make the training center of the dki jakarta provincial women's softball team constrained. this makes the exercise during the concentration that is actually planned for six months only effective for three months. in addition, the lack of refreshing due to limited movement of activities makes athletes psychologically also become easily saturated. because, the routine of athletes who only train on the field and then return again to the inn. conclusion jakarta's perbasasi pengprov has long-term, medium and short-term plans. gladi jurnal ilmu keolahragaan, 14 (01), march62 aryono fajar harianto, ika novitaria marani, susilo however, the dki jakarta provincial women's softball team was only able to achieve the goal of the achievement coaching program at the 2018 softball national championship. the athletes who entered the dki jakarta provincial women's softball team who participated in the achievement coaching program consisted of several dki jakarta provincial softball associations. meanwhile, the training facilities, equipment, and equipment provided and provided are enough to meet the needs of the dki jakarta provincial women's softball team. however, the need for supplements and vitamins for new athletes is met ahead of the implementation of pon xx papua in 2021. the dki jakarta provincial women's softball team implemented several athlete recruitment schemes in accordance with the composition of the assigned coaching staff. the coaching staff promotes and degrades athletes based on data on batting average, left on base, running base in, accumulation of errors, & success in sacrifice. hasil obtained by the dki jakarta provincial women's softball team during the period 2018 to 2022 is a finalist in the 2018 softball national championship. however, in the 2019 pon qualification and pon xx papua in 2021, the dki jakarta provincial women's softball team was only able to rank fifth. references martindale, r., & nash, c. (2013). sport science relevance and application: perceptions of uk coaches. journal of sports sciences, 31(8), 807-819. paoli, a., & musumeci, g. (2020). elite athletes and covid-19 lockdown: future health concerns for an entire sector. journal of functional morphology and kinesiology, 5(2), 30. cheval, b., sivaramakrishnan, h., maltagliati, s., fessler, l., forestier, c., sarrazin, p., ... & boisgontier, m. p. (2021). relationships between changes in self-reported physical activity, sedentary behaviour and health during the coronavirus (covid19) pandemic in france and switzerland. journal of sports sciences, 39(6), 699-704. li, s., wang, y., xue, j., zhao, n., & zhu, t. (2020). the impact of covid-19 epidemic declaration on psychological consequences: a study on active weibo users. international journal of environmental research and public health, 17(6), 2032. ammar, a., brach, m., trabelsi, k., chtourou, h., boukhris, o., masmoudi, l., ... & eclbcovid19 consortium. 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(2021). the psychological impact of covid-19 pandemic on elite athletes, management strategies and post-pandemic performance expectations: a semi structured interview study. ijeri: international journal of educational research and innovation, (15), 73-81. russell, a., le rossignol, p., & lo, s. k. (2000). the precision of estimating the total energy demand: implications for the determination of the accumulated oxygen deficit. journal of exercise physiology online, 3(2), 55-63. leyton-román, m., de la vega, r., & jiménez-castuera, r. (2021). motivation and commitment to sports practice during the lockdown caused by covid19. frontiers in psychology, 3846. fitzpatrick, j., sanders, j., & worthen, b. (2011). program-oriented evaluation approaches. program evaluation: alternative approaches and practical guidelines. 4th ed. upper saffle river, nj: pearson education, 153-7 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 200-212 permalink/doi: https://doi.org/10.21009/gjik.125.07 the effect of exercise therapy and range of motion (rom) on chronic ankle instability (cai) in pelatda pon xx athletes dki jakarta province linda birawati1*, junaidi1, ramdan pelana1,fatah nurdin1 1 physical education, universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 coresponding email: birawati.linda@gmail.com abstract the purpose of this study is to determine the effect of exercise therapy methods and athlete's rom on chronic ankle instability (cai). the research method is an experiment with a treatment by level 2x2 design. the population of the athletes of pelatda pon xx dki jakarta province who experience chronic ankle sprain is 74 athletes. the number of samples from each level are: group (b1) is 27% of 74 = 19.98 (20) sample and group (b2) is 27% of 74 = 19.98 (20) sample. the research sample was 40 people. hypothesis testing using the tukey test. based on the research results, it can be concluded: 1) there is a significant difference between the a1 and a2 methods on y. judging from fo = 54.269 sig. 0.00<0.05. 2) there is a significant interaction effect between a and b on y. judging from fo = 54.269 sig. 0.00<0.05. 3) there is a significant difference in y using exercise therapy a1 and a2 in group b1. this is evidenced by the value of sig. 0.00<0.05. 4) there is a significant difference in y results using exercise therapy a1 and a2 in group b2. it is proven by the value of sig. 0.00<0.05. keywords: therapy online; offline; rom; chronic ankle instability gladi jurnal ilmu keolahragaan, 13 (02), june201 linda birawati, junaidi, ramdan pelana,fatah nurdin introduction in the implementation of training pelatda athletes cannot be separated from the obstacles that occur in the field. one of the obstacles that can affect the condition of athletes in training is injury. based on data contained in the field of science and technology, koni dki jakarta province in 2021, there were 511 athletes of the xx pon pelatda dki jakarta province who experienced various types of injuries ranging from upper to lower body. injury is a problem that is difficult for athletes to avoid and can be an obstacle to hinder an athlete's performance either in training or in a match. according to maffulli et al. (2011) that injury can counteract the beneficial aspects associated with sporting activity if the athlete is unable to continue to participate because of the residual effects of the injury. based on the cause, the injury that occurs depends on the type of exercise and the sport. generally, the injury occurs due to muscle weakness, poor infrastructure and overuse (junaidi, 2018). injuries can affect muscles and tendons, joints and ligaments, bones, and nerves (kushartanti, 2015). this injury occurs due to a tear in the ligament fibers that bind the ankle joint. as stated by brunker and khan, (1993: 439) one injury that occurs in sports players is an ankle sprain or ankle sprain, ankle sprain is an ankle injury due to sudden movements in the lateral or medial direction which results in tearing of the ligament fibers in the joint. ankle (sumartiningsih, 2012). according to (anguish & sandrey, 2018) that the reported injury rate of all ankle complaints is between 75% and 85% with lateral ankle sprains. the degree of ligament injury is the same as the degree of muscle injury, starting with grade one where the injury only damages some of the ligament fibers to grade three where the ligament fibers have been severed or nearly broken. maffulli et al. (2011) in the american journal of sports medicine data, ankle injuries account for 21% of all sports injuries. ankle ligament injuries were more frequently (83%) diagnosed as sprains in the ligaments and were more common in sports such as basketball and volleyball. ankle sprains are a common and frequently occurring sports injury taken for granted by athletes and coaches. based on data contained in the science and technology field of koni dki jakarta province in 2020, it was recorded that 74 (14,5%) gladi jurnal ilmu keolahragaan, 13 (02), june202 linda birawati, junaidi, ramdan pelana,fatah nurdin athletes from the xx pon pelatda dki jakarta province who suffered ankle sprain injuries from the total injury data of 511 athletes who complained of various types of injuries ranging from upper to lower. body. according to doherty et al. (2017) that the incidence of ankle sprain injuries is quite high, posing a significant risk to participants from various types of activities and sports. setiawan (2011), overuse can lead to chronic injury. lateral ankle sprains have been shown to be one of the most common musculoskeletal injuries in athletes and the recreationally active population. in addition, it is estimated that approximately 30% of people with lateral ankle sprains will experience recurrent ankle sprains and experience symptoms of pain and instability lasting >1 year. chronic ankle instability (cai) is the term used to describe cases involving recurrent ankle sprains and decreased function for >1 year after the initial ankle sprain. these include reduced range of motion, decreased strength, impaired neuromuscular control, and altered functional movement patterns (donovan and hertel, 2013). people who experience their ankle sprain continue to develop chronic ankle instability (cai). cai conditions are often classified as pain, loss of function, and restriction, or failure, to return to a previous level of activity (wikstrom and brown, 2014). according to (loudon, reiman, & sylvain, 2014) that chronic ankle instability can be caused by mechanical instability, functional instability or a combination of both. donovan and hertel (2013) explained that patients with cai exhibit various types of deficits, including decreased rom and strength, impaired proprioception and neuromuscular control and changes in gait. chronic ankle sprains are one of the most common musculoskeletal injuries, and up to 70% of individuals with acute ankle sprains may develop residual physical disability, which may include chronic ankle instability (herzog, kerr, marshall, & wikstrom, 2019). mechanical instability refers to pathological anatomic changes, often acquired ligamentous laxity of the atfl and cfl (gruskay, brusalis, & heath, 2019). instability (decreased stability) of a joint can be affected by muscle gladi jurnal ilmu keolahragaan, 13 (02), june203 linda birawati, junaidi, ramdan pelana,fatah nurdin weakness, weakness by ligaments that function to stabilize the joint. the factors that play a role in the balance itself are various factors such as musculoskeletal disorders and disorders, decreased muscle flexibility, decreased sensory systems such as proprioceptive, visual, vestibular and neuromuscular systems (riyanto & wahyuni, 2019). in addition to administering action or administering medication, several series of programs for injury rehabilitation are usually also recommended by a sports medicine specialist or medical rehabilitation specialist to be run after an athlete is consulted about the condition of his injury. the rehabilitation programs include; physiotherapy, massage therapy and also recommended exercise therapy according to the condition of the injury. of course, with the aim of accelerating the healing process so that athletes can return to practice or compete with maximum performance. rehabilitation programs are critical to achieving functional recovery after a sports injury (roi, 2010). someone who is injured will automatically protect the injured body part by minimizing the movement of the injured part. this happens because of the pain and the ability of the injured body part that is not ready to accept the body's burden. the lack of movement in the injured body part causes the function of the ligaments and muscles to decrease which results in a decrease in strength, and will be followed by impaired postural control or proprioceptive disturbances from the injured body (syafrianto, muchlis, & ayu, 2021). decreased range of motion (rom) also occurs in someone who has an ankle sprain. as described in (hamzah, fauziah, & sa’diah, 2020) that in the case of ankle sprain, a person experiences residual symptoms such as ligament laxity, proprioceptive impairment, decreased range of motion (rom), repetitive swelling, pain during activity, and ankle instability. exercise therapy is one way of injury rehabilitation to speed up the patient's recovery from injury and to prevent repeated injuries. there are various ways to heal ankle injuries, from first aid, treatment, to injury rehabilitation. in injury rehabilitation can be done with exercise therapy (exercise therapy). therapy and exercise are part of the injury management process. exercise therapy can improve flexibility or range of gladi jurnal ilmu keolahragaan, 13 (02), june204 linda birawati, junaidi, ramdan pelana,fatah nurdin motion (rom), strength, and muscle endurance (kushartanti, 2015). weaknesses or disabilities of the injured part can be reduced by exercise therapy. the importance of exercise therapy in the management of injuries to reduce muscle weakness so that the injury is not easily repeated. exercise therapy can reduce the occurrence of chronic ankle sprains and may be effective in managing chronic ankle instability (lin, hiller, and de bie, 2010) in providing an exercise therapy program for injured conditions, there are various methods of exercise therapy that can be given to athletes according to the condition and part of the injury being complained of. likewise, giving the right combination form of exercise therapy to improve stability in chronic ankle sprain conditions is very important. balance exercise is also effective in preventing ankle sprains in athletes with previous sprains (petersen et al., 2013). the provision of exercise therapy, both active and passive, using tools or not using tools, can have the effect of increasing adaptation to recovery of tendon and ligament strength, and can increase muscle mass strength, and can maintain ankle joint stability. this increases the range of motion in the ankle joint (fadilla, 2018). (kushartanti, 2015) explained that the basic components of exercise therapy include flexibility and rom exercises, strength and muscle endurance exercises, and proprioceptive, coordination, and agility exercises. this is confirmed in the journal of medical science and clinical research that a large body of literature demonstrates the benefits of early, progressive rehabilitation exercise for all types of musculoskeletal conditions. these benefits include restoration of rom, decreased pain, nerve inhibition, faster return of muscle function, and improved performance in sports and all activities of daily living (m.p.t, 2017) the pattern of injury rehabilitation through exercise therapy, which is usually done by athletes from pelatda pon dki jakarta, is carried out by the koni polyclinic of dki jakarta province accompanied by a therapist. with the ongoing covid-19 pandemic conditions as well as physical distancing policies as well as the ppkm (enforcement of community activity restrictions) policy as an effort to break the chain of the spread of covid-19, this has an impact on the pattern of limiting gladi jurnal ilmu keolahragaan, 13 (02), june205 linda birawati, junaidi, ramdan pelana,fatah nurdin human activity in various sectors of life, one of which is in the field of education. sports are included in the rehabilitation process for athletes at koni dki jakarta which also limits the visits of athletes at the koni dki jakarta polyclinic. if this is not addressed wisely, there is a risk that the athlete cannot be optimal in the rehabilitation process for the injury he is experiencing. based on the explanation of the problems above, the researcher tries to understand in-depth research. in this case, researchers will try to examine methods of exercise therapy for chronic ankle sprains that are carried out offline at the dki jakarta koni polyclinic and online for athletes who experience chronic ankle sprains with the aim of increasing ankle stability in athletes of pelatda pon xx dki jakarta province. furthermore, the researcher will conduct research on a scientific basis entitled "the effect of exercise therapy and rom (range of motion) on chronic ankle instability (cai) athletes of the xx pon pelatda dki jakarta province". method the general purpose of this study was to determine the effect of exercise therapy methods and athlete's rom on chronic ankle instability (cai). the method used in this study using the experimental method. the research design used is a treatment design by level 2 x 2. the test instrument to measure ankle stability uses a y-balance test and rom uses a goniometer. the population in this study were athletes from pelatda pon xx dki jakarta province who experienced chronic ankle sprain, totaling 74 athletes. the number of samples from each level are: the group of athletes who have high rom (b1) is 27% of 74 = 19.98 or rounded up to 20 samples and the group of athletes who have low rom (b2) is 27% of 74 = 19. results and discussion results the description of the description of the research data aims to see in general the description of chronic ankle instability (cai) athletes of pelatda pon xx dki jakarta province who are the research subjects. this research is divided into 4 research groups. the summary results of the calculation of descriptive statistics can be seen in the table below: table 2 summary of statistical calculations range of motion (rom) statistic exercise therapy total online offline high n x̄ s 10 90,2 2,10 10 88,24 2,30 20 89,24 2,38 low n 10 10 20 gladi jurnal ilmu keolahragaan, 13 (02), june206 linda birawati, junaidi, ramdan pelana,fatah nurdin x̄ s 78,08 1,83 82,36 0,80 80,22 2,59 total n x̄ s 20 84,2 6,53 20 85,3 3,45 testing requirements analysis of variance the hypothesis testing of this research was conducted using two-way analysis of variance (anava). as a requirement to perform the two-way anova test, it is necessary to test for normality and test for homogeneity using the spss.26 application. the results of the normality test using shapiro-wilk obtained the results of 0.984 and the value of sig. or p-value 0.817 > 0.05, so it can be concluded that all data groups in this study were taken from a normally distributed population so that it can be used for hypothesis testing. the results of the homogeneity test based on levene's test obtained sig. or /p-value 0.125 > 0.05, ho is accepted. thus, it can be concluded that the data comes from a homogeneous variance. hypothesis test analysis of variance (anova) was carried out with spss 26. for more details, the results of hypothesis testing can be seen in the table below. table 5. summary of calculation results analysis of variance (anova) tests of between-subjects effects dependent variable: chronic ankle instability (cai) source f s ig. corrected model 83.332 . 000 intercept 78343. 707 . 000 terapi 54.269 . 000 rom 195.62 4 . 000 terapi * rom 54.269 . 000 a. r squared = .874 (adjusted r squared = .864) 1. there is a difference between online exercise therapy (a1) and offline exercise therapy (a2) on chronic ankle instability (cai) (y) based on table 5, the output of spss tests of between-subjects effects can be obtained in the therapy column that the f value is 54,269, sig. 0.000 < 0.05, it means that the hypothesis is accepted. it means that there is a difference in chronic ankle instability (cai) athletes of pelatda pon xx dki jakarta province in terms of the exercise therapy given. furthermore, the output of spss tests of between-subjects effects in the rom column shows the value of sig. 0.000 < 0.05, it means that the hypothesis is accepted. fcount 195.624 > ftable gladi jurnal ilmu keolahragaan, 13 (02), june207 linda birawati, junaidi, ramdan pelana,fatah nurdin 4,113 which means that there is a difference in chronic ankle instability (cai) athletes in pelatda pon xx dki jakarta province in terms of the athlete's rom level. 2. there is an interaction between exercise therapy (a) and range of motion (rom) (b) on chronic ankle instability (cai) (y) based on table 5 in the therapy*rom column, it is found that the value of f0 (ab) = the value of 54.269 with p-value/sig. 0.000 < 0.05, it means that the hypothesis is accepted. this means that there is an interaction between exercise therapy (online and offline) and range of motion (high and low) on chronic ankle instability (cai) athletes of pelatda pon xx dki jakarta province. based on the analysis results, the effect of exercise therapy (online and offline) and range of motion (high and low) on chronic ankle instability (cai) athletes in pelatda pon xx dki jakarta province is 86.4%. the effect of the interaction is shown visually in the following figure: figure 1 interaction between exercise therapy and range of motion (rom) on chronic ankle instability (cai) 3. there is a difference between online exercise therapy (a1) and offline exercise therapy (a2) on chronic ankle instability (cai) (y) in the group of athletes who have a high range of motion (rom) (b1) the results of the calculation of the hypothesis test on the simple effect test for b1 were carried out using the tukey test. the results can be seen in the table below: table 6 calculation results of the third hypothesis test multiple comparisons dependent variable: chronic ankle instability (cai) tukey hsd (i) a1b1a2b1 dan a1b2a2b2 (j) a1b1a2b1 dan a1b2a2b2 m ean differenc e (i-j) s ig. a1b 1 a2b 1 1. 9970 . 000 a1b 2 a2b 2 4.2810* . 000 based on the spss output from the analysis of variance (anova) further gladi jurnal ilmu keolahragaan, 13 (02), june208 linda birawati, junaidi, ramdan pelana,fatah nurdin test with the tukey test, it was found that the difference in chronic ankle instability (cai) athletes pelatda pon xx dki jakarta province (y) between online therapy (a1) and offline therapy (a2) in group of athletes who have a high range of motion (rom) (b1). the simple effect test for b1: (a1b1-a2b1) has a sig value of 0.000 <0.05 so that h0 is rejected. this means that there is a difference in the average results of chronic ankle instability (cai) of athletes who are treated online with offline therapy, there is a group of athletes who have a high range of motion (rom) (b1). the average value of athletes treated online was higher than the group treated offline in the group of athletes who had a high range of motion (rom), the mean difference was 2.00. 4. there is a difference between online therapy (a1) and offline therapy (a2) on chronic ankle instability (cai) (y) in the group of athletes who have low range of motion (rom) (b2). based on the spss output from the analysis of variance (anova) further test with the tukey test, it was found that the difference in chronic ankle instability (cai) athletes pelatda pon xx dki jakarta province (y) between online therapy (a1) and offline therapy (a2) in group of athletes who have a low range of motion (rom) (b2). the simple effect test for b1: (a1b2a2b2) has a sig value of 0.000 < 0.05 so that h0 is rejected. this means that there is a difference in the average results of chronic ankle instability (cai) athletes treated online with offline therapy in the low range of motion (rom) group (b1). the average score of athletes treated offline was higher than the group treated online in the group of athletes who had a low range of motion (rom), the mean difference was 4.2810. discussion 1. there is a difference in the effect of online exercise therapy with offline exercise therapy on chronic ankle instability (cai) the results of testing the first hypothesis showed that the overall average chronic ankle instability (cai) score in the online exercise therapy group was smaller than the offline exercise group of 84.2 <85.3. from these findings, it can be stated that the offline form of exercise therapy is more effective than the online form of exercise therapy. this can be seen from the results of statistical analysis with a mean difference of 1.143. thus, it means that chronic ankle instability (cai) using gladi jurnal ilmu keolahragaan, 13 (02), june209 linda birawati, junaidi, ramdan pelana,fatah nurdin offline exercise therapy has a better effect than online exercise therapy. exercise therapy is an injury rehabilitation method to speed up the patient's recovery from injury and to prevent repeated injuries. the importance of exercise therapy in the management of injuries to reduce muscle weakness so that the injury is not easily repeated and can recover quickly. the exercise therapy program must be structured with the right dose in a systematic manner according to the level of injury the athlete has and must be carried out in accordance with the exercise program and under the direct supervision of the therapist. in this pandemic period, online exercise therapy is one of the preferred methods of injury therapy. however, based on the results of research in this study, offline exercise therapy can provide better results than online exercise therapy. however, these two types of therapy still provide an increase in chronic ankle instability (cai). 2. there is an interaction between exercise therapy and range of motion (rom) on chronic ankle instability (cai) from the results of testing the second hypothesis, it proves that there is an interaction showing that there is an interaction between online exercise therapy and offline exercise therapy with range of motion (rom) in its effect on chronic ankle instability (cai) athletes pelatda pon xx dki jakarta province or in other words the research hypothesis submitted is proven to be true. if the therapist uses the right form of exercise therapy, it will be able to increase the range of motion (rom) owned by the pelatda pon xx athletes of dki jakarta province. along with this, there will also be an increase in chronic ankle instability (cai) owned by athletes of the xx pon pelatda dki jakarta province. based on the explanation above, it can be concluded that by using the right form of exercise therapy in training range of motion (rom), it will also be able to increase the chronic ankle instability (cai) of the athletes of pelatda pon xx dki jakarta province. 3. athletes of pelatda pon xx dki jakarta province who have a high range of motion (rom) will have better chronic ankle instability (cai) if they are treated with an online form of exercise therapy than if they are treated with an offline form of therapy the mean value in the a1b1 group is 90.2 and the mean value in the a2b1 group is 88.24, or it can be written a1b1 > a2b1. based on the difference gladi jurnal ilmu keolahragaan, 13 (02), june210 linda birawati, junaidi, ramdan pelana,fatah nurdin in average, it can be concluded that the athletes of pelatda pon xx dki jakarta province who have a high range of motion (rom) will have better chronic ankle instability (cai) if they are treated with online exercise therapy instead of being treated with other forms of therapy offline. the results of testing the third hypothesis showed that overall, the chronic ankle instability (cai) scores in the group given the online form of exercise therapy and the offline form of therapy in the high category range of motion (rom) were significantly different. from these findings, it can be stated that the online form of exercise therapy in the high category range of motion (rom) has a greater average score than the chronic ankle instability (cai) score in the group given the offline exercise therapy form in the range of motion (rom). high category. 4. athletes of pelatda pon xx dki jakarta province who have a low range of motion (rom) will have better chronic ankle instability (cai) if they are treated with an offline form of exercise therapy than if they are treated with an online form of therapy the mean value in the a1b2 group is 78.08 and the mean value in the a2b2 group is 82.36 or it can be written a1b2 < a2b2. based on the average difference, it can be concluded that the athletes of pelatda pon xx dki jakarta province who have a low range of motion (rom) will have better chronic ankle instability (cai) if they are treated with offline exercise therapy than if they are treated with other forms of therapy on line. the results of testing the fourth hypothesis show that overall, the chronic ankle instability (cai) scores in the group given the online form of exercise therapy and the offline form of therapy in the low category of range of motion (rom) have significant differences. from these findings, it can be stated that the form of offline exercise therapy in the low category range of motion (rom) has a greater average score than the chronic ankle instability (cai) score in the group given the online form of exercise therapy in the range of motion (rom) low category. conclusion 1. there are differences in the results of the chronic ankle instability (cai) that is owned by athletes of pelatda pon xx dki jakarta province who are trained using online exercise therapy and offline exercise therapy. 2. there is an interaction between the form of exercise therapy and the gladi jurnal ilmu keolahragaan, 13 (02), june211 linda birawati, junaidi, ramdan pelana,fatah nurdin range of motion (rom) owned by the athletes of the xx pon pelatda dki jakarta province against chronic ankle instability (cai). that is, training the range of motion (rom) with appropriate online exercise therapy and offline exercise therapy will be able to increase the chronic ankle instability (cai) of the athletes of pelatda pon xx dki jakarta province. 3. athletes of the pon xx pelatda dki jakarta province who have a high range of motion (rom) will have better chronic ankle instability (cai) if they are treated with online exercise therapy than offline exercise therapy. 4. athletes of pelatda pon xx dki jakarta province who have low range of motion (rom) will have better chronic ankle instability (cai) if they are treated with offline exercise therapy than online 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(2012). cedera keseleo pada pergelangan kaki (ankle sprains). media ilmu keolahragaan indonesia, 2(1). https://doi.org/10.15294/miki.v2i1. 2556 syafrianto, d., muchlis, a. f., & ayu, n. p. (2021). functional ankle instability didefinisikan sebagai perasaan subjektif dari ketidakstabilan dan cedera berulang pada pergelangan kaki , keseleo pergelangan kaki simtomatik ( atau keduanya ) karena defisit proprioceptive dan neuromuskuler , hal ini mengakib, 6, 19–27. wikstrom, e. a., & brown, c. n. (2014). minimum reporting standards for copers in chronic ankle instability research. sports medicine, 44(2), 251–268. https://doi.org/10.1007/s40279013-0111-4 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 132-145 permalink/doi: https://doi.org/10.21009/gjik.125.02 the influence of learning methods and students' learning interest on students' learning outcomes/students of santa maria junior high school year 2020/2021 (during the covid-19 pandemic) nila sari rosenta sagala1, nofi marlina siregar 2, fatah nurdin2 1physical education, unversitas negeri medan 2 physical education universitas negeri jakarta, jakarta jl. rawamangun muka, east jakarta, indonesia 13220 correspondiing author. email : nilasarirosenta@yahoo.com abstract this study aims to determine the effect of the independent variable on the dependent variable. judging from the title of the thesis, there are two independent variables, namely online and conventional. the dependent variable is the physical education result of the santa maria junior high school students. to determine the difference in the effect of online learning methods and conventional learning methods on physical education learning outcomes of santa maria junior high school students, the interaction between online training methods and conventional learning methods on physical education learning outcomes of santa maria junior high school students. this research was conducted at santa maria juanda junior high school, central jakarta. the research was conducted using an experimental method. ex post facto research is research that aims to find the causes that allow changes in behavior, symptoms or phenomena caused by an event, behavior or things that cause changes in the independent variables which as a whole have occurred. ex post facto research is methodologically an experimental research that also tests hypotheses but does not provide certain treatments for some reason it is unethical to provide treatment or provide manipulation. usually for reasons of human ethics, or the symptoms/events have occurred and want to explore the factors that cause it or the things that influence it. the research method used to find the effect of a particular treatment or treatment. this study consisted of the dependent variable, namely the results of physical education learning outcomes, the independent variable being the treatment of online and conventional training methods and the moderator independent variable, namely the physical education learning outcomes of santa maria junior high school students. there are differences in the learning outcomes of physical education skills in groups of students who have high interest who are taught by the face-to-face learning method who are taught by the overall learning method. it is known that qcount 7.58 > 4.33 qtable, so h0 is rejected, which means that there is a significant difference in physical skills learning outcomes between students who have high interest who are taught by the face-to-face learning method rather than those taught by the overall learning method. it is known that qcount 0.85 < 4.33 qtable means h0 accepted and h1 is rejected which means that there is no significant difference in physical skills learning outcomes in the group of students who have low interest who are taught by direct face-to-face learning methods and those taught by overall learning method. based on this, it can be concluded that there is no significant difference in the learning outcomes of physical education skills in the group of students who have low interest between students who are taught using the face-to-face learning method and students who are taught by the overall learning method, although there are differences that indicate the average physical education skills learning outcomes taught using online learning methods are better than students taught using face-to-face learning methods for students who have low interest. keywords: method, learning, interest in learning, learning outcomes mailto:nilasarirosenta@yahoo.com gladi jurnal ilmu keolahragaan, 13 (02), juni133 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin introduction the new situation experienced by each country at this time, makes many new things happen. technological developments that have occurred rapidly and are very updated also greatly affect the new situation of everyone, especially with the world of education. the world of education is facing quite complex problems during the covid-19 pandemic. the virus attack, for which no vaccine has yet been found, has an impact on the implementation of learning at all levels of education. college levels and some high schools who are used to implementing online learning do not experience many obstacles in dealing with the covid-19 pandemic, not so with the elementary education level (junior high school) which is even prohibited from bringing communication devices (mobile phones) to school or to the classroom. . the covid-19 pandemic has brought concerns to the provision of education and learning in junior high schools. in indonesia, the most severe conditions are experienced by schools located far from urban areas with limited internet access and infrastructure. the obstacle they experience is the difficult internet, then the state of the school and the surrounding environment, especially the condition of their own homes which are not ready in an emergency to study online. children who go to school in urban areas with internet access and infrastructure as well as good internet control are still more capable of carrying out online learning. updates such as google classroom, google form, google docs, google spreadsheet, google meet, zoom by tracing the implementation of learning during the covid-19 period (dewi 2002). online teaching and learning activities during the pandemic are part of efforts to increase awareness of the spread of the covid-19 virus (nuryana 2020). teaching and learning activities at all levels of formal education are also a real effort by the government to break the chain of the spread of covid-19 (ministry of education and culture of the republic of indonesia 2020). although the spread of the virus in indonesia, which until july 2020 has not shown a decline, the contribution of the world of education through online learning has an important role in supporting the efforts of the government and the entire nation to contain the rate of increase in the number of sufferers and victims of covid-19. judging from the content and subjects taught in schools gladi jurnal ilmu keolahragaan, 13 (02), juni134 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin during the pandemic, they can be categorized into two groups. the first group is a group of subjects that is dominated by theory and little practice, while group two is dominated by practice with little theory. these two groups are very different in online learning. sports education is a discipline that falls into the second category, with the dominance of practice on physical activity. in the 2013 curriculum (k13) sports education at the junior high school level is in the subjects of physical education, sports and health (pjok). with data statements and data, it can be concluded that learning pjok subjects is also very important and also has its own challenges for educators, who have been able to teach directly in the field but due to the pandemic situation, it must be limited to online learning, besides not being able to of course all children have sports equipment and circumstances that support corner learning, so it is important for educators to arrange teaching methods that can be done online, and the most effective method is blended learning, where blended learning is a mixture of face-to-face directly with learning activities by assignment or online. this research focuses on the model of developing shooting , then seeks to improve the shortcomings in the physical education learning process as well as find a way out and strive for physical education lessons in general and basketball in particular are fun subjects so students don't get bored following them and can enrich students' motion or motor experiences. so that the results of this study can be used as one of the teaching materials in improving the teaching and learning process. why is the author researching skills shooting basketball? shooting is the ultimate goal of basketball. by shooting a team will get a point. obtaining these numbers will determine the win or loss of a team. so that every player involved in the field must have good shooting . shooting is one of the most important basic techniques that must be mastered, because in carrying out an attack it is only by shooting technique that one can enter the ball. according to amber in afandi and siantoro (2017) states that "the most important skill in this basketball game is the ability to "shoot" or shoot the ball into the basket" (afandi & siantoro, 2017). gladi jurnal ilmu keolahragaan, 13 (02), juni135 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin kurniawan in alfiansyah and januarto (2017) adds how important shooting is for a team's victory, namely "a very dominant technique in basketball games is shooting or shooting because the victory of a basketball team is measured by collecting the most numbers or points" (alfiansyah & januarto , 2017). zhen, wang, and hao (2015) also say that: "basketball is a sport that scores determine its result, and shooting skill determines score percentage which means shooting determines the result of a basketball game to some extent. whose results are determined by the score, and shooting determine the percentage score, which means shooting skills can determine the outcome of basketball matches up to a certain time limit” (zhen, wang, & hao, 2015). even when in learning, shooting is the final result in learning not only in terms of the right technique in shooting but from the accuracy of scoring points, this shows that every student must master shooting techniques well if they want good physical education scores. however, shooting skills are very complicated skills, many children and even adults shoot with inappropriate movements because of the complexity of shooting basketball according to the journal researched by fj rojas et al in adina, saichudin, and kinanti (2017) that: “in conclusion, it can be stated that players attempt to release the ball more quickly and from a greater height when confronted with an opponent. this strategy lessens the chance of the opponent intercepting the ball. that many players jump shoot with the wrong technique, because the wrong basic technique resulted in the jump shoot being less than perfect." (adina, saichudin, & kinanti, 2017). followed by prusak's opinion in runasari and isdaryono (2018) which states that shooting is not an easy movement, "shooting is not easy to learn. many different types of shots (free throws, lay ups, set-shoots, jumpt shoots, and so you must be learned.” (runasari & isdaryono, 2018). which means it is not easy for children to learn shooting skills. many types shots, such as free shots, lay ups, throws on the spot, jump shoots, and you have to learn. in this journal the author concludes that shooting is an important skill that can give maximum results in sports scores and can even win a match but it is not easy because in fact shooting skills are complex skills to master, so the need for gladi jurnal ilmu keolahragaan, 13 (02), juni136 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin ideas to be able to easily master and improve shooting well. why did the author research with elementary school children as the subject? johan cruyff quoted from ardianta and hariadi (2017) said that "don't expect a player to be able to become a great player if at the age of 14 years he has not mastered the basic techniques. skills shooting require good coordination” (ardianta & hariadi, 2017). budiwanto in subagio and tomi (2017) explains that "coordination is a complex and complex series of activities" (subagio & tomi, 2017). with this statement that shooting requires good coordination and coordination is a complicated exercise, it is also with this that coordination must be developed in early childhood as described by james and wahyuningtyas in widiastuti and hutomo (2018) which states that "coordination exercises can be developed at an early age between the ages of 8-13 years because at this age children have characteristics, namely having an extraordinary learning speed” (widiastuti & hutomo, 2018). so, based on these statements, it is necessary to make children proficient in doing basic techniques (shooting) as early as possible because complex movements such as shooting will be more easily mastered and improved by children. therefore, appropriate and quality learning is also needed, so that the teacher's expectations of children are in accordance with their objectives, namely being able to master basic techniques (shooting) well and effectively. teachers are expected to have the right strategy in carrying out the learning process, so that in its implementation students can carry out easily and as expected without heeding the situation and conditions of learning, learning resources, learning materials and the characteristics of the students so that the learning process achieves its objectives. achieving goals in the learning process is very dependent on planning the scope of learning materials provided by the teacher according to the situation and conditions at the time the learning process takes place. planning the learning process that has been designed will have an influence on the learning process that will take place. therefore, to be able to do shooting , the author seeks to improve basketball shooting skills through the development of a basketball shooting skill learning model. the purpose or function of the development of the gladi jurnal ilmu keolahragaan, 13 (02), juni137 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin learning model is to improve shooting basketball shooting it is hoped that students will be able to score as many numbers as possible so that in shooting basketball his club won and earned achievements. so it is necessary to develop learning materials for learning models, both fundamental stage material to complex learning variations on shooting basketball shooting are getting better and more precise in demonstrating them and increasing learning motivation and enriching basketball skill movements. thus, students are expected to be able to improve their shooting basketball shooting basketball skill learning model shooting the basketball development in this research. based on the above background, the authors are interested in researching this problem with the title " shooting elementary school children age 9-12 years", so the authors hope that students in basketball learning get maximum results in shooting. the novelty of this research is the development of shooting a basketball shooting for elementary school children aged 9-12 years. the formulation of the problem in this study is as follows: 1. are there differences in physical education learning outcomes for santa maria junior high school students between blended learning and conventional learning methods? 2. is there an interaction between learning methods and students' interest in learning about physical education learning outcomes of santa maria junior high school students? this study aims to determine the effect of the independent variable on the dependent variable. judging from the title of the thesis, there are two independent variables, namely online and conventional. the dependent variable is the physical education result of the santa maria junior high school students. operationally, the research objective is to answer the following questions: 1. the difference in the effect between online and conventional learning methods on physical education learning outcomes for santa maria 2. junior high school students interaction between online and conventional learning methods on physical education learning outcomes for santa maria junior high school students methods gladi jurnal ilmu keolahragaan, 13 (02), juni138 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin the research was conducted using experimental methods. research ex post facto is research that aims to find the causes that allow changes in behavior, symptoms or phenomena caused by an event, behavior or things that cause changes in the independent variables which as a whole have occurred. research ex post facto is methodologically an experimental research that also tests hypotheses but does not provide certain treatments for some reason it is unethical to provide treatment or provide manipulation. usually for reasons of human ethics, or the symptoms/events have occurred and want to explore the causal factors or the things that influence them experimental methods are research methods used to find the effect treatments or treatments. this study consisted of the dependent variable, namely the results of physical education learning outcomes, the independent variable being the treatment of online and conventional training methods and the moderator independent variable, namely the physical education learning outcomes of santa maria junior high school students. in achieving the research objectives that have been determined, the appropriate research method is sought. the method used in this research is the field experiment method as stated by winarno that the field experiment method is a method that wants to find causal factors controlling events in the interaction of variables and predicts results to some degree. the research design used is a treatment by level 2 x 2 design, where each independent variable is classified into 2 (two). the independent variable treatment is classified into 2 (two) forms of learning (a), namely the conventional learning method (a1) and online learning methods (a2). while the independent variables or moderators are classified into 2 (two) learning outcomes (b) namely high learning outcomes (b1) and low learning outcomes (b2) treatment design by level 2 x 2. a1b1 : online given to students who have learning outcomes high a2b1 : face-to-face given to students who have high learning outcomes a1b2 : online are given to students who have low learning outcomes a2b2 : face-to-face given to students who have low learning outcomes results and discussion gladi jurnal ilmu keolahragaan, 13 (02), juni139 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin based on the results of the data analysis of the research that has been carried out, namely the analysis of variance (anava) and the tukey test, the following results were obtained. the first hypothesis (h0) which states that there is no difference in the learning outcomes of physical education skills of students who are taught by faceto-face learning methods and students who are taught by online learning methods is rejected. this means that there are differences in the learning outcomes of students' physical education between skills who are taught by face-toface learning methods and students who are taught by online learning methods which have been statistically proven. where in the anova test obtained fcount 4.92 > 4.11 ftable which means there is a significant difference. this difference is also shown from the average score of learning outcomes, where the group of students taught by the direct face-to-face learning method (x = 73.5) is higher than the group of students who are taught using the online learning method (x = 69.95). based on this, it can be concluded that there are differences in the learning outcomes of physical education skills for students who are taught using the direct face-to-face learning method and students who are taught using the overall learning method, where the learning outcomes of physical education skills for students who are taught using face-to-face learning methods are better than students who are taught using face-to-face learning methods. taught using the overall learning method. testing the second hypothesis shows that there is an interaction between learning methods and interest in the squat style long jump learning outcomes. this is evidenced by the anova test at the level of = 0.05 which shows the fcount 17.791 > 4.11 ftable. based on these statistical tests, the hypothesis which states there is no interaction between learning methods and interests is rejected. so it can be concluded that there is an interaction between learning methods and interest in the long jump learning outcomes of the squat style. in accordance with the explanation above, it can be concluded that the direct face-to-face learning method has a better influence on the learning outcomes of physical education skills than the overall learning method. in students who have high interest, the learning outcomes of physical education gladi jurnal ilmu keolahragaan, 13 (02), juni140 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin skills of students who are taught by the face-to-face learning method are better than students who are taught by the overall learning method. on the other hand, for students with low interest, students who are taught using online learning methods have better physical skills learning outcomes than students who are taught using the part method. the third hypothesis based on the results of further testing using the tukey test at the level of = 0.05 obtained the value of qcount = 7.58, while qtable = 4.33 (qcount > qtable). thus the second hypothesis (h0) which states that there is no difference in learning outcomes for students who have high interest in physical education skills between students who are taught using face-toface learning methods taught using online learning methods is rejected. statistical test (qcount 7.58 > 4.33 qtable) shows that there is a significant difference in learning outcomes for physical education skills in the group of students who have high interest between those taught with the overall learning method. the results of the average score indicate that the average score of learning outcomes for physical education skills of students who have high interest who are taught by face-to-face learning methods (x = 76.9) is higher than the group of students who are taught by online learning methods (x = 68, 9). based on this, it can be concluded that there are differences in the learning outcomes of physical education skills in the group of students who have high interest between students who are taught by using face-to-face learning methods and students who are taught by the overall learning method, where in students who have high interest in learning outcomes of physical skills who are taught using direct face-to-face learning method is better than students who are taught using the overall learning method. the fourth hypothesis is based on the results of further testing using the tukey test at the level of = 0.05, the value of qcount = 0.85 while qtable = 4.33 (qcount < qtable). thus, the fourth hypothesis (h0)which states that there is no difference in learning outcomes for students who have low interest in physical education between students who are taught using face-to-face learning methods and those taught online learning methods is accepted. the results of the average score indicate that the average score of the learning outcomes of physical gladi jurnal ilmu keolahragaan, 13 (02), juni141 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin education skills on students who have low interest who are taught by the faceto-face learning method (x = 70.1) is lower than the group of students with low interest who are taught by the online learning method (x= 71). based on this, it can be concluded that there is no significant difference in the learning outcomes of physical education skills in the group of students who have low interest between students who are taught using the face-to-face learning method and students who are taught by the overall learning method, although there are differences that indicate the average physical education skills learning outcomes taught using online learning methods are better than students taught using face-to-face learning methods for students who have low interest. conclusion the study used an experimental method consisting of two dependent variables, namely physical education learning outcomes and the independent variables, namely direct and online faceto-face learning methods and interest in learning (high and low). based on the data obtained from the results of the analysis and testing of research hypotheses, it can be concluded: 1. students who are taught with face-to-face learning methods are better than online learning methods for physical education learning outcomes. 2. there is a significant interaction between learning methods and interest in physical education learning outcomes. 3. students who are taught by face-to-face learning methods are better than online learning methods who have a high interest in physical education learning outcomes. 4. students who are taught using online learning methods do not have a significant effect on face-to-face learning methods who have low interest in physical education learning outcomes. the implication of this finding is that the face-toface learning method needs to be more widely used and developed in physical education learning, especially at santa maria junior high school jakarta, through the direct face-to-face learning method students can develop their knowledge gradually and make a movement into a unified movement and involve students' interest in learning, in direct face-to-face learning methods can make students more active and know basic techniques in the learning process gladi jurnal ilmu keolahragaan, 13 (02), juni142 nila sari rosenta sagala, nofi marlina siregar, fatah nurdin of the material provided. students also learn to respect each other, help each other, be responsible for the tasks given by the teacher and learn to build good communication and share ideas and answer hypotheses about the material they are studying. based on the conclusions and implications of the research that has been stated previously, it can be put forward some suggestions in this study, as follows: 1. for teaching staff and physical education teachers, it is recommended that in providing learning they can choose a learning method that is truly in accordance with the characteristics of the material to be taught and the characteristics of the students. in addition to using learning methods, students should consider the interests of students so that they can actually improve learning outcomes, specifically for physical education learning given to students who have high interests, it is recommended to use facetoface learning methods as an effort to improve learning outcomes. 2. students who have a high interest are advised to take physical education lessons in a disciplined and regular manner in participating in learning using face-to-face learning methods so that they can further improve physical education learning outcomes, and for students who have low interests it is recommended to follow the overall learning in a disciplined and regular manner. so that it can improve physical education learning outcomes. 3. for researchers who are interested in conducting similar research, it is recommended to involve other variables that are quite influential on learning methods in physical techniques, the object of research is more expanded, as well as considering 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https://doi.org/10.21009/gjik.131.01 the development of training model of backstroke swimming skills for children age 8-10 years old muhammad firdaus 1, abdul sukur1, hernawan1, rizka antoni1 1sport of education, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : firdaussm26@gmail.com abstract the research aims to result in the development of training model of backstroke swimming skills for children aged 8-10years. the subjects in this research and development were trainees of children aged 8-10 years in elsa nasution swimming club and tirta jaya banten. the research method used was the research and development model from borg and gall. the data collection technique used was the result of expert validation and effectiveness test through an assessment instrument with t-test statistical data analysis. the results of research and development of training model of backstroke swimming skills for children age 8-10 years old showed that (1) the development of training model of backstroke swimming skills for children age 8-10 years old children significantly improved the backstroke swimming skills of trainees, (2) based on data analysis the average pre-test value was 9.9 and the post-test average was 17.2, 2.233 t-value -20,679 with a significance level of 0.05, it can be said that the development of training model of backstroke swimming skills for children aged 8-10 years can improve backstroke swimming skills and effective to be applied in the process of backstroke swimming training for children age 8-10 years old. keywords: training model; borg and gall; backstroke swimming mailto:firdaussm26@gmail.com gladi jurnal ilmu keolahragaan, 13 (01), march2 muhammad firdaus , abdul sukur, hernawan, rizka antoni introduction swimming is an activity carried out in the water and most liked by all circles of society. starting from children, teenagers, adults to the elderly. this activity is frequently done by all circles of society to enhance body condition, family recreation activities, up to therapy for health. this activity also benefits a child’s physical growth and development. swimming activities include games, competitions, and matters relating to safety related to nature. swimming can be conducted in an indoor and outdoor swimming pool as well as in open water such as lakes, rivers, or oceans (persson & zetaruk 2014). swimming provides an opportunity to recognize and figure out the water environment. through swimming, humans obtain an opportunity to move in the water freely. swimming is an exercise that is safe and efficient to be carried out as an exercise activity. swimming is able to increase the cardiovascular system and reduce joint injury, along with it, the various styles/stroke which is contained in swimming can stimulate whole muscles in the body so that swimming can develop muscles evenly. furthermore, swimming is a sport that is the contact-free body, thus minimizing the occurrence of severe injuries such as broken bones and torn joints (don gambril and alfred bay, 1984). swimming is more than just a means of obtaining exercise or enjoyment, it is also a vital survival skill. every year, thousands of people drown in swimming pools, lakes, and rivers. most drown simply because they do not know how to swim (don gambril and alfred bay, 1984). swimming is a unique sport where reactions created from the bottom or walls of the pool are not used during matches/competitions, except when starting and turning, the core strength of the speed power when swimming is the propulsion created from the push of the hand stroke. swimming performance is strongly related to technique and efficiency, low resistance, and the rate of acceleration during the propulsion phase. swimming for matches/competitions is greatly diverse from swimming for recreation (wayman & pintar, 2016). swimming is one of the measurable sports which is included in the sports are being competed, “many children and adolescents participate in swimming sports, both in recreation and competition. young swimmers are gladi jurnal ilmu keolahragaan, 13 (01), march3 muhammad firdaus , abdul sukur, hernawan, rizka antoni prepared by their country to participate in national or international competitions” (persson & zetaruk, 2014). the world’s highest multi-event events from the olympics, asian games, sea games, and other championships at pekan olahraga nasional (pon). there are 4 (four) kinds of styles in swimming sports that are contested those are front crawl, back crawl/backstroke, breaststroke, and butterfly stroke. these four styles compete at every national and international competition level. “the four main styles in swimming are crawl, backstroke, butterfly stroke, and breaststroke. each swimmer can take one style to specialize in or follow the entire swimming style on a change style number” (persson & zetaruk, 2014). backstroke has the same motion mechanical character as crawl. starting from the rotation and body rotation, hand rotation, and whip legs. (gonjo et al., 2018). nonetheless, the backstroke becomes the most attractive style because it is done with a body position that is different from other swimming styles, it faces up (supine) while the other three styles are done in facing down (covered up). the diversity of body position in backstroke certainly affects other component differences, such as whipping directions and the process of breathing. “backstroke is not the most natural swimming position, and swimmers usually are not attracted to this stroke in the beginning. moving in a backward direction and not seeing clearly what is in front of you are disadvantages for beginning backstroke swimmers” (hannula, 2001). “in backstroke swimming, swimmers perform a supine position and carry out hand rotation along with the body position doing rotation and the legs making a whipping movement” (wayman & pintar, 2016). backstroke requires good motion and coordination skills because it can speed and float on surface water that requires the alignment between the movement of the legs, body, hands, and head to breathe. “when swimming, swimmers cannot move their hands as quickly as they are in the air, because when in the water there is hydrodynamic resistance created by the water so that swimmers must have bilateral coordination between the hands, both feet, as well as between hands and legs properly” (gonjo et al., 2018). certainly, to do the alignment takes gradual exercises. each style has gladi jurnal ilmu keolahragaan, 13 (01), march4 muhammad firdaus , abdul sukur, hernawan, rizka antoni its difficulty level to be able to master it both in coordination and synchronization, “starting from getting the hands into the water, rotation/body rotation, the movement of catching water, the movement of pulling water, the movement of pushing water, and the movement of kicking water” (wayman & pintar, 2016). in practicing backstroke skills, very extra precision is needed. besides, the creativity of a good trainer and it is crucial to grasp the stages of learning human’s motion so that the backstroke training process runs properly and correctly, fitts and posner stated that 3 stages of learning must be passed by every human being, namely (1) the cognitive stage, (2) the associative stage, (3) the automation stage (edwards, 2011). how the athletes start thinking and trying to digest a movement, feel how a movement is done properly until a movement is automatic and it does not change even though it is repeated continuously so that the athletes are able to swim using backstroke swimming effectively and efficiently. swimming effectively and efficiently is very essential for every athlete where everyone must be able to pull a little bit of energy but be able to run optimally and what underlies this effectiveness and efficiency is the technique by minimizing obstacles” (lucero, 2015) the diversities of backstroke from other styles cause this style takes a long time to learn “in swimming, the competition is usually started at the age of 8 years old and learns the four main styles, those are crawl, backstroke, butterfly stroke, and breaststroke. each swimmer can take one style to specialize in or follow the entire swimming styles in the medley number”(persson & zetaruk, 2014). according to the result of the analysis in the field, there are difficulties in perfecting the backstroke especially for children aged 8-10 years because the position of the body-facing up so it is difficult to adjust a perfect and straight speed direction, it is hard to control the breath cycle which is often hit by water waves on the surface, the body position that is not parallel to the water surface “streamline”, misdirection of the wrong whip legs, the head position that is too raised since fear of being hit by water waves, and the body position that is stagnant and does not rotate. certainly, these various problems, difficulties, confusions will be overcome if students can understand each stage of the given training and the training model that is gladi jurnal ilmu keolahragaan, 13 (01), march5 muhammad firdaus , abdul sukur, hernawan, rizka antoni applied properly and correctly. therefore, the author is very interested in researching the backstroke. the research on swimming itself especially in the backstroke was mostly done in the motion analysis and the exercise effect without looking at the sequences and stages of movement in doing backstroke swimming. such as research was conducted by (fadli surahman, 2010) entitled motion analysis of backstroke techniques for students of the sports coaching department, fik unp. research from (yogi maulana, et al, 2018) entitled the relationship of arm power, abdominal muscle endurance, and leg power to the swimming speed of 50 meters backstroke in subang university students. research from (guntur firmansyah, 2018) entitled development of backstroke swimming training model for beginner ku iii and ku iv at the amarta aquatic swimming association in malang. then research from (muchamad ishak, et al, 2019) entitled the comparison of rod buoys and back floats on backstroke swimming skills. then research from (muchamad ishak, et al, 2020) entitled the relationship of motor ability with backstroke swimming skill results, this study was focused on whether there is a good relationship between motor ability and backstroke swimming skills in pjkr stkip pasundan cimahi students. previous research had shown that there had not been a comprehensive study on backstroke swimming that concerns the study criteria of developing backstroke exercise model for aged 8-10 years based on simple tools. based on the result of observation and the observation in the field especially at elsa nasution swimming club and tirta jaya banten, it is necessary to modify the training of backstroke swimming and the use of simple tools in doing backstroke swimming exercise especially at elsa nasution swimming club and tirta jaya banten. training is provided for the age of 8-10 years enters at the stage of training and strengthening the backstroke swimming. the ultimate goal in this study is to expect the athletes can grasp and master the technique of backstroke swimming by looking at the sequences and stages of movement in doing the backstroke swimming so that training process is more focused, interesting, and not boring. skills skill is simply defined as a person’s ability to do a task that has a gladi jurnal ilmu keolahragaan, 13 (01), march6 muhammad firdaus , abdul sukur, hernawan, rizka antoni goal to be achieved, nonetheless, skill is generally defined as motion prowess and direction of action (cappuccio et al, 2020) “skill is a capacity to produce a maximum movement or final result with a minimum energy expenditure” (sutrisna, et al, 2018). “skill refers to a certain quality of a motion task. in that skill, there is an effectivity and efficiency element. someone who has a high skill has those two elements certainly“(setiawan, 2020). “skill is characterized by physical activities that is not only involve large muscles but also small muscles in performing a movement” (setiawan, 2020). a skill that involves delicate muscles is also called fine motor skills, “a good coordination of fine motor movements is parts of the motion system in skills and dexterity” (mullerlunmroth et al, 1973) “a physical skill involving large muscles is also called rough motor skills, the more large muscles are involved, the more energy and effort are deployed” (alawiyah, 2014) “skill is greatly related to success in sports” (robertson et al, 2014). “fitts and posner stated that there are three steps that must be done by someone who learns motion skills, namely: (1) the cognitive step, (2) the associative step, and (3) the automation step” (edwards, 2011). “learning movement skills, having diverse characteristics with cognitive and effective learning, a skill is demonstrated in appearance which is a sign of everything has been learned” (s. suryono, 2016). a movement skill is an athlete’s foundation to conduct physical activity and sport so when the athlete has good skills then in doing physical activity and sport the athlete will undergo it as expected goal. “a basic motion skill is basic building for physical activity and sport” (syahrial bakhtiar, 2014, 128). if an athlete has good skills, then an athlete will perform a movement or a sport movement in training materials properly and correctly. backstroke swimming “fina (federation international de notation) international swimming federation declared styles that there are 4 styles used in swimming competitions namely, butterfly stroke, back crawl stroke, breaststroke, and crawl” (shandy pieter pelemonia, 2017, 65) the crawl and backstroke have the same motion mechanical character “front crawl and backstroke have similar mechanical characteristics, such as the gladi jurnal ilmu keolahragaan, 13 (01), march7 muhammad firdaus , abdul sukur, hernawan, rizka antoni alternating upper and lower limbs motion and the body roll around the longitudinal axis”(gonjo et al., 2018). “the backstroke swimming can move through the water as quickly and efficiently as possible, the body must be firm and steady. the legs should be constantly motoring to assist in propulsion and stability through the abdominal muscles. the arms provide most of the propulsion, propulsion from the arms is rather simple—push water in a straight path back (or the feet in swimming) to move forward”(riewald & rodeo, 2015). regarding the backstroke, some people find it easy and simple to master it but for some people it also find difficult to master the backstroke, this backstroke includes a unique style of lying on their back position and it is different from other styles. “it is safe to say that backstroke is the least popular stroke. there are many reasons swimmers cite for not enjoying backstroke. most commonly, swimmers say that it makes them nervous to swim upside down without being able to see where they are going. there are a lot to bump into in a pool, swimmers don’t like water in their nose, backstroke seems to take more effort than the other strokes do because the power phase of the kick is done in an upward direction, against gravity”(lucero & bluehl-gohlke, 2006). it can be said that the backstroke is a less popular style. ”backstroke is not the most natural swimming position and swimmers usually are not attracted to this stroke in the beginning. moving in a backward direction and not seeing clearly what is in front of you are disadvantages for beginning backstroke swimmers”(hannula, 2001). nevertheless, there are some differences of opinion with aryadi rachman journal in which stated “backstroke is the most practical style and it can be the first style for those who will learn to swim. backstroke uses the movement of the arms and legs interchangeably and it is not like the butterfly stroke. in the fact, the timing of the backstroke and the legs movement is the same as the crawling movement” (aryadi rachman, 2018, 19). as for the explanation according to ruben guzman: the fundamentals of the backstroke are similar to those of the freestyle except that the face is not submerged in the backstroke; therefore, head-turning mechanics are unnecessary, and it is easier to breathe. gladi jurnal ilmu keolahragaan, 13 (01), march8 muhammad firdaus , abdul sukur, hernawan, rizka antoni in addition, the arm stroke is performed with the arms out to the side of the body. both backstroke and freestyle require good hip rotation and excellent kicking. the explanation according to dick hanula: “success in backstroke technique is best achieved by observing the three r’s: rhythm, relaxation, and rotation. rhythm facilitates power, which is the result of rotation. rotationrefers to the hip-initiated trunk rotation that generates stroking power and reduces drag. relaxation assists in maintaining steady stroking power. arm recovery and breathing pattern are the two main components of relaxation”(hannula, 2001). to achieve success in backstroke swimming needed to heed three indicators those are rhythm, relaxation, and rotation. a good rhythm will help channel the energy that is expended to maximize rotation so that will produce powerful strokes and reduce obstacles. relaxation helps in maintaining the consistency of energy that is in each stroke. whereas ruben guzman stated a good backstroker is: the best backstrokers are maintain excellent body position with their hips and torso up high; have a smooth, relaxed stroke recovery with their arms entering directly in line with their shoulders; have excellent head control and keep the head steady; have good hip rotation, torso rolling, and shoulder lift; have flawless kicking; and pull through the water efficiently and with great power. backstroke swimming movement phases: (1) the body position in backstroke swimming must be done well. the proper body position is in a horizontal position as a field of water resistance. the position can reduce the body’s resistance to water. (2) the movement of the limbs in doing backstroke swimming serves as maintaining or keeping the body position’s balance and the balance of the swimmer’s arms movement. likewise, the elastic movement of the legs joints can be used as leg propulsion. (3) the proper movement of the arms and limbs is also sustainably carried out can maintain the balance of a swimmer’s body. mechanism fundamentals which affect backstroke swimming are same as applicable fundamentals to other styles. the basic techniques of backstroke swimming are as follows: (1) body position, (2) kicking, (3) arms, (4) stroke tempo (coordination) (montgomery & chambers, 2009) gladi jurnal ilmu keolahragaan, 13 (01), march9 muhammad firdaus , abdul sukur, hernawan, rizka antoni the next opinion, according to blythe lucero stated in his book that the backstroke is broken down into five parts namely: (1) body position, (2) arm stroke, (3) kick, (4) breathing, (5) coordination (lucero & blyehl-gohlke, 2006). agree with scott riewald’s statement in his book that the backstroke is detailed into five parts namely: (1) body position, (2) arm stroke, (3) kick, (4) head position (breathing), (5) coordination (riewald & rodeo, 2015) good backstroke swimmers afford to keep a proper body position with the position of the hips and chest are aligned with the surface of the water, performing a relaxed stroke recovery with the position of the hands and shoulders rhythmically when entering the water, they have excellent head control and keep the head steady, they have good hip rotation, they can shrug during recovery, they have an excellent kick form and they can pull water efficiently. some explanations about the backstroke above explain that the simple backstroke or practical style of supine body position is easy to breathe with the face is facing up, at the same time mouth and nose on the surface water characteristic of children age 8-10 years old child’s development is the gradual formation of biologically determined characteristics and traits that arise when a child learns from experience (ulfa kesuma, khikmatul istiqoma, 2019). these school-age children have different characteristics from younger children. students love to play, move, work in groups, and love to feel or do something in person. trainers should enlarge a training that contains fun elements, apply simple tools that are easy to understand and provide opportunities to repeat moves to perfect them during training. “the characteristic of elementary school-age children related to physical activities that are generally children love to play, move, work in groups and practice directly (abdul alim, 2009 in erick burhaeni, 2017) students are happy and active in learning also able to develop their potency if their teacher can plan and teach students as the characteristic of student’s development. the developments among them are physical, motor, and perceptual development “characteristics of elementary schoolage 10-12 years are an individual who has active movement in activities, doing physical activity in every break and gladi jurnal ilmu keolahragaan, 13 (01), march10 muhammad firdaus , abdul sukur, hernawan, rizka antoni leisure time (yuni sunarni, eka santi, kurnia rachmawati, 2019). physical development is the most crucial thing for elementary school-age children because it will influence their daily behavior, include in learning. a child’s physical development will affect the opinion of him and others. it means children who have an ideal physique will be more confident in themselves than less ideal. physical development that appears in the period of children aged 612 years, besides that there is a power that also dominates called flexibility and balance. in this period of elementary school-age children, their physical development is slower than the age before and after them. this does not mean that the child’s physical development stops, but it can be said that the child’s physical development at this age is slower or consistent compared to early childhood and puberty. physical development of the aged 6-12 years is relatively slower and more consistent. this rate of development lasts until major changes occur at the beginning of puberty (tri murti, 2018) at this time, physical growth gives the ability for children to participate in various new activities. motor abilities for elementary school children along with their physical growth, they have been able to control themselves to perform more coordinated motor abilities. a child’s physical and motor development should be considered in a certain context. “the transition stage (7-10years) in this stage, individual begins to combine and use his basic ability in sports. for instance, walking a straight line, jumping ropes, playing a ball, etc. skills at this stage are more complex and specific (ulfa kesuma, khikmatul istiqoma, 2019) motor development is the development of physical movement through coordinated activities of the nerve center, nerves, and muscle. motor development is the development of elements of maturity and control of body movements that is closely related to the development of motor centers in the brain. motor skills children at the age 710 years reach the specialized skills stage where the child is more mastered motor skills and reaches the peak of motor development (patterson, 1996) in (siswiyanti, sth. susilowati, sri surini pudjiastuti, 2013). method gladi jurnal ilmu keolahragaan, 13 (01), march11 muhammad firdaus , abdul sukur, hernawan, rizka antoni this research aims to result in the development of training model of backstroke swimming skills for children aged 8-10years that will be arranged into a training implementation guidebook that will be used as a guide by trainer/teacher in training backstroke swimming. the approach used in this research was the research and development model from borg and gall which consists of ten steps, among others: 1) research and information collecting, 2) planning, 3) develop preminary form of product, 4) preminary field testing, 5) main product revision, 6) main field resting, 7) operational product revision, 8) operational field testing, 9) final product revision, and 10) dissemination and implementation. a total of 18 training models will be tested at two swimming clubs elsa nasution swimming club and tirta jaya banten. the subjects of the research are athletes aged 8-10years. minor trials were conducted at tirta jaya banteng swimming club, whereas major trials and effectiveness tests were conducted at elsa nasution swimming club with a total of 40 subjects. to find out whether there is or there is not a significant influence of using the model, the formula to process the overall data of test subjects using ttest procedure and spss 16 application. results and discussions small group trials at this stage, the model that had been tested by an expert then also tested in small group trials with 15 subjects of children aged 8-10 years. here is a summary of the results of small group trials were conducted by the researcher: 1. basically, all variations can be applied but there were some points must be simplified, clarified, adapted to the children’s capability in capturing the information received. 2. there needs to be a simple explanation and explained in parts so that it is easy for trainees to understand what the researcher means big group trials after collecting the result of small group trials, then the researcher analyzed some discoveries in the field related to the model developed. based on those discoveries, the researcher did revisions for the consummation of the development backstroke swimming training model for children aged 8-10 years that resulted 18 training models of backstroke swimming that can be gladi jurnal ilmu keolahragaan, 13 (01), march12 muhammad firdaus , abdul sukur, hernawan, rizka antoni applied for improving backstroke swimming skills at the age 8-10 years. big group trials were conducted by the researcher using research subjects as many as 40 students at the age of 8-10 years. the following is the summary of the result of big group trials were conducted by the researcher: 1) basically, all variations can be applied but there were some points that must be simplified, clarified, adapted to the children’s capability in capturing the information received. 2) there needs to be a simple explanation and explained in parts so that it is easy for trainees to understand what the researcher means 3) the trainees were happy with the new training atmosphere in the varied training process and the unusual tools that the trainees used. so that the trainees were easy to absorb the material. 4) the trainer was greatly helped by the backstroke swimming training model. model effectiveness tests the effectiveness of this model was carried out at elsa nasution swimming club with a total of 40 research subjects. at this stage, the researcher had done initial tests before and after giving the backstroke swimming training model as many as 18 models using instruments of final test of backstroke swimming skills. the following is the result of statistical calculations on the effectiveness of training model of backstroke swimming for children age 810 years old. table 1. paired samples test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre_test post_test 7.300 2.233 .353 -8.014 -6.586 20.679 39 .000 based on data analysis in the table 1 were obtained the average pretest value was 9.9 and post-test average was 17.2, the standard deviation pre-test was 2.048 and the post-test was 2.090. the average of pre-test and post-test was -7.300 and the standard deviation was gladi jurnal ilmu keolahragaan, 13 (01), march13 muhammad firdaus , abdul sukur, hernawan, rizka antoni 2.233 t-value -20,679 with a significance level of 0.05 because h0 was rejected. based on the explanation, it can be said that the development of training model of backstroke swimming skills for children age 8-10 years old can improve backstroke swimming skills and effective to be applied in the process of backstroke swimming training skills for children aged 8-10 years. conclusion based on the process of development were conducted by the researcher for the first stage to the product creation in the form of the development of training model of backstroke swimming with expert testing, small group trials, big group trials as well as effectiveness tests of the development of training model of backstroke swimming skills for children aged 8-10 years can be concluded that: 1) the development of training model of backstroke swimming skills can be implemented in the process of backstroke swimming training for children aged 8-10 years. 2) the development of training model of backstroke swimming skills for children aged 8-10 years through several stages and effectiveness tests of the product made can also be used as a basis that this model can be used for backstroke swimming skills training programs for children aged 8-10 years. gladi jurnal ilmu keolahragaan, 13 (01), march14 muhammad firdaus , abdul sukur, hernawan, rizka antoni references alawiyah, r. t. (2014). peningkatan keterampilan motorik kasar melalui permainan tradisional banten. paud pps universitas negeri jakarta, 8, 175–184. cappuccio, m. l., miyahara, k., & ilundáin-agurruza, j. (2020). wax on, wax off! habits, sport skills, and motor intentionality. topoi, table 1. https://doi.org/10.1007/s11245 -020-09720-3 edwards, w. h. (2011). motor learning and control: from theory to practice. in sas for epidemiologists. https://doi.org/10.1103/physre ve.83.061142 gonjo, t., mccabe, c., sousa, a., ribeiro, j., fernandes, r. j., vilas-boas, j. p., & sanders, r. (2018). differences in kinematics and energy cost between front crawl and backstroke below the anaerobic threshold. european journal of applied physiology, 118(6), 1107–1118. https://doi.org/10.1007/s00421 -018-3841-z hannula, d. (2001). the swim coaching bible. lucero, b. (2015). the 100 best swimming drills. in biomass chem eng. lucero, b., & bluehl-gohlke, c. 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(2020). penggunaan media audio visual untuk meningkatkan keterampilan roll depan siswa pada mata pelajaran pendidikan jasmani olahraga dan kesehatan. 7(2), 169–176. sutrisna, t., asmawi, m., & pelana, r. (2018). model latihan keterampilan shooting olahraga petanque untuk pemula. jurnal segar, 7(1), 46–53. https://doi.org/10.21009/segar/ 0701.05 wayman, k., & pintar, j. (2016). of the swimming athlete. https://doi.org/10.1007/978-3319-32982-6 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 456-463 permalink/doi: https://doi.org/10.21009/gjik.134.10 the relationship between achievement motivation and basketball playing skills rizka antoni1, mustika fitri2 1 pendidikan kepelatihan olahraga, universitas mitra karya 2sport science study program, faculty of sports and hhelath education, universitas pendidikan indonesia jalan setiabudi no.229 bandung, indonesia 40154 corresponding author email : rizkantoni@umika.ac.id abstract the purpose of this study is to find out the description of the motivation for high school achievement in the labschool, an overview of the skills of playing high school basketball labschool and to find out the correlation between the motivation of achieving and the skill of playing basketball. in this study, the author used the quantitative descriptive method by involving 20 labschool senior high school students. the stages of this study look at the results of data processing and discussion of research results. this research involves instrument tests in the form of questionnaire trials, validity tests and reability tests to see the correlation of achievement motivation with basketball playing skills. the conclusion of this study is that the motivation to excel and basketball skills at labschool senior high school is at a moderate level and there is no correlation of achievement motivation with basketball playing skills. keywords : achievement motivation, basketball skills, correlation mailto:rizkantoni@umika.ac.id gladi jurnal ilmu keolahragaan, 13 (04), december457 rizka antoni, mustika fitri introduction basketball is a sport that is quite popular with today's society, especially teenagers. with the high interest of the public, especially children, towards basketball, many basketball clubs were established. this triggered the holding of basketball competitions in order to find the seeds of outstanding sports athletes. achievement requires adequate playing technique skills, (harsono,1998 pp. 100) that : "... there are four aspects of training that athletes need to pay attention to and train carefully, namely (a) physical training, (b) technical training, (c) tactical training, and (d) mental training. based on the explanation above, technique is one of the supporting factors for an athlete to excel. like other types of sports, to be able to play basketball everyone who wants to pursue the sport, must first master some basic skills in the game of basketball such as passing, dribbling, and shooting (siti nurrochmah, sri widayati, supriyadi, i nengah sudjana. 2009: 41). in developing the learning process, motivation is one of the important factors that determine a person's success. mcclelland (1987: 65) suggests that there are three kinds of motivations that affect humans, namely: affiliate motivation, power motivation, and achievement motivation. sudarwati (2007, p. 38) argues that "the motivation to achieve is a motivation that aims to gain recognition or avoid reproach from oneself or others and is related to performance in situations that apply standards of excellence". the motivation to excel is the tendency in athletes to perform as well as possible. a success is achieved not only because of our own work but also because of the support of others. (adisasmito, 2007) states that the motivation to excel is a very important determining factor in order to get the best results, perform better than before, be able to compete and excel, be able to overcome obstacles and maintain high spirits. the purpose of this study is to find out the description of the motivation for high school achievement in the labschool, an overview of the skills of playing high school basketball labschool and to find out the correlation between the motivation of achieving and the skill of playing basketball. the nature of achievement motivation 1. motivation according to anshel (in komarudin 2013, p. 23) motivation comes from the latin "movere" meaning "to move" whereas according to mc. donald (in gladi jurnal ilmu keolahragaan, 13 (04), december458 rizka antoni, mustika fitri bahri 2011, p. 148) says that, "motivation is an energy change within the person characterized by affective arousal and anticipatory goal reactions". motivation is a change of energy within a person's person characterized by the onset of effective (feelings) and reactions to achieve goals. a. intrinsic motivation the motivation that exists in a person. harsono (1988, p. 251) explains that "intrinsic motivation functions because there are impulses that come from within the individual himself. this motivation does not need to be a motivation, because the motivation that resides in a person is said to be willpower. b. extrinsic motivation the motivation that occurs because there are stimuli from the outside. harsono (1988, p. 250) explains that "extrinsic motivation functions because there are stimuli from outside one's self." motivasi berprestasi the motivation to achieve is the motivation found in someone who has the desire and will. the motivation to achieve has a term, namely n.ach (need for achievment). reeve (2000); apruebo (2005:53) in komarudin (2013, p. 25) explains: "achievment motivation as a person's orientations to strive for task success, persist in the face of failure, and experience pride in accomplishments." the motivation to excel gives athletes the opportunity to achieve something perfectly, improve fitness at the highest level, and train to the maximum. clelland (in aryani, 1993, p. 34) divides into 4 models of prstasi motifs that give rise to the occurrence of achievement motives in the individual. these models include the survival model, the stimulus intensity model, the stimulus pattern model, the affective arausal model. based on 4 models of achievement motifs above, the more relevant and more able to cause the occurrence of achievement motives from within the individual are "the stimulus intensity model" and "the affective arausal model". basketball is a sport that requires good skills. basic techniques in playing basketball include basic techniques of passing, basic techniques of receiving the ball, dribbling, basic shooting techniques, footwork, and pivots (nuril ahmadi, 1996: 13-21). to achieve mastery of technical skills, in addition to requiring good motor skills, it also requires the motivation to excel which is instilled in athletes and assisted by outside encouragement such as parents, coaches, friends, and so on. so gladi jurnal ilmu keolahragaan, 13 (04), december459 rizka antoni, mustika fitri that if an athlete who has the motivation to excel and good skill abilities, will have a positive influence on the achievement of the achievements that will be achieved by the athlete. based on the description above, it can be concluded that the motivation to excel and the skills to play basketball have a relationship that affects each other. method in this study, the author used the quantitative descriptive method. (arikunto, 2006, p.208) reveals that : "descriptive research is a research that is realized to collect information about an existing symptom, namely : the state of symptoms according to what they are in a study conducted". figure 1 research design cc: sugiyono (2013:44) information: x : motivation to achieve y :basketball playing skills rxy : correlation coefficient x with y this study involved a high school basketball team of 20 high school labschool basketball teams because the sample had experience in playing basketball. to produce data in this study, a data collection tool (instrument) is needed. nurhasan and cholil (2014, p. 240) stated that the instruments used in this study were the following basketball skills tests : a. passing test the instrument to be used is a test passing with a validity r of 0.89 ( nurhasan and cholil, 2014, p. 240 ). the purpose of this test is to improve passing skills. b. shooting test the purpose of this test is to measure shooting ability. c. dribbling test the purpose of this test is to measure dribbling ability. the steps in conducting this research are, first of all looking for the population, in the population there is a sample to be used. the third is data collection by filling out questionnaires and testing basketball skills, then processing data and analyzing the data that has been obtained, finally drawing conclusions from all research flows. preliminary instrument test 1. questionnaire trial to find out the high and low validity and reliability of each item of the questionnaire statement, it is necessary to first test the questionnaire. instrument trials aim to determine the gladi jurnal ilmu keolahragaan, 13 (04), december460 rizka antoni, mustika fitri validity of an instrument or test kit in the form of a questionnaire and whether the questionnaire instrument is suitable or not for use in research to determine the level of motivation of athletes. 2. validity test the test of whether or not the list of statements submitted is valid is to use the spearman method because the data used is ordinal scaled. this test is carried out using the help of spss software. 3. reability test according to arikunto (1998:145): "for reliability tests, the cronbach alpha technique is used, where an instrument can be said to be reliable if it has a reliability or alpha coefficient of 0.6 or more. reliability testing can be calculated using cronbach's alpha formula which is formulated as follows : 𝛂 = 𝐤 𝐤 − 𝟏 ( 𝐬𝐱 𝟐 − ∑ 𝐬𝐣 𝟐 𝐬𝐱 𝟐 ) information: sj2 = jth item score variance with j=1.2,... k k = number of items tested sx2 = item grand total score variance as with the validity test, the reliability test is also carried out using the help of spss software. result and discussion a. data processing result 1. an overview of the motivation for achieving labscool high school basketball players in this study, the reference norms used were divided into three norms, namely 1=high, 2=medium, and 3=less low. for the division of norms, it is obtained from the formula : norma rumus nilai 1 = high �̅� + 𝑠 > 112 2 = medium �̅� 91-111 3 = lesslow �̅� − 𝑠 < 92 table 1 determination of norms of the 20 students, there are 16 students with low achievement motivation, 3 students with high achievement motivation and 1 student with low achievement motivation. from the data table’s, it can be said that 15% of the labschool basketball team has high motivation, 80% medium and 5% low. it can be concluded that the motivation for the labschool basketball team's achievements is moderately predominant. 2. overview of high school labschool basketball playing skills of the 3 categories of basketball skills, namely passing, shooting, and dribling. from the results of the research of the three categories, the values are divided into 3 norms, namely 1=high, gladi jurnal ilmu keolahragaan, 13 (04), december461 rizka antoni, mustika fitri 2=medium, and 3=low. for the division of norms, it is obtained from the formula : norma rumus nilai 1 = high �̅� + 𝑠 >53 2 = medium �̅� 45-52 3 = lesslow �̅� − 𝑠 < 44 table 2 determination of norms of the 20 students, there are 4 students with high basketball playing skills, 13 students with sedan basketball playing skills and 3 students with low basketball playing skills. based on the table, it can be said that 65% of the labschool basketball team has medium skills, 20% high and 15% low. it can be concluded that labschool basketball playing skills are predominantly moderate. 1. normality test the normality test (test of normality) was carried out using the kolmogorov smirnov test at a significance level of α = 0.05. the guidelines for making decisions are: • when the sig. value or probability value of p < 0.05 (abnormal distribution), but • when the value of sig. or the probability value of p > 0.05 (normal distribution). the results are as follows: tests of normality kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. number of questionnaire motivations ,194 20 ,047 ,925 20 ,121 number of basketball skills ,137 20 ,200* ,960 20 ,535 table 3 normality test result from the results of the normality test (tests of normality) in the table above shows that, the value of sig. / p-value in kolmogorov-smirnov column for motivation questionnaire 0.047 < 0.05, this means the data is not normally distributed. so subsequent testing to find correlations using spearman's rho test for nonparametric statistics. 2. correlation test hypothesis : ho : there is no relationship between the motivation to excel and the basketball skills of the labschool basketball team. ha : there is a relationship between the motivation to excel and the basketball skills of the labschool basketball team. criteria : • if t count > t table (et al-1, 0.05) then ho is rejected. gladi jurnal ilmu keolahragaan, 13 (04), december462 rizka antoni, mustika fitri • conversely if t count > t table (et al-1, 0.05) then ho is accepted. besides using the comparison of t count with t table, it can also compare probability values or sigs. with  (0.05) with criteria : • when probability / sig. < 0.05 then ho was rejected. • conversely if probability / sig. < 0.05 then ho is accepted. the results are as follows: correlations number of questionna ire motivation s number of basketb all sklills spearma n's rho number of questionna ire motivation s correlati on coefficie nt 1,000 ,141 sig. (2tailed) . ,553 n 20 20 number of basketball skills correlati on coefficie nt ,141 1,000 sig. (2tailed) ,553 . n 20 20 table 4. correlation calculation judging from the table above using spearman's rho test, the value of r = 0.141 with the value of sig.(probability) = 0.553 was obtained. because the probability value is > α (0.05) so h¬0¬ is rejected. so there is no negative and significant relationship between the motivation to excel and the skills of playing basketball. that way it can be interpreted that the motivation to excel has nothing to do with the basketball skills of the labschool high school basketball team. based on the results of data processing and analysis that has been carried out in research on basketball playing skills in terms of motivation to excel, the following findings were obtained : a. when viewed from the description of the motivation to excel above, labschool high school basketball players have moderate motivation to play basketball. b. when viewed from the description of basketball playing skills above, labschool high school basketball players have medium skills to play basketball. c. based on the results of research and discussion, it can be concluded that: spearman's rho correlation has a value of r= 0.141 and a probability value /sig. (0.553) > a (0.05) so ho is gladi jurnal ilmu keolahragaan, 13 (04), december463 rizka antoni, mustika fitri rejected. so there is no relationship between the motivation to excel and the basketball skills of the labschool high school basketball team. conclusion based on the description that has been put forward and analyzed data, the following conclusions are drawn : 1. as an illustration of the motivation to excel, labschool high school basketball players have moderate motivation to play basketball. 2. an overview of basketball skills, labschool high school has the skills to play basketball. 3. testing the significance of the correlation of achievement motivation with basketball playing skills showed no relationship between achievement motivation and basketball skills. suggestion based on the results of this study, the author has suggestions that can be considered as follows: 1. for coaches or coaches of the sport of basketball, they must pay attention to basketball playing skills such as: dribbling, passing, shooting, for the beginner level. because this aspect is quite instrumental in supporting achievements. 2. in relation to the research that the authors conducted, further research should be carried out with a larger number of samples and in-depth studies. references adisasmito, l. s. 2007. mental juara modal atlet berprestasi. jakarta : raja grafindo persada. arikunto, s. (2006). prosedur penelitian suatu pendekatan praktik. bandung : rineka jaya bahri djamarah,s. (2011). psikologi belajar, jakarta : pt. rineka cipta bahri djamarah,s. (2011). psikologi belajar, jakarta: pt. rineka cipta djamarah, s b. 2011 . psikologi belajar . jakarta: rineka cipta harsono. (1998). coaching dan aspek aspek psikologi dalam coaching. jakarta. cv tambak kusuma komarudin. (2013). psikologi olahraga. bandung: pt. remaja rosdakarya offset. mcclelland, d.c. (1987). human motivation. new york : the press syndicate of university of cambridge nurhasan .h., cholil. d. h. (2014). tes dan pengukuran olahraga. bandung: fpok upi. siti nurrochmah, supriyadi, i nengah sudjana. 2009. pengembangan intrumen tes bola basket bagi pemula. jakarta: deputi iptek olahraga available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 250-262 permalink/doi: https://doi.org/10.21009/gjik.133.01 program evaluation of the strength conditioning team in improving the physical condition of men futsal athletes in tangerang regency for porprov v banten 2018 muhamad rizki febrian putra 1 , gustiana mega anggita 1 1 department of sport science, universitas negeri semarang coresponding author. email: muhamadrizkifebrian99@gmail.com abstract good physical condition is needed by athletes in any kind of sport, particularly in futsal. koni of tangerang regency has a program name strength conditioning that specially design to train main physical component of futsal athletes. therefore it is necessary to evaluate the strength conditioning program in improving physical component of male futsal athelets in tangerang regency at porprov v banten 2018 in order to measure the success of the program that being run, this type of research is descriptive qualitative research model that uses the cipp evaluation model (context, input, process, and product). this research use observation, interview and documentation to collect data. the population for this research consists of athletes, choaches, afkab administrators, and tangerang official koni administrators. to verify the validity of the data, this research use triagulation of sources. the data analysis techniques used to analyze this research are data collection, data reduction, data presentation, and drawing conclusions. result: 1) context, the main purpose of the futsal’s strength and conditioning team program are in line with the koni tangerang main goals. 2) input, human resources of futsal’s strength and conditioning team program are already compatible with the qualifications that has been defined at the begining, however the facilites that supose to help improve the physical codition of futsal athletes are inadaquate. 3) process, team strength conditioning provide training material base on the training program structure that has been arranged before, team strength conditioning also evaluates the training material regularly by recording the development of the athletes physical condition. 4) product, the final physical test result obtained that 62% of the physical condition of male futsal atheles from tangerang regency reached the physical trainer's target of aerobic endurance (vo2 max) and the achievement of the male futsal athletes of tangerang regency increased. the conclusion of this study is that the strength conditioning team program has full fill the goal, and in line with the needs of futsal athletes, although there are still inadequate factors, koni tangerang regency continues to make maximum efforts. keywords: evaluation program, cipp, strength conditioning team, condition physical mailto:muhamadrizkifebrian99@gmail.com gladi jurnal ilmu keolahragaan, 13 (03), september251 muhamad rizki febrian putra, gustiana mega anggita introduction futsal is embracement of soccer, to play this sport technical management and strategic plan are not the only component, having a good physical condition and skill is also needed. based on that we can conclude that suitable strength training program is needed. in order to improve the achievement on winning the game good physical condition is very important. good physical condition is needed by athletes in every sport to support the implementation of technical management and strategic plan. physical condition is one of many requirements to improve the achievement, good physical condition is also one of the basics component that every athletes should have (pakan et al., 2021). to achieve achievement, of course, athletes must have skills in movement and must also have the quality of physical strength that can support the skill abilities of the athletes. one of them is by strengthening strength and conditioning (pasaribu & yudhaprawira, 2020). this can be accomplish through a combination of strength training and aerobic conditioning, in addition to a variety of further methods. so that strength and conditioning can be done in the form of strengthening exercises. the strength and conditioning team program is very necessary so that it helps the coach to regulate the readiness of athletes in training and competing so that athletes can provide maximum physical strength and produce athletes who excel as expected by the coaches. for this reason, giving the exercise will have a good impact on the results to be achieved (pasaribu & yudhaprawira, 2020). the components of physical condition as a single unit of components that cannot be separated, both increasing and maintaining it. that every effort to improve physical condition must develop the components of the main physical condition (andre nasution, 2014). the main physical condition components include endurance, strength. the results of interview with the head of binpres koni tangerang regency stated that it was necessary to form a special team of strength conditioning or physical trainers because the majority of coaches focused on tactics and strategies, so gladi jurnal ilmu keolahragaan, 13 (03), september252 muhamad rizki febrian putra, gustiana mega anggita special human resources were needed that focused on training the main physical condition components of athletes. this is done in order to support the athlete's ability in terms of technique and tactics. tabel 1. futsal’s medal achievements in porprov v banten nomor pertandingan medali kontingen putra emas kota cilegon perak kabupaten tangerang perunggu kota serang sumber: rekapitulasi perolehan medali porprov v banten tahun 2018 based on the above data, the achievements of the futsal sport tangerang regency's men in porprov v banten were ranked 2nd where the results did not meet the target, namely the first rank, and based on interviews with the tangerang regency futsal physical trainers where one of the factors was the physical condition of the tangerang regency male futsal athletes as many as 46% of athletes lacked or did not meet target with what the coach expects. koni tangerang regency has a program called the strength and conditioning team that specializes in training key elements of athlete fitness. therefore, in order to measure the success of the program implemented, it is necessary to evaluate the strength training team improving the fitness component of his athlete men futsal in tangerang province in 2018 at porpurov v banten. evaluation should occur during the programme, not just at the end of the programme (dzulfani & anggita, 2022). method this program evaluation research uses the cipp evaluation model (context, input, process, and product). this research was conducted in tangerang regency in november – december 2021. the data collection methods used were observation, interviews, and documentation. the interview technique used is semistructured. observation is used in this study to observe all the actual data contexts in the field, such as infrastructure, human resources, activities carried out, and various others. observation is used in this study to observe all the contexts of the actual data in the field, such as infrastructure, human resources, activities carried out, and various others. this study used a random sampling technique consisting of athletes, coaches, afkab gladi jurnal ilmu keolahragaan, 13 (03), september253 muhamad rizki febrian putra, gustiana mega anggita administrators, and koni administrators in tangerang regency. to verify the validity of the data writer use triangulation of sources and methods. result this study emphasizes the evaluation of the strength conditioning team (sc) program in improving the physical condition components of the tangerang regency futsal athletes at porprov v banten 2018 by using the cipp which consists of context, input, process, and product. of the four components focused on evaluation context, namely: 1) legal basis, 2) program objectives. evaluation input , namely: 1) human resources 2) facilities and infrastructure. evaluation process , namely: 1) process implementation 2) process evaluation. evaluations product : 1) athlete's physical condition, 2) athlete's achievement. collecting evaluation data on the four components was carried out through interviews, observations, and strengthened by document studies. based on the evaluation of the four steps of the cipp which consists of context, input, process, and productteam of program strength conditioning can be found as follows: a. context context evaluation,the purpose of strength conditioning team is in line with the goals of koni tangerang regency, which leads to performance coaching is to assist the main coach of sports in preparing and improving the components of the physical condition of athletes competing in porprov v banten the legal foundations of the strength conditioning. tabel 2. legal basis for the strength conditioning no. dasar hukum dan kebijakan pemerintah 1. undang-undang no 3 tahun 2005 tentang sistem keolahragaan nasional 2. surat keputusan komite olahraga nasional indonesia (koni) provinsi banten yaitu surat keputusan no. 15/koni-btn/skporprov/i/2018 tentang penetapan cabang olahraga yang gladi jurnal ilmu keolahragaan, 13 (03), september254 muhamad rizki febrian putra, gustiana mega anggita diperlombakan 3. surat keputusan komite olahraga nasional indonesia (koni) kabupaten tangerang yaitu surat keputusan no. iii/koni.kab.tng tahun 2018 tentang penetapan tim satuan tugas koni kabupaten tangerang b. input input evaluation, the formation of the strength conditioning futsalphysically consist of sports graduates preferably majoring in coaching, have a physical trainer certification, and a portfolio of experience training a sport. overall, the facilities for the strength conditioning are categorized as inadequate, but the infrastructure of the training ground is sufficient to meet the criteria for carrying out strength conditioning exercises optimally the available facilities. c. process process evaluation, strength cobditioning team or choaches are required to make training strategic plan by uttilizing by annual training program or periodization consisting of general preparation, special preparation, precompetition, competition and transition, then making a macro cycle, namely a monthly exercise program consisting of from a weekly program, and a microcycle, which is a weekly exercise program consisting of a daily exercise program, to a training unit, which is the smallest unit of the training structure. the strength conditioning periodically recording all developments in the physical condition of futsal athletes and making reports on the progress of athletes to koni every month. d. product product eevaluation,streght conditioning team has a main goal to increase the physical condition of futsal athelets esspecially in edurance factors (vo2 max) which is 50 ml/kgbb the measurement method uses a multi stage fitness test (mft) or bleep test which is commonly known that tabel 3. phisical test result of men futsal athletes keterangan: gladi jurnal ilmu keolahragaan, 13 (03), september255 muhamad rizki febrian putra, gustiana mega anggita pu : push up su : sit up sb :standing broad jump sr : shutle run st : shutle run sp : sprint 20 m bu : back up bt : beep test from a total of all male futsal athletes in tangerang regency who achieved the target of physical trainers on aerobic endurance (vo2 max) namely ab athletes 50.16 ml/kgbb, ae athletes 51.44 ml/kgbb, af athletes 52.02 ml/kgbb, ag athletes 50.85 ml/kgbb, ah athletes 51.73 ml/kgbb, aj athletes 52.61 ml/kgbw, ak athletes 50.16 ml/kgbw, al athletes 50.85 ml/kgbw. the achievements of the male futsal athletes from tangerang regency who were won in the porprov v banten championship were 2nd place or runner-up, with this the achievements of the futsal sport in the biggest sports week championship in banten province increased from the results of porprov iv banten which did not qualify for the semifinals. the following is the ranking of the porprov iv–v banten championships in the men's futsal category: tabel 4.recapitulation of porprov iv–v men's futsal sports no nomor pertandingan medali kontinge n 1 porprov iv banten 2014 emas kota serang perak kota tangerang selatan perunggu kota tangerang 2 porprov v banten 2018 emas kota cilegon perak kabupaten tangerang perunggu kota serang sumber: koni tangerang regency discussion the results of this study indicate that the strength conditioning in improving the components of the physical condition of male futsal athletes in tangerang regency at porprov v banten which was formed by koni tangerang regency has taken place effectively resulting in an increase of the physical condition of the male futsal athletes of tangerang regency. the improvement in the physical condition of male futsal athletes can be seen by the increase of the initial physical condition test trough the final test. theres a significant different on achievements gains between the final no atlet pu su sb sr st sp bu bt total 1. aa 3 2 5 1 4 4 5 1 25 2. ab 2 3 5 3 3 5 5 3 29 3. ac 2 3 4 1 2 3 5 1 21 4. ad 2 3 5 1 3 4 4 1 23 5. ae 2 3 4 2 1 3 5 3 23 6. af 2 3 5 1 3 3 5 4 26 7. ag 2 3 4 3 3 4 5 3 27 8. ah 2 3 3 2 1 4 5 3 23 9. ai 2 3 4 3 2 4 5 1 24 10. aj 2 3 5 4 1 4 4 4 27 11. ak 2 3 5 2 3 3 4 3 25 12. al 2 3 4 3 4 4 5 3 28 13. am 2 3 5 3 2 4 5 2 26 gladi jurnal ilmu keolahragaan, 13 (03), september256 muhamad rizki febrian putra, gustiana mega anggita test and preliminary test the number of achwhich shows that the implementation of the strength conditioning is effective. this research is limited to product research and has not yet reached the impact of the strength conditioning. however, by measuring the product where there has been an improvement in the physical condition and achievement of the athlete, it shows that the strength conditioning is taking place effectively. based on this, the implementation of the strength conditioning adjusted to the implementation of the banten province sports week and the policy makers, namely koni, tangerang regency. after determining the decision on the implementation of porprov banten by koni of banten province, koni of tangerang regency, namely the achievement sector, made the design/decision for the running of the strength conditioning to assist sports coaches in preparing athletes' physical conditions for the banten province sports week. based on this, the policies that have been taken have brought changes in the form of improving the physical condition of athletes in an effort to increase achievement.necessary to understand the head coach of sports, especially men's futsal, that strength conditioning is needed for athletes, therefore the main coach is expected to focus also on improving the physical condition of athletes. according to the components that being evaluated, this study shows quite effective results from each component, namely: a. context the assessment on the context of the strength conditioning, shows thatteam strength conditioning that was formed is quite relevant to the needs of athletes and sports, especially futsal. son. likewise, the purpose of forming a strength conditioning is in in line with the goals of koni tangerang tangerang regency in fostering achievements is refering to the needs of athletes, especially male futsal athletes. in the context of curriculum development according to mcneil in sanjaya that the need is basically a gap between what is available and what is expected, and neec assessment is a process of gathering information about gaps and determining priorities for gaps to be solved (septiana et al., 2020). therefore, according to the criteria for success in context evaluation, the gladi jurnal ilmu keolahragaan, 13 (03), september257 muhamad rizki febrian putra, gustiana mega anggita organizer of the strength conditioning is said to be successful if there is a match between the goals of the strength conditioning team goals of the tangerang regency koni and has a strong legal basis. b. input the result of the research conducted at the input stage showed that the implementation of the strength conditioning team had gone through planning and for the implementataion of the exercise on the infrastructure of the strength conditioning team was inadequte, where there is no fitness center infrastructure. and for the facilities needed to improve physical condition, especially strength such as stall bars, dumbbells, medicine ball, barbels, dan resistance band (scheunemann, t., matias ibo, 2014). facilities and infrastructure are one of the very crucial factor in the accomplishment of athletes' achievements. according to (hallmann et al., 2012) that insufficient infrastructure can restrict sport participation, inadequate facilities and infastructure can be limited in the sports enforcement . therefore, the availability of the facilities and infrastructure in the strength conditioning team program in impoving the physical condition component of the men’s futsal athletes of tangerang regency must be fully supported for the accomplisment of achievements. each strength conditioning team program that will be held is managed professionally with people who are experienced in their fields, through planning in accordance with the qualifications determined by koni tangerang regency. this is in accordance with the criteria for successful evaluation of human resources. however, there are shortcomings in the evaluation of the facilities and infrastructure of the strength conditioning team that are not in accordance with what is needed by athletes in carrying out strength conditioning training, but the infrastructure of the training ground has met the criteria and can be maximized in carrying out strength conditioning training. c. process the results of the research at the process stage showed that in general the process of implementing the strength conditioning team went well and effectively. the utilization of training facilities and infrastructure is adjusted gladi jurnal ilmu keolahragaan, 13 (03), september258 muhamad rizki febrian putra, gustiana mega anggita to the needs and characteristics of the training materials listed in the exercise program. in the process of implementing strength conditioning exercises, it shows that the training process has run in accordance with the training program that has been made by the physical trainer. according to bowers and fox in (scheunemann, t., matias ibo, 2014) there are 4 principles that must be considered in making an exercise program to improve physical condition, namely the principle of over load principle, the principle of gradual improvement (progressive principle), the principle of training regulation, and the principle of specificity. according to (swadesi & kanca, 2020) the training program is one of the important factors to be able to improve optimal abilities in the achievement of athlete performance. in addition, guided by an exercise program can help to streamline the athlete's strength conditioning training process. this is in accordance with the criteria for successful evaluation of the implementation of the process. in the evaluation process, the strength conditioning team makes a record every month regarding the development of the athlete's physical condition, in other words, the internal evaluation is carried out as a control and improvement in the strength conditioning program. this is in line with purwanto who said that the evaluation of the program was carried out for the improvement of the program and decided whether the program was continued or stopped (pateda et al., 2020). this is also done by the monitoring team formed by koni tangerang regency by observing the obstacles or problems encountered during the program which is carried out by a special team called the monitoring team. based on this, the process evaluation is in accordance with the criteria for successful process evaluation. d. product the results of research at the product stage show that the formation of a strength conditioning team has run effectively and has an effect in improving the components of the athlete's physical condition significantly, based on this there is a process of changing the components of the physical conditioning of athletes before and after participating in the strength conditioning team training program. according to (pasaribu & gladi jurnal ilmu keolahragaan, 13 (03), september259 muhamad rizki febrian putra, gustiana mega anggita yudhaprawira, 2020) strength conditioning exercises are very important, namely to improve physical condition or individual ability in training or achieving achievements. according to (saputra & aziz, 2020) to achieve optimal achievements good physical condition is very important. achievement is also supported by other factors, namely facilities and infrastructure, regular and continuous competitions, the quality of trainers and supported by scientific and scientific research (ruslan, 2011). and koni tangerang regency by forming a strength conditioning team or physical trainer has done and proven it that the achievements of the tangerang regency men's futsal sport in the porprov banten championship have increased. the improvement of the physical condition component of athletes and the improvement of athletes' achievements are shown by the output results of male futsal athletes in tangerang regency which increased significantly from the results of the initial physical test with the final physical test. in addition, the achievements of men's futsal athletes in tangerang regency have also increased. this means that the implementation of the strength conditioning team program is considered effective because in addition to improving the physical condition component of athletes while participating in the program, and also followed by an increase in the achievement of achievements of male futsal athletes in tangerang regency at the porprov banten event. this is in line with the criteria for successful product evaluation. conclusion as from the results of research and discussions carried out using the context, input, process, and product (cipp) model, it can produce several conclusions, namely as follows: 1. context a. the clear program objectives are in line with the goals of policymakers, that is achievement coaching and as a guideline for the strength conditioning team in implementing the program. b. the legal basis of the strength conditioning team program is based on law no. 3 of 2005 concerning the national sports system. and based on the decree of the indonesian national sports gladi jurnal ilmu keolahragaan, 13 (03), september260 muhamad rizki febrian putra, gustiana mega anggita committee keputusan komite olahraga nasional indosesia (koni) of banten province regarding the determination of sports branches stipulated in porprov v banten and the decree of the indonesian national sports committee keputusan komite olahraga nasional indosesia (koni) of tangerang regency concerning the determination of the koni task force team of tangerang regency. thus the strength conditioning team has a fairly strong legal basis and legal foundation. 2. input a. human resources strength conditioning team through open selection by having qualifications that have been determined by policymakers, that is koni tangerang regency. the criteria set by koni tangerang regency include physical and spiritual health, s1 sports graduates are prioritized to major in coaching, have a physical trainer certification, and a portfolio of experience coaching a sport and for physical trainers futsal sports are in accordance with or meet all the qualifications set including having a physical trainer certification. b. the facilities and infrastructure used by the strength conditioning team in improving the physical condition component of the men's futsal athletes in tangerang regency can be said to be inadequate, because they do not have a fitness center or fitness equipment. however, it has the appropriate training ground facilities in carrying out strength conditioning exercises. 3. process a. the process of implementing the strength conditioning team program in improving the physical condition components of the men's futsal athletes of tangerang regency is as planned based on the training program, starting from the general preparation structure, special preparation, pre-competition, competition to transition. b. the strength conditioning team conducts periodic evaluations and makes reports every month and koni tangerang regency forms a monitoring team to monitor the development and process of gladi jurnal ilmu keolahragaan, 13 (03), september261 muhamad rizki febrian putra, gustiana mega anggita implementing the strength conditioning team training for evaluation or reference materials for the re-implementation of the strength conditioning team program in futsal sports. 4. product there was an improvement in the physical condition of the men's futsal athletes of tangerang regency from the results of the initial physical condition test with the results of the final physical condition test, however, there were some athletes who were components of the physical condition of aerobic endurance (vo2max) who didn’t reach the coach's target. there was an increase in results of the the achievements that achieved by the men's futsal athletes of tangerang regency at the porprov v banten championship when compared to the implementation of the porprov iv banten championship. references andre nasution, m. (2014). tingkat kondisi fisik atlet putra tim bolabasket sman 1 driyorejo kabupaten gresik tahun 2013. jurnal kesehatan olahraga, 2(2). dzulfani, l., & anggita, g. m. (2022). available online at : http://journal.unj.ac.id/unj/inde x.php/gjik permalink / doi : https://doi.org/10.21009/gjik.1 25.09 integrated athlete acceleration program ( paket ) potential sports of koni depok. 13(02), 219–232. hallmann, k., wicker, p., breuer, c., & schönherr, l. (2012). understanding the importance of sport infrastructure for participation in different sports – findings from multi-level modeling. european sport management quarterly, 12(5), 525–544. https://doi.org/10.1080/1618474 2.2012.687756 pakan, o. j., setyagraha, e., & rusli. (2021). analysis physical condition of north toraja utara athletes. ilara, 12(2), 12–17. pasaribu, a. m. n., & yudhaprawira, a. (2020). pelatihan strength and conditioning atlet bulu tangkis di metland jakarta timur. jurnal abdimas (pengabdian kepada masyarakat) ubj, 3(2), 163– 170. https://doi.org/10.31599/jabdim as.v3i2.204 pateda, s. a., rahmat, a., & zubaidi, m. (2020). evaluasi program model kirkpatrick pada diklat berjenjang di kabupaten gorontalo. prosiding webinar magister pendidikan nonformal ung, september, 121–128. ruslan. (2011). meningkatkan kondisi fisik atlet pusat pendidikan. ilara, 11(2), 45–56. http://digilib.unm.ac.id/files/dis k1/7/universitas negeri makassar-digilib-unm-ruslan348-1-7.rusla-c.pdf saputra, n., & aziz, i. (2020). tinjauan tingkat kondisi fisik pemain bola voli putra sma 2 gladi jurnal ilmu keolahragaan, 13 (03), september262 muhamad rizki febrian putra, gustiana mega anggita pariaman. jurnal performa olahraga, 5(1), 32–38. https://doi.org/10.24036/jpo137 019 scheunemann, t., matias ibo, h. s. (2014). ayo indonesia. jurnal online universitas jambi, 1, 1– 8. septiana, r., rosmilawati, i., & hanafi, s. (2020). the relevance of automotive course implementation on the learning needs of dropout youth in the silebu village kragilan district. jurnal eksistensi pendidikan luar sekolah, 5(2), 151–157. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 425-434 permalink/doi: https://doi.org/10.21009/gjik.134.07 learning model of shot put sideways style for junior high school students ravinda aris munandar1*, samsudin2, sri nuraini3 123pendidikan jasmani, pascasarjana, universitas negeri jakarta, jl. rawamangun muka, rt.11/rw.14, rawamangun, pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding author: munandararisravinda@gmail.com abstract the purpose of this study is to develop a sideways style shot put learning model for junior high school students. this study uses a research and development model from robert maribe branch, namely the addie model (analysis, design, development, implementation, and evaluation). the implementation phase is applied to class vii students at smp negeri 9 pangkalpinang, class vii students at smp negeri 7 pangkalpinang and class vii students at smp negeri 3 pangkalpinang. so the total subjects in this study were 90 people. in this development research, the data used is data that uses instruments in the form of a questionnaire on the feasibility of developing a product and an instrument for the ability to shot put on the sideways style test. paired sample t-test through the spss.26 application obtained the value of sig. (2tailed) of 0.000 < 0.05, it was concluded that there was an average difference between the pre-test and posttest on junior high school students. then, the mean difference between pre-test and post-test is 14,833. this finding shows that the sideways style bullet put learning model program for junior high school students has a significant effect on increasing shot put ability keywords: model; addie; shot put; sideways style gladi jurnal ilmu keolahragaan, 13 (04), december426 ravinda aris munandar, samsudin, sri nuraini introduction physical education is a learning process through physical activities designed to improve physical fitness, develop motor skills, knowledge, healthy, active, sportsmanship, and emotional intelligence behaviors. in physical education, various branches of sports are taught, such as; athletics, big ball games, and small ball games. athletics is a physical activity that consists of dynamic and harmonious movements such as walking, running, jumping, and throwing (mubina, asmawi, & widyaningsih, 2021). in athletics there is one type of game, namely shot put. according to asnaini, as the name implies, the shot put is not thrown, but rejected / pushed (prabowo, 2018). the shot put itself has several styles of resisting, including sideways (orthodox) and back (o'brien) styles (wiarto giri, 2013). based on observations made by researchers at 3 schools when learning physical education, the sideways style shot put material was considered less than optimal. this is due to: (1) the lack of enthusiasm of students in participating in learning because they are afraid of the weight of the bullet and the material is not varied; (2) students' knowledge of shot put is still lacking, so students find it difficult to do sideways shot put; (3) inadequate facilities and infrastructure so that teaching and learning activities (kbm) are not effective; (4) there is still a lack of use of media that is in accordance with the characteristics of students. to overcome these problems, a teacher must develop a learning model that is as attractive as possible to create an active learning atmosphere for students and develop interesting learning media that will make students enthusiastic to take part in physical education learning and provide a more active and enthusiastic atmosphere for participants educate. learning will be more effective if using the right media. media is the main thing that must be used in learning both inside and outside the classroom such as sports (yova & dewantoro, 2019). media is a tool for conveying message information which means the media is more concerned with the source of the message itself, namely the teacher, being the media as everything that can affect student learning, which means the media focuses on the process and the students themselves (sanjaya wina, 2012). thus, what is meant by learning media is gladi jurnal ilmu keolahragaan, 13 (04), december427 ravinda aris munandar, samsudin, sri nuraini everything such as tools, environments and all forms of activities that are conditioned to increase knowledge, change attitudes or instill skills in everyone who uses them. learning media is used to help deliver subject matter in the teaching and learning process so as to facilitate the achievement of learning objectives that are as we want, students can understand the material well (arfianto, 2018). learning media is a communication tool and source of information that brings messages for a learning purpose (rihatno, 2018). according to (donni, 2017) the learning model is a conceptual framework that describes a systematic and planned procedure in organizing the learning process of students so that learning objectives can be achieved effectively. the learning model can also be understood as a teacher's blueprint in preparing and implementing the learning process. to develop an effective learning model, every teacher must have adequate knowledge about the concepts and applications of learning models that are in accordance with the needs of students because the characteristics and desires of students in learning vary. the learning model can be interpreted as a plan or pattern used in preparing the curriculum, arranging student material, and giving instructions to the teacher in the classroom in managing teaching (munendra & lumintuarso, 2015). shot put learning with the application of interesting media is strived to be more effective and optimal so that learning is expected to increase student motivation and learning outcomes in sports lessons. the media used is expected to improve the ability to put bullets into learning, namely media that have characteristics and are in accordance with learning needs to be more interesting, safe, inexpensive, easy to obtain and students can maximize in practicing the theory and practice that has been conveyed by educators. the ability of a teacher to create a creative learning model is needed to meet the needs of the learning process. creative teachers will not make students bored in participating in learning, because creative teachers provide students with motivation to participate in learning. therefore, in the learning process, teachers must try to understand the meaning of learning motivation itself and develop media and move students' learning motivation to the maximum stage. gladi jurnal ilmu keolahragaan, 13 (04), december428 ravinda aris munandar, samsudin, sri nuraini creative learning is a learning process that requires teachers to be able to motivate and bring out the creativity of students during learning, by making something, creating something, changing, creating something. teachers should be able to design varied learning models to support the growth of creativity in the classroom. learning should be able to make students creative. furthermore, to produce creative learners, of course the teacher should also position himself as a creative person (asis & ika, 2014). based on the problems and reasons above, the researcher concludes that it is necessary to develop a learning model that provides something positive in creating a positive learning atmosphere. this learning model also makes it easier for physical education teachers to provide learning materials to students. therefore, overcoming the problems above and adopting a diverse and interesting learning model will make the learning atmosphere more active and provide enthusiasm for learning. a positive learning atmosphere will produce positive learning outcomes and provide personal satisfaction for teachers. this research focuses on developing a learning model for the basic technique of sideways shot put for junior high school students. furthermore, researchers will try to improve the shortcomings in the physical learning process, find solutions, and try to make the sport of shot put make interesting and fun lessons. method the purpose of this study was to develop a sideways style shot put learning model for junior high school students. this study uses a research and development model from robert maribe branch, namely the addie model (analysis, design, development, implementation, and evaluation) (wenly, pelana, & wasan, 2021). addie consists of five steps, including: (1) analysis (analysis of student needs obtained from observations and interviews addressed to teachers and students). (2) design (making decisions and detailed specifications of the product model item components in accordance with the analysis) (3) development (this stage is carried out when the product design has been designed, then the next step is to develop a product based on several stages). (4) implementation (conducting a field test using 90 gladi jurnal ilmu keolahragaan, 13 (04), december429 ravinda aris munandar, samsudin, sri nuraini subjects). (5) evaluation (a series of processes for analyzing products at the implementation stage, can be shortened to answer the question of whether there are advantages and disadvantages). the implementation phase was applied to 30 class vii students of smp negeri 9 pangkalpinang, class vii students of smp negeri 7 pangkalpinang and smp negeri 3 pangkalpinang. in this development research, the data used is data that uses instruments in the form of a questionnaire on the feasibility of developing a product and an instrument for the ability to put off the sideways force. data analysis using the following steps: data recapitulation, data description, and data interpretation. descriptive data are presented in the table. the presentation of this data is then displayed in the form of a table. while the inferential analysis was carried out using the t-test, with a significance test of (α)= 0,05. result and discussion result needs analysis results based on the results of the analysis in the field, it was found that: a) the researcher found that several students in the sideways style shot put were still mostly confused because they did not practice it directly. b) the researcher saw that the students still had difficulty in carrying out the process of rejecting bullets. c) the researcher also found that when students did the process of implementing the shot put, there were still many students refusing to go down or still throwing. from the results of the interview, it was found that the results of the shot put learning that was carried out were only bullet put learning in general. the facilities and infrastructure used are only original balls and are very limited for the use of the original balls. this makes students get bored quickly and lazy in doing learning. design stage next in the development procedure is the design stage. in this discussion, researchers develop a draft model. the draft model compiled in the form of 25 bullet put learning models that have various kinds of movement to reject bullets from the movement of rejecting the shot put without a target to the movement of rejecting the bullet using a target using modified media. where this design is predicted according gladi jurnal ilmu keolahragaan, 13 (04), december430 ravinda aris munandar, samsudin, sri nuraini to the needs of junior high school students. development stage the next stage is development. where after previously carrying out the data collection stage and drafting a sideways style shot put model for junior high school students. the next step, the researcher conducts an expert test on the model that has been made. table 1 conclusion of the expert test on the sideways style bullet reject learning model for junior high school students. model name expert information model 1 ✓ valid model 2 ✓ valid model 3 ✓ valid model 4 ✓ valid model 5 ✓ valid model 6 ✓ valid model 7 ✓ valid model 8 ✓ valid model 9 ✓ valid model 10 ✓ valid model 11 ✓ valid model 12 ✓ valid model 13 ✓ valid model 14 ✓ valid model 15 ✓ valid model 16 ✓ valid model 17 ✓ valid model 18 ✓ valid model 19 ✓ valid model 20 ✓ valid model 21 ✓ valid model 22 ✓ valid model 23 ✓ valid model 24 ✓ valid model 25 ✓ valid from the results of the feasibility test carried out by the experts, it was concluded from the draft model given that the variation of the sideways style shot put learning model for junior high school students consisting of 25 models was declared feasible to continue. from the results of the feasibility test, there are also suggestions and input from experts on the product made, namely the sideways style shot put learning model for junior high school students. the suggestions and input from the experts that the researchers have concluded are as follows: a) in the implementation of this sideways style shot put learning model in the field, it must be sequentially from the easiest to the hardest. b) criteria and implementation instructions must be clear so that they are easy to understand c) in the implementation it must be able to make children happy and active in the subject of shot put d) the media used must be safe, as well as the conditioned execution time gladi jurnal ilmu keolahragaan, 13 (04), december431 ravinda aris munandar, samsudin, sri nuraini e) must continue to maintain the health protocol, because the current condition is still covid-19 implementation the next step is implementation. at this stage the researchers implemented three schools, namely smp negeri 1 pangkalpinang, smp negeri 7 pangkalpinang, and smp negeri 9 pangkalpinang. the samples in this study were 30 students from each school. so the total of all samples is 90 students. from the shot put learning model given to students at smp negeri 1 pangkalpinang, students at smp negeri 7 pangkalpinang, and students at smp negeri 9 pangkalpinang, all 25 model items were implemented. based on the results of the given model, it can be concluded as follows: 1) the model items made are quite good, and are arranged from the easiest to the hardest. 2) all items of the sideways style shot put learning model for junior high school students can already be applied. 3) students can do the items of the sideways style shot put learning model given by the researcher. 4) all students are enthusiastic in participating in the learning process evaluation the next step is evaluation. this step is carried out after the implementation of the sideways style shot put learning model for junior high school students. the following is a summary of the evaluation that refers to the evaluation results based on implementation: 1) basically all the items of the sideways style shot put learning model can be applied, but must be adapted to the facilities and infrastructure available at school as a support for the implementation of learning. 2) the learning process has been going well, this can be seen from the enthusiasm of students in participating in learning, and here the teacher must direct the students to do the movement correctly so that the learning objectives are achieved.. this evaluation stage is carried out to be able to improve the products that have been developed by researchers, so that they can produce products that are suitable for use. model effectiveness test gladi jurnal ilmu keolahragaan, 13 (04), december432 ravinda aris munandar, samsudin, sri nuraini in the following, the pretest and post-test data from the sideways style shot put ability are presented as follows: table 2 average shot put score sideways based on the output results using ibm spss statistics 26 that the average value of the sideways style shot put before being given the learning model is (69.96) and after being given treatment with the learning model (84.79) it means that the average value of the style shot put sideways there is an increase. the significance of the sideways force bullet repelling difference from the results of the average value of the sideways force of the students above, the significance of the difference is obtained as follows: table 3 the significance of the difference in learning outcomes shot put sideways style paired samples test paired differences t df sig. (2tailed ) mea n std. deviat ion std. error mean pretest postte st 14.8 33 5.862 .618 24.0 05 89 .000 in the significance test of the difference with ibm spss statistict 26, the mean (14.833) shows the difference between the pre-test and post-test, the results of t-count (24.005), df (89) and pvalue (0.00 < 0.05) which means that there is a significant difference between before and after the treatment of the sideways style shot put learning model. based on this information, it can be said that the sideways style shot put learning model is quite effective and can improve the ability to put bullets in junior high school students. the diagram below is an illustration of the comparison of the average shot put tests before and after being given treatment. paired samples statistics mean n std. deviation retest 69.96 90 6.912 postte st 84.79 90 3.743 0 50 100 pretest postest 69,96 84,79 jenis tes tolak peluru gaya menyamping gladi jurnal ilmu keolahragaan, 13 (04), december433 ravinda aris munandar, samsudin, sri nuraini figure 1 side-by-side bullet repelling learning diagram the results of the experimental trial can be concluded that the sideways style shot put learning model for junior high school students is feasible and effective to be used. evaluation in perfecting this product, if you look at the shortcomings and advantages of the product made, there are suggestions or input that the researcher will convey, including the following: a) further development is needed with a more varied sideways style shot put learning model. b) in the process, it is necessary to support more adequate facilities and infrastructure such as more varied equipment to support the development process of the sideways style shot put learning model. c) more effective and innovative innovations and strategies are needed to support the learning process in schools. conclusion research that produces a sideways style shot put learning model product for junior high school students based on research data consisting of analysis, design, development, implementation, evaluation in order to obtain a discussion of the results of the study, the researchers can draw the conclusion that: 1. the sideways style shot put learning model can be developed and applied in the sideways style shot put learning process for junior high school students. 2. the learning model developed based on research data obtained effective and efficient results for the sideways style shot put learning process for junior high school students. references arfianto, j. (2018). aplikasi anybamba dengan moperta untuk meningkatkan kemampuan tolak peluru pada siswa sekolah menengah pertama. jurnal didaktika pendidikan dasar, 2(1). asis, s. h., & ika, b. (2014). pembelajaran efektif. (k. adriani, ed.) (1st ed.). bandung: pt remaja rosdakarya. donni, p. j. (2017). pengembangan strategi & model pembelajaran (1st ed.). bandung: cv pustaka setia. mubina, m. f., asmawi, m., & widyaningsih, h. (2021). available online at : http://journal.unj.ac.id/unj/index.ph p/gjik gladi : jurnal ilmu keolahragaan 12 ( 03 ) special issue 2021 , 39-44 permalink / doi : https://doi.org/10.21009/gjik.123. gladi jurnal ilmu keolahragaan, 13 (04), december434 ravinda aris munandar, samsudin, sri nuraini 06 the effectiveness of mix impact aerobic gymnastics exercises wit. gladi : jurnal ilmu keolahragaan, 12(03), 25–33. https://doi.org/https://doi.org/10.21 009/gjik.123.04 munendra, a. w., & lumintuarso, r. (2015). pengembangan model pembelajaran lempar lembing untuk siswa sekolah menengah pertama (smp). jurnal keolahragaan, 3(2), 127–138. https://doi.org/10.21831/jk.v3i2.62 24 prabowo, e. m. (2018). meningkatkan keterampilan tolak peluru gaya menyamping dengan permainan modifikasi pada siswa kelas viii a smp negeri 1 bareng kecamatan bareng kabupaten jombang. jurnal koulutus, 1(2), 140–163. sanjaya wina. (2012). media komunikasi pembelajaran (1st ed.). jakarta: kencana prenadamedia group. taufik rihatno, g. (2018). peningkatan terampilan passing bawah bola voli melalui media pembelajaran bola modifikasi. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 49, 09(01), 48–55. wenly, a. p., pelana, r., & wasan, a. (2021). effectiveness of endurance training based on smallsided games model for beginner women futsal. gladi : jurnal ilmu keolahragaan, 12(04), 258–268. https://doi.org/https://doi.org/10.21 009/gjik.124.05 wiarto giri. (2013). atletik. yogyakarta: graha ilmu. yova, v. p., & dewantoro, d. a. (2019). modifikasi perangkat tolak peluru dalam olahraga tolak peluru anak tunagrahita. jurnal ortopedagogia, 5(1), 18–23. https://doi.org/10.17977/um031v4i 12018p018 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (02) 2023, 229-237 permalink/doi: https://doi.org/10.21009/gjik.142.09 copyright © 2023 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh this work is licensed under a creative commons attribution-sharealike 4.0 international license model of based physical fitness exercise gurilapss gymnastics (mountain, rimba, ocean, beach, river, cultural arts) age 20-40 years adinda pasha putri permadi1*, hernawan1, eva julianti1, oman unju subandi1, dede taufik hidayatulloh2 1physical education, jakarta state university postgraduate, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 2health and recreation physical education, stkip bina mutiara jl. pembangunan jl. selakaso kulon, pasirhalang, kec. sukaraja, kota sukabumi, jawa barat, indonesia 43192 corresponding author. email: e-mail: adindapashaputripermadi_9903820022@mhs.unj.ac.id (submission track: received: 24-01-2023, final revision: 28-06-2023, available online: 30-06-2023) abstract this study aims to produce a model of physical fitness training based on gurilapss gymnastics for ages 20-40 years and to test the effectiveness of this exercise model. this research is a research and development model from addie which consists of 5 steps (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. data collection was carried out through observation, filling out questionnaires and testing the maximum volume of oxygen using the rockport walking test to determine the level of cardiopulmonary endurance aged 42-40 years. based on the results of testing the effectiveness of the model using the experimental method and the one group pretest-posttest design approach. the sample in this effectiveness test was an experimental class of 40 people aged 20-40 years who were given the gurilapss gymnastics based physical fitness exercise model. the results of statistical calculations using the paired sample t test for the experimental class show a significance value of 0.000 <0.05. the conclusion from the results of this study is that the gurilapss gymnastics-based physical fitness exercise model can increase the cardiorespiratory endurance of people aged 20-40 years and is effectively used as a model of gurilapss gymnastics-based physical fitness exercises for people aged 20-40 years. keywords: physical fitness; gurilapss; gymnastics; cardiorespiratory mailto:adindapashaputripermadi_9903820022@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni230 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh introduction physical fitness is defined as the ability to carry out daily work and adapt to physical loads without causing excessive fatigue and still have energy reserves to enjoy leisure time or sudden work and be free from illness (ferdinato & prihanto, 2017). a good level of fitness can be seen from the two elements put forward by (pate, 2012), namely carrying out daily activities with enthusiasm and also avoiding hypokinetic diseases associated with physical activity. physical fitness is the body's ability to function efficiently and effectively (charles et al 2008). in addition, (giriwijoyo, 2017) suggests that a person who is physically fit will have a state of physical ability that can adjust the function of his body's organs to certain physical tasks and/or to the environment which must be handled efficiently, without excessive fatigue and has fully recovered before coming the same task the next day. cardiorespiratory endurance is the ability to perform dynamic exercises using the body's muscles at moderate to high intensity for a long period of time which is related to the response of the heart, blood vessels and lungs to transport oxygen to the muscles. cardiorespiratory endurance can be increased through the adaptation of the cardiorespiratory system to physical exercise by the body. regular physical training according to the right dosage can improve a fit physical condition. getting the community fit is a strategic sports mission, because building a fit community is the main foundation and enforcement pillar that is relied on for the implementation of the sport for all movement. collective awareness about the need for a fit culture needs to be increased as well as related to the increasing tendency of degenerative diseases caused by an unhealthy lifestyle and lack of movement. the increasing trend of hypertension, obesity, diabetes, coronary heart disease, and others, of course, must be an awakening to how vital physical fitness is. this new situation is related to new values of life and livelihood which have an impact on new forms of social relations. the birth of a new generation of technology makes life easier to exist. on the one hand, technology makes life more efficient and effective, but on the other hand, it creates excesses, one of gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni231 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh which is the phenomenon of lack of movement. nationally, based on data from 34 provinces, the vo2max figure is 27.62 ml/kg/min. there are three provinces with the highest vo2max, namely north maluku, maluku and west papua. meanwhile, the provinces with the lowest vo2max are north kalimantan, dki jakarta and di yogyakarta. for west java itself, it is at 26.26%, which means that it is sufficient. meanwhile, for sukabumi regency, based on data from west java's sp3or (bachelor of support for sports development) in 2021, it shows a figure of 36% taken as a sample of 8 subdistricts out of 47 sub-districts. the development of sports fitness must meet the general and specific characteristics and characteristics of sports health. gymnastics using music rhythms can be used as an option to develop fitness training models. the gurilapss gymnasticsbased fitness training model with varied movements and regional characteristics can be developed as an effort to improve physical fitness, so that people don't get bored because they have their own pride in the gymnastic movements that are characteristic of their region. the fitness training model that is applied must also be as needed and based on the general characteristics and characteristics of health sports. the exercises must be systematically arranged starting from the easiest to the most difficult exercises done in stages. gymnastics exercises that are carried out from low intensity to adequate intensity will create the foundation of good physical fitness. therefore, the introduction of gurilapss gymnastics is very important to be developed in the future, where sukabumi regency with 47 subdistricts is the second largest in java and bali with very high potential and enthusiasts of gymnastics, where the creation of gurilapss gymnastics is supported by the local government of sukabumi district and kormi of sukabumi regency and will become an icon of the sukabumi district in the field of sports, health and fitness, and will be marketed at the weekly mobile activities in 47 sub-districts. if ordinary people with a healthy lifestyle, also make exercise a habit, then prevention of certain diseases. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni232 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh with the existence of the gurilapss gymnastics, the spirit of the vision and mission of sukabumi regency through innovation and collaboration is not only visible in development in general but also in the field of sports will continue to liven up. so that sports activities can be the energy to achieve the vision and mission. in disseminating information, outreach and introduction to gurilapss gymnastics, future researchers. method this study used the research & development (r&d) method to develop and validate a product in the form of a gurilapss gymnastics-based physical fitness training model for ages 20-40 years. this study uses the research and development model from addie which consists of 5 steps (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. this research was conducted in sukabumi regency with community research subjects aged 20-40 years. limited product trial subjects totaled 120 people, and for the effectiveness test there were 40 people. data collection techniques used were observation, interviews, questionnaires and cardiorespiratory endurance tests using the rockport walking test. the data analysis technique used in this study is in the form of qualitative and quantitative data analysis techniques, qualitative data analysis techniques are summaries of data obtained from observations and expert assessments to make it easier to understand, while quantitative data analysis techniques are used to analyze data generated from tests conducted carried out on the pretest and posttest of the experimental class and the control class using spss.16, namely paired samples t test results and discussion result based on the results of a satisfaction survey of 119 participants in the gurilapss exercise, it was found that 56.3% felt happy and 43.7% felt happy after receiving the gurilapss exercise training. furthermore, a survey regarding the effectiveness of gurilapss gymnastics on the health of gymnastic training participants, which consisted of 1-10 ratings obtained a 7 score of 5.9%, an 8 score of 26.1%, a score of 9 23.5%, and a value of 10 was 43. 7%. based on these data, the people who took part in the gymnastics training acknowledged gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni233 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh that gurilapss gymnastics was effectively given to the community as a training medium so that people remained healthy and fit. furthermore, to test the effectiveness of the gurilapss gymnastics-based physical fitness training model, the researchers made a selection based on the age of 20-40 years with various work backgrounds. after selecting 40 people, a pre-test was carried out using the rockport test to measure physical fitness. then the researcher gave treatment by giving gurilapss gymnastics exercises 12 times after being given treatment then a post test was carried out with the same instrument as when the pre-test was carried out. testing the effectiveness of the developed model was carried out by pretest and post-test. the results of the data are as follows: table 1. vo2max data fitness test results name pre tets post test subject 1 40 49 subject 2 40 49 subject 3 47 52 subject 4 42 47 subject 5 39 45 subject 6 36 42 subject 7 33 42 subject 8 39 44 continued table 1. vo2max data fitness test results name pre tets post test subject 9 37 42 subject 10 39 45 subject 11 39 46 subject 12 38 44 subject 13 37 43 subject 14 37 42 subject 15 37 42 subject 16 38 45 subject 17 41 47 subject 18 41 47 subject 19 39 44 subject 20 36 43 subject 21 31 37 subject 22 34 39 subject 23 31 39 subject 24 28 37 subject 25 29 35 subject 26 25 31 subject 27 28 37 subject 28 33 40 subject 29 30 35 subject 30 29 37 subject 31 31 36 subject 32 30 37 subject 33 34 39 subject 34 31 37 subject 35 31 37 subject 36 31 37 subject 37 31 37 subject 38 31 37 subject 39 27 35 subject 40 28 36 jumlah 1378 1635 rata-rata 34 41 the pre-test and post-test results obtained were then analyzed to determine whether there was an increase before and after being given treatment. analysis of the data used to test the gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni234 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh hypothesis was carried out by testing the mean difference using spss 16.0 for windows. the data on the results of the pretest and post-test of cardiorespiratory fitness after carrying out fitness exercises based on gurilaps gymnastics obtained an average vo2max pre-test of 34 and post-test of 41. if seen from the naked eye from the results of the pre-test to post-test, there is an average difference, and the results of the post-test are greater than the results of the pre-test, it can be concluded that fitness exercises based on gurilapss gymnastics can improve cardiorespiratory fitness. the difference in the mean pre-test and post-test was not enough to conclude that the fitness of the people who were given the gurilapss exercise experienced a significant increase. table 2. results of the paired samples test for group cardiorespiratory fitness paired t test pair mean std. dev std. error mean pre-test post-test -6,425 1.338 .211 t df sig. (2tailed) -30.380 39 .000 table 2 shows a pre-test mean of 34.45 and a post-test of 40.88 with a standard deviation of 5.038 and 4.805. in the t-test table with a significance level of 0.05 has sig. (2-tailed) 0.000. this value has indicated that h0 is rejected because the p-value sig. (2-tailed) < 0.05, meaning that the gurilapss gymnastics-based fitness training model that is applied can significantly improve the fitness of people aged 20-40 years. thus, h0 in this study was rejected, so that hi was accepted, meaning that there was a significant increase in cardiorespiratory fitness. the receipt of this hi proves that the developed gurilapss exercise-based fitness model is an effective effort to improve cardiorespiratory fitness for people aged 20-40 years. discussion based on the data that the researchers obtained from the results of field trials and discussion of the results of the study, it can be concluded that the test results for the average vo2max value of the community before being given the gurilapss exercise was 34 ml/kg/minute per minute and the value after being given the treatment of the gurilapss exercise-based fitness model was 41 ml/kg/minute. it can be concluded that the fitness training model based on gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni235 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh gurilapss gymnastics for people aged 20-40 years is feasible and effective in improving cardiorespiratory fitness for people aged 20-40 years. in the significant difference test with spss 16 p-value = 0.00 <0.05 which means there is a significant difference between before and after being given the treatment of the gurilapss exercise-based fitness model. in general, everyone knows that exercising or doing physical activity is beneficial to health (dinkes provinsi aceh, 2018). regular participation in a healthy physical fitness program will provide substantial health benefits and significantly lower the risk of many chronic diseases (hoeger, et, al 2010). physical activity is categorized as sufficient if a person does physical exercise or sports for 30 minutes every day or at least 3-5 days a week. the physical activity he does can be recreational, competitive, and sports for health or fitness (oktriani, 2019). previous research on the effect of mix impact aerobic exercise concluded that "mix impact aerobic exercise is more effective in improving physical fitness" (maryani, 2021). the gymnastics-based physical fitness training model is proven to have an effect on increasing physical fitness, this is evidenced by the many supporting studies. in addition, according to (latifatur, 2021), in his research, he stated that infrastructure is a factor in increasing appetite. infrastructure is not only interpreted as buildings or tools, training models can also be considered as infrastructure facilities that must be fulfilled, achievement is closely related to physical fitness, because achievement must be supported by good physical condition, in this case optimal physical fitness that must be possessed by every people, both athletes and non-athletes. conclusion based on the data that the researchers obtained from the results of field trials and discussion of the research results, it can be concluded that: 1. producing the final product in the form of a fitness training model based on gurilapss gymnastics for people aged 20-40 years consisting of 9 phases of gymnastic movements namely transitional movements, warm-up movements, core movements 1-5 and cool-down movements. 2. the test results for the average vo2max value of the community before being given gurilapss gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni236 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh gymnastics was 34 ml/kg/minute per minute and the value after being given treatment of the media-based rhythmic gymnastics training model, the gurilapss gymnastics-based fitness training model was 41 ml/kg/minute. it can be concluded that the fitness training model based on gurilapss gymnastics for employees aged 20-40 years is feasible and effective in improving cardiorespiratory fitness for people aged 20-40 years. in the significant difference test with spss 16 p-value = 0.00 <0.05 which means there is a significant difference between before and after being given the treatment of the gurilapss exercise-based fitness model. acknowledgments this research is fully supported by the government of sukabumi regency through the department of culture, youth and sports (disbudpora). as well as involving practitioners, academics, and sports institutions in sukabumi regency, namely the indonesian community recreation sports committee (kormi) sukabumi regency and the physical health & recreation education study program stkip bina mutiara sukabumi. as well as expert lecturers in the field of sports and postgraduate physical education lecturers at jakarta state university. reference ali maksum. metode penelitian dalam olahraga (surabaya: unesa university press, 2012. anik m., fahmy f., & ramdan. 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(2013). amplikasi senam aerobic high impact dan low impact terhadap penurunan presentase lemak tubuh pada kepala sekolah dasar sekecamatan banjarsari surakarta. journal of chemical information and modeling, 53(9), 1689– 1699. corbin, charles b., welk, gregory j., corbin, william r., welk, karen a., concepts of physical fitness: active lifestyles for wellness, eds. emily barrosse, new york : the mcgraw-hill companies, gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni237 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh 2008. depdiknas puskesjas, tes kebugaran jasmani indonesia, jakarta, 1999. dinas pemuda dan olahraga provinsi jawa barat. survey angka partisipasi masyarakat dalam berolahraga. https://www.radarbandung.id/20 21/04/06/tingkat-partisipasimasyarakat-berolahragameningkat-di-tengah-pandemi/. dinkes provinsi aceh. (2018). lakukan aktifitas fisik 30 menit setiap hari. 1–4. ferdinato, t. p., & prihanto, j. b. (2017). hubungan aktivitas fisik harian dengan tingkat kebugaran jasmani (studi pada siswa kelas viii smp negeri 2 candi, siduarjo). 05(physical activity, levels of physical fitness), 925– 928. giriwijoyo, santoso. & sidik, dikdik z., ilmu faal olahraga, bandung : pt. remaja rosdakarya, 2012. hoeger, werner w.k., hoeger, sharon a., principles and labs for physical fitness, seventh edition, usa : wadsworth, cengage learning, 2010. james tangkudung & wahyuningtyas puspitorini. kepelatihan olahraga “pembinaan prestasi olahraga edisi ii” (jakarta: cerdas jaya, 2012) johansyah lubis. panduan praktis penyusunan program latihan (depok: raja grafindo persada, 2013), h.11. kementerian pemuda dan olahraga republik indonesia. https://deputi3.kemenpora.go.id/ detail/93/menggagaspeningkatan-partisipasimasyarakat-berolahragamelalui-sinergi-kemenporabkkbn. diakses online 11 april 2022 pkl 23.06 wib. latifatur. r. a., lungit. w., wahyuni. h. (2021). aerobic gymnastic gymnastics development survey, lampung province. gladi : jurnal ilmu keolahragaan 12 (01) 2021, 26-30 permalink/doi: https://doi.org/10.21009/gjik.1 21.04 pate, r. r. (2012). the evolving definition of physical fitness. april 2015, 174– 179. https://doi.org/10.1080/0033629 7.1988.10483898. p2ptm kemenkes (2018) manfaat aktivitas fisik retrieved from p2ptm.kemkes.go.id/ website : http://p2ptm.kemkes.go.id/infog raphicp2ptm/hipertensi/manfaataktivitas-fisik. putra, nusa., researc & development, jakarta : pt. raja grafindo persada, 2012. rosidah, n. (2013). perbedaan pengaruh latihan senam aerobik low impact dan mix impact terhadap tingkat kesegaran jasmani pada siswa putri smk negeri 1 surakarta tahun pelajaran 2012/2013. phederal: physical education, health and recreation journal, 1(1). sharkey, brian j., kebugaran jasmani, terjemahan eri desmarini nasution, jakarta : pt. raja grafindo persada, 2003. soraya, n. (2017). perbandingan senam aerobik mix impact dengan senam skj 2012 dan motivasi berprestasi terhadap daya tahan cardiorespirator. sport area, 63(3), 63–75. sugiyono. (2016). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta wen, c. p., wai, j. p. m., tsai, m. k., https://deputi3.kemenpora.go.id/detail/93/menggagas-peningkatan-partisipasi-masyarakat-berolahraga-melalui-sinergi-kemenpora-bkkbn https://deputi3.kemenpora.go.id/detail/93/menggagas-peningkatan-partisipasi-masyarakat-berolahraga-melalui-sinergi-kemenpora-bkkbn https://deputi3.kemenpora.go.id/detail/93/menggagas-peningkatan-partisipasi-masyarakat-berolahraga-melalui-sinergi-kemenpora-bkkbn https://deputi3.kemenpora.go.id/detail/93/menggagas-peningkatan-partisipasi-masyarakat-berolahraga-melalui-sinergi-kemenpora-bkkbn https://deputi3.kemenpora.go.id/detail/93/menggagas-peningkatan-partisipasi-masyarakat-berolahraga-melalui-sinergi-kemenpora-bkkbn https://deputi3.kemenpora.go.id/detail/93/menggagas-peningkatan-partisipasi-masyarakat-berolahraga-melalui-sinergi-kemenpora-bkkbn file:///c:/users/ayi%20saepudin/appdata/roaming/microsoft/word/p2ptm.kemkes.go.id/ gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni238 adinda pasha putri permadi, hernawan, eva julianti, oman unju subandi, dede taufik hidayatulloh yang, y. c., cheng, t. y. d., lee, m. c., ... & wu, x. (2011). minimum amount of physical activity for reduced mortality and extended life expectancy: a prospective cohort study. the lancet, 378(9798), 1244-1253. wiarto, giri., fisiologi dan olahraga, yogyakarta : graha ilmu, 2013. yuliasih, junaidi, & setiakarnawijaya, y. (2015). pengaruh latihan senam aerobik mix impact terhadap penurunan presentase lemak tubuh pada wanita penghuni panti sosial karya wanita mulya jaya pasar rebo jakarta timur. segar, 3, 102– 110. 61 model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan untuk siswa sekolah menengah atas (sma) ayu dyah lubena1 abstrak penelitian ini dilakukan untuk mengembangkan keterampilan lari gawang bagi siswa sekolah menengah atas (sma). penelitian dan pengembangan ini menggunakan pendekatan kualitatif dan kuantitatif dengan menggunakan metode penelitian pengembangan research & development (r & d). instrumen yang digunakan dalam penelitian dan pengembangan ini adalah angket kuesioner serta instrumen psikomotorik keterampilan lari gawang yang digunakan untuk mengumpulkan data pada tahap: (1) desain produk (2) perencanaan pengembangan model (3) validasi, evaluasi, dan revisi model. dalam melihat hasil efektifitas model digunakan uji statistik dengan menggunakan rumus uji t berkorelasi dengan taraf signifikan α= 0,05. hasil perhitungan diperoleh nilai t-hitung -52,597 sedangkan t-tabel 1,669 dan taraf signifikan sebesar 0,000, berdasarkan dari data yang diperoleh dapat disimpulkan bahwa: model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan bagi siswa sekolah menengah atas (sma) layak serta efektif dalam meningkatkan keterampilan lari gawang untuk siswa sekolah menengah atas. kata kunci: keterampilan; lari gawang; permainan pendahuluan peran utama pembelajaran dari pendidikan jasmani sendiri adalah mengembangkan keterampilan, pengelolaan diri dalam upaya pengembangan dan pemeliharaan kebugaran jasmani serta pola hidup sehat melalui berbagai aktivitas jasmani dan olahraga yang terpilih. untuk itu dalam melaksanakan pembelajarannya dapat saja menggunakan berbagai macam variasi dan model, artinya pendidikan jasmani tidak menuntut adanya prestasi dalam suatu cabang olahraga yang diajarkan. namun dalam pelaksanaannya masih banyak guru yang kurang kreatif dalam memberikan pembelajaran lari gawang, hal 1 ayu dyah lubena adalah guru pendidikan jasmani di sman 3 kota bekasi ini membuat materi ini kurang begitu diminati oleh siswa. untuk mengatasi hal tersebut harus ada upaya yang mesti dilakukan yakni dengan memberikan variasi-variasi pembelajaran dengan cara pengembangan model lari gawang a.d.l berbasis permainan untuk siswa menengah atas (sma). keterampilan pada lari gawang dibutuhkan suatu proses dengan mengembangkan keterampilan motorik individu tersebut dengan tidak terlepas dari pertimbangan faktor usia. proses yang dimaksud adalah suatu tahapan pembelajaran gerak melalui proses belajar (richard a. magil, 2011). belajar dapat dikatakan sebuah proses yang kompleks yang terjadi pada semua kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 07 (02) 2013, 61 66 permalink/doi: https://doi.org/10.21009/gjik.081.05 gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 62 orang dan berlangsung seumur hidup, sejak masih bayi bahkan dalam kandungan hingga liang lahat (eveline siregar dan haritini nara, 2010). kemudian dijelaskan lebih lanjut bahwa belajar dimaknai dengan sebuah proses perubahan tingkah laku sebagai akibat adanya interaksi antara individu dengan lingkungannya (husdarta dan yudha m. saputra, 2013) adapun ciri-ciri dari belajar adalah adanya kemampuan baru atau perubahan (perubahan tersebut dapat berupa pengetahuan (kognitif), keterampilan (psikomotorik), maupun nilai dari sikap (afektif)), selanjutnya perubahan itu tidak berlangsung sesaat saja melainkan menetap atau dapat disimpan, perubahan itu tidak terjadi begitu saja melainkan harus dengan usaha, perubahan tidak semata-mata disebabkan oleh pertumbuhan fisik, atau kedewasaan, tidak karena kelelahan, penyakit atau pengaruh obat-obatan. untuk itu pada dasarnya keterampilan motorik terus berkembang sejalan dengan kematangan saraf dan otot anak. hal ini mengacu pada perubahan yang progresif dalam perilaku gerak, rentang hidup dengan perubahan yang berurutan dan berkaitan dengan usia (nurturing early learners, 2013). akan tetapi keterampilan motorik tidak saja di pengaruhi oleh komponen fisik saja, tetapi juga dipengaruhi oleh beberapa ranah, yaitu ranah: motor domain, cognitive domain dan percepsual domain (william h. edwards, 2011). untuk mencapai hasil belajar lari gawang yang menitik beratkan pada ranah psikomotor, yaitu dengan keterampilan gerak. maka pembelajarannya membutuhkan pengembangan pada teknik dasar dengan menekankannya pada keterampilan gerak. harapan hasil belajar ini tentunya berupa meningkatnya keterampilan gerak siswa dalam melakukan lari gawang. lari gawang merupakan suatu proses lari cepat (sprint) dengan melewati gawang sejumlah 10 buah gawang dengan ketinggian tertentu dan dipasang didalam lintasan (eddy, 2011). berdasarkan peraturan internasional nomor lari gawang terdiri atas lari gawang 110 meter putra, dan 100 meter putri serta 400 meter putra dan putri (international association of athletics federations, 2015). dalam pelaksanaan lari gawang terdapat 6 (enam) elemen/ tahapan gerak yang harus dilakukan yakni: start dan lari percepatan menuju gawang pertama, bertolak dan menyerang gawang (tahap topang pertama), melewati gawang (tahap melayang), mendarat setelah melewati gawang (tahap topang kedua), lari sprint diantara gawang – gawang, lari menuju finish (roberto bedini, 2012). dalam melakukan lari gawang hal yang sangat diperhatikan adalah ketika pada saat fase melewati gawang. pada fase ini jalur ayu dyah lubena. model pembelajaran keterampilan lari gawang…….. 63 ketika melayang harus sedatar mungkin dengan gawang untuk mengefisienkan waktu dan tenaga yang dikeluarkan (abdel karim wahab, 2013). untuk mencapai hasil yang maksimal dalam melakukan lari gawang akselerasi dari start menuju ke gawang pertama pelari harus melakukan dengan kecepatan maksimal dan berusaha mencapai 8 (delapan) langkah pertama menuju gawang pertama (australian track and field coaches association, 2013). dalam melaksanakan keterampilan lari gawang yang efektif seorang guru dapat memberikan berbagai pendekatan agar siswa termotivasi dan tertarik untuk mengikuti pembelajaran. pada dasarnya karakteristik pada tingkat usia remaja masih mengedepankan unsur bermain dalam setiap prosesnya, hal itu di gunakan untuk membangkitkan rasa berfikir kreatif (susan boyle, 2011). bermain juga dapat diartikan sebagai aktifitas apapun yang dipilih secara bebas, intrinsik, termotivasi dan diarahkan secara pribadi (jeffrey goldstein, 2012). untuk itu pendekatan yang diberikan dalam meningkatkan keterampilan lari gawang menggunakan metode berbentuk permainan agar pembelajaran menjadi lebih menarik, memicu pemikiran yang inovatif dan memberikan keragaman metode pembelajaran sehingga dapat membuat siswa termotivasi dan menimbulkan kesenangan dalam melakukan gerakan lari gawang (sifa, 2014). permainan yang bersifat edukatif dapat berfungsi sebagai ilmu pengetahuan kepada anak melalui proses pemberian pembelajaran bermain sambil belajar, merangsang pengembangan daya pikir, daya cipta, dan bahasa, agar dapat menumbuhkan sikap, mental, serta akhlak yang baik, menciptakan lingkungan bermain yang menarik, memberikan rasa aman, dan menyenangkan, menciptakan kualitas pembelajaran anak-anak (andang ismail, 2006). rangkaian dalam sebuah permainan harus mengedepankan unsur kesenangan, adanya motivasi intrinsik, proses yang berorientasi, bebas memilih serta terlibat langsung secara aktif (rachel e. white, 2012). namun hal ini harus dilakukan dengan menyesuaikannya pada karakteristik anak usia remaja atau setingkat dengan anak sma. metode penelitian dan pengembangan ini menggunakan pendekatan kualitatif dan kuantitatif dengan menggunakan metode penelitian pengembangan reseach & development (r & d) yang terdiri dari sepuluh langkah dalam penelitian yakni antara lain: research and information collecting (2) planning (3) development of the gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 64 preliminary from of product (4) preliminary field testing (5) main product revision (6) main field test. (7) operational product revision (8) operational field testing (9) final produk (10) dissemination and implementation (borg & gall, 2007). subjek yang digunakan dalam penelitian ini adalah siswa sma negeri 3 kota bekasi yang berada di kelas xi dengan total sebanyak 70 siswa dengan rincian kelas xi mia (matematika dan ilmu alam) 3 sebanyak 34 siswa dan kelas xi mia (matematika dan ilmu alam) 5 sebanyak 36 orang. dari subjek inilah nantinya dapat diketahui data-data yang dibutuhkan untuk melihat tingkat keefektifitasan model dalam penerapannya pada pembelajaran keterampilan lari gawang bagi siswa sma. hasil dan pembahasan analisis kebutuhan yang dilakukan peneliti pada tanggal 04 oktober 2016, peneliti melakukan observasi menggunakan instrumen penilaian lari gawang untuk anak sekolah menengan atas dan melakukan wawancara terhadap guru pendidikan jasmani yang terdapat pada sekolah tersebut dengan mencari tahu kesulitan yang terdapat dalam menerapkan pembelajaran lari gawang. dari hasil tersebut diperoleh beberapa masalah yang ditimbulkan dari penerapan pembelajaran lari gawang di sekolah menengah atas. dari hasil tersebut diperoleh bahwa (a) siswa kurang tertarik dalam melakukan pembelajaran lari gawang, (b) siswa mengalami kesulitan dalam melakukan teknik yang terdapat pada lari gawang, (c) guru menyatakan bahwa perlunya variasi-vairasi dalam melakukan pembelajaran lari gawang yang dapat disesuaikan dengan konsep pendidikan jasmani sehingga dapat dimasukkan pada setiap proses pembelajaran khususnya bagi pembelajaran lari gawang pada materi atletik. setelah melakukan tahap pengumpulan data dan pembuatan draft lari gawang untuk siswa sma, maka tahap selanjutnya adalah melakukan uji ahli dengan tujuan mendapatkan kelayakan untuk memperoleh validasi model yang telah dibuat dan dinilai langsung oleh ahli yang bersangkutan dibidang cabang olahraga lari gawang. setelah uji ahli dilaksanakan maka hal yang berikutnya dilakukan adalah mencari hasil dari pre test dan hasil dari sesudah diberikannya treatment model dalam melaksanakan keterampilan lari gawang dengan cara pengukuran melalui post test. berikut pemaparan perbandingan hasil antara siswa yang belum diberikan treatment model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan (pretest) dengan siswa yang ayu dyah lubena. model pembelajaran keterampilan lari gawang…….. 65 sudah diberikan treatment model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan (post test) berdasarkan diagram berikut: gambar: diagram batang (uji coba kelompok besar) melihat dari perolehan angka yang sudah didapat dan dijabarkan diatas terdapat peningkatan yang dilakukan saat pretest dilakukan dan post test dilakukan. artinya dalam pembelajaran lari gawang yang dilakukan siswa berhasil meningkatkan kemampuannya melalui treatment yang diberikan berupa model model pembelajaran lari gawang (a.d.l) berbasis permainan. perbandingan ini dapat dilihat pada jumlah angka yang didapat pada pre test yakni sebesar 3040 dan pada tahap post test sebesar 6346. pada tahap post test jumlah yang didapat meningkat dikarenakan pada tahap ini siswa sudah diberikan treatment berupa model model pembelajaran lari gawang (a.d.l) yang dibentuk dengan cara bermain sehingga menimbulkan kesenangan terhadap siswa yang mengikutinya. model-model yang sudah dibuat di telaah, dikaji dan dievaluasi oleh para pakar untuk kemudian diberikan saran berupa bentuk-bentuk kelemahan yang akan terjadi ketika model ini diterapkan. setelah itu barulah model ini di perbaiki agar mendapatkan hasil yang maksimal. namun tidak hanya itu saja beberapa keunggulan juga disampaikan oleh beberapa ahli yang dirangkum pada penjabaran dibawah ini. a. model ini menjadikan siswa lebih aktif. b. siswa lebih semangat dan antusias dalam melaksanakan pembelajaran lari gawang. c. tingkat kompetisinya sangat tinggi sehingga memerlukan tenaga dan pikiran yang ekstra namun tidak melupakan kesenangan. d. media untuk model ini dapat dengan mudah dibuat dan dicari. dalam pelaksanaan penelitian ini sudah dilakukan secara maksimal namun tidak dipungkiri jika dalam pelaksanaannya mengalami suatu hambatan dan keterbatasan. berikut dijelaskan beberapa hambatan dan keterbatasan yang dilakukan oleh peneliti: dalam pelaksanaan permainannya terdapat beberapa permainan yang membutuhkan prasarana/ lapangan yang cukup luas serta beberapa aspek psikologis juga turut menjadi keterbatasan seperti rasa percaya diri dalam melakukan lompatan dan rasa cemas dalam melaksanakan permainan model model lari gawang. 0 1000 2000 3000 4000 5000 6000 7000 1 2 perbandingan pre test dan post test pre tes post tes gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 66 masih banyak lagi sebenarnya yang menjadi keterbatasan namun dalam hal ini tidak dapat di kontrol oleh peneliti seperti berat badan, tinggi badan, koordinasi gerak dan faktor fisik siswa yang bersangkutan sehingga hal ini dapat menjadi pertimbangan bersama. kesimpulan berdasarkan hasil dari penelitian, data yang dikumpulkan, uji validasi, uji kelompok kecil dan uji kelompok besar (uji efektifitas) dapat dirangkum pada penjelasan berikut ini: 1) model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan bagi siswa sekolah menegah atas (sma) layak dan dapat digunakan untuk meningkatkan keterampilan lari gawang untuk siswa sekolah menengah atas. 2) dari hasil data dilapangan dan dianalisis secara statistik model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan bagi siswa sekolah menegah atas (sma) yang sudah dievaluasi diperoleh data efektifitasnya sehingga model pembelajaran keterampilan lari gawang (a.d.l) berbasis permainan efektif jika dilaksanakan. daftar pustaka australian track and field coaches association. basic coaching manual. little athletics queensland, 2013. bedini, roberto. drills for top level hurdlers: coaching pratice. iaaf, 2012. boyle, susan. teaching toolkit: an introduction to games based learning. ucd teaching and learning/ resources, 2011. edwards, william h. motor learning and control from theory to practice. usa: wadsworth cangange learning, 2011. goldstein, jeffrey. play in children’s development health and well – being. boulevard de waterloo: toy industries of europe, 2012. ismail, andang. education games. yogyakarta: pilar media, 2006. international association of athletics federations. competition rules 2016 – 2017. monaco, 2015. learners, nurturing early. motor skills development. republic of singapore: ministry of education, 2013. magill, richard a. motor learning and control, concept and application ninth edition. new york : mcgraw hill companies, inc, 2011. maksum, ali. psikologi olahraga: teori dan aplikasi. surabaya: unesa university press, 2011. mclennen, nancy dan jannine thompson. quality physical education. united nations educational, scientific, and cultural organization, 2015. meredith d. gall, joyce p. gall. walter r. borg. eighth edition educational research. newyork, 2007. ayu dyah lubena. model pembelajaran keterampilan lari gawang…….. 67 m.e.,winarno. metodologi penelitian dalam pendidikan jasmani, malang: media cakrawala utama press, 2011. mukrimah, sifa siti. 53 metode belajar dan pembelajaran plus aplikasinya. bandung: business management of education indonesian university of education bumi siliwangi, 2014. purnomo, eddy dan dapan. dasar-dasar gerak atletik. yogyakarta: alfamedia, 2011. siregar, eveline dan haritini nara. teori belajar dan pembelajaran. bogor: ghalia indonesia, 2010. sugiyono. statistika untuk penelitian. bandung: alfabeta, 2014 tangkudung, james dan wahyuningtias. kepelatihan olahraga: pembinaan prestasi olahraga edisi ii. jakarta: cerdas jaya, 2012. wahab, abdel karim. high hurdles: a methodical approach for develoving high hurdles. us for track & field and cross country, 2013. white, rachel. e. the power of play: a research summary on play and learning. st. paul: minnesota children’s museum smart play, 2012. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 186-193 permalink/doi: https://doi.org/10.21009/gjik.122.10 body fat and visceral fat among married man and woman in rural societies yasep setiakarnawijaya, kuswahyudi 1 1 department of sport science, universitas negeri jakarta, indonesia. komplek timu universitas negeri jakarta gedung a. jl. pemuda 10 , jakarta timur, indonesia 13220 corresponding author. email: yasep.s@unj.ac.id abstract. high levels of body fat and visceral fat are the causes of metabolic disorders which are influenced by several factors, including gender. good social economic condition has brought many changes in the food choices and eating behaviors among married man and woman in rural societies. this shift around nutrition has given rise to body fat dan visceral fat level which is lead to degenerative illness. considering this condition, the present study was planned to 1) determine the differences of body fat and visceral fat among married man and woman and 2) find the relationship between the body fat with visceral fat among man and woman. a total of 34 karang tengah villagers 15 men, 19 women, 18-30+ years from all over the village were voluntary joining the study. verbal inform concern was obtained, a self-administered questionnaire was given, and the body composition were measured by bio-electric impedance analysis device. data were analyzed using spss – 23. the results indicated that body fat average in man were lower than woman with 21,28% and 39,25%, respectively (p-value 0.000). but different result showed in visceral fat, men were higher than women, 10,4 and 7,26, respectively (p-value 0.028). significant positive correlations were found among body fat and visceral fat level in both men (r 0,977, p-value 0,000) and women (r 0,971, p-value 0,000). findings of present study suggest that there is need for coordinated efforts to reduce the prevalence of high percentage body fat and visceral fat and to develop healthy eating behaviors among villagers. key words: body fat; visceral fat, bioelectric impedance analysis, rural societies mailto:yasep.s@unj.ac.id gladi jurnal ilmu keolahragaan, 12 (02), june187 yasep setiakarnawijaya, kuswahyudi introduction levels of body fat and visceral fat are the causes of metabolic disorders which are influenced by several factors, including gender. metabolic disorders due to levels of body fat and levels of visceral fat have an impact on the emergence of various degenerative diseases such as stroke, coronary heart disease and obesity, the prevalence of which has reached alarming numbers, which is about 13% of the adult population in the world and has nearly tripled since 1975 (who, 2020). obesity not only increases the risk of hypertension, but also positively associated with the presence of metabolic syndrome, dyslipidemia, systemic hypertension, and insulin resistance, associated with an increased risk of cardiovascular diseases (cvd) and is the number one cause of death in the world (cornier et al, 2008), (mottilo et al, 2010). since 1964, studies on body fat levels have been carried out. in that year, body fat was measured using a large tube to scan the body's potassium levels using gamma rays. fat content is calculated using the formula for potassium content scanned by gamma rays. the gamma ray tube is very large, expensive, difficult to apply and not easy to be transferred (christian et al, 1964). technological developments to measure body composition not only focused on body fat levels but starting to measure other body components such as visceral fat, protein, bone density and body fluids. in the early 1990s the use of bioelectrical impedance analysis (bia) to measure body composition was being developed. the latest developments in bia technology are believed to be valid, reliable, safe, simple, and non-invasive compared to other techniques for estimating body composition (lee et al, 2020), (kida et al, 1999), (ataie et al 2020). the ease of data collection using bia makes studies of body fat levels and visceral fat levels have been widely carried out. research on body fat levels and visceral fat levels in various groups of people such as people with high obesity or people with nervous anorexia have been carried out in several countries, also in people with covid 19 (mahzan et al, 2021), (moonen et al, 2020) (marra et al, 2018). likewise, research on visceral fat and fat content in indonesia has been carried out on late adolescent groups (iskandar, 2016) (akbar, 2017). research on body fat and visceral fat that takes gender into account in married rural groups has never been conducted. this is important to know because both men and women generally gain weight and tend to be obese after marriage. for this reason, the researchers wanted to know the differences in gladi jurnal ilmu keolahragaan, 12 (02), june188 yasep setiakarnawijaya, kuswahyudi body fat levels and visceral fat levels in married men and women in rural areas. method participants a total of 34 residents from all regions in karang tengah village participated in the research voluntarily. each participant is informed about the details of the research at the meeting conducted before the research. each participant expressed approval to participate in the study verbally. the research was conducted during the covid 19 pandemic in indonesia. due to the covid 19 pandemic, research needs to obtained permission from the government by implementing health protocols such as limiting the number of participants, wearing masks, washing hands and giving hand sanitizer to participants. participants in this study consisted of men (n = 15) and women (n = 19) aged between 23 years to 56 years with an average of 36,617 ± 1.50, height ranging from 139 cm to 173 cm with an average of 155.28±1.31. methods all participants had one session of measurement conducted at a temporary testing facility at karang tengah village office. each participant completed a demographic questionnaire in a seat that has been arranged in such a way with a minimum distance of 1.5 m between seats. participants were then called one by one to take height measurements. so that there is no accumulation of participants in one measurement post. after the participants completed the measurement of height then participants took a body composition measurement to measure body fat and visceral fat. all measurements are performed by the same measurement team that has been given prior training. height measurement using wall mounted height stature meter (sh2a, gea medical, jakarta, indonesia) is recorded with a precision of close to 0.5 cm. before the measurement, participants were instructed to take off their footwear and then put it on the floor. participants were instructed to take a breath and then hold their heads up when height measurements were performed. body fat and visceral fat are measured using bioelectrical impedance analysis that has been known to be valid and reliable (xiaomi mi body composition scale 2, xiaomi corporation, beijing china). measurement is recorded closest range from 0.1 and 1. participants are instructed to remove the footwear before this measurement so that the soles of the feet come into direct contact with the electrodes on the body composition scale but can wear modest clothing. statistical analysis gladi jurnal ilmu keolahragaan, 12 (02), june189 yasep setiakarnawijaya, kuswahyudi after all the data is collected, the data is inputted into a form that has been provided. descriptive statistics (min, max, mean, and standard deviation) for each indicator are calculated. independent student t-test is conducted to find out the difference in body fat and visceral fat levels between men and women. all data is visualized and plotted using an estimation curve. after this, pearson correlation tests are conducted to determine association between body fat and visceral fat. all statistics analysis using spss software version 26. results and discussion descriptive statistics and analysis of mean differences between gender from values obtained through bia are shown in table 1. the number of participants, mean values, standard deviation and error standards are calculated to know the description of the participant's overview. furthermore, an analysis of the mean differences from several factors was performed to verify the differences in indicators in the gender group. based on this analysis, we can observe that not all factors indicate homogeneity between man and woman. table 1. distribution of age, body fat and visceral fat among married man and woman sex n mean p value age man 15 37,33 woman 19 36,05 0,679 body fat man 15 21,28 woman 19 39,25 0,000 visceral man 15 10,40 woman 19 7,26 0,028 this research on married groups in rural societies has shown that there are differences in the levels of body fat and visceral fat in men and women. it is different from research regarding the levels of body fat and visceral fat in the late adolescent group in indonesia which shows no difference ((iskandar, 2016) (akbar, 2017). this study confirms that there is a tendency for changes in diet when someone is married which lead to differences in fat deposit in man and woman. according to research conducted by mata et al 2015 in 9 european countries and by windasari et al 2019 in indonesia (mata et al, 2015), (windrasari, 2019) shown that marriage effect the diet pattern and tend to have fatter deposit in the body. furthermore, windasari stated that for people with middle to lower socioeconomic conditions, though being obese is proof of the gladi jurnal ilmu keolahragaan, 12 (02), june190 yasep setiakarnawijaya, kuswahyudi success of marriage because it is a symbol of welfare. research in america in the military group states that pattern of diet largely determines body fat levels and visceral fat levels which in turn affect fitness. the worse the diet, the worse the body composition, so the worse one's fitness. (jayne et al, 2021 ). besides having an impact on fitness, research in algerian shows body fat levels also have an impact on a person's balance and mobility. (zerf, 2017). it is in line with research conducted in china by wang et.al showing a correlation between visceral fat and body fat (wang et al, 2018). one way that can be done to reduce body fat levels and visceral fat levels is to adopt an active living (kvintova and sigmund, 2016). active living is a way of life that integrates physical activity into everyday routines, such as walking to the store or biking to work. active living is a combination of physical activity and recreation activities aimed at the public to encourage a healthier lifestyle. as one of the most important issues the communities is a staggering increase in the rates of obesity and chronic disease. active living offers an opportunity to address these health concerns by helping people have a physically active lifestyle. communities that support active living gain health benefits, economic advantages, and improved quality of life. it is easy to incorporate your daily routine into active living. activities such as normal household chores can fit into, and it is simple enough to switch to using the stairs instead of taking the elevators at work. conclusions this study shows that body fat and visceral fat as an indicator of body quality in married group of rural societies is influenced by gender. bia can be used as a measuring tool for body fat and visceral fat that has a strong relationship both in married man and woman. active living is one way that can be done to reduce body fat levels and visceral fat levels. declaration of interests statement the authors declare no conflict of interest. acknowledgements the authors would like to acknowledge all volunteers in this research. the authors also thank the dean of faculty of sport science, universitas negeri jakarta and staff for their support throughout the course of this study. special thanks are also given to mrs. nadya dwi octafiranda, sport science department, faculty of sport science, universitas negeri jakarta, for her assistance in body composition measurement. gladi jurnal ilmu keolahragaan, 12 (02), june191 yasep setiakarnawijaya, kuswahyudi references akbar, m. i. 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(2019). konstruksi sosial obesitas pada perempuan menikah (studi tentang makna obesitas bagi perempuan menikah obesitas di kota surabaya) (doctoral dissertation, universitas airlangga). world health organization. fact sheet— obesity and overweight; 2020[accessed 13 august 2020] http://www.who.int/newsroom/fact-sheets/detail/obesity-andoverweight. zerf, m. (2017). body composition versus body fat percentage as predictors of posture/balance control mobility and stability among football players under 21 years. physical education of students, 21(2), 96-102 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 442-441 permalink/doi: https://doi.org/10.21009/gjik.134.09 comparison of multiball training methods and guided training methods on student learning outcomes in table tennis courses jonas solissa1 1 universitas pattimura ambon, jl. ir. m. putuhena, poka, kec. tlk. ambon, kota ambon, maluku corresponding author: jonassolissa@gmail.com abstract the aims of this research are: 1). to find out differences in student learning outcomes in table tennis learning through the application of the multiball and the guided method, 2). to find out which method is better between the multiball and the guided method for student learning outcomes in table tennis courses. the subjects of this research were 32 male students of physical education, sports and recreation, university of pattimura for the 2020/2021 academic year who offered table tennis courses. this research is a type of experimental research using a quantitative descriptive approach. the instrument used for data collection was a table tennis performance test. based on the results of the research and data analysis, it shows that: 1) there is a difference, but not significant, in the student table tennis learning outcomes after being treated with the multiball training method and the guided training method. 2) there is no better method between the multiball training method and the guided training method. keywords: learning outcomes, table tennis; the multiball and guided method gladi jurnal ilmu keolahragaan, 13 (04), december443 jonas solissa introduction table tennis is a game that uses table facilities and their equipment as well as bats and balls as tools. this game begins with the opening shot (service), in which the ball is bounced to its own table then over the net and bounced on the opponent's table until the opponent cannot return properly. players try to kill their opponent's blows to get points from their punches (tyan, 2021). the table tennis course is one of the compulsory subjects in the health and recreation physical education study program where students who offer the subject will go through a learning process in one semester. students are required to be able to master the basic techniques of hitting in table tennis. in table tennis games, students are required to master several techniques basic for example forehand, backhand, serve and smash. forehands, backhand, serve and smash are the most common basic techniques used by players because it is very easy to do and has a function in servicing. even though it looks easy, in making a punch forehand, backhand, serve and smash cannot be done carelessly without paying attention to the right basic motion so that the results of the stroke are not too high or concerns on the net. basic techniques are very important in table tennis. in presenting and returning the ball can be done by forehand and backhand strokes. budi and arwandi (2020) say that forehand and backhand is very important because it has many functions, especially for beginners. strokes forehand and backhand have a function for serving, returns the ball, performs an attack so that if it is for that player mastering forehand and backhand then you can do it simple game. specifically, table tennis is a type of game that has complex movements because it contains elements of neatly coordinated movements. mastery of the basic technique of holding the bat, skilled at hitting and receiving the ball in a variety of basic techniques, and dominated by the performance of special coordination biomotor components. solissa (2018) explained that special coordination or specific coordination is an illustration of the ability to perform movements quickly, precisely and smoothly, because special coordination is gladi jurnal ilmu keolahragaan, 13 (04), december444 jonas solissa closely related to the specifics of motion which provide additional abilities to athletes/students so they can perform at their best in training. / study and in the game. the ability to master this special coordination component is very much needed in the game of table tennis. some of the things that become obstacles to learning table tennis for patimura university physical health and recreation education students are based on empirical facts, that: 1) most students have not mastered the basic techniques of correct forehand and backhand strokes, 2) students are not fast enough to do forehand and backhand strokes, and 3) the direction of the forehand and backhand strokes is still not quite right. as a result of these problems, interest in and motivation to learn in table tennis lessons is low, students tend to just attend lectures but are not really serious in mastering them. this can be proven from the graduation rate in the table tennis course contract each semester which is still relatively low, and the grades obtained are still dominated by c and d average scores, so students take part in remedial programs or short semester programs (sp), to improve acquisitions. table tennis grades. the success of the teaching and learning process is largely determined by the selection of the right method and how to apply it. methods or ways or paths are very important and decisive in learning or delivering material by a teacher/educator to his students (syukron ma'mun, 2021). lecturers in choosing methods and strategies for learning the game of table tennis must be adjusted to the complexity of the motion of the table tennis branch. hodges, in nurdianti & risyanto (2018) said that to be able to excel in table tennis, one must choose the right and programmed training method. there are 5 training methods in table tennis to improve skills, including: pair training, guided training, self-training, multiball, and machine training. from the various problems above, the multiball is felt to play a very important role in helping the process and achieving learning goals gradually.training method multiball is a training method in which one player practices while the other player feeds the ball. players will need a basket of balls. the bait giver stands on the edge of the table, gladi jurnal ilmu keolahragaan, 13 (04), december445 jonas solissa picks up and hits the ball successively in various speeds, spins, and directions that the player needs (novri asri, soegiyanto ks & siti bm, 2017) this exercise using the multiball method has the aim of among other things to find out the increase in the strokeskills forehand and backhand training method multiball in table tennis games adds insight into the training method using the multiball skills hitting and backhand in table tennis games, by using the multiball it is hoped that later students will have the ability to hit accuracy much better than before (burhanuddin kharis & dony andrijanto, 2021). previous studies have reported that the results of practicing forehand and backhand using the multiball can have a significant effect on forehand and backhand (nurdin, 2020). at the school level, the multiball has proven to be more effective than the pair training method for the accuracy of forehand drive (bayu, kurnia & setiawan, 2019. special studies that examine forehand smash using multiple balls (multiball) have a significant effect on hitting ability forehand smash (anggi anggara, 2021). however, anggi anggara's research does not answer specific research needs. training method multiball that can help process and achieve table tennis learning objectives, a student also really needs assistance from a coach/lecturer or supervised training to improve student learning achievement. guided training method is also called the training method (noviarni, 2014). guided training method is a way of learning that provides opportunities for students to instill certain habits. guided here means the implementation of a teaching and learning process that guided based on the instructions and explanations of the teacher. this method can develop skills through habituation. the guided training method can be used as a means of training dexterity, accuracy, student skills by providing continuous and systematic assistance in solving the problems they face so that students have skills so they are able to interact with society and their environment (marganingsih, 2022; w, tayeb, & idris, 2016). the guided practice method used in the learning process will create conditions for active students, because in the learning process students are trained to be more thorough and careful in producing a work. gladi jurnal ilmu keolahragaan, 13 (04), december446 jonas solissa several studies have shown that the guided practice method can improve students' skills. the results of merta's research (2022) concluded that the application of the guided training method can improve pjok learning outcomes. research conducted by bahrun (2016) concluded that learning basic forehand in table tennis can increase student activity and abilities in table tennis. other research shows that guided practice can increase student creativity (noviarni, 2014). training to improve student learning outcomes in table tennis courses can be done through the two methods above. but the magnitude of the contribution made by the two methods requires scientific proof, for this reason researchers feel the need to conduct research on this issue. so that it can be known correctly and with certainty, which one has a greater contribution to student learning outcomes. learning is a process characterized by changes in a person. some changes from the results of the learning process can be shown in various forms such as additional knowledge, understanding, attitudes and behavior, skills, habits and changes in other aspects that exist in individuals who are learning (ardiansyah and nana, 2020). learning achievement is evidence of learning success or the ability of a student to carry out his learning activities in accordance with the weight he achieves. learning achievement is a word used to indicate a person's level of achievement in carrying out a series of activities. learning achievement is marked by getting good grades in a learning material (andy, sugeng & deden, 2019). if the student's final score is good, this indicates that the learning achievement is good and the process of transferring knowledge from teacher to student can be said to be successful. for student learning achievement, the lecturer is tasked with carrying out learning that can streamline all student abilities, both skills, knowledge, and attitudes (rismawati and sugiman, 2016). some changes from the results of the learning process can be shown in various forms such as the addition of knowledge, understanding, attitudes and behavior, skills, habits and changes in other aspects that exist in the individuals who learn. in short, competent educators are those who gladi jurnal ilmu keolahragaan, 13 (04), december447 jonas solissa are able to streamline learning approaches, methods, and strategies with their expertise, personality, and social relations in order to explore the potential of students to the fullest during the learning process as an effort to prepare students to "live and be useful" in the future. (blegur, wasak, & manu, 2017). it is on this basis that the authors conducted experimental research on effective training methods in order to improve the quality of learning and improve student achievement in table tennis courses so that the phenomenon of remedial programs and short semesters is no longer found when students bid for table tennis courses. method in accordance with the author's goal of trying to find a comparison of the effect of the multiball and the guided training method, this research uses a quasiexperimental research type using a quantitative descriptive approach. this research is said to be quasi-experimental because in this study used two experimental groups as a comparison of two groups that were subjected to treatments. the research design used in this research is the static group pretest-posttest design. in this design there are two groups that are given different treatment. the advantage of this design is that the pretest and posttest are carried out so that the difference in results can be known with certainty due to the treatment given. results data analysis was carried out in this study in two ways, namely manual statistical calculations and the statistical product and service solutions version 20.00 (spss) computer application which is presented in the appendix. the use of spss for windows 20.00 output is intended to make calculations more accurate and can be justified. the following is a description of the data and research hypothesis testing. data description the initial step of research data analysis is to describe the data that has been collected from the results of the pretest and posttest. the results of the pretest and post-test in question are the results of the student's table tennis skills test. the following is the result of data description calculations performed using the spss for windows 20.00 program, gladi jurnal ilmu keolahragaan, 13 (04), december448 jonas solissa which can then be further elaborated in the form of tables and graphs as follows: data for the multiball method group the results of the table tennis skill tests conducted before and after being given lessons using the multiball method are as follows: table 1. description of multiball group data pre-test post-tes n valid 32 32 missing 0 0 mean 58.0625 74.1250 std. deviation 4.35473 6.56358 variance 18.964 43.081 minimum 51.00 64.00 maximum 67.00 85.00 enhancement 27.66% 27.66% based on table 1 above, the student table tennis learning outcomes before being given the multiball method treatment in the pre-test was an average score of 58.06, a standard deviation of 4.354 with a variant of 18.964, the lowest and highest scores respectively respectively 51 and 67. as for the student table tennis learning outcomes after being given the multiball method treatment in the post-test , the average score is 74.12, the standard deviation is 6.56 with a variant of 43.08, the lowest and highest scores are 64 and 85 respectively. the increase that occurred in the pre-test and post-test when given the multiball method treatment was 27.66%. the data of the guided method group the results of the table tennis skills test carried out before and after being given learning with the guided method are as follows: gladi jurnal ilmu keolahragaan, 13 (04), december449 jonas solissa tabel 2. guided method pre-test post-tes n valid 32 32 missing 0 0 mean 57.4688 71.6563 std. deviation 3.73289 5.85640 variance 13.934 34.297 minimum 51.00 64.00 maximum 65.00 81.00 peningkatan 24.69% 24.69% based on table 2 above, it can be seen that the results of student table tennis learning before being given the guided method treatment in the pre-test was an average score of 57,468, a standard deviation of 3,732 with a variant of 14,934, the lowest and highest scores were respectively 51 and 65 as for the results of table tennis for students after being given the guided method treatment in the post-test, the average score is 71.65, the standard deviation is 5,856 with a variant of 34,297, the lowest score and the highest are 64 and 81 respectively. the increase that occurred on the pre-test and post-test when given the guided method treatment, namely 24.69%. hypothesis testing requirements for hypothesis testing before the hypothesis is tested, the data must meet the prerequisites for the parametric test, namely distribution normality and group homogeneity. normality test to test the normality or abnormality of a data distribution. so we need a calculation to find out the normal distribution of a data. many calculations can be used, but in this study the researchers used a calculation, namely the kolmogorov-smirnov method as a normality test. this test was carried out to test the normality of the data distribution. on the basis of the analysis used in making decisions whether the data distribution follows a normal distribution or not, that is, if the significance value is greater than 5% (0.05), the data is normally distributed. gladi jurnal ilmu keolahragaan, 13 (04), december450 jonas solissa based on the results of the normality test with computer aids using the spss for windows 23 program, the results are obtained: table 3. description of the normality data variable the kolmogorov-smirnov a statistic n sig. pre supervised -test 0.119 32 0.200 * multiball pre-test 0.112 32 0.200 * post supervised post-test 0.183 32 0.008 multiball post-test 0.299 32 0.000 for the normality test here using kolmogorov smirnov with significant lilliefors correction. test criteria kolmogorov-smirnov test, if the test results are significant (p value > 0.05) then the distribution is said to be normal. kolmogorov-smirnov test, if the test results are significant (p value <0.05) then the distribution is said to be abnormal. based on table 3 above shows that: the pre-test scores in the multiball and supervised groups were 0.200 > 0.05. while the post-test scores in the multiball and supervised groups were <0.05. when viewed according to the test criteria, it can be said that the data in the two groups are indeed normally distributed, so that they can be used in research homogeneity test, homogeneity test is used to test whether the data presented is homogeneous or not. homogeneity test is used to test whether the data taken from a population is homogeneous or not. to perform a homogeneity test, the data must first be proven to be normally distributed. in this study the data to be tested for homogeneity has been declared as normally distributed data. based on calculations with the h0 test criteria, it is known that the value of fcount <ftable (1.04 <5.05). this shows that the fcount value is smaller than the ftable value at a significance level of 5%, so it can be concluded that the two group data are accepted and have a homogeneous gladi jurnal ilmu keolahragaan, 13 (04), december451 jonas solissa variant. t test as a different test after the data is proven to have a normal distribution and have a homogeneous variant, then the data is then analyzed by conducting a hypothesis test. in this multiball, hypothesis testing will be presented based on the results of the data that has been obtained. the different test that will be used is the t-test for a similar sample (dependent sample). t-test dependent, t-test dependent is a test of the average difference using the paired t-test t-test analysis. in answering the hypothesis that has been proposed, the analytical test used in this study is used. the values used in calculating the paired t-test are the pre-test and post-test values of each group (multiball group and the supervised group), with the presentation of the data (as in the attachment), the results of the calculation of the paired ttest -test is as follows: table 4. test dependent t-test student learning outcomes in table tennis skills test mean mean differences t count t table multiball pre-test 58.06 16.062 25.174 2.039 post-test 74.12 supervised pre-test 57.46 14.187 25.426 2.039 post-test 71.65 independent sample t-test in multiball this hypothesis testing will be presented based on the results of the data that has been obtained. the different test that will be used is the t-test for different samples (independent sample). table 5. independent t-test group n mean sd t. count t.table post multiball 32 74,125 6,563 1,588 1,998 supervised 32 71,656 5,856 1,588 1,998 gladi jurnal ilmu keolahragaan, 13 (04), december452 jonas solissa by looking at the tcount value in the table it can be concluded that h0 is accepted, and ha is rejected because the tcount value is 1,588 < ttable 1,998 with a significant level of 0.05. in other words, there is a difference but not significant between the multiball and guided learning methods on student table tennis learning outcomes. discussion this section will discuss the differences in table tennis learning outcomes after being given the multiball and guided training methods and also to find out which method is better between the two methods. this difference can be seen from the results of the pretest and posttest of the two methods, where at the beginning before the treatment was held students had a pre-test value for the multiball training method, namely an average value of 58,062, std deviation of 4,354, and variance of 18,964, while for the pre-test for the guided training method, namely the average value of 74,125, the std deviation of 6,563, and the variance of 43,081. for the post-test for the multiball training method group, namely the average value of 57,468, the std deviation of 3,732, and the variance of 13,934, while for the post-test for the guided learning method, the average value is 71,656, the std deviation is 5,856, and the variance is 64. then to find out the magnitude the effect of the multiball training method and the guided training method using the mean deviation formula minus the mean pre-test multiplied by 100%. from the calculation results obtained an increase in student table tennis learning outcomes in the multiball method group of 27.66% while for the guided method group of 24.69%. based on the known improvements from the pretest and post-test, the multiball training method is better and the improvement is higher than the guided training method. after being calculated through manual statistics and analyzed using spss for windows 23.00, the post-test results of the multiball and guided training method groups showed different but not significant results between the two training methods, so there was no better method between the two methods, p. it is indicated by the value of tcount (1,588) and t-table (1,998) with a significant level of 0.05, if consulted with the test criteria, if t-count > t-table h0 is rejected and ha is accepted, whereas if t-count < t -table gladi jurnal ilmu keolahragaan, 13 (04), december453 jonas solissa h0 is accepted and ha is rejected. because the value of t-count < t-table, then h0 is accepted. because h0 is accepted, ha is rejected, thus proving that there is a difference but not significant in student table tennis learning outcomes after being treated with the guided and multiball training methods. this answers all the questions in the formulation of the problem contained in chapter i, namely that there are differences but not significant to student table tennis learning outcomes after the application of the guided and multiball methods, so that there is no better method between the two methods. conclusion based on the results of the data analysis and explanation described above, the following conclusions can be drawn: there is a difference but not significant in student table tennis learning outcomes after being given treatment or application of the multiball training method and the guided training method although there is an increase during pre -test and posttest that is equal to 65.95% for the multiball method and 46.51% for the supervised method.there is no better method between the multiball training method 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(2016). minimizing students' difficulties in solving mathematical problems by applying guided exercise patterns for class xii ipa1 sma negeri 1 anggeraja, anggeraja district, enrekang regency. mapan: journal of mathematics and learning, 4(2). https://doi.org/10.24252/mapan. 2016v4n2a6 tyan, na (2021). comparison of shadow exercises with multiball exercises against table tennis forehand and backhand hit frequency in extracurriculars at sd supriyadi semarang. journal of physical activity and sports (jpas), 2(1), 71-77. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (02) 2017, 119-134 permalink/doi: https://doi.org/10.21009/gjik.082.05 model latihan smash sepaktakraw berbasis stand ball untuk atlet dki haris munandar 1 pplp dki jakarta jl. gor ragunan, jalan harsono r.m, rt.9/rw.7, ragunan, ps. minggu, kota jakarta selatan, daerah khusus ibukota jakarta 12550 *corresponding author. email: harismunandar05@yahoo.com abstrak tujuan dari penelitian dan pengembangan ini adalah untuk menghasilkan model latihan smash sepaktakraw berbasis standball untuk atlit dki jakarta. penelitian ini menggunakan metode penelitian pengembangan research & development (r & d) dari borg and gall. subyek dalam penelitian dan pengembangan ini adalah atlit dki jakarta yang terdiri dari 20 atlit ujioba terbatas (ujicoba kelompok kecil), 40 atlit ujicoba utama (field testing) dan 50 uji efektifitas model. uji efektifitas model menggunakan tes smash sepaktakraw untuk mengetahui tingkat kemampuan smash sepaktakraw untuk atlet dki jakarta sebelum pemberian treatmen berupa model latihan smash sepaktakraw yang didesain dan untuk mengetahui tingkat kemampuan smash sepaktakraw setelah perlakuan atau treatmen model smash sepaktakraw berbasis standball yang didesain tersebut, dari tes awal yang dilakukan diperoleh tingkat smash sepaktakraw atlit sebesar 11,80, kemudian setelah diberikan perlakuan berupa model smash sepaktakraw berbasis standball diperoleh tingkat kemampuan smash sepaktakraw atlet sebesar 20,68. maka model latihan smash sepaktakraw ini efektif dalam meningkatkan latihan smash sepaktakraw untuk atlet dki jakarta. berdasarkan hasil pengembangan dapat disimpulkan bahwa: (1) dengan model latihan smash sepaktakraw berbasis standball untuk atlet dki jakarta dapat dikembangkan dan diterapkan dalam latihan smash sepaktakraw (2) dengan model latihan smash sepaktakraw berbasis standball untuk atlet dki jakarta yang telah dikembangkan, diperoleh bukti adanya peningkatan ini di tunjukan pada hasil pengujian data hasil pretes dan posttest adanya perbedaan yang signifikan antara sebelum dan sesudah adanya perlakuan model smash sepaktakraw berbasis standball. keywords: pengembangan, model, smash sepaktakraw mailto:harismunandar05@yahoo.com gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 121 haris munandar pendahuluan perkembangan di bidang olahraga semakin cepat, sejalan dengan perkembangan ilmu pengetahuan dan teknologi. ilmu pengetahuan dan teknologi sangat berperan dalam meningkatkan prestasi olahraga sekarang ini.cabang olahraga sepaktakraw merupakan salah satu cabang olahraga yang berkembang pesat di asia tenggara dan mulai dikenal oleh beberapa negara eropa dan amerika. berkembang olahraga ini di mancanegara akan menimbulkan persaingan yang semakin ketat, oleh karena itu cabang olahraga ini memerlukan perhatian yang serius untuk pembinaan prestasi dan pembelajaran di tanah air. selain teknik dasar seorang pemain itu harus memiliki kemampuan dan keterampilan khusus, tanpa mempunyai kemampuan dan keterampilan khusus permainan sepaktakraw itu tidak akan mungkin terlaksana dengan baik dan sempurna.dalam pertandingan dapat dinilai sampai dimana kemampuan atlet setelah dibina dalam latihan. salah satunya ialah dalam ajangkejuaraan (popnas) yang diselanggarakan dua tahun sekali. kontingen dalam kejuaraan ini khususnya cabang olahraga sepaktakraw ada beberapa wilayah yang berpeluang menjadi juara khususnya di putri di bagi menjadi yaitu dki jakarta jawa barat, lampung, sul-sel, jawa-timur, jawatengah, dan ada beberapa daerah atau provinsi seperti sulawesi barat, sulawesi tenggara yang sudah mulai maju. kesempatan orang dalam bermain sepaktakraw berbeda beda, ada yang melakukan latihan di pengcab wilayah maupun melalui jalur pembinaan secara khusus misalnya dengan club, sepaktakraw. dapat kita artikan bahwa dari segi kuantitas cabang olahraga sepaktakraw sudah mulai berkembang cukup bagus, namun dari segi kualitas masih perlu pembenahan, seperti pelatih yang kompeten dengan beragam model latihan bagi sepaktakraw pemula untuk dikembangkan sesuai dengan potensi yang dimilikinya dan ditingkatkan menuju specialisasi atau prinsip kekhususan padateknik lanjutan teknik servis bawah. dasar penyelenggaraan popnas ini antara lain agar setiap daerah lebih bekompetisi untuk bisa juara disetiap nomor pertandingan. dalam ajang ini mereka berlomba menjadi juara, dimana sang juara merupakan impian atlet untuk mewujutkan cita-cita. dalam olahraga sepaktakraw ada 3 katagori permainan yang di pertandingkan, yaitu: 1. tim 2. regu 3. double even dalam permainan sepaktakraw disamping unsur-unsur fisik, taktik, mental, juga teknik dasar harus diberikan kepada pemain pemula dengan baik dan benar. teknik dasar permainan sepaktakraw terdiri dari: servis, sepak sila, sepak cungkil, sepak telapak kaki, sepak badek, memaha, menggunakan kepala,smesh, umpandanblok. sepaktakraw dikenal gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 122 haris munandar sebagai olahraga yang banyak menggunakan kaki. salah satu tendangan yang harus dimiliki oleh seorang atlet dalam bertanding adalah melakukansmesh. smesh merupakan salah satu tendangan untuk mematikan bola yang di umpankan. dalam melakukan smesh diperlukan suatu konsentrasi penuh agar jatuhnya bola dapat jatuh di daerah lawan. smesh yang baik tentu akan menyulitkan lawan agar tidak bisa diblok atau mengembalikannya sehingga permainan dapat di kendalikan. smesh sangat-sangat berpengaruh karena merupakan salah satu tendangan yang terakhir yang bisa menghasilkan poin. dalam permainan sepaktakraw perlu adanya smesh yang baik dan stabil dalam melakukanya untuk memenangkan suatu pertandingan. di dki jakarta belum ada smes yang baik serta maksimal dalam menghasilkan poin dalam setiap pertandingan, walaupun ada itu hanya pemain-pemain luar dari dki jakarta. dari uraian di atas penulis tertarik untuk melakukan penelitian di pengcab jakarta timur dalam usaha untuk mengembangkan model latihan smash sepaktakraw berbasis stand ball. dalam kaitannya dengan uraian yang dijelaskan tersebut,maka penulis akan melaksanakan penelitian tentang model latihan smash berbasis stand ball. penelitian dan pengembangan model latihan smash sepaktakraw berbasis standball secara khusus ada beberapa tujuan antara lain: 1) mengembangkan dan menerapkan model latihan smash berbasis stand ball. 2) memperoleh data empiris tentang efektivitas hasil pengembangan model latihan smash sepaktakraw berbasis stand ball. tujuan akhir dari penelitian pengembangan ini adalah menghasilkan produk berupa buku yang berisikan model latihan smash sepaktakraw berbasis stand ball. kajian teoretik penelitian pada dasarnya adalah suatu kegiatan atau proses sistematis untuk memecahkan masalah yang dilakukan dalam penerapan metode ilmiah. penelitian dan pengembangan model latihan di desain dalam bentuk tulisan yang menyajikan model-model latihan teknik dasar smash. penelitian hakikatnya (etta mamang sangadji, 2010:1) meru-pakan kegiatan ilmiah untuk memperoleh kegiatan ilmiah untuk memperoleh pengetahuan yang benar tentang suatu masalah. pengetahuan yang diperoleh berupa faktafakta, konsep, generalisasi dan teori yang memungkinkan manusia dapat memahami fenomena dan memecahkan masalah yang dihadapi. penelitian dapat pula diartikan sebagai cara ilmiah untuk mendapatkan data dengan tujuan dan kegunaan tertentu. setiap jenis penelitian memiliki cara pelaksanaan yang spesifik, sehingga seseorang yang akan mengadakan penelitian sangat perlu untuk memahami gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 123 haris munandar apa jenis penelitian yang akan dipergunakan. sehingga rancangan modelmodel latihan pengembangan berbasis stand ball untuk melakukan smash. secara garis besar model dapat diartikan sebagai kerangka konseptual yang digunakan sebagai pedoman atau acuan dalam melakukan kegiatan latihan. dalam pengertian lain model juga diartikan sebagai barang atau benda tiruan dari benda sesungguhnya, misalnya miniatur bangunan bertingkat yang menyerupai bangunan aslinya, miniatur mobil-mobil mewah yang menyerupai dengan mobil sebenarnya. dalam istilah model digunakan untuk menunjukkan pengertian pertama sebagai kerangka proses pemikiran. berbagai pakar telah membantu mendeskripsikan pengertian konsep model, seperti yang dikemukakan setyosari (2015:277) yaitu, suatu proses yang dipakai untuk mengembangkan dan memvlidasi produk pendidikan, dapat berupa proses, produk dan rancangan. sedangkan model dasar dipakai untuk menujukkan model yang generik yang berarti umum dan mendasar yang dijadikan titik tolak pengembangan model yang lebih lanjut dalam artian lebih rumit dan dalam artian lebih baru. model dapat dikatakan sebagai sesuatu yang menggambarkan adanya pola berpikir. sebuah model menggam-barkan keseluruhan konsep yang saling berkaitan. dengan kata lain model juga dapat dipandang sebagai upaya dan untuk mengkonkretkan sebuah teori sekaligus juga merupakan sebuah analogi dan representasi dari variabelvariabel yang terdapat di dalam teori tersebut (harjanto, 2008:51). jadi model latihan dapat diartikan sebuah cara mengor-ganisasikan suasana latihan untuk mencapai tujuan, model inilah yang nantinya akan dirancang dan dirumuskan dalam penelitian pengembangan menghasilkan sebuah produk berupa model latihan. penelitian dapat dibagi menjadi beberapa bentuk yaitu penelitian dasar, terapan, evaluasi, pengembangan dan mendesak. dalam pembagian penelitian didasarkan pada fungsi dan penerapannya dalam pendidikan serta berapa lama hasilnya dapat digunakan yaitu penelitian dan pengembangan. penelitian pengembangan (development research) menemukan pola, urutan pertumbuhan, perubahan dan terutama memiliki maksud untuk mengembangkan bahan ajar bagi sekolah. contoh pengembangan dari bahan pengajaran adalah buku ajar, alat peraga, modul latihan dan lain sebagainya. penelitian pengembangan merupakan penelitian yang tidak digunakan untuk menguji teori, akan tetapi apa yang dihasilkan di uji dilapangan kemudian direvisi sampai hasilnya memuaskan. penelitian dan pengembangan (research and development) menurut borg & gall (2003:570) adalah suatu proses yang dipakai untuk mengembang-kan dan memvalidasi produk pendidikan. menurut nusa putra (2012:70), penelitian pengemba-ngan adalah penelitian gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 124 haris munandar penelitian didefinisikan sebagai studi sistematis terhadap pengetahuan ilmiah yang lengkap atau pemahaman tentang subjek yang diteliti. deskripsi sepaktakraw dalam permainan sepaktakraw seseorang dituntut untuk mempunyai kemampuan dan keterampilan yang baik. keterampilan yang dimaksud adalah kemampuan dasar bermain sepaktakraw. (syarifuddin, 2014:7) permainan sepaktakraw ini dimulai dengan melakukan servis, yang dilakukan oleh tekong ke daerah lapangan lawan, kemudian pemain regu lawan mencoba memainkan bola dengan menggunakan kaki dan kepala dan anggota badan selain tangan, sebanyak tiga kali sentuhan. permainan sepaktakraw dimainakan oleh dua regu, setip regu terdiri dari tiga orang pemain. salah satu dari tiga pemain tersebut disebut tekong (server) merupakan pemain yang berada di lapangan paling belakang. tekong ini bertugas untuk menservis bola, menerima, dan menahan serangan dari regu lawan di bagian belakang lapangan. dua pemain lain disebut apit kanan dan apit kiri. kedua pemain ini berada di sebelah kanan dan kiri di depan tekong. pemain ini berada di dekat net yang bertugas sebagai pelempar bola ke tekong, penerima dan pemblok bola dari pihak lawan. tidak boleh menginjak garis (armelia, 2008:12). menurut achmad sofyan hanif (2015:35) teknik dasar sepaktakraw meliputi: sepak sila, sepak cungkil, sepak badek, sepak cross, memaha, heading, mendada, dan membahu. meliputi: (sepakan) ; sepak sila, sepak kura, sepak cungkil, sepak menapa dengan telapak kaki, dan sepak badek atau sepak samping, (2) menggunakan kepala bagian depan (dahi), bagian samping, dan bagian belakang, (3) menggunakan dada, (4) menggunakan pada, dan (5) menggunakan bahu. metodelogi penelitian tempat dan subyek penelitian : penelitian akan dilaksanakan di dki jakarta, subyek penelitian adalah alet dki jakarta. waktu penelitian : waktu yang diperlukan dalam penelitian riset dan pengembangan dengan mengacu pada penelitian riset dan pengembangan dari borg and gall memerlukan waktu 3 bulan lebih dengan perincian sebagai berikut: 1. analisi kebutuhan 2. perencanaanpengembangan model 3. pengembangan desain model latihan 4. validasi pakar dan revisi model 5. ujicoba kelompok kecil dan revisi 6. ujicoba lapangan dan revisi karakteristik model yang dikembangkan. pengembangan model latihan smash sepaktakraw yang akan disusun dan dikembangkan berupa model baru dan modifikasi yang terdiri 30 model latihan. gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 125 haris munandar subjek penelitian teknik pengambilan subyek yang diterapkan dalam penelitian ini merupakan sampling jenuh/sensus, yang dikenal juga sebagai semua anggota populasi digunakan sebagai subjek penelitian. gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 126 haris munandar tabel 1. subjek penelitian no tahap penelitian jumlah subyek kriteria instrumen 1 penelitian pendahuluan 3  3 orang dosen observasi wawancara 2 evaluasi pakar 3  3 orang ahli sepaktakraw lembar kuesioner 30 model 3 uji coba produk a. small group try-out b. field try group 20 40  20 pemain  evaluasi dengan skala 72 pemain 30 model 30 model pengembangan yang telah di revisi 4. uji efektivitas produk 50  50 pemain 30 model penelitian pengembangan model latihan kelincahan menggunakan model penelitian dan pengembangan (research and development) dari borg dan gall (2007:775) yang terdiri dari sepuluh langkah dalam penelitianyakni antara lain: (1) research and information collecting (2) planning (3) development of the preliminary from of product (4) preliminary field testing (5) main product revision (6) main field test. (7) operational product revision . (8) operational field testing (9) final produk (10) dissemination and implementation. pada penelitian dan pengembangan ini tentunya diharapkan akan menghasilkan sebuah produk yang dapat digunakan untuk model latihan shooting pada mahasiswa gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 127 haris munandar dengan desain model baru atau menyempurnakan yang telah ada secara lengkap sehingga bisa dijadikan sumber belajar lain dalam proses latihan. untuk mempermudah sistematika peneliti maka akan digambarkan menggunakan chart mengenai langkah-langkah penelitian pengembangan yang digunakan oleh peneliti berdasarkan langkah-langkah penelitian oleh borg dan gall : gambar 3.1chart langkah-langkah pengembangan adaptasi dari borg, w.r dan gall, m.d. 1983. educational research an introduction. new york:longman. berdasarkan chart di atas langkahlangkah penelitian sebagai berikut: a) research and information collecting (melakukan penelitian pendahuluan, kajian pustaka, pengamatan lapangan) untuk mengidentifikasi permasalahan yang dijumpai di lapangan. b) planning (melakukan perencanaan berupa identifikasi, definisi keterampilan, perumusan tujuan, penentuan urutan tes, uji ahli, uji coba skala kecil, dan uji coba kelompok besar) c) development of the preliminary from of product (mengembangkan jenis/bentuk produk awal meliputi: penyiapan materi, penyusunan buku/modul/video dan perangkat research and information collecting planning develop preliminary form of product preliminary field testing operational field testing operational product revision main field testing main product revision dissemination and implementation final product revision gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 128 haris munandar evaluasi), d) preliminary field testing (melaku-kan uji coba lapangan tahap awal dari 6-12 subjek, pengumpulan data ini menggunakan lembar observasi, lembar kuisioner dan wawancara serta dilanjutkan dengan analisis data), e) main product revision (melakukan revisi produk berdasarkan masukan dan saran-saran dari hasil uji coba lapangan tahap awal) f) main field testing (melakukan uji lapangan utama penelitian dengan 30-100 subjek) g) operational product revision (melakukan revisi terhadap produk operasional, berdasarkan masukan dan saran-saran hasil uji coba lapangan utama), h) operational field testing (melakukan uji produk utama dengan subjek sebanyak 40-200 subjek atau 10 sampai 30 tempat penelitian, i) final product revision (melakukan revisi terhadap produk akhir, berdasarkan saran dalam uji coba lapangan), j) disseminationand implementation (mendesiminasi dan mengimplementasikan produk, melaporkan dan menyebarluaskan produk melalui pertemuan dan jurnal ilmiah, bekerjasama dengan penerbit unuk sosialisasi produk untuk komersial, dan memantau distribusi dan kontroll kualitas). hasil dan pembahasan uji efektivitas untuk mengetahui efektifitas produk berupa model latihan keterampilan shooting pada sepakbola yang di ujicobakan pada 50 subjek penelitian dari atlet dki jakarta apakah efektif atau tidak, maka ada data yang harus dikumpulkan yaitu tentang data shooting sepakbola. pengumpulan data ini dilakukan setelah uji kelompok besar/uji coba lapangan 2. pengumpulan data uji efektifitas. berikut data disajikan secara ringkas : gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 129 haris munandar tabel 4.4 data pretest dan posttest smash sepaktakraw berbasis standball no nama free test post test 1 tia 12 22 2 moli 15 19 3 siti nur hafifah 7 20 4 ikbal 16 24 5 soni 12 19 6 rivaldi 9 20 7 fuji 14 19 8 andi 15 24 9 haykal yudha 14 24 10 m. kadafi 14 23 11 andre sebastian 15 21 12 rilo pambudi 13 23 13 bayu aji 13 18 14 slamet 8 21 15 asmaul 12 18 16 jasmini 10 19 17 munawarah 8 26 18 al. zaid 8 19 19 ananda fauzan 11 19 20 zidan 11 24 21 rizki 12 22 22 abdul aziz 10 22 23 alif 11 18 24 dede suardi 12 19 25 m. rhoby 11 18 26 dita pratiwi 12 24 gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 130 haris munandar 27 fajar 11 20 28 mulia sari 16 21 29 rusli 13 24 30 anto 7 21 31 andika 12 17 32 listiono 8 18 33 fajril 10 22 34 usman 16 19 35 gunawan 10 18 36 cahya 11 20 37 ardian 14 19 38 imam 17 25 39 beni 10 21 40 haykal 11 18 41 kemal 15 21 42 farid 15 20 43 resa 10 18 44 rahmat 9 21 45 amin natsir 12 19 46 chaerudin syam 9 21 47 moly agustin 14 23 48 doni gunawan 12 20 49 muh. rizal 16 21 50 bagas 7 22 di atas telah dipaparkan tabel hasil uji pre test dan post test atlit. uji pre test dilakukan setelah uji kelompok besar. pre test dilakukan sebelum menerapkan 30 variasi model latihan smash sepaktakraw berbasis standball. berdasarkan uraian gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 131 haris munandar diatas, maka ada perbedaan rata-rata hasil yang diperoleh antara pretest dan postest sehingga dikatakan efektif. tabel 4.5 hasil paired sample statistics paired samples statistics mean n std. deviation std. error mean pair 1 freetest 11.80 50 2.680 .379 postest 20.68 50 2.217 .314 berdasarkan hasil output dengan menggunakan spss 16 bahwa nilai ratarata hasil latihan smash sepaktakraw berbasis standball sebelum diberikan variasi model latihan smash sepaktakraw berbasis standball adalah 11.80 dan setelah diberikan perlakuan dengan variasi model latihan sepaktakraw berbasis standball adalah 20.68, artinya bahwa nilai rata-rata smash sepaktakraw ada peningkatan. tabel 4.6 hasil paired samples test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 freetest postest 8.880 3.147 .445 9.774 7.986 19.953 49 .000 gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 132 haris munandar dalam uji signifikansi perbedaan dengan spss 16 didapat hasil t-hitung = 19.953, df = 49 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan hasil latihan smash sepaktakraw berbasis standball sebelum dan sesudah adanya perlakuan model latihan sepaktakraw berbasis standball. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan smash sepaktakraw berbasis standball yang dikembangakan, efektif dapat meningkatkan latihan smash sepaktakraw. berikut perbandingan rata-rata dari tingkat tes renang gaya bebas sebelum pemberian treatmen dan sesudah pemberian perlakuan dengan model latihan renang gaya bebas dengan diagram batang pada gambar berikut ini: gambar 4.1 diagram rata-rata skor freetest dan posttest latihan smash sepaktakraw berbasis standball 0 5 10 15 20 25 freetest posttest latihan smash sepaktakraw berbasis standball 11,80 20,68 gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 133 haris munandar pembahasan dalam penelitian ini telah diupayakan secara maksimal sesuai dengan kemampuan dari penulis, namun dalam penelitian masih terdapat beberapa keterbatasan yang harus diakui dan dikemukakan sebagai bahan pertimbangan dalam menggeneralisir hasil dari penelitian yang dicapai. adapun keterbatasanketerbatasan tersebut antara lain sebagai berikut: a) dalam model ini perlu adanya penyesuaian gerakan terhadap atlit yang latihan dengan alat standball, b) penggunaan peralatan harus tetap memperhatikan kenyamanan serta keamanan dapat atlit agar lebih maksimal dalam melakukan model latihan smash sepaktakraw, c) uji coba produk hanya terbatas pada atlit dki jakarta, d) karena keterbatasan waktu dan dana, maka saat perlakuan diberikan sampel tidak di asramakan, sehingga akan mempengaruhi sampel di luar dari jadwal perlakuan, yang memungkinkan terjadi berbagai kontak sosial di lingkungan tempat tinggalnya sehingga mempengaruhi penampilannya dalam latihan serta pada waktu pengambilan data dilakukan, yang akhirnya bepengaruh pula terhadap data yang dikumpulkan. adanya faktor-faktor psikologis yang diduga ikut mempengaruhi hasil penelitian yang tidak dapat dikontrol antara lain, minat, percaya diri, dan faktor psikologis lainnya. daftar pustaka achmad sofyan hanif., kepalatihan dasar sepaktakraw jakarta: rajawali grapindo persada, 2013 ------------------------, sepaktakraw untuk pelajar, jakarta:rajawali grapindo persada, 2015. asim, langkah-langkah penelitian pengembangan disajikan dalam lokakarya nasional angkatan ii, metodologi penelitian pengembangan bidang pendidikan dan gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 134 haris munandar pembelajaranmalang: universitas negeri malang, 2002 armelia f, bermain sepak takraw (semarang: pt aneka ilmu, 2008), benny a. pribadi, model desain sistem pembelajaran akarta: dian rakyat, 2010 dinas olahraga dan pemuda propinsi dki jakarta. buku petunjuk sepaktakraw, jakarta: disorda propinsi dki, 2001 dini rosdiani, model pembelajaran langsung dalam pendidikan jasmani dan kesehatan, bandung: alfabeta,2012 harjanto, perencanaan pengajaran jakarta: rineka cipta, 2008 james tangkudung, kepelatihan olahraga., jakarta: cerdas jaya, 2012. johansyah lubis. penyusunan praktis penyusunan program latihan, (jakarta: raja grafindo, 2013) ketut agustini, pengembangan media ajar berteknologi hypertext untuk perkuliahan suyono dan hariyanto, belajar dan pembelajaran,(bandung: pt.remaja rosdakarya,2013 komunikasi data dan jaringan komputer berbasis nilai kearifan lokal konsep subak, disertasi, jakarta: unj, 2012 marcelo, et.al, “monitoring training load”, in the international journal of sport science and coaching, vol 12 (1) 130-137 2016. m. atwi suparman, desain instruksional modern(jakarta: universitas terbuka, 2012 nusa putra, research and development(jakarta: pt. rajagrafindo persada, 2012 philip vickerman, teaching physical education to children with special educational needs usa : rouledge : 2007 rick engel, dasar-dasar sepaktakraw, instruksi lengkap/panduan melatih sepaktakraw, (canada, asec international, 2008) sangadji,etta mamang. metodologi penelitianpendekatan praktis dalam penelitian. yogyakarta: andi, 2010 sugiyono, motode penelitian & pengembangan (r&d) (bandung: alfabeta, 2015) h. 28. sukmadinata, metode penelitian pendidikan (jakarta: pps upi dan pt remaja rosdakarya, 2005 suyono dan hariyanto, belajar dan pembelajaran., bandung: pt.remaja rosdakarya, 2013 syarifuddin dan hari, permainan sepak takraw, (padang: sukabina press, 2014) tirowali, komisi teknik perubahan peraturan permainan (bangkok : januari 2011) undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional pasal 1, ayat 20, walter r. borg and meredith d. gall, educational research: an introduction, 4th edition. new york: longman inc., 2009 widiastuti, tes dan pengukuran (jakarta: pt bumi timur raya, 2011) pengembangan model latihan strokes bulutangkis berbasis footwork untuk anak usia pemula (u-15) randi nandika1* dimas trisno hadi2 zulfikar ali ridho3 1 universitas negeri siliwangi 2 universitas pendidikan indonesia, smk al falah tanjungjaya3 jl. siliwangi no. 24 kota tasimalaya jawabarat, indonesia *corresponding author. email: randinandika19@gmail.com abstrak penelitian ini bertujuan untuk pengembanagan model latihan strokes bulutangkis berbasis footwork memberikan keefektifan untuk meningkatkan keterampilan strokes bulutangkis. metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian pengembangan research & development (r&d). penelitian ini dilaksanakan pada pb. megantara majalengka. berdasarkan hasil penelitian menunjukan bahwa nilai rata-rata hasil latihan strokes bulutangkis berbasis footwork sebelum diberikan model latihan adalah 81.485 dan setelah diberikan perlakuan dengan model latihan strokes adalah 94.685 artinya bahwa nilai rata-rata adanya peningkatan dan dalam uji signifikansi perbedaan dengan spss 16 didapat hasil t-hitung p-value = 0.000 < 0.05 yang berarti terdapat perbedaan yang signifikan latihan strokes bulutangkis sebelum dan sesudah adanya perlakuan model latihan strokes bulutangkis berbasis footwork. kata kunci: model latihan, strokes bulutangkis this study focuses on whether the development of the footwork-based badminton strokes model of training provides the effectiveness to improve the skills of badminton strokes. research method used in this research is research method of development research & development (r & d). this research was conducted at pb. megantara majalengka. based on the output results using spss 16 that the average value of football strokes training result based on footwork before the given model of exercise is 81.485 and after being given treatment with strokes exercise model is 94.685 means that the mean value on the difference of significance test with spss 16 got result of t-count p-value = 0.000 <0.05 which means there is significant difference of badminton strokes training before and after the treatment of footwood strokes training model based on footwork. keywords : exercice model, badminton’s strokes copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (02) 2017, 7 103111 permalink/doi: https://doi.org/10.21009/gjik.082.03 mailto:randinandika19@gmail.com mailto:randinandika19@gmail.com http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 104 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan dewasa ini perkembangan olahraga di indonesia mengalami kemajuan yang cukup pesat hal ini dapat dilihat dari even-even olahraga mulai dari tingkat lokal, nasional maupun di kancah internasional. olahraga telah berkembang menjadi fenomena sosial yang tersebar di seluruh dunia. olahraga menjadi latihan, tontonan, pendidikan, mata pencaharian, kesehatan bahkan olahraga juga telah menjadi kebudayaan. hal ini terjadi karena pemerintah maupun masyarakat semakin sadar dan mengerti akan pentingnya kegiatan olahraga, baik itu dilakukan atau diselenggarakan untuk tujuan rekreasi, kesehatan, maupun olahraga yang dilakukan untuk tujuan meningkatkan prestasi. bahkan seiring dengan berjalannya waktu, ilmu-ilmu tentang keolahragaan pun semakin berkembang dan banyak dipelajari. bagi bangsa indonesia, olahraga bulutangkis merupakan salah satu cabang olahraga yang banyak digemari semua lapisan masyarakat. olahraga ini dapat dimainkan oleh golongan anak-anak sampai dewasa, baik pria maupun wanita. selain dijadikan olahraga rekreasi, peran bulutangkis tidak perlu diragukan lagi karena telah mampu membawa bangsa indonesia ke puncak prestasi tingkat dunia. terbukti dari berbagai kejuaraan tingkat dunia, baik perorangan maupun beregu, indonesia mampu memboyong beberapa lambang supremasi bidang olahraga tersebut. bulutangkis adalah olahraga raket yang dimainkan oleh dua orang untuk tunggal atau dua pasangan untuk ganda yang saling berlawanan. mirip dengan tenis, bulutangkis bertujuan memukul shuttlecock melewati jaring net agar jatuh di bidang permainan lawan yang sudah ditentukan dan berusaha mencegah lawan melakukan serangan balik. permainan bulutangkis saat ini telah mengalami perkembangan dari tipe permainan lama menjadi permainan modern. perubahan ini dipengaruhi oleh kemajuan teknologi yang sangat memperhatikan faktor kecepatan dan akurasi. jika tipe lama lebih menekan pada faktor keindahan dalam meraih kemenangan, maka tipe modern lebih mengutamakan bagaimana dapat menang dalam waktu singkat. dampak ini dipengaruhi oleh pandangan orang tentang aspek-aspek yang perlu diutamakan pengembangannya secara maksimal dalam proses latihannya. untuk menjadi pemain bulutangkis yang berprestasi maka seorang atlit harus menguasai teknik teknik dasar pendukung pencapaian prestasi, diantaranya seperti teknik, fisik, taktik, dan mental yang harus dikuasai oleh setiap pemain. teknik adalah keterampilan yang harus dikuasai oleh seseorang untuk bisa bermain salah satu cabang olahraga. teknik dasar bulutangkis artinya keterampilan yang harus dimiliki oleh gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 105 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) seseorang supaya bisa bermain bulutangkis. teknik dasar yang harus dikuasai oleh seorang pemain diantaranya adalah pukulan (strokes). jenis-jenis pukulan yang harus dikuasai adalah servis, underhand, dropshot, smash, netting dan drive (pbsi, 2001). diantara teknik dasar strokes bulutangkis tersebut, beberapa diantaranya sangat berperan pada saat defensive dan offensive. underhand merupakan pukulan yang bisa dilakukan dengan cara forehand grip maupun backhand grip, biasanya dilakukan bila pemain berada dibawah jaring dan garis servis pendek. karena biasanya pukulan ini merupakan balasan untuk pukulan drop shot, dan pukulan underhand juga dilakukan untuk mengembalikan pukulan net yang tipis dengan tujuan untuk mengamankan kembali permainan. seringkali pukulan ini dilakukan lebih rendah dari ketinggian jaring, malah kadang kadang hanya beberapa centimeter dari permukaan lapangan. underhand merupakan salah satu pukulan yang sangat berpengaruh pada saat seorang pemain berada di posisi defensive. sedangkan pukulan drive, adalah pukulan yang biasa digunakan menekan lawan untuk tidak memberikan kesempatan kepada lawan mendapatkan bola-bola yang melambung sehingga lawan tidak memperoleh kesempatan untuk menyerang dengan pukulan atas (donie, 2009). drive juga dapat diartikan sebagai pengembalian atau pukulan yang mengarahkan bola dalam lintasan yang relatif datar, sejajar dengan lantai, tetapi dipukul cukup tinggi melewati net. selain underhand dan drive, salah satu strokes yang mempunyai peranan penting dalam permainan bulutangkis adalah netting. netting merupakan pengembalian pukulan di depan net. pukulan netting merupakan salah satu pukulan yang penting karena membutuhkan kecermatan dan kesabaran sehingga betul-betul menuntut feeling atau perasaan yang baik untuk bisa menghasilkan pukulan net yang tipis. walaupun tidak menuntut tenaga yang besar, namun butuh keberanian dalam mengambil keputusan untuk melakukannya, apalagi jika posisi lawan juga sama-sama berada didepan net. hasil observasi di lapangan pada atlet bulutangkis pb. megantara majalengka masih memerlukan pelatihan yang lebih baik agar latihan strokes bulutangkis berbasis footwork yang dalam hal ini berupa pukulan underhand, drive dan netting ini lebih bervariatif. melihat begitu pentingnya teknik underhand, drive dan netting ini diharapkan kepada seluruh pelatih mampu memberikan suatu perubahan agar dapat meningkatakan perkembangan prestasi olahraga bulutangkis. hal ini akan mengangkat nama baik klub, provinsi maupun negara indonesia. dengan ini, maka penulis ingin memberikan suatu gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 106 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) perubahan dan kontribusi dalam prestasi olahraga bulutangkis dengan pengembangan model latihan. pengembangan model latihan merupakan proses jangka panjang secara continue dan berubah secara terus-menerus, karena model latihan akan berkembang berkaitan dengan pengembangan atletnya (johansyah, 2013). model tersebut harus dievaluasi dan dimodifikasi secara continue dalam melihat respons ilmu pengetahuan baru, level perkembangan atlet, dan pengukuran kemajuan atlet. berdasarkan fenomena keadaan perkembangan latihan pada cabang olahraga bulutangkis dimana masih banyak pelatih yang tidak memberikan variasi dalam latihan, hal ini berdampak banyak pada atlet bulutangkis yang kurang memiliki kemampuan dalam melakukan pukulan dan pengetahuan bagaimana melakukan teknik gerakan pukulan underhand, drive dan netting dengan baik dan benar, karena teknik pukulan yang baik akan membuat atlet tersebut bisa mengendalikan serangan dari lawan dan memenangkan pertandingan. di pb. megantara majalengka belum banyak model latihan yang diterapkan oleh pelatih khususnya pukulan underhand, drive dan netting. dari hasil observasi tersebut bahwa model latihan strokes bulutangkis berbasis footwork yang dalam hal ini berupa pukulan underhand, drive dan netting memang sudah ada, akan tetapi, bentuk-bentuk latihan yang diberikan pada atlet kurang bervariatif dan belum ada pengembangan bentuk latihan yang sesuai dengan perkembangan olahraga bulutangkis di klub saat ini. hal ini membuat atlet merasa jenuh dengan bentuk latihan tersebut karena dirasa kurang menarik sehingga perlu adanya pengembangan model-model latihan baru yang dapat mengasah keterampilan teknik dasar strokes bulutangkis berbasis footwork yang berupa pukulan underhand, drive dan netting pada pemain bulutangkis. pukulan drive merupakan pukulan menyamping yang keras dan mendatar, yang dianggap sebagai pukulan menyerang. pukulan drive dapat dimainkan pada sisi forehand maupun backhand dan lebih sering dipakai dalam permainan ganda daripada tunggal. “the forehand and backhand drives provide a chance to work on footwork because the stroke is generally executed between shoulder and knee height to the left or right of centercourt. therefore, it emphasizes reaching for the shuttle by shuffling or sliding the feet into position (tony grice, 2008). pukulan forehand drive dipukul disisi tubuh dan melintasi net dengan lintasan datar kepada lawan. posisi shuttlecock dekat pada sisi kiri gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 107 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) atau kanan si pemukul, daerah sasarannya adalah belakang lapangan lawan. pukulan drive bisa dilakukan secara lurus ataupun menyilang, pukulan dimulai dari lengan atas, siku dan pergelangan tangan, shuttlecock dipukul pada posisi tertinggi, posisi lutut sedikit ditekuk agar keseimbangan ketika memukul shuttlecock lebih terjaga. pukulan backhand drive dipukul dengan posisi lengan horizontal setinggi dada di depan tubuh, posisi kaki yang baik sejajar di samping satu sama lain (dengan lutut sedikit ditekuk) atau kaki kiri sedikit menekuk ke depan sedikit kekiri, shuttlecock dipukul dengan kuat baik itu posisi shuttlecock di bawah atau pun di atas yang penting shuttlecock melewati net. the drive is an attacking shot in which the sutllecock is hit do fast that the opponentbarely has time to react. the drive is played from near the left and right sidelines, about halfway between the net and the back of the court. the player start thisstroke with a lunge and it can be played as a forehand (on the right of the body) and a backhand (on the keft of the body). the shuttle travels quickly and flat over the net (brahms, 2010). netting adalah pukulan yang dilakukan dekat net, diarahkan sedekat mungkin ke net, dipukul dengan sentuhan halus sekali (hermawan aksan, 2012). karakteristik dari tekhnik dasar netting ini sendiri adalah shuttlecock senantiasa jatuh bergulir sedekat mungkin dengan jaring/net di daerah lapangan lawan. sedangkan menurut sapta kunta netting merupakan pukulan pendek yang dilakukan di depan net dengan tujuan untuk mengarahkan bola setipis mungkin jaraknya dengan net di daerah lawan (sapta kunta, 2010). pukulan netting merupakan salah satu pukulan yang penting karena membutuhkan kecermatan dan kesabaran sehingga betul-betul menuntut feeling atau perasaan yang baik, untuk bisa menghasilkan pukulan net yang tipis. jenis pukulan underhand dalam permainan bulutangkis termasuk pukulan yang paling sering digunakan. pukulan ini sering digunakan dan seperti pada pukulan bulutangkis yang lainnya, selalu bertumpu pada topangan kaki. pukulan underhand biasa dilakukan bila pemain berada diantara net dan garis servis pendek. karena biasanya pukulan ini merupakan balasan untuk pukulan drop shot. seringkali pukulan ini dilakukan lebih rendah daripada ketinggian net, malah terkadang hanya beberapa centimeter dari muka lantai. fungsi pukulan underhand menurut hermawan aksan adalah untuk mengembalikan pukulan pendek atau permainan net lawan, selain itu sebagai cara bertahan akibat pukulan serang lawan. dalam situasi tertekan dalam permainan, seorang pemain harus melakukan pukulan gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 108 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) penyelamatan dengan cara mengangkat shuttlecock tinggi ke daerah belakang lapangan lawan (hermawan aksan, 2012). metode penelitian penelitian ini bertujuan untuk mengembangkan model latihan strokes bulutangkis berbasis footwork pada anak pemula (u-15). secara khusus yang akan digunakan peneliti dlam memberikan materi latihan strokes bulutangkis berbasis footwork. penelitian pengembangan model latihan strokes bulutangkis berbasis footwork ini menggunakan metode penelitian dan pengembangan atau research and development (r&d) dari borg dan gall. metode penelitian dan pengembangan atau research and development (r&d) adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan produk tersebut (sugiyono, 2013). penelitian dan pengembangan ini menggunakan pendekatan kualitatif dan kuantitatif, yang merupakan pendekatan dengan tujuan menemukan jawaban dari masalah melalui rumusan masalah yang telah dirumuskan dalam bab i yaitu model latihan strokes bulutangkis berbasis footwork untuk anak pemula (u-15). penelitian dan pengembangan ini menggunakan model pegembangan research & development (r & d) dari borg dan gall yang terdiri dari sepuluh langkah antara lain : (1)research and information, (2)planning, (3)develop preliminary form of product, (4)preliminary field testing, (5)main product revision, (6)main field testing, (7)operational product revision, (8)operational field testing, (9)final product revision, (10)dissemination and implementation (borg & gall, 2007). penelitian ini dilaksanakan di salah satu klub bulutangkis di kabupaten majalengka. waktu yang diperlukan dalam penelitian dan pengembangan ini mengacu pada penelitian riset dan pengembangan dari borg dan gall yang direncanakan selama dua bulan. hasil dan pembahasan model latihan strokes bulutangkis bebasis footwork untuk anak pemula (u-15) ini ditulis dalam bentuk naskah yang menyajikan bentuk-bentuk model latihan strokes bulutangkis bebasis footwork untuk anak pemula (u-15) dalam bentuk latihan yang dimodifikasi dengan pendekatan model variasi latihan. analisis dilakukan untuk mengetahui seberapa penting model latihan yang akan dikembangkan. peneliti melakukan penelitian awal atau analisis kebutuhan yang dilaksanakan pada tanggal 16 juli 2017, peneliti melakukan observasi menggunakan instrumen penilaian keterampilan strokes bulutangkis dan wawancara terhadap pelatih bulutangkis mengenai model-model latihan strokes bulutangkis. dari hasil analisis kebutuhan tersebut dapat diketahui bahwa: (a) atlet mengalami gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 109 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) 3400 3200 3000 2800 2600 pretest posttest kesulitan dalam latihan memukul, (b) pelatih menyatakan perlunya variasi model latihan strokes bulutangkis berbasis footowork untuk dimasukan dalam proses latihan, khususnya saat latihan teknik. paparan hasil penelitian awal analisis kebutuhan di atas maka dapat disimpulkan bahwa pentingnya variasi model latihan strokes bulutangkis berbasis footwork untuk anak pemula (u-15). hasil ujicoba kelompok kecil yang dilakukan terhadap 86 model latihan strokes bulutangkis bagi anak pemula (u-15) yang dievaluasi oleh ahli, berdasarkan hasil analisis tiap tiap model didapatkan model latihan yang kurang efektif, lalu dilakukan evaluasi kemudian diperbaiki dan digunakan untuk ujicoba kelompok besar. setelah hasil model latihan strokes bulutangkis berbasis footwork bagi anak pemula (u-15) diuji cobakan dalam skala kecil dan telah direvisi, maka tahap selanjutnya adalah melakukan ujicoba kelompok besar (field group try out). berdasarkan hasil ujicoba terbatas (ujicoba kelompok kecil) yang telah dievaluasi oleh para ahli, kemudian peneliti melakukan revisi produk awal dan memperoleh 63 model yang akan digunakan dalam ujicoba kelompok besar (field group try out). langkah selanjutnya setelah model mengalami revisi tahap ii dari ahli maka dilanjutkan dengan menguji cobakan produk pada kelompok besar (field group try out) dengan menggunakan penelitian sebanyak 35 subyek. langkah selanjutnya setelah model mengalami revisi tahap ii, maka dilanjutkan dengan mengujicobakan produk kepada kelompok efektifitas dengan menggunakan subyek penelitian sebanyak 35 subyek anak pada klub bulutangkis pb megantara majalengka. setelah uji ahli dilaksanakan maka hal yang berikutnya harus dilakukan adalah mencari hasil dari pre test dan hasl dari sesudah diberikannya treatment dengan cara pengukuran melalui post test. berikut perbandingan rata-rata dari tingkat tes strokes bulutangkis sebelum pemberian treatmen dan sesudah pemberian perlakuan dengan model-model latihan strokes bulutangkis berbasis footwork dengan diagram batang pada gambar berikut ini : berdasarkan hasil penelitian terdapat perbedaan antara hasil pretest dan posttest yang diperoleh dari hasil uji coba kelompok besar gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 110 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) yang sebelumnya telah dilakukan pretest dan posttest yang dilakukan pada anak pemula (u-15). sebelum model-model latihan strokes bulutangkis diterapakan, peneliti melakukan pretest atau tes awal untuk mengetahui tingkat kemampuan dasar strokes bulutangkis yang dimiliki oleh subyek yang akan diteliti. hasil pretest yang diperoleh adalah 2852. setelah itu treatment diberikan dengan menggunakan model-model latihan strokes bulutangkis yang telah dikembangkan. setelah treatment diberikan maka subyek di tes kembali menggunakan tes yang sama dengan tes keterampilan strokes bulutangkis seperti sebelumnya. tes ini dinamakan posttest yang digunakan untuk mengetahui apakah terdapat peningkatan keterampilan strokes bulutangkis setelah pemberian treatment berupa model-model latihan strokes bulutangkis berbasis footwork untuk anak pemula (u-15), maka diperoleh angka sebesar 3314. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan strokes bulutangkis berbasis footwork untuk anak pemula (u-15) yang dikembangkan efektif dan meningkatkan keterampilan strokes bulutangkis. produk yang dikembangkan ini bertujuan untuk membentuk dan meningkatkan tercapainya tujuan latihan strokes bulutangkis untuk anak pemula (u-15). setelah dikaji produk ini terdapat beberapa kelemahan yang perlu pembenahan sesuai diatas maka dapat disampaikan beberapa keunggulan produk ini antara lain: 1. anak lebih aktif dalam mengikuti proses latihan yang aman. 2. anak terlihat gembira dan antusias. 3. model latihan dilakukan dari yang mudah ke yang sulit. 4. bisa dilaksanakan ditempat dan waktu yang diinginkan. kesimpulan berdasarkan data yang didapat dari hasil uji coba skala kecil, uji coba skala besar, dan efektivitas serta pembahasan hasil penelitian dapat disimpulakn bahwa : a. semua variasi latihan dapat dilakukan dan diterapkan, akan tetapi harus disesuaikan dari tingkatan yang mudah ke yang sulit agar kemampuan strokes bulutangkis anak dapat meningkat. b. pada saat melakukan model-model strokes, anak cenderung terburu-buru untuk secepat mungkin menyelesaikan tugasnya, maka pelatih harus memberikan arahan supaya anak melakukan tugasnya dengan benar agar timing yang diinginkan sesuai serta hasil yang diharapkanpun tercapai. berdasarkan kelebihan dan kelemahan model yang dikembangkan, keberagaman situasi dan kondisi dari tempat pengembangan, keberagaman kemampuan para pengguna model yang dikembangkan ini, maka perlu dirumuskan saran dalam penggunaan model ini agar bisa berlangsung gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 111 randi nandika, dimas trisno hadi, zulfikar ali ridho copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) secara efektif dan efisien. adapun saran tersebut adalah sebagai berikut : daftar pustaka pbsi. pedoman praktis bermain bulutangkis. jakarta: pbsi. 2001. donie. pembinaan bulutangkis prestasi. padang: wineka media, 2009. lubis, johansyah. panduan praktis penyusunan program latihan. jakarta: pt. raja grafindo perkasa. 2013. grice, t. badminton: step to success. amerika: human kinestetics, 2008. borg, w, r & gall, m, d. educational research and introducation. new york: logman, 2007. purnama, sapta kunta. kepelatihan bulutangkis modern. surakarta: yuma pustaka, 2010. brahms, badminton handbook. uk: mayer &mayer sport, 2010. aksan, hermawan. mahir bulutangkis. bandung: nuansa cendekia, 2012. borg, walter r & meredith d. gall. fourth edtion educational research an introduction. usa: longman,1983. sugiyono. metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta, 2013. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 307-315 permalink/doi: https://doi.org/10.21009/gjik.133.06 the relationship of psychological skill with stress recovery on wrestling athletes in indonesia dewi atiya1, berliana2, komarudin3 123 pendidikan olahraga,sekolah pascasarjana universitas pendidikan indonesia, jl. dr setiabudhi no.229 ,isola, bandung, jawa barat, indonesia 13220 atiya57@upi.edu1, berliana@upi.edu2, komarudin_pko@upi.edu3 abstrak penelitian ini bertujuan untuk mengatahui hubungan antara psychologival skills (x ), dengan pemulihan stress atlet gulat (y). penelitian ini merupakan penelitian korelasi dengan tujuan menghubungkan antara variabel bebas dan variabel terikat. sampel pada penelitan ini yaitu atlet gulat yang berpartisipasi dalam pon xxi 2021 papua sebanyak 104 orang teknik pengumpulan data menggunakan angket test of performances strategies (tops) dan recovery-stress questionnaire for athlete (restq-sport 76) teknik analisa data hasil uji normalitas memiliki nilai sig 0.777,uji statistik korelasi product moment dengan taraf signifikan 5%. hasil uji regresi linear sederhana antara psychological skills (x ) dengan pemulihan stres (y) 0,000 < 0,05 maka hasil tersebut dapat dikatakan bahwa terdapat hubungan yang signifikan antara psychological skills dengan pemulihan stres atlet gulat di indonesia sedangkan derajat hubungan antara psychological skills dengan pemulihan stres atlet gulat di indonesia dapat dilihat pada kolom r yang menunjukan angka 0,824, dengan nilai r tersebut apabila mengacu pada pedoman derajat hubungan berada pada korelasi sempurna. adapun besaran kontribusi psychological skills dengan pemulihan stres atlet gulat di indonesia pada kolom r square yang menunjukan nilai 0,679 atau secara persentase sebesar 67,9%. dari hasil penelitian menununjukan bahwa pentingnya kemampuan psychological atlet terhadap pemulihan stress pada atlet ketika bertanding, selanjutnya diharapkan akan ada penelitian yang akan meneliti lagi tentang psychology pada atlet gulat pada hal yang lainya. kata kunci : psychological skills,pemulihan stress, gulat, pon xxi abstract this study aims to determine the relationship between psychological skills (x ), and stress recovery in wrestling athletes (y). this research is a correlation research with the aim of connecting the independent variable and the dependent variable. the sample in this study were 104 wrestling athletes who participated in pon xxi 2021 papua. data collection techniques used the test of performances strategies (tops) questionnaire and recovery-stress questionnaire for athletes (restq-sport 76). sig 0.777, statistical test of product moment correlation with a significant level of 5%. the results of a simple linear regression test between psychological skills (x ) and stress recovery (y) 0.000 < 0.05, it can be said that there is a significant relationship between psychological skills and stress recovery for wrestling athletes in indonesia. meanwhile, the degree of relationship between psychological skills and recovery the stress of wrestling athletes in indonesia can be seen in column r which shows the number 0.824, with the r value when referring to the guidelines for the degree of relationship that is in perfect correlation. the magnitude of the contribution of psychological skills to the stress recovery of wrestling athletes in indonesia is in the r square column which shows a value of 0.679 or a percentage of 67.9%. the results of the study indicate that the importance of the psychological ability of athletes to stress recovery in athletes when competing, then it is hoped that there will be research that will examine the psychology of wrestling athletes in other ways. keyword: psychological skills, recovery stress, wrestling, ponxxi mailto:berliana@u gladi jurnal ilmu keolahragaan, 13 (03), september308 dewi atiya, berliana, komarudin introduction to achieve peak performance in achievement sports, such as wrestling, it is inseparable from the main aspects that support each other and contribute their roles to the achievement of these achievements. to help athletes improve their skills and achievements as much as possible, there are four aspects that athletes need to pay close attention to, namely technical, tactical, physical, and mental training (bompa & carlo a. buzzichelli, 2019). aspects that are directly related to achievement are the athlete aspect, the training quality aspect, and the environmental aspect. the dominant aspect of the three aspects is the athlete's own aspect, including talent, motor skills, physical abilities, and mental/psychological qualities. there are several factors that determine the success of an athlete in achieving the highest achievement, these factors are; physiological factors, technical skills, tactical strategies, team factors, and psychological skills (miçooğullari & ekmekçi, 2017). psychological abilities help elite athletes to exert their energy to achieve maximum performance (aly & elemiri, 2014). in the research, kuan & kueh (2015) found a significant relationship between psychological skills and stress-recovery states in the training and competition processes. the results of this study can provide important insights for athletes, that they must continue to improve their psychological skills which can affect their recovery and stress levels during training and competition (kuan & kueh, 2015). during the process of training and competition, an athlete's ability to minimize stress and the duration of stress recovery is very important for an athlete to achieve success in showing his best performance. performance strategies, which are psychological skills, can be used by athletes to improve recovery and stress levels during training and competition (kuan & kueh, 2015). the role of psychological skills in reducing stress and achieving the highest achievement of an elite wrestling athlete is very important. because wrestling is a martial sport that is identical to physical contact where one of the wrestlers must be able to drop or be able to control their enemy by tackling, capturing, locking, slamming so that the opponent's back sticks to the mat (edd, 2005). to get points in wrestling, one must be able to touch, it is used to state that a wrestler is defeated by a fall (reza et al., 2020). the role of psychological skills is indeed very necessary in achievement sports such as wrestling, where these psychological skills play an important role in reducing an athlete's stress level. kuan & kueh (2015) that in sports, effective recovery plays an important role in determining the success or failure of athletes. coaches recognize that gladi jurnal ilmu keolahragaan, 13 (03), september309 dewi atiya, berliana, komarudin effective recovery is important to enable athletes to train more so as to improve their physical abilities, technical skills, and overall efficiency in sports (kuan & kueh, 2015). if effective recovery is not implemented to support the athlete, further symptoms such as overtraining, fatigue, increased fatigue, lack of concentration, injury and illness, and disturbed mood can further impact the athlete leading to underperformance in their sport (kellmann , 2010b). psychological skills training plays an important role in helping athletes to improve their sports performance (thelwell et al., 2006), increasing psychological state variables such as pre-competition anxiety (fletcher & hanton, 2001), increasing selfefficacy during competition (lowther et al. , 2002), increase motivation, and reduce stress levels (hanton & jones, 1999). by practicing these skills, coaches believe that their athletes have the potential to experience lower stress and higher coping skills, contributing to more effective recovery after competition or sports (kuan & kueh, 2015). however, the use of such psychological skills differs between practice and competition scenes (kuan & kueh, 2015). birrer & morgan (2010) conducted a comprehensive review of psychological skills training in elite sports, with a particular focus on high-intensity exercise. the literature reviewed shows a lack of convincing evidence and theoretical foundations for traditional psychological skills to improve performance in high-intensity sports. a further important consideration relates to the requirements of applied sports psychology research, particularly when high-performance athletes are involved. next kuan & kueh (2015) concluded in his research that psychological skills used in competition and in practice are correlated with lower levels of stress and recovery among adolescent athletes. therefore, athletes should continuously improve their psychological skills in sports and strive to improve their recovery and lower their stress levels which can lead to higher performance gains in their sports. based on several previous studies, it shows how important psychological skills must be possessed by an athlete to be able to help the stress recovery process so that they can play a role in achieving their best performance. with these previous studies, there is a research void that must be filled by future researchers. future research should try to reveal the role of psychological skills with stress recovery in relation to athlete achievement. therefore, the researcher tries to fill the void in the study by posing the problem of the relationship between psychological skills and stress recovery for wrestling athletes in indonesia. metodhs gladi jurnal ilmu keolahragaan, 13 (03), september310 dewi atiya, berliana, komarudin the research method that the author uses to test the hypothesis in this study is a quantitative method. fraenkel & wallen (2012) explain that quantitative research attempts to study naturally occurring phenomena in all their complexities. it was further explained that quantitative research is research that focuses on measuring and analyzing cause-and-effect relationships between various variables. the design used in this study is a correlational design. correlational research involves studying the relationships between variables within a group and often shows possible cause and effect (fraenkel & wallen, 2012). the population in this study are wrestling athletes who participate in the 2021 pon xxi multi-event with a total of 104 people, the sampling technique used in this study is total sampling or saturated sampling where the entire population will be used as a sample. the instrument in this study used two instruments, the first instrument was the test of performances strategies (tops) which was adapted from hardy et al. (2010) by making 32 statements and using a scale of 4, then the recovery-stress questionnaire for athletes (restq-sport 76) obtained from kellman et al. (2001); davis iv et al. (2007). the restq-sport instrument consists of 76 questions derived from various factors, such as general stress, emotional stress, social stress, conflict/pressure, fatigue, lack of energy, somatic complaints, success, social relaxation, somatic relaxation, general wellbeing, sleep quality, rest. distraction, burnout/emotional exhaustion, fitness/injury, fitness/body shape, burnout/personal achievement, self-efficacy, and selfregulation. this assessment uses a questionnaire with a likert scale of 4, for 1 (very disagree), 2 (disagree), 3 (agree) and 4 (very agree). results and discussion results the data and results of respondents who become the sample as a whole will be described in table 1. table 1 deskriptif statistics n mini mum max imu m me an std. devia tion psychol ogical skills 104 61 116 90,6 9 11,314 stres recover y 104 124 241 189, 92 23,365 from the data in table 1, we can find out the number of participants who were sampled in this study as many as 104 athletes. it can be seen in detail the lowest value for each variable starting from psychological skills of 61, stress recovery of 124. the highest value of psychological skills is 116, gladi jurnal ilmu keolahragaan, 13 (03), september311 dewi atiya, berliana, komarudin stress recovery is 241,. the average value of psychological skills is 90.69, stress recovery is 189.92. the standard deviation of the psychological skills variable is 11.314, stress recovery is 23.365. the data normality test is used to determine whether the samples taken are normally distributed or not. good data is data that is normally distributed. in this study, using the kolmogrov smirnov test, it is shown in table 2. table 2 normalitas data psychological skills – stres recovery n 104 kolmogorovsmirnov z 0,660 asymp. sig. (2tailed) 0,777 based on the results of the normality test using the kolmogorov-smirnov, table 2 shows the numbers in the asymp column. sig. (2-tailed) has a value of 0.777 when compared to 0.5, then the value is greater, thus it can be said that the data is normally distributed, so that the existing data can be processed by the following methods. the purpose of linearity test is to determine the relationship between the independent variable and the dependent variable is linear or not. the linearity test criterion is if the significance value is greater than 0.05, then the relationship between the independent variable and the dependent variable is linear. the results of the linearity test are presented in table 3. table 3 linieritas data model between groups sig. psychological skills – stress recovery (combined) 0,174 linearity 1,000 deviation from linearity 0,084 the results of the linearity test in table 3 can be seen that the significance value in the psychological skills stress recovery model shows a value of 0.084. with the results of the significance value, it shows that it is greater than 0.05, thus the entire model is linear so that the existing data can be used in further data analysis. . the heteroscedasticity test is a test that aims to assess whether there is an inequality of variance from the residuals for all observations in the linear regression model. the results of the heteroscedasticity test using the glejser test are in table 4 table 4 glejser test gladi jurnal ilmu keolahragaan, 13 (03), september312 dewi atiya, berliana, komarudin model unstandard ized coefficient s standardi zed coefficie nts t sig. b std. error beta psycholo gical skills – stres recovery ,07 7 ,066 -,115 1,1 67 0,2 46 from the results of the analysis in table 4 in the sig. shows the number 0.246 which is greater than 0.05, thus there is no heteroscedasticity or in other words the heteroscedasticity test has been fulfilled. the results of the simple linear regression analysis of psychological skills with stress recovery for wrestling athletes in indonesia can be seen in table 5. tabel 5 regresi linier test model r r square sig. psychological skills – stress recovery 0,824a 0,679 0,000b hipotesis 1: h0 : there is no significant relationship between psychological skills and stress recovery for wrestling athletes in indonesia. h1 : there is a significant relationship between psychological skills and stress recovery for wrestling athletes in indonesia. table 5 in the column sig. shows a value of 0.000 < 0.05, it can be said that there is a significant relationship between psychological skills and stress recovery for wrestling athletes in indonesia. with the results of the regression test, h0 is rejected and h1 is accepted. while the degree of relationship between psychological skills and stress recovery for wrestling athletes in indonesia can be seen in column r which shows the number 0.824, with the r value when referring to the guidelines for the degree of relationship that is in perfect correlation. the magnitude of the contribution of psychological skills to the stress recovery of wrestling athletes in indonesia is in the r square column which shows a value of 0.679 or a percentage of 67.9%. discussion the findings in this study on hypothesis testing indicate that there is a significant relationship between psychological skills and recovery from wrestling stress in indonesia. the findings of this study are in line with several previous studies that have found how the relationship between psychological skills and the athlete's recovery rate. as in the study of kuan & kueh (2015) which found a relationship between psychological skills and stress-recovery states in the training and competition processes. the role of recovery in the stress-recovery-performance relationship gladi jurnal ilmu keolahragaan, 13 (03), september313 dewi atiya, berliana, komarudin has been of great interest to sports psychologists. the study of the field of psychology in sports has become an important role in improving athlete achievement. amansyah (2019) explains that sports science in preparing athletes is increasingly evolving. this evolution focuses on understanding how the body adapts to different levels of physical and psychological stress. stress is the process by which an individual responds psychologically, physiologically, and often behaviorally, to situations that challenge or threaten well-being. the psychological component includes cognitive assessments of situations, emotions such as fear, anger, and sadness, and coping responses (ulrich et al., 1991). this further emphasizes that the complexity that exists within an athlete is very complex in aspects that must be developed. one very important aspect that must be developed by athletes is psychological skills in stress recovery efforts. kellmann (2010a) has pointed out that in recent decades, physical and psychological recovery in sport has received particular attention in training research and practice (montgomery et al. 2008; vaile et al. 2008). stress from training, competition, and lifestyle factors has been recognized as a major cause of overtraining and underperformance in sports (lehmann et al., 2007). kellman et al. (2001) defines recovery as: a multi-level inter-individual and intra-individual (eg, psychological, physiological, social) process in time for the rebuilding of performance abilities. this recovery process is a multidimensional process that depends on intrinsic and extrinsic factors, in training or during a match the recovery factor plays a very important role (hidyat, 2015). therefore, it is suggested that the stress and recovery of athletes should be continuously monitored throughout the training process (kellman et al., 2001). recovery includes an action-oriented component, and self-initiated activities (proactive recovery) can be used systematically to optimize situational conditions and to build and replenish personal resources and buffers. conclusion psychological skills (psychological skills) which include several aspects such as activation, relaxation, imagery, goal-setting, self-talk, automaticity, emotional, and attentional control play an important role in the development of athletes to achieve the highest achievement. another role of psychological skills, has been revealed by several previous researchers who state that psychological skills play a role in influencing the recovery and stress levels of athletes during training and competition. in line with this study which found that there was a significant relationship between gladi jurnal ilmu keolahragaan, 13 (03), september314 dewi atiya, berliana, komarudin psychological skills and stress recovery for wrestling athletes in indonesia. the magnitude of the degree of relationship between psychological skills and stress recovery for wrestling athletes in indonesia can be 0.824 with the category of the degree of relationship being in perfect correlation. so that it reinforces the importance of psychological skills for athletes to be able to assist in the stress recovery process during training and competition. in the end, the researcher can conclude that psychological skills are closely related to stress recovery for wrestling athletes in indonesia refferences amansyah, a. 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(1991). stress recovery during exposure to natural and urban environments. journal of environmental psychology, 11(3),201–230. https://doi.org/10.1016/s02724944(05)8 0184-7 https://doi.org/10.18488/journal.90/2015.2.4/90.4.122.130 https://doi.org/10.18488/journal.90/2015.2.4/90.4.122.130 https://doi.org/10.13189/ujer.2017.051222 https://doi.org/10.13189/ujer.2017.051222 https://doi.org/10.1080/17511321.2020.1818279 https://doi.org/10.1080/17511321.2020.1818279 https://doi.org/10.1080/10413200600830323 https://doi.org/10.1080/10413200600830323 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021,61-67 permalink/doi: https://doi.org/10.21009/gjik.112.11 comparison of 800 meter and 400 meter run effects on the increase of lactic acid in athletic athlete barkah sekar kalih 1 , eka anjar rahmadani 2 1 educational management department, postgraduate program, universitas negeri jakarta. jl. rawamangun muka no 1, jakarta 13220, indonesia. 2 school of physical education and sports training, shanghai university of sport. shanghai 200438, china. correspondiing author. email : barkahsekarkalih_9903820020@mhs.unj.ac.id abstrak this study aimed to obtain information about the differences in the increase in lactic acid from the 800 meter and 400-meter running results. lactic acid is the result of the rest of the energy-burning metabolism of anaerobic lactated. this condition occurs in the metabolism of the breakdown of carbohydrates into lactic acid is not perfect, which is one indicator of the onset of fatigue in the muscles. the method used is two group pre-test and post-test design method. with purposive sampling technique, samples using 20 people from the population amount to 85 people from athletic kop members of jakarta state university. the data analysis technique used is an atindependent test. the data analysis technique used is a statistical technique with t-test significant t-significant = 0,05 data analysis technique used is t-test analysis to compare with t-table significant level 5%. between two meanings (semxmy) = 0,78 this becomes t arithmetic result = 3,564. then the result of the calculation is tested with table on degrees of freedom (dk) = (n1 + n2) 2 = (10 + 10) 2 and trust level 0,05 t count 2,101 (t-arithmetic = 3,564 > t-table = 2,101). run 800 meters greatly influence the increase of lactic acid than the run 400 meters group. key words: run 800 meters, run 400 meters, lactic acid, athletic. mailto:barkahsekarkalih_9903820020@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, 12 (03), july62 barkah sekar kalih, eka anjar rahmadani introduction local muscular fatigue following physical exercise is caused by lactic acid production in the muscles and blood. this condition is related to the energy resynthesis mechanism (atp) during the muscle contraction process in the ft (fast-twitch) muscle fibers, which play a more significant role in physical activity or high-intensity sports. as we know that ft muscle fibers experience fatigue faster than st (slow-twitch) fibers because ft muscle fibers have a high anaerobic system ability with a low aerobic system. so that the rapid formation of muscle lactic acid occurs more quickly (s. bakhri, 2015). lactic acid is the result of the rest of the energy-burning metabolism of anaerobic lactated. this condition occurs in the metabolism of the breakdown of carbohydrates into lactic acid is not perfect, which is one indicator of the onset of fatigue in the muscles. lactate is an intermediate product of glucose metabolism. lactate is anaerobic metabolic waste, and this process takes place in the absence of oxygen. the level of lactic acid in a healthy person at rest is around 1-2 mm/l (guntara et al., 2014). a heavy workload causes high lactic acid. this is due to the inability of the aerobic energy supply system so that energy supply from anaerobic energy sources dominates (kekuatan, n.d.). the lactic acid in the blood in the athlete's body will increase when training or competing because most of the energy needs are obtained through anaerobic glycolysis. anaerobic glycolysis occurs in two ways, namely: anaerobically lactate (phosphagen system), which does not produce lactic acid, and anaerobic glycolysis of lactate (lactic acid system), which has lactic acid in the body (purnomo & artikel, 2013). the limit of tolerance for high concentrations of lactic acid in muscles and blood during physical exercise is not known with certainty. however, tolerance for lactic acid levels in humans is estimated to be above 20 mm/l blood and 25 mm /l kg wet muscle weight, and can even reach above 30 mm / l in dynamic highintensity training (penelitian, 2011) in people who regularly exercise or athletes, there is an increase in using lactic acid to exercise for a more extended period. instead of tiring out, lactic acid slows down the onset of fatigue and increases your ability to exercise (setiawan et al., 2018). energy during athletic running through two routes, namely aerobics and anaerobic. the use of this energy system is very dependent on intensity practice. at highintensity physical exercise, the muscles contract in a state anaerobic so that the provision of atp occurs through the anaerobic glycolysis process. this results in increased levels of lactic acid in the blood and muscles. according to the book (bompa & buzzichelli, 2019), the 800-meter run is a medium distance run using the lactic anaerobic energy system. the energy use is 10% atp-pc, 60% glycolysis, and 30% contribution from the aerobic energy system. at the same time, the 400-meter run is a medium distance run using the lactic anaerobic energy system, where the energy use is 40% atp-pc, 55% glycolysis, and 5% contribution from the aerobic energy system. with the increase in training load, lactic acid levels in the blood and muscles will also increase. highintensity exercise (exercise using an anaerobic energy system) will increase the accumulation of lactic acid levels. at a maximum of 30 120 seconds of exercise, lactate levels can reach 15-25 mm, measured after 3-8 minutes of exercise. some cases in the field were a lack of understanding by trainers about gladi jurnal ilmu keolahragaan, 12 (03), july63 barkah sekar kalih, eka anjar rahmadani lactic acid, how lactic acid can arise, the effects of lactic acid buildup, and how long it takes for lactic acid to decrease to enter the next high-intensity exercise program. this causes athletes often to ignore the pattern of their life as an athlete. the slow removal of lactate causes an overtraining syndrome in athletes, resulting in an increased incidence of injuries that can lead to temporary and permanent injuries. meanwhile, the injuries that runners may experience are ankle and hamstring injuries. sport resource group inc (1998) states that blood lactate levels after training or matches are influenced by the subject's ability, differences in distribution, adaptation to muscle types, technique or content of the movement, and type test used (widiyanto et al., 2014). in the recovery, the muscle will secrete lactate into blood circulation, be carried to the tissues or an underactive muscle. partly muscle lactate is cleared through circulation, and others are converted back into pyruvate with the help of enzymes pyruvate dehydrogenase. the pyruvate portion will be oxidized to carbon dioxide and water, while others are changed to alanine. the recovery of individual reactions to training is variable, as is identifying training load. recovery is one of the most important things for athletes because, if you have done strenuous exercise, lactic acid levels can arise, which can cause muscle fatigue. it is through recovery that lactic acid levels can be eliminated. therefore, the program must be adapted to the differences of each athlete to a minor extent. many ways are commonly done to lower blood lactic acid levels after a match or training, including sports massage, jogging, ice bath, etc. the course of decreasing blood and muscle lactic acid levels. more or less needed 60 minutes of recovery to get rid of the lactic acid pile. running subjects on the treadmill also takes a lot of time, more or less the same for lowering lactic acid levels. generally needed took 25 minutes to get rid of half of the lactic acid buildup after maximal exercise. this means that removing 95% of the lactic acid buildup takes approximately 60 minutes after maximum exercise (penelitian, 2011). from the description above, the author aims to provide information to readers, especially for athlete coaches, to know the difference in the increase in lactic acid between running 400 meters and running 800 meters. what is the value of normal lactate levels before highintensity exercise? provides basic information on the effects of lactic acid peaks during training or competition and what remedies can effectively reduce lactic acid. with this research, the authors hope this research can be further developed and looking forward to new problems and the best results. hopefully, this research can be a reference for other sports. methods this research method uses an experimental method with a research design using two groups, pre-test, and post-test design. namely to determine the independent and dependent variables, while the independent variables are running 800 meters and running 400 meters, while the dependent variable increases lactic acid. participants the place of this research was carried out at the velodrome athletic stadium rawamangun. a population is a group of organisms with the same characteristics (gunawan i, 2016). the sample is a part or representative of the gladi jurnal ilmu keolahragaan, 12 (03), july64 barkah sekar kalih, eka anjar rahmadani population under study. the sampling technique in this research uses the purposive sampling technique, the technique used if researchers have specific considerations within sampling or determination of samples for a particular purpose. in this study, 85 active students who are members of the athlete kop athletics state jakarta university will be the population. in this study, a sample of 20 people, ten male athlete participants ran the 400 meters, and ten male athlete participants ran the 800 meters. the subject of this study is an active member of the athletic achievement sports club jakarta state university, which meets the following criteria: 1. an active member of the jakarta state university athletics 2. male gender. 3. i have been practicing for at least two years. 4. healthy for exercise. 5. lactic acid levels at rest / before the test 3 mmol / l. instrument the instrument used for data collection in this study was to measure the variables contained in this study. the tool needed for acquired lactate was a lactic acid measuring instrument: accu trend lactate, lactic acid strip, lancet, alcohol swap, whistle, stopwatch, and stationer. data collection technique check lactic acid before running. participants warmed up, ten participating athletes were given the 400-meter running treatment, and ten participating athletes were given the 800-meter running treatment. after arriving at the finish line, participants are invited to sit down and finally take the blood back to check lactic acid results after running. statistical analysis the data analysis technique used is a statistical technique with t-test significant t-significant = 0,05 data analysis technique used is t-test analysis to compare with t-table considerable level 5%. interpreting t0 with the procedure: formulating an alternative hypothesis (h0), "there is (there is) a significant difference in the mean between variable x and variable y. results 1. test results data effect of running 800 meters on the increase of lactic acid. initial test data for lactic acid levels in the 800-meter running group obtained the lowest value of 2.0 mmol/l and the highest value of 2.9 mmol/l with an average (x1) of 2.52 mmol/l, standard deviation (sx1) 0,34, and standard error means (semx1) 0.11. the final test data for lactic acid levels in the 400-meter running group obtained the lowest value of 15.9 mmol/l and the highest value of 20.2 mmol /l with an average (x1) of 17.51 mmol/l, the standard deviation (sx1) 1, 55, and the standard error of the mean (semx1) is 0.52. 2. test results data effect of running 400 meters on the increase of lactic acid. initial test data for lactic acid levels in the 400-meter running group obtained the lowest value of 2.2 mmol/l and the highest value of 2.9 mmol/l with an average (x1) of 2.59 mmol/l, standard deviation (sx1) 0,25, and the mean, standard error (semx1) is 0.08. the final test data for lactic acid levels in the 400-meter running group obtained the lowest value of 12.8 mmol/l and the highest value of 17.3 mmol/l with an average (x1) of 14.8 mmol/l, standard deviation (sx1) 1,43 gladi jurnal ilmu keolahragaan, 12 (03), july65 barkah sekar kalih, eka anjar rahmadani and the mean, standard error (semx1) is 0.48. discussion data collection is used as research data obtained from the initial test and the final test of lactic acid levels in the blood, based on observations of the work effect of running 800 meters and 400 meters on the increase in lactic acid. 1. initial and final test results of lactic acid levels in the 800-meter running group the results of the analysis from the initial test and the final test of lactic acid levels using the effect of running 800 meters obtained the mean value (md) = 14.99, the standard deviation (sd) = 1.65, and the mean, standard error (semd) = 0, 55. this value becomes the t-count obtained = 9.085. then the results were tested with t-table at degrees of freedom (dk) = n 1 = 10 1 = 9 with the level of confidence (α) = 0.05, the critical value of t-table = 2.262 was obtained. thus the t-count value is greater than t-table (t-count = 9.085> t-table = 2.262), with an increase in lactic acid from resting lactic by 85.6%. based on the data analysis, it can be concluded that the null hypothesis (h0) is rejected, the working hypothesis (h1) is accepted, so the effect of running 800 meters can increase lactic acid levels. figure 1.pre-test and post-test group running 800 meters 2. initial and final test results of lactic acid levels in the 400-meter run group the results of the analysis from the initial test and the final test of lactic acid levels using the effect of running 400 meters obtained the mean value (md) = 12.21, the standard deviation (sd) = 1.64 and the mean, standard error (semd) = 0, 55. this value becomes the t-count obtained = 7.445. then the results were tested with t-table at degrees of freedom (dk) = n 1 = 10 1 = 9 with the level of confidence (α) = 0.05, the critical value of t-table = 2.262 was obtained. thus the t-count value is greater than t-table (t-count = 7.390> t-table = 2.262), with an increase in lactic acid from resting lactic by 82.5%. based on the data analysis, it can be concluded that the null hypothesis (h0) is rejected, the working hypothesis (h1) is accepted, so the effect of running 400 meters can increase lactic acid levels. figure 2. pre-test and post-test for the 400-meter running group 3. final test results of lactic acid levels for the 800-meter running group and the 400-meter running group gladi jurnal ilmu keolahragaan, 12 (03), july66 barkah sekar kalih, eka anjar rahmadani from the final test of lactic acid levels in the 800 meter running group and the 400 meter running group, the standard difference between the two means (semxmy) = 0.78, this value becomes t-count = 3.564, then the results of these calculations are tested with t-table at degrees freedom (dk) = (n1 + n2) 2 = (10 + 10) 2 = 18 with the level of confidence (α) = 0.05, the critical value of t-table = 2.101 (t-count = 3.564> t-table = 2.101). based on the results of the data analysis, h0 is rejected, and h1 is accepted. it can be concluded that there is a significant difference between running 800 meters and 400 meters on the increase in lactic acid levels and the effect of running 800 meters. an increase in lactic acid is more significant than the effect of running 400 meters at the jakarta state university athletic sports club members. conclusions based on the problems that have been raised and supported by theoretical descriptions, data, existing research, and analysis of existing data done, it can be concluded that: 1. running 800 meters can increase the body's lactic acid levels (by 85.6%) for students who are members of athletic achievement clubs at the state university of jakarta. 2. running 400 meters can increase the body's lactic acid levels (by 82.5%) for students from the athletic achievement sports club state university of jakarta. 3. run 800 meters higher than running 400 meters profound increases the body's lactic acid levels in student club members at the athletics state university of jakarta with a ratio of 1.03: 1. the 800-meter run is an intermediate run with the use of the lactic anaerobic energy system. its energy use is 10% atp-pc, 60% glycolysis, and 30% contribution from the aerobic energy system. as activity with duration increases towards two minutes, the atp supply changes and slows down glycolysis. theoretically, as the intensity of the match decreases and the rate of glycolysis, the breakdown of glucose and glycogen is slowed down, resulting in acid buildup. the lactate decreases and allows the body to reject lactic acid forms pyruvate. after pyruvate is formed, lactic acid heading into the mitochondria is used in metabolism aerobics. at the same time, the 400-meter run is a medium distance run using the lactic anaerobic energy system, where the energy use is 40% atp-pc, 55% glycolysis, and 5% contribution from the aerobic energy system. running 800 meters and 400 meters can both increase levels of lactic acid in the body. both can be options for increasing lactic acid levels in the body. however, run 800 meters higher in increasing lactic acid than running 400 meters. references bompa, t. o., & buzzichelli, c. a. (2019). periodization: theory and methodology of training. in journal of chemical information and modeling (vol. 53, issue 9). gunawan i. (2016). kuantitatif imam gunawan. 29. guntara, p., recovery, p., dengan, a., pasif, r., penurunan, t., & asam, k. (2014). prayogi guntara, 2014 pengaruh recovery aktif dengan gladi jurnal ilmu keolahragaan, 12 (03), july67 barkah sekar kalih, eka anjar rahmadani recovery pasif terhadap penurunan kadar asam laktat universitas pendidikan indonesia | repository.upi.edu |perpustakaan.upi.edu. kekuatan, m. l. (n.d.). tb. 21–26. penelitian, a. (2011). asam laktat dan aktivitas sod eritrosit pada fase pemulihan setelah latihan submaksimal. media ilmu keolahragaan indonesia, 1(2). https://doi.org/10.15294/miki.v1i2. 2031 purnomo, n. t., & artikel, i. (2013). pengaruh circulo massage dan swedia massage terhadap abstrak. journal of physical education sports, 2(1), 181–185. s. bakhri. (2015). no title空間像再生 型立体映像の 研究動向. nhk技 研, 151(1), 10–17. setiawan, m. a., nurmansyah, r., & laktat, a. (2018). pengaruh dayung 200 m terhadap asam laktat dalam darah pada atlet pengcab podsi karawang. 2(november), 21–28. widiyanto, hariono, a., & tirtawirya, d. (2014). karakteristik lactate threshold pada atlet taekwondo daerah istimewa yogyakarta selama kompetisi. jurnal penelitian humaniora uny, 19(2), 190–198. https://www.neliti.com/publication s/18319/karakteristik-lactatethreshold-pada-atlet-taekwondodaerah-istimewa-yogyakarta available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (02) 2023, 238-249 permalink/doi: https://doi.org/10.21009/gjik.142.10 copyright © 2023 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha this work is licensed under a creative commons attribution-sharealike 4.0 international license development of sports psychology research and athlete performance in reputable international journals: bibliometric analysis putu citra permana dewi1*, yasep setiakarnawijaya2, kadek dian vanagosi3, lusiana4, s.m. fernanda iragraha5 135prodi pendidikan jasmani kesehatan dan rekreasi, universitas pgri mahadewa indonesia, denpasar, indonesia 2prodi pendidikan jasmani, universitas negeri jakarta, jakarta, indonesia, 4prodi pendidikan jasmani kesehatan dan rekreasi, universitas wahid hasyim, semarang, indonesia corresponding author. email: e-mail: putucitrapermanadewi@gmail.com (submission track: received: 29-05-2023, final revision: 28-06-2023, available online: 30-06-2023) abstract this study aims to be able to map the scope of sports psychology research on the scopus scientific article database. the research focus to describe the thematic areas that most attract the attention of academics, to analyze the development of research on sports psychology which is associated with athlete performance. this research method is descriptive quantitative with a bibliometric approach, assisted by publish or perish and vosviewers software. research sample from the last two decades (20022022). through the keywords "sports psychology" and "performance" in the "article title" found 59 articles. the results of the study show that research trends regarding sports psychology and athlete performance have increased. the fields that have most attracted the attention of academics are sport psychology, applied sport psychology, ethics, and athletic performance. the most frequently discussed topics are sport psychology, performance excellence, and applied sport psychology. meanwhile burnout, athlete, exercise, ethics, mental skills, performance, talent, and expertise are topics that are rarely discussed. more in-depth research on topics that are rarely discussed can be carried out by other researchers. keywords: sports psychology, athlete performance, bibliometrics, vos viewer gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni239 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha introduction sports psychology is an applied discipline that studies human behavior in sports. in general, psychology is a scientific and applied field that studies human behavior as individuals and relationships with the environment (supriyanto, 2015). in relation to sports, the behavior that is learned is human behavior in a sports environment. the application of psychology in sports aims to help develop talent and solve mental problems in sports. the goal of sports psychology is to study the psychological factors that influence performance and understand how participation in sports affects individual development (kurniawan, ari wibowo., adi wijayanto, 2017). this is confirmed by (liew et al., 2019) who reported that the contribution of psychological aspects is more than 50% to the success of athletes when competing. the psychological aspect has an influence of 80% (aliyyah et al., 2020). therefore, psychological aspects need to be properly trained and developed during the athlete coaching process. there are several psychological aspects that affect performance during training and competition such as selfconfidence, self-evicacy, concentra-tion, motivation, anxiety and mental toughness (zetou et al., 2012). sports psychology as well as coaching science, sports physiology, or sports nutrition is an important factor that determines athlete performance. good athlete psychology can be seen during matches such as the increased ability of athletes to accept stress, being able to concentrate, having mental toughness so that they can overcome heavier challenges (sukadiyanto & muluk, 2011). some of the benefits of sports psychology in improving athlete performance are being able to explain and understand athlete behavior and psychological symptoms that occur in sports in general, being able to predict or make predictions correctly about the possibilities that can occur in athletes (effendi, 2016). the positive benefits provided by the application of sports psychology to athlete performance have been widely proven through research conducted. also psychological ability of athletes can handling stress recovery in athletes when competing (dewi, 2022). research is a scientific activity that greatly influences the development of science, including sports psychology. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni240 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha evaluation of research results also needs to be carried out to provide an overview of developments and aspects that have been widely studied and those that are still little or not yet studied. the effectiveness of the process of evaluating or reviewing the results of the research carried out depends on the availability and accuracy of the available data. this can be obtained from the results of scientific research publications sourced from reputable journals. the methods that can be used in this evaluation process are bibliometric analysis. bibliometric analysis is a method of evaluating scientific research results. bibliometric analysis is an effective statistical evaluation of scientific articles, books, or chapters of a published book, including measuring the influence of publications in the scientific community (iftikhar et al., 2019) . the purpose of evaluation with bibliometric analysis can be done to find out related to interactions, mapping, or find out the development of science. the results of scientific research published in reputable journals both nationally and internationally are increasing every day. to be able to evaluate the results of scientific research that has complex information requires a relatively long time. therefore, bibliometric analysis can be used as a way for the desired evaluation process. related to the development of scientific research in the field of psychology and considering the important role of sports psychology in athlete performance. an evaluation is needed to be able to map the results of sports psychology research. research results that have been published in reputable journals may be limited to scopus indexed publications. scopus is the largest collection of literature in the world, with citations that provide abstracts from various scientific literature and research that has been reviewed (tupan et al., 2018). scopus has very strict requirements and selection. scopus indexed publication categories include journal policy, content, journal standing, regularity, and online availability (elsevier, 2023). research related to the development of sports psychology research and athlete performance in reputable international journals in the last two decades from 2002 to 2022 has never been carried out. this study aims to be able to map the scope of sports psychology research gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni241 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha on the scopus scientific article database. the research focus is to describe the thematic areas that most attract the attention of academics, to analyze the development of research on sports psychology which is associated with athlete performance. method the method in this study is descriptive quantitative with a bibliometrics approach, which is assisted by publish or perish software to search for data and vosviewers to analyze it. bibliometrics helps in studying and identifying patterns of material use and analyzing the development of a specific literature, especially for authorship, publication and use (reitz, 2004). by using the bibliometrics approach, an overview of journal quality, journal maturity, journal productivity and so on regarding articles in journals will be obtained (saleh & sumarni, 2016). the research sample was taken from the scopus database as a data source for the last two decades, namely the 2002-2022 period. using the publish or perish application, through the keyword "sports psychology" in the "article title" found 139 research articles. meanwhile, through the keywords "sports psychology" and "performance" in the "article title" found 48 articles. researchers limit the sources of articles that only come from journals and proceedings. the number of articles obtained was 139 research articles, the articles that were appropriate and analyzed were 48 research articles. data presentation, using data visualization with the help of the vosviewer application. parameters used in vosviewer to obtain article metadata include 1) type of analysis (co-occurrence analysis); (2) unit of analysis (all keywords); (3) calculation method (full count); and (4) minimum number of author documents (2 documents) (jeong & koo, 2016). result and discussion based on the search results for articles from the scopus database for the last two decades using the publish or perish application regarding “sports psychology” in the title of the article, 139 research articles were found. meanwhile, by using two keywords namely "sports psychology" and "performance" in the title of the article found 59 articles. in addition, from the search results there were 36 publishers who gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni242 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha published articles on sports psychology and performance. the four publishers that published the most articles on sports psychology and performance were the journal of sport psychology in action with a total of 7 articles published. the international journal of sport and exercise psychology which published 5 articles, revista de psicologia del deporte which published 4 articles, and sport, exercise, and performance psychology with 4 articles. below in figure 3 is presented the percentage of the four most publishers who publish articles on sports psychology and performance. figure 1. percentage of 4 publishers that published the most articles on sports psychology and performance in the last two decades besides the number of publishers who published the highest number of articles, based on the search results there were also 5 articles on sports psychology and performance which had the highest number of citations in the last two decades. the following table 1 presents the top 5 articles with the highest citations. table 1. top 5 highest-cited articles on sports psychology and performance within the last two decade author article cites/ year publisher c. swann defining elite athletes: issues in the study of expert performance in sport psychology 458/ 2015 psychology of sport and exercise r.j. schinke international society of sport psychology position stand: athletes’ mental health, performance, and development 198/ 2018 internationa l journal of sport and exercise psychology r. schinke sport psychology services to high performance athletes during covid-19 78/ 2020 internationa l journal of sport and exercise psychology c.m. janelle visual attention and brain processes that underlie expert performance: implications for sport and military psychology 63/ 2008 military psychology m. lochbau m a meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature 61/ 2015 journal of sport and health science in searching for data regarding sports psychology and performance using publish or perish, you can not only analyze it through microsoft excel, but you can also analyze it using vosviewers to get other data. in carrying out the analysis using vosviewers, the 59 article metadata that have been obtained are stored in the form of ris files. 35% 25% 20% 20% gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni243 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha there are 3 visualizations displayed by vosviewers including network visualization, overlay visualization and density visualization presented in figures 2, 3 and 4. based on figure 2, the results of the related or relevant terms displayed on the network visualization have 6 different clusters. table 2. the division of clusters is based on the relationship between items cluster/ color items 1/ red athletic performance, athletic psychology, burnout, exercise, psychology, sport 2/ green adult athletes, applied sport psychology, mental skills, professional development 3/ navy ethics, performance enhancement, sport psychology consulting 4/ yellow sport psychology, performance psychology, sport psychology 5/ purple sport psychology, sports performance, sports psychology 6/ blue expertise, performance, talent figure 2. network visualization then, the results of the 23 related or relevant terms are visualized again by relating each term based on the year it was published. the range of years for grouping starts from 2014 down to 2022. figure 3. network visualization table 3. the division of clusters is based on the year year/ claster items < 2016/ purple sport psychology, performance psychology, performance, sports performance, ethics 2016 – 2019/ tosca performance enhancement, sport psychology consulting, ethics, psychology, talent, expertise 2019 – 2021/ green athletes, exercise, sport, sport psychology, applied sport psychology, professional development, athletic performance 2021 2022/ yellow adult athletes, mental skills, burnout, athletic psychology gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni244 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha figure 4. density visualization next is the density visualization. the density visualization display of the 23 related terms has several different clusters grouped according to their brightness level. the distribution of these clusters is presented in table 4. tabel 4. cluster division based on brightness level color items bright sport psychology, performance exellence, applied sport psychology bright enough athletic psychology, athletic performance, performance enhancement, sport psychology consulting, psychology, sport, sports psychology, adult athletes not bright burnout, athlete, exercise, ethics, mental skills, performance, talent, expertise. based on the results of the data obtained using the systematic literature review (slr) method regarding sports psychology which is associated with athlete performance from an interval of the last 20 years, namely from 2002 to 2022, this research trend has increased, which means that there is high interest in taking this study. sports psychology associated with athlete performance. research on sports psychology and athlete performance really needs to be developed as a useful reference in the process of coaching athletes in the aspect of athlete mental development and training. research on sports psychology and athlete performance has been published by several international publishers. there are 4 publishers with the highest number of published articles, namely journal of sport psychology in action, international journal of sport and exercise psychology, revista de psicologia del deporte, and sport, exercise, and performance psychology. judging from the four publisher names that published the most articles on sports psychology and athlete performance, it was the publisher that gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni245 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha covered the theme of sports psychology publications. most researchers publish their articles in publishers that are in accordance with the research themes that have been carried out. the publisher that published the most articles on sports psychology and athlete performance was the international journal of sport and exercise psychology with a total of 7 publications. furthermore, there are several research articles on sports psychology and athlete performance which have the highest number of citations in the last 20 years, starting from 2002 to 2022. the highest number of citations can be seen in table 1, of the 5 articles with the most citations, along with the title of the article and the author who has the highest number of 3 citations in the last 20 years. researcher c. swann with his article entitled defining elite athletes: issues in the study of expert performance in sport psychology, published in 2015 in psychology of sport and exercise, has been cited 458 times. this article presents the results of research aimed at critically evaluating the ways in which elite/expert athletes have been defined in recent research in sports psychology, explores the reasons for using these athletes, and evaluates the conclusions drawn by research in this area about the nature of skill (swann et al., 2015). then the second article entitled international society of sport psychology position stand: athletes mental health, performance, and development which was written in 2018 by r.j. schinke, et al in the international journal of sport and exercise psychology has a total of 198 citations. in his article (r. j. schinke et al., 2018) explained definitions and theories to research and practice regarding the phenomenon of mental health, athlete performance, career and personal development, and interventions aimed at monitoring and maintaining the mental health of athletes. in the time of covid in 2020. next, an article entitled sport psychology services to high performance athletes during covid-19 by (r. schinke et al., 2020) published in the international journal of sport and exercise psychology and has been cited 78 times. it can be seen that the topics of the articles that have the most citations are very interesting and fundamental topics to be used as references so that they are used as a reference for other researchers who conduct research on the gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni246 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha theme of sports psychology and athlete performance. in addition to the author data above, an analysis using vosviewers from 59 article metadata obtained summarized some of the most prolific authors who write on the theme of sports psychology and athlete performance. in figure 4, you can see the top 3 authors who published the most articles, namely aoyagi, mark w., cohen, alexander b., and si, gangyan. dr. mark w. aoyagi is the codirector of sport & performance psychology and professor in the graduate school of professional psychology at the university of denver who has published 5 (five) articles on sports psychology and athlete performance. cohen, alexander b actively mentored sr. sport psychologist at the united states olympic & paralympic committee, is the second prolific writer with 4 (four) published articles. gangyan si is a professor of sports psychology at the wuhan institute of physical education, china, who has actively published research results on the theme of sports psychology and athlete performance in 3 articles. in the vosviewers analysis, visualization of 149 relevant topics was also obtained related to 59 article metadata regarding sports psychology and performance. the metadata obtained is visualized based on network visualization, overlay visualization, and density visualization. the results of the 59 relevant terms on the network visualization display are divided into 6 different clusters. in this section, the meaning of a cluster is a group or set of data objects that are similar to one another in the same cluster and are dissimilar to different objects (darmi & setiawan, 2016). so that researchers can observe terms that are connected to each other according to the topic on this network visualization display. if the terms have a thick trajectory and the terms circle is large this means that the terms have a strong relationship. in figure 6 it can be seen that there is a strong relationship between the terms sport psychology, applied sport psychology, ethics, and athletic performance. then the grouping based on the year the article was published can be seen in the overlay visualization results. there are 4 different colors where the colors start from the dark color which is shown as purple to the light color which is shown as yellow. the lighter the base gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni247 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha color for each word indicates the publication of the article is closer to the latest year. based on table 3 it can be seen the popular terms discussed in the last 20 years. before 2016 the topics that were often discussed by researchers were sport psychology, performance psychology, performance, sports performance, and ethics. from 20162019 the topics discussed are still related to previous years but more specifically, namely performance enhancement, sport psychology consulting, ethics, psychology, talent, and expertise. the topics discussed by researchers related to sports psychology and athlete performance in 2019-2021 are expanding, including athletes, exercise, sport, sport psychology, applied sport psychology, professional development, and athletic performance. whereas in 2021-2022 the topics that often arise are related to sports psychology and athlete performance which are associated with adult athletes, mental skills, burnout, and athletic psychology. this will assist other researchers in taking research subthemes on sports psychology and the performance of the athletes to be studied. the results of the density visualization display the relevant terms grouped according to their brightness level or density. can be seen in figure 8, there are 3 different clusters where there are brightness levels, namely bright, quite bright, and not bright. the lighter the base color for each word indicates the level of saturation in high research or the topics that have been discussed a lot. in table 4 it can be seen that the topics of sport psychology, performance excellence, and applied sport psychology are the most frequently raised topics in research. meanwhile, if the brightness level is dimmer, then fewer researchers are discussing the topic. in this case, the topics that were the least discussed were burnout, athlete, exercise, ethics, mental skills, performance, talent, and expertise. based on the presentation and discussion of the results of the analysis of 59 metadata articles regarding sports psychology and performance with the help of publish or perish (pop) which were studied using microsoft excel and vos viewers, the researchers obtained results regarding the development of research on these two topics in the last 20 years starting from from 2002 to 2022. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni248 putu citra permana dewi, yasep setiakarnawijaya, kadek dian vanagosi, lusiana, s.m. fernanda iragraha the results of the discussion from mapping the scope of research in the field of sports psychology and athlete performance on the scopus scientific article database can later be used by other researchers to examine more deeply about these two topics. studies that can be carried out by other studies are in the form of the effect of implementing psychological training on athlete performance, especially in tackling the problem of stage fright and also in post-competition recovery. conclusion based on the results and discussion described above, it can be concluded that the trend of research articles on sports psychology and athlete performance in 2002-2022 has experienced an increase in the number of publications. this shows the interest or interest of researchers in studying sports psychology and performance. the thematic areas that have most attracted the attention of academics are the terms sport psychology, applied sport psychology, ethics, and athletic performance. in the last 20 years, the development of research on sports psychology which is related to athlete performance, most often raises the topic of sport psychology, performance excellence, and applied sport psychology. meanwhile burnout, athlete, exercise, ethics, mental skills, performance, talent, and expertise are topics that are rarely discussed. with the systematic literature review (slr), the researcher suggests other researchers to conduct more in-depth research on topics that are rarely discussed in the field of sports psychology and athlete performance. likewise, a systematic literature review (slr) study on sports psychology can be carried out in conjunction with other research topics. references aliyyah, a., wicaksono, b., saniatuzzulfa, r., & mukholid, a. 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(2019). a bibliometric analysis of the top 30 most-cited articles in gestational diabetes mellitus literature (1946-2019). cureus, 11(2), e4131. https://doi.org/10.7759/cureus.4 131 jeong, d., & koo, y. (2016). analysis of trend and convergence for science and technology using the vosviewer. international journal of contents, 12(3), 54– 58. kurniawan, ari wibowo., adi wijayanto, & f. a. (2017). psikologi olahraga. akademia pustaka. liew, g. c., kuan, g., chin, n. s., & hashim, h. a. (2019). mental toughness in sport. german journal of exercise and sport research, 49(4), 381–394. reitz, j. m. (2004). dictionary for library and information science. libraries unlimited. saleh, a. r., & sumarni, e. (2016). studi bibliometrik pada jurnal standardisasi pasca terakreditasi (2011-2015). visi pustaka: buletin jaringan informasi antar perpustakaan, 18(3), 231– 240. schinke, r. j., stambulova, n. b., si, g., & moore, z. (2018). international society of sport psychology position stand: athletes’ mental health, performance, and development. international journal of sport and exercise psychology, 16(6), 622–639. https://doi.org/10.1080/1612197 x.2017.1295557 schinke, r., papaioannou, a., maher, c., parham, w. d., larsen, c. h., gordin, r., & cotterill, s. (2020). sport psychology services to professional athletes: working through covid-19. in international journal of sport and exercise psychology (vol. 18, issue 4, pp. 409–413). https://doi.org/10.1080/1612197 x.2020.1766182 sukadiyanto & muluk, d. (2011). pengantar teori dan metodologi melatih fisik. bandung: lubuk agung. supriyanto, a. (2015). psikologi olahraga. yogyakarta. uny press. swann, c., moran, a., & piggott, d. (2015). defining elite athletes: issues in the study of expert performance in sport psychology. psychology of sport and exercise, 16(p1), 3–14. https://doi.org/10.1016/j.psychs port.2014.07.004 tupan, t., rahayu, r. n., rachmawati, r., & rahayu, e. s. r. (2018). analisis bibliometrik perkembangan penelitian bidang ilmu instrumentasi. baca: jurnal dokumentasi dan informasi, 39(2), 135–149. zetou, e., vernadakis, n., bebetsos, e., & makraki, e. (2012). the effect of self-talk in learning the volleyball service skill and selfefficacy improvement. journal of human sport and exercise, 7(4), 794–805. putu citra permana dewi1*, yasep setiakarnawijaya2, kadek dian vanagosi3, lusiana4, s.m. fernanda iragraha5 conclusion references available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (02) 2023, 143-157 permalink/doi: https://doi.org/10.21009/gjik.142.02 copyright © 2023 ade wahyu nor, nofi marlina siregar, iwan setiawan, muh. ali akbar this work is licensed under a creative commons attribution-sharealike 4.0 international license freestyle soccer training model based on game for elementary children aged 10-12 years ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 1pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 2universitas pamulang jl. raya puspitek, buaran, kec. pamulang, kota tangerang selatan, banten 15310 corresponding author. email: adewahyunor8@gmail.com (submission track: received: 04-08-2022, final revision: 27-06-2023, available online: 30-06-2023) abstract the purpose of this study was to develop a game-based freestyle soccer training model for elementary school children aged 10-12 years and to find out the increase in students' interest in the gamebased freestyle soccer training model for elementary school children aged 10-12 years. this study uses a research and development approach with the method used is the development of brog and gall. the stages in this research and development include which is includes: developing a product, testing the effectiveness of the product to achieve the desired goal with a research location at one of the elementary schools located in the south jakarta area, mampang prapatan district with a sample of 20 respondents. for the small test and 40 respondents for the large test. the data analysis technique used is descriptive qualitative analysis technique and quantitative analysis technique. the results of the study indicate that there is an increase in student interest in game-based freestyle soccer and the game-based freestyle soccer training model is feasible to use and effective in increasing student interest in game-based freestyle soccer by conducting an effectiveness test using effect size with very high results or can be said to be very effective with a value of 3.6, which means that the game-based freestyle soccer training model can increase student interest keywords: exercise model; freestyle soccer; game. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni144 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 introduction humans are living creatures whose activities are very high. this very high routine must be supported by a balanced psychological and physical condition of the body. the balance of physical and psychological conditions can be achieved by human effort through sports and recreational activities aimed at reducing stresses on the mind (refreshing and relaxation). sport is a human movement activity according to certain techniques, in its implementation, there is an element of play, there is a sense of pleasure, done at leisure, and satisfaction. sport is a very flexible field of study. the point of concern is the improvement of human movement. more specifically, sport is concerned with the relationship between human movement, which is connected with physical development to the area of growth and development of other aspects of human being that makes it unique. no other single field like sport has an interest in total human development. sport is a physical activity that is done to get a healthy and strong body, the activity itself tends to be entertaining. interest is also one aspect that can encourage children to achieve their goals, a combination of desire and willingness can develop. a person who has an interest in an object tends to give attention or feel greater pleasure in the object, this interest is closely related to feelings of pleasure because it can be said that interest occurs because of a happy attitude to something, a person can choose any sport that he likes so that it will make it free to do it, even if one focuses on the sport then one can master the sport. one of the sports that are fun and the one that is most in demand by all people is football. football has now undergone many developments in terms of various aspects ranging from technology, match systems, tactics, techniques, and even developments. football players have created innovations in football performances, now there are various variants of playing balls such as futsal, street soccer, and freestyle soccer. amid the popularity of football, it turns out that some people start playing this sport in another way, with various acrobatic styles called freestyle soccer (yasuhiro & tomonori, 2015). freestyle soccer is a kind of combination of the sport of football and beauty. the beauty here is created when the varied soccer movements meet with other movements gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni145 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 such as break dance movements, acrobats, and others. freestyle soccer provides an awesome display of acrobatic and athletic moves performed with the ball. the combination of creativity, imagination, and ball control performs various tricks and has a charismatic nature so that it is attractive to the public because it shows the beauty of processing the ball. freestyle soccer itself began to be played in the early 1990s. one of the parties who popularized this was a sports apparel manufacturer from the united states; nike, who created an advertisement with the theme joga bonito which means beautiful football in indonesian. in the advertisements that carry the theme of joga bonito, football players are shown playing the ball in unconventional ways and attracting attention. since nike made the advert, the freestyle soccer game has become increasingly known to many people. the popularity of freestyle soccer is even increasing thanks to youtube social media where people upload videos of themselves playing freestyle soccer and share them with those social media users. along with the development of this sport, freestyle soccer began to attract the interest of the indonesian people, as evidenced by the emergence of many freestyle soccer communities in various regions, such as fsi jakarta, n-wae bandung, dst don't stop trickssurabaya, 360 degree freestyle soccer medan, and many more. the ages of the freestyle soccer players themselves vary from children to adults. the results of observations that were distributed to elementary school students using google form on children aged 10 to 12 years, especially those in grades 4 to 6 elementary school, argued that they knew freestyle soccer with a presentation data of 40.5%, knew freestyle soccer through electronic media with 66.2% presentation data, expressed interest in freestyle soccer with 18.9% presentation data, stated freestyle soccer was a fun sport with 56.8% presentation data, stated that they found it difficult to do freestyle soccer tricks with presentation data 64.9%, stated that there was a positive impact obtained in freestyle soccer games with 60.8% presentation data, and positive impacts obtained in freestyle soccer games such as health and fun. in indonesia, freestyle soccer has long been established and played by young people, freestyle soccer activities gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni146 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 are often shown in car-free day activities, events with the theme of football or futsal, and have even been made into a soap opera, many are interested in these activities, because freestyle soccer tricks have the beauty of movement on the ball, or it can be said that it is part of the art of football. freestyle soccer tricks combined at one time will produce interesting and fun ball movements, but from the observations of researchers during freestyle soccer events, during car-free day training activities, the majority of people only enjoy it as spectators. when there are people, especially children who are still in school, who try to do the freestyle soccer trick, they have difficulty and are inconsistent and routine in doing it, eventually, they stop and return to being just fans or spectators, even though the enthusiasm of the children is quite high, especially those who have a hobby of soccer, but because the tricks are too difficult, they only try once and fail, then don't try again. that's because freestyle soccer tricks are difficult to do. therefore, the author wants to develop these tricks into the form of a game and introduce freestyle soccer more closely and provide guidance to the community, especially for elementary school children, freestyle soccer tricks if done directly, of course, will be difficult to do, so the author makes several models of freestyle soccer practice into the game, which by making it into the game will make it easier for everyone to do it, especially for school-age children so that later they can apply this game, by making a game-based freestyle soccer training model, researchers believe that this activity this will later grow the interest of elementary school-aged children so that they can more easily master freestyle soccer tricks. so the author made it into the form of a game so that everyone can do and play freestyle soccer. the focus of this research is based on the discussion on the background, namely a game-based freestyle soccer training model for elementary school children aged 10-12 years with the aim of the research being to develop a game-based freestyle soccer training model for elementary school children aged 10-12 years and find out the increase in student interest on the game-based freestyle soccer training model for elementary school children aged 10-12 years. seven stages of human gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni147 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 development, starting from the beginning of being active (the first six years of life), where human movements begin to be mastered, then through the basic stages (ages 6 to 9 years), this stage is developing skills. basic movements, and then through the stage of learning to train (around the age of 9-12 years), where it is very important that the child master a variety of basic sports skills (balyi, way, & higgs, 2013). these three stages combine to cover a period of physical skill development, after which people can pursue high-performance sports (balyi et al., 2013; conra et al., 2021). while the exercise model is one of the learning media that can support players to master the training material, with this media a coach can provide standardized and detailed training according to the training objectives, so that players can easily master the training material, in addition to the exercise model makes it easier for coaches to be able to provide training material to the players, indirectly the learning objectives will be achieved (asnoto et al., 2020). then for the state of the art, several studies have been carried out related to freestyle soccer, such as research conducted by sahlan, bagya (2014); sholehudin, indra (2014); marbun, yoseph (marbun, 2014); hasan, zulkifli (2014); and nor, ade wahyu (2017) no one has discussed the game-based freestyle soccer training model yet. therefore, the researcher intends to discuss in detail the gamebased freestyle soccer training model. the reality of freestyle soccer in an article uploaded from the freestyle soccer federation website, it says that freestyle football is an amazing display of acrobatic and athletic movements performed with the ball. the combination of creativity, imagination, and ball control captures the attention of spectators everywhere. freestyle soccer is the art of doing tricks with the ball. but if you dig deeper you'll quickly find that it's more than just a trick. for freestylers, it is an art form, sport, and lifestyle. this sport allows men and women to be equal and that people can truly enjoy the environment in which they find themselves in the community. freestyle soccer has training stages starting from juggling, and consists of tricks such as around the world (atw), hop the world (htw), crossover, x-over, around the mounth (atm), and others. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni148 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 juggling is an excellent way to develop quick reactions, and ball control, and increase the concentration needed to play a good role in the game (danny mielke, 2007). the ability to juggle well is a powerful self-confidence builder. juggling is kicking the ball continuously using the legs, thighs, or also with head (koger, 2007). juggling can also be interpreted as keeping the ball in the air using the head, shoulders, thighs, and feet. here are some freestyle soccer tricks according to i love freestyle.com (sahlan, 2014): 1) around the world (atw) means around the earth, meaning that the feet move around the ball. 2) hope the world (htw) is a movement in the lower body category, which means stepping over the world, meaning the feet move over the ball in the air. 3) crossover is one of the basic movements called crossing movements. “crossover is one of the basic tricks. this move requires the player to trick the ball in to the air by his trail leg, while the other leg goes around the ball”. that is one of the basic tricks. this move requires the player to trick the ball into the air by the footprints, while the other foot goes around the ball. 4) x-over belongs to the category of lower body movement, this movement is called a cross movement. “air moves is the crisscross motion of the leg, while the ball is in the air”. that is playing the ball in the air with a crossed position like forming the letter x. 5) around the moon includes the upper body movement which means around the moon, meaning that the head surrounds the ball. this movement is included in the upper body category. around the moon, the ball is placed on the neck and head moves around the ball while in the air. that is, the ball is placed on the neck and the head moves around the ball while in the air. freestyle soccer skills consist of several categories according to d'arcy (2008), namely: a. lower body / air moves lower limbs / movement in the air (lower body / air moves) gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni149 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 figure 1. lower body source: sean d’arcy. freestyle soccer tricks. (ricmond hill, ont : firefly books, 2008) b. upper limb (upper body) figure 2. upper body source: sean d’arcy. freestyle soccer tricks. (ricmond hill, ont : firefly books, 2008) c. sitting position (sitting) figure 3. sitting source : https://www.thewffa.org/about/sport d. movement in touch with the ground (ground moves) figure 4. ground moves source: sean d’arcy. freestyle soccer tricks. (ricmond hill, ont : firefly books, 2008) e. lifting the ball (set up / flick up) figure 5. set up / flick up source: sean d’arcy. freestyle soccer tricks. (ricmond hill, ont : firefly books, 2008) f. balance (balance, stall, traps) figure 6. balance, stall, traps source: sean d’arcy. freestyle soccer tricks. (ricmond hill, ont : firefly books, 2008) g. juggling figure 7. juggling source: sean d’arcy. freestyle soccer tricks. (ricmond hill, ont : firefly books, 2008) https://www.thewffa.org/about/sport gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni150 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 game approach siregar, budiningsih, and novitasari (siregar et al., 2018) state that in games in general, both children, adolescents, and adults tend to always want to move while having fun, especially for elementary school-age children it appears that their movement activities are so high. usually, these forms of activity are channeled through games. play for children is very meaningful and is an absolute requirement to stimulate growth and development. there are many benefits that children can get from a game. through games, besides having fun, children can also think more creatively, be able to express their thoughts and feelings, discover their strengths and weaknesses, and enrich their skills and interests. the level of child development characteristics is explained by (andriana, 2013) that each of these children has characteristics in their level of development. children at the age of 612 years are already very sensitive to perceived stimuli that threaten the integrity of their bodies. therefore, when communicating and interacting socially with children at this age, they must use language that is easy for children to understand and provide clear examples according to their cognitive abilities. the pattern of growth and development of most vulnerable children is the age of 10-12 years because they are in pre-adolescent development which is faced physically and psychologically during puberty. at this time the physical, cognitive, emotional, mental, and social development of the child requires a way of conveying and the intensity of knowledge about sex and reproductive health that is different from other stages of the period (astri et al., 2016). the game approach is a way of learning which is carried out in the form of playing or games. the approach to playing games is to increase students awareness of concepts through the application of appropriate techniques according to the problem or situation in the real game (ma’mun & subroto, 2001). teaching through a playful approach can improve students playing skills, by involving a combination of playing awareness and the application of basic technical skills into their actual form (beltasar, 2001). the game approach is one form of physical learning that can be given at all levels of education. it's just that, the portion and gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni151 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 form of the playing approach that will be given, must be with the existing aspects. in addition, the age, physical development, and level of education they are currently undergoing must also be considered. from some of the opinions above, it can be explained that the game approach that is technically applied in freestyle soccer games must provide an exciting alternative for students or children to be able to learn and practice properly. with this approach, it is hoped that the freestyle soccer game will strengthen students understanding of the concept of playing, which in turn will improve their ability to play freestyle soccer. student interest interest is an impulse from within a person or a factor that causes interest or attention effectively, which causes the choice of an object or activity that is profitable, fun, and over time will bring satisfaction to him (susanto, 2016). interest is a sense of preference and interest in one thing or activity without anyone telling (djaali, 2007). interest is the acceptance of a relationship between oneself and something outside oneself, the stronger or closer the relationship. aspects of interest are divided into three aspects, namely: the cognitive aspect is based on the concept of development in childhood regarding things that relate to interest, the affective aspect or deep emotion is a concept that reveals the cognitive aspect of interest displayed in the attitude towards the activity of interest, and the psychomotor aspect, which is more oriented towards the process of behavior or implementation, as a follow-up to the value obtained through cognitive aspects and internalized through affective aspects so that it organizes and is applied in real form through psychomotor aspects (ubaidillah, 2019). interest is classified into four types based on the form of expression of interest, including: 1) expressed interest, interest that is expressed verbally which shows whether a person likes or dislikes an object or activity. 2) manifest interest, interest that is inferred from individual participation in a particular activity. 3) tested interest, interest inferred from tests of knowledge or skills in an activity. 4) inventoried interest, interest expressed through interest inventories or lists of activities and activities that are the same as statements (marleni, 2016). gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni152 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 types of interest interest is classified into three types based on the causes or reasons for the emergence of interest, namely: 1) voluntary interest is an interest that arises from within the student without any external influence. 2) involuntary interest is interest that arises from within students with the influence of situations created by the teacher. 3) nonvoluntary interest is interest that arises from within the student by force or elimination (sumadi, 1993). method this study uses a research and development approach which is an approach to finding answers to problems through the formulation of the problems that have been formulated. the method used in this research is development which includes: developing a product, testing the effectiveness of the product to achieve the desired goal with a research location at one of the elementary schools located in the south jakarta area, mampang prapatan district with research subjects 20 small group test students and 40 students for the large group test. the data analysis technique used in this research is descriptive qualitative analysis technique and quantitative analysis technique. the final result of this research and development activity is a video of the development of a game-based freestyle soccer training model, so that it can be a motivation and inspiration for those who watch or who want to learn to play freestyle soccer in an easy and fun way. results and discussion result description and findings in the field and analysis so that the formula from the results of the data has been put forward. the following will explain the results of the needs analysis and field findings with researchers: table 1. results of needs analysis and field findings question points field finding what are the obstacles to playing freestyle soccer practice? most students who do freestyle soccer are beginners and usually have difficulty how important is game-based freestyle soccer practice? very important because it can increase the ability in freestyle soccer is there a gamebased freestyle soccer training model? there is no gamebased freestyle soccer training model yet is a game-based freestyle soccer training model needed? it is very necessary, in order to increase the enthusiasm and interest of students in freestyle soccer gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni153 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 from the results of direct observations in the field, it was also found that: researchers found that students did not understand and felt bored doing freestyle soccer, the students had difficulty in doing the freestyle soccer training process. tabel 2. result of large group trial results model name suggestions and feedback model 1: juggling grenades the model can already be applied in the freestyle soccer training process model 2: knee catch relay model 3: knee juggling relay model 4: neck stall relay model 5: knee slam relay model 6: head juggling relay model 7: neck flick relay goal model 8: sitdown juggling relay model 9: relay footstall model 10: side head stall relay model 11: hop the world zig-zag model 12: kick-in crossover model 13: target crossover model 14: head stall relay model 15: hop the world steal student interest student interest data using a questionnaire was conducted with 40 samples at the pre-test and post-test. the pretest was carried out before the gamebased freestyle soccer training model was applied and the post-test was carried out after the game-based freestyle soccer training model was applied with a maximum overall student score of 40 and a minimum score of 10. then the results of the pretest with an average value of 26.65 or 67 % and the results of the posttest with an average value of 34.27 or 86%. furthermore, the researcher conducted a normality test on the pretest and posttest scores. the results of the calculation of the normality test of the pretest and posttest scores as follows are depicted in table 2. table 2. normality test of the pretest and posttest scores kolmogorovsmirnova shapiro-wilk statist ic df sig. stati stic df sig . pretest .141 40 .043 .924 40 .01 0 postest .136 40 .058 .947 40 .06 1 the results were obtained in the pretest of 0.010, and the posttest of 0.061. the significant result obtained is gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni154 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 0.05 (p < 0.05) for the pretest, while the significant result for the post-test is 0.05 (p > 0.05), so it can be concluded that the data obtained from the students' pretest scores are not normally distributed. while the post-test scores were normally distributed. thus, students interest in the game-based freestyle soccer training model was not normally distributed. because one of the results of the distribution of the two data is not normally distributed, the test will be carried out nonparametrically using the wilcoxon test. wilcoxon testing was carried out using spss 24 software. the following is the calculation result of the wilcoxon signed rank test on pretest and post-test scores using spss 24 software which is written in figure 9. table 3. calculation results of the wilcoxon signed rank test on pretest and posttest scores test statistica postest-pretest z -5.527b asymp. sig. (2tailed) .000 a. wilcoxon signed ranks test b. based on negative ranks the statistical test shown in table 3 shows that the results of asymp.sih. (2-tailed) is 0.000, this means that the significance value is less than 0.05, so it can be concluded that there is a significant difference in student interest before and after the implementation of the game-based freestyle soccer training model, meaning the game-based freestyle soccer training model for children elementary school aged 10-12 years can increase interest in the game freestyle soccer. then after the wilcoxon signed rank test results were obtained, it was continued by testing the effect size. the effect size test is intended to simply find out how much effect the game-based freestyle soccer training model has on students interest based on the results of the students pre-test and post-test. the effect size is carried out using the cohen equation which was developed for nonparametric calculations (rosenthal & dimatteo, 2001; tomczak & tomczak, 2014) by looking at the z value indicator from the wilcoxon signed rank test. the results obtained from the effect size test in table 3 are 5.517. 𝑟 = 𝑍 √𝑛 = 5,527 √40 = 0,874 𝑟2 = 𝜂2 = 𝑍2 𝑛 = 5,5272 40 = 30,55 40 = 0,764 = 0,874 𝑑 = 2𝑟 √1−𝑟2 = 2×0,874 √1−0,764 = 1,748 0,486 = 3,6 so it can be concluded that the level of effectiveness of the game-based gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni155 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 freestyle soccer training model on student interest is very high or very effective with a value of 3.6. discussion product improvement based on the data above, it can be concluded that the game-based freestyle soccer training model is feasible to use and effective in increasing students interest in freestyle soccer. the product produced by the researcher, namely the game-based freestyle soccer training model, still has several shortcomings which the researcher will describe to achieve the improvement of the product that will be produced. so the drawbacks are: a) the training model must be simpler and easier to understand so that it is easy to understand in its implementation b) in its implementation, the duration and time must be considered so that the exercise is more effective and efficient c) game variations must be made more interesting to be more motivated in doing so. product discussion the game-based freestyle soccer training model is made to be a reference or reference to help increase interest in freestyle soccer. this training model was developed based on the needs analysis in the field. products that have been evaluated with several existing weaknesses and product revisions are made to become a good final product, so some of the advantages of this product can be conveyed as follows: a) products provide a variety b) the product provides a fun and competitive exercise in its execution c) the training model wants to be useful in increasing interest and training results, especially in freestyle soccer. d) this product is the first product that specifically discusses the gamebased freestyle soccer movement. conclusion game-based freestyle soccer training model with 15 training models, namely grenade juggling training model, knee catch relay training model, knee juggling relay training model, neck stall relay training model, knee slam relay training model, head juggling relay training model, neck flick relay goal training model, sitdown juggling relay training model, footstall relay training model, side head stall relay training model, hop the world zig-zag training model, crossover kick in training model, gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni156 ade wahyu nor1, nofi marlina siregar1, iwan setiawan1, muh. ali akbar2 crossover target training model, head stall relay training model, and hop the world steal training model can be used and effective in increasing students' interest in freestyle soccer. in developing this research in a further direction, the researcher has the following suggestions: a. for research subjects, it should be carried out on a wider range of subjects b. the results of the development of books and videos of game-based freestyle soccer training models can be published. references andriana, d. 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(2015). avulsion fracture of the lesser trochanter in a skeletally immature freestyle footballer. journal of pediatric orthopaedics, 24, 304–307. https://doi.org/10.1097/bpb.000 0000000000154 model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda fajar arie mangun 1* marlinda budiningsih 2 1 persatuan bulutangkis jaya raya jakarta, 2 universitas negeri jakarta jl. garuda no.18, sawah lama, ciputat, kota tanggerang selatan, banten, 15413 *corresponding author. email: arie150292@yahoo.com abstrak penelitian ini bertujuan untuk mengetahui bagaimana mengembangkan model latihan keterampilan smash pada cabang olahraga bulutangkis untuk atlet ganda. penelitian ini menggunakan metode research & development (r & d) dari borg and gall. subyek dalam penelitian dan pengembangan ini terdiri dari 40 atlet. hasil dari tes awal yang dilakukan diperoleh akumulasi tingkat kempuan smash atlet sebesar 598, kemudian setelah diberikan perlakuan berupa model latihan keterampilan smash diperoleh sebesar 728 artinya model latihan keterampilan smash bulutangkis ini efektif dalam meningkatkan kemampuan smash pada atlet ganda olahraga bulutangkis. koefisien korelasi pembelajaran sebelum dan sesudah diberikan model latihan adalah 0.497 dengan p-value 0.00 < 0.05 jadi kesimpulannya signifikan. hasil t-hitung = 11.194, df = 39 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan latihan smash atlet sebelum dan sesudah adanya perlakuan model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda yang telah dikembangkan, efektif dapat meningkatkan keterampilan pada cabang olahraga bulutangkis untuk atlet ganda. kata kunci: model, smash, latihan, pengembangan abstract, this study aims to find out how to develop a model of smash skills training on badminton sport for double athletes. this research uses research & development (r & d) method from borg and gall. subjects in this research and development consist of 40 athletes. the result of the initial test is obtained by the accumulation of athlete smash level of 598, then after being given treatment in the form of smash skill training obtained by 728 it means that this badminton smash practice model is effective in improving smash ability in the bad athlete of badminton sport. coefficient of learning correlation before and after given model of exercise is 0.497 with p-value 0.00 <0.05 so the conclusion is significant. the result of t-count = 11.194, df = 39 and p-value = 0.00 <0.05 which means there is a significant difference of athlete smash training before and after the treatment of smash exercise model on badminton sport for double athlete. based on the description it can be said that the model of smash exercise on badminton for the double athlete that has been developed, can effectively improve the skills of badminton for the double athlete. keywords : model, smash, exercise, development copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (02) 2017, 78 91 permalink/doi: https://doi.org/10.21009/gjik.082.01 mailto:arie150292@yahoo.com http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 79 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan di indonesia olahraga bulutangkis telah dikenal sebagian besar masyarakat dari kota hingga kepelosok desa. hal ini disebabkan oleh prestasi yang dicapai telah sampai ke tingkat dunia di berbagai event internasional. setiap keikut sertaan pebulutangkis indonesia ditingkat internasional selalu disiarkan oleh media elektronik khususnya televisi yang dapat disaksikan secara langsung pada saat pertandingan. inilah salah satu yang membuat masyarakat indonesia mengenal olahraga bulutangkis. namun tidak hanya batas mengenal, akan tetapi mulai dari orang dewasa hingga anak-anak gemar bermain bulutangkis walaupun tidak memiliki raket, namun mereka bisa memodifikasi alat tersebut dari sepotong papan menjadi alat pemukul shuttlecock. berdasarkan prestasi atlet bulutangkis indonesia, maka pemerintah sangat memperhatikan perkembangan prestasi olahraga bulutangkis untuk dapat dipertahankan. hal ini dibuktikan dengan adanya berbagai bantuan baik sarana, prasarana, maupun dana untuk pengembangan pembinaan prestasi olahraga bulutangkis. permainan bulutangkis merupakan permainan yang bersifat individual yang dapat dilakukan dengan satu orang melawan satu, atau dua orang melawan dua orang. bulutangkis di negara indonesia ini lebih sering dimainkan dua orang lawan dua orang atau yang disebut ganda. oleh karena itu, permainan bulutangkis dapat berkembang pesat. memang permainan ganda dalam bulutangkis sangat favorit di mainkan pada masyarakat di indonesia, dikarenakan di dalam permainan nya lebih seru dan ramai tingkat kesenangan dalam bermain. permainan bulutangkis merupakan jenis olahraga yang dimainkan dengan menggunakan net, raket sebagai alat pemukul, shuttlecock sebagai obyek yang dipukul, dan berbagai keterampilan, mulai keterampilan dasar hingga keterampilan yang paling kompleks. tujuan dari permainan bulutangkis gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 80 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) adalah memperoleh angka dan kemenangan dengan cara menyebrangkan dan menjatuhkan shuttlecock di bidang permainan lawan dan berusaha agar lawan tidak dapat memukul shuttlecock atau menjatuhkannya di daerah permainannya sendiri. permainan ini dianggap sebagai salah satu olahraga lapangan yang paling cepat dan paling terkenal di dunia, karena itu berhasil menyedot minat berbagai kalangan tanpa dibatasi oleh kelompok umur, kelompok social ekonomi, maupun kategori jenis kelamin. tony grice mengatakan bahwa badminton is one of the most popular sports in the world. it appeals to all age groups and various skill levels, men and women may play it indoors or outdoors for recreation as well competition. menjadi seorang pemain bulutangkis yang berprestasi bukan pekerjaan yang mudah sebab dituntut memahami dan menguasai sejumlah keterampilan fisik, teknik, taktik dan psikologi secara efektif, efisien. keterampilan dasar merupakan salah satu jenis keterampilan yang harus dipahami dan dikuasai oleh setiap pemain dalam melakukan kegiatan bermain bulutangkis. dalam belajar bermain bulutangkis, inti kegiatan belajar bagi siswa berupa berbagai aktifitas gerak fisik yang tersusun dalam pola gerak untuk melakukan berbagai keterampilan bulutangkis. tony grice menambahkan badminton is a sport played over a net using racket and shuttles with stroking techniques that vary from relatively slow to quick and deceptive movements. yang artinya bulutangkis adalah olahraga permainan atas yang menggunakan net, raket dan shuttlecock dengan teknik pukulan berubah dari pelan ke cepat dan pergerakan. secara umum keterampilan dasar permainan bulutangkis dapat dikelompokan kedalam empat bagian yaitu (1) cara memegang raket (grips) (2) sikap siap (stance atau ready position), (3) gerakan kaki (footwork), dan (4) gerak memukul (stroke). gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 81 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) gurmett singh dan yogesh singh mengatakan bahwa, badminton is a game for two or four players using lightweight rackets and a shuttlecock, a cork ball fitted with stabilizing feathers. badminton is the fastest racket sports. it is a game requiring quick sudden movements and fast reaction. yang artinya bulutangkis adalah permainan untuk dua atau empat pemain yang menggunakan raket ringan dan shuttlecock, bola gabus dilengkapi dengan bulu halus yang stabil. bulutangkis adalah olahraga tercepat yang menggunakan raket. bulutangkis ini adalah permainan yang membutuhkan kecepatan dalam gerakan dan juga kecepatan reaksi. latihan latihan menurut tangkudung & wahyuningtyas (2012:48) adalah “proses yang sistematis dan berlatih yang dilakukan secara berulang-ulang dengan kian hari kian menambah jumlah beban latihan serta intensitas latihannya”. sedangkan latihan otot menurut giriwijoyo dkk (2007:34). adalah “untuk mencegah atrofi/hypotrofi otot dan osteoporosis, dan agar otot dan tulang dapat memenuhi tuntutan tugas kemandirian dalam peri kehidupan bio-psiko sosiologik masingmasing individu”. william h. edward mengatakan bahwa, a skill is initially defined as belonging to one of three domains. a domain is simply a category into which similar things can be grouped. a skill domain is the grouping of skills based upon the underlying capacities most essential for accomplishing them. when defi ning a skill, our first decision entails deciding whether cognitive, perceptual, or motor capabilities are most necessary to the successful completion of the skill. menurut sukadiyanto dan muluk (2011:8-9) “sasaran dan tujuan latihan secara garis besar adalah: (a) meningkatkan kualitas fisik dasar secara umum dan menyeluruh, (b) mengembangkan dan meningkatkan potensi fisik yang khusus, (c) gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 82 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) menambah dan menyempurnakan keterampilan teknik, (d) mengembangkan dan menyempurnakan strategi, taktik, dan pola bermain, dan (e) meningkatkan kualitas dan kemampuan psikis olahragawan dalam bertanding”. olahraga merupakan suatu aktifitas yang menarik, dimana dengan olahraga seseorang dapat mengembangkan kemampuan kemampuan yang ada pada dirinya. didalam melakukan kegiatan berolahraga seseorang membutuhkan kondisi fisik yang baik. kondisi fisik merupakan suatu kesatuan yang tidak dapat diabaikan dalam mencapai kemampuan yang maksimal. atas dasar pengertian di atas, maka kekuatan dapat diartikan suatu kemampuan yang dimiliki seseorang untuk menahan atau menggerakan benda melalui proses kontraksi otot, baik secara statis maupun dinamis. pukulan smash pukulan smash bulutangkis merupakan salah satu teknik dalam permainan bulutangkis dan pukulan smash adalah pukulan yang paling penting, karena smash adalah pukulan dari atas kepala yang mengarah ke daerah perlawanan lawan, melewati net dengan keras yang bertujuan untuk mendapatkan poin sebanyak banyaknya dan meraih kemenangan. bhrams mengatakan bahwa, the forehand smash is commonly divided into three phases for analytic and instructional purposes (1) preparation, (2) acceleration and (3) follow through. two factors dominate maximization of shuttlecock speeds during the forehand smash: 1) the forward swing speed determined by the angular velocity of the arm-racket kinematic chain, and 2) the length of gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 83 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) that kinematic chain. from a fundamental physics standpoint, at any given angular velocity, a fully extended (longer) arm will generate higher shuttlecock velocities than a bent (shorter) arm. yang artinya smash biasanya dibagi menjadi tiga tahap untuk tujuan analitik dan instruksional (1) persiapan, (2) percepatan dan (3) tindak lanjuti. dua faktor mendominasi maksimalisasi kecepatan shuttlecock selama pukulan smash: 1) kecepatan ayunan maju yang ditentukan oleh kecepatan sudut rantai kinematik lengan-raket, dan 2) panjang rantai kinematik itu. dari sudut pandang fisika yang mendasar, dengan kecepatan sudut tertentu, lengan yang diperpanjang (panjang) sepenuhnya akan menghasilkan kecepatan shuttlecock yang lebih tinggi daripada lengan yang pendek. zuyuan wang mengatakan bahwa, smash shots are the most offensive and often times point-winning shots. they are also considered the most beautiful shots in badminton. as a side note, to some players, “no smash no glory". yang artinya pukulan smash adalah tembakan yang paling bagus dan sering kali berhasil meraih poin untuk meraih kemenangan. smash juga dianggap sebagai pukulan terindah di bulutangkis. sebagai catatan, untuk beberapa pemain, " tidak melakukan smash berarti tidak ada kemenangan". smash termasuk gerak memukul dari atas kepala (overhead stroke) yang diarahkan ke bawah dan dilakukan dengan penuh tenaga. pukulan smash merupakan pukulan tercepat dan terkuat, dimana bola dipukul dengan kuat dan dihujamkan ke bawah di daerah-daerah yang kosong atau mengarah ke badan lawan. pukulan smash adalah bentuk pukulan keras yang sering digunakan dalam permainan bulutangkis karakter pukulan ini adalah keras dan laju shuttlecock keras. smash ini dapat dilakukan dengan forehand maupun backhand, namun backhand overhead smash umumnya lebih sulit hingga diperlukan di dekat net atau sesekali gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 84 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dari belakang untuk mengejutkan lawan. tahapan gerakan smash dan dropshot hampir sama akan tetapi ada sedikit perbedaan dari kecepatan gerakan tangan dan tujuan hasil pukulan, pukulan dropshot bertujuan untuk lawan berlari ke depan lapangan dan bisa juga untuk serangan dengan laju shuttlecock pelan sedangkan pukulan smash bertujuan untuk mematikan dengan laju shuttlecock cepat dan kuat. lynne scutt mengatakan bahwa, the smash is the most powerful and dynamic shot. it is an attacking shot that is used a lot to put the opponent under pressure and to win rallies. yang artinya smash adalah pukulan yang paling kuat dan tembakan yang dinamis. smash adalah tembakan menyerang yang banyak digunakan untuk menempatkan lawan di bawah tekanan dan untuk memenangkan pertandingan untuk dapat mendapatkan pukulan yang keras diperlukan kekuatan elastis lengah yang baik, kekuatan elastis merupakan tipe kekuatan yang dimana otot dapat bergerak dengan cepat terhadap suatu tahanan, yang memiliki kombinasi dan kecepatan kontraksi dan kecepatan gerak tersebut disebut power. latihan yang cocok dan dapat mengembangkan kekuatan adalah latihan tahanan (resistance exercise), dimana kita harus mendorong menarik, menangkat, maupun menahan beban. menurut tumin atmadi bahwa pukulan smash dibagi menjadi tiga bagian yaitu, forehand/backhand smash, forehand full smash dan forehand/backhand half. smash yang baik ditandai perbaikan teknik yang baik juga, ketika shuttlecock dan raket mangalami perkenaan yang baik maka dari itulah pukulan smash bermakna, oleh karena itu untuk memperbaiki teknik smash dengan metode yang baik akan memperbaiki gerakan dalam melakukan pukulan smash. jika dilihat dari karakteristik pukulan smash adalah keras dan laju jalannya shuttlecock cepat menuju lantai lapangan lawan, gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 85 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sehingga pukulan ini membutuhkan aspek kekuatan genggam tangan, otot tungkai, bahu dan fleksibelitas pergelangan tangan serta koordinasi gerak tubuh yang baik. pukulan smash ini merupakan salah satu teknik didalam permainan bulutangkis dengan tingkat kesulitan yang sangat tinggi, oleh karena itu bagi pemain pemula diharapkan belajar menepatkan perkenaan raket dan shuttlecock, selain itu kecepatan dalam mengejar shuttlecock dan memposisikan badan harus cepat dan tepat, dalam hal ini harus didukung dengan komponen biomotorik yang baik. latihan yang terprogram dan latihan terus menerus akan meningkatkan komponen biomotorik yang ada dalam pukulan smash bulutangkis. permainan ganda dalam permainan ganda bulutangkis yaitu dua orang pemain merupakan satu kesatuan yang harus tampil baik, meskipun mereka memiliki bentuk permainan yang berbeda. menurut hermawan aksan ganda adalah permainan yang mengandalkan kerjasama. pukulan harus dirancang, kemudian mematikan lawan dengan pukulan hasil kerjasama. kita dan rekan harus bekerja sama untuk menghadapi lawan yang mungkin secara tidak disadari telah memberikan kesempatan kepada kita memenangkan pukulan. sedangkan menurut james poole ada tiga formasi yang dapat digunakan dalam suatu tim ganda: (1) berdiri bersisian (side by side) (2) berdiri satu di muka dan satu di belakang (front and back) dan (3) kombinasi dari kedua formasi yang telah disebutkan terdahulu (circulate). adapun penjelasan prinsip-prinsip latihan tersebut adalah sebagai berikut: gambar 1. (side by side) gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 86 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) menurut sistem ini lapangan terbagi menjadi dua bagian yang sama besar. setiap pemain mempunyai tugas mempertahankan daerah masing masing. kalau satu pemain ada yang lemah, maka pemain itu bisanya akan diberi shuttlecock terus menerus atau diserang terus. sistem berdampingan merupakan sistem yang mudah diajarkan pada atlet yang baru belajar. gambar 2. (front and back) formasi ini juga mudah dan sederhana untuk dipelajari untuk tiap pemain memukul di bidang permaian dan punya tanggung jawab yang jelas. pemain secara bergantian mengambil posisi depan dan belakang, bisanya pemain yang melakukan service tetap menempatkan diri atau mengambil posisi di dekat net dan pasangannya di belakang. gambar 3. (circulate) sistem ini dipandang sebagai suatu sistem yang paling baik pada saat ini. sistem ini adalah gerakan dari sistem berdampingan dan sistem depan belakang. sistem ini diterapkan untuk menutupi kelemahan dan mengatasi kesulitan yang ada dalam sistem berdampingan dan sistem depan belakang. pada saat melakukan serangan menggunakan sistem depan belakang, sedangkan saat bertahan dari serangan lawan dapat menggunakan sistem formasi berdampingan. pada saat terserang pemain depan hendaknya mundur sampai setengah lapangan bagian kiri atau kanan. sementara itu, pemain yang dibelakang maju mengambil posisi di sampingnya. pada saat merubah posisi maka pemain yang dibelakang yang harus menyesuaikan posisinya dengan posisi gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 87 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pasangan nya (maju ke lapangan bagian kiri atau kanan). barbara jones dan harry jarvis mengatakan bahwa, players may need to slow the game down and play co-operation doubles to learn court positioning in relation to: a) the intention of the shot played from their side; b) positioning with partner to cover possible replies. sections of the game with appropriate court positioning can be rehearsed and then put back into the whole game. for areas of responsibility for players in attacking and defensive formations. yang artinya, pemain ganda terkadang perlu memperlambat permainan dengan berkomunikasi dan saling kerjasama untuk mempelajari posisi berdampingan sehubungan dengan: a) strategi menyerang yang dimainkan dari posisi lawan bermain b) memposisikan dengan pasangan saat menerima pengembalian pukulan dari lawan. ketika bermain dengan posisi berdampingan yang tepat dapat dilatih terus secara bekerja sama kemudian dapat dilakukan ke dalam strategi permainan. supaya mengetahui area tanggung jawab masing-masing pemain ketika bermain dalam situasi keadaan posisi menyerang dan juga bertahan. untuk menjadi pemain bulutangkis yang baik, maka seorang atlet harus menguasai teknik dasar bermain bulutangkis dengan benar. teknik dasar yang dimaksud bukan hanya pada penguasaan teknik memukul, tetapi juga melibatkan teknik-teknik yang berkaitan dengan permainan bulutangkis. teknik dasar keterampilan bulutangkis menurut sapta kunta purnama, antara lain : (a) sikap berdiri (stance), (b) teknik memegang raket, (c) teknik memukul bola (strokes), dan (d) teknik langkah kaki (footwork). ada beberapa faktor dalam pencapaian prestasi olahraga bulutangkis khusus nya di dalam permainan ganda yang harus mempunyai pukulan yang sangat baik untuk meraih poin kemenangan, antara lain adalah pukulan smash yaitu dengan penerapan pengembangan model latihan smash yang sudah di modifikasi dari latihan-latihan smash yang sebelumnya sudah ada lalu sekarang gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 88 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) kita kembangkan menjadi lebih baik dan efektif. sistem latihan ganda merupakan salah satu bentuk latihan yang ditujukan untuk meningkatkan kemampuan masing-masing pemain atau sebagai metode untuk belajar keterampilan gerak saat situasi dalam pola menyerang maupun saat bertahan. sebagaimana baik untuk meningkatkan kerjasama sesama pasangan lalu tidak lepas dari tanggung jawab masing masing di saat melakukan situasi dan kondisi metode penelitian. mengembangkan suatu rancangan model latihan dengan menggunakan model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda penelitian dilaksanakan pada klub eng hian badminton academy di jati asih, jakarta timur, subyek penelitian adalah 40 atlet. penelitian memerlukan waktu 1 bulan lebih dengan perincian sebagai berikut: (1) penelitian pendahuluan. (2) perencanaan pengembangan model. (3) pengembangan desain model pembelajaran. (4) validasi pakar dan revisi model. (5) ujicoba kelompok kecil dan revisi. (6) ujicoba skala besar (7) revisi produk sekala besar. (8) ujicoba pemakaian dalam kondisi yang sesungguhnya. (9) revisi produk kembali. (10) pembuatan produk massal setelah diperbaiki. pengembangan model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda yang akan disusun dan dikembangkan berupa model baru dan modifikasi yang terdiri 100 contoh model latihan, yang terdiri dari 54 (positioning offense smash) dan 46 (rotation offense smash). hasil dan pembahasan gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 89 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) hasil wawancara terhadap pelatih bulutangkis untuk mengetahui analisis kebutuhan adalah sebagai berikut : (1) latihan bersifat monoton, tidak banyak variasi yang dilakukan pada saat latihan pukulan menyerang (smash), (2) pelatih memerlukan referensi tambahan untuk latihan smash, (3) kurangnya pemahaman atlit terhadap pentingnya menguasai kemampuan pukulan smash yang efektif dan efisien. berdasarkan hasil output dengan menggunakan spss 16 bahwa nilai rata-rata hasil latihan dengan model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda sebelum diberikan model latihan adalah 598, dan setelah diberikan perlakuan dengan model latihan 728. berdasarkan hasil ouput koefisien korelasi pembelajaran sebelum dan sesudah diberikan model latihan smash pada cabang olahraga bulutangkis adalah 0.497 dengan p-value 0.00 < 0.05 jadi kesimpulannya signifikan. dalam uji signifikansi perbedaan dengan spss 16 didapat hasil t-hitung = 11.194, df = 39 dan p value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan latihan smash atlet sebelum dan sesudah adanya perlakuan model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda. dari hasil tes menggunakan intsrumen tes pukulan smash, hasil pre test dan pos test dapat disimpulkan bahwa model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda serta layak dan efektif untuk meningkatkan kemampuan smash pada olahraga bulutangkis. berdasarkan perolehan angka pada tabel di atas dapat disimpulkan bahwa model latihan smash pada cabang olahraga bulutangkis untuk atlet ganda dapat dan layak untuk digunakan dalam latihan serta efektif untuk meningkatkan kemampuan smash pada olahraga bulutangkis. chart title 20 10 0 1 2 gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 90 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) terdapat perbandingan angka yang menunjukan hasil dari tes awal dan tes akhir mengalami perkembangan, dari tes awal yang berjumlah 598 kemudian diberikan perlakukan berupa model model latihan smash yang sudah dikembangkan kemudian baru diadakan tes akhir atau post test untuk mengetahui efektivitas model yang dikembangkan dan diperoleh data berjumlah 728. jadi model latihan ini efektif untuk pengembangan smash untuk atlet ganda pada olahraga bulutangkis. kesimpulan berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan smash pada cabang olahraga bulutangkis pada atlet ganda yang telah dikembangkan, efektif dapat meningkatkan smash pada olahraga bulutangkis. ini dikarenakan hasil dari penelitian menunjukkan data yang signifikan serta layak untuk dilakukan oleh atlet. daftar pustaka atmadi, tumin. kejar bulutangkis (solo : rineka cipta, 2011) bhrams, badminton handbook. (maidenhead: meyer & meyer verlag sport (uk), 2014) budiwanto, setyo. metodologi latihan olahraga (malang : universitas negeri malang, 2012) donie, pembinaan bulutangkis prestasi, (padang: wineka media, 2008) edward, william h, motor learning and control: from theory to practice, (california : wadsworth, 2011) grice, tony, badminton step to success. (amerika: human kinetics, 2008) james, poole. belajar bulutangkis , (bandung : pionir jaya, 2009) jones, barbara & jarvis, harry, badminton. (london: royal navy , 2008) singh, gurmett and yogesh, effects of different feedback methods on badminton skills learning (department of physical education, p.u. chandigarh. india, 2011) sukadiyanto dan dangsina muluk, pengantar teori dan metodologi melatih fisik, (bandung : lubuk agung, 2011) gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 91 fajar arie mangun, marlinda budiningsih copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) scutt, lynne. badminton manual, (victoria: badminton oceania development officer, 2007) tangkudung, james dan wahyuningtyas puspito rini, kepelatihan olahraga “pembinaan prestasi olahraga” (jakarta : cerdas jaya, 2012) wang, zuyuan. a journey into the badminton world (indiana: west laffayette, 2016) microsoft word arifusalat copy.docx available online at: http://journal.unj.ac.id/unj/index.php/gjik gladi: jurnal ilmu keolahragaan, 14 (02) 2023, 210-220 permalink/doi: https://doi.org/10.21009/gjik.142.07 copyright © 2023 arifushalat, sukiri, nofi marlina siregar this work is licensed under a creative commons attribution-sharealike 4.0 international license development of physical education in elementary schools in langgudu district bima regency arifushalat1, sukiri2, nofi marlina siregar3 123 physical education, jakarta state university komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: e-mail: arifushalat97@gmail.com (submission track: received: 18-04-2023, final revision: 27-06-2023, available online: 30-06-2023) abstract this study has two primary goals: first, to evaluate the evolution of physical education in primary schools situated in langgudu district, bima regency; and second, to assess the index that measures the growth of physical education across elementary institutions in bima regency. a quantitative methodology was employed in this research utilizing a survey design. the study population consisted of pupils enrolled in three different categories of primary schools: accredited a, accredited b, and accredited c. the sample size comprised of 216 participants, whereby each accreditation group was equally represented by 72 students. the method employed for sampling entails the application of stratified random sampling technique in cluster sampling. the analysis of data involves the implementation of the sports development index (sdi) analysis. a) the research review has shown that physical education facilities have an index value of 0.206, falling under the low-low classification, b) in contrast, physical education infrastructure received an index value of 0.716, placing it in the medium-sufficient category, c) sports human resources obtained an index value of 0.402 in the low category/ lacking, d) student participation obtained an index value of 0.124 in the low/less category, e) physical fitness obtained an index value of 0.736 in the medium/adequate category. the elementary schools in langgudu district, bima regency achieved a physical education development index score of 0.546, placing them in the intermediate category. keywords: development; infrastructure; physical education gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni211 arifushalat, sukiri, nofi marlina siregar introduction development is a programmed effort that must be carried out continuously in order to improve and maintain the standard of human life both physically and spiritually (prasetyo, 2013). in this development process, education plays a very important and strategic role for the creation of quality human resources who are able to compete in the globalization era. education has a very important role in human life, education can affect human development in all aspects of personality and life (hadi & fifukha, 2013). the efforts undertaken include development in all fields, including physical education. the contribution of students in participating in physical education learning is able to build individuals and students who are smart, healthy, skilled, tough, competitive, prosperous, and dignified. which implies that the position of physical education is important because it has high competence in influencing the success of the development of other sectors, especially those related to improving the quality of human resources and social life (farhan, 2011). physical education is basically an integral part of the overall education system (anwar, 2015). physical education is part of overall education that prioritizes physical activity and fostering a healthy life for harmonious, harmonious and balanced physical, mental, social and emotional growth and development (kristiyandaru, 2012). the goal of physical education is to provide opportunities for children to learn various activities that foster and develop children's potential both in physical, mental, social emotional and moral aspects (achmad paturusi, 2012). one of the ways to improve a person's physical fitness is to exercise properly and regularly so that the body will continue to adapt according to its capacity (rika sepriani et al. 2018). physical education has a role, such as a benchmark that provides opportunities for students to be directly involved in all learning experiences through activities ranging from playing, and exercising which are carried out systematically (pahliwandari, 2016).this personal planting can be started early in school through various learning programs (yufiarti, edwita, and suharti 2019). physical education is an aspect of education as a whole, but behind all that there are big problems that haunt physical education learning if the right solution is not found to improve the quality and quality of physical education (setiyawan, 2017). there needs to be an innovation and new thinking about how important the concept of physical education in schools is to improve the quality of physical education. what will happen to students who want to get effective and actual physical education lessons if the teacher is not a sports graduate? this shows that if physical gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni212 arifushalat, sukiri, nofi marlina siregar education is given according to the portion and sourced from professionals, it is possible that superior seeds will be created from physical education that are able to compete on international and national levels because great athletes start from physical education given by professional teachers. therefore, it is necessary to improve the quality of sports human resources for the sake of the quality of physical education as an integral part of the process of increasing the development of physical education at the elementary school level in langgudu district, bima regency. with the quality of human resources who are certified and have education in the field of physical education and are expected to be able to participate in order to improve the quality of physical education development at the elementary school level in the langgudu sub-district, bima regency. evaluation of the success of developing achievement sports, educational sports, and community sports through an assessment of the sports development index known as the sport development index (sdi). the sport development index (sdi) is not a new term in sports, which was coined by toho cholik mutohir and ali maksum assisted by their colleagues in 2002. sdi is a method of measuring sports achievement, sports education and community sports which is an alternative for measuring development progress. achievement sports, educational sports and community sports. the success of sports, in this case sports education or physical education, can be measured based on five dimensions, namely (1) availability of facilities, (2) infrastructure, (3) sports human resources, (4) participation, (5) and the level of physical fitness. the development of sports education or physical education that is successful is being able to encourage the 5 basic dimensions to develop and progress. based on the facts in the field according to researchers' observations and discussions with several physical education teachers in elementary schools in langgudu district, bima regency, one of the problems that is often faced by physical education teachers is regarding physical education learning facilities. the existence of physical education facilities in elementary schools throughout the langgudu district is still lacking. several elementary schools in the langgudu district only have 1 to 3 physical education facilities. elementary schools in langgudu district, bima regency only have open spaces but do not have courts such as volleyball, takraw, badminton. in implementing physical education teaching and learning activities in elementary schools in langgudu district, bima regency, the number of physical education teachers for each elementary school has not been sufficient according to gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni213 arifushalat, sukiri, nofi marlina siregar needs, from grade 1 to grade 6 with a large number of students taught by 1 physical education teacher, most of whom are still honorary and voluntary status. the research entitled sport development index (sd) in wonogiri district, in this study only looked at the level of participation, fitness, and the level of community sports development (kustiawan, 2022). the research entitled sports open spaces in gunungpati district, semarang city: an analysis study through sdi. in this study, only looking at sports open spaces for the community (dharmawan, 2018). the research entitled sports participation of the community in bima regency is reviewed from the sports development index. this research only looks at participation and factors that influence sports participation among the community (amar, 2020). the results of this search provide information that there has been no research discussing the development of physical education in elementary schools in langgudu district, bima regency. selain itu, sports extracurricular trainers at elementary schools in langgudu district, bima regency, namely physical education teachers at the school concerned who do not yet have a coach certificate and have never attended trainer training or sports training in general. sports extracurricular trainers at elementary schools in langgudu district, bima regency, seen from the number, are still very few. therefore, extracurriculars are less attractive so that a culture of healthy living and exercising is difficult to develop. whereas when children are diligent in exercising it will improve student learning outcomes. one of the factors that influence learning is internal factors. internal factors are physical including health factors. the student learning process will be disrupted if the student's health is disrupted. one of the elements that influence health factors is exercise. method the main objectives to be achieved through this research are: 1. to find out the development of physical education in elementary schools in langgudu district, bima regency in terms of: a) physical education facilities, b) physical education infrastructure, c) sports human resources, d) student participation, e) physical fitness. 2. to find out the physical education development index in elementary schools in langgudu district, bima regency. the method used in this study is a survey method. the survey method is used to solve actual large-scale issues with a large population, so a large sample is needed. this article is a quantitative research. population is all respondents who gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni214 arifushalat, sukiri, nofi marlina siregar have general characteristics that have been identified, currently used by researchers as a source of more specific information (kurniawan, 2018). then the population in this study were students of sdn accredited a (sdn 2 rupe, sdn karumbu, sdn inpres karumbu) with a population of 341. sdn students accredited b (sdn 1 rupe, sdn inpres rore, sdn inpres sambane) with a population of 296 c accredited sdn students (dumu inpres sdn, laju inpres sdn, sorobali inpres sdn) with a total population of 239. the sampling technique in this study used a cluster sampling technique with stratified random sampling. the samples in this study were students of sdn accredited a (sdn 2 rupe, sdn karumbu, sdn inpres karumbu) with a total sample of 72 people. sdn students with b accreditation (1 rupe elementary school, rore inpres elementary school, sambane inpres elementary school) with a total of 72 students. sdn students accredited c (sdn inpres dumu, sdn inpres laju, sdn inpres sorobali) with a total sample of 72 people. the research instruments used in this study were closed questionnaires, observations and tests. the test to capture physical fitness data uses the indonesian physical freshness test (tkji). the data analysis technique used is descriptive statistical techniques with percentages. results and discussion physical education facilities physical education facilities in elementary schools with a accreditation have a total of 40 facilities, b accredited elementary schools have a total of 34 facilities, c accredited elementary schools have a total of 35 facilities, and a total of 109 facilities. table 1. results of analysis of physical education facilities infrastructure schools with accreditation whole a b c a b c volleyball 6 5 4 15 football 4 4 2 10 basketball 1 0 1 2 takraw ball 3 1 2 6 badminton racket 6 8 6 20 cakram 3 0 0 3 shot put 2 1 2 5 relay baton 4 0 0 4 plastic ball 4 0 6 10 table tennis bet 2 4 4 10 table tennis ball 2 6 5 13 mattress 1 2 2 5 turbo 2 3 1 6 total 40 34 35 109 physical education infrastructure the data obtained by researchers are in the form of type and area of infrastructure/fields. infrastructure at the accredited a elementary school has a total of 9 fields, including 3 volleyball courts, 3 badminton courts, and 3 takraw fields. infrastructure at the b accredited elementary school has 8 fields, including 3 volleyball courts, 3 badminton courts, and gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni215 arifushalat, sukiri, nofi marlina siregar 2 takraw fields, and in elementary schools with c accreditation only have 3 fields, one each for volleyball, badminton and takraw fields. the three total area values are used to calculate the infrastructure index value by calculating the total area of the infrastructure divided by the number of students in each elementary school. table 2 results of physical education infrastructure analysis field schools with accreditation whole a b c a b c size (man y) size (many ) size (man y) volleyb all court 18 x 9 (3) 18 x 9 (3) 18 x 9 1.134 badmint on court 13,40 x 6,10 (3) 13,40 x 6,10 (3) 13,40 x 6,10 572,18 takraw field 13,40 x 6,10 (3) 13,40 x 6,10 (2) 13,40 x 6,10 490,44 total 2.196,62 sports human resources physical education teachers and sports extracurricular trainers as data sources. in elementary schools with a accreditation, 1 teacher has a certificate, 9 teachers have a strata diploma (1) from the physical education study program, and 3 have attended sports training. the sports extracurricular coaches come from the school itself, and there are 0 coaches who have trainer certificates from the provincial government. accredited b schools have 1 teacher who is certified, 1 teacher with a strata certificate (1) from the sports teacher school program (sgo) and 3 from the physical education study program, and 1 person who has attended sports training. the sports extracurricular trainers come from the school itself, and there are 0 trainers who have been certified by the provincial government. the elementary school accredited c has 1 teacher who is certified, 2 teachers who have a strata diploma (1) from the physical education study program, and 1 person who has attended sports training. sd accredited c does not have a sports extracurricular coach. total sports human resources 15 people. table 3 results of the analysis of sports human resources schools with accreditation whole a b c a b c civil servant teacher 2 1 1 4 non-pns teachers 3 2 1 6 extracurricular coach 4 1 0 5 total 9 4 2 15 human resources student participation data on student participation variables were collected using observation instruments. researchers took data assisted by physical education teachers. the total gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni216 arifushalat, sukiri, nofi marlina siregar number of students who are active in sports extracurricular activities is 109 students. table 4. participation analysis results participatio n schools with accreditation a whole a b c a b c active student 85 24 0 109 inactive student 25 6 27 2 23 9 767 total 341 29 6 23 9 876 physical fitness data on physical fitness variables were collected using the tkji instrument, namely the 40 m running test, 600 m running test, pull-ups, sit-ups, vertical jumps on 72 male and female students for each accreditation. physical education development index in elementary schools accredited a, b, and c in langgudu district, bima regency based on the physical education development index in elementary schools accredited a in langgudu district, bima regency, the infrastructure index is 0.196 which is low, the infrastructure index is 0.818 which is high, the sports hr index is 0.515 which is medium, the participation index is 0.249 which is low, and the physical fitness index is 0.753 which is medium. after being analyzed as a whole using the sdi (sport development index) analysis, the development of physical education in elementary schools with a accreditation is in the middle category with an index value of 0.632. for more details, the physical education development index in elementary schools with a accreditation can be seen in the graphic below: figure 1 graph of ippj sd accredited a based on the physical education development index at b-accredited elementary schools in langgudu district, bima regency, the infrastructure index is 0.192 which is low, the infrastructure index is 0.864 which is high, the hr sports index is 0.356 which is low, the participation index is 0.081 which is low, and the physical fitness index is 0.748 which is medium. after being analyzed as a whole using the sdi (sport development index) analysis, the development of physical education in elementary schools accredited b is in the middle category with an index value of 0.560. for more details, the physical education development index in 0.196 0.818 0.515 0.249 0.753 0.632 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 too l inf ras tru ctu re hu ma n r eso urc es pa rti cip ati on fit ne ss de ve lop me nt accredited elementary school a gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni217 arifushalat, sukiri, nofi marlina siregar 0.192 0.864 0.356 0.081 0.748 0.560 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 too l inf ras tru ctu re hu ma n r eso urc es pa rti cip ati on fit ne ss de ve lop me nt accredited elementary school b 0.245 0.389 0.294 0 0.706 0.408 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 too l inf ras tru ctu re hu ma n r eso urc es pa rti cip ati on fit ne ss de ve lop me nt accredited elementary school c 0.206 0.716 0.402 0.124 0.736 0.546 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 too l inf ras tru ctu re hu ma n r eso urc es pa rti cip ati on fit ne ss de ve lop me nt elementary school in kec. langgudu kab. bima elementary schools with accreditation b can be seen in the graph below: figure 2. graph of ippj sd accredited b based on the physical education development index in elementary schools accredited c in langgudu district, bima regency, the infrastructure index is 0.245 which is low, the infrastructure index is 0.389 which is low, the hr index is 0.294 which is low, the participation index is 0.000 which is low, and the fitness index is 0.706 which is medium. after being analyzed as a whole using the sdi (sport development index) analysis, the development of physical education in elementary schools accredited c is in the low category with an index value of 0.408. for more details, the physical education development index in elementary schools with accreditation b can be seen in the graph below: figure 3. graph of ippj sd accredited c physical education development index in elementary schools in langgudu district, bima regency after being analyzed as a whole using sdi (sport development index) analysis, the development of physical education in elementary schools in langgudu district, bima regency is in the middle category with an index value of 0.546. figure 4. graph of ippj sd in kec. langgudu kab. bima gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni218 arifushalat, sukiri, nofi marlina siregar discussion accredited elementary school a judging from the index value of physical education facilities compared to the norms of the sports development index, it is in the low category. by looking at the data on physical education facilities in elementary schools with a accreditation in langgudu district, bima regency, it is necessary to increase the number of physical education facilities. physical education facilities are the foundation of physical education learning. with adequate physical education facilities, physical education teaching and learning activities can be carried out properly and run as expected. judging from the physical education infrastructure index value compared to the sports development index norms, it is in the high category. as stated by sukiyandari (2018) that physical education infrastructure aims to motivate students in learning, facilitate movement, become a measure of success, and attract students' attention. judging from the value of the sports human resource index compared to the norms of the sports development index, it is in the middle category. adequate and sufficient teacher ratios are an important indicator of the development of physical education in elementary schools with a accreditation in langgudu district, bima regency. mutohir & maksum (2007) said that the availability of adequate numbers of physical education teachers in each school would encourage physical education activities in schools to be more interesting and varied. these conditions in turn will stimulate the interest and sports talent of the students. judging from the value of the physical fitness index with the sports development index norm, it is in the middle category. as stated by widiastuti (2017) the importance of physical fitness for schoolage children, among others, can improve the ability of the organs, social-emotional, sportsmanship, and a spirit of competition. accredited elementary school b judging from the index value of physical education facilities compared to the norms of the sports development index, it is in the low category. judging from the physical education infrastructure index value compared to the sports development index norms, it is in the high category. judging from the value of the sports human resource index compared to the sports development index norm, it is in the low category. judging from the value of the student participation index compared to the norms of the sports development index, it is in the low category. judging from the index value of physical education facilities compared to the norms of the sports development index, it is in the middle category. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni219 arifushalat, sukiri, nofi marlina siregar after being analyzed as a whole using the sdi (sport development index) analysis, the physical education development index in elementary schools accredited b in langgudu district, bima regency is in the middle category with an index value of 0.560. accredited elementary school c judging from the index value of physical education facilities compared to the norms of the sports development index, it is in the low category. judging from the physical education infrastructure index value compared to the sports development index norm, it is in the low ketori. judging from the value of the sports human resource index compared to the norms of the sports development index, it is in the low category. judging from the value of the participation index with the norms of the sports development index, it is in the very low category. judging from the value of the physical fitness index compared to the norms of the sports development index, it is in the middle category. after being analyzed as a whole using the sdi (sport development index) analysis, the physical education development index in elementary schools accredited c in langgudu district, bima regency is in the low category with an index value of 0.408. conclusion broadly speaking, this research is in accordance with the expected goals, namely to find out the development of physical education in elementary schools in the district of langgudu, bima regency. based on the results and discussion that has been described above, the conclusions of this study are as follows: physical education development index: 1. development of physical education in elementary schools in langgudu district, bima regency in terms of: a) physical education facilities obtained an index value of 0.206 in the low/low category, b) physical education infrastructure obtained an index value of 0.716 in the medium/sufficient category, c) resources sports people obtained an index value of 0.402 in the low/less category, d) participation obtained an index value of 0.124 in the low/low category, e) physical fitness obtained an index value of 0.736 in the medium/adequate category. 2. the physical education development index in elementary schools in langgudu district, bima regency obtained an index value of 0.546 which is included in the medium category. cognitive and affective levels: 1. cognitive students at elementary schools in langgudu district, bima regency get an average score (mean) for males 0.56 and females 0.57. both gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni220 arifushalat, sukiri, nofi marlina siregar men and women are in the medium category. 2. affective students in elementary schools in langgudu district, bima regency, get an average (mean) score for males 2.65 and females 2.54. both men and women are in the moderate category. references achmad paturusi. 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(2016). penerapan teori pembelajaran kognitif dalam pembelajaran pendidikan jasmani dan kesehatan. jurnal pendidikan olahraga, 5(2), 154-164. prasetyo, y. (2013). kesadaran masyarakat berolahraga untuk peningkatan kesehatan dan pembangunan nasional. madikora, 11(2), 219228. rika sepriani, eldawati, r., & dan oktamarini. (2018). view of kebugaran jasmani ibu-ibu di jorong kp. alai nagari jambak kecamatan lubuk sikaping kabupaten pasaman. jurnal menssana, 3, 47–52. setiyawan. (2017). visi pendidikan jasmani dan olahraga. jurnal ilmiah penjas, 3(1). sukiyandari, l. (2018). keadaan sarana prasarana pendidikan jasmani di sd se uptd kecamatan semarang barat kota semarang tahun 2015. sosio dielektika, 2(2). widiastuti. (2017). tes dan pengukuran olahraga. jakarta: pt rajagrafindo persada. yufiarti, y., edwita, & suharti. (2019). health promotion program (jumsih); to enhance children’s clean and healthy living knowledge. jpud jurnal pendidikan usia dini, 13(2), 341– 355. https://doi.org/10.21009/jpud.132.1 0 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (02) 2023, 129-142 permalink/doi: https://doi.org/10.21009/gjik.142.01 copyright © 2023 agus maulana setiawan, hidayat humaid, iwan setiawan this work is licensed under a creative commons attribution-sharealike 4.0 international license the effect of arm muscle explosion, hands eye coordination and achievement motivation on spin pass skills at dki jakarta rugby athletes agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 1pendidikan jasmani, pascasarjana, universitas negeri jakarta corresponding author. email: agusmaulanaunj.orek@gmail.com (submission track: received: 21-07-2022, final revision: 27-06-2023, available online: 30-06-2023) abstract this research endeavor strives to elucidate the impact of arm muscle explosive power, hand eye coordination, and achievement motivation on the proficiency of spin pass skills in dki jakarta rugby athletes. the research sample encompasses a total of 45 dki jakarta rugby athletes, out of which 25 are male and 20 are female. this study utilized the multivariate associative research approach, which incorporated various survey methods and both test and non-test techniques. analysis was conducted through a path analysis approach, with a statistical significance level of 0.05. the conclusion of each research finding shows (1) there is a direct influence between each independent variable arm muscle explosive power (x1), hand eye coordination (x2), and achievement motivation (x3), (2) there is a direct effect of each independent variable {arm muscle explosive power (x1), hand eye coordination (x2), and achievement motivation (x3) have a direct influence on spin pass skills (y), (3) there is an indirect effect of arm muscle explosive power (x1) through achievement motivation (x3) on spin pass skills. (y). there is an indirect effect of eye-hand coordination (x2) through achievement motivation (x3) on spin pass skills. (y). thus, spin pass skills can be improved through increased arm muscle explosive power, hand eye coordination and achievement motivation. keywords: coordination; motivation; spin pass; rugby gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni130 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 introduction rugby is a sport that is played with full body contact. rugby is a complex game and there are basic structured techniques, played with concentration and spread of different players (greenwood, 2003). rugby is a dynamic team sport (lamb & croft, 2016), requires a combination of fitness and physical ability (higham, pyne, anson, & eddy, 2012), implementation of technical skills (meir, 2012), played with the ball as the main object (irb, 2014). rugby is a physically demanding, skillful sport, performed an intermittent high intensity (chiwaridzo, ferguson, & smits-engelsman, 2020). the sport of rugby usually involves open skills as the environment is constantly changing and movement has to be adapted (arvinen-barrow, weigand, thomas, hemmings, & walley, 2007). rugby athletes also need to efficiently execute various technical and tactical skills during matches (hendricks, lambert, masimla, & durandt, 2015). the sport of rugby needs special attention for the development of future generations of athletes who are expected to reach the highest level of play that can represent the region or country. club participation in a match that is included can help coaches and administrators to obtain results from what has been trained during training and be used as material for correction and evaluation so that athletes can improve their quality much better. judging from every match that the dki jakarta rugby club has participated in various national and international championships, there are many things that need to be used as corrections and improvements to improve the quality of the team and the quality of better athletes. one of the capitals to achieve the highest achievement in a sport is to have and master basic technical skills in playing well and correctly. there are several aspects that need to be developed to achieve the highest achievement, namely aspects of basic technique, tactics, strategy and mentality of athletes. improving these aspects requires a relatively long time and process so that athletes are able to perform skilled and perfect movements. success will come if the athlete's ability can read the situation and play what is in front of him, including the transition to play (mckay & o’connor, 2018). each team tries to score by gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni131 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 kicking, passing and bringing the ball past the opponent's defense and placing it on the ground (try line) to get a score (sutanto, 2016). in rugby union, most points are accrued when scoring a try (grant et al., 2003). rugby requires good skills so that the pattern of the game can run and score. mastery of basic techniques is the most important thing for every athlete, whether the athlete can apply it from training during competition. in rugby, there are several basic techniques that must be mastered, one of which is passing. passing in rugby is an activity to pass the ball towards a friend whose position is diagonal and behind the feeder, with the aim of attacking and creating a try/score. there are several kinds of passing in rugby including the spin pass, this pass is usually done to change the position of the attack with a long distance in order to accelerate the attack towards the opponent's gap. this technique is the most difficult thing for rugby athletes to do because it requires arm power, concentration and accuracy to pass the ball over long distances and the ball is right on target towards the target. to get good spin pass results, it is necessary to have a good mastery of basic technical skills, mental readiness of athletes and support athletes' physicality. to do a spin pass, it is necessary to pay attention to several principles such as holding the ball, body position, arm swing, leg movement, and follow through. in every match that is held, players or clubs experience improvements and improvements to the way they play, from basic techniques to advanced techniques. from the observations of the researchers, during the xx pon pre-match which was held in bali in 2020, then the xx pon match which was held in papua in october 2021, frequent violations and making unnecessary mistakes were one of the problems that must be resolved immediately, especially the problem in doing the spin pass technique. many athletes find it difficult to do the spin pass technique. the cause of athletes finding it difficult to do the spin pass technique is starting from they athlete who does not master the spin pass skill technique perfectly, as well as the field situation during the match, the pressure from the opponent who becomes the athlete panics. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni132 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 the basic technique of spin pass in rugby games can be done properly and correctly if the athlete is able to control the ball according to the game situation, speed of movement, arm muscle explosive power and good physical condition as for doing the spin pass properly and correctly, the things that need to be trained, especially in the arms, the explosive power of the arm muscles are very much needed by athletes to be able to produce spin passes, besides that, it has an important effect on the success and improvement of technique. explosive power is the ability of the muscular system or group of muscles to carry heavy loads with high strength and speed in one complete movement (lahinda & nugroho, 2019). relative explosive power means the power to complete a load with the weight of one's own body (mariati, rasyid, & barat, 2018). when the athlete performs a spin pass, it is included in the category of relative explosive power even though the athlete's hand is gripping the ball. syafruddin defines explosive power as a combination of two abilities, namely strength and speed of dynamic and explosive muscle contraction in a fast time (adnan & arlidas, 2019). the dominant muscle spin pass movement is used by the arm, such as a throwing motion that must be done as hard as possible and in a fast time. the better the arm muscle power, the better the ball is fed, making the game faster and more effective. to get maximum results in the arm muscles, it is necessary to carry out exercises that involve the explosive power of the arm muscles. eye-hand coordination is a component that supports the success of the spin pass, having good eye-hand coordination can provide effective, efficient and rhythmic movements with several movements combined with the body when doing a spin pass. coordination is the ability to perform movements or work appropriately and efficiently (reggie reginald, fahmy fachrezzy, & iwan hermawan, 2021). if seen by the naked eye, the spin pass movement has several complicated sequences to be carried out, so with the need for eye-hand coordination, athletes do not experience difficulties when performing these movements. in addition, hand eye coordination can practice precise accuracy. the psychological factors that influence, namely achievement motivation. without having high gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni133 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 achievement motivation, athletes will not achieve the success expected from sports as athletes. high motivation is someone who feels motivated and excited to carry out activities with expectations as expected or the success of the goals to be achieved. empirically, the achievement motivation of dki jakarta athletes is still relatively low. it is hoped that after being given special training material there will be an increase in the athlete's achievement to take part in the existing championships. in the game of rugby, each body size has a different position, in general, a large body size is preferred to defend and a lean body size to attack. in addition to requiring good physical condition, athletes need high achievement motivation. to support good spin pass skills, explosive power of arm muscles, hand eye coordination and high achievement motivation is needed. these three things are related to each other to produce a perfect movement on the spin pass. from the background of the problem, the authors are interested in knowing how much influence the explosive power of the arm muscles, hand eye coordination and achievement motivation with spin pass skills on rugby athletes in dki jakarta. method this study aims to determine and reveal whether or not there is an influence between arm muscle explosive power, hand eye coordination and achievement motivation on spin pass skills in dki jakarta rugby athletes. this research was conducted with a quantitative approach using a survey method with path analysis techniques. the population in this study consisted of 45 jakarta rugby athletes including 25 male athletes and 20 female athletes. intake in this study is to use a total sampling technique. arm muscle explosive power instrument using lateral medicine ball throw. hand eye coordination instrument using throw catch tennis ball. the motivational instrument uses a motivational questionnaire. the spin pass skill instrument uses a side throw medicine ball. the data that has been obtained will go through a data analysis process using spss version 22 through 1). description of data, 2). data normality test and homogeneity test 3). regression linearity test and regression significant test, 4). path analysis which includes hypothesis testing. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni134 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 result and discussion result in this study, there were four variables, consisting of three exogenous (free) variables and one endogenous (bound) variable. these variables include: arm muscle explosive power (x1), hand eye coordination (x2), and achievement motivation (x3) and spin pass skills (y). variable spin pass skill (y) the results from the data description table show that the data from the spin pass skill results are quite varied, with a minimum value of 25 and a maximum value of 45 with a mean of 36.4, standard deviation of 4.66, and variance of 21.73. thus, it can be said that the dki jakarta rugby athletes who were sampled have various spin pass skills. the following is a table of interval results for the spin pass skills of dki jakarta rugby athletes. table 1. spin pass skill interval table interval class freq. absolute freq. relatively 25 – 27 2 4,44 28 – 30 3 6,67 31 – 33 7 15,55 34 – 36 14 31,11 37 – 39 8 17,78 40 – 41 7 15,55 43 – 45 4 8,90 total 45 100% variable arm muscle explosive power (x1) the results from the data description table show that the data from the explosive power of the arm muscles are quite varied, with a minimum value of 365 and a maximum value of 700 with a mean of 538.31, standard deviation of 97.94, and variance of 9592.1. thus, it can be said that the dki jakarta rugby athletes who were sampled have various characteristics of arm muscle explosive power. the following table can be seen in the arm muscle explosive power interval table. table 2. arm muscle explosive power interval table interval class freq. absolute freq. relatively 365 – 412 3 6,67 413 – 460 4 8,90 461 – 508 8 17,78 509 – 556 12 26,67 557 – 604 9 20 605 – 657 6 13,33 658 – 700 3 6,67 total 45 100% variable eye-hand coordination (x2) the results from the data description table show that the data from eye-hand coordination is quite varied, with a minimum value of 7 and a maximum value of 20 with a mean of 13.62, standard deviation of 3.02, and gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni135 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 variance of 9.01. thus, it can be said that the dki jakarta rugby athletes sampled have various characteristics of eye-hand coordination. table 3. eye-hand coordination interval table interval class freq. absolute freq. relatively 7 – 8 2 4,44 9 – 10 5 11,11 11 – 12 8 17,78 13 – 14 14 31,11 15 – 16 8 17,78 17 – 18 6 13,33 19 – 20 2 4,44 total 45 100.00 achievement motivation variable (x3) the results of the data description table show that the data from achievement motivation is quite varied, with a minimum value of 131 and a maximum value of 165 with a mean of 149.84, standard deviation 9.18, and variance 84.32. so, the dki jakarta rugby athletes sampled have various characteristics of achievement motivation. table 4. achievement motivation interval table interval class freq. absolute freq. relatively 131 – 135 3 6,67 136 – 140 4 8,90 141 – 145 7 15,55 146 – 150 13 28,89 151 – 155 8 17,78 156 – 160 7 15,55 161 – 165 3 6,67 total 45 100.00 the results of the decisions on all proposed hypotheses can be explained as follows: sub structure i in sub structure 1 shows the combined and partial effect between arm muscle explosive power and hand eye coordination on achievement motivation. the effect of arm muscle explosive power and hand eye coordination on achievement motivation can be seen through the calculation results in the following summary model. table 4. model summary model r r square adjusted r square std. error of the estimate dimension 0 1 .695a .483 .471 8.661 a. predictors: (constant), x2, x1 the magnitude of the number r square (r2) is 0.483. this figure can be used to determine the effect of arm muscle explosive power and hand eye coordination on achievement motivation, which is 0.483 or 48.3%. this shows the effect of arm muscle explosive power and hand eye coordination on achievement motivation of 48.3%, while the rest (51.7%) is influenced by other factors. in other gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni136 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 words, the variability of achievement motivation can be explained by using the arm muscle explosive power and hand eye coordination variables, which is 48.3%, while the effect of 51.7% is caused by other variables outside the model. the structural equation of sub structure ii is: x3= 0,552x1 +0,289x2 + 0,517ε2 a. effect of arm muscle explosive power on achievement motivation the effect of arm muscle explosive power on achievement motivation is indicated by a beta coefficient of 0.539. the results of the test with the t test obtained a t value of 6198 with a significance of 0.000. because the significance number is below 0.05, it can be concluded that there is a linear effect of arm muscle explosive power on achievement motivation. the magnitude of the influence of arm muscle explosive power on achievement motivation is 0.539 or 53.9%. b. effect of eye-hand coordination on achievement motivation the effect of eye-hand coordination on achievement motivation is indicated by a beta coefficient of 0.255. the results of the test with the t test obtained a t value of 2,930 with a significance of 0.004. because the significance number is below 0.05, it can be concluded that there is a linear effect of eye-hand coordination on achievement motivation. the magnitude of the effect of eye-hand coordination on achievement motivation is 0.255 or 25.5%. testing the substructure hypothesis ii the magnitude of the number r square (r2) is 0.401. this figure can be used to determine the effect of arm muscle explosive power, hand eye coordination and achievement motivation on spin pass skills, which is 0.401 or 40.1%. this figure shows the effect of arm muscle explosive power, hand eye coordination and achievement motivation on spin pass skills by 40.1%, while the rest (59.9%) is influenced by other factors. in other words, the variability of arm muscle explosive power, hand eye coordination and achievement motivation on spin pass skills is 40.1%, while the effect of 59.9% is caused by other variables outside the model. based on the table, the f value is 19.217 with a significance of 0.000. because the significance number is less than 0.05, the research hypothesis that arm muscle explosive power, hand eye gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni137 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 coordination and achievement motivation affect spin pass skills can be accepted. the structural equation of sub structure ii is: y= 0,114x1+0,89x2+0,85x3 + 0.599ε3 a. the effect of arm muscle explosive power on spin pass skills the effect of arm muscle explosive power with spin pass skills is shown by a beta coefficient of 0.306. the results of the test with the t-test obtained a t-value of 2.708 with a significance of 0.008. because the significance number is below 0.05, it can be concluded that there is a linear effect of arm muscle explosive power on spin pass skills. the magnitude of the effect of arm muscle explosive power on spin pass skills is 0.306 or 30.6%. b. effect of eye-hand coordination on spin pass skills the effect of eye-hand coordination on spin pass skills is shown by a beta coefficient of 0.216. the results of the test with t test obtained t value of 2.190 with a significance of 0.031. because the significance number is below 0.05, it can be concluded that there is a linear effect of eye-hand coordination on spin pass skills. the magnitude of the effect of eye-hand coordination on spin pass skills is 0.216 or 21.6%. c. the effect of achievement motivation on spin pass skills the effect of achievement motivation on spin pass skills is indicated by a beta coefficient of 0.234. the results of the test with the t test obtained a t value of 2.017 with a significance of 0.047. because the significance number is below 0.05, it can be concluded that there is a linear influence of achievement motivation on spin pass skills. the magnitude of the influence of achievement motivation on spin pass skills is 0.12017 or 20.17%. influence calculation 1) direct influence to calculate the direct effect, the following formula is used: the effect of arm muscle explosive power on achievement motivation x1→x3 = 0.539. effect of eye-hand coordination on achievement motivation x2→x3 = 0.255. the effect of arm muscle explosive power on spin pass skills x1→y = 0.306. effect of hand eye coordination on spin pass skills x2→y = 0.216. the effect of achievement motivation on spin pass skills x3→y = 0.234. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni138 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 2) indirect influence testing using the sobel test with the formula: a b z = (b2 sea 2) + (a2 seb 2) the effect of arm muscle explosive power on spin pass skills through achievement motivation: x1→x3→ y = diperoleh nilai 4,843 effect of eye-hand coordination on spin pass skills through achievement motivation: x2→x3→ y = earned value 4,054 discussion based on the test results of all hypotheses that have been carried out in the hypothesis testing section, it can be stated that: first, the hypothesis that there is a significant effect of arm muscle explosive power and hand eye coordination on achievement motivation after testing the hypothesis is proven jointly and individually to have a significant effect on achievement motivation. the magnitude of the contribution of the arm muscle explosive power and hand eye coordination together on achievement motivation is 48.3% while the remaining 51.7% is the influence of other variables apart from the arm muscle explosive power and arm eye coordination variables. the results of research conducted by nayyiroh show that hand-eye coordination indirectly affects bowling skills through the power arm by 18.6% (nayyiroh, puspitorini, pelana, & lubis, 2021). the contribution of arm muscle explosive power to achievement motivation directly is 0.539 or 53.9%. while the eye-hand coordination variable has a direct contribution to achievement motivation of 0.255 or 25.5%. second, there is a significant effect of arm muscle explosive power, hand eye coordination and achievement motivation together on spin pass skills. the magnitude of the contribution of the arm muscle explosive power, hand eye coordination and achievement motivation together to the spin pass skill is 40.1% while the remaining 59.9% is the influence of other variables apart from the arm muscle explosive power, coordination hands and achievement motivation. the variable contribution of arm muscle explosive power to spin pass skills directly is 0.306 or 30.6%. the contribution of the eye-hand coordination variable to the spin pass skill directly is 0.216 or 21.6%. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni139 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 meanwhile, the contribution of the achievement motivation variable to spin pass skills directly is 0.234 or 23.4%. these findings indicate that in order to improve spin pass skills, students must have a good perception of arm muscle explosive power and hand eye coordination and achievement motivation. this finding shows that to increase achievement motivation, students must have a good perception of arm muscle explosive power and good eye-hand coordination, both of which have a contribution of 48.3% to increase achievement motivation. research conducted by wahyuni that the results of this study are that there is an effect of hand eye coordination on smash skills of 0.329. the effect of leg muscle explosive power on smash skills is 0.248. the influence of motivation on smash skills of 0.419. from the results of this study there is a positive influence between eye-hand coordination, leg muscle explosive power, and achievement motivation on volleyball smash skills throughout cirebon (wahyuni, 2020). indirect effect of arm muscle explosive power on spin pass skills through hand eye coordination z=3,605 > 1.96, means that there is a significant effect. indirect effect of arm muscle explosive power on spin pass skills through achievement motivation obtained a value of z= 4,843 > 1.96, means that there is a significant effect. the indirect effect of eye-hand coordination on spin pass skills through achievement motivation is obtained by the value of z= 4,054 > 1.96, means that there is a significant effect. the results of this study were reinforced by sangap that there was a significant relationship between arm muscle power and rugby passing accuracy of 16.64%. there is a significant relationship between hand eye coordination and rugby passing accuracy of 73.78%. there is a significant relationship between arm muscle power, hand eye coordination together with rugby passing accuracy of 80.82% (sangap, 2019). another study by oktariana and hardiyono found that the effect of the explosive power of the arm muscles on the volleyball smash was 18.9%. the magnitude of the influence of the explosive power of the leg muscles on the volleyball smash is 26.4%. the magnitude of the influence of abdominal muscle strength on the volleyball smash gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni140 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 is 16.4% (oktariana & hardiyono, 2020). this finding indicates that to improve spin pass skills, it is necessary to pay attention and increase perceptions of arm muscle explosive power, hand eye coordination and achievement motivation because both directly and indirectly can improve spin pass skills. conclusion conclusions were drawn based on research findings with exogenous variables consisting of arm muscle explosive power (x1), hand eye coordination (x2) and achievement motivation (x3). the endogenous variable is spin pass skill (y), as follows: 1. there is a direct effect of arm muscle explosive power on achievement motivation. this means that the better the explosive power of the arm muscles, the better the achievement motivation that will be obtained. conversely, the lower the explosive power of the arm muscles, the lower the achievement motivation obtained. 2. there is a direct effect of eye-hand coordination on achievement motivation. this means that the better eye-hand coordination, the better the achievement motivation that will be obtained. on the other hand, the lower the eye-hand coordination, the lower the achievement motivation obtained. 3. there is a direct effect of arm muscle explosive power on spin pass skills. this means that the better the explosive power of the arm muscles, the better the spin pass skills that will be obtained. conversely, the lower the explosive power of the arm muscles, the lower the spin pass skills obtained. 4. there is a direct effect of eye-hand coordination on spin pass skills. this means that the better eye-hand coordination, the better the spin pass skills that will be obtained. on the other hand, the lower the eye-hand coordination, the lower the spin pass skill obtained. 5. there is a direct influence of achievement motivation on spin pass skills. this means that the better the achievement motivation, the better the spin pass skills that will be obtained. on the other hand, the lower the achievement motivation, the lower the spin pass skills obtained. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni141 agus maulana setiawan,1 hidayat humaid2, iwan setiawan3 6. there is an indirect effect of arm muscle explosive power through achievement motivation. this means that the better the explosive power of the arm muscles and achievement motivation, the better the spin pass skills that will be obtained. on the other hand, the lower the arm muscle explosive power and learning motivation, the lower the spin pass skill obtained. 7. there is an indirect effect of eyehand coordination through achievement motivation. this means that the better eye-hand coordination and achievement motivation, the better the spin pass skills that will be obtained. on the other hand, the lower 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(2020). pengaruh koordinasi mata tangan, daya ledak otot tungkai dan motivasi berprestasi terhadap keterampilan smash bola voli se-cirebon. journal of campaign, 02(01). method achievement motivation variable (x3) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 77 85 permalink/doi: https://doi.org/10.21009/gjik.092.01 peningkatan keterampilan bermain bola basket melalui metode latihan variasi pada pembelajaran pendidikan jasmani siswa sma negeri 10 pekanbaru daharis 1* ahmad rahmadani 2 pendidikan jasmani kesehatan dan rekreasi, universitas islam riau jl. kaharuddin nasution no. 113, pekanbaru, riau, indonesia, 28284 *corresponding author. email: daharispenjas@edu.uir.ac.id abstrak, penelitian ini bertujuan untuk mengetahui peningkatan keterampilan bermain bola basket melalui metode variasi pada pembelajaran pendidikan jasmani siswa sman 10 kota pekanbaru. penelitian ini melibatkan 41 orang siswa laik-laki sebagai sampel. instrumen penelitian ini adalah tes keterampilan bermain bola basket tingkat sma yang meliputi: tes memantulkan bola ke dinding, tes menggiring bola, dan tes menembak selama 1 menit. penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode eksperimen. teknik analisa data dalam penelitian ini adalah menggunakan uji t untuk sampel sejenis berdasarkan nilai pre test dan post test. dari hasil analisa data nilai thitung yang diperoleh adalah 7.99. kemudian hasil perhitungan tersebut dikonsultasikan pada t tabel dengan derajat bebas 39, maka didapat ttabel 1.8. berarti thitung lebih besar dari ttabel, dengan demikian terdapat perbedaan yang signifikan antara hasil pre test dan post test. analisa data juga memberikan kesimpulan bahwa terjadi peningkatan 11% dari perbandingan hasil pre test dan post test. dapat disimpulkan bahwa metode variasi dapat meningkatkan keterampilan dasar bermain bola basket pada pembelajaran pendidikan jasmani siswa sman 10 kota pekanbaru. kata kunci: basket, metode, variasi abstract, this study aims to determine the improvement of basketball playing skills through the method of variation on learning physical education in senior high school 10 of pekanbaru. the study involved 41 male students as a sample. the instrument of this research is a test of high school basketball skill that includes: bouncing ball to wall test, dribble test, and shooting test for 1 minute. this research is a quantitative research using experimental method. data analysis technique in this research is using t test for similar samples based on pre test and post test. the result of data analysis of t value obtained is 7.99. then the calculation results are consulted on t table with degrees of freedom 39, then obtained t table 1.8. means t value larger than t table, thus there is a significant difference between the results of pre test and post test. the data analysis also concludes that there is an 11% improvement over the pre test and post test. can be concluded that the method of variation can improve the basic skills of playing basketball on learning physical education students in senior high school 10 of pekanbaru. keywords: basketball, method, variation mailto:daharispenjas@edu.uir.ac.id gladi jurnal ilmu keolahragaan, 09 (2), oktober 78 daharis, ahmad rahmadani pendahuluan di era globalisasi sekarang setiap kita dituntut harus memiliki tingkat sdm yang tinggi dalam rangka menghadapi berbagai tantangan yang muncul seiring kemajuan zaman, salah satunya yaitu dengan berolahraga. olahraga diyakini mampu membangun nilai-nilai positif seperti : kreatif, disiplin, tanggung jawab, proaktif, kritis, sportif, kompetitif untuk manusia dan membentuk karakter bangsa. disamping itu, kegiatan olahraga juga bertujuan menciptakan manusia seutuhnya yang sehat secara jasmani, rohani, dan sosial. itulah sebabnya kegiatan olahraga sangat erat kaitannya dalam kehidupan berbangsa dan bernegara. untuk itulah perlu adanya pembinaan dan pengembangan olahraga sebagaimana yang tercantum dalam undang-undang republik indonesia no.3 tahun 2005 tentang sistem keolahragaan nasional pada pasal 21 yang berbunyi : (1) pemerintah dan pemerintah daerah wajib melakukan pembinaan dan pengembangan olahraga sesuai dengan kewenangan dan tanggung jawab, (2) pembinaan dan pengembangan meliputi pengolahraga, ketenagaan, pengorganisasian, pendanaan, metode, prasarana dan sarana serta penghargaan keolahragaan, (3) pembinaan dan pengembangan keolahragaan dilaksanakan melalui tahap pengenalan olahraga, pemantauan, pemanduan serta pengembangan bakat dan peningkatan prestasi dan (4) pembinaan dan pengembangan dilaksanakan melalui jalur keluarga, jalur pendidikan dan jalur masyarakat yang berbasis pada pengembangan olahraga untuk semua orang yang berlangsung sepanjang hayat. dari kutipan di atas, jelas bahwa pembinaan dan pengembangan olahraga merupakan hal utama yang harus dilakukan untuk memasyarakatkan olahraga di indonesia. salah satu bentuknya bisa melalui pembelajaran pendidikan jasmani di sekolah yang mengajarkan bermacam macam cabang olahraga, seperti : atletik, senam, renang, bela diri dan berbagai jenis keterampilan olahraga permainan, seperti : bola basket, sepakbola, bola voli, takraw, bola tangan dan sebagainya. saat ini, bola basket menjadi salah satu cabang olahraga yang berkembang populer di tengah-tengah masyarakat, khususnya di kalangan generasi muda. menurut wissel (2012: viii), “basketball is for everyone. although it is an extremely youthful sport, with ten age males participating the most, it is played by both sexes of all ages and sizes and also by the physically challenged, including people in wheelchairs”. hal ini dapat dilihat dari semakin meningkatnya minat para pelajar, mulai dari sekolah menengah hingga ke bangku perkuliahan yang berpartisipasi dalam kegiatan ekstrakurikuler bola basket di gladi jurnal ilmu keolahragaan, 09 (2), oktober 79 daharis, ahmad rahmadani sekolah maupun berlatih di klub. selain itu, perkembangan bola basket juga didukung oleh banyaknya event-event pertandingan yang diselenggarakan secara reguler pada tingkat-tingkat umur tertentu, mulai dari yang berskala kecil, seperti : libala untuk siswa smp, hsbl dan dbl untuk pelajar sma, libama untuk mahasiswa hingga kompetisi nbl (national basketball league) yang berskala nasional. bola basket merupakan salah satu cabang olahraga permainan bola besar yang termasuk dalam kurikulum pembelajaran di sekolah. kegiatan tersebut juga ditunjang dengan sarana dan prasarana yang memadai, seperti ketersediaan lapangan, ring dan bola basket. dalam proses pembelajaran ada banyak aspek yang dapat mempengaruhi aktivitas belajar para siswa. baik itu dari sarana dan prasarana yang ada maupun dari kualitas sumber daya manusia yang terlibat dalam proses pembelajarannya sendiri. di dalam pendidikan jasmani yang harus diperhatikan adalah perkembangan anak, maka seharusnyalah para pembina/guru olahraga mengetahui sampai dimana perkembangan itu terjadi, bagaimana kemajuannya dari waktu ke waktu. menurut tangkudung (2012: 19), “seorang pendidik dan pelatih olahraga harus menyadari akan hakikat pendidikan/pelatihan, sebab pendidik/pelatih bertugas dalam membantu melaksanakan perkembangan anak”. bola basket termasuk jenis permainan yang kompleks gerakannya. artinya gerakannya terdiri dari gabungan unsur-unsur gerak yang terkoordinir rapi. analogikanya dalam permainan bola basket, sebelum melakukan passing, terlebih dahulu kita harus tahu cara menangkap bola passing dengan baik, setelah itu kita harus memperhatikan pula cara memegang bola dengan benar. jika cara memegang bola saja sudah salah, tentu kita tidak dapat melakukan passing dengan baik. begitu juga dengan teknik dasar dribbling dan shooting, yang memerlukan penguasaan gerakan-gerakan yang terkoordinasi. jadi, untuk dapat meningkatkan keterampilan permainan bola basket, dituntut dapat melakukan setiap unsur gerak dengan efektif dan efisien sehingga tidak mengalami kesulitan ketika memadukan gerakannya. oleh karena itu, penguasaan terhadap keterampilan dasar harus diprioritaskan untuk menunjang keterampilan permainan bola basket. berikut adalah penjelasan dari ketiga keterampilan dasar bola basket. teknik dribble merupakan keterampilan dasar yang perlu dipelajari dalam pembelajaran bola basket. menurut lieberman (2012:144), “your ability to dribble can have a great impact on your team’s ability to run its offense”. lebih lanjut oliver (2007:49), mengemukakan “men dribble adalah salah satu dasar bola basket gladi jurnal ilmu keolahragaan, 09 (2), oktober 80 daharis, ahmad rahmadani yang pertama diperkenalkan kepada pemula, karena keterampilan ini sangat penting bagi setiap pemain yang terlibat dalam pertandingan bola basket”. gambar 1. dribble dribbling adalah salah satu bentuk usaha membawa bola dengan memantulmantulkan bola ke lantai dengan satu tangan. menggiring bola dalam permainan bola basket dapat dibagi menjadi dua cara, yaitu menggiring bola rendah yang bertujuan untuk melindungi bola dari jangkauan lawan dan menggiring bola tinggi yang dilakukan untuk mengadakan serangan yang cepat ke daerah pertahanan lawan. perbasi (2006:18) menambahkan : “dribbling adalah cara untuk bergerak dengan bola yang dilakukan oleh seorang pemain. tujuannya untuk membebaskan diri dari lawan atau mencari posisi bagus untuk mengoper atau menembak bola”. passing merupakan teknik yang fundamental dalam permainan bola basket. keterampilan ini dilakukan dengan cara mengoper atau memindahkan bola kepada rekan satu tim. menurut kosasih (2008: 26), “passing yang akurat adalah salah satu kunci keberhasilan serangan sebuah tim dan merupakan unsur penentu tembakantembakan yang berpeluang besar mencetak angka”. krause et al (2008: 41)., menambahkan, “in coaching, good passing tends to take the pressure off a team’s defensive play and break down the opponent’s defense. because passing is the quickest way to move the ball and challenge the defense, it should be the primary weapon of offensive attack, thus applying the priority principle of balance and quickness”. gambar 2. passing operan dapat dilakukan secara cepat dan juga dapat dilakukan secara pelan. jenis operan tersebut tergantung situasi secara keseluruhan yaitu posisi teman, posisi lawan, waktu dan taktik. menurut morgan and joe wootten (2012: 104), “a team that passes well will have fewer turnovers and create more scoring opportunities”. untuk dapat melakukan operan dengan baik dalam berbagai situasi, pemain harus menguasai berbagai macam teknik dasar mengoper bola dengan baik. dalam permainan bola basket gladi jurnal ilmu keolahragaan, 09 (2), oktober 81 daharis, ahmad rahmadani dikenal beberapa jenis passing seperti: chest pass yang merupakan jenis operan setinggi dada, bounce pass merupakan operan yang memantul ke lantai, dan overhead pass yang merupakan operan setinggi kepala. teknik ini bisa dilakukan dengan berbagai cara, bisa menggunakan media, secara berpasangan atau berkelompok disesuaikan dengan kebutuhan latihan dan situasi ketika pertandingan. shooting pada hakikatnya merupakan keterampilan utama dalam olahraga bola basket. teknik shooting merupakan skill untuk memasukkan bola ke dalam keranjang basket. menurut showalter (2012:70), “most players love the chance to put the basketball through the hoop and will be highly motivated to learn proper shooting technique”. lalu rose (2013:71), “shooting should be an integral part of every offensive drill”. gambar 3. shooting dari beberapa penjelasan teori-teori di atas dapat disimpulkan bahwa menembak merupakan sasaran akhir setiap bermain bola basket. keterampilan suatu regu dalam permainan bola basket selalu ditentukan keberhasilan dalam menembak atau memasukkan bola ke dalam ring lawan. untuk dapat berhasil dalam menembak perlu dilakukan teknik-teknik yang betul, kerena tembakan yang dikuasai dengan baik dapat menutupi kelemahan teknik dasar lainnya. untuk dapat menampilkan keterampilan dasar bola basket, tentunya harus bisa menguasai gerakan teknik dasar dengan baik, seperti : dribbling, passing, dan shooting. ketiga keterampilan tersebut merupakan yang dominan dan mempunyai peranan yang vital dalam permainan bola basket. sehingga wajar jika dalam pembelajaran bola basket dijadikan fokus utama pembelajaran. untuk itu, diperlukan latihan yang panjang secara continue agar bisa menguasai ketiga keterampilan tersebut. dan untuk menunjangnya, dibutuhkan kondisi fisik yang prima, diantaranya : kelenturan peregelangan tangan, kelincahan, kecepatan dan kekuatan otot lengan. selain itu, keterampilan bola basket juga bisa dilatih dengan cara pendekatan metode tertentu, salah satunya dengan metode variasi yang dilakukan secara bertahap dan sudah terprogram. menurut harsono (1988:121), “untuk mencegah timbulnya kebosanan berlatih ini, pelatih harus kreatif dan pandai-pandai mencari dan menerapkan variasi-variasi dalam latihan”. dengan itu diharapkan nantinya akan tercapai tujuan yang telah direncanakan. kemudian gladi jurnal ilmu keolahragaan, 09 (2), oktober 82 daharis, ahmad rahmadani materi yang diberikan, disesuaikan dengan karakteristik olahraga yang dibina, dan waktu yang tersedia diatur secara efektif dan efisien. sehingga memiliki strategi yang sesuai dengan bentuk kegiatan dan materi yang diajarkan, dalam hal ini adalah keterampilan dasar bola basket. berdasarkan observasi yang peneliti lakukan dalam kegiatan pembelajaran pendidikan jasmani materi bola basket di sman 10 pekanbaru, ditemukan masih ada siswa yang belum bisa menguasai keterampilan teknik dasar. ini terlihat dari siswa ketika melakukan dribel, bola sering lepas, tidak terkontrol, pergerakannya masih kaku dan tidak terlihat adanya kelincahan. saat melakukan passing, banyak siswa yang masih kurang cekatan ketika mengoper dan menangkap bola, kemudian bola sering terlepas/jatuh, sehingga proses pembelajaran tidak berjalan dengan lancar. begitu juga ketika shooting, terlihat siswa-siswa belum memiliki kelenturan tangan yang baik, akibatnya bola yang di shooting sering melenceng dan bahkan ada yang sampai airball. selain itu guru pendidikan jasmani memberikan materi yang tidak bervariasi, akibatnya timbul rasa malas sehingga siswa tidak termotivasi lagi karena mengalami kebosanan. dari hasil pengamatan tersebut, kurangnya memberikan variasi-variasi keterampilan bola basket menjadi faktor yang bisa menyebabkan siswa-siswa belum bisa menguasai keterampilan dasar bola basket dengan baik. untuk itu diperlukan metode yang tepat untuk meningkatkan keterampilan siswa, salah satunya yaitu dengan bentuk metode variasi. karena, dengan semakin sering melakukan materi-materi bola basket yang bervariasi, maka akan mempermudah meningkatkan keterampilan dasar bola basket. berdasarkan fenomena-fenomena yang terjadi di lapangan, maka peneliti tertarik melakukan kajian penelitian lebih lanjut tentang peningkatan keterampilan bermain bola basket melalui metode variasi pada pembelajaran pendidikan jasmani siswa sma negeri 10 pekanbaru. metode penelitian ini tergolong penelitian kuantitatif dengan menggunakan teknik eksperimen. percobaan dilakukan dengan rancangan dua kali penelitian, yaitu test awal (pre test) yang dilambangkan dengan 01 dan tes akhir (post test) yang ditandai dengan 02. adapun pola rancangan dari penelitian ini adalah sebagai berikut : o1 o2 x keterangan : o1 : pre test (tes sebelum mendapat perlakuan) x : perlakuan o2: post test ( tes sesudah mendapat perlakuan) gladi jurnal ilmu keolahragaan, 09 (2), oktober 83 daharis, ahmad rahmadani populasi penelitian ini adalah siswa yang mengikuti kegiatan ekstrakurikuler olahraga bola basket di sman 10 pekanbaru yang berjumlah 41 siswa. tabel 1. populasi penelitian no. kls jumlah 1. x 21 2. xi 20 jumlah 41 tenik pengambilan sampel adalah dengan menggunakan total sampling. artinya, seluruh populasi yang berjumlah 41 siswa dijadikan sebagai sampel penelitian. instrumen atau alat pengumpul data yang digunakan dalam penelitian ini adalah tes untuk mengukur keterampilan dasar bola basket untuk siswa slta putra. dalam tes ini terkandung teknik-teknik bermain bola basket, seperti dribbling, passing, dan shooting. tes ini mempunyai nilai validitas 0,804 dan reliabilitas 0,893. tes yang digunakan adalah tes memantulkan bola ke dinding, tes menggiring bola, dan tes menembak selama 1 menit. terlebih dahulu tes dilakukan sebelum akan memulai pembelajaran (pre-test) dan setelah menjalankan pembelajaran (post-test). pembelajaran dijalankan dalam 16 kali pertemuan. berikut adalah norma keterampilan dasar bola basket tingkat slta putra. tabel 2. norma penilaian jumlah nilai-t golongan 222 dan lebih baik sekali 193-221 baik 165-192 cukup 136-164 sedang 107-135 kurang 79-106 kurang sekali 78 dan kurang sangat kurang sekali teknik analisa data dalam penelitian ini adalah dengan menggunakan t-test untuk sampel sejenis. menurut maksum (2012:177), “sampel sejenis dimaksudkan bahwa distribusi data yang dibandingkan berasal dari kelompok subjek yang sama”. hasil dan pembahasan sesuai dengan permasalahan yang terdapat pada bagian terdahulu yang telah diuraikan, maka dalam bab ini akan dilakukan pemaparan dari hasil penelitian. data-data diperoleh dari hasil tes dan pengukuran terhadap keterampilan dasar bola basket. terlebih dahulu tes dilakukan sebelum akan memulai pembelajaran (pre-test) dan setelah menjalankan pembelajaran (post-test). pembelajaran dijalankan dalam 16 kali pertemuan, dengan 41 siswa sebagai sampel penelitian. terlebih dahulu dilakukan tes awal untuk mengetahui tingkat keterampilan dasar bola basket pada siswa ekstrakurikuler sman 10 pekanbaru. kemudian data-data tersebut diakumulasi dengan menggunakan t-score. dari hasil tes tersebut didapati tidak ada siswa (0%) yang mencapai kategori baik sekali, dan hanya 6 siswa (14.63%) yang masuk dalam kategori baik. kemudian ada gladi jurnal ilmu keolahragaan, 09 (2), oktober 84 daharis, ahmad rahmadani 12 siswa (29.27%) yang memperoleh hasil cukup. mayoritas dari siswa masuk dalam golongan sedang yang berjumlah 17 siswa (41.46%). skor terendah diperoleh 6 siswa (14.63%) yang dikategorikan kurang. dan tidak ada siswa (0%) yang mendapat kategori kurang sekali dan sangat kurang sekali. setelah memberikan perlakuan, kemudian dilakukan tes akhir untuk mengetahui apakah program yang dijalankan berpengaruh terhadap keterampilan bola basket siswa. tes ini bisa dijadikan sebagai rujukan untuk mengetahui seberapa besar perubahan yang diakibatkan dari pengaruh sebelum dan setelah mendapatkan perlakuan. berdasarkan data di lapangan, ternyata terjadi peningkatan pada perolehan hasil skor, walaupun masih belum ada siswa (0%) yang bisa mencapai kategori baik sekali. skor tertinggi diraih oleh 10 siswa (24.40%) yang masuk dalam kategori baik. mayoritas siswa yang dikategorikan cukup berjumlah 17 siswa (41.47%), diikuti 9 siswa (21.95%) masuk golongan sedang. nilai terendah hanya diperoleh 5 siswa (12.19%) yang dikategorikan kurang. dan tidak ada siswa (0%) mendapat kategori kurang sekali dan sangat kurang sekali. semua data yang diperoleh dari hasil tes dan pengukuran dalam penelitian ini melalui tes awal dan tes akhir, terlebih dahulu di cek dan dianalisa secara kuantitatif. selanjutnya data-data tersebut diuji dengan menggunakan t-test untuk sampel sejenis. sampel sejenis dimaksudkan bahwa distribusi data yang dibandingkan berasal dari kelompok subjek yang sama. kemudian nilai t hitung yang diperoleh dari hasil uji t, dibandingkan dengan nilai t tabel dengan d.f. n – 1.. apabila t hitung > t tabel, maka dapat disimpulkan terdapat pengaruh yang signifikan dari perbedaan antara hasil pre-test dengan post-test. tapi, jika t hitung < t tabel, artinya tidak ada pengaruh yang signifikan dari perbedaan antara hasil pre-test dengan post-test. dari hasil analisa data nilai thitung yang diperoleh adalah 7.99. kemudian hasil perhitungan tersebut dikonsultasikan pada t tabel dengan derajat bebas 39, maka didapat ttabel 1.8. berarti thitung lebih besar dari ttabel, dengan demikian terdapat perbedaan yang signifikan antara hasil pre test dan post test. analisa data juga memberikan kesimpulan bahwa terjadi peningkatan 11% dari perbandingan hasil pre test dan post test. dengan demikian hipotesis yang diajukan terbukti bahwa metode variasi dapat meningkatkan keterampilan dasar bermain bola basket pada pembelajaran pendidikan jasmani siswa sman 10 pekanbaru. berdasarkan hasil tersebut, dapat dimaknai bahwa metode variasi dapat meningkatkan keterampilan dasar bermain bola basket pada pembelajaran pendidikan jasmani siswa sman 10 pekanbaru. adanya gladi jurnal ilmu keolahragaan, 09 (2), oktober 85 daharis, ahmad rahmadani peningkatan tersebut didasarkan bahwa metode variasi merupakan suatu metode yang bisa digunakan dalam pembinaan keterampilan olahraga bola basket, khususnya dalam memepelajari keterampilan dasar. metode variasi dilakukan dengan beberapa macam bentuk latihan yang diselingi dengan waktu pemulihan (istirahat) berdasarkan intensitas beban yang semakin lama frekuensi latihannya semakin tinggi. metode variasi dalam pembelajaran bola basket bertujuan untuk meningkatkan keterampilan penguasaan teknik dasar dan memberikan motivasi serta mengurangi kebosanan selama berlatih. penelitian telah membuktikan bahwa metode variasi mempunyai peranan yang penting terhadap peningkatan keterampilan dasar bola basket siswa sman 10 pekanbaru. dengan menerapkan metode variasi secara tepat, diharapkan akan tercipta otomatisasi gerakan yang berpengaruh untuk meningkatkan keterampilan dasar bola basket. ini didasarkan bahwa penguasaan keterampilan bola basket juga bisa dilakukan melalui pembelajaran yang continue. kesimpulan berdasarkan hasil analisa data dan pembahasan dalam penelitian ini, maka dapat disimpulkan bahwa metode variasi dapat meningkatkan keterampilan dasar bermain bola basket pada pembelajaran pendidikan jasmani siswa sman 10 kota pekanbaru. daftar pustaka harsono. 1988. coaching dan aspek-aspek psikologis dalam coaching. jakarta : depdikbud dirjen ptplptk. kosasih, danny. fundamental basketball : first step to win. jakarta: karang turi media. 2008. krause, jerry v et al., basketball skills and drills. usa: human kinetics. 2008. lieberman, nancy. basketball for woman. usa: human kinetics. 2012. maksum, ali. 2012. metodologi penelitian dalam olahraga. surabaya : unesa university press. morgan wootten and joe wootten. coaching basketball successfully. usa: human kinetics. 2012. oliver, jon. dasar-dasar bola basket. bandung: pakar raya. 2007. rose, lee. winning basketball fundamentals. usa: human kinetics. 2013. perbasi. 2006. bola basket untuk semua. jakarta : pengurus besar perbasi. showalter, don. coaching youth basketball. usa: human kinetics. 2012. tangkudung, james. kepelatihan olahraga: pembinaan prestasi olahraga. jakarta: cerdas raya. 2012. wissel, hall. basketball: steps to success. usa: human kinetics. 2012. available online at: http://journal.unj.ac.id/unj/index.php/gjik gladi: jurnal ilmu keolahragaan, 14 (02) 2023, 196-209 permalink/doi: https://doi.org/10.21009/gjik.142.06 copyright © 2023 kecuk tri prasetya, junaidi, ika novitaria marani this work is licensed under a creative commons attribution-sharealike 4.0 international license the influence of learning model and iq on knowledge of a balanced nutrition healthy eating kecuk tri prasetya1*, junaidi2, ika novitaria marani3 123pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: kecuktp@gmail.com (submission track: received: 29-05-2023, final revision: 27-06-2023, available online: 30-06-2023) abstract the objective of this investigation is to evaluate how learning methods and iq influence understanding of a healthy, well-balanced and nutritious diet. it employed an experimental research approach, applying a level 2x2 treatment design. the outcomes of the experiment (1) indicate a contrast in the enhancement of students' comprehension when exposed to a jigsaw cooperative learning pattern versus a guided inquiry learning pattern, based on the f(oa) value of 50.109 and a p-value of 0.000, which is less than 0.05. (2) there is an interaction between the learning model (factor a) and iq (factor b) towards increasing knowledge of a healthy, nutritious and balanced diet based on the value of f(oab) = 18.12 and p-value = 0,000 < 0,05. (3) variances arise in the academic aptitude of learners who possess exceptional cognitive aptitude and are exposed to a well-balanced and nutrient-dense meal plan using the jigsaw cooperative learning style versus the guided inquiry learning approach. statistical findings, as denoted by qhitung = 3.10, exceeding the value of qtabel (0.05;4:30) = 2.89, validate this statement. (4) there is no difference in the knowledge of students who have a low iq with the cooperative learning type of jigsaw and guided inquiry learning models based on the value of qcount = 0.47 < qtabel (0,05;4:30) = 2,89. keywords: learning model; iq; healthy diet; balanced nutrition gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni197 kecuk tri prasetya, junaidi, ika novitaria marani introduction adolescents are a transitional group from children to adults and are a group that is vulnerable to changes in the surrounding environment, especially the influence on food consumption problems. the habits of teenagers towards food are very diverse, such as not caring about food, forgetting when to eat because of busy activities, overeating, following trends with fast food and so on, not paying attention to the nutritional adequacy they need (maharibe, 2014). the 2019 riskesdas recorded adolescents aged 13 to 15 years in west java province 17.45% short, 6.13% thin, 11.96% fat, 4.89% obese (badan penelitian dan pengembangan kesehatan jawa barat, 2019). in school children aged 13-15 years, nutritional problems are more related to risky eating patterns, namely the habit of snacking, skipping meals which is generally breakfast so that it increases the frequency of snacks accompanied by consumption of high calories, high sugar and high fat (lani, 2017). good nutritional knowledge does not mean that someone will apply it in everyday life (mayang sari & rafiony, 2020). what's more, the condition of teenagers who are easily influenced by their surroundings because they lack knowledge of a healthy, nutritious and properly balanced diet. quality and nutritious food is food that is consumed according to nutritional needs, not excessive and not lacking. everyone has different nutritional needs, depending on age and activity (syafira, 2015), because of the influence of advertisements on social media and print media, even public figures are competing to provide tips on managing their diet and not a few teenagers do it, but the information on a healthy, nutritious and balanced diet that is provided is not necessarily correct and can be applied to everyone. therefore, the function of education for a healthy, nutritious and balanced diet is very important, good knowledge is expected to equip them to practice good nutrition and health. many factors influence the practice of balanced nutrition, including gender, age, socioeconomic status, place of residence, habits, family, knowledge and attitudes towards balanced nutrition (arisman, 2004). a school-based knowledge program on healthy, nutritious and balanced eating patterns can take advantage of peer pressure in gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni198 kecuk tri prasetya, junaidi, ika novitaria marani controlling eating behavior (rubai, nabawiyah, & mada, 2018). adolescents with good knowledge of nutrition can help make them aware and provide an understanding that daily food consumption is closely related to health and the process of growth and development (sulistyoningsih, 2011). the ministry of health through pmk no. 41 of 2014 recommends inclusion in natural sciences and sports and health physical education (kementerian kesehatan, 2014). the aim of incorporating healthy, nutritious, balanced diets in physical education, sports and health (pjok) subjects is to increase the active role of the education sector in socializing healthy, nutritious and balanced diets for adolescents. the level of intelligence or intelligence (iq) of an individual determines the level of individual knowledge in studying a learning material. the brain develops very well during prenatal and early postnatal. the period of birth, which is considered the most vulnerable in terms of environmental exposure is closely related to cognitive function as an important part of awareness in learning and school achievement such as working memory and attention developing across childhood and adolescence (dadvand et al., 2015). one way to assess children's cognitive development in adolescence is by individual intelligence tests (iq tests). intelligence is defined as a form of a person's ability to acquire knowledge, learn and understand, apply knowledge to solve problems, and think abstractly (sari, 2010). intelligence is closely related to individual cognitive abilities such as thinking, remembering, reading, learning, problem solving and using language. intelligence can be measured using a psychometric tool commonly referred to as an iq test (wasserman, 2012). one way that is often used to express the level of intelligence is to translate the results of intelligence tests into numbers that can be used as an indication of the position of a person's level of intelligence when compared relative to a norm. traditionally, the normative number of intelligence test results is expressed in the form of a ratio (quotient) and is named iq (intelligence quotient) (arifin, 2008). intelligence plays a role in the ability of students to absorb new information or knowledge and make it the basis for processing problems and gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni199 kecuk tri prasetya, junaidi, ika novitaria marani efforts to solve them (binet, 1905; zeidner, 1995; zenderland, 1998); (pratama, 2015). in adolescents, they are able to react to the intellectual stimulation given, or carry out learning tasks that demand intellectual abilities (marinda, 2020). the intelligence quotient (iq) possessed by a child at this time is sufficient to become the basis for giving various skills or knowledge that can develop his mindset and reasoning power. so, it is hoped that with the right intellectual stimulation, a child will have good knowledge of a healthy, nutritious, balanced diet. learning is an educational interaction that occurs intentionally in achieving certain goals (sulaiman, 2014). the success of learning is largely determined by the learning model designed by the teacher, the right learning model according to the conditions of the students, will make students more receptive to the material presented by the teacher (lahir, ma’ruf, & tho’in, 2017). according to joice&wells; (aulia, akbar, & yulati, 2017) the learning model is a conceptual framework that is used as a guide in carrying out learning that is arranged systematically to achieve learning objectives related to syntax, social systems, reaction principles and support systems, a learning model is a plan or a pattern used as a guide in planning learning in the classroom. there are so many learning models, but in this study only 2 learning models will be used, namely the jigsaw cooperative learning model and the guided inquiry learning model. the cooperative model has the significance of group learning (suprijono, 2016); (supriyanto, 2020), where students study together, contribute ideas and are responsible for achieving learning outcomes (funay, 2020). cooperative learning is not the same as just learning in groups, there are elements in cooperative learning that distinguish it from group divisions that are carried out at random. the cooperative learning model will equip students with independence, creativity and direct involvement in the learning process and will stimulate students so that they want to be actively involved in the learning process. jingsaw is a type of cooperative learning developed by elliot aronson's. this learning model is designed to increase students' sense of responsibility towards their own learning as well as the learning of others (pastika, 2016). gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni200 kecuk tri prasetya, junaidi, ika novitaria marani students not only learn the material provided, but they must also be ready to provide and teach the material to their group. the guided inquiry learning model is a teaching model that emphasizes the process of discovering concepts and relationships between concepts where students design their own experimental procedures (sukma, laili komariyah, 2015). according to dewi, 2013; (cahyadi, hariyanto, & kartiko, 2021), the guided inquiry learning model emphasizes the process of discovering a concept so that a scientific attitude emerges in students and can be designed for use by the teacher according to the level of students' intellectual development. the teacher helps students to develop their mastery of concepts and critical thinking skills. one of the highlevel thinking that students must have is a critical thinking process because students will train to analyze and solve problems so that students become active and learning becomes student-centered. students are mostly based on the results of their own efforts on the basis of the knowledge students have. the guided inquiry model with problems and methods sourced from the teacher, whose solutions are completed by students is the inquiry model that will be used in this study, but that does not mean that the teacher is in full control of the problems and methods, in this case the teacher only provides full guidance to the participants. students so that it is easy to formulate problems that lead to learning topics so that students can determine their own solutions to the problems discussed. based on the background above, the researcher intends to find out the increase in the knowledge of students who have high iq and low iq about a healthy, balanced nutritional diet using the jigsaw type cooperative learning model and the guided inquiry learning model. therefore the researcher drew the title in this study "effectiveness of learning models and iq on increasing knowledge of healthy eating patterns in grade vii students of smpn 15 depok”. method this study aims to determine the effect of learning models and iq on knowledge of a healthy balanced nutritious diet. this research was conducted at class vii smpn 15 depok. this study used an experimental research method with a treatment design by level 2x2. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni201 kecuk tri prasetya, junaidi, ika novitaria marani a1b1: the guided inquiry learning model group with the high iq group a1b2: the guided inquiry learning model group with the low iq group a2b1: cooperative learning jigsaw learning model group with high iq group a2b2: cooperative learning jigsaw learning model group with low iq group the target population in this study were all 288 grade vii students at smpn 15 depok. the sampling technique used in this study was simple random sampling. based on the results of data processing that has been done, the results for each group with high iq and low iq are 27% x 110 students = 29.7, then rounding is done to 30 students. as many as 30 students for the high iq group and 30 students for low iq, so the total sample is 60 students. the data analysis technique was two-way analysis of variance (anava) and continued with the tukey test at a significant level of ɑ = 0.05. to test the normality of the data, using the kolmogorv-smirnov test and homogeneity test using the levene test. result and discussion data collection began by dividing students into two groups of the dependent variable, namely knowledge of a healthy, balanced nutritional diet, which was then carried out with a pretest. after that, the groups were divided into 4 (four) groups based on independent variables and attribute variables, namely the independent variables were learning models: the jigsaw cooperative learning model and the guided inquiry learning model, while the attribute variables were: high iq and low iq. after completing the treatment, the four groups were given a posttest regarding knowledge of a healthy, balanced nutritional diet. table 1. recapitulation of knowledge value of healthy, balanced nutritional eating patterns of students in all groups a b pretest posttest a1 a2 a1 a2 b 1 sum 1056 1096 1456 1318 sample 15 15 15 15 average 70,4 73,1 97,1 87,9 variant 120,4 71,9 3,9 15,1 st. dev 10,1 8,5 2 3,9 b 2 sum 960 1176 1040 1154 sample 15 15 15 15 average 64 78,4 69,3 79,6 variant 166,9 46,4 67,8 24,1 st. dev 12,9 6,8 8,2 4.9 t o t a l sum 2016 2623 2136 2512 sample 30 30 30 30 average 67,2 87,7 71,2 83,7 variant 140,6 114,4 71,1 36,6 st. dev 11,9 10,7 8,4 6,1 gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni202 kecuk tri prasetya, junaidi, ika novitaria marani hypothesis test differences in increasing knowledge of healthy, nutritious and balanced eating patterns between the jigsaw learning type cooperative learning model and the guided inquiry learning model the results of the two-way analysis of variance (anava) show that the value of f(oa) = 50.109 with p-value = 0.000 <0.05. this result indicates that ho is rejected, then ha is accepted. which means that there is a difference in the increase in knowledge of healthy, nutritious and balanced eating patterns of students who are given the jigsaw cooperative learning model and the guided inquiry learning model. the interaction between learning models and iq to increase knowledge of healthy, nutritious and balanced diets the interaction between the learning model and iq on increasing knowledge of a healthy, nutritious and balanced diet can be seen from the results of the two-way analysis of variance. the results in the anova calculation table above show that the f(oab) value = 18.12 with a p-value = 0.000 <0.05. this means that ho is rejected and ha is accepted. therefore, it can be concluded that there is an interaction between the learning model (factor a) and iq (factor b) towards increasing knowledge of a healthy, nutritious and balanced diet. in addition, based on the results of the data analysis, it can be seen that the influence of the learning model and iq variables on increasing knowledge of a healthy, nutritious and balanced diet is rsquared = 0.729 x 100 = 72.90%. the interaction between the learning model and iq in its effect on increasing knowledge of a healthy, nutritious and balanced diet can be visualized in a line like the following figure 1: figure 1. interaction between learning model and iq differences in increasing knowledge of a healthy, nutritious and balanced diet by using the jigsaw type cooperative learning model and by using the guided inquiry learning model in groups of students with high iqs the results of the study prove that students who have a high iq make a difference in increasing knowledge of healthy, nutritious and balanced eating patterns with learning models. this is gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni203 kecuk tri prasetya, junaidi, ika novitaria marani evidenced by the results of further tests using the tuckey test, the results of which can be seen in table 2 below: table 2. comparison of groups a1b1 and a2b1 groups being compared n k dk qhi qtab α=0,05 a1b1 or a2b1 30 2 0,05 3,10 2,89 differences in increasing knowledge of a healthy, nutritious and balanced diet by using the jigsaw type cooperative learning model and by using the guided inquiry learning model in groups of students with low iq the results of the study prove that students who have low iq do not make a difference in increasing knowledge of healthy, nutritious and balanced eating patterns with learning models. this is evidenced by the results of further tests using the tuckey test, the results of which can be seen in table 3 below: table 3. comparison of groups a1b2 and a2b2 groups being compared n k dk qhi qtab α=0,05 a1b2 or a2b2 30 2 0,05 0,47 2,89 a summary of the results of the follow-up test with the tukey test for the 2 groups of data being compared can be seen in table 4 below: table 5. summary of tukey test calculation results groups being compared dk;m;n qhitung qtabel α = 0,05 a1b1 or a2b1 0,05;2;30 3,10 2,89 a1b2 or a2b2 0,05;2;30 0,47 2,89 discussion differences in increasing knowledge of a healthy, nutritious and balanced diet between the jigsaw cooperative learning model and the guided inquiry learning model. the results of hypothesis testing have proven that there are differences in increasing knowledge of healthy, nutritious and balanced eating patterns between children who study using the cooperative learning type jigsaw learning model and children who learn with the guided inquiry learning model. one of them is research conducted by yuli and riandi (2015), the results show that the application of the argument driven inquiry learning model can significantly improve students' mastery of concepts compared to guided inquiry learning. the cognitive aspect that improves the most is the c2 aspect gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni204 kecuk tri prasetya, junaidi, ika novitaria marani (understanding) both in classes that use argument driven inquiry learning and in classes that use guided inquiry learning and mastery of concepts that increases the most in convection material both in classes using argument driven inquiry learning and in class using guided inquiry learning. there is also research conducted by sari et al (annafy et al., 2021), where the results of the research show that: 1) guided inquiry learning can be used to train students' science process skills. this term is proven by the percentage increase in students' science process abilities from the first meeting to the third meeting and if it is categorized in the science process skills criteria it is good enough, 2) thorough learning has a significant effect on students' critical thinking abilities. therefore, the most fundamental difference in this study is that the cooperative learning model has the advantage of increasing learning motivation, reducing disruptive behavior and being very helpful for weak students. because of the cooperative learning type jigsaw learning model, students learn by forming small groups. in that group students can sharpen each other, care for each other in solving the problems given by the teacher. while the guided inquiry learning model has weaknesses, namely: students must have mental readiness and maturity, students must be brave and willing to know their surroundings well, the process in the inquiry method is too concerned with understanding processes, pays little attention to the development of attitudes and skills for students. interaction between learning models and iq on increasing knowledge of healthy, nutritious and balanced diets the results of the two-way analysis of variance (anova), the interaction between the learning model and iq on increasing knowledge of a healthy, nutritious and balanced diet show that the f value = 18.15 with pvalue = 0.002 <0.05 so that ho is rejected and ha is accepted. so, it can be concluded that there is influence the interaction between learning models (factor a) and iq (factor b) on increasing knowledge of a healthy, nutritious and balanced diet. this is in accordance with the opinion of erlina (2019) which states that: a student is said to learn if a process occurs within him that results in a change in behavior. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni205 kecuk tri prasetya, junaidi, ika novitaria marani intellectual intelligence is the ability needed to carry out various mental activities of thinking, reasoning and solving problems (dwijayanti, 2009). intellectual intelligence as an ability that consists of three characteristics, namely: a) the ability to direct thoughts and direct actions, b) the ability to change the direction of action when the action has been done, and c) the ability to self-criticize. to find out the level of one's intellectual intelligence, an intelligence test results are needed (dwijayanti, 2009). the results of this test are widely known as intelligence quotient or abbreviated as iq (baharuddin, 2007). in the learning process at school, many people argue that in order to achieve high achievement in learning, a person must have a high intelligence quotient (iq), because intelligence is a potential provision that will facilitate learning so as to produce optimal learning achievement (gusniwati, 2015). various kinds of learning models, problem-based learning models were chosen as one of the models used by the teacher. this model requires the teacher's active role as a facilitator in the classroom. students can use their ability to analyze various kinds of problems in their daily lives. therefore, the problembased learning model is expected to be an interesting learning model to study and later it is hoped that it can increase student motivation and achievement (gunawan, lilik kustiani, 2018). thus, it can be seen that, there is an interaction between the learning model (cooperative learning type jigsaw and guided inquiry) with iq towards increasing knowledge of healthy, nutritious and balanced eating patterns. differences in increasing knowledge of a healthy, nutritious and balanced diet by using the jigsaw type cooperative learning model and by using the guided inquiry learning model in groups of students with high iqs there is a difference in increasing knowledge of healthy, nutritious and balanced eating patterns by using the cooperative learning type jigsaw learning model and the guided inquiry learning model for groups of students who have high iq. when looking at the comparison of average scores in groups of high iq students using the cooperative learning type jigsaw learning model ( = 97,1) higher than those who have high iq using the guided inquiry learning model gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni206 kecuk tri prasetya, junaidi, ika novitaria marani ( = 87,5) knowledge of a healthy, nutritious and balanced diet. based on this, it can be said that students who have a high iq can be provided with a cooperative learning type jigsaw learning model because this learning model can increase learning motivation, reduce disruptive behavior and is very helpful for weak students (syarifuddin, 2011). in order to achieve maximum results, five elements of the jigsaw cooperative learning model must be applied, namely as follows (amri, 2010): 1) positive interdependence, 2) individual responsibility, 3) face to face, 4) communication between members and 5) evaluation to group process. iq and learning models are two of several factors that influence student learning outcomes (gunawan, lilik kustiani, 2018). iq is the innate factor of each student, mapping of the level of the student's iq is needed to determine the student's initial ability to accept learning. while the learning model is needed as a way for students to be interested in their interests, and able to accommodate the abilities of students who have low iq, so that students who have both low and high iq are able to be motivated in learning. this is because the learning model prioritizes cooperation and the role of each student in the class to jointly analyze and solve daily problems (veriansyah, 2018). so that from these two interrelated factors the results of knowledge of an optimal healthy, nutritious and balanced diet will be achieved by each student. thus, it can be seen that after applying the cooperative learning type jigsaw learning model to groups of students who have high iqs it is more effective to increase knowledge of healthy, nutritious and balanced eating patterns, compared to groups of students using guided inquiry learning models. differences in increasing knowledge of a healthy, nutritious and balanced diet by using the jigsaw type cooperative learning model and by using the guided inquiry learning model in groups of students with low iq there is no difference in increasing knowledge of healthy, nutritious and balanced eating patterns by using the cooperative learning type jigsaw learning model and the guided inquiry learning model for groups of students who have low iq. if you look at the comparison of the average scores in groups of low iq students using the cooperative learning type jigsaw learning model ( = 78) it is lower than those who have low iq using the guided gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni207 kecuk tri prasetya, junaidi, ika novitaria marani inquiry learning model ( = 80) towards knowledge of healthy, nutritious and balanced eating patterns the student learning process must integrate skills, knowledge and attitudes (zeidan, a. h., & jayosi, 2015). science process skills (kps) is an important indicator in transferring knowledge needed to solve problems and be able to gain experience in experiments (wulandari, e., suliyanah, & rohmawati, 2017). students' science process skills (kps) can be trained and developed through a learning model that has a significant influence on students' science process skills, namely guided discovery. this model invites students to participate actively in learning and improve learning outcomes. guided discovery is an example of constructivism learning. the very diverse abilities of students are determined by differences in students both general and specific. the general difference between students is their activity in ways that humans do in general, such as paying attention, observing, responding, remembering, thinking and feeling. the special differences between students are intelligence and talent. in fact, the learning that is being carried out now pays less attention to these factors (gembong, 2010). delivery of learning by using the cooperative learning type jigsaw learning model will guide students' way of thinking in understanding a concept both for students who have medium and low iq. students who have moderate and low iq need a stage that can help their way of thinking in understanding a concept being studied. conclusion 1. there are differences in knowledge of healthy, nutritious and balanced diets between the jigsaw type cooperative learning model and the guided inquiry learning model. 2. there is an interaction between the learning model and iq on knowledge of a healthy, nutritious and balanced diet 3. there are differences in knowledge of healthy, nutritious and balanced diets between the cooperative learning type jigsaw learning model and the high iq guided inquiry learning model. 4. there is no difference in knowledge of healthy, nutritious and balanced eating patterns between the cooperative learning type jigsaw gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni208 kecuk tri prasetya, junaidi, ika novitaria marani learning model and the low iq guided inquiry learning model. references arifin, s. 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(2015). green spaces and cognitive development in primary schoolchildren. proceedings of the national academy of sciences of the united states of america, 112(26), 7937–7942. https://doi.org/10.1073/pnas.15034 02112 funay, n. a. (2020). model cooperative learning dengan metode tgt dalam pembelajaran pjok di sekolah dasar. seminar & conference nasional keolahragaan, 65–73. kementerian kesehatan. (2014). peraturan menteri kesehatan tentang pedoman gizi seimbang, 1–24. lahir, s., ma’ruf, m. h., & tho’in, m. (2017). peningkatan prestasi belajar melalui model pembelajaran yang tepat pada sekolah dasar sampai perguruan tinggi. jurnal ilmiah edunomika, 1(01), 1–8. https://doi.org/10.29040/jie.v1i01.1 94 lani, a. (2017). hubungan frekuensi sarapan dan kebiasaan jajan dengan status gizi pada siswa sekolah dasar. skripsi, 82. maharibe, c. c. 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(2014). model pembelajaran cooperative learning (suatu analisis psikologis dalam pembelajaran). visipena journal, 5(2), 25–35. https://doi.org/10.46244/visipena.v 5i2.258 sulistyoningsih, h. (2011). gizi untuk kesehatan ibu dan anak. yogyakarta : graha ilmu. supriyanto, s. (2020). model pembelajaran kooperatif tipe teams games tournaments untuk meningkatkan hasil belajar matematika. jurnal inovasi sekolah dasar, 7(1), 10–18. https://doi.org/10.36706/jisd.v7i1.1 1619 syafira, s. (2015). hubungan pengetahuan gizi dengan sikap mengkonsumsi makanan sehat siswa smk. jurnal ilmiah pendidikan kesejahteraan keluarga, 3(1), 1–8. wasserman, j. d. (2012). a history of intelligence assessment the unfinished tapestry, (1977), 3–55. differences in increasing knowledge of a healthy, nutritious and balanced diet by using the jigsaw type cooperative learning model and by using the guided inquiry learning model in groups of students with high iqs conclusion available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 17-24 permalink/doi: https://doi.org/10.21009/gjik.123.03 the effect of traditional games gobak sodor and bentengan to improvement physical fitness students elementary school agus riyandi 1 , samsudin 1 , iman sulaiman 1 1 post graduate program, physical education, jakarta state university. jl. pemuda no.28, rt.11/rw.14, rawamangun, kec. pulo gadung, kota jakarta timur, indonesia correspondiing author. email : agusriyandi_9903820034@mhs.unj.ac.id abstrak this study aims to determine the effect of traditional gobak sodor and bentengan game training on improving the physical fitness of grade v and vi-grade students of sukagumiwang iii elementary school. the research method used in this research is an experimental method through pretest and posttest to determine the level of physical fitness. the population of this research was students consisting of 18 students of class v and 18 students of class vi with a total population of 36 people. while the sample was 30 people, the sampling was purposive namely male students in grades v and vi. the analysis technique used is the average test with the t-test formula. the results of hypothesis testing indicate that there is an effect of traditional games on increasing fitness. the results of descriptive calculations show that the initial test average data is 14.20%, the average final test is 20.60%, and there is an increase of 6.40% for class v. whereas for class vi the average initial test is 14.60%, final test average. was 21.50% and an increase of 6.93%. the results of this study indicate that the traditional bentengan game training is more influential than the traditional gobak sodor game, although the two matches have a significant effect on improving the physical fitness of students in grades v and vi of sukagumiwang iii elementary school, sukagumiwang district, indramayu regency. keywords: traditional games, gobak sodor, bentengan, physical fitness mailto:agusriyandi_9903820034@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, 12 (03), july18 agus riyandi, samsudin, iman sulaiman introduction physical education is an educational process through physical activities that aim to improve physical fitness, develop motor skills, sportsmanship, emotional intelligence, knowledge, and a healthy and active lifestyle (jayul & irwanto, 2020). a student who has high physical fitness can carry out activities or learn well. in addition, it will avoid possible injuries that usually occur due to flexibility when doing heavy physical work. the main purpose of physical exercise is to improve physical fitness and the ability of the body's ecosystem. according to (kurniadi, deni, 2010) physical fitness is the ability to do activities for a long time, whether studying, working or playing ”. according to (widyastuti, endang, 2010) states that: physical fitness is defined as the ability of a person's body to carry out daily activities without experiencing excessive errors and still have reserves of energy to fill spare time for activities, it must be done suddenly ". for example, a student carries out learning activities at school from the beginning of class, following lessons, and until the class ends without experiencing extreme suffering. after coming home from school he can still do other things, such as helping parents or additional learning outside of school, so if someone who carries out daily activities without experiencing excessive suffering and even though they still have energy reserves, can ignore that a person is in good shape. the factor causing differences in learning outcomes/practicing motion is the level of motor ability. motor ability is one of the many internal factors(tarju & wahidi, 2017). many factors influence motor development at a particular period or age, including biological variables such as growth, maturation, and environmental factors such as habitual physical activity and nutritional status (raudsepp & jürimäe, 1997). in line with what has been stated by the world health organization (who) that being healthy consists of people who are prosperous and independent, meaning that they are prosperous, namely the body, the spiritual, and the smoking part is the free part. become equipment and handicap. so healthy includes three closely related aspects, namely physical, spiritual, and social. why build health through one specification, especially through physical activity or sports which impact on the other two aspects. the opposite of being healthy is being sick. because the stratification of health starts from statistical, dynamic, fit, and trained, so that it is called the degree of health, then the degree of health always increases if there is and if it is not available. the skills students have are very different and vary, including at the primary school level. to provide physical education subject matter seen from the phase of elementary schoolage children, this phase is still in the playing stage and has the skills of each student. one of the games that can be given to elementary school students is traditional games, providing traditional game material indirectly carrying out sports activities that greatly increase the physical fitness level of students because many movement activities are carried out without them knowing it. in our country, indonesia, there are many types of traditional games, and each region has its own type of traditional game which is popularly played every day. however, for the west java region including the indramayu regency area in sukagumiwang village, traditional gladi jurnal ilmu keolahragaan, 12 (03), july19 agus riyandi, samsudin, iman sulaiman games that are popular and enjoyed by elementary school-age children are the gobak sodor and bentengan games. traditional games are games that are passed down from generation to generation, either way, verbal, written, or action, and using simple tools to play it with a purpose entertainment or fun and contain positive values in it (listyaningrum, 2018). (fad, 2014) explains that gobak sodor is a game against an area that is guarded by the enemy, usually, this game consists of 4 guards in one match, while the opponent or penetration of the area is only 1 person. furthermore, (fad, 2014) explained "bentengan is a game played by two groups, each consisting of 4 to 8 people. each group chooses a place as the base, usually a stone, pillar or tree as a fortress ”. at sukagumiwang iii elementary school, the level of physical fitness of grade v and vi-grade students was still the lowest since the beginning, lack of teacher motivation, and student interest in physical education subjects during practice in the field. does not support learning facilities, learning methods. this has an impact on decreasing the value of student learning outcomes and shows that the level of physical fitness of grade v and vi students is still low. however, following the physical education learning process is very important because it can improve physical fitness, growth, intelligence, and character. from the description above, i try to find a solution to this problem with scientific research on "the effect of gobak sodor and bentengan games to improvement physical fitness of the v and vi grade students of sukagumiwang iii elementary school". methods good methodologies guide researchers towards goals. methods are the main way used to achieve goals, for example proposing hypotheses using this research tool (mulyadi, 2018). the method used to prove the truth states that the process requires appropriate research methods so that problems can be concluded. the method i use in this research is experimental as suggested by (arikunto, 2006) as follows "experiments are a way to find a causal relationship between two factors that are deliberately caused by the researcher by eliminating or side factors that can interfere". experiments are always carried out to check the treatment. in research, a precise and accurate research pattern is needed to follow the variables originating from the research objectives and the hypothesis that will be tested for correctness. the research process in the experimental method consists of three commonly used designs experiments are generally known in investigations, especially those dealing with humans as objects. (1) single unit technique, (2) parallel unit technique, (3) unit rotation technique (setyanto, 2013). in one unit, the research process is carried out by moving or moving certain variables in a group and trying to measure the influence of entry and elimination of certain variables. in parallel units, the study faces the same two units at once, one as the experimental unit and the other as the unit of comparison for the two units. while the rotation unit, the research process provides an opportunity for each group to become an experimental and comparison unit. based on the type of design, in this study, the authors used an experimental design with a parallel unit technique. because in this research gladi jurnal ilmu keolahragaan, 12 (03), july20 agus riyandi, samsudin, iman sulaiman process the writer is faced with two sample groups which will then be compared from the two groups. the research design was a group consisting of two experimental groups who were given different treatments or exercises. before and after the experiment, pre-test and post-test were carried out. furthermore, it can be seen from the decision decisions between the two experimental groups the experiment in this study was to compare different training systems, namely the class v gobak sodor training and class vi traditional bentengan game training. so that these differences are divided into two experimental groups. the research design was a group consisting of two experimental groups who were given different treatments or exercises. before and after the experiment, pre-test and post-test were carried out. furthermore, it can be seen from the decision decisions between the two experimental groups. the experimental design in this study is as follows: the non-equivalent group pretest-posttest design (sugiyono, 2009). class v (group a) t 1 x 1 t 2 class vi (group b) t x 2 t 2 information: t 1 = initial test x 1 = gobak sodor training t 2 = final test x 2 = bentengan training the population is all research objects, while the sample is a part of the representative population under study (arikunto, 2006). in connection with this, the population of this study was all students in grades v and vi of the sukagumiwang iii public elementary school, totaling to class v 18, and the sixth 18 people, so the total population was 36 people. meanwhile, (sugiyono, 2009) says that: "the generalization area which consists of subjects/objects that have certain qualities and characteristics determined by the researcher to be studied and then draw conclusions". (sugiyono, 2009) explains that: "the sample is part of the number and characteristics possessed by the population. meanwhile, (arikunto, 2006) explains that: "the sample is a part or representative of the population under study. the purpose of sampling in this study is that several individuals have the same characteristics to be studied and can represent the population. in connection with this, the sampling technique in this study is to use the purposive sampling technique, namely taking people who are selected according to the specific characteristics possessed by the sample. the research instrument according to (arikunto, 2006) is a tool or means used by researchers to collect data. in this study, there are two variables, namely the independent variable (independent) and the dependent variable (dependent). the independent variable (x 1) is the traditional bentengan game, the traditional gobak sodor game (x 2) while the dependent variable (y) is physical fitness. furthermore, the sample was a pretest to measure physical fitness, then the sample did the traditional gobak game of sodor for class v, and bentengan for class vi for 14 exercises before doing the postest. after a series of exercises and tests are carried out, it is hoped that the aim of this study can be achieved, namely to determine the comparison gladi jurnal ilmu keolahragaan, 12 (03), july21 agus riyandi, samsudin, iman sulaiman between the traditional bentengan game and the traditional gobak sodor game to improve physical fitness. in this study, the data collection technique that the author uses is a series of indonesian physical fitness tests for elementary schools, (nurhasan dan hasanudin, 2007) the test items are, 30meter sprint, 60 seconds lift, 30 seconds sitting, straight jump, 600-meter run. results after the average value and standard deviation are known, the normality test is then performed using the lilliefors normality test. as previously explained, what will be used in data analysis is the parametric approach or nonparametric approach. it can be seen that the average pretest physical fitness test for the gobak sodor traditional game group is 14.20% and the post-test average is 20.60%. so that the average pretest and posttest results have increased by 6.40%. d apart from being seen from the average physical fitness test of the traditional games bentengan group, namely pretest 14.60% and pos -test average 21.50%. so that the average pretest and posttest results have increased by 6.93%. table 1. (data on the measurement results of the pretest and the postest of group a physical fitness of class v gobak sodor traditional game) no name pretest postest enhacement 1. aris 13 21 8 2. ariyanto 17 21 4 3. dedi rizkiyana 17 21 4 4. hadit firdaus 16 21 5 5. jufri 14 21 7 6. m. irfan 14 21 7 7. pandi 14 21 7 8. priyana 14 21 7 9. riswanto 15 22 7 10. riyan 13 21 8 11. sandiyanto 14 21 7 12. samsudin 13 14 1 13. riyan hidayat 13 21 8 14. tarmidi 13 21 8 15. yayan yandi 13 21 8 sum 213 309 96 average 14,20 20,60 6,40 standard deviation 1,42 1,84 2,03 gladi jurnal ilmu keolahragaan, 12 (03), july21 agus riyandi, samsudin, iman sulaiman table 2. (data on the measurement results of the initial and final test of physical fitness group b traditional games bentengan class vi) no name pretest postest enhacement 1. dandi 15 22 7 2. fajar maulana 14 22 8 3. ikwan 15 22 7 4. jamaludin 13 22 9 5. kaerudin 14 22 8 6. krisnawanto 13 22 9 7. lian kriswanto 14 15 1 8. maliki 15 22 7 9. moh. zahrudin 16 22 6 10. moh. fazar rizki 15 22 7 11. putra jaya 18 22 4 12. suban ma’ruf 15 22 7 13. tamat yasin 14 22 8 14. wahyu andika 14 22 8 15. zam-zam indra 14 22 8 sum 219 323 104 average 14,60 21,50 6,93 standard deviation 1,24 1,81 2,05 grafik 1. the results of the pretest and posttest from the results of the pretest and posttest, the average data obtained from the initial test was 14.20% before being given the gobak sodor exercise. after being given the gobak sodor practice, the average final test was 20.60%, and an increase of 6.40% for class v. meanwhile, for class vi the average initial test was 14.60% before being given the bentengan exercise. after being given the bentengan exercise, the average final test was 21.50% and an increase of 6.93%. 0,00% 10,00% 20,00% 30,00% pretest postest pretest postest grade v gobak sodor game and grade vi bentengan game exercise gobak sodor exercise bentengan gladi jurnal ilmu keolahragaan, 12 (03), july22 agus riyandi, samsudin, iman sulaiman table 4. lilliefors result normality test gobak sodor traditional games and bentengan traditional games group test period lo-count l-tabel conclusio ns gobak sodor traditional games initial test -0,0247 0,220 normal final test -0,0031 0,220 normal different score -0,2151 0,220 normal bentengan traditional games initial test -0,2338 0,220 normal final test -0,3981 0,220 normal different test -0,1569 0,220 normal discussion based on table 1 above, it can be seen that the l value of the register = 0.220. while the initial test score for the lo group traditional game of gobak sodor is = -0.0247, the final lo test = 0.0031. the test criteria are: reject the null hypothesis if the lo obtained from the observational data exceeds l from the list of tables. in other cases, the null hypothesis is accepted. the pre-test data and final test data for the traditional gobak sodor game group have a normal distribution because the lo value is smaller than the l value. 3981. the test criteria are: reject the null hypothesis if the lo obtained from the observational data exceeds l from the list of tables. in other cases, the null hypothesis is accepted. the initial and final test data for the traditional gobak sodor game group and the traditional bentengan game are normally distributed because the lo value is smaller than the l. table value. the next step is to test the homogeneity of the test data using the two-variant equation test. the results of the calculation of the two-way analysis of variance (anova), the difference between traditional gobak sodor games and traditional games with the increase in physical fitness, it is found that the f count of the interaction is 0.68 greater than f table 2.48 at the level of confidence or the level of significance α = 0.05 (dk = n 1 = 14). ho refused to state that there were differences in the results of exercise between the traditional gobak sodor game and the traditional bentengan game to improve the physical fitness of the students' educational association. this research was conducted to assess the comparative effect of the traditional games of gobak sodor and bentengan to improve the physical fitness of the fifth and sixth-grade students of sukagumiwang iii elementary school, sukagumiwang district, indramayu regency. based on the results of the calculation of the hypothesis above, the traditional games of t gobak sodor and bentengan affect improving physical fitness. this is evident from the results of the tests performed, the comparison of the initial test and the final test shows a significant difference. where after the gladi jurnal ilmu keolahragaan, 12 (03), july23 agus riyandi, samsudin, iman sulaiman initial test sample with physical fitness the traditional t exercises of the gobak s bau and bentengan games, resulted significant increase in the final examination of physical fitness. conclusions based on the research results, the following data were obtained: 1. the average data for the initial test was 14.20%, the average for the final test was 20.60%, and an increase of 6.40% for class v (traditional gobak sodor game group). 2. obtained an average initial test of 14.60%, an average of 21.50% in the final test, and an increase of 6.93% for class vi (traditional bentengan game group). 3. there was an increase of 6.40% for class v (the traditional gobak sodor game group). and obtained an increase of 6.93% for class vi (group of traditional bentengan games). judging from these data, the authors conclude that the traditional bentengan game training is more influential than the traditional gobak sodor game, even though the two games have a significant effect on improving the physical fitness of grade v and vi students of sdn sukagumiwang iii district sukagumiwang, indramayu regency references arikunto, s. (2006). prosedur penelitian suatu pendekatan praktis. pt. rineka cipta. fad, a. (2014). kumpulan permainan anak tradisional indonesia. swadaya group. jayul, a., & irwanto, e. (2020). model pembelajaran daring sebagai alternatif proses kegiatan belajar pendidikan jasmani di tengah pandemi covid-19. jurnal pendidikan kesehatan rekreasi, 6(2), 190–199. kurniadi, deni, s. p. (2010). penjas orkes kelas v sd/mi (kemdiknas). cv. putra nugraha. listyaningrum, d. (2018). pengaruh permainan radisional gobak sodor terhadap sikap sosial siswa kelas iii sdn 01 manguharjo kota madiun. gulawentah:jurnal studi sosial, 3(2), 108. https://doi.org/10.25273/gulawe ntah.v3i2.3463 mulyadi, m. (2018). strategi belajar mengajar dengan menerapkan metode demonstrasi untuk meningkatkan prestasi belajar penjaskes materi pertumbuhan dan perkembangan makhluk hidup pada siswa kelas vii smpn 3 tanjung. jurnal langsat, 5(1), 45–48. nurhasan dan hasanudin. (2007). tes dan pengukuran keolahragaan. bandung. universitas pendidikan indonesia. raudsepp, l., & jürimäe, t. (1997). relationships of physical activity and somatic characteristics with physical fitness and motor skill in prepubertal girls. american journal of human biology, 9(4), 513–521. https://doi.org/10.1002/(sici)152 0-6300(1997)9:4<513::aidajhb11>3.0.co;2-p setyanto, a. e. (2013). memperkenalkan kembali metode eksperimen dalam kajian komunikasi. jurnal ilmu komunikasi, 3(1), 37– 48. gladi jurnal ilmu keolahragaan, 12 (03), july24 agus riyandi, samsudin, iman sulaiman https://doi.org/10.24002/jik.v3i1 .239 sugiyono. (2009). metode penelitian administrasi. cv. alfabeta. tarju, t., & wahidi, r. (2017). pengaruh metode latihan terhadap peningkatan passing dalam permainan sepak bola. juara : jurnal olahraga, 2(2), 66. https://doi.org/10.33222/juara.v2 i2.35 widyastuti, endang, s. a. (2010). penjas orkes kelas vi sd/mi (kemdiknas). cv. putra nugraha. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 316-329 permalink/doi: https://doi.org/10.21009/gjik.125.07 the influence of exercise methods and eye-foot coordination on the smash ability of volley ball athletes dwi maya abdiliah1, willadi rasyid1,syafruddin1, eri barlian4 1sport science, padang state university 4sport coaching science, padang state university corresponding email: dwimayaabdiliah645@gmail.com1 abstract this article aims to determine the effect of extensive and intensive interval training methods and eye-foot coordination on the smash ability of volleyball athletes. this type of research uses a quasiexperimental method using treatment with a level 2 x 2 design. populasi pada penelitian ini berjunlah 28 siswa. the sample in this study was male volleyball athletes from the riau province sports high school, amounting to 28 people. ankle coordination test using soccer wall volley test, and smash ability using smash skill test. the results showed 1) there was a difference in the effect of the extensive interval training method and the intensive interval training method on smash ability where fh 47.14 > ft 3.01. 2) there is an interaction between the exercise method and ankle coordination seen from fh 24 > ft 3.01. 3) in high category eye-foot coordination, extensive interval training method is better than intensive interval training method to improve smash ability as seen from qcount 11.36 > qtable 3.34. 4) there is no difference in the effect of low eye-foot coordination between the intensive training method and the extensive interval method on increasing smash ability, it can be seen from qcount 2.60 < qtable 3.34. keywords: smash ability; eye-foot coordination; training method mailto:dwimayaabdiliah645@gmail.com gladi jurnal ilmu keolahragaan, 13 (03), september317 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian introduction volleyball is a sport that is loved by all levels of indonesian society. this sport can be played from the level of children to adults, both men and women. volleyball was originally a game that was carried out as a mere "fad". the possibility of developing into a popular sport that is popular today (fitriani et al., 2021). the volleyball game has basic techniques that must be mastered, the following techniques include: top serve, bottom serve, top passing, bottom passing, block, and smash. according to bachtiar in (sovensi, 2018) the smash is the main blow in attacking the opponent's area. many points in the smash results are accurate and sharp, so the smash technique is often referred to as a deadly and ultimate attack technique to get points. for good results in smashing, high reach and high jumping ability are required (oktariana & hardiyono, 2020). the main problem in this volleyball game includes basic techniques, one of which is the basic smash technique. there are several factors that cause the weakness of the quality of the technique, namely the limited ability of the trainer and the resources used to carry out the training process so that the trainer as a teacher is always faced with the problem of the limited ability of the trainer who is not adequate so that they are less able to carry out their profession competently. the training method carried out by the coach in the practice of basic volleyball techniques tends to do just a movement where players do physical exercise or practice playing volleyball based on previously known movements without clear control in doing so. training is an activity to improve the skills (skills) of exercising by using various equipments in accordance with the purpose and needs of sports (sukadiyanto in (agusdi et al., 2021)) pleasure by the coach in applying in training the technique of playing volleyball. the application of the right training method in the process of practicing volleyball skills will also provide opportunities for coaches to make maximum use of the available facilities so that there is no excuse for volleyball coaches because of the delay in the volleyball player's training process and the inadequate factor of volleyball facilities at the school. the selection and application of methods in volleyball playing skills gladi jurnal ilmu keolahragaan, 13 (03), september318 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian training, especially the smash technique given to athletes so as to improve smash skills in playing volleyball, in this study will try two kinds of methods that will be applied in the volleyball training process, namely the extensive interval method and the interval method that are carried out using equipment and without tools. harsono in (zakky mubarok, 2020) suggests the notion of interval training is an exercise system that is punctuated by intervals in the form of periods of rest. according to (suharjan, 2013) interval training also uses the principle of increasing the load in each exercise. furthermore, according to (sugihartono, 2012) interval training has the characteristics of a variation between work and exercise. interval training not only allows athletes to work at high intensity but athletes can work during continuous training. intensive interval training method is an exercise method that is carried out with moderate to high intensity exercise with a pulse rate of more than 180-190x/minute, few repetitions, not a lot of intervals, a maximum of 3 sets (syafruddin, 2016). according to suharno in (cookson & stirk, 2019) extensive interval training is a form of exercise used to increase endurance. the extensive interval method is an exercise method that is almost the same as the intensive interval training method in which the intensity, repetitions, number of sets and rest have been determined. the difference lies in the intensity of work, and the rest is shorter than the intensive interval. (syafruddin, 2011) explained that the characteristics of the extensive interval method are moderate load intensity, which is 60% 80%, high load/volume and many repetitions, which are 20-30 times series, intervals/rests are not full, which is 45-90 seconds series, and the resulting training effect is an increase in speed endurance. while intensive interval training according to (syafruddin, 2016), the intensive interval training method is carried out with a relatively small amount of load with an exercise intensity ranging from 80-90%, the amount/volume of moderate load is 6-10 times per series, intervals/rests 90-180 seconds each series, and the duration of the moderate load is 30-60 seconds and the effect of this exercise is to increase speed endurance. riau province sports high school is a school for coaching athletes. it can be seen in terms of the gladi jurnal ilmu keolahragaan, 13 (03), september319 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian achievements achieved in 2017, namely the 2nd place in porprov, in 2017 the 3rd place in the regional championship. furthermore, at the regional student sports week (popwil) won 2nd place in 2018. it can be seen in 2020 that the sports high school volleyball achievement during the cup event for the financial vocational school in pekanbaru city where usually the riau province sports high school volleyball team always won, but on this time, the sports high school volleyball team's performance declined. athletes from the riau province sports state high school did not look optimal, because during the match they looked weak and lacked attack while playing. the information obtained from mr. pitoyo as one of the volleyball coaches at the riau province state high school and observations in the field showed that the smash ability of the riau province sports high school volleyball athletes was still low in practice and competition, this could be seen from the implementation of the smash performed, where most of the smashes are done late or can't put the body position in the right place, and also sometimes there are still many who get stuck on the net and get out of the field. the low smash ability of volleyball athletes is inseparable from the components of physical conditions that affect it such as strength, speed, power and one of them is eye-foot coordination and many other physical components. based on the problems that occur, researchers are interested in conducting research and want to provide an exercise program to improve the smash skills of volleyball athletes at the riau province sports high school. the training program given is in the form of an extensive interval method and an intensive interval method. the intervening variable is eye-foot coordination which is measured using an eye-foot coordination test. from the variables studied, it is hoped that it can improve the smash ability of volleyball athletes at sma negeri sport riau province. methods the purpose of this study was to analyze the differences in the effect of training methods and eye-foot coordination on the smash ability of volleyball athletes. the method used in this research is a quasi-experimental research. thus, this research design is a 2x2 factorial design. this study examines the effect of the independent gladi jurnal ilmu keolahragaan, 13 (03), september320 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian variable on the dependent variable and the moderator variable. according to (barlian, 2018), the sample is part of the number and characteristics possessed by the population. the research sampling technique was total sampling, where the entire population of 28 people was used as the research sample because the research population was less than 100 people and the research was carried out in the volleyball court of sma negeri sport riau province. results and discussion 1. eye-foot coordination from the results of measurements carried out on a sample of volleyball athletes at sma negeri sport riau province, the highest score was 13, the lowest score was 8. with an average of 10.00, standard deviation of 1.66. for more details, see the table below: table 1. eye-foot distribution interval class absolute frequency relative frequency 20-22 0 0% 17-19 0 0% 14-16 0 0% 11-13 10 36% 8-10 18 64% 28 100% based on the calculations in table 1. it can be seen that there are 10 athletes who have eye-foot coordination in the 10-13 interval class with a frequency of 36%, and 18 athletes who have eye-foot coordination in the 8-10 interval class with a frequency of 64%. for more details can be seen in the graph below: figure 1. histogram of eye-foot coordination 2. smash test based on the results of the smash measurement test in a group consisting of 28 people, the highest score was 183 and the lowest was 129. with an average of 169.46 and a standard deviation of 12.50. more details can be seen in the following frequency distribution table: table 2 . smash test distribution interval class absolute frequency relative frequency 205-223 0 0% 186-204 0 0% 167-185 20 71,42% 148-166 7 25% 129-147 1 3,57% 28 100% from table 2 it can be seen that 20 athletes have the ability to smash in the interval class 167-185 with a frequency of 71.42%, 7 athletes have the ability to 0 0 0 10 18 0 10 20 20-22 17-19 14-16 11-13. 8-10. eye-foot coordination 20-22 17-19 14-16 11-13. 8-10. gladi jurnal ilmu keolahragaan, 13 (03), september321 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian smash in the interval class 148-166 with a frequency of 25% and 1 athlete has the ability to smash in the interval class 129147. with a frequency of 3.57%. for more details can be seen in the graph below: figure 2. histogram of smash test a. smash ability in the extensive inteval training method group (a1) the volleyball smash measurement data in this group consisted of 14 people, with a maximum score of 180, the lowest score of 155, an average of 170.43 and a standard deviation of 8.36. the frequency distribution of the smash ability of members of this group can be described in the following frequency distribution table: table 3. smash in the extensive interval training method group (a1) interval class absolute frequency relative frequency 195-204 0 0% 185-194 0 0% 175-184 6 42,81% 165-174 5 35,71% 155-164 3 21,42% 14 100% based on table 3, it can be seen that 6 people have the ability to smash in the 175-184 interval class with a frequency of 42.81%, 5 people have the smash ability in the 165-174 interval class with a frequency of 35.71%, and 3 people have the smash ability in the 155-164 interval class. with a frequency of 21.42%. for more details, see the following graph: figure 3. histogram of smash in the extensive interval training method group (a1) b. smash ability in intensive interval training method group (a2) the data from the measurement of the smash ability of this group consisted of 14 people, the highest score was 183 and the lowest score was 129. the average score was 168.50 and the standard deviation was 15.90. the following table shows the frequency distribution of the smash ability data in this group: 0 0 20 7 1 0 50 205-223 186-204 167-185 148-166 129-147 smash 205-223 186-204 167-185 148-166 129-147 0 0 6 5 3 0 10 195-204 185-194 175-184 165-174 155-164 a1 195-204 185-194 175-184 165-174 155-164 gladi jurnal ilmu keolahragaan, 13 (03), september322 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian table 4. smash ability in intensive interval training group (a2) interval class absolute frequency relative frequency 213-233 0 0% 192-212 0 0% 171-191 1 7,14% 150-170 5 35,71% 129-149 8 42,85% 14 100% based on the calculations in table 4, it can be seen that 1 person in the interval class 171-191 with a frequency of 7.14%, 5 people in the interval class 150-170 with a frequency of 35.71% and 8 people in the interval class 129-149 with a frequency of 42.85 %. for more details, see the distribution chart below: figure 4. histogram of smash ability in intensive interval training method group (a2) c. high category eye-foot coordination group exercise (b1) the data from the measurement of smash ability in this group consisted of 14 people with the highest score of 180, the lowest score of 150 with an average of 170,29 and standard deviation of 9,90. the distribution of the smash ability of the riau province sports high school athletes in this group can be described in the following frequency distribution table: table 5. exercises in the high category eye-foot coordination exercise group (b1) interval class absolute frequency relative frequency 198-209 0 0% 186-197 0 0% 174-185 6 42,85% 162-173 5 35,71% 150-161 3 21,42% 14 100% based on the calculations listed in table 5, it can be seen that 6 athletes in the 174-185 interval class with a frequency of 42.85%, 5 athletes in the 162-173 interval class with a frequency of 35.71% and 3 athletes in the 150-161 interval class with a frequency of 21.42%. for details, see the graph below: figure 5. histogram of exercises in the high category eye-foot coordination exercise group (b1) d. low category eye-foot coordination group exercise (b2) data from the exercise measurement results in the low eye-foot coordination group consisting of 14 people in this group had the highest score 0 0 1 5 8 0 10 213-233 192-212 171-191 150-170 129-149 a2 213-233 192-212 171-191 150-170 129-149 0 0 6 5 3 0 10 198-209 186-197 174-185 162-173 150-161 b1 198-209 186-197 174-185 162-173 150-161 gladi jurnal ilmu keolahragaan, 13 (03), september323 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian of 183, the lowest score of 129, the average score of 168.64 and the standard deviation of 15.01. the distribution of volleyball athletes at the raiu province state sports high school in this group is illustrated by the table below: table 6. low eye-foot coordination group exercise distribution (b2) interval class absolute frequency relative frequency 213-233 0 0% 192-212 0 0% 171-191 9 64,28% 150-170 4 28,57% 129-149 1 7,14% 14 100% based on the calculations listed in table 6, it can be seen that 9 athletes in the 171-191 interval class with a frequency of 64.28%, 4 athletes in the 150-170 interval class with a frequency of 28.57% and 1 athlete in the 129-149 interval class with a frequency 7.14%. for more details, the elaboration of the distribution of the training frequency for the athletes of the riau province sports state senior high school can be seen in the following graph: figure 6. histogram of exercise in the low category eye-foot coordination group (b2) e. smash ability data in the extensive interval training method group with eye-foot coordination in the high category (a1b1) the data from the volleyball smash measurement of the members of this group consisted of 7 people with the highest score of 180, the lowest score of 160, an average of 172.43, and a standard deviation of 7.28. the distribution of the frequency of the volleyball smash at the riau province sports high school is described in the following table: table 7. smash distribution of extensive interval training method group with high eye-foot coordination (a1b1) interval class absolute frequency relative frequency 196-204 0 0% 187-195 0 0% 178-186 3 42,85% 169-177 2 28,57% 160-168 2 28,57% 7 100% based on the calculations shown in table 7, it can be seen that 3 athletes in the 178-186 interval class with a frequency of 42.85%, 2 athletes in the 169-177 interval class with a frequency of 28.57%, and 2 athletes in the 160-168 interval class with frequency 28.57%. 0 0 9 4 1 0 10 213-233 192-212 171-191 150-170 129-149 b2 213-233 192-212 171-191 150-170 129-149 gladi jurnal ilmu keolahragaan, 13 (03), september324 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian for more details, it can be seen in the frequency distribution graph below: figure 7. histogram of smash ability group of extensive interval training method with eye-foot coordination high category (a1b1) f. smash ability intensive interval training method group with high category eye coordination (a2b1) the data on the results of measuring the smash ability of the athletes of the riau province sports state senior high school in this group had the highest score of 180, the lowest score of 150, an average of 168.14 and a standard deviation of 12.20. the frequency distribution of smash ability is depicted in the following table: table 8. distribution of smash ability group intensive interval training method with eye-foot coordination in high category (a2b1) interval class absolute frequency relative frequency 206-219 0 0% 192-205 0 0% 178-191 3 42,85% 164-177 1 14,28% 150-163 3 42,85% 7 100% based on table 8 the results of the calculation of smash ability in the intensive interval training method group with high eye-foot coordination, 3 athletes in the 178-19 interval class with a frequency of 42.85%, 1 athlete in the 164-177 interval class with a frequency of 14.28 %, and 3 athletes in the 150-163 interval class with frequency. for more details, see the graph below: figure 8. histogram of smash ability group intensive interval training method with eye-foot coordination high category (a2b1) g. smash ability group extensive interval training method with eye-foot coordination low category (a1b2) the measurement data in the extensive interval training method group consisted of 7 people with the highest score of 178, the lowest score of 155, an average of 168.43 and a standard deviation of 9.45. the frequency distribution can be described below: 0 0 3 2 2 0 5 196-204 187-195 178-186 169-177 160-168 a1b1 196-204 187-195 178-186 169-177 160-168 0 0 3 1 3 0 2 4 206-219 192-205 178-191 164-177 150-163 a2b1 206-219 192-205 178-191 164-177 150-163 gladi jurnal ilmu keolahragaan, 13 (03), september325 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian table 9. distribution of smash ability group extensive interval training method with eye-foot coordination low category (a1b2) interval class absolute frequency relative frequency 199-209 0 0% 188-198 0 0% 177-187 1 14,28% 166-176 4 57,14% 155-165 2 42,85 7 100% based on the distribution table in table 9 above, the extensive interval training method in this group is 1 athlete in the interval class 177-187 with a frequency of 14.28%, 4 athletes in the interval class 166-176 with a frequency of 57.14% and 2 athletes in the class interval 155-165 with a frequency of 42.85%. for more details, see the graph below: figure 9. histogram of ability of the extensive interval training method group with low eye-foot coordination (a1b2) h. smash ability intensive interval training method group with eyefoot coordination low category (a2b2) the data from the measurement of smash ability in this group consisted of 7 people, the maximum score was 183, the lowest score was 129, the average was 168.86 and the standard deviation was 19.96. the frequency distribution of the smash athlete ability of the riau province sports state senior high school is described in the following table: table 10. distribution of intensive interval training method group ability with eye-foot coordination low category (a2b2) interval class absolute frequenc y relative frequenc y 225-248 0 0% 201-224 0 0% 177-200 4 57,14% 153-176 2 42,85% 129-152 1 14,28% 7 100% based on the calculations listed in table 10, it can be seen that there are 4 athletes in the 177-200 interval class with a frequency of 57.14%, 2 athletes in the 153-176 interval class with a frequency of 42.28% and 1 athlete in the 129 interval class. -152 with a frequency of 14.28%. for more details, see the frequency distribution chart below: 0 0 1 4 2 0 5 199-209 188-198 177-187 166-176 155-165 a1b2 199-209 188-198 177-187 166-176 155-165 gladi jurnal ilmu keolahragaan, 13 (03), september326 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian figure 10. histogram of intensive exercise method group ability with eye-foot coordination low category (a2b2) a. hypothesis test hypothesis testing uses two-way analysis of variance (anova). the purpose of the two-way analysis of variance (anova) is to find out how the independent variables influence the experimental results and to determine the interaction effect of the treatments. for more details, the results of hypothesis testing can be seen in the table below: table 11. results of analysis of variance (anova) variant source jk db rjk fh ft deliver a 3,57 1 3,57 47,14 3,01 deliver b 89,28 1 89,28 1,88 3,01 ab interaction 493,99 1 493,99 24 3,01 in (error) 4038,9 24 168,29 total 4625,74 27 information: db = degrees of freedom jk = number of squares rjk = average sum of squares fh = fcount ft = ftable based on table 11, it can be concluded that there is an effect of the group of extensive interval training methods and intensive training methods on volleyball smash abilities where fcount (a) 47.14 > ftable 3.01 then ho is accepted. there is no significant difference, to the training method and eye-foot coordination on the smash ability of the athletes of sma negeri sport riau province fcount (b) 1.88 < ftable 3.01 then ha is accepted. there is an interaction between training methods and eye-foot coordination on smash ability athletes of sma negeri olahrga riau province fcount (ab) 24 > ftable 3.01 then ho is rejected and ha is accepted so that it can be concluded that there is a significant overall interaction between extensive and intensive interval training methods with eye-foot coordination on the smash ability of sma negeri sports athletes riau province. with the proof of the research hypothesis which states that there is a significant interaction between extensive and intensive interval training methods with eye-foot coordination on the smash ability of the athletes of sma negeri 0 0 4 2 1 0 5 225-248 201-224 177-200 153-176 129-152 a2b2 225-248 201-224 177-200 153-176 129-152 gladi jurnal ilmu keolahragaan, 13 (03), september327 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian olahrga, riau province, a further test was carried out (tukey test). the following is table 12. further test results (anova) tabel 12. analysis of variance (anova) test with tukey test compared group dk qh q1 informati on a1 and a2 3,467 6,20 3,03 significant b1 and b2 3,467 6,20 3,03 significant a1b1 and a2b1 4,903 11,3 6 3,34 significant a2b1 and a2b2 4,903 2,60 3,34 not significant based on table 12, the hypothesis of the analysis of variance (anova) and tukey test can be analyzed as follows: 1. the first research hypothesis which states that overall there are differences in the extensive interval training method (a1) the results are better than those trained with the intensive interval method. the mean score of the exercise method sample in the a1 170.43 group was significantly higher than the average exercise method in the a2 group 168.50. (qcount 6,20 > qtable 3,03). 2. the second research hypothesis states that overall eye-foot coordination in the high category eye-foot coordination group, the ability to smash in volleyball is better than the low eye-foot coordination group, the sample group b1 is 170.29, which is significantly higher than the average low eye-foot coordination b2 168.93. (qcount 6,20 > qtable 3,03). 3. the third research hypothesis which states that there is an interaction between the training method and eye-foot coordination on the smash ability of the riau province sports public high school can be seen fcount (ab) 24 > ftable 3.01 4. the fourth research hypothesis states that the extensive interval training method with high eye-foot coordination is better than the intensive interval training method with high eye-foot coordination on the smash ability of sma negeri sport riau province. the hypothesis is accepted, the mean a1b1 172.43 is higher than a2b1 169.71 (qcount11.36 > qtable 3.34) 5. the fifth research hypothesis which states that the average intensive interval method with low eye-foot coordination compared to the extensive interval training method with low eye-foot coordination has no difference or is still considered the same. the mean of a1b2 was 168.43 higher than a2b2 168.86 (qcount 2.60 < qtable 3.34). gladi jurnal ilmu keolahragaan, 13 (03), september328 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian discussion conclusions and recommendations based on research findings and discussion of research results, it can be concluded as follows: there is a difference in the effect of the extensive interval training method with the intensive interval training method on the smash ability of volleyball athletes at sma negeri sport riau province, seen from the two-way anova calculation there is a significant difference because fcount > ftable (fh 47.14 > ft 3.01). there is an interaction between the training method and the coordination of the athlete's ankle on the smash ability of the volleyball athlete at sma negeri sport riau province which can be seen from fcount (ab) 24 > ftable 3.01). in the eyefoot coordination group, in the high category, the extensive interval training method was better than the intensive interval training method to improve the smash ability of volleyball athletes at sma negeri sport riau province, it can be seen from qcount 11.36 > qtable 3.34. there is no difference in the effect on eye-foot coordination in the low category between the intensive training method and the extensive interval method to improve the smash ability of volleyball athletes at sma negeri sport riau province, it can be seen from qcount 2.60 < qtable 3.34. based on the conclusions and implications above, several suggestions are proposed to: 1. in an effort to increase the ability to smash volleyball effectively, it is necessary to use a form of exercise that is truly suitable and in accordance with the characteristics of the player. in addition, in using the exercise method consider other factors. 2. athletes are expected to always attend every scheduled training day and carry out exercises continuously and repeatedly. 3. in improving the ability to smash, it is also necessary to pay attention to other factors that can affect the results of the exercise itself, such as physical, mental and motivational conditions. 4. for further researchers who are interested in conducting similar research, it is recommended to involve other variables, the object of research that is more expanded, and consider various limitations in this study. gladi jurnal ilmu keolahragaan, 13 (03), september329 dwi maya abdiliah, willadi rasyid, syafruddin, eri barlian references agusdi, hernawan, & yasep, s. (2021). volleyball smash skill training model for beginner athletes. journal unjgladi : jurnal ilmu keolahragaan, 12(04), 237–247. barlian, e. (2018). metodologi penelitian kualitatif dan kuantitatif. sukabina press. cookson, m. d., & stirk, p. m. r. (2019). 済無no title no title no title. 2, 483–487. fitriani, a., widiastuti, & hernawan. (2021). volley ball passing learning model for students age 11-12 years. gladi : jurnal ilmu keolahragaan, 12(02), 93–101. https://doi.org/10.21009/gjik.122.0 2 oktariana, d., & hardiyono, b. (2020). pengaruh daya ledak otot lengan, daya ledak otot tungkai dan kekuatan otot perut terhadap hasil smash bola voli pada siswa smk negeri 3 palembang. journal coaching education sports, 1(1), 13–24. https://doi.org/10.31599/jces.v1i1. 82 sovensi, e. (2018). ketepatan smash pemain bolavoli siswa sma ditinjau dari koordinasi matatangan dan extensi togok. gelanggang olahraga: jurnal pendidikan jasmani dan olahraga (jpjo), 2(1), 129–139. https://doi.org/10.31539/jpjo.v2i1. 406 sugihartono. (2012). fisiologi olahraga teori dan aplikasi pembinaan olahraga. universitas negeri malang. suharjan. (2013). kebugaran jasmani. jogja global media. syafruddin. (2011). ilmu kepelatihan olahraga. unp press. syafruddin. (2016). perangkat pembelajaran ilmu melatih dasar. fakultas ilmu keolahragaan universitas negeri padang. zakky mubarok, m. (2020). pengaruh metode latihan interval dan kemampuan agility terhadap peningkatan keterampilan dribbling permainan sepak bola. maenpo, 8(2), 9. https://doi.org/10.35194/jm.v8i2.9 24 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 330-346 permalink/doi: https://doi.org/10.21009/gjik.125.08 the effect of training media and play concentration on shooting accuracy of petanque activities units padang state university yoyon irham1, nurul ihsan1, gusril1,aldo naza putra1 1fakultas ilmu keolahragaan, universitas negeri padang corresponding author. e-mail : yoyonirham@gmail.com abstract the problem is the low performance of physical education, sports and health teachers at smp in sungai penuh city. this study aims to determine the effect of professional competence, pedagogic competence and work discipline on the performance of physical education teachers. this type of research was quantitative with a correlational research design. sampling used a total sampling technique with a total of 28 people. data was collected using tests for pedagogics and professionals, as well as work discipline and teacher performance using existing data. data were analyzed by path analysis. the results of data analysis show that: (1) there was a direct effect between x1 and y of 15.8%. (2) there was a direct effect between x2 and y by 19% (3) there was a direct effect between x3 and y by 19.1%, (4) there was no direct effect between x1 and x2. (5) there was an indirect effect of x1 on y through 17.4%, (6) there was no indirect effect of x2 on y through x3. keywords: professional competence; pedagogics; work discipline; teacher performance gladi jurnal ilmu keolahragaan, 13 (03), september331 yoyon irham, nurul ihsan, gusril, aldo naza putra introduction the development of sports achievement certainly needs a place to accommodate the seeds of athletes who will later be socialized in various circles as an introduction to sports achievements that have great potential. sports achievements will develop with good coaching. one of them is petanque sport. in addition, the development of petanque sports can be seen from the many arrangements that have begun to enter several provinces in indonesia (pelana, 2020). one of them is the management of petanque in west sumatra province which will join in 2021. petanque is included in the sport of accuracy, in petanque sport has 11 the number that is officially contested, this makes the sport of petanque quite promising for achievement (laksana et al., 2017). in sports achievement there are two main goals, the first is to improve individual abilities, and the second is to achieve the desired target. good (cahyono & nurkholis, 2018). petanque sport is a sport that requires a high level of concentration and technique, this can be seen from the main goal of its mechanics, which is to achieve maximum accuracy, meaning that an athlete must be able to throw a bosi according to a predetermined target by throwing with techniques and procedures. which is already in the rules of the game (gracia, 2019). gilles, (2015) said that tactically, petanque is a simple game. petanque is also a sport that can be played by all ages from young to old because in this sport it is not required to make difficult movements that require a lot of energy. petanque games do not expend as much energy as other sports (rosita, 2014). however, if you look at the activities during the match, the petanque game drains a lot of energy. after each match, athletes must pick up an iron ball that is thrown from various distances, starting from 6, 7, 8 and 9 meters. then in order to get to the final, you have to go through several matches and the fact is that the petanque match is held in an open space which gives the sun a chance to sting the skin. that petanque has a tendency to experience minimal injury so that it will be safer to be played by small children and even people who are already elderly. one of the benefits of playing petanque is that it contributes to the physical and mental well-being of those who practice it (hernandez & delosfayosruiz, 2009). in petanque sport, it can be considered as a static gladi jurnal ilmu keolahragaan, 13 (03), september332 yoyon irham, nurul ihsan, gusril, aldo naza putra sport, almost the same as archery, it does not really require too much movement activity and there is no body contact so that in this sport the risk of injury is minimal. however, petanque athletes need a number of physical conditions such as strength, endurance, balance, coordination and focus to keep performing optimally. iskandar et al., (2019) shooting is a technique that aims to bring the opponent's metal ball away from the wooden ball (target ball). shooting is the most important part of the petanque game. if in one team the athlete's shooting ability is weak, then the team will find it difficult to attack the opponent's ball to get the highest point. by shooting, you can add points (numbers) or you can make a series. in shooting, there are components that affect shooting, namely, ball grip, body position towards the target, arm length, coordination, concentration, and ball release. techniques in shooting need to be trained gradually but with good, directed techniques so that they will affect the mastery of good movement processes and will become automatic movements that are part of making shooting movements no longer making mistakes in terms of technique (rasyono et al., 2020). shooting is a type of throw to repel the opponent's boss from the target box, throwing the boss with the aim of hitting the target, namely the opponent's boss to keep away and the ball to make the game dead or the game over (vernet, 2019). souef, (2015) shooting is a technique of delivering the ball with the aim of keeping the opponent's iron ball away from the target box as far as possible. in the petanque game, there are three types of shooting: carreau, short shot, and ground shot. hanief & purnomo, (2019) including height, arm length, palm length, arm muscle strength, flexibility, balance, arm muscle power, strength, concentration and eyehand coordination. some of the components of the physical condition are efforts that can be increased when shooting so that the results to be achieved can be obtained optimally, physical condition is also one aspect that must be owned or fulfilled to achieve achievements. many factors determine the quality of training, one of which is the quality of the training program prepared by the coach. the coach must develop an exercise program. gladi jurnal ilmu keolahragaan, 13 (03), september333 yoyon irham, nurul ihsan, gusril, aldo naza putra according to the needs of each athlete because in petanque sports it is an individual sport and requires accuracy. to carry out an exercise program, the coach needs to compile training media based on literacy which is known to have many training media that can be done in the petanque sport. however, it is necessary to know which one is more effective and which one is more appropriate to produce a positive accuracy for the athletes, in this study the researchers tried to determine the level of effectiveness of each training medium, which will then be associated with the level of concentration playing the athletes. in this study, cone training media and rope training models will be developed, these two training media are those that can be applied in petanque games because they are cones as auxiliary media and ropes as auxiliary media for forming imaginary lines. bompa & haff, (2019) stated that in general terms, the training model is an imitation of the original that contains a special part of a phenomenon being observed or investigated. it is also an isomorphous type of shadow (same as match shape). media cone training is an exercise carried out with media cones that are placed parallel to the width of 30 cm and put the target bossi between the cones with a throwing distance of 6 meters from the front of the circle to the target boss. the cone training media aims to train concentration and focus as well as the level of straightness of throwing to the target (saddle, 2016). this model makes it easier for athletes to do shooting exercises because athletes will rely on cones that are placed parallel and put the target boss right between the cones. rope training media is an exercise that uses rope media as a basis or benchmark for throwing and at the end of the rope is placed the target boss with a throwing distance of 6 meters calculated from the length of the rope used. the rope training model aims to train the level of straight throws to the target and train the athlete's concentration and focus in shooting. this media makes it easier for athletes to shoot because athletes will make ropes as a basis or benchmark to improve shooting straightness towards the target boss. concentration in playing plays an important role in petanque sports, gladi jurnal ilmu keolahragaan, 13 (03), september334 yoyon irham, nurul ihsan, gusril, aldo naza putra especially in shooting numbers because if the athlete's concentration is reduced or disturbed in training or competition, it will cause problems because to produce as many scores as possible high concentration is also needed. athletes who have concentration will be able to control the flow of positive and negative energy, such as athletes who are not able to manage various pressures that befall them, meaning that athletes do not have good concentration. according to fanin, (2005) concentration focuses all energy and physical on the target. therefore, concentration in the sport of petanque has an effect on shooting. then with high concentration players are able to encourage themselves and their friends who are involved in the training session. then there are many factors that can affect shooting accuracy in petanque games. one of them is throwing characteristics, in the special petanque game the shooting number has 5 stations and each station has different obstacles and types of throws (lubis, 2019). thus the level of difficulty in shooting is higher when compared to pointing. in addition to requiring good shooting techniques, it also takes the mental and self-confidence of an athlete. another factor that affects shooting accuracy is the lack of independent training carried out by athletes, then the lack of training models provided. so that the goal of getting a good concentration of playing against petanque players is not carried out optimally methods this study aims to see the effect of training media and playing concentration on the shooting accuracy of athletes in the petanque activity unit, padang state university. this type of research uses an experimental method that uses a treatment by level 2x2 design, which is a factorial design involving two factors. this study examines the effect of the independent variables on the dependent variable and attribute/moderator variables, namely: cone training media and rope training media (a) as independent variables, shooting accuracy (y) partially dependent variable (dependent variable), and playing concentration (b) as an attribute/moderator variable. each independent variable is classified into 2 (two). the independent variables were classified into two forms of exercise media (a), namely: cone training media (a1) and rope training media (a2). while the moderator variables are classified into two levels of gladi jurnal ilmu keolahragaan, 13 (03), september335 yoyon irham, nurul ihsan, gusril, aldo naza putra high playing concentration (b1) and low playing concentration (b2). table 1. design factorial 2x2 konsentrasi bermain media latihan media latihan cone (a1) > media latihan tali (a2) tinggi (b1) a1b1 > a2b1 rendah (b2) a1b2 < a2b2 the population is the entire research subject. according to sugiyono, (2015) population is a generalization area consisting of subjects who have certain qualities and characteristics that are determined by researchers to be studied and then drawn conclusions. the population of this study were 16 athletes from the padang state university petanque activity unit. the sample is part of the number and characteristics possessed by the population (arikunto, 2010) stating that the sample is part or representative of the population being studied. the sampling technique in this study used purposive sampling. based on the two groups of athletes in each group there were 8 athletes with high playing concentration and 8 athletes with low concentration playing using ordinal pairing. the division of groups is based on the matching procedure by determining the order of rank 1-16. to balance in each group, subject matching ordinal pairing is used as follows: table 2. ordinal pairing technique kelompok 1 kelompok 2 1 2 4 3 5 6 8 7 9 10 12 11 13 14 16 15 the data collection technique used in this study is a test to measure shooting accuracy in petanque athletes, playing concentration data is taken using a grid concentration test and shooting tests are taken from the results of shooting a petanque at a distance of 6 meters. this data is then continued with requirements testing, analysis of variance and analysis of variance data (anava) 2 x 2. data obtained from the results of data collection analysis in stages in accordance with the objectives of the study. to analyze the data in this study is the factorial by level 2 x 2 design, according to irianto, (2002) if the interaction of the two factors is not significant (accepting the null hypothesis), then there is no need to take further action (analysis). then it was gladi jurnal ilmu keolahragaan, 13 (03), september336 yoyon irham, nurul ihsan, gusril, aldo naza putra strengthened by ismail, fajri (2018:295) in anova with a 2 x 2 design, many main effect hypotheses could be proposed as many as 4 hypotheses. the requirements of the simple effect test can be carried out if in testing the interaction effect hypothesis it is found that there is an interaction or h0 is rejected. on the other hand, if the hypothesis testing of the interaction effect is concluded that there is no interaction or h0 is accepted, then the simple effect analysis test is recommended not to be carried out. before the data was processed using the anava analysis technique, the anova requirements test was first carried out, namely the normality test using liliefors and the homogeneity test of variance using the bartlet test with a significant level of = 0.05. results and discussion there is no difference in the effect of cone training media and rope training media on shooting accuracy of athletes at the padang state university petanque activity unit. there is no interaction between cone training media, rope training media and play concentration on shooting accuracy of athletes in the petanque activity unit, padang state university. table 3. data for concentration of athletes in the petanque activity unit, padang state university kelas interval frekuensi persentase 7-9 7 44 % 10-12 3 19 % 13-15 4 25 % 16-18 0 0 % 19-21 2 13 % 16 100 % figure 1. graph of data concentration of playing athletes in the petanque activity unit, padang state university in the measurement of the playing concentration test, it can be seen that as many as 7 athletes (44%) have concentration playing in the 7-9 interval class, 3 athletes (19%) have the concentration playing in the 10-12 interval class, 4 athletes (25%) have a concentration of playing in the interval class 13-15, 0 athletes (0%) have a concentration on playing in the interval 7 3 4 0 2 0 2 4 6 8 7-9. 10-12. 13-15 16-18 19-21 frekuensi gladi jurnal ilmu keolahragaan, 13 (03), september337 yoyon irham, nurul ihsan, gusril, aldo naza putra class 16-18, and 2 athletes (13%) have a concentration on playing in the interval class 19-21. table 4. distribution of shooting accuracy test data kelas interval frekuensi persentase 20-23 11 69 % 24-27 5 31 % 28-31 0 0 % 32-35 0 0 % 36-39 0 0 % 16 100 % figure 2. graph of shooting accuracy test data in the shooting accuracy test data, it can be seen that 11 athletes (69%) have shooting accuracy in the interval class 20-23, 5 athletes (31%) have shooting accuracy in the interval class 24-27, 0 athletes (0%) have shooting accuracy in the interval class 28-31, 0 athletes (0%) have shooting accuracy in the interval class 32-35 and 0 athletes (0%) have shooting accuracy in the interval class 36-39. table 5. distribution of shooting accuracy data in the cone exercise media group (a1) kelas interval frekuensi persentase 20-21 3 38 % 22-23 1 13 % 24-25 2 25 % 26-27 2 25 % 28-29 0 0 % 8 100 % figure 3. graph of shooting accuracy data in the cone training media group (a1) in shooting accuracy data in the cone training group media, there are 3 people (38%) who have shooting accuracy in the interval class 20-21, 1 person (13%) has shooting accuracy in the interval class 22-23, 2 people (25%) have accuracy shooting at the interval class 24-25, 2 people (25%) had shooting accuracy in the interval class 26-27, and 11 5 0 0 0 0 2 4 6 8 10 12 20-23 24-27 28-31 32-35 36-39 frekuensi 3 1 2 2 0 0 0,5 1 1,5 2 2,5 3 3,5 20-21 22-23 24-25 26-27 28-29 frekuensi gladi jurnal ilmu keolahragaan, 13 (03), september338 yoyon irham, nurul ihsan, gusril, aldo naza putra 0 people (0%) had shooting accuracy at the interval class 28-29. table 6. distribution of shooting accuracy data in the rope training media group (a2) kelas interval frekuensi persentase 20-21 5 63 % 22-23 1 13 % 24-25 2 25% 26-27 0 0 % 28-29 0 0 % 8 100 % figure 4. graph of shooting accuracy data in the rope training media group (a2) on shooting accuracy data in the rope training media group, it can be seen that 5 people (63%) in the 20-21 interval class, 1 person (13%) in the 22-23 interval class, 2 people (25%) in the 2425 interval class, 0 people (0%) in the 26-27 interval class and 0 people (0%) in the 28-29 interval class. table 7 distribution of shooting accuracy data in the media group with high play concentration exercises (b1) kelas interval frekuensi persentase 20-21 3 38 % 22-23 1 13 % 24-25 2 25% 26-27 2 25% 28-29 0 0 % 8 100 % figure 5. graph of shooting accuracy data in the media group with high playing concentration exercises (b1) in shooting accuracy data in the media group with high playing concentration training, it can be seen that 3 athletes (138%) in the 20-21 interval class, 1 athlete (13%) in the 22-23 interval class, 2 athletes (25%) in the 2425 interval class, 2 athletes (25%) in the 26-27 interval class and 0 players (0%) in the 28-29 interval class. table 8. distribution of shooting accuracy data in the training media group with low playing concentration (b2) kelas interval frekuensi persentase 20-21 6 75 % 22-23 1 13 % 24-25 1 13 % 5 1 2 0 0 0 2 4 6 21-22 23-24 25-26 27-28 29-30 frekuensi 3 1 2 2 0 0 1 2 3 4 20-21 22-23 24-25 26-27 28-29 frekuensi gladi jurnal ilmu keolahragaan, 13 (03), september339 yoyon irham, nurul ihsan, gusril, aldo naza putra 26-27 0 0 % 28-29 0 0 % 8 100 % figure 6. graph of shooting accuracy data in the exercise media group with low playing concentration (b2). in shooting accuracy data in the training media group with low playing concentration, it can be seen that 6 athletes (75%) in the 20-21 interval class, 1 athlete (13%) in the 22-23 interval class, 1 athlete (13%) in the 2425 interval class, 0 athletes (0%) in the 26-27 interval class and 0 players (0%) in the 28-29 interval class. table 9. distribution of shooting accuracy data in the cone training media group with high play concentration (a1b1) kelas interval frekuensi persentase 20-21 1 25 % 22-23 0 0 % 24-25 1 25% 26-27 2 50% 4 100 % figure 7. graph of shooting accuracy data in the cone training media group with high play concentration (a1b1) on shooting accuracy data in the cone training media group with high playing concentration, it can be seen that 1 athlete (25%) in the 20-21 interval class, 0 athletes (0%) in the 22-23 interval class, 1 athlete (25%) ) in the 2425 interval class and 2 athletes (50%) in the 26-27 interval class. table 10. distribution of shooting accuracy data in the rope training media group with high play concentration (a2b1) kelas interval frekuensi persentase 20-21 2 50 % 22-23 1 25 % 24-25 1 25% 26-27 0 0% 4 100 % 6 1 1 0 0 0 2 4 6 8 20-21 22-23 24-25 26-27 28-29 frekuensi 1 0 1 2 0 0,5 1 1,5 2 2,5 20-21 22-23 24-25 26-27 frekuensi gladi jurnal ilmu keolahragaan, 13 (03), september340 yoyon irham, nurul ihsan, gusril, aldo naza putra figure 8. graph of shooting accuracy data in the cone training media group with high play concentration (a1b1) from the calculation of shooting accuracy in the media group shooting accuracy rope training with high playing concentration, 2 athletes (50%) in the 2021 interval class, 1 athlete (25%) in the 22-23 interval class, 1 athlete ( 25%) in the 24-25 interval class and 0 athletes (0%) in the 26-27 interval class. table 11. distribution of shooting accuracy data in the cone training media group with low play concentration (a1b2) kelas interval frekuensi persentase 20-21 3 75 % 22-23 1 25 % 24-25 0 0% 26-27 0 0% 4 100 % figure 9. shooting accuracy data graph in the cone training media group with low play concentration (a1b2) on shooting accuracy data in the cone training media group with low playing concentration, it was obtained that the shooting accuracy training of the padang state university activity unit athletes in this group was 3 athletes (75%) in the 20-21 interval class, 1 athlete (25%) in the 20-21 class. interval 22-23, 0 athletes (0%) in the interval class 24-25, and 0 athletes (0%) in the interval class 26-27. table 12. distribution of shooting accuracy data in the rope training media group with low playing concentration (a2b2) kelas interval frekuensi persentase 20-21 3 75 % 22-23 1 25 % 24-25 0 0% 26-27 0 0% 4 100 % 2 1 1 0 0 0,5 1 1,5 2 2,5 20-21 22-23 24-25 26-27 frekuensi 3 1 0 0 0 1 2 3 4 20-21 22-23 24-25 26-27 frekuensi gladi jurnal ilmu keolahragaan, 13 (03), september341 yoyon irham, nurul ihsan, gusril, aldo naza putra figure 10. graph of shooting accuracy data in the rope training media group with low playing concentration (a2b2) in shooting accuracy data in the rope training media group with low playing concentration, it can be seen that there are 3 athletes (75%) in the 20-21 interval class, 0 athletes (0%) in the 2223 interval class, 1 athlete (25 %) in the 24-25 interval class and 0 athletes (0%) in the 26-27 interval class. table 13. summary of data normality test results on exercise media and play concentration from research design kelompok n l0 lt kes. a1 8 0,202058 0,285 normal a2 8 0,263163 0,285 normal b1 8 0,158852 0,285 normal b2 8 0,278852 0,285 normal a1b1 4 0,187182 0,381 normal a1b2 4 0,283289 0,381 normal a2b1 4 0,25 0,381 normal a2b2 4 0,333183 0,381 normal tests were carried out for each group of data in each cell of the research design. based on the results of the calculation of the normality test of the research design group, it was found that the observation price (l0) obtained was smaller than the ltable (lt) price at the 0.05 level, it can be concluded that all data groups in this study were taken from a normally distributed population so that it can be used for hypothesis testing. table 14. summary of results of homogeneity of variance test for research design groups group var combined variance b x2n x2 tabel descriptio n a1b1 9,58 0,72 8,6 3,45 7,81 homogen a1b2 0,92 a2b1 4,67 a2b2 5,67 in the homogeneity test data, the criteria are accept and accept h0 if x2count < x2table at a significant level = 0.05, thus it can be concluded that the data is homogeneous. table 15. summary of analysis of variance (anova) calculation results group. var jk db rjk fcount ftab intera 2,25 1 2,25 0,36 3,49 intar b 16 1 16 2,54 inter-ab -3,92 1 -3,92 0,62 in (error) 75,42 12 6,29 total 3 15 3 0 1 0 0 1 2 3 4 20-21 22-23 24-25 26-27 frekuensi gladi jurnal ilmu keolahragaan, 13 (03), september342 yoyon irham, nurul ihsan, gusril, aldo naza putra it can be concluded that there is no effect of cone training media and rope training media on shooting accuracy or fcount (a) = 0.36 < ftable = 3.45 then ha is accepted. there is no significant difference, for high playing concentration and low playing concentration on shooting accuracy of athletes in the petanque activity unit, padang state university fcount (b) 2.54 < ftable 3.45 then ha is accepted, there is no interaction between training media and playing concentration on the shooting accuracy of athletes in the petanque activity unit, padang state university fcount (ab) 0.62 < ftable 3.45 then ho is accepted ha is rejected so it can be concluded that there is no significant overall interaction between cone training media and rope training media with concentration playing on accuracy shooting of athletes from the padang state university petanque activity unit. discussion this study was designed to determine the increase in shooting accuracy of athletes from the petanque activity unit, padang state university, using cone, rope and playing concentration as moderator variables. after analyzing the data using the twoway anova approach and not continuing with the tukey test because in this study the hypothesis testing was rejected. the research findings as found in the previous section of this chapter are the results of statistical data analysis that need to be studied further to explain why this research hypothesis is not acceptable, why there could be no significant interaction between cone training media and rope training media. with concentration playing and so on. the results of testing the first hypothesis showed that the overall average score of the exercise media in the cone group was the same as the exercise media in the rope group. in the cone training group the results were not much different or there was no significant difference in the effect of the rope training media. thus, it can be stated that these two forms of exercise have an influence in increasing the shooting accuracy of athletes from the petanque activity unit, padang state university. the advantages of these two training media greatly determine the success of a given exercise, as has been stated the cone training media has advantages in terms of implementation gladi jurnal ilmu keolahragaan, 13 (03), september343 yoyon irham, nurul ihsan, gusril, aldo naza putra in addition to increasing the accuracy of shooting the petanque game, it can also help players get a ball to ball feeling when shooting and shooting. straight when throwing. the rope training media has the advantage that it can increase the imaginary line or ball-to-ball feeling, helping athletes to straighten the throw towards the target. this training medium is also useful for novice players in improving the feeling of ball to ball and straight when throwing towards the target. concentration of playing plays an important role in petanque sports, especially in shooting numbers because if there is a reduced or disturbed concentration of playing athletes in training or matches, it will cause problems because to produce as many scores as possible high concentration is also required. athletes who have concentration will be able to control the flow of positive and negative energy, such as athletes who are not able to manage various pressures that befall them, meaning that athletes do not have good concentration. then the program that is run is not as expected, because the athletes are not disciplined, the load on the exercise is not evenly distributed which should increase day by day but on the contrary and the intensity of the exercise should be at 100% and the intensity of the players is decreasing day by day. to achieve the highest possible sports achievement, it is absolutely necessary to develop a good and appropriate training program. exercise is a systematic process that is carried out repeatedly, with more and more increasing the number of training loads. meanwhile, according to (syafruddin, 2011) "exercise is a process of improving sports abilities which contains theoretical and practical material, using methods and implementing rules with a scientific approach, using planned and regular educational principles, so that the objectives of the exercise can be achieved on time. from the explanation and the results of the research above, there are no differences between these two exercises, it turns out that using this exercise the results have no effect on increasing the shooting accuracy of the athletes of the padang state university petanque activity unit, or more precisely, in this study there was no difference in the effect between the groups given. cone gladi jurnal ilmu keolahragaan, 13 (03), september344 yoyon irham, nurul ihsan, gusril, aldo naza putra and rope training models in improving shooting accuracy of athletes from the petanque activity unit, padang state university. from the results of testing the second hypothesis, it proves that there is no interaction between cone and rope training media with playing concentration on the shooting accuracy of the athletes of the padang state university petanque activity unit, or in other words, the proposed research hypothesis cannot be proven true. in the cone training media group, the rope training media at high playing concentration and the cone training media group, the rope training media at low playing concentration both had no interaction. thus, it means that there is no interaction between training media and playing concentration on the shooting accuracy of the athletes of the padang state university petanque activity unit. in the game of petanque, physical conditions play an important role in increasing optimal shooting accuracy, the reason for playing concentration becomes a research study because physical conditions can change. these changes can increase or decrease, so in this study the concentration of playing does not play an important role in increasing the shooting accuracy of the athletes of the padang state university petanque activity unit. in shooting, the mental readiness of a petanque player must also be good, because good mental readiness will be able to affect the concentration of playing and optimal shooting accuracy of a petanque player. athletes are said to have concentration if athletes have the right focus when what we are doing is in line with what we are thinking. then there are many factors that can affect shooting accuracy in petanque games. one of them is throwing characteristics, in the special petanque game the shooting number has 5 stations and each station has different obstacles and types of throws (lubis, 2019). thus the level of difficulty in shooting is higher when compared to pointing. in addition to requiring good shooting techniques, it also takes the mental and self-confidence of an athlete. another factor that affects shooting accuracy is the lack of independent training carried out by athletes, then the lack of training models provided. so that the goal of getting a good concentration of playing against petanque players is not carried out optimally. gladi jurnal ilmu keolahragaan, 13 (03), september345 yoyon irham, nurul ihsan, gusril, aldo naza putra to improve shooting accuracy in petanque games, it is not only by using training media, but also determined by how concentrated the players have. even though a coach has used this form of training well, without being supported by high concentration of play, the players will not focus on following the training process. this causes the goal to not go well and the practice material will not be absorbed perfectly by the players. then to improve the shooting accuracy of the petanque game, a coach must be able to choose the appropriate form of training. conclusion based on research findings and discussion of research results, it can be concluded as follows: there is no difference in the effect of cone training media with rope training media on the shooting accuracy of athletes from the padang state university petanque activity unit. (fh = 0.36 < ft = 3.49). there is no interaction between training media and playing concentration on the shooting accuracy of the athletes of the padang state university petanque activity unit, it can be seen from fcount (ab) = 2.54 < ftable 3.49). reference arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. rineka cipta. bompa, t. o., & haff, g. (2019). periodization: theory and methodology of training, 6th edition. in medicine & science in sports & exercise (vol. 51, issue 4, pp. 831–831). https://doi.org/10.1249/01.mss.000 0554581.71065.23 eko cahyono, r., & nurkholis. (2018). analisis backswing dan release shooting carreau jarak 7 meter olahraga petanque pada atlet jawa timur. jurnal prestasi olahraga, 1(1), 1–5. fanin. (2005). score for lif (perfect bound (ed.)). gilles. (2015). the winning trajectory (p. 47). gracia sinaga, f. s., & ibrahim. 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(2019). the effect of dumbbell swing exercise method to the arms muscle strength of petanque athletes. 2nd gladi jurnal ilmu keolahragaan, 13 (03), september346 yoyon irham, nurul ihsan, gusril, aldo naza putra international conference on sports sciences and health. https://doi.org/10.2991/icssh18.2019.41 laksana, g. b., pramono, h., & mukarromah, s. b. (2017). view of perspektif olahraga petanque dalam mendukung prestasi olahraga jawa tengah. journal of physical education and sports, 6(1), 8. https://journal.unnes.ac.id/sju/inde x.php/jpes/article/view/17319/8743 lubis, m. r. (2019). perbedaan latihan shooting menggunakan penghalang dan tanpa penghalang terhadap peningkatan kemampuan shooting game atlet pemula petanque ikip mataram. proceeding national conference: education, social science, and humaniora, 1(1), 287. https://doi.org/10.36312/ essh.v1i1.43 pelana, r. (2016). hubungan kekuatan otot tungkai dan keseimbangan statis dengan hasil shooting pada atlet klub petanque. prosiding seminar nasional peran pendidikan jasmani dalam menyangga interdisipliner ilmu keolahragaan, 12, 116–127. http://pasca.um.ac.id/conferences/i ndex.php/snpj/article/download/9 96/667 pelana, r. (2020). teknik dasar bermain petanque. in teknik dasar bermain petanque. rajawali pers. rasyono, sukendro, & palmizal. (2020). pengembangan model tahapan latihan shooting tingkat dasar development of basic and advanced shooting stage exercise models for petanque jambi players. upt publikasi dan pengelolaan jurnal universitas islam kalimantan muhammad arsyad al-banjari banjarmasin, 21–30. rosita, i. (2014). journal of physical education , sport , health and recreations. journal of physical education, sport, health and recreation, 4(2), 102–108. http://journal.unnes.ac.id/sju/index. php/peshr souef, g. (2015). the winning. copy media. sugiyono. (2015). metode penelitian kombinasi (mix methods). cv. alfabeta. syafruddin. (2011). ilmu kepelatihan olahraga teori dan aplikasinya. unp press padang. vernet, c. (2019). olahraga petanque: petunjuk pemain, memo wasit, aturan internasional. kridatama adara konsep. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 09 (01) 2018, 24 34 permalink/doi: https://doi.org/10.21009/gjik.091.02 optimalisasi pemanfaatan mineral fosfor dalam membentuk kesehatan fisik anak usia dini melalui reedukasi keluarga sandey tantra paramitha1 1 departemen pendidikan kesehatan dan rekreasi program studi ilmu keolahragaan, jl. dr. setiabudhi no. 229 bandung kode pos 40154 *corresponding author. email: sandeytantra18@upi.edu received: 15 february 2018; revision: 20 february 2018; accepted: 01 march 2018 abstrak : perkembangan kesehatan fisik anak usia dini sangat ditentukan oleh kadar fosfor yang terdapat dalam tubuh, karena menjadi unsur terbesar kedua setelah kalsium dalam tubuh manusia, permasalahan yang menjadi kendala dalam mengembangkan pengetahuan keluarga mengenai pentingnya kandungan fosfor dalam perkembangan tubuh anak usia dini yaitu kondisi lingkungan yang kurang mendukung serta tidak ada dukungan yang masif dari kementerian kesehatan mengenai pentingnya fosfor bagi pertumbuhan anak usia dini. penelitian ini menggunakan metode deskriptif yang bertujuan untuk mendeskripsikan, menggambarkan dan menganalisis kejadian dilapangan, teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi, serta menggunakan teknik analisis data penyajian data, reduksi data serta penarikan kesimpulan. hasil yang diperoleh menunjukan bahwa masyaratakat kurang memiliki pengetahuan mengenai pentingnya fosfor bagi pertumbuhan anak usia dini, maka perlu adanya pengembangan pengetahuan masyarakat mengenai pentingnya fosfor bagi pertumbuhan anak usia dini, hal tersebut dikarenakan kelebihan maupun kekurangan fosfor akan berdampak tidak bak bagi tubuh. kata kunci: anak usia dini; fosfor; kesehatan fisik abstract : the development of early childhood physical health largely determined by levels of phosphorus contained in the body, due to be the second largest item after the calcium in the human body, problems become obstacles in developing family knowledge about the importance of the content of phosphorus in the development of early childhood body i.e. environmental conditions is lacking support and there is no massive support from the ministry of health important about phosphorus for the growth of early childhood. this research uses descriptive method which aims to describe, illustrate and analyze events in field data collection techniques, using interviews, observation and documentation, as well as using the techniques of data analysis the presentation of data, data reduction and withdrawal of the conclusion. the results obtained show that the society have less knowledge about the importance of phosphorus for early childhood growth, hence the need for the development of the knowledge society on the importance of phosphorous for growth in early childhood, it due to the excess or deficiency of phosphorus will not impact the tub for the body. keywords: early childhood; phosphorus; physical health mailto:sandeytantra18@upi.edu gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 25 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan pentingnya mineral fosfor sebagai zat gizi mikro menempati urutan kedua setelah kalsium dalam total kandungan tubuh (siswanto; budisetyawati, 2013). fungsi utama fosfor sebagai pemberi energi dan kekuatan untuk metabolisme lemak dan pati, sebagai penunjang kesehatan gigi dan gusi, untuk sintesis dna serta penyerapan dan pemakaian kalsium (emilia, 2009). hal ini menandakan bahwa fungsi fosfor sangat penting dalam membentuk kesehatan fisik manusia, terutama anak usia dini yang sedang dalam masa pertumbuhan fisik. fosfor merupakan zat penting dari semua jaringan tubuh, mengembangkan fungsi otot dan sel-sel darah merah (moniaga & pangemanan, 2013). maka dapat diketahui bahwa fosfor erat kaitannya dengan metabolisme tubuh yang berguna dalam meningkatkan daya tahan tubuh. pentingnya fosfor untuk anak usia dini ialah sebagai unsur penting dalam mengoptimalkan pertumbuhan fisik, sehingga kekurangan fosfor dalam tubuh anak usia dini akan berakibatkan pada tidak optimalnya pertumbuhan fisik (kusbiantoro, 2015). manfaat fosfor terbesar bagi kesehatan tubuh yaitu untuk membantu proses pembentukan tulang dan gigi yang sehat, selain itu fosfor juga berfungsi untuk meningkatkan kinerja proses pencernaan makanan serta membantu pengaturan proses pembuangan sisa metabolisme dan zat-zat yang tidak berguna bagi tubuh (kuniano, 2015). sehingga akan membuat efektivitas dalam kinerja tubuh lebih optimal. pada aspek lain, fosfor juga memiliki peran yang sangat besar dalam pembentukan protein, menjaga keseimbangan produksi dan fungsi hormon, serta meningkatkan proses pemisahan suatu zat yang dibutuhkan untuk menghasilkan energi. fosfor juga berfungsi dalam mengoptimalkan reaksi kimia dalam tubuh serta membantu tubuh memanfaatkan nutrisi secara tepat (ani, 2011). bahan pangan yang mengandung fosfor terdapat dalam jenis pangan organik dan anorganik (suarni & muh. yasin, 2016), sebagian besar fosfor diserap tubuh dalam bentuk anorganik, khususnya di bagian atas duodenum yang bersifat kurang alkalis sebanyak 70% yang akan diserap. kandungan fosfor dalam makanan banyak terdapat dalam makanan yang tinggi protein, seperti ikan, ayam, daging, telur, kacang-kacangan, biji-bijian, dan serelia atau gandum (rahayu & k.s. sugiarto, 2015). source of protein-rich foods also is usually a food source of phosphorus (satish kumar et al., 2013). selain itu, makanan dengan kandungan kalsium yang tinggi gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 26 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) biasanya juga mengandung fosfor dalam jumlah tinggi (syarifah, 2015). dalam penelitian terdahulu menunjukkan bahwa makanan sumber fosfor yang berasal dari daging akan lebih mudah diserap oleh tubuh, bila dibandingkan dengan makanan sumber fosfor yang berasal dari tumbuhan (komariyah, 2011). daily requirement of phosphorus is different for every person, but in general human need 1,000 milligrams of phosphorus for every day (yuan, pratt, & batstone, 2012). selain itu, biji labu dan labu kuning merupakan salah satu makanan sumber fosfor yang tinggi dari golongan biji-bijian. dalam setiap 28 gram biji labu dan labu kuning mengandung 345 miligram fosfor (ariati & ratnayani, 2017). keju yang terbuat dari susu domba, susu kambing dan susu sapi dalam setiap 28 gram keju, bisa memenuhi kebutuhan fosfor sebesar 28%. untuk jenis keju yang mudah ditemui di pasaran, keju adalah yang tertinggi persentasenya dalam memenuhi kebutuhan fosfor sebanyak 23% (mardiani, sumarmono, & setyawardani, 2013). ikan tuna dan ikan mackerel memiliki jumlah fosfor yang cukup tinggi, masing-masing memiliki 28% dan 27% fosfor untuk setiap 85 gram berat dan sudah dalam kondisi dimasak. ikan lainnya semacam tongkol, kembung, dan jenis ikan cakalang juga termasuk yang memiliki kandungan fosfor tinggi (musfiroh, susanti, & sukmawardani, 2016). hal ini menandakan konsumsi ikan setiap hari dapat memenuhi kandungan fosfor anak usia dini. bukan hanya pada jenis ikan dan sayuran, kandungan fosfor juga terdapat pada daging sapi, karena mengandung 264 miligram dan 243 miligram fosfor atau memenuhi setidaknya 26% dan 24% fosfor (rahayu & k.s. sugiarto, 2015). hal tersebut menandakan bahwa daging sapi sangat penting dalam pembentukan kesehatan fisik anak usia dini. produk olahan juga memiliki fosfor yang sangat tinggi, karena dalam setiap satu yogurt setara dengan berat 245 gram, yoghurt juga mengandung sedikitnya 385 miligram fosfor atau memenuhi setidaknya 38% kebutuhan fosfor setiap hari (rahayu & k.s. sugiarto, 2015). the mineral phosphorus utilization in shaping the physical health of children is very important in the process of growth, due to the lack of phosphorus will result in the absorption of calcium is not optimal (hill & fanta, 2008). selain itu, kurangnya fosfor dalam anak usia dini akan berakibat pada kurang energi, pertahanan tubuh dan pola otak. hal ini menandakan bahwa fosfor sangat menunjang terhadap pertumbuhan anak usia dini. gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 27 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) due to an excess of phosphorus will bring up complaints of pain in the bone bone health will suffer disturbance when you prioritize the role of phosphorus to the body by consuming foods containing large amounts of phosphorus (cupisti & kalantar-zadeh, 2013). selain itu gangguan pada organ ginjal sebagai kesadaran atas pentingnya peran fosfor bagi tubuh, akan terasa jika sudah berada pada usia lansia. high levels of phosphorus in the body will produce a phosphate ion and binds to calcium in the body so that in the long run will lead to a seizure in someone (lópez-arredondo, leyva-gonzález, gonzález-morales, lópez-bucio, & herrera-estrella, 2014). kejang yang diakibatkan oleh berkurangnya fosfor sangat tidak baik dari pertumbuhan fisik anak usia dini, karena akan ada sel-sel dalam tubuh yang tidak berfungsi optimal. kesadaran masyarakat akan hidup sehat masih kurang, hal tersebut dapat dilihat dari kesadaran, kemauan dan kemampuan hidup sehat harus dimiliki oleh seluruh lapisan masyarakat. akan tetapi, derajat kesehatan masyarakat indonesia telah banyak mengalami peningkatan, walaupun kemajuan tersebut belum dirasakan secara luas oleh masyarakat. kesadaran hidup sehat yang kurang dari masyarakat indonesia disebabkan karena sampai saat ini pembangunan kesehatan masih diharapkan dengan berbagai masalah, seperti kondisi lingkungan yang belum kondusif, terbatasnya ketersediaan dan akses air bersih, rendahnya akses sanitasi, tingginya polusi udara akibat kebakaran hutan dan polusi asap kendaraan dan lain-lain (widayatun & fatoni, 2013). selain itu, budaya hidup sehat yang rendah, cuci tangan, lingkungan yang kotor, limbah dan sanitasi yang buruk mengakibatkan sulit menanamkan kesadaran hidup sehat bagi masyarakat. permasalahan saat ini mengenai pemanfaatan fosfor yaitu masyarakat kurang mengetahui pentingnya fosfor dalam pertumbuhan anak usia dini, padahal pengetahuan masyarakat sangat penting dalam pertumbuhan anak. hal ini mengakibatkan pertumbuhan anak di indonesia belum optimal dibandingkan dengan anak usia dini di negara maju. optimalisasi untuk memberikan kesadaran kepada masyarakat akan pentingnya pemanfaatan fosfor dapat dilakukan jika terdapat korelasi antara pemerintah, sekolah dan keluarga dalam mengembangkan hidup sehat. kegiatan tersebut harus berjalan secara berkesinambungan dan terus menerus dalam menerapkan hidup sehat bagi masyarakat. gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 28 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) urgensi pengetahuan masyarakat mengenai pemanfaatan fosfor pada anak usia dini akan membuat anak-anak indonesia mempunyai kesehatan fisik yang baik, karena fosfor sangat penting dalam penyerapan kalsium, meningkatkan energi dan pertumbuhan gigi (nasution, 2016). hal ini akan menunjang anak usia dini dalam menjalankan aktivitas sehari-hari. tujuan dari penelitian ini yaitu untuk dapat mendeskripsikan permasalahan pemanfaatan fosfor bagi anak usia dini, serta untuk ditemukannya strategi dalam mengoptimalkan pemanfaatan fosfor dalam membentuk kesehatan fisik anak usia dini. metode penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif yang bertujuan untuk researching a group of humans, social circumstances, the system of thought or reviewing an event (jewitt, 2013). studi deskriptif bertujuan untuk mendeskripsikan, menggambarkan secara sistematis, keadaan faktual dan akurat tentang fakta-fakta yang terjadi dalam kehidupan sosial, sifat-sifat dan hubungan setiap fenomena-fenomena yang diteliti (rosmiati, 2014). subjek dari penelitian ini terdiri dari kalangan akademisi yaitu dosen olahraga, praktisi dalam bidang ahli gizi serta keluarga yang memiliki anak usia dini. tempat penelitian ini berada di kabupaten bandung barat, kecamatan lembang, pemilihan tempat tersebut dikarenakan kecamatan lembang memiliki produksi pangan yang memiliki kandungan fosfor. teknik pengambilan data dalam penelitian ini menggunakan wawancara, observasi dan dokumentasi yang dilakukan selama enam bulan untuk mengambil data. teknik analisis data dalam penelitian ini menggunakan reduksi data, penyajian data dan penarikan kesimpulan yang dilakukan secara sistematis agar hasil yang didapat sesuai dengan keadaan di lapangan. hasil dan pembahasan berdasarkan hasil penelitian yang diperoleh peneliti, menunjukkan bahwa kesadaran masyarakat mengenai manfaat fosfor dalam pertumbuhan anak usia ini masih minim, dalam memberikan nilai gizi pangan masih terpengaruh oleh tradisi masyarakat. hal tersebut memiliki dampak positif maupun negatif, dampak positif yaitu tradisi masyarakat di lembang cukup baik dalam pemenuhan gizi anak usia dini dikarenakan terdapat produksi olahan makanan yang memiliki kandungan fosfor yang banyak. sedangkan dampak negatif yaitu masyarakat tidak mengetahui jumlah fosfor yang seimbang untuk anak usia dini, sehingga mengakibatkan jumlah kandungan fosfor yang tidak seimbang. gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 29 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) a. optimalisasi fosfor bagi pertumbuhan anak usia dini optimalisasi fosfor dalam meningkatkan kesehatan fisik anak usia dini haruslah seimbang atau sesuai dengan kebutuhan gizi, karena konsep empat sehat lima sempurna sudah tidak dipakai oleh kalangan akademisi maupun praktisi. tabel 1. kebutuhan fosfor berdasarkan usia kalangan usia kebutuhan fosfor bayi 0-6 bulan 100 mg bayi 7-12 bulan 275 mg anak 1-3 tahun 460 mg anak 4-8 tahun 500 mg anak 9-12 tahun 900-1100 mg remaja 13-19 tahun 1250 mg dewasa 19 tahun keatas 700 mg sumber: (gunardi et al., 2017) berdasarkan tabel tersebut, kebutuhan fosfor anak usia dini yaitu 460 miligram yang harus diserap tubuh setiap harinya. keseimbangan zat fosfor dalam tubuh dapat mengoptimalkan pertumbuhan fisik anak usia dini, akan tetapi jika berlebihan akan mengakibatkan sakit pada tulang karena the levels of phosphorus in the body is very high it will interfere with the process of bone growth and ultimately, one's physical growth will be constrained (zhao et al., 2016). tentu hal tersebut tidak baik untuk anak usia dini karena usia tersebut merupakan tahap awal perkembangan fisik manusia. mengonsumsi makanan yang mengandung fosfor terlalu banyak, akan mengakibatkan sakit pada ginjal karena akan terjadi pengendapan fosfor di bagian ginjal. permasalahan yang demikian akan mengganggu kesehatan fisik anak usia dini dan hal tersebut sangat berbahaya bagi tahap perkembangan anak. kadar fosfor yang kurang bagi tubuh juga akan berbahaya bagi perkembangan kesehatan fisik, karena akan mengakibatkan anorexia yang bisa dilihat dari his behaviour which often choosing their food, eat late, weakened muscles and quickly tired of (de tavernier, 2012). kebanyakan kekurangan fosfor anak usia dini dialami oleh keluarga yang tidak mampu secara ekonomi untuk membeli makanan yang memenuhi kadar fosfor. berbagai masalah kesehatan fisik dikarenakan kelebihan ataupun kekurangan fosfor dalam tubuh manusia tidak sebanyak manfaat yang diperoleh tubuh jika pemanfaatan kadar fosfor yang seimbang. sehingga, optimalisasi fosfor dalam tubuh sangat tergantung dari keseimbangan kadar fosfor yang diserap oleh tubuh. optimalisasi fosfor dalam tubuh sangat berpengaruh pada pertumbuhan tulang dan gigi, karena fosfor akan lebih cepat terserap dengan kalsium sehingga sangat penting dalam pembentukan, pertumbuhan, dan pemeliharaan struktur gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 30 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) tulang yang kuat. faktor tulang yang kuat merupakan unsur penting dalam menjalani kehidupan sehari-hari, terutama anak usia dini yang sedang dalam masa pertumbuhan fisik. pemanfaatan fosfor yang seimbang sangat penting bagi proses pencernaan, karena fosfor dapat menstimulasi pencernaan dalam meningkatkan daya serap terhadap vitamin dan mineral. efektivitas yang dihasilkan oleh fosfor dalam proses pencernaan sangat berguna untuk mengatur sirkulasi pencernaan dalam tubuh, sehingga dapat menghasilkan energi yang seimbang dalam tubuh. phosphorus has a significant role in maintaining the health of the kidneys, by ensuring the discharge of waste through the kidneys with the intermediary process of formation urinasi and expenditure excretion (ma et al., 2014). fungsi fosfor tersebut penting untuk menghilangkan masalah pembuangan zat sisa pada tubuh anak usia dini, karena permasalahan kesulitan dalam membuang zat sisa sering dialami oleh anak usia dini. perkembangan otak anak usia dini cukup dipengaruhi oleh fosfor yang terdapat dalam tubuh, karena phosphorus is an essential mineral that is also found in the cells of the brain and the tissues around the brain of man (cardoso, brites, & brito, 2010). hal tersebut menandakan bahwa fungsi fosfor sangat diperlukan dalam pembentukan otak pada anak usia dini, terutama dalam meningkatkan kecerdasan. pemanfaatan fosfor yang seimbang juga akan mengefektifkan penggunaan sistem organ, karena phosphorus helps the flow and use of nutrients with organ systems efficiently to maintain the optimum function of each organ of the body (lee & sung, 2013). semua manfaat fosfor yang diterima oleh tubuh harus diimbangi dengan gerak fisik anak usia dini dalam aktivitas seharihari, sehingga akan membentuk kesehatan fisik anak usia dini secara optimal. b. strategi meningkatkan kesadaran masyarakat akan kesehatan strategi dalam mengoptimalkan pemanfaatan fosfor pada anak usia dini sangat dipengaruhi oleh kesadaran masyarakat akan pentingnya hidup sehat yang termasuk kesehatan tubuh dan kesehatan lingkungan (ismaniar, 2010). hal tersebut dikarenakan kesehatan tubuh dan kesehatan lingkungan merupakan dua unsur yang saling mempengaruhi dalam proses pertumbuhan anak usia dini. upaya dalam meningkatkan kesadaran masyarakat akan hidup sehat mengalami banyak kendala, karena kurang tersedianya air bersih, fasilitas sanitasi kurang tersedia, mencemarkan udara dalam gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 31 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) skala mikro maupun makro. permasalahan tersebut menjadi kendala dalam meningkatkan kehidupan sehat bagi anak usia dini, karena gizi yang diberikan untuk anak usia dini, jika tidak terdapat dukungan yang baik dari lingkungan akan menghambat optimalisasi pembentukan kesehatan fisik. strategi yang dapat dilakukan dalam membentuk kesadaran masyarakat untuk hidup sehat, terutama anak usia dini yaitu dengan tiga cara, meliputi: 1) optimalisasi pendidikan jasmani, olahraga dan rekreasi di setiap pendidikan formal, informal maupun non formal, 2) kampanye yang masif dari kementerian kesehatan republik indonesia untuk mengajak masyarakat hidup sehat, dan 3) penguatan peran posyandu di setiap daerah dengan adanya pendampingan kepada masyarakat. optimalisasi peran pendidikan jasmani, olahraga dan rekreasi di setiap jenis pendidikan tentu melalui pendekatan yang berbeda. pada pendidikan formal harus diajarkan kepada siswa untuk senantiasa menjaga kesehatan fisik maupun kesehatan lingkungan, menanamkan pengetahuan tersebut sangat penting untuk menciptakan budaya hidup sehat. pada pendidikan non formal dilakukan dengan adanya berbagai pelatihan di setiap daerah, agar masyarakat mengetahui pentingnya hidup sehat, terutama kesehatan fisik untuk anak usia dini. pada pendidikan informal penting untuk memberikan edukasi kepada keluarga terutama yang memiliki anak usia dini mengenai pentingnya hidup sehat dalam proses pertumbuhan fisik anak usia dini. kampanye yang masif perlu untuk dilakukan oleh kementerian kesehatan republik indonesia, karena sangat berpengaruh terhadap pembentukan persepsi masyarakat. selama ini kampanye yang dilakukan masih pada tataran pentingnya kalsium bagi pertumbuhan tulang dan gigi, padahal unsur fosfor sangat berpengaruh dalam pembentukan tulang dan gigi. hal ini menandakan bahwa kampanye yang dilakukan oleh kementerian kesehatan republik indonesia tidak bisa hanya terfokus pada pentingnya kalsium pada tubuh, akan tetapi menambahkan unsur fosfor dalam pembentukan kesehatan fisik anak usia dini. penguatan peran posyandu merupakan aspek yang paling dekat dengan kehidupan masyarakat, karena posyandu merupakan lembaga yang menangani kesehatan masyarakat, terutama untuk anak usia dini. dalam kegiatannya posyandu perlu memberikan informasi kepada keluarga akan pentingnya fosfor dalam membentuk fisik anak usia dini, terutama manfaat dalam pembentukan sel otak yang menjadi unsur penting dalam membentuk gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 32 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) kecerdasan anak. pemberian edukasi yang dilakukan oleh posyandu akan menjadi sumber informasi primer dalam membentuk kesadaran hidup sehat bagi masyarakat. c. pelibatan pihak-pihak dalam mengoptimalkan pemanfaatan fosfor bagi anak usia dini upaya untuk optimalisasi pemanfaatan fosfor dalam pembentukan fisik anak usia dini perlu dengan adanya dukungan yang masif dari berbagai pihak, karena permasalahan yang terjadi di masyarakat tidak bisa diselesaikan dengan mengandalkan satu pihak. gambar 1. pihak-pihak yang terlibat dalam membangun kesadaran hidup sehat gambar tersebut menjelaskan bahwa peran yang sangat strategis dimiliki oleh kementerian kesehatan ri sebagai pemegang kebijakan mengenai kesehatan masyarakat, dalam pelaksanaannya kementerian kesehatan ri perlu melakukan kerja sama dengan badan pemeriksa obat dan makanan (bpom) dalam mengawasi maupun mengecek makanan-makanan yang memiliki kadar fosfor, sehingga peredarannya dapat dikontrol. hal ini menjadi sangat penting dalam mengoptimalkan pemanfaatan fosfor bagi kesehatan fisik anak usia ini. pada tataran lain perlu adanya kolaborasi dengan posyandu yang memberikan edukasi kepada keluarga mengenai pentingnya fosfor dalam pertumbuhan fisik anak usia ini. dalam mengoptimalkan posyandu perlu adanya pendampingan yang dilakukan kepada setiap keluarga yang memiliki anak usia dini, sehingga posyandu akan proaktif dalam membina kesehatan fisik anak usia dini. semua pihak tersebut harus saling bersinergi satu dengan yang lainnya dalam mengoptimalkan mengonsumsi fosfor dalam tubuh anak usia dini, sehingga terdapat kesadaran dari masyarakat akan pentingnya membentuk generasi yang sehat, cerdas dan mempunyai fisik kuat dalam menjalani kehidupan sehari-hari. kesimpulan mineral fosfor sangat berperan penting dalam membentuk kesehatan fisik anak usia dini, karena bermanfaat untuk pertumbuhan tulang, gigi maupun gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 33 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pembentukan sel-sel otak yang berfungsi untuk meningkatkan kecerdasan. optimalisasi pemanfaatan fosfor bagi anak usia dini perlu dengan adanya dukungan yang masif dari pemerintah, pendidikan maupun masyarakat yang senantiasa membudayakan hidup sehat. rekomendasi untuk penelitian selanjutnya, yaitu perlu untuk mengkaji intensitas konsumsi makanan yang mengandung fosfor di setiap wilayah di indonesia, sehingga akan ditemukan data mengenai 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(2016). understanding the growth of black phosphorus crystals. gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 35 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) crystengcomm, 18(40), 7737–7744. https://doi.org/10.1039/c6ce01608a gladi jurnal ilmu keolahragaan, 09 (1), maret 2018 36 sandey tantra paramitha copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 09 (01) 2018, 56 67 permalink/doi: https://doi.org/10.21009/gjik.091.05 copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) meningkatan keterampilan lompat jauh gaya jongkok melalui modifikasi alat bantu widiastuti1*, pramudito hutomo2 1program studi pendidikan jasmani, fakultas ilmu olahraga, jl. rawa mangun muka, jakarta timur, indonesia 13220 2 sman 1 kotagajah lampung *corresponding author. email: widiastuti@unj.ac.id abstrak penelitian ini bertujuan untuk meningkatkan hasil belajar lompat jauh gaya jongkok melalui modifikasi alat . penelitian ini dilaksanakan di sman 1 kotagajah lampung. metode penelitian yang digunakan adalan metode penelitian tindakan (action research).teknik pengambilan data dengan pengambilan data kuantitatif dan kualitatif. hasil penelitian ini adanya peningkatan keterampilan lompat jauh gaya jongkok melalui modifikasi alat. peningkatan tersebut terlihat dari nilai rata-rata tes siswa, untuk tes awal = 73.09, dan kemudian subjek penelitian menunjukan peningkatan pada tes siklus i = 80,84. untuk kelulusan subjek penelitian berdasarkan hasil tes awal lompat jauh siswa yang dinyatakan lulus sejumlah 9 siswa (36%) , siklus i siswa yang dinyatakan lulus sejumlah 25 siswa (100%) instrumen tes untuk penelitian ini sudah di uji reliabilitaskan, dengan hasil r=0,84. menurut suharsimi arikunto (2006), koefisien r=0.84 dapat dikatakan reliabilitas instrumen ini tinggi. kata kunci : peningkatan keterampilan, atletik, lompat jauh gaya jongkok, ekstrakulikuler atletik, modifikasi alat bantu abstract this study attempts to improve learning outcomes the long jump style squat through modification learning tool .of research in sman 1 kotagajah lampung .research methodology used is research methodology the act of (action research) . technic the data such quantitative data and qualitative .this research result of the study results the long jump style squat through a learning modification .increased is evident from the test rata-rata students , to test = 73.09 early , and then students tests showed a rise in cycle i = 80,84 .to learn students graduation the results of a pretest long jump students who passed a number of 9 students ( 36 % ) , cycles i students who passed a number of 25 students ( 100 % ) instrument tests for research has been tested reliability , with the r = 0,84 .according to suharsimi arikunto ( 2006 ) , the r = 0.84 can be said this instrument high reliability. keywords: increased study results , athletic , the long jump stride style, students , modification learning tools. mailto:widiastuti@unj.ac.id gladi jurnal ilmu keolahragaan, 09 (1), april 2018 57 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan proses kegiatan latihan merupakan suatu aktivitas yang bertujuan mengarahkan anggota esktrakulikuler atletik pada perubahan tingkah laku yang diinginkan. pengertian ini kelihatan cukup sederhana, akan tetapi bila ditelaah lebih mendasar maka akan terlihat lebih rumit dan begitu kompleksnya proses yang dituntut dalam pengelolaan pelajaran itu sendiri, sejalan dengan itu guru pendidikan jasmani dan pelatih haruslah lebih peka dan teliti akan kebutuhan anggota esktrakulikuler atletik yang diajar. pengamatan yang dilakukan peneliti terletak di sman 1 kotagajah, diperoleh bahwa latihan atletik dengan materi lompat jauh masih terlihat kurang memuaskan. ini disebabkan kurangnya keterampilan anggota esktrakulikuler atletik dalam melakukan teknik yang cenderung belum baik dan benar sehingga gerakan yang dihasilkan tidak efektif dan efisien. permasalahan yang dijumpai peneliti adalah guru penjas/pelatih yang mengajar dan melatih di sekolah tersebut tidak menggunakan alat dalam mengajarkan nomor lompat jauh. alat yang digunakan adalah alat bak pasir lompat jauh saja, sehingga anggota esktrakulikuler atletik setelah mendapatkan arahan dari guru penjas, mereka langsung mempraktikan gerakan tersebut. secara pemahaman awal anggota esktrakulikuler atletik tersebut sudah mengerti yaitu gerakan diawali dengan berlari, dilanjutkan dengan melakukan tolakan berupa lompatan ke depan, melayang di udara dan diakhiri dengan mendarat. namun proses dan hasil yang diperoleh menurut peneliti kurang memuaskan dan jauh dari tujuan latihan yang tertuang pada kurikulum khususnya kompetensi dasar. modifikasi alat dapat membantu siswa dalam meningkatkan hasil latihan lompat jauh. alat modifikasi akan memberikan rangsangan anggota esktrakulikuler atletik. rangsangan ini disesuaikan dengan kondisi materi yang diajarkan. alat ini akan membantu anggota esktrakulikuler atletik dalam memahami dan mempraktikkan tahapan-tahapan dalam lompat jauh. alat tersbut dirancang untuk tahapan berlari, lompat, melayang di udara, dan mendarat. sehingga alat modifikasi akan mempermudah anggota esktrakulikuler atletik dalam melakukan keterampilan lompat jauh tersebut. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 58 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) penelitian ini memiliki kegunaan (a) bagi anggota esktrakulikuler atletik menambah pengetahuan, wawasan, dan kemampuan dalam melakukan keterampilan lompat jauh (b) bagi guru dan pelatih berguna menambah masukan dan pengetahuan untuk variasi dalam modifikasi alat untuk diberikan dalam materi latihan, (c) bagi peneliti beruguna menambah pengetahuan dalam upaya peningkatan keterampilan anggota esktrakulikuler atletik lompat (d) untuk sekolah berguna menambah perbendaharaan dan tambahan dalam program sekolah untuk pengadaan alat-alat agar memudahkan anggota esktrakulikuler atletik dalam latihan. keterampilan lompat jauh gaya jongkok lompat jauh adalah suatu bentuk gerakan melompat yang diawali dengan gerakan horizontal dan diubah ke gerakan vertikal dengan jalan melakukan tolakan pada satu kaki yang terkuat untuk memperoleh jarak yang sejauh-jauhnya. tujuan dari lompat jauh adalah melompat sejauh-jauhnya dengan memindahkan seluruh tubuh dari titik tertentu ke titik lainnya (wiarto, 2013). untuk melakukan keterampilan lompat jauh dibutuhkan koordinasi yang baik. koordinasi adalah kemampuan untuk melakukan gerakan dengan berbagai tingkat kesukaran dengan cepat dan efisien dan penuh ketepatan. latihan kordinasi dapat dikembangkan pada usia dini antara umur 8 – 13 tahun karena di usia ini anak mempunyai karakteristik, yaitu memiliki kecepatan belajar yang luar biasa (james dan wahyuningtyas, 2012). pelatih dan atlet menganggap bahwa atlet lari yang paling cepat adalah calon terbaik untuk lompat jauh, tetapi sebenarnya nomor ini tidak sesederhana itu. memerlukan waktu dan latihan berjam – jam bagi para atlet untuk menguasai tahapan lompat jauh, mereka harus menyempurnakan lari awalan yang efektif, posisi tubuh yang tepat selama bertolakm melayang, dan mendarat (guthire, 2008). gaya jongkok atau sering disebut juga dengan sail technique memiliki fase yang sama dengan gaya – gaya lompat jauh yang lain, hanya yang membedakan adalah saat fase take off, melayang di udara, dan mendaratnya. pada saat posisi menolak/take off tungkai bebas dipertahankan. badan berada pada keadaan gladi jurnal ilmu keolahragaan, 09 (1), april 2018 59 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) tegak ke atas dan vertikal. kemudian tungkai tolakan mengikuti selama waktu melayang. tungkai tumpuan dibengkokan dan diatrik ke depan dank e atas mendekati akhir gerak melayang. baik tungkai bebas maupun tungkai tumpu diluruskan ke depan untuk mendarat. gerakan lengan sejajar di atas saat melayang di udara, kemudian diayunkan ke depan belakang agar tercipta dorongan ke depan. kemudian gerakan diakhiri dengan mendarat dalam keadaan jongkok (guthire, 2008). ditinjau dari aspek biomekanika, nomor lompat atletik dapat ditinjau dari tiga parameter : (a) kecepatan tolakan (velocity at take off), (b) sudut tolakan (angle o take off), (c) ketinggian pusat berat saat tolakan (height of the centre of mass at take off). dari ketiga aspek yang ada, terdapat dua aspek yang sangat penting yaitu kecepatan tolakan lompatan dan sudut tolakan lompatan (guthire, 2008). tinggi titik pusat massa ditentukan oleh tinggi badan altet meskipun dipengaruhi oleh posisi pada saat bertumpu. kecepatan bertolak dan sudut tolakan adalah hasil dari gerakan sebelum dan selama bertolak. sehingga tolakan ini sangat penting dalam semua nomor lompat (sidik, 2010). struktur gerakan dalam even lompat dapat dibagi menjadi empat fase yaitu : (a) awalan (approach), (b) lompat/ tolakan (take off), (c) melayang (flight), (d) mendarat (landing). birch and breivik (2007) mendefinisikan keterampilan sebagai “skills are obviously at the heart core of sport. without acquiring and displaying the relevant sport-specific skills one cannot take part in sport contests. since skills are by definition centrally important in sports, one could have imagined a rich sport philosophic literature on sporting skills”. berdasarkan penjelasan di atas, maka dijelaskan bahwa keterampilan adalah sebuah inti dalam olahraga, tanpa menguasai keterampilan maka tidak akan dapat menguasai konten dalam berolahraga. keterampilan ini memiliki tujuan yang spesifik dan menunjukan sebuah indikator kualitas penampilan. modifikasi alat bantu peralatan adalah bagian dari sarana. sarana adalah terjemahan dari facilities yaitu sesuatu yang dapat digunakan dan dimanfaatkan dalam pelaksanaan kegiatan olahraga atau gladi jurnal ilmu keolahragaan, 09 (1), april 2018 60 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendidikan jasmani. sarana olahraga yaitu peralatan dan perlengkapan (samsudin, 2014). peralatan dapat membantu dalam terjadinya proses belajar dan mengajar pendidikan jasmani di sekolah. peralatan akan menunjang dan membantu guru dalam proses pembelajaran dan juga meningkatkan minat subjek penelitian dalam menjalani pembelajaran tersebut. peralatan dapat dibuat sendiri ataupun peralatan yang sudah baku. oleh karena itu, untuk mengurangi permasalahan dalam minimnya peralatan olahraga yang ada di sekolah, guru harus mampu dalam menemukan atau membuat alat pembelajaran yang baik. modifikasi merupakan salah satu upaya yang dapat dilakukan oleh para guru agar proses pembelajaran dapat mencerminkan dap. esensi modifikasi adalah menganalisis sekaligus mengembangkan materi pelajaran dengan cara meruntunkannya dalam bentuk aktivitas belajar yang potensial sehingga dapat memperlancar siswa dalam belajarnya. modifikasi secara umum diartikan sebagai usaha untuk mengubah atau menyesuaikan. namun secara khusus modifikasi adalah suatu upaya yang dilakukan untuk menciptakan dan menampilkan sesuatu hal yang baru, unik, dan menarik. modifikasi mengacu pada sebuah penciptaan, penyesuaian dan menampilkan suatu alat/prasarana dan sarana yang baru, unik, dan menarik terhadap suatu proses belajar mengajar dalam pendidikan jasmani (wiarto, 2015). sarana yang digunakan dapat dimodifikasi sesuai dengan kondisi sekolah dan karakteristik siswa didik, kondisi sarana yang kurang sebaiknya dimodifikasi sesuai dengan kemampuan atau kondisi yang ada. peralatan yang dimodifikasi memiliki tujuan untuk membantu proses pembelajaran subjek penelitian. maka peralatan modifikasi tersebut disesuaikan dengan karakteristik subjek penelitian yang bersangkutan agar peralatan tersebut tepat digunakan untuk membantu proses pembelajaran. metode penelitian metode penelitian yang digunakan adalah metode penelitian tindakan (action research) dengan desain kemmis dan mctaggart. pelaksanaan penelitian melibatkan rekan sejawat sebagai kolaborator dan guru penjaskes sebagai pelaksana tindakan. hasil akhir dari gladi jurnal ilmu keolahragaan, 09 (1), april 2018 61 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) kegiatan penelitian tindakan adalah meningkatkan keterampilan khususnya latihan pendidikan jasmani pada materi lompat jauh dengan menggunakan modifikasi alat bantu pada subjek penelitian sman 1 kotagajah lampung. penelitian ini menggunakan siklus yang mana sklus tersebut mempunyai langkah sistematis yang terdiri dari perencanaan tindakan, pelaksanaan, observasi dan refleksi. hasil penelitian dan pembahasan penelitian dilaksanakan tiga kali per minggu selama delapan kali pertemuan. penelitian ini dilakukan di area sekolah sman 1 kotagajah lampung yaitu pada hari senin, rabu, & jumat. subjek penelitian ini adalah anggota ekstrakulikuler atletik sman 1 kotagajah lampung tahun pelajaran 2016-2017. pengambilan data tes awal lompat jauh gaya jongkok dilakukan pada tanggal 22 januari 2017 dan tes akhir siklus i pada tanggal 22 februari 2017. hasil nilai tes awal dan tes siklus i adalah sebagai berikut : deskripsi siklus i a. tahap perencanaan sebelum melaksanakan kegiatan tindakan, peneliti membuat rencana penelitian yang dirancang peneliti. peneliti bekerjasama dengan guru penjasorkes untuk menyusun rencana penelitian. desain penelitian dibuat dan disesuaikan dengan hasil temuan pada observasi peneliti pada data awal proses penelitian pendidikan jasmani dengan materi lompat jauh gaya jongkok pada sman 1 kotagajah lampung. b. tahap pelaksanaan tindakan dalam tahapan ini peneliti bersama guru pelaksana melaksanakan penelitian dengan menggunakan alat bantu dengan beberapa jenis alat dalam upaya meningkatkan keterampilan lompat jauh gambar 1. model penelitian tindakan stephan kemmis dan robin mctaggart gladi jurnal ilmu keolahragaan, 09 (1), april 2018 62 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) gaya jongkok. siklus i ini daharapkan subjek penelitian dapat : 1) mempraktikkan keterampilan lompat jauh gaya jongkok dengan teknik yang benar, 2) menggunakan alat bantu lompat jauh dengan baik, 3) meningkatkan keterampilan lompat jauh gaya jongkok. penelitian dilakukan pada hari senin, rabu, dan jumat februari 2017 dan pertemuannya dilakukan pada 07.00 – 08.30 dan 14.30 – 15.30 yang terdiri dari kegiatan awal, kegiatan inti, dan kegiatan penutup. a) kegiatan awal pada kegiatan awal, peneliti melakukan apersepsi pada subjek penelitian. mula-mula peneliti mengintruksikan subjek penelitian untuk berbaris 4 baris dan melakukan doa. peneliti melakukan absensi kepada subjek penelitian yang tidak hadir. setelah itu peneliti melakukan tanya jawab seputaran tentang materi lompat jauh gaya jongkok untuk mengetahui pengetahuan awal subjek penelitian. peneliti menjelaskan tentang materi yang akan diajarkan mengenai lompat jauh gaya jongkok serta tujuan yang dicapai setelah mengikuti materi penelitian bersama peneliti. langkah selanjutnya adalah peneliti mengintruksikan subjek penelitian untuk melakukan pemanasan statis dan dinamis yang dipimpin oleh ketua kelompok. peregangan meliputi anggota tubuh bagian kepala, lengan, tangan, badan, pinggang, lutut, tungkai, dan kaki. b) kegiatan inti pada kegiatan inti ini peneliti memberikan bentuk-bentuk model penelitian menggunakan alat bantu. penelitian ini didasari oleh tahapan-tahapan yang ada pada lompat jauh yaitu awalan, tolakan, melayang di udara, dan mendarat. alat-alat yang digunakan juga menyesuaikan dengan fase-fase yang ada dalam lompat jauh tersebut. pada tahap awalan, peneliti menggunakan alat bantu cones yang dimodifikasi dengan potongan bambu. cones tersebut setelah didesain bersama dengan bambu seperti terlihat mini hurdle. subjek penelitian menggunakan alat ini dengan cara berlari melewati urutan cones tersebut yang berjarak 40cm. gerakan yang dilakukan adalah berlari tanpa mengurangi kecepatan, dengan gerakan pandangan ke depan, lengan atas dan bawah ditekuk kemudian di ayun diikuti dengan posisi badan yang gladi jurnal ilmu keolahragaan, 09 (1), april 2018 63 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) tegak dan posisi tungkai kaki lurus dan lutut tunggi rata-rata air. subjek penelitian melakukan gerakan tersebut berulang-ulang secara bergantian. subjek penelitian akan melakukan gerakan tersebut setelah rekannya selesai melakukan gilirannya. pada pertemuan berikutnya alat yang digunakan adalah cones dan marker. cones dan marker itu disusun secara memanjang. susunan pertama adalah marker berjumlah lima buah dan susunan berikutnya adalah cones yang berjumlah lima buah. awalan yang dilakukan prinsipnya sama seperti pertemuan sebelumnya. subjek penelitian melakukan gerakan berlari melewati alatalat tersebut. pada tahap tolakan atau take off peneliti menggunakan alat bantu modifikasi mini hurdle dengan pipa, box jump, cones and pole. penggunaan mini hurdle digunakan dengan cara alat tersebut disusun memanjang sebanyak tiga buah dengan masing-masing jarak antar hurdle sepanjang sepuluh meter. subjek penelitian berlari dan kemudian melompat hurdlehurdle tersebut dengan tolakan kaki yang terkuat secara terus menerus. alat berikutnya yang digunakan untuk memberikan latihan tolakan adalah box jump. box jump ini terbuat dari kayu dengan memiliki karakteristik kemiringan. subjek penelitian melakukan gerakan take off dengan menggunakan kaki yang terkuat dengan tolakan pada box jump tersebut. alat ini berfungsi untuk membiasakan kaki aktif dalam melakukan gerakan take off tersebut. alat terakhir yang digunakan adalah cones and pole. alat ini memiliki karaktersitik ketinggian pole yang dapat diubah. subjek penelitian menggunakan alat ini dengan cara diawali dengan gerakan berlari kemudian menolak jangan sampai terkena pole tersebut dan mendarat di matras. setelah pengulangan ke tiga, maka ketinggian pole akan ditambah setinggi lima sentimeter. pada tahap melayang di udara, peneliti menggunakan alat modifikasi bola gantung. alat ini dipasang pada bak pasir lompat jauh dengan jarak 2,5 meter dari papan tolakan. subjek penelitian menggunakan alat ini dengan cara diawali dengan gerakan berlari kemudian melakukan gerakan take off di box jump dan dilanjutkan dengan gerakan mengayunkan lengan di atas berusaha untuk mengenai bola yang digantung tersebut. untuk lakilaki ketinggian bola mencapai 3 meter, gladi jurnal ilmu keolahragaan, 09 (1), april 2018 64 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) untuk perempuan ketinggian bola 2 2,5 meter. setelah subjek penelitian menggunakan box jump, kemudian box jump dihilangkan dan dilanjutkan mengulangi gerakan yang sama tanpa menggunakan box jump. ini bertujuan untuk menambah tingkat kesulitan latihan subjek penelitian dalam belajar tentang melayang di udara. pada tahap mendarat, diguakan alat bantu berupa box jump dengan ketinggian 50 sentimeter. cara penggunaan alat ini yaitu subjek penelitian berdiri di box jump tersebut lalu melakukan gerakan melompat ke depan dilanjutkan dengan mendarat dengan stabil. awal latihan ini dilakukan di pendaratan pada matras, setelah dirasa cukup maka pendaratan dilakukan di media pasir. alat ini berfungsi untuk membiasakan subjek penelitian pada gerakan mendarat dengan gerakan yang baik dan benar. c) kegiatan akhir/penutup peneliti mengumpulkan subjek penelitian dan memberikan arahan untuk melakukan gerakan pendinginan dengan jogging santai 2 lap dan diakhiri dengen gerakan stretching yang dipimpin oleh ketua kelompok. dilanjutkan memberikan kesempatan kepada subjek penelitian untuk melakukan tanya jawab kepada peneliti. ini berfungsi untuk memberikan timbal balik kepada subjek penelitian tentang materi yang telah diajarkan. setelah dirasa cukup maka peneliti memberikan penguatan/reinforcement kepada subjek penelitian tentang poin-poin penting penelitian lompat jauh agar subjek penelitian memiliki peningkatan presatasi belajar yang baik. c. tes dan observasi siklus i berdasarkan hasil obervasi terhadap implementasi tindakan pada siklus pertama, selama kegiatan penelitian berlangsung, peneliti dan kolaborator secara bersamasama mengamati subjek penelitian dalam proses penelitian. tindakan-tindakan yang diberikan oleh peneliti, diobservasi oleh kolaborator. setelah itu diperlukan sebuah tes untuk mengetahui sejauh mana keterampilan lompat jauh yang telah didapat subjek penelitian melalui modifikasi alat yang digunakan oleh peneliti. d. hasil tes dan observasi siklus i berikut adalah data tes yang dilakukan oleh subjek penelitian setelah menjalani perlakuan tindakan sebanyak gladi jurnal ilmu keolahragaan, 09 (1), april 2018 65 widiastuti, pramudito hutomo copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) delapan kali pertemuan yang didasari oleh tahapan penilaian dalam melakukan lompat jauh yaitu awalan, tolakan, melayang di udara dan mendarat. tabel 1. hasil perbandingan nilai tes awal dan siklus i no ketuntasan standar nilai tes awal siklus i f % f % 1 tuntas 75 9 orang 36% 23 orang 92% 2 tidak tuntas 75 16 orang 64% 2 orang 8% berdasarkan tabel di atas, maka dapat disimpulkan bahwa terdapat peningkatan subjek penelitian yang mengalami ketuntasan. pada tes awal terdapat peningkatan sebanyak 14 (56%) orang yang tuntas , sedangkan terjadi penurunan data subjek penelitian yang tidak tuntas yang berawal dari 16 orang menjadi 0 (0%) orang. berdasarkan data catatan lapangan dan data hasil tes siklus i di atas, maka penelitian tindakan tidak dilanjutkan pada tahap siklus selanjutnya. ini dikarenakan subjek penelitian telah menunjukan peningkatan keterampilan yang baik dan terdapat peningkatan nilai keterampilan di atas kriteria ketuntasan minimal. kesimpulan latihan dengan menggunakan modifikasi alat bantu pada latihan lompat jauh gaya jongkok pada subjek penelitian dapat meningkatkan keterampilan yang signifikan. persentase ketuntasan keterampilan lompat jauh gaya jongkok pada tes awal yaitu 36% dan untuk tes siklus i yaitu 100%. penggunaan alat bantu latihan ternyata efektif dalam proses latihan lompat jauh gaya jongkok. alat-alat bantu latihan ini dapat meningkatkan semangat latihan subjek penelitian sehingga mereka memiliki minat dan semangat latihan yang baik. daftar pustaka arifin, zainal. evaluasi pembelajaran. bandung : pt remaja 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teori belajar dan pembelajaran. bogor : ghalia indonesia, 2011 sudjana, nana. penilaian hasil proses belajar mengajar . bandung : pt remaja rosdakarya, 2009 tangkudung, james, dan wahyuningtyas puspitorini. kepelatihan olahraga “pembinaan prestasi olahraga”. jakarta : cerdas jaya, 2012 thompshon, peter. run, jump, throw, the official iaaf guide to teaching athletics. iaaf : warners midlands plc, 2009 trisna rahayu, ega, strategi pembelajaran pendidikan jasmani ( bandung : alfabeta, 2013) u. jonath, e.haag, r.krempel, atletik (bandung : pt rosda jayaputra, 2008) wirhed, rolf, athletic ability & the anatomy of motion (usa : wolfe medical publicatons ltd, 2007) wiarto, giri. atletik. yogyakarta : graha ilmu, 2013 wiarto, giri, inovasi pembelajaran dalam pendidikan jasmani (yogayakarta : laksitas, 2015) winkel, w.s. psikologi pengajaran. yogyakarta : media abadai, 2004 yusuf sidarto, pemanfaatan media pembelajaran untuk meningkatkan keterampilan lompat jauh gaya jongkok (jakarta, 2013) yoyo bahagia, pengembangan alat pembelajaran penjas ( jakarta : depdiknas dirjen pendidikan dasar dan menengah) yuya muraki dan michiyoshi ae, mechanical properties of take off leg as a support mechanism in the long jump (japan : university of tsukuba, 2012) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 09 (01) 2018, 35 47 permalink/doi: https://doi.org/10.21009/gjik.091.03 copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pengaruh antara power lengan, akurasi dan koordinasi mata tangan terhadap keberhasilan 3 point shoot pada atlet putri bolabasket sko ragunan margono1, rani anggra berta yagusta1, amat khuzaini2 1deputi bidang pembudayaan olahraga, asisten deputi pengelolaan kemenpora. jl. gerbang pemuda no.3, rt.1/rw.3, senayan, tanah abang, kota jakarta pusat, daerah khusus ibukota jakarta 10270. 2 dinas pemuda dan olahraga dki jakarta, jalan stasiun senen no. 1 dki jakarta 10410 *corresponding author. email: gonnonajwa@gmail.com abstrak, penelitian ini bertujuan untuk mengetahui tentang pengaruh antara 2 (dua) variabel eksogen yang akan diteliti pengaruhnya terhadap variabel endogen. variabel endogen (end1) yaitu akurasi (x2) endogen (end2) yaitu 3 point shoot (y). variabel eksogennya meliputi power lengan (x1), koordinasi mata tangan (x3) atlet putri bolabasket sko ragunan. populasi dalam penelitian ini adalah adalah seluruh atlet putri bolabasket sko ragunan yang berjumlah 30 orang, dan jumlah sampel penelitian berjumlah 30 orang (total sampling). teknik analisis yang digunakan adalah pendekatan analisis jalur (path analisys). hasil penelitian ini menyimpulkan bahwa: (1)terdapat pengaruh yang signifikan antara power lengan (x1) dengan 3 point shoot (y), (2) terdapat pengaruh yang signifikan antara dukungan akurasi (x2) dengan 3 point shoot (y), (3) terdapat pengaruh yang signifikan antara koordinasi mata tangan (x3) dengan 3 point shoot (y), (4) terdapat pengaruh yang signifikan antara power lengan (x1) dengan akurasi (x2), (5) terdapat pengaruh yang signifikan antara koordinasi mata tangan (x3) dengan akurasi (x2), dan (6) terdapat pengaruh yang signifikan antara power lengan (x1) dengan koordinasi mata tangan (x3). kata kunci: power lengan, akurasi, koordinasi mata tangan, 3 poin, bolabasket, sko ragunan abstract, this study aims to know about the influence between 2 (two) exogenous variables that will be studied its influence on endogenous variables. endogenous variable (end1) is accuracy (x2) endogen (end2) that is 3 point shoot (y). exogenous variables include power arm (x1), hand eye coordination (x3) female athlete basketball ragunan sport school. the population in this study is all female athletes basketball ragunan sport school totaling 30 people, and the number of research samples amounted to 30 people (total sampling). analytical technique used is path analysis approach. the results of this study conclude that: (1) there is a significant influence between power arm (x1) with 3 point shoot (y), (2) there is significant influence between support accuracy (x2) with 3 point shoot (y), (3) there is a significant influence between power arm (x1) with accuracy (x2), (5) there is a significant influence between hand eye coordination (x3) with 3 point shoot (y), and (6) there is a significant influence between power arm (x1) with hand eye coordination (x3). keywords: power arm, accuracy, hand eye coordination, 3 point shoot, female athlete, basketball, ragunan sport school gladi jurnal ilmu keolahragaan, 09 (1), april 2018 36 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan bolabasket adalah olahraga beregu yang mengandalkan teknik, kecepatan, dan ketahanan tubuh. sebagaiman dijelaskan oleh widiastusi (2011:196) teknik digunakan untuk melakukan gerakan dengan efektif dan efisien, orang yang terampil mampu melakukan tugas gerak secara efisien dan efektif. kecepatan digunakan untuk melakukan suatu teknik dengan waktu yang relatif singkat. adapaun ketahanan tubuh atau kondisi fisik yang kuat digunakan untuk melakukan teknik dengan konsisten sepanjang pertandingan. three point shoot memiliki keuntungan yaitu lebih cepat dalam mengumpulkan angka. meskipun demikian resiko dari 3 point shoot juga lebih tinggi dibandingkan dengan tebakan dengan two point. dalam melakukan teknik 3 point shoot atlet harus mempertimbangkan beberapa hal, seperti kemampuan teknik, fisik, dan psikis yang baik. dalam penelitian ini unsur fisik yang akan dibahas secara spesifik adalah power, akurasi, dan koordinasi. atlet harus memiliki power lengan yang kuat untuk dapat menguasai teknik 3 point shoot. untuk menguasai teknik tersebut tidak hanya dengan power yang bagus saja, atlet dituntut harus memiliki akurasi dan koordinasi mata kaki yang baik untuk dapat menguasai tenik 3 point shoot dengan sukses mencetak angka. berdasarkan pengalaman melatih dan hasil observasi data tes fisik pada atlet putri bolabasket sko ragunan. terlihat bahwa atlet memiliki data tes baik, diharapkan tingkat keberhasilan 3 point shoot atlet baik pula. berdasarkan permasalahan di atas akan dilakukan penelitian lebih mendalam dan spesifik, dengan judul: pengaruh power lengan, akurasi, dan koordinasi matatangan terhadap keberhasilan 3 point shoot pada atlet putri bolabasket sko ragunan. penelitian ini akan membahas mengenai 3 point shoot dan faktor yang mempengaruhi keberhasilan 3 point shoot. dalam penelitian ini akan membahas power lengan, akurasi dan koordinasi matatangan. apakah fakor yang akan dibahas tersebut berpengaruh langsung terhadap keberhasilan 3 point shoot. diharapkan dari hasil penelitian ini dapat berguna untuk pelatih sebagai bahan evaluasi dalam meningkatkan atletnya menguasai teknik 3 point shoot dengan sukses. bolabasket olahraga bolabasket merupakan salah satu olahraga prestasi yang sangat diminati masyarakat saat ini terutama kalangan pelajar gladi jurnal ilmu keolahragaan, 09 (1), april 2018 37 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dan mahasiswa, sehingga banyak sekali kejuaraan bolabasket yang diselanggarakan dan diikuti oleh masyarakat luas. olahraga bolabasket dimainkan oleh lima orang pemain tiap regu. sumiyarsono (2005:2) menjelaskan “bentuk permainan yang diinginkan adalah permainan dengan menggunakan bola yang berbentuk bulat, dengan tidak ada unsur menendang, tidak ada unsur membawa lari bola, tanpa unsur menjegal, dengan menghilangkan gawang, ditambah adanya sasaran untuk merangsang dan sebagai tujuan permainan”. untuk mengukir prestasi terbaik dalam olahraga bolabasket harus melalui pembinaan prestasi yang sistematis dan terencana dengan baik, pada program jangka pendek ataupun program jangka panjang. teknik dasar bolabasket bolabasket merupakan permainan dengan tujuan memasukkan bola ke keranjang. bermain bolabasket dengan baik perlu melakukan gerakan atau teknik dengan baik. menurut wootten (2003:02) menjelaskan “gerakan yang baik menimbulkan efisiensi kerja dan dengan latihan yang teratur dapat menjadikan gerakan menjadi lebih baik dan efektif” pada permainan bolabasket untuk mendapatkan gerakan efektif dan efisien perlu didasarkan pada penguasaan teknik dasar yang baik. ada beberapa teknik dasar yang terdapat dalam olahraga bolabasket. dedy sumiyarsono (2005:12) mengemukakan teknik dasar dalam permainan bolabasket adalah sebagai berikut: (1) memantulkan bola (dribbling), (2) menangkap bola (catching), (3) mengoper bola (passing); (a) dengan dua tangan: chest pass, bounce pass, overhead pass, (b) dengan satu tangan: baseball pass, lob pass, hook pass, jump pass, (4) menembak (shooting); (a) menghadap papan (facing shoot), (b) membelakangi papan (back up shoot). apabila teknik dasar tersebut telah dimiliki dengan baik oleh pemain, maka pemain juga dapat bermain dengan baik. untuk meningkatkan penguasaan teknik yang lebih tinggi perlu ditambah dalam hal pengulangan latihan, sehingga dapat menjadi gerakan yang otomatis. teknik menembak teknik menembak dalam olahraga bolabasket merupakan salah satu teknik yang sangat penting dimiliki setiap atlet bolabasket, karena dengan menembak perolehan angka yang didapat dari hasil tembakan yang akan menentukan kemenangan suatu tim. pengertian gladi jurnal ilmu keolahragaan, 09 (1), april 2018 38 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) menembak itu sendiri adalah usaha yang dilakukan pemain untuk memasukkan bola ke dalam keranjang lawan dengan tujuan memperoleh angka atau skor sebanyakbanyaknya untuk memenangkan pertandingan. setiap pemain berpotensi untuk menjadi seorang penembak yang baik, dengan latihan yang intensif hasil yang diperoleh akan maksimal. john oliver (2009:12) menyatakan bahwa semakin dekat dengan ring basket, semakin besar kesempatanmu untuk melakukan tembakan. pernyataan tersebut digunakan hanya untuk peluang dalam mencetak angka ke keranjang dengan teknik tembakan dua angka, tidak berlaku untuk pemain yang memiliki kemampuan tembakan jarak jauh (3 point shoot). ketinggian pada saat pelepasan bola sangat tergantung pada tipe tembakan yang dilakukan dan karakteristik dari tembakan. lambungan bola dapat diperhitungkan untuk mencapai sasaran. setiap atlet memiliki karakteristik tembakan yang berbeda-beda, sehingga dapat menciptakan lambungan bola pada saat pelepasan tembakan yang berbeda pula. tembakan jarak jauh (long shoot/3 point shoot). menembak merupakan salah satu teknik dalam permainan bolabasket. hal wissel menyatakan bahwa: menembak (shooting) adalah keahlian yang sangat penting di dalam olahraga bolabasket. teknik dasar seperti operan (passing), menggiring (dribbling), bertahan (defence), dan merayah (rebound) mungkin hanya mengantar untuk memperoleh peluang besar membuat skor, tetapi tetap saja anda harus mampu melakukan tembakan. (wissel, 2004:43) dalam permainan bolabasket, apabila ingin mendapatkan angka yang banyak dengan cepat, maka setiap pemain dalam tim harus memiliki kemampuan untuk menembak jarak jauh. karena tembakan jarak jauh memiliki nilai yang lebih banyak dibandingkan dengan tembakan jarak dekat, seperti: lay up, under basket, maupun free throw. persyaratan menembak jarak jauh (long shoot/3 point shoot), hal wissel (2004:55) menyatakan bahwa “untuk tembakan jarak jauh atau tembakan tiga angka (long shoot/3 point shoot), disiapkan pada kejauhan yang cukup dari garis untuk menghindarkan penginjakan garis dan untuk memfokuskan pandangan pada ring basket”. gunakan jump shoot yang seimbang, tembakan bola tanpa ketegangan saat melompat. semakin jauh tembakan, mekanisme, urutan, dan irama yang benar semakin penting. wissel (2004:70) gladi jurnal ilmu keolahragaan, 09 (1), april 2018 39 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) mengemukakan penembak jarak jauh atau tiga angka (long shoot/3 point shoot) yang sukses memiliki kelebihan dalam hal, yaitu: (1) halus, irama yang sama. (2) penggunaan kaki, punggung, dan bahu secara bersamaan. (3) mekanisme yang benar, seperti, posisi tangan dan perataan siku ke dalam. (4) follow through yang sempurna. teknik tembakan 3 point shoot memiliki keuntungan dapat menghasilkan angka lebih banyak dibandingkan dengan teknik menembak yang lain, karena 3 point shoot dapat memberikan 3 angka dibandingkan dengan teknik tembakan yang lain yang hanya dapat memberikan 2 angka. teknik 3 point shoot tidak semua pemain dapat menguasainya, dibutuhkan waktu yang cukup lama untuk dapat menguasainya, sehingga perlu dilakukan latihan yang intensif dan berkesinambungan. untuk dapat melakukan 3 point shoot dengan sukses tidak hanya mengandalkan teknik yang bagus saja, tetapi harus didukung dengan kondisi fisik dan psikis yang bagus karena faktor tersebut yang dapat membuat faktor teknik menjadi lebih sempurna. pada penelitian ini akan mengamati dari unsur fisik apakah ada pengaruhnya antara power lengan, akurasi, dan koordinasi mata-tangan terhadap keberhasilan 3 point shoot. penelti ingin mengetahui seberapa besar hubungan keterkaitan faktor tersebut di atas. dari faktor teknik peneliti akan mengamati dan melakukan tes tingkat keberhasilan tembakan, faktor fisik peneliti akan mengamati dan mengukur power, akurasi, dan koordinasi yang dimiliki atlet terkait dengan teknik tersebut. power menurut sukadiyanto (2011:135) “power merupakan gabungan hasil kali dari kekuatan dan kecepatan”. power atau daya adalah kemampuan otot seseorang untuk melakukan suatu kerja dengan kekuatan maksimal dalam waktu yang secepatcepatnya yang artinya bahwa kemampuan seseorang untuk mempergunakan sekelompok otot tungkai secara maksimum dengan cepat. power sering diterjemahkan sebagai daya ledak. daya ledak adalah kemampuan seseorang untuk melakukan kekuatan maksimal dengan usaha yang dikerahkan dalam waktu sependek–pendeknya. lengan merupakan anggota gerak badan yang terdiri dari beberapa tulang dan otot yang berperan dalam gerak. power lengan memegang peranan penting dan kontribusi yang sangat besar terhadap tercapainya suatu prestasi dalam beberapa cabang olahraga terutama gladi jurnal ilmu keolahragaan, 09 (1), april 2018 40 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) untuk cabang-cabang olahraga yang didalamnya terdapat gerakan-gerakan melempar, menolak, dan gerakan-gerakan lain yang melibatkan kerja otot otot lengan yang dikerahkan secara maksimal dalam waktu yang singkat. untuk dapat melakukan gerak yang berpusat pada persendian otot– otot kontraksi. berdasarkan pernyataan di atas dapat disimpulkan bahwa power lengan adalah kemampuan otot lengan untuk mengerahkan kekuatan otot secara maksimal dalam waktu yang sangat cepat. akurasi menurut sukadiyanto (2011:214) “akurasi adalah kemampuan seseorang untuk mengarahkan suatu gerak ke suatu sasaran sesuai dengan tujuannya”. dengan kata lain bahwa ketepatan adalah kesesuaian antara kehendak (yang diinginkan) dan kenyataan (hasil) yang diperoleh terhadap sasaran (tujuan) tertentu. ketepatan merupakan faktor yang diperlukan seseorang untuk mencapai target yang diinginkan. ketepatan berhubungan dengan keinginan seseorang untuk memberi arah kepada sasaran dengan maksud dan tujuan tertentu. ketepatan dapat berupa gerakan (performance) atau sebagai ketepatan hasil (result). ketepatan berkaitan erat dengan kematangan sistem syaraf dalam memproses input atau stimulus yang datang dari luar, seperti tepat dalam menilai ruang dan waktu, tepat dalam mendistribusikan tenaga, tepat dalam mengkoordinasikan otot dan sebagainya. sejauh gerakan yang masih dalam batas koordinasi relatif sederhana, maka latihan ketepatan dapat diberikan kepada anak-anak yang masih dalam usia pertumbuhan, khususnya sistem persyarafan. sedangkan bagi anak yang sudah memasuki usia remaja, latihan ketepatan sudah boleh diberikan dengan keterlibatan koordinasi otot yang lebih kompleks. menurut sukadiyanto (2011:215) bahwa koordinasi tinggi, besar-kecilnya sasaran, ketajaman indera dan pengaturan syaraf, jauh dekatmnya sasaran, penguasaan teknik adalah faktor yang dapat menentukan baik tidaknya akurasi. ketepatan dipengaruhi oleh berbagai faktor baik internal maupun eksternal. faktor internal adalah faktor-faktor yang berasal dari dalam diri subjek sehingga dapat dikontrol oleh subjek. faktor eksternal dipengaruhi dari luar subjek, dan tidak dapat dikontrol oleh diri subjek. uraian di atas dapat digolongkan antara faktor internal maupun faktor eksternal. faktor internal antara lain koordinasi ketajaman indera, penguasaan teknik, cepat lambatnya gerakan, feeling, dan ketelitian, gladi jurnal ilmu keolahragaan, 09 (1), april 2018 41 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) serta kuat lemahnya suatu gerakan. faktor internal dipengaruhi oleh keadaan subjek. sedangkan faktor eksternal antara lain besar kecilnya sasaran dan jauh dekatnya jarak sasaran. koordinasi mata-tangan koordinasi adalah kemampuan untuk melakukan gerak pada berbagai tingkat kesukaran dengan cepat dan secara efisien dengan ketepatan. selain itu koordinasi banyak para ahli berpendapat seperti halnya menurut widiastuti “koordinasi adalah kemampuan untuk melakukan gerakan, atau kerja dengan tepat dan efisien. setiap orang untuk dapat melakukan gerak atau keterampilan baik dari yang mudah, sederhana sampai yang rumit diatur dan diperintah dari sistem syaraf pusat yang sudah disimpan di dalam memori terlebih dahulu. jadi untuk dapat melakukan gerakan koordinasi yang benar diperlukan juga koordinasi sistem syaraf yang meliputi sistem syaraf pusat dan sistem syaraf tepi dengan otot, tulang, dan sendi. tingkatan baik atau tidaknya koordinasi gerak seorang tercermin dalam kemampuannya untuk melakukan suatu gerakan secara mulus, tepat, cepat, dan efisien. menurut sukadiyanto indikator utama koordinasi adalah ketepatan dan gerak yang ekonomis. dengan demikian koordinasi merupakan hasil perpaduan kinerja dari kualitas otot, tulang, dan persendian dalam menghasilkan gerak yang efektif dan efesien. dimana komponen gerak yang terdiri dari energi, kontraksi otot, syaraf, tulang, dan persendiaan merupakan koordinasi neouromusculer. koordinasi neuromusculer adalah gerak yang terjadi dalam urutan dalam waktu yang tepat serta gerakannya mengandung tenaga. metode penelitian penelitian ini merupakan penelitian deskriptif yang bertujuan untuk membuat deskripsi secara sistematis hubungan antara faktor-faktor yang diselidiki dan itulah sebabnya penelitian ini menggunakan metode deskriptif dengan analisis jalur (path analysis). dengan model hipotesis analisis jalur. populasi dalam penelitian ini adalah seluruh atlet bolabasket putri sko ragunan, yang berjumlah 30 orang. sampel dalam penelitian ini adalah seluruh atlet bolabasket putri sko ragunan yang berjumlah 30 orang. teknik pengambilan sampel dalam penelitian ini adalah sampling jenuh, yaitu teknik penentuan sampel bila semua anggota populasi digunakan sebagai sampel. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 42 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) hasil dan pembahasan pengaruh antara power lengan dengan 3 point shoot hasil perhitungan tentang hipotesis yang menyebutkan bahwa terdapat pengaruh yang signifikan antara power lengan (x1 ) dengan 3 point shoot (y) menunjukkan model persamaan regresi sederhana ŷ = 4,925 + 0,901 x1. melalui analisis varians untuk signifikansi diperoleh fhitung = 121,230 lebih besar ft = 4,20 (sig. 0,000 <α = 0,05) sedangkan untuk linieritas diperoleh fhitung = 0,657 dengan signifikansi 0,787 (sig. > α = 0,05) sehingga persamaan regresi sederhana yaitu ŷ = 4,925 + 0,901 x1 dinyatakan signifikan dan linier. artinya apabila power lengan ditingkatkan satu skor maka 3 point shoot akan meningkat 0,901 pada konstanta 4,925. selanjutnya koefisien korelasi antara power lengan (x1) dengan 3 point shoot (y) sebesar 0,901. melalui uji koefisien korelasi sederhana diperoleh korelasi sebesar 0,901 dengan signifikansi 0,000 lebih kecil dari pada α = 0,05.sehingga koefisien korelasi (ry1) dinyatakan signifikan pada taraf signifikansi 0.05 yang berarti bahwa semakin tinggi power lengan maka semakin tinggi 3 point shoot. sebaliknya, apabila power lengan semakin rendah akan membawa konsekwensi rendahnya 3 point shoot. berdasarkan koefisien korelasi (ry1) tersebut juga diperoleh nilai determinasi 0,806, hal ini berarti bahwa variasi 3 point shoot dapat dijelaskan oleh variasi power lengan sebesar 80,6% dan sisanya atau residu sebesar 19,4% dijelaskan oleh variabel lain. temuan dalam penelitian ini sejalan dengan kajian teoritis terdahulu bahwa atlet yang memiliki power lengan yang baik akan dapat melakukan 3 point shoot dengan optimal. dengan demikian dapat dikatakan bahwa 3 point shoot terkait dengan power lengan yang dimiliki oleh atlet putri bola basket sko ragunan yang bersangkutan. disamping itu, hasil penelitian ini juga menunjukkan bahwa power lengan penting dimiliki dan ditingkatkan oleh setiap atlet putri bola basket sko ragunan untuk meningkatkan 3 point shoot. pengaruh antara akurasi dengan 3 point shoot hasil perhitungan tentang hipotesis yang menyebutkan bahwa terdapat pengaruh yang signifikan antara akurasi (x2) dengan 3 point shoot (y) menunjukkan model persamaan regresi sederhana ŷ = 3,771 + 0,925 x2. melalui analisis varians untuk signifikansi diperoleh fhitung = 164,298 lebih besar ft = 4,20 (sig. 0,000 <α = 0,05), sedangkan untuk linieritas diperoleh fhitung = gladi jurnal ilmu keolahragaan, 09 (1), april 2018 43 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) 1,179 dengan signifikansi 0,372 (sig. > α = 0,05) sehingga persamaan regresi sederhana yaitu ŷ = 3,771 + 0,925 x2 dinyatakan signifikan dan linier. artinya apabila akurasi ditingkatkan satu skor maka 3 point shoot akan meningkat 0,925 pada konstanta 3,771. selanjutnya koefisien korelasi antara akurasi (x2) dengan 3 point shoot sebesar 0,924. melalui uji koefisien korelasi sederhana diperoleh signifikansi 0,000 lebih kecil dari pada α = 0,05. sehingga koefisien korelasi (ry1) dinyatakan signifikan pada taraf signifikansi 0.05 yang berarti bahwa makin tinggi akurasi maka semakin tinggi 3 point shoot. sebaliknya, apabila akurasi semakin rendah akan membawa konsekwensi rendahnya 3 point shoot. berdasarkan koefisien korelasi (ry2) tersebut juga diperoleh nilai determinasi 0,849, hal ini berarti bahwa variasi 3 point shoot dapat dijelaskan oleh variasi power lengan sebesar 84,9% dan sisanya atau residu sebesar 14,1% dijelaskan oleh variabel lain. temuan dalam penelitian ini sejalan dengan kajian teoritis terdahulu bahwa atlet yang memiliki akurasi yang baik akan dapat melakukan 3 point shoot dengan optimal. dengan demikian dapat dikatakan bahwa 3 point shoot terkait dengan akurasi yang dimiliki oleh atlet putri bola basket sko ragunan yang bersangkutan. disamping itu, hasil penelitian ini juga menunjukkan bahwa akurasi penting dimiliki dan ditingkatkan oleh setiap atlet putri bola basket sko ragunan untuk meningkatkan 3 point shoot. pengaruh antara koordinasi mata tangan dengan 3 point shoot hasil perhitungan tentang hipotesis yang menyebutkan bahwa terdapat pengaruh yang signifikan antara koordinasi mata tangan (x3) dengan 3 point shoot (y) menunjukkan model persamaan regresi sederhana ŷ= 16,866 + 0,663 x3. melalui analisis varians untuk signifikansi diperoleh fhitung = 21,913 lebih besar ft = 4,20 (sig. 0,000 <α = 0,05), sedangkan untuk linieritas diperoleh fhitung = 0,484 dengan signifikansi 0,907 (sig. > α = 0,05) sehingga persamaan regresi sederhana yaitu ŷ= 16,866 + 0,663 x3 dinyatakan signifikan dan linier. artinya apabila koordinasi mata tangan ditingkatkan satu skor maka 3 point shoot akan meningkat 0,663 pada konstanta 16,866. selanjutnya koefisien korelasi antara koordinasi mata tangan (x3) dengan 3 point shoot sebesar 0,663. melalui uji koefisien korelasi sederhana diperoleh korelasi sebesar 0,633 dengan signifikansi 0,000 lebih kecil dari pada α = 0,05. sehingga koefisien korelasi (ry3) dinyatakan signifikan pada taraf gladi jurnal ilmu keolahragaan, 09 (1), april 2018 44 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) signifikansi 0.05 yang berarti bahwa makin tinggi koordinasi mata tangan maka semakin tinggi 3 point shoot. sebaliknya, apabila koordinasi mata tangan semakin rendah akan membawa konsekwensi rendahnya 3 point shoot. berdasarkan koefisien korelasi (ry3) tersebut juga diperoleh nilai determinasi 0,419, hal ini berarti bahwa variasi 3 point shoot dapat dijelaskan oleh variasi koordinasi mata tangan sebesar 41,9% dan sisanya atau residu sebesar 58,1% dijelaskan oleh variabel lain. temuan dalam penelitian ini sejalan dengan kajian teoritis yang dikemukakan pada bab 2 terdahulu bahwa atlet yang memiliki koordinasi mata tangan yang baik akan dapat melakukan 3 point shoot dengan optimal. dengan demikian dapat dikatakan bahwa 3 point shoot terkait dengan koordinasi mata tangan yang dimiliki oleh atlet putri bola basket sko ragunan yang bersangkutan. disamping itu, hasil penelitian ini juga menunjukkan bahwa koordinasi mata tangan penting dimiliki dan ditingkatkan oleh setiap siswa atlet putri bola basket sko ragunan untuk meningkatkan 3 point shoot. pengaruh antara power lengan dengan akurasi hasil perhitungan tentang hipotesis yang menyebutkan bahwa terdapat pengaruh yang signifikan antara power lengan (x1) dengan akurasi (x2) menunjukkan model persamaan regresi sederhana ŷ = 3,295 + 0,934 x1. melalui analisis varians untuk signifikansi diperoleh fhitung = 191,818 lebih besar ft = 4,20 (sig. 0,000 <α = 0,05) sedangkan untuk linieritas diperoleh fhitung = 2,266 dengan signifikansi 0,078 (sig. > α = 0,05) sehingga persamaan regresi sederhana yaitu ŷ = 3,295 + 0,934 x1 dinyatakan signifikan dan linier. artinya apabila power lengan ditingkatkan satu skor maka akurasi akan meningkat 0,934 pada konstanta 3,295. selanjutnya koefisien korelasi antara power lengan (x1) dengan akurasi (x2) sebesar 0,934. melalui uji koefisien korelasi sederhana diperoleh korelasi sebesar 0,934 dengan signifikansi 0,000 lebih kecil dari pada α = 0,05. sehingga koefisien korelasi (rx12) dinyatakan signifikan pada taraf signifikansi 0.05 yang berarti bahwa makin tinggi power lengan maka semakin tinggi akurasi. sebaliknya, apabila power lengan semakin rendah akan membawa konsekwensi rendahnya akurasi. berdasarkan koefisien korelasi (ry1) tersebut juga diperoleh nilai determinasi 0,868, hal ini berarti bahwa variasi akurasi dapat dijelaskan oleh variasi power lengan sebesar 86,8% dan sisanya atau gladi jurnal ilmu keolahragaan, 09 (1), april 2018 45 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) residu sebesar 13,2% dijelaskan oleh variabel lain. temuan dalam penelitian ini sejalan dengan kajian teoritis yang dikemukakan pada bab 2 terdahulu bahwa atlet yang memiliki power lengan yang baik akan akan memiliki akurasi yang baik juga. dengan demikian dapat dikatakan bahwa akurasi terkait dengan power lengan yang dimiliki oleh atlet putri bola basket sko ragunan yang bersangkutan. disamping itu, hasil penelitian ini juga menunjukkan bahwa power lengan penting dimiliki dan ditingkatkan oleh setiap atlet putri bola basket sko ragunan untuk meningkatkan akurasinya. pengaruh antara koordinasi mata tangan dengan akurasi hasil perhitungan tentang hipotesis yang menyebutkan bahwa terdapat pengaruh yang signifikan antara koordinasi mata tangan (x3) dengan akurasi (x2) menunjukkan model persamaan regresi sederhana ŷ =13,032 + 0,739 x3. melalui analisis varians untuk signifikansi diperoleh fhitung = 33,781 lebih besar ft = 4,20 (sig. 0,000 <α = 0,05), sedangkan untuk linieritas diperoleh fhitung = 0,760 dengan signifikansi 0,692 (sig. > α = 0,05) sehingga persamaan regresi sederhana yaitu ŷ =13,032 + 0,739 x3 dinyatakan signifikan dan linier. artinya apabila koordinasi mata tangan ditingkatkan satu skor maka akurasi akan meningkat 0,739 pada konstanta 13,032. selanjutnya koefisien korelasi antara koordinasi mata tangan (x3) dengan akurasi (x2) sebesar 0,739. melalui uji koefisien korelasi sederhana diperoleh signifikansi 0,000 lebih kecil dari pada α = 0,05.sehingga koefisien korelasi (rx32) dinyatakan signifikan pada taraf signifikansi 0.05 yang berarti bahwa makin tinggi koordinasi mata tangan semakin tinggi akurasi. sebaliknya, apabila koordinasi mata tangan semakin rendah akan membawa konsekwensi rendahnya akurasi. berdasarkan koefisien korelasi (rx32) tersebut juga diperoleh nilai determinasi 0,531, hal ini berarti bahwa variasi akurasi dapat dijelaskan oleh variasi koordinasi mata tangan sebesar 53,1% dan sisanya atau residu sebesar 46,9% dijelaskan oleh variabel lain. temuan dalam penelitian ini sejalan dengan kajian teoritis yang dikemukakan pada bab 2 terdahulu bahwa atlet yang memiliki koordinasi mata tangan yang baik akan cenderung memiliki akurasi yang baik juga. dengan demikian dapat dikatakan bahwa akurasi terkait dengan koordinasi mata tangan yang dimiliki oleh atlet putri gladi jurnal ilmu keolahragaan, 09 (1), april 2018 46 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) bola basket sko ragunan yang bersangkutan. disamping itu, hasil penelitian ini juga menunjukkan bahwa koordinasi mata tangan penting dimiliki dan ditingkatkan oleh setiap atlet putri bola basket sko ragunan untuk meningkatkan akurasi. pengaruh antara power lengan dengan koordinasi mata tangan hasil perhitungan tentang hipotesis yang menyebutkan bahwa terdapat pengaruh yang signifikan antara power lengan (x1) dengan koordinasi mata tangan (x3) menunjukkan model persamaan regresi sederhana ŷ =18,297 + 0,634 x1. melalui analisis varians untuk signifikansi diperoleh fhitung = 18,822 lebih besar ft = 4,20 (sig. 0,000 <α = 0,05) sedangkan untuk linieritas diperoleh fhitung = 1,987 dengan signifikansi 0,117 (sig. > α = 0,05) sehingga persamaan regresi sederhana yaitu ŷ =18,297 + 0,634 x1 dinyatakan signifikan dan linier. artinya apabila power lengan ditingkatkan satu skor maka koordinasi mata tangan akan meningkat 0,634 pada konstanta 18,297. selanjutnya koefisien korelasi antara power lengan (x1) dengan koordinasi mata tangan (x3) sebesar 0,634. melalui uji koefisien korelasi sederhana diperoleh korelasi sebesar 0,634 dengan signifikansi 0,000 lebih kecil dari pada α = 0,05. sehingga koefisien korelasi (ry1) dinyatakan signifikan pada taraf signifikansi 0.05 yang berarti bahwa makin tinggi power lengan maka semakin tinggi koordinasi mata tangan. sebaliknya, apabila power lengan semakin rendah akan membawa konsekwensi rendahnya koordinasi mata tangan. berdasarkan koefisien korelasi (rx13) tersebut juga diperoleh nilai determinasi 0,381, hal ini berarti bahwa variasi koordinasi mata tangan dapat dijelaskan oleh variasi power lengan sebesar 38,1% dan sisanya atau residu sebesar 61,9% dijelaskan oleh variabel lain. temuan dalam penelitian ini sejalan dengan kajian teoritis yang dikemukakan pada bab 2 terdahulu bahwa atlet yang memiliki power lengan yang baik akan akan memiliki koordinasi mata tangan yang baik juga. dengan demikian dapat dikatakan bahwa koordinasi mata tangan terkait dengan power lengan yang dimiliki oleh atlet putri bola basket sko ragunan yang bersangkutan. disamping itu, hasil penelitian ini juga menunjukkan bahwa power lengan penting dimiliki dan ditingkatkan oleh setiap atlet putri bola basket sko ragunan untuk meningkatkan koordinasi mata tangannya. kesimpulan hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara gladi jurnal ilmu keolahragaan, 09 (1), april 2018 47 margono, rani anggra berta yagusta, amat khuzaini copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) power lengan dengan 3 point shoot atlet putri bola basket sko ragunan. hal ini berarti bahwa semakin baik power lengan semakin baik juga 3 point shoot atlet putri bola basket sko ragunan. hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara akurasi dengan 3 point shoot atlet putri bola basket sko ragunan. hal ini berarti bahwa semakin baik akurasi semakin baik juga 3 point shoot atlet putri bola basket sko ragunan. hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara koordinasi mata tangan dengan 3 point shoot atlet putri bola basket sko ragunan. hal ini berarti bahwa semakin baik koordinasi mata tangan semakin baik juga 3 point shoot atlet putri bola basket sko ragunan. daftar pustaka dedy sumiyarsono, keterampilan bolabasket, (yogyakarta: jogja global media, 2005), h. 2. hal wissel, basketball step to succes (2nd ed), (united state: human kinetics, 2004), h. 43. john oliver, dasar-dasar bolabasket, (bandung: pt. intan sejati, 2009), h. 12. morgan wootten, coaching basketball successfully (2nd ed), (champaign, il: human kinetics, 2003), h. 2. sukadiyanto, dan dangsina m, pengantar teori dan metodologi melatih fisik, (bandung: cv. lubuk agung, 2011), h.135. widiastuti, tes dan pengukuran olahraga (jakarta: pt bumi timur jaya, 2011 ), hal. 196. widiastuti, tes dan pengukuran olahraga. jakarta: rajawali pers, 2015. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 64-73 permalink/doi: https://doi.org/10.21009/gjik.141.06 copyright © 2023 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni his work is licensed under a creative commons attribution-sharealike 4.0 international license fielding technique skills training model in under17 athletes in cricket annisa sulistianingsih1*, achmad sofyan hanif1, taufik rihatno1, rizka antoni2 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 2pendidikan kepelatihan olahraga, universitas mitra karya coresponding email : sulistiaannisa66@gmail.com (submission track: received: 17-08-2022, final revision: 05-12-2022, available online: 31-03-2023) abstract the success of athletes in achieving success, one of which is the application of an appropriate training model, fun and easy to do, including in improving fielding technique skills. the purpose of this study was to produce a game-based fielding technique skill training model for cricket athletes u-17 years, with the result of a book product that can be used in cricket training. the research uses the research and development (r&d) method from borg and gall. the subjects of the study were the u17 athletes at the pci popb club dki jakarta and central java, totaling 48 people. the results of the study prove that from the evaluation results of test and measurement experts, game experts, and cricket experts, it is obtained that this product meets the criteria. from the calculation results, for the mean difference test, the mean = 63.346, with t-count = 105,122 with df = 47 and p-value = 0.000 <0.05, which means there is a significant difference between the control group and the experimental group of the fielding technique skill training model. in the sport of game-based cricket for u-17 athletes. thus, it can be concluded that the game-based fielding technique skill training model for u-17 athletes can effectively be developed and applied in training a series of fielding skill movement processes in cricket. keywords: training method, fielding, cricket mailto:sulistiaannisa66@gmail.com gladi jurnal ilmu keolahragaan, 14 (01), march65 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni introduction cricket is a sport that originated in england and is played in the summer. cricket is one of the second most popular sports in the world and is played in more than 120 countries. cricket is a game with two teams/groups of eleven people each. the game uses the bat as a bat and the ball as a hit object. ideally cricket is played on a grass field and in the middle of the field is made a square area called a pitch measuring 20 meters by 4 meters (sudarsono, 2020). although at this time the sport of cricket has begun to see development in each area still the contribution of experts in this field must continue to be improved. such training programs and techniques given to athletes must continue to be innovative and varied in order to further attract athletes to continue to follow the training without getting bored. some basic techniques in cricket such as batting, throwing (bowling), and guarding (romi mardela & irawan, 2017). from the results of research, it is known that the success of achievement in playing cricket depends largely on the ability of physical condition and also the right training model (divya et al., 2014). so, to achieve the achievement target, there is a need for regular, directed and continuous coaching and training. the selection of the right exercise model becomes one of the factors that need to be considered in addition to the technical skills possessed. as in the results of the study, it is mentioned that success in playing cricket requires a variety of physical abilities and techniques (veness et al., 2017). the provision of a training model by the coach can be said to have been a little easy to get, especially in fielding cricket techniques. however, the lack of variety of exercises from coaches causes athletes to get bored quickly in doing fielding technique exercises, causing the target of the exercise is not reached to the maximum. for this reason, it is necessary to make a breakthrough in using a fairly developed training model in the sport of cricket, namely the new technique training model, where the form of training uses a training program that varies in each phase so as to improve the quality of mastery of techniques, especially fielding techniques and can contribute to the improvement of the achievement of cricket athletes. method gladi jurnal ilmu keolahragaan, 14 (01), march66 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni research and development method focuses on the development of existing products for revision to become more attractive so that the value of its usefulness increases. based on the understanding that has been spelled out in this study seeks to develop a model of game-based fielding technique training in under-17 athletes. model used for this study is borg and gall model. research and development that developed by borg & gall (2007) is a development model for producing new products produced through research produced in field trials, evaluated, and refined so that the final product produced conforms to predetermined criteria that include its effectiveness, quality, or standards (amirzan, 2017). based on the model, it can be seen that the design of the model design is used as a guideline for the concept of coaching children's age athletes which refers to the long term athlete development program that in the process of coaching must be adjusted to the stage of growth and development of children. coaching athletes of children's age or should be more towards funbased training so that athletes do not feel burdened and feel happier in doing the activities of training given by the coach. fun workouts will also have a good psychological impact for athletes, and can also insert modified physical components with a fun exercise approach such as games. research and development of this game-based fielding training model uses borg and gall methods (1983) consisting of 10 stages, including : 1. research and information collecting the stage of identification and needs analysis through preliminary research is carried out by carrying out activities including : (a) collection of documents for coaching athletes in each cricket club, (b) observation of cricket training activities, and (c) interviews with coaches, athletes, and coaches of cricket clubs. observations and interviews include several aspects, such as training time, the process and form of cricket training models that are focused on fielding training. 2. planning based on the findings of preliminary studies and need analysis, a game based fielding technique skill training model is compiled in cricket which will be used for training variations so that during cricket training, especially gladi jurnal ilmu keolahragaan, 14 (01), march67 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni during fielding technique training, you can use a game-based training model. this training model is also adjusted to the purpose, characteristics and net method to be used. 3. develop preliminary form of product this preparation is based on the results of preliminary studies, the foundation of theories of cricket aids, the theory of model development, and the feasibility of their implementation. the design of the game based cricket fielding technique training model is designed and adapted to the needs of u-17 athletes. the model design, which is designed based on the stages in carrying out cricket technique movements, especially fielding technique skills, is in the form of a preliminary or preparation movement stage, an implementation movement stage, and a final or followthrought motion stage. 4. preliminary field testing this step is a limited product test, that is, conducting an initial field test of the product design, that limited in nature, both the substance of the design and the parties involved. initial field tests are carried out repeatedly so that a feasible design obtained both in substance and methodology. 5. main product revision this step is an improvement of the model or design based on limited field tests. at refining the initial product, more is carried out with a qualitative approach. the evaluation carried out is more about the evaluation of the process, so that the improvements made are internal improvements. 6. main field testing small scale trials were conducted to determine and identify the implementation of the exercise model. in this process, observations were made on athletes through filling out questionnaires filled out by respondents or subjects, especially in the training model of game based cricket fielding techniques. the data obtained from the results of questionnaires filled out by respondents, used by researchers to evaluate exercise models applied before being used in usage trials or large scale trials. 7. operational product revision input results from questionnaires and field notes in small group tests gladi jurnal ilmu keolahragaan, 14 (01), march68 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni used to revise products. this implemented for the refinement of the model that had been felt and experienced for the subjects for subsequent group tests. 8. operational field testing furthermore, a large scale test stage was carried out on 30 athletes, in u-17 athletes were asked to provide an assessment of the usefulness, safety and comfort in various training models of cricket fielding techniques applied game based both through questionnaires and through interviews. 9. final product revision the results of the response from the athletes after conducting training directly that given as input for evaluating the improvement of model development. evaluation of the u-17 athletes game based fielding technique skills training model using interview instruments and questionnaires for coaches. once the game-based fielding technique skill practice model product used in trials both small scale and large scale, experts or trainers give impressions, inputs and suggestions. furthermore, an analysis of the answers given for the benefit of product improvement carried out. 10. dissemination and implementation after the final product revision completed then report the results are in international journals and the product results are packaged in the form of an exercise model book so that the product can be used and useful for sports actors in discussion groups and collaborate with publishers to distribute commercially. result and discussion revision of the initial draft model is done based on the results of expert validation of the model that has been compiled. validation is done by expert judgement. experts / experts are selected to validate the model that has been compiled both academically and scientifically. from the results of expert validation conducted against the gamebased fielding technique skill training model, there are several variations of exercise model items that are recommended to continue (feasible) or not continued (not feasible). the gladi jurnal ilmu keolahragaan, 14 (01), march69 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni following is a summary of the results of expert validation outlined in the table below : table 1 summary of exercise models after expert validation no excercise variation information 1 throw the hole 1 games proper 2 throw the hole 2 games proper 3 bounce wall games proper 4 bounch back games unproper 5 thrower box games proper 6 snake chasing games proper 7 opposite games unproper 8 fielding soccer games proper 9 opposite high catch games proper 10 crash throwing games unproper source : archive’s small group trial the skill training model of fielding cricket technique based on the game after being justified by experts / experts, then revised stage 1. the data of the next phase i revision will be used in the next stage, namely conducting small group trials. from the results of inputs and suggestions and notes in the field, the researchers make revisions and improvements to the model developed. this improvement aims to perfect the design of the training model of cricket fielding technique skills that have been compiled. after these revisions and improvements are made, it continues to the next stage, namely large group trials. based on the results of small group trials, there are several records for the improvement of this model in the future. here are some suggestions and suggestions and notes found in the field. large group trial here are the results of the groupbased trials that have been conducted, based on some inputs and suggestions and notes found in the field, among others: a. variations of game-based exercise models can be applied during training by paying attention to the safety and security aspects of athletes so that athletes can train with fun and maximum. b. the duration of implementation of each variation of the fielding technique model of cricket sport by paying attention to each type of game to be used. model effectiveness in the effectiveness test this model uses a pre-experimental research design in the form of "one group pretestposttest design". before conducting an effectiveness test, then do a pre-test and gladi jurnal ilmu keolahragaan, 14 (01), march70 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni post-test to find out the initial ability and final ability in improving fielding (catching and throwing) skills. pre-test is carried out before the implementation of 7 variations of game-based fielding technique skills training, while for posttest given treatment as many as 16 times. table 2 results of paired sample stastictic (pre-test) and after granted treatment (post-test) on fielding engineering skills paired samples statistics mean n std. deviation std. error mean pair 1 pretest 4.50 48 1.676 .242 posttest 9.46 48 1.611 .232 from the output table above, it can be known for fielding technique skills, getting the average value before being given treatment is 4.50. after being treated, the average value increased by 9.46. based on the description above there is a difference in the results of fielding engineering skills between pretest and post-test, that the exercise model developed is effective and can improve fielding engineering skills. next, the first step that must be done before the effectiveness test is to perform a data normality test. from the results of processing normality test data with the kolmogorov-sminorv test obtained results in the table below : table 3 pre-test normality test results and post-test fielding engineering skills tests of normality kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. pretest .221 48 .000 .914 48 .002 posttest .278 48 .000 .874 48 .000 a. lilliefors significance correction based on the table above the test results can be seen in the kolmogorov – sminorv column, it is known that the significance values for both the pre-test and post-test data variables are sig pvalues. 0,000 > 0.05. thus, it can be concluded that both data come from normal distributed populations. after conducting the data normality test, the following analysis requirements that must be done are variant homogeneity tests. the variance homogeneity test conducted in this study is the testing of data homogeneity for fielding techniques. table 4 homogeneity test pre-test fielding engineering skills test of homogeneity of variances levene statistic df1 df2 sig. pretest based on mean . 880 1 46 351 based on median . 848 1 46 360 based on median and with adjusted df . 848 1 93.72 6 360 based on trimmed mean . 676 1 94 413 table 5 post-test homogeneity test of fielding engineering skills test of homogeneity of variances gladi jurnal ilmu keolahragaan, 14 (01), march71 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni levene statistic df1 df2 sig. posttest based on mean .008 1 46 .931 based on median .000 1 46 1.000 based on median and with adjusted df .000 1 94.000 1.000 based on trimmed mean .000 1 94 .985 based on the analysis in the table above obtained a homogeneity test value for the pre test of 0.351, and for post-test of 0.931, and it is known that all sig values. > 0.05 or h0 is accepted. thus, that pre-test and post-test data are homogeneous in population. table 6 results of paired samples correlation before treatment (pretest) and results after treatment (posttest) on fielding engineering skills paired samples correlations n correlation sig. pair 1 pretest & posttest 48 .599 .000 based on the table above it can be known that the correlation coefficient of fielding techniques before and after being given treatment is 0.599, with a pvalue of 0.000 < 0.05. so, the conclusion is that there is a significant relationship. table 7 results of paired sample statistics (pre-test) and (post-test) on fielding engineering skills paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretestposttest 4.958 1.473 .213 -5.386 4.531 23.328 47 .000 in the average difference test with spss obtained mean = 4,958 showing the difference from pre-test and post-test results, t-calculated results = 23,328, df = 47 and p-value = 0.00 < 0.05 which means there is a significant difference between before and after being given the treatment of variation in game-based exercises. based on these results it can be concluded that the game-based fielding technique skill training model for under17 year old athletes is effective and can improve fielding skills. the exercise model developed has significant effectiveness. table 8 paired sample results on fielding engineering process skills paired samples statistics mean n std. deviation std. error mean pair 1 kontrol 9.46 48 1.611 .232 eksperimen 73.10 48 3.709 .535 from the output table above, it can be known for fielding engineering skills, in the control group the average value is 9.46. meanwhile, the average score for the experimental class increased by 73.10. which means that there is an increase resulting from the experimental group so that fielding technique skills are seen increase. gladi jurnal ilmu keolahragaan, 14 (01), march72 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni table 9 results of paired samples correlation on fielding engineering process skills paired samples correlations n correlation sig. pair 1 kontrol & eksperimen 48 -.104 .480 based on the table above it was obtained that the correlation coefficient of fielding techniques in the control and experiment group amounted to -0.104 with a p-value of 0.480 > 0.05 so the conclusion is that there is no significant relationship. table 10 results of fielding engineering skills effectiveness test paired samples test paired differences t f sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pai r 1 kontrol eksperi men 63.646 4.195 .605 64.864 -62.428 105.1 22 47 .000 from the results of the spss calculation, for the average difference test obtained mean = 63,346, with tcount = 105,122 with df = 47 and p-value = 0.000 < 0.05 which means there is a significant difference between the control group and the experimental group of fielding technique skill training models in game-based cricket sports for under-17 athletes. product discussion based on the results of research and product studies it is known that this product has several effective advantages in improving the skills of fielding techniques based on u-athletesome of the advantages that can be seen are: a. the result of the research product is a variation of the training model of fielding techniques of cricket sport fielding based under-17 athletes. b. the results of the research product provide easy, fun training and motivate under-17 athletes to perform movements in fielding technique skills training. c. the results of the product model of fielding technique training cricket sports fielding based u-17 athletes in the form of module books or guidelines. d. the results of this product are useful and can be used as one of the references in supporting the needs of training materials for cricket coaches. e. the results of this product can improve the ability in fielding skills of the sport of cricket. conclusion a game-based fielding technique training model for under-17 athletes can be developed and applied in training a gladi jurnal ilmu keolahragaan, 14 (01), march73 annisa sulistianingsih, achmad sofyan hanif, taufik rihatno, rizka antoni series of fielding skill movement processes in the sport of cricket based on research data obtained effective results used to improve fielding skills for under17 year old athletes. the implications of the gamebased cricket fielding technique training model for under-17 athletes make a positive contribution to the child in the training process. the development of this model is expected to follow up in the implementation of the exercise program in real terms. references aka, k. a. 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(2020). perbandingan pengaruh antara latihan bowling jarak sesungguhnya dengan latihan bowling jarak dekat ke jarak sesungguhnya terhadap ketepatan dan kecepatan bowling cricket pada siswa putra ekstrakulikuler cricket. jorpres (jurnal olahraga prestasi), 16(1), 35– 44. https://doi.org/10.21831/jorpres. v16i1.29990 trisiana, a., & wartoyo, w. (2019). desain pengembangan model pembelajaran pendidikan kewarganegaraan melalui addie model untuk meningkatkan karakter mahasiswa di universitas slamet riyadi surakarta. jurnal pkn progresif, 11(1), 313–330. veness, d., patterson, s. d., jeffries, o., & waldron, m. (2017). the effects of mental fatigue on cricket-relevant performance among elite players. journal of sports sciences, 35(24), 2461– 2467. https://doi.org/10.1080/0264041 4.2016.1273540 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 74-93 permalink/doi: https://doi.org/10.21009/gjik.125.07 copyright © 2023 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy this work is licensed under a creative commons attribution-sharealike 4.0 international license kinetic analysis using electromyography against yeop chagi in taekwondo poomsae athletes state university of jakarta priyaka irfan astama harsono1, abdul sukur1, fahmy fachrezzy1 1pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : priyakairfanastama@gmail.com (submission track: received: 11-06-2022, final revision: 10-11-2022 available online: 31-03-2023) abstract the population in this study were all 8 taekwondo poomsae athletes, between 4 males and 4 females. from the results of data analysis, descriptions, examiners of research results, and discussion, conclusions can be drawn, namely, kinetic analysis using electromyography against yeop chagi in taekwondo poomsae athletes, state university of jakarta. the study's conclusion was declared significant if t count > t table at a significance level of 5% and p-value < 0.05. based on the table above, we obtained an average of 40.32. it was also found that the t count > t table at the level of 5% = -4.528 to 4.528 (4.528 > 2.023) and had a p-value of <0.05, which means that it can be concluded that there was a significant increase in the result score of the electromyography group. the t-test pre-test and post-test yeop chagi aims to determine whether there is an increase in the score. the study's conclusion was. declared significant if it count > t table at a significance level of 5% and p-value <0.05. based on the table above, we obtained an average of 1.378. it was also found that the t-count > table at the level of 5% = -8.291 to 8.291 (8.291 > 2.023) and had a p-value of <0.05, which means that it can be concluded that there was a significant increase in the result score of the yeop chagi group. keywords: poomsae, yeop chagi, electromyograph gladi jurnal ilmu keolahragaan, 14 (01), march75 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy introduction this article presents the features of the technical training of athletes at the initial training stage in taekwondo (poomsae). it was shown that this stage forms the basis of all aspects of athlete readiness, which will enable them to compete effectively in the next stage. the peculiarity of taekwondo (poomsae), if not the olympic direction of this sport, is rapidly increasing the requirements for the technical training of athletes, which in turn dictates the requirements for quality physical and technical training (alexander koshcheyev, 2020). this journal accepts article manuscripts in sports education and related disciplines. both from academics, researchers, and professionals, nationally and internationally. taekwondo (poomsae) is a type of martial art that combines various oriental martial arts. taekwondo (poomsae) involves the hands and feet, but they prefer the feet. since the legs are a large group of muscles, they can provide a more substantial impact (fachrezzy et al., 2021). poomsae is a combination move designed to practice without an instructor, using a fixed performance base for attack and defense (ahreum & so, 2019). poomsae is a number art that demonstrates moves in taekwondo. in this number, each athlete tries to play one or two moves alternately, and where the athlete who manages to have the highest accumulated value will be the winner. by this time, the poomsae match had become a prestigious match and was not inferior to the kyorugi match. in every performance, poomsae competed. athletes who compete in poomsae matches must have good posture and physical condition when competing. besides that, a poomsae athlete must also have a good mentality. poomsae have several different types of movement. in poomsae, the direction, sequence, position, direction of the eye, stance, the name of the poomsae, and the shout are all set. in poomsae, stances, kicks, parrying, and punches require good balance and coordination (profile of physical condition of taekwondo athletes, 2014). especially aspects of physical exercise for poomsae consist of 1). powers, 2). speed, 3). accuracy, 4). balances, 6). flexibility. in poomase, there is a ftechnique called yeop chagi. according to (irfan et al., 2019), the yeop chagi technique is the gladi jurnal ilmu keolahragaan, 14 (01), march76 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy skill of kicking the opponent's face or chest with the edge of the foot or heel. side kicks are usually performed by turning a person's body sideways and, at the same time bending, for example, and backing them to kick the target. in some circumstances, one can push the opponent with the feet to keep the distance from the opponent. meanwhile, this study has studied muscle activity and coordination in the normal shoulder with the help of electromyographic signals of leg strength based on emg signals from the user's leg muscles because electromyographic signals directly reflect the level of muscle activity. the emg signal provides essential information for the leg strength to assist the robot system in understanding the user's intended movement. therefore, it is vital to analyze the relationship between upper limb movement and associated muscle activity to help provide strength to the legs. muscles are parts of the human body that function in the movement system. emg serves to detect the electrical potential generated when muscles contract and relax. muscle electrical signals can be obtained by installing emg electrodes placed on the skin's surface on the muscle where the signal data will be taken. the embedded emg electrode stores data for various conditions according to the placement of the electrode. so it can be used to control a system. the electrode will recognize the condition by monitoring muscle signals that match the stored data. the results of recording emg signals have also been widely used as control signals for various systems, including computers, robots, and other devices. there is also research on other taekwondo techniques, such as the down kick or naeryo chagi and the semicircle to the face or dollyo chagi. these studies have proven that the repetition of emg signals in taekwondo kicks is low, which may explain some controversial muscle activity results during kicking tests. thus, aggeloussis et al. (2007) suggested that more than ten. kick repetitions should be assessed to provide reliable data for muscle function of this technique (valdes-badilla et al., 2018) 1. research by pablo antonio v.b, tomas herrera. v, mauricio alfonso b.m and eduardo guzman m (2018) entitled ''differences in the electromyography activity of a roundhouse kick between novice and advanced taekwondo athletes.'' gladi jurnal ilmu keolahragaan, 14 (01), march77 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy conclusion: advanced taekwondo athletes have greater soleus and rectus femoris muscle economy than beginners and greater biceps femoris and vastus medialis activation when executing the bandalchagui kick. at the same time, they develop a maximum recruitment rate in the biceps femoris and semitendinosus muscles early in the kick cycle. the hamstring muscles are essential for the execution technique of the bandalchagui kick. in this way, taekwondo teachers, coaches, and practitioners are encouraged to incorporate exercises into their training routines to strengthen these muscle groups to improve the performance and efficiency of the bandalchagui kick. 2. research by saeterbakken and vidar andersen (2021) entitled ''electromyographic comparison of five lower-limb muscles between single and multi-joint exercises among trained men.'' conclusions: these findings suggest a higher emg amplitude of the vastus lateralis monoarticular, but not the vastus medialis, during the multi-joint leg exercise than the single-joint exercise knee extension. in contrast, the biarticular rectus femoris and biceps femoris muscles showed more significant activity during the singlejoint exercise. in contrast, no difference in gluteus maximus activity was found between the exercises. although one should exercise caution when using surface emg results to prescribe resistance exercises (vigotsky et al., 2018), these findings may suggest that the leg press could be a time-efficient approach to targeting the gluteus maximus vastus lateralis and vastus medial. either more or as effective as a combination kickback and knee extension. single-joint exercises may better target the biceps femoris, rectus femoris, and rectus femoris. these findings could have implications for bodybuilders and other physically oriented people who wish to target specific muscles in their training to emphasize site-specific muscle growth. however, it should be noted that the combination of knee and hip extension during the leg press may be more transferable to daily tasks (e.g., getting up from a chair or climbing stairs) and sporting movements (e.g., running or jumping). longitudinal studies should examine how different muscle activations affect long-term adaptation to different exercises. gladi jurnal ilmu keolahragaan, 14 (01), march78 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy 3. research by ah reum hong and jae moo so (2019) entitled ''kinematic and kinetic analysis of taekwondo poomsae side kick according to various heights of the target.'' conclusion: for the target between skilled and unskilled taekwondo side kicks, this study is a detailed analysis according to scientific and quantitative data on changes in height in detailed movements through differences and similarities in performing side kicks according to the level of proficiency and changes in height. to provide primary data, the following conclusions are drawn. 1. the hip joint gradually increases in flexion, and when it hits the target, the angle of the right hip joint shows a minimum angle with maximum flexion. as the height increases, the hip joint angle shows the minimum angle. at the same time, a common feature is that the knee joint's flexion also develops. however, as the skill level increases and the skill level increases, the coordination between the hip joint and the knee joint shows a difference. 2. looking at the angular momentum of the thigh, lower leg, and foot, the angular momentum and the unskilled and the two experienced people gradually increase according to the height, then the angular momentum decreases at e4. the higher the prowess, the greater the difference in the drop in angular momentum upon impact. summarizing the above conclusions, in taekwondo poomsae side kicks, the target height should be increased from waist height, not head height, while increasing lower extremity joint flexibility to increase joint range of motion while sequentially adjusting the height. repeated exercise is required from the moment the foot is at a minimum angle (e3) to when the kicking foot reaches maximum extension (e4). it is assessed that exercises to strengthen the muscles necessary for the kick are also required. in addition, although this study and previous studies emphasize the importance of kicking the foot, it is deemed necessary to conduct a more indepth study of side kicks through the ground reaction force of the supporting foot in performing side kicks. 4. research by n. aggeloussis, v. gourgoulis, m (2007) entitled ''repeatability of electromyographic waveforms during the naeryo chagi in taekwondo.'' conclusion: emg waveform repetition during naeryo chagi was not gladi jurnal ilmu keolahragaan, 14 (01), march79 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy very high, even when ten kicks were performed. however, only the average ensemble emg waveform obtained from more than ten kicks can represent muscle function in naeryo chagi, and conclusions drawn from one experiment should be reconsidered. while this may not apply to other taekwondo kicks, it is recommended that emg repetitions be checked prior to an emg investigation of the kick. from some of the studies above, it can be concluded that there is a kinetic analysis of taekwondo using electromyography analysis. therefore, in this study, researchers wanted to examine the results of kinetic analysis using electromyography on yeop chagi height differences in taekwondo poomsae athletes. electromyography (emg) is a discipline that deals with the detection, analysis, and utilization of electrical signals originating from muscle contractions. the data acquisition of the electrical signal is carried out using an electromyograph instrument, and the recorded result is called an electromyogram. the characteristics of an emg signal are random or stochastic signals whose amplitudes range from 0 to 1.5 mv (root mean square) or 0 to 10 mv (peak-to-peak) with a range of 0 – 500 hz, with dominant energy in the range 50 – 150 hz. two sensors can be used to record emg signals, namely, needle electrodes and surface (skin) electrodes. generally, needle electrodes are used to measure the activity of single motor units and surface electrodes to measure motor units. (ashriyah et al., 2020). explosive power is the ability of muscles to direct maximum strength in a very short time (juliantine, yudiana, & subarjah, 2007). (setiawan et al., 2020) limb muscle strength is a physical component of an increase in achievement in each sport (adil, 2012). leg muscle strength is a very important component to improve overall physical strength because leg muscle strength is the main driving force for any activity that involves physical activity. muscle strength serves as a support for all body components and also stabilizes the point of balance when kicking is done by one leg. as explained by sajoto in d. iskandar, (2016) in poomase, there is a technique called yeop chagi. according to nam oh (2010), the yeop chagi technique is the skill of kicking the opponent's face or chest with the edge of the foot or heel. gladi jurnal ilmu keolahragaan, 14 (01), march80 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy side kicks are usually performed by turning a person's body sideways and, at the same time bending, for example, and backing them down to kick the target. in some circumstances, one can push the opponent with the feet to keep the distance from the opponent. specifically, side kicks require body contraction when transferring energy to the target to obtain maximum thrust or thrust (headquarters world taekwondo, 2012). method this study aims to find scientifically accurate answers about kinetic analysis using electromyography against yeop chagi in poomsae taekwondo athletes, state university of jakarta. in detail, the objectives of this study are: there are differences in the results of yeop chagi skills between electromyography in poomsae taekwondo athletes, state university of jakarta. the research for this thesis was conducted at the flats of the faculty of sports science, state university of jakarta, rawamangun, east jakarta. the type of research used in this research is true experimental research. associative research aims to determine the relationship between two or more variables. associative research has the highest level when compared to comparative descriptive research. with this associative research, it will be possible to build a theory that can function to explain, predict and control a symptom (sugiyono, 2018). while the analysis approach used is associative analysis. (syofian siregar, 2013) said associative analysis is a form of research data analysis to test whether there is a relationship between the existence of variables from two or more data groups. the variables used are independent (independent) and dependent (dependent) variables, which include 'kinetic analysis using electromyography against yeop chagi in poomsae taekwondo athletes, jakarta state university''. this research involves one dependent variable, namely yeop chagi, and one independent variable is electromyography. the relationship between the related variables in this study is described as follows: o1 x1 r o2 x2 information: 1. r = random gladi jurnal ilmu keolahragaan, 14 (01), march81 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy 2. o1 = pre-test (pre-test) yeop chagi group 3. o2 = pre-test (pre-test) electromyography group 4. x1 = treatment 5. x2 = treatment 6. o3 = final test (post-test) yeop chagi group 7. o4 = final test (post-test) electromyography group results and discussion a. data decryption this research includes experimental research. the research data consisted of a pre-test and a final test of the material delivered using electromyography. the study was carried out from april 8 – to may 27, 2022. this study raised the research variable, namely the independent variable yeop chagi with electromyography, and the dependent variable, namely the result value. the data on the athlete's scores were obtained using a multiple-choice test. in this study, researchers obtained data from the pre-test and post-test results conducted in the experimental and control classes. the pre-test is an ability test given to athletes before being treated, while posttest is carried out after athletes receive treatment. these two tests function to measure muscle strength related to high kicks. each athlete will take five kicks to get the highest result, so eight athletes in 5 kicks for a total of 40 are valid. to provide a clearer picture, the research data were grouped based on the experimental group and the control group: 1. electromyography pre-test table 1 pre-test electromyography statistics pre-test emg n valid 40 missing 0 mean 190.1500 median 197.0000 mode 220.00 std. deviation 45.62082 minimum 121.00 maximum 284.00 the results of calculations with spss 26 in the pre-treatment (pre-test) in the experimental class obtained a valid sample size of 40, mean score = 190.15, mean value = 197.0 standard deviation = 45.62, minimum value = 121 and maximum value 284. 0 10 20 30 pre-test emg absoulte relatif % gladi jurnal ilmu keolahragaan, 14 (01), march82 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy based on the pre-test frequency distribution table, the experimental class can be depicted in the histogram below: figure 1 pre-test emg based on the table and histogram above, most experimental class pre-test frequencies are in the 220-240 interval with 12 valid (30%). 2. post-test electromyography table 2 post-test electromyography statistics posttest_emg n valid 40 missing 0 mean 219.0250 median 214.0000 mode 200.00a std. deviation 38.57825 minimum 160.00 maximum 324.00 a. multiple modes exist. the smallest value is shown the results of the spss 26 calculation after treatment in the experimental class obtained a valid score of 40, the mean score = 219.02, the mean = 214, standard deviation = 38.57, the minimum value = 160 and the maximum value = 324. based on the frequency distribution table for the post-test experimental class, the data is depicted in the histogram below: figure 2: post-test emg based on the table and histogram above, the majority of the experimental class's post-test frequency lies in the valid interval of 15 (38%) 3. pre-test yeop chagi table 3 pre-test yeop chagi statistics pretestkon n v alid 40 m issing 0 mean 44.6525 median 44.2500 mode 49.70 std. deviation 2.61465 minimum 40.10 maximum 49.70 the results of the spss 26 calculation after treatment in the control 0 10 20 30 40 post-test emg absolute relatif % gladi jurnal ilmu keolahragaan, 14 (01), march83 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy class obtained a valid score of 40, the mean score = 44.65, the mean = 44.25, the standard deviation = 2.61, the minimum value = 40, and the maximum value = 49.7. to simplify calculations in spss 26, units of degrees are converted to percent by the formula: x/360 times 100 based on the frequency distribution table for the post-test experimental class, the data is depicted in the histogram below: figure 3: pre-test yeop chagi based on the table and histogram above, the majority of the experimental class's post-test frequency lies in the valid interval of 21 (53%) 4. post-test yeop chagi table 4 post-test yeop chagi statistics postestkon n v alid 40 m issing 0 mean 46.4600 median 46.6000 mode 46.40a std. deviation 2.42580 minimum 41.20 maximum 50.00 a. multiple modes exist. the smallest value is shown the results of the spss 26 calculation after treatment in the control class obtained a valid grade of 40, the mean score = 46.46, the mean = 46.6, standard deviation = 2.42, the minimum value = 41 and the maximum value = 50 based on the post-test frequency distribution table for the experimental class, the data is depicted in the histogram below: figure 4: post-test yeop chagi based on the table and histogram above, most of the experimental class's 0 10 20 40-42 43-46 47-49 50-52 post test yeop chagi frekuensi absolute frekuensi relatif % 0 5 10 15 20 25 40-42 43-46 47-49 50-52 pre test yeop chagi frekuensi asbolute frekuensi relatif % gladi jurnal ilmu keolahragaan, 14 (01), march84 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy post-test frequency lies in the valid interval of 20 (50%). b. testing requirements analysis 1. data normality test a normality test is conducted to test whether all variables have normal distribution or not. the normality test uses the shapiro wilk formula in calculations using the spss 26.00 program. to know whether it is normal or not is, if sig > 0.05, then normal, and if sig < 0.05, it can be said to be abnormal. the calculation results obtained are as follows: table 5: data normality test no kelompok sig (signifi kasi) kesimpulan 1 pre-test emg 0,107 normal 2 post-test emg 0,141 normal 3 pre-test yeop chagi 0,167 normal 4 post-test yeop chagi 0,072 normal based on the table above, it can be seen that the pre-test and post-test data from both the experimental class and the control class have a sig value > 0.05, so it can be concluded that the data group is normal. 2. homogeneity test the homogeneity test was used to determine the level of similarity of variance between the two groups, namely the experimental group (electromyography) and the control group (yeop chagi), to accept or reject the hypothesis by comparing the sig value on leven's statistic with 0.05 (sig > 0.05) the results of the homogeneity test can be seen in the table: tabel 6 homogenity test levene statistic df1 df2 sig based on mean 56,323 3 156 .000 the homogeneity test results of the research variables are known to be fcount = 56,323 with a significance value = 7,608. therefore, from the calculation results, the significant value of this data, which is greater than 0.05 (sig > 0.05), can be concluded that the data in this study has a homogeneous variance. c. hypothesis testing this study aims to determine the difference between electromyography and yeop chagi in improving the results of taekwondo poomsae. the analysis gladi jurnal ilmu keolahragaan, 14 (01), march85 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy used is the t-test with the help of spss version 26, which can be explained in detail as follows tabel 7 homogeneity test mean st. deviation t df sig pretest emg – postte st emg -28.875 0.328 4.528 39 .000 pretest yc– postte st yc 1.807 5 1.378 -8.291 39 .000 2. pre-test and post-test electromyography pre-test and post-test electromyography aim to determine whether there is an increase in the score. the study’s conclusion was declared significant if t count > t table at a significance level of 5% and p-value < 0.05. based on the table above, we obtained an average of 40.32. it was also found that the t-count > t table at the level of 5% = -4.528 to 4.528 (4.528 > 2.023) and had a p-value of <0.05, which means that it can be concluded that there was a significant increase in the result score of the electromyography group. 3. t-test pre-test and post-test yeop chagi the t-test pre-test and post-test yeop chagi aims to determine whether there is an increase in the score. the study’s conclusion was declared significant if t count > t table at a significance level of 5% and p-value <0.05. based on the table above, we obtained an average of 1.378. it was also found that t-count > t-table at the level of 5% = -8.291 to 8.291 (8.291 > 2.023) and had a p-value of <0.05, which means that it can be concluded that there was a significant increase in the result score of the yeop chagi group. 4. post electromyography t-test and post yeop chagi tabel 8 group statistics results class n mean post-test emg 40 219,02 post-test yeop chagi 40 46,46 tabel 9 independent samples test leven’s test for equality of variances t-test for equality of means f sig t df sig (2tailed) equal variances assumed 59,705 000 28, 23 78 000 t-test for equality of means 95% cofindence interval of the difference mean differe nce std. error diffe rence lower upper equal variance s assumed 172,565 6,11 1 60,397 84,732 gladi jurnal ilmu keolahragaan, 14 (01), march86 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy based on the output table of ''group statistics'' above, it is known that the number of data on athlete results for electromyography and yeop chagi is 40 valid. furthermore, the average score for athletes or the mean for electromyography is 219.02, while for yeop chagi, it is 46.46. thus, statistically descriptive, it can be concluded that there is a difference in the average athlete's results between electromyography and yeop chagi. furthermore, to prove whether the difference is significant (significant) or not, we need to interpret the output of the independent samples test. based on the output above, the value of sig. levene's test for equality of variances is 0.000 < 0.05, which means that the data variance between electromyography and yeop chagi is not homogeneous or not the same. so that the interpretation of the independent samples test output table above is guided by the values contained in the "equal variances assumed" table. based on the output table ''independent samples test'' in the section ''equal variances assumed; sig value is known. (2-tailed) of 0.000 < 0.05, so as the basis for decision making in the independent samples t-test, it can be concluded that h0 is rejected and h1 is accepted. thus, there is a significant (significant) difference between the average athlete's results on electromyography and yeop chagi. furthermore, from the output table above, it is known that the ''mean difference'' value is 160, 397. this value shows the difference between the average results of athletes on yeop chagi or 219.02 – 46.36 = 172.56, and the difference between these differences is 160, 39 to 184.73 (95% confidence interval of the difference lower upper) conclusion side-leg locomotive kicks to waist height appeared significantly faster than other locomotive kicks (p<0.05). the relatively higher emg activity of the rectus femoris, vastus lateralis, and vastus medals during kicking at eye level was demonstrated in this study. in addition, the emg activity of the quadriceps group was significantly higher in the hindfoot roundhouse kick. the higher level of emg activity may be explained by the more significant muscle load or the rapid contraction during kicking. the results show that the target's height changes make the proficiency and height lower, and the joint coordination between the hips and knees improves. gladi jurnal ilmu keolahragaan, 14 (01), march87 priyaka irfan astama harsono, abdul sukur, fahmy fachrezzy also, the higher the target's height, the greater the angular momentum of the thigh, calf, and leg becomes common. references acharya, s., quan, l. n., rand, b. p., friend, r. h., … gmbh, z. 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(이종우국기원부원장의 ‘태권도과거’충 격적고백!), s.h. lee [trans.], “shin dong-a”, pp. 290-311 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (01) 2022, 110-118 permalink/doi: https://doi.org/10.21009/gjik.125.01 the effect of muscle flexibility on the passing ability of football school players of nusa fc u 14-17 in padang ratiyono1, ramdan pelana2, ayu purnama wenly3, harry syahputra nasution4 123sport of education, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 4sport of education, pascasarjana universitas negeri padang, jalan, prof. dr. hamka, air tawar, padang, sumatera barat, indonesia corresponding email: ratiyono@unj.ac.id abstract this study aims to determine the relationship between flexibility and passing skills in soccer games. this research is a type of correlational research. the population in this study were all players of nuansa fc u 14-17 padang city, totaling 25 players. this sampling was done by using a saturated sample technique, namely the entire population of the study, so the sample in this study was 25 football players nuansa fc u 14-17 padang city. the instrument used in this research is flexibility measured by sit and reach flexibility test and passing ability is measured using short pass test. the data analysis technique uses the product moment correlation analysis technique (simple correlation and multiple correlation) using spss with a significant level of = 0.05. the results of the study are that there is a significant relationship with r count of 0.863 between flexibility and passing skills in soccer players at sma negeri 15 padang. . based on the results of statistical analysis, it can be concluded that flexibility can affect the football passing skills of nuansa fc u 14-17 players in padang city. keywords: flexibility; passing; football gladi jurnal ilmu keolahragaan, 13 (01), march111 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution introduction football is a sport that is very well known in the world as well as in indonesia, both the lower and upper classes of society are familiar with football. football is a game played by 2 teams of 11 people each. the goal of this game is to put as many balls into the opponent's goal as possible and try to defend his own goal so as not to concede the opponent's ball (agustina, 2020). according to subagyo irianto (2010) in doewes, purnama, syaifullah, nuryadin (2020) football is a game by kicking a ball that is contested by players from two different teams with the intention of putting the ball into the opponent’s goal and defending the goal itself not to enter the ball (doewes, purnama, syaifullah, & nuryadin, 2020). football is a sport that requires good cooperation and it requires players to master good basic individual techniques (sin & aprinanda, 2020). football is a dynamic sport and requires excellent physical readiness with good technical, tactical and mental support (hidayat et al., (2019). physical conditions needed in football include strength, endurance, agility, power, and flexibility (ofroki, marheni, & afrizal, 2020). jovanovic, sporis, omrcen, dan fiorentini, (2011) in research prasetyo, soegiyanto & irawan (2020) soccer is a highly demanding game in which the participants are subjected to numerous actions that require overall strength and power production, speed, agility, balance, stability, flexibility, and the adequate level of endurance (prasetyo, soegiyanto, & irawan, 2020). every sport requires flexibility of the limbs in carrying out various movements. thus, good flexibility will make it easier for the individual to master a basic technique in the sport he wants to master. flexibility is the ability to move the body or its parts as widely as possible without joint tension and muscle injury (ismaryati, sarwono, & muhyi, 2018). players who have flexibility will be able to give and receive the ball well and quickly with the aim of building attacks which will then make it easier to score goals against the opponent's goal. besides having good physical condition, good technique is also very necessary, because without good technique a player will not be able to play well. basic technique is the most basic thing that must be mastered by all athletes (maulana, widiastuti, & rihatno, 2020). the basic techniques in gladi jurnal ilmu keolahragaan, 13 (01), march112 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution football that must be mastered by players are: passing, control, dribbling, shooting, dan heading. in a soccer game it takes soccer playing techniques like dribbling, passing, stopping, throw in, heading, tricks and turns, shooting (adil et al., 2018). to be able to play the game of football well, every football player must be able to master basic techniques such as: passing, shooting, dribbling, control, heading. technical skills including such as long passing, shooting, dribbling, ball control (bozkurt & kucuk, 2018). the passing technique is a technique that must be mastered by every player to build attacks into the opponent's area. the passing technique is a technique that really must be mastered by every football player where in the football game the passing technique is the technique most often used by every player. the passing technique really determines the victory in a football game, the better the quality of each player's passing, the easier it is for the team to win in a match. good passing is absolutely essential to playing good soccer. approximately 80% of the game involves the giving and receiving of passes (bryson et al., 2012). next, irawan, arwandi, atradinal (2019) said “when the ability of passing and control is good then the chance to win the game will be greater” (irawan, arwandi, & atradinal, 2020). football experts agree that a very important and very influential factor in the game of football is the basic technique of playing football that must be mastered by the players (faqihudin, nasution, & wahadi, 2015). to win matches in soccer, you need good and correct basic soccer techniques (asnoto, dlis, & nuraini, 2020). therefore, the quality of accurate and good passing will make it easier for players to build attacks and provide feedback to score goals. the better the passing technique possessed by each player, the better a game and achievement will be. nuansa fc u 14-17 football school is one of the football schools in padang city and is located in limau manis selatan village, pauh district, padang city. the nuansa fc u 14-17 football school has been established since 2008 and has been registered with the pssi padang city district head. nuansa fc u 14-17 football school since 2008 has consistently carried out coaching and training to be able to excel. however, despite continuous coaching and training, the performance of the nuansa fc u 14-17 football school is still low and has not met expectations. gladi jurnal ilmu keolahragaan, 13 (01), march113 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution based on the available data and facts, it is necessary to study why this happened. the results of observations and interviews with the coach of the nuansa fc u 14-17 football school, namely mr. anton surya, during training and competing players of the nuansa fc u 14-17 football school often make mistakes when performing techniques in football, especially in the passing technique. these data and interviews illustrate that the basic technique of passing is a problem that must be solved. the lack of optimal basic passing techniques for the nuansa fc u 14-17 football school causes the low achievements of the nuansa fc u 14-17 football school athletes. based on this problem, the authors are interested in conducting research and discussing more deeply about the direct or indirect effect of muscle flexibility on the passing ability of fc u 14-17 nuansa football school players in padang city. method this research is a correlational study, namely research that will look at the relationship between flexibility as an independent variable and passing ability as the dependent variable. in this study, the population was all players of the nuansa fc u 14-17 football school, padang city. in this study, the sampling technique used was saturated sampling. so the number of samples as many as 25 people. the instrument used in this study is by measuring the variables contained in this study: 1) the independent variable is flexibility measured by sit and reach flexibility tests (widiastuti, 2017), 2) dependent variable: passing ability was measured using a short pass test by (arsil, 2015). the data analysis technique used in this research is to use product moment correlation, which aims to see the form of the relationship between the independent variable (x1) and the dependent variable (y). the independent variable in this study is flexibility with the dependent variable being the ability to pass. result and discussion result data description 1. flexibility statistical results for the flexibility variable obtained the lowest value of 3, the highest value of 23, the average value of 13.4 and the standard deviation of 5.8. the following is an interval table from the results of the flexibility of the nuansa gladi jurnal ilmu keolahragaan, 13 (01), march114 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution fc u 14-17 football athletes in padang city. table 1. flexibility frequency distribution score frequency percentage 3-6 5 20% 7-10 1 4% 11-14 7 28% 15-18 7 28% 19-22 4 16% 23-26 1 4% 2. passing skills the statistical results for the variable passing skills obtained the lowest value of 74, the highest value of 129, the average value of 103.8 and the standard deviation of 15.5. the following is an interval table from the results of the passing skills of the nuansa fc u 14-17 football athletes in padang city. table 2. frequency distribution of passing skills skor frekuensi persentase 74-84 5 20% 85-95 0 0% 96-106 12 48% 107-117 0 0% 118-128 7 28% 129-139 1 4% hypothesis testing there is a significant relationship between flexibility and the passing skills of the football players at nuansa fc u 14-17 padang city. to prove the hypothesis, a hypothesis test was conducted using simple correlation analysis. for more details can be seen in the following table: table 3. hypothesis testing correlations x y x pearson correlation 1 .863** sig. (2-tailed) .000 n 25 25 y pearson correlation .863** 1 sig. (2-tailed) .000 n 25 25 **. correlation is significant at the 0.01 level (2-tailed). based on the table above, the tcount value is 0.863. looking at the reference to the value of the r table, the criteria for the strength of the relationship between flexibility and passing skills are very strong. this shows that the flexibility variable has a significant relationship with passing skills. therefore, the first hypothesis in this study is accepted empirically. discussion the results of the study prove that flexibility (x) has a significant relationship with passing skills (y). from the results of flexibility research that has been carried out on 25 samples of nuansa fc u 14-17 football school players in padang city, the findings are found in the interval class 3-6 as many as 5 people (20%), the interval class 7-10 as many as 1 person ( 4%), the interval class 11-14 was 7 people (28%), the interval class 15-18 was 7 people (16%), the interval class 19-22 was 4 people (16%), the interval class 23-26 was 1 (4%). gladi jurnal ilmu keolahragaan, 13 (01), march115 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution based on the results of the research conducted, that there is a direct influence of flexibility on the passing ability of players at the nuansa fc u 1417 football school padang city with an rxy result of 0.863. it turns out that flexibility has a direct and significant effect on passing ability. based on these findings, the hypothesis proposed in this study was accepted empirically. it can be interpreted that good flexibility has a relationship and influence in passing. the results of this study are also strengthened by research from (agustiardi, atradinal, & ridho, 2019) has researched the contribution of muscle extension strength of the legs and hip flexibility to long passing ability. this study aims to determine the contribution of leg muscle extension strength and hip flexibility of central island football players to their long passing ability. the result of this study is that there is a contribution between leg muscle extension strength and long passing ability. that is, the higher the leg muscle extension strength possessed by the player, the better the results of his long passing will be. that is, the higher the flexibility of the hips owned by the player, the better the results of the long passing he does. the findings of this study are the strength of leg muscle extension and hip flexibility together to the long passing ability have a contribution. nurhikmah, (2017) has researched the relationship between leg strength and flexibility with the ability to kick the ball in a soccer game for students of sports education at the university of muhammadiyah luwuk. this study aims to reveal the relationship between leg strength and flexibility with the ability to kick a ball in a soccer game for students of sports education at the university of muhammadiyah luwuk. the results showed that: 1. there was a significant relationship between leg strength and the ability to kick a soccer ball in sports education students at the university of muhammadiyah luwuk. 2. there is a significant relationship between flexibility and the ability to kick a soccer ball in sports education students at the university of muhammadiyah luwuk. 3. there is a jointly significant relationship between leg strength and flexibility with the ability to kick a ball in a soccer game in sports education students at muhammadiyah luwuk university. passing is a football basic technique which is often done by every gladi jurnal ilmu keolahragaan, 13 (01), march116 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution football player in the game because with passing the ball will be easily mastered by the teammates (doewes et al., 2020). hatamzadeh, tabe, mousayi, & shaker (2018) in doewes, purnama, syaifullah, nuryadin (2020) passing is a significant part of football. the passing purpose is to maintain ball possession by manoeuvring the ball on the ground between different players and to raise the ball on the field (doewes et al., 2020). menurut agustina, (2020) passing is defined as moving the ball from one player to another. good passing builds team confidence and momentum. bad passing destroys a team. good passing is largely a matter of teamwork. good communication and mobility help simplify passing (bryson et al., 2012). flexibility is the ability of the wrist or joint to be able to make movements in all directions with a large and broad movement amplitude according to the function of the joint being moved. players who have good flexibility will usually suffer fewer injuries because they have good joint function and vice versa. players who have flexibility are players who have elastic muscles. because one of the factors that affect flexibility is muscle elasticity. if a person, especially a soccer player, has stiff muscle elasticity, the joint space will be limited. of course it will affect his ability to play football, especially in passing. flexibility is an important thing in influencing the ability of passing. players can pass well if they have good flexibility. players with good flexibility will have good and accurate passing so that it affects the quality of the player's passing. on the other hand, players with non-ideal flexibility can result in suboptimal passing quality. the transition from defense to attack is very fast. each team must be able to take advantage of this momentum well. the direction of the ball that comes and will be passed does not always fit at the player's feet. so that the flexibility of the player's limbs is the key in making these unexpected passes. the higher the level of flexibility possessed by football players, the greater the opportunity for players to be able to pass in all conditions and positions with more flexible movements. based on the description above, it can be concluded that there is a direct influence of flexibility on the passing ability of the players at the nuansa fc u 14-17 football school in padang city. in other words, the players of the nuansa gladi jurnal ilmu keolahragaan, 13 (01), march117 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution fc u 14-17 football school in padang city, who have ideal flexibility, have an effect on good passing skills. on the other hand, players from the nuansa fc u 14-17 football school in padang city, who have not ideal flexibility, have an effect on low passing ability. conclusion based on the results of the study, the following conclusions can be drawn, namely, there is a significant relationship between flexibility and passing skills in nuansa fc u 14-17 football players, padang city. references adil, a., tangkudung, j., & sofyan hanif, a. (2018). the influence of speed, agility, coordination of foot, balance and motivation on skill of playing football. jipes journal of indonesian physical education and sport (vol. 4). retrieved from http://journal.unj.ac.id/unj/index. php/jipes agustiardi, atradinal, & ridho, b. (2019). sport science: sain olahraga dan pendidikan jasmani, 19(2), 109–120. agustina, r. s. (2020). buku jago sepakbola untuk pemula dan nasional & international. (i. n. & santi, ed.) (1st ed.). jakarta: cemerlang. arsil. (2015). evaluasi pendidikan jasmani dan olahraga. malang: wineka media. asnoto, b. t., dlis, f., & nuraini, s. (2020). model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar diimplementasikan dalam proses belajar. gladi : jurnal ilmu keolahragaan, 11(02), 78–90. https://doi.org/https://doi.org/10. 21009/gjik.112.01 bozkurt, s., & kucuk, v. 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(2019). analisa kebutuhan latihan fisik pemain sepakbola dalam kompetisi aff u-19 (studi analisis terhadap pemain gelandang timnas indonesia u19). jurnal terapan ilmu keolahragaan, 4(1), 25–28. https://doi.org/10.17509/jtikor.v 4i1.10140 irawan, r., arwandi, j., & atradinal. (2020). reliability and validity of passing and control test of gladi jurnal ilmu keolahragaan, 13 (01), march118 ratiyono, ramdan pelana, ayu purnama wenly, harry syahputra nasution students football skill at fik unp, 464(psshers 2019), 462– 465. https://doi.org/10.2991/assehr.k. 200824.111 ismaryati, sarwono, & muhyi, m. (2018). tes dan pengukuran olahraga. surakarta: uns press. maulana, r. r., widiastuti, & rihatno, t. (2020). pengaruh feedback dan motivasi latihan terhadap keterampilan passing control sepak bola u-16. gladi : jurnal ilmu keolahragaan, 11(02), 127–139. https://doi.org/doi.org/10.21009/ gjik.112.05 nurhikmah. (2017). hubungan kekuatan tungkai dan kelentukan dengan kemampuan menendang bola dalam permainan sepak bola mahasiswa pendidikan olahraga universitas muhammadiyah luwuk. jurnal pendidikan glasser, 1(1), 9–18. https://doi.org/10.32529/glasser. v1i1.2 ofroki, marheni, e., & afrizal, s. (2020). effect of training form method and playing method on the basic technical capabilities of football players u-15, 460(icpe 2019), 230–233. https://doi.org/10.2991/assehr.k. 200805.063 prasetyo, k., soegiyanto, & irawan, f. a. (2020). the effect of exercise methods on passing capability of football club players of padang, 9(1), 82–87. https://doi.org/10.2991/assehr.k. 200805.044 sin, t. h., & aprinanda, m. (2020). the impact of concentration toward soccer player shooting ability of soccer school batuang taba padang city. international journal of research in counseling and education, 4(1), 35. https://doi.org/10.24036/00245z a0002 widiastuti. (2017). tes dan pengukuran olahraga. jakarta: pt rajagrafindo persada. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 178-190 permalink/doi: https://doi.org/10.21009/gjik.125.05 the result of physical fitness learning in sman 36 jakarta during the covid-19 pandemic m. yudistira arief1*, ramdan pelana1, iman sulaiman1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : yudistee7@gmail.com abstract inappropriate learning methods and low learning motivation of students will have an impact on physical fitness learning outcomes. the purpose of this study was to obtain a more complete picture of the influence of learning methods and learning motivation on physical education learning outcomes.the research method is an experiment with a treatment by level 2x2 design. the research sample is 160 students of class xii. hypothesis testing using the tukey test. based on the results of the study, it can be concluded: 1) there is a significant difference in the effect between methods a1 and a2 on y. this is evidenced by the value of fcount = 20.20 > ftable = 3.90. 2) there is a significant interaction effect between a and b on y. the results are significant, because fcount = 84.64 > ftable = 3.90. 3) there is a significant difference in y using a1 and a2 in group b1. this is evidenced by the value of qcount = 12.78 > qtable = 3.79. 4) there is a significant difference in y results using the a1 and a2 learning methods in group b2. it is proven by the value of qcount = 3.98 > qtable = 3.79. keywords: learning methods; project; recitation; motivation; physical fitness gladi jurnal ilmu keolahragaan, 13 (02), june179 m. yudistira arief, ramdan pelana, iman sulaiman introduction pandemi covid 19 brings concerns to the implementation of education and learning. the implementation of social distancing in the world of education makes face-toface learning turn online by utilizing two-way digital technology. according to novitaria, ari, dan adi (2020) that from face to face learning to distance learning through the online process, like the used of computer-mediated communication (cmc). furthermore, one of the subjects affected by covid-19 is physical education (pjok). pjok is part of overall education that prioritizes physical activity and to realize many ways done by the government such as sports coaching and pjok in schools. through health and exercise, learners can acquire knowledge, skills, attitudes and values that facilitate the achievement of an active and physically healthy lifestyle (whipp, jackson, dimmock, & soh, 2015). pjok is a subject with a lot of physical activity such as running, throwing, hitting, and jumping. before the covid-19 pandemic, learning was widely implemented outside the classroom or outside of school for schools that do not have a field. during the pandemic, the implementation of pjok learning turned into online learning that could not be carried out carelessly outdoors without complying with health protocols that have been established by the government. based on the results of pjok learning research, it can be known that learning is done online, but in its implementation, teachers still find it difficult to give detailed examples or evaluate the movement errors made by learners. the implementation of physical education learning in the pandemic period has not run optimally. so that the impact on the learning outcomes of learners of physical education, sports and health lessons has not been too encouraging (jeffrey et al., 2014). from the results of the evaluation of pjok learning in the 1st semester of the 2020/2021 study year, of the 324 students of class xii only 50.70% of learners whose value reached completion, especially in physical fitness materials, there are still learners who are not excited in doing activities requested by teachers and get low learning results. learning outcomes are an important factor in the teaching and learning process, through learning outcomes achieved by learners can be gladi jurnal ilmu keolahragaan, 13 (02), june180 m. yudistira arief, ramdan pelana, iman sulaiman known the ability of learners in understanding the material taught by teachers and can determine the success of learners in learning. the results of the achievement of learning achievement can not be separated from the learning process and the factors that affect learning outcomes. nurkancana & sunartana states that learning outcomes are results that have been achieved by students after experiencing the learning process within a certain period of time (m. w. k. kusuma, jampel, & bayu, 2019). physical fitness is one of the learning materials in physical education subjects at sma negeri 36 jakarta. physical fitness is a very important thing to note in human life. physical fitness is the ability of a person's body to perform daily work tasks without causing significant fatigue (alruwaih, 2015). physical education is centered on physical activity and is distinctly different from general knowledge-based subjects. (jeong & so, 2020). good physical fitness will have an effect on students' learning activities, because students with good fitness status will increase morale in following the learning process. fajar dan kawan (2018) explaining the importance of physical fitness for children, among others, can improve the ability of organs, social emotional, sportsmanship, and spirit of competition (utomo, muhyi, & wiyarno, 2020). research results mentioned the physical fitness of students can improve after following the learning (fikri, 2017). thus, good physical fitness students can follow learning optimally and can ultimately improve the quality of human resources. one of the determining factors of success of the completion of learners' learning outcomes is the method of learning (arifin, 2016). learning methods are a way that can be done in interaction between learners and educators to achieve learning goals (barkah, mardiana, & japar, 2020). so that the application of appropriate and effective learning methods can certainly improve the learning outcomes of learners. during the covid-19 pandemic, there was a change in the way learning, which was previously done face-to-face, then turned into online learning. learning methods are a means or tool to motivate in achieving learning goals. less precisely teachers in using learning methods will have an impact on the learning outcomes of learners. therefore, the teacher must choose the gladi jurnal ilmu keolahragaan, 13 (02), june181 m. yudistira arief, ramdan pelana, iman sulaiman right learning method in accordance with the objectives of the learning that has been set (novitaria, ari & adi, 2020). online learning system is done without face-to-face in person but with distance learning in the learning process (novitaria, 2017). online learning conducted at sman 36 jakarta includes pjok learning. online learning aims to organize online learning classes to reach a large group of massive targets, so that online learning can be held anywhere and followed for free or paid (sofyana & rozaq, 2019). based on observations, at the beginning of the covid-19 pandemic, learning activities that are still far from what is expected, the learning methods used are not optimal because they tend to only attach importance to learning outcomes rather than processes. learners tend to be passive and less active in learning activities. in fact, the effectiveness of physical education learning is largely determined by the learning method chosen by the teacher on the basis of the teacher's knowledge of the nature of the skills or tasks of motion that will be learned by learners. through online learning, it is expected that learners have flexibility in learning time, can learn anytime and anywhere, and can be a solution in the pandemic period. however, there are obstacles experienced by learners, especially in the subjects of physical education of health and sports because it is basically dominated by psychomotor aspects (physical skills) (komarudin & prabowo, 2020). in practicum learners are limited by wiggle room because of the place that is less supportive, besides the absorption of learners in learning the material is not as easy as what is seen. when teachers choose learning methods that will be implemented in the classroom not only pay attention to the material to be taught, but also need to pay attention to the suitability of the method with the characteristics of learners who will learn (mayanto, zulfikar, & faisal, 2020). especially in the covid-19 pandemic, learning methods such as project-based learning methods and recitation methods can be done. the determining of project-based learning methods and recitation used in research is based on the principle of independence in learning for the transfer of knowledge and educating learners. project-based learning methods are systematic teaching methods that engage gladi jurnal ilmu keolahragaan, 13 (02), june182 m. yudistira arief, ramdan pelana, iman sulaiman students in learning knowledge and skills through structured processes, having real and meticulous experience designed to produce a product (b. a. kusuma & setyawati, 2016). the method of assigning assignments or recitation presented in learning so that students conduct learning activities and provide reports as a result of the tasks they do are expected to support the mastery of existing physical fitness materials. the two methods have in common to demand creativity and independence of students to achieve a program (maksum, 2012). the method is expected to be a stimulus for the mastery of a teaching material in the pjok especially on physical fitness material. one of the factors that affect learning outcomes is internal factors, namely physiological factors and psychological factors (zuhro, 2016). this factor becomes an inseparable unity to support the results of satisfactory student learning (pingge, 2015). adi (2014) explains for physiological factors related to the physical condition of the individual, while psychological factors related to a person's psychological state that can affect the learning process one of them is motivation. the next suspected factor is the motivation to learn learners. learning motivation plays an important role in providing passion, passion and pleasure in learning so that those who have a lot of energy to carry out learning activities (amalia, budiyono, & kurniawan, 2019). increased learning motivation for learners is needed, especially in the pjok learning process. increased learning motivation can encourage learners to be persistent, diligent and passionate in learning (hendri,gus.aziz, 2020). motivation is the drive for someone to do something to achieve a goal (geta septiadi, firmansyah dliss, & abdul sukur, 2021). so that with the motivation of good learning, it can provide learning will be optimal. existing learning methods are combined with high and low learning motivation stimuli to give rise to new theories in the mastery of physical fitness materials. mastery of the material is raised with an indicator in the form of learning outcomes of learners (rangga, 2013). other research that supports both learning methods and motivation in the mastery of physical fitness materials ispingge (2015), he said that there is a gladi jurnal ilmu keolahragaan, 13 (02), june183 m. yudistira arief, ramdan pelana, iman sulaiman positive and significant relationship between teacher competence and learning methods in utilizing learning media, between teacher competence and motviasi and classroom management with positive learning outcomes, teacher competence in diagnosing students' learning difficulties and utilizing learning media and direct motivation with improving student learning outcomes. in addition, the difference in teaching methods affects 55% of output in the form of learning outcomes, the rest by 15% of teacher quality, 20% of parental support and 10% of environmental factors (ronnlund, 2014). based on the background described above, it is necessary to conduct scientific studies of experimental research to determine the right methods and suitable to know the results of physical fitness learning by compiling learning methods and learning motivation in pjok subjects. therefore, researchers used the title "influence of learning methods and learning motivation on physical fitness learning outcomes in xii class learners at sma negeri 36 jakarta”. method the study aims to find out (1) the difference in influence between projectbased learning methods and recitation learning methods on physical fitness learning outcomes, (2) the influence of interaction between learning methods and learning motivation on physical fitness learning outcomes, (3) differences in physical fitness learning outcomes between project-based learning methods and recitation learning methods in the high learning motivation group, and (4) differences in physical fitness learning outcomes between project-based learning methods and recitation learning methods in low learning motivation groups. this research method uses quantitative research with experimental methods. the design used in the study was design treatment by level 2 x 2. treatment by level design is an action against one or more variables that are manipulated simultaneously in order to study the effect of each variable on bound variables or the influence caused by interactions between several variables. the target population in this study is all students of class xii sma negeri 36 jakarta. the population in this study were all 324 class xii students with 5 science classes and 4 social studies classes. the sample of this gladi jurnal ilmu keolahragaan, 13 (02), june184 m. yudistira arief, ramdan pelana, iman sulaiman research was taken by using random sampling technique. the sample consisted of 80 students with high learning motivation group, and 80 students with low learning motivation group so that the total was 160. both were divided equally by four for adjustments in the project and recitation treatment group, so that each group there were 40 samples. the instrument test as a measuring tool for learning outcomes for class xii physical fitness material is a test of the movement components of physical fitness in the form of a video. the learning motivation instrument uses a learning motivation questionnaire. to test the statistical hypothesis using the two-way 2 x 2 analysis of variance (anava) technique at a significance level of a = 0.05. to test the normality of the data obtained from physical education learning outcomes using the liliefors test. for homogeneity test using bartlett test. results and discussions results hypothesis testing hypothesis testing in this study was conducted using a two-track variance analysis and continued with the tukey test, if there is an interaction in the test. tabel 1 spss results two-track variance analysis tests of between-subjects effects dependent variable: hasil belajar penjas sumber varians j k df r jk f hitung sig. corrected metode 551.025a 3 1 83.675 3 6.236 . 000 intercept 1 151584.2 25 1 1 151584.2 25 2 27185. 759 . 000 metode pembelajara n 1 02.400 1 1 02.400 2 0.202 . 000 motivasi belajar 1 9.600 1 1 9.600 4 .867 . 001 a * b (interaksi) 4 29.025 1 4 29.025 8 4.639 . 000 error 7 90.750 1 56 5 .069 total 1 152926.0 00 1 60 corrected total 1 341.775 1 59 a. r squared = .411 (adjusted r squared = .399) based on the table above, it can be known that the results of the calculation there are two interpretations, namely the main effect (main effect) and interaction effect (interaction effect), the following explanation below: 1. main effect f(oa) = 20,202 with p-value = 0.000 < 0.05 or h0 rejected. thus, there is a difference in the average learning outcome of the learner from the group of learners who are given learning with project-based learning methods and recitation learning methods. gladi jurnal ilmu keolahragaan, 13 (02), june185 m. yudistira arief, ramdan pelana, iman sulaiman f(ob) = 4,867 with p-value = 0.005 < 0.05 or ho rejected. thus, there is a difference in the average learning outcome of the study of the learner from the group of learners who havehigh learning motivation and the low learning motivation group. 2. interaction effect f(oab) = 84,639 with p-value = 0.000 < 0.05 or ho rejected. thus there is a very significant interaction influence between learning methods (factor a) and learning motivation (factor b) on learning outcomes. from the results of the analysis it can be known that the large influence of variable learning methods and learning motivation on learning outcomes by rsquared = 0.411 x 100 = 41.10%. the interaction between learning methods and learning motivation in their effect on learning outcomes can be visualized in line such as the following image. then further testing is necessary. the further test is intended to find out about: (1) the difference in the physical education learning outcomes scores of students by using project-based learning methods and by using recitation learning methods for groups of students who have high learning motivation (a1b1 and a2b1); and (2) differences in learning outcome scores of learners using projectbased learning methods and by using recitation learning methods for groups of learners who have low learning motivation (a1b2 and a2b2). 1. difference in learning outcomes of learners by using projectbased learning methods and learners by using recitation learning methods in groups of learners who have high learning motivation learners who have high learning motivation have an influence on the score of learning outcomes penjas with learning methods. this is proven based on the results of further tests using the tukey test which results as follows: table 2 comparison of group a1b1 with a2b1 group compared dk qcount qtable α = 0,05 a1b1 with a2b1 4 : 40 12,78 3,79 gladi jurnal ilmu keolahragaan, 13 (02), june186 m. yudistira arief, ramdan pelana, iman sulaiman learn outcome score of learners who have high learning motivation using project-based learning methods (a1b1) compared to the score of learning outcomes tailors learners who have high learning motivation using recitation learning methods (a2b1), obtained qhitung = 12.78 and qtabel (0.05; 4:30) = 3.85. thus, qcount is greater than qtable, so h0 is rejected, it can be interpreted that there is a significant difference in the physical education learning outcomes scores of students who have high learning motivation significantly between project-based learning methods and recitation learning methods. in other words, learners who have high learning motivation by using project-based learning methods ( = 87,40) higher than those with high learning motivation by using recitation learning methods ( = 82,75) against the score of learning outcomes. thus the research hypothesis is stated that the average student who has high learning motivation using projectbased learning methods is higher than the average student who has high learning motivation using the recitation learning method on the physical education learning outcomes score is acceptable. 2. differences in physical education learning outcomes of students using project-based learning methods and students using recitation learning methods in groups of students with low learning motivation students who have low learning motivation have an influence on the physical education learning outcomes score with the learning method. this is proven based on the results of further tests using the tukey test whose results are as follows: table 3 comparison of group a1b2 with a2b2 group compared dk qhitung qtabel α = 0,05 a1b2 with a2b2 4 : 40 3,98 3,79 physical education learning outcomes scores of students who have low learning motivation using project-based learning methods (a1b2) are compared with the physical education learning outcomes scores of students who have low learning motivation using the recitation learning method (a2b2), obtained qcount = 3,98 dan qtable (0,05;4:40) = 3,79. thus qcount is greater than qtable, so h0 is rejected, it can be interpreted that there is a significant difference in the physical education learning outcomes scores of students who have low learning gladi jurnal ilmu keolahragaan, 13 (02), june187 m. yudistira arief, ramdan pelana, iman sulaiman motivation significantly between project-based learning methods and recitation learning methods. in other words, students who have low learning motivation use project-based learning methods ( = 83,88) lower than those who have low learning motivation by using the recitation learning method ( = 85,33) on the score of physical education learning outcomes. thus the research hypothesis is stated that the average student who has low learning motivation using the recitation learning method is higher than the average student who has low learning motivation using project-based learning methods on the physical education learning outcomes score is acceptable. a summary of the results of further tests with tukey tests of 2 groups of comparable data can be seen in table 4. table 4 summary of tukey test calculation results kelompok yang dibandingkan dk qhitung qtabel α = 0,05 a1b1 dengan a2b1 4 : 40 12,78 3,79 a1b2 dengan a2b2 4 : 40 3,98 3,79 discussion based on the results of the twoway analysis of variance in the a line, it was found that fcount of 20.202 is greater than ftable (0.05; 1:56) = 3.90 with a probability value (sig.) of 0.000 which is smaller than the significant level (0.05). this shows that the physical education learning outcomes scores of students have a significant difference between the project-based learning method and the recitation learning method. this difference is indicated by the average score of the physical education learning outcomes of students using the project-based learning method of 85.64 and the average score of the physical education learning outcomes of students using the recitation learning method of 84.04. this means that there are differences in physical education learning outcomes scores for students using project-based learning methods and using recitation learning methods. the results of the two-way analysis of variance in the a * b interaction line found that the fcount of the interaction was 84,639 with a probability value (sig.) of 0.000 which was smaller than the significant level (0.05). this means that there is a significant interaction effect between learning methods and learning motivation on the physical education learning outcomes of students. gladi jurnal ilmu keolahragaan, 13 (02), june188 m. yudistira arief, ramdan pelana, iman sulaiman the test results with the tukey test on physical education learning outcomes scores of students who have high learning motivation, namely the value of qcount = 12.78 is greater than qtable (0.05; 4:40) = 3.79. this means that there are differences in the physical education learning outcomes scores of students by using project-based learning methods and by using recitation learning methods for groups of students who have high learning motivation. thus it can be concluded that the average score of physical education learning outcomes of students who have high learning motivation, in the group of students using project-based learning methods (87.40) is higher than the group of students using the recitation learning method (82.75 ). the test results with the tukey test on the physical education learning outcomes scores of students who have low learning motivation obtained the value of qcount = 3.98, which is greater than qtable (0.05; 4:40) = 3.79. this means that there are differences in the physical education learning outcomes scores of students by using project-based learning methods and by using recitation learning methods for groups of students who have low learning motivation. thus it can be concluded that the average score of physical education learning outcomes of students who have low learning motivation, in the group of students using the project-based learning method (83.888) is lower than the group of students using the recitation learning method (85.33). the existence of additional motivational stimuli makes both of them have an outward character for the successful implementation of teaching. providing low motivation when applying project-based learning methods makes students' attention more focused on what will be used as projects, so the students' process is focused and will reduce students' attention to other problems (i. z. achmad, 2016). if the students are not active and the teacher gives a little motivation to the students, the projectbased learning method becomes ineffective. in addition, low motivation can trigger misunderstandings because even though teaching is clearer and concrete, not all students have the mentality to do according to what the teacher exemplifies. it is different for the recitation learning method with low motivation. low motivation makes it more difficult for teachers to give assignments because gladi jurnal ilmu keolahragaan, 13 (02), june189 m. yudistira arief, ramdan pelana, iman sulaiman of individual differences in children's abilities and learning interests. lack of motivation makes communication between teachers and students limited, often children don't do assignments well, it's enough to just copy the work of their friends and if there are too many assignments, it will disturb the child's mental balance (achmad & sriekaningsih, 2018). by giving group assignments with minimal motivation from the teacher, it is not uncommon for certain members to actively work on and complete them, while other members do not participate well and it is difficult to control. if there are things that often make students lazy, lack of motivation sometimes makes the tasks given to be done by other people without supervision (kaufman, glass, & arnkoff, 2014). thus, it can be seen that after applying the recitation learning method in groups of students who have low learning motivation, it is more effective to improve physical education learning outcomes, compared to groups of students using project-based learning methods. references achmad, i. z. 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(2016). pengaruh sikap, motivasi dan metode mengajar terhadap hasil belajar mahasiswa pada mkdu bahasa inggris di politeknik negeri jember. jurnal ilmiah inovasi, 16(1), 75–83. https://doi.org/10.25047/jii.v16i 1.7 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 417-424 permalink/doi: https://doi.org/10.21009/gjik.134.06 training model of indoor hockey passing techniques for beginners firman rifki1*, achmad sofyan hanif1, fahmy fachrezzy1 1pendidikan jasmani, pascasarjana, universitas negeri jakarta, jl. rawamangun muka, rt.11/rw.14, rawamangun, pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding author: firmanrifki15@gmail.com abstract this study aims to create and implement a indoor hockey passing exercise model for beginners and to measure the effectiveness of the model made. the research will be applied to research subjects as many as 60 students who have the characteristics of novice players, male high school students, aged between 15-17 years who have never participated in indoor hockey training. this study uses a research and development model from robert maribe branch, namely the addie model (analysis, design, development, implementation, and evaluation). the instrument used is a indoor hockey passing instrument created and developed by researchers. based on the results of the study, the results of the pre-test were 21.12 and the post-test was 38.7.significant difference test with spss obtained t-count = 71.418 df = 59 and p-value = -0.00 > 0.05 which means there is a significant difference to the results of indoor hockey passing exercises for beginners. based on the results of statistical testing, it can be concluded that the model of indoor hockey passing technique training for novice players that was developed can effectively improve the indoor hockey passing technique for novice players. keyword: passing; indoor hockey; model; addie; beginner gladi jurnal ilmu keolahragaan, 13 (04), december418 firman rifki, achmad sofyan hanif, fahmy fachrezzy introduction basic technique is the most important component in sports (naldi & irawan, 2020). developed countries in the field of sports can be seen through the process of nurturing sustainable athletes who are very concerned about mastering good and correct basic techniques. rahmad (2016) stated that basic technical training and learning basic movement skills have been carried out from an early age, early childhood or young age development in sports can maximize the acquisition of a tiered and sustainable achievement. study plans and exercise programs are periodically arranged from the easiest stages to the most difficult stages and continue to improve in the long term. one of the sports that requires technique in playing it is hockey. senaputra (2017) argues that hockey is a sport that is carried out by men and women using sticks and balls. latifah (2019) argues that hockey is a team game in which each player uses a tool called a stick to hold, dribble, and hit the ball according to the game rules that have been set. subakti (2013) argues that hockey as a team sport, the cooperation factor is very important. it can be interpreted that hockey is a team sport that requires cooperation when playing it so that a team can score goals and win. nurlathifah (2017) bahwa hockey is a team game played by several people on one team. indoor hockey is different from outdoor hockey which, when viewed from the way the two sports are played, is almost similar, but the difference lies in the basic technique of passing the ball or passing, as mentioned by konarski dan strzelczyk (2009) in indoor hockey the ball may only be pushed and not hit or flicked. hockey is played on open fields such as grass and on carpets, played by 11 players in a team. while in indoor hockey the number of players in a team is 6 people (langga & supriyadi, 2016). every player must understand every position they occupy. ulum (2014) added, indoor hockey is played between two teams (6 players each) who each play holding a bat which is usually called a stick to move or play the ball, as well as one of the players who is the goalkeeper. a player needs to master the basic techniques of hockey, while the basic techniques of hockey are as follows 1) dribble, 2) hit, 3) push, 4) flick, 5) scoop, 6) stop (cahyad & faruk, 2017). but, rahayu & daulay (2021) states that indoor hockey only a few basic techniques that can be used, namely: dribble, push, stop, flick. the push technique or pushing the ball, gladi jurnal ilmu keolahragaan, 13 (04), december419 firman rifki, achmad sofyan hanif, fahmy fachrezzy when the game takes place can be termed as passing. passing is the main technique used by hockey players to run the direction of the game and the rate of movement of the ball when playing. fadli (2014) ricky stated that to be able to play hockey, players must master various techniques and abilities related to the game of hockey itself. beginners of indoor hockey learn and practice all the basic techniques. beginner players must practice with good and correct basic techniques by paying attention to the rules and training systems repeatedly so that in the end these basic techniques can be mastered correctly, so in order to play indoor hockey, beginner players are required to be able to master the basic techniques well (hermanu, 2013). players who are just learning the game of indoor hockey will find it difficult to learn passing techniques. hamzah (2021) the passing technique is one of the techniques that every indoor hockey player must master well. this is because playing indoor hockey is very dynamic and very fast, so passing is one of the determinants of the team's success in processing the ball and controlling the match so that it can win the match. technically, basic indoor hockey passing techniques can be trained in various forms and variations. the process of imitating movement exercises is still often used as the basis for a hockey club or extracurricular coach to train a new technique, even though training by teaching the process of technical movement in a movement procedure will be more effective than doing a technique just by imitating the movement, because when a good movement procedure is known, understood, and can be applied to the movement, the movement will be better, the subject (hockey player) who is doing the passing exercise can understand how to do the right movement. the hockey trainers have not yet implemented mass training aids, a simple tool that can have a big impact on the results of many kinds of training. rubber resistance is one of the ideal tools and can be applied to the training process. resistance rubber is made of rubber with various shapes and various tensile strengths, by using resistance rubber a movement that is trained will become more consistent and can be used as an additional loud or training load during the training process. through the training model carried out in accordance with the movement procedure and coupled with the application of assistive devices in the form of resistance rubber, it is hoped that it can form a good foundation when a hockey player exercises basic passing techniques. this indoor hockey passing training model gladi jurnal ilmu keolahragaan, 13 (04), december420 firman rifki, achmad sofyan hanif, fahmy fachrezzy uses resistance rubber as a support during practice. the research that has been done on hockey is mostly done to analyze tactics, application of training media, posture, hockey training methods without looking at the movement procedures of the technique being trained. as research conducted by valentino & akbar (2018) on the effect of training using audio-visual media on push technique skills in hockey sports. furthermore, research from sugihartono (2021) on the body movements of hockey players when passing. then research from hamzah (2021) about the study of the height criteria of hockey players. hasnor (2018) about the analysis of passing tactics in hockey games. hidayat (2019) about the level of basic push and stop technique skills in hockey athletes. hermanu (2013) discusses the comparison of the results of indoor hockey and field hockey training on the mastery of basic push and dribble techniques in hockey games. mardiyanto (2017) discusses increasing push ability seen from the motor skills of hockey players. method this study aims to create and implement a indoor hockey passing exercise model for beginners and to measure the effectiveness of the model made. the research will be applied to research subjects as many as 20 children per school with a total of 60 students who have the characteristics of novice players, on this occasion are male high school students, aged between 15-17 years who have never participated in indoor hockey training. this study uses a research and development model from robert maribe branch, namely the addie model (analysis, design, development, implementation, and evaluation) (wenly, pelana, & wasan, 2021). this study uses the addie model which consists of 5 phases described: 1) analysis, needs analysis to determine the right problem and solution. 2) design, determine specific competencies, methods, materials, and problem solving strategies that have been determined. 3) development, producing programs that will be used in problem solving. 4) implementation, the implementation of the program made after going through the previous three processes. 5) evaluation, conduct an evaluation after the product is applied to correct errors and improve the product to be applied (suryanata et al., 2021). the instrument used is a indoor hockey passing instrument created and developed by the researcher. result and discussion result analysis results based on the results of the needs analysis and field findings above, the gladi jurnal ilmu keolahragaan, 13 (04), december421 firman rifki, achmad sofyan hanif, fahmy fachrezzy researchers saw the need for a model of indoor hockey passing technique training which would later be useful for coaches and indoor hockey beginners. design stage the next stage is the design stage. in this discussion, researchers develop a draft model through two stages. phase 1 model consists of 17 exercise models. stage 2, as many as 17 models were analyzed and evaluated so that the models that were not feasible would be deleted. phase 2 is the final model that is ready to be implemented and distributed to mediums and agencies related to the sport of indoor hockey, resulting in 13 model items. where this design is predicted according to the needs of high school students. development stage the practice model for indoor hockey passing techniques for novice players has gone through the process and stages of data collection and drafting of the model design which of course carries out expert tests with the aim of obtaining the feasibility or validation of the developed model. product validation is carried out by 3 experts in the field of indoor hockey. the validation process is carried out by means of three validators providing an assessment of the initial model design compiled by the researcher. expert tests carried out on all model designs certainly get suggestions and input. the conclusion from the suggestions and inputs given by the experts can be seen from the following explanation: 1) the use of resistance rubber is very good because it will support the desired shape of the movement pattern. 2) the exercise model with and without the ball will provide a variety of different training models. 3) an 8-step core stability training model is needed to support good body shape when passing. 4) the practice model for items 3 and 7 no longer needs to be used because it is already in items 4 and 8. 5) the exercise model for items 12 and 13 is not needed because there is already an exercise form in item model 14. table 1. conclusion of expert tests on the practice model of indoor hockey passing for beginners model name expert explanation model 1 ✓ good model 2 ✓ good model 3 ✓ good model 4 ✓ good model 5 ✓ good model 6 ✓ good model 7 ✓ good model 8 ✓ good model 9 ✓ good model 10 ✓ good model 11 ✓ good model 12 ✓ good model 13 ✓ good implementation stage gladi jurnal ilmu keolahragaan, 13 (04), december422 firman rifki, achmad sofyan hanif, fahmy fachrezzy test the effectiveness of the experimental group conducted with the subject of 60 students extracurricular hockey. the application of a indoor hockey passing technique training model for novice players that has been revised and is ready to be implemented. the data for the assessment carried out on the 60 experimental group subjects produced can be seen from the following table. table 2 average value paired samples statistics mean n std. deviation pre test 21,1167 60 3,55629 posttest 38,7000 60 4,00973 the average value generated from the passing test assessment before the passing technique training model treatment was carried out was 21.12 and after the passing technique training exercise model treatment assessment was carried out, the average value obtained was 38.7. the average value generated from the passing technique test carried out has a difference which describes a significant increase. significant difference table 3. results paired samples test significant difference test with spss obtained t-count = 71.418 df = 59 and p-value =-0.00 > 0.05 which means there is a significant difference in the results of indoor hockey passing exercises for beginners. based on the information above, it can be said that the indoor hockey passing technique training model for beginners developed can effectively improve the indoor hockey passing technique for novice players. the experimental test results can be concluded that the indoor hockey passing technique training model for novice players can be used to train passing skills effectively and is feasible to apply. conclusion through the data obtained from the results of research consisting of expert validation and effectiveness tests, it can be concluded that: 1. the indoor hockey passing technique training model for novice players developed by the researcher consisted of 13 model items. this model can provide innovation to learn and carry out indoor hockey passing technique exercises effectively and efficiently. 2. the results of the effectiveness test the average value of the results of the indoor hockey passing technique exercise for novice players in the initial test phase (pretest) is 21.1167 while the average value of the results of the indoor hockey passing technique exercise for novice paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 17,58333 1,90709 ,24620 71,418 59 ,000 gladi jurnal ilmu keolahragaan, 13 (04), december423 firman rifki, achmad sofyan hanif, fahmy fachrezzy players in the final test phase (posttest) equal to 38.7 means that after the research, the significant difference test with spss 20 obtained the results of tcount = 71.418 df = 59 and p-value =0.00 > 0.05 which means there is a significant difference to the results of the hockey passing technique training indoor for novice players developed. references cahyad, a. d., & faruk, m. (2017). pembinaan olahraga usia dini pada cabang olahraga hoki di surabaya. jurnal prestasi olahraga, 5, 21–25. fadli, z. (2014). profil kondisi fisik atletik hoki tim putra sumut persiapan kejurnas hoki antar pengda se-indonesia 2005. jurnal ilmu keolahragaan, 13(1), 34–43. hamzah, a. p. (2021). study of body attitude criteria of indoor hockey players based on body height to obtain accurate passing techniques. international journal of multidisciplinary research and analysis, 04(02), 137–141. https://doi.org/10.47191/ijmra/v4-i205 hasnor, k. n., hizan, h., shahril, m. i., kosni, n. a., abdullah, m. r., & matrasid, s. m. (2018). notational analysis on tactical passing skills used by collegiate players in an indoor hockey masum tournament. j fundam appl sci, 10(1s), 288–299. hermanu, e. (2013). perbandingan hasil latihan indoor hockey dan field hockey terhadap penguasaan teknik dasar push dan dribble pada permainan hockey. jurnal kepelatihan olahraga, 5(1), 44–54. hidayat, y. (2019). tingkat keterampilan teknik dasar push and stop pada ukm hoki stkip pasundan levels of push and stop basic technique skills in unit student activity hockey stkip pasundan, 1(1), 80–85. konarski, j., & strzelczyk, r. (2009). characteristics of differences in energy expenditure and heart rate during indoor. physical culture and tourism, 16(2), 185–189. langga, z. a., & supriyadi. (2016). pengaruh model latihan menggunakan metode praktik distribusi terhadap keterampilan dribble anggota ekstrakurikuler bolabasket smpn 18 malang. jurnal kepelatihan olahraga, 1(1), 90–104. latifah, n. n., margawati, a., & rahadiyanti, a. (2019). hubungan komposisi tubuh dengan kesegaran jasmani pada atlet hockey. jurnal keolahragaan, 7(2), 146–154. https://doi.org/10.21831/jk.v7i2.2808 5 mardiyanto, a., purnomo, i., & firdaus, m. (2017). the implementation oftraining method toward the improvement of push strike ability viewed by motor ability of hockey player in tulungagung regency, 2(2), 384–387. naldi, i. y., & irawan, r. (2020). kontribusi kemampuan motorik terhadap kemampuan teknik dasar pada atlet ssb (sekolah sepakbola) balai baru kota padang. jurnal performa olahraga, 5(1), 6–11. https://doi.org/10.24036/jpo133019 nurlathifah, n. (2017). pengaruh pendekatan taktis teradap kemampuan bermain hoki dan pembentukan kerjasama. jurnal pendidikan jasmani dan olahraga, 2(1), 59. https://doi.org/10.17509/jpjo.v2i1.640 1 rahayu, s., & daulay, b. (2021). analisis gerak teknik drag flickdalam gladi jurnal ilmu keolahragaan, 13 (04), december424 firman rifki, achmad sofyan hanif, fahmy fachrezzy permainanindoor hockeypada atlek putri pelatda pon papua 2020 tahun 2020. jurnal pendidikan jasmani, 2(2), 83–92. rahmad, h. (2016). pengaruh penerapan daya tahan kardivaskuler (vo max) dalam permaian sepakbola ps bina utama. curricula, journal of teaching and learning, 2(2), 1–10. https://doi.org/10.22216/jcc.v2i2.100 9 senaputra, r. p. (2017). survei tingkat kebugaran jasmani siswa yang mengikuti ekstrakurikuler hoki ruangan di sma/smk se kabupaten sidoarjo. jurnal pendidikan olahraga dan kesehatan, 5(3), 697–704. subakti, s. (2013). hubungan kecepatan, kelincahan dan kekuatan otot tungkai terhadap kemampuan mengkontrol bola dalam permainan hockey atlet putri pelatda sumatera utara persiapan pon xvii kalimantan timur. jurnal lmu keolahragaan, 12(1), 52–59. sugihartono, i., kurniawati, h., hernawan, cahyana, u., fahdiran, r., iswanto, b. h., … yaqin, a. a. (2021). the dynamics of a hockey player body on passing the ball. aip conference proceedings, 2320(march). https://doi.org/10.1063/5.0037884 ulum, m. f. (2014). pengaruh latihan interval pendek terhadap daya tahan anerobik pada pemain hoki sma negeri 16 surabaya. jurnal kesehatan olahraga, 2(1), 1–10. valentino, r. f., & akbar, i. h. (2018). pengaruh latihan menggunakan media audio visual terhadap keterampilan teknik push pada cabang olahraga hoki. jurnal kepelatihan olahraga, 10(1), 13–25. wenly, a. p., pelana, r., & wasan, a. (2021). effectiveness of endurance training based on smallsided games model for beginner women futsal. gladi : jurnal ilmu keolahragaan, 12(04), 258–268. https://doi.org/https://doi.org/10.2100 9/gjik.124.05 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 273-283 permalink/doi: https://doi.org/10.21009/gjik.133.03 media-based agility training model of badminton games for students of universitas negeri jakarta badminton club khaeroni 1 , krisnawan hariyanto 1 1 physical education, universitas negeri jakarta, universitas negeri jakarta jl. pemuda no.10, rawamangun, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding author, email: khaeronispd@yahoo.com abstract badminton athletes need agility to place the shuttlecock into an empty opponent's field so that the opponent finds it difficult to return the ball. so, the purpose of this study is to create an exercise model to improve agility in the badminton game. making this model through five stages, namely analysis, design, development, implementation and evaluation with the type of development research and development from robert maribe branch. the results of the developed model were validated by three experts in badminton. as many as 20 exercise models that are declared feasible. based on the five stages of research (analysis, design, development, implementation and evaluation), the results obtained that the training model developed was feasible and could be applied to badminton club athletes at the state university of jakarta. the conclusion of the research is the media-based agility training model of the badminton game can be applied to the training process that aims to improve the athlete's agility. keywords: badminton; agility; addie; model introduction badminton is a sport that is in great demand by people around the world, including in indonesia. this can be seen by the large number of people who take part in every badminton sport activity. badminton is an intense sport that requires fast and sudden movements (chen, mok, lee, & lam, 2015). the badminton game is played by hitting the shuttlecock to areas that are difficult to reach, so athletes need quick steps to return the shuttlecock at various speeds in various directions (masu & nagai, 2016). badminton is a sport that requires high physical neuromuscular in the lower limbs (abián et al., 2016). successful performance in badminton requires players to accelerate, slow down, change direction, move fast and maintain balance (girard & millet, 2008; (duncan, chan, clarke, cox, & smith, 2017). change of speed is the ability to speed up and slow down at the same time as a change of direction (sonoda, tashiro, & suzuki, 2018). continuous repetition of short bursts of mailto:khaeronispd@yahoo.com gladi jurnal ilmu keolahragaan, 13 (03), september275 khaeroni 1 , krisnawan hariyanto 2 high intensity, including jumps and changes of direction, interspersed with recovery periods between rallies is achieved by programmed, regular, and systematic exercise (shariff ah, 2009; (moreno-perez et al., 2020). exercise is a systematic and structured process that aims to improve one's abilities according to the sport (zakas, 2005). using effective and efficient training methods driven by facts or symptoms that appear in training (dahniar widya puspita dewi, widiastuti, & samsudin, 2021). also, using various equipment according to the goals and needs of the sport (emral, 2017). the goals have been determined, designed in detail and gradually for the adjustment of physiological and psychological development (wiguna, 2017). training aims to help athletes improve their skills and maximum performance (harsono, 2016). exercise training can be defined as a systematic process of preparing for a certain physical goal. this goal used to be synonymous with peak physical performance (lambert, viljoen, bosch, pearce, & sayers, 2008). badminton requires several components such as speed, agility, and so on (werkiani, zakizadeh, feizabadi, golsefidi, & rahimi, 2012). agility is an important physical capacity for sports performance (de frança bahia loureiro & de freitas, 2016). the agility referred to in the badminton game is the ability to change direction accurately and quickly, move the body quickly from side to side. in other words, the element of agility is one of the important elements in playing badminton to get achievements in the sport. when playing badminton, players will try to place the shuttlecock into an empty opponent's field so that the opponent finds it difficult to return the ball, and the player will then get a point in the game. to be able to place the shuttlecock, basic techniques and good agility are needed. however, many athletes are less interested in doing physical exercise, only prioritizing technical and tactical training. many people think that physical exercise only makes them tired and boring, so that the average badminton players are physically weak, less aggressive, and less agile. whereas agility is a physical ability that must be possessed by a badminton athlete in performance in addition to other physical abilities. gladi jurnal ilmu keolahragaan, 13 (03), september276 khaeroni 1 , krisnawan hariyanto 2 players who have good agility will be able to master more complex techniques and tactics to reach the shuttlecock to get a good and accurate shot. thus, the agility factor is very important in badminton in order to reach good and accurate strokes. without the elements of speed and flexibility, one cannot move swiftly. the characteristics of badminton at this time are more attacking patterns to control the game with long rallies to get points, especially in the men's singles number, in building an attack an athlete must be able to master all techniques and physically. especially agility because this is very important in singles play and agility is very often a major factor in teaching and returning the shuttlecock. so, athletes must have extra agility. because in the rally point system, the intensity of the game increases where mistakes made by players will immediately result in points for the opponent. jakarta state university is one of the universities that has a badminton club which is often called the jakarta state university badminton achievement sports club (kop). the jakarta state university badminton association's kop is a forum for students to share knowledge and to improve the badminton achievements of the jakarta state university. the competition for badminton athletes between universities has also become a very prestigious event for these student athletes with a forum for championships between universities throughout indonesia. based on the observations and observations of researchers directly, many students have poor agility. caused by game-focused practice only. so that the performance decreases and the quality of the game, especially related to agility is still lacking, this can be seen when returning the shuttlecock which is still not optimal, can give points to the opponent. this is due to the lack of variety in training and the lack of references to agility training in badminton. seeing the importance of agility techniques in badminton, it can be concluded that it is included in the less category with the presence of several forms of agility described above. researchers will make references to agility training models using media that will be applied in an exercise program. this reference aims to instill the right gladi jurnal ilmu keolahragaan, 13 (03), september277 khaeroni 1 , krisnawan hariyanto 2 concept of agility during matches and training. methods the purpose of this research is to produce a media-based agility training model for sports club students at the state university of jakarta that is more effective, varied and can provide a new atmosphere in badminton agility training. the type of research used is quantitative using the development model by robert maribe branch, namely the addie model (analysis, design, development, implementation, and evaluation) (wenly, pelana, & wasan, 2021). the research was conducted through 5 stages, as follows: analysis based on the observations and observations of researchers directly, many badminton athletes at the state university of jakarta have poor agility. caused by monotonous training that focuses on the game only, thus making athletes bored. agility is one of the things needed to support the game of badminton. therefore, the researchers tried to find a way to make the mediabased agility training model in the badminton game more innovative, varied and not boring. design at this stage the researchers made 20 models of agility exercises that were carried out to achieve the training objectives. so, at this stage the researcher will design the model, because it supports the abilities and interests of athletes to be more active and diligent in training. development at the design stage, which has been finalized by selecting the training strategy that will be applied, selecting the teaching materials to be used, and the product that has been made, it has been validated by expert judgment. implementation at this stage, the model that has been developed and applied to actual conditions is implemented, the material presented is in accordance with the existing model. evaluation evaluation is carried out to measure the level of success of the training model that has been made. evaluation is carried out in two forms, namely formative and submative. formative evaluation is carried out at the end of each face-to-face (weekly) while submative evaluation is carried out after the activity has ended as a gladi jurnal ilmu keolahragaan, 13 (03), september278 khaeroni 1 , krisnawan hariyanto 2 whole. submative evaluation measures competence at the end of the material or training objectives to be achieved. results and discussion results researchers produce products in the form of written works or scripts that present forms of agility training models for badminton that have been validated by experts. this model product was developed through five stages, namely analysis, design, development, implementation and evaluation. this product will be distributed to teachers or lecturers, and badminton trainers are expected to be a reference material for badminton teachers, lecturers and trainers in a variety of agility training models. needs analysis results based on observations, the general objectives of the agility training model in badminton are obtained, in addition to several general objectives, researchers can also find out some of the characteristics of the subject of the agility training model that will be developed. model eligibility in order for this training model to be used properly, the researchers conducted an expert feasibility test by two experts in their field, namely: 1 badminton expert lecturer, drs. endang darajat, m.km, 1 badminton coach mr. fajar arie mangun, m.pd. the role of each of the experts mentioned above is to examine whether the media-based agility training model for the jakarta state university badminton kop athletes is feasible, each expert giving a "valid" or "invalid" rating for each model studied. the following are data from experts in the assessment of media-based agility training models for kop badminton, jakarta state university athletes in this study: table 1. results of the second stage of futsal expert assessment model name expert 1 expert 2 expert 3 cross forward agility model around the cone good good good cross back agility model around the cone good good good the agility model jumps over the slope and runs after the cock good good good advanced agility model touches the flag good good good the backward agility model touches the flag good good good right side agility model touches the flag good good good left side agility good good good gladi jurnal ilmu keolahragaan, 13 (03), september279 khaeroni 1 , krisnawan hariyanto 2 model touches the flag 3-point back and forth cone agility model good good good side 3-point cone agility model good good good left position jumping sprint agility model good good good jumping sprint backward agility model right position good good good agility model hits the net good good good jumping agility model good good good right sprint variation agility model good good good left sprint variation agility model good good good model of jumping sprint agility good good good side jumping agility model good good good sprint zigzag agility model good good good variation agility model touches the cone good good good sequential jumping agility model good good good the feasibility test above is based on the results of a review of experts who stated that the 20 models of media-based agility training for the jakarta state university badminton kop athletes were feasible. in addition to the summary of the validation sheet above, the researcher has also summarized the suggestions and inputs submitted by the experts on these models, as follows: 1. make a media-based agility training model in badminton games that are more adapted to the difficulty of the athlete's ability. 2. the design of the model must be specific and clarified so that it is easy to understand. 3. writing the rules of the exercise model must be short, concise, and clear so that it is easy to understand. model final the initial model made by the researcher was 20 models of agility training. after validation by experts, the agility training model has been considered feasible. the following will discuss 3 examples of the models that were developed: purpose: to train leg muscle strength, speed in changing the direction of motion, eye, foot and hand coordination and to train concentration. description on the picture: coach student cone and flag starting position gladi jurnal ilmu keolahragaan, 13 (03), september280 khaeroni 1 , krisnawan hariyanto 2 target movement back to starting position advanced agility model touches the flag picture: figure 1. the forward agility model touches the flag implementation instructions: 1. trainers and students get ready in a predetermined starting position. 2. the coach gives the signal, by blowing the whistle. 3. the trainer provides 5 flags with different colors. 4. the trainer randomly determines which flag the students should touch. 5. students respond with footwork movements or alternating footsteps to touch the specified flag. 6. next, after touching the flag the student retreats back to the starting position. 7. the trainer chooses another flag at random which students should touch. 8. students respond again with footwork movements or alternating footsteps to touch the specified flag. 9. students retreat back to the starting position. 10. the coach will continue to do so until the specified time limit. 3-point cone agility model back and forth picture: figure 2. 3-point cone agility model back and forth a. how to do: 1. coaches and students prepare for the predetermined initial position. 2. the coach gives aba – aba, by blowing the whistle. 3. students prepare in the starting position of cone a. 4. after the whistle is blown, the student runs the sprint to cone b. gladi jurnal ilmu keolahragaan, 13 (03), september281 khaeroni 1 , krisnawan hariyanto 2 5. students retreat back to their starting positions. 6. next, students run the sprint to cone c. 7. after that retreat back again to the starting position, do it continuously until the specified time of the coach net touch agility model figure 3. net touch agility model a. how to do: 1. coaches and students prepare for the predetermined initial position. 2. the coach gives aba–aba, by blowing the whistle. 3. after the whistle is blown, the student makes consecutive steps to the right and touches cone a. 4. then do a step to the left touching cone b. 5. after that it returns to the starting position and runs forward touching the net 6. students then retreat back to their starting positions discussion the model that the researcher presents aims to provide a variety of media-based badminton agility training models for kop badminton athletes at the state university of jakarta. this training model was made based on the level of need and analysis carried out in the field, namely the lack of variations in the badminton agility training model, so the researchers made the exercise model. the subjects taken in the study were athletes from kop badminton, state university of jakarta, where the problem occurred, in the field the training process that's all there was no variation in training which made athletes feel bored. so it takes a variety of training models so that athletes who do exercises do not get bored easily and feel happy doing agility exercises. after reviewing this model, several weaknesses need to be improved. according to the above, several advantages of this model can be conveyed, including: gladi jurnal ilmu keolahragaan, 13 (03), september282 khaeroni 1 , krisnawan hariyanto 2 1. there are many variations of the model. 2. the exercise model is easy to do. 3. the training model packaged in the form of this book attracts the attention of athletes so that athletes can read and practice it. 4. exercises are carried out from easy to difficult movements conclusion based on the data from the discussion on the validation of the badminton expert lecturers and the discussion on the validation results of the badminton coach, it can be concluded that the media-based agility training model in the badminton game can be applied to the training process that aims to improve the athlete's agility. references abián, p., del coso, j., salinero, j. j., gallo-salazar, c., areces, f., ruiz-vicente, d., … abiánvicén, j. (2016). muscle damage produced during a simulated badminton match in competitive male players. research in sports medicine, 24(1), 104–117. https://doi.org/10.1080/1543862 7.2015.1076416 chen, b., mok, d., lee, w. c. c., & lam, w. k. (2015). highintensity stepwise conditioning programme for improved exercise responses and agility performance of a badminton player with knee pain. physical therapy in sport, 16(1), 80–85. https://doi.org/10.1016/j.ptsp.20 14.06.005 dahniar widya puspita dewi, widiastuti, & samsudin. (2021). badminton smash skill training model for high school beginners students. gladi : jurnal ilmu keolahragaan, 12(04), 237–247. https://doi.org/10.21009/gjik.124 .03 de frança bahia loureiro, l., & de freitas, p. b. (2016). development of an agility test for badminton players and assessment of its validity and test-retest reliability. international journal of sports physiology and performance, 11(3), 305–310. https://doi.org/10.1123/ijspp.201 5-0189 duncan, m. j., chan, c. k. y., clarke, n. d., cox, m., & smith, m. (2017). the effect of badmintonspecific exercise on badminton short-serve performance in competition and practice climates. european journal of sport science, 17(2), 119–126. https://doi.org/10.1080/1746139 1.2016.1203362 emral. (2017). pengantar teori & metodologi pelatihan fisik (pertama). depok: kencana. harsono. (2016). kepelatihan olahraga teori dan metodologi. (a. kamsyah, ed.) (cet. 3). bandung: pt remaja rosdakarya. lambert, m. i., viljoen, w., bosch, a., pearce, a. j., & sayers, m. (2008). general principles of training. in m. schwellnus (ed.) (pp. 1–48). international gladi jurnal ilmu keolahragaan, 13 (03), september283 khaeroni 1 , krisnawan hariyanto 2 olympic committee. masu, y., & nagai, m. (2016). characteristics of lower limb muscle activity during upper limb elevation in badminton players. journal of physical therapy science, 28(9), 2510– 2514. https://doi.org/10.1589/jpts.28.2 510 moreno-perez, v., gallo-salazar, c., coso, j. del, ruiz-pérez, i., lopez-valenciano, a., barbado, d., … fernandez-fernandez, j. (2020). the influence of a badminton competition with two matches in a day on muscle damage and physical performance in elite junior badminton players. biology of sport, 37(2), 195–201. https://doi.org/10.5114/biolsp ort.2020.94243 sonoda, t., tashiro, y., & suzuki, y. (2018). relationship between agility and lower limb muscle strength, targeting university badminton players. the journal of physical therapy science, 30, 320–323. https://doi.org/doi: 10.1589/jpts.30.320 wenly, a. p., pelana, r., & wasan, a. (2021). effectiveness of endurance training based on small-sided games model for beginner women futsal. gladi : jurnal ilmu keolahragaan, 12(04), 258–268. https://doi.org/https://doi.org/10. 21009/gjik.124.05 werkiani, m. e., zakizadeh, b., feizabadi, m. s., golsefidi, f. n., & rahimi, m. (2012). review of the effective talent identification factors of badminton for better teaching to success. procedia social and behavioral sciences, 31(2011), 834–836. https://doi.org/10.1016/j.sbspro. 2011.12.151 wiguna, i. b. (2017). teori dan aplikasi latihan kondisi fisik (ed. 1 cet.). depok: rajawali pers. zakas, a. (2005). the effect of stretching duration on the lowerextremity flexibility of adolescent soccer players. journal of bodywork and movement therapies, 9(3), 220– 225. https://doi.org/10.1016/j.jbmt.20 04.07.002 68 pengaruh explosive power dan kebugaran jasmani terhadap keterampilan bola voli dewi susilawati1 abstrak penelitian bertujuan untuk mengetahui hubungan eksplosive power dan kebugaran jasmani terhadap keterampilan smash dalam permainan bola voli. metode penelitian yang digunakan adalah metode survey analisis dengan teknik studi kausal/ hubungan sebeb akibat antara variable-variabel yang diteliti. hasil penelitiannya adalah terdapat pengaruh langsung antara eksplosive power terhadap keterampilan smash dengan nilai signifikansi sebesar sebesar 0.401 atau sebesar 40%. terdapat pengaruh langsung kebugaran jasmani terhadap keterampilan smash sebesar 0.191 atau sebesar 19%. terdapat pengaruh langsung eksplosive power terhadap kebugaran jasmani dalam keterampilan smash dengan nilai 0.191 atau sebesar 19%. kata kunci: eksplosive power, kebugaran jasmani, dan keterampilan smash bola voli. pendahuluan kurang berkembangnya prestasi olahraga khususnya permainan bola voli, baik pada even regional maupun even internasional, serta menurunnya prestasi olahraga bola voli indonesia, antara lain dipengaruhi oleh menurunnya pemahaman dan penguasaan teknik seperti service, passing, smash, blok serta pertahanan. salah satu teknik yang sangat berpengaruh terhadap peningkatan 1 dewi susilawati adalah dosen di universitas pendidikan indonesia kampus sumedang prestasi permainan bola voli adalah smash. keterampilan smash merupakan sarana atau alat untuk melakukan serangan ke daerah lawan sebagai upaya untuk mendapatkan angka/ point, sehingga suatu team akan meraih kemenangan. pada kesempatan di lapangan, bahwa para pelatih atau pembina dalam pembinaan melalui proses latihan baik di klub maupun di kampus lebih banyak menekankan latihan fisik, sehingga yang menjadi inti kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (01) 2017, 68 75 permalink/doi: https://doi.org/10.21009/gjik.081.06 gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 69 permainan bola voli yaitu keterampilan smash kurang mendapat perhatian yang tepat. akibat proses latihan ini, banyak pemain yang kurang memahami dan kurang menguasai dengan baik dan benar keterampilan smash bola voli. untuk itu, para pelatih dan pembina serta guru/ dosen belum memberikan latihan peningkatan prestasi bola voli, sebaiknya latihan teknik lebih diutamakan. seperti diketahui bahwa teknik keterampilan smash bola voli terdiri dari sikap permulaan, gerak awalan, perkenaan bola (impact), saat pendaratan (landing) dibuat dalam program terpadu dan berkesinambungan secara kontinue dan diberikan sejak awal. walaupun demikian, pelatih/ pembina dan guru tidak bisa meninggalkan atau mengabaikan faktor kebugaran jasmani yang juga memegang peranan penting pada saat pemain melakukan smash. aspek explosive power tungkai sebagai sarana atau alat untuk mengangkat beban atau hambatan dalam melakukan tolakan yang digunakan melompat setinggi mungkin sebagai upaya menjangkau ketinggian bola di atas net. aspek explosive power tungkai, motivasi belajar dan kebugaran jasmani memberikan pemahaman tentang keterkaitan terhadap prestasi cabang olahraga bola voli. kebugaran jasmani diambil dari bahasa asing, yaitu physical fitness. physical berarti fisik, sedangkan fitness berarti segar atau bugar. untuk memberikan kesetaraan pemahaman. physical fitness menurut werner w.k. hoeger, sharon a. hoeger (2010: 135) adalah refers to any bodily movement requiring energy utilisation such as walking, swimming and doing household chores. sedangkan komponen kebugaran jasmani menurut bompa dibagi menjadi dua, yaitu: (1) kebugaran jasmani yang berhubungan dengan kesehatan, meliputi dayatahan jantung paru, kekuatan otot, daya tahan otot, fleksibilitas dan komposisi tubuh. (2) kebugaran jasmani yang berhubungan dengan keterampilan, meliputi kecepatan, power, keseimbangan, kelincahan, koordinasi dan kecepatan dewi susilawati.. pengaruh explosive power dan kebugaran jasmani………….. 70 reaksi. oleh karena itu, kebugaran jasmani bersifat relatif baik secara anatomis maupun fisik. kebugaran jasmani tersebut tentu bervariasi terhadap setiap individu berdasarkan keterampilan mempertahankan dan memelihara komponen-komponen kebugaran jasmani itu sendiri. kebugaran jasmani yang dimaksud adalah keterampilan dasar komponen tubuh untuk bergerak terhadap berbagai aktivitas dengan berdasar pada komponen kebugaran jasmani, yang berhubungan dengan kesehatan dan keterampilan, dimana penyelesaian aktifitas tersebut tidak memberikan efek yang berari dan memungkinkan untuk dapat beraktivitas lebih lanjut. dari kedua komponen kebugaran jasmani di atas, maka dalam penelitin ini akan difokuskan pada komponen kesehatan sebagai komponen dasar kebugaran jasmani yang berhubungan dengan penggunaan komponen otot dalam melakukan berbagai aktivitas dalam perkuliahan tanpa merasakan kelelahan yang berarti, oleh karena keterampilan jantung dan paru-paru dalam tugasnya sebagai sistem kardio respitasi, untuk menyediakan oksigen ke sel-sel otot agar sel otot dapat menghasilkan energi guna kepentingan kontraksinya, dalam beraktivitas. begitu pula terhadap faktor kemampuan motorik dan kebugaran jasmani. motivasi merupakan kebutuhan untuk mengembangkan kemampuan diri secara optimum, sehingga mampu berbuat yang lebih baik, berprestasi dan kreatif. hasil penelitian moch. asmawi tentang keterampilan lari gawang mahasiswa (studi korelasional antara motivasi berlatih, kelentukan togok, daya ledak otot tungkai dengan keterampilan lari gawang) dengan populasi sebanyak 40 orang yang mengikuti mata kuliah atletik. berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa terdapat hubungan yang positif antara motivasi berlatih, kelentukan, daya ledak otot tungkai dengan keterampilan lari gawang mahasiswa. hasil penelitian mulyana tentang hubungan explosive power, kinestetik, dan koordinasi dengan keterampilan smash bola voli pada mahasiswa gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 71 fakultas ilmu keolahragaan universitas negeri jakarta. hasil penelitian dnegan menggunakan sampel sebanyak 30 mahasiswa dinyatakan bahwa keterampilan smash bola voli dapat ditingkatkan melalui peningkatan explosive power (x1), kinestetik (x2) dan koordinasi (x3) secara sendiri-sendiri maupun secara bersama-sama mempunyai hubungan dengan keberhasilan melakukan smash bola voli (y). penelitian dari widiastuti dengan judul prestasi akademik mahasiswa universitas negeri jakarta fakultas ilmu keolahrgaan dengan hasil adalah secara langsung proses pembelajaran berpengaruh terhadap prestasi akademik mahasiswa universitas negeri jakarta fakultas ilmu keolahragaan. dengan koeffisien jalur 0,497. secara tidak langsung, proses pembelajaran berpengaruh kepada prestasi akademik mahasiswa universitas negeri jakarta fakultas ilmu keolahragaan. melalui motivasi berprestasi (x3) dengan koeffisien jalur 0,139. hakikat keterampilan smash bola voli smash dalam bola voli merupakan suatu teknik gerakan yang kompleks, yang terdiri dari beberapa unsur gerakan. dalam kurikulum tingkat satuan pendidikan, smash adalah tindakan memukul bola ke lapangan lawan ketika pertandingan sedang berlangsung. pukulan ini harus melewati atas net dan membuat lawan sulit untuk mengembalikan bola. menurut don shondell and cecile reynaud (2012: 19) smash merupakan suatu teknik yang memiliki gerakan yang terdiri dari: a) langkah awal; b) tolakan; c.) memukul bola pada saat di udara, dan d) saat mendarat. penjelasan tersebut searah dengan cecile reynaud (2011: 32) yang mengatakan bahwa proses gerakan keseluruhan dalam smash dapat diuraikan : 1) saat langkah awal, 2) tolakan untuk meloncat, 3) memukul bola, saat melayang di udara, 4) saat mendarat. dengan demikian, proses gerakan smash bola voli dapat diuraikan menjadi tiga: gerakan awal, gerakan dewi susilawati.. pengaruh explosive power dan kebugaran jasmani………….. 72 perkenaan dengan bola / impact, dan gerakan akhir atau landing. tahapan gerakan teknik smash adalah: gerakan awalan fase run up atau tahap lari menghampiri, ini tergantung dari jenis dan jatuhnya bola dengan awalan kirakira 2,5-4 meter dari jatuhnya bola. pada kedua langkah terakhirlah yang sangat menentukan, dan harus memperhatikan kaki. kaki yang akan take off harus berada di tanah/ menyentuh tanah terlebih dahulu, kaki yang lain menyusul di sebelahnya serta kadang-kadang harus merubah langkah sebelum melakukan langkah terakhir, agar pemain ada di belakang bola pada saat akan melakukan take off. posisi tubuh menghadap net, lengan yang menjulur ke depan diayun ke belakang dan ke atas sesudah langkah pertama, kemudian ayunkan ke depan, sehingga pada saat take off kedua lengan itu tergantung ke bawah depan tubuh pemain. berikut adalah gambar pada fase run up. fase take off atau melompat. pergerakan harus berlangsung secara kontinue. saat take off kedua lengan yang menjulur harus digerakan ke atas, tubuh diluruskan. kekuatan ada pada tolakan take off, lengan yang lain tetap dipertahankan setinggi kepala, lengan yang mengatur keseimbangan secara keseluruhan. fase hit atau memukul. posisi tubuh membungkuk, otot-otot perut dan bahu serta lengan berkontraksi pada saat yang bersamaan. kontraksi kuat dan berulang beberapa kali ini yang menyebabkan lengan terjulur memukul bola dan memukulnya. fase landing atau mendarat. terjadi saat tubuh bagian atas membungkuk ke depan. kaki-kaki diarahkan ke depan untuk mempertahankan keseimbangan. pemain mendarat pada kedua kakinya, lutut ditekuk sesuai dengan kebutuhan. sesuai dengan gerakannya, maka pada saat melakukan loncatan smash posisi tubuh harus betul-betul tegak/ vertikal. loncatan ini memberikan keuntungan tubuh dapat bergerak dengan mudah dan pendaratan dapat terkendali. schmidt (2000: 225-260) membagi tahapan atau fase untuk dapat menguasai pendekatan yang akan dijadikan rujukan dalam pembahasan gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 73 tahapan belajar (the stage of learning), yang terdiri dari “tahap verbal cognitive, tahap motorik atau associative stage dan tahap otonomi”. pengaruh langsung antara explosive power terhadap keterampilan smash bola voli. dalam melakukan pukulan bola atau smash, setiap pemain memerlukan adanya kontraksi otot sebagai sarana untuk melakukan tolakan pda saat akan melompat. tolakan dan lompatan ini dipengaruhi oleh kekuatan otot tungkai dan kecepatan untuk bergerak. kemampuan explosive power yang bagus, akan memberikan kontribusi bagi si pemain dalam melakukan tolakan untuk melompat dalam menjangkau bola pada saat akan memukul bola, sehingga beban yang di bawa tidak mengalami kesulitan dalam mencapai ketinggian net. begitu pentingnya explosive power mencapai jangkauan pada saat akan memukul bola dengan menunjang dan membantu menenmpatkan bola pada sasaran yang telah ditentukan. metode penelitian metode penelitian merupakan suatu cara untuk memecahkan sebuah permasalahan, agar suatu tujuan. metode penelitian dalam penelitian ini adalah merupakan rangkaian cara atau kegiatan pelaksanaan penelitian yang didasari oleh asumsi-asumsi dasar, pandangan-pandangan filosofis dan ideologis, pertanyaan dan isu-isu yang dihadapi. metode yang digunakan dalam penelitian ini adalah metode survei dengan teknik studi kausalitas/ studi tentang hubungan sebab akibat diantara variabel-variabel yang diteliti. variabel pertama adalah variabel terikat endogen yaitu keterampilan smash bola voli mahasiswa (y), sedangkan variabel berikutnya adalah variabel bebas/ intervening, yaitu: explosive power (x₁) kebugaran jasmani (x₂). prosedur pengumpulan data data penelitian dijaring melalui: (1) tes keterampilan smash bola voli (y); untuk variabel bebas yaitu: (2) explosive power otot tungkai dewi susilawati.. pengaruh explosive power dan kebugaran jasmani………….. 74 (x₁), dokumen tes kebugaran jasmani mahasiswa (x₂). prosedur analisis data 1. ststistik deskriptif, yaitu statistik yang bertujuan memberikan gambaran data masing-masing variabel penelitian. 2. uji persyaratan analisis yang meliputi: (1) uji normalitas data dan (2) uji linieritas. 3. statistik korelasi untuk melihat hubungan yang terjadi antara variabel exogeneus dan variabel endogeuneus yang saling berkaitan satu sama lain. 4. analisis jalur untuk melihat pengaruh satu variabel terhadap variabel yang lain sesuai dengan jalur yang di tetapkan. hasil dan pembahasan hasil penelitiannya adalah terdapat pengaruh langsung antara explosive power terhadap keterampilan smash bola voli dengan nilai signifikansi sebesar sebesar 0.439 or 43%. hal tersebut sesuai dengan teori bahwa dalam melakukan pukulan bola atau smash, setiap pemain memerlukan adanya kontraksi otot sebagai sarana untuk melakukan tolakan pada saat akan melompat. terdapat pengaruh langsung kebugaran jasmani terhadap keterampilan smash bola voli dengan nilai 0.435 or by 43%. hal ini sesuai dengan teori bahwa kebugaran jasmani yang baik untuk seorang atlet voli dalam pertandingannya mampu bertahan lebih lama dari seorang atlet yang kurang bagus untuk kebugaran jasmaninya. terdapat pengaruh positif yang signifikan explosive power terhadap kebugaran jasmani dengan nilai 0.058 or by 0,6%. hal ini sesuai dengan teori bahwa kebugaran jasmani merupakan salah satu faktor penting yang mempengaruhi daya tahan dan gerak dalam bermain bolavoli. kesimpulan dari hasil penelitian dapat disimpulkan terdapat pengaruh langsung antara kebugaran jasmani terhadap keterampilan smash bola voli pada mahasiswa program studi pendidikan jasmani universitas gladi jurnal ilmu keolahragaan, vol 8, no. 1, april 2017 75 pendidikan indonesia kampus sumedang dan terdapat pengaruh langsung antara explosive power terhadap kebugaran jasmani pada mahasiswa program studi pendidikan jasmani universitas pendidikan indonesia kampus sumedang. daftar pustaka cecile reynaud. coaching volleyball technical and tactical skill (human kinetics, inc, 2011. don shondell and cecile reynaud. the vollebball coaching bible. human kinetics publishers. inc, 2012. james tangkudung dan wahyuningtyas puspitorini. pelatihan olahraga pembinaan prestasi olahraga. jakarta: cerdas jaya, 2012. schmidt, ra., heueur, h., ghodsian, d., & young, d.e. generalized motor program and units of action in bimanual coordination. champaign, il human kinetics, 2008. tudor o bompa. theory and methodology of training. dubuque. ioa. kendal/ hunt publishing company, third edition, 2015. viera barbara, l. & bonnie jill. bola voli tingkat pemula. terjemahkan oleh moti. jakarta: rajagrafindo, persada, 2006. virginia d. oyco. phycical fitness for college freshmen. reek book store inc: manila, fhilifines. 2007. widiastuti. tes dan pengukuran olahraga. jakarta: pt rajagrafindo persada, 2015. werner w.k. hoeger, sharon a. hoeger. principles and labs for physical fitness, yolanda cossio, graphic world inc, 2010. copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) model latihan endurance berbasis jurus tunggal tangan kosong untuk usia remaja widiastuti1 renny mulyani2 1 universitas negeri jakarta, 2 stkip pasundan jl. rawamangun muka, jakarta timur *corresponding author. email: widi_harun@yahoo.com abstrak tujuan penelitian dan pengembangan model latihan endurance berbasis jurus tunggal tangan kosong untuk usia remaja. penelitian dan pengembangan ini menggunakan metode penelitian pengembangan research & development (r & d) dari borg and gall. subyek dalam penelitian dan pengembangan ini adalah 3 perguruan pencak silat canda birawa, peguruan pencak silat angkatan muda rasio(paur) dan puslacab. kab. tangerang uji efektifitas model menggunakan instrumen tes untuk mengumpulkan data kemampuan pemain basket. analisis data penelitian menggunakan uji t dengan taraf signifikansi 0.05. analisis data diperoleh nilai rata-rata latiha endurance sebelum diberikan model latihan adalah 1721 dan setelah diberikan perlakuan dengan model latihan 1972 uji signifikansi perbedaan dengan spss 16 dapat hasil t-hitung dapat hasil t-hitung-20.479, df = 49 dan p-value = 0.00 < 0.05. berdasarkan keterangan tersebut dapat disimpulkan bahwa model latihan endurance untuk atlet pencak silat menggunakan jurus tunggal tangan kosong yang dikembangkan dapat diterapkan secara efektif dan efisien sehingga dapat meningkatkan pencak silat. kata kunci: model, latihan, endurance dan pencak silat purpose of research and development of endurance model based on single handedness of empty hand for adolescents. this research and development uses research & development (r & d) development methods from borg and gall. subjects in this research and development are 3 colleges pencak silat canda birawa, pencuru silat youth ratio (paur) and puslacab. kab. tangerang analysis of research data using t test with significance level of 0.05. the data analysis obtained by the average value of endurance training before the training model was given 1721 and after being treated with the 1972 practice model of difference significance test with spss 16, the result of t-count can be t-= -20.479, df = 49 and p-value = 0.00 <0.05 based on the information, it can be concluded that the endurance training model for the pencak silat athlete using the single hand-handed stance developed can be applied effectively and efficiently so that it can improve pencak silat. keywords: model, training, endurance and pencak silat. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (02) 2017, 112119 permalink/doi: https://doi.org/10.21009/gjik.082.04 mailto:widi_harun@yahoo.com http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 113 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan olahraga mempunyai banyak fungsi, yaitu untuk latihan, alat pendidikan, mata pencaharian, media kebudayaan, bahan tontonan, sarana pembinaan kesehatan, diplomasi dan tidak kalah pentingnya sebagai kebanggaan suatu negara atau bangsa. salah satu olahraga yang saat ini mengalami pertumbuhan dan perkembangan adalah olahraga beladiri pencak silat. pencak silat merupakan salah satu olahraga beladiri dan merupakan budaya asli indonesia. pencak silat adalah warisan nenek moyang bangsa indonesia. johansyah lubis (2014:17) pencak silat adalah olahraga yang terdiri atas sikap (posisi) dan gerak gerik (pergerakan). gerakan dasar pencak silat adalah suatu gerakan terencana, terarah, terkoordinasi dan terkendali. dalam pertandingan pencak silat teknik-teknik dasar tidak semua digunakan dan dimainkan sesuai dengan ketentuan yang berlaku dan kategori yang dipertandingkan. kategori tersebut adalah kategori tanding, tunggal, ganda dan regu. pencapaian prestasi optimal tidak terlepas dari pembinaan fisik, teknik,taktik dan mental. faktor fisik mempunyai peranan yang sangat utama, dalam hal ini, berarti keberadaan fisik yang baik merupakan modal utama bagi atlet dalam meraih prestasi. seorang atlet akan mampu mengembangkan potensinya secara optimal apabila memenuhi faktor-faktor sebagai berikut; karakteristik fisik, merupakan komponen penting yang harus disajikan sebagai penunjang penampilan (kapasitas fisik), penguasaan teknik secara benar yang sesuai dengan anatomi tubuh diperlukan cabang olahraga tertentu dapat dikembangkan (biomekanika), tingkat kebugaran secara spesifik untuk aktivitas olahraga tertentu harus dicapai (kapasitas fisiologi), faktor-faktor psikologis yang memungkinkan atlet berhasil dalam suatu kompetisi perlu dikembangkan dan dipertahankan (menaikkan kondisi psikologis), etika kerja termasuk sikap yang tepat dalam latihan harus disajikan dan kesempatan untuk berkompetisi dengan atlet lain yang setara atau tingkat yang lebih tinggi harus tersedia. prestasi seorang atlet diharapkan akan meningkat, apabila didukung fisik yang baik serta program yang diberikan sesuai dengan kebutuhan. program latihan yang baik tentunya metodis, berjenjang, gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 114 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) berkesinambungan, dan aplikatif sesuai dengan spesialisasi olahraganya. sebagai seorang atlet pencak silat, untuk dapat bertahan sepanjang pertandingan meraka harus memiliki unsur-unsur kondisi fisik, diantaranya kekuatan, kecepatan, kelincahan dan daya tahan yang prima. daya tahan yang prima pada seorang atlet dapat menjaga kekuatan dan kecepatan atlet dalam jangka waktu yang lama. atlet pencak silat yang memiliki kondisi daya tahan prima akan mendukung performa atlet saat latihan ataupun pertandingan dalam upaya mencapai prestasi puncak. menurut widiastuti (2015:14) daya tahan jantung dan paru atau endurance adalah kesanggupan sistem jantung, paru dan pembuluh darah yang berfungsi secara optimal saat melakukan aktivitas sehari-hari dalam waktu cukup lama tanpa mengalami kelekahan yang berarti. daya tahan merupakan syarat kebutuhan atlet untuk penanganan tenaga lanjutan selama periode yang lama tanpa mengalami kelelahan dalam waktu yang cepat. atlet pencak silat yang memiliki daya tahan yang baik dapat menjaga kecepatan dan kekuatan mereka untuk jangka waktu yang lama. mereka sehat secara fisik, mereka akan pulih lebih cepat setelah melakukan latihan ataupun pertandingan, disamping itu mereka dapat berkonsentrasi lebih lama. program latihan tersebut harus dilakukan bertahap disusun secara teliti dan dilaksanakan secara tekun dan teratur sesuai dengan prinsip-prinsip latihan. hal tersebut berbeda dengan kenyataan yang terjadi di lapangan, seringkali waktu yang tersedia untuk meningkatkan daya tahan atlet relatif lebih pendek. pendeknya waktu yang tersedia untuk melatih daya tahan, perlu disiasati agar dalam waktu yang singkat, atlet pencak silat dapat memperoleh hasil berupa daya tahan yang hasilnya akan hampir sama dengan latihan daya tahan dalam jangka waktu yang panjang. untuk mengatasi permasalahan tersebut (pendeknya waktu latihan daya tahan) dibutuhkan model latihan yang tidak seperti biasanya. penulis ingin menggunakan model latihan fisik berbasis jurus tunggal tangan kosong. mengenai aspek-aspek yang dikemukakan oleh harsono (2015:39) bahwa terdapat empat aspek yang perlu diperhatikan suatu cabang olahraga, yaitu : (1) fisik, (2) teknik, taktik, (4) mental. hal yang sama dikemukakan oleh bompa yaitu, kondisi lain yang tidak kalah pentingnya untuk mencapai prestasi olahraga adalah kemampuan atlet gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 115 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) itusendiri. kemampuan yang dimaksud terdiri dari empat aspek utama yaitu : persiapan fisik, (2) persiapan teknik, (3) persiapan taktik, (4) persiapan psikologis. menurut bompa (2009:1) mengatakan bahwa latihan adalah untuk mencapai tujuan perbaikan sistem organisasi dan fungsinya untuk mengoptimalkan prestasi atau penampilan olahraga. dengan kata lain bahwa latihan adalah suatu proses latihan yang sistematis dan dilakukan secara berulang-ulang dan yang kian hari jumlah beban latihannya kian bertambah. sistematis maksudnya bahwa pelatihan yang dilaksnakan secara teratur, berencana, sesuai jadual, menurut pola dan sistem tertntu, metodis, berkesinambungan dari yang sederhana ke yang lebih kompleks. berulang-ulang berarti bahwa gerakan yang dilakukan harus dilatih secara berulang-ulang agar gerakan yang dimaksud kelihatan sukar dan koordinasi yang masih rendah menjadi kian mudah. otomatis dan refleksi pelaksnaannya. demikian pula agar pola serta koordinasi gerak menjadi semakin halus sehingga semakin menghemat energi. menurut hurlock yang dikutip olehizzaty(2008:56) dkk masa remaja adalah masa peralihan dimana perubahan secara fisik dan psikologis dari masa kanak-kanak ke masa dewasa. perubahan psikologis yang terjadi pada remaja meliputi intelektual, kehidupan emosi, dan kehidupan sosial. perubahan fisik mencakup organ seksual yaitu alat-alat reproduksi sudah mencapai kematangan dan mulai berfungsi dengan baik. daya tahan (endurance) daya tahan merupakan salah satu komponen biomotor utama/dasar dalam setiap cabang olahraga. komponen biomotor daya tahan pada umumnya digunakan sebagai tolok ukur untuk mengetahui tingkat kebugaran jasmani (physical fitnes) olahragawan. menurut widiastuti (2015:14) “daya tahan jantung dan paru atau enduranceadalah kesanggupan sistem jantung, paru dan pembuluh darah yang berfungsi secara optimal saat melakukan aktivitas sehari-hari dalam waktu cukup lama tanpa mengalami kelekahan yang berarti”. menurut sukadiyanto (2009:33) pengertian “daya tahan ditinjau dari kerja otot adalah kemampuan kerja otot atau sekelompok dalam jangka waktu tertentu, sedangkan pengertian daya tahan dari sistem energi adalah kemampuan kerja organorgan tubuh dalam jangka waktu tertentu”. sedangkan fox (2007:2) at.al gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 116 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) menambahkan “faktor yang mempengaruhi latihan ketahanan adalah intensitas, frekuensi, durasi latihan, faktor keturunan, usia dan jenis kelamin”. pada pencak silat prestasi teknik seorang pesilat harus mengembangkan pola bertanding yang dimulai dari sikap pasang, pola langkah, serta mengukur jarak terhadap lawan dan kordinasi dalam melakukan serangan dan atau gerakan pencak silat yang menampilkan seorang pesilat memperagakan kemahirannya dalam jurus baku tunggal secara benar, tepat dan mantap penuh penjiwaan dengan tangan kosong atau bersenjata” anak usia remaja merupakan yang penting bagi setiap manusia karena merupakan fase perkembangan dari kanak-kanak menuju dewasa. fase ini di alami oleh setiap manusia saat berada di sekolah menengah pertama. pencak silat pencak silat merupakan salah satu olahraga beladiri dan merupakan budaya asli indonesia. pencak silat adalah warisan nenek moyang bangsa indonesia. pencak silat adalah olahraga yang terdiri atas sikap (posisi) dan gerak gerik (pergerakan). ketika seorang pesilat bergerak saat bertarung, sikap dan geraknya berubah mengikuti perubahan posisi lawan secara berkelanjutan. segera setelah menemukan kelemahan pertahanan lawan, maka pesilat akan mencoba mengalahkan lawan dengan suatu serangan cepat. pencak silat memiliki macam teknik bertahan dan menyerang. praktisi biasa menggunakan tangan, siku, lengan, kaki, lutut, dan telapak kaki dalam serangan. teknik dasar termasuk tendangan, pukulan, jatuhan, sapuan, kuncian, dan lain-lain. pesilat belajar dengan jurus-jurus. jurus ialah rangkaian geraknya dasar untuk tubuh bagian atas dan bawah, yang digunakan sebagai panduan untuk menguasai penggunaan tehnik-tehnik lanjutan pencak silat saat dilakukan untuk berlatih secara tunggal atau berpasangan. penggunaan langkah atau gerakan kecil tubuh mengajarkan penggunaan pengaturan kaki. saat digabungkan itulah dasar pasang atau aliran seluruh tubuh. gerakan dasar pencak silat adalah suatu gerakan terencana, terarah, terkoordinasi dan terkendali. dalam pertandingan pencak silat “teknik-teknik dasar tidak semua digunakan dan dimainkan sesuai dengan ketentuan yang berlaku dan kategori yang dipertandingkan. kategori tersebut adalah kategori tanding, tunggal, ganda dan regu”. kategori tanding dulu dikenal dengan istilah pencak silat olahraga, kemudian menjadi wiralaga dan gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 117 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sekarang menjadi kategori tanding. sedangkan nomor seni meliputi ; kategori tunggal, ganda, dan regu. dulu dikenal dengan istilah pencaksilat seni, kemudian menjadi wiragana (seni silat tunggal), wirasanggha (seni silat berpasangan, dan wiraloka (seni silat beregu). akan tetapi sekarang lebih dikenal dengan istilah kategori tgr (tunggal, ganda, dan regu). salah satu kategori yang menjadi titik perhatian dalam penelitian ini adalah kategori tanding. metode penelitian penelitian dan pengembangan dalam model latihan ini menggunakan pendekatan kualitatif dan kuantitatif serta selanjutnya, yaitu tahap uji coba tahap 2 kelompok besar . berikut di sajikan ringkasan berdasarkan evaluasi ujicoba kelompok kecil yang dilakukan oleh peneliti dapat disimpulkan sebagai berikut: 1) pada dasarnya semua variasi dapat diterapkan, akan tetapi harus disesuaikan dari tingkatan yang mudah ke yang sulit agar kemampuan atlet dapat meningkat. 2) pada saat melakukan model latihan, atlet pemula awalnya menemui kendala dengan gerakan pencak silat, setelah itu mereka dapat memahami dan menggerakan dengan menyenangkan.. menggunakanmodel pengembangana. hasil tahap kedua/ujicoba research & development (r &d) dari borg dan gall yang terdiri dari sepuluh langkah. hasil penelitian uji kelompok kecil/revisi tahap 1 model model latihan endurance berbasis jurus tunggal tangan kosong yang peneliti buat setelah dievaluasi ahli, kemudian mengalami uji kelompok kecil revisi tahap i dengan jumlah atlet sebanyak 30 atlet . data yang di peroleh di gunakan sebagai acuan dalam melaksanakan revisi pada tahap kelompok besar setelah hasil pengembangan produk model latihan endurance berbasis jurus tunggal tangan kosong yang akan dikembangkan ini diujicobakan dalam skala kecil dan telah direvisi, maka tahap selanjutnya adalah melakukan ujicoba kelompok besar. berdasarkan hasil ujicoba terbatas (ujicoba kelompok kecil) yang telah dievaluasi oleh para ahli, kemudian peneliti melakukan revisi produk awal dan memperoleh 97 model model latihan endurance berbasis jurus tunggal tangan kosong yang akan gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 118 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) digunakan dalam ujicoba kelompok besar. langkah selanjutnya setelah model mengalami revisi tahap ii dari ahli maka dilanjutkan dengan menguji coba kan produk kepada kelompok besar dengan menggunakan subyek penelitian sebanyak 100 atlet di 3 tempat perguruan pencak silat candra birawa, perguruan pencak silat angkatan muda rasio dan puslacab kab. tangerang 1. hasil uji efektivitas langkah selanjutnya setelah model mengalami revisi tahap dua dari ahli dan uji coba kelompok kecil dan kelompok besar maka dilanjutkan dengan menguji cobakan produk dengan menggunakan subyek penelitian sebanyak 50 subjek penelitian pemberian treatment dilaksanakan dalam kurun waktu 1 bulan dimulai dari bulan mei sampai dengan juni 2017 dengan jumlah data penelitian dari 50 peserta terhadap efektivitas model latihan ditunjukkan pada tabel sebagai berikut : uji –t (pre test dan post test) berdasarkan hasil output dengan menggunakan spss 21 bahwa nilai rata rata sebelum diberikan adalah 1721 dan setelah diberikan perlakuan dengan model latihan 1972 artinya bahwa nilai rata-rata pada terdapat peningkatan. a) koefesiensi korelasi berdasarkan hasil perhitungan bahwa koefisien model latihan sebelum dan sesudah diberikan model latihan adalah 0.960 dengan p-value 0.00 < 0.05 jadi kesimpulannya signifikan b) uji signifikansi perbedaan dalam uji signifikansi perbedaan dengan spss 21 dapat hasil t-hitung = 20.479, df = 49 dan p-value 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan model latihan sebelum dan sesudah diberi model latihan dalam. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan yang dikembangkan efektif dan dapat meningkatkanmodel latihan endurance untuk atlet pencak silat menggunakan jurus tunggal tangan kosong penelitian menggunakan diagram batang pada model latihan bisa di model latihan endurance untuk atlet pencak silat menggunakan jurus tunggal tangan kosong sebagai berikut 1950 1900 1850 1800 1750 1700 1650 1600 pre test post test model latihan endurance gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 119 widiastuti, renny mulyani copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) daftar pustaka fox l, bowel rw, and foss mc, the physiological basis for exercise on sport (brown and bench mark publisher, 2007 greg bach, coaching basketball for dummies, indiana; wiley publishing,2007 harsono.kepelatihan olahraga teori dan metooelogi (bandung : pt remaja rosdakarya, 2015), h.39. johansyah lubis, hendro wardoyo, pencak silat edisi kedua (jakarta: raja grafindo persada 2014), johansyah lubis, pencak silat panduan praktis. (jakarta: raja grafindo persada. 2004 rita eka izzaty. et.al, perkembangan peserta didik (yogyakarta: uny press, 2008) sukadiyanto, metode melatih fisik petenis, (yogyakarta: fik uny, 2009 tangkudung. james, kepelatihan olahraga “pembinaan prestasi olahraga”, jakarta; cerdas jaya, 2006 tudor o.bompa and g. gregory haff, periodization theory and metodology of training (canada : human kinetic, 2009),h.5. walter r. borg and meredith d. gall, educational research: an introduction, 4 th edition. new york: longman inc., 1983 widiastuti, tes dan pengukuran olahraga, (jakarta : pt. raja grafindo persada, 2015) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 96 107 permalink/doi: https://doi.org/10.21009/gjik.092.03 pengaruh metode latihan dan koordinasi mata tangan terhadap keterampilan memukul bola softball arief rahman 1* , yusmawati 2 pendidikan olahraga, pascasarjana universitas negeri jakarta jl. rawamangun muka, jakarta timur, indonesia 13220 universitas negeri jakarta 1 *corresponding author. email: ariefrahman0705@gmail.com abstrak, penelitian ini bertujuan untuk mengetahui pengaruh dari variabelvariabel bebas yaitu metode latihan dan koordinasi mata tangan terhadap variabel terikat yaitu keterampilan memukul bola softball. disamping itu juga untuk mengetahui ada tidaknya interaksi antara kedua variabel tersebut yang mempengaruhi peningkatan keterampilan memukul bola softball. metode yang digunakan adalah metode penelitian experimen dengan analisis by level 2x2 melalui random sampling dengan jumlah sampel 36 orang. hasil penelitian menyimpulkan hal-hal berikut: 1) terdapat perbedaan antara kelompok atlet yang menggunakan metode latihan batting tee dan kelompok atlet yang menggunakan metode latihan hitting a soft toss tehadap keterampilan memukul bola softball, 2) terdapat interaksi antara metode latihan dan koordinasi mata tangan terhadap keterampilan memukul bola softball, 3) terdapat perbedaan keterampilan memukul bola softball antara kelompok atlet yang menggunakan metode latihan batting tee dan kelompok atlet yang menggunakan metode latihan hitting a soft toss pada kelompok atlet yang memiliki koordinasi mata tangan tinggi, 4) terdapat perbedaan keterampilan memukul bola softball antara kelompok atlet yang menggunakan metode latihan batting tee dan kelompok atlet yang menggunakan metode latihan hitting a soft toss pada kelompok atlet yang memiliki koordinasi matatangan rendah. kata kunci : batting tee, hitting a soft toss, koordinasi mata tangan, memukul abstract. this study aims to determine the effect of independent variables, namely the training method and hand-eye coordination on the dependent variable, namely the skill of hitting softball balls. besides that, it is also to find out whether there are interactions between the two variables that affect the increase in the skill of hitting softball balls. the method used is experimental research method with 2x2 by level analysis through random sampling with a sample of 36 people. the results of the study conclude the following points: 1) there is a difference between groups of athletes who use the batting tee training method and the group of athletes who use the hitting a soft toss training method to hit softball skills, 2) there is interaction betwee n training methods and eye hand coordination on softball hitting skills, 3) there is a difference in softball hitting skills between groups of athletes who use the batting tee training method and athletes who use the soft toss hitting a training method in the athletes who have high hand eye coordination, 4) there are differences in softball hitting skills between groups of athletes who use the batting tee training method and athletes who use the soft toss hitting a training method in groups of athletes who have low hand eye coordination. keywords: batting tee, hitting a soft toss, hand eye coordination, hitting gladi jurnal ilmu keolahragaan, 09 (2), oktober 97 arief rahman ,yusmawati pendahuluan olahraga softball pada saat ini cukup populer di indonesia, hal ini bisa dilihat bukan hanya di kota-kota besar saja tetapi di daerah pun sudah memajukan cabang olahraga ini. dengan adanya berbagai event kejuaraan nasional dan internasional bahkan pelajar dan umum menjadikan cabang olahraga ini cukup populer. pada dasarnya berbagai teknik dasar yang harus di kuasai oleh seorang pemain dalam permainan softball menurut parno dalam bukunya olahraga pilihan yaitu pitching, throwing, catching, batting, sliding, dan base running (fahrul, 2016).olahraga softball mempunyai karakteristik masing-masing, ciri dari permainan softball dapat dilihat dari sifat permainan, teknik gerakan dan peraturan permainannya. softball adalah permainan yang memerlukan kecepatan dan ketepatan, artinya permainan ini memerlukan kecepatan dalam berlari, kecepatan dan ketepatan dalam memukul dan melempar bola. biomekanika dapat diartikan sebagai sebuah kajian yang menggunakan konsep mekanika dan mesin untuk mengungkapkan gerak manusia secara efisien (nordin, margareta dan frankel, 2012). olahraga softball adalah permainan yang dimainkan oleh dua regu, permainan dimainkan oleh 9 orang yang membutuhkan kerja sama (luby tsani ahwadi, yunyun yudiana, nurlan kusmaedi, 2016). lamanya permainan softball ditentukan dengan inning, masing-masing regu akan mendapat giliran tujuh kali menjadi regu penyerang dan tujuh kali menjadi regu penjaga. regu penyerang menjadi regu penjaga apabila telah terjadi tiga mati, dengan demikian regu penjaga mendapat giliran untuk menjadi regu penyerang, begitu juga sebaliknya regu penjaga menjadi regu penyerang apabila telah mematikan tiga orang penyerang maka regu penjaga menjadi regu penyerang. namun, pada dasarnya regu penyerang berusaha semaksimal mungkin untuk dapat memukul maupun melakukan strategi sehingga selamat sampai base satu, base dua, base tiga bahkan mencapai home plate untuk menghasilkan runner sebanyak mungkin. sedangkan regu defensive berusaha untuk mempersulit dan mematikan batter dalam memukul bola melalui pitchernya, serta berusaha mematikan pelari dalam usahanya untuk mencapai base yang dituju. hal ini merupakan salah satu ciri khas dari permainan softball. jadi disetiap pemain dituntut untuk menguasai teknikteknik dasar, taktik bertahan (defensive) dan taktik menyerang (offensive). diantara beberapa teknik dalam cabang olahraga softball, keterampilan memukul termasuk salah satu keterampilan yang penting yang harus dikuasai oleh seorang pemain softball, memukul adalah salah satu teknik yang sangat penting dalam gladi jurnal ilmu keolahragaan, 09 (2), oktober 98 arief rahman ,yusmawati olahraga ini. ketika tidak mempunyai keterampilan memukul maka pemain tidak akan mendapatkan poin (taufik rihatno, 2014) adapun didalam pelaksanaannya teknik memukul terdapat beberapa variasi yaitu terdapat berbagai macam jenis memukul hit, bunt, hit and run dan lainnya. tergantung situasi yang terjadi saat itu. berbagai macam jenis hit digunakan sesuai strategi yang akan dibuat tim penyerang. dalam penelitian ini peneliti akan membahas tentang satu jenis pukulan yaitu hit dimana dalam jenis pukulan ini atlet dituntut untuk ketepatan dan kordinasi mata tangan tinggi dalam melakukan pukulan dari rangkaian gerak awal sampai perkenaan kepada bola dan menghasilkan pukulan yang baik. berdasarkan hasil observasi lapangan dan wawancara kepada pelatih softball di club softball unimed kota medan, dalam praktiknya tidak semua pemain mampu melakukan gerakan memukul dengan maksimal, apalagi bentuk latihan pukulan hit ditemukan adanya masalah dalam penguasaan keterampilan memukul. karena dalam melakukan hit gerakan memukul harus baik dan benar. salah satunya keterampilan memukul merupakan keterampilan yang sulit untuk dikuasai, karena keterampilan memukul bola softball membutuhkan penguasaan gerak yang sistematis, pandangan mata harus melihat ketangan pitcher, posisi tangan memegang bat harus setinggi bahu, putaran pinggang saat memukul, kemudian posisi batter saat mau memukul, kaki dibuka selebar bahu. kurangnya metode latihan para pemain saat melakukan pukulan hit membuat atlet merasa jenuh, hal itu dikarenakan masih belum efektif pengaturan gerak dan timing yang tepat saat memukul bola softball oleh para pemain, karena pengaturan timing sangat diperlukan saat memukul bola untuk hasil yang maksimal. untuk itu diperlukannya metode latihan yang tepat dalam meningkatkan pukulan. program latihan adalah seperangkat kegiatan dalam berlatih yang diatur sedemikian rupa sehingga dapat dilaksanakan oleh atlet, baik mengenai jumlah beban latihan maupun intensitas latihan. latihan yang dilaksanakan dengan betul biasanya menuntut banyak waktu dan tenaga dari atlet, setiap atlet berupaya secara bertahap terus meningkatkan intensitas latihannya, untuk mengulang setiap bentuk latihan, dan untuk semakin meningkatkan prestasinya. oleh karena itu tidak mengherankan kalau latihan demikian sering dapat menyebabkan rasa bosan. untuk mencegah kemungkinan timbulnya kebosanan berlatih, pelatih harus kreatif dan pandai mencari dan menerapkan variasi dalam latihan, salah satunya menggunakan metode latihan. latihan akan berjalan sesuai dengan tujuan apabila di program sesuai dengan pedoman latihan yang benar. program latihan tersebut gladi jurnal ilmu keolahragaan, 09 (2), oktober 99 arief rahman ,yusmawati mencakup beberapa hal mengenai takaran latihan, frekuensi latihan, waktu latihan, dan prinsip-prinsip latihan lainnya. program latihan ini disusun secara teratur, terukur dan di sesuaikan dengan tujuan latihan yang dibutuhkan.karena salah satu aspek yang perlu diperhatikan adalah bagaimana seorang pemain softball harus bisa memukul bola dengan baik (ridho,dkk, 2013). dalam olahraga prestasi keberhasilan atlet sering sekali menuntut keterampilan yang sempurna, karena orang yang terampil maka memiliki kemampuan untuk menghasilkan sesuatu dengan kualitas yang tinggi (cepat, cermat dan tepat). diharapkan semua pemain berhasil memukul bola dengan tepat. untuk meningkatkan keterampilan memukul bola yang baik banyak metode latihan yang digunakan dalam setiap latihan baik menggunakan batting tee, hitting a softtoss, pitching mesin dan yang lainnya.”the main difference is that a batter uses both arms to swing the bat and holds on to the bat after striking the ball, rather than throwing the bat” (rod cross, 2011). dengan adanya beberapa keterampilan memukul tentunya memiliki cara tersendiri dalam melatihnya ada beberapa cara dalam melatih keterampilan memukul tersebut diantaranya adalah dengan menggunakan metode latihan batting tee, dimana metode latihan ini memiliki sifat statis karena bola diletakkan diatas batting tee yang sebelumnya sudah disesuaikan pada tinggi masing-masing batter. pada saat memukul bola biasanya dihasilkan beberapa macam hasil pukulan yang pertama perkenaan bat tepat mengenai bola atau impact, yang kedua slice atau memotong yang biasanya bat hanya mengenai sebagian dari bola, dan yang terakhir adalah swing kosong atau bat tidak mengenai bola sama sekali. james tangkudung mendefinisikan tentang metode latihan keseluruhan yaitu sebagai berikut: “metode latihan keseluruhan merupakan sebuah pengembangan latihan secara menyeluruh dikondisikan dengan materi kegiatan dan tujuan serta kekhususan dari tugas gerak serta berdasar pada prinsip latihan yang disampaikan”(james tangkudung, wahyuningtyas puspitorini, 2012) penelitian ini peneliti menggunakan dua metode yang berbeda dengan karakteristik yang sama pertama adalah hitting a soft toss yaitu bola yang dilempar oleh teman, sebelum melempar temannya sudah diskusi dengan zona straight masingmasing sampel, setelah itu sampel memulai untuk memukul. batting tee adalah salah satu metode latihan untuk menambah keterampilan dalam memukul, dimana bola diletakkan diatas batting tee yang sebelumnya sudah diukur sesuai zona straight pemukul. batting tee and hitting a soft toss bisa digunakan untuk melatih pukulan pada atlet gladi jurnal ilmu keolahragaan, 09 (2), oktober 100 arief rahman ,yusmawati mengikuti olahraga softball. mereka dilatih dengan metode batting tee terlebih dahulu sebelum akhirnya memukul dengan metode lainnya dan dilanjut dengan lemparan pitcher. tujuannya tentu untuk melatih mekanika gerak memukul dan melatih keterampilan mereka dalam memukul bola dari tingkat kesulitan yang rendah hingga yang susah.keterampilan gerak adalah kemampuan untuk melakukan gerakan secara efisien serta perwujudan dari kualitas koordinasi dan control atas bagian-bagian tubuh yang terlibat dalam gerakan (widiastuti, 2014). permainan softball khususnya teknik keterampilan memukul merupakan kegiatan dengan gerakan yang membutuhkan kordinasi khususnya kordinasi mata dan tangan pemain menjadi salah satu faktor pendukung dalam melakukan teknik keterampilan dasar softball tidak terkecuali teknik latihan batting tee and hitting a soft toss.the ability to learn a wide variety of new motor skills throughout life is one of the most essential capacities p ossessed by humans(edward william h, 2011). berdasarkan latar belakang tersebut peneliti perlu melakukan penelitian tentang pengaruh metode latihan (batting tee and hitting a soft toss) dan kordinasi mata tangan terhadap kemampuan memukul bola softball di club softball unimed kota medan. penelitian ini diharapkan dapat digunakan baik secara teori maupun praktik. secara teori penelitian ini mampu memberi kontribusi dalam penggunaan metode latihan (batting tee or hitting a soft toss) sebagai inovasi baru dalam meningkatkan keterampilan memukul bola softball. kemudian secara praktik hasil penelitian ini dapat dijadikan sebagai acuan bagi peneliti selanjutnya yang tertarik untuk meneliti tentang keterampilan memukul bola softball dengan menggunakan metode latihan (batting tee and hitting a soft toss). penelitian ini bertujuan untuk mengetahui pengaruh dari variabelvariabel bebas yaitu metode latihan dan koordinasi mata tangan terhadap variabel terikat yaitu keterampilan memukul bola softball. disamping itu juga untuk mengetahui ada tidaknya interaksi antara kedua variabel tersebut yang mempengaruhi peningkatan keterampilan memukul bola softball. metode penelitian metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen. metode ini digunakan atas dasar pertimbangan bahwa sifat penelitian eksperimental yaitu mencobakan sesuatu untuk mengetahui pengaruh atau akibat dari suatu perlakuan atau treatment. di samping itu penulis ingin mengetahui pengaruh variabel bebas terhadap variabel terikat yang diselidiki atau diamati mengenai metode eksperimen ini. gladi jurnal ilmu keolahragaan, 09 (2), oktober 101 arief rahman ,yusmawati variabel yang terdapat dalam penelitian ini terdiri atas dua variabel bebas, yaitu metode latihan dan koordinasi mata tangan. metode latihan merupakan variabel bebas aktif dan terbagi ke dalam dua klasifikasi, yaitu metode latihan batting tee dan metode latihan hitting a soft toss. sedangkan koordinasi mata tangan termasuk ke dalam variabel bebas atribut dan dibagi menjadi dua klasifikasi, yaitu koordinasi mata-tangan tinggi dan koordinasi mata-tangan rendah. adapun variabel terikat dalam penelitian ini adalah keterampilan memukul bola softball. desain penelitian merupakan suatu rancangan penelitian yang digunakan pada penelitian yang dilaksanakan. penelitian ini menggunakan desain treatment by level 2 x 2. adapun rancangan peneltiannya digambarkan dalam tabel berikut: tabel 1. desain treatment by level 2 x 2 metode latihan (a) koordinasi mata-tangan (b) metode latihan batting tee (a1) metode latihan hitting a soft toss (a2) koordinasi mata-tangan tinggi (b1) a1b1 > a2b1 koordinasi mata-tangan rendah (b2) a1b2 > a2b2 keterangan: a1b1 = kelompok metode latihan batting tee bagi atlet yang memiliki koordinasi mata-tangan tinggi terhadap keterampilan memukul bola softball. a2b1 = kelompok metode latihan hitting a soft toss bagi atlet yang memiliki koordinasi mata-tangan tinggi terhadap keterampilan memukul bola softball. a1b2 = kelompok metode latihan batting tee bagi atlet yang memiliki koordinasi mata-tangan rendah terhadap keterampilan memukul bola softball. a2b2 = kelompok metode latihan hitting a soft toss bagi atlet yang memiliki koordinasi mata-tangan rendah terhadap keterampilan memukul bola softball. a1 = metode latihan batting tee a2 = metode latihan hitting a soft toss populasi dan sampel menjadi bagian terpenting dari suatu penelitian. ketelitian dalam penentuan sampel dari sejumlah populasi sangat mempengaruhi terhadap hasil penelitian yang dilakukan. populasi memiliki sifat secara umum yang berupa individu atau suatu objek tertentu. dari populasi tersebut dapat diambil sejumlah data yang diperlukan untuk memecahkan gladi jurnal ilmu keolahragaan, 09 (2), oktober 102 arief rahman ,yusmawati suatu masalah yang akan diteliti. “populasi adalah wilayah generalisasi yang terdiri atas obyek atau subyek yang mempunyai kualitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulannya. jadi populasi bukan hanya orang, tetapi juga obyek dan bendabenda alam yang lain”. berdasarkan pada pendapat ahli di atas ditemukan kesimpulan tentang populasi bahwa bukan pada obyek atau subyek yang telah dipelajari, namun harus meliputi seluruh sifat atau karakteristik yang dimiliki oleh obyek atau subyek tersebut. adapun yang menjadi populasi dalam penelitian ini adalah seluruh atlet club softball unimed kota medan tahun 2018 yang berjumlah 67 atlet. teknik penarikan sampel menggunakan randomized group design. pendapat di atas memberi arti bahwa jumlah populasi terjangkau di random (diacak). hasil dari random tersebut kemudian di tes koordinasi mata-tangannya. setelah itu perolehan hasilnya dirangking. frank m. verducci menjelaskan bahwa prosedur untuk mendapatkan kelompok koordinasi mata-tangan tinggi dan kelompok koordinasi mata-tangan rendah pada kedua metode tersebut. pertama, 27% dari skor total. kedua, dari jumlah sampel yang dibutuhkan ambil dimulai dari urutan skor dari yang tertinggi dan urutan skor dari yang terendah, pertengahan skor antara yang tertinggi dan terendah dibuang atau dihilangkan. proses selanjutnya yaitu ambil 27% atas dari 67 orang berjumlah 36 sampel. sehingga didapat urutan ke 1 s.d 18 masuk dalam kategori kelompok koordinasi matatangan tinggi dan urutan ke 50 s.d 67 masuk dalam kategori kelompok koordinasi matatangan rendah. skor diantara koordinasi mata-tangan tinggi dan koordinasi matatangan rendah dihilangkan atau dibuang. yaitu urutan ke 19 s.d 49 yang berjumlah 31 orang. terbentuk kelompok metode latihan dan kelompok koordinasi mata-tangan berjumlah 36 orang. kemudian dari kelompok tersebut dibagi dengan a₁b1(kelompok atlet yang memiliki koordinasi mata-tangan tinggi diberi perlakuan dengan metode latihan batting tee) sebanyak 9 orang. kelompok a₂b1 (kelompok atlet yang memiliki koordinasi mata-tangan tinggi diberi perlakuan dengan metode latihan hitting a soft toss) sebanyak 9 orang. a1b2 (kelompok atlet yang memiliki koordinasi mata-tangan rendah diberi perlakuan dengan metode latihan batting tee) yang berjumlah 9 orang, dan a2b2 (kelompok atlet yang memiliki koordinasi mata-tangan rendah diberi perlakuan dengan metode latihan hitting a soft toss) yang berjumlah 9 orang. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 96 107 permalink/doi: https://doi.org/10.21009/gjik.092.03 hasil dan pembahasan data yang dianalisis berupa data skor keterampil an memukul bola softball dari 36 sampel atlet di club softball unimed kota medan, yang terbagi menjadi 4 kelompok, yaitu: 1) kelompok atlet yang memiliki koordinasi mata-tangan tinggi dan diberikan perlakuan dengan metode latihan batting tee sebanyak 9 orang, 2) kelompok atlet yang memiliki koordinasi mata-tangan tinggi dan diberikan perlakuan dengan metode latihan hitting a soft toss sebanyak 9 orang, 3) kelompok atlet yang memiliki koordinasi mata-tangan rendah dan diberikan perlakuan dengan metode latihan batting tee yang berjumlah 9 orang, dan 4) kelompok atlet yang memiliki koordinasi mata-tangan rendah dan diberikan perlakuan dengan metode latihan hitting a soft toss yang berjumlah 9 orang. penelitian ini bertujuan untuk untuk menyelidiki, membandingkan dan mendeskripsikan secara komprehensif tentang perbedaan keterampilan memukul bola softball pada kelompok atlet yang memperoleh perlakuan metode latihan batting tee dan kelompok atlet yang memperoleh perlakuan metode latihan hitting a soft toss ditinjau dari koordinasi mata tangan (tinggi dan rendah). penelitian kuasi eksperimen ini di dalamnya terdapat tiga variabel, yaitu skor hasil keterampilan memukul bola softball sebagai variabel terikat, dan metode latihan serta koordinasi mata-tangan sebagai variabel bebas. tabel 1 menunjukkan data skor akhir keterampilan memukul bola softball dari sampel yang diperoleh dari hasil penelitian. tabel 4 data skor keterampilan memukul bola softball no. metode latihan metode latihan batting tee hitting a soft toss koordinasi mata tangan koordinasi mata tangan tinggi rendah tinggi rendah 1 84 74 79 70 2 82 71 79 66 3 83 76 76 70 4 80 69 76 70 5 84 68 74 67 6 81 76 76 66 7 80 70 71 67 8 82 70 74 66 gladi jurnal ilmu keolahragaan, 09 (2), oktober 104 arief rahman ,yusmawati 9 83 68 79 66 data skor pada aspek yang diukur, yaitu keterampilan memukul bola softball ditinjau dari metode latihan dan koordinasi mata-tangan terdapat pada tabel 4.2 berikut ini: tabel 4 statistik deskriptif skor keterampilan memukul bola softball metode latihan koordinasi mata tangan n xmaks xmin s batting tee tinggi 9 84 80 82,11 1,537 rendah 9 76 68 71,33 3,202 total 18 84 68 76,72 6,057 hitting a soft toss tinggi 9 79 71 76,00 2,739 rendah 9 70 66 67,56 1,878 total 18 70 66 71,78 4,906 tabel 4 menunjukkan bahwa ratarata skor keterampilan memukul bola softball pada kelompok atlet dengan koordinasi mata tangan tinggi yang menggunakan metode latihan batting tee sebesar 82,11, sedangkan pada atlet dengan koordinasi mata tangan tinggi yang menggunakan metode latihan hitting a soft toss sebesar 76,00. sedangkan rata-rata skor keterampilan memukul bola softball pada kelompok atlet dengan koordinasi mata tangan rendah yang menggunakan metode latihan batting tee sebesar 71,33, sedangkan pada atlet dengan koordinasi mata tangan rendah yang menggunakan metode latihan hitting a soft toss sebesar 67,56. gambar 1 perbandingan rata-rata skor keterampilan memukul bola softball gambar diagram batang 1 menunjukan perbandingan rata-rata skor keterampilan memukul bola softball pada kedua metode latihan ditinjau dari koordinasi mata tangan. gambaran perolehan skor keterampilan memukul bola gladi jurnal ilmu keolahragaan, 09 (2), oktober 105 arief rahman ,yusmawati softball pada ke-36 sampel penelitian dapat dilihat pada gambar 4.2 dan gambar 4.3. gambar 4.2 merupakan diagram batang yang menunjukan perolehan skor keterampilan memukul bola softball pada kelompok yang mendapatkan perlakuan metode latihan batting tee ditinjau dari koordinasi mata tangan (tinggi dan rendah). gambar 2 perolehan skor keterampilan memukul bola softball pada kelompok yang mendapatkan perlakuan metode latihan batting tee perolehan skor keterampilan memukul bola softball pada kelompok yang mendapatkan perlakuan metode latihan hitting a soft toss ditinjau dari koordinasi mata tangan (tinggi dan rendah) dapat dilihat pada gambar 4.3 berikut: gambar 3 perolehan skor keterampilan memukul bola softball pada kelompok yang mendapatkan perlakuan metode latihan hitting a soft toss keterampilan memukul bola softball ditinjau dari metode latihan maupun koordinasi mata tangan. meskipun demikian, untuk menyimpulkan apakah terdapat perbedaan keterampilan memukul bola softball pada kelompok atlet yang menggunakan metode latihan batting tee dan kelompok atlet yang menggunakan metode gladi jurnal ilmu keolahragaan, 09 (2), oktober 106 arief rahman ,yusmawati latihan hitting a soft toss ditinjau dari koordinasi mata tangan (tinggi dan rendah), perlu dilakukan uji hipotesis dengan menggunakan anava dua jalur (two way anova). apabila hasil menunjukkan adanya pengaruh utama (main effect) antara variabel bebas terhadap variabel terikat dan adanya interaksi (simple effect) variabel bebas terhadap variabel terikat maka dilanjutkan dengan uji tuckey sebagai uji lanjut untuk menentukan kelompok mana yang memiliki keterampilan memukul bola softball yang lebih baik yang dilakukan pada taraf signifikansi α = 0,05. kesimpulan penerapan dipenelitian ini menggunakan metode eksperimen yang terdiri dari variabel terikat, yaitu hasil keterampilan memukul bola softball sedangkan pada variabel bebasnya, yaitu metode latihan (batting tee dan hitting a soft toss) dan koordinasi mata-tangan (tinggi dan rendah). berdasarkan dari data analisis yang diperoleh dan hasil uji hipotesis penelitian, maka mendapatkan suatu kesimpulan, yaitu: 1. terdapat perbedaan antara kelompok atlet yang menggunakan metode latihan batting tee dan kelompok atlet yang menggunakan metode latihan hitting a soft toss terhadap keterampilan memukul bola softball. 2. terdapat interaksi antara metode latihan dan koordinasi mata tangan terhadap keterampilan memukul bola softball. 3. terdapat perbedaan keterampilan memukul bola softball antara kelompok atlet yang memperoleh perlakuan metode latihan batting tee dan kelompok atlet yang memperoleh perlakuan metode latihan hitting a soft toss pada kelompok atlet yang memiliki koordinasi mata tangan tinggi. 4. terdapat perbedaan keterampilan memukul bola softball antara kelompok atlet yang memperoleh perlakuan metode latihan batting tee dan kelompok atlet yang memperoleh perlakuan metode latihan hitting a soft toss pada kelompok atlet yang memiliki koordinasi mata tangan rendah. daftar pustaka edward, william h. “motor learning and control: from theory to practice”. wadswort: cengage learning, 2011. fahrul, “hubungan antara koordinasi mata dan tangan terhadap ketepatan lemparan atas softball anggota ukm baseball-softball uny”, jurnal ilmu keolahragaan uny, vol.1 no.2 tahun 2016. gola, mark. winning softball for girls second edition, new york: chelsea house, 2012. luby tsani ahwadi, yunyun yudiana, nurlan kusmaedi, “hubungan koordinasi mata dan tangan dengan hasil tangkapan bola lambung infield, outfield pada cabang olahraga softball”, jurnal terapan ilmu keoalhragaan vol.01 n0.02 tahun 2016. gladi jurnal ilmu keolahragaan, 09 (2), oktober 107 arief rahman ,yusmawati nordin, margareta dan frankel, basic biomechanics of the musculoskeletal system (philadelphia: lippincott and wilkins: 2012). rihatno taufik. “efektifitas pembelajaran menggunakan media video dan media cermin terhadap hasil belajar memukul softball”, jurnal pendidikan olah raga, vol.3 no.1 tahun 2014. ridho, dkk, “pengaruh latihan horizontal swing terhadap hasil pukulan pada atlet pelatda softball putri riau”, ”jurnal pendidikan kepelatihan olahraga unri, vol.1 2013. rod cross, physics of baseball & softball (new york: springer, 2011). tangkudung, james dan wahyuningtyas puspitorini, kepelatihan olahraga. jakarta: cerdas jaya. 2012. widiastuti, belajar keterampilan gerak, jakarta: fik universitas negeri jakarta, 2014 . available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 119-131 permalink/doi: https://doi.org/10.21009/gjik.125.01 the effect of quality of implementation of pjj pjok, social economic conditions, and achievement motivation on the students' learning outcomes of sma negeri 25 jakarta (during the covid-19 pandemic) daud benny simamora1, nofi marlina siregar2, yasep setiakarnawijaya2 1sport education, state university, medan 2sport education, postgraduate jakarta state university, jakarta state university complex building m. hatta jl. rawamangun muka, east jakarta indonesia, 13220 correspondiing author. email : daudbennymamora@gmail.com abstract this study aims to determine the effect of independent variables on the dependent variable. judging from the title of the thesis, there are three independent variables, namely the quality of pjj pjok, socio-economic conditions, achievement motivation. as the dependent variable is the learning outcomes of physical education students at sma negeri 25 jakarta. to determine the extent of the influence of the quality of pjj pjok, socio-economic conditions, achievement motivation on learning outcomes of pjok students of sma negeri 25 jakarta. this research was conducted at sma negeri 25 jakarta, central jakarta. the research was conducted using descriptive research methods with a quantitative approach. descriptive research method is a method used to solve problems that exist in the present. investigations in this method using interview techniques, questionnaires, observation. it can also use test techniques, case studies, cooperative or operational studies. descriptive method is designed to gather information about real conditions now (while taking place). the main objective in using this method is to create descriptive, systematic, factual and accurate description of the facts, properties and relationships of the phenomena being investigated. samples were taken as many as 85 people, namely students of sma negeri 25 jakarta. the sampling technique used was the slovin technique and the data collection method used a questionnaire. data analysis used descriptive analysis and path analysis. the results of this study indicate that; (1) there is no direct influence between the quality of pjj pjok on achievement motivation for students of sma negeri 25 jakarta, this is evidenced by a significance value of more than 0.05 (0.873> 0.05); (2) there is a direct influence between the socio-economic conditions on achievement motivation in sma negeri 25 jakarta, this is evidenced by a significance value less than 0.05 (0.047 <0.05); (3) there is a direct influence between the quality of pjj pjok on learning outcomes for students at sma negeri 25 jakarta, this is evidenced by a significance value less than 0.05 (0.004 <0.05); (4) there is no direct influence between socio-economic conditions on learning outcomes for students of sma negeri 25 jakarta, this is evidenced by the significance value obtained greater than 0.05 (0.564> 0.05); (5) there is no direct influence between achievement motivation on learning outcomes in sma negeri 25 jakarta, this is evidenced by the significance value obtained greater than 0.05, greater than 0.05 (0.393> 0.05); (6) there is no indirect effect of the quality of pjj pjok through achievement motivation on learning outcomes in sma negeri 25 jakarta, this is evidenced by the beta coefficient value which is smaller than the beta coefficient which directly affects the quality of pjj pjok on learning outcomes of dribbling by 0.310 ( -0.02 <0.310); (7) there is no indirect effect between socioeconomic conditions through achievement motivation on learning outcomes in sma negeri 25 jakarta, this is evidenced by the beta coefficient value which is smaller than the beta coefficient value, the direct effect of socioeconomic conditions on learning outcomes of 0.062 (0.020 <0.062). keywords: quality of pjj pjok, socio-economic conditions, achievement motivation, learning outcomes mailto:daudbennymamora@gmail.com gladi jurnal ilmu keolahragaan, 13 (02), juni217 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 introduction education is the right of all nations that is obtained through the process of learning knowledge, skills, understanding, up to habituation obtained from a source that can provide teaching, training, research that is guided directly by others or studied by selftaught. according to law no. 20 of 2003: "education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, selfcontrol, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. ” education contributes greatly to the progress of a nation, of course, with a good education a nation can avoid ignorance which can result in oppression by a nation that has a better education. a good education is certainly obtained from a variety of careful preparations that are systematically arranged and have a weight that is adjusted to the object of the education target and not to forget also the goals that will lead to the expected achievements of the education held. as we all know, there are many ways that educational institutions, both public and private, in offering educational products that can be accessed by the public based on the background of the community itself. this is done so that the community as the target of the educational product can comfortably and safely obtain it according to their respective ways of learning. today education in general can be delivered in 2 ways, namely online and offline. online means that the educational process itself is carried out on the internet network, where all teaching and learning processes are carried out without having to physically meet between teachers and students. offline means that the educational process is carried out conventionally or the teaching and learning process involves teachers and students who have to meet physically in a room or place, but currently offline learning also requires an internet network as a medium to make the teaching and learning process more effective. some time ago, at the end of 2019 in december, the world was shocked by the discovery of the severe acute respiratory syndrome coronavirus gladi jurnal ilmu keolahragaan, 13 (02), juni121 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 2 (sars-cov-2) or better known as the corona virus. the disease caused by this virus is known as covid-19. covid-19 is a disease caused by a virus that attacks the respiratory system. "when attacking humans, coronavirus usually causes respiratory tract infections, such as flu, mers (middle east respiratory syndrome), and sars (severe acute respiratory syndrome) (setiawan, 2020)". the spread of this virus is very fast, even in a matter of seconds this virus can move from one person to another through small droplets that come out of the nose and mouth when coughing or sneezing. droplets that come out fall into surrounding objects then the object is accidentally held by another person, then the other person accidentally touches the mouth, nose, eyes, thus it is very likely that the person can be infected with covid 19. then it can also occurs as a result of someone accidentally inhaling droplets from a person who is coughing or sneezing nearby so it is necessary to anticipate by maintaining a safe distance. february was the beginning of the discovery of a covid-19 case in indonesia which infected a 31-year-old patient who works as a dance teacher who turned out to have previously met a japanese foreigner friend who was finally found to be positive for covid-19, with this news further confirming that covid -19 has arrived in indonesia. this news immediately spread and became viral in indonesia, even though the public's responses varied from those who acted normal to those who were worried. however, the indonesian government must take quick action on this issue to reduce the level of the spread of covid-19 in the community. the movement of diligently washing hands with soap, mandatory wearing of masks, good sneezing etiquette, not touching the area (eyes, nose and mouth), to the protocol for entering the house and the protocol when going to public facilities are also socialized by the government so that every individual can be a protector for themselves. themselves and others. not only individual prevention carried out by the government, the closure of public facilities such as tourist attractions, night entertainment venues, places of worship, schools, and even public transportation has also become a place for temporary restrictions and gladi jurnal ilmu keolahragaan, 13 (02), juni122 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 closures. although eventually some places were finally reopened by making strict protocols for their users to minimize the spread of covid-19. schools are one of the public facilities that must be closed during the covid-19 pandemic, in dki jakarta especially school closures have started from 16/03/2020 until the next 2 weeks until there is an indication of a decrease in the number of people exposed. the closing of schools during the pandemic certainly has a big influence on the teaching and learning process in schools where this can be seen from the way educators convey learning to students. pjj (distance learning) is the only solution that can be done so that the teaching and learning process can be carried out in the midst of a pandemic. online applications such as whatsapp, googleclassroom, googlemeet, zoom, etc. become a list of applications that are popularly used to deliver learning materials in addition to other online applications. the condition for these applications to be used is of course an internet quota that must always be sufficient in order to access these applications. however, the various socioeconomic conditions of parents are challenges that arise as a result of this policy. parents must always prepare additional funds to buy children's quota, on the other hand there are parents who have lost their livelihood due to layoffs or temporary closure of their place of work, this of course affects the continuity of children to take part in pjj during the pandemic, including in this case learning outcomes, especially in pjok subjects. in addition, children's motivation to continue to pursue achievements is one of the things that also arise related to learning problems in the midst of a pandemic. when the pjj conveyed seems monotonous and sometimes difficult to practice, coupled with the disturbed socio-economic conditions of parents due to the pandemic, of course it will interfere with student achievement motivation and this can have an impact on student learning outcomes at school. based on this, the authors are interested in conducting research for the preparation of a thesis with the title, "the influence of the quality of pjj pjok implementation, socio-economic conditions, and achievement gladi jurnal ilmu keolahragaan, 13 (02), juni123 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 motivation on student learning outcomes of sma negeri 25 jakarta (in the midst of the covid-19 pandemic)". based on the description of the background of the problem above, the problems that arise and can be identified are as follows: 1. pjok learning which was previously carried out face-to-face in the field must be carried out remotely where students access it via online media and in practice many obstacles are found, such as networks, unsupported device conditions, quotas and so on. 2. online pjok learning certainly requires an internet quota where parents from different socioeconomic backgrounds have to spend more funds to buy quotas, at the same time many parents have lost their income and even jobs due to the covid-19 pandemic. 3. the number of obstacles that arise starting from learning that must use the pjj system and the various socioeconomic conditions of parents can disrupt children's motivation to excel and improve their learning outcomes. 4. less than optimal online pjok learning due to internet quota constraints and equipment facilities can affect pjok learning outcomes. researchers limit the problems to be studied by selecting several problems identified from the background above. the limitations of the research problem are the influence of the independent variable method, (1) the quality of the implementation of pjj pjok, (2) socioeconomic conditions, (3) achievement motivation, (4) learning outcomes as the dependent variable. based on the background of the problem identification problem and problem limitation above, the problem can be formulated as follows: 1. is there a direct influence on the quality of the implementation of pjj pjok on student learning outcomes at sma negeri 25 jakarta? 2. is there a direct influence of socioeconomic conditions on student learning outcomes at sma negeri 25 jakarta? 3. is there a direct influence of achievement motivation on student learning outcomes at sma gladi jurnal ilmu keolahragaan, 13 (02), juni124 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 negeri 25 jakarta? 4. is there a direct influence on the quality of the implementation of pjj pjok on student achievement motivation at sma negeri 25 jakarta? 5. is there a direct influence of socioeconomic conditions on student achievement motivation at sma negeri 25 jakarta? method the research method is a scientific way to obtain data with a specific purpose and use. based on this, there are four keys that need to be considered, namely, scientific method data, purpose, and usability. the scientific method means that research activities are based on scientific characteristics, namely rational, empirical and systematic. rational means that research activities are carried out in ways that make sense, so that they are affordable by human reasoning. empirical means that the methods used can be observed by the human senses, so that other people can observe and know the methods used (sugiyono, 2015: 3). winarno surachmad (2004: 131) "classifies research methods into three types, namely: 1. historical research methods 2. descriptive research method 3. experimental research methods of the three types of research, the authors use descriptive research methods. descriptive research method is a method used to solve problems that exist in the present. the investigation in this method uses interview, questionnaire, and observation techniques. it can also use test techniques, case studies, cooperative or operational studies. descriptive method is designed to collect information about current real situations (while ongoing). the main purpose of using this method is to make a descriptive, systematic, factual and accurate description of the facts, characteristics and relationships of the phenomena being investigated. in addition, the research conducted not only collects data, but also provides an interpretation of the data obtained. there are certain characteristics in general that are contained in the descriptive method so that they are seen as characteristics. winarno surachmad (2004: 140) suggests these characteristics include: gladi jurnal ilmu keolahragaan, 13 (02), juni125 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 a. focus on solving problems that exist in the present in the actual period. b. the data collected is first compiled, explained and then analyzed (hence often also called analytical methods). in addition, in this study a quantitative approach was used. according to sugiyono (2015:11) the notion of quantitative methods is, "research methods based on the philosophy of positivism, used to examine certain populations or samples, data collection using research instruments, data analysis is quantitative/statistical, with the aim of testing hypotheses that have been established. set". the population in this study were students of sma negeri 25 jakarta. the population has a large number, so the researchers used a sample from that population. the sample was carried out because of the limitations of researchers in conducting research both in terms of funds, time, energy, and a very large population. therefore, the sample taken must be representative of the population, and the number of samples must be representative. the appropriate sample members used according to (sugiyoo: 2013,116) in the study depend on the desired level of error. the larger the number of samples from the population studied, the smaller the chance of error, and vice versa. in this study, the researcher narrowed the population by calculating the sample size using the slovin technique. the sampling steps in this study are as follows: a. researchers took samples based on majors randomly without looking at the list of students' names first. so in this sampling is objective, because each sample is considered the same. b. researchers took samples on all students using the slovin formula. the details of the sampling of this research are: information: n = sample size/number of respondents n = population size e = percentage of allowance for accuracy of sampling error that can still be tolerated; e = 0.1 the number of population to be studied has been determined with a total of 560 respondents. so from the data gladi jurnal ilmu keolahragaan, 13 (02), juni126 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 obtained the sample size using the slovin formula as follows: so, it can be concluded that the sample in this study used 85 respondents with an error rate of 10%. the data collection stage carried out by researchers in this study was by distributing questionnaires to research respondents. researchers do not need to give direct instructions to research respondents, because the questionnaire has included an explanation of how to fill out the questionnaire, so it is assumed that research respondents can understand how to fill out the correct questionnaire. in addition, to obtain the data needed to support research, several data collection techniques are needed. in this research, the following techniques can be collected: field research collecting data by conducting field surveys that have to do with the problem under study. this type of research was conducted to obtain primary data, consisting of: a. documentation method how to collect data by studying and recording the parts that are considered important. according to arikunto (2006:158) "the method of documentation comes from the word document, which means written goods". in this study, the documentation data that the authors collect is to obtain data on learning outcomes by using data taken from the mid-semester report cards of semester 1 students at sma negeri 25 jakarta. b. questionnaire or questionnaire method this questionnaire was used to obtain data from three exogenous variables, namely the quality of the implementation of pjj, socio-economic conditions and achievement motivation. the questionnaire used is a closed questionnaire, which answers have been provided so that the respondents just have to choose. the questionnaire shown by the students as the research sample used a likert scale. this research uses the path paradigm. it is called the path paradigm, according to sugiyono "because there are variables that function as intermediate paths (x3). with this intermediate variable, it can be used to gladi jurnal ilmu keolahragaan, 13 (02), juni127 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 determine whether to achieve the final target, one must pass the intermediate variable or can go directly to the final target (2009: 46). the structure path diagram i in this study can be described as follows: the structure path diagram ii is used to determine the effect between x1 and x2 on x3. in this study can be described as follows: results and discussion based on hypothesis testing using path analysis, are as follows: the first hypothesis is that there is a significant direct effect of pjj pjok quality on achievement motivation. from the results of hypothesis testing that the significant value obtained is 0.873. because the significant value is greater than 0.05 (0.873 > 0.05), the hypothesis is not accepted. so it can be concluded that the quality of pjj pjok has no direct effect on achievement motivation. the second hypothesis is that there is a significant direct effect of socioeconomic conditions on achievement motivation. based on the results of the hypothesis testing conducted that the significance value obtained is 0.047. because the significance value is less than 0.05 (0.047 < 0.05), the proposed hypothesis is accepted. it can be concluded that socioeconomic conditions have a direct effect on achievement motivation. in other words, the socioeconomic condition of parents in this pandemic era has an effect on the high and low achievement motivation of students at sma negeri 25 jakarta. the third hypothesis is that there is a significant direct effect on the quality of pjj pjok on learning outcomes. based on the results of hypothesis testing, the significance value obtained is 0.004. the significant value is less than 0.05 (0.004 < 0.05), then the proposed hypothesis is accepted. in other words, the quality of pjj pjok has a direct gladi jurnal ilmu keolahragaan, 13 (02), juni128 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 effect on learning outcomes. this contributes to individuals that the quality of the pjj pjok which is adapted to the situation and conditions of the covid-19 pandemic can have a direct effect on the learning outcomes of sma negeri 25 jakarta students. the fourth hypothesis is that there is a significant effect of socio-economic conditions on learning outcomes. based on the test results, the significance value obtained is 0.564. because the significance value is greater than 0.05 (0.564 > 0.05), the proposed hypothesis is not accepted. in other words, socio-economic conditions have no direct effect on learning outcomes. the fifth hypothesis is that there is no significant direct effect of achievement motivation on learning outcomes. based on the results of hypothesis testing, the significant value obtained is 0.393, because the significant value is greater than 0.05 (0.393 > 0.05), the proposed hypothesis is not accepted. in other words, achievement motivation has no direct effect on learning outcomes. the sixth hypothesis is that there is an indirect effect on the quality of pjj pjok through achievement motivation on learning outcomes. based on the results of hypothesis testing, the beta coefficient value obtained is -0.02. because the beta coefficient obtained is smaller than the beta coefficient, the direct effect of pjj pjok quality on learning outcomes is 0.310 (0.02 < 0.310), then the proposed hypothesis is not accepted. this means that there is no indirect effect between the quality of pjj pjok through achievement motivation on learning outcomes. when connected based on the third hypothesis where there is a direct influence on the quality of pjj pjok on learning outcomes, there is a significant change. if it is also influenced by achievement motivation, then there is no significant indirect effect. this means that although the quality of pjj pjok has a lot of influence on learning outcomes, if achievement motivation has an effect, then there is no indirect influence between pjj pjok quality through achievement motivation on learning outcomes. good learning outcomes are the desire of every student and teacher, especially during a pandemic like this, of course so that students get good learning outcomes the teacher must provide quality pjok learning and pay attention to the gladi jurnal ilmu keolahragaan, 13 (02), juni129 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 student's condition so that it is always safe to apply it. so that distance learning is not a significant barrier for students to get good learning outcomes. the seventh hypothesis is that there is an indirect effect between socio economic conditions through achievement motivation on learning outcomes. from the results hypothesis testing, the beta coefficient value obtained is 0.020. because the value of the beta coefficient obtained is smaller than the beta coefficient of the direct influence of socio-economic conditions on learning outcomes, namely 0.062 (0.020 < 0.062) then the proposed hypothesis is not accepted. this means that there is no indirect influence between socio-economic through achievement motivation on learning outcomes. if it is connected with the second hypothesis where there is a significant influence between socioeconomic conditions on achievement motivation, it turns out that it does not have an indirect effect on learning outcomes if it is through achievement motivation. conclusion based on data analysis with statistical calculations and the results of hypothesis testing as well as from the results of the discussion, the results of this study can be concluded as follows: 1. there is no direct influence between pjj pjok quality on achievement motivation in sma negeri 25 jakarta students. 2. there is a direct influence between socio-economic conditions on achievement motivation in sma negeri 25 jakarta students. 3. there is a direct influence between the quality of pjj pjok on learning outcomes in students of sma negeri 25 jakarta. 4. there is no direct influence between socio-economic conditions on learning outcomes in sma negeri 25 jakarta students. 5. there is no direct influence between achievement motivation on learning outcomes in sma negeri 25 jakarta students. 6. there is no indirect effect of pjj pjok quality through achievement motivation on learning outcomes in sma negeri 25 jakarta students. 7. there is no indirect effect between socioeconomic conditions through achievement motivation on gladi jurnal ilmu keolahragaan, 13 (02), juni130 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 learning outcomes in sma negeri 25 jakarta students. based on the results of the research and the conclusions that have been described, the authors put forward the following suggestions: 1. it is hoped that pjok teachers will provide meaningful and quality learning without ignoring the health protocols set by the government. thus, children can get good facilities and services that can have a good effect if in the right way. considering the erratic socio-economic condition of parents, on the one hand, it also affects students' achievement motivation, but quality learning can certainly have a positive effect on students during the pjj. 2. as input so that teachers and students continue to be enthusiastic about undergoing pjj with all their limitations. 3. for the field of sports science, it is used as a source of thought as an addition to the horizon, especially sports science so that it is wider in its development. as additional material for knowledge of physical education students, society and readers. gladi jurnal ilmu keolahragaan, 13 (02), juni131 daud benny simamora, nofi marlina siregar2, yasep setiakarnawijaya3 references abdulsyani. 2002. sosiologi: skematika. teori, dan terapan. cetakan kedua. jakarta: bumi aksara. achmad sugandi, d. (2000). belajar dan pembelajaran. semarang: ikip press. adit, a. (2020, 07 16). kompas.com. diambil kembali dari 4 strategi memperlancar pembelajaran pjok saat pandemi: https://edukasi.kompas.com/read/20 20/07/16/073327471/4-strategi memperlancar-pembelajaranpjoksaat-pandemi?page=all ahmadi, abu.1997.ilmu sosial dasar. jakarta: rineka cipta. antonius aditya hartanto dan onno w. purbo. 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(2003). belajar dan faktorfaktor yang mempengaruhinya. jakarta: rineka cipta. soekanto, soerjono.1983. kamus sosiologi. jakarta: cv. rajawali. sugiyono (2015). metode penelitian kombinasi (mix methods). bandung: alfabeta. sumardi, mulyanto. 1982. kemiskinan dan kebutuhan pokok. jakarta: rajawali tim penyusun kamus perbankan indonesia, kamus perbankan, (jakarta : institut bankir indonesia, 1980) warsita, bambang. 2011. pendidikan jarak jauh. bandung. pt remaja rosdakarya. uno, hamzah b. teori minat dan pengukurannya. jakarta: bumi aksara, 2008. uno, hamzah b. teori minat dan pengukurannya. jakarta: bumi aksara, 2012. verducci, frank m. measurement concepts in physical education. st. louis missouri: mosby company, 1980. widiastuti. tes dan pengukuran olahraga. jakarta: pt. bumi timur jaya, 2014. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 104-120 permalink/doi: https://doi.org/10.21009/gjik.141.09 copyright © 2023 aji panunggal, fatah nurdin , kurnia tahki this work is licensed under a creative commons attribution-sharealike 4.0 international license program evaluation of football development in gagak muda football school aji panunggal1, fatah nurdin 1, kurnia tahki 1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : panunggal11@gmail.com (submission track: received: 25-05-2022, final revision: 10-12-2022, available online: 31-03-2023) abstract the purpose of this study was to determine the results of the evaluation of the football coaching program at the gagak muda football school which included the components of context, input, process and product. this research is a type of evaluation research through a quantitative and qualitative approach. program evaluation is carried out to determine the achievement of the targets that have been set. then make a decision on the program. in the program evaluation research using the cipp evaluation model, namely context, input, process, product. the four evaluation aspects are used to determine the implementation. the research subjects in this study were 6 respondents the overall component at the gagak muda football school were management, coaches, students and parents. keywords: evaluation, cipp, development gladi jurnal ilmu keolahragaan, 14 (01), march105 aji panunggal, fatah nurdin , kurnia tahki introduction hundreds of sports have been developed from ancient times to modern times today. as we all know that there are so many types of sports that are known by the public, ranging from the types of sports that are usually done singly to those that require many participants, both individual and group. one of them is the sport of football. according to dvorak and junge, football is one of the most popular sports globally with an everincreasing number of players and spectators (andrew and tarumanagara, 2015). likewise in indonesia, football is a fairly popular sport. with so many interests in football, indonesia should be able to become a strong country in the sport of football because of the great interest of the people. for that we need a sports coaching, especially in the football branch. poerwadarminta (1987) says that coaching is an effort, action and activity that is carried out efficiently and effectively to obtain better results (malihah et al., 2018). with good coaching, it is hoped that it can produce the seeds of the successor to indonesian football. a good coaching program in the sport of football should be carried out from the earliest possible age for prospective athletes, so that the results obtained are more optimal. good and correct football coaching should be done when children are in the age range of 6-12 years, or it can be called grassroots coaching (handoko and sutisyana, 2019). after the children are over 13 years old they have entered the next phase of coaching. in this phase, children have to develop the basic techniques that have been learned in the fundamental phase. in this phase, children are also taught to play to win and learn to use a full field. so that by the time they are 17 years old, they already have good basic and advanced techniques. with that awareness, many football coaching programs in indonesia have been started which aim to create future athletes for a strong national team. to achieve the peak achievement of national sports is pursued through a pattern of national sports development that refers to the pyramid system. the pyramid system in question includes production, seeding, and achievement development to achieve peak performance (directorate gladi jurnal ilmu keolahragaan, 14 (01), march106 aji panunggal, fatah nurdin , kurnia tahki general of sports and the ministry of national education, 2004: 1). gagak muda football school aims to channel the hobbies of children and youth in the sport of football because it has a football coaching program for ages 10 to 18 years. the football coaching system at the gagak muda football school is still something that needs to be studied and understood in depth so that the goal can be to further elevate the achievements of the sport of indonesian football. therefore, in addition to the program that has been planned to run according to expectations, it is necessary to have an evaluation related to this. evaluation of a coaching program is critical to determining how, and to what extent, the quality of training is effective in practice and outcomes. standards for programs, program objectives, teaching and learning practices, learning outcomes require assessment and are integrated into a coaching program evaluation system. all of that must be integrated in order to create a quality football coaching. a systematic, planned, regular and continuous coaching process needs an evaluation because a field of work can be done well or badly if an evaluation has been carried out. in addition, the evaluation in this study uses the cipp (context, input, process, product) evaluation model approach. the focus in this research are: (1) context component, the focus is on the vision and mission in making persija academy coaching program (2). the input component focuses on human resources (3). the process component focuses on the function of implementing the coaching program and evaluating the persija academy coaching program which includes the process of implementing the coaching program and infrastructure, (4). product component, the focus is on the function of the results of the implementation of the coaching program or the success of the persija academy coaching program. method this research is a type of evaluation research with a descriptive qualitative evaluation research design, the approach in this study uses phenomenology, which allows to reveal the reality that describes the situation comprehensively with the real context of the football coaching program at the gagak muda football school and with gladi jurnal ilmu keolahragaan, 14 (01), march107 aji panunggal, fatah nurdin , kurnia tahki techniques the selection of subjects or informants was carried out by purposive sampling. to find out the achievement of the targets that have been set then make a decision on the program. the use of the design in this study using the cipp research design, this can provide an overview of the effect and improvement of the system provided by the design. the four key components of the cipp evaluation model and their relationship to the program are illustrated in the figure below figure 1. cipp model the figure above illustrates that the cipp model illustrates the importance of the key values set. the innermost circle shows the core values that must be defined and based on the evaluation. the middle circle is divided into four sections related to the program: goals plans, actions, and outcomes. and the outer circle shows the types of evaluation, namely: context evaluation, input evaluation, process evaluation and product evaluation. for further elaboration of the design that will be carried out as well as the groupings that will be implemented, will be discussed in detail in the table below: table 1. the research flow of the evaluation of the persija academy coaching program. context the evaluator identified various information in the coaching program at the gagak muda football school regarding the background of the coaching program at the football school and the program used. input the evaluator determines the level of utilization of the various factors studied in the input for the implementation of the coaching program at the gagak muda football school. consideration of this becomes the basis for the evaluator to determine whether there is a need for revisions or changes to the implementation of the program process the evaluator collects various information regarding the implementation of the coaching program at the crow's youth football school, then identifies various factors that support it and its weaknesses in implementation in the field. the evaluator must record the gladi jurnal ilmu keolahragaan, 14 (01), march108 aji panunggal, fatah nurdin , kurnia tahki various effects of process variables that occur in the field. product the evaluator collects various information about the results of the coaching program at the crow football school, by comparing it to the standard and making decisions about the status of the coaching program at the crow football school data collection was carried out to find out the results of the evaluation of the coaching program at the gagak muda football school in 3 ways, namely: interviews, documentation studies and observations. for more details regarding the techniques used in collecting data can be described as follows: 1. interview interviews were conducted using interview guidelines for respondents to obtain information directly to stakeholders involved in the implementation of the gagak muda football school coaching program. 2. documentation examine documents that can strengthen and complement the data that has been obtained from the results of observations and interviews. various documents that can be used as complementary data for researchers can be in the form of report cards, magazines, photos of activities and other information materials produced by a social institution and so on which are supporting data needed in research. documentation studies were conducted to obtain data and activity reports, reports on funding activities, facilities and infrastructure as well as photographs related to the implementation of the coaching program at the gagak muda football school. 3. observasi observation can be interpreted as systematic observation and recording of the elements that appear in a phenomenon on the object of research. this observation technique is used to obtain data by systematically observing and recording the elements that appear in a symptom in the object of research. observation is one of the data collection techniques expected in research. the technique used is a frank observation technique and a disguised observation technique. observations can be made in places related to the evaluation aspect of the football coaching program at the gagak muda football school. not only interview, observation and documentation techniques were used in carrying out this research, other instruments were also used to support gladi jurnal ilmu keolahragaan, 14 (01), march109 aji panunggal, fatah nurdin , kurnia tahki this research in order to maintain its validity, therefore the researcher also used a questionnaire as an instrument in evaluating the program. according to (risanty and sopiyan, 2017) questionnaire is a data collection technique that is carried out by communicating with data sources. result and discussion the system in the coaching program at the gagak muda football school can be said to be still very far from good, because the gagak muda football school is arguably a football school that is still pioneering. good and professional, in the next few years this football school will become one of the best football schools in indonesia, especially in the dki jakarta area because the gagak muda football school has been registered with the association of indonesian football associations in south jakarta city, which means football school the gagak muda has been recognized by pssi, the parent organization of football in indonesia. the focus of this research lies in evaluating the implementation of the football coaching program at the gagak muda football school through the cipp evaluation model approach which consists of 4 components, namely context, input, process, dan product. in the context evaluation component there are 2 main indicators in it, namely: 1) knowing the background of the football coaching program at the gagak muda football school, 2) the football coaching program used at the gagak muda football school. furthermore, in the input evaluation component, there are 7 main indicators in it, namely: 1) the flow and criteria for the coach in the gagak muda football school coaching program, 2) the facilities and infrastructure for the football coaching program at the gagak muda football school, 3) the flow and criteria for students who can join the football coaching program at the gagak muda football school, 4) the training program used in the football coaching program at the gagak muda football school, 5) the reasons for parents to include their children in the football coaching program at the gagak muda football school, 6) the financing system for the football coaching program in the gagak muda football school, 7) rules for students and coaches on the football coaching program at the gagak muda football school. then in the process evaluation component there is 1 main indicator in it, namely: 1) executor of the football gladi jurnal ilmu keolahragaan, 14 (01), march110 aji panunggal, fatah nurdin , kurnia tahki coaching program at the gagak muda football school. while the last one in the product evaluation component there is only one main component, namely to find out the results of the evaluation of the football coaching program at the gagak muda football school. the evaluation process of this program is carried out by analyzing the available documents, observing and interviewing the takers or implementers of the football coaching program at the gagak muda football school. therefore, qualitative data will be obtained through the results of document analysis, observation and interviews in the hope of obtaining detailed and comprehensive program evaluation results. then after data analysis, a comparison will be made between the results of the data analysis against each indicator for each component in the cipp evaluation model and ends with a final assessment and decision making on these results. 1. context evaluation the context evaluation focuses on two main indicators, namely 1) the background of the coaching program at the gagak muda football school, and 2) the football coaching program at the gagak muda football school, which includes the decision letter, vision and mission, program objectives and strategies. and organizational structure of gagak muda football school. based on this description, this context evaluation has 4 main sub-indicators, namely: 1) knowing the vision and mission of the football coaching program at the crow young football school, 2) the goal of the football coaching program at the gagak muda football school, 3) program strategy football development at the gagak muda football school, 4) organizational structure at the gagak muda football school. through distributing questionnaires to coaches at football schools gagak muda football school, quantitative results are obtained as shown in the following table: tabel 2. context evaluation category score freque ncy % very bad 1 0 0% bad 2 0 0% quite good 3 0 0% good 4 3 50% very good 5 3 50% total 6 100% based on the results in table 2 regarding the context evaluation component which focuses on: 1) knowing the vision and mission of the gladi jurnal ilmu keolahragaan, 14 (01), march111 aji panunggal, fatah nurdin , kurnia tahki coaching program at the crow young football school, 2) the goal of the coaching program at the gagak muda football school, it was found that from 6 respondents in total there were 3 respondents.(50.00%) expressed a very good opinion, 3 respondents (50.00%) expressed a good opinion, and no one stated that the opinion was quite, not good and none of the respondents expressed a very bad opinion. based on these results, it can be concluded that overall for the evaluation of the context component which involves 2 indicators, namely 1) the background of the coaching program at the gagak muda football school, 2) the coaching program at the gagak muda football school. gagak muda football school can be categorized as good or even very good 2. input evaluation input evaluation aims to analyze resources in this case are athletes, coaches and also other supporters such as funds, facilities and infrastructure needed to achieve the program's goals. in addition, the evaluation of inputs will also be used as material for formulating strategies and alternatives that must be considered in achieving a successful program through existing human resources. the input components in the implementation of the football coaching program at the gagak muda football school include: 1) recruitment and coaching system for coaches in the coaching program at the crow young football school, 2) the recruitment and coaching system for students in the coaching program at the crow young football school, 3) training programs at the crow young football school, 4) support for facilities and infrastructure. infrastructure in the coaching program at the gagak muda football school, 5) financial support for the coaching program at the crow youth football school, 6) the support and views of students' parents on the coaching program at the crow youth football school, 7) the application of rules to the coaching program in gagak muda football school. the following is an evaluation of the input components of the football coaching program at the gagak muda football school. through the distribution of questionnaires to football coaches at the crow youth football school, quantitative results were obtained as shown in table 3 below: table 3. input evaluation category score freque ncy % very bad 1 0 0% gladi jurnal ilmu keolahragaan, 14 (01), march112 aji panunggal, fatah nurdin , kurnia tahki bad 2 0 0% quite good 3 0 0% good 4 5 83,4% very good 5 1 16,6% total 6 100% based on the results in table 3 regarding the input evaluation component which focuses on: 1) the recruitment and coaching system for coaches in the coaching program at the crow young football school, 2) the student recruitment and coaching system in the coaching program at the crow young football school, 3) program training at the crow youth football school, 4) support for facilities and infrastructure in the coaching program at the crow youth football school, 5) financing support for the coaching program at the crow youth football school, 6) support and views of students' parents on the coaching program at school gagak muda's football, 7) application of the rules in the coaching program at the gagak muda's football school., it was found that from 6 respondents overall there was 1 respondent (16.6%) stated that the opinion was very good, 5 respondents (83.4%) stated good opinion, and none of the respondents stated that the opinion was quite good, bad and very bad. apart from the ability of the athlete himself, the success of a sport cannot be separated from the role of the existing coach. therefore, it is very important to have a trainer who has both technical and non-technical input. this is important considering that the function and role of a coach is not only related to technical matters but also must understand the non-technical side of the athletes as a reference in developing a more mature mentality for athletes. based on this statement, the two initial components regarding the athlete and coach recruitment system are very important for the success of the football coaching program at the gagak muda football school. 3. process evaluation the process evaluation component focuses on the process of identifying problems and finding solutions to the coaching program at the crow young football school in which there are main indicators, namely the process of implementing the coaching program at the crow young football school. quantitative results as in the following table: table 4. process evaluation category score freque ncy % gladi jurnal ilmu keolahragaan, 14 (01), march113 aji panunggal, fatah nurdin , kurnia tahki very bad 1 0 0% bad 2 0 0% quite good 3 1 16,7% good 4 4 66,6% very good 5 1 16,7% total 6 100% based on the results in table 4 regarding the evaluation component of the process which focuses on the process of implementing the coaching program at the gagak muda football school, it was found that out of 6 respondents overall there was 1 respondent (16.7%) stating a very good opinion, 4 respondents (66.6 %) expressed a good opinion, 1 respondent (16.7%) stated that the opinion was quite good, and no one said it was bad and very bad. in this case, the process of implementing the coaching program at the crow young football school indicates that there are many elements such as training planners, training facilities and infrastructure, the presence of coaches, the presence of parents, the presence of implementers, and supporting resources in the success of the coaching program at the gagak muda football school. the ability of the trainers in carrying out an exercise program that is appropriate to the age level of the students is no longer necessary. this becomes very important, especially in terms of increasing achievement so that it runs according to the previously desired target. 4. product evaluation evaluation of the outcomes of the coaching program at the raven youth football school assesses and provides an interpretation of the project's achievements, whether it is at the end of the project cycle or in the middle of the cycle, because this evaluation is related to decisions regarding whether the activity should be continued, modified, stopped, or repeated. this product evaluation will focus mainly on the achievement results where the planning and objectives have been achieved. through the distribution of questionnaires to the coaches at the gagak muda football school, quantitative results were obtained as shown in the following table: table 5. product evaluation category score freque ncy % very bad 1 0 % bad 2 0 0% quite good 3 0 0% good 4 4 66,7% very good 5 2 33,3% gladi jurnal ilmu keolahragaan, 14 (01), march114 aji panunggal, fatah nurdin , kurnia tahki total 6 100% based on the results in table 5. regarding the product evaluation component which focuses on the extent to which the achievement results of all training processes carried out in the coaching program at the crow young football school, it was found that from 6 respondents in total there were 2 respondents (33.3%) stating very good opinion, 4 respondents (66.7%) expressed a good opinion, and none of the respondents stated that the opinion was quite good, bad and very bad. the coaching program at the crow young football school is a program that has a very good role in finding athletes from an early age. this program can become a means of developing children's talents and interests in relation to sports achievements. summary table of the results of the evaluation of the coaching program at the gagak muda football school table 6. results of program evaluation components component evaluated aspect evaluation result context 1.background 1. have a clear program background, namely the vision of the gagak 2.coaching program muda football school to develop its football talent, and have a mission to create players with noble character 2. the programs used in the youth crow football school include short, medium and long term programs. input 1. student 2. coach 3.program 4. facilities and infrastructure 5. financing 6. parents 1. there are no specific criteria and selection pathways for students participating in the coaching program. 2. the coach has a football coaching license / alumni of univ of state jakarta 3. indonesian football philosophy curriculum (filanesia) made by pssi. 4. categorized as quite good in terms of quality and quantity. 5. comes from payments of participants who take part in the coaching program. 6. the support and reasons for including his son gladi jurnal ilmu keolahragaan, 14 (01), march115 aji panunggal, fatah nurdin , kurnia tahki 7. rules and son in the coaching program at the gagak muda football school are quite good and clear. 7. the rights and obligations of students and trainers are quite clear. however, there are no standard rules for reward and punishment process program implementation 1. parents and students are very enthusiastic in participating in the coaching championship program at the gagak muda football school. 2. development programs in schools gagak muda football carries out a promotion and relegation process for its students. if the student has potential, it is not prohibited to join a better professional club 3. monitoring and evaluation is always carried out by the technical director and the coaching team. management and coaching team conduct internal meetings once a month product results of the built program 1. there are some students who are able to be promoted to professional clubs 2. performance is not good enough. because the focus of the gagak muda ssb is to create players, not teams kesimpulan based on the evaluation of the football coaching program at the gagak muda football school using the context, input, process and product (cipp) model, several conclusions can be drawn, namely as follows: 1. context evaluation the findings in the context evaluation will discuss the findings on planning indicators with a sub focus, namely the background of the coaching program at the gagak muda football school. the coaching program at the gagak muda football school has a good idea to provide opportunities for children to develop their football talents. gladi jurnal ilmu keolahragaan, 14 (01), march116 aji panunggal, fatah nurdin , kurnia tahki this will have an impact on the indonesian nation to improve sports achievements in the sport of football. from the findings in the context evaluation will be explained as follows: a. the coaching program at the gagak muda football school has a clear vision and mission. the vision of the coaching program at the crow young football school is: 1) providing opportunities for children to develop their football talents. then for its mission, namely: 1) creating players who have noble character and make humans as a whole, 2) develop mental qualities and coach knowledge at a young age in accordance with the youth development program, 3) create professional football management. b. the coaching program at the crow young football school has clear aims and objectives, the objectives of the coaching program at the gagak muda football school are: 1) not only introducing the development of football playing skills but also upholding the ethical values of life, 2) creating players who has technique, then there is mentality, discipline, character and intellectual (the way of thinking of the players). 2. input evaluation the findings on the input evaluation will discuss the findings in the following sub-focuses: 1) trainers; 2) facilities and infrastructure; 3) students; 4) exercise program; 5) parents of students; 6) financing; 7) rules. the input evaluation is intended to record or identify the objective conditions of resource support owned by the coaching program at the gagak muda football school. the input findings are: a. the coaches on the coaching program at the gagak muda football school are good and clear. because the coaches at the gagak muda football school must have a coaching license in the sport of football or graduate from a sports coaching study program. so that the implementation of the coaching program at the gagak muda football school was carried out well. b. the facilities and infrastructure used in the coaching program at the gagak muda football school are quite good in terms of quantity and quality. for the field and other facilities provided by the air defense artillery battalion 10, while for training equipment owned by the gagak muda football school which came from contributions made by students. gladi jurnal ilmu keolahragaan, 14 (01), march117 aji panunggal, fatah nurdin , kurnia tahki c. the coaching program at the gagak muda football school was attended by participants from elementary school (sd), junior high school (smp), and high school (sma) students. participants in the coaching program at the gagak muda football school were considered appropriate because they had successive levels. so that the implementation of the coaching program at the gagak muda football school was carried out well. d. the training program used in the coaching program at the crow young football school uses a curriculum issued by pssi, namely the indonesian football philosophy curriculum or filanesia. so that the implementation of the coaching program at the gagak muda football school was carried out well because it was in line with the program that had been implemented by pssi. e. parents of students in the coaching program at the gagak muda football school are very supportive of the development of their sons and daughters, it can be seen from the reasons and support given to their sons and daughters. so that the implementation of the coaching program at the gagak muda football school was carried out well. f. funding for the coaching program at the crow young football school comes from registration fees and students' monthly tuition fees. so that the implementation of the coaching program at the gagak muda football school was carried out well. g. the rules for the coaching program at the youth crow football school include the rights and obligations of students and coaches. the rights and obligations of the coaching program at the gagak muda football school have been implemented properly, so that the implementation of the coaching program at the gagak muda football school is carried out properly. 3. process evaluation the findings in the evaluation process will discuss the findings on implementation and monitoring indicators with sub-focuses including: 1) implementation process. the findings that the researchers got were: a. the coaching program at the gagak muda football school implements a promotion and relegation system. if students who have good abilities will be channeled or given the freedom to find a better professional gladi jurnal ilmu keolahragaan, 14 (01), march118 aji panunggal, fatah nurdin , kurnia tahki club for career development in the field of football. b. the monitoring and evaluation process is carried out on the coaching program at the gagak muda football school. the coaches will evaluate the results of training or matches led by the technical director, then the evaluation results will be reported in an internal meeting with management. so that the process of the coaching program at the gagak muda football school was carried out well. 4. product evaluation evaluation of outcomes the coaching program at the gagak muda football school assesses and provides an interpretation of project achievements, whether they are at the end of the project cycle or in the middle of the cycle, because this evaluation is related to decisions regarding whether the activity should be continued, modified, stopped, or repeated. this product 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(2014) ‘servo motor control system and method of autodetection of types of servo motors’ applied mechanics and materials, 496–500(1), pp. 1510–1515. doi: 10.4028/www.scientific.net/am m.496-500.1510. http://www.scientific.net/amm.496-500.1510 http://www.scientific.net/amm.496-500.1510 jurnal 3 gladi prevalensi hipertensi berdasarkan indeks massa tubuh pada dosen umur 40-59 tahun di lingkungan universitas pendidikan ganesha singaraja gede doddy tisna ms1 abstrak, penelitian ini bertujuan untuk mengetahui untuk mengetahui prevalensi hipertensi berdasarkan indeks massa tubuh pada dosen umur 40-59 tahun di lingkungan universitas pendidikan ganesha tahun 2011. jenis penelitiann ini adalah penelitian ini merupakan penelitian deskriptif cross sectional yang akan memaparkan tentang angka prevalensi hipertensi berdasarkan indeks massa tubuh pada dosen-dosen universitas pendidikan ganesha yang berumur 40-59 tahun. sampel dalam penelitian ini diambil dengan teknik random sampling, dengan perhitungan jumlah sampel menggunakan tabel krejcie, yang mempunyai kepercayaan 95%. besar sampel yang didapatkan dalam penelitian ini adalah 140 orang. data diperoleh dengan mengukur tekanan darah dikelompokkan berdasarkan kriteria jnc vii, untuk indeks massa tubuh dikelompokkan berdasarkan kriteria who (1998). perhitungan prevalensi dengan menggunakan rumus point prevalence rate. selanjutnya untuk menganalisis distribusi masing-masing variabel dilakukan analisis univariat. kemudian untuk mengetahui kekuatan hubungan antara 2 variabel dilakukan analisis korelasi pearson product moment. hasil yang diperoleh pada penelitian ini, persentase penderita hipertensi dosen umur 40-59 tahun di lingkungan undiksha adalah 12,4 % (17 orang) dari total sampel 140 orang. persentase penderita hipertensi yang mengalami obesitas sebanyak 11,76% (2 orang). persentase penderita hipertensi yang mengalami kegemukan sebanyak 82,53 % (14 orang). sedangkan persentase penderita hipertensi yang indek masa tubuhnya normal sebanyak 0,58% (1 orang). kata kunci: hipertensi, umur, obesitas. 1 gede doddy tisna ms adalah dosen pada jurusan pendidikan jasmani dan kesehatan fakultas olahraga dan kesehatan, universitas pendidikan genesha 733 kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 07 (02) 2013, 733 745 permalink/doi: https://doi.org/10.21009/gjik.072.01 gede doddytisna ms, prevalensi hipertensi berdasarkan indeks massa.................. 734 pendahuluan hipertensi menjadi masalah kesehatan secara global, karena tingginya frekuensi kejadiannya dan tingginya resiko untuk menjadi penyakit kardiovaskular dan penyakit ginjal. hipertensi merupakan faktor resiko penyebab kematian dan di dunia menempati urutan ketiga yang dapat menyebabkan kecacatan (kearney et al., 2005). hipertensi juga dikenal dengan pembunuh terselubung atau silent killer karena sifatnya yang tidak menimbulkan gejala. menurut data riskesdas (2007), prevalensi kejadian hipertensi di indonesia mencapai 31 persen, sedangkan di bali mencapai 29 persen. dan prevalensi kejadian hipertensi meningkat sesuai dengan bertambahnya umur (badan penelitian dan pengembangan kesehatan, 2008). menurut data dinas kesehatan kabupaten buleleng tahun 2010, hipertensi menempati urutan ketiga pada 10 besar penyakit terbanyak di buleleng yaitu sebanyak 16,7 % (dinas kesehatan kabupaten buleleng, 2010). undiksha sebagai salah satu lembaga yang senantiasa berusaha meningkatkan mutu pendidikan bangsa, dimana salah satu yang berperan peting adalah tenaga pengajarnya (dosen) harus berkualitas. kesehatan sangat mendukung kualitas dan profesionalitas dosen untuk memberikan proses pembelajaran yang berkualitas. menurut pengamatan dilapangan, terdapat gaya hidup yang kurang bagus pada dosen di lingkungan undiksha, dimana sebagian besar pekerjaannya diselesaikan di tempat duduk (sedentary life). data dosen undiksha tahun 2011 sejumlah 438 orang, dari jumlah tersebut rentangan umur 20-39 tahun sejumlah 173 orang dan 40-59 tahun sejumlah 212 orang, dan diatas 60 tahun sebanyak 53 orang. dari jumlah tersebut rentangan umur 40-59 tahun adalah yang paling banyak, dimana rentangan umur tersebut merupakan resiko yang paling besar terjadinya kejadian hipertensi. berdasarkan latar belakang masalah yang ingin dipecahkan dalam penelitian ini, yaitu berapakah prevalensi hipertensi berdasarkan indeks massa tubuh pada dosen umur 40-59 tahun di lingkungan undiksha tahun 2011, dan apakah ada hubungan gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 735 antara hipertensi dengan indeks massa tubuh pada dosen umur 40-59 tahun di lingkungan undiksha tahun 2011. manfaat yang bisa diperoleh dari penelitian ini, yaitu: dapat memberikan informasi tentang besar jumlah penderita hipertensi di lingkungan dosen undiksha, secara khusus untuk klinik undiksha, sehingga dapat digunakan sebagai deteksi dini dalam mencegah kejadian hipertensi dan dapat memberikan informasi tentang hubungan hipertensi dan indeks massa tubuh. landasan teori hipertensi atau tekanan darah tinggi merupakan masalah kesehatan yang paling sering kita temui. 1 dari 4 orang dewasa di seluruh dunia berpotensi untuk menderita hipertensi. hipertensi juga disebut pembunuh terselubung atau silent killer karena tidak menimbulkan gejala dan bisa menjadi masalah kesehatan yang serius jika tidak di obati dalam waktu yang cukup lama (essential hypertension, 2008). menurut national health and nutrition examination survey (nhanes), di amerika angka prevalensi penderita hipertensi mencapai 28,7 % atau sekitar 58 juta individu. dan prevalensi penderita hipertensi terjadi pada umur ≥ 60 tahun sebanyak 64,5% (fauci & longo, 2008). 7 juta angka kematian di seluruh dunia disebabkan oleh hipertensi atau sekitar 13 % dari total prevalensi kematian seluruhnya. etiologi resiko relatif hipertensi tergantung pada jumlah dan keparahan dari faktor resiko yang dapat dimodifikasi dan yang tidak dapat dimodifikasi (fauci et al.,2008). faktor-faktor yang tidak dapat dimodifikasi antara lain faktor genetik, umur, jenis kelamin, dan etnis. sedangkan faktor yang dapat dimodifikasi meliputi stres, obesitas, dan nutrisi (yogiantoro,2006). 1. faktor genetik adanya faktor genetik pada keluarga tertentu akan menyebabkan keluarga itu mempunyai risiko menderita hipertensi. hal ini berhubungan dengan peningkatan gede doddytisna ms, prevalensi hipertensi berdasarkan indeks massa.................. 736 kadar sodium intraseluler dan rendahnya rasio antara potasium terhadap sodium individu dengan orang tua dengan hipertensi menderita hipertensi dari pada orang yang tidak mempunyai keluarga dengan riwayat hipertensi. 2. umur hipertensi merupakan penyakit multifaktorial yang munculnya oleh karena interaksi berbagai faktor. dengan bertambahnya umur, maka tekanan darah juga akan meningkat. setelah umur 45 tahun, dinding arteri akan mengalami penebalan oleh karena adanya penumpukan zat kolagen pada lapisan otot, sehingga pembuluh darah akan berangsur-angsur menyempit dan menjadi kaku. tekanan darah sistolik meningkat karena kelenturan pembuluh darah besar yang berkurang pada penambahan umur (dreisbach, 2010; kuswardhani, 2006) 3. jenis kelamin prevalensi terjadinya hipertensi pada pria sama dengan wanita. namun wanita terlindung dari penyakit kardiovaskuler sebelum menopause. 4. etnis hipertensi lebih banyak terjadi pada orang berkulit hitam dari pada yang berkulit putih. pada orang kulit hitam ditemukan kadar renin yang lebih rendah dan sensitifitas terhadap vasopresin lebih besar. ini disebabkan sekresi rennin yang ditekan oleh ginjal, ketika mendeteksi kelebihan ekskresi natrium. dalam sirkulasi (dreisbach, 2010). 5. obesitas menurut hall (1994) perubahan fisiologis dapat menjelaskan hubungan antara kelebihan berat badan dengan tekanan darah, yaitu terjadinya resistensi insulin dan hiperinsulinemia, aktivasi saraf simpatis dan sistem renin-angiotensin, dan perubahan fisik pada ginjal. peningkatan konsumsi energi juga meningkatkan insulin plasma, dimana natriuretik potensial menyebabkan terjadinya reabsorpsi natrium dan peningkatan tekanan darah secara terus menerus (cortas, 2008). gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 737 6. stres stress akan meningkatkan resistensi pembuluh darah perifer dan curah jantung sehingga akan menstimulasi aktivitas saraf simpatis. adapun stress ini dapat berhubungan dengan pekerjaan, kelas sosial, ekonomi, dan karakteristik personal (kulkarni et al,1998) 7. nutrisi badan kesehatan dunia yaitu world health organization (who) merekomendasikan pola konsumsi garam yang dapat mengurangi risiko terjadinya hipertensi. kadar sodium yang direkomendasikan adalah tidak lebih dari 100 mmol (sekitar 2,4 gram sodium atau 6 gram garam) perhari (shapo et al, 2003) klasifikasi tekanan darah tekanan darah diklasifikasikan berdasarkan pengukuran rata-rata dua kali pengukuran masing-masing kunjungan. menurut menurut seventh report of joint national committee on prevention, detection, evaluation and treatment of high blood pressure (jnc 7) tabel 1. klasifikasi tekanan darah menurut jnc vii (national institute of health, 2003) kategori sistolik (mmhg) diastolik (mmhg) < 120 < 80 120-139 80-89 ≥ 140 ≥ 90 ≥ 160 ≥ 100 patofisiologi mekanisme terjadinya hipertensi adalah melalui terbentuknya angiotensin ii dari angiotensin i oleh angiotensin converting enzyme (ace). ace memegang gede doddytisna ms, prevalensi hipertensi berdasarkan indeks massa.................. 738 peranan penting dalam mengatur tekanan darah. darah mengandung angiotensinogen yang diproduksi di hati. selanjutnya oleh hormone rennin yang diproduksi di ginjal akan diubah menjadi angiotensin i. oleh ace yang terdapat di paru-paru akan diubah menjadi angiotensin ii. angiotensin ii inilah yang memegang peranan penting dalam menaikkan tekanan darah. melalui dua aksi utama (fauci & longo, 2008). komplikasi hipertensi yang tidak diobati akan menyebabkan komplikasi yang bisa menyebabkan penurunan kualitas hidup penderita itu sendiri. komplikasi tersebut antara lain penyakit jantung, stroke, gagal ginjal, gagal jantung kongestif, kerusakan otak (ensefalopati), penyakit arteri perifer, kebutaan, bahkan bisa menjadi kematian. mortalitas pada pasien hipertensi lebih cepat apabila penyakitnya tidak terkontrol dan telah menimbulkan komplikasi ke beberapa organ vital. sebab kematian yang sering terjadi adalah penyakit jantung dengan atau tanpa disertai stroke dan gagal ginjal (high blood pressure complication, 2007) indeks massa tubuh tabel 2. klasifikasi berat badan pada orang dewasa berdasar imt (who, 1998) klasifikasi imt (kg/m2) risiko komorbiditas kurus < 18,5 rendah (tetapi risiko masalah klinis lain meningkat) batas normal 18,5-24,9 average kelebihan berat badan ≥ 25 meningkat obese i 30-34,9 berat obese ii 35-39,9 sangat berat obese iii ≥ 40 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 739 metode penelitian penelitian ini merupakan penelitian deskriptif cross sectional yang akan memaparkan tentang angka prevalensi hipertensi berdasarkan indeks massa tubuh pada dosen-dosen undiksha yang berumur 40-59 tahun populasi dalam penelitian ini adalah dosen-dosen di universitas pendidikan ganesha, yaitu sebanyak 212 orang. sampel dalam penelitian ini diambil dengan teknik random sampling, dengan perhitungan jumlah sampel menggunakan tabel krejcie, yang mempunyai kepercayaan 95%. besar sampel yang didapatkan dalam penelitian ini adalah 140 orang. teknik pengumpulan data pada penelitian ini: 1. hipertensi diperoleh melalui pemeriksaan tekanan darah dengan menggunakan sphygmomanometer air raksa merek riester. 2. indeks massa tubuh diperoleh dengan menggunakan rumus berat badan/tinggi2 (kg/m2). 3. umur diperoleh berdasarkan wawancara langsung menggunakan form biodata subjek penelitian. data yang terkumpul dianalisis dengan bantuan komputer dengan menggunakan perangkat lunak program spss 16.0. perhitungan prevalensi dengan menggunakan rumus : point prevalence rate. selanjutnya untuk menganalisis distribusi masing-masing variabel dilakukan analisis univariat. kemudian untuk mengetahui kekuatan hubungan antara 2 variabel dilakukan analisis korelasi pearson product momen. hasil dan pembahasan dari 140 sampel yang diteliti dan diperiksa didapatkan hasil sebagai berikut : 1. apabila dilihat dari variable tekanan darah, jumlah dosen yang menderita hipertensi sebanyak 17 orang, dan dosen yang memiliki tekanan darah normal gede doddytisna ms, prevalensi hipertensi berdasarkan indeks massa.................. 740 sebanyak 113 orang. dari presentase dapat ditemukan 12,14% menderita hipertensi, 87,86% memiliki tekanan darah dalam batas normal. 2. apabila dilihat dari indeks massa tubuh, jumlah dosen yang memiliki indeks massa tubuh ≥ 30 sebanyak 10 orang, ≥ 25 sebanyak 58 orang dan indeks massa tubuh normal sebanyak 72 orang. dari presentase dapat ditemukan 7,14 % menderita obesitas, 41,43 % menderita overweight, dan 60,43% dalam batas normal. 3. dari penelitian juga ditemukan bahwa jumlah sampel yang menderita obesitas dengan hipertensi sebanyak 2 orang, dan obesitas dengan tekanan darah normal sebanyak 8 orang. presentase penderita obesitas dengan hipertensi 1,42%, sedangkan obesitas dengan tekanan darah normal 5,71 % 4. jumlah sampel yang menderita overweight dengan hipertensi adalah 14 orang, overweight dengan tekanan darah normal sebanyak 44 orang. presentase overweight dengan hipertensi 10 %, sedangkan overweight dengan tekanan darah normal sebanyak 31,42 % 5. jumlah sampel yang memiliki indeks massa tubuh normal dengan hipertensi sebanyak 1 orang, sampel yang memiliki baik indeks massa tubuh dan tekanan darah dalam batas normal adalah sebanyak 71 orang. presentase imt normal dengan hipertensi 0,72%, sedangkan imt normal dengan tekanan darah dalam batas normal 50,71% tabel 3. distribusi indeks massa tubuh dan tekanan darah td imt hipertensi normal total obesitas 2 (1,42%) 8 (5,71%) 10 overweight 14 (10 %) 44 (31,42%) 58 normal 1 (0,72%) 71 (50,71%) 72 total 17 (12,4%) 113 (87,86%) 140 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 741 tabel 4. persentase indeks massa tubuh terkait hipertensi imt tekanan darah obesitas overweight normal hipertensi (17) 2 (11,76%) 14 (82,35%) 1 (0,58%) dari tabel diatas dapat dijelaskan, bahwa persentase penderita hipertensi dosen umur 40-59 tahun di lingkungan undiksha adalah 12,4 % (17 orang) dari total sampel 140 orang. persentase penderita hipertensi yang mengalami obesitas sebanyak 11,76% (2 orang). persentase penderita hipertensi yang mengalami kegemukan sebanyak 82,53 % (14 orang). sedangkan persentase penderita hipertensi yang indek masa tubuhnya normal sebanyak 0,58% (1 orang). untuk melihat hubungan antara variable indeks massa tubuh dan tekanan darah, dilakukan analisis dengan spss 16.0. untuk menganalisa data deskriptif, dilakukan dengan analisis univariat untuk mengetahui deskripsi masing-masing variable. hasilnya sebagai berikut : tabel 5. analsis deskriptif imt, sistolik, diastolik dosen undiksha umur 40-59 tahun. variabel n range min max std imt 140 14.21 20.31 34.53 2,73 diastolik 140 60 60 120 10.70 sistolik 140 90 90 180 12.99 dari tabel diatas dapat jelaskan,, rata-rata indeks masa tubuh (imt) sebesar 25,52 dengan simpangan baku sebesar 2,73. rata-rata tekanan darah diastolic sebesar78 57 dengan simpangan baku sebesar 10,70. rata-rata tekanan darah sistolik sebesar 119,64 dengan simpangan baku 12,99. gede doddytisna ms, prevalensi hipertensi berdasarkan indeks massa.................. 742 untuk mengetahui hubungan antara indeks massa tubuh dan hipertensi, maka dilakukan analisis bivariat (korelasi pearson product momen). hasil analisisnya sebagai berikut : tabel 6. analisis bivariat hubungan imt dengan imt dann darah. imt sistolik diastolik imt pearson correlation 1 .279** .126 sig. (2tailed) .001 .138 n 140 140 140 sistolik pearson correlation .279** 1 .664** sig. (2tailed) .001 .000 n 140 140 140 diastolik pearson correlation .126 .664** 1 sig. (2tailed) .138 .000 n 140 140 140 dari tabel diatas dapat dijelaskan terdapat hububan yang signifikansi antara indek masa tubuh dengan tekanan darah sistolik p < 0,001, tapi tidak ada hubungan antara indeks massa tubuh dengan tekanan darah diastolic p = 0138. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 743 pembahasan 1. prevalensi hipertensi berdasarkan indeks massa tubuh pada dosen di lingkungan undiksha 40-59 tahun. kejadian hipertensi dipengaruhi oleh banyak faktor, dan faktor-faktor resiko tersebut dibedakan menjadi dua yaitu faktor yang bisa dimodifikasi dan faktor yang tidak bisa dimodifikasi. obesitas atau kelebihan berat badan merupakan salah satu faktor yang dapat dimodifikasi yang berhubungan dengan peningkatan kejadian hipertensi. pada penelitian ini didapatkan jumlah penderita hipertensi sebanyak 17 orang, dengan prevalensi hipertensi ditemukan sebanyak 12,14 %. dari 12,14 % dosen yang mengalami hipertensi ditemukan sebanyak 11,76% menderita obesitas, dan 82,35% menderita overweight (kegemukan), hanya ), 0,58 % penderita hipertensi memiliki berat badan dalam batas normal. penemuan ini menguatkan penelitian sebelumnya, bahwa obesitas dan kegemukan meningkatkan resiko untuk menderita hipertensi. 2. hubungan antara hipertensi dengan indeks massa tubuh pada penelitian ini didapatkan hubungan yang sangat kuat antara hipertensi dan indeks massa tubuh. tekanan darah, pada penelitian ini kita bagi menjadi tekanan darah sistolik dan diastolic, didapatkan hubungan antara indeks massa tubuh dan tekanan darah sistolik yaitu p < 0,001, akan tetapi tidak didapatkan hubungan yang signifikan antara indeks massa tubuh dan tekanan darah diastolic p =0,138. setelah data tekanan darah diubah data menjadi katagorikal terdapat hubungan yang signifikan antara indeks massa tubuh dengan p < 0,05 (0,02). penelitian ini menguatkan penemuan sebelumnya bahwa terdapat hubungan yang kuat antara hpertensi dan indeks massa tubuh. hal ini dapat dijelaskan oleh teori hall (1994) perubahan fisiologis dapat menjelaskan hubungan antara kelebihan berat badan dengan tekanan darah, yaitu terjadinya resistensi insulin dan hiperinsulinemia, aktivasi saraf simpatis dan sistem renin-angiotensin, dan perubahan fisik pada ginjal. peningkatan konsumsi energi juga meningkatkan insulin plasma, dimana natriuretik gede doddytisna ms, prevalensi hipertensi berdasarkan indeks massa.................. 744 potensial menyebabkan terjadinya reabsorpsi natrium dan peningkatan tekanan darah secara terus menerus (cortas, 2008). kesimpulan simpulan dari penelitian di atas, yaitu sebagai berikut. 1. terjadi peningkatan resiko hipertensi lebih besar pada penderita obesitas dan kegemukan pada dosen undiksha umum 40-59 tahun. 2. terdapat hubungan antara hipertensi dengan indek masa tubuh pada dosen undiksha umum 40-59 tahun. daftar pustaka badan penelitian dan pengembangan kesehatan, 2008. laporan riskesdas nasional tahun 2007, jakarta: departemen kesehatan ri. cortas, k. 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country in transition “,journal epidemiology community health, vol. 57, pp. 734-739 sugiyono, 2007, stastitika untuk penelitian, alfabeta, bandung who western pasific region, 2000, the asia-pasific perspective: redefining obesity and its treatment. who, 1998, obesity : preventing and managing the global epidemic, geneva. yogiantoro m, 2006, hipertensi esensial dalam buku ajar penyakit dalam jilid i edisi ke iv, fk ui, jakarta http://www.righthealth.com/topic%20/high_blood_pressure_complications/overview/adam http://www.righthealth.com/topic%20/high_blood_pressure_complications/overview/adam available online at: http://journal.unj.ac.id/unj/index.php/gjik gladi: jurnal ilmu keolahragaan, 14 (02) 2023, 221-228 permalink/doi: https://doi.org/10.21009/gjik.142.08 copyright © 2023 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar this work is licensed under a creative commons attribution-sharealike 4.0 international license systematic literature review: research on martial arts competition using vos viewers in the 2018-2022 google scholar database johaidah mistar1*, yasep setiakarnawijaya2, diah primi paramita3, qory jumrotul aqobah4, putu citra permana dewi5, lesmana6, moch. ali akbar7 1 pendidikan jasmani, fakultas keguruan dan ilmu pendidikan universitas samudra, indonesia 2,6fakultas ilmu keolahragaan, universitas negeri jakarta, indonesia 3koni dki jakarta 4ilmu keolahragaan, fakultas kedokteran, universitas sultan ageng tirtayasa 5pendidikan jasmani kesehatan dan rekreasi, fkip universitas pgri mahadewa indonesia 7universitas pamulang, kota tanggerang selatan, banten, indonesia corresponding author. email: johaidah.mistar@unsam.ac.id (submission track: received: 29-05-2023, final revision: 27-06-2023, available online: 30-06-2023) abstract martial arts competition is a sport of self-defense skills that employs the ability to defend oneself, repel attacks and ultimately attack enemies, with or without weapons. this study uses a descriptive quantitative method with a bibliometrics approach. the research data used for scientific journals or articles spanning 2018-2022 is sourced from the google scholar database. a search for scientific articles was carried out using the publish or perish application with the keyword "martial arts competition" in the article title, category, abstract, key words. the map for the development of the martial arts competition scientific publication model was analyzed using the vosviewer application. from the search results using the publish or perish application, the maximum number of searches used is 1000 articles, limited to 100 article publications according to the keywords entered, then by type filtering using articles there are 100 papers written in article form. based on the results and discussion, it can be concluded that there has been a decline every year. in 2018 there were 23% who researched martial arts competition, while in 2019, 2020 and 2021 in the 20% category then in 2022 it will decrease to 17%. on the publication of articles with the keywords martial arts competition in the 2018-2022 period on the google scholar database. keywords: martial arts competition; vos viewers; bibliometrics mailto:johaidah.mistar@unsam.ac.id gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni222 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar introduction silat is the essence of martial arts for physical self-defense and cannot be used for performance (oong maryono, 2000). silat is a self-defense movement that is closely related to spirituality, so that it revives instincts, moves the human conscience and surrenders to god almighty. according to (suharso, 2005) pencak is a game (expertise) to defend oneself with cleverness to fend off evasion and so on. meanwhile, silat is the art of fighting with the agility of attacking and defending oneself. pencak silat is an indigenous malay martial art form that populates the lands and islands of southeast asia (kumaidah, 2012). pencak silat as an indonesian culture is a martial art that has high philosophical teachings (suryo & hisham, 2016). the official indonesian dictionary published by balai pustaka (1989), defines pencak silat as a performance (skill) of selfdefence that employs the ability to defend oneself, fend off attacks and ultimately attack enemies, with or without weapons (barley et al., 2018) the sport of pencak silat is usually defined as hand-to-hand combat: a form of combat or defense with punches, sweeps, and throws, kicks, parries and throws. the meaning of pencak silat is philosophically distinguished based on two component words. first, pencak is a method of selfdefense training, consisting of various body movements controlled and directed for that purpose; while silat is the application of the training to the actual fighting method. therefore, there is no silat without pencak; likewise pencak without silat skills is of no benefit (ediyono & teguh, 2019). in ancient times the ancestors of indonesia already had a way of selfdefense aimed at protecting themselves and maintaining the survival of their lives, families and groups (sudayana & luh sepyanawati, 2017). pencak silat has existed since the glory of the srivijaya kingdom, as evidence they have warriors and prajuri who are adept at self-defense. pencak silat has an artistic element that is quite prominent, especially when viewed from the developmental or interest elements of pencak silat and the fighting element of pencak silat has become an achievement sport that is contested. with the strengthening of the ipsi xii national conference that pencak silat is an achievement sport which consists of four gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni223 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar categories, namely the category of sparring, singles, doubles and team (munas xii ipsi, 2007: ii). an athlete competing in the sparring category requires good technique, tactics, mentality and stamina. the sparring category is a category for pencak silat competitions featuring 2 (two) fighters from different camps. both of them face each other using elements of defense and attack, namely parrying/ dodging/ attacking/ avoiding the target and dropping the opponent. use of tactics and fighting techniques, endurance stamina and fighting spirit, using rules and patterns of steps that take advantage of the wealth of stance techniques, get the most points (rios et al., 2018). the single category is a category of pencak silat competition that features a fighter demonstrating his proficiency in a single standard style correctly, precisely, and steadily, full of soulfulness with empty hands and armed (lubis & wardoyo, 2016). the double category is a category that features 2 (two) fighters from the same team, demonstrating the proficiency and wealth of attack and defense techniques owned. the attack and defense movements are displayed in a planned, effective, aesthetic, steady, and logical manner in a number of regular series, starting from empty hands and continuing with weapons and are subject to the rules and regulations that apply to the double category (setyo, 2015). the team category is a category of pencak silat competitions featuring three fighters from the same camp, demonstrating their skills in standard team moves in a correct, precise, steady, full of spirit and compact with bare hands and subject to the rules and regulations that apply to this category (matthews et al., 2019). the rapid development of pencak silat abroad, so in 1980 the international pencak silat federation was formed which involved 4 countries, namely: indonesia, malaysia, singapore and brunei darussalam under the name pencak silat association between nations (persilat), the first persilat president until now was h. eddy m. nalapraya from indonesia (agung nugroho, 2004). the development of pencak silat in indonesia has now spread to schools, both elementary schools, junior schools, high schools and universities as a gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni224 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar preservation of indonesian culture (kostikiadis et al., 2018). method this study uses a descriptive quantitative method with a bibliometric approach. according to (reitz, 2002) bibliometrics is a mathematical and statistical method used to study and identify patterns of material use and analyze the development of a particular literature, especially for authorship, publication and use. when bibliometrics is used to review a scientific journal, an overview of the journal such as journal quality, journal maturity, journal productivity and so on will be obtained (saleh & sumarni, 2016). the research data used in this study are journals or scientific articles with a range of 20182022 sourced from the google scholar database. a scientific article search was carried out using the publish or perish application with the keyword "martial arts competition" in the article title, category, abstract, keywords. the map for the development of the martial arts competition scientific publication model was analyzed using the vosviewer application. results and discussion from the search results using the publish or perish application, the maximum number of searches used is 1000 articles, there are 100 published articles according to the keywords entered, then by type filtering using articles there are 100 papers written in the form of articles. research on martial arts competition in the 2018-2022 period on the google scholar database has decreased every year. in 2018 there were 23% who researched martial arts competition, while in 2019, 2020 and 2021 in the 20% category then in 2022 it will decrease to 17%. with 2018 being the highest number of publications regarding martial arts competition with 23 articles or 23% of the total data. table 1. percentage of number of publications year of publication number of articles percentage 2018 23 23% 2019 20 20% 2020 20 20% 2021 20 20% 2022 17 17% research on martial arts competition has decreased, where the highest percentage of article declines will occur in 2022. this shows that topics regarding martial arts competitions are not consistent for research every year. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni225 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar table 2 contains the 8 studies with the most citations in the 2018-2022 period. table 2. research based on the number of citation title cites/ year the effect of short-term sportspecific strength and conditioning training on physical fitness of well-trained mixed martial arts athletes (in kostikiadis, s methenitis) 157/ 2018 health benefits of hard martial arts in adults: a systematic review (s origua rios, j marks) 67/ 2018 case study: extreme weight making causes relative energy deficiency, dehydration, and acute kidney injury in a male mixed martial arts athlete (am kasper, b. crighton) 54/ 2019 the magnitude of rapid weight loss and rapid weight gain in combat sport athletes preparing for competition: a systematic review (jj matthews, en stanhope, ms godwin) 51/ 2019 mixed martial arts induces significant fatigue and muscle damage up to 24 hours postcombat (g nihel, t montassar) 43/ 2019 weight regain, but not weight loss, is related to competitive success in real-life mixed martial arts competition (g nihel, t montassar) 42 2019 differences by ending rounds and other rounds in time-motion analysis of mixed martial arts: implications for assessment and training (m blanca, b ciro, m danilo g) 41/ 2019 weight loss strategies in combat sports and concerning habits in mixed martial arts (or barley, dw chapman, and cr abbiss) 38/ 2018 the publication development map using the keyword martial arts competition in the vosviewers application has several clusters of discussion items which can be seen in the following table 3. table 3. tabel jumlah clusters clusters items cluster 1 (red) competition, martial art, training, athlete, sport, development, child cluster 2 (green) mixed martial art, combat sport, martial artist, boxing, fihhter cluster 3 (navy) weight, mixed martial arts athlete, rapid weight loss, competitive success, professional mixed martial art cluster 4 (yellow) analisis, combat, technique, application, assessment, martial arts athlete cluster 5 (purple) studi, taekwondo, cpmpotitive level, comparison cluster 6 (blue) performance, dehydration figure 1. visualization martial arts competitio gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni226 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar from picture 1, development of publications using the keywords martial arts competition has 6 clusters, of which cluster 1 has a red color with a focus on discussion on competition, martial art, training, athlete, sport, development, child 2 has a green color with a focus on discussion regarding mixed martial art, combat sport, martial artist, boxing, fighter 3 has a dark blue color with a focus on discussion on weight, mixed martial arts athlete, rapid weight loss, competitive success, professional mixed martial art, finally cluster 4 which has a yellow color with the focus of the discussion is on analysis, combat, technique, application, assessment, martial arts athlete, cluster 5 has a purple color with a focus on studies, taekwondo, competitive level, comparison and 6 has a light blue color with a discussion focus on performance, dehydration. the trend of publications using the keyword martial arts competition always changes every year which can be seen in the following table: table 4. keyword density ranking no keywords 1 competition 2 mixed martial art 3 martial art figure 2. density visualization martial arts competition from the picture 2, it can be explained that the most used keyword is the keyword competition, where the next word with a slightly thicker density is the keyword martial art and mix martial art, apart from these three keywords having the same density. conclusion based on the results and discussion, it can be concluded that there has been a decline in 2022. in 2018 there were 23% who researched martial arts competition, while in 2019, 2020 and 2021 in the 20% category then in 2022 it has decreased by 17%. in 2018 in kostikiadis, s methenitis, is the author who has the highest number of citations, with a total of 157 citations, an article written by in kostikiadis, s methenitis entitled the effect of short-term sportgladi jurnal ilmu keolahragaan, vol 14. issue 2, juni227 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar specific strength and conditioning training on physical fitness of well trained mixed martial arts athletes published in the journal science and medicine in sport. based on bibliometric analysis using vosviewers, cluster data on keywords martial arts competition is divided into 6 clusters, where keywords that are often used or become a different trend each year with the highest use of keywords overall are keywords martial arts competition. references barley, o. r., iredale, f., chapman, d. w., & ... (2018). repeat effort performance is reduced 24 hours after acute dehydration in mixed martial arts athletes. … journal of strength & …. dimyati, d., & pekik, d. (2020). exploring the psychological skills of indonesian pencak silat athletes at the 18thasian games. ido movement for culture. journal of martial arts anthropology, 20, 10–16. https://doi.org/doi: 10.14589/ido.20.2.2 ediyono, s., & teguh, s. (2019). memahami makna seni dalam pencak silat. panggung, 29. https://doi.org/10.26742/panggu ng.v29i3.1014 kostikiadis, i. n., methenitis, s., tsoukos, a., & ... (2018). the effect of short-term sport-specific strength and conditioning training on physical fitness of well-trained mixed martial arts athletes. in journal of sports …. ncbi.nlm.nih.gov. kumaidah, e. (2012). penguatan eksistensi bangsa melalui seni bela diri tradisional pencak silat. humanika, 19. https://doi.org/10.14710/humani ka.16.9. lubis, j., & wardoyo, h. (2016). pencak silat (ketiga). rajawali sport. matthews, j. j., stanhope, e. n., & ... (2019). the magnitude of rapid weight loss and rapid weight gain in combat sport athletes preparing for competition: a systematic review. … journal of sport …. reitz, m. j. (2002). odlis: online dictionary of library and information science. electronic resources review, 4(10), 124– 124. https://doi.org/10.1108/err.2000. 4.10.124.107 rios, s. o., marks, j., estevan, i., & ... (2018). health benefits of hard martial arts in adults: a systematic review. journal of sports …. https://doi.org/10.1080/0264041 4.2017.1406297 saleh, a. r., & sumarni, e. (2016). studi bibliometrik pada jurnal standardisasi pasca terakreditasi (2011 – 2015). visi pustaka, 18(desember), 231–240. setyo, e. (2015). pencak silat (1st ed.). pustaka baru press. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni228 johaidah mistar, yasep setiakarnawijaya, diah primi paramita, qory jumrotul aqobah, putu citra permana dewi, lesmana, moch. ali akbar sudayana, ketut, & luh sepyanawati, n. (2017). keterampilan dasar pencak silat (1st ed.). raja grafindo. suryo, e., & hisham, d. (2016). sustaining the indonesian martial art (pencak silat) and culture for good character building: a systemic analysis. american scientific publishers, 22(4). https://doi.org/10.1166/asl.2016. 8160 available online at: http://journal.unj.ac.id/unj/index.php/gjik gladi: jurnal ilmu keolahragaan, 14 (02) 2023, 185-195 permalink/doi: https://doi.org/10.21009/gjik.142.05 copyright © 2023 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi this work is licensed under a creative commons attribution-sharealike 4.0 international license the effect of healthy living behaviors, physical education learning equipment and body weight on the physical fitness of junior high school students andriansyah soamalon harahap1, susilo1, yasep setiakarnawijaya1, oman unju subandi1 1 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m hatta jl. rawamangun muka jakarta timur, indonesia corresponding author. email: andriansyahh48@gmail.com (submission track: received: 24-01-2023, final revision: 28-06-2023, available online: 30-06-2023) abstract the purpose ofthis research is to determine the influence that arises on healthy living behaviors, learning equipment, and weight loss on the physical fitness of junior high school students post-covid. this research was designed using associative quantitative research methods, with test and non-test techniques then analysis techniques using a path analysis approach. the population in the study was junior high school students totaling 94 students, with sample selection using the volunteer sampling method, which is a with the willingness of students to participate in the study. based on the results of this study, it can be concluded that (1) there is a significant influence of healthy living behavior on physical fitness by 16.81% (2) there is a significant influence of physical learning equipment on physical fitness by 19.18% (3) there is a significant influence of body weight on physical fitness by 3.68% (4) there is a significant influence of healthy living behavior on body weight by 12.04% (5) there is a significant influence of learning equipment assessment of body weight by 3.65% (6) there was a significant influence of healthy living behavior through body weight on physical fitness of 1.9229 with the calculation of sobel test statistics and (7) there was a significant influence of learning equipment through body weight on referee performance of 2.0047 with sobel test statistical calculation. keywords: junior high school student; healthy living behaviors; physical education learning equipment; weight loss; physical fitness mailto:andriansyahh48@gmail.com gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni186 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi introduction the education curriculum in indonesia has changed related to physical education subject hours which were increased, from the previous two hours per week to three hours per week. in relation to the development of the world of education, the ministry of education and culture issued circular letter number 4 of 2020 concerning the implementation of education policies in the emergency period of the spread of covid, which states that the learning process is carried out at home through online/distance learning. based on observations, at the beginning of the covid-19 pandemic, learning activities are still far from what is expected, the learning methods used are not optimal because they tend to only attach importance to learning outcomes rather than processes. learners tend to be passive and less active in learning activities (arief, pelana, and sulaiman 2022). as an educator, we also experienced difficulties in teaching in the post-pandemic period including teaching activities for teachers, physical education which very clearly has fundamental problems because most physical education activities are carried out by practicing in the field. this problem is an academic worldwide study and at the same time a challenge for teachers to how in the midst of this pandemic to be able to carry out physical learning effectively and efficiently and of course continue to implement health protocols for the spread of the covid19 virus. in this post-pandemic period, an activity in learning physical education sports if every school has good or adequate learning equipment, the results achieved by each child or student akan maximum with satisfactory results and can make the students themselves become happy and enthusiastic about learning or enthusiasm for activities. sports health online mode in the implementation of movement is thought to be able to increase the prevalence rate of overweight in students. the covid19 pandemic has certainly greatly affected students' physical fitness. having a good physical fitness status and an ideal body is everyone's expectation. overweight is no exception. the main goal to be achieved by overweight is to be able to stabilize weight so that it can improve its physical fitness (nugroho et al. 2021). one of the ways to improve a person's physical fitness is to exercise gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni187 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi properly and regularly so that the body will continue to adapt according to its capacity (rika sepriani et al. 2018). in the post-pandemic period, pjok learning students experienced a decline in their physical fitness level due to the lack of physical activity of students during the covid-19 period. this can be seen when the health assessment teacher conducts learning through physical fitness practice materials, students feel exhausted when doing physical fitness activities. with the condition that occurs, it will give a decrease in the physical condition of students, considering that they while at home do not pay attention to physical activity, so there must be a decrease in physical condition, especially in the aspects of heart strength and fitness. in addition, the condition also increases the prevalence of students with overweight body conditions. based on the objectives of physical education above, learning physical education, sports and health is directed at fostering better physical growth and psychological development, as well as forming a healthy and fit lifestyle throughout life. physical education provided in schools must refer to the applicable physical education curriculum. the material taught at each level of education must be chosen according to the stage of growth and development of the child and the level of education of the child (hariri, asmawi, and setiakarnawijaya 2021). physical fitness is not only needed by sports athletes, but also needed by everyone to be able to carry out the demands of physical tasks every day. in general, physical fitness can be defined as the body's ability to perform various physical activities without experiencing excessive fatigue, and still feel fit the next day to perform the next physical task. physical fitness can be translated into other terms such as: physical freshness, physical ability and physical fitness. physical fitness can be translated into other terms such as: physical freshness, physical ability and physical fitness. literally the meaning of physical fitness is physical fit or physical fitness. but fit can also mean healthy, so fitness can mean health or can be interpreted as physical fit or physical fit (giriwijoyo and sidik 2012). physical fitness develops body skills, thinking skills, perseverance so gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni188 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi that they have a positive attitude towards learning. through physical fitness students realize the various potential abilities of their bodies and make judgments of their own abilities for their own progress. the goal of physical fitness is to provide opportunities for children to learn various activities that foster and develop children's potential both in physical, mental, social emotional and moral aspects (achmad paturusi 2012). behavior is an individual's response to a stimulant or an action that can be observed and has a specific frequency, duration and purpose that is either based or not. one form of cultivation of a child's personality is given through the education of healthy living behaviors, both in social, physical, and psychic forms. this personal planting can be started early in school through various learning programs (yufiarti, edwita, and suharti 2019). one form of healthy living behavior is reflected in human resources who are healthy and of good quality physically, mentally, and socially and have optimal productivity. for this reason, efforts are needed to maintain and improve health continuously starting from the womb, toddler age, school age, to old age. young. health education is needed in the stages of forming clean and healthy living behaviors (anisa and ramadhan 2021). healthy living behaviors are healthy behaviors that students show in their daily activities (rahmat, et al 2016). the indicators: healthy living behaviors at school and healthy living behaviors at home, namely: breakfast before going to school, regular eating, snacks in clean canteens/stalls, eating healthy food, washing hands with soap and clean water before eating, brushing teeth, cleaning nails and hair, using school latrines, keeping school latrines clean, using clean clothes, using clean shoes and socks, throwing garbage in its place, cleaning classrooms and school environment, getting used to living clean at home (for example: washing feet and using clean clothes before going to bed, using a clean bed, eating with a spoon), and participate in sports activities and physical activity on a regular basis. in carrying out sports activities, there are learning equipment that supports its implementation. learning equipment and sports infrastructure are a permanent form, covering all sports fields and buildings and all kinds of gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni189 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi equipment for carrying out sports activities. sports infrastructure is one of the main factors in the implementation of sports activities (hanafi maulana 2021). one of the problems that affects the physical education learning process is the ineffectiveness of the implementation of physical education learning. this problem can be seen from the limited infrastructure that is lacking to carry out physical activities (faris wijaya 2017). as is happening at this time is due to the covid-19 pandemic which makes students learn from home, of course, for learning health and sports services education is very unfit to do at home. because it is not necessarily that students at home have proper infrastructure to carry out sports activities and standard sports equipment to be used. thereare five main dimensions of service quality, namely: physical evidence (tangibles), reliability factors (reliability), responsiveness factors (responsiveness), feasibility factors (assurance) and empathy factors (empathy). this dimension is often the first concern in supporting the learning process, good physical evidence will affect the perception of the use of services to the quality of the institution. the requirements for physical education facilities and infrastructure include: safe, easy and cheap, attractive, spur to move, according to needs, according to the purpose, not easily damaged and in accordance with the environment (yulianti and makorohim 2020). the habit of consuming ready-toeat foods and foods with unbalanced nutrition makes the body store a lot of calories. rarely moving, little activity and rarely exercising make the body's metabolism reduced, fat that is burned to produce energy becomes less so that there is a buildup of excess fat in the body and causes obesity or obesity. the main goal to be achieved by overweight is to be able to stabilize weight so that it can improve its physical fitness (nugroho et al. 2021). one of the ways to improve a person's physical fitness is to exercise properly and regularly so that the body will continue to adapt according to its capacity (rika sepriani et al. 2018). according to (sardinha et al., 2014) reinforce the statement that children and adolescents should have more opportunities for physical activity so that it will improve cardiorespiratory fitness and improve the child's weight gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni190 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi status during school, due to the synergistic effects of cardiorespiratory fitness and student weight status. there are so many problems that will be caused by obesity including hypertension, kidney failure, hepatic cirrhosis and even depression, so this needs serious attention. exercise properly and regularly so that the body will continue to adapt according to its capacity. if the physical education learning equipment at home is adequate, students will be enthusiastic about doing sports activities. and the material given by a teacher is also conveyed to the students. if students do not have healthy and have clean living behaviors to exercise, there will be such a thing as weight gain or overweight that makes students lazy to move, lately that's the fact that happened. based on the reality on the ground, of course, this is an important concern. on that basis, researchers are interested in conducting a study entitled "the effect of healthy living behaviors, physical education learning equipment and weight on the physical fitness of post-covid junior high school students". method the research design used in the study is to use an associative quantitative approach with tests and non-tests while the analysis technique uses a path analysis approach (path analysiss) which is to analyze patterns of causal relationships between variables, which then aim directly or indirectly from a set of exogenous variables (free) and endogenous variables (bound). the authors took four research data, three exogenous studies (free) and one endogenous variable (bound) namely healthy living behavior (x1), physical education learning equipment (x 2), weight (x3), and physical fitness of junior high school students (y). population and sample the selection of samples in this study used the voluntary response method non-probability sample collection technique where the sample is an individual who voluntarily wants to become a research section where the study asks permission from the principal and parents so that students can become research samples. after obtaining permission from the school and parents, then a sample of 94 students was obtained, of which the sample was class viii junior high school students drawn from the student gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni191 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi population of state junior high school 14. research instrument the research instruments used in this study are 1) the indonesian physical fitness test uses sit up, pull up, vertical jump, 50-meter run and 800meter run for women, 100-meter run for men, 2) healthy living behavior test using a questionnaire test with 35 question questions, 3) a physical learning equipment test using a questionnaire test totaling 35 question questions, 4) weight test using weight scales to determine a person's weight. data analysis the data analysis technique carried out in this study went through two stages of analysis, namely descriptive and inferential data analysis. first, the data will be analyzed discriptively, this is done to analyze the data that has been collected to obtain a characteristic picture of the distribution of values from each variable studied. based on the thinking framework that has been developed, the endogenous variables in this study are physical fitness (y), while the exogenous variables are healthy living behaviors (x1), physical education learning training aids (x 2), and weight (x3), the mode of structural equations in this study consists of two types of structures. results and discussion 1. structure model testing 1 based on table 1, it appears that r 2 of 0.389 means that 38.9% of the variable variable weight (x 3) can be explained by the variable healthy living behavior (x 1) and the learning equipment (x2). so the error (𝜀1) = 1-r 2 = 1 – 0.389= 0.611. the path coefficient (x 1) against (x 3) or (p 31) = 0.347 and (x 2) against (x3) or (p 32) = 0.328 obtained the value of sig.= 0.027/2 = 0.000 < α = 0.05 and sig.= 0.036/2 = 0.00 < α = 0.05. from the test results of structural model 1 is significant. table 1. structure model testing 1 2. structure model testing 2 based on table 2, it appears that an r square (r 2) of 0.884 means that 88.4% of the variable variable of physical fitness (y) can be explained by the variables of healthy living behavior (x 1), learning equipment (x 2) and body weight (x3). so, the error (𝜀2) = 1r 2 = variable r2 koef beta pvalue/2 information x1, x3 (p31) 0,389 0,347 0,027 significant x2, x3 (p32) 0,424 0,328 0,036 significant gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni192 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi 1 – 0.907 = 0.093. based on anova in table 4.20, it is obtained that fo= 293.304; db1 = 1; db2 = 90, p-value 0.000 < 0.05 or ho rejected. thus, healthy living behavior variables (x 1), learning equipment (x 2), weight (x3) simultaneously affect the physical fitness (y) of junior high school students post-covid. table 2. structure model testing 2 based on table 3, the path coefficient (x1) against (y) or (p y1) = 0.410; t o = 6.844, p-value 0.000/2 = 0.000 or ho rejected. thus, healthy living behaviors (x1) positively affect physical fitness (y). path coefficient (x2) to (y) or (py2) = 0.438; t o = 6.418, p-value 0.000/2 = 0.0 or ho rejected. thus, the learning equipment (x 2) positively affects physical fitness (y), and the path coefficient (x3) against (y) or (p y3) = 0.191 t o = 4.526 p-value 0.000/2 = 0.000 or h o rejected. thus, body weight (x3) negatively affects physical fitness (y). based on the test results of structural model 2, the conclusion is significant. discussion based on the results of testing all hypotheses that have been carried out in the hypothesis testing section, it can be stated that: first, an individual test of healthy living behavior variables on physical fitness results obtained the results of the path coefficient p31 = 0.410 with a value of sig. = 0.000/2 =0.0000 < α = 0.05, so that h a accept and ho is rejected. this means that there is a direct influence of healthy living behaviors on the physical fitness of junior high school students. based on these results, the magnitude of the direct influence of healthy living behaviors on the physical fitness of junior high school students was 16.81%, while the rest were other factors not explained in this study. second, individual tests of learning equipment variables against physical fitness of junior high school students obtained the results of the path coefficient p32 = 0.438 with a sig value. = 0.000/2 = 0.000 < α = 0.05, so that ha accept and ho is rejected. that is, there is model anova 1 df r r square adjusted r square std. error of the estimate .952 .907 .904 .572 regressi on residual total 3 90 93 change statistic s r square change f change df1 df2 sig. f change .021 20.488 1 90 .000 f sig. 293.304 .000d a. dependent variable: kebugaran jasmani b. predictors: (constant), berat badan, peralatan pembelajaran penjas, perilaku hidup sehat gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni193 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi a direct influence of the physical learning equipment on the physical fitness of junior high school students. based on these results, the magnitude of the direct influence of physical learning equipment on the physical fitness of junior high school students was 19.18%, while the rest were other factors not described in this study. third, individual tests of weight variables on physical fitness of junior high school students obtained the results of the path coefficient py1 = 0.191 with a value of sig. = 0.000/2 = 0.000 < α = 0.05, so that h a accept and ho is rejected. that is, there is a direct influence of weight on the physical fitness of junior high school students. based on these results, the magnitude of the direct influence of body weight on the physical fitness of junior high school students was 3.68%, while the rest were other factors not described in this study. fourth, individual tests of healthy living behavior variables on the body weight of junior high school students obtained the results of the path coefficient py2 = 0.347 with a sig value. = 0.027/2 = 0.0135 < α = 0.05, so that ha accept and ho are rejected. that is, there is a direct influence of the physical learning equipment on the physical fitness of junior high school students. based on these results, the magnitude of the direct influence of healthy living behaviors on the body weight of junior high school students was 12.04%, while the rest were other factors not described in this study. fifth, individual tests of learning equipment variables against the body weight of junior high school students obtained the results of the path coefficient py32 = 0.328 with a sig value. = 0.036/2 = 0.018 < α = 0.05, so that h a accept and ho is rejected. that is, there is a direct influence of the learning equipment on the weight of junior high school students. based on these results, the magnitude of the direct influence of body weight on the physical fitness of junior high school students was 3.65%, while the rest were other factors not described in this study. sixth, statistical testing of the indirect influence of healthy living behaviors through body weight on the physical fitness of junior high school students using sobel tets testing using the sobel test calculator for the significance of mediation. based on the results of the sobel test using the sobel test calculator for the significance of mediation online, obtained a statistical gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni194 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi sobel test value of 1.9229 and a p-value of 0.0444 < 0.05, the direct influence of healthy living behavior through body weight on the physical fitness of junior high school students is significant. seventh, statistical testing of the indirect influence of learning equipment through body weight on the physical fitness of junior high school students using sobel tets testing using the sobel test calculator for the significance of mediation. based on the results of the sobel test using the sobel test calculator for the significance of mediation online, obtained the sobel test statistical value of 2.0047 and a p-value of 0.0449 < 0.05, the effect of the assessment learning performance on physical fitness through body weight is significant. conclusion conclusions were drawn based on research findings with exogenous variables consisting of healthy living behaviors (x1), learning equipment (x2) and weight (x3). the endogenous variable is the physical fitness of postcovid junior high school students (y), as follows: 1. healthy living behaviors have a direct and significant effect on the physical fitness of junior high school students post covid. 2. the learning equipment has a direct and significant effect on the physical fitness of junior high school students post-covid. 3. weight loss has a direct and significant effect on the physical fitness of junior high school students post covid. 4. healthy living behaviors have a direct and significant effect on the weight of junior high school students post covid. 5. learning equipment has a direct and significant effect on the weight of junior high school students postcovid. 6. healthy living behaviors indirectly affect physical fitness through the weight of junior high school students post covid. 7. learning equipment indirectly affects jasmnai fitness through the weight of junior high school students post-covid. referensi achmad paturusi. 2012. physical education and sports management. jakarta: rineka cipta. anisa, nurul, and zaka hadikusuma ramadan. 2021. "the role of principals and teachers in fostering healthy living behaviors in elementary school students." journal of basicedu 5(4):2263–69. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni195 andriansyah soamalon harahap, susilo, yasep setiakarnawijaya, oman unju subandi arief, m. yudistira, ramdan pelana, and iman sulaiman. 2022. “he result of physical fitness learning in sman 36 jakarta during the covid-19 pandemic learning in sman 36 jakarta during the covid-19 pandemic.” gladi : jurnal ilmu keolahragaan 13(02):178–90. faris wijaya. 2017. "availability of physical education, sports and health learning facilities and infrastructure at sumenep district public high school." journal of sports and health education 5(2):232–35. giriwijoyo, h. y. .. santosa, and dikdik zafar sidik. 2012. sports faal science (sports physiology). bandung: indonesian university of education. hanafi maulana, pudia m. indik. 2021. "feasibility study on the use of sports facilities and infrastructure in green open spaces." stamina journal 4. hariri, bambang, moch asmawi, and yasep setiakarnawijaya. 2021. “the effect of physical education learning schedule, facilities, and motivaton on learning outcomes of eighth grade student.” gladi : jurnal ilmu keolahragaan 12(02):128–37. doi: 10.21009/gjik.122.05. nugroho, yudi dwi, edy mintarto, postgraduate university, surabaya state, and condition of strength. 2021. "journal of physical fitness condition of overweight students during the covid-19 pandemic less than 17 years with a body weight of less than 75 kg and a height of less than 165 cm, so that body mass index is obtained in the normal category. average jan condition." penjaskesrek journal 8(1):69–82. rika sepriani, eldawati, rosi, and dan oktamarini. 2018. "view of physical fitness of mothers in jorong kp. alai nagari jambak, lubuk sikaping district, pasaman regency." menssana journal 3:47– 52. sardinha, luís b., adilson marques, sandra martins, antónio palmeira, and cláudia minderico. 2014. “fitness, fatness, and academic performance in seventh-grade elementary school students.” bmc pediatrics 14(1):1–9. doi: 10.1186/1471-2431-14-176. yufiarti, yufiarti, edwita, and suharti. 2019. “health promotion program (jumsih); to enhance children’s clean and healthy living knowledge.” jpud jurnal pendidikan usia dini 13(2):341–55. doi: 10.21009/jpud.132.10. yulianti, mimi, and m. fransazeli makorohim. 2020. "the level of satisfaction of fkip uir penjaskesrek students towards the availability of sports facilities and infrastructure." altius : journal of sports and health sciences 9(1):30–37. doi: 10.36706/altius.v9i1.1073 andriansyah soamalon harahap1, susilo1, yasep setiakarnawijaya1, oman unju subandi1 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 121-128 permalink/doi: https://doi.org/10.21009/gjik.141.10 copyright © 2023 doni douglas tambunan, sukiri, nofi marlina siregar this work is licensed under a creative commons attribution-sharealike 4.0 international lisence effectiveness of game-based freestyle swimming training models for early children (4-6 years) doni douglas tambunan1, sukiri2, nofi marlina siregar3 1pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding email: doni.douglas7@gmail.com (submission track: received: 21-01-2022, final revision: 11-10-2022, available online: 31-03-2023) abstract the aim of this study was to obtain empirical data about the effectiveness and results of a game-based freestyle swimming training model for early childhood (4-6 years). this type of research is an experiment with a pre-test and post-test design. data analysis techniques collect effectiveness test data using the t test with spss software. the effectiveness test was carried out in early childhood (4-6 years) at flobamora swimming club in senen, central jakarta with a total of 14 children as subjects who were given treatment using a variety of gamebased freestyle swimming training models for 16 meetings. the freestyle swimming motion assessment instrument is carried out by the freestyle swimming test. the results of the study, in the experimental group, the mean pre-test was 8,428 and the mean post-test was 12. meanwhile, in the control group, the pre-test was 6.5 and the post-test was 8.2. testing the success of the experimental method with the control, the results obtained are sig 0.000 <0.05, which means that there is a significant difference between the subjects who were given control treatment and the experiment, with a difference of 3.80 so that it can be said that the experimental method that has been applied provides better effectiveness than with control group. keywords: swimming; freestyle; 4-6 years old mailto:doni.douglas7@gmail.com gladi jurnal ilmu keolahragaan, 14 (01), march122 doni douglas tambunan, sukiri, nofi marlina siregar introduction community activities at this time cannot be separated from sports, both as an arena for achieving achievements and as a need to keep the body healthy. sport is a form of efforts to improve the quality of indonesian human beings which are directed at forming character, personality, discipline and high sportsmanship as well as increasing achievements that can arouse a sense of national pride, one of which is swimming (thomas, d. g. 2007). this sport is in demand by all age levels from adults, teenagers and children are no exception who are looking forward to where children can play in the pool with their friends such as walking around in the pool area and even competing in swimming (hidayat, t. a. s. 2019). the benefits of this sport besides being fun can also improve fitness because in practice it has components of aerobic and anaerobic fitness. through swimming, besides being able to improve fitness, it can also increase growth and development, especially at the age of children. swimming does not have to be done in a swimming pool but can also be done in rivers, lakes or beaches. swimming is a sport that can provide physical and mental health because of the purpose of swimming itself apart from being an achievement sport it is also for recreational activities or seeking pleasure. the development of swimming in indonesia is currently increasing rapidly, along with the developments and demands of life including the lifestyle of a person who has switched to a dynamic lifestyle, this encourages a person to continue to exist in his life, thereby encouraging a person to carry out sports activities, one of which is swimming. practicing swimming in terms of honing and developing one's potential, talent and interest in becoming a swimming athlete can be realized through a swimming club. the more swimming clubs in indonesia, of course, many athletes want to compete for achievements. the swimming club emerged because the needs of people who want to learn swimming are getting higher, both for achievement sports and as recreational sports. the development of swimming sports achievements in indonesia is highly expected, because it becomes a matter of pride for the nation and state. the steps that need to be taken to achieve this include paying attention to increasing the procurement of facilities and infrastructure, talent guides, improving the quality of coaching and training, so that in gladi jurnal ilmu keolahragaan, 14 (01), march123 doni douglas tambunan, sukiri, nofi marlina siregar pursuing this all needs to start with carrying out coaching on an ongoing basis starting from an early age. as a basis for sports coaching, early childhood must develop basic skills, especially those related to general techniques in sports, especially swimming, which have different basic techniques or basic styles. these swimming styles include: crawl or freestyle, back crawl or backstroke, breastroke or breaststroke and dolphin or butterfly style (subagyo, 2018). crawl style or better known as freestyle is the initial style to learn various styles in swimming. according to subagyo (2018) states that freestyle is "a movement that is done by turning the body upside down, where the arms pull and the legs kick in the water". freestyle is a style in swimming that is often taught at the beginning of swimming lessons for beginners before learning other swimming styles (dinata, r. m., nurrochmah, s., & sugiarto, t, 2016), this is in line with tetikay, r (2011) who argues that "freestyle swimming is a swimming style that must be prioritized to be taught earlier for beginner swimmers because: (1) freestyle has movements that lead straight, thus logically it is easier to learn than with bending movements, (2) besides that the movement of the legs in freestyle will be more in line with the feet when walking everyday ". based on the explanation above, it can be concluded that freestyle is a top priority in starting swimming lessons. the material given to the swimming club consists of four styles in swimming technique. the swimming techniques given during practice are arranged through a program made by the trainers of each club. in early childhood, the first swimming style technique given is freestyle. trainers prioritize freestyle swimming exercises as the initial training for beginner swimming athletes because the style is the easiest or like people walking, so that novice swimming athletes are motivated to do routine and systematic exercises, a varied training model is needed. the early childhood swimming learning program aims to introduce children to the joy of water activities, dare to recognize risks in water activities and teach basic swimming skills. learning to swim for young children is more focused on introducing motoric aspects in water as a basis for basic swimming skills. these motor skills include: (1) getting into the pool, (2) floating, (3) arm movements, (4) leg movements, (5) breathing control, and (6) complete swimming (susanto, e, 2014). the world of children is a world of play, fun is one of the main elements in play. the gladi jurnal ilmu keolahragaan, 14 (01), march124 doni douglas tambunan, sukiri, nofi marlina siregar child will continue to play as long as the activity entertains him, when the child is bored the child will stop playing. making a fun training program is something that must be considered by the trainer. the enthusiasm given by children will increase when the exercise program given to children is fun, whereas if the exercises given are less varied and less fun then the child becomes less focused or the child looks less enthusiastic when practicing, therefore one way to overcome boredom is by playing that is inserted in each exercise program that is made. based on the results of observations and observations of researchers at the flobamora swimming club, the enthusiasm of the children to participate and do the exercises is still not good. this can also be seen from the decreasing number of children practicing at the flobamora swimming club. in participating in freestyle swimming basic technique exercises, things are still not optimal. this is due to the monotonous training program so that children feel bored, this is also based on the use of training tools that are still minimal. based on the results of observations and interviews with parents, researchers obtained information that when practicing swimming, children feel bored, children feel tired, causing children to no longer want to practice swimming. the results show that: (1) children tend to be less active and enthusiastic in participating in training, (2) there is no exercise carried out in the form of a game, (3) the training model for freestyle swimming given by the coach is still minimal or not varied, (4) lack of tools used. based on the observations of researchers, children look bored and lack enthusiasm when practicing freestyle swimming because they do repetitive techniques (drill) without any games between exercises, even though they should be in the basic freestyle swimming techniques, especially for early childhood if trained properly and it is true that it will be easier to develop the next technique, the lack of a game-based training model to improve freestyle swimming technique skills. mastery of the basic freestyle swimming techniques requires finding the right approach to training and playing techniques to improve basic technique skills so that children quickly master freestyle swimming techniques. during the training process, many coaches still only use the drill technique, causing boredom due to the lack of variety for freestyle swimming technique training, the absence of an element of play during practice and during practice there is still a lack of enthusiasm in the child's exercise as seen from the child's attitude. alone. gladi jurnal ilmu keolahragaan, 14 (01), march125 doni douglas tambunan, sukiri, nofi marlina siregar freestyle swimming technique training is not only done with the drill method, freestyle swimming technique training can also be done by giving points or games. the concept of this game-based training model provides a state of exercise so that it doesn't feel heavy, doesn't feel bored, has an element of play and an element of challenge, so in practice it is necessary to have a game. researchers need to make game-based exercises to add an element of fun to the exercise while at the same time increasing the sense of competition from the children. freestyle swimming training for an early age (4-6 years) must pay attention to an exercise program accompanied by something that can add an element of joy and the need for innovation and creativity in game-based freestyle swimming technique training. the importance of good innovation and creativity in the freestyle swimming technique training process for early childhood (4-6 years), so that the coach can give a new feel to the child, so that the child does not get bored with the previous freestyle swimming technique material. to obtain more optimal results, it is necessary to have an appropriate gamebased training model suitable for early childhood (4-6 years) which can provide an increase in freestyle skills for early childhood (4-6 years). method the freestyle swimming motion assessment instrument is carried out by a freestyle swimming test. this type of research is an experiment with a pre-test and post-test design. data analysis techniques collect effectiveness test data using the t test with spss software. the effectiveness test was carried out in early childhood (4-6 years) at flobamora swimming club in senen, central jakarta with a total of 14 children as subjects who were given treatment using a variety of game-based freestyle swimming training models for 16 meetings. results and discussion table 1. results of the experimental group's freestyle swimming movement skills assessment mean n std. deviation std. error mean pretest 8.4286 14 1.55486 .41555 postest 12.0000 14 1.46760 .39223 the average test results of 14 children before being given treatment was 8,428 and after being given the treatment of variations in freestyle swimming training models, there were 21 models that had been evaluated and validated. furthermore, after taking the post-test data, it is known that the variation of game-based freestyle swimming exercises is characterized by an gladi jurnal ilmu keolahragaan, 14 (01), march126 doni douglas tambunan, sukiri, nofi marlina siregar increase in the results of the record with an average of 12. based on the description above, after being measured with the freestyle swimming motion assessment instrument, there are differences in the results of the variations in style swimming exercises. free between the pre-test and post-test that the variation model of the freestyle swimming training model developed is effective and can improve the child's freestyle swimming motion skills. data from the pre-test and post-test results of children's freestyle swimming using the lilliefors test at a significance level = 0.05, while the summary of the calculation results is shown in the following table: table 2. tests of normality of the experimental group tests of normality kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. pretest .201 14 .130 .909 14 .151 postest .143 14 .200 * .900 14 .112 *. this is a lower bound of the true significance. a. lilliefors significance correction table 3. tests of homogeneity of experimental group levene statistic df1 df2 sig. based on mean 0,481 1 26 0,494 based on median 0,181 1 26 0,674 based on median and with adjusted df 0,181 1 25,92 0,674 based on trimmed mean 0,475 1 26 0,497 the results obtained in the normality test using the kolmogorov smirnov test obtained sig values above 0.05 for both samples (pretest & posttest) in the experimental group so that it can be said that the normality assumptions have been met. and based on the homogeneity test using the levene test, a sig value of 0.494 > 0.05 is obtained, which means that the pretest & posttest samples meet the assumption of homogeneity. furthermore, the result data obtained from a study of 10 children in the control group are shown in the following table: table 4. tests of normality for the control group mean n std. deviation std. error mean pretest 6.5000 10 1.43372 .45338 postest 8.2000 10 1.54919 .48990 the test was carried out to find out the results before and after being given treatment. the average test result for 10 children before being given treatment was 6.5. after the trainer gave the treatment according to the number of experimental group meetings, a post-test was then carried out to find out whether there was an gladi jurnal ilmu keolahragaan, 14 (01), march127 doni douglas tambunan, sukiri, nofi marlina siregar increase in the children's freestyle swimming motion skills. the post-test results showed that the children's freestyle swimming skills increased with an average of 8.2. tabel 5. tests of normality kelompok kontrol tests of normality kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. pretest .236 10 .120 .886 10 .151 postest .177 10 .200 .887 10 .156 *. this is a lower bound of the true significance. a. lilliefors significance correction based on the description above, there is a difference in the results of the freestyle swimming movement skills between the pre-test and post-test, but not too significant when compared to the experimental group. table 6. tests of control group homogeneity test of homogeneity of variances levene statistic df1 df2 sig. based on mean 0,014 1 18 0,907 based on median 0,055 1 18 0,818 based on median and with adjusted df 0,055 1 17,889 0,818 based on trimmed mean 0,026 1 18 0,873 the results obtained in the normality test using the kolmogorov smirnov test obtained sig values above 0.05 for both samples (pre & post) of the control group so that it can be said that the normality assumptions have been fulfilled. and based on the homogeneity test using the levene test, a sig value of 0.907 > 0.05 is obtained, which means that the pre & post samples meet the assumption of homogeneity. table 7. independent sample t-test results for the control group and the experiment group t-test for equality of means variabel t df sig mean diff std error diff kontrol eksperimen 6,338 23 0,000 3,800 0,5995 testing the success of the experimental method with the control, the results obtained are sig 0.000 <0.05, which means that there is a significant difference between the subjects who were given control treatment and the experiment, with a difference of 3.80 so that it can be said that the experimental method that has been applied provides better effectiveness than with control group. conclusion the game-based freestyle swimming training model developed based on research data obtained results that are effectively used to improve game-based freestyle gladi jurnal ilmu keolahragaan, 14 (01), march128 doni douglas tambunan, sukiri, nofi marlina siregar swimming skills for early childhood (4-6 years). references adi, b. s. 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(2009). theory and methodology of training. human kinetics dinata, r. m., nurrochmah, s., & sugiarto, t. (2016). pengembangan variasi model latihan renang gaya bebas untuk pemula di perkumpulan renang taman harapan malang. jurnal pendidikan jasmani, 25(1), 48-55. el khuluqo, i., & istaryatiningtias, i. (2018). peningkatan kompetensi kepala paud se gugus 2 kecamatan cimanggis kota depok. in prosiding seminar nasional berseri (pp. 553562). fadlillah, m. (2019). buku ajar bermain & permainan anak usia dini. prenada media. guslinda, s. p., & kurnia, r. (2018). media pembelajaran anak usia dini. jakad media publishing. hamamah, f. w. (2017). model pembelajaran renang (fh) bagi siswa pra sekolah. jurnal pendidikan usia dini. 2(2): 358368 haryati, s. (2012). research and development (r&d) sebagai salah satu model penelitian dalam bidang pendidikan. majalah ilmiah dinamika, 37(1), 15. hasyim., & saharullah. (2020). dasardasar ilmu kepelatihan.umn hernawan, widiastuti, aprilia intan timur, & karisdha pradityana. (2018). pengembangan model pengenalan air untuk anak usia dini. jurnal pendidikan usia dini. doi: 10.21009/jpud.122. hidayat, t. a. s. (2019). model pembelajaran keterampilan renang gaya bebas (trias) untuk anak usia sekolah dasar. gladi : jurnal ilmu keolahragaan, 10(1), 56 67. https://doi.org/10.21009/gjik.101. 06 idris, m. h. (2016). karakteristik anak usia dini. permata: jurnal pendidikan anak usia dini, 37-43. https://doi.org/10.21009/gjik.101.06 https://doi.org/10.21009/gjik.101.06 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 119 133 permalink/doi: https://doi.org/10.21009/gjik.092.05 pengembangan pembelajaran renang gaya bebas berbasis multimedia interaktif mashud 1 , widiastuti 2 fakultas ilmu pendidikan lambung mangkurat jl. taruna praja raya komplek kampus jpok fkip unlam kota banjrabaru *corresponding author. email: mashud@unlam.ac.id abstrak : penelitian bertujuan untuk mengembangkan pembelajaran renang gaya bebas berbasis multimedia interaktif untuk mahasiswa program studi pendidikan jasmani dan memperoleh data empiris tentang efektifitas produk hasil pengembangan terhadap peningkatan hasil belajar kemampuan renang gaya bebas mahasiswa. penelitian ini menggunakan metode research and development (r&d) dari borg and gall yang terdiri dari 10 langkah. subyek ujicoba dalam penelitian ini adalah mahasiswa pjkr. subyek ujicoba kelompok kecil mahasiswa pjkr fkip ulm berjumlah 15 orang, subyek ujicoba kelompok besar 120 mahasiswa. sedangkan sampel peneltian untuk uji efektifitas produk berjumlah 90 orang mahasiswa hasil penelitian pengembangan ini berupa buku teks dan aplikasi multimedia interaktif pembelajaran renang gaya bebas berbasis android. untuk mengetahui efektifitas produk, peneliti mengujikan menggunakan desain penelitian eksperimen kepada 45 orang mahasiswa selama 4 bulan/ 16 kali pertemuan dengan design eksperimen the one group control pretest-posttest design, menghasilkan bahwa nilai dari ztabel > z hitung (89 > -5,7622), maka terdapat perbedaan yang signifikan antara sebelum mendapat perlakuan dan sesudah perlakuan. jadi bisa dikatakan bahwa produk pengembangan efektif meningkatkan hasil belajar kemampuan renang gaya bebas mahasiswa. kata kunci: pembelajaran renang gaya bebas, multimedia interaktif. abstract : the aims of this research are, first to develop crawl learning process based on multimedia interactive learning in the subject of theory and practice (t&p); second, to get empirical data about the effectiveness result in a crawl development program of the student who are majoring education of body health and recreation (pjkr). this research used research and development (r&d) method from borg and gall that consist of 10 steps development. the subject of this research is taken from students of pjkr, included the students who are majoring pjkr in fkip, pjkr in stkip setia budhi and pjkr in kusuma negara. the development product has been verified that it increase a capability result of the student in crawl learning process, included 45 students as a subject in experiment group and 45 students as a control group. the verification process of this development product is taken for about one semester (6 months). then, the result of the study finds that a percentage of z table > z quantification ( 89 > -5,7622), it means there is a significant differences of the result between pretest training and posttest training. so, it can be concluded that the development program is effective to increase the skill of students who are learning a crawl method. key words: crawl learning development, multimedia interactive learning, r&d method, t&p subject. gladi jurnal ilmu keolahragaan, 09 (2), oktober 120 mashud, widiastuti pendahuluan tidak bisa kita pungkiri jaman sudah berubah, manusia jaman sekarang lebih akrap dengan laptop/ computer, handphone dan perangkat lain yang berbasis digital baik versi on-line maupun of-line. perubahan pola ini akhirnya berangsur-angsur meninggalkan pola konvensional. sama seperti bidang lainnya, peranan perangkat digital juga amat erat kaitannya dengan dunia pendidikan. terutama penggunaan laptop/ computer, dalam pembelajaran maupun dalam peneyelesaian administrasi dan birokrasi pendidikan. selain itu, komputer mampu untuk berinteraksi secara cepat dan akurat, bekerja dengan cepat dan tepat serta mampu menyimpan data dalam jumlah besar dan aman. kelebihan atas fungsi perangkat digital tersebut, secara spesifik sangat konstruktif dalam meningkatkan dan mewujudkan tujuan pembelajaran. pembelajaran merupakan suatu proses komunikasi, yaitu proses penyampaian pesan pembelajaran dari sumber pesan melalui saluran atau media tertentu ke penerima pesan (dwiyogo, 2011:229). untuk itu pembelajaran akan lebih menarik, efektif dan praktis apabila memanfaatkan perangkat digital tersebut terutama apabila dipergunakan sebagai media pembelajaran. media pembelajaran adalah media, alat, atau teknik yang digunakan dalam proses belajar mengajar dengan maksud agar proses interaksi komunikasi edukasi antara guru dengan siswa dapat berlangsung secara tepat guna dan berdaya guna. arsyad (2003:29) membagi media pembelajaran menjadi 4 (empat) bagian, yaitu media hasil teknologi cetak, media hasil teknologi audio visual, media hasil teknologi computer, dan media hasil gabungan teknologi cetak dan komputer. sedangkan multimedia dijelaskan oleh mayer (2001) adalah media yang memptresentasikan dua unsur yaitu teks (lisan atau tercetak) dan gambar (ilustrasi, foto, animasi dan atau video. ditambahkan oleh suyanto (2003) multimedia adalah alat yang dapat menciptakan presentasi yang dinamis yang mengkombinasikan teks, grafik, gladi jurnal ilmu keolahragaan, 09 (2), oktober 121 mashud, widiastuti animasi, audio, dan gambar serta video. dari beberapa definisi tentang media dan multimedia tersebut di atas, maka bisa ditarik sebuah kesimpulan bahwa multimedia adalah penggabungan beberapa unsur media yang terdiri dari teks, grafik, animasi, audio, dan video, sehingga dalam penerapannya dalam pembelajaran multimedia akan melibatkan berbagai indera yang meliputi indera penglihatan, dan pendengaran. sedangkan budinanto, membagi multimedia menjadi tiga jenis, yaitu 1) multimedia interaktif adalah pengguna dapat mengontrol apa dan kapan elemen-elemen multimedia akan dikirimkan atau ditampilkan; 2) multi media hiperaktif, adalah multimedia yang mempunyai suatu struktur dari elemen-elemen terkait dengan pengguna yang dapat mengarahkannya; 3) multimedia linier, adalah pengguna hanya menjadi penonton dan menikmati produk multimedia yang disajikan dari awal hingga akhir. dari uraian tentang definisi media, multimedia di atas, bisa diartikan bahwa multimedia interaktif adalah penggabungan beberapa unsur media yang terdiri dari teks, grafik, animasi, audio, dan video, yang dalam penggunaanya dapat dikendalikan oleh pengguna. matakuliah t&p renang merupakan matakuliah yang mengharuskan penyampaian teori disampaikan dalam sesi praktik, artinya teori dan praktik dominan menjadi satu kesatuan. dimana alokasi waktu perkuliahan matakuliah renang 1 adalah 2 sks dengan rincian jamnya adalah 100 menit tatap muka, 100 menit tugas terstruktur dan 120 menit belajar mandiri (permendikbud no 29 tahun 2014: pasal 16). oleh karena itu alokasi waktu jam perkuliahan sangatlah mendukung dalam mewujudkan capaian pembelajaran matakuliah renang. tuntutan capaian pembelajaran matakuliah renang tidak hanya mengarah pada kemampuan renang saja, melainkan capaian pembelajaran menuntut mahasiswa harus menguasai ranah sikap yang konstruktif terhadap kemajuan jaman, ranah pengetahuan dan ranah keterampilan. secara utuh capaian pembelajaran matakuliah renang menjadikan lulusannya setara dan siap gladi jurnal ilmu keolahragaan, 09 (2), oktober 122 mashud, widiastuti sebagai tenaga kerja profesional untuk menopang terwujudnya tenaga guru pjok yang professional dan kompeten. untuk mewujudkan capaian pembelajaran matakuliah renang, tentunya harus dibarengi proses pembelajaran yang berkualitas yang mampu menfasilitasi segala kebutuhan dalam pembelajaran. kebutuhan pembelajaran pada pendidikan tinggi adalah bukan hanya pada terciptanya hasil pembelajaran yang berupa nilai, melainkan lebih dari itu, proses pembelajaran dipandang lebih bermakna tinggi, karena asumsi umum mengatakan segala sesuatu apabila diawali dengan proses yang baik maka dengan sendirinya berdampak pada hasil yang baik pula, dan sebaliknya. hasil survei dan pengalaman peneliti, masalah besar dalam pembelajaran renang yang terjadi sampai saat ini adalah pembelajaran terlalu terfokus pada hasil dan mengabaikan proses pembelajaran itu sendiri. sehingga yang terjadi interaksi pembelajaran dominan seperti melatih pada suatu cabang olahraga. peran dosen dominan mengajar/ memberi informasi, mahasiswa mendengarkan, menyimak dan mempraktikkan. interaksi pembelajaran terkesan kaku meskipun terkadang dibuka sesi pertanyaan dan pembahasan, yang pada akhirnya mahasiswa yang belajar menjadi pasif dan cenderung menjadi obyek serta kurang mampu berperan aktif dalam pembelajaran. sedangkan kita ketahui bersama bahwa ukuran keberhasilan pembelajaran secara umum termasuk pembelajaran renang adalah proses terjadinya interaksi antara mahasiswa yang belajar dengan dosen yang membelajarkan. bukan semata-mata terletak pada pengajar yang menyampaikan informasi (mengajar). dengan demikian, diperlukan inovasi dan rekayasa model pembelajaran dan media pembelajaran. karena dosen bukan satu-satunya sumber belajar, dosen/guru hanya sebagai salah satu bagian dari sumber belajar. semua sumber belajar dirancang agar dapat mendorong prakarsa dan proses belajar menjadi lebih efektif, efisien dan menarik agar mahasiswa yang belajar tidak mudah bosan/ jenuh untuk terus belajar. oleh karena itu, fungsi dosen/ guru berubah gladi jurnal ilmu keolahragaan, 09 (2), oktober 123 mashud, widiastuti kearah dosen/guru sebagai pengelola pembelajaran. memperkuat permasalahan yang terjadi dalam perkuliahan khususnya matakuliah t&p renang 1, peneliti menghimpun melalui analisa kebutuhan pada mahasiswa dengan memberikan pertanyaan kepada mahasiswa, “apakah perlu pembaharuan penerapan model dan media pembelajaran yang berbasis teknologi informasi” sekita 95% mahasiswa menyatakan sangat perlu dan 5 % mahasiswa tidak memberikan pendapat. dari sedikit survei melalui wawancara di kelas saat perkuliahan, peneliti menyimpulkan sangat dibutuhkan bentuk pengembangan model pembelajaran renang berbasis teknologi informasi atau model pembelajaran yang sesuai dengan kemajuan jaman. atas permasalahan yang terjadi dan hasil analisis kebutuhan dengan mahasiswa peneliti menyimpulkan bahwa dalam perkuliahan yang mampu memfasilitasi kebutuhan mahasiswa dalam belajar saat ini adalah mengembangkan model pembelajaran yang berbasis multimedia interaktif. karena penelitian pengembangan akan menghasilkan sebuah produk, dan produk tersebut bisa diterapkan sebagai bahan/ media pembelajaran dalam matakuliah renang. berbasis multimedia interaktif, peneliti bermaksud menonjolkan pada proses pembelajarannya agar mahasiswa bisa belajar dengan memanfaatkan berbagai media, bisa gambar, teks, video, yang semuanya bisa dikendalikan dan dikontrol oleh mahasiswa sesuai kebutuhan dalam belajar. sehingga interaksi pembelajaran antara dosen dan mahasiswa, mahasiswa dengan mahasiswa, mahasiswa dengan lingkunganya akan terjalin dengan baik dan diharapkan berdampak pada hasil perkuliahan yang mampu mencapai tujuan perkuliahan tersebut. serta harapan besarnya adalah tercapai profil lulusan yang berkualiatas dan siap menjadi guru pjok yang kompeten dan professional. metode metode penelitian dan pengembangan dalam penelitian ini menggunakan model pengembangan research & development (r &d) dari borg dan gall (2007) yang terdiri dari gladi jurnal ilmu keolahragaan, 09 (2), oktober 124 mashud, widiastuti sepuluh langkah, yaitu: 1) analisis kebutuhan dan observasi lapangan, 2) menyusun rencana penelitian, 3) pengembangan produk awal, 4) uji coba tahap awal, 5) revisi roduk awal, 6) uji coba utama, 7) revisi produk, 8) uji utama untuk melihat hasil efektifitas produk, 9) revisi akhir, dan 10) desiminasi dan implementasi. subyek penelitian ini adalah mahasiswa program studi pendidikan jasmani kesehatan dan rekreasi (pjkr) yang merupakan mahasiswa calon guru pjok. subyek ujicoba kelompok kecil mahasiswa pjkr fkip ulm berjumlah 15 orang, subyek ujicoba kelompok besar 120 mahasiswa (40 orang mahasiswa dari pjkr stkip setia budhi, 40 orang mahasiswa pjkr khusuma negara dan 40 orang mahasiswa pjkr fkip ulm). sedangkan sampel peneltian untuk uji efektifitas produk berjumlah 90 orang mahasiswa (45 orang mahasiswa sebagai kelompok eksperimen dan 45 orang mahasiswa sebgai kelompok kontrol). teknik pengambilan subyek menggunakan probability sampling teknik simple random sampiling, yaitu pengambilan subyek ujicoba secara acak melalui cara undian, hal ini dikarenakan semua calon subyek atau seluruh populasi adalah dalam keadaan homogen (sugiyono, 2010: 64). jenis data yang dihasilkan berupa data kuantitatif dan data kualititaif. data kuantitatif diperoleh dengan rancangan penelitian eksperimen berbentuk the one group control pretest-posttest design (maksum, 2012: 29). gladi jurnal ilmu keolahragaan, 09 (2), oktober 125 mashud, widiastuti tabel 1 desain penelitian dalam uji efektifitas model subjek pres-test perlakuan post-test e o1 p o2 k o3 o4 hipotesis penelitian pada efektifitas model yang dikembangkan adalah apakah terdapat pengaruh yang signifikan kemampuan renang gaya bebas sebelum dan sesudah diberikan treatment dengan pembelajaran renang gaya bebas berbabasis multimedia interaktif. langkah yang dilakukan dalam uji coba ini antara lain; (1) menetapkan kelompok subjek penelitian; (2) melaksanakan pre-test (o1); (3) mencoba model yang telah dikembangkan; (4) melaksanakan post-test (o2); (5) mencari skor ratarata pre-test dan post-test dan dibandingkan antar keduanya; (6) mencari selisih perbedaan kedua ratarata tersebut melalui metode statistic (uji-t) untuk mengetahui ada tidaknya pengaruh yang signifikan dari penggunaan model. besarnya peningkatan kemampuan renang mahasiswa dapat dihitung dari nilai pretest dan posttest menggunakan indeks gain hake yaitu seperti persamaan berikut. kriteria yang digunakan untuk menginterpretasikan gain ternormalisasi/n-gain (hake, 2017). tabel 2 kriteria gain skor rata-rata kriteria (<g>) < 0,3 rendah 0,3 ≤ (<g>) < 0,7 sedang 0,7 ≤ (<g>) tinggi gladi jurnal ilmu keolahragaan, 09 (2), oktober 126 mashud, widiastuti hasil penelitian seperti yang telah dijabarkan pada metode penelitian di atas, bahwa tahapan penelitian pengembangan ini menggunakan tahapan penelitian pengembangan dari brog and gall yang terdiri dari (10) sepuluh langkah, adapun langkah tersebut menghasilkan data sebagai berikut. pertama, analiisis kebutuhan menghasilkan data bahwa mayoritas mahasiswa menyatakan sangat perlu dan dibutuhkan bentuk pengembangan pembelajaran renang berbasis multimedia interaktif yang sesuai dengan kemajuan jaman. kedua, menyusun rencana penelitian dan membuat draft produk pengembangan. draft produk pengembangan disusun berdasarkan asupan materi perkuliahan matakuliah renang 1 fokus pada renang gaya bebas yang terdiri dari; 1) profil penulis, 2) pembelajaran renang gaya bebas yang terdiri dari (gerakan tungkai, gerakan lengan, gerakan bernafas, dan gerakan koordinasi), 3) e-book, 4) quis interaktif pembelajaran renang gaya bebas. ketiga, mengujikan draft produk pengembangan pada para ahli (ahli pembelajaran renang, ahli pembelajaran gerak, ahli pelatihan renang dan ahli media). ahli pembelajaran renang, ahli gerak dan pelatih renang mendapatkan kesimpulan bahwa model pembelajaran renang gaya bebas gaya bebas awalnya berjumlah 27 model gugur 2 menjadi 25 model. sedangkan ahli media, menghasilkan kesimpulan saran dan masukan pada bentuk produk yang terkait pada keterlaksanaan dan kemenarikan secara multimedia. keempat, data hasil masukan dan saran para ahli, selanjutkan peneliti revisi dan perbaiki. langkah keempat ini merupakan tahap revisi tahap 1. kelima, mengujikan produk pengembangan pada uji coba kelompok kecil dengan melibatkan subyek 15 orang mahasiswa. dari hasil ujicoba kelompok kecil, dapat disimpulkan bahwa keseluruhan model pembelajaran renang gaya bebas layak dipakai dan terdapat beberapa catatan penerapannya, terutama pada penerapan yang membutuhkan alat, luas kolam, dan keberadaana kolam gladi jurnal ilmu keolahragaan, 09 (2), oktober 127 mashud, widiastuti renang yang bukan kolam milik pribadi kampus, yang mengharuskan selalu konsolidasi terhadap pengguna lain. keenam, langkah ini, merevisi produk berdasarkan saran masukan dan catatan penerapan produk pada skala kecil. langkah keenam ini merupakan tahap revisi tahap 2. ketujuh, uji coba kelompok besar, dimana produk ini nantinya akan digunakan dan di implementasikan dalam pembelajaran. subyek penelitian pada ujicoba kelompok besar ini, melibatkan 120 orang mahasiswa yang terdiri dari: 40 mahasiswa dari prodi. pjkr fkip ulm; 40 mahasiswa dari prodi. pjkr stkip khusuma negara cijantung jakarta timur; 40 mahasiswa prodi. pjkr stkip setia budhi rangkas bitung kab. lebak provinsi banten. atas dasar catatan, saran dan temuan pada uji coba kelompok besar di atas, maka dapat disimpulkan secara keseluruhan model layak dan bisa dipergunakan dalam pembelajaran di matakuliah renang. namun terkait penerapan ada beberapa catatan, terutama pada kondisi kolam, alat dan sarana renang, tidak semua mahasiswa memiliki fasilitas handpone yang siap dipergunakan terutama terkait data paket internet dan kapasitas memori penyimpanan. kedelapan, langkah ini, merevisi produk berdasarkan saran masukan dan catatan penerapan produk pada skala besar. langkah kedelapan ini merupakan tahap revisi tahap 3. kesembilan, uji coba operasional (uji efektifitas produk) uji tahap ini bertujuan untuk mengetahui sejauh mana produk pengembangan mampu memberikan pengaruh atau dampak terhadap hasil pembelajaran pada mahasiswa. hasil uji efektifitas model adalah dengan melakukan tes unjuk kerja terhadap 45 mahasiswa. tes unjuk kerja dilakukan di awal sebelum ada perlakukan dan tes akhir setelah mahasiswa mendapatkan perlakuan. hasil uji efektifitas model pada kelompok eksperimen, antara tes awal dan tes akhir, karena nilai dari ztabel > z hitung (89 > -5,7622), maka terdapat perbedaan yang signifikan antara sebelum mendapat perlakuan dan sesudah perlakuan. sedangkan hasil uji efektifitas model pada kelompok control antara tes gladi jurnal ilmu keolahragaan, 09 (2), oktober 128 mashud, widiastuti awal dan tes akhir, didaptkan kesimpulan bahwa karena nilai dari z tabel > z hitung (89>-5,7171), maka terdapat perbedaan yang signifikan antara sebelum mendapat perlakuan dan sesudah perlakuan selanjutnya dilakukan penghitungan uji beda antar kelompok yaitu kelompok eksperimen dengan kelompok kontrol khusus pada hasil tes akhir/ postest saja. adapun tujuan dari uji beda antar kelompok ini adalah untuk mengetahui apakah ada perbedaan hasil belajar kemampuan renang gaya bebas mahasiswa prodi. pjkr antara kelompok eksperimen yang diberi perlakuan dengan kelompok kontrol/ kelompok pembanding yang mengikuti matakuliah renang seperti biasanya. data uji beda antar kedua kelompok tersebut adalah karena nilai z tabel (88.593) lebih besar dari pada z hitung (-1.82294), maka terdapat perbedaan yang signifikan antara kelompok kontrol dengan eksperimen. sehingga bisa diambil sebuah kesimpulan bahwa, kemampuan renang mahasiswa prodi. pjkr kelompok eksperimen atau kelompok mahasiswa yang telah diberi perlakuan model pembelajaran renang gaya bebas berbasis multimedia interaktif lebih baik dari pada kemampuan renang mahasiswa prodi. pjkr pada kelompok kontrol/ kelompok pembanding. pembahasan penelitian ini berawal atas adanya permasalahan dalam pembelajaran pada perguruan tinggi, khususnya pada pembelajaran matakuliah renang di program studi pendidikan jasmani. dalam pembelajaran sering terlalu berorientasi pada hasil pembelajaran/ nilai akhir cenderung melupakan proses pembelajaran. permasalahan ini berdampak pada profil lulusan matakuliah renang tersebut, banyak mahasiswa lulus matakuliah renang tetapi kemampuan renangnya masih dipandang kurang, sebagian lulus dengan predikat baik dan betul-betul bisa berenang, namun apabila ditanya bagaiamana proses renang yang baik dan bagaimana cara me,belajarkan pada orang lain, mayoritas masih belum mampu berbuat banyak. atas sedikit permasalahan ini, peneliti memandang gladi jurnal ilmu keolahragaan, 09 (2), oktober 129 mashud, widiastuti perlu untuk membuat pembelajaran renang tercapai tujuan secara utuh (kemampuan renang baik, sikap baik, pengetahuan baik dan yang terpenting mahasiswa mampu membelajarkan renang pada orang lain atau calon muridnya kelak saat menjadi guru pjok). penelitian pengembangan ini telah menghasilkan produk pengembangan pembelajaran renang gaya bebas berbasis multimedia interaktif. produk hasil pengembangan berbentuk aplikasi multimedia interaktif. pengembangan produk dalam penelitian ini dilakukan sebagai upaya untuk meningkatkan kemampuan hasil belajar renang gaya bebas mahasiswa pjkr. produk pengembangan, juga telah diuji kefektifannya dalam meningkatkan hasil belajar renang gaya bebas mahasiswa, dengan melibatkan 45 mahasiswa sebagai subyek uji coba kelompok eksperimen dan 45 mahasiswa sebagai kelompok control. uji efektifitas produk peneliti jalankan selama satu semester. penerapan uji efektifitas produk pengembangan selama satu semester dalam perkuliahan matakuliah renang, peneliti memaksimalkan fungsi multimedia interaktifnya sebagai media dan sumber belajar mahasiswa. penerapan dalam perkuliahan, produk pengembangan sebagai media/ sumber belajar ini, peneliti pakai sebagai bahan tugas gerak bagi mahasiswa untuk dipraktikkan diluar jam perkuliahan. hal ini senada dengan pendapat darmawan (2011:15) mengemukakan bahwa sumber belajar berupa multimedia interaktif memiliki bebrapa kelebihan untuk dipergunakan sebagai media pembelajaran, yaitu 1) dapat digunakan kapanpun dan dimanapun, 2) cakupan luas, 3) terintegrasi dengan sistem lainnya. kelebihan ini yang nantinya akan mewujudkan filosofi belajar yang dikemukakan oleh moston dan ashworth (2013:1) william (2014:8) arend (2001:3) yang menyatakan bahwa “…belajar adalah proses atau usaha yang dilakukan tiap individu untuk memperoleh suatu perubahan tingkah laku, baik dalam bentuk pengetahuan, keterampilan maupun sikap dan nilai yang positif sebagai pengalaman”. gladi jurnal ilmu keolahragaan, 09 (2), oktober 130 mashud, widiastuti multimedia interaktif pembelajaran renang gaya bebas diwujudkan dalam versi offline yang dapat dilakukan dan dimulai hanya dengan melakukan satu kali pemasangan dan tidak membutuhkan koneksi internet dalam penggunaannya. sehingga pemanfaatan multimedia interaktif sebagai media pembelajaran tidak menimbulkan dampak yang menyulitkan bagi mahasiswa yang belajar. penggunaannya bersifat ekonomis, praktis, dan kondisional. tidak ada alasan bagi mahasiswa untuk tidak belajar dan berlatih. selain penggunaan multimedia interaktif sebagai media pembelajaran dalam usaha memberikan hasil belajar kemampuan renang gaya bebas mahasiswa pjkr yang baik, memiliki peran yang sangat besar. melalui media pembelajaran, potensi indera mahasiswa yang belajar dapat diakomodasi sehingga hasil belajar akan meningkat. hal ini sejalan dengan pendapat frey & sutton (2010:492507) uden & campion (2000:1-10) yang menyatakan bahwa salah satu aspek yang diunggulkan mampu meningkatkan hasil belajar adalah bersifat multimedia, yaitu kombinasi dari computer dan video, suara, gambar, music, animasi, teks, grafik, gambar, yang dapat menciptakan presentasi yang dinamis dan interaktif. adanya kombinasi antara unsur media seperti teks, gambar, video akan mengakomodasi indera mahasiswa yang belajar lebih baik dan lebih menarik. media pembelajaran yang dihasilkan juga berupa buku cetak dan buku elektronik yang didesain berbentuk buku literature dan berbentuk pdf. ini dimaksudkan agar pengguna/ mahasiswa bisa menggunakan sebagai bahan belajar/ sumber belajar/ media pembelajaran dalam berbagai bentuk dan memfasilitasi berbagai macam karakteristik mahasiswa dalam belajar. mahasiswa yang senang dengan aplikasi multimedia interaktif bisa menggunakannya, mahasiswa yang senang bekajar dengan versi manual/ cetak, mahasiswa juga bisa menggunakannya. dengan segala bentuk dan versi produk pengembangan ini diharapkan mampu memberikan dampak pada peningkatan hasil hasil gladi jurnal ilmu keolahragaan, 09 (2), oktober 131 mashud, widiastuti belajar dan kemampuan renang gaya bebas. selain itu juga diharapkan mahasiswa sebagai calon guru pjok disekolah, akan mampu memiliki pengalaman belajar yang bervariasi dan konstruktif dalam mewujudkan proses belajar yang dinamis, proses belajar yang kondusif dan efektif. keunggulan produk ini sebagai salah satu alternative media yang layak digunakan untuk meningkatkan hasil belajar dan kemampuan renang gaya bebas mahasiswa adalah 1) materi variasi pembelajaran renang gaya bebas disusun berdasarkan pentahapan gerak dari yang sederhana sampai ke yang komplek, yang mudah sampai ke yang sulit, yang individu samapai ke berpasaangan dan berkelompok, 2) tampilan aplikasi multimedia interaktif, peneliti desain dalam beberapa komponen, diantaranya adalah bentuk gambar, video, teks, dan quiz, 3) produk pembelajaran renang gaya bebas berbasis multimedia interaktif dapat digunakan sebagai media belajar mandiri, 4) produk pembelajaran renang gaya bebas berbasis multimedia interaktif, mudah dibawah kemanamana sehingga dipelajari dimanapun dan kapanpun, 5) produk pembelajaran renang gaya bebas berbasis multimedia interaktif berperan sebagai pelengkap, penguat dan pengingat tentang renang gaya bebas. selain adanya keunggulan, produk pengembangan ini juga terdapat beberapa kelemahan dan kekurangan, diantaranya adalah 1) penyusunan variasi pembelajarn renang gaya bebas masih bersifat dangkal, belum spesisik variasi yang menekankan pada pengetahuan teknik renang gaya bebas secara utuh, 2) variasi pembelajarn renang hanya memfasilitasi terjadinya proses pembelajaran yang baik, yang mampu membangkitkan suasana beajar, 3) dan tampilan aplikasi multimedia interaktif masih perlu banyak koreksi dan pembenahan. adanya keunggulan dan kelemahan dari produk pengembangan ini, memungkinkan bagi peneliti lain untuk mengembangkan pada tataran yang lebih spesifik, lebih baik, dan lebih menarik. khususnya pengembangan renang pada gaya-gaya atau teknik yang lain. gladi jurnal ilmu keolahragaan, 09 (2), oktober 132 mashud, widiastuti kesimpulan berdasarkan hasil penelitian pengembangan, mulai tahap perencanaan produk, analisis uji ahli renang, uji ahli pembelajaran, uji ahli gerak dan uji ahli media, secara keseluruhan memberikan penilaian layak produk ini untuk diterapkan sebagai media pembelajaran renang gaya bebas bagi mahasiswa program studi pendidikan jasmani. uji coba pelaksanaan dalam skala kecil dan skala besar, produk pengembangan dinyatakan layak dan bisa dipergunakan dalam pembelajaran matakuliah renang. efektifitas produk pengembangan menghasilkan data yang signifikan dapat meningkatkan hasil belajar dan kemampuan renang gaya bebas mahasiswa pjkr dengan data uji beda antar kedua kelompok tersebut adalah nilai z tabel (88.593) lebih dari nilai z hitung (-1.82294), maka terdapat perbedaan yang signifikan antara kelompok kontrol dengan eksperimen. sehingga bisa diambil sebuah kesimpulan bahwa, kemampuan renang gaya bebas mahasiswa prodi. pjkr kelompok eksperimen atau kelompok mahasiswa yang telah diberi perlakuan model pembelajaran renang gaya bebas berbasis multimedia interaktif lebih baik dari pada kemampuan renang mahasiswa prodi pjkr pada kelompok kontrol/ kelompok pembanding. daftar pustaka arends, r. 2001. learning to teach. toronto: mc graw hill. (online) www.tandfonline.com diakses 07 januari 2018. borg, w.r. & gall, m.d. 2007. educational research an introduction, eighth edition. new york & london: longman. budinanto, iwan, 2015. multimedia digital; dasar teori dan pengembanganya: jogjakarta: andi offset. darmawan, d. 2011. teknologi pembelajaran. bandung: pt. remaja rosdakarya. frey, b.a & sutton, j.m. 2010. a model developing multimedia learning project. merlot journal of online learning and teaching. vol 6 no 2 juni 2010. hake, six lessons from the physics education reform effort. physic. education, 1(1): 24-31. http://lajpe.org/sep07/hake_f inal.pdf [diakses 4-6-2017]. http://www.tandfonline.com/ gladi jurnal ilmu keolahragaan, 09 (2), oktober 133 mashud, widiastuti maksum, ali. 2012. metode penelitian dalam olahraga. surabaya: unesa univerity press, mayer, r. e, 2008. learning and instruction. new jersey: pearson education, inc. moston, m & ashwort, s. 2013. gaya mengajar pendidikan jasmani. malang: wineka media. suyanto, muhammad, 2003. multimedia untuk meningkatkan keunggulan bersaing. yogjakarta: andi offset. sugiyono, 2010. statistik untuk penelitian. bandung: alfabeta uden, l & campion, r. 2000. integrating modality theori in educational multimedia desaign scool of computing. staffordshire univercity. william, j. h. 2014. re constructing memory: scool texbooks and the imagination of the nation. the george washington university. hubungan koordinasi mata kaki, daya ledak otot tungkai dan percaya diri dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung topan anggara 1 1 pplp bangka belitung *corresponding author. email: topanpenjas@yahoo.co.id abstrak : penelitian korelasi ini bertujuan untuk memperoleh informasi tentang, ada tidaknya hubungan antara koordinasi mata kaki, daya ledak otot tungkai, dan percaya diri dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung. penelitian ini menggunakan pendekatan kuantitatif, metode survei. subjek dalam penelitian ini adalah klub pplp bangka belitung sebanyak 30 orang. pengambilan sampel dilakukan dengan menggunakan teknik total sampling. berdasarkan uji hipotesis, penelitian ini menyimpulkan terdapat hubungan antara koordinasi mata kaki dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung sebesar 0,939. terdapat hubungan antara daya ledak otot tungkai dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung sebesar 0,937. terdapat hubungan antara percaya diri dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung sebesar 0,981. pengujian hipotesis yang terakhir terdapat hubungan antara koordinasi mata kaki, daya ledak otot tungkai dan percaya diri secara bersama-sama dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung sebesar 0,991. kata kunci : koordinasi mata kaki, daya ledak otot tungkai, percaya diri, sprint 100 meter abstract : correlatian study aims to obtain information about the relationship of coordination foot eye, leg muscle explosive power and self confidence with results sprint run 100 meters on athletes pplp bangka belitung as many as 30 people.the sample taken by using total sampling technique. based on the hyphotesist, the researcher concluded that there is relationship between coordination foot eye and results sprint run 100 meters on athletes pplp bangka belitung by 0,939. there are relationship between leg muscle eksplosive power with smash results sprint run 100 meters on athletes pplp bangka belitung by 0,937.there are relationship between confidence and results sprint run 100 meters on athletes pplp bangka belitung by 0,981.testing the hypothesis that there is a relationship between coordination foot eye, leg muscle explosive power and self confidence with results sprint run 100 meters on athletes pplp bangka belitung by 0,991. keyword : coordination foot eye, leg muscle explosive power , self confidence, results sprint run 100 meters available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (02) 2018, 135 146 permalink/doi: https://doi.org/10.21009/gjik.082.06 mailto:topanpenjas@yahoo.co.id http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 135 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan atletik merupakan salah satu cabang olahraga yang tertua dari cabang-cabang olahraga lainnya. karenanya atletik sering disebut sebagai induk dari cabang olahraga. di mana gerakan-gerakan yang terdapat dalam cabang olahraga atletik itu adalah seperti: berjalan, berlari, melompat, dan melempar. hal itu terdapat dalam kehidupan sehari-hari yang merupakan aktivitas dalam kehidupannya, bahkan hal itu telah dilakukan oleh manusia sejak jaman purba dalam upaya mempertahankan hidup, seperti dalam hal mencari nafkah dan melawan keadaan alam. hal ini tepatlah bila olahraga atletik ini pengembangannya harus dibina sedini mungkin. kesempatan untuk itu banyak sekali apabila dilaksanakan melalui pembinaan koni dan sekolah sekolah terutama pada sekolah dasar dan menengah. karena perkembangan prestasi dalam cabang atletik merupakan hal yang sangat penting demi kemajuan atau peningkatan prestasi olahraga dan bangsa indonesia. berdasarkan hasil observasi peneliti pada atlet atletik pplp provinsi bangka belitung, terlihat beberapa masalah. permasalahan yang didapatkan peneliti sebagai berikut : saat melakukan start blok, masih banyak kaki yang menempel ke karpet, serta ragu –ragu saat keluar dari start blok. hal ini dikarenakan tidak terlatihnya kondisi fisik, seperti koordinasi mata kaki, daya ledak otot tungkai, dan percaya diri dalam menempuh jarak lari 100 meter. dan masih banyak pada saat lari kecepatan maksimal duduk tung-kai nya, dan tidak lurus yang harus nya di lakukan. berdasarkan dari uraian di atas penulis tertarik mengadakan pene-litian tentang “hubungan koordin-asi mata kaki dan daya ledak otot tungkai, dan percaya diri dengan hasil lari sprint 100 meter pada atlet pplp bangka belitung”. lari adalah lompatan yang ber-turut turut yang didalamnya terda-pat suatu fase dimana kedua kaki tidak menginjak pada tanah. gerak lari secara keseluruhan di mulai dari saat kaki gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 136 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) mulai menyentuk tanah sampai kemudian menyen-tuh tanah lagi. yang dinilai dalam lari adalah kecepatan, menurut tangkudung (2006:67) kecepatan adalah kemampuan untuk berjalan berlari dan bergerak dengan sangat cepat. pengembangan kecepatan berarti juga meliputi pengemba-ngan skil, sehingga teknik itu dila-kukan dengan kecepatan tinggi. kecepatan adalah kemampuan otot atau sekelompok otot untuk menjawab rangsangan dalam wak-tu secepat (sesingkat) mungkin, kecepatan sebagai hasil perpadu-an dari panjang ayunan dan jumlah langkah. sedangkan menurut sukadiyanto dam muluk (2011:116) menjelelaskan kecepatan adalah kemampuan untuk menempuh jarak dengan cepat. kemampuan untuk bergerak cepat dalam garis lurus merupakan komponen yang tidak terpisahkan dari sukses di berbagai olahraga. garis lurus berlari dapat dibagi menjadi tiga tahap : akselerasi, pencapaian kecepatan maksimal pemeliharaan kecepatan maksimal. teknik lari sprint iaaf (2001:6) menyatakan bahwa suatu start dalam teknik lari sprint yang baik ditandai dengan sifat sifat berikut posisi aba-aba “ber-sedia”; kaki yang paling cepat/ tangkas ditempatkan pada per-mukaan sisi miring block yang paling depan. kedua jarijari tangan diletakkan dibelakang garis start dan menopang badan dan kaki belakang ditempatkan pada block belakang, kepala rileks. tujuan melakukan fase topang yaitu untuk memperkecil saat sentuh dengan tanah dan untuk memaksimalkan dorongan ke depan. tujuan dari melakukan fase melayang yaitu untuk memaksimalkan dorongan kedepan dan untuk mempersiapkan suatu penempatan kaki yang efektif saat sentuh tanah. start yang baik memiliki beberapa karakteristik: 1. memiliki konsentrasi penuh, tidak memikirkan hal lain di saat aba aba "bersedia" 2. mene-mpatkan keadaan diri dalam aba aba "siap" 3. kedua kaki melakukan gerakan eksplosif pada blokdi sudut yang optimal pada start. tiga variasi dalam start jongkok yang biasa gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 137 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) digunakan pada garisstart 1. the bunch start (14-28 cm) 2. the medium start (35-42 cm) 3. the elongated (50-70 cm). koordinasi mata kaki kemampuan koordinasi yang dimiliki seorang pelari sangat berarti dalam melakukan lari cepat dan kuat dari start sampai memasuki garis finish. teknik gerakan lari haruslah memiliki keharmonisan gerak otot tungkai atas dan bawah, koordinasi tersebut merupakan koordinasi mata kaki. menurut sukadiyanto, koordinasi merupakan hasil per-paduan kinerja dari kualitas otot, tulang, dan persendian dalam me-lakukan suatu gerak yang efektif dan efisien. dimana komponen gerak yang terdiri dari energi, kontraksi otot, syaraf, tulang dan persendian merupakan koordinasi neuromuskuler. koordinasi neur omuskuler adalah setiap gerak yang terjadi dalam urutan dan waktu yang tepat serta gerakannya mengandung tenaga. sebab ter-jadinya gerak ditimbulkan oleh kontraksi otot, dan otot berkon-traksi karena adanya perintah yang diterima melalui sistem syaraf. sedangkan menurut taylor (2005:4) ”coordination. this is the state of integration of all the other cpmponents into a single function package so that grace, economy of movement, and physical efficiency are achieved at a high level”. selanjutnya menurut ratamess (2012:13) menjelaskan “gross motor coordination refers to the ability of an individual to perform a motor skill with good technique, rhythm, and accuracy”. sedangkan menurut tangkudung (2012:72) “koordinasi adalah kemampuan untuk melakukan gerakan dengan berbagai tingkat kesukaran dengan cepat dan efisien dan penuh ketepatan”. dari pendapat tersebut disimpulkan koordinasi adalah kemampuan tubuh untuk melakukan berbagai macam gerakan dalam satu pola gerakan secara sistematis dan kontinu atau hal yang menyakan hubungan harmonis dari berbagai faktor yang terjadi pada suatu gerakan. dengan memiliki tingkat koordinasi yang baik, gerakan yang dilakukan hanya membutuhkan energi gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 138 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sedikit, sehingga ada efesiensi gerak dan energi. koordinasi yang rendah akan mengebabkan terjadinya cedera, terlebih lagi pada cabang-cabang olahraga yang membutuhkan keterampilan gerak yang kompleks dan halus. menurut bompa dalam sukadiyanto (2009:40) menyatakan, “pada dasarnya koordinasi dibedakan menjadi dua macam, yaitu koordinasi umum dan koordinasi khusus”. menurut sage dalam sukadiyanto (2009:66) menyatakan bahwa, “koordinasi umum merupakan kemampuang seluruh tubuh dalam menyesuaikan dan mengatur gerakan secara simultan pada saat melakukan suatu gerak”. artinya, bahwa setiap gerakan yang dilakukan melibatkan semua atau sebagian otot otot, sistem syaraf, dan persendian. pada umumnya setiap teknik dalam cabang olahraga merupakan dari per paduan antara pandangan mata-tangan (hand eye-coordination) dan kerja kaki (footwork). daya ledak otot tungkai salah satu unsur kondisi fisik yang memiliki peranan penting dalam kegiatan olahraga, baik sebagai unsur pendukung dalam suatu gerak tertentu maupun unsur utama dalam upaya pencapaian teknik gerak yang sempurna adalah daya ledak. daya ledak tungkai sangat dibutuhkan dalam berbagai cabang olahraga, apalagi cabang olahraga yang menuntut aktifitas yang berat dan cepat seperti lari jarak pendek atau kegiatan yang harus dilakukan dalam waktu sesingkat mungkin dengan beban yang berat. untuk mampu melaksanakan aktifitas, penggabungan antara kekuatan dan kecepatan pada otot tungkai yang dikerahkan secara bersama-sama dalam mengatasi tahanan beban dalam waktu yan relatif singkat. menurut sukadiyanto (2009:73) menjelaskn “daya ledak merupakan terjemah dari kata explosive power atau power (bahasa inggris) dan schnelkraft (bahasa jerman). berdasarkan kamus pengetahuan olahraga jerman, schnelkraft = power yang berarti kemampuan untuk meraih suatu kekuatan setinggi mungkin dalam gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 139 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) waktu yang singkat”. selanjutnya menurut irawadi (2011:96) “daya ledak otot tungkai sebagai kemampuan seseorang untuk menggerakkan tubuh atau bagian bagiannya secara kuat dan kecepatan tinggi”. percaya diri kepercayaan diri meru-pakan suatu keyakinan dan sikap seseorang terhadap kemampuan pada dirinya sendiri dengan me-nerima secara apa adanya baik positif maupun negatif yang dibentuk dan dipelajari melalui proses belajar dengan tujuan untuk kebahagian dirinya. percaya diri atau “self confi dent” merupakan modal utama seorang atlet untuk dapat maju karena pencapaian prestasi yang tinggi dan pemecahan rekor atlet itu sendiri harus dimulai dengan percaya bahwa dia dapat dan sanggup melampaui prestasi yang pernah dicapainya, sudibyo sety obroto pribadi yang percaya diri selalu mengusahakan dirinya berfikir positif sebagai bentuk pengko-kohan percaya dirinya tersebut. pola pikir yang negatif secara tidak langsung akan menjeru muskan pada kegagalan dan kekalahan, sehingga percaya diri-nya terkikis berfikir positif dari hal-hal yang paling kecil dan sangat mendasar agar benar benar bisa berfikir positif seutuhnya. orang yang mempunyai percaya diri biasanya hidupnya menye-nangkan dan lebih tentram. berdasarkan model sport confi dence yang dikembang-kannya, vealey dan knight (2008) “mengidentifikasi 3 kom-ponen atau dimensi dalam sport confidence, yaitu : 1. latihan dan ketrampilan fisik (physical skills and training) 2. efisiensi kognitif (cognitive efficiency) 3. keuletan (resilience). weinberg dan gould (dalam satiadarma, 2000) menyatakan bahwa rasa kepercayaan diri atlet (sport confidence) memberi dampak posisitif dalam hal-hal berikut : 1. emosi 2. konsentrasi 3. sasaran 4. usaha 5. strategi 6. momentum. dengan memiliki sport-confidnce yang tinggi, individu akan lebih memiliki kesempatan untuk memperoleh momentum (saat yang tepat) untuk bertindak. tanpa sport-confidence yang tinggi, usaha individu menjadi terbatas gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 140 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dan peluang yang dikembangkannya juga menjadi terbatas, sehingga momentum untuk bertindak menjadi terbatas pula. dalam olahraga atletik banyak faktor yang harus dirubah agar mencapai perpormance yang diinginkan, seorang atlit bukan hanya memerlukan kemampuan fisik yang baik akan tetapi seorang atlit harus memiliki unsur-unsur lain untuk mencapai prestasi salah satu nya dibidang psikologi yaitu percaya diri. salah satu modal utama dan syarat mutlak untuk mencapai prestasi olahraga yang gemilang adalah memiliki percaya diri (self confidence atau confidence in oneself). hornby me nyatakan dalam husdarta, “over confidence atau percaya diri yang berlebihan dapat berakibat kurang menguntungkan terhadap atlet karena dengan tumbuhnya over confidence muncul pula rasa dan pikir “menganggap enteng” lawan. disisi lain over confidence dapat menyebabkan seorang siswa/atlet mudah mengalami frustasi jika ia dikalahkan lawannya”. sedang kan saranson dalam komarudin (2013:69) menjelaskan bahwa “kepercayaan diri adalah perasaan yang berisi keku-atan, kemampuan dan kemampuan untuk melakukan dan meng-hasilkan sesuatu yang dilandasi keyakinan untuk sukses”. lauser dalam nur ghuron mendefinisikan (2010:34) “kepercayaan diri diperoleh dari pengalaman hidup. kepercayaan diri merupakan salah satu aspek kepribadian yang berupa keyakinan akan kemampuan diri seseorang sehingga tidak terpengaruh oleh orang lain dan dapat bertindak sesuai kehendak, gembira, optimis, cukup toleran dan bertanggung jawab”. dari penjelasan tersebut disimpulkan kepercayaan diri adalah perasaan yang berisi kekuatan, kemampuan dan kemampuan untuk melakukan dan menghasilkan sesuatu yang dilandasi keyakinan dan sukses. metode penelitian metode penelitian yang digu nakan dalam penelitian ini adalah pendekatan kuantitatif, metode su-rvei dengan teknik pengukuran dan tes. gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 141 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sedangkan teknik analisis menggunakan pendekatan kore-lasi. arikunto (2013 : 313) menya-takan “penelitian korelasi bertujuan untuk menemukan ada tidaknya hubungan dan apabila ada, berapa eratnya hubungan serta berarti atau tidak hubungan itu”. jadi, penelitian korelasi bertujuan untuk mengetahui ada tidaknya hubungan dan apa bila ada, berapa erahnya hubungan serta berarti atau tidak hubungan antara variabel bebas (eksogen) dengan variabel terikat (endo-gen).1 variabel yang dikaji terdiri dari empat variabel yang terdiri dari tiga variabel eksogen (bebas) dan satu variabel endogen (terikat). variabel eksogen terdiri dari koordinasi mata kaki (x1), daya ledak otot tungkai (x2) dan rasa percaya diri (x3). variabel endogen terdiri dari hasil lari sprint 100 meter (y). hasil dan pembahasaan koordinasi mata kaki terhadap hasil lari sprint 100 meter hasil perhitungan dan pengujian uji annova dengan spss koordinasi mata kaki berpengaruh langsung positif terhadap hasil lari sprint 100 meter. sebagaimana disajikan dalam tabel 1. tabel 1. annova koordinasi mata kaki terhadap hasil lari sprint 100 meter model sum of squares df mean square f sig. regression 6928,681 1 6928,681 428,848 ,000 b 1 residual 452,382 28 16,156 total 7381,062 29 dari pencarian diatas maka diketahui fhitung sebesar 428,848 sedangkan n – 2 ftabel sebesar 4,20. kriteria pengujian : terima h0 jika fhitung < ftabel, tolak h0 gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 142 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) jika fhitung > ftabel, dari data tersebut diperoleh fhitung > ftabel yaitu 428,848 > 4,20 maka h0 ditolak, artinya model regresi sangat signifikan daya ledak otot tungkai terhadap hasil lari sprint 100 meter. hasil perhitungan dan pengujian uji annova dengan spss daya ledak otot tungkai berpengaruh langsung positif terhadap hasil lari sprint 100 meter. sebagaimana disajikan dalam tabel 2. tabel 2. annova keberartian daya ledak otot tungkai terhadap hasil lari sprint 100 meter model sum of squares df mean square f sig. regression 6917,781 1 6917,781 419,497 ,000 b 1 residual 461,739 28 16,491 total 7379,520 29 dari pencarian diatas maka diketahui fhitung sebesar 419,497 sedangkan n – 2 ftabel sebesar 4,20. kriteria pengujian : terima h0 jika fhitung < ftabel, tolak h0 jika fhitung > ftabel. dari table tersenut dapat disimpulkan fhitung > ftabel yaitu 419,497 > 4,20 maka h0 ditolak, artinya model regresi sangat signifikan. percaya diri terhadap hasil lari sprint 100 meter hasil perhitungan dan pengujian uji annova dengan spss daya ledak otot tungkai berpengaruh langsung positif terhadap hasil lari sprint 100 meter. sebagaimana disajikan dalam tabel 3. tabel 3. annova percaya diri terhadap hasil lari sprint 100 meter model sum of squares df mean square f sig. regression 7243,140 1 7243,140 1470,446 ,000 b 1 residual 137,923 28 4,926 total 7381,062 29 gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 143 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dari pencarian diatas maka diketahui fhitung sebesar 1470,446 sedangkan n – 2 ftabel sebesar 4,20.kriteria pengujian : terima h0 jika fhitung < ftabel, tolak h0 jika fhitung > ftabel. dari hasil tersebut dapat di simpulkan fhitung > ftabel yaitu 1470,446 > 4,20 maka h0 ditolak, artinya model regresi sangat signifikan. koordinasi mata kaki, daya ledak otot tungkai dan percaya diri terhadap hasil lari sprint 100 meter hasil perhitungan dan pengujian uji annova dengan spss koordinasi mata kaki, daya ledak otot tungkai dan percaya diri berpengaruh langsung positif terhadap hasil lari sprint 100 meter. sebagaimana disajikan dalam tabel 4. tabel 4. keberartian regresi ganda model sum of squares df mean square f sig. regression 7314,958 3 2438,319 981,947 ,000 b 1 residual 64,562 26 2,483 total 7379,520 29 dari pencarian diatas maka diketahui fhitung sebesar 981,947, sedangkan n – 3 ftabel sebesar 4,21. kriteria pengujian : terima h0 jika fhitung < ftabel, tolak h0 jika fhitung > ftabel jadi dari hasil perhitungan tersebut di simpulkan fhitung > ftabel yaitu 981,947 > 4,21 maka h0 ditolak, artinya model regresi ŷ = 171,898 + 2,001x1 + 9,379x2 + 1,266x3 sangat signifikan. kesimpulan terdapat hubungan yang positif antara koordinasi mata kaki (x1) dengan hasil lari sprint 100 meter (y). hal ini berarti makin baik koordinasi mata kaki siswa maka makin baik pula hasil lari sprint 100 meter. sebaliknya makin rendah koordinasi mata kaki makin rendah pula hasil lari sprint 100 meter. terdapat hubungan antara daya ledak otot tungkai (x2) dengan hasil lari gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 144 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sprint 100 meter (y). hal ini berarti makin baik daya ledak otot tungkai seseorang maka makin baik pula hasil lari sprint 100 meter. sebaliknya makin rendah daya ledak otot tungkai makin rendah pula hasil lari sprint 100 meter. terdapat hubungan antara percaya diri (x3) dengan hasil lari sprint 100 meter (y). hal ini berarti makin baik percaya diri seseorang maka makin baik pula hasil lari sprint 100 meter. sebaliknya makin rendah percaya diri makin rendah pula hasil lari sprint 100 meter. terdapat hubungan secara bersama sama antara koordinasi mata kaki (x1) daya ledak otot tungkai (x2) dan percaya diri (x3) dengan hasil lari sprint 100 meter (y). hal ini berarti makin baik koordinasi mata kaki, daya ledak otot tungkai dan percaya diri siswa maka makin baik pula hasil lari sprint 100 meter. sebaliknya makin rendah koordinasi mata kaki dan daya ledak otot tungkai makin rendah pula hasil lari sprint 100 meter. daftar pustaka arikunto, suharsini. 2013. prosedur penelitian suatu pendekatan praktis. jakarta: rineka cipta. britton w.brewer, 2009. sport psychology. usa: wiley blackwell. faturahman saleh. 2003, hubungan antara motivasi berprestasi dan daya ledak otot tungkai dengan kemampuan lompat jauh di sltp negeri 103 jakarta, tesis, pps unj. gerard taylor, 2005. capoera conditioning. california: blue snake books. ghufron nur dan rini risnawati, 2010. teori-teori psikologi. jogjakarta: ar-ruzz media. hakim thursan. 2005, mengatasi rasa percaya diri. jakarta: pustaka juara. hendri irawadi, 2011. kondisi fisik dan pengukurannya. padang : fakultas ilmu keolahragaan universitas negeri padang. husdarta, 2010, psikologi olahraga. bandung: alfa beta. iaaf, 2001, pengenalan kepada teori pelatihan jakarta: program gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 145 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendidikan dan sistem pelatih atletik. johansyah lubis, 2013, panduan praktis penyusunan program latihan jakarta: pt. rajagrafindo persada. john honeybourne, 2006, acquiring skill in sport, new york; routledge. keith davids, dkk, 2008, dynamics of skill acquisition, usa; human kinetics. komarudin, 2013, psikologi olahraga. bandung: pt remaja rosdakarya. laelatul dewi badriah, 2009, fisiologi olahraga. bandung: multazam. lee e. brown, 2007, national strength and conditioning association. usa, human kinetics. lumintuarso ria, 2013. teori kepelatihan olahraga. jakarta: lankor. nicholas ratamess, 2012. acsm’s foundations of strength training and conditioning. america: american college of sports medicine. mochamad djumidar a. widya, 2004, belajar berlatih gerak-gerak dasar ateitik dalam bermain, jakarta : pt raja gragindo persada. mylsidayu, apta, 2014, psikologi olahraga. jakarta: bumi aksara. mylsidayu, apta dan febi kurniawan, 2015. ilmu kepelatihan dasar, bandung: alfa beta. raffly henjilito, 2015, pengaruh daya ledak otot tungkai, kecepatan reaksi, dan motivasi terhadap kecepatan lari jarak pendek 100 meter pada atlet pplp pekan baru. tesis, pps unj. syafrudin, 2011, ilmu kepelatihan olahraga, padang: unp press padang. gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 146 topan anggara copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sukadiyanto, 2011, pengantar teori dan metodologi melatih fisik, bandung; lubuk agung. sukirno. 2012, dasar-dasar atletik dan latihan fisik palembang: percetakan universitas sriwijaya. tangkudung, james, 2012. kepelatihan olahraga. jakarta: cerdas jaya. tangkudung, james, 2006., pembinaan prestasi olahraga, jakarta: cerdas jaya. tangkudung, james, 2016, macam macam metodologi penelitian, lensa media pustaka indonesia. tatang iskandar. 2014, hubungan antara daya ledak otot tungkai, kelentukan punggung dan motivasi belajar terhadap keterampilan lompat tinggi gaya flop, tesis, pps unj. tudor o. bompa dan g. gregory haff, periodization theory and methodology of training uu ri. 2005. sistem keolahragaan nasional. jakarta. widiastuti, 2015. tes dan pengukuran olahraga. jak available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 86 95 permalink/doi: https://doi.org/10.21009/gjik.092.02 upaya meningkatkan keterampilan teknik dasar lompat jauh melalui metode bermain padasiswa kelas x 2 sma lkmd sukaramai kabupaten kampar mimi yulianti 1* , frans boy stiur jaya zega 2 merlina sari 3 pendidikan jasmani kesehatan dan rekreasi, universitas islam riau jalan kaharuddin nasution no. 113 pekanbaru riau *corresponding author. email: mimipenjas@edu.uir.ac.id abstrak: berdasarkan hasil observasi terhadap siswa kelas x 2 sma lkmd sukaramai kabupaten kampar peneliti melihat masih banyak siswa yang kurang menguasaia teknik dasar lompat jauh dengan benar. tujuan penelitian ini adalah untuk meningkatkan keterampilan teknik dasar lompat jauh pada siswa kelas x 2 sma lkmd sukaramai kabupaten kampar jenis penelitian ini adalah penelitian tindakan kelas yang terdiri dari 2 variabel. populasi dalam penelitian ini adalah seluruh siswa kelas x 2 sma lkmd sukaramai yang berjumlah 30 siswa. teknik pengambilan sampel yang digunakan total sampling dengan berbagai pertimbangan dari peneliti dengan demikian jumlah sampel dalam penelitian ini berjumlah 30 siswa . instrumen tes yang digunakan adalah unjuk kerja lompat jauh. berdasarkan penelitian keterampikan teknik dasar lompat jauh dengan menggunakan metode bermain pada siswa kelas x 2 sma lkmd sukaramai kabupatem kampar, rata-rata kemampuan siswa pada tes awal dikategorikan cukup baik dengan persentase 65,41 % pada siklus ke i teknik dasar lompat jauh dengaan menggunakan metode bermain memiliki peningkatan 80 %. kata kunci : keterampilan teknik dasar lompat jauh, metode bermain. abstract : pursuant to result of observation to class student of x 2 sma lkmd sukaramai sub-province camphor researcher see still many less student [of] elementary technique menguasaia [of] long jump truly. target of this research is to uplift skill elementary technique [of] long jump [at] class student of x 2 sma lkmd sukaramai sub-province camphor this type research [is] research of class action which consist of 2 variable. population in this research [is] entire/all class student of x 2 sma sukaramai lkmd amounting to 30 student. technique intake of total used sampel [of] sampling with various consideration of researcher thereby the amount of sampel in this research amount to 30 student . instrument of tes the used [is] unjuk work long jump pursuant to research of elementary technique [of] long jump by using method play at [at] class student of x 2 sma lkmd sukaramai kabupatem camphor, mean ability of student [at] tes early categorized good enough with percentage 65,41 % [at] cycle to elementary i technique [of] long jump of with use method play at to have improvement 80 %. keyword : skill of elementary technique [of] long jump, method play at gladi jurnal ilmu keolahragaan, 09 (2), oktober 87 mimi yulianti, frans boy stiur jaya zega, merlina sari pendahuluan pendidikan jasmani sebagai komponen pendidikan secara keseluruhan telah diketahui oleh banyak kalangan. namun, dalam pelaksanaannya pengajaran pendidikan jasmani berjalan belum efektif seperti apa yang diharapkan oleh semua orang. pembelajaran pendidikan jasmani cenderung tradisional. model pembelajaran pendidikan jasmani tidak harus terpusat pada guru tetapi pada siswa. tahapan pembelajaran harus disesuaikan dengan perkembangan yang dimiliki oleh peserta didik yang menerimanya, isi dan urusan materi serta cara penyampaian harus disesuaikan sehingga menarik minat dan menyenangkan hati para peserta didik, sasaran pembelajaran ditujukan bukan hanya mengembangkan keterampilan olahraga, tetapi juga perkembangan pribadi anak seutuhnya. dalam undang-undang republik indonesia no.3 tahun 2005 tentang sistem keolahragaan nasional pasal 1 ayat 11 : olahraga pendidikan adalah pendidikan jasmani dan olahraga yang dilaksanakan sebagai proses pendidikan yang teratur dan berkelanjutan untuk memperoleh pengetahuan, kepribadian, ketereampilan, kesehatan dan kebugaran jasmani. berdasarkan undang-undang di atas olahraga pendidikan jasmani di lakukan untuk memperoleh pengetahuan, keterampilan, kesehatan dan kebugaran jasmani. olahraga pendidikan jasmani juga dapat dilakukan oleh setiap orang maupun lembaga pendidikan untuk meningkatkan kesehatan, kemampuan berolahraga dan menumbuhkan sportifitas yang ada di dalam dirinya. pendidikan jasmani dan olahraga merupakan suatu bagian yang tidak terpisahkan dari pendidikan umum. lewat program pendidikan jasmani dan olahraga dapat diupayakan peranan pendidikan jasmani dan olahraga untuk mengembangkan kepribadian individu. sumbangan nyata dalam pendidikan jasmani dan olahraga adalah untuk mengembangkan keterampilan psikomotor. karena itu posisi pendidikan jasmani dan olahraga menjadi unik, sebab berpeluang lebih banyak dari pada mata pelajaran lainnya untuk membina keterampilan. hal ini sekaligus mengungkapkan kelebihan pendidikan gladi jurnal ilmu keolahragaan, 09 (2), oktober 87 mimi yulianti, frans boy stiur jaya zega, merlina sari jasmani dan olahraga dari pelajaranpelajaran lainnya. ada tiga hal penting yang bisa menjadi sumbangan unik dari pendidikan jasmani dan olahraga, yaitu : (1) meningkatkan kebugaran jasmani dan kesehatan siswa, (2) meningkatkan terkuasainya keterampilan fisik yang kaya dan (3) meningkatkan pengertian siswa dalam prinsip-prinsip gerak serta bagaimana menerapkannya dalam praktek. secara umum manfaat pendidikan jasmani dan olahraga di sekolah mencakup sebagai berikut, adalah : (1) memenuhi kebutuhan anak akan gerak, (2) mengenalkan anak pada lingkungan dan potensi dirinya, (3) menanamkan dasar-dasar keterampilan yang berguna, (4) menyalurkan energi yang berlebihan dan (5) merupakan proses pendidikan secara serempak baik fisik,mental, maupun emosional. tujuan pendidikan jasmani adalah memberikan kesempatan kepada anak untuk mempelajari berbagai kegiatan yang membina sekaligus mengembangkan potensi anak, baik dalam aspek fisik, mental, sosial, emosional dan mmoral. singkatnya pendidikan jasmani dan olahraga bertujuan untuk mengembangkan potensi setiap anaksetinggi-tingginya. dalam pendidikan jasmani banyak cabang olahraga yang terdapat di dalamnya, salah satunya adalah cabang olahraga atletik. atletik adalah gabungan dari beberapa jenis olahraga yang sering di perlombakan, salah satunya adalah lompat jauh. lompat jauh merupakan suatu gerakan melompat ke depan atas dalam upaya membawa titik berat badan selama mungkin di udara ( melayang di udara ) yang di lakukan dengan cepat dan melakukan tolakan pada satu kaki untuk mencapai jarak yang sejauhjauhnya. caranya yaitu dengan berlari sekuat mungkin lalu melakukan tolakkan tepat pada papan tolakan sekuat-kuatnya, lalu setelah itu gerakan melayang di udara serta menjaga keseimbangan tubuh saat mendarat di bak pasir yang telah disediakan agar dapat terjatuh dengan baik. dalam proses pelaksanaan pembelajaran lompat jauh guru harus dapat mengajarkan keterampilan teknik dan strategi permainan suatu olahraga dengan benar, supaya para peserta didik dapat melakukannya dengan baik. keterampilan merupakan suatu karakteristik ataupun kemampuan umum dari seseorang yang berhubungan dengan pengetahuan dan keterampilan gladi jurnal ilmu keolahragaan, 09 (2), oktober 88 mimi yulianti, frans boy stiur jaya zega, merlina sari yang diwujudkan melalui tindakan. keterampilan dasar mengajar pada dasarnya adalah berupa bentuk-bentuk perilaku bersifat mendasar dan khususnya yang harus dimiliki oleh seorang guru sebagai modal awal untuk melaksanakan tugas-tugas pembelajarannya secara terencana dan profesional. teknik merupakan salah satu komponen prestasi olahraga yang merupakan ciri atau karakteristik suatu cabang olahraga dan oleh sebab itu harus dipersiapkan sebaik mungkin. penguasaan teknik yang baik akan dapat menghemat dan mengoptimalkan kondisi fisik. hal ini berarti penguasaan teknik yang baik akan dapat membantu menghemat penggunaan tenaga. ini berati semakin baik penguasaan teknik suatu cabang olahraga maka semakin hemat dalam pemakaian tenaga yang di keluarkan. sebagai guru olahraga kita harus memiliki keterampilan dalam setiap bidang olahraga, terutama pada teknikteknik dasarnya, dengan memiliki keterampilan serta teknik dasar tersebut guru sangat diharapkan dapat memberikan contoh yang terbaik untuk para peserta didik dalam melakukan olahraga, terutama pada teknik dasar lompat jauh supaya peserta didik dapat melakukan teknik dasar disetiap cabang olahraga dengan baik, sehingga peserta didik mampu mencapai tujuan yang diinginkan dalam proses pembelajaran teknik dasar lompat jauh. adapun kkm ( kriteria ketuntasan minimal ) yang harus di capai oleh siswa dalam pembelajaran pendidikan jasmani. di sini peneliti mengetahui berapa nilai yang harus diperoleh oleh peserta didik untuk mendapatkan ketuntasan, menurut guru olahraga yang ada di sma lkmd sukaramai kabupaten kampar adalah siswa harus mencapai nilai 78 ( tujuh puluh delapan ), nilai ini berguna untuk mengantisipasi supaya nilai para peserta didik tidak terlalu rendah ketika mendapatkan persaingan di sekolahsekolah lain. untuk mendapatkan nilai yang sudah ditentukan tersebut siswa dituntut agar bisa melakukan gerakan serta teknik dasar yang benar, terutama dalam pembelajaran lompat jauh yang akan peneliti lakukan, dalam melakukan lompat jauh siswa harus mencapai batas kejauhan yang telah di tentukan oleh guru olahraga. tetapi pada kenyataanya kejadian yang dilihat oleh peneliti pada saat proses pembelajaran di lapangan gladi jurnal ilmu keolahragaan, 09 (2), oktober 89 mimi yulianti, frans boy stiur jaya zega, merlina sari tidak seperti apa yang diharapkan. di dalam melakukan pembelajaran lompat jauh peneliti melihat bahwa para peserta didik masih banyak yang belum memiliki keterampilan teknik dasar dalam lompat jauh, sehinnga lompatan yang dihasilka pada saat mendarat tidak sesuai dengan apa yang diharapkan oleh seorang guru. oleh karena itu peneliti ingin menigkatkan keterampilan teknik dasar lompat jauh pada peserta didik dengan menggunakan metode bermain, karena dengan metode barmain akan mampu membuat siswa senang mengikuti pembelajaran yang disampaikan oleh gurunya, tujuan dalam metode bermain ini adalah supaya siswa mampu menguasai teknik dasar lompat jauh dengan benar. metode bermain yang di gunakan adalah metode yang mengutamakan teknik belajar supaya dapat mencapai sasaran pelajaran yang diinginkan. metode adalah cara berfikir secara baik untuk mencapai tujuan yang diinginkan, prinsip dan praktek-praktek pengajaran, metode juga dapat dikatakan sebagai suatu siasat atau usaha yang diberikan kepada para peserta didik untuk dapat mencapai pembelajaran yang diharapkan. sedangkan bermain adalah sebuah fenomena atau aktivitas yang berkembang secara menyeluruh di dalam masyarakat, setiap orang bermain setiap harinya, meskipun begitu bermain di dalam ruang lingkup sekolah masih terasa terlarang. dalam penelitian ini metode bermain adalah suatu aktivitas yang diberikan kepada peserta didik, aktivitas tersebut adalah aktivitas yang membuat mereka senang dan tidak membosankan, meskipun begitu aktivitas atau metode ini memiliki hubungan untuk meningkatkan keterampilan peserta didik dalam melakukan lompat jauh. untuk melakukan metode ini peneliti menggunakan bahan yang aman dan mudah diperoleh yaitu adalah kerdus yang terbuat dari bahan yang tidak terlalu keras. dalam observasi yang telah dilakukan, dapat diketahui bahwa masih banyak siswa yang belum bisa melakukan pembelajaran lompat jauh secara maksimal. adapun masalah yang penulis ketahiu yaitu : (1)siswa kurang maksimal dalam melakukan lompat jauh, hal ini di sebabkan karena masih banyak siswa yang belum menguasai teknik dasar lokpat jauh, (2) siswa kurang serius dan merasa malu dalam melakukan pembelajaran lompat jauh, gladi jurnal ilmu keolahragaan, 09 (2), oktober 90 mimi yulianti, frans boy stiur jaya zega, merlina sari sehingga masih banyak yang kurang tepat dalam melakukan tolakan, (3) siswa masih ragu-ragu dalam melakukan lompat jauh, karena prasarana yang kurang mendukung. metode penelitian penelitian ini adalah penelitian tindakan kelas yaitu, penelitian yang dilakukan dalam kelas dengan tujuan untuk meningkatkan keterampilan teknik dasar lompat jauh dengan metode bermain. menurut arikunto (2015 : 124 ) menyatakan bahwa penelitian tindak kelas (ptk) adalah penelitian yang dilakukan oleh guru, dengan tujuan memperbaiki mutu praktik pembelajaran di kelasnya. ptk berfokus pada proses belajar mengajar yang terjadi di kelas, di lakukan pada situasi alami. penelitien ini dilaksanakan pada siswa kelas x 2 sma lkmd sukaramai kabupaten kampar tahun ajaran 2017-2018. jumlah subjek penelitian 30 orang dimana penelitian ini dilakukan sebanyak 1 siklus, dalam satu siklus ini terdapat 2 kali pertemuan. prosedur penelitian ini terdiri dari tahapan penelitian, yaitu adalah rencana tindakan, pelaksanaan tindakan, observasi / evaluasi, refleksi. penelitian ini dilaksanakan pada hari rabu 14 februari 2018 dan hari rabu tanggal 21 februari 2018. teknik pengumpulan data observasi belajar yaitu dengan 1 orang observer dari guru penjaskes sma lkmd sukaramai kabupaten kampar. hasil dan pembahasan 1. hasil tes awal hasil tes awal merupkan hasil dari penilaian keterampilan teknik dasar lompat jauh melalui metode bermain pada siswa kelas x 2 sma lkmd sukaramai kabupaten kampar sebelum di terapkannya metode bermain. tujuannya untuk mengetahui perbedaan hasil pembelajaran sebelum melakukan metode bernain dengan hasil pembelajaran setelah melakukan metode bermain. unuk melihat keterangan yag lebih jelas dapat dilihat pada hisogram di bawah ini. pada kategori sangat baik diperoleh oleh 4 orang siswa dengan persentase 13,3 %, pada kategori baik diperoleh oleh 7 orang siswa dengan persentase 23.33%, pada kategori cukup baik di peroleh oleh 14 orang siswa dengan persentase 46,66 %, pada kategori kurang baik diperoleh oleh 4 orang siswa dengan persentase 13.33 %, dan pada kategori tidak baik diperoleh oleh 1 orang siswa dengan kategori 3,33 %. gladi jurnal ilmu keolahragaan, 09 (2), oktober 91 mimi yulianti, frans boy stiur jaya zega, merlina sari dari tabel di bawah ini kita juga dapat melihat rata-rata nilai tes awal yang didapatkan oleh peserta didik sebelum metode bermain di lakukan yaitu 65,41 atau dalam kategori “cukup baik”. tabel 1. analisis kemampuan teknik dasar lompat jauh sebelum siklus no inteerval kategori jumlah persentase 1 10 sd 29 tidak baik 1 3,33 % 2 30 sd 49 kurang baik 4 13,33 % 3 50 sd 69 cukup baik 14 46,66 % 4 70 sd 89 baik 7 23,33 % 5 90 sd 100 sangat baik 4 13,33 % jumlah 30 100 % rata – rata 65,41 % kategori cukup baik tabel 2. analisis teknik dasar lompat jauh setelah siklus no interval kategori jumlah persentase 1 10 sd 29 tidak baik 0 0,0 % 2 30 sd 49 kurang baik 0 0,0 % 3 50 sd 69 cukup baik 6 20 % 4 70 sd 89 baik 20 66,66 % 5 90 sd 100 sangat baik 4 13,33 % jumlah 30 100 % rata-rata 80 % kategori baik berdasarkan tabel di atas, maka analisis terhadap kemampuan siswa setelah siklus iadalah sebagai berikut : 1. interval nilai 90 sd 100 adalah kategori “sangat baik” diperoleh 4 orang siswa. 2. interval nilai 70 sd 89 adalaha kategori “baik” diperoleh 20 orang siswa. 3. interval nilai 50 sd 69 adalah kategori “cukup baik” diperoleh 6 orang siswa. 4. interval nilai 30 sd 49 adalah kategori “kurang baik” tidak diporoleh siswa. 5. interval 10 sd 29 adalah kategori “tidak baik” tidak diperoleh siswa. selanjutnya dari tabel juga dapat dilihap rata-rata nilai yang diperoleh oleh peserta didik setelah siklus i adalah 80 atau dapat dikategorikan “baik” . berdasarkan tabel dan uraian di atas maka dapat dikatakan bahwa rata-rata kempuan teknik dasar lompat jauh melalui metede bermain siswa sma lkmd sukaramai kabupten kampar sudah ada peningkatan ataupun lebih baik dari gladi jurnal ilmu keolahragaan, 09 (2), oktober 92 mimi yulianti, frans boy stiur jaya zega, merlina sari pada sebelum diterapkannya metode. pernyataan tersebut dapat dilihat pada tabel perbandingan berikut : dari tabel di bawah terlihat bahwa rata-rata kemampuan siswa sebelum tindakan hanya memperoleh nilai rata-rata 65,41 dengan 4 orang siswa memperoleh kategori sangat baik (13,33%), 7 orang siswa memperoleh kategori baik (23,33%), 14 orang siswa memperoleh kategori cukup baik (46,66%), 4 orang siswa memperoleh kurang baik (13,33%) dan 1 orang siswa memperoleh kategori tidak baik (3,33%). tabel 3. perbandingan kemampuan teknik dasar lompat jauh pada siswa kelas x 2 sma lkmd sukaramai kabupaten kampar no interval kategori sebelum siklus siklus i jumlah persentase jumlah persentase 1 10 sd 29 tidak baik 1 3,33 % 0 0,0 % 2 30 sd 49 kurang baik 4 13,33 % 0 0,0 % 3 50 sd 69 cukup baik 14 43,66 % 6 20 % 4 70 sd 89 baik 7 23,33 % 20 66,66 % 90sd100 sangat baik 4 13,33 % 4 13,33 % jumlah 30 100 % 30 100 % rata-rata 65.41 % 80 % kategori cukup baik baik sedangkan setelah melakukan siklus i siswa memperoleh nilai rata-rata 80 dengan 4 orang siswa memperoleh kategori sangat baik (13,33%), 20 orang siswa memperoleh kategori baik (66,66%) dan 6 orang siswa memperoleh kategori cukup baik (20%). sehingga indikator yang tercapai pada siklus i ini adalah : p = maka, p = p = 80 dapat diketahui bahwa indikator keberhasilan yang dicapai pada sklus i adalah 80 %. pernyataan tersebut membuktikan bahwa indikator keberhasilan telah tercapai yaitu adalah 80 %, maka penelitian tindak kelas ini tidak perlu lagi untuk dilanjutkan karena peserta didik telah mencapai keberhassilan yang diharapkan. melihat perbandingan hasil yang dilakukan siswa pada data awal gladi jurnal ilmu keolahragaan, 09 (2), oktober 93 mimi yulianti, frans boy stiur jaya zega, merlina sari dan data setelah siklus i, pada data awal unjuk kerja lompat jauh siswa memperoleh nilai dengan persentase 65,41 %. sedangkan pada siklus i siswa memperoleh nilai dengan persentase 80 %. jadi peningkatan atau kenaikan hasil belajar siswa adalah 14,59 %. analisis keterampilan teknik dasar lompat jauh melalui metode bermain pada siswa kelas x 2 sma lkmd sukaramai kabupaten kampar pada tes awal. berdasakan hasil yang diperoleh pada tes kemampuan aawal dari 30 siswa. siawa pada nilai interval antara 90 sds 100 yang termasuk kategori sangat baik adalah 4 orang siswa dengan persentase 13,33 % siswa pada nilai inteval antara 70 sd 89 yang termasuk kategori baik adalah 7 orang siswa dengan persentase 23,33 %. siswa pada nilai interval 50 sd 69 yang termasuk kategori cuku baik adalah 14 orang dengan persentase 46,66. siswa pada nilai interval 30 sd 49 termasuk kategori kurang baik aadalah 4 orang dengan persentase 13,33 % dan siswa pada nilai interval 10 sd 29 termasuk kategori tidak baik adalah 1 orang dengan persentase 3,33 %. analisis data kemampuan keterampilan teknik dasar lompat jauh melalui metode bermain pada siswa kelas x 2 sma lkmd sukaramai kabupaten kampar pada siklus i berdasarkan hasil yang di peroleh pada tes kemampuan siklus i dari 30 siswa pada interval 90 sd 100 yang termasuk kategori sangat baik adalah 4 orang siswa dengan persentase 13,33 %, pada interval 70 sd 89 yang termasuk kategori baik adalah 20 orang siswa dengan persentase 66,66 %, pada interval 50 sd 69 yang termasuk kategori cukup baik adalah 6 orang siswa dengan persentase 20 %, pada interval 30 sd 49 tidak diperoleh siswa dan pada interval 10 sd 29 tidak diperoleh siswa. hasil analisis ini menunjukan bahwa kemampuan teknik dasar lompat jauh melalui metode bermain siswa kelas x 2 sma lkmd sukaramai kanupaten kampar pada siklus i rata-rata mendapatkan nilai 80 dengan 4 orang siswa (13,33 % ) gladi jurnal ilmu keolahragaan, 09 (2), oktober 94 mimi yulianti, frans boy stiur jaya zega, merlina sari dan 20 orang siswa ( 66,66 %) yang tuntas. dengan kondisi tersebut maka dapat dikatakan bahwa keterampilan teknik dasar lompat jauh yang dilakukan oleh siswa sma lkmd sukaramai sudah memenuhi ketuntasan dan penelitian inipun tidak perlu dilanjutkan lagi. kesimpulan dari penilaian dan analisa data di atas maka peneliti menyimpulkan bahwa melalui metode bermain melompati kerdus dapat meningkatkan keterampilan teknik dasar lompat jauh. hal ini dikatakan sesuai dengan bukti yang dilihat oleh peneliti di lapangan, yaitu terdapat peningkatan setelah melakukan siklus i perbandingan tersebut dapat dilihat pada lembar penilaian unjuk kerja lompat jauh sebelum siklus dan setelah siklus i. melompati kerdus yang dilakukan oleh siswa secara bergantian dan harus mendapat semua giliran yang telah di tentukan oleh peneliti. daftar pustaka adi, winendra, dkk. 2008. seri olahraga atletik lari, lompat dan lempar. yogyakarta. pustaka insan madani arikunto, suharsimi, dkk. 2015. penelitian tindak kelas. jakarta: rineka cipta. bagus, pratama, aditya. 2012. kamus lengkap bahasa indonesia. surabaya.pustaka media. cristanto, irfan. 2013. pengaruh modifikasi permainan terhadap hasil belajar lompat jauh gaya walking in the air. vol.01. no.02. tahun 2013. 372376. nurmai, erizal. 2011. athletic, dasar-dasar atletik : padang.. hamalik, oemar. 2014. kurikulum dan pembelajaran. jakarta. bumi aksara. paturusi, achmad. 2012. manajemen pendidikan jasmani dan olahraga. jakarta. rineka cipta. perdana, muhammad febrianto. 2016. penerapan metode bermain lompat gembira untuk meningkatkan keterampilan gerak lompat jauh gaya jongkok pada siswa kelas vii d madrasah tsanawiah. vol.04. no.01 tahun 2016. 412-416. sahabuddin. 2012. pengeruh model pembelajaran pendidikan jasmani dengan pendekatan bermain terhadap peningkatan kesegaran jasmani terhadap siswi sma n1 pinrang. vol.6. no.2 oktober 2012. gladi jurnal ilmu keolahragaan, 09 (2), oktober 95 mimi yulianti, frans boy stiur jaya zega, merlina sari suardika, i putu, dkk. 2014. penerapan pembelajaran kooperatif tgt untuk meningkatkan aktivitas dan hasil belajar lompat jauh. vol.01.tahun 2014. sugiyono. 2015. metode penelitian pendidikan pendekatan kuantitatif,kualitatif bandung. alfabeta. susanto, ahmad. 2013. teori belajar pembelajaran di sekolah dasar. jakarta. kencana prenada media. kementrian pendidikan dan kebudayaan republik indonesia. 2016. pendidikan jasmani olahraga dan kesehatan. jakarta sidik zafar, didik. 2010. mengajar dan melatih atletik. bandung. remaja rosdakarya. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 373-387 permalink/doi: https://doi.org/10.21009/gjik.134.03 evaluation of the let’s sports movement program in the ministry of youth and sports perdiyansa,1 iwan setiawan2, aan wasan3 1pendidikan jasmani, pascasarjana, universitas negeri jakarta 2pendidikan jasmani, universitas negeri jakarta 3olahraga rekreasi, universitas negeri jakarta corresponding author: yansahferdi84@gmail.com abstract research in general aims to obtain information about the evaluation of community sports movements. the method used is evaluation research. in this study, the evaluation of the cipp model program (context, input, process, and product) was used. the approach used in this study is cross-sectional, namely research in one period of time that only examines developments in certain stages. the questionnaire instrument was used to determine the factual conditions of the implementation of the let's sports movement program, interview guidelines were used to find out in depth the findings obtained through questionnaires, the documentation study was used to study documents related to the implementation of the let's sports movement program. the population in this study is west java dispora, kab. lebak dispora and tana toraja dispora. evaluation analysis is carried out through the stages: collecting data, analyzing data, providing assessments and making decisions and making recommendations. the results showed that the let's sports movement programs were well implemented. however, there are still a number of things that need to be addressed in order to be able to improve the management system for the let's sports movement program. keywords: program evaluation; gymnastics; let's exercise gladi jurnal ilmu keolahragaan, 13 (04), december374 perdiyansa, iwan setiawan, aan wasan introduction the government's efforts in implementing the let's exercise movement program cooperate with related parties to bring in ambassadors of former national athletes. the ministry of youth and sports (kemenpora) continues to promote the national movement for sports, which is one of the flagship programs of the ministry of youth and sports in 2017. during the let's sport movement, the athlete ambassadors will help to socialize the programs under the mari sports umbrella through public communication, both with mass media and through social media. through this social media, they invite young indonesians to exercise. in addition, they will also mingle with the community in several places in the area. the socialization of the let's sports movement will achieve broad targets and real social movements can be built through the role of the ambassadors as role models for the wider community. paying attention to the characteristics of the let's sports movement program, there are two important aspects, namely policies and patterns of relations between bureaucratic structures. the policy means the existence of government regulations that are directly related to the let's exercise movement program. after the existence of a policy issued by the government, it has the implication that the policy must be implemented at the level of local government and society in general. to achieve the target of policy implementation, there are several factors that can determine policy implementation. these factors are bureaucratic structure, resources, communication and disposition. these four factors are interrelated. this situation provides an understanding that the analysis of policy implementation in conducting program evaluations is very necessary. in addition to requiring policy analysis, to see the development of the let's exercise program, an evaluation model is needed that provides a comprehensive picture and perfects the evaluations that have been carried out so far. in the planning field, evaluation is used to assess the plan, the planning process, and the results produced by the plan, taking into account the institutional context in which the plan operates (guyadeen & seasons, 2018). program evaluation applications are carried out to determine the achievement of the targets gladi jurnal ilmu keolahragaan, 13 (04), december375 perdiyansa, iwan setiawan, aan wasan that have been set and then make decisions on the program (isa, lubis, & sujiono, 2022). the evaluation may use a normative (relative) scale derived from paired group scores or from a standard (absolute) scale that requires participants to perform at a standard level of applied outcomes ( widiastuti, 2015). program evaluation is an investigative activity about something valuable and valuable from a systematic object. program evaluation is also a process that explicitly refers to the achievement of goals while implicitly evaluation must compare what has been achieved from the program with what should have been achieved based on the standards that have been set (agustanico dwi muryadi, 2017). program evaluation is a process of collecting scientific data or information where the results can be used as consideration for decision makers in determining policy alternatives (tomoliyus & aryanto, 2020). the concept of program evaluation, according to sukardi, is of the opinion that program evaluation covers a very broad topic, ranging from course evaluation to program evaluation in the field of research, and the object of program evaluation can also vary, including program policies, program implementation, and program effectiveness (maharani & barat, 2020) the evaluation model that researchers consider appropriate to provide a comprehensive picture is the context, input, process, and product (cipp) evaluation model from daniel l. stuflebeam. these four components can provide a comprehensive picture of the implementation of the let's sports movement program. according to suharsimi arikunto, evaluation is a data collection activity to measure the extent to which the objectives have been achieved (arikunto, 2013). in other words, it can be stated that evaluation includes two steps ahead, namely measuring and assessing (sunarno, 2016). evaluation is a powerful tool to help improve program quality (hurst, ring, & kavussanu, 2020). based on the above understanding, it is concluded that evaluation is an effort to determine the value based on the data obtained from the measurement results in order to provide information to be conveyed to decision makers about the effectiveness of the program that is being or has been carried out. gladi jurnal ilmu keolahragaan, 13 (04), december376 perdiyansa, iwan setiawan, aan wasan from the explanation above, the author is interested in conducting research on the evaluation of the let's sports movement program issued by the ministry of youth and sports, with the aim of obtaining accurate information about the implementation and achievement of the program, so that this information can be used as input for the improvement of the next program. the evaluation model that researchers consider appropriate to provide a comprehensive picture is the evaluation model initiated by stufflebeam, namely: context, input, process, and product (cipp). the cipp model is a comprehensive evaluation model that includes context (context), input (input), process (process) and product (product) (ariesta, pelana, setia karnawijaya, & jurnal, 2022). because this cipp evaluation model is very relevant to the object of research, and can evaluate the let's sports movement program at the ministry of youth and sports. context evaluation is concerned with the legal basis and needs analysis to determine the objectives of the program. evaluation of inputs leads to program implementers (hr). process evaluation identifies program deficiencies and improves implementation. product evaluation measures program achievement. this research generally aims to obtain information about the evaluation of community sports movements. the method used is evaluation research. in this study, the evaluation of the cipp model program (context, input, process, and product) was used. the four aspects of the evaluation were used to determine the implementation of the let's sport movement program at the ministry of youth and sports. the approach used in this study is cross-sectional, namely research in one period of time that only examines developments in certain stages. the questionnaire instrument was used to determine the factual conditions of the implementation of the let's sports movement program, interview guidelines were used to find out in depth the findings obtained through questionnaires, the documentation study was used to study documents related to the implementation of the let's sports movement program. data collection techniques were carried out using several techniques, namely data collection through distributing questionnaires, conducting interviews, and studying gladi jurnal ilmu keolahragaan, 13 (04), december377 perdiyansa, iwan setiawan, aan wasan documentation. data analysis was carried out by descriptive analysis of the respondents' answers, deepened by interviews and then by qualitative analysis. evaluation analysis is carried out through the following stages: collecting data, analyzing data, providing assessments and making decisions and making recommendations. result and discussion result in this study, data were collected through interviews, documentation studies, questionnaires, observations and fgd (forum group discussion). the results of the findings in each of the data obtained will be analyzed by comparing the results of the analysis with the criteria for each component that has been made to then proceed with making judgments and decisions. quantitative data was obtained through questionnaires, while qualitative data was obtained by conducting interviews, documentation, observation and fgd studies, this was used to strengthen the data obtained from quantitative or data obtained through questionnaires. evaluasi context context evaluation describes and details environmental needs, namely clarity about the ayo sport program policy which includes the vision, mission, goals and objectives. based on this explanation, the sub focus of context evaluation includes three things, namely: 1) objectives; 2) legal basis and; 3) needs analysis. overall, this sub context can be seen in the following table: value category frequency percent 1 very good 10 20 % 2 good 30 60 % 3 enough 10 20 % total 50 100 % based on the table above, the results of data acquisition carried out through research for the sub focus of context evaluation include three things, namely: 1) legal basis, 2) objectives and; 3) needs analysis, it appears that from 50 respondents, 10 respondents (20%) stated very well, 30 respondents (60%) said good, 10 respondents (20%) said quite good. thus, it can be concluded that the results of the evaluation of the sub context program can be categorized as good. input evaluation the evaluation at this stage is intended to identify the objective conditions and the support of the available resources in the let's sports movement program. the results of the gladi jurnal ilmu keolahragaan, 13 (04), december378 perdiyansa, iwan setiawan, aan wasan data that have been obtained from the implementation of the let's sports program can be presented in table 2 as follows: table 2. sub-input program evaluation results value category frequency percent 1 very good 15 30 % 2 good 25 50 % 3 enough 10 20 % total 50 100 % based on the tables and diagrams above, the results of data acquisition carried out through research for the sub focus of the input evaluation which includes three things, namely: 1) availability/readiness of human resources, 2) readiness of facilities and infrastructure, and 3) financing support, it appears that from 50 respondents turned out to be 15 respondents (30%) said it was very good, 25 respondents (50%) said it was good, 10 respondents (20%) said it was quite good. thus, it can be concluded that the evaluation results of the sub-input program can be categorized as good process evaluation at this stage, we will discuss in more detail about the process carried out in the ayo sport movement program. based on this, there are two sub-focuses of the evaluation process, namely: 1) monitoring and evaluation and 2) decision making. the results of the data that have been obtained from the implementation of the ayo sport program can be presented in table 3 as follows: value category frequency percent 1 very good 5 10 % 2 good 35 70 % 3 enough 10 20 % total 50 100 % based on the tables and diagrams above, the results of data acquisition conducted through research for the sub focus of process evaluation which includes two things, namely: 1) monitoring and evaluation, and 2) decision making, it appears that out of 50 respondents, 5 respondents (10%) stated that very good, 35 respondents (70%) said it was good, 10 respondents (20%) said it was quite good. thus, it can be concluded that the evaluation results of the sub-process program can be categorized as good. product evaluation the product evaluation describes and details the needs that exist in the let's sport program. at this stage, we will gladi jurnal ilmu keolahragaan, 13 (04), december379 perdiyansa, iwan setiawan, aan wasan discuss the achievement of targets. for this reason, at this stage we will discuss in detail about the findings of the let's sport program. the results of the data that have been obtained from the implementation of the let's sport program can be presented in table 4. as follows: table 4. sub product program evaluation results value category frequency percent 1 very good 5 10 % 2 good 40 80 % 3 enough 5 10 % total 50 100 % based on the tables and diagrams above, the results of data acquisition carried out through research for the sub focus of product evaluation include two things, namely: 1) monitoring and evaluation, and 2) decision making, it appears that out of 50 respondents, 5 respondents (10%) stated that very good, 35 respondents (70%) said it was good, 10 respondents (20%) said it was quite good. thus, it can be concluded that the results of the evaluation of the sub product program can be categorized as good. evaluation of the cipp program let's sports movement program the evaluation of the ayo sport program describes four focuses in its implementation in achieving a sports cultured society. based on this, the focus of the program evaluation includes four things, namely: 1) context, 2) input, 3) process, and 4) product. the results are presented in table 5. as follows: value category frequency percent 1 very good 9 18 2 good 32 64 3 enough 9 18 total 50 100 % the results achieved in the research on the let's sport movement program evaluation, showed that starting from the evaluation of context, input, process, and product. shows that the programs of the let's sport movement are well implemented. however, there are still some things that need to be addressed to be able to improve the management system for the let's sport movement program. discussion context evaluation the findings in the context evaluation will discuss the findings on planning indicators with the following sub-focuses: 1). legal basis, 2). objectives, and 3). needs analysis. the gladi jurnal ilmu keolahragaan, 13 (04), december380 perdiyansa, iwan setiawan, aan wasan let's sport movement program has a broad idea that includes 3 things, namely, making sports a lifestyle (life style), sports into an addiction and sports into a culture of all levels of society. this will have an impact on the indonesian people to create a fit and resilient society in all respects. from the findings in the context evaluation, it will be explained as follows: a. legal foundation the let's sport movement program has a strong legal and policy basis. the legal basis for the let's sport movement program was formed covering several points, namely: 1) law of the republic of indonesia number: 3 of 2005 concerning the national sports system; 2) law of the republic of indonesia number: 20 of 2003 concerning the national education system; 3) government regulation of the republic of indonesia number: 16 of 2007 concerning the implementation of sports; 4) government regulation of the republic of indonesia number: 17 of 2007 concerning organizing sports weeks and championships; 5) government regulation of the republic of indonesia number: 18 of 2007 concerning sports funding; 6) regulation of the president of the republic of indonesia number: 24 of 2010 concerning the position of duties and functions of state ministries and organizational structure, duties and functions of echelon i state ministries. from the data found, it shows that the let's sport movement program stands and is well implemented because it has a clear legal basis and government policies to support all the implementation of the program activities that will be carried out. b. purpose the ayo sport movement program has clear objectives, namely; 1). creating a healthy society, 2). creating a fit community, 3). this program supports the mental revolution policy through sports, 4). support development policies that start at the village level, as well as the outermost/frontier ones. meanwhile, the objectives of this program are: 1) making the community healthy and fit; 2) the creation of social resilience (brotherhood, sportsmanship, discipline, and strong character); and 3) exploring the potential or talent for sports originating from the village/kelurahan to be developed at the national and international levels. however, in this case to explore the potential or talent that gladi jurnal ilmu keolahragaan, 13 (04), december381 perdiyansa, iwan setiawan, aan wasan comes from the village to be developed at the national and international levels has not been realized properly. so that the purpose and objectives of the implementation of the come sports program are not in the right direction to be developed. in addition, the ayo sport movement program also sorts out branches that are popular in indonesian society. on the basis of the popularity of this sport, it is hoped that all indonesian athletes in the future will dominate the acquisition of gold medals, at least at the asean level. the targets of the let's sport movement program are: 1) potential sports in the village/kelurahan; 2) the sports that are competed/contested include: (a) football, (b) sepak takraw, (c) volleyball, (d) badminton, (e) table tennis, and (f) athletics. these branches are competed simultaneously in 34 provinces, 136 regencies/cities and held in 816 villages/urbans (each village/kelurahan organizes 1 sport); 4) all levels of the village/kelurahan community (students and the general public). the target of the let's sport movement program has not been achieved optimally, because there are still obstacles, facilities, human resources and the implementation of the program is not simultaneous in several areas. c. needs analysis the ayo sport program certainly requires several things that support the success of the program. based on the data obtained by the author, the basic needs needed in the program have been met. the placards, certificates and tshirts of the participants were sufficient for the basic needs of this activity. another crucial factor is funding. this has also been fulfilled and is considered sufficient to finance the activities held. the village gala, which held 6 branches, was relatively normal. likewise gowes, gymnastics and others. these conditions reflect that the needs needed are relatively well met. input evaluation based on the data obtained in the field, it shows that the input evaluation will discuss the findings, including: 1). availability/readiness of human resources; 2). readiness of facilities and infrastructure; and, 3). financing support. the input evaluation is intended to record or identify the objective conditions of support for human resources, facilities and infrastructure as gladi jurnal ilmu keolahragaan, 13 (04), december382 perdiyansa, iwan setiawan, aan wasan well as financial support which are important factors in carrying out the ayo sport movement program. the evaluation of the input findings can be elaborated as follows: a. availability/readiness of hr the activities of the ayo sport movement are driven by human resources (hr) from their respective regions. they are coordinated by the head of the regional sports office. those who are assigned to handle the match, usually already have experience as a committee in their respective branches. for example, the sepak takraw match in gunung kidul regency, yogjakarta, went well, because it was supported by human resources who had experience in organizing in that branch. thus, the overall result of the match was considered good. in addition, the determination of the branches and participants of the let's sport movement program is followed by all levels of society in rural areas for student groups and also the general public, each of which has been compiled and arranged in a matrix contained in the guidebook. this means that their job desk is well organized. on the other hand, in determining the participants was considered appropriate because it involved the community and students as participants. however, in some areas there are still problems. for example, the committee for the speak-ball match in gorontalo is still having problems, because there are protests from other groups who consider themselves more appropriate and appropriate to be appointed as committee members. meanwhile, the existing committee structure in this program is also regulated by the ministry of youth and sports in an effort to make its implementation run optimally. the committee scheme is divided into two committees, namely: 1) national committee consisting of (a) ministry of youth and sports, (b) technical team for sports, and (c) other relevant stakeholders; 2) regional committee consisting of (a) provincial youth and sports office, (b) regency/municipal youth and sports office, (c) education, culture and tourism office, (d) district and village/ kelurahan officials, (e) regency/city administrators for sports, (f) village community leaders/ kelurahan, (g) security element and (h) health element. from the results of the data obtained, the recruitment process for the committee and the elements in it are in accordance with the criteria gladi jurnal ilmu keolahragaan, 13 (04), december383 perdiyansa, iwan setiawan, aan wasan needed in the ayo sport movement program. b. readiness of facilities and infrastructure all areas entrusted to carry out the ayo sport program activities have been strictly selected at the central government level. then it is verified by the local government, thus facilitating the achievement of the program's objectives. the area used as the venue for the ayo sports event has the following criteria: a) preference will be given to those who receive the 1000 field program b) have facilities/fields; c) have human resources (hr) match equipment; and d) community and local government commitment. with these conditions, it is believed that it will facilitate the achievement of the goals of the ayo sport program. for completeness of facilities and infrastructure, the central government also provides assistance to local governments. one type of assistance, for example in the form of 2000 units of ping pong table, net, bet, and ball packages was given to schools spread to 29 provinces. in addition, the central government also provides assistance with fitness equipment and others. the spirit of this program continues to be campaigned, so that people from all walks of life actively participate and play a role in providing facilities and infrastructure for the implementation of this program. from the description above, it can be concluded that the facilities and infrastructure used for the implementation of the ayo sport program are well fulfilled. financing support the ministry of youth and sports has full authority in financing the ayo sport movement program. it is explained in the guidebook that the financing of the ayo sport movement has funding sources from: 1. the 2017 kemenpora state budget is a stimulant by completing the administrative requirements as attached. 2. apbd i (province) and apbd ii (regency/city) in 2017, covering: licensing, security, health, mass mobilization, and technical components of other competitions/competitions. 3. sponsorships are explored by the national committee and the regional committee, the regional committee gladi jurnal ilmu keolahragaan, 13 (04), december384 perdiyansa, iwan setiawan, aan wasan can explore and seek as much support from third parties (sponsors, volunteers, the community) in supporting the implementation of ayo sport in their respective areas which are adapted to local conditions. however, the funding provided by the ministry of youth and sports to the office is not fully disbursed directly and is carried out in stages. process evaluation process evaluation will discuss findings on implementation and monitoring indicators that focus on, among others: 1) monitoring and evaluation, 2). decision-making. the findings that the researchers got are: a. monitoring and evaluation to measure the level of success that has been achieved in implementing the ayo sport program, it is necessary to carry out regular and important monitoring and evaluation (monev). so that it can also see the role of local governments, in terms of disorda, as a motor in moving the community to achieve the program's objectives, namely to become healthy and fit indonesian people. this monev is not only carried out by the central government, but the local government also supervises and continues to monitor so that the program can achieve its objectives. this program has been implemented since 2017 which in the future can be used as a trigger for all levels of society in remote areas to keep moving. it seems that it is also a driving force for the community to become a sport as a culture of healthy living. menoev also found other benefits from the program that rural communities still have the spirit of mutual cooperation and have a very strong intrinsic life, so that with a fit body and harmonious social relations, they will be able to develop villages optimally. in principle, this program is building the nation's foundation in order to realize the ideals of national and regional development, for that synchronization between central and regional government programs is absolutely necessary. on the other hand, the competition rules for each sport in the ayo sport program have been well prepared and designed. the findings from this monev also show that the rules of the competition/competition or other activities are carried out properly and in accordance with the guidelines that have been made. b. decision-making every implementation of the ayo sport movement program goes through gladi jurnal ilmu keolahragaan, 13 (04), december385 perdiyansa, iwan setiawan, aan wasan processes and stages. the stages in forming these activities pass through several phases. the results of the data obtained from the implementation of the ayo sport movement are divided into two technical aspects in implementation, the first includes coordinating the implementation of ayo sport and the implementation stage which consists of: (a) national coordination meeting in early april 2017 in tangerang-banten, (b) district/city level socialization and technical assistance in april 2017, (c) technical meeting held no later than 2 (two) days before the opening ceremony in each regency / city in may 2017, (c) technical meeting held no later than 2 (two) days before the opening ceremony in each regency / city in may 2017, (c) technical meeting held no later than 2 (two) days before the opening ceremony in each regency/city in may 2017, (d) monitoring of activities from may to september 2017, and (e) evaluation of the implementation of activities in september 2017. after that, the technical implementation consists of: (a) determination of the village for the implementation of each sport, (b) equipment for the competition/competition, (c) technical meeting and determination of the competition/competition system (may 2017), (d) determination of the implementation time (may s.d. september 2016), (e) conducting technical guidance, (f) coaching clinic for coaches and or referees, (g) talent scouting, and (h) monitoring let's sports. however, from the results obtained, it was found that the role of the government was still lacking in providing socialization to the community about the implementation of ayo sport activities in several areas. so there are still many people who do not know about the program that is being carried out. product evaluation the product evaluation is intended to record or identify the objective conditions on the evaluation indicators of the ayo sport movement program. the product evaluation focuses on achieving the target. in organizing the ayo sport program, there are many excellent program activities, one of which is gowes pesona nusantara. gowes starts at 0 (zero) kilometers in sabang city, and then simultaneously rolls out in cities that are the foremost points of indonesia, namely, banda aceh, aceh gladi jurnal ilmu keolahragaan, 13 (04), december386 perdiyansa, iwan setiawan, aan wasan besar, atambua, tarakan and merauke. this program is implemented in a simple but effective way that can generate public interest in exercising. at first glance, we can see the phenomenon in the field that the ayo sport movement can inspire people to love and make sports a fun activity. who this activity encourages all walks of life, from children to adults. the gowes pesona nusantara program is a form of support from the ministry of youth and sports for the implementation of presidential instruction no. 1 of 2017 concerning the healthy community movement (germas), besides that, gowes is also important as a means of socializing the 2018 asian games event to all corners of the archipelago. other programs included in the come sports movement launched by the ministry of youth and sports are the village gala and the student league. gala desa is a sports competition held in 816 villages, 136 regencies/cities in 34 provinces throughout indonesia. this competition was followed by intervillage communities and competed in six sports, namely; soccer, sepak takraw, volleyball, table tennis, badminton and athletics. this program is also considered to have achieved the target. by looking at the existing suitability between the data obtained with existing observations, documentation studies, interviews and fgds. based on this, it can be concluded that the participants involved in this program are in accordance with the expected criteria and can be categorized as good. however, from some observations that have been made, there are several problems that become problems in its implementation, namely the lack of publications made by the implementing committee in enlivening this program. this can be seen in the lack of mass media publications, both regional and central, so that there are still many people who do not know about these activities. conclusion the program is considered to have achieved the target. by looking at the existing suitability between the data obtained with existing observations, documentation studies, interviews and fgds. based on this, it can be concluded that the participants involved in this program are in accordance with the expected criteria and can be categorized as good. however, from several gladi jurnal ilmu keolahragaan, 13 (04), december387 perdiyansa, iwan setiawan, aan wasan observations that have been made, there are several problems that become problems in its implementation, namely the lack of publications carried out by the implementing committee in enlivening this program. this can be seen in the lack of mass media publications, both regional and central, so that there are still many people who do not know about these activities. references agustanico dwi muryadi). (2017). model evaluasi program dalam penelitian evaluasi. ilmiah penjas, issn : 2442-3874, 3(5), 1–14. ariesta, t. w., pelana, r., setia karnawijaya, y., & jurnal, g. (2022). evaluation of shooting sports achievement development program at pb perbakin. gladi : jurnal ilmu keolahragaan, 13(1), 47–60. retrieved from http://journal.unj.ac.id/unj/index.ph p/gjik/article/view/22446 arikunto, s. (2013). dasar-dasar evaluasi pendidikan edisi 2 (kedua). jakarta: bumi aksara. dr. widiaastuti, m. p. (2015). tes dan pengukuran olahraga. tes dan pengukuran olahraga. guyadeen, d., & seasons, m. (2018). evaluation theory and practice: comparing program evaluation and evaluation in planning. journal of planning education and research, 38(1), 98–110. https://doi.org/10.1177/0739456x1 6675930 hurst, p., ring, c., & kavussanu, m. (2020). an evaluation of uk athletics’ clean sport programme in preventing doping in junior elite athletes. performance enhancement and health, 7(3–4), 100155. https://doi.org/10.1016/j.peh.2019. 100155 isa, l. o., lubis, j., & sujiono, b. (2022). program evaluation of southeast sulawesi student sports center for development and training. gladi : jurnal ilmu keolahragaan, 13(02), 146–160. https://doi.org/https://doi.org/10.21 009/gjik.125.03 maharani, s., & barat, j. (2020). evaluasi program pendidikan pengembangan spesialisasi polri t.a. 2018 di sekolah pimpinan tingkat pertama polri. jurnal visipena, 11(1), 99–115. sunarno, a. (2016). evaluasi pogram pembinaan intensif komite olahraga nasional indonesia sumatera utara tahun 2009-2012. jurnal ilmu keolahragaan vol. 15 (1), januari – juni 2016 : 99-113, 15(1), 99–113. tomoliyus, & aryanto, b. (2020). asesmen olahraga. (u. nugroho, ed.) (pertama). purwodadi: cv. sarnu untung. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (02) 2022, 233-249 permalink/doi: https://doi.org/10.21009/gjik.125.01 the effect of lateral run training, zig-zag run training and motivation practice on player’s agility women’s football gusril1, willadi rasyid2, padli3 and ai syah putri wardani4 1universitas negeri padang coresponding email: wardanip98@gmail.com abstract based on the observation of the researcher is the low motivation to practice and the low agility of the female player rajawali football club padang the purpose of this study was effect of lateral run training, zig-zag run training, and motivation practice on player’s agility rajawali women’s football club padang. this type of research is a quasi-experimental method that uses treatment with a level 2 x 2 design, namely a factorial experiment involving two factors. the sample of this research is the female player rajawali fc padang who is 17 years old, totaling 20 people. motivation practice data was measured using a questionnaire, and to measure football agility using the illinois agility test, then continued with testing requirements analysis of variance and data analysis using variance (anava) 2 x 2. the results of data analysis showed that: (1) there was no difference in the effect of the lateral run training form and the zigzag run training on the agility soccer players, (2) there was no interaction between the lateral run training, zig-zag run training and the player’s motivation on the agility soccer players. keywords: agility; motivation practice; lateral run ; zig-zag run training gladi jurnal ilmu keolahragaan, 13 (02), juni234 gusril, willadi rasyid, padli and ai syah putri wardani introduction according to ilham, et al (2018: 28) football is a type of team game that embodies all the movements in it. meanwhile, according to efendi and widodo (2019:368) football is also a team game, each team consists of eleven people, one of which is a goalkeeper, and the football game is played in two halves (2x45 minutes) with a 15-minute rest time between the two halves. the goal of the game of football is that the player puts as many balls into the opponent's goal as possible and tries to keep the goal from conceding, yarmani, et al (2020:10) according to lee, h and gusril (2019: 268) in physical condition there are several basic components, namely in terms of the muscular concept including: endurance, strength, power, speed, flexibility, agility, balance and coordination. with an element of excellent physical condition, as well as being supported by good technique, tactics and mentality, the goal of this football game will be to score as many goals as possible. agility is one component of motor freshness that is indispensable for all activities that require the speed of changing the position of the body and its parts. besides that, agility is a prerequisite for learning ang improving movement skills and sports techniques, especially movements that require movement coordination, daryanto & hidayat (2015:205). according sporis g et.al (2010:679) said: “agility is believed to be an importantphysical component necessary for successful performance inmany sports, particularly in soccer. it is alsofundamental for the optimal performance of soccer playersand often described as a quality possessing the ability tochange direction and start and stop quickly”. based on the above opinion, agility is a person's ability to change position from one place to another quickly, then agility is a prerequisite in improving coordination movements in sports, especially in soccer. the agility carried out by football players when practicing or competing depends also on the ability to coordinate the body movement system in response to the situations and conditions they face. in addition, it is also influenced by motivation to improve agility in football players. according to idzhar, a (2016:223) "the word motive is often interpreted as the power within a person gladi jurnal ilmu keolahragaan, 13 (02), juni235 gusril, willadi rasyid, padli and ai syah putri wardani to do something. motive is defined as the power that drives someone to do something. motives can be interpreted as the driving force in the subject to carry out certain activities in order to achieve a goal. even the motive can be interpreted as an internal condition, (preparedness), starting from the word motive, then motivation can be interpreted as a driving force that has become active. motives become active at certain times, especially when the need to achieve goals can be felt/urgent. motivation is the basic drive that moves a person to behave. this urge in someone moves him to do something that is in accordance with his inner urge, uno, b (2016:1). in line with the opinion of husdrata (2010: 37) motivation to practice is an impulse that occurs within the individual to always improve certain qualities as well as possible or more than what is usually done. based on the observations and interviews of researchers with the putri rajawali football club located in the city of padang, that this club has been around since late 2019, for the competitions that they participated in, among others: the effendi cup 2nd place and winning several trophies between female players in west sumatera. then in terms of its application in the field, it is difficult for players to move wider in changing the direction of movement and it is still slow so that the ball is easily snatched by the opponent. even when moving past the opponent it was still difficult and stiff. when they want to do a training session, there are players who arrive late and even lazy to do the training session. according to what happened in the field, this requires further action against putri rajawali fc players. in terms of problems in the field, it is necessary to provide training to increase the agility of rajawali fc's female players as well as provide direction and input to motivate in training. the training program given is in the form of a lateral run exercise and a zig-zag run exercise, for the intervening variable, namely the motivation to practice which is measured using a questionnaire. method this type of research uses a quasi-experimental method that uses a treatment by level 2 x 2 design, which is a factorial experiment involving two factors. this study examines the effect of independent variables on influence variables and attribute/moderator variables, namely: the form of lateral run and zig-zag run (a) as the independent gladi jurnal ilmu keolahragaan, 13 (02), juni236 gusril, willadi rasyid, padli and ai syah putri wardani variable, the agility of putri rajawali fc players (y) as the influencing variable (dependent variable), and motivation to practice (b) as attribute/moderator variables. the place of research was carried out in padang city field. the time of the study was carried out on december 12, 2021 january 9, 2022. with a sample of 17 year old girls, there were 20 people. sampling was done by purposive sampling with certain considerations. the test used is the illinois agility test, which aims to train agility while playing. the research instrument used to collect agility data was taken from widiastuti in the journal rama, m & bawono, r (2020: 89). to analyze the data in this study is the factorial by level 2 x 2 design, then the data analysis technique uses the two-way anova technique followed by the tukey test with a significant level of = 0.05. before the data was processed using the anava analysis technique, the anova requirements test was first carried out, namely the normality test using liliefors and the homogeneity test of variance using the bartlet test with a significant level of = 0.05 result and discussion result a. data description 1. motivation practice from the results of measurements carried out on a sample of putri rajawali fc padang soccer players, the highest score was 265, the lowest score was 182. with an average of 233, standard deviation of 20.9. for more details, see the table below. table 1. data on practice motivation for putri rajawali fc padang soccer players interval frequency percentage 250-266 5 25% 233-249 7 35% 216-232 4 20% 199-215 3 15% 182-198 1 5% 20 100% based on the calculations in table 1. it can be seen that as many as 5 players (25%) have motivation to train at class intervals of 250-266, 7 players (35%) have motivation to train at class intervals 233-249, 4 players (20%) had motivation to train at class intervals 216-232, 3 players (15%) had motivation to train at class intervals 199-215, and 1 player (5%) had motivation to train at class intervals 182-198. for more details can be seen in the graph below: gladi jurnal ilmu keolahragaan, 13 (02), juni237 gusril, willadi rasyid, padli and ai syah putri wardani figure 1. graph of frequency distribution of motivation to practice 2. illionis agility test data based on the results of the agility measurement test in a group consisting of 20 people, the highest score was 18,29 and the lowest was 15,5. with an average of 17,07 and a standard deviation of 0,93. more details can be seen in the following frequency distribution table: table 2. data distribution of the illinois agility test interval frequency percentage 17,9-18,4 6 30% 17,3-17,8 5 25% 16,7-17,2 1 5% 16,1-16,6 6 30% 15,5-16,00 2 10% 20 100% from table 2 it can be seen that 6 players (30%) have agility in the interval class 17.9-18.4, 5 players (25%) have agility in the agility in the interval class 16.7-17.2, 6 players (30%) have agility in the interval class 16.1-16.6 and 2 players (10%) have agility in the interval class 15, 5-16.00. for more details, it can be seen in the agility frequency distribution above, it can be seen in the following graph: figure 2. histogram graph of the illinois agility test data a. agility data in the lateral run excercises group (a1) the data from the measurement of football agility in this group consisted of 10 people, with a maximum score of 18.23, the lowest score of 15.55, an average of 16.70 and a standard deviation of 1.00. the frequency distribution of the agility of members of this group can be described in the following frequency distribution table: table 3. distibution of agibility data in the lateral run exercise group (a1) interval frequency percentage 18,3-18,9 1 10% 17,6-18,2 1 10% 16,9-17,5 2 20% 16,2-16,8 2 20% 15,5-16,1 4 40% 10 100% 5 7 4 3 1 0 2 4 6 8 250-266 233-249 216-232 199-215 182-198 motivation 250-266 233-249 216-232 199-215 182-198 6 5 1 6 2 0 1 2 3 4 5 6 7 agility 17,9-18,4 17,3-17,8 16,7-17,2 16,1-16,6 15,5-16,00 gladi jurnal ilmu keolahragaan, 13 (02), juni238 gusril, willadi rasyid, padli and ai syah putri wardani based on table 3 that 1 person (10%) has agility in the class interval 18,3-18,9, 1 person (10%) has agility in the class interval 17,6-18,2, 2 people (20%) has agility in the interval class 16,9-17,5, 2 people (20%) had agility in the interval class 16,2-16,8, and 4 people (40%) had agility in the interval class 15,5-16,1. for more details, see the following graph: figure 3. histogram graph of agility data in groups lateral run exercise (a1) b. agility data in the zig-zag run excercises group (a2) the data from the agility measurement of this group consisted of 10 people, the highest score was 18.29 and the lowest score was 16.25. the average score is 17.44 and the standard deviation is 0.73. the following table shows the agility frequency distribution in this group: table 4. distribution of agility data in the zigzag run exercise group (a2) interval frequency precentage 17,97-18,39 4 40% 17,54-17,96 0 0% 17,11-17,53 3 30% 16,68-17,10 1 10% 16,25-16,67 2 20% 10 100% based on the calculations in table 4, it can be seen that 4 people (40%) in the class interval 17,97-18,39, 0 people (0%) in the class interval 17,54-17,96, 3 people (30%) in the class interval 17,1117,53 interval, 1 person (10%) in the 16,68-17,10 interval class and 2 people (20%) in the 16,25-16,7 interval class. for more details, see the distribution chart below: figure 4. histogram graph of agility data in groups zig-zag run exercise (a2) c. agility data in the high motivated group (b1) 1 1 2 2 4 0 1 2 3 4 5 a1 18,3-18,9 17,6-18,2 16,9-17,5 16,2-16,8 15,5-16,1 4 0 3 1 2 0 1 2 3 4 5 a2 17,97-18,39 17,54-17,96 17,11-17,53 16,68-17,10 16,25-16,67 gladi jurnal ilmu keolahragaan, 13 (02), juni239 gusril, willadi rasyid, padli and ai syah putri wardani the agility measurement data in this group consisted of 10 people with the highest score of 18, the lowest score of 15,5, an average of 16.73 and a standard deviation of 0,84. the agility distribution of putri rajawali fc football players in this group can be described in the following frequency distribution table: table 5. distribution of agility data in the high motivation exercise group (b1) interval frequency precentage 17,94-18,53 1 10% 17,33-17,93 1 10% 16,72-17,32 3 30% 16,11-16,71 2 20% 15,5-16,10 3 30% 10 100% based on the calculations listed in table 5, it can be seen that 1 player (10%) in the interval class 17,94-18,53, 1 player (10%) in the interval class 17,33-17,93, 3 players ( 30%) in the 16,72-17,32 interval class, 2 players (20%) in the 16,11-16,71 interval class and 3 players (30%) in the 15,5-16,10 interval class. for details, see the graph below: figure 5. histogram of agility data in groups high motivation exercise (b1) d. agility data in the low motived group (b2) the data from the agility measurement of putri rajawali football club players which consisted of 10 people in this group had the highest score of 18,29, the lowest score of 16,1, an average score of 17,41 and a standard deviation of 0,94. the distribution of the agility of putri rajawali football club players in this group is illustrated by the table below: table 6. distribution of agility data in the low motivation exercise group (b2) interval frequency precentage 18,18-18,69 3 30% 17,66-18,17 0 0% 17,14-17,65 2 20% 16,62-17,13 2 20% 16,1-16,61 3 30% 10 100% based on the calculations listed in table 6, it can be seen that 3 players (30%) in the 18,18-18,69 interval class, 1 1 3 2 3 0 1 2 3 4 b1 17,94-18,53 17,33-17,93 16,72-17,32 16,11-16,71 15,5-16,10 gladi jurnal ilmu keolahragaan, 13 (02), juni240 gusril, willadi rasyid, padli and ai syah putri wardani 0 players (0%) in the 17,66-18,17 interval class, 2 players (20 %) in the 17,14-17,65 interval class, 2 players (20%) in the 16,62-17,13 interval class and 3 players (30%) in the 16,1-16,61 interval class. for more details, the description of the agility frequency distribution of putri rajawali footbal club players can be seen in the following graph: figure 6. histogram of agility data in groups low motivation exercise (b2) e. agility data in the lateral run exercise group with high motivation (a1b1) the data from the measurement of football agility of the members of this group consisted of 5 people with the highest score of 17,5, the lowest score of 15,5, an average of 16,24, and a standard deviation of 0,83. the frequency distribution of the agility of women's soccer players is depicted in the following table: table 7. distribution of agility data in the lateran run exercise group with high motivation (a1b1) interval frequency precentage 17,33-17,93 1 20% 16,72-17,32 3 60% 16,11-16,71 0 0% 15,5-16,10 1 20% 5 100% based on the calculations listed in table 7, it can be seen that 1 player (20%) in the interval class 17,33-17,93, 3 players (60%) in the interval class 16,72-17,32, 0 players ( 0%) in the 16,11-16,71 interval class and 1 player (20%) in the 15,5-16,10 interval class. for more details, can be seen in the frequency distribution graph below: figure 7. graph of agility data in the lateran run exercise group with high motivation (a1b1) f. agility data in the lateral run exercise group with low motivation (a1b2) 3 0 2 2 3 0 0,5 1 1,5 2 2,5 3 3,5 b2 18,18-18,69 17,66-18,17 17,14-17,65 16,62-17,13 16,1-16,61 1 3 0 1 0 1 2 3 4 17,33-17,9316,72-17,3216,11-16,71 15,5-16,10 a1b1 17,33-17,93 16,72-17,32 16,11-16,71 15,5-16,10 gladi jurnal ilmu keolahragaan, 13 (02), juni241 gusril, willadi rasyid, padli and ai syah putri wardani the data from the agility measurement of putri rajawali fc padang players in this group had the highest score of 18,23, the lowest score of 16,1, an average of 17,17 and a standard deviation of 1,02. the distribution of the agility frequency of rajawali fc's female players is depicted in the following table: table 8. distribution of agility data in the lateran run exercise group with low motivation (a1b2) interval frequency precentage 18,05-18,69 2 40% 17,4-18,04 1 20% 16,75-17,39 1 20% 16,1-16,74 1 20% 5 100% based on table 8 the results of agility calculations in the agility training group with low motivation, 2 players (40%) in the 18,05-18,69 interval class, 1 player (20%) in the 17,4-18,04 interval class, 1 player (20%) in the class interval 16,75-17,39 and 1 player (20%) in the class interval 16,1-16,74. for more details, see the graph below: figure 8. graph of agility data in the lateran run exercise group with low motivation (a1b2) g. agility data in the zig-zag run exercise group with high motivation (a2b1) the measurement data in the agility training group consisted of 5 people with the highest score of 18, the lowest score of 16,5, an average of 17,23 and a standard deviation of 0,54. the frequency distribution can be described below: table 9. distribution of agility data in the zigzag run exercise group with high motivation (a2b1) interval frequency precentage 17,88-18,33 1 20% 17,42-17,87 0 0% 16,96-17,41 3 60% 16,5-16,95 1 20% 5 100% based on the distribution table in table 9 above, it is obtained that putri rajawali fc's agility training in this group is 1 player (20%) in the 17,8818,33 interval class, 0 players (0%) in the 2 1 1 1 0 0,5 1 1,5 2 2,5 a1b2 18,05-18,69 17,4-18,04 16,75-17,39 16,1-16,74 gladi jurnal ilmu keolahragaan, 13 (02), juni242 gusril, willadi rasyid, padli and ai syah putri wardani 17,42-17,87 interval class, 3 players (60%) in the interval class 16,96-17,41, and 1 player (20%) in the interval class 16,5-16,95. for more details, see the graph below: figure 9. graph of agility data in the zigzag run exercise group with high motivation (a2b1) h. agility data in the zig-zag run exercise group with low motivation (a2b2) the data from the measurement of football agility in this group consisted of 5 people, the maximum score was 18.29, the lowest score was 16.25, the average was 17.66 and the standard deviation was 0.89. the distribution of the agility frequency of rajawali fc's female players is depicted in the following table: table.10 distribution of agility data in the zigzag run exercise group with low motivation (a2b2) interval frequency precentage 18,14-18,76 1 20% 17,51-18,13 1 20% 16,88-17,50 0 0% 16,25-16,87 3 60% 5 100% based on the calculations shown in table 10, it can be seen that there is 1 player (20%) in the 18.14-18.76 interval class, 1 player (20%) in the 17.51-18.13 interval class, 0 players ( 0%) in the 16.88-17.50 interval class and 3 players (60%) in the 16.25-16.87 interval class. for more details, see the frequency distribution graph below: figure 10. graph of agility data in the zig-zag run exercise group with low motivation (a2b2) b. analysis of variance testing requirements 1. normality test tests were carried out for each group of data in each cell of the research design. based on the results of the calculation of the normality test of the research design group, it was found that the observation price (lo) obtained was smaller than the ltable (lt) price at a real level of 0.05, so it can be concluded that all data groups in this study were taken 1 0 3 1 0 1 2 3 4 17,88-18,33 17,42-17,87 16,96-17,41 16,5-16,95 a2b1 17,88-18,33 17,42-17,87 16,96-17,41 16,5-16,95 1 1 0 3 0 1 2 3 4 18,14-18,76 17,51-18,13 16,88-17,50 16,25-16,87 a2b2 18,14-18,76 17,51-18,13 16,88-17,50 16,25-16,87 gladi jurnal ilmu keolahragaan, 13 (02), juni243 gusril, willadi rasyid, padli and ai syah putri wardani from a normally distributed population so that it can be used for hypothesis testing. table 11. summary of data normality test results on the form of exercise and motivation to practice from the research design group n l0 lt conclusion a1 10 0,2088 0,258 normal a2 10 0,1793 0,258 normal b1 10 0,1207 0,258 normal b2 10 0,1925 0,258 normal a1b1 5 0,1996 0,337 normal a1b2 5 0,2492 0,337 normal a2b1 5 0,2443 0,337 normal a2b2 5 0,2514 0,337 normal 2. variance homogenity test test the homogeneity of variance of the four data treatments using the bartlet test. the test criteria are to accept h0 if x2count < x2table at a significant level = 0.05. the four treatment groups in question are; (1) the sample group was given a lateral run exercise with a high motivation category (a1b1), (2) a sample group was given a lateral run exercise with a low motivation category (a1b2), (3) a sample group was given a zigzag exercise run with a high motivation category (a2b1), (4) a sample group given the form of a zigzag run exercise with a low motivation category (a2b2). the summary of the results of the bartlet test for the four groups is presented in table 12. table 12. summary of the results of the homogeneity of variance test of the research design group kelompok varians terpisah varians gabungan harga b x2n a1b1 0,68 0,70 -2,48 1,57 a1b2 1,05 a2b1 0,29 a2b2 0,79 based on table 12, the results of the homogeneity test of the criteria are accept and accept ho if x2count < x2table at a significant level = 0.05, thus it can be concluded that the data is homogeneous. c. hypothesis test table 13. summary of analysis of variance (anova) calculation results sumber varian jk db rjk fhitung ftabel antar a 5,12 1 5,12 0,0027 3,01 antar b 4,709 1 4,709 0,0025 3,01 interaksi ab 2919,79 1 -2919,79 -15,963 3,01 dalam (error) 2926,55 16 182,909 total 16,59 19 based on table 13, it can be concluded that there is an effect of the lateral run training group and the zig-zag run training form on soccer agility or fcount (a) = 27 < ftable = 3.01 then ha is accepted. there is no significant difference, with high motivation to train and low motivation to train on the agility of putri rajawali fc players fcount (b) 0.0025 < ftable 3.01 then ha is accepted, there is no interaction between the form gladi jurnal ilmu keolahragaan, 13 (02), juni244 gusril, willadi rasyid, padli and ai syah putri wardani of training and motivation to train on the agility of the female players. rajawali fc fcount (ab) -15.963 > ftable 3.01 then ho is accepted, ha is rejected, so it can be concluded that there is no significant overall interaction between the form of lateral run and zig-zag run training with training motivation on the agility of putri rajawali fc padang players. with the proof of the research hypothesis which states that there is no significant interaction between the form of lateral run and zig-zag run training with the motivation to practice on the agility of putri rajawali fc padang players, no further test was carried out (tukey test). discussion there is no difference in the effect of the lateral run training form and the zig-zag run training form on the agility of soccer players the results of testing the first hypothesis show that the overall average score of the exercise form in the lateral run group is the same as the exercise form in the zig-zag run group. in the lateral run exercise group the results were not much different or there was no significant difference in the effect of the zig-zag run form. thus, it can be stated that these two forms of training have an influence in increasing the agility of putri rajawali fc football players. the advantages of these two forms of training greatly determine the success of a given exercise, as stated by the lateral run exercise, the advantages in implementation besides being able to increase agility, help players think and react quickly. because this form of exercise prioritizes individual abilities. according to dhanaraj in haryanto, et.al (2020:104) “ladder training will improve our speed, coordination, timing and balance and also it will set our calves or fire. it means, that exercise with stairs will improve seepd, coordination, accuracy an balance”. according to schreiner, p (2003:7) “modern soccer is characterized by the speed at which it is a played. the players are under pressure to act quickly both when they don’t. they have to make sprints into space, sudden changes of direction, switch from attack to defense and vice versa, etc”. based on the opinion above, it is known that a soccer player must have the speed and ability to change direction, because in that game suddenly we can become an attacker to create goals and a defender when we lose the ball. gladi jurnal ilmu keolahragaan, 13 (02), juni245 gusril, willadi rasyid, padli and ai syah putri wardani therefore, this agility ladder can help players practice to improve agility. the zig-zag run form of exercise has the advantage that this exercise can improve, avoid players from various obstacles and help players move agilely, quickly and avoid the risk of injury. this is in accordance with the opinion of mawardi, m & wahyudi, h (2021: 322) that the zigzag exercise passes through cones or barriers arranged at a certain distance. this exercise is very useful for athletes or players who improve their agility, besides the movements are not complicated, this exercise can be done anywhere and anytime. then the lateral run and zigzag run exercises are influenced by one's agility. agility is a person's ability to change the direction and position of his body quickly and precisely when moving, according to the situation faced in certain arenas without losing his body balance, rohman in maulana, ilham l & nurrochmah s (2021: 282). agility is also very important in football games to move quickly to deceive opponents so that players can pass opponents easily, fatmala in maulana, ilham l & nurrochmah s (2021: 282). according to hadi, et al (2016:216) the use of agility is very important, especially team sports and requires agility, especially football. therefore, someone those who have good agility can easily change body position while maintaining balance, nurwirhanuddin & suprianto (2020:24). the sex of boys shows agility tends to be better than girls, this is clearly visible after puberty, because it can be seen from the body structure and physiological function that causes the difference. according to soemardiawan & yundarwati, s (2020:39) influencing factors agility decisive factor agility is reaction speed and movement speed, adaptability and anticipate, the ability to be problem-oriented, ability to balance, joint flexibility. from the type of muscle fibers also affect agility, muscle fibers that tend to be dominant in rajawali fc female players have these two muscle fibers, namely slow twitch and fast twitch, because it can be seen from the data obtained by researchers in the field. according to umar (2014: 79) slow twitch is a type of slow muscle fiber because the myoglobin content is higher and the capillary density is also more than fast twitch. so that the amount of blood that causes the color to appear more red, is said to be slow muscle because the contractions are slower than gladi jurnal ilmu keolahragaan, 13 (02), juni246 gusril, willadi rasyid, padli and ai syah putri wardani the fast muscle fiber type. however, these slow muscle fibers have high endurance, therefore they are suitable for sports that demand high endurance, such as soccer, which requires high endurance because it takes 2 x 45 minutes. fast twitch muscle fiber type or also called fast muscle type, white muscle, anaerobic muscle. this type is suitable for anaerobic sports such as shortdistance running, swimming, shortdistance cycling, because for longdistance events, people of this type will tire quickly (low endurance). however, in the sport of football, speed and agility are needed when attacking, defending and transitioning. the data obtained in the field shows that the players who take part in the training at this eagle club are novice players to start their careers to become professional athletes, so the training carried out is not optimal. circumstances like this have resulted in the results of the research that have been studied not having a significant difference in value or both having an influence in increasing soccer agility. besides that, this research still has many shortcomings and the need for strict supervision, due to the limitations of the researchers and inadequate knowledge. then the program that is run is not as expected, because the players are not disciplined, the load on the training is uneven which should be increasing day by day but on the contrary and the intensity of the agility training should be 100% instead the intensity of the players is decreasing day by day. according to jan and christian (2017: 5), to achieve the highest possible sports achievement, it is absolutely necessary to prepare a good and appropriate training program. according to harsono (2005: 90) exercise is a systematic process that is carried out repeatedly, with more and more increasing the number of training loads. meanwhile, according to syafruddin (2012: 20) "exercise is a process of perfecting sports abilities which contains theoretical and practical material, using methods, and implementing rules with a scientific approach, using planned and regular educational principles, so that training objectives can be achieved on time. in this form of lateral run training, players are more demanding to have speed in reaction and thinking, but in fact in the field there are still many players who are still having trouble doing this movement. so the researcher gladi jurnal ilmu keolahragaan, 13 (02), juni247 gusril, willadi rasyid, padli and ai syah putri wardani had to give repeated demonstrations so that the player could perform movements on the lateral run. while in this form of zigzag run training, players must be guided to focus on avoidance and agility in passing every obstacle. from the explanation and the results of the research above, the two forms of this exercise have no difference, it turns out that using this form of exercise the results have the same effect on increasing the agility of the putri rajawali fc padang football players, or rather in this study there was no difference in the effect between groups given the form. lateral run and zigzag run exercises to improve the agility of the football game. there is no interaction between the form of the later run exercise, the form of the zig-zag run exercise and the player's motivation for the agility of football players from the results of testing the second hypothesis, it proves that there is no interaction between the form of lateral run and zig-zag run training with the motivation to practice on agility in playing football, or in other words, the proposed research hypothesis cannot be proven true. the effect of the interaction is shown visually in the following figure: figure 11. there is no interaction between training methods and training motivation on agility in the lateral run exercise group, zig-zag run exercise on the high category of motivation to train and the lateral run exercise group, zig-zag run on the low category of motivation to train, both had no interaction. thus, it means that there is no interaction effect between the form of training and the motivation to practice on the agility of the football game. this shows that the form of training and motivation to practice together has no effect on agility in the game of football. according to huitt, w in suprihatin, s (2015: 74) says motivation is an internal condition or status (sometimes interpreted as a need, desire, or desire) that directs a person's behavior to actively act in order to achieve a goal. in other words, motivation provides giving to actively act in conducting training sessions, then the application of this form of exercise will be easy to carry out to achieve a training goal to be achieved. however, in reality on the gladi jurnal ilmu keolahragaan, 13 (02), juni248 gusril, willadi rasyid, padli and ai syah putri wardani ground, based on research here, this putri rajawali fc football player has poor training motivation. this can be seen how researchers get data from research results and it can be seen that during exercise most of them come late and often relax when doing activities in training sessions. according to santrock (2007: 510) says that motivation is the process of giving encouragement, direction, persistence of behavior. this means that motivated behavior is behavior that is full of energy, directed and lasts a long time. so the absolute high motivation to practice should be owned by putri rajawali fc padang football players in order to achieve a training program that aims to improve the agility of football players. with a good training motivation, a good training program can be implemented, because with a good program implementation, a training goal will be achieved. exercise is a systematic, structured and orderly process. in line with the opinion of yuliandra, r & fahrizqi, e (2020:62) training is an obligation for athletes who want to improve performance during matches, in training there are 4 aspects that need to be considered by the coach, namely: physical, technical, tactical and mental aspects . in addition, the limitations of researchers who cannot control the psychology and nutrition of players, because of activities that are outside of training. according to yoichi and takeji (2011:372) "physical condition factors, technical factors, tactical factors and mental (psychic) factors, the cooperation of these four factors determines the development of sports achievement. according to argantos & z (2017: 44) increased achievement is also supported by various physical conditions, techniques, tactics, mentality, coaches, facilities and infrastructure, athlete status, nutrition, and others. based on the explanation above, it shows that to increase agility in football games, it is not only by using the form of training, but also determined by how motivated the players are to practice. even though a coach has used this form of training well, without being supported by high motivation to train, players will not be enthusiastic in participating in the training process. this causes the goal to not go well and the practice material will not be absorbed perfectly by the players. then to improve agility to play football, a coach must be gladi jurnal ilmu keolahragaan, 13 (02), juni249 gusril, willadi rasyid, padli and ai syah putri wardani able to choose the appropriate form of training. conclusion based on the research findings and discussion of research results, it can be concluded as follows: there is no difference in the effect of the lateral run training form with the zig-zag run training form on the agility of rajawali fc women's soccer players, seen from the two-way anova calculation, there is no significant difference because fcount < ftable (fh = 0.027 < ft = 3.01). there is no interaction between the form of training and the motivation of the players on the agility of the women's soccer player of the rajawali fc padang club, it can be seen from fcount (ab) = -15.963 < ftable 3.01). references daya, j. 2015. pengaruh metode latihan dan motivasi berlatih terhadap keterampilan bermain sepakbola ssb padang junior. jurnal cerdas sifa pendidikan, 4 (1), 11-21. doi: https://doi.org/10.22437/csp.v4i1. 2641. harsono. 2005. manusia dan olahragai. bandung: itb dan fpok/ikip bandung. idzhar, a. 2016. peran guru dalam meningkatkan motivasi belajar siswa. jurnal office. 2 (2), 221228. doi: https://doi.org/10.26858/jo.v2i229 56. irawadi, hendri. 2017. menuju kematangan mental atlet. padang : fik unp. lee, h & gusril. 20119. pengaruh latihan clap push-up terhadap kemampuan daya ledak otot lengan atlet kempo kota sawahlunto. jurnal stamina. 2 (2), 267-277. doi: https://doi.org/10.24036/jst. v2i2.160. maulana, ilham l & nurrochmah, s. 2021. perbedaan kemampuan kelincahan gerak pemain sepakbola putri di sekolah sepakbola. sport science and health. 3 (5), 277-283. doi: 10.17977/um062v3i52021p277283 mawardi, m & wahyudi, h. 2021. pengaruh latihan zig-zag run terhadap kelincahan pemain sepakbola di ssb mitra fc u-19 kabupaten sumenep. jurnal kesehatan olahraga. 9 (3), 321330. nurwihanuddin suprianto. 2020. pengaruh kecepatan, kelincahan, dan motivasi terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar. gladi : jurnal ilmu kelolahragaan. 11 (01), 22-35. doi : https://doi.org/10.21009/gjik.111 .02 rama, m & bawono, n. 2020. pengaruh latihan ilionis agility run terhadap peningkatan kelincahan pada pemain scudetto mente fc. jurnal kesehatan olahraga. 8 (1), 87-92. santrock, j, w. 2000. psikologi pendidikan jilid 2. jakarta : kencana schreiner, p. 2003. effective use of the agility ladder for soccer. https://doi.org/10.24036/jst.v2i2.160 https://doi.org/10.24036/jst.v2i2.160 https://doi.org/10.21009/gjik.111.02 https://doi.org/10.21009/gjik.111.02 gladi jurnal ilmu keolahragaan, 13 (02), juni250 gusril, willadi rasyid, padli and ai syah putri wardani aubum, michigan: institute for youth soccer. soemardiawan & yundarwati, s. 2020. efektifitas model latihan emovement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc. gladi: jurnal ilmu keolahragan. 11 (01), 36-45. doi: https://doi.org/10.21009/gjik.111 .03 sporis, g et al. 2010. reliability and factorial validity of agility tests for soccer players. journal of strength and conditioning research. 24 (3), 679-678. doi: 10.1519/jsc.0b013e3181c4d324. suprihatin, s. 2015. upaya guru dalam meningkatkan motivasi belajar siswa. jurnal program studi pendidikan ekonomi. 3(5), 73-82. umar. 2014. fisiologi manusia. padang : fik unp uno, b. 2016.teori motivasi & pengukurannya.pt bumi aksara: jakarta https://doi.org/10.21009/gjik.111.03 https://doi.org/10.21009/gjik.111.03 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 09 (01) 2018, 48 55 permalink/doi: https://doi.org/10.21009/gjik.091.04 copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) peningkatan keterampilan passing bawah bola voli melalui media pembelajaran bola modifikasi taufik rihatno1, gunawan1 1program studi pendidikan jasmani, fakultas ilmu olahraga, jl. rawa mangun muka, jakarta timur, indonesia 13220 *corresponding author. email: taufikrihatno@yahoo.co.id abstrak, tujuan penelitian ini untuk meningkatkan keterampilan passing bawah bola voli melalui media pembelajaran bola yang dimodifikasi. metode yang digunakan dalam penelitian ini yaitu penelitian tindakan (action research) alur penelitian mengacu pada penelitian tindakan yang dikemukakan oleh kemis dan mc.taggart. hasil penelitian ini menunjukan sebanyak 17 dari 20 orang siswa mampu melakukan passing bawah dengan baik, atau sekitar 85%, sedangkan siswa yang tidak tuntas sekitar 3 orang siswa atau sekitar 15%. dari penelitian tersebut dapat disimpulkan bahwa melalui media pembelajaran bola yang dimodifikasi dapat meningkatkan keterampilan passing bawah bola voli secara signifikan. kata kunci : passing, bola voli, pembelajaran, modifikasi. abtract, the purpose of this research is to improve of forearm pass skill of volleyball through the modification ball learning media. the method that used in this research is action research. the research flow refers to the action research that proposed by kemmis and mc.taggart. the result of this research showed seventeen from twenty students are able to do forearm well it is about 85%, while students who do not pass about three students it is about 15%. from this research, it can be conclude that through the modification ball learning media can improve forearm pass skill of volleyball significantly. keyword: passing, volleyball, learning, modification. keyword: passing, volleyball, learning, modification gladi jurnal ilmu keolahragaan, 09 (1), april 2018 49 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan olahraga di sekolah dipandang sebagai alat pendidikan yang mempunyai peran penting terhadap pencapaian tujuan belajar mengajar secara keseluruhan. olahraga sebagai alat pendidikan, jasmani dan merupakan salah satu pelajaran yang wajib diajarkan baik di sekolah dasar (sd), sekolah lanjutan tingkat pertama (sltp), sekolah menengah umum (smu), dan sekolah menengah kejuruan (smk). salah satu standar komptensi mata pelajaran pendidikan jasmani, olahraga, dan kesehatan untuk kelas v semester 1 sekolah dasar adalah “mempraktikan berbagai variasi gerak dasar ke dalam permainan dan olahraga dengan permainan yang dimodifikasi serta nilai-nilai yang terkandung didalamnya”. namun pada mata pelajaran pendidikan jasmani materi passing bawah dalam permainan bola voli masih banyak siswa yang belum mampu mempraktikan teknik dasar passing bawah sesuai dengan tahapan teknik tersebut. berdasarkan hasil analisis penyebab ketidak berhasilan pembelajaran mempraktikan teknik dasar passing bawah dalam permainan bola voli pada siswa kelas v sd n 05 negara ratu lampung, penulis mencoba memilih solusi yang cepat dan tepat untuk menyiasatinya adalah dengan cara memperbaiki proses pembelajaran melalui penelitian tindakan. dalam pelaksanaan penelitian tindakan ini, penulis menerapkan media pembelajaran bola modifikasi yang digunakan dalam pembelajaran mempraktikan teknik dasar passing bawah dalam permainan bola voli. sebagaimana dipaparkan diatas bahwa penulis melakukan penelitian tindakan sebagai upaya memperbaiki proses dan hasil pembelajaran mempraktikan teknik dasar passing bawah dengan menggunakan media pembelajaran bola modifikasi. pengertian penelitian tindakan penelitian pada dasarnya adalah suatu kegiatan atau proses sistematis untuk memecahkan masalah yang dilakukan dalam penerapan metode ilmiah. banyak pengertian atau definisi yang diungkapkan oleh para ahli tentang penelitian tindakan atau actions research, dalam penelitian ini kegiatan yang berupa mengumpulkan, mengembangkan variable kemudian dimanipulasikannya dengan harapan mendapat formula yang terbaik dalam pelaksanaan pembelajaran. james tangkudung (2016:16) menjelaskan bahwa penelitian tindakan adalah cara atau metode yang menekankan pada praktek sosial sebagai suatu tindakan perbaikan yang sistematik untuk dapat meningkatkan kualitas dalam pembelajaran yang melibatkan kerjasama yang baik untuk mendapatkan jawaban kebutuhan siswa dengan perkembangan zaman. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 50 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendapat lain menurut ernest t. stringer (2007:1), “action research is a systematic approach to investigation that enables people to find effective solutions to problems they confront in their everyday lives” dari beberapa pendapat ahli, diperoleh kata-kata kunci (1) penelitian tindakan pada dasarnya bersifat refletif, (2) dilakukan oleh pelaku tindakan, (3) dilakukan untuk meningkatkan kualitas pembelajaran, (4) dilaksanakan secara sistematis, (5) bersifat situasional dan kontekstual, (6) dilakukan untuk memecahkan masalah, (7) mengkaji langkah pemecahan masalah itu sendiri, dan (8) memperbaiki proses pembelajaran secara berulang atau bersiklus. pengertian belajar belajar adalah proses perubahan tingkah laku akibat pengalaman. menurut maksum (2011:12) belajar adalah proses perubahan tingkah laku bisa berarti sesuatu yang tampak seperti berjalan, berlari, berenang, melakukan shooting pun juga bisa berarti sesuatu yang tidak tampak seperti berpikir, bersikap,dan berperasaan. sedangkan menurut dawn penney (2005:9) mengatakan: “we see, for example, that we cannot assume that students will immediately or automatically be able to take on roles such as that of coach or official. rather, ‘we must define those roles, teach them, design good practice with feedback so that students can learn their roles well”. yang dapat diartikan bahwa belajar dimana kita melihat, misalnya, bahwa kita tidak dapat mengasumsikan bahwa siswa akan segera atau secara otomatis dapat mengambil peran seperti yang dari pelatih atau resmi. dalam olahraga anak-anak/siswa harus menempuh mata pelajaran pendidikan jasmani yang ada di sekolah, seperti halnya yang dikatakan oleh anthony laker (2001:5) “children can also learn at school that there is a global network of sporting communities”. anak-anak bisa belajar di sekolah karena ada jaringan dimana adanya komunitas masyarakat yang ada di sekolah. media pembelajaran penggunaan media pembelajaran yang kreatif dapat memungkinkan siswa untuk lebih banyak mencamkan apa yang dipelajarinya dan meningkatkan kemahiran siswa sesuai denan tujuan yang ingin dicapai. sedangkan sri anitah (2010:5) dalam bukunya media pembelajaran mengatakan bahwa media pembelajaran adalah suatu alat komunikas dan sumber informasi yang membawakan pesan untuk suatu tujuan pembelajaran. modifikasi dalam pembelajaran modifikasi merupakan sebuah pendekatan dalam pembelajaran pendidikan jasmani yang menekankan pada kesenangan, kecakapan jasmani, dan pengayaan gerak anak. dengan demikian, modifikasi gladi jurnal ilmu keolahragaan, 09 (1), april 2018 51 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pembelajaran hendaknya mencerminkan karakteristik program pendidikan jasmani itu sendiri. modifikasi secara umum diartikan sebagai usaha untuk mengubah atau menyesuaikan. hambali (2013:21) menjelaskan secara khusus modifikasi adalah suatu upaya yang dilakukan untuk menciptakan dan menampilkan sesuatu hal yang baru, unik, dan menarik. modifikasi disini mengacu kepada sebuah penciptaan, penyesuaian dan menampilkan suatu alat/sarana dan prasarana yang baru, unik, dan menarik terhadap suatu proses belajar mengajar pendidikan jasmani. tujuan modifikasi dalam pembelajaran pendidikan jasmani ialah (1) siswa memperoleh kepuasan dalam mengikuti pembelajaran, (2) meningkatkan kemungkinan keberhasilann dalam berpartisipasi, dan (3) siswa dapat melakukan pola gerak secara benar. dari pemaparan di atas modifikasi media pembelajaran dapat ditarik kesimpulan bahwa memiliki makna, baik dilihat secara terbatas maupun luas yang dapat membantu siswa/peserta didik untuk berkembang dan mendorong terciptanya proses dalam belajar untuk peserta didik. permainan bola voli bolavoli merupakan salah satu cabang olahraga yang populer dikalangan masyarakat indonesia dari kalangan bawah hingga atas olahraga hal ini terlihat dengan banyaknya pertandingan-pertandingan antar klub untuk cabang olahraga bola voli tersebut yang dilaksanakan di tingkat daerah sampai di tingkat nasional. menurut ahmadi (2007:10) bolavoli merupakan “suatu permainan yang kompleks yang tidak mudah dilakukan oleh setiap orang, sebab dalam permainan bolavoli dibutuhkan koordinasi gerak yang benarbenar bisa diandalkan untuk melakukan semua gerakan yang ada dalam permainan bolavoli”. selanjutnya atmasubrata (2012:50) menjelaskan bolavoli adalah “lahraga permainan yang dimainkan oleh dua grup berlawanan. masing-masing grup memiliki enam orang pemain dan terdapat pula variasi permainan bolavoli pantai yang masing-masing grup hanya memiliki dua orang pemain.” teknik-teknik permainan bola voli menurut rahmani (2014:55) menjelaskan “dalam cabang olahraga bola voli terdapat beberap teknik dasar yang dapat dipelajari, diantaranya servis, passing,smash, dan blocking.” dari setiap teknik dasar tersebut memiliki fungsi yang berbeda. beutelstahl (2008:8) menjelaskan teknik merupakan “prosedur yang telah dikembangkan berdasarkan praktik dan bertujuan mencari penyelesaian gladi jurnal ilmu keolahragaan, 09 (1), april 2018 52 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) suatu problema pergerakan tertentu dengan cara yang paling ekonomis dan berguna.”. selanjutnya ahmadi (2007:9) menyebutkan “teknik-teknik dalam permainan bolavoli terdiri atas servis, passing bawah dan passing atas,block, dan smash.” teknikteknik dasar yang terdapat dalam permainan bolavoli sangat mempengaruhi keterampilan seseorang dalam permainan bolavoli. berdasarkan paparan diatas dapat disimpulkan bahwa passing merupakan salah satu teknik dasar dalam permainan bola voli. bagi para pemula penekanan dalam belajar bola voli lebih difokuskan untuk penguasaan teknik passing dalam permainan bola voli cukup dominan, baik untuk mewujudkan serangan maupun bertahan. passing bawaah bola voli salah satu teknik dasar dalam permainan bolavoli adalah pasing . subroto dan yudiana (2010:47) menyatakan bahwa “passing dalam permainan bolavoli adalah istilah cara memainkan bola pertama setelah bola berada dalam permainan akibat serangan lawan, servis lawan, atau permainan net (cover spike dan cover block)”. dengan begitu, agar dapat melakukan passing yang baik, diperlukan keterampilan dan kemampuan fisik yang baik, sehingga hasil dari passing yang kita lakukan dapat dilakukan dengan optimal. hal ini sesuai dengan perkataan kinda s. lamberg (2006:21) yang mengatakan bahwa “... a good serve receiver must to the ball determines his or her serve-receive succes rate”. dalam hal ini kemampuan pemain untuk bergerak secara efisien akan menentukan tingkat keberhasilan passing bawah adalah gerakan untuk mengoper atau mengumpan bola dengan menggunaka teknik tertentu kepada teman dalam satu regu. teknik passing bawah dalam permainan bola voli merupakan teknik yang sangat penting dan wajib dikuasai oleh para pemain bola voli. karena menurut bonnnie kenny dan cindy gregory (2006:33) mengatakan bahwa “the forearm pass and the serve are the two most important skills in volleyball. without the serve and pass, the ball cannot be put into paly”. artinya sudah jelas bahwa passing bawah merupakan bagian terpenting dalam permainan bola voli, karena tanpa menguasai teknik passing, mustahil kita dapat memainkan bola dengan benar. metode penelitian penelitian ini menggunakan metode penelitian tindakan (action research) dengan tujuan untuk meningkatkan keterampilan siswa mempraktikan teknik dasar passing bawah bola voli melalui media pembelajaran bola modifikasi pada siswa v sd n 05 negara ratu lampung. alur penelitian ini mengacu pada penelitian tindakan yang dikemukakan oleh kemis dan mc.taggart menggambarkan bahwa refleksi diri dalam siklus spiral ini adalah (1) merencanakan gladi jurnal ilmu keolahragaan, 09 (1), april 2018 53 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) perubahan; (2) bertindak dan mengamati proses dan konsekuensi dari perubahan; (3) merefleksikan proses dan konsekuensi; (4) merencanakan kembali; (5) bertindak dan observasi kembali; (6) merefleksikan. penelitian tindakan ini dilakukan dalam beberapa siklus jika pada siklus kesatu siswa masih belum mampu mempraktikan teknik dasar pass bawah permainan bola voli. dengan kata lain tujuan pembelajaran yang sudah ditentukan belum tercapai. data yang digunakan dalam penelitian ini adalah data-data yang dapat menggambarkan peningkatan keterampilan siswa kelas v sd n 05 negara ratu lampung dalam pembelajaran mempraktikan teknik dasar passing bawah permainan bola voli. data dalam penelitian ini bersifat kuantitatif. selain data kuantitatif berupa nilai hasil tes mempraktikan teknik dasar pass bawah, juga data hasil observasi selama melaksanakan tindakan. penelitian ini menggunakan dua teknik pengumpulan data yaitu teknik tes dan non tes. teknik tes yaitu tes keterampilan dilakukan untuk mengetahui kemampuan peserta didik tentang materi yang telah diberikan. tes dilakukan pada tahap akhir pembelajaran bola voli. data diambil pada saat pra siklus ataupun seteah dilakukan siklus ii. hasil dan pembahasan setelah melakukan treatment pada siklus i diperoleh data yang ditunjukan pada table 1. tabel 1. distribusi hasil keterampilan passing bawah bola voli siklus i berdasarkan data tersebut di atas dapat dikemukakan bahwa siswa yang tuntas sebanyak 13 orang (65%) dan siswa yang belum tuntas sebayak orang 7 (35%). setelah melaksanakan kegiatan pembelajaran dan menghitung data hasi penelitian, guru dan observer melakukan refleksi serta diskusi guna membahas permasalah yang berhubungan dengan tindakan yang telah dilakukan oleh guru. terlihat pada siklus i masih terdapat kekurangan baik dari guru maupun dari siswa. dari data hasil pembelajaran pada siklus kesatu menunjukan bahwa kemampuan passing bawah bola voli belum mencapai target yang diharapkan, yakni nilai n o renta ng skor frekue nsi persent ase 1 58 – 62 6 30% 2 63 – 67 1 5% 3 68 – 72 0 0% 4 73 – 77 9 45% 5 78 – 82 0 0% 6 83 87 4 20% jumlah 20 100% gladi jurnal ilmu keolahragaan, 09 (1), april 2018 54 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) kkm 70. meski demikian, selama proses pembelajaran pada siklus kesatu terdapat peningkatan motivasi dan keinginan siswa untuk belajar passing bawah bola voli. pada tahap ini, siswa sudah mampu mempraktikan gerakan demi gerakan dalam teknik passing bawah bola voli. meskipun demikian, peneliti masih berharap hasil tersebut dapat ditingkatkan lagi hingga mencapai target yang diharapkan. siklus ii berdasarkan data hasil penelitian pada siklus ii dapat dikemukakan bahwa siswa yang tuntas sebanyak 17 orang (85%) dan siswa yang belum tuntas sebayak orang 3 (15%). untuk lebih jelasnya dapat dilihat pada table 2. tabel 2. distribusi hasil keterampilan passing bawah bola voli siklus ii berdasarkan analisis statistik di atas dapat disimpulkan bahwa menunjukan peningkatan terhadapap jumlah siswa yang berhasil tuntas dan sudah memenuhi kriteria ketuntasan minimum (kkm = 70), yiatu sebanyak 17 orang siswa yang tuntas atau sekitar 85% dengan batas minimal nilai 70 dari 20 siswa. sedangkan siswa yang tidak tuntas sekitar 3 orang siswa atau sekitar 15%. dari data tersebut hanya 2 siswa yang tidak tuntas, namun nilai mereka sudah hampir mencapai titik ketuntasan yaitu 75. kesimpulan pembelajaran dengan menggunakan bola modifikasi dan desai pembelajara yang dibuat dengan memperhatikan karakteristik siswa dapat meningkatkan hasil belajar passing bawah bola voli pada siswa kelas v sd negeri 05 negararatu lampung tahun ajaran 2016/2017. karakteristik siswa kelas v sekolah dasar sedang ada pada masa senang bermain. dengan memanfaatkan berbagai permainan sebagai teknik pembelajaran, kemampuan siswa kelas v sd negeri 05 negararatu lampung tahun ajaran 2016/2017 mempraktikan teknik passing bawah bola voli, meningkat. siswa terlihat termotivasi mengikuti kegiatan pembelajaran. siswa terlihat senang dan nyaman. guru lebih mudah melakukan pengelolaan pemebelajaran maupun pengelolaan kelas. penerapan media pembelajaran bola modifikasi dalam proses kegiatan pembelajaran keterampilan passing bawah bola voli yang dikemas sedemikian rupa n o renta ng skor frekue nsi persent ase 1 67 – 71 3 15% 2 72 – 76 5 25% 3 77 – 81 0 0% 4 82-86 7 35% 5 87 93 5 25% jumlah 20 100% gladi jurnal ilmu keolahragaan, 09 (1), april 2018 55 taufik rihatno, gunawan copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dapat menimbulkan hasil pembelajaran yang lebih baik, karena siswa merasa antusias dan semangat dalam mengikuti pembelajaran passing bawah bola voli pada siswa kelas v sdn 05 negararatu lampung. berdasarkan pada data yang diperoleh pada pra siklus, siklus i dan siklus ii terapat peningkatan di setiap siklusnya. pada pra siklus terdapat 4 orang siswa yang mencapai nilai kkm, dapat diartikan 4 orang siswayang tuntas. pada siklus ke i siswa yang tuntas sebanyak 13 orang atau sebesar 65% dan pada siklus ke ii naik menjadi 85%. hal ini menunjukan bahwa pemebelajaran dengan menggunakan bola modifikasi dan desai pemebelajaran yang menarik dapat meningkatkan keterampila passing bawah pada siswa kelas v sd negeri 05 negararatu lampung. artinya, melaku media pembelajaran bola modifikasi dapat meningkatkan ketereampilan passing bawah pada siswa kelas v sd negeri 05 negararatu lampung tahun ajaran 2016/2017. daftar pustaka ali maksum, pisikologi olahraga teori dan aplikasi surabaya: unesa press, 2011. anthony laker, developing personal, social and moral education trhough physical education, london, e-lebrary-2001. bonnie kenny dan cindy gregory, volleball step to succes, sports instruction series,amerika serikat: human kinetics, 2006. dawn penney, sport education in physical education, francis, e-lebrary,2005. dieter beutelstahl. belajar bermain bola volley. bandung: pionir jaya, 2008. ernest t. stringer, action research, amerika:sage publication, 2007. ginanjar atmasubrata, serba tahu dunia olahraga. surabaya: dafa publishing, 2012. james tangkudung, macam-macam metode penelitian uraian dan contohnya jakarta: lensa media pustaka, 2016. kinda s. lenberg, volleyball skills & drills american volleyball coaches associaation, human kinetics, 2006. evaluasi penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar (pplp) cabang olahraga taekwondo provinsi dki jakarta juana wangsa putri *1 budi aryanto muslim 2 1 dinas pemuda dan olahraga dki jakarta. 2 kementrian pemuda dan olahraga jl, jatinegara timur no.57, rt.11/rw.3, bali mester, jatinegara, kota jakarta timur, daerah khusus ibukota jakarta 13310 *corresponding author. email: juanatkd@yahoo.com abstrak penelitian ini bertujuan untuk mendapatkan informasi tentang penyelenggaraan pusat pendidikan dan latihan olahraga pelajar (pplp) cabang olahraga taekwondo provinsi dki jakarta. penelitian evaluasi program ini dilaksanakan dalam rangka menguji tingkat ketercapaian tujuan-tujuan yang telah ditetapkan pada penyelenggaraan program pplp cabang olahraga taekwondo. penelitian ini dilaksanakan di jakarta pada dinas pemuda dan olahraga (dispora) provinsi dki jakarta, penelitian evaluasi ini menggunakan metode penelitian kualitatif dengan pendekatan model evaluasi context, input, process, product (cipp). pengumpulan data dilakukan dengan cara wawancara, observasi dan studi dokumentasi. kesimpulan dari hasil penelitian yaitu: tahapan context, penyelenggaraan program pplp cabang olahraga taekwondo di provinsi dki jakarta dinilai belum sesuai dengan pedoman penyelenggaraan pplp. tahapan input, berdasarkan hasil evaluasi dari empat komponen yang meliputi seleksi atlet, seleksi pelatih, sarana dan prasarana serta pembiayaan diperoleh hasil belum sesuai dengan pedoman penyelenggaraan program pplp. tahapan proses meliputi proses pelaksanaan program latihan, pelayanan kesehatan dan gizi serta proses akademik atlet pplp, dan sistem promosi dan degradasi belum sesuai dengan kriteria yang ditetapkan. tahapan produk yang dievaluasi adalah yakni perkembangan fisik dan teknik atlet dan hasil program pembinaan. kedua komponen evaluasi ini masih sudah sesuai harapan dari penyelenggaraan program pplp cabang olahraga taekwondo provinsi dki jakarta. kata kunci: evaluasi program, model cipp dan penyelenggaraan pplp cabang taekwondo provinsi dki jakarta. abstract: this study aims to evaluate the implementation of pplp’s program for taewkondo at dki jakarta province. this study use the qualitative research method with cipp model (context, input, process, product). the data were collected through interviews, observation and document study by survey methodthe result of this study are as follows: (1) context evaluation which includes foundation, purpose and planning has not been assessed in accordance with the guidelines for the implementation of pplp; (2) input evaluation which includes athlete selection, coach selection, facilities and infrastructure, and finance has not been assessed in accordance with the guidelines for the implementation of pplp; (3) process evaluation which includes implementation of training program, health care and nutrition, pplp’s athlete academic process, and promotion degradation system has not been assessed in accordance with the guideline for the implementation of pplp; (4) product evaluation which includes physical and technique development and result development program not considered in line with expectation of the implementation pplp’s program for taekwondo of dki jakarta province. key words: evaluation, implementation pplp’s program of south kalimantan province, cipp model. copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 08 (02) 2017, 92 102 permalink/doi: https://doi.org/10.21009/gjik.082.02 mailto:juanatkd@yahoo.com http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 93 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan prestasi olahraga suatu bangsa merupakan aset negara yang dapat membanggakan dan membangkitkan nasionalisme suatu bangsa. disamping itu prestasi olahraga juga merupakan salah satu tolak ukur suatu kemajuan bangsa. olahraga sebagai salah satu unsur pembentukan karakter bangsa yang tidak boleh tertinggal dalam memberikan sumbangan untuk meningkatkan potensi manusia dalam mewujudkan dunia yang aman, damai dan sejahtera. peningkatan prestasi di cabang olahraga dilakukan melalui pembinaan dan pengembangan olahraga secara terencana, sistematik, berjenjang, dan berkelanjutan, yang dimulai dari pembudayaan dengan pengenalan gerak pada usia dini. indonesia memiliki beberapa cabang olahraga unggulan, salah satunya adalah taekwondo. namun pada satu dasawarsa terakhir kecendrungan prestasi cabang olahraga taekwondo indonesia mengalami penurunan, hal ini nampak pada sea games xxvii tahun 2015 di singapura, dimana kontingen indonesia sudah mulai tertinggal dengan negara-negara di asia tenggara. oleh sebab itu, upaya peningkatan prestasi olahraga perlu terus dilaksanakan agar mampu bersaing dengan negara lain. pembinaan taekwondo terus digalakan di penjuru indonesia dengan berbagai program pembinaan seperti pemusatan latihan yang dilakukan dari level klub, daerah hingga nasional. salah satu bentuk pembinaan prestasi olahraga didaerah diantaranya pembinaan dikalangan pelajar yang disebut pplp (pusat pendidikan dan latihan pelajar). dki jakarta sendiri sebagai ibu kota negara tentu tidak luput dari pembinaan dengan menyelenggarakan program pplp, mengingat banyak atlet nasional indonesia berasal dari dki jakarta. sejak pplp cabang olahraga taekwondo mulai di bina di dki jakarta, program ini telah melahirkan banyak atlet sukses yang mencapai prestasi di tingkat nasional hingga internasional, namun prestasi yang telah dicapai dalam beberapa periode terakhir tidak dapat dipertahankan, bahkan untuk kejuaraan pekan pelajar nasional terakhir prestasi pplp cabang olahraga taekwondo dki jakarta jauh dari target yang direncanakan. berdasarkan data di atas yang peneliti peroleh ditempat bekerja, prestasi pplp cabang olahraga taekwondo dki jakarta masih belum mengalami peningkatan, hal ini terlihat dari hasil popnas tahun 2011, popnas tahun 2013 dan popnas tahun 2015, dki jakarta sudah tidak menjadi juara umum lagi. begitu juga pada even di tingkat nasional seperti kejuaraan nasional, peringkat perolehan medali taekwondo gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 93 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dki jakarta sudah tidak menjadi juara umum lagi. pplp adalah tempat berlangsungnya proses pembinaan prestasi. proses keberhasilan pembinaan ditentukan oleh banyak faktor antara lain program-program latihan yang disusun pelatih, organisasi, sarana dan prasarana yang mendukung dan yang tak kalah penting adalah partisipasi pemerintah dan masyarakat. konseptual evaluasi program dalam bahasa yang lebih singkat evaluasi adalah kegiatan yang bertujuan untuk menilai “manfaat” suatu kebijakan.(winarno, 229-2012) ada yang lebih tepat mengatakan bahwa evaluasi merupakan suatu penentuan sistematis kepantasan, nilai dan makna dari sesuatu atau seseorang yang menggunakan kriteria dari serangkaian standar. stufflebeam yang dikutip oleh daryanto “evaluation is the process of delineating, obtaining, and providing useful information for judging decision alternatives,”(daryanto, 2013:1) evaluasi merupakan sebuah proses menggambarkan, memperoleh, dan menyajikan informasi yang berguna untuk menilai alternatif keputusan. pusat pendidikan dan latihan olahrga pelajar (pplp) pusat pendidikan dan latihan olahrga pelajar (pplp) merupkan wadah pembinaan prestasi olahraga disekolah dengan berbasis pada sumber daya yang ada seperti pelajar, ilmuwan pelatih dan berbagai dukungan seperti iptek, laboratorium, sarana dan prasarana. keberadaan pplp merupakan wadah yang sangat potensial untuk membina olahragawan di usia sekolah, karena pplp berfungsi untuk menjaring dan membina pelajar berbakat dan pplp juga merupakan bagian dari sub sistem dalam sistem pembinaan olahraga nasional, memiliki peran strategis untuk menghasilkan olahragawan yang berprestasi di tingkat nasional maupun internasional baik di bidang akademik maupun olahraga (kemenpora, 2006:1). terbentuknya pplp untuk menjaring dan membina pelajar berbakat dibidang olahraga agar mencapai prestasi olahraga yang tinggi di tingkat nasional dan internasional.berdasarkan orientasi internasional dikemudian hari maka cabang olahraga yang dibina di pplp harus mengacu pada event-event internasional yang dipertandingkan dalam sea games, asian games maupun olimpiade harus memiliki tahapan meliputi: karakteristik usia pelajar, cabang olahraga, dan event (kemenpora, 2011:3). gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 94 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) berdasarkan uraian di atas maka organisasi pplp dalam penelitian ini adalah sebuah wadah pembinaan prestasi olahraga pelajar berbasis iptek yang dilaksanakan melalui sentra ditingkat provinsi agar mencapai prestasi olahraga yang tinggi di tingkat nasional dan internasional dengan memperhatikan kriteria karakteristik usia pelajar, cabang olahraga dan event yang diikuti. penelitian ini secara umum bertujuan untuk mendapatkan informasi tentang penyelenggaraan program pplp provinsi dki jakarta. secara khusus, penelitian ini bertujuan untuk: 1) konteks (context) mengetahui landasan penyelenggaraan program pplp cabang olahraga taekwondo provinsi dki jakarta. 2) mengetahui tujuan dari penunjukan program pplp cabang olahraga taekwondo provinsi dki jakarta.3) mengetahui perencanaan penyelenggaraan program pplp cabang olahraga taekwondo provinsi dki jakarta. 4) masukan (input), mengetahui mekanisme seleksi atlet dan pelatih pplp cabang olahraga taekwondo provinsi dki jakarta. 4) mengetahui keadaan sarana dan prasarana pada pplp cabang olahraga taekwondo provinsi dki jakarta. 6) mengetahui pembiayaan pada pplp cabang olahraga taekwondo provinsi dki jakarta. 7) proses (process) mengetahui pelaksanaan program latihan pada pplp cabang olahraga taekwondo provinsi dki jakarta. 8) mengetahui pelayanan kesehatan dan gizi pada pplp cabang olahraga taekwondo provinsi dki jakarta. 9) mengetahui kegiatan akademik pada atlet pplp cabang olahraga taekwondo provinsi dki jakarta. 10) mengetahui sistem promosi dan degradasi pada pplp cabang olahraga taekwondo provinsi dki jakarta. 11) hasil (product) mengetahui perkembangan kemampuan fisik dan teknik atlet pplp cabang olahraga taekwondo provinsi dki jakarta. 12) mengetahui hasil pertandingan atlet pplp cabang olahraga taekwondo provinsi dki jakarta. metode penelitian penelitian ini menggunakan pendekatan yang mengacu pada model cipp dengan empat sasaran evaluasi (context, input, process,dan product). model cipp ini berusaha untuk melihat efektifitas tentang penyelenggaraan program pplp cabang olahraga taekwondo di provinsi dki jakarta. metode penelitian yang digunakan dalam penelitian ini adalah kualitatif. penelitian evaluasi kualitatif menurut lofland yang dikutip oleh mutrofin menitikberatkan pada upaya pemerolehan masukan, proses dan hasil kualitatif, dengan cara menangkap gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 95 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) detil kehidupan keseharian yang luas, bervariasi, serta banyak terjadi segala hal yang lazim dan kaya. teknik pengumpulan data dilakukan melalui instrumen pengumpulan data wawancara, observasi, dan dokumentasi yang akan dilaksanakan pada masing-masing responden (informan) mengenai penyelenggaraan program pplp cabang olahraga taekwondoprovinsi dki jakarta melalui ; wawancara mendalam (in-depth interview), pengamatan (observasi) dan studi dokumentasi. analisis data dapat dilakukan saat penelitian, maupun setelah data dikumpulkan seluruhnya. data yang telah dikumpulkan kemudian diolah agar menjadi lebih sistematis. pengolahan data dimulai dari observasi, mengedit, mengklarifikasi, mereduksi dan menuliskan wawancara, hasil menyajikan, serta menyimpulkan data. hasil dan pembahasan hasil evaluasi penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta seperti tabel berikut: no evaluasi aspek kriteria penilaian 1 konteks (context) 1. landasan penyelenggaraan pplp cabang olahraga taekwondo 2. tujuan penyelenggaraan pplp cabang olahraga taekwondo 3. perencanaan penyelenggaraan pplp cabang olahraga taekwondo sesuai sesuai tidak sesuai 2 masukan (input) 1. seleksi atlet 2. seleksi pelatih 3. sarana dan prasarana 4. pembiayaan pelaksanaan program pplp tidak sesuai sesuai tidak sesuai tidak sesuai 3 proses (process) 1. pelaksanaan program latihan 2. pelayanan kesehatan dan gizi 3. proses akademik 4. promosi dan degradasi tidak sesuai tidak sesuai tidak sesuai sesuai 4 produk (product) 1. perkembangan kemampuan fisik dan teknik 2. hasil program pembinaan sesuai sesuai 1. evaluasi context komponen yang dievaluasi secara keseluruhan menunjukkan hasil sudah gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 96 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sesuai dengan pedoman yang telah ditetapkan. terdapat tiga komponen dalam tahapan evaluasi context yaitu mengenai landasan penyelenggaraan, tujuan dan perencanaan penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta. hasil penelitian tahapan context pada komponen landasan penyelenggaraan pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo dinilai sudah sesuai dengan landasan kebijakan program. hasil data yang diperoleh tentang evaluasi context pada landasan penyelenggaraan dari tiga subpoin yang dievaluasi yaitu surat keputusan penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo itu ada namun belum bisa ditunjukan. sk pertama tentang penyelenggaraan pplp provinsi dki jakarta tersebut tidak ditemukan karena pengarsipan yang kurang baik. selanjutnya mengenai struktur organisasi pembinaan pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo dinilai sudah sesuai, struktur selalu diperbaharui setiap tahun mengikuti perubahan yang terjadi. selanjutnya, mengenai pedoman penyelenggaraan program pplp sudah disampaikan kepada pihak yang bersangkutan menggunakan pedoman pengelolaan yang dibuat oleh kementrian pemuda dan olahraga. evaluasi context poin kedua mengenai tujuan penyelenggaraan program pplp memiliki tiga subpoin komponen evaluasi yang sesuai, yakni pencapaian tujuan jangka pendek, tujuan jangka menengah, dan tujuan jangka panjang. untuk tujuan jangka panjang, setelah lulus dari pplp, atlet bisa mengikuti seleksi untuk masuk ke pusat. pendidikan dan latihan olahraga mahasiswa (pplm) yang diselenggarakan oleh dinas olahraga dan pemuda dki jakarta. poin ketiga evaluasi context adalah mengenai perencanaan penyelenggaran program pplp cabang olahraga taekwondo, ada beberapa komponen yang belum dilaksanakan seperti penyebaran informasi melalui sekolah, dan media massa. penyebaran informasi secara lebih luas diharapkan bisa menjaring peserta seleksi lebih banyak sehingga dapat digunakan sebagai ajang mencari bakat terbaik juga dapat mencegah perekrutan atlet secara sepihak. ketersediaan sumber daya manusia merupakan salah satu aspek penting dalam proses seleksi atlet, pelatih, dan tenaga penunjang hal ini dilihat sudah cukup baik. berdasarkan hasil evaluasi context penyelenggaraan program pplp secara gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 97 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) keseluruhan bisa disimpulkan bahwa context penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo belum sesuai dengan kebijakan penyelenggaraan pada pedoman penyelenggaraan. 2. evaluasi input hasil evaluasi input pada penyelenggaraan program pplp cabang olahraga taekwondo provinsi dki jakarta meliputi seleksi atlet, seleksi pelatih, sarana dan prasarana serta pembiayaan pelaksanaan program. dari empat poin ini hanya satu yang dinilai sesuai dengan pedoman yakni seleksi pelatih, ketiga lainnya dinilai belum sesuai dengan pedoman penyelenggaraan pplp cabang olahraga taekowndo. untuk lebih jelasnya berikut penjelasan tentang evaluasi input : (a) rekruitmen atlet, berdasarkan persyaratan administrasi dan persyaratan teknis yang ada dalam buku pedoman penyelenggaraan pplp, dari 10 aspek penilaian, sembilan dianggap sudah sesuai dengan persyaratan administrasi dan teknis proses rekruitmen atlet yang ada di pedoman pelaksanaan, dan satu yang tidak sesuai yaitu memenuhi kualifikasi postur tubuh. hal ini dikarenakan sulitnya menemukan atlet yang memenuhi tinggi minimal bagi peserta seleksi kelas-kelas ringan. pada saat tes rekrutmen bagi calon atlet yang akan masuk tidak dihadiri pihak pengprov ti dki jakarta, seakan terlihat bahwa kurangnya dukungan dari organisasi induk. hasil dari evaluasi input proses rekruitmen atlet dapat dinilai bahwa penyelenggaraan program pusat pendidikan dan latihan olahraga cabang olahraga taekwondo provinsi dki jakarta bisa ditingkatkan apabila koordinasi antar instansi/organisasi yang terkait bisa berjalan lebih baik sehingga dapat meningkatkan kualitas rekruitmen atlet yang lebih baik. (b) rekruitmen pelatih, semuanya sudah dengan persyaratan, penunjukan tenaga pelatih dari awal diselenggarakannya cabang olahraga taekwondo sampai dengan sekarang berdasarkan rekomendasi dari pengurus provinsi taekwondo dki jakarta. pelatih yang ditunjuk harus memilik syarat seperti lulusan dari fakultas olahraga dan pernah menigkuti pelatihan dalam penyusunan program latihan, dan merupakan mantan atlet berprestasi dan memiliki loyalitas yang tinggi terhadap daerah. (c) kelayakan sarana dan prasarana penyelenggaraan program pplp cabang olahraga taekwondo menurut pengamatan evaluator masih terdapat butir penilaian yang belum sesuai yakni ketersediaan dan kelayakan tempat latihan, dan kelayakan alat latihan. ketersediaan dan kelayakan tempat latihan dan kelayakan alat latihan dinilai belum gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 98 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sesuai dengan kriteria karena kondisi tempat latihan yang belum sesuai standar hanya berupa 2 ruang kelas yang dijadikan sebuah ruangan latihan, sehingga mengganggu pergerakan saat latihan. kelayakan tempat latihan lain seperti di ruangan fitness juga belum sesuai standar untuk menunjang program latihan atlet pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo atau ketersedian track lari di lintasan karena harus berbagi dengan cabang olahraga lain. hasil evaluasi input sarana dan prasarana menunjukan bahwa penyelenggaraan program pplp cabang olahraga taekwondo dapat berjalan lancar, aman, nyaman, mempunyai sirkulasi udara yang bagus sehingga tidak mengganggu kesehatan atlet dan berhasil baik jika ketersediaan sarana dan prasarana penunjang latihan bisa sesuai standar yang dibutuhkan pembinaan dan latihan, mengingat bahwa sarana dan prasarana yang digunakan merupakan penunjang prestasi olahraga pelajar selevel ibu kota. (d) pembiayaan penyelenggaraan program pplp cabang olahraga taekwondo, biaya anggaran pelaksanaannya menggunakan anggaran dari pemerintah daerah (apbd) dan dukungan dari orang tua atlet pplp. hasil pada evaluasi input pembiayaan menunjukan bahwa program penyelenggaraan pusat pendidikan dan latihan olahraga pelajar dalam mengharapkan dukungan dari donatur atau instansi/organisasi yang memiliki keterkaitan dengan cabang olahraga taekwondo diharapkan bisa lebih membantu demi meningkatkan dan membantu penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta. komponen-komponen evaluasi yang terdapat pada tahapan input secara keseluruhan dinilai belum sesuai dalam penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta, sehingga dapat disimpulkan bahwa evaluasi input penyelenggaraan pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta belum sesuai dengan pedoman input penyelenggaraan yang ditetapkan. 3. evaluasi process evaluasi process pelaksanaan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta diantaranya adalah pelaksanaan program latihan, pelayananan kesehatan dan gizi, proses akademik atlet dan promosi dan degradasi. komponen-komponen evaluasi proses ini masih belum sesuai dengan apa yang disusun dalam pedoman gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 99 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) penyelenggaraan pusat pendidikan dan latihan olahraga pelajar. untuk lebih jelasnya berikut gambaran tentang evaluasi proses : (a) hasil evaluasi proses pelaksanaan program latihan menunjukkan bahwa suatu penyelenggaran program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo dapat menghasilkan prestasi yang maksimal bila semua komponen yang ada dalam pelaksanaan program latihan dapat dilaksanakan dengan baik, (b) hasil evaluasi proses pelayanan kesehatan dan gizi menunjukan bahwa program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta dapat berjalan lebih baik dan efektif dalam pelaksanannya bila seluruh komponen yang ada dalam mendukung pelayanan kesehatan dan terutama pengaturan sumber gizi bagi atlet bisa ditingkatkan untuk mengontrol dan meningkatkan performa atlet, (c) proses akademik merupakan salah satu bagian dari penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar , hasil evaluasi proses akademik menunjukkan bahwa program pusat pendidikan dan latihan olahraga pelajar provinsi dki jakarta dapat membantu meningkatkan kualitas atlet dalam bidang pendidikan. walaupun ditemui beberapa hambatan dalam proses pelaksanaan pendidikan sehari-hari seperti kurangnya pengawasan pelatih, anak terlambat masuk sekolah, atau anak tidur di kelas dengan alasan lelah karena latihan pagi. (rumah dinas yang disediakan untuk guru juga dekat dengan asrama, hal ini diharapkan bisa meningkatkan kemampuan belajar atlet sehingga kapanpun siswa dapat menghubungi guru yang bersangkutan untuk mendapatkan jam tambahan belajar jika dibutuhkan, (d) sistem promosi dan degradasi atlet serta pelatih yang terdapat pada tahapan produk ini secara keseluruhan dinilai sudah sesuai dalam penyelenggaraan program pplp cabang olahraga taekwondo provinsi dki jakarta. hasil dari evaluasi proses secara keseluruhan yang terdiri dari 1) pelaksanaan program latihan diperoleh nilai belum sesuai, 2) pelayanan kesehatan dan gizi diperoleh nilai belum sesuai, 3) proses akademik dinilai belum sesuai, dan 4) system promosi dan degradasi dinilai sudah sesuai. 4. evaluasi product hasil dari penyelenggaran program berupa product yang dimaksud dalam penelitian ini yaitu pada perkembangan kemampuan fisik dan teknik, dan hasil program pembinaan. hasil evaluasi product berdasarkan pengamatan sudah sesuai dengan hasil yang diharapkan dari penyelenggaraan program pusat gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 100 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta. walaupun demikian, hasilnya dinilai tidak merata pada setiap atlet/kelas. karena persaingan dengan pplp lain. pembahasan hasil evaluasi product akan dijelaskan dibawah ini: (a) selama penelitian berlangsung, dispora melakukan tes fiisik awal dan tes fisik selama mereka dibina di pplp. berdasarkan hasil evaluasi dari tes fisik ketika atlet di seleksi masuk ke pplp dan setelah mereka di bina, terdapat peningkatan. pada tes awal menunjukan atlet memiliki status kemampuan fisik kurang dan sangat kurang, kemudian menunjukan peningkatan setelah dilatih, (b) berdasarkan hasil evaluasi mengenai keberhasilan program pembinaan pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta menurut pengamatan evaluator memiliki nilai baik pada beberapa kejuaraan yang diikuti baik level daerah, maupun nasional. atlet hasil binaan pplp dki jakarta cabang olahraga taekwondo selalu aktif mengikuti setiap kejuaraan nasional baik itu mewakili pplp atau daerah. prestasi yang diperoleh juga baik. prestasi akademik yang didapat atlet binaan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta sendiripun dinilai cukup baik walaupun terjadi beberapa hambatan selam proses akademik berlangusng. bertolak dari analisis data prestasi hasil penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo yang telah diraih tersebut bisa disimpulkan bahwa hasil program penyelenggaraan pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo yang sudah berjalan selama hampir 7 tahun telah meraih prestasi yang baik selama mereka dibina disana. kesimpulan berdasarkan hasil evaluasi secara keseluruhan dalam penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jaakarta dinilai belum sesuai dengan pedoman penyelenggaraan pusat pendidikan dan latihan olahraga pelajar. dalam upaya meningkatkan prestasi sesuai dengan tujuan penyelenggaraan program pusat pendidikan dan latihan olahraga pelajar, antara komponen context, input, process memiliki keterkaitan satu sama lain yang sejalan dengan pedoman sehingga komponen product yang dihasilkan akan memperoleh hasil maksimal dari yang diharapkan penyelenggaraan program gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 101 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pusat pendidikan dan latihan olahraga pelajar ini. rekomendasi untuk memperbaiki implementasi sebagai berikut: rekomendasi pada komponen context meliputi: (1) memperbaiki pengarsipan, agar dokumen-dokumen penting yang berkaitan dengan penyelnggaraan bisa sebelumnya bisa diajdikan patokan untuk memperbaharui kebijakan selanjutnya, (2) menyebarkan informasi secara lebih luas lagi dengan melibatkan berbagai media seperti peran sekolah, media massa dan media elektronik seperti televisi atau radio, agar informasi tentang pusat pendidikan dan latihan olahraga pelajar cabang olahraga lebih terbuka dan lebih jujur sehingga bisa menjaring lebih banyak lagi bibit potensial yang mendaftar, (3) menjalin kerjasama dengan instansi atau organisasi terkait dan masyarakat dengan menambah jaringan dan membuka informasi seluas-luasnya sebagai bentuk dukungan dalam penyelenggaraan pusat pendidikan dan latihan olahraga pelajar cabang olahraga taekwondo provinsi dki jakarta, mengingat bahwa taekwondo merupakan salah satu cabang olahraga andalan indonesia dalam meraih medali pada ajang internasional. rekomendasi pada komponen input (masukan) meliputi: (1) input rekrutmen atlet maupun rekrutmen pelatih harus atas dasar pedoman penyelenggaraan pplp dan mengutamakan persyaratan administrasi dan persyaratan teknis yang sudah dibuat, dibantu dengan rekomendasi dari induk organisasi, (2) meningkatkan kelayakan sarana dan prasarana latihan yang sesuai dengan standar latihan di cabang olahraga taekwondo, (3) mengusahakan dana tambahan dari donator tidak hanya mengandalkan anggaran biaya dari pemerintah daerah maupun bantuan orang tua seperti untuk pelaksanaan try out, pengadaan alat-alat tambahan dan pertandingan yang membutuhkan biaya lebih. rekomendasi pada komponen process (proses) meliputi: (1) untuk lebih meningkatkan rasa percaya diri atlet dan kemampuan, sebaiknya lebih sering mengadakan program try out ke daerah daerah atau negara-negara yang memiliki pembinaan dan prestasi bagus, (2) membuat dan menyusun program latihan yang lebih terstruktur berdasarkan kemampuan awal atlet agar peningkatan kemampuan atlet tersebut bisa berkembang tanpa menggangu program yang sudah berjalan. rekomendasi pada komponen product (produk) meliputi: (1) peneliti menyarankan agar para atlet dan pelatih lebih semangat dan giat lagi dalam berlatih dan belajar, agar pplp cabang olahraga gladi jurnal ilmu keolahragaan, 08 (2), oktober 2017 102 juana wangsa putri, budi aryanto muslim copyright © 2017, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) taekowndo provinsi dki jakarta bisa menjadi juara umum di level nasional dan menghasilkan insan olahraga yang sportif. daftar pustaka kemenpora, panduan program latihan tahunan pplp dan pplm, (jakarta: kementrian negara pemuda dan olahraga, 2011). kemenpora, penetapan parameter tes pada pusat pendidikan dan pelatihan pelajar dan sekolah khusus olahragawan, (jakarta: kementerian negara pemuda dan olahraga, 2005). kemenpora, pusat pendidikan dan latihan olahraga pelajar (pplp) dan sekolah khusus olahragawan (sko), (jakarta: kementrian negara pemuda dan olahraga, 2006). undang-undang republik indonesia nomor 3 tahun 2005 tentang sistem keolahragaan nasional, pasal 20, ayat 3. bangun sabaruddin yunis, pelaksanaan manajemen pusat pembinaan dan latihan olahraga pelajar (pplp) di provinsi sumatera utara, tesis, universitas negeri jakarta, 2008. daniel l. stufflebeam, evaluation: theory, model, application san francisco: ca whiley, 2007. daryanto, evaluasi pendidikan, jakarta: rieneka cipta, 2012 budi winarno, kebijakan publik; teori, proses dan studi kasus yogyakarta: caps, 2012. djaali dan pudji mujiono, pengukuran dalam bidang pendidikan, jakarta: grassindo, 2008. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (03) 2022, 263-272 permalink/doi: https://doi.org/10.21009/gjik.133.02 the effect of professional competency, pedagogic competencies and work disciplines on the performance of teachers of physical education and health (pjok) inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 1,3 sport education, universitas negeri padang 2 sport coaching science, universitas negeri padang 4 sports science, universitas negeri padang corresponding author. e-mail : maizaninggar8@gmail.com abstract the problem is the low performance of physical education, sports and health teachers at smp in sungai penuh city. this study aims to determine the effect of professional competence, pedagogic competence and work discipline on the performance of physical education teachers. this type of research was quantitative with a correlational research design. sampling used a total sampling technique with a total of 28 people. data was collected using tests for pedagogics and professionals, as well as work discipline and teacher performance using existing data. data were analyzed by path analysis. the results of data analysis show that: (1) there was a direct effect between x1 and y of 15.8%. (2) there was a direct effect between x2 and y by 19% (3) there was a direct effect between x3 and y by 19.1%, (4) there was no direct effect between x1 and x2. (5) there was an indirect effect of x1 on y through 17.4%, (6) there was no indirect effect of x2 on y through x3. keywords: professional competence; pedagogics; work discipline; teacher performance mailto:maizaninggar8@gmail.com gladi jurnal ilmu keolahragaan, 13 (03), september264 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 introduction education is essentially an effort to civilize humans or humanize humans to become fully human beings with good behavior and actions. most people judge learning only at school, but the experience of hearing and seeing is also called learning. the purpose of national education is to develop the potential of students to become human beings who believe and fear god almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic citizens (sappaile, 2017). the role of physical education is needed to instill the meaning and importance of exercising (mulya & agustryani, 2020). in order to carry out physical education and health learning which is a subject that is given the responsibility to shape the personality, character and morals of students well, it is necessary to have pjok teachers who master professional competence as educators. with the presence of competent physical education, sports and health teachersin the scientific field, there are many aspects that can be developed from each individual student. as for the aspects that can be developed through physical education, sports and health provided by competent teachers in their scientific fields, in general, namely cognitive, affective, and attitude. in addition, physical education also shapes the character of students, forms good spirituality, shapes the physical condition of each student. if it is implemented properly, it will give birth to a generation that has soft skills and hard skills. have good morals or ethics as well as character. so it has become an obligation for every school to be filled by teachers of physical education, sports and health who are competent in their scientific fields and carry out their duties professionally. teachers are the embodiment of the personality and character of an independent nation through their students (kumbara et al., 2021). teacher performance has certain criteria. teacher performance can be seen and measured based on competency criteria that must be possessed by every teacher, including physical education, sports and health teachers. a pjok teacher must also have competency skills, especially pedagogic and professional competencies. in relation to the teaching and learning process in schools, pedagogic and professional competence gladi jurnal ilmu keolahragaan, 13 (03), september265 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 is an ability that must be possessed by every physical education teacher. these two competencies require a teacher to have the ability to manage students which include: understanding insight or educational foundations, understanding students, developing curriculum/ syllabus, mastering the lessons to be presented, learning planning, implementing educational and dialogical learning, evaluation of learning outcomes and student development to actualize various potentials. good teacher performance will affect the formation of student character. teacher performance is one of the factors that play an important role in achieving educational goals. given the importance of the role of this performance, it is hoped that teachers should always strive to improve their performance so that educational goals can be achieved optimally, because if teachers have good performance, the results obtained are also good. good teacher performance will contribute greatly to the success of the education process in indonesia. the government certainly expects the performance of teachers who are categorized in a very good category or also referred to as competent teachers.based on these assumptions, the results of education at all levels of education are considered to be still unsatisfactory by various parties, aimed at the teacher element as the causative actor. based on the results of observations made by researchers in several junior high schools in sungai penuh city, it is clear that it is still not optimal pjok teacher performance when conducting the learning process. after conducting interviews with several junior high school principals in sungai penuh city, information was obtained that teacher competency tests have not been carried out by lpmp for schools so that teacher competencies cannot be evaluated. this of course can affect the maximum teacher performance. the performance of pjok teachers is considered to have not been carried out properly. so that is contrary to the goals of national education which should be implemented properly in order to get good results as well. this can be seen from the phenomena found that pjok teachers have not fully implemented their professional competencies which should be an gladi jurnal ilmu keolahragaan, 13 (03), september266 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 obligation for teachers as follows: (1) most pjok teachers do not make lesson plans when teaching; (2) most pjok teachers still seem passive in providing material, this is evidenced during theoretical learning where there are several teachers who ask students to take notes while the teacher sits relaxed at the teacher's desk; (3) most pjok teachers still do not pay attention to the characteristics of students in learning; (4) the learning model used by most pjok teachers when carrying out learning also still seems monotonous, causing students to feel bored in learning; (5) the learning model used by most pjok teachers when carrying out learning also still seems monotonous, causing students to feel bored in learning; (6) the learning model used by most pjok teachers when carrying out learning also still seems monotonous, causing students to feel bored in learning; (7) pjok teachers tend to emphasize mastery of skills in certain sports. the approach taken is more precise, namely training in sports instead of teaching physical education; (8) most pjok teachers start and end the learning process on time; (9) the existence of pjok teachers who do not carry out an analysis of learning outcomes and do not implement remedial programs for students who have scores below the minimum completeness criteria (kkm); (10) the availability of facilities and infrastructure in schools is stillclassified as lacking, so that in the teaching and learning process there are materials that cannot be implemented properly. teacher performance has not been maximized and this problem must be immediately resolved so that the quality of education can be improved. based on the results of observations made, it was also found that there are still many negative assumptions from the community about the performance of pjok teachers which are still far from expectations that are not in accordance with the learning objectives. based on the problem, it is contrary to the learning objectives. so that researchers doubt the performance of pjok teachers. to answer these problems, research needs to be done. based on the problem, it is contrary to the learning objectives. so that researchers doubt the performance of pjok teachers. to answer these problems, it is necessary to conduct research to see the effect of professional competency, pedagogic competencies gladi jurnal ilmu keolahragaan, 13 (03), september267 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 and work disciplines on the performance of teachers of physical education and health (pjok). methods the method in this study is quantitative using a path analysis approach. the variables connected in this study are professional competence (x1), pedagogic competence (x2) as an exogenous variable, and work discipline (x3) as an intervening variable. while the endogenous variable is teacher performance (y). data collection was carried out in stages in june july 2022. the population in this study were pjok teachers at state junior high schools in sungai penuh, totaling 28 people. the sample in this study amounted to 28 pjok teachers at state junior high schools in sungai penuh city. data collection techniques using instruments in the form of pjok teacher competency tests, professional competency tests and pedagogic competency tests are used as standard instruments developed by masrun (2022) while the teacher performance test is a standard instrument that has been set by the ministry of education and culture, and an instrument of work discipline. and the data is analyzed using path analysis. results and discussion 1. professional competence table 1. frequency distribution of teachers' professional competencies interval class fr percentage classification 90-100 3 11% very well 80-89 21 75% well 65-79 4 14% currently 55-64 0 0% not enough <55 0 0% less once 28 100 based on table 1 above, it can be concluded that of the 28 teachers at smp negeri se kota sungai penuh, none of them have professional competence which is in the less and less classification, 4 people who have professional competence are in the medium or around classification (14%), 21 peoplewho have professional competence are in the classification of good or around (75%), 3 people who have professional competence are classified as very good or about (11%). 2. pedagogic competence table 2. frequency distribution of teachers' pedagogic competencies interval class fr percentage classification 90-100 0 0% very well 80-89 0 0% well 65-79 25 89% currently 55-64 3 11% not enough gladi jurnal ilmu keolahragaan, 13 (03), september268 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 <55 0 0% less once 28 100 based on table 2 above, it can be concluded that of the 28 teachers at smp negeri se kota sungai penuh, none of them have pedagogic competence which is in the very low classification, 3 people who have pedagogic competence are in the less or around classification (11%), 25 peoplewho have pedagogical competence are in the medium or near classification (89%), no teacherthose who have pedagogic competence are classified as good and very good. 3. work discipline table 3. frequency distribution of teacher work discipline interval class fr percentage classification 81 – 100 24 86% very well 61 – 80 4 14% well 41 – 60 0 0% currently 21 – 40 0 0% not enough 0 – 20 0 0% less once 28 100 based on table 3 above, it can be concluded that of the 28 pjok teachers at smp negeri se kota sungai penuh, there are no teachers who have work discipline in the classification of very low, less and moderate, 4 people who have work discipline in the good or low classification. around (14%), 24 people who have work discipline are in the very good classification or around (86%). 4. teacher performance table 4. frequency distribution of teacher performance interval class fr percentage classification 81 – 100 6 21% very well 61 – 80 22 79% well 41 – 60 0 0% currently 21 – 40 0 0% not enough 0 – 20 0 0% less once 28 100 based on table 4 above, it can be concluded that of the 28 teachers at smp negeri se kota sungai penuh, there are no teachers who have physical education performance in sports and health are in the classification of less, very less and moderate, 22 people who have physical education performance sports and health are classified as good or around (79%), 6 peoplewho have the performance of physical education, sports and health are in the very good classification or around (21%). a. there is a direct influence between professional competence (x1) on teacher performance (y) in order to prove that there is a direct influence between professional competence (x1) on teacher performance (y). from the statistical calculation, it is obtained that the path gladi jurnal ilmu keolahragaan, 13 (03), september269 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 coefficient of professional competence (x1) on teacher performance (y) or yx1 is 0.398 with tcount = 2.496 with sig. 0.020, and at = 0.05, t table = 1.697 is obtained. because tcount (2.496) > ttable (1.697) or sig. 0.020 < = 0.05, then h0 is rejected and h1 is accepted, meaning that the hypothesis in this study is accepted, so it can be concluded that "there is a direct influence between professional competence (x1) on teacher performance (y)". b. there is a direct influence between pedagogic competence (x2) on teacher performance (y) in order to prove that there is a direct influence between pedagogic competence (x2) on teacher performance (y). from statistical calculations, it is found that the path coefficient of pedagogic competence (x2) on teacher performance (y) or yx2 is 0.436 with tcount = 2,937 with sig. 0.005, and at = 0.05, t table = 1.701 is obtained. because tcount (2.937) > t table (1.701) or sig.0.007 < = 0.05, then h0 is rejected and h1 is accepted, meaning that the hypothesis in this study is accepted, so it can be concluded that "there is a direct influence between pedagogical competence (x2) on teacher performance (y)” c. there is a direct influence between work discipline (x3) on teacher performance (y) in order to prove that there is a direct influence between work discipline (x3) on teacher performance (y). from statistical calculations, it is obtained that the path coefficient of work discipline (x3) on teacher performance (y) or yx3 is 0.437 with tcount = 2.745 with sig. 0.018, and = 0.05, we get ttable = 1.701. because tcount(2.768) > ttable (2.745) or sig.0.011 < = 0.05, then h0 is rejected and h1 is accepted, meaning that the hypothesis in this study is accepted, so it can be concluded that "there is a direct influence between work discipline (x3) on teacher performance (y)”. d. there is no direct influence between professional competence (x1) on pedagogic competence (x2) in order to prove that there is no direct influence between professional competence (x1) and pedagogic competence (x2). from the statistical calculation, it is found that the path coefficient of professional competence (x1) to pedagogic competence (x2) or 12 is 0.126 with tcount = 0.647 with sig. 0.523 and at = 0.05, we get ttable = 1.701. because tcount (0.647) < ttable (1.701) or sig.0.523 < = 0.05, then h0 is gladi jurnal ilmu keolahragaan, 13 (03), september270 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 accepted and h1 is rejected, meaning that the hypothesis in this study is not accepted, so it can be concluded that "there is no direct influence between professional competence ( x1) on pedagogic competence (x2)” e. there is a direct influence between professional competence (x1) on work discipline (x3) in order to prove that there is a direct influence between professional competence (x1) on work discipline (x3). from the statistical calculation, it is obtained that the coefficient of professional competence (x1) to work discipline (x3) or 31 is 0.402 with tcount = 2.189 with sig. 0.038 and at = 0.05, we get ttable = 1.701. because tcount (2.189) > ttable (1.701) or sig.0.038 < = 0.05, then h0 is rejected and h1 is accepted, meaning that the hypothesis in this study is accepted, so it can be concluded that "there is a direct influence between professional competence (x1) to work discipline (x3)” f. there is no direct influence between pedagogic competence (x2) on work discipline (x3). in order to prove that there is no direct influence between pedagogic competence (x2) on work discipline (x3). from the statistical calculation, it is found that the path coefficient of pedagogic competence (x2) to work discipline (x3) or 32 is 0.165 with tcount = 0.898 with sig. 0.378 and at = 0.05, t table = 1.701 is obtained. because tcount(0.898) < ttable (1.701) or sig.0.378> = 0.05, then h0 is accepted and h1 is rejected, meaning that the hypothesis in this study is rejected, so it can be concluded that "there is no direct influence between pedagogical competence (x2) to work discipline (x3)”. figure 1: score analysis model on the influence of variables professional competence (x1), pedagogic competence (x2), work discipline (x3), and teacher performance in physical education, sports and health (y) conclusions based on the results of the analysis of research data on the performance of teachers of physical education, sports and teacher health at smp in sungai penuh city, it can be concluded as follows: gladi jurnal ilmu keolahragaan, 13 (03), september271 inggar maizan 1 , masrun 2 , damrah 3 , muhamad sazeli rifki 4 1. there is a direct influence between professional competence on teacher performance in physical education, sports and health. this means that the better the professional competence of the teacher, the better the performance of the physical education and health teacher. 2. there is a direct influence between pedagogic competence on teacher performance in physical education, sports and health. this means that the better the pedagogic competence of the teacher, the better the performance of the physical education and sports and health teacher. 3. there is a direct influence between work discipline on the performance of teachers of physical education, sports and health. this means that the better the work discipline of the teacher, the better the performance of the physical education, sports and health teacher. 4. there is no direct influence between professional competence and pedagogic competence. this means that the variance of professional competence cannot be explained by the professional competence variable. 5. there is an indirect influence between professional competence on the performance of teachers of physical education, sports and health through work discipline. this means that the better the professional competence of the teacher, the better the performance of the physical education and health teacher through work discipline. 6. there is no indirect effect between pedagogic competence on the performance of teachers of physical education, sports and health through work discipline. this means that the variance in the performance of physical education, sports and health teachers cannot be explained by the pedagogic competence for further researchers are advised to carry out relevant research with different methods, samples, times and locations. references elqadri, wardoyo, & priyono. 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(2012). pengaruh disiplin kerja, motivasi kerja, dan supervisi kepala sekolah terhadap kinerja guru. economic education analysis journal, 1(2), 1–8. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (02) 2023, 158-170 permalink/doi: https://doi.org/10.21009/gjik.142.03 copyright © 2023 siti bainingrum, hidayat humaid, taufik rihatno this work is licensed under a creative commons attribution-sharealike 4.0 international license the effect of power, balance and coordination on dropkick conversion kicking skills on rugby 7's women athletes dki jakarta siti bainingrum1*, hidayat humaid2, taufik rihatno3 123pendidikan jasmani, pascasarjana, universitas negeri jakarta corresponding author. email: bainingrumsiti@gmail.com (submission track: received: 25-07-2022, final revision: 27-06-2023, available online: 30-06-2023) abstract the objective of this study is to investigate the impact of power, balance, and coordination on the precision of dropkick conversion among female rugby players from dki jakarta. the targeted sample for this research is constituted by all the members of unj rugby and banteng rugby club. evaluation of the accuracy of the dropkick includes the use of a rum kick drop kick examination, power assessment using the vertical jump. in addition, balance using the bosuball balance single leg test. coordination aspect, the researcher changed sridadi's assessment instrument to a drop-in test. the analytical technique utilizes a path analysis approach and maintains a significance level of 0.05. the conclusion of each research finding shows (1) there is a direct influence between each independent variable: power (x1), balance (x2), and coordination (x3), (2) there is a direct effect of each independent variable {power (x1), balance (x2), and coordination (x3) have a direct effect on the dropkick conversion kick (y), (3) there is an indirect effect of power (x1) through coordination (x3) of the dropkick conversion kick (y). there exists a mediating impact of equilibrium (x2) via coordination (x3) on the conversion of a dropkick (y). keywords: power; balance; coordination; drop kick mailto:bainingrumsiti@gmail.com gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni159 siti bainingrum, hidayat humaid, taufik rihatno introduction rugby is a group sport that uses media or tools, namely a ball, and the ball used in rugby itself also has a special shape and is different from balls in general (barata, 2018). the main concept in the game of rugby is simple, the ball as the main object is carried across the enemy's goal line and touches it to the ground to get a score (try) (sutanto, 2016). the game of rugby is a sport that requires teamwork and individual skills which contain the necessary elements, namely strength, endurance, speed, balance, power and hand-eye coordination. and in rugby sport requires a strong mentality to face bigger players in order to bring them down and a strong soul to cultivate rugby values, namely integrity, passion, solidarity, discipline, and respect (rugby indonesia, 2021). the game of rugby sports has several techniques, namely throwing the ball, dropping and kicking. kicking is a complex biomechanical action that requires controlled and intricate coordination between lower body segments, both temporally and spatially (green et al., 2016). how to kick the ball according to (internasional rugby bord, 2013) a kick is made by hitting the ball with any part of the leg the leg or foot, except the heel, from the toe to the knee but not including the knee, a kick must move the ball a visible distance out of the hand, or along the ground. there are three kick techniques, namely the krosskick kick, grabber and dropkick where the krosskick kick technique is used directly by kicking and soaring high and crossing, grabber, namely kicking the ball to the ground and rolling on the ground while the dropkick kick technique is kicked by bouncing the ball vertically to the ground. the ground then kicks in the specified direction. however, the dropkick technique includes techniques that determine the success of the kick off, the success of additional points during conversions and scoring points during the game (drop goals). the dropkick conversion technique is also a way to attack and score points. so every athlete must master a good and correct kick technique in rugby. the researchers took the precise movement of the dropkick conversion kick because the dropped ball was one of a series of difficult movements to kick the oval-shaped ball. because by kicking gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni160 siti bainingrum, hidayat humaid, taufik rihatno a dropkick ball requires balance when dropping the ball, coordination of the eyes and feet and power to kick an oval ball. until the distance of the ball with the height and reach the maximum result so that the kicker needs better physical condition. good and correct technique is needed because technique is one of the main components in performing movements. the difficulty in performing a dropkick is not only in the physical components that must be in harmony but also in the movement technique which is quite difficult. when going to kick the ball, the athlete must start by holding the ball vertically, the fall of the oval ball will make the ball bounce in various places if the bounce is not appropriate, the steps of the feet are in rhythm with the reflection of the ball and the impact of the foot on the rugby ball must be appropriate so that the ball can bounce high and far. the dropkick conversion kick is an attack that has a good presentation in scoring points in rugby, because when both teams score an even number of points, the one that determines the victory is the dropkick conversion, dropkick during the game (drop goals) and extra time. golden point is an attack that is efficient enough to get points and win a match with the dropkick conversion technique. physical components are needed to support the dropkick conversion, because the physical is the foundation of achievement. one of the physical components that are thought to have a connection and contribution in performing this dropkick conversion kick, namely leg muscle strength (power), endurance, explosive power, flexibility, agility, balance, coordination and reaction are important components that must be possessed by a rugby athlete. which is where these components have different forms of exercise and many choices in training them. the balance in doing dropkick conversion kicks is needed to make someone able to kick the ball properly and correctly so that they can kick the ball until it reaches the target. balance is one of the important factors for success in performing a drop kick. balance control requires both upright posture and equilibrium to achieve functional ambulation and avoid falling (day, kautz, wu, suter, & behrman, 2012). meanwhile, according to millard et al., (2009) balance control is a multifaceted gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni161 siti bainingrum, hidayat humaid, taufik rihatno process that relies on estimating the body’s state, generation of a desirable future state, the means to make the transition (through foot-placement, center of pressure manipulation, or some other mechanism) and the physical ability to execute the desired action. meanwhile, power is for adding strength and speed in performing dropkick conversion kicks so that you can kick hard to the target. according to (rosmawati, darni, & syampurma, 2019) power is the ability of muscles to overcome loads and resistance with very high rates of contraction. leg muscle power is the ability of a muscle or a group of leg muscles to work or fight against an object or resistance in the shortest possible time (karyono, 2016). leg muscle power is a combination of explosive strength and muscular power, which is able to perform activities suddenly and quickly by exerting all the strength in a short time (susila, 2021). furthermore, coordination to determine the success of the kick and the accuracy of kicking to produce a series of good and correct kick movements. coordination is the ability to perform movements with varying degrees of difficulty quickly and efficiently and skillfully (hermansyah, imanudin, & badruzaman, 2017). coordination is the ability to overcome the harmony of motion of body parts, the ability to develop with body control (mappaompo & silatulrahmi, 2015). coordination is the ability to perform movements at various levels of difficulty quickly and precisely efficiently (nurhidayah & sukoco, 2015). coordination is the result of a combination of performance from the quality of muscles, bones and joints in producing an efficient and effective movement (saputro, manurizal, & armade, 2021). coordination is the ability to perform movements or work appropriately and efficiently (reggie reginald, fahmy fachrezzy, & iwan hermawan, 2021). without having good movement coordination skills, individuals will find it difficult to learn basic technical skills (arifin, marani, & jauhari, 2022). in rugby matches held from 2015 to 2019 researchers saw many opportunities or opportunities to get points from the results of dropkick conversions for women's rugby players, but the opportunity to create numbers could not be utilized as well as possible gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni162 siti bainingrum, hidayat humaid, taufik rihatno by players, this is because the player cannot do a dropkick conversion kick properly and correctly. many of the athletes are still not skilled and maximize the opportunity to get a chance to do a dropkick conversion kick. in addition to the championship, the experience of researchers playing in the women's dki jakarta rugby found that there were many players who had not mastered good and correct converse drop kick skills. thus, there is a need for a process of forming and developing the ability to perform drop kicks in the training process. paying attention to the existing problems, the researcher wants to research about power (leg muscle strength), balance and coordination (eyes, hands and feet) to create a series of dropkick movements properly and correctly. because in dropkick kicks, many athletes are still not skilled in doing dropkick conversion kicks, and there are still many who do dropkick converse kicks that are not correct and too weak. there are still many rugby athletes who have not been able to master and maximize the series of dropkick conversion kick movements, especially female rugby athletes in the student and student categories. this is one of the problems that exist related to physical components. plus, doing a dropkick conversion kick in this 7's rugby sport requires a good and correct series of movements. dropkick conversion is one way to get a chance to score points. the dropkick conversion kick in rugby is a basic skill that must exist in this sport, because it serves to maximize a good and correct series of movements so as to get maximum results. the more perfect the series of movements and power carried out by a player, the easier it will be for a player to determine the direction of the kick to the opponent's goal in making numbers and the success of the drop kick. the statement described above can be seen that kicking is a physical activity that requires strength in the leg muscles, balance and eye-hand coordination. the power generated from the leg muscles can make a person kick far according to the quality of the muscles they have. the balance that results from the footstool when kicking and the coordination of the ankles produces a good and correct and accurate series of movements to get the perfect and maximum range of movements. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni163 siti bainingrum, hidayat humaid, taufik rihatno leg muscle strength, balance and hand and foot eye coordination are very useful in carrying out a series of dropkick kicks at the time of kick off and towards the goal to get points (conversion). the method or technique of the dropkick kick in rugby is very effective for creating numbers compared to other ways or techniques of creating numbers in rugby. therefore, from the statement described above, the researcher was compelled to conduct a study "the effect of power, balance and coordination on dropkick conversion kick skills in dki jakarta women rugby athletes". method this study aims to determine whether or not there is an influence between power, balance and coordination on the accuracy of dropkick conversion kicks in female dki jakarta rugby athletes. the method used in this study uses a quantitative approach, a survey method with test and measurement techniques. while the analysis technique uses a path analysis approach. in this study, the population taken were all active members of unj rugby or all rugby athletes in jakarta, namely the unj rugby club and the banteng rugby club. sampling was done by using total sampling technique. so that the sample is a member of the dki jakarta rugby specifically the female gender. the measurement of the accuracy of the drop kick uses a rum kick drop test with a score result. variable power using vertical jump test. balance variable using bosuball balance single leg test. in the coordination component, the researcher modified the sridadi test instrument into a drop up in test. result and discussion result this research has been carried out in dki jakarta province, there is a total sample of 30 women's rugby athletes through tests and measurements that have been carried out in the field and laboratory of fik unj by testing each variable x₁ (power), x₂ (balance), x₃ (coordination) and y (dropkick conversion kick skill). dropkick conversion (y) the results of descriptive statistics for the dropkick conversion kick variable get an average value of 6.5 and a standard deviation of the dropkick conversion kick of 3.4 while the variance is 11.8 and the lowest value of the gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni164 siti bainingrum, hidayat humaid, taufik rihatno dropkick conversion kick is 1, while the highest value of dropkick conversion is 15. table 1. dropkick data distribution conversion interval class freq. absolute freq. relatively 1 – 3.2 7 23% 3.3 – 5.5 7 23% 5.6 – 7.8 4 13% 7.9 – 10.1 10 33% 10.2 – 12.4 2 7% 12.5 – 14.7 0 0% total 30 100% power (x₁) the results of descriptive statistics for the power variable get an average value of 41, the standard deviation of power is 7.9 while the variance is 62.6 and the lowest value of power is 30, while the highest value of power is 55. table 2. power data distribution conversion interval class freq. absolute freq. relatively 30 – 34.1 5 17% 34.2 – 38.3 9 30% 38.4 – 42.5 7 23% 42.6 – 46.7 2 7% 46.8 – 50.9 0 0% 51 – 55.1 7 23% total 30 100% balance (x₂) the results of descriptive statistics for the balance variable get an average value of 22.9, and a standard deviation of the balance of 8.5, while the variance of 72.7, the lowest value of balance is 10, while the highest value of balance is 34. interval table of the balance results for rugby athletes. table 3. balance data distribution conversion interval class freq. absolute freq. relatively 10 – 13.9 5 17% 14 – 17.9 6 20% 18 – 21.9 3 10% 22 – 25.9 2 7% 26 – 29.9 3 10% 30 – 33.9 11 37% total 30 100% coordination (x₃) the results of descriptive statistics for the coordination variable get an average value of 29.2, and the standard deviation of coordination is 4.84, the variance is 23.5, the lowest value of balance is 19, the highest value of coordination is 38. table 4. coordination data distribution conversion interval class freq. absolute freq. relatively 19 – 21.1 3 10% 22.2 – 25.3 6 20% 25.4 – 28.5 2 7% 28.6 – 31.7 5 17% 31.8 – 34.9 13 43% 35 – 38.1 1 3% total 30 100% gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni165 siti bainingrum, hidayat humaid, taufik rihatno the results of the decisions on all proposed hypotheses can be explained as follows: sub structure i table 5. model summary structural model i based on the number of r squares showing the effect of power and coordination of 0.713 x 100, the percentage of the total influence of substructural ii is 71.3%. so the error model 2, = 1 r² = 1 0.713 = 0.287. r square shows the effect of balance and coordination of 0.712 x 100, so the percentage of total influence is 71.2%. then the rest (28.8%) were influenced by other factors. so the error model 2, = 1 r² = 1 0.712 = 0,288. the results of data processing, the path coefficient will be shown by the standardized coefficients (beta) column. path coefficient (x₁) against (x₃) or (p₁₃) = 0.662 and p-velue = 0.000/2 = 0.000 < 0.005, or ho is rejected, which means that there is an influence of power (x₁) on coordination (x₃). the next test, namely (x₂) to (x₃) or (p₂₃) = 0,635 and p-velue = 0.000/2 = 0.000 or h₀ is rejected. thus the balance variable (x₂) has a positive direct effect on the coordination variable (x₃). from the results of testing the structural model 2 is significant. sub structure ii table 6. model summary struktural model ii based on the r square number, it shows that the effect of power on the dropkick conversion is 0.881 x 100, so the percentage of the total effect of substructural ii is 88.1%. so the model error 2, =1 r² = 1 0.881 = 0.119. r square shows the effect of balance on the dropkick conversion of 0.763 x 100, so the percentage of the total effect is 76.3%. so the model error 2, = 1 r² = 1 model summary model r r square adjusted r square 1 .335a .713 .747 2 .335b .712 .681 a. predictors: (constant), keseimbangan, power b. predictors: (constant), keseimbangan model summary mod el r r square adjusted r square std. error of the estimate 1 . 730a . 881 .898 3.18349 2 . 713b . 763 .708 3.16208 3 . 767c . 818 .890 3.19819 a. predictors: (constant), koordinasi, power, keseimbangan b. predictors: (constant), koordinasi, keseimbangan c. predictors: (constant), keseimbangan gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni166 siti bainingrum, hidayat humaid, taufik rihatno – 0.763 = 0.237. r square shows the effect of coordination on the dropkick conversion of 0.818 x 100, so the percentage of the total effect is 81.8%. so the model error 2, = 1 r² = 1 – 0.818 = 0.182. based on the results of the structure test, the path coefficient is obtained which is indicated by the standardized coefficients column. data coefficients consecutively: 1) py1 = 0.776; t₀ = 0.799, p-value = 0.000/2 = 0.000 > 0,05, h₀ is rejected, which means that power has a direct positive effect on the dropkick conversion skill. 2) py2 = 0.676; t₀ = 1.207, p-value = 0.000/2 = 0.000 > 0.05, h₀ is rejected, then the balance has a direct positive effect on the dropkick conversion kick skill. 3) py3 = 0.627; t₀ = 1.287, p-value = 0.000/2 = 0.000 > 0.05, h₀ is rejected, then coordination has a direct positive effect on the dropkick conversion kick skill. discussion the results in the discussion will be presented regarding the results of data panellation that has been carried out with each variable as well as support from several theories and previous research. based on the test results of all the hypotheses that have been carried out in this hypothesis testing section, it can be stated that: 1. there is a direct effect of power (x₁) on coordination (x₃) the series of movements in coordination require good power to produce dropkick conversion kicks. from the results of the analysis of research data, it was found that the significance value of power on coordination was equal to, then power had a significant direct effect on coordination with a direct effect of 0.713 or 71.3% and 28.7% of other variables. and has a coefficient value of 0.662, which means that power has a positive effect on coordination. thus to increase power and coordination must be improved. because rugby athletes have coordination, it really determines the power in the leg muscles, especially when doing dropkick conversion kicks. 2. there is a direct effect of balance (x₂) on coordination (x₃) performing movements with balance requires a series of coordinated movements to produce the right dropkick conversion kick and is a very absolute unity for a kicker in rugby, but not all players cannot perform a series of kick gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni167 siti bainingrum, hidayat humaid, taufik rihatno movements without practice. from the results of the analysis of research data, it was found that balance has a significant direct effect on coordination with a direct effect of 0.712 or 71.2% with 28.8% of other variables, and has a coefficient value of 0.635% which means that balance has a positive influence on coordination. 3. there is a direct effect of power (x₁) on the dropkick conversion kick skill (y) in this movement to do a kick requires good power to produce a dropkick conversion kick. from the results of the research data analysis, it was found that power had a significant direct effect on the dropkick conversion kick with a direct effect of 0.881 or 88.1% and 0.119 from other variables, and has a coefficient value of 0.776 which means that power has a positive effect on the dropkick conversion kick. thus, to increase the power and kick the dropkick conversion must be increased. because rugby athletes really determine the power in the legs, especially when doing dropkick conversion kicks. 4. there is a direct effect of balance (x₂) on dropkick conversion skills (y) movement with balance to produce the right dropkick conversion kick and is an absolute must for a kicker in rugby, but not all players cannot perform a series of kick movements without practice. from the results of the analysis of research data, it was found that balance has a significant direct effect on the dropkick conversion kick with a direct effect of 0.763 or 76.3% and 23.7% of other variables. and has a coefficient value of 0.676, which means that balance has a positive effect on the dropkick conversion kick. 5. there is a direct effect of coordination (x₃) on dropkick conversion skills (y) if you want to get a dropkick conversion kick in rugby, a player must have good coordination. when performing a series of dropkick conversion kicks, coordination is very necessary to achieve success until achieving an accurate dropkick conversion kick skill. from the results of research analysis data, it was found that the significance value of coordination had a significant direct effect on coordination with an influence of 0.818 or 81.8% and 18.2% of other variables, and has a coefficient value of 0.627 which means that coordination has a positive effect on the dropkick conversion kick. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni168 siti bainingrum, hidayat humaid, taufik rihatno 6. there is an indirect effect of power (x₁) through coordination (x₂) on dropkick conversion skills (y) leg muscle power in rugby is one of the physical component factors that are very much needed and even really determines the ability and victory in the match. in addition, with basic technical skills in performing dropkick conversion kick skills which require a good series of coordinated movements. from the results of the research data analysis, the results of the sobel test calculator for the significance of mediation online, obtained the sobel test statistic value, the z value of 2.3215. 7. there is an indirect effect of balance (x₂) through coordination (x₃) on dropkick conversion skills (y) physical factors that determine the sport is a factor that plays an important role in supporting other factors. balance during the movement of the dropkick conversion kick skill is important to determine the starting position of the kick and is combined with good movement coordination. from the results of the research data analysis, the results of the online sobel test calculator for the significance of mediation, obtained the sobel test statistic value, the z value of 2.2734. conclusion 1. there is a direct effect of power (x₁) on coordination (x₃). 2. there is a direct effect of balance (x₂) on coordination (x₃). 3. there is a direct effect of power (x₁) on the dropkick conversion kick skill (y). 4. there is a direct effect of balance (x₂) on dropkick conversion skills (y). 5. there is a direct effect of power (x₁) on the dropkick conversion skill (y). 6. there is an indirect effect of power (x₁) through coordination (x₃) on dropkick conversion skills (y). 7. there is an indirect effect of balance (x₂) through coordination (x₃) on dropkick conversion skills (y). in addition, the results of this study can be used as a basic reference in efforts to develop research in other places that have problems or conditions similar to the research model. based on the results of this study, it can be seen that several factors of dropkick conversion kick skills are determined by several factors including power, balance and coordination which are physical components that need to be developed and activated optimally to achieve good results and targets from athletes. with good physical component strength, gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni169 siti bainingrum, hidayat humaid, taufik rihatno balance and coordination, the conversion of drop kick skills can be improved with practice. references arifin, a., marani, i. n., & jauhari, m. 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(mona, ed.). yogyakarta: pustaka baru press. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (01) 2023, 94-103 permalink/doi: https://doi.org/10.21009/gjik.141.08 copyright © 2023 imelda setiawan sihotang, ramdan pelana, sri nuraini this work is licensed under a creative commons attribution-sharealike 4.0 international license the effect of anthropometry, eye hand coordination and concentration on petanque pointing skills imelda setiawan sihotang1, ramdan pelana1, sri nuraini1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 correspondiing author. email : imeldanamasaya@gmail.com (submission track: received: 25-07-2022, final revision: 19-12-2022,available online: 31-03-2023) abstract the purpose of this study was to determine the direct and indirect effects of anthropometry, eye hand coordination and concentration on petanque pointing skills. the research method is quantitative associative, with the test and non-test techniques, while the analysis technique used path analysis. the data is tested by using a distribution list and histogram. central measures include the mean, median and mode. the spread indicators include variance and standard deviation, regression estimation error testing using the liliefors technique and variance homogeneity testing using the barlett test technique. the subject in this study were 50 athletes in north sumatra with saturated sampling technique. the results of the assessment obtained anthropometric significant value for concentration with a significant value in (0.280), eye coordination hand to concentration in (0.373), anthropometry to pointing skills in (0.013), eye coordination-hand to pointing skills in (0.443), concentration to pointing skills in (0.000). keywords: anthropometry, coordination, concentration, skills. gladi jurnal ilmu keolahragaan,14 (01), march 95 imelda setiawan sihotang, ramdan pelana, sri nuraini introduction the basic skill of petanque is throwing, there are two, namely pointing and shooting. when carrying out pointing throws, athletes must know the factors that support the achievement of good pointing throws by mastering eye-hand coordination and athlete concentration as well as athlete anthropometry, because pointing has a very influential advantage in getting points and reducing opponent points, not just throwing the ball. however, if the opposing player is shooting, it will complicate and disperse the concentration of the opposing player if the ball that is thrown is attached to the jack and other boules are under and near the target jack (ramdan pelaana, 2016). many things need to be considered before a coach determines the training method for a sport, especially petanque sports. when carrying out the training process, it is rare for coaches or athletes to use concentration, eye-hand coordination when throwing and anthropometry of athletes, that during training they never measure or carry out exercises by measuring the athlete's ability based on several of the factors above. the pointing throw includes the basic technique of throwing which aims to get the bosi as close as possible to the boka (kharim & nurkholis, 2018:1). when performing the correct pointing skill, the bosi position is held or in the grip with the entire palm of the hand and clenched into a fist without any space in the knuckles. so that the results of the throw can be perfect and reach the desired target (puttman, 2011: 105). pointing throws can be made in a squatting or standing position according to the distance from the petanque playing field. in pointing throws, it is more appropriate to use a squat position because in a squatting position you will be able to see the field conditions to predict the fall of a bosi or jack. pointing throws use a lot of knowledge about the human body and also human body movements that support the achievement of results when doing pointing throws, including: (1) anthropometry, (2) hand eye coordination and (3) concentration level. the basic technique of pointing in petanque sports cannot be obtained immediately, but through a process that gladi jurnal ilmu keolahragaan,14 (01), march 96 imelda setiawan sihotang, ramdan pelana, sri nuraini is intentionally formed, planned, executed, and evaluated continuously, structured, systematic and tiered. from the results of observations seen from their movements, many petanque athletes who have not been able to master the basic techniques of petanque pointing and there is no reference for every petanque athlete based on anthropometry, hand eye coordination and concentration, it is deemed necessary to know and analyze as a basis for improving sports performance. petanque in north sumatra on the basic techniques and series of movements performed will provide an overview of the influence of anthropometry, hand-eye coordination and concentration during pointing. success in pointing movements cannot be separated from technical factors alone, but playing experience, playing knowledge, anthropometry, hand eye coordination and concentration when doing petanque sport pointing movements. from the results of observations seen from their movements, many petanque athletes who have not been able to master the basic techniques of petanque pointing and there is no reference for every petanque athlete based on anthropometry, hand eye coordination and concentration, it is deemed necessary to know and analyze as a basis for improving sports performance. petanque in north sumatra on the basic techniques and series of movements performed will provide an overview of the influence of anthropometry, hand-eye coordination and concentration during pointing. success in pointing movements cannot be separated from technical factors alone, but playing experience, playing knowledge, anthropometry, hand eye coordination and concentration when doing petanque sport pointing movements. from the results of the analysis, the researcher felt that there was a need for a reference to determine the influence of anthropometry, hand eye coordination and concentration on petanque athletes when pointing, because the correct basic pointing technique will lead to a good attitude when pointing in petanque sports and can be used as a program reference. training by coaches. method this research method uses an associative quantitative approach, with test and non-test techniques, while the analysis technique uses a path analysis gladi jurnal ilmu keolahragaan,14 (01), march 97 imelda setiawan sihotang, ramdan pelana, sri nuraini approach, which is a technique for analyzing causal relationships that occur in multiple regression if the independent variable affects the dependent variable not only directly. but also indirectly (supardi, 2012, 263). the path analysis model is used to analyze the pattern of relationships between variables with the aim of knowing the direct or indirect effect of a set of independent variables (exogenous) on the dependent variable (endogenous) (riduwan, engkos achmad kuncoro, 2012, 34).” the variables studied consisted of four variables consisting of three exogenous variables and one endogenous variable. exogenous variables consist of anthropometry (x1), eye-hand coordination (x2). concentration (x3) and the endogenous variable is skill pointing (y). the pattern of interrelationships between research variables is shown in the following figure: figure 1. how to use path analysis data collection is a measuring tool needed in carrying out a research. the data to be collected can be in the form of numbers, written statements, oral information and various facts related to the focus of the research being studied. in connection with the understanding of data collection techniques and the form of data to be collected, data collection techniques are an important step in research use test and non-test techniques. path analysis model, there are two types of variables, namely: exogenous and endogenous variables. exogenous variables have a direct or indirect influence on endogenous variables, while endogenous variables are variables that can affect other endogenous variables. the endogenous variables in this study are pointing results (y), while the exogenous variables include: anthropometry (x1), eye-hand coordination (x2), and concentration (x3). result and discussion the data were obtained through statistical data processing, namely descriptive analysis looking for the total sample, lowest value, highest value, average value, standard gladi jurnal ilmu keolahragaan,14 (01), march 98 imelda setiawan sihotang, ramdan pelana, sri nuraini deviation, variance and frequency distribution. then the data went through the normality test, linearity test and hypothesis testing using spss version 22. 1. descriptive analysis the first analytical technique used is descriptive analysis. for convenience, the data can be standard scores or t-scores. values are described by (n) total sample, (minimum) lowest value, (maximum) highest value, (mean) average value and (standard deviation) standard deviation, as well as histograms of each research variable data. a. anthropometry based on the data of statistical analysis of anthropometric variables, the lowest value was 28.59, the highest value was 66.13, the average value was 50, the median value was 52.16, the standard deviation was 7.96. number of grades 7 and length of interval 6. b. hand eye coordination based on the statistical analysis data of the eye-hand coordination variable, the lowest value was 31.14, the highest value was 66.59, the average value was 50, the mean was 54.77, the standard deviation was 10. the number of classes was 7 and the length of the interval was 5. c. concentration based on the statistical analysis data of the concentration variable, the lowest value was 34.58, the highest value was 74.63, the average value was 50, the median value was 47.93 standard deviations of 10. the number of classes was 7 and the length of the interval was 6. d. pointing skill based on the statistical analysis data on the pointing skills variable, the lowest score was 32.41, the highest value was 69.40, the average value was 50, the mean was 48.84, the standard deviation was 10. the number of classes was 7 and the length of the interval was 6. 2. data normality test from the data from the instrument test results, then a normality test is carried out, using the normality test for estimated errors using the liliofers technique to see if the data distribution is normally distributed or not at this stage using a value of 0.05 in the spss version 22 application. from the results of the total sample, the l0 value is obtained. gladi jurnal ilmu keolahragaan,14 (01), march 99 imelda setiawan sihotang, ramdan pelana, sri nuraini the table for the number of samples is 50 people, namely 0.125. by testing if l0 count < l0 table then the data is normally distributed and if l0 count > l0 table then the data is not normally distributed. 3. homogeneity test in the homogeneity test of the data of each variable, it is aimed at whether the data has a homogeneous variance or not by using a test if the significance value obtained is > 0.05, it can be concluded that the data variance is homogeneous. 4. linearity test the linearity test of the data for each variable aims to see whether the two variables have a unidirectional relationship or not significantly. by testing if l0 count > 0.05, it can be concluded that there is a linear effect between variables and if l0 count < 0.05, it can be concluded that there is no linear effect. conclusion conclusions were drawn based on research findings with exogenous variables consisting of anthropometry (x1), eye-hand coordination (x2) and concentration (x3). the endogenous variable is skill pointing (y), as follows: (1) there is no anthropometric effect on concentration in petanque athletes with a percentage of only 15.8%. this proves that anthropometry cannot be a benchmark in influencing concentration, especially for athletes if it is not supported by other aspects. (2) there is no effect of hand eye coordination on concentration in petanque athletes with a percentage of only 13.0%. this shows that eye-hand coordination is not an important aspect in influencing concentration because it only affects concentration for a fraction of a second, so athletes who have different eye-hand coordination do not affect the athlete's concentration. (3) there is an anthropometric effect on the pointing skills of petanque athletes with a percentage of only 26.8%. this means that anthropometry can be a benchmark for athletes in influencing skills when doing pointing, athletes who have anthropometric differences, either deficiency, normal or excess, affect the athlete's pointing skills. (4) there is no effect of eye-hand coordination on pointing skills in petanque athletes with a percentage of only -8%. this can mean that eye-hand coordination only affects a fraction of a second when the athlete is pointing, gladi jurnal ilmu keolahragaan,14 (01), march 100 imelda setiawan sihotang, ramdan pelana, sri nuraini anthropometric aspects, correct concentration and focus when pointing are important parts for athletes with different eye-hand coordination not affecting pointing skills. (5) there is an effect of concentration on the pointing skills of petanque athletes with a percentage of 64.6%. this shows that concentration is a significant and decisive aspect in petanque sport pointing skills, the better the concentration, the better the athlete's pointing skills. (6) there is an anthropometric effect through concentration on the pointing skills of petanque athletes with a percentage of 74.8%. this can mean that anthropometric aspects that are too general affect concentration and pointing skills so that athletes with different anthropometry indirectly affect pointing skills through concentration. (7) there is an effect of hand eye coordination through concentration on pointing skills in petanque athletes with a percentage of 59.5%. this can mean the eye-hand coordination aspect when doing a series of movements and maximum concentration when doing petanque sport pointing skills so that athletes with good eye-hand coordination supported by good concentration will get good pointing skills as well. references arikunto, s. 2000. prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta. agustini, d. k., nugraheni, w., & maulana, f. 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(2003). third edition: foundations of sport and exercise psychology. united states: human kinetics. zetli, sri . 2019. perbandingan data antropometri berdasarkan suku di indonesia. jurnal rekayasa sistem industri. volume 5 no. 1 november 2019. issn (print) 2477-2089 (online) 2621-126 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 09 (01) 2018, 68 76 permalink/doi: https://doi.org/10.21009/gjik.091.06 copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pengembangan model latihan menyerang pada permainan bola basket iman sulaiman1*, ahmad rizaldy fajrin1 1program studi pendidikan kepelatihan olahraga, fakultas ilmu olahraga, jl. rawa mangun muka, jakarta timur, indonesia 13220 *corresponding author. email: iman4zamzami@gmail.com abstrak. tujuan penelitian dan pengembangan model latihan menyerang pada permainan bola basket. selain itu, penelitian dan pengembangan dilakukan untuk memperoleh informasi secara mendalam tentang pengembangan dan penerapan model latihan dan mengetahui efektivitas, efisiensi model yang dibuat. penelitian dan pengembangan ini menggunakan metode penelitian pengembangan research & development (r & d) dari borg and gall. subyek dalam penelitian dan pengembangan ini adalah 3 klub tiga tempat yang berbeda klub bola basket jakarta , klub bola basket rhinos bogor, klub bola basket level up depok. uji efektifitas model menggunakan instrumen tes untuk mengumpulkan data kemampuan pemain basket. analisis data penelitian menggunakan uji t dengan taraf signifikansi 0.05. analisis data diperoleh nilai rata-rata menyerang sebelum diberikan model latihan menyerang adalah 61.0455 atau 61 dan setelah diberikan perlakuan dengan model latihan menyerang 75.5909 atau 75.6 dalam uji signifikansi perbedaan dengan spss 16 dapat hasil t-hitung = -29,567 db = 44 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan kemampuan menyerang sebelum dan sesudah diberi model latihan menyerang pada permainan bola basketdata bahwa dengan taraf signifikansi 0,05 maka h0 ditolak. berdasarkan keterangan tersebut dapat disimpulkan bahwa model latihan menyerang pada permaianan basket yang dikembangkan dapat diterapkan secara efektif dan efisien sehingga dapat meningkatkan menyerang pada pemain basket. kata kunci : exercise, attacking and basketball abstract, the objective of the research and development of the training model is to attack on the game of basketball. in addition, research and development is conducted to obtain in-depth information about the development and implementation of the exercise model and to know the effectiveness, efficiency of the model made.this research and development uses research & development (r & d) development methods from borg and gall. the subjects in this research and development are 2 different two place clubs of victoria basketball club, level up basketball club.the model effectiveness test uses a test instrument to collect the basketball player's ability data. analysis of research data using t test with significance level of 0.05. analysis of data obtained average attack value before given model of attacking exercise is 61.0455 or 61 and after being given treatment with attacking model 75.5909 or 75.6. in the test of significance difference with spss 16 can result t-count = -29,567 db = 44 and p-value = 0.00 <0.05 which means there is a significant difference in the ability to attack before and after being given an attacking training model on basketball game that with a significance level of 0.05 then h0 is rejected. based on the description it can be concluded that the training model attack on basket game developed that can be applied effectively and efficiently so that it can increase attack on basketball players. key word : model, exercise, attacking and basketball. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 69 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan membandingkan perkembangan bola basket di indonesia dengan perkembangan bola basket didunia, bola basket kita cukup tertinggal. khususnya dalam hal taktik salah satu faktor penyebabnya adalah kualitas cara bermain dalam situasi menyerang dibawah standar. para pemain biasanya belum benar dalam menyusun serangan. hal ini juga ditemukan di daerah-daerah lain yang membina atlet-atlet bola basket. namun dengan kejelian dan strategi yang dimiliki oleh pelatih basket untuk memberikan teknik-teknik latihan yang benar serta model latihan yang dimulai dari tingkat yang paling mudah, maka pemain akan dengan sendirinya memiliki kemampuan yang cepat dalam menguasai materi latihan. selain itu, berlatih dalam menyusun serangan memang sangat sulit dan berat, untuk itu para pemain harus diberikan perhatian penuh, dengan memberikan materi latihan yang mudah dan selalu memberikan motivasi agar mereka tidak merasa pesimis dan selalu bersemangat dalam berlatih. model-model latihan merupakan salah satu media pembelajaran yang dapat menunjang siswa/atlet untuk menguasai materi latihan, dengan media ini seorang guru/pelatih dapat memberikan latihan secara dan rinci sesuai dengan tujuan latihan, sehingga siswa/atlet dapat mudah menguasai materi latihan, selain itu dengan model latihan memudahkan bagi pelatih maupun guru penjas untuk dapat memberikan materi ke pada siswa/atlet didiknya, secara tidak langsung tujuan pembelajaran akan tercapai. pengembangan model latihan untuk meningkatkan kemampuan menyusun serangan sudah ada disetiap tim sekolah, universitas, klub amatir, klub profesional bahkan tim nasional tetapi model-model latihan tersebut sudah lama tidak dikembangkan dan menjadikan model latihan menyerang yang tidak bervariatif sehingga para pemain yang ingin mempelajari cabang olahraga basket merasa bosan dan tidak berkembang. sehingga mempengaruhi penampilan saat melakukan aktifitas dalam menyusun serangan saat pertandingan. berdasarkan hal-hal yang dikemukakan diatas maka dalam upaya meningkatkan kemampuan menyusun serangan, penulis tertarik untuk mengembangkan beberapa model latihan dalam menyusun serangan, sehingga dalam situasi permainan semua pemain dapat melakukan dan mengeluarkan semua kemampuan bermain dalam menyusun serangan melalui pola permainan yang lebih bervariasi dalam bermain, sehingga banyak terciptanya angka. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 70 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) teknik dasar menyerang dalam bola basket pada dasarnya untuk melakukan penyerangan dalam permainan bola basket tehnik dasar sangatlah penting untuk dikuasai, dibawah ini dijelaskan beberapa tehnik menyerang permainan bola basket antara lain passing dan dribling. passing adalah salah satu teknik bermain bola basket yang sangat penting sehingga semua pemain wajib menguasainya, dalam situasi fastbreak, second break, early offense ataupun set play untuk mencetak angka. dalam buku mick donovan (2010:17) terdapat empat tehnik dasar passing : chest pass, bounce pass, overhead pass, dan javelin pass. semua tehnik passing dapat digunakan dalam berbagai situasi saat pertandingan. tapi kita tidak boleh melupakan kontrol dalam bicara masalah passing, karena teknik ini sangat berkaitan erat dimana jika kita melakukan passing yang bagus tapi kontrol passing kurang bagus maka usaha untuk membangun serangan akan siasia, sebab tim yang dapat menguasai permainan adalah tim yang dapat melakukan passing dengan control baik tentunya dalam tekanan dari lawan pada pertandingan sesungguhnya. cara melakukan chest pass yaitu (1) posisi kaki sejajar dengan bahu, (2) letakan bola didepan dada dengan sikut terbuka, (3) lepaskan bola lurus kedepan, (4) bo lalepas dari tangan diikuti gerakan kaki maju kedepan. cara melakukan bounce pass yaitu (1) posisi kaki sejajar dengan bahu, (2) letakan bola didepan dada dengan sikut terbuka, (3) lepaskan bola dengan memantulkan bola kelantai, (4) bola lepas dari tangan diikuti gerakan kaki maju kedepan. cara melakukan overhead pass yaitu (1) posisi kaki sejajar dengan bahu, (2) letakan bola diatas kepala dengan sikut sedikit ditekuk, (3) lepaskan bola kearah depan, (4) bola lepas dari tangan diikuti gerakan kaki maju kedepan. kemampuan dribbling bola basket merupakan salah satu keterampilan yang penting dan mutlak harus dimiliki oleh setiap pemain pada saat membawa bola dengan berliku-liku untuk menghindari lawan, harus kita usahkan agar bola tetap memantul dan biasanya gerakan dribbling sering diikuti dengan gerakan tipu atau mengelabui lawan. krause (2008:40) menjelaskan dalam permainan bola basket, pemain harus melakukan dribbling bola pertama yaitu dengan melebarkan siku dan melenturkan pergelangan tangan dan jari, menggiring bola menggunakan pergelangan dan sedikit gerakan lengan ke bawah. selanjutnya krause gladi jurnal ilmu keolahragaan, 09 (1), april 2018 71 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dkk (2008:87) menjelaskan cara melakukan kontrol dribleyaitu (1) angkat kepala lihat ring, (2) dribble bola dekat badan, (3) dribble sebatas lutut lebih rendah (4) bola lepas dari tangan sebelum mengayunkan kaki pivot , (5) dribble dengan ujung jari dibengkokkan , (6) pergelangan yang kuat dan jari dibengkokkan, (7) badan dan tangan yang tidak mendribble bola melindungi bola. jenis serangan dalam permainan bola basket para pemain basket dapat melakukan kemampuannya masing-masing dalam permainan bola basket yaitu teknik bermain basket serta melakukan berbagai keterampilan, keahlian, ketenangan, kecerdikan dan konsenterasi dalam menjalani pertandingan. bach (2007:249) menjelaskan sebuah serangan yang sukses bukan hanya membutuhkan teknik yang baik, tetapi juga taktik yang baik. berikut adalah jenis serangan dalam permainan bola basket : dalam permainan bola basket, setelah tim dapat melakukan defense dengan baik, maka usaha selanjutnya adalah melakukan penyerangan untuk membuat angka. penyerangan menurut . donovan (2010:7) dimulai dengan defensife rebound oleh pemain yang segera passing atau dribbling melewati menuju garis tengah ke rekan tim menunggu didepan, yang menuju kebasket sebelum lawan bisa bereaksi. pada saat sebuah tim dapat menguasai bola setelah usaha penyerangan lawan, baik akibat bola masuk, defensive rebound, ataupun stealing atau intercept, maka pada saat itulah terjadi transisi dari defense ke offense. pada masa transisi itulah yang harus digunakan oleh tim yang menguasai bola menggunakan keuntungan untuk membuat angka. dalam membuat angka tersebut harus melakukan serangan yang cepat dan dinamis yaitu fasbreak. serangan cepat agresif yang mendorong bola melewati garis tengah terus menerus terlihat untuk membuat keuntungan ketika tim anda melebihi jumlah oposisi, anda akan memberikan tim banyak peluang mencetak angka dari fasbreak yang baik, bagaimana anda dapat membuat sebagian dari beberapa situasi fastbreak melawan pertahanan yang berbeda. seperti dijelaskan oleh bach (2007:254) kesempatan fastbreak sering terjadi melalui lay up atau tembakan jarak dekat lainnya. hal tersebut senada dengan pendapat sulaiman (2010:104) menjelaskan fastbreak adalah bentuk serangan cepat dimana finishingnya tidak ada yang menjaga atau ada yang sudah sempat menjaga tetapi belum sempat mengatur penjagaan sebagaimana mestinya. hal ini dikarenakan fastbreak gladi jurnal ilmu keolahragaan, 09 (1), april 2018 72 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) merupakan suatu sistem dalam melakukan penyerangan ke daerah lawan dengan efisien dan efektif dalam mencetak angka dan skor, serta permain jadi lebih variatif dengan pola penyerangan yang cepat, membutuhkan kejelian dan kemampuan membaca situasi permainan yang sedang berlangsung selain itu pola penyerangan fastbreak dapat membuat hilangnya konsentrasi permainan lawan. gambar 1. proses fastbreak lawrence dan hsieh (2009:72) menjelaskan bahwa fasbreak adalah suatu serangan dimana dimulai dari didapatkannya steal atau rebound. dalam melakukan fastbreak ada beberapa elemen dasar dalam yang harus diajarkan agar memberikan penekanan pada lawan untuk melakukan deffense yang baik dan bias mendapatkan bola rebound, intercept dan steeling pada saat lawan melakukan offense. gandolfi (2009:157) menjelaskan second break merupakan serangan yang merupakan lajutan dari fastbreak, dimana sudah sebagian penjaga kembali tapi belum terkoordinir dengan baik pertahananya. .ketika serangan fasbreak tidak memungkinkan lakukanlah second break. dengan serangan second break ini dapat membatu dalam terciptanya transisi basket yang cepat, sebelum pertahanan lawan terbentuk. second break yang bagus juga dapat menjalankan serangan setengah lapangan. pada umumnya second break dilakukan setelah fase pertama gagal yaitu fastbreak, gerakan ini dilakukan secara beraturan. second break membutuhkan ofensive yang yang agresif agar menghasilkan penyerangan yang sempurna yang tidak dapat diatasi lawan. second break memiliki kelemahan yaitu kemungkinan besar terjadinya trun over, pada saat kecepatan permainan tinggi pemain akan mengalami kehilangan control bola yang saat itu pula akan terjadinya turn over yang mengakibatkan second break gagal. semua pemain lain harus berlari lebar kedepan dan memotong ke arah basket. dalam peyerangan second break ini semua pemain bisa melakukan improvisasi sebaik mungkin tetapi masih sesuai prosedur yang diberikan kepada pelatih agar menciptakan permainan yang cepat dengan kemungkinan untuk membuat angka. passing yang cepat juga mendukung keberhasilan dari second break ini. jika hal ini gladi jurnal ilmu keolahragaan, 09 (1), april 2018 73 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dilakukan baik maka lawan akan tidak akan sempat mengatur pertahanan dengan baik, tetapi jika passing dilakukan secara lamban maka jalanya second break tidak akan berjalan dengan lancar dan lawan akan dengan mudah membentuk pertahan untuk meredam serangan second break yang dilakukan, selanjutnya trailers atau pemain-pemain pengikut dibutuhkan dalam keberhasilan second break, karena bila pola penyerangan fastbreak gagal maka dengan adanya trailers dapat terjadi pola penyerangan second break. gambar 2. proses second break jadi second break merupakan serangan lanjutan dari fastbreak dimana biasanya pemain lawan sudah kembali tapi belum kondusif atau teratur dengan baik defensenya dan membutuhkan ofensive dan defensive dengan intensitas tinggi. pola penyerangan early offense ini digunakan apabila fastbreak dan secondbreak yang telah direncanakan gagal dan saat itulah pemain melakukan atau mengeluarkan serangan early offense untuk berusaha membuat angka. keuntungan dari gerakan ini adalah bola dengan cepat kembali ke lapangan untuk melakukan offense sebelum ada pertahanan yang dilakukan oleh lawan dengan baik. dalam melakukan early offense dibutuhkan waktu 8-16 detik diman lawan belum berada pada posisi masing-masing. early offense terdiri dari beberapa pase yaitu: 1) early push 2) continuous offensive ”flow” 3) continuity. holongbala dan sulaiman (2010:87) kelanjutan dari early offense mencegah atau menghindari rencana pertahanan dengan memberi tenaga pada pertahanan untuk reaksi daripada aksi yang cepat. ketika offense mempunyai kemampuan untuk meyerang dalam 2-3 detik, biasanya pertahanan terbagi menjadi 1-1 berubah menjadi kesempatan mencetak angka. offense sebelum pertahanan terbentuk dapat menyebabkan pemain menjadi sama dapat juga bertahan mismatchis (tinggi dan kecil). early offense tergantung kecepatan, jalur yang luas, passing bawah, dan passingpassing yang menguntungkan sebelum perthanan kembali ke depan. jalur-jalur yang ada adalah ke wings (sayap), tengah sebagai trailer dan tekan kedalam. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 74 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) gambar 3. pergerakan pemain melakukan early offense jadi early offense adalah bentuk serangan yang cepat dan tidak terpaku pada posisi masing-masing dalam melakukan early offens dibutuhkan kualitas passing dan skill individu yang baik. early offense merupkan gerakan lanjutan dari fastbreak dan secondbreak. dalam melakukan penyerangan baik itu fastbreak dan second break, early offense pun sangat membutuhkan kondisi fisik yang baik. jika atlit tersebut merasa lelah dan tidak semangat serta kehilangan kemampuan untuk melakukan pola penyerangan tersebut maka tidak akan tercapai tujuannya. pola penyerangan set play ini digunakan apabila fastbreak dan secondary break yang telah direncanakan gagal dan penjagaan pun sudah dalam keadaan balance saat itulah pemain melakukan set play untuk berusaha membuat angka. metode penelitian penelitian dan pengembangan ini menggunakan pendekatan kualitatif dan kuantitatif dengan menggunakan metode penelitian pengembangan reseach & development (r & d) yang terdiri dari sepuluh langkah dalam penelitian yakni antara lain: research and information collecting (2) planning (3) development of the preliminary from of product (4) preliminary field testing (5) main product revision (6) main field test. (7) operational product revision (8) operational field testing (9) final produk (10) dissemination and implementation (borg & gall, 2007). subjek yang digunakan dalam penelitian ini adalah untuk anak usia 16 tahun. penelitian ini dilaksanakan di gelanggang olahraga ragunan jakarta selatan. dari subjek inilah nantinya dapat diketahui data-data yang dibutuhkan untuk melihat tingkat keefektifitasan model dalam penerapannya pada teknik menyerang dalam bola basket. hasil dan pembahasan setelah melakukan tahap pengumpulan data dan pembuatan draf model latihan menyerang pada permainan bola basket, langkah selanjutnya adalah dengan melakukan uji ahli dimana tujuan yang ingin dicapai yaitu mendapatkan kelayakan atau validitas model yang dibuat dengan penilaian langsung dari ahli. gladi jurnal ilmu keolahragaan, 09 (1), april 2018 75 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) peneliti menghadirkan 3 orang ahli dalam penilaian kelayakan model latihan menyerang pada permainan bola basket pada atlet yang dibuat oleh peneliti, sebanyak 3 (tiga) orang ahli yaitu (1) berprofesi sebagai dosen tes ahli dan pengukuran fio unj (2) berprofesi sebagai dosen bola basket fio unj (3) pelatih bola basket profrsional. berdasarkan uji ahli yang dilakukan tentang model latihan menyerang pada permainan bola basket dapat ditarik kesimpulan sebagai berikut: 1) berdasarkan uji ahli yang dilakukan dapat disimpulkan bahwa 8 variasi latihan menyerang 1-3-5-2 aw, 8 variasi latihan menyerang 1-4-4-2 aw, 8 variasi latihan menyerang 1-4-3-3 aw, dan 8 variasi latihan menyerang 1-4-5-1 aw merupakan model latihan yang layak diberikan pada atlet usia 16 tahun dan 32 variasi tersebut dinyatakan layak untuk di ujicobakan pada tahap selanjutnya. 2) petunjuk pelaksanaan harus dibuat secara jelas supaya mudah untuk dipahami. 3) model latihan menyerang walaupun tidak dengan lawan tapi pada saat latihan atlet harus diberikan pengertian seolah-olah sudah dengan lawan. 4) dalam melakukan latihan menyerang berikan pemahaman pada atlet pilihan pertama adalah bermain ke depan. 5) semua dalam model latihan menyerang aktif ikut bergerak dalam melakukan serangan. berdasarkan evaluasi ujicoba kelompok kecil yang dilakukan oleh peneliti dapat disimpulkan sebagai berikut: 1) pada dasarnya semua variasi dapat diterapkan, akan tetapi harus disesuaikan dari tingkatan yang mudah ke yang sulit agar kemampuan anak dapat meningkat. 2) pada saat melakukan uji coba kelompok kecil bahwa dari semua model harus diurut dari model latihan menyerang yang mudah ke tingkat yang lebih sulit. 3) tambahan petunjuk pada model latihan dalam melakukan serangan agar semua pemain ikut bergerak naik ke depan atau terlibat saat melakukan latihan serangan. setelah hasil pengembangan produk model latihan menyerang pada permainan bola basket ini diujicobakan dalam jumlah kecil dan telah direvisi, maka tahap selanjutnya adalah melakukan ujicoba kelompok besar. berdasarkan hasil ujicoba terbatas (ujicoba kelompok kecil) yang telah dievaluasi oleh para ahli, kemudian peneliti melakukan revisi produk awal dan gladi jurnal ilmu keolahragaan, 09 (1), april 2018 76 iman sulaiman, ahmad rizaldy fajrin copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) memperoleh 55 model latihan menyerang pada permainan bola basket yang akan digunakan dalam ujicoba kelompok besar. langkah selanjutnya setelah model mengalami revisi tahap ii dari ahli maka dilanjutkan dengan mengujicobakan produk kepada kelompok besar dengan menggunakan subyek penelitian sebanyak 45 orang yang terdiri dari 3 klub bola basket yakni 15 atlet dari klub bola basket level up depok, 15 atlet klub bola basket jakarta 1 dan 15 atlet klub bola basket rhinos bogor. kesimpulan berdasarkan data yang diperoleh, dari hasil ujicoba lapangan dan pembahasan hasil penelitian dapat disimpulkan bahwa dengan: 1) model latihan menyerang pada permainan bola basket dapat dikembangkan dan diterapkan dalam melatih kemampuan menyerang atlet. 2) model latihan menyerang pada permainan bola basket ini efektif dapat meningkatkan kemampuan menyerang atlet. daftar pustaka krause, jerry v., don mayer and jerry mayer. basketball skills and drills 3rd ed. illonois: human kinetics,inc, 2008 mick, donovan. 101 youth basketball drills. uk : a&c black 2010 bach, greg. coaching basketball for dummies. indiana: wiley publishing,inc.2007 sulaiman iman, much respect with this game, jakarta:pb. perbasi, 2010 sulaiman iman, rastafari horongbala, coaching basketball fundamental, penataran pelatih tingkat dasar,jakarta: pb. perbasi, 2010 dunphy, fran.lawrence hsieh. the baffled parent’s guide to great basketball play’s. mcgraw hil company. 2009 gandolfi, giorgio. national basketball coaches association nba coach play books, techniques, tactics, and teaching points. human kinetics. 2009 jurnal 3 gladi persepsi atlet terhadap sdm pplm tentang prestasi atlet ramdan pelana1 abstrak, penelitian ini bertujuan untuk menganalisis dan mengkaji pengaruh persepsi atlet terhadap sdm pplm tentang prestasi atlet. penelitian ini menggunakan pendekatan kuantitatif dengan metode survei di pusat pembinaan dan latihan mahasiswa (pplm). data dikumpulkan dari 71 atlet yang diambil secara acak, melalui instrumen yang telah divalidasi berupa kuesioner berskala likert 1-5. teknik analisis data menggunakan regresi. hasil penelitian menunjukkan bahwa persepsi atlet terhadap sdm berpengaruh langsung positif tentang prestasi atlet. kata kunci: persepsi atlet, sdm, prestasi atlet 1 ramdan pelana adalah dosen fakultas ilmu keolahragaan universitas negeri jakarta 765 kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 07 (02) 2013, 765-779 permalink/doi: https://doi.org/10.21009/gjik.072.03 ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 766 pendahuluan peran olahraga sebagai sebuah mesin nation and character building telah teruji, karena olahraga memiliki fungsi membangun spirit kebangsaan. olahraga dijadikan sebagai alat pemersatu bangsa, membentuk karakter individu dan kolektif, serta memiliki potensi mendinamisasikan sektor-sektor pembangunan yang lain. kewajiban untuk memberikan kontribusi terhadap prestasi olahraga nasional selayaknya menjadi tanggung jawab kita bersama. olahraga adalah sebagai bagian dari alat pembentuk karakter bangsa yang harus diperjuangkan. berdasarkan data di kementerian negara pemuda dan olahraga semenjak berdiri pplm tahun 2004 sampai tahun 2010 telah tercatat sebanyak 29 pplm yang tersebar di seluruh indonesia dari 11 cabang olahraga dengan jumlah atlet 394, dan pelatih 118 yaitu atletik, pencak silat, panahan, gulat, dayung, karate, sepak takraw, panjat tebing, taekwondo, tinju dan renang. hal ini menunjukkan bahwa secara kuantitatif pplm telah masuk hitungan yang cukup luas dan tersebar di seluruh provinsi serta dalam rangka memberikan warna untuk peningkatan prestasi olahraga nasional maupun internasional. sesuai dengan visi dan misi, didirikanya pusat pembinaan dan latihan mahasiswa (selanjutnya disebut pplm) adalah untuk membentuk atlet-atlet di tingkat perguruan tinggi agar bisa berprestasi dengan baik. oleh karena itu, kebersamaan dalam menjalankan program di daerah harus benarbenar maksimal. tujuan didirikan pplm agar olahraga di indonesia dapat mencapai keberhasilan di even internasional, bukan hanya berhasil di even nasional. jadi, ukurannya atlet yang berasal dari pplm minimal harus bisa berprestasi di even internasional seperti pom asean. dengan demikian, tidak salah jika pplm merupakan salah satu pilihan alternatif yang cukup menjanjikan sebagai suatu sistem pembinaan olahraga melalui jalan nasional yang dapat menopang prestasi olahraga indonesia. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 767 demikian juga dari segi penjenjangan pembinaan, telah diketahui bahwa karena usia mahasiswa, termasuk dalam adalah usia emas (golden age). dimana secara berjenjang telah dimulai pembinaan dari usia dini sampai pada tingkat mahasiswa. apabila di usia tersebut tidak membuahkan suatu hasil prestasi secara nasional maupun internasional, maka kemungkinan untuk berkembang lagi akan sulit terwujud. mengingat usia mahasiswa sudah usia yang sudah matang. secara umum, olahraga memiliki tujuan untuk lebih meningkatkan kesehatan fisik maupun mental. tentunya untuk olahraga prestasi tujuannya menjadi lebih khusus yaitu meraih prestasi puncak. pplm merupakan wadah pembinaan prestasi olahraga di perguruan tinggi dengan berbasis pada sumber daya seperti mahasiswa, ilmuwan, pelatih dan berbagai dukungan seperti iptek, laboratorium prasaran dan sarana. pplm sebagai organisasi olahraga yang membina prestasi olahraga melalui seorang atlet tidak dapat dilakukan dalam waktu satu malam, melainkan melalui berbagai proses dan tahapan dalam satu kurun waktu tertentu. suatu prestasi puncak tidak akan tercapai jika tidak disertai dengan adanya keseimbangan fisik dan psikis, keselarasan tubuh dan jiwa, jasmani dan rohani. prestasi olahraga adalah suatu pencapaian akhir yang memuaskan berdasarkan target awal tim atau atlet, dalam lingkup dunia olahraga. faktor-faktor yang dapat mempengaruhi prestasi olahraga seorang atlet. secara garis besar, ada beberapa faktor yang harus ada untuk meningkatkan prestasi/menciptakan prestasi di olahraga. hambatan untuk berprestasi di indonesia di luar diri atlet adalah terbatasnya atau sangat kurang tersedianya sarana olahraga dan peralatan olahraga. selain itu, tim sdi pusat di tahun 2007 menyimpulkan hasil kajiannya bahwa indeks pembangunan olahraga indonesia atau dikenal dengan standard development indeks (sdi) adalah 0,280 artinya bahwa pembangunan olahraga kita masih tergolong rendah, ditinjau dari dimensi partisipasi, ruang terbuka, sdm, dan kebugaran. selaras dengan itu, hasil survey yang dilakukan oleh depdiknas menunjukkan bahwa kebugaran jasmani pelajar indonesia adalah 10,7% kurang sekali, 45,97% kategori ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 768 kurang, 37,66% kategori sedang, 5,66% kategori baik, dan 0% kategori baik sekali (depdiknas, 2005). sebagaimana yang telah digariskan dengan jelas, sebagai salah satu alternatif untuk melakukan pembinaan dan pengembangan atlet mahasiswa potensial berbakat dengan minat yang tinggi di bidang olahraga, maka untuk mendukung pencapaian tersebut diperlukan latihan yang berkesinambungan. pelatih diharuskan dapat membuat suatu program latihan yang mampu menunjang potensi atlet dan dapat memberikan prestasi secara maksimal. untuk memperoleh prestasi olahraga yang tinggi, maka seluruh aspek baik aspek fisik, teknik, taktik serta aspek mental di latih dengan program jangka panjang yang sistematis dan terencana dengan baik. prestasi tidak akan diperoleh dengan begitu saja, tanpa perjuangan dan pengorbanan yang lebih besar yang didukung oleh sarana dan prasarana yang baik. prestasi itu sendiri adalah merupakan hasil yang dicapai seseorang sampai pada batas kemampuannya. hal ini seperti yang dikemukakan oleh hourke dan s. nasution (1995:35) dalam buku olahraga dan sportifitas bahwa prestasi adalah hasil yang dicapai atau yang diperoleh seseorang yang mendekati atau mencapai batas-batas kesanggupannya. prestasi dapat dilihat dari dua segi, yaitu secara kualitas dan kuantitas. segi kualitas yaitu seperti waktu dan jarak yang ditempuh, sedangkan segi kuantitas yaitu seperti perolehan medali ataupun sejenisnya. oleh karena itu, terdapat faktor-faktor yang mempengaruhi prestasi yang akan dicapai oleh atlet, seperti yang dikatakan r.n. singer yang dikutip oleh singgih d gunarsa (1996:103) mengemukakan bahwa penampilan puncak seorang atlet melibatkan 3 aspek yang saling berhubungan secara harmonis, yakni mental, emosi dan fisik. dan aspek mental yang berpengaruh terhadap penampilan atlet ialah: aspek emosi, aspek motivasi dan aspek kognisi. menurut harsono (1988:252–254), ada beberapa aspek yang mendorong atlet untuk berprestasi antara lain : (1) mencari dan mengatasi stress, (2) usaha untuk memperoleh kesempurnaan, (3) status, (4) kebutuhan untuk diakui menjadi anggota kelompok, (5) hadiah-hadiah, (6) kejantanan, (7) membentuk watak. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 769 persepsi menurut ivane dewintaris dan alvinana triafebianda (2003:210) adalah tanggapan atau penerimaan langsung dari sesuatu, serapan, proses seseorang mengetahui beberapa hal melalui panca indra. sedangkan menurut manahan p. tampubolon (2008:63), persepsi adalah gambaran seseorang tentang sesuatu objek yang menjadi fokus permasalahan yang sedang dihadapi. persepsi sangat tergantung pada faktor-faktor, antara lain individu yang membuat persepsi, situasi yang terjadi pada saat persepsi itu dirumuskan, serta gangguan-gangguan yang mempengaruhi dalam proses pembentukan persepsi (target). menurut ardana komang (2008:18) persepsi adalah proses memberi perhatian, menyeleksi, mengorganisasikan kemudian menafsirkan stimulasi lingkungan. sehingga dalam menafsirkannya setiap individu berbeda-beda pandangan. mifta toha (2003: 141) persepsi adalah suatu proses aktif dalam menyerap, mengatur, dan menafsirkan pengalamannya secara selektif penerimaan itu berupa informasi-informasi yang ditangkap metalui panca indera dan selanjutnya menjadi sebuah pengetahuan. pendapat itu diperkuat oleh basri mengatakan, persepsi (perception) adalah kemampuan individu untuk mengamati atau mengenal perangsang (stimulus) sesuatu hingga berkesan menjadi pemahaman, pengetahuan, sikap dan tanggapan-tanggapan (http://www.depdiknas. go.id/jurnal/41/djapri_basri. htm., diakses 17 mei 2012). sumber daya manusia merupakan salah satu sumber daya yang ada dalam organisasi, meliputi semua orang yang melakukan aktivitas yang ada dalam organisasi tersebut. menurut djojo suradisastra (1986:10) sumber daya adalah segala sesuatu yang dipakai untuk menghasilkan barang dan jasa untuk memenuhi kebutuhan manusia. sumber daya manusia merupakan sebuah prasyarat dasar bagi proses pembangunan segata bidang. aspek produktivitas pembangunan dapat mewujud karena ketersediaan sumber daya manusia yang bermutu dan memadai secara kuantitas. dari sisi kuantitas, lndonesia memiliki modal man power jumlah penduduk ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 770 yang potensial, namun dari sisi mutu kiranya masih memerlukan waktu untuk memprosesnya. dengan investasi pada modal manusiawi, terutama melalui pendidikan, maka produktivitas pembangunan dapat ditingkatkan, baik kini maupun di masa depan. hakikat pembangunan manusia yang berkeranjutan adalah bahwa setiap orang mempunyai akses yang sama untuk berbagai kesempatan pembangunan (uu ri nomor 3 tahun 2005). komponen sumber daya manusia yang dimaksudkan adalah atlet dan pelatih. susilo martoyo (1994:6) berpendapat sumber daya manusia merupakan hasil akal budinya disertai pengetahuan serta pengalaman yang dikumpulkan dengan sabar melalui jerih payah dan perjuangan berat. sumber daya manusia diperoleh melalui perjuangan yang cukup berat yaitu harus mengikuti jenjang pendidiikan formal maupun non formal, pendidikan formal didapat melalui bangku sekolah dari sd sampai perguruan tinggi, sedangkan pendidikan non formal didapat melalui kursus, penataran, pelatihan serta pengembangan untuk meningkatkan segala daya yang ada pada manusia. sedangkan, t. hani handoko (2005:107) berpendapat bahwa latihan dan pengembangan sdm mempunyai berbagai manfaat karier jangka panjang yang membantu karyawan untuk tanggung jawab lebih besar di waktu yang akan datang. program-program latihan tidak hanya penting bagi individu, tetapi juga organisasi dan hubungan manusiawi dalam kelornpok kerja. toho cholik m (2005:14) mengatakan sangat perlu dilakukan berbagai rintisan yang akan menjadi dasar yang kokoh dalam pengembangan pembinaan olahraga. rintisan harus mengacu pada berbagai komponen terkait. salah satu syarat penting yang harus dipenuhi dalam pembinaan untuk keperluan pembangunan di bidang olahraga adalah terdapatnya sumber daya manusia yang berkualitas dan berkompetensi untuk menjadi pelaku iptek olahraga. dengan kualitas sdm keolahragaan yang memadai, maka diharapkan dapat memberikan peran yang lebih besar dalam mencapai tujuan keolahragaan nasional, yaitu: memelihara dan meningkatkan kesehatan dan kebugaran, prestasi, kualitas gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 771 manusia, menanamkan nilai moral dan akhlak mulia, sportivitas, disiplin, mempererat dan membina persatuan dan kesatuan bangsa, memperkukuh ketahanan nasional, serta mengangkat harkat, martabat, dan kehormatan bangsa. berkaitan dengan persepsi atlet terhadap sumber daya manusia, dalam hal ini pengurus, pelatih, yang berkaitan dengan bagaimana atlet memandang semua dan memberi makna terhadapnya dan selanjutnya mempengaruhi capa pandang dalam dirinya terhadap hal tersebut. cara pandang ini akan mempengaruhui sikap mental atlet terutama dalam prestasi pplm. dari hasil proyek garuda emas koni (1998:15 ) pencapaian prestasi dalam olahraga sangat didukung oleh beberapa faktor, diantaranya adalah pembinaan prestasi. secara garis besar ada beberapa faktor yang mempengaruhi dalam peningkatan prestasi maksimal secara efektif. adapun faktorfaktor tersebut antara lain: 1) faktor internal pemain yang meliputi bakat, minat, genetik; 2) manajemen organisasi yang baik; 3) program pembinaan; 4) pemanfaatan sarana dan pra sarana pendukung melihat begitu banyaknya faktor yang menentukan prestasi pusat pembinaan dan latihan olahraga mahasiswa (pplm), maka penelitian ini perlu dibatasi pada faktor-faktor persepsi atlet tentang sumber daya manusia. penelitian ini ingin mengetahui persepsi atlet terhadap sumber daya manusia pusat pembinaan dan latihan olahraga mahasiswa berpengaruh langsung positif tentang prestasi atlet. berpijak dari konsep yang telah diuraikan tersebut dapat diduga adanya pengaruh positif secara langsung persepsi atlet terhadap sumber daya manusia pusat pembinaan dan latihan olahraga mahasiswa tentang prestasi atlet. metode penelitian penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. data penelitian ini dikumpulkan dari 71 atlet dengan teknik random sampling. pengumpulan data dilakukan melalui instrumen berupa kuesioner yang disusun menggunakan skala pengukuran likert rentang 1-5. sebelum kuesioner tersebut ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 772 digunakan, maka dilakukan pengujian validitas dengan korelasi product moment, dan perhitungan reliabilitas dengan teknik alpha cronbach. analisis data menggunakan analisis statistik deskriptif dan statistik inferensial. analisis deskriptif digunakan untuk menyajikan data berupa ukuran sentral dan ukuran penyebaran dari masing-masing variabel secara tunggal. semua pengujian hipotesis, terlebih dahulu dilakukan: uji normalitas galat taksiran dengan menggunakan teknik liliefors, dan uji linieritas varians dengan menggunakan persamaan regresi. hasil penelitian hasil penelitian menunjukkan bahwa dalam pengujian normalitas galat taksiran regresi prestasi atlet dan persepsi atlet dengan liliefors menunjukkan bahwa sebaran data penelitian berasal dari populasi berdistribusi normal, dengan lhitung = 0,062 < ltabel = 0,0105, ho diterima. dengan demikian dapat dikemukakan bahwa distribusi galat taksiran prestasi atlet pplm (y) atas persepsi atlet tentang sumber daya manusia (x) berasal dari populasi berdistribusi normal. demikian juga dengan hasil pengujian signifikansi dan linieritas menunjukkan pengaruh prestasi atlet pplm dan persepsi atlet tentang sumber daya manusia, dapat disimpulkan bahwa hasilnya yaitu fhitung = 26,57 lebih besar dari ftabel= 3,99 pada α = 0,05. dengan demikian dapat dikemukakan bahwa model persamaan regresinya adalah signifikan. selanjutnya, hasil perhitungan uji linieritas menunjukkan nilai fhitung = 1,45 lebih kecil dari ftabel= 1,89 pada α = 0,05. ini berarti terdapat pengaruh positif dari persepsi atlet tentang sumber daya manusia berpengaruh langsung positif terhadap prestasi pusat pembinaan dan latihan olahraga mahasiswa. hal ini menunjukkan semakin baik persepsi atlet tentang sumber daya manusia, maka semakin meningkat prestasi pusat pembinaan dan latihan olahraga mahasiswa. hasil perhitungan dan pengujian uji regresi sederhana dengan spss pengaruh persepsi atlet terhadap sumber daya manusia pusat pembinaan dan latihan gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 773 olahraga mahasiswa berpengaruh langsung positif tentang prestasi atlet, sebagaimana disajikan pada tabel 1 sampai 3 berikut ini: tabel 1. anova persepsi atlet terhadap sumber daya manusia pplm berpengaruh langsung positif tentang prestasi atlet anovab model r r square sum of squares df mean square f sig. 1 regression , 527a ,278 2280,223 1 2280,223 26,569 ,000a residual 5921,664 69 85,821 total 8201,887 70 a. predictors: (constant), x b. dependent variable: y tabel 2. hasil uji t persepsi atlet terhadap sumber daya manusia pplm berpengaruh langsung positif tentang prestasi atlet coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -10,609 6,486 -1,636 ,106 x ,382 ,074 ,527 5,155 ,000 a. dependent variable: y sebagaimana hasil analisis tersebut, diperoleh r square (tabel 1) sebesar 0,527, yang berarti variasi sumber daya manusia pplm tentang prestasi atlet (y) dapat dijelaskan oleh persepsi atlet sebesar 52,7%. output anova (tabel 2) diperoleh sig. 0,000. karena nilai sig. lebih kecil dari 0,05, maka dapat disimpulkan ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 774 bahwa sumber daya manusia pplm tentang prestasi atlet mampu menjelaskan perubahan pada variabel persepsi atlet atau model dikatakan cocok atau fit. pada output coefficients (tabel 2), diperoleh hasil pengujian dengan statistik uji – t diperoleh t hitung 5,155 > dari t tabel 1,671 pada taraf α =0,05 derajat kebebasan (db) 71 2 = 69, sehingga ho ditolak, maka koefisien jalur signifikan. dengan demikian terdapat pengaruh langsung positif persepsi atlet terhadap sumber daya manusia pplm tentang prestasi atlet. pembahasan berdasarkan hasil penelitian yang dilakukan maka terlihat bahwa terdapat pengaruh langsung positif persepsi atlet terhadap sumber daya manusia pplm tentang prestasi atlet. dalam hal ini, semakin tinggi persepsi atlet akan meningkatkan sumber daya manusia pplm tentang prestasi. untuk meningkatkan prestasi pplm maka harus diupayakan dengan meningkatkan sumber daya manusia yang ada di pplm yang bersangkutan. selanjutnya dapat dikatakan jika sumber daya manusia pplm menunjukan dedikasi yang baik, maka akan berimbas pada prestasi atlet dalam membela pplm masing-masing dalam berbagai even cabang olahraga. secara umum, olahraga memiliki tujuan untuk lebih meningkatkan kesehatan fisik maupun mental. tentunya untuk olahraga prestasi tujuannya menjadi lebih khusus yaitu meraih prestasi puncak. pplm merupakan wadah pembinaan prestasi olahraga di perguruan tinggi dengan berbasis pada sumber daya seperti mahasiswa, ilmuwan, pelatih dan berbagai dukungan seperti iptek, laboratorium prasarana dan sarana. pplm sebagai organisasi olahraga yang membina prestasi olahraga melalui seorang atlet tidak dapat dilakukan dalam waktu satu malam, melainkan melalui berbagai proses dan tahapan dalam satu kurun waktu tertentu. suatu prestasi puncak tidak akan tercapai jika tidak disertai dengan adanya keseimbangan fisik dan psikis, keselarasan tubuh dan jiwa, jasmani dan rohani. untuk memperoleh prestasi olahraga yang tinggi, maka seluruh aspek baik aspek fisik, teknik, taktik serta aspek mental di latih dengan program jangka panjang gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 775 yang sistematis dan terencana dengan baik. prestasi tidak akan diperoleh dengan begitu saja, tanpa perjuangan dan pengorbanan yang lebih besar yang didukung oleh sarana dan prasarana yang baik. prestasi itu sendiri adalah merupakan hasil yang dicapai seseorang sampai pada batas kemampuannya. hal ini seperti yang dikemukakan oleh hourke dan s. nasution (1995:35) dalam buku olahraga dan sportifitas bahwa prestasi adalah hasil yang dicapai atau yang diperoleh seseorang yang mendekati atau mencapai batas-batas kesanggupannya. prestasi dapat diartikan sebagai suatu hasil yang luar biasa dahsyat yang telah dicapai. sebuah keberhasilan berstandar tinggi yang citranya hanya di peroleh segelintir orang. prestasi itu sendiri sebenarnya setiap orang sanggup untuk mencapai prestasi, tetapi harus melalui latihan yang sungguh-sungguh. sumber daya manusia merupakan salah satu sumber daya yang ada dalam organisasi, meliputi semua orang yang melakukan aktivitas yang ada dalam organisasi tersebut. sumber daya adalah segala sesuatu yang dipakai untuk menghasilkan barang dan jasa untuk memenuhi kebutuhan manusia sebagai kesatuan, sumber daya manusia harus dipandang sebagai suatu sistem dimana tiap-tiap pelatih alau pengurus, merupakan bagian yang saling berkaitan satu dengan lainnya dan bersama-sama berfungsi untuk mencapai tujuan organisasi. sumber daya manusia (sdm) adalah setiap individu yang mempunyai kemampuan secara kognitif, skill dan psikomotor sesuai dengan bidang keahliannya. sumber daya manusia dalam hal ini adalah pelatih dan pengurus serta peranan pemerintah yang dianggap dapat membentuk prestasi atlet. pada sumber daya manusia tersebut, terbagi dalam dua faktor, yaitu: 1) faktor internal berhubungan dengan sifat-sifat, motifmotif, pemikiran dan perasaan; 2) faktor eksternal berhubungan dengan pengalaman, situasi sekitar, dan pengetahuan. kedua faktor tersebut dapat membentuk sikap atlet, selanjutnya berpengaruh terhadap prestasi atlet. pelatih dan pengurus, tidak hanya sekedar berbuat dan bertindak, akan tetapi apa yang diperbuatnya sebagian besar dilakukan dengan sadar; dan kesadaran ini ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 776 merupakan salah satu faktor yang menentukan prestasi pusat pembinaan dan latihan mahasiswa. prestasi olahraga sekarang ini menjadi tujuan utama pada olahraga prestasi dan merupakan tolak ukur keberhasilan pembinaan olahraga, yang sesuai dengan tujuan yang akan dicapainya. sdm dengan potensinya dapat berpengaruh terhadap prestasi atlet bilamana ketersediaan sdm dalam hal mengelola dan dengan memanfaatkan program latihan secara langsung dalam berolahraga. bilamana sdm tidak tersedia untuk dikelola dan/atau sesuai dengan fungsinya, maka sdm hanya dapat menunjukkan potensi dan tidak dapat memberi pengaruh terhadap prestasi pusat pembinaan dan latihan mahasiswa. hasil penelitian ini menguatkan hasil penelitian yang dilakukan oleh evaluasi pplm yang diteliti oleh tim kemenegpora (2010). hasil dari penelitian tersebut mengatakan bahwa masih kurangnya peran atau kontribusi pplm terhadap prestasi olahraga di tanah air. serta penelitian james ap tangkudung (2009) dalam kajian konstribusi pplm terhadap prestasi olahraga nasional. hasil dari penelitian tersebut bahwa kontribusi pplm terhadap prestasi olahraga nasional masih relatif kecil dalam memasok atlet nasional. hasil penelitian ini juga sejalan yang dilakukan oleh ewendi mangolo tahun 2009 yang meneliti pengaruh regulasi, sumber daya manusia, dan fasilitas terhadap pembentukan sikap dan perilaku atlet pon papua (studi kausal pada atlet pelatda pon papua tahun 2008). hasil penelitian tersebut dilaporkan bahwa; regulasi, sumber daya manusia, dan fasilitas berpengaruh langsung terhadap pembentukan sikap dan perilaku atlet pon papua. kesimpulan persepsi atlet berpengaruh langsung positif terhadap sdm pplm tentang prestasi atlet. hal ini berarti apabila persepsi atlet baik, maka sdm pplm tentang prestasi atlet juga akan meningkat, namun sebaliknya apabila persepsi atlet tidak baik maka sdm pplm tentang prestasi atlet juga akan mengalami penurunan. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 777 sumber daya manusia (sdm) adalah setiap individu yang mempunyai kemampuan secara kognitif, skill dan psikomotor sesuai dengan bidang keahliannya. sumber daya manusia dalam hal ini adalah pelatih dan pengurus serta peranan pemerintah. pelatih dan pengurus, tidak hanya sekedar berbuat dan bertindak, akan tetapi apa yang diperbuatnya sebagian besar dilakukan dengan sadar; dan kesadaran ini merupakan salah satu faktor yang menentukan prestasi pusat pembinaan dan latihan mahasiswa persepsi atlet terhadap sumber daya manusia pplm merupakan cara pandang atlet dalam melihat manajemen yang ada di pplm baik dari segi pembinaan maupun pengelolaan yang mempunyai peran positif dan signifikan terhadap peningkatan prestasi pplm. daftar pustaka andini, nirmala t. kamus lengkap bahasa indonesia. surabaya:prima media, 2003. bompa, tudor m, 1994. theory and methodology of training; the key to athletics performance. iowa: human kenetcs. deputi peningkatan prestasi kemenpora, 2010. laporan eksekutif revitalisasi pplm. jakarta: kemenpora. dewintaris, ivane dan alvinana triafebianda, 2003. kamus istiiah penting modern. jakarta: aprindo. gunarsa, singgih d, 1996. psikologi olahraga. pt. bpk gunung mulia, jakarta. handoko, t. hani, 2005. manajemen personalia dan sumber daya manusia. yogyakarta: bpfe. harsono, 1988. coaching dan aspek-aspek psikologi dalam coaching. jakarta: dirjen depdikbud. harsono, 2004. perencanaan program latihan, bandung. ramdan pelana, prestasi atlet terhadap sdm pplm tentang prestasi.................. 778 harsuki, 2003, perkembangan olahraga terkini. jakarta: pt rajagrafindo persada. hourke dan s. nasution, 1995. olahraga dan sportifitas. jakarta: j.b. wolter. kasep, dhimas.2008. persepsi http://dhimaskasepfiles.wordpress.com/ 200803/ 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tangkudung, jemes ap., 2009. kajian kontribusi pplm terhadap prestasi olahraga nasional. jakarta, staff ahli bidang sumber daya olahraga, kemenpora ri. tim monev. 2010. laporan executive revitalisasi pplm. jakarta: deputi peningkatan prestasi-kemenpora ri. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 779 undang-undang republik indonesia tentang sistem keolahragaan nasional nomor 3 tahun 2005. unesco dan kebudayaan, 2001. perdamaian memajukan suatu gerakan global jakarta: komisi nasional indonesia untuk unesco. wicrozeck, edward, 1978. problem of sport medicine and of sport training and coaching, terjemahan moch. soebroto. jakarta: dirjen dikluseyara departemen pendidikan dan kebudayaan ri. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan, 14 (02) 2023, 171-184 permalink/doi: https://doi.org/10.21009/gjik.142.04 copyright © 2023 bahtiar firdiansyah, valentino hary this work is licensed under a creative commons attribution-sharealike 4.0 international license effectiveness of motor skills learning model through sports games for madrasah ibtidaiyah students bahtiar firdiansyah1*, valentino hary2 1program studi pendidikan guru madrasah ibtidaiyah, institut agama islam negeri kudus, indonesia 2program studi pendidikan olah raga, universitas nahdlatul ulama blitar, indonesia corresponding author. email: b.firdiansyah@iainkudus.ac.id (submission track: received: 28-05-2023, final revision: 27-06-2023, available online: 30-06-2023) abstract the purpose of this study was to determine a motor performance learning model based on sports games and test its effectiveness in improving motor performance in elementary school children (madrasah ibtidaiyah). this development study employs his addie (analysis, design, development, evaluation) model development and uses a mixed approach, qualitative data from model descriptions and quantitative data from field efficacy studies. the subjects involved in developing the model were 60 ninth graders from kudus age 6 to his age 8. search for data classified as 'good' for validity and reliability scores using tests of motor learning outcomes for primary schools of islam. for further analysis, a pre-post test was performed using the paired sample spss 23-t test. significance of difference in t counts indicated = 16.56 df = 59 and p-value = 0.00 <; the researchers concluded that the model developed was in the form of 21 motor skill learning materials consisting of six key criteria based on recorded sports matches and implementation procedures for each element. the developed model can significantly improve motor skills learning outcomes for madrasah ibtidaiyah students. keywords: learning model, motor skills, sports game, madrasah ibtidaiyah, mailto:b.firdiansyah@iainkudus.ac.id gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni172 bahtiar firdiansyah, valentino hary introduction sports learning is a mandatory activity in the curriculum to synchronize muscles to achieve a degree of fitness. this is according to khan et al., (2017) research that shows regular and structured exercise learning increases fitness degrees. sports learning is a mandatory activity in the curriculum to synchronize muscles to achieve a degree of fitness. the process of learning sports has staged in mastering each set of movements and techniques to do it. age maturity in line with the development of body functions makes sports learning at every level have differences in the burden given by learners. students at the elementary school level under the auspices of the ministry of religious affairs of the republic of indonesia, which is called madrasah ibtidaiyah, have an important role in adjusting new movements so that motor maturity can enrich other movements. the characteristics of madrasah ibtidaiyah students who are easily bored, active, and prefer to play games (benda et al. 2021) encourage breakthroughs to develop learning models through games creatively and innovatively. sports learning is a mandatory activity in the curriculum to synchronize muscles to achieve a degree of fitness. the process of learning sports has staged in mastering each set of movements and techniques to do it. age maturity in line with the development of body functions makes sports learning at every level have differences in the burden given by learners. the equivalent primary school level of madrasah ibtidaiyah within the scope of the indonesian ministry of religion has an important role in adjusting new movements for motor maturity that can enrich other movements. in line with this. learning the concept of sports games is important for strategies to develop children's motor skills. reinforced by the opinion of (akyol and pektas, 2018) that group sports games tend to be better at developing motor skills balanced with the mental competition of elementary schoolage children. mental skills balanced with motor skills are needed as a foundation to develop talents to support the potential of psychomotor intelligence (demirci, dilbaz & akar, 2018). this opinion is a reinforcement to bring up the innovation of group sports games in motor movement learning in the realm of madrasah ibtidaiyah. motor skills are closely related to the development of congenital functions of madrasah ibtidaiyah children. children at the madrasah ibtidaiyah level who are felt by teachers to have movement activity in their daily lives tend to have higher gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni173 bahtiar firdiansyah, valentino hary congenital intelligence than children who are passively moving (widiastuti et al, 2019). the physical activity of madrasah ibtidaiyah children who can carry out all activities without fatigue must be given the appropriate portion so that maturity in the efficiency of their movement skills becomes more optimal. the efficiency that arises makes muscle recognition in the order of body functions produce permanent motor movements and easier to absorb in brain memory (muktamar et al. 2018). in mastering their motor skills, madrasah ibtidaiyah children need continuous participation to realize an automation system in the practice of motion in real terms. through long stages, children will be able to perform motor skills perfectly, as teachers should be able to shorten without reducing the essence of learning for more productive results. motor skills are crucial to be taught to children of madrasah ibtidaiyah. with the dominant characteristic in children in the form of always being carefree, good motor skills are expected in every development. children's motor development is defined as a process of maturity globally including changes in function and social-emotional (zulfahmi, 2018). the process of changing motor skills is an exclusive movement involving muscles to move limbs including the feet, hands, and others involved. categorizes motor motion into the fine motor and coarse motor (shingjer, 2018). fine motor motion is defined as systemic coordination involving small muscles such as the movement of releasing arrows in archery, and jerking movements in carjacking games while the gross motor is described as systemic coordination involving large muscle activities such as kicking and throwing balls (subagio et al. 2020). motor movements are a strong foundation and a buffer to support learning activities, play games, socialize, and adapt to new movements to increase selfconfidence in madrasah ibtidaiyah children. these motor skills are used as targets for children's cognitive development. when children enter the elementary school phase, children are expected to be able to carry out all school activities with good results supported by a strong physical foundation. this can have a significant impact on children's performance in their school environment, children are freer to be creative by playing with their friends and are more comfortable moving safely when doing activities (bolger et al. 2021). the study conducted by (sugihartini and gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni174 bahtiar firdiansyah, valentino hary yudiana, 2018) explained the results that to improve one of the motor skills children can be trained in an educational game. the game is creatively packaged to repeat a movement taught by the teacher for perfect mastery of movement in the form of a sports game. sports games have a wider scope than playing in general, games have certain rules that all actors must abide by. this game has the ultimate goal of generally winning and losing by teaching fair play in it. sports games have a line that connects games and sports in an organized manner to compete that emphasizes intellectual and physical (suharsiwi, fadilah, & farokhah, 2022). sports games in improving children's motor skills have a relevancy that cannot be separated from one another. another supporting research written by (nur, giyartini, and sumardi, 2020) explains that traditional games can affect children's motor skills. the research that was written did not explain the child as an object specifically, the description only used traditional games fundamentally and did not explain the sports game techniques used in detail. in contrast to the research of (suharsiwi, fadilah, & farokhah, 2022) who developed an exercise model for the improvement of motor skills in general without including the subject specifically with the latest review of motor motion theory, besides that, the reference to the model design developed is not based on indepth theoretical studies. another study written by nur et al., (2020) outlines that sports games with the right load can significantly improve children's basic greek abilities, existing studies only discuss surface the forms in general. emphasizing the importance of structured and regular exercise programs, this study provides valuable guidance for individuals, educators, and health professionals to design and execute effective exercise learning strategies to improve overall fitness (albeta et al. 2021). it is more important for this reason that the model applied in the game must be tested for its validity and effectiveness to improve the motor skills of madrasah ibtidaiyah children. some of the facts contained in previous research supported by the latest relevant theories give rise to the urgency to develop a model of learning motor skills through sports games for madrasah ibtidaiyah students. method this motor skills model development research adopts the addie (analysis, design, development, evaluation) development research model (widiastuti et al., 2019), the resulting gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni175 bahtiar firdiansyah, valentino hary product is a motor skills learning model through games for madrasah ibtidaiyah students which is recorded with detailed instructions for its application and testing its effectiveness. the stage begins with analyzing the need to come up with problems and find the right solution, continues to design a framework to support the concept in the solution offered, then develops a model design according to the right approach and the model design developed. the design of the model is based on deepening the results of sensory information that enters to be passed on in a response that requires the body to move to carry out the concept of motor motion. information related to the motor will be passed on as a result of intrinsic and extrinsic movements to produce movements of fine and gross motor skills to make the output of learning models developed taking into account the intensity and complexity of the movements. furthermore, the developed model is tested on the subject by taking preliminary (pre-test) and final (post-test) data to bring out the effectiveness of the model and end all stages by evaluating the integrated product at each stage. the subjects in this study were low-grade students with special specifications for grades 1 and 2 of madrasah ibtidaiyah (aged 5-7 years) in bae district, kudus regency, central java province, totaling 60 subjects. the instruments used are in the form of motor skills learning outcomes tests which are divided into fine motor skills with 6 indicators (gambling, cutting, pouring objects, wearing clothes, moving objects with and without tools) and gross motor skills with indicators (running kicks and balls, walking on tiptoe, walking in lines, swinging legs evenly). to bring up the validity value, pearson bivariate correlation is used using pearson bivariate correlation with a value of 0.78 (valid) while the instrument reliability value coefficient is obtained using the spearman-brown formula with a value of 0.64 (reliable). furthermore, testing the effectiveness of the developed model using paired t-test samples with spss.20 aimed at determining the mean difference between two interconnected subject groups. result and discussion the analysis stage brings up data in the field using observation in the form of information on field needs for the importance of developing the model made. field data illustrates that as many as 19% of teachers in bae, kudus, and central java, feel that the learning model in teaching motor skills feels 88% unvaried, 11% feels less varied, 12 feel varied and the remaining gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni176 bahtiar firdiansyah, valentino hary 9% is very varied. this data is the basis for the importance of a more creative learning model with an approach to attracting attention so that it is more comfortable in learning motor skills. the importance of creative sports learning is proven to provide significant benefits for individual development. corroborates in their research that creativity in sports learning involves using a variety of activities, games, and challenges that stimulate the imagination and develop participants' motor and cognitive skills (odum, meaney dan knudson, 2021). the research found that creative sports learning can increase students motivation and engagement, increase their understanding of sports concepts and strategies, and develop their creativity and problem-solving abilities. in addition, creative sports learning also contributes to improved teamwork, social skills development, and improving participants' physical health and mental well-being. with characteristic considerations supported by theories that explain that children will feel more excited and actively participate in the concept of games (ztella et al., 2019), the design of learning motor skills through sports games appears as shown in figure 1. figure 1. developed model design the design stages in the study are based on the research design that has been described. figure 1 emphasizes the development of a design model based on physical activity based on games, because gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni177 bahtiar firdiansyah, valentino hary the subject of research is madrasah ibtidaiyah, it cannot be separated from islamic values that support fairplay. there is a predevelopment level at each age, namely 5-7 years with the dominance of physical activities with short duration, 8-9 years old with a dominance in the form of low-intensity reaction action games, and 10-11 years old with more complex exercises and techniques. the emergence of sports games cannot be separated from the sub-theme of games in physical education learning in madrasah ibtidaiyah. fundamentally, the activities carried out by children always go hand in hand with psychomotor skills which are categorized in the lowest to highest level levels. the realm of development of children's psychomotor abilities consists of level one (age 5-7 years), level two (age 8-9 years), and level three (10-11 years) with characteristics and guidelines for the implementation of different programs (merce et al., 2022) explained that. because this research has a limitation of the problem, the focus will only be on subjects aged 5-7 years. development at that age children have a high level of imagination and activeness so the model to be developed must be in the form of considering the program guidelines as listed. description of the development at levels two and three as a complement and comparison of those described in level 1 as shown in figure 3. development is defined as the stages to develop the model created. table 3 shows the basis for developing products systematically. the characteristics of children aged 5-7 years are based on program guidelines listed with four main categories: constant activity, imaginative, rhythmic movement, and low-load activity. all of them have different items as shown in table 1. the table explains the results of the implementation of each item and validation information from 3 validators who are experts in the fields of sports, education, and sports education madrasah ibtidaiyah. there were 21 model items finalized, each well executed, and the three validators who evaluated declared it feasible to implement and tested for effectiveness. figure 2. development level 1 phase gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni178 bahtiar firdiansyah, valentino hary tabel 1. item execution and validation results develop ed basis execu tionyes(y )/ no (n) validator-worthy (w) /no (n) descri ption y n 1 2 3 w n w n w n constant if active items 13 √ √ √ √ all done items 46 √ √ √ √ all done imaginative items 712 √ √ √ √ all done rhythmic movement items 13-15 √ √ √ √ all done items 16-18 √ √ √ √ all done activities of low intensity items 19-21 √ √ √ √ all done furthermore, testing the effectiveness of the validated items is carried out. this stage of implementation is explained in detail by the field results that have been examined. after knowing the pre-post test data, the data is normalized for further t-tests. there was an increase in motor skills of madrasah ibtidaiyah students with the continuity of motor motion adjustment in carrying out several skills according to the research design. the research design raises the concept of sports learning in madrasah ibtidaiyah with the main objective of the introduction of objects in the form of a psychomotor domain with three levels of development according to age. by the design in other studies supported by the curriculum of the indonesian ministry of religious affairs, sports discussions in madrasah ibtidaiyah are required to include general goals and islamic values that exist during learning (retnanto & firdiansyah 2022). in the learning process based on this sports game, islamic goals, and values have been represented by the value of fair play students when learning. required to pray before and after the study and according to the observations, as many as 16% took the initiative to perform ablution before starting the study on the playing field (firdiansyah, 2022). figure 3. research data diagram diagram 2 presents data from the study consisting of treatment and control groups in which there is a pre-post test. in the treatment group, there was a more dominant change in the diagram, normatively the pretest treatment group showed an average of 50.09 and the post-test showed an average of 74.89. the data changes in the control group treatment-pre test treatment-post test control-pre test contorl-post test 50.09 74.89 51.2 58.27 the average learning outcomes of motor skills gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni179 bahtiar firdiansyah, valentino hary were not too far apart, namely at an average of 51.2 and 59.27. after such research data, all data were tested for normality using shapiro-wilk according to the output of table 1. table 2. normality test shapiro-wilk statistic df sig. pretest .978 50 .259 posttest .953 50 .164 control pretest .938 50 .071 control posttest .972 50 .475 the four existing groups have significance values>0.05, meaning that all of them have normal data. normal data is a prerequisite for determining the results of the effectiveness of learning models developed by paired sample t-test using spss.20. as in table 2, the signification test in the t-test which crops a calculated t value = 38.867, db=49 and p-value = 0.00 < 0.05, meaning that there is a difference in the signification of the results of learning motor skills before and after treatment in the form of a developed sports game learning model. the results of existing tests can be a prerequisite for it is said that the learning model developed is effective and can improve the motor skills of madrasah ibtidaiyah children. table 3. paired samples test paired differences t df sig. (2tailed) mean std. dev std. err or mea n 95% confidence interval f the different lowe r upper 17.73 3.331 .502 15.55 13.53 38.867 49 .000 discussion the evaluation of these stages is not limited to specific parts but rather evaluates all stages in the development of addie. the outline is that at the implementation stage, at this stage there is a miss communication so there are some subjects that are not included in the characteristics of the subjects included. it should be 5-7 years old but there are 14% of the total subjects are above that age. these differences have no meaningful effect but to discipline addie role models to a minimum to avoid. at this stage, there is also the application of some items that are not by the scheme because the infrastructure does not deny in terms of the size of the field and the type of field base that poses a risk of injury if carried out according to the developed scheme. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni180 bahtiar firdiansyah, valentino hary the skills of madrasah ibtidaiyah children need to be honed from an early age, and the existence of a curriculum in learning to translate this into a reference (ali et al., 2018). children prefer outdoor activities to play activities during the learning process, which is the basis for teachers to develop innovations in the learning process (subagio et al., 2020). children's motor development is defined as a process of maturity globally including changes in function and social-emotional (zulfahmi, 2018). motoric abilities are closely related to the development of innate functions of children from the toddler phase. play and games become inseparable, therefore the involvement of students in the application of all activities becomes important in-game activities (hary and firdiansyah 2019). the game here is characterized by volunteering to comply with agreed rules in a series of formal physical activities in the learning environment (zeng et al., 2017). this makes the reinforcement of the results of research that has been carried out by researchers, that with play activities students feel freer to move by expressing what is in them to learn their motor skills. sports games that are developed are proven to improve the results of learning motor skills in which there are significant fine and gross motor skills. if reviewed more deeply the development of the model created is based on the psychomotor domain reviewed from three levels (jusuf et al. 2020). each level has its characteristics and age divisions as shown in figure 1. the corresponding activity program's characteristics, interests, and guidelines at each level are also displayed in the figure (hanifah et al., 2021) as the. originator of the psychomotor domain explained that at this age children are given the right stimulus to maximize growth and development with other review skills in the form of motor skills (perdima, suwarni, and dwi anggara 2022). the basis in figure 1 is designed to create stimulation in training children's motor skills at the right age stage. fine motor skills can be trained by coordinating the elaboration of movements by reviewing child safety (susilowati and suwarjo 2020). for gross motor skills use the concept of activity contextually and holistically with a combination of low-intensity rhythmic gears (kesumawati et al., 2022). this is to the explanation of bolger et al., (2021) that making children more competent in their motor development has one of the imperatives for the application of any activity without coercion and low to moderate activity load. gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni181 bahtiar firdiansyah, valentino hary indirectly, research has an impact on leading readers to understand that a child or student who has an activeness to move in terms of or that approaches kinesthetic intelligence must be well supported without any descriptiveness in the learning process (zeng et al. 2017), because his play activities have a positive impact on the continuation of motor and even cognitive development (susanto et al., 2022). conclusion the analysis stage outlines field data that in teaching motor skills does not vary. the study design was a game-based physical activity that included islamic values. the stages of development are prioritized by the age of 5-7 years in the form of constant activity of low loads, and imaginative and rhythmic movements. the implementation of this research is that 21 items are well resolved. there is miss communication so that some subjects that are not included in the characteristics of the subjects are included. there is an explanation of model development in the form of 21 motor skill learning items based on sports games. each item has a detailed description of the objectives, equipment/ infrastructure, procedures, rules, and schemes in the application of the item. the model developed is proven to significantly improve the learning outcomes of motor skills of madrasah 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activity on motor skills and cognitive development in early childhood: a systematic review.” biomed research international 2017. doi: 10.1155/2017/2760716. ztella, rumawatine, taufik rihatno, sri nuraini, bahtiar firdiansyah. 2019. “children’s locomotor learning model4-6 years.” international journal of physiology, exercise and physical 1(2):11–14. zulfahmi, muhammad nofan. 2018. “bassic movement dancing skills of 5-6 years old children through gladi jurnal ilmu keolahragaan, vol 14. issue 2, juni184 bahtiar firdiansyah, valentino hary dance and sing theme based learning with demonstration method.” journal of primary education 8(1):30–36 jurnal 3 gladi analisis sport development index kota tebing tinggi sumatera utara tahun 2012 sabaruddin yunis bangun1 abstrak, penelitian sport development index bertujuan untuk melihat berapa besar persentase partisipasi masyarakat ikut dalam melakukan aktifitas olahraga, melihat berapa besar luas ruang terbuka (lapangan terbuka) tersedia yang bisa digunakan dalam aktifitas olahraga, melihat berapa besar tingkat kebugaran jasmani masyarakat. melihat berapa besar persentase sumberdaya manusia yang tersedia seperti instruktur-instruktur olahraga, guru pendidikan jasmani dan olahraga serta para pelatih cabang olahraga. metode penelitian yang digunakan adalah deskripsi dengan teknik survey, dan tes menggunakan multistage fitnes test. dengan jumlah populasi adalah seluruh penduduk yang berdolimisi di kota madya tebing tinggi yang berada pada 5 kecamatan, dengan mengambil 30 orang tiap kecamatan yang terdiri dari usia 10 orang dewasa, 10 orang remaja dan 10 orang anak-anak. setelah dilakukan survey dan tes dengan menggunakan metode mft diperolehlah indeks dimensi sdi untuk kecamatan bajenis adalah 0,391, kecamatan padang hilir adalah 0,459, kecamatan padang hulu adalah 0,078, kecamatan rambutan 0, 375 dan kecamatan tebing tinggi kota 0,280 dari keterangan data indeks dimensi sdi kota madya tebingtinggi adalah 0,317, sesuai dengan norma sdi yang (di adopsi dari hdi-internasional). dapat disimpulkan bahwa sport development index kota madya tebing tinggi tahun dikategorikan rendah. kata kunci: sport development index 1 sabaruddin yunis bangun adalah dosen fakultas ilmu keolahragaan universitas negeri medan 800 kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 07 (02) 2013, 800-810 permalink/doi: https://doi.org/10.21009/gjik.072.05 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 801 pendahuluan sport development index (sdi untuk selanjutnya disebut) adalah indeks gabungan yang mencerminkan keberhasilan pembangunan olahraga berdasarkan empat dimensi dasar yaitu: partisipasi, ruang terbuka, kebugaran dan sumberdaya manusia ali maksum dkk (2004; 9). sebagai dasar menentukan tingkat kemajuan pembangunan olahraga di suatu daerah. kota tebing tinggi merupakan salah satu kota di propinsi sumatera utara yang secara historis administrasi pemerintahannya telah ada sejak penjajahan belanda, dimana pada tahun 1887 oleh pemerintah hindia belanda, tebing tinggi ditetapkam sebagai kota pemerintahan dengan kepala pemerintahannya adalah seorang kontreleur. dalam perundang-undangan yang berlaku pada desentralisasiewet yang ditetapkan pada tanggal 23 juli 1903 (untuk selanjutnya dapat disebut daerah otonom kota kecil tebing tinggi) oleh pemerintahan hindia belanda, pemerintah kota tebing tinggi ditetapkan sebagai daerah otonom dengan sistem desentralisasi. kota tebing tinggi terletak diantara 3 derajat 16’-3 derajat 22’ lintang utara dan 99derajat7’-99derajat11’ bujur timur dengan batas-batas: sebelah utara dengan ptpn iii kebun rambutan. kabupaten serdang bedagai sebelah selatan dengan ptpn iv kebun pabatu dan perkebunan raya pinang, kabupaten serdang bedagai sebelah timur dengan pt socfindo tanah besi dan ptpn iii kebun rambutan, kabupaten serdang bedagai sebelah barat dengan ptpn iii kebun gunung pamela, kabupaten serdang bedagai (on line, di akses 12 oktober 2012). kota madya tebing tinggi merupakan termasuk kota madya yang sedang berkembang di provinsi sumatera utara dibeberapa bidang, termasuk di dalamnya bidang olahraga. dapat dilihatnya, mulai menjamurnya masyarakat berolah raga pada pagi hari libur dan sore hari lepas dari pekerjaan harian. meningkatnya jumlah fitness-fitness center, bertambahnya cabang-cabang olahraga dibawah pembinaan kota tebing tinggi dalam setiap tahun. sabaruddin yunis bangun, analisis sport development index kota tebing tinggi.... 802 saat ini perkembangan olahraga di kota ini sudah ada terjadi peningkatan, walaupun belum sesuai dengan yang diharapkan. rendahnya komitmen pemerintah kota tebing tinggi dalam pengembangan keolahragaan masih menjadi permasalahan umum di indonesia. tidak optimalnya sdm keolahragaan, prasarana keolahragaan, tingkat partisipasi masyarakat, kebugaran dan pengelolaan keolahragaan yang masih rendah. data ini dapat di analisis hasil dari pekan olahraga daerah sumatera utara, kota ini belum pernah masuk dalam 3 besar. untuk lebih fokusnya, peneliti ingin mengetahui sejauh mana kemajuan pembangunan olahraga di kota madya tebing tinggi saat ini. melalui sdi, yang berdasarkan pada empat dimensi dasar, yaitu: partisipasi, ruang terbuka, kebugaran, dan sumberdaya manusia. rumusan masalah bagaimanakah perkembangan olahraga di kota madya tebing tinggi melalui pengukuran sdi pada tahun 2012. kajian teoritik sport development indeks (sdi) sdi diharapkan akan dapat menentukan tingkat kemajuan pembangunan olahraga pada suatu daerah, termasuk bila dibandingkan dengan daerah lain. seperti yang dikatakan oleh ali maksum dkk (2004; 9) bahwa : sdi adalah gabungan yang mencerminkan keberhasilan pembangunan olahraga yang berdasarkan empat dimensi dasar yaitu, partisipasi, ruang terbuka, kebugaran, dan sumberdaya manusia. ali maksum dkk (2004; 3) menyatakan sdi merupakan kebutuhan akan istrumen yang standar untuk menilai kemajuan pembangunan olahraga semakin mendesak untuk dipenuhi seiring dengan perubahan arah kebijakan pembangunan nasional dari sentralisasi menuju desentralisasi. dengan kewenangan yang dimiliki, daerah dapat berkompetisi secara sehat dalam melaksanakan pembangunan olahraganya. dari pendapat ahli diatas bahwa sdi merupakan gabungan yang gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 803 menggambarkan keberhasilan pembangunan olahraga disuatu daerah tertentu yang berdasarkan empat dimensi dasar yaitu; partisipasi, ruang terbuka, kebugaran dan sumberdaya manusia. sdi merupakan alternative yang baru untuk menilai kemajuan pembangunan olahraga yang lebih memadai dan menyeluruh dari pada ukuran tunggal “medali”. partisipasi menurut para ahli disimpulkan bahwa partisipasi adalah keikutsertaan masyarakat dalam melakukan suatu kegiatan-kegiatan bersifat umum maupun kegiatan yang bersifat olahraga dalam suatu daerah tertentu. karena dengan adanya partisipasi masyarakat maka sudah barang tentu apa yang di inginkan dalam kegiatan olahraga tersebut akan mudah dicapai. baik dalam pengambilan keputusan, kemudian melaksanakan, bertanggung jawab atas program tersebut sekaligus melaksanakan evaluasi sehingga dapat melihat hasil yang dicapai. partisipasi diukur berdasarkan rasio antara peserta kegiatan dengan jumlah populasi. menurut ali maksum (2004; 37) menerangkan bahwa populasi yang dimaksud adalah mereka yang berusia 7 tahun keatas pada saat pengukuran dilakukan, karena umur 7 tahun keatas dianggap usia yang memungkinkan bagi anak untuk memulai melakukan aktivitas olahraga di luar rumah. batasan usia ini juga sejalan dengan usia awal sekolah anak indonesia. dalam hal ini partisipasi tidak termasuk dalam kualitas tetapi kuantitas melakukan kegiatan olahraga yang ditunjukkan dengan melakukan aktivitas. ruang terbuka ruang terbuka diukur berdasarkan rasio luas ruang terbuka yang ada dengan jumlah penduduk yang berusia 7 tahun keatas didaerah yang bersangkutan. menurut ali maksum dkk (2004: 10) ruang terbuka adalah suatu tempat yang diperuntukkan bagi kegiatan olahraga oleh sejumlah orang (masyarakat) dalam bentuk lahan atau bangunan, baik outdoor maupun indoor. sementara menurut depdiknas (2001; 964) sabaruddin yunis bangun, analisis sport development index kota tebing tinggi.... 804 ruang merupakan suatu tempat yang lega (besar) lapangan; lingkungan. depdiknas (2001; 171) terbuka merupakan tidak sengaja dibuka; tidak tertutup. berdasarkan pendapat para ahli dapat disimpulkan bahwa ruang terbuka merupakan suatu daerah atau lahan cukup luas yang bisa dimanfaat masyarakat dalam berbagai kegiatan. karena dengan tersedianya ruang terbuka berarti masyarakat berkesempatan ikut berpartisipasi aktif dalam memanfaatkan dan melakukan segala kegiatan olahraga. dengan demikian, ketersediaan ruang terbuka olahraga akan mempengaruhi tingkat pola partisipasi masyarakat ddalam berolahraga. sehingga dari sinilah muncul calon-calon atlet yang berbakat terhadap cabang olahraga yang digemari, bagi masyarakat yang gemar melakukan kegiatan olahraga sangatlah bermanfaat untuk menjaga tingkat kebugaran jasmaninya. bagi daerah yang peduli akan pembangunan olahraganya,akan berusaha menyediakan ruang terbuka olahraga dan dikembangkan secara terpadu dengan pembangunan daerahnya. kebugaran beberapa pendapat dikemukakan para ahli tentang kebugaran jasmani seperti yang di kemukakan tim dosen fik-unimed dkk (2003; 6) yang dimaksud dengan kebugaran, kesegaran atau fitnes adalah kemampuan dimana tubuh mampu melakukan aktifitas rutin atau pokok tanpa mengalami kelelahan yang berarti dan masih memiliki cadangan energy untuk dapat melakukan aktifitas lainnya yang bersifat mendadak dan memanfaatkan waktu luang dengan istirahat aktif. begitu pula dengan pendapat wahjoedi (2000; 59) “kebugaran jasmani adalah kemampuan tubuh untuk melakukan tugas dan kegiatan sehari-hari dengan giat tanpa mengalami kelelahan yang berarti serta dengan cadangan energy yang tersedia ia masih mampu menikmati wakttu luang dan menghadapi hal-hal darurat yang tidak terduga sebelumnya. adanya tingkat kebugaran jasmani ini didukung oleh kondisi fisik yang baik. orang yang memiliki kondisi fisik yang baik adalh orang yang ccukup memiliki kekuatan, kemampuan, kesanggupan, dan daya tahan otot untuk melakukan suatu gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 805 pekerjaan seefisien mungkin tanpa menimbulkan kelelahan yang berkepanjangan. secara harfiah kondisi fisik adalah “kesesuaian fisik atau kecocokan jasmani pada saat tertentu. berdasarkan pendapat para ahli dapat disimpulkan bahwa kebugaran jasmani dimana seseorang dapat melakukan suatu aktifitas fisik atau olahraga tanpa mengalami kelelahan yang berkesinambungan dan siap melakukan aktifitas berikutnya. jadi dengan memiliki tingkat kebugaran dengan baik maka akan dapat menguntungkan kesehatan tubuh, karena sirkulasi dan peredaran yang mengalir diselurruh tubuh dapat bekerja secara normal. selurruh komponen kondisi fisik yang pasti banyak mengalami banyak peningkatan baik dari segi kekuatan, kecepatan, daya tahan otot serta daya tahan jantung dan paru. jadi dapat dipahami secara sederhana bahwa orang yang dalam keadaan bugar, adalah orang yang cukup memiliki kekuatan, kemampuan, kesanggupan, daya kreasi dan daya tahan untuk melakukan pekerjaan dengan efisien tanpa menimbulkan kelelahan dan siap melakukan aktivitas berikutnya. sumber daya manusia menurut payman (1985; 1) bahwa sumber daya manusia atau human resources mengandung dua pengertian. pertama, sumber daya manusia (sdm) mengandung pengertian usaha kerja atau jasa yang dapat diberikan dalam produksi. dalam hal ini sumber daya manusia mencerminkan kualitas usaha yang diberikan oleh seseorang dalam waktu tertentu untuk menghasilkan barang atau jasa. pengertian dari sumerdaya manusia (sdm) menyangkut manusia yang mampu bekerja untuk memberikan jasa atau usaha kerrja tersebut. seperti dikatankan ali maksum dkk (2004: 30) menyatakan bahwa sumber daya manusia adalah rasio jumlah guru /pelatih / instruktur dengan jumlah penduduk yang berusia 7 tahun keatas di suatu wilayah maka pembangunan olahraga akan sangat bergantung pada kuantitas dan kualitas sumberdaya manusia. oleh karenanya, rasio pelatih, guru dan istruktur yang sabaruddin yunis bangun, analisis sport development index kota tebing tinggi.... 806 memadai dengan jumlah partisipan menjadi indikator penting komitmen dalam suatu daerah terhadap pembangunan olahraganya.. metode penelitian metode penelitian yang dipergunakan adalah metode deskriptif dengan teknik survey dan tes kebugaran. instrumen penelitian yang dipergunakan adalah angket. angket yang dipergunakan adalah untuk menjaring data partisipasi, ruang terbuka dan sumber daya manusia sedangkan tes kebugaran jasmani dengan multistage fitnest tes (mft) dari setiap responden 5 di kecamatan di kota madya tebing tinggi, yaitu usia anak-anak, usia remaja dan usia dewasa. dalam pengambil data partisipasi dilakukan survey langsung perkecamatan di kota madya tebing tinggi, mendatangi kantor camat setempat dan melihat data jumlah penduduk kemudian mengadakan sosialisasi kepada penduduk yang dianjurkan oleh kecamatan penduduk mana yang bisa dijadikan sampel. untuk menjaring sampel tersebut digunakan pengisian angket pada table 1 ali maksum dkk (2004; 48) data jumlah atlet dan pelatih pada olahraga prestasi. pada table 2 ali maksum dkk (2004; 48) data jumlah peserta dan instruktur pada olahraga masyarakat. setelah semua sampel didapatkan maka untuk melihat angka partisipasi menggunakan metode sampling (stratified sampling) ali maksum dkk (2005: 47) maka diperoleh angka aktual partisipasi tiap kecamatan dengan menggunakan rumus ali maksum dkk (2004; 48): indeks tiap dimensi = nilai aktual – nilai minimum nilai maksimum-nilai minimum setelah indeks dimensi diketahui maka perhitungan untuk menghasilkan sdi kota madya tebing tinggi adalah ¼ indeks partisipasi + ¼ indeks ruang terbuka + ¼ indeks kebugaran + ¼ indeks sumber daya manusia. dijumlahkan keseluruhan index maka dapat nilai sdi pada tiap kecamatan, kemudian di jumlahkan nilai sdi total kecamatan hasilnya dibagi dengan jumlah kecamatan yang ada, maka diketahuilah sdi pada suatu kota/daerah. sebagai penilaian akhir sdi adalah gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 807 menyesuaikan dengan norma sdi yang di adopsi dari hdi-internasional, ali maksum (2004:61) sebagai berikut: 0,800-1 = kategori tinggi 0,500-0,799 = kategori menengah 0,499 = kategori rendah hasil dan pembahasan dari hasil penelitian yang telah dilakukan, dan hasil pengelolaan data, dengan deskriptif data yang menggunakan rumus indeks dimensi untuk tiap-tiap indeks perlakuan. diperolehlah sesuatu informasi yang merupakan suatu penemuan penelitian. bahwa pada indeks partisipasi di kota madya tebing tinggi tiap kecamatan adalah katagori rendah, karena tidak sesuai antara jumlah penduduk dengan orang yang berpartisipasi terhadap kegiatan olahraga dan juga dalam melakukan kegiatankegiatan olahraga. ini bisa dilihat dari hasil survey dalam pengisian angket yaitu tidak banyaknya orang melakukan kegiatan olahraga dalam satu minggu, ini rata-ratakan hanya satu kali dalam satu minggu, disamping itu event-event olahraga sering dilaksanakan warga melalui program pemerintah daerah setempat. jika indeks ruang terbuka, ruang terbuka termasuk salah satu ukuran untuk menilai rumus sdi, maka dapat disimpulkan ruang terbuka masih sangatlah kurang. karena tidak sebanding dengan banyaknya jumlah penduduk dengan ruang terbuka yang tersedia untuk melakukan aktifitas olahraga. ini disebabkan kurangnya perhatian daerah setempat untuk membangun prasarana olahraga. indeks kebugaran merupakan juga indikator yang penting didalam pengkajian sport development index. karena kebugaran adalah syarat bagi seseorang untuk dapat melakukan aktivitas sehari-harinya secara produktif. setelah dilakukan test mft kepada masyarakat pada 5 kecamatan, rata-rata kebugaran anak-anak, remaja, dewasa baik. maka dapat diambil kesimpulan bahwa indeks kebugaran di kota madya tebing tinggi kemudian dari latar belakang kehidupan masyarakatnya sangat sabaruddin yunis bangun, analisis sport development index kota tebing tinggi.... 808 baik pada umumnya masyarakat bertani, secara otomatis kondisi fisik akan terjaga dengan baik. bisa dibuktikan dengan hasil indeks kebugaran kota madya tebing tinggi tiap kecamatan dengan pembagian katagori yang diadopsi dari sdi ali maksum dkk (2004: 61). sementara indeks yang lain seperti indeks sdm masih katagori rendah, jumlah guru, pelatih dan instruktur olahraga masih sangat minim sekali (0,235). indeks partisipasi juga katagori rendah, jumlah penduduk dengan yang berpartisipasi olahraga tidak sebanding, mungkin disebabkan belum butuhnya orang ber olahraga, kemudian ditambah kurang pengetahuan masyarakat tentang manfaat olahraga bagi kesehatan. dari hasil penelitian diperoleh indeks dimensi sdi untuk kecamatan bajenis adalah 0,391, kecamatan padang hilir adalah 0,459, kecamatan padang hulu adalah 0,078, kecamatan rambutan 0, 375 dan kecamatan tebing tinggi kota 0,280 dari keterangan data indeks dimensi sdi kota madya tebing tinggi adalah 0,317, sesuai dengan norma sdi yang (di adopsi dari hdi-internasional). dapat disimpulkan bahwa sdi kota madya tebing tinggi tahun 2012 dikategorikan rendah. kesimpulan penelitian menggunakan metode deskripsi melalui hasil uji coba yang telah dilakukan, maka dapat disimpulkan beberapa hal yaitu: indeks dimensi sdi untuk kecamatan bajenis adalah 0,391, kecamatan padang hilir adalah 0,459, kecamatan padang hulu adalah 0,078, kecamatan rambutan 0, 375 dan kecamatan tebing tinggi kota 0,280 dari keterangan data indeks dimensi sdi kota madya tebing tinggi adalah 0,317, sesuai dengan norma sdi yang (di adopsi dari hdiinternasional). dapat disimpulkan bahwa sdi kota madya tebing tinggi tahun 2012 dikategorikan rendah. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 809 rekomendasi 1. rendahnya komitmen pemerintahan kota tebing tinggi membuat tertinggalnya perkembangan olahraga daerah ini, diharapkan kepada unsur terkait agar lebih diperhatikan menuju masyarakat yang sehat dan cerdas. 2. diharapkan koni kota tebing tinggi agar lebih fokus dalam pengelolaan keolahragaan menuju kota tebing tinggi menjadi kota kiblat atlet sumatera utara. 3. pentingnya pengelolaan sdm dan peningkatan perekrutan sdm keolahragaan dan optimalisasi pemberdayaan sdm yang ada agar meningkatnya angka partisipasi masyarakat olahraga. 4. diharapkan kepada muspida kota tebing tinggi untuk tidak mengabaikan kesehatan masyarakat dan pengembangan olahraga di daerahnya. 5. sebaiknya pemerintahan kota tebing tinggi mengutamakan prasarana olahraga dari pada kepentingan politik belaka, guna menumbuhkan minat masyarakat berolahraga. daftar pustaka bps – kota madya tebing tinggi, 2011. kota madya tebing tinggi dalam angka 2011, badan pusat statistik kota madya tebing tinggi. ginting, s, 2003. partisipasi masyarakat terhadap kesehatan lingkungan di desa batang terap kecamatan perbaungan kota madya deli serdang, medan : fakultas ilmu keolahragaan unimed. kosasih, engkos, 1984. olahraga teknik dan program latihan, jakarta : akademika presindo. maksum a,dkk, 2004. pengkajian sport development index, proyek pengembangan dan keserasian kebijakan olahraga direktorat jendral olahraga departemen pendidikan nasional kerjasama pusat studi olahraga lembaga pendidikan unesa, jakarta. sabaruddin yunis bangun, analisis sport development index kota tebing tinggi.... 810 maksum a, dkk, 2004. panduan pelaksanaan pengkajian sport development index (sdi), proyek pengembangan dan keserasian kebijakan olahraga direktorat jendral olahraga departemen pendidikan nasionl kerjasama pusat studi olahraga lembaga pendidikan unesa, jakarta. muktar, remi, hasil penelitian, 1989. tingkat kondisi fisik siswa-siswa sma swasta kelas iii kota madya madya medan, medan : fpok ikip medan. pate, rotella, clenaghan m c, 1993. dasar-dasar ilmiah kepelatiahan, semarang : ikip semarang. realylife, tebing tinggi esa hilang dua terbilang; on line (di akses 12 oktober 2012), http://bloggersumut.net/potensi-pariwisata/tebing-tinggi-esa-hilangdua-terbilang. simajuntak, p, 1985. pengantar ekonomi sumberdaya manusia, jakarta : fakultas ekonomi universitas indonesia. suharto dkk, 2000. ketahuilah tingkat kesegaran jasmani anda, jakarta : depertemen pendidikan nasional. tim redaksi kamus besar bahasa indonesia, 2000. kamus besar bahasa indonesia edisi ketiga, jakarta: balai pustaka. wahjoedi, 2000. landasan pendidikan jasmani, jakarta : pt. raja grafindo persada. tim dosen fik-unimed, 2003. metode praktis belajar senam aerobik bagi pemula, medan : diktat fik-unimed. http://bloggersumut.net/author/realylife http://bloggersumut.net/potensi-pariwisata/tebing-tinggi-esa-hilang-dua-terbilang http://bloggersumut.net/potensi-pariwisata/tebing-tinggi-esa-hilang-dua-terbilang available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 360-372 permalink/doi: https://doi.org/10.21009/gjik.134.02 the effect of flexibility, kinesthetic perception, and motivation on the skills of the 50 meter butterfly swimming dede yusup1*, sudradjat wiradihardja1, iwan hermawan1 1physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13320 corresponding email: dedeyusup294@gmail.com abstract this study aims to determine the effect of flexibility, kinesthetic perception, motivation together on the learning outcomes of butterfly swimming. the method used in this study uses a quantitative approach, survey method with test and measurement techniques. the data analysis technique used a path analysis approach. the population of this research is second semester students in the physical education study program, health and recreation, fkip-unsika, karawang regency. there are 155 second semester students. the sampling technique used the purposive sampling method, so that the number of people studied were 31 people who met the researchers' criteria after the butterfly style swimming test was carried out. based on statistical analysis, the results of hypothesis testing are obtained that 1) flexibility (x1) has a direct positive effect on motivation (z) by 6.05%.2) kinesthetic perception (x2) has a direct positive effect on motivation (z) by 28.62%. 3) flexibility (x1) has a direct positive effect on the 50-meter butterfly (y) swimming of 1.85%. 4) kinesthetic perception (x2) has a positive direct effect on the 50meter butterfly (y) swimming by 2.1%. 5) flexibility (x1) and kinesthetic perception (x2) affect the learning outcomes of butterfly style swimming (y) through the motivational intervening variable (z) oby 58.37%. keywords: flexibility; kinesthetic perception; motivation; butterfly style gladi jurnal ilmu keolahragaan, 13 (04), desember361 dede yusup, sudradjat wiradihardja, iwan hermawan introduction swimming learning is included in physical education where swimming learning is carried out in stages from basic techniques so that students can follow each given stage. swimming learning is more emphasized in the learning process which later if the learning process is very good, the learning outcomes will be even better. there are several things that must be learned by swimmers, namely freestyle swimming, backstroke swimming, breaststroke swimming, butterfly swimming and medley swimming. swimmers must master the basic techniques of style in swimming. swimming techniques are learned in stages according to the sequence and stages so that students understand and understand each stage taught by the swimming course lecturer. according to (gani, 2017) swimming is an excellent form of exercise. swimming is beneficial for the respiratory system, the heart and skeletal muscles of the body and can maintain flexibility in the shoulder joints. swimming can also develop and help children's physical and mental growth to be healthier from an early age. besides, everyone can try different styles of swimming that they like (darmawan & destiasari, 2019). swimming is also growing with the number of swimming clubs that have been formed, it can be seen that swimming has succeeded in attracting the attention of many people around the world, including indonesia (uchaera, 2020). according to (ahmad, 2020), swimming is a sport that is different from other sports in general. swimming is a sport for achievement purposes because swimming is carried out in water so that the earth's gravity factor is influenced by the power of water pressure so that swimming can be done with various forms of techniques and styles. freestyle is swimming with the chest position facing the surface of the water (tahapary & syaranamual, 2020). doing breaststroke swimming the body must be above the water as much as possible with a relaxed, head position helps to determine the general position of the body to be stable (tama, 2019). backstroke swimming is considered an advanced style of swimming, meaning that swimmers can swim backstroke if they can swim with other styles such as breaststroke and freestyle. so that swimmers don't have difficulty learning gladi jurnal ilmu keolahragaan, 13 (04), desember362 dede yusup, sudradjat wiradihardja, iwan hermawan the backstroke swimming technique, the lecturer is able to arrange swimming lessons in such a way from the easiest series of movements to the most difficult exercises in achieving success in learning the backstroke swimming technique (surahman, 2018). the butterfly stroke is an advanced style, meaning that swimmers in this style can do other styles (darmawan & destiasari, 2019). among the most beautiful swimming style courses is the butterfly style swimming. the technique of learning to swim butterfly style swims like a dolphin. in addition to butterfly swimming, most people call dolphin style swimming, in the butterfly style swimming course students must be able to freestyle swimming techniques because it will be easier to follow the butterfly style swimming lesson which is included in swimming ii, aquatic lectures with style swimming. chest. according to (gani, 2019), the unity of the butterfly style swimming technique starts from both arms and both legs simultaneously doing a whip, or it can also be said that the coordination of swimming movements is sequential and continuous. the flexibility of students who take the butterfly style swimming lesson is determined by the width or narrowness of the joint space, so students who have flexibility are able to move their limbs through butterfly swimming, flexibility in students is the flexibility of motion in the joints, whether or not the muscles are elastic. on the body. accoring to (retno farhana n., 2019) the flexibility of a person is determined by the narrow range of joint motion. so people who have flexibility are people who are able to move their limbs or body parts through their space of motion. in the swimming sport, waist flexibility is needed to get good results in an optimal start, waist flexibility plays a role after students start a repulsion to jump followed by a good stretch of the body, to do a good stretch requires good waist flexibility, then in swimming start the butterfly style in its implementation in the water followed by the butterfly foot beat movement requires an element of waist flexibility (maidarman, 2016). flexibility is a prerequisite for high-amplitude skill performance, and makes it easier for someone to make quick movements (maidarman, 2017). according to (ambarwati, widiastuti, & pradityana, 2017) flexibility is one of gladi jurnal ilmu keolahragaan, 13 (04), desember363 dede yusup, sudradjat wiradihardja, iwan hermawan the physical components that everyone has to create flexible, smooth and not stiff movements, then this element of physical condition is developed into movement abilities that support mastery of sports skills. furthermore, to perform the butterfly stroke swimming skill correctly, it will produce the impetus generated by the movement and high and appropriate movement skills are needed. high and appropriate movement ability can be known as perception. according to suryono (2016) in journal (arifin, marani, & jauhari, 2022) perception is a sensing process, namely the process of receiving a stimulus by an individual through his senses or also called a sensory process. kinesthetic perception is the sense that provides awareness of the position of the body or body parts when moving (hutabarat, watimena, & fitranto, 2017) because of these senses, a person will be able to control movements more accurately. kinesthetic perception is the ability to move body parts or the whole body in performing muscle movements that refer to the senses in the muscles (ferawati, 2018). even in silence, the kinesthetic senses can monitor body position (hendrayana, 2011). motivation is very important in relation to learning motion in swimming. low learning motivation in swimming lessons must be improved so that physical learning objectives can be achieved and students have the expected learning experience. motivation is a psychological symptom that appears in the form of encouragement to someone consciously or unconsciously to take certain actions with certain goals (marpaung, sudradjat wiradihardja, & kurnia tahki, 2021). according to the journal (hamdu & agustina, 2011) the learning motivation of students in each learning activity plays a very important role in improving student achievement in certain subjects. according to the journal (burstiando, 2015)(12) defines motivation as an impetus that comes from within or from outside the individual to carry out an activity that can ensure the continuity of the activity, and can determine the direction, direction and amount of effort deployed to carry out activities so that they can achieve the goals that have been set. the results of the learning value of butterfly swimming in the second gladi jurnal ilmu keolahragaan, 13 (04), desember364 dede yusup, sudradjat wiradihardja, iwan hermawan semester of aquatic ii show that butterfly swimming is very difficult. based on observations in the field, there are still many students who have difficulty doing butterfly swimming. many students of the pjkr study program have not been able to master the butterfly stroke swimming technique properly and correctly. this fact can be proven that when students perform the butterfly stroke swimming technique, most of the student's body positions are inclined to the water surface and feet away from the water surface. leg movements from knees to ankles are stiff, arm movements in the pulling and pushing phase are too low, and breathing is done too early, so that under these conditions it can be said that students' abilities are low. based on the description above, it is necessary to do research that focuses on several variables that are considered dominant that have an influence on the learning outcomes of butterfly swimming, namely flexibility, kinesthetic perception, and motivation. this is in accordance with the literature review and discussion with swimming lecturers, physical education, health and recreation, faculty of teacher training and education at singaperbangsa karawang state university. method this study aims to determine the effect of flexibility, kinesthetic perception, joint motivation and learning outcomes of butterfly swimming. the method used in this study uses a quantitative approach, survey method with test and measurement techniques. then, the data analysis technique uses a path analysis approach. the target population in this study are second semester students in the physical education study program, health and recreation, fkip-unsika, karawang regency. population is 5 classes, semester 2 students are 155 people. to determine the sample to be used in the study, the authors used the purposive sampling method. based on the description above, from the 155 population studied, the number of samples was 31 people who met the researchers' criteria after the butterfly style swimming test was carried out. to obtain data in this study, the following research instruments were used: (1) a test of technical skills to measure learning outcomes of butterfly swimming; (2) flexibility test using the sit and reach test; (3) a kinesthetic gladi jurnal ilmu keolahragaan, 13 (04), desember365 dede yusup, sudradjat wiradihardja, iwan hermawan perception test to determine the feeling of motion; (4) emotional management test using a questionnaire. results and discussions results there are two kinds of data described in this section, namely: one dependent variable (y) learning to swim the 50 meter butterfly stroke, two independent variables consisting of: (x1) flexibility (x2) kinesthetic perception and one intervening variable (z) motivation. 50 meters butterfly swim (y) based on the results of the research on the 50 meter butterfly style swimming learning data, the data obtained from 31 samples can be classified with a value of 2290.00, the average value of butterfly style swimming learning with a value of 73.8710. the minimum score is 50.00 and the maximum score is 100.00 from the data analysis, the range on the score is 50.00 with a standard deviation of 15,65406 and the variance is 245,049. the following is an interval table from the results of the 50 meter butterfly style swimming. table 1. frequency distribution of 50 meter butterfly swimming learning score interval class absolute frequency relative frequency (%) 50 59 10 32.3 60 69 6 19.4 70 79 5 16.1 80 89 5 16.1 90 -100 5 16.1 t otal 31 100.0 flexibility (x1) based on the results of the research, the flexibility data obtained from 31 samples can be classified as 1800.00, the average value of flexibility is 58.0645. the minimum score is 20.00 and the maximum score is 100.00 from the data analysis, the range on the score is 80.00 with a standard deviation of 18.15110 and the variance is 329.462. table 2. flexibility score frequency distribution interval class absolute frequency relative frequency (%) 20-32 2 6.5 33-45 6 19.4 46-58 0 0 59-61 18 58.1 62-74 0 0 75-87 3 9.7 88-100 2 6.5 total 31 100.0 kinesthetic perception (x2) based on the results of research on kinesthetic perception data, the data obtained from 31 samples can be classified as a value of 2460.00, the gladi jurnal ilmu keolahragaan, 13 (04), desember366 dede yusup, sudradjat wiradihardja, iwan hermawan average value of kinesthetic perception with a value of 79.3548. the minimum score is 50.00 and the maximum score is 100.00 from the data analysis the range on the score is 50.00 with a standard deviation of 12.63210 and the variance is 159,570. table 3. kinesthetic perception score frequency distribution kelas interval frekuensi absolut frekuensi relatif (%) 50 – 59 1 3.2 60 – 69 3 9.7 70 – 79 7 22.6 80 – 89 9 29.0 90 – 100 11 35.5 total 31 100.0 motivasi (x3) based on the results of the study of motivational data, the data obtained from 31 samples can be classified with a value of 3950.00, the average value of motivation with a value of 127.4194. the minimum score is 86.00 and the maximum score is 160.00 from the data analysis the range on the score is 74.00 with a standard deviation of 22.78563 and the variance is 519.185. table 4. frequency distribution of motivation score interval class absolute frequency relative frequency (%) 86-97 4 12.9 98-109 4 12.9 110-121 6 19.4 122-133 4 12.9 134-145 4 12.9 146-160 9 29.0 total 31 100.0 hypothesis test structural 1 table 5. structural determination coefficient results 1 coefficientsa model unstandardized coefficients s s. coefficients t s sig. b b s std. error b beta 1 (constant) 3 2.868 1 9.999 1 .643 . 111 x1 . 309 . 195 . 246 1 .586 . 124 x2 . 965 . 280 . 535 3 .449 . 002 a. dependent variable: motivasi the results of data analysis are based on the coefficient table above in the structural model 1: a. the path coefficient shown by the standardized coefficient (beta) column, namely the path coefficient x1, to z (ρz1) ꞊ 0.246, tₒ ꞊ 1.586 and p-value ꞊ 0,124/2 ꞊ 0,062 > 0.05 or hₒ accept ha is rejected. thus the flexibility variable (x1) has no significant effect on the motivation variable (z). gladi jurnal ilmu keolahragaan, 13 (04), desember367 dede yusup, sudradjat wiradihardja, iwan hermawan b. the path coefficient indicated by the standardized coefficient (beta) column, namely the path coefficient x2, to z (ρz2) ꞊ 0.535, tₒ ꞊ 3.449 and p-value ꞊ 0,02/2 ꞊ 0,01 < 0.05 or hₒ rejected ha accepted. thus the kinesthetic perception variable (x2) has a positive direct effect on the motivation variable (z). struktural 2 table 6. structural determination coefficient results 2 coefficientsa unstan dardized coefficients s. coefficients t sig. b std. error beta 14.043 6 .760 2.077 . 047 x1 . 118 . 066 .136 1 .791 . 085 x2 . 179 . 108 .145 1 .662 . 108 x3 . 525 . 061 .764 8 .603 . 000 a. dependent variable: renang the results of data analysis based on the coefficient table above in structural model 1 are obtained successively: a. the path coefficient shown by the standardized coefficient (beta) column, namely the path coefficient x1, to y (ρy1) ꞊ 0.136, tₒ ꞊ 1.791 and p-value ꞊ 0,085/2 ꞊ 0,043 < 0.05 or hₒ rejected ha accepted. thus the flexibility variable (x1) has a positive direct effect on the butterfly style swimming variable (y). b. the path coefficient indicated by the standardized coefficient (beta) column, namely the path coefficient x2, to y (ρy2) ꞊ 0.145, tₒ ꞊ 1.662 and p-value ꞊ 0,108/2 ꞊ 0,054 > 0.05 or hₒ accepted ha rejected. thus the kinesthetic perception variable (x2) has no significant effect on the butterfly style swimming variable (y). c. the path coefficient indicated by the standardized coefficient (beta) column, namely the path coefficient z, to y (ρyz) ꞊ 0.764, tₒ ꞊ 8.603 and pvalue ꞊ 0,000/2 ꞊ 0,000 < 0.05 or hₒ rejected ha accepted. thus, the flexibility variable (x1) and kinesthetic perception (x2) affect the learning outcomes of butterfly style swimming (y) through the motivational intervening variable. (z). discussion 1. the direct effect of flexibility (x1) on motivation (z) the results of the calculation from the path analysis, the direct effect of flexibility (x1) on motivation (z), the value of the path coefficient is 0.246 with a tvalue of gladi jurnal ilmu keolahragaan, 13 (04), desember368 dede yusup, sudradjat wiradihardja, iwan hermawan 0.911 greater than ttable. 2.0518. because the value of t arithmetic is smaller than t table then ho is rejected, thus flexibility (x1) has no significant effect on motivation (z) based on the findings from this research field, it shows that flexibility does not have a significant direct effect on the motivational variables of pjkr unsika students in this study, the flexibility variable is not one that affects motivation in butterfly swimming lessons. 2. the direct effect of kinesthetic perception (x2) on motivation (z) the results of the calculation from the path analysis, the direct effect of kinesthetic perception (x2) on motivation (z), the value of the path coefficient is 535 with a t-count value of 2.977 greater than ttable. 2.0518. because the tcount value is greater than ttable the hypothesis is rejected, so kinesthetic perception (x2) has a direct effect on motivation (z). based on the findings from this research field, it shows that the results of kinesthetic perception are one of the most important variables and have a significant direct effect on the motivational variables of pjkr unsika students in this study, students who have good kinesthetic perceptions will directly increase motivation in learning butterfly swimming butterfly. 3. direct effect of flexibility (x1) on butterfly swimming (y) the calculation results from path analysis, the direct effect of flexibility (x1) on butterfly swimming (y), the value of the path coefficient is 136 with a tcount value of 3.915 greater than ttable. 2.0518. because the value of t count is greater than t table the hypothesis is rejected, so flexibility (x1) has a direct effect on butterfly swimming (y). based on the findings from this research field, it shows that the results of flexibility are one of the most important variables and have a direct positive effect on the butterfly style swimming variable in pjkr unsika students. butterfly. 4. the direct effect of kinesthetic perception (x2) on butterfly swimming (y) the calculation results from path analysis, the direct effect of kinesthetic perception (x2) on butterfly swimming (y), the value of the path coefficient is 145 with a t count value of 12,081 greater than t table. gladi jurnal ilmu keolahragaan, 13 (04), desember369 dede yusup, sudradjat wiradihardja, iwan hermawan 2.0518. because the value of t count is greater than t table the hypothesis is rejected, so the kinesthetic perception (x2) has a direct effect on the butterfly style swimming (y). based on the findings from this research field, it shows that the results of kinesthetic perception are one of the most important variables and have a direct positive effect on the butterfly style swimming variable in pjkr unsika students. butterfly swimming. 5. the effect of flexibility (x1) and kinesthetic perception (x2) on learning outcomes of butterfly style swimming (y) through the motivational intervening variable (z) the results of the calculation from the path analysis, the direct effect of motivation (z) on butterfly swimming (y), the value of the path coefficient is 0.764 with a tcount value of 2.133 greater than ttable. 2.0518. because the value of tcount is greater than ttable the hypothesis is rejected, so motivation (z) has a direct effect on butterfly swimming (y). based on the findings from this research field, it shows that the results of motivation are one of the most important variables and have a direct positive effect on the butterfly style swimming variable in pjkr unsika students. in this study, students who have good flexibility will directly improve their ability in learning butterfly style swimming. conclusion 1. flexibility directly affects motivation. 2. kinesthetic perception has a direct effect on motivation. 3. flexibility has a direct effect on butterfly swimming. 4. kinesthetic perception has a direct effect on butterfly swimming. 5. motivation has a direct effect on butterfly swimming. references ahmad. 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(2012). contributions of haptic and kinesthetic perceptions on handwriting speed and legibility for first and second grade children. journal of occupational therapy, schools, and early intervention, 5(1), 43–60. https://doi.org/10.1080/19411243.2 012.673320 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 347-359 permalink/doi: https://doi.org/10.21009/gjik.134.01 the effect of eye-foot coordination, leg muscle strength and mental skills on the shooting skills of bangka football school athletes yunita1*, aan wasan1, susilo1, widiastuti1, juriana1, kurnia tahki1, muchtar hendra hasibuan1 1physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13320 corresponding email: yunita209@gmail.com abstract this study aims to determine the effect of eye-foot coordination, leg muscle strength, and mental skills on the shooting skills of bangka football school athletes. this research was conducted at ssb selindung 89, bangka, aged 9-12 years, totaling 36 people. to measure shooting skills, use a ball shooting skill test which is placed at a point 8 m in front of the goal/target. test your eye-foot coordination by kicking the ball against a wall or the threebox wall soccer test. test leg muscle strength using a leg dynamometer with three trials. while the mental skills test uses a questionnaire. conclusions from the results of the study 1) eye-foot coordination has a direct effect on shooting skills by 34.1%. 2) leg muscle strength has a direct effect on shooting skills by 45.3%. 3) mental skills directly affect shooting skills by 35.4%. 4) eye-foot coordination has a direct effect on mental skills by 23.5%. 5) leg muscle strength has a direct effect on mental skills by 44.8%. 6) eye-foot coordination has an indirect effect on shooting skills of athletes through mental skills of 50.7%. 7) leg muscle strength has an indirect effect on athletes' shooting skills through mental skills of 43.8%. keywords: eye-foot coordination, leg muscles, mental skills, shooting gladi jurnal ilmu keolahragaan, 13 (04), desember348 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan introduction on april 10, 2021 in the context of the babel football academy (bfa) 2021 anniversary at the babel field, sahabuddin sport arena held a football festival for kids ages 10, 12 and 14 years which was opened by the governor of the bangka belitung islands (babel), mr. erzaldi rosman. through this activity, the bangka belitung footballers will be selected and trained by the babel football academy (bfa). this year's bfa will also be encouraged to be promoted in the pssi league iii (pass, 2021). the continuation of the 10, 12 and 14 year old football festival for kids which was previously held at the babel sports department field, sahabudin sports center is the grassroots league. the bangka belitung grassroots league was first held in 2021 which took place at the selindung baru football field, pangkalpinang. this league competed as many as 14 football school in the u12 category and 9 football school in the u-10 category. the characteristics of children aged 9-10 years are visual memory, coordination that begins to increase, speed and endurance increase, hunger to learn, team spirit, discussion ability, and self-confidence. while the characteristics of children aged 11-12 years are hunger to learn, increased coordination, physical changes, competitive spirit, assertiveness of visual and sound memory, team spirit, increased attention, ability to discuss (fifa, 2010). the key to victory in football is to score as many goals as possible. goals themselves are created from shooting. in terms of training, the researchers saw that the children's training at bangka football school on average only came to training, warming up, technical training, games, evaluation and cooling down. it is rare for football school athletes to do physical training, especially for mental training. of course, the purpose of establishing football school is for coaching and also to achieve achievements. judging from sports coaching which is a continuous and integrated process, which requires professional management and the right support for science and technology in order to achieve maximum results. in sports, science and technology is known as sport science which has five branches, gladi jurnal ilmu keolahragaan, 13 (04), desember349 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan namely physiology, psychology, biomechanics, nutrition and sport medicine (abidin, 2012). mental training is needed by athletes, because mental factors are very influential during matches and during practice, athletes who have mental readiness when competing tend to have calm in making decisions in the field and will perform better and maximally than athletes who do not have mental readiness. the psychological aspect is one of the areas of sport science in sports development in all branches including football. psychology deals with the thoughts, feelings, emotions of athletes which are usually referred to as mental. this area is also related to motivation, self-confidence, emotions that can affect the performance and behavior of athletes both in training and in competition. the development of the field of psychology in achievement sports is growing rapidly because it is believed to be able to improve the performance of athletes. even in various sports psychology writings it is said that "80% of athlete wins is determined by mental factors". this means that mental factors have a very important role in determining the achievement of an athlete (abidin, 2012). according to loehr, there are seven aspects of mental skills, namely: self-confidence, negative energy control, concentration, visualization and imagery skills, motivation, positive energy and behavioral control. meanwhile, according to juriana in (yunita, 2018), the mental skills are grouped into 3, namely: 1) dominant affective aspects (self-confidence, positive energy, negative energy control, and motivation); 2) dominant cognitive aspects (concentration, visualization and imagery abilities); and 3) dominant psychomotor aspect (behavioral control). aspects of mental skills affect young players or youth football, because they are in a period of growth and development. the mental skills aspect of young athletes is different from other age athletes where growth and development occurs very quickly. the most dominant motion in football is kicking the ball. as sucipto and sudradjat stated, “that: kicking the ball is one of the characteristics of the game of football. kicking the ball is a dominant feature in the game of football. kicking is done to provide a gladi jurnal ilmu keolahragaan, 13 (04), desember350 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan pass (passing) and shoot towards the goal (shooting). the most dominant motion in football is kicking the ball. as sucipto and sudradjat stated, “that: kicking the ball is one of the characteristics of the game of football. kicking the ball is a dominant feature in the game of football. kicking is done to provide a pass (passing) and shoot towards the goal (shooting). in football game, leg muscle strength is a very important component, it is the driving force of every physical activity. football players who do not have strong leg muscles will result in weak physical activity. strength does have an important role in protecting athletes from possible injuries. with leg muscle strength, athletes can run faster, throw or shoot the ball further and more efficiently as well as strengthen joint stability (khadianto, 2015). then the player must have good leg muscle strength so that in carrying out sports movements, especially in the technique of shooting the ball at the goal in football games, it can be done effectively and efficiently. the coordination needed by every player in playing football is coordination between the ankles, because the eyes are the center where the view is to see the conditions around the field and the role of the feet as ball processors (anwari, 2016). aligning between eye sight and foot movement in a football game that is dominated by the use of the foot makes the role of leg muscle strength and eye-foot coordination very important. method this study was made using an associative quantitative approach, with non-test techniques, while the analysis technique used a path analysis approach, which is a technique for analyzing causal relationships that occur in multiple regression if the independent variable affects the dependent variable not only directly but also indirectly (supardi, 2012, 263). so, "path analysis model is the relationship of influence between independent variables, intervening variables and dependent variables where the researcher clearly defines that one variable will be the cause of other variables which are usually presented in the form of diagrams (noor, 2011)." the variables studied consisted of four variables consisting of three exogenous variables and one endogenous variable. exogenous variables consist of eye-foot gladi jurnal ilmu keolahragaan, 13 (04), desember351 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan coordination (x1), leg muscle strength (x2). mental skills (x3) and the endogenous variable is shooting skill (y). the pattern of interrelationships between research variables is shown in the following figure: figure 1. research design description: x1 : eye-foot coordination x2 : leg muscle strength x3 : mental skills y : shooting skills the purpose of the study was to determine whether or not there was an effect of eye-foot coordination (x1), leg muscle strength (x2), and mental skills (x3) on the shooting skills of bangka football school athletes (y). to measure shooting skills using a ball shooting skills test which is placed at a point 8 m in front of the goal/target. test eye-foot coordination by kicking the ball against a wall or threebox wall soccer test). test leg muscle strength using a leg dynamometer with three trials. while the mental skills test uses a questionnaire. this research was conducted at bangka football school 89 selindung, bangka, aged 9-12 years (36 people). the research implementation time is divided into two stages, namely: the first stage of testing the instrument in march 2022, then the data is tested for normality. the second phase of the research was actually carried out in april 2022 results and discussions there are four variables in this study, consisting of three exogenous variables or independent variables and one endogenous variable or dependent variable. these variables include: eye-foot coordination (x1), leg muscle strength (x2), mental skills (x3) and shooting skills (y). the study was conducted at football school selindung 89 with a total of 36 football athletes aged 9-12 years. 1. there is a direct effect of eye-foot coordination on mental skills from the results of the analysis of research data, it was found that the significance value of the effect of eyefoot coordination on mental skills was 0.031 < 0.05, so eye-foot coordination had a significant direct effect on mental skills with the percentage of direct influence being (0.341) or 34.1%. and gladi jurnal ilmu keolahragaan, 13 (04), desember352 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan the remaining 65.9% is influenced by other factors outside the variables studied. so, it can be concluded that there is a direct effect of eye-foot coordination on mental skills in athletes of ssb 89 selindung with athletes aged 9-12 years. from the results of the study, it was found that ssb 89 selindung athletes with athletes aged 912 years had good eye-foot coordination. mubarok (2016) states that a player in a soccer match is equipped with good technique and mentality but is not supported by good eye-foot coordination, so the accuracy of the ball will decrease. coordination is the ability of the body to carry out activities or movements efficiently and precisely. someone who has good coordination, the cooperation his body does will also be good. concentration can also be done easily even while moving the body alternately(ricky, 2021). concentration is part of mental skills. according toe. loehr, 1986 mental skillsitself includes several things, namely, self-confidence, negative energy control, concentration, visualization and imagery abilities, motivation, positive energy and behavioral control. therefore, in carrying out eye-foot coordination, an athlete must have strong mental skills to be able to concentrate easily even while moving the body alternately and in harmony. so that eye-foot coordination affects the mental skills of soccer athletes. 2. there is a direct effect of leg muscle strength on mental skills from the results of the analysis of research data, it was found that the significance value of the influence of leg muscle strength on mental skills was 0.005 <0.05 so that leg muscle strength had a significant direct influence on the mental skills of ssb 89 selindung athletes with the percentage of direct influence of leg muscle strength on mental skills as much as 0.453 or 45 .3% and 54.7% the rest are influenced by other factors outside the variables studied. so, it can be concluded that there is a direct effect of muscle strength on the mental skills of ssb 89 selindung athletes aged 9-12 years. because, muscle strength is related to the performance of running speed, football speed and others. leg muscle strength is a combination of strength and speed is an important aspect in sports that use a gladi jurnal ilmu keolahragaan, 13 (04), desember353 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan lot of legs(asep dedi paturohman, 2018). where in the game of football, when shooting to be right on target, the athlete must be able to control the strength of the leg muscles when kicking the ball, both into the opponent's goal and the ball bait to his teammates. in controlling the strength of the leg muscles in situations where there is a lot of pressure from the opponent, high concentration, selfconfidence, attention and firmness and good self-control are needed. so, leg muscle strength affects the mental skills of soccer athletes. leg muscle strength results from the work of the muscles of the upper and lower limbs. leg muscles work or resist the load by exerting maximum force(yatno, 2009). to exert the strength of the leg muscles, self-control is needed so that the force exerted is maximal and in accordance with the wishes. therefore, leg muscle strength has a significant influence on the mental skills of soccer athletes. 3. there is a direct effect of eye-foot coordination on shooting skills from the results of the analysis of research data, it was found that the significance value of the direct effect of eye-foot coordination on shooting skills was 0.002 <0.05, it can be concluded that eye-foot coordination had a significant direct effect on the shooting skills of ssb 89 selindung athletes. with the percentage of direct influence as much as 0.354 or (35.4%) and the remaining 64.6% is influenced by other factors outside the variables studied. so it can be concluded that there is a direct effect of eye-foot coordination on shooting skills in ssb 89 selindung athletes with athletes aged 9-12 years. in the book(fifa, 2010), improved sports coordination makes it easier for players to learn various soccer moves. the basic techniques can be divided into three categories: 1) ball control, 2) running with the ball, 3) kicking the ball/shooting. to have good shooting skills, good coordination is needed too, especially eye-foot coordination in soccer. eye-foot coordination is the ability of the eyes to integrate the stimuli received and the feet as a driving function to perform the desired movement(suhartoyo et al., 2019). good eye-foot coordination certainly makes it easier to make accurate shooting against the goal, because the gladi jurnal ilmu keolahragaan, 13 (04), desember354 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan ball that is kicked will be directed to the desired target. every athlete has a different eyefoot coordination ability. shooting at the goal in a soccer game requires hitting the ball with the feet so that the results of the kicks taken can be in accordance with the desired target. therefore, eye-foot coordination affects shooting skills. 4. there is a direct effect of limb muscle strength on shooting skills from the results of the analysis of research data, it was found that the significance value of the direct influence of leg muscle strength on shooting skills was 0.037 <0.05, then leg muscle strength had a significant direct effect on the shooting skills of ssb 89 selindung athletes with beta values of 0.235 or 23.5% and 76, respectively. 5% is influenced by other factors outside the variables studied. so, it can be concluded that there is a direct effect of leg muscle strength on shooting skills in ssb 89 selindung athletes with athletes aged 9-12 years. strength is a basic ability of physical condition. according to rosita in(ardiansyah, 2020)leg muscle strength is the tension exerted by the leg muscles against tension or load through maximum effort to move the muscles. if a soccer player has strong leg muscle strength, it means that he will increasingly have the opportunity to score better goals than those who lack leg muscle strength. joseph a. luxbacher's opinion in(rizky, 2020)stated that shooting skill is one of the individual abilities in the game of football with the aim of kicking the ball hard towards the goal. in shooting, you must need strength to be able to kick the ball with all your might and hard towards the goal. strength is a basic ability of physical condition. the strength of the leg muscles has a significant direct effect on the shooting skills of ssb 89 selindung athletes because the legs provide balance to the body when they are about to take a shot, and also provide a strong boost when shooting a goal. so, an athlete who has good leg muscle strength has good shooting skills so that he can maximize his shooting. 5. there is a direct effect of mental skills on shooting skills from the results of the analysis of research data, it was found that the significance value of the influence of mental skills on shooting skills was 0.000 <0.05, so mental skills had a gladi jurnal ilmu keolahragaan, 13 (04), desember355 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan significant direct effect on shooting skills in ssb 89 selindung athletes with a direct influence percentage of 0.448 or 44.8% and 55, 2% is influenced by other factors outside the variables studied. so, it can be concluded that there is a direct influence of mental skills on shooting skills in ssb 89 selindung athletes with athletes aged 9-12 years. there is an expression that says that "humans are a unity of body and soul," a "psychosomatic unity" so that the two always influence each other.(harsono, 2019). it is undeniable that the athlete's achievement is determined not only by physical ability and skill but also by psychological factors, especially the mentality of the athlete concerned. in sports psychology, mental toughness (mt) is usually defined as a resource that enables a person to maintain or improve performance in challenging situations.(beattie et al., 2020). mental development in the sport of soccer means maintaining and strengthening the relationship between the sources of mental abilities. a harmonious relationship between cognitive, affective, and psychomotor aspects will keep away the possibility of mental disorders or disorders, and encourage the optimal functioning of mental functions. mental skills are the ability to optimally regulate thoughts, feelings, and behavior so that they can act in a purposeful and consistent way, able to face and cope with many demands. so, to maximize the shooting skills of athletes, athletes must have good mental skills in the field. 6. there is an indirect effect of eye-foot coordination through mental skills on shooting skills from the results of the analysis of the research data, it was found that the total indirect effect of the eye-foot coordination variable through mental skills on shooting skills, the percentage of the indirect effect of eye-foot coordination through mental skills on shooting skills was (0.507) or 50.7%. shows that there is an indirect effect of eye-foot coordination through mental skills on shooting skills. the results showed that the ssb 89 selindung athletes aged 9-12 years eye-foot coordination variables could significantly affect shooting skills through mental skills. eye-foot coordination is an integration between the eyes as the sense of sight which functions to see the ball and the game gladi jurnal ilmu keolahragaan, 13 (04), desember356 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan situation at hand and the feet as the lower limbs which function to kick the ball.(zawawi, 2016). shooting at the goal in a soccer game requires hitting the ball with the feet so that the results of the kicks taken can be in accordance with the desired target. the characteristics of people who have special good coordination in displaying technical skills can be harmonious, fast, easy, perfect, precise, and flexible.(aji, 2016). when carrying out eye-foot coordination, high concentration, positive energy control and confidence are needed so that the movements carried out become one harmonious movement so that they can shoot well. therefore, eye-foot coordination affects shooting skills through mental skills. athletes who have good mental skills will have good eye-foot coordination so they can shoot in any situation on the field. 7. there is an indirect effect of leg muscle strength through mental skills on shooting skills from the results of the analysis of the research data, it was found that the total indirect effect of the variable leg muscle strength through mental skills on shooting skills, it was obtained that the percentage of indirect influence of leg muscle strength through mental skills on shooting skills was 0.438 or 43.8%, this indicates that there is an influence indirect leg muscle strength through mental skills to shooting skills. according to(k. saputra, 2019)factors that affect the success of shooting include: 1) muscle strength is a very important component to improve overall physical condition. 2) body posture when shooting, that is, the body behind the ball is slightly leaning forward, the foot is placed next to the ball with the toe facing the target, and the foot is slightly bent. 3) concentration and eye gaze. 4) the touch or touch of the foot on the ball right on the full back of the foot and right in the middle of the ball. mental skillsitself includes several things, namely, self-confidence, negative energy control, concentration, visualization and imagery abilities, motivation, positive energy and behavior control.(e. loehr, 1986). the results showed that the ssb 89 selindung athletes aged 9-12 years, the variable leg muscle strength had a positive influence on shooting skills as well as through mental skills. athletes with good leg muscle strength and mental skills will affect the shooting gladi jurnal ilmu keolahragaan, 13 (04), desember357 yunita, aan wasan, susilo, widiastuti, juriana, kurnia tahki, muchtar hendra hasibuan skills of athletes so that they can shoot according to the athlete's wishes. conclusion conclusions were drawn based on the results of research and hypothesis testing carried out with exogenous variables consisting of eye-foot coordination (x1), leg muscle strength (x2), mental skills (x3) and endogenous variables consisting of shooting skills (y), namely: 1. eye-foot coordination (x1) has a direct effect on mental skills (x3) by 34.1%. 2. leg muscle strength (x2) has a direct effect on mental skills (x3) by 45.3%. 3. eye-foot coordination (x1) has a direct effect on mental skills (x3) by 35.4%. 4. leg muscle strength (x2) has a direct effect on mental skills (x3) by 23.5%. 5. mental skills (x3) has a direct effect on shooting skills (y) by 44.8%. 6. eye-foot coordination (x1) has an indirect effect on athletes' shooting skills (y) through mental skills (x3) by 50.7%. 7. leg muscle strength (x2) has an indirect effect on shooting skills of athletes (y) through mental skills (x3) by 43.8%. references abidin, z. dkk. 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(2018). penerapan latihan mental untuk meningkatkan mental skills (konsentrasi, visualisasi imajeri dan kontrol perilaku) atlet sepakbola dki jakarta u-14 sister city tahun 2017. unj. zawawi, m. a. (2016). kemampuan shooting sepakbola ditinjau dari power otot tungkai, koordinasi mata-kaki dan keseimbangan dinamis pada siswa sekolah sepakbola (ssb) garuda usia 1517 tahun kecamatan patianrowo tahun 2016. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 20 27 permalink/doi: https://doi.org/10.21009/gjik.010.03 model latihan jatuhan pada atlet judo untuk pemula nu’man aji haqqo 1 1 pendidikan guru sekolah dasar, stkip muhammadiyah pringsewu. jalan makam kh. ghalib no.112 telp (0729) 21539 fax. (0729) pringsewu,lampung, indonesia 35373 *corresponding author : email : ajihaqqo@gmail.com abstrak.tujuan penelitian dan pengembangan mengembangkan dan menerapkan model latihan jatuhan pada atlet judo untuk pemula, penelitian dan pengembangan ini menggunakan metode penelitian pengembangan research & development (r & d) dari borg and gall. subyek dalam penelitian dan pengembangan ini adalah diperuntukkan untuk atlet judo yang pemula. analisis data diperoleh nilai rata-rata data 4 model latihan jatuhan pada atlet judo untuk pemula layak dan efektif untuk meningkatkan jatuhan pada atlet pemula. dalam uji signifikasi didapat dari data 4 teknik bahwa selisih dari pre test dan post tes jatuhan belakang dari berdiri (1) tes 0.00 < 0.05 . (2) tes jatuhan depan dari berdiri : 0.00 < 0.05 (3) tes jatuhan mengelinding ke depan : 0.01 < 0.05 (4) tes jatuhan kesamping kanan-kiri : 0.00 < 0.05. dari data tersebut menunjukan terdapat perbedaan yang signifikasi antara sebelum dan sesudah adanya pengaruh perlakuan model latihan jatuhan pada atlet judo untuk pemula dan dapat meningkatkan jatuhan atlet judo. kata kunci: model, teknik, jatuhan dan judo abstract.objectives of research and development develop and implement the fall training model on judo athlete for beginners,this research and development uses research & development (r & d) development methods from borg and gall. subjects in this research and development are reserved for beginner judo athletes. data analysis obtained the average data value of 4 models of fall training on judo athletes for beginners is feasible and effective to improve the fall in the beginner athlete. in the significance test the difference from the data of 4 techniques that the difference from pre test and post rear fall test from stand (1) test 0.00 <0.05. (2) front fall test from standing: 0.00 <0.05 (3) fall test falls forward: 0.01 <0.05 (4) left-left fall test: 0.00 <0.05 indicates that there is a significant difference between before and after the effect of treatment model of fall training on judo athletes for beginners and can increase the fall of judo athletes. keywords: model, technique, fall and judo gladi jurnal ilmu keolahragaan, 10 (1), april 21 nu’man aji haqqo pendahuluan latihan merupakan suatu proses yang sistematik untuk meningkatkan kualitas fisik dan bertujuan untuk meningkatkan penampilan olahraga dimana seorang atlet dipersiapkan untuk performa tertinggi. untuk itu model latihan menjadi sengat penting bagi seorang pelatih. latihan menjadi sangat efektif jika dilakukan dengan program yang baik. kondisi fisik adalah satu kesatuan utuh dari komponen-komponen yang tidak dapat dipisahkan begitu saja. dalam mengembangkan kondisi fisik dan kebugaran jasmani yang perlu diperhatikan dan dikembangkan adalah daya tahan (endurance), kekuatan (strength), kelentukan (flexibility), daya ledak otot (power), kecepatan (speed), kelincahan (balance). judo adalah salah satu cabang olahraga bela diri yang berasal dari jepang dan telah populer dewasa ini. olahraga judo diciptakan oleh prof. jigoro kano atau maha guru jigoro kano pada 1882. judo dikembangkan dari seni bela diri kuno jepang yang disebut jujutsu. pemain judo disebut judoka atau pejudo. tekhnik judo tidak sesederhana seperti apa yang terlihat yaitu, bertarung, membanting, dan menjatuhkan lawan saja. tetapi pejudo harus dapat melakukan gerakan judo sesuai tekhnik yang benar. berdasarkan pengamatan selama menjadi atlet judo dalam penguasaan tekhnik judo masih ada beberapa atlet khususnya pejudo pemula kurang efektif, masih ragu saat melakukan tekhnik jatuhan sehingga rentan cedera saat posisi jatuh karena kurang menguasai tekhnik dasar judo yaitu tekhnik jatuhan, hal ini disebabkan karena belum benar – benar menguasai dalam penguasaan tekhnik. pejudo membutuhkan keterampilan tekhnik di setiap gerakan yang dilakukan. pejudo harus mempunyai kesabaran, keuletan, kegigihan, kelentukan dan ketahanan mental yang tinggi. sehingga unsur-unsur seperti bentuk tubuh, tekhnik dasar, mekanisme gerak, mentalitas dan kondisi fisik sebagai kesatuan yang harus dimiliki oleh seorang pejudo dapat terbentuk. dalam menguasai suatu tekhnik yang baik dan benar dalam cabang olahraga judo tidaklah mudah, dimana dalam pengusaannya tersebut bisa didapat melalui proses latihan yang berkelanjutan, dalam latihan seorang pejudo memerlukan pemahaman terhadap gerakan itu dan perlu pengulangan-pengulangan di setiap latihan. konsep pengembangan model penelitian berasal dari bahasa inggris research, bila diurai dari kata ini maka ada dua kata yaitu, ‘re’ diartikan kembali dan ‘search’ diartikan mencari, jadi penelitian adalah suatu kegiatan untuk mencari, mencatat, merumuskan, dan menganalisis gladi jurnal ilmu keolahragaan, 10 (1), april 22 nu’man aji haqqo sampai menyusun laporannya. sugiyono (2013:297) di dalam bukunya mengatakan bahwa penelitian dan pengembangan adalah penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji keefektifan produk tersebut. sedangkan menurut sukmadinata (2005:164) juga menjelaskan bahwa penelitian dan pengembangan adalah suatu proses atau langkah-langkah untuk mengembangkan suatu produk baru atau menyempurnakan produk yang telah ada, yang dapat dipertanggung jawabkan. penelitian pengembangan (development research) merupakan kajian secara sistematik untuk merancang, mengembangkan, dan mengevaluasi program-program proses dan hasil-hasil pembelajaran yang harus memenuhi kriteria, konsistensi dan keefektifan secara internal dengan demikian dapat dikatakan, penelitian merupakan suatu kegiatan untuk mencari, mencatat, menganalisis, menemukan, mengembangkan dan menguji kebenaran suatu pengetahuan serta menyusun laporannya. berdasarkan pendapat tersebut dapat disimpulkan, metode penelitian merupakan suatu cara untuk memecahkan masalah dengan cara mencari, mencatat, merumuskan,dan menganalisis sampai menyusun laporan yang dilakukan secara ilmiah. model latihan latihan dapat didefinisikan sebagai peran serta yang sistematis dan bertujuan untuk meningkatkan kapasitas fungsional fisik dan daya tahan latihan. dalam bidang olahraga tujuan akhir latihan adalah untuk meningkatkan penampilan olahraga. tujuan latihan adalah mengaktifkan peralatan genetik sebuah sel, sehingga mampu memproduksi lebih banyak protein. jadi melalui latihan sifat hakiki sebuah sel tidak mengalami perubahan, yang meningkat adalah kegunaan atau fungsi sebuah sel jadi lebih besar melalui latihan yang menjadikan kemampuan berprestasi seseorang menjadi lebih besar. proses latihan terdapat pembangunan fisik multilateral yang merupakan latihan dasar untuk sukses dalam semua cabang olahraga termasuk futsal. menurut james (2012: 42) latihan adalah suatu proses yang sistematis dan berlatih yang dilakukan secara berulang ulang dengan kian hari kian menambah jumlah beban latihan serta intensitas latihannya. pemula yang mengembangkan dasar latihan yang kuat akan dapat mentoleransi lebih baik kegiatankegiatan latihan olahraga spesifik dan pada akhrinya memiliki potensi yang lebih besar untuk pengembangan olahraga kecabangan. bompa (2015:12) mengatakan bahwa latihan merupakan suatu kegiatan olahraga yang sistematis dalam waktu yang gladi jurnal ilmu keolahragaan, 10 (1), april 23 nu’man aji haqqo panjang, ditingkatkan secara bertahap dan perorangan, bertujuan membentuk manusia yang berfungsi fisiologis dan psikologisnya untuk memenuhi tuntutan tugas. pengertian tersebut dapat didefinisikan latihan merupakan proses yang sistematis dari berlatih atau bekerja, yang dilakukan secara berulang-ulang, dengan kian hari kian menambah jumlah beban latihan atau pekerjaannya. seseorang perlu belajar teknik serta menekankan pada persiapan taktik dan mental yang lebih matang sehingga prestasi dalam cabang olahraga yang diikuti dapat lebih unggul dibandingkan atlet lainnya. menurut pendapat para ahli di atas, disimpulkan bahwa model latihan adalah bentuk suatu kegiatan yang dilakukan secara berulang-ulang dan terprogram, dimana setiap pengulangan harus bertambah frekuensinya, agar terjadi peningkatan dalam latihannya. metode penelitian penelitian dan pengembangan dalam model latihan ini menggunakan pendekatan kualitatif dan kuantitatif serta menggunakan model pengembangan research & development (r &d) dari borg dan gall yang terdiri dari sepuluh langkah pada gambar di bawah ini gambar 1. instructional design r and d hasil penelitian hasil uji coba kelompok kecil pengembangan model latihan futsal yang peneliti buat setelah dievaluasi ahli, berdasarkan evaluasi ujicoba kelompok kecil dengan 15 berdasarkan evaluasi uji coba kelompok kecil yang dilakukan oleh peneliti dapat disimpulkan sebagai berikut: a. seluruh variasi model latihan jatuhan pada atlet judo untuk pemula dapat dilakukan oleh atlet judo pemula, yang perlu diperhatikan adalah model latihan dimulai dari tingkatan mudah sampai sulit agar kemampuan jatuhan pejudo pemula meningkat. b. perlu adanya contoh gerakan terlebih dahulu pada tiap model latihan supaya mudah untuk memahami rangkaian gerakan resea rch and infor matio n plan ning devel op premi nary form of produ ct premi nary field testin g opera tinal field testin g oper ation al prod uct reviti on main field testin g main produ ct revisi on final produ ct revisio n disse minati on and imple mentat ion gladi jurnal ilmu keolahragaan, 10 (1), april 24 nu’man aji haqqo c. pada saat diterapkan model latihan di lapangan atlet kurang memperhatikan jadi tugas pelatih harus sering memantau agar tujuan latihan dan target latihan tercapai. hasil uji coba kelompok besar setelah terdapat hasil pengembangan produk latihan jatuhan pada atlet judo untuk pemula ini diujicobakan dalam skala kecil dan telah direvisi, maka tahap selanjutnya adalah melakukan ujicoba kelompok besar. berdasarkan hasil uji coba kelompok kecil yang telah dievaluasi oleh para ahli, kemudian peneliti melakukan revisi produk awal dan memperoleh 33 model latihan jatuhan pada atlet judo untuk pemula yang akan digunakan dalam uji coba kelompok besar. langkah selanjutnya setelah model mengalami revisi tahap kedua oleh para ahli maka di lanjutkan dengan menguji cobakan produk kepada kelompok besar dengan menggunakan subjek penelitian 60 pejudo pemula terdiri dari 3 klub, klub judo metro lampung,klub judo junior metro lampung klub judo kelapa gading jakarta, langkah selanjutnya setelah model mengalami revisi tahap dua dari ahli dan uji coba kelompok kecil dan kelompok besar maka dilanjutkan dengan menguji cobakan produk dengan menggunakan subyek penelitian sebanyak 50 subjek penelitian pemberian treatment dilaksanakan dalam kurun waktu 1 bulan, 1 minggu dimulai dari bulan april sampai dengan mei 2017 dengan jumlah 16 kali pertemuan, senin, rabu jum’at 3 kali dalam seminggu selama penelitian dilaksanakan kelompok treatment diberikan 33 model latihan jatuhan, setiap kali pertemuan. sebelum pemberian treatment subjek penelitian di tes awal dengan menggunakan instrument tes penilaian masing – masing tekhnik jatuhan yaitu jatuh belakang dari berdiri, jatuh samping kanan-kiri dari berdiri, jatuh menggelinding ke depan (zempo kaiten), jatuh ke depan dari posisi berdiri, dalam tekhnik jatuhan judo pada subjek penelitian sebelum dan sesudah perlakuan. 1. perbedaan jatuh belakang dari berdiri dalam uji signifikansi perbedaan dengan spss 21 dapat hasil t-hitung = 5.900, df = 49 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan model latihan sebelum dan sesudah diberi model latihan dalam. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan yang dikembangkan efektif dan dapat meningkatkan latihan permainan penelitian menggunakan diagram batang pada model latihan small side game gladi jurnal ilmu keolahragaan, 10 (1), april 25 nu’man aji haqqo bisa di lhat sebagai berikut : gambar 2. hasil pre test dan post test jatuh belakang dari berdiri 2. perbedaan jatuh depan dari berdiri dalam uji signifikansi perbedaan dengan spss 21 dapat hasil t-hitung = 5.525, df = 49 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan model latihan sebelum dan sesudah diberi model latihan dalam. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan dalam yang dikembangkan efektif dan dapat meningkatkan latihan penelitian menggunakan diagram batang pada model latihan bisa di lhat sebagai berikut : gambar 3. hasil pre test dan post test jatuh depan dari berdiri 3. perbedaan jatuh menggelinding kedepan dalam uji signifikansi perbedaan dengan spss 21 dapat hasil t-hitung = 9.282, df = 49 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan model latihan sebelum dan sesudah diberi model latihan dalam. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan dalam yang dikembangkan efektif dan dapat meningkatkan latihan penelitian menggunakan diagram batang pada model latihan bisa di lihat sebagai berikut : gambar 4. hasil pre test dan post test jatuh menggelinding kedepan 4. jatuh kesamping kanan – kiri dalam uji signifikansi perbedaan dengan spss 21 dapat hasil t-hitung = 13.964, df = 49 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan model latihan sebelum dan sesudah diberi model latihan dalam. berdasarkan keterangan tersebut dapat dikatakan bahwa model latihan small dalam permainan yang dikembangkan efektif dan dapat meningkatkan latihan permainan penelitian menggunakan diagram batang pada model latihan bisa di lhat sebagai berikut : 24 25 26 27 28 jatuh belakang dari berdiri pre test post test 20 25 30 jatuh depan dari berdiri pre test post test 24 26 28 30 32 jatuh menggelinding kedepan pre test post test gladi jurnal ilmu keolahragaan, 10 (1), april 26 nu’man aji haqqo gambar 5. hasil pre test dan post test jatuh kesampin kanan-kiri pembahasan hasil test sebelum dan sesudah diberikan perlakuan dapat di simpulkan bahwa model latihan jatuhan pada atlet judo untuk pemula layak dan efektif untuk meningkatkan jatuhan pada atlet pemula. dalam uji signifikasi perbedaan dengan spss 21 didapat dari data 4 teknik bahwa selisih dari pre test dan post tes jatuhan belakang dari berdiri (1) tes 0.00 < 0.05 . (2) tes jatuhan depan dari berdiri : 0.00 < 0.05 (3) tes jatuhan mengelinding ke depan : 0.01 < 0.05 (4) tes jatuhan kesamping kanan-kiri : 0.00 < 0.05 menunjukan berarti terdapat perbedaan yang signifikasi antara sebelum dan sesudah adanya pengaruh perlakuan model latihan jatuhan pada atlet judo untuk pemula berdasarkan hasil penelitian dapat disimpulkan bahwa model latihan jatuhan pada atlet judo untuk pemula memiliki efektivitas yang signifikan. 1. pembahasan produk model latihan jatuhan pada atlet judo untuk pemula diciptakan oleh peneliti untuk membantu pelatih atau guru dalam memvariasi latihan keterampilan, meningkatkan keterampilan jatuhan atlet judo untuk pemula sebgaai referensi latihan. model ini dibuat atas dasar kebutuhan anak khususnya dalam atlet pemula. produk ini setelah dikaji mengenai beberapa kelemahan yang perlu pembenahan, maka dapat disampaikan beberapa keunggulan produk ini antara lain: 1. dapat meningkatkan jatuhan pada atlet pemula , 2. model latihan jatuhan nah pada atlet judo lebih efektif dan efisien. model yang digunakan sangat bervariatif yang dapat meningkatkan tingkat antusias atlet dalam latihan, 3. atlet pemula dapat merasakan kenyamanan dan keamanan dalam proses latihan judo, 4. model ini dapat menjadi turbo booster motivation anak untuk fisik khusunya teknik jatuhan atlet judo atlet pemula 5. sebagai referensi latihan di club, 6. dapat membantu pelatih dalam melatih dan mencari atlet pemula 7. sumbangan bagi ilmu pengetahuan khususnya kepelatihan seluruh di indonesia. simpulan berdasarkan data yang diperoleh, hasil uji coba lapangan dan pembahasan hasil penelitian : 1. dengan anak bisa berlatih dengan efektif dan efesien, 2. 24 25 26 27 28 29 30 31 jatuh kesamping kanan – kiri pre test post test gladi jurnal ilmu keolahragaan, 10 (1), april 27 nu’man aji haqqo dengan model latihan jatuhan pada atlet judo untuk pemula bisa meningkatkan gairah dalam berlatih aspek fisik dan keterampilan. daftar pustaka borg, walter r. & meredith d. gall, fouth edition research an introduction. usa: logman, 1983. irawan, a. (2009) teknik dasar modern futsal. jakarta: pena pundi askara. james w lennox . el.at ., soccer skills & drills (national soccer coaches association of america :human kinetics. 2006) h. 152 john d. tenang mahir bermain futsal. bandung: mizan media utama, 2008. john p buckley and adrienne r hughes. exercise physiology in special populations, (elsevier limited. all rights reserved ;2008) h.12 sugiyono, metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta, 2013. sukmadinata, metode penelitian pendidikan. jakarta: pps upi dan pt remaja rosdakarya, 2005. tangkudung, james. dan wahyuningtyas puspito rini, kepelatihan olahraga “pembinaan prestasi olahraga” jakarta: cerdas jaya, 2012. widiastuti. tes dan pengukuran olahraga. jakarta: pt. bumi jaya, 2011 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 13 (04) 2022, 388-399 permalink/doi: https://doi.org/10.21009/gjik.134.04 the effect of coordination, concentration, and motivation on the skills of scoop and chair rhythmic gymnastics on students of sman 39 jakarta anik maryani 1*, fahmy fachrezzy1, ramdan pelana1 1physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13320 corresponding email: anikmaryani1979@gmail.com abstract this study aims to determine the direct and indirect effects, as well as the simultaneous effect of exogenous variables with endogenous variables. the research method used is an associative quantitative approach, with test and measurement techniques. data analysis technique using path analysis approach (path analysis). the population in this study is students of xii mipa / ips, sman 39 jakarta, as many as 2 classes there are 72 students. the sampling technique in this research is total sampling. so the total sample in this study is 72 people. the instrument variable sensi exercise is measured by the sensi exercise test, the coordination variable used the focus light test, the concentration variable was measured by the concentration grid test and the motivation variable is measured by the motivation questionnaire. the results of this study are the direct effect of variable x1 on y 3 = 1.3% the direct effect of variable x2 on y = 16.9%. the direct effect of variable x3 on y 28.8% the direct effect of variable x1 on x3 =38.3%. the direct effect of the x2 variable on x3 is 45.3%. the indirect effect of variable x1 on y through x3 = 2.076. the indirect effect of variable x2 on y through x3 is 2.08. based on the results of the study, it can be concluded that there are direct and indirect effects on the variables of coordination, concentration, motivation on sensi gymnastics. keywords: sensitive gymnastics; concentration; coordination; motivation gladi jurnal ilmu keolahragaan, 13 (04), december389 anik maryani , fahmy fachrezzy, ramdan pelana introduction physical education is an educational process through physical activity that aims to improve physical fitness (jayul & irwanto, 2020). physical education includes all elements of fitness, physical movement skills, health, games, sports, dance and recreation (qomarrullah, 2014) in (herlina & suherman, 2020). physical education learning must be able to improve the quality of students' fitness, motor skills and values that include cognitive and affective aspects (anggara, 2021). learning outcomes become a benchmark for the success of the teaching and learning process. learning outcomes are abilities possessed by students after they receive learning experiences (romadhoni, wiharna, & mubarak, 2019). the success or failure of achieving educational goals is very dependent on the learning process carried out by students both when they are at school, their home environment and their own family. all can not be separated from the physical fitness of each student, to carry out learning activities a fit physical fitness is needed, students are said to be physically fit if they carry out daily activities without feeling tired even though they will do the next activity. physical fitness must be owned by every student from every level from elementary, junior high, high school. in order for learning activities to run smoothly, it is very necessary to have a fit physical fitness, with a fit every activity can be carried out easily and smoothly. during the covid-19 pandemic, online learning was carried out. the ministry of education and culture (kemendikbud) takes action in the form of an online learning process (jauhari, sambira, & zakiah, 2020). this policy certainly makes a very significant change, learning which is usually always done face-to-face and carried out directly by the teacher has turned into online learning where all activities are carried out from their respective homes. this is done to break the chain of the spread of covid-19. even though they study from their homes, students must maintain physical fitness to minimize the impact of being exposed to covid-19. educators innovate and adapt to existing situations and choose learning materials that can be implemented well and have a positive impact on students. one of these materials is rhythmic gymnastics. according to (sriwahyuniati, 2020) gladi jurnal ilmu keolahragaan, 13 (04), december390 anik maryani , fahmy fachrezzy, ramdan pelana rhythmic gymnastics, often referred to as rhythmic gymnastics, is a gymnastic movement that is performed to the rhythm of music or free exercises that are performed rhythmically. gymnastics is a body exercise that is chosen and created with a plan, arranged systematically with the aim of forming and developing a person in harmony (muchlisin, pasaribu, & mashuri, 2019). rhythmic gymnastics is a gymnastic movement that is done with musical gymnastics or free exercises that are done rhythmically (yulinda & abubakar, 2020). rhythmic gymnastics is made into a beautiful sport by combining various elements between gymnastics, ballet, and dance as well as manipulation of movement between instruments and selfexpression with musical accompaniment (sahabuddin, hakim, & syahruddin, 2020). there are so many forms of rhythmic gymnastics that can be developed by the teacher. in this case, the exercise developed is sensi gymnastics (spoon and chair). sensi gymnastics is exercise that uses tools in the form of spoons and chairs, this exercise was created by sabeum fahmy fachrezzy, the demonstration team of unj students and students were taken from the best in taking rhythmic gymnastics courses, this exercise was created by sabeum during a pandemic, where during a pandemic all participants students study at home, and because of the limited number of students going out of the house, this exercise can be done at home and the media tools are already in the home of each student, the aim is to increase immunity in an effort to prevent covid 19. even this sensi exercise can be done in a comfortable room, it does not require a large space, it can be done at the home of each student, at home you can exercise well to maintain body fitness. sensi gymnastics is a new exercise, therefore students must concentrate on following the movements taught by the teacher. learning sensi gymnastics cannot be done just by watching a video of the movement, but must be studied over and over again until students memorize the movements. students must have a strong motivation to be able to learn new gymnastics. in addition, to do sensi gymnastics, good coordination of motion is needed so that the resulting movements are flexible and in accordance with the rhythm of the music. the movements carried out must be in accordance with the rhythm that accompanies them so that the gladi jurnal ilmu keolahragaan, 13 (04), december391 anik maryani , fahmy fachrezzy, ramdan pelana movements carried out look harmonious and then a coordination of motion is formed between the movements of the limbs with the strains of the rhythm (hasibuan, fauzi, & novianti, 2020). rhythmic gymnastics or rhythmic gymnastics is an alternative method used to increase concentration through body movements. by doing exercise, it will cause blood flow to the brain to run smoothly and the brain to get a lot of oxygen so that the brain functions optimally. to learn sensi gymnastics, student motivation is also very important in encouraging student performance in achieving teaching goals, in order to get the desired results. students who have good learning motivation tend to follow the teaching and learning process in a good class. in addition to motivation, concentration is also an important factor in learning sensi gymnastics. if the concentration of students is low, it will lead to low-quality activities and can lead to non-seriousness in learning and the ability to understand the material will be reduced. concentration is the main capital for students in receiving teaching materials as well as an indicator of the success of learning implementation. in order to be able to do sensi gymnastics in accordance with the rhythm of motion, one must have good movement coordination. it can be understood that coordination is the ability to do or work precisely and efficiently, coordination states the harmonious relationship of various factors that occur in one movement (ambarwati, widiastuti, & pradityana, 2017). if a person has good coordination then he can make movements properly and correctly (safitri, 2022). this movement will produce precise and directed movement skills, including in realizing gymnastic movements effectively and efficiently. the role of educators is very important in introducing and practicing rhythmic gymnastics to children. rhythmic gymnastics is performed by children whose movements are easy to follow, simple, so effective to stimulate, improve coordination, concentration, and motivate children to do it by enjoying following the rhythm of the music that accompanies it. so the authors are interested in conducting research and discussing more deeply about the direct or indirect effect of coordination, concentration and learning motivation gladi jurnal ilmu keolahragaan, 13 (04), december392 anik maryani , fahmy fachrezzy, ramdan pelana on spoon and chair rhythmic gymnastics skills at sman 39 jakarta students. method this study aims to determine the effect of coordination, concentration and motivation on spoon and chair gymnastics in class xii mipa / ips sma negeri jakarta. the research method used in this study is an associative quantitative approach, with test and measurement techniques, while the analytical technique uses a path analysis approach. the population in this study are students of xii mipa / ips, sman 39 jakarta, there are 72 students in 2 classes. the sampling technique in this research is total sampling. so the total sample in this study was 72 people. the instrument variable sensi exercise was measured by the sensi exercise test, the coordination variable used the focus light test, the concentration variable was measured by the concentration grid test and the motivation variable was measured by the motivation questionnaire. results and discussions results the data of this study consisted of the results of sensi exercise (y) as the dependent variable (endogenous), then eye-hand-foot coordination (x1), concentration (x2) as the independent variable (exogenous) and motivation (x3) as the intervening variable. the data collected from each variable in this study were tabulated according to the needs of data analysis, in order to provide an overview of the distribution of data or the distribution of the required data. 1. sensi gymnastics variable data of sensi exercise was collected through sensi test of 72 samples. from the results of measurement and data processing, the average value (mean) is 392, the highest value is 426, the lowest value is 292, the standard deviation is 24.7, the median is 399.5 and the mode is 400. students of class xii mipa / ips, sman 39 jakarta can be seen in the following table table 1. variable frequency distribution of gymnastics sensi (y) skor frekuensi absolut frekuensi relatif 292-308 1 1% 309-325 1 1% 326-342 1 1% 343-359 2 3% 360-376 7 10% 377-393 20 28% 394-410 25 35% 411-427 15 21% 72 100% gladi jurnal ilmu keolahragaan, 13 (04), december393 anik maryani , fahmy fachrezzy, ramdan pelana 2. coordination coordination variable data was collected through the focus light test on 72 samples. from the results of measurement and data processing, the average value (mean) is 23.3, the highest value is 36, the lowest value is 17, the standard deviation is 2.5, the median is 24 and the mode is 24. distribution of coordination data results to students class xii mipa / ips, sman 39 jakarta can be seen in the following table: table 2. frequency distribution of coordination variables (x1) skor frekuensi absolut frekuensi relatif 15-17 1 1% 18-20 6 8% 21-23 27 38% 24-26 35 49% 27-29 2 3% 30-32 0 0% 33-35 0 0% 36-38 1 1% 72 100% 3. concentration concentration variable data were collected through the concentration grid test on 72 samples. from the results of measurement and data processing, the average value (mean) is 71.7, the highest value is 100, the lowest value is 45, standard deviation is 15.3, the median is 76.5 and the mode is 50. distribution of data results concentration at students of class xii mipa / ips, sman 39 jakarta can be seen in the following table: table 3. frequency distribution of concentration variables (x2) skor frekuensi absolut frekuensi relatif 45-51 13 18% 52-58 6 8% 59-65 6 8% 66-72 8 11% 73-79 8 11% 80-86 20 28% 87-93 8 11% 94-100 3 4% 72 100% 4. motivation concentration variable data were collected through a motivational questionnaire of 72 samples. from the results of measurement and data processing, the average value (mean) is 288.6, the highest value is 341, the lowest value is 246, the standard deviation is 26.1, the median is 289.5 and the mode is 299. students of class xii mipa / ips, sman 39 jakarta can be seen in the following table: table 4. frequency distribution of motivational variables (x3) gladi jurnal ilmu keolahragaan, 13 (04), december394 anik maryani , fahmy fachrezzy, ramdan pelana skor frekuensi absolut frekuensi relatif 246-257 10 14% 258-269 9 13% 270-281 14 19% 282-293 6 8% 294-305 14 19% 306-317 7 10% 318-329 7 10% 330-341 5 7% 72 100% discussion 1. the results showed that there was a direct influence of eye and foot coordination on motivation in students at xii mipa / ips, sman 39 jakarta based on the results of the analysis of the coordination variable on motivation, the path coefficient results are obtained p31 = 0,619 with value sig. = 0,000/2 = 0,000 < α = 0,05, so h1 accepted dan ho rejected. that is, there is a direct influence of coordination on motivation in learners at xii mipa/ips, sman 39 jakarta. based on these results, the magnitude of the direct influence of coordination on motivation in students at xii mipa/ips, sman 39 jakarta is as big as 38,3%, while the rest are other factors that are not explained in this study. 2. the results showed that there was a direct effect of concentration on motivation in students at xii mipa/ips, sman 39 jakarta based on the results of the analysis of the concentration variable on motivation, the path coefficient results obtained p32 = 0,673 with value sig. = 0,000/2 = 0,000 < α = 0,05, so h1 is accepted and ho is rejected. that is, there is a direct effect of concentration on motivation in students at xii mipa/ips, sman 39 jakarta. based on these results, the magnitude of the direct effect of concentration on motivation in students at xii mipa/ips, sman 39 jakarta is 45.3%, while the rest are other factors not explained in this study. 3. the results showed that there was a direct effect of coordination on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta from the results of the eyehand-foot coordination research on 72 students at xii mipa/ips, sman 39 jakarta, the results obtained with a score of 15-17 as many as 1 person (1%), who got a score of 18-20 as many as 6 people ( 8%), who got a score of 21-23 as many as 27 people (38%), who got a score of 24-26 as many as 35 people (49%), who got a score of 27-29 as many as 2 people (3%), who got a score of 30 -32 as many as 0 people (0%), who got a score of 33gladi jurnal ilmu keolahragaan, 13 (04), december395 anik maryani , fahmy fachrezzy, ramdan pelana 35 as many as 0 people (0%), who got a score of 36-38 as many as 1 person (1%). the effect of coordination on sensi gymnastics is 31.3%. while the remaining 68.7% are influenced by other factors. the results of this study are also reinforced by that in gross motor development in children, they train physical movements in the form of coordinating body movements in children, such as crawling, running, tiptoeing, jumping, hanging, throwing and catching, and maintaining balance. rhythmic gymnastics can be interpreted as one of gymnastics that is done by following the rhythm of music or singing which then forms a coordination of motion between the movements of the limbs with the strains of the rhythm (burhaein, 2017). coordination between eyes, hands and feet is an important thing that affects skills in sense gymnastics. because coordination plays a role in producing a regular rhythm of motion between the information received by the eyes, processed by the nerves and then carried out by the hands and feet. therefore, in order to improve the skill of sensuous gymnastics. based on the results of research conducted, that there is a direct effect of eye-hand-foot coordination on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta with the path coefficient py1 = 0.559 with a sig value. = 0.000//2 = 0.0000 < = 0.05. it turns out that eye-hand-foot coordination has a direct and significant effect on sensi gymnastics for students at xii mipa/ips, sman 39 jakarta. 4. the results showed that there was a direct effect of concentration on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta from the results of the study, the concentration of 72 students at xii mipa/ips, sman 39 jakarta, with a score of 45-51 as many as 13 people (18%), who got a score of 52-58 as many as 6 people (8%), who got a score of 59 -65 as many as 6 people (8%), who got a score of 66-72 as many as 8 people (11%), who got a score of 73-79 as many as 8 people (11%), who got a score of 8086 as many as 20 people (28% ), who got a score of 87-93 as many as 8 people (11%), who got a score of 94-100 as many as 3 people (4%). the effect of concentration on sensi gymnastic skills is 16.9%. while the rest is influenced by other factors. this result is also reinforced by physical activity that will focus students' attention in class and help remember by encoding learning through the body's neurogladi jurnal ilmu keolahragaan, 13 (04), december396 anik maryani , fahmy fachrezzy, ramdan pelana musculator. while music, for example, humorous music, is something important that can sharpen hearing and concentration skills. according to (dryden and vos, 2000) there are six main pathways to the brain, namely we learn through what we see, what we hear, what we feel, what we touch, what we smell, and what we do. in addition, to increase concentration, the movements performed must be in accordance with the rhythm of the music so that they are also given themed movements. based on the results of research conducted, that there is a direct effect of concentration on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta with the path coefficient py2 = 0.411 with a sig value. = 0.041/2 = 0.0205 < = 0.05. it turns out that concentration has a direct and significant effect on sensi exercise for students at xii mipa/ips, sman 39 jakarta. 5. the results show that there is a direct influence of motivation on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta from the results of motivation research to 72 students at xii mipa/ips, sman 39 jakarta, the results obtained were motivational findings with a score of 246-257 as many as 10 people (14%), who got a score of 258-269 as many as 9 people (13% ), who scored 270-281 as many as 14 people (19%), who got a score of 282-293 as many as 6 people (8%), who got a score of 294-305 as many as 14 people (19%), who got a score of 306-317 as many as 7 people (10%), who got a score of 318-329 as many as 7 people (10%), who got a score of 330-341 as many as 5 people (7%). the effect of motivation on sensi exercise is 6.6%. while the rest is influenced by other factors. the results of this study are also reinforced by the importance of motivation for physical education as a predictor variable for the greater importance and benefits ascribed to physical education itself (granero gallegos, baena-extremera, gómezlópez, & abraldes, 2014). this is in line with previous research conducted by (prakoso & simanjuntak, 2019), which suggests that motivation has a correlation with learning outcomes of rhythmic gymnastics. based on the results of research conducted, that there is a direct influence of motivation on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta with the path coefficient py3 = 0.537 with a sig value. = 0.000/2 = 0.000 < = 0.05. it turns out that motivation has a direct and significant positive effect on gladi jurnal ilmu keolahragaan, 13 (04), december397 anik maryani , fahmy fachrezzy, ramdan pelana sensi exercise for students at xii mipa/ips, sman 39 jakarta. this means that if the athlete has a high level of motivational ability, it will affect the ability of sensory gymnastics. 6. the results showed that there was an indirect effect of coordination through motivation on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta based on the results of the sobel test using the online sobel test calculator for the significance of mediation, the sobel test statistic value was 2.076 > t table 1.96 and p-value 0.0379 < 0.05, so the effect of coordination on sensi exercise through motivation was significant. this means that if these two variables are integrated, the effect obtained is very significant. it can be interpreted that eye-hand-foot coordination through motivation has a great influence on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta. the results of this study indicate that students at xii mipa/ips, sman 39 jakarta who have good coordination can certainly do sensi gymnastics appropriately supported by a high level of motivation. based on the results of the research conducted, it can be concluded that this research can be accepted empirically. the rationale that has been presented in the conceptual framework can be tested for real. 7. the results showed that there was an indirect effect of concentration through motivation on sensi gymnastics on students at xii mipa/ips, sman 39 jakarta based on the results of the sobel test using the online sobel test calculator for the significance of mediation, the sobel test statistic value was 2.08 > t table 1.96 and p-value 0.0375 < 0.05, then the effect of concentration on sensi exercise through motivation is significant. this means that if these two variables are integrated, the effect obtained is very significant. it can be interpreted that concentration through motivation has a big influence on the results of sensi gymnastics on students at xii mipa/ips, sman 39 jakarta. the results of this study indicate that students at xii mipa/ips, sman 39 jakarta who have good concentration can certainly do sensi gymnastics properly supported by a high level of motivation. based on the results of the research conducted, it can be concluded that this research can be accepted empirically. the rationale that has been presented in the conceptual framework can be tested for real. gladi jurnal ilmu keolahragaan, 13 (04), december398 anik maryani , fahmy fachrezzy, ramdan pelana conclusion conclusions were drawn based on the results of research findings with exogenous variables consisting of coordination (x1) and concentration (x2) and motivational variables (x3), and the endogenous variable was gymnastics skills. 1. there is a direct influence of coordination (x1) on motivation (x3). 2. there is a direct effect of concentration (x2) on motivation (x3). 3. there is a direct influence of coordination (x1) on sensi gymnastics skills (y). 4. there is a direct effect of concentration (x2) on sensi gymnastics skills (y). 5. there is a direct effect of coordination (x1) on concentration (x2). 6. there is an indirect influence of coordination (x1) through motivation (x3) on sensi gymnastics skills (y). 7. there is an indirect influence of concentration (x2) through motivation (x3) on sensi gymnastics skills (y). references ambarwati, d. r., widiastuti, w., & pradityana, k. 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(2020). vol. 3, no. 1, maret 2020 jurnal riset golden age paud uho. jurnal riset golden age paud uho, 3(1), 98. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (02) 2019, 68 78 permalink/doi: https://doi.org/10.21009/gjik.102.01 hubungan tingkat konsentrasi dengan keterampilan bermain futsal unit kegiatan mahasiswa futsal universitas suryakancana muhamad syamsul taufik 1 1 pendidikan jasmani kesehatan dan rekreasi, fakultas keguruan dan ilmu pendidikan universitas suryakancana, jl. pasir gede raya, bojongherang, cianjur, jawa barat,43216 *corresponding author : email : syamsul@unsur.ac.id abstrak. tujuan penelitian ini yaitu untuk mengetahui hubungan tingkat kosentrasi dengan keterampilan bermain futsal metode yang digunakan dalam penelitian ini adalah metode deskriptif korelasi untuk mengetahui gambaran tingkat konsentrasi terhadap keterampilan bermain futsal unit kegiatan mahasiswa universitas suryakancana. dalam penelitian ini, peneliti menggunakan teknik pengambilam sample yaitu purposive sampling.dengan jumlah 15 orang dengan instrument penelitian nya adalah (1) untuk mengukur konsentrasi (2) keterampilan bermain. dari data tabel di atas nilai sig variabel (x) = 0.920 > 0.05 maka hipotesis yang mengatakan distribusi normal diterima. sedangkan nilai sig variabel (y) = 0.561 > 0.05 maka hipotesis yang mengatakan distribusi normal diterima. jadi dapat disimpulkan bahwa kedua distribusi tersebut “normal” karena masuk dalam kriteria terima ho nilai sig > 0.05. bahwa koefisien korelasi antara tingkat konsentrasi dan tingkat keterampilan bermain yaitu sebesar rxy = 0.728 , dimana nilai sig menunjukkan 0.002 < 0.05 ho ditolak. jadi dapat disimpulkan bahwa terdapat hubungan yang positif dan signifikan antara tingkat konsentreasi dan tingkat keterampilan bermain unit kegiatan mahasiswa futsal universitas surykancana. artinya bahwa “ semakin tinggi tingkat konsentrasi seorang atlit futsal maka tingkat keterampilannya kemungkinan semakin bagus” kata kunci: futsal, keterampilan, konsentrasi abstract: the purpose of this study is to determine the relationship of concentration levels with futsal playing skills. the method used in this study is a descriptive correlation method to determine the level of concentration concentration on futsal playing skills of suryakancana university student activity units. in this study, researchers used a sampling technique that is purposive sampling. with a total of 15 people with research instruments are (1) to measure concentration (2) playing skills. from the data table above the value of variable sig (x) = 0.920> 0.05, the hypothesis that says normal distribution is accepted. while the variable sig value (y) = 0.561> 0.05, the hypothesis that says normal distribution is accepted. so it can be concluded that the two distributions are "normal" because they are included in the criteria for ho accepts sig> 0.05. that the correlation coefficient between the level of concentration and the level of playing skills is rxy = 0.728, where the sig value indicates 0.002 <0.05 ho is rejected. so it can be concluded that there is a positive and significant relationship between the level of concentration and the level of playing skills of futsal student activity units at surykancana university. it means that "the higher the concentration level of a futsal athlete, the skill level is likely to be better" keywords: futsal, skills, concentration mailto:syamsul@unsur.ac.id gladi jurnal ilmu keolahragaan, 10 (2), oktober 69 muhamad syamsul taufik pendahuluan futsal menjadi olahraga primadona di penjuru dunia beberapa tahun belakang ini. olaharaga yang memang tidak memandang umur, futsal termasuk salah satu olahraga sepakbola dengan arena atau lapangan yang lebih kecil. bisa bermain lapangan indoor ataupun outdoor, siang ataupun malam hari. hal ini sangat menarik karena orang yang tidak punya cukup waktu di siang hari untuk bermain futsal dapat menyalurkan keinginannya bermain futsal pada malam hari di dalam ruangan yang telah diberi fasilitas lampu sebagai alat penerangannya. bahkan banyak juga kaum wanita yang tertarik dengan olahraga ini. futsal adalah singkatan dari futbol (sepakbola) dan sala (ruangan) dari bahasa spanyol atau futebol (portugal atau brazil) dan salon (prancis). menurut sahda halim (2009, hlm. 5) mengatakan bahwa “olahraga ini membentuk seorang pemain agar selalu siap menerima dan mengumpan bola dengan cepat dalam tekanan pemain lawan. dengan lapangan sempit, permainan ini menuntut teknik penguasaan bola tinggi, kerja sama antar pemain, dan kekompakan tim”.menurut sahda halim, (2009, hlm. 6-7) mengatakan bahwa “permainan futsal adalah permainan yang berlangsung cepat antara pemain dengan pergerakan bola”. pemain tidak disarankan untuk menguasai bola berlama-lama seperti pada sepakbola. disini pemain harus terus bergerak dan mencari tempat, mengumpan bola, dan bergerak lagi. futsal membutuhkan teknik atau keterampilan khusus, baik itu teknik dalam membawa bola maupun teknik menahan bola. tidak heran apabila seorang pemain futsal secara teknis lebih baik dibandingkan dengan para pesepakbola konvensional. futsal adalah suatu jenis olahraga yang memiliki aturan tegas tentang kontak fisik. sliding tackle (menjegal dari belakang), body charge (benturan badan), dan aspek kekerasan lain seperti dalam permainan sepakbola tidak diizinkan dalam futsal. ini menjadi salah satu alasan utama mengapa pertandingan futsal digemari banyak orang. menurut jhustinus lhaksana (2008, hlm. 8) mengatakan bahwa “futsal tidak hanya sarana berolahraga, namun sudah menjadi gaya hidup”. weinberg & gould (2007, hlm. 367) mengatakan bahwa “konsentrasi merupakan kemampuan olahragawan dalam memelihara fokus perhatiannya dalam lingkungan pertandingan yang relevan”. konsentrasi termasuk aspek mental dalam olahraga dan memegang peranan penting, dengan berkurangnya atau terganggunya konsentrasi atlet pada saat latihan, apalagi pertandingan, maka akan gladi jurnal ilmu keolahragaan, 10 (2), oktober 70 muhamad syamsul taufik timbul berbagai masalah serta hasil yang tidak optimal. pada perkembangannya konsentrasi merupakan perhatian dalam rentang waktu yang lama, sehingga selama dalam aktivitas olahraga yang diperlukan adalah konsentrasi. tarmidi (2009, hlm 89) mengungkapkan bahwa: berolahraga dapat mengurangi kecemasan dan depresi, mengurangi tekanan darah, dan meningkatkan harga diri. anak-anak yang berolahraga lebih percaya diri, mengurangi ketidakhadiran di sekolah, dan biasanya mendapatkan nilai yang lebih baik. dengan demikian, perlu adanya penelitian tingkat konsentrasi dengan keterampilan. andri irawan ( 2009,hlm. 21) “permainan futsal merupakan permainan yang mempunyai satu tujuan, yaitu menjadi pemenang dan berusaha mencegah lawan untuk membuat gol dengan cara yang sesuai perturan permainan”. jangan pernah membicarakan tentang taktik dan strategi permainan untuk memenangkan suatu pertandingan, jika tidak menguasi teknik dasar dalam permainan futsal. pada faktanya sering terjadi kekeliruan dalam pemahaman perhatian dan kosentrasi. perhatian dan kosentrasi sering diartikan sama padahal memiliki definisi yang berbeda (sukadiyanto, 2006, hlm. 161). perhatian adalah merupakan proses kesadaran langsung terhadap informasi (rangsang) yang diterima untuk memutuskan suatu tindakan (respons).psikologi komarudin (2015 hlm 141). artinya, proses terjadinya kosentrasi selalu didahului oleh adanya perhatian seseorang terhadap suatu objek yang dipilih. dengan demikian kosentrasi merupakan perhatian dalam rentang waktu yang lama, sehingga selama dalam aktivitas olahraga yang diperlukan adalah kosentrasi. pengertian kosentrasi dalam olahraga memiliki empat ciri, yaitu (1) fokus pada suatu objek yang relevan (perhatian yang selekit), (2) memelihara fokus perhatian dalam jangka waktu lama, (3) memiliki kesadaran pada situasi, dan (4) meningkatkan fokus perhatian jika diperlukan (sukadiyanto, 2006, hlm. 164). selain itu kosentrasi merupakan kemampuan untuk memusatkan perhatian pada tugas dengan tidak terganggu dan terpengaruhi oleh stimulus yang bersifat eksternal maupun internal, kosentrasi merupakan kemampuan untuk memusatkan perhatian pada tugas dengan tidak terganggu dan terpengaruhi oleh stimulus yang bersifat eksternal maupun internal (schmid, pepper & wilson, komarudin, 2013, hlm. 138). schmid & pepper (dalam monty 2000, hlm. 228) mengemukakan bahwa kosentrasi merupakan hal yang amat penting bagi gladi jurnal ilmu keolahragaan, 10 (2), oktober 71 muhamad syamsul taufik seorang atlet dalam menampilkan kinerja performa dilapangan. dalam kaitannya dengan penampilan olahraga dan kerja fisik lainnya. singer dalam agus & nuryadi (2013, hlm. 22) menyatakan bahwa yang diperlukan untuk menguasai keterampila adalah kemampuan kecapakan tubuh, antara lain kordinasi, kinestetik, keseimbangan, dan kecepatan gerak metode metode yang digunakan dalam penelitian ini adalah metode deskriptif korelasi untuk mengetahui gambaran tingkat konsentrasi terhadap keterampilan bermain futsal unit kegiatan mahasiswa universitas suryakancana. dalam penelitian ini, peneliti menggunakan teknik pengambilam sample yaitu purposive sampling.dengan jumlah 15 orang dengan instrument penelitian nya adalah (1) untuk mengukur konsentrasi (2) keterampilan bermain. instrument untuk mengukur konsentrasi data mempunyai kedudukan penting dalam penelitian,karena data merupakan penggambaran variabel yang diteliti sekaligus berfungsi sebagai alat untuk menguji hipotesis. benar tidaknya data sangat menentukankualitas hasil penelitian. sedangkan benar tidaknya data lebih banyak tergantung dari benar tidaknya instrumen penelitianyang digunakan untuk mengumpulkan data. tes untuk mengukur konsentrasi dalam penelitian ini menggunakan alat ukur yang bernama concentration grid tes (cgt) dari harris & harris (1894) dan marten (1933); dan heinen (2011). instrumen ini memiliki reliabilitas menggunakan (tes re-test) dengan product moment corelation of r = .79 (p < .05). perlengkapan yang dibutuhkan dalam melakukan test ini antara lain: 1) ruangan, 2) alat tulis, 3) lembar concentration grid tes, dan 4) stop watch. instrument ini dapat dilihat pada tabel 1. tabel 1. intrumen concentration grid test (cgt) adapun langkah-langkah melakukan tes ini adalah: 1. tes ini memiliki 10 x 10 kotak yang setiap kotaknya berisi dua digit angka mulai dari 00 hingga 99. 84 27 51 78 59 52 13 85 61 55 28 60 92 04 97 90 31 57 29 33 32 96 65 39 80 77 49 86 18 70 76 87 71 95 98 81 01 46 88 00 48 82 89 47 35 17 10 42 62 34 44 67 93 11 07 43 72 94 69 56 53 79 05 22 54 74 58 14 91 02 06 68 99 75 26 15 41 66 20 40 50 09 64 08 38 30 36 45 83 24 03 73 21 23 16 37 25 19 12 63 gladi jurnal ilmu keolahragaan, 10 (2), oktober 72 muhamad syamsul taufik 2. untuk mengerjakan tes ini sampel hanya perlu menghubungkan angka terkecil hingga terbesar dengan cara memberikan tanda ceklis atau silang pada setiap angka yang ditemukan. 3. penilaian ditentukan dari banyaknya angka yang mereka temukan secara berurutan. test konsentrasi ini dilakukan sebanyak satu kali. pelaksanaan test ini, sampel duduk ditempat yang disediakan, selanjutnya sampel mengerjakan soal yang tersedia sesuai dengan intruksi yang diberikan. pengerjaan test ini sampel diberi waktu selama 60 detik. adapun kriteria yang digunakan dalam penilaian tingkat konsentrasi menggunakan concentration grid test (cgt), seperti terlihat pada tabel 2. tabel 2. kriterian penilaian concentration grid test (cgt) no kategori nilai 1 21 keatas sangat baik 2 16 – 20 baik 3 11 – 15 cukup 4 6 – 10 kurang 5 5 kebawah sangat kurang 1. keterampilan bermain penilaian penampilan bermain siswa pada dasarnya membutuhkan kecermataan observasi pada saat permainan berlangsung. griffin, mitchell, dan oslin (hoedaya 2001, hlm. 108) telah menciptakann suatu insturmen penilaian yang di beri nama game performance assesment (gpai). gpai yang diterjemahkan ke dalam bahasa indonesia menjadi instrumen penliaian penampilan bermain disingkat ippb. tujuannya untuk membantu para guru dan pelatih dalam mengobservasi serta mendata perilaku penampilan pemain sewaktu permainan berlangsung. aspek-aspek yang diobservasi dalam gpai termasuk perilaku yang mencerminkan kemampuan pemain untuk memecahkan masalah masalah taktis permainan dengan jalan mengambil keputusan, melakukan pergerakan tubuh yang sesuai dengan tuntunan situasi permainan, dan melaksanakan jenis keterampilan yang dipilihnya. keuntungan dari gpai adalah sifatnya fleksibel. pelatih (pengamat) atau pelatih bisa menentukan sendiri komponen apa saja yang perlu diamati dan yang disesuaikan dengan apa yang menjadi inti materi latihan yang diberikan pada saat itu . dalam penelitian ini, terdapat tiga aspek yang dijadikan focus dalam menilai penampilan bermain mahasiswa, yaitu pengambilan keputusan (tepat atau tidak), melaksanakan keterampilan (efisien atau gladi jurnal ilmu keolahragaan, 10 (2), oktober 73 muhamad syamsul taufik tidak efisien), dan memberi dukungan (tepat atau tidak tepat). penilaian gpai yang dicontohkan dalam permainan futsal, komponen-komponen yang dinilainya adalah (a) membawa bola (dribbling), (b) mengoper bola (passing), (c) mencetak bola ke gawang(shooting) dan sikap penjaga gawang. kriteria yang digunakan dalam penilaian tersebut disesuaikan dengan empat aspek penampilan yang akan ditampilkan atlit format penilaian untuk melakukan pengamatan terhadap penampilan peserta didik selama permainan atau pertandingan futsal berlangsung, harus mengacu kepada kriteria ketiga aspek yang harus. tabel 3. kriteria dalam penilaian gpai aspek yang dinilai penampilan membuat keputusan 1. atlet berusaha melakukan passing teman seregunya 2. atlet melakukan tembakan (shooting) dengan tepat ke gawang lawan 2. penjaga gawang mengambil bola saat 1 vs 1 dengan pemain penyerang. melakukan keterampilan 1. atlet dapat membawa dan mengendalikan bola dari serangan 2. atlet dapat melakukan passing tepat ke target 3. atlet dapat melakukan shooting masuk target 3. penjaga gawang dapat memblok hasil tembakan penyerang dukungan 1. atlet memberikan dukungan terhadap teman regu yang sedang membawa bola, dengan cara bergerak ke posisi yang tepat untuk menerima umpan bola 2. penjaga gawang memberikan dukungan terhadap teman regu dengan cara memberikan bola hasil tembakan lawan menjadi sebuah umpan bagi teman regu. tabel 4. format penilaian gpai petunjuk: berilah tanda (x) jika peserta didik dapat menampilkan penampilan taktis dalam permainan atau pertandingan futsal. sumber: komarudin (2016, hlm. 183) cara memberikan nilai terhadap hasil penilaian adalah: 1. keterlibatan dalam permainan = jumlah keputusan yang tepat + jumlah keputusan yang tidak tepat + jumlah melakukan keterampilan yang effesien + jumlah melakukan keterampilan yang tidak effesien + jumlah melakukan dukungan yang tepat. no. nama membuat keputusan melakukan keterampilan dukungan t tt e te t tt 1. 2. dst t = tepat tt = tidak tepat e = efesien te = tidak efesien gladi jurnal ilmu keolahragaan, 10 (2), oktober 74 muhamad syamsul taufik 2. indeks membuat keputusan (dmk) = jumlah keputusan yang tepat : jumlah keputusan yang tidak tepat. 3. indeks melakukan keterampilan(imk) = jumlah pelaksanaan keterampilan effesien : jumlah pelaksanaan keterampilan tidak effesien. 4. indeks dukungan (id) = jumlah gerak dukungan tepat : jumlah gerak dukungan tidak tepat. 5. penampilan dalam permainan (pp) = (dmk +imk +id) : 3. pengolahan data dan analisis data setelah seluruh data hasil penelitian telah dikumpulkan, kemudian dilakukan pengolahan dan analisis terhadap data penelitian tersebut. proses analisis data dan pengolahan data dilakukan dengan perhitungan secermat mungkin, hal ini dilakukan agar data tersebut dapat memberikan kesimpulan yang benar terhadap jawaban dari permasalahan yang diteliti. dalam pengolahan data peneliti menggunakan cara-cara statistik sebagai berikut: langkah-langkah pengolahan data yang peneliti tempuh disesuaikan dengan rumus-rumus yang digunakan dalam statistika, yaitu sebagai berikut: 1). menganalisis hasil tes konsentrasi. 2). menganalisis hasil tes keterampilan bermain menguji normalitas data. 3). menguji normalitas data. 4). menerjemahkan dan menafsirkan hasil tes. 5). menerjemahkan hasil data pada setiap hasil tes konsentrasi. 6). menerjemahkan hasil data pada setiap hasil tes konsentrasi data yang telah diperoleh dari hasil pengukuran merupakan data mentah dan untuk mengetahui konsentrasi dengan keterampilan bermaian cabang olahraga futsal. data dari hasil tes cgt dan gpai akan diolah dengan menggunakan statisticsal product and service solutions (spss 24). dalam penelitian ini, peneliti melakukan pengolahan data dengan menggunakan beberapa tahap sebagai berikut : deskriptif statistik deskriptif statistik adalah metodemetode yang berkaitan dengan pengumpulan dan penyajian data sehingga memberikan informasi yang berguna. aplikasi program spss 21 analisis univariat data numeric adalah sebagai berikut : 1). aktifkan data misalkan “konsentrasi.sav”. 2). pilih “analye” > “deskriptif statistic” > pilih “descriptive”. 3). masukan data 4). klik “continue” >lalu klik “ok”. untuk lebih jelasnya lihat di lampiran. a. uji normalitas gladi jurnal ilmu keolahragaan, 10 (2), oktober 75 muhamad syamsul taufik uji normalitas adalah sebuah uji yang dilakukan dengan tujuan untuk menilai sebaran data pada sebuah kelompok data atau variabel, apakah sebaran data tersebut berdistribusi normal ataukah tidak. uji normalitas berguna untuk menentukan data yang telah dikumpulkan berdistribusi normal atau diambil dari populasi normal. aplikasi program spss 21 uji normalitas adalah sebagai berikut : 1. uji kenormalan data, dengan cara mengeluarkan estimasi interval dengan analisis one sample k-s data dengan perintah “analyze” > “nonparametric test” > lalu pilih “1-sample k-s”.\ 2. isikan kotak “test variable list” dengan variabel misal “pre test (x1)”, kotak “poisson”, “uniform”, dan “exponential” biarkan kosong. 3. klik “options” dan isi kotak “descriptive”. 4. klik “continue” > klik “ok”. untuk lebih jelasnya lihat lampiran untuk mengetahui apakah data berdistribusi normal, ada tiga cara untuk mengetahuinya: 1. dilihat dari grafik histogram dan kurve normal, bila bentuknya menyerupai bel shape berarti distribusi normal. 2. bila hasil uji signifikan (p value > 0.05) maka berdistribusi normal. dan bila hasil tidak signifikan (p value < 0.05) maka berdistribusi tidak normal. b. uji korelasi korelasi merupakan salah satu teknik analisis dalam statistik yang digunakan untuk mencari hubungan antara dua variabel yang bersifat kuantitatif. hubungan dua variabel tersebut dapat terjadi karena adanya hubungan sebab akibat. 1. buka program spss, masukan data yang akan diolah di tab data view lalu klik variable view untuk mengubah nama dan label, lalu kembali ke data view 2. kemudian pada menu utama pilih analyze, pilih sub correlation, selanjutnya klik bivariete 3. akan muncul dialog box, bivariate correlations, pindahkan variable yang akan diolah ke kolom variable, kemudian pada bagian correlation coefficients ceklis pada kolom pearson, dan pada bagian test of significance ceklis di kolom twotailed, lalu gladi jurnal ilmu keolahragaan, 10 (2), oktober 76 muhamad syamsul taufik ceklis pada kotak kecil flag significant correlations setelah selesai seluruhnya klik ok. hasil dan pembahasan data yang diperoleh dilapangan adalah data mentah yang harus dilakukan pengolahan data agar mendapatkan hasil dari penelitian tersebut. adapun hasil penghitungan data dari nilai rata-rata, simpangan baku, standar deviasi, nilai minimum, dan nilai maksimum, dapat dilihat pada tabel di bawah : tabel 5. hasil penghitungan descriptive statistics futsal ukm futsal unsur descriptive statistics n mean std. deviation minimum maximum konsentrasi 15 13.40 4.12 9.00 22.00 ket bermain futsal 15 2.67 0.79 1.36 4.40 pada tabel 4.1 sampel yang di ambil ekstrakulikuler futsal sma pasundan 8 bandung dengan jumlah sampel sebanyak 15 orang. rata rata dari skor variable konsentrasi (x) sebesar = 13.40 dengan standar deviasi (s) = 4.12 , nilai minimum = 9.00 dan nilai maksimum = 22.00. sedangkan rata rata dari variable keterampilan bermain futsal (y) sebesar = 2.67 dengan standar deviasi (s) = 2.67 , nilai minimum = 1.36 dan nilai maksimum = 4.40. uji normalitas digunakan untuk mengetahui apakah sempel penelitian ini berasal dari populasi yang berdistribusi normal atau tidak. tabel 6. hasil pengujian normalitas kriteria penolakan dan penerimaan hipotesis : 1. terima ho jika nilai sig > 0.05 2. tolak ho jika nilai sig < 0.05 dari data tabel di atas nilai sig variabel (x) = 0.920 > 0.05 maka hipotesis yang mengatakan distribusi normal diterima. sedangkan nilai sig variabel (y) = 0.561 > 0.05 maka hipotesis yang mengatakan distribusi normal diterima. jadi dapat disimpulkan bahwa kedua distribusi tersebut “normal” karena masuk dalam kriteria terima ho nilai sig > 0.05. setelah diperoleh data-data sebelumnya maka langkah selanjutnya adalah uji signifikansi koefisien korelasi. hasil dari besar hubungan antar variabel diperoleh perlu diuji signifikansinya untuk melihat keberartian kedua hubungan tersebut. peluang kesalahan dan kebenaran biasanya dinyatakan dalam bentuk persentase, uji ini disebut dengan uji taraf signifikansi. pengujian taraf signifikansi variabel korelasi nilai sig α keterangan kesimpulan konsentrasi 0.728 0.002 0.05 ho ditolak signifikan ket bermain futsal gladi jurnal ilmu keolahragaan, 10 (2), oktober 77 muhamad syamsul taufik didasarkan pada tabel sesuai teknik analisis yang digunakan.hasil pengujian tabel 1.7 hasil penghitungan uji signifikansi koefisien korelasi sesuai tabel di atas dapat dilihat bahwa koefisien korelasi antara tingkat konsentrasi dan tingkat keterampilan bermain yaitu sebesar rxy = 0.728 , dimana nilai sig menunjukkan 0.002 < 0.05 ho ditolak. jadi dapat disimpulkan bahwa terdapat hubungan yang positif dan signifikan antara tingkat konsentreasi dan tingkat keterampilan bermain unit kegiatan mahasiswa universitas suryakacana artinya bahwa “ semakin tinggi tingkat konsentrasi seorang atlit futsal maka tingkat keterampilannya kemungkinan semakin bagus” . kesimpulan berdasarkan analisis data dan pembahasan yang telah disusun dan telah di uji pada bagian sebelumnya maka dapat disimpulkan bahwa : 1. terhadap hubungan tingkat konsentrasi dengan keterampilan bermain futsal unit kegiatan mahasiswa universitas surykancana daftar pustaka agus susworo dwi marhaendro, saryono, yudanto. (2009). tes keterampilan dasar bermain futsal. jurnal iptek olahaga, vol.11, no. 2, mei 2009: 144-156 andri irawan, (2009). teknik dasar modern futsal. jakarta : pt. pena pundi aksara asmar jaya. (2008). futsal gaya hidup, peraturan dan tips-tips permainan. yogyakarta: pustaka timur.. justinus lhaksana. (2011). taktik & strategi futsal modern. jakarta: penebar swadaya group. komarudin (2016). psikologi olahraga. bandung:remaja rosdakarya komarudin. (2013). psikologi olahraga: latihan mental dalam olahraga kompetitif. bandung: pt. remaja rosdakarya offset. lhaksana, justinus 2008. inspirasi dan spirit futsal. jakarta: raih asa sukses lismadiana (2013) penggunaan metode hypnotherapi untuk meningkatkan konsentrasi sahda halim. (2009). 1 hari pintar main futsal. yogyakarta : media presindo. sukadiyanto. (2006). konsentrasi dalam olahraga. yogyakarta. majalah variabel nilai sig α keterangan kesimpulan konsentrasi (x) 0.920 0.05 ho diterima normal ket bermain futsal (y) 0.561 0.05 ho diterima normal gladi jurnal ilmu keolahragaan, 10 (2), oktober 78 muhamad syamsul taufik ilmiah olahraga fik uny volume 12 april 2006. sunaryadi, yadi (2016). metode penelitian. bandung: fpok upi. suryana. (2010). metode penelitian model praktis penelitian kuantitatif dan kualitatif. bandung : upi weinberg, r. & gould, d. (2007) foundations of sport ad exercise psychology, (4th ed., 296317). champaign, il: human kinetics. weinberg, r.s. dan gould, d. (2007). foundations of sport & exercise psychology. uniteds states: human kinetics. . available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (01) 2020, 68 77 permalink/doi: https://doi.org/10.21009/gjik.111.06 sumbangan kecepatan dan daya ledak otot tungkai terhadap keterampilan lompat jauh gaya menggantung hepi setiawan 1* , pramudito hutomo 2 1 prodi pendidikan jasmani kesehatan dan rekreasi, stkip al islam tunas bangsa, jl. za. pagar alam no.41, gedong meneng, kec. kedaton, kota bandar lampung, lampung 35132 2 smp negeri 2 selagai lingga, lingga pura, selagai lingga, kabupaten lampung tengah, lampung 34176 corresponding author. email: hepi.setiawan2810@gmail.com abstrak, tujuan dari penelitian ini adalah untuk dapat mengetahui factor-faktor fisik yang mempengruhi keterampilan lompat jauh gaya menggantung. metode yang digunakan pada penelitian ini yaitu deskriptif dengan teknik studi korelasi, jumlah sampel yang digunakan sebanyak 15 orang siswa di sman 5 metro. berdasarkan analisis data penelitian diperoleh bahwa kecepatan memiliki hubungan dengan keterampilan lompat jauh gaya menggantung diperoleh nilai korelasi rx1y= 0.76 dan koefisien determinasi = 0.5776 yang berarti sumbangan kecepatan terhadap keterampilan lompat jauh gaya menggantung adalah 57.76 %, terdapat hubungan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung dengan nilai korelasi rx2y = 0.83 dan koefisien determinasi 0.6889 yang berarti sumbangan kecepatan terhadap keterampilan lompat jauh gaya menggantung adalah 68.89%, terdapat hubungan kecepatan dan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung yang diperoleh nilai rx1-2y= 0.89 dan koefisien determinasi = 0.7921 yang berarti sumbangan kecepatan dan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung secara bersama-sama adalah 79.21%. dari penelitian tersebut dapat disimpulkan terdapat hubungan kecepatan dan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung pada siswa kelas xi sma n 5 metro. kata kunci : kecepatan, daya ledak otot tungkai, lompat jauh gaya menggantung abstract, the purpose of this study is to be able to understand the physical factors that influence the long jump skill training style. the method used in this research is descriptive method with studio studies, the number of samples used by 15 students at sman 5 metro. based on the analysis of research data obtained about the speed of the relationship with the long jump style skills obtained rx1y value = 0.76 and the coefficient of determination = 0.5776 which means that supports the speed of the style jumping skill 57.76%, which is related to the relationship of leg muscle explosive power with the long jump ability rx2y = 0.83 and the coefficient of determination 0.6889 which means the speed of skill 68.89%, is related to the speed and power of leg muscle explosions with a luxury style jump game that scores rx1-2y = 0.89 and the coefficient of determination = 0.7921 which means competence full and leg muscle explosive power with long jump skills training style together is 79.21%. from these studies it can be concluded there is a relationship between speed and leg muscle explosive power with long jump style skills in class xi students of sma n 5 metro. key word : speed, ekplosif power, long jump. gladi jurnal ilmu keolahragaan, 11 (01), april69 hepi setiawan, pramudito hutomo pendahuluan pendidikan jasmani merupakan suatu proses seseorang sebagai individu maupun anggota masyarakat yang dilakukan secara sadar dan sistematik melalui berbagai kegiatan dalam rangka memperoleh kemampuan dan keterampilan jasmani, pertumbuhan, kecerdasan, dan pembentukan watak. pendidikan jasmani merupakan proses pendidikan, oleh karena itu pula, tujuannya pun bersifat mendidik (lutan & suherman, 2000). dalam pelaksanaannya, aktivitas jasmani dipakai sebagai wahana atau pengalaman belajar, dan melalui pengalaman itulah peserta didik tumbuh dan berkembang untuk mencapai tujuan pendidikan. dengan kata lain pendidikan jasmani adalah proses ajar melalui aktivitas jasmani, dan sekaligus pula sebagai proses ajar untuk menguasai keterampilan jasmani (lutan & suherman, 2000). tujuan yang ingin dicapai mencakup pengembangan pribadi secara menyeluruh. maksudnya, cakupan pembinaan tertuju bukan hanya pada aspek jasmaniah, tetapi juga mental dan rohaniah. secara spesifik, tujuannya meliputi aspek fisik, intelektual, emosional, sosial, dan moral. sebagai sebuah proses yang berencana, evaluasi juga merupakan upaya sadar untuk mengetahui seberapa jauh tujuan yang ditetapkan dan diharapkan berhasil dicapai. evaluasi pendidikan jasmani sejalan dengan upaya untuk meningkatkan mutu dan kemjuan program. hal ini karena evaluasi pada akhirnya juga bertujuan untuk menyempurnakan program (lutan & suherman, 2000). proses pembelajaran pendidikan jasmani diharapkan seorang guru dapat menciptakan interaksi yang baik antara dirinya dengan siswa dan antara siswa dengan siswa secara maksimal, hal ini sangat penting untuk menghidupkan suasan dalam belajar. guru berperan sebagai pengelola proses pembelajaran, bertindak selaku fasilitator sehingga memingkinkan terjadinya proses pembelajaran. salah satu materi yang diajarkan pada pendidikan jasmani yaitu atletik. atletik merupakan cabang olahraga tertua dan juga dianggap sebagai induk dari semua cabang olahraga (ambarwati, widiastuti, & pradityana, 2017), telah sejak dulu dilakukan orang seperti berjalan, berlari, melompat, menombak pada saat berburu dalam kehidupan sehari-harinya. nomor lompat sebagai salah satu yang dikembangkan dalam nomor kejuaraan atletik. pelaksanaan lompat dalam perlombaan atletik memerlukan adanya unsur kecepatan dan kekuatan sebagai salah gladi jurnal ilmu keolahragaan, 11 (01), april70 hepi setiawan, pramudito hutomo satu penunjang keberhasilan. lompat bagi siswa sma merupakan salah satu aktivitas pengembangan akan kemampuan daya gerak yang dilakukan, dari satu tempat ke tempat yang lainnya. gerakan melompat merupakan salah satu bentuk gerakan lokomotor. untuk membina dan meningkatkan aktivitas pengembangan kemampuan daya gerak siswa sma, maka perlu diupayakan oleh guru pendidikan jasmani untuk merancang bentuk-bentuk gerakan – gerakan yang menarik bagi siswa. lompat jauh merupakan salah satu nomor lompat dari cabang olahraga atletik. lompat jauh adalah bentuk gerakan yang merupakan rangkaian urutan gerakan yang dilakukan untuk mencapai jarak sejauhjauhnya yang merupakan hasil dari kecepatan horizontal yang dibuat sewaktu awalan dengan daya vertikal yang dihasilkan oleh kekuatan otot-otot kaki. dalam melakukan lompat jauh sering dijumpai kesalahan atau ketidaktepatan siswa dalam melakukan tolakan. tolakan bisa berupa tidak tepat pada titik tumpu/ papan tolakan atau tidak sama sekali menyentuh papan tolakan. sehingga ini menyulitkan siswa dalam melakukan tolakan dalam lompat jauh. ini dipengaruhi oleh kecepatan dan daya ledak otot tungkai. bagiamana cara menemukan momentun yang tepat agar siswa dapat mengkombinasikan daya ledak otot tungkai dan kecepatan sehingga menemukan tolakan yang tepat dan hasil yang maksimal. keterampilan lompat merukan salah satu pokok bahasan yang harus pula disajikan di sma. jenis lompat yang umumnya dilaksanakan adalah lompat jauh. lompatan merupakan salah satu keterampilan pokok yang harus dikuasai oleh siswa sma melalui pembelajaran pendidikan jasmani. pembelajaran lompat jauh gaya menggantung diberikan kepada siswa kelas xi. materi ini diberikan berdasarkan dengan kurikulum yang telah tertera dalam standar kompetensi yaitu mempraktekan variasi dan kombinasi teknik dasar lanjutan atletik khususnya materi lompat jauh gaya menggantung dengan kordinasi yang baik serta nilai-nilai yang terkandung di dalamnya. salah satu yang dapat mempengaruhi hasil lompatan yaitu kecepatan lari, kecepatan lari ditentukan oleh panjang langkah dan frekuensi langkah (jumlah langkah persatuan waktu) (frans, kaswari, & edi, 2013). kecepatan adalah kemampuan seseorang untuk melakukan gerak atau serangkaian gerak gladi jurnal ilmu keolahragaan, 11 (01), april71 hepi setiawan, pramudito hutomo secepat mungkin sebagai jawaban terhadap rangsangan (sukadiyanto & dangsina, 2011). lebih lanjut kecepatan ialah kemampuan untuk melakukan gerakangerakan yang sejenis secara berturut turut dalam waktu yang sesingkat-singkatnya, atau kemampuan untuk menempuh suatu jarak dalam waktu yang cepat (harsono, 2001). selain kecepatan yang di prediksi dapat meningkatkan hasil lompatan yaitu daya ledak, daya ledak adalah kemampuan otot untuk mengarahkan kekuatanmaksimal dalam waktu yang sangat singkat (juliantine, yudiana, & subarjah, 2007) hal tersebut diperjelas oleh pendapat dari harsono (2001) daya ledak adalah kemampuan otot untuk menharahkan kekuatan maksimal dalam waktu yang amat singkat. dalam pelaksanaan pembelajaran lompat jauh gaya menggantung di sma n 5 metro banyak menemui kendala diantaranya : 1) siswa mengalami kesulitan dalam pemahaman gerakan lompat jauh gaya menggantung, 2) siswa sulit dalam menentukan langkah pada saat awalan hingga akhirnya banyak siswa yang melewati papan tolakan pada saat melakukan tolakan, 3) pada saat menolak siswa lebih sering tidak menolak saat melakukan tolakan di papan. hubungan gerakan merupakan salah satu ciri-ciri koordinasi yang sangat penting dan perlu dipahami oleh guru-guru pendidikan jasmani, karena hubungan gerakan merupakan salah satu dasar untuk dapat menguasai bentuk-bentuk keterampilan motorik olahraga. hubungan gerakan merupakan suatu proses transfer impuls tenaga dari suatu bagian tubuh ke bagian tubuh yang lain atau proses transfer impuls dari suatu alat gerak ke alat gerak yang lain, sehingga terjadi hubungan gerakan (kiram, 2019). sedangkan indikator yang dapat diamati dari hubungan gerakan yang tidak sempurna adalah : 1) terjadinya kelebihan gerakan yang tidak diperlukan yang mengakibatkan terganggunya transfer impuls tenaga untuk gerakan berikutnya, 2) kelebihan gerakan tersebut diakibatkan oleh impuls tenaga yang diberikan terlalu besar dari yang dibutuhkan. akibat lain adalah terganggunya keseimbangan tubuh. impuls tenaga yang kurang dari yang dibutuhkan juga dapat mengakibatkan gerakan berikutnya menjadi tidak sempurna. sehingga, setelah mengetahui permasalahan di atas, sangatlah penting untuk diadakan penelitian tentang hubungan kecepatan dan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung, jika tidak diadakan gladi jurnal ilmu keolahragaan, 11 (01), april72 hepi setiawan, pramudito hutomo kegiatan ini maka siswa sampai kapanpun tidak akan dapat melakukan gerakan lompat jauh dengan baik dan benar. dikarenakan kecepatan dan daya ledak otot tungkai adalah unsur-unsur yang ada dalam lompat jauh. metode penelitian penelitian ini dilakukan dengan metode deskriptif dengan teknik studi korelasi yaitu suatu penelitian untuk mengumpulkan data yang diperoleh dengan mengukur dan mencatat hasil dari pengukuran (sugiono, 2017) ada pun yang dinilai yaitu kecepatan, daya ledak otot tungkai dan keterampilan lompat jauh gaya menggantung. variabel bebas dalam penelitian ini adalah kecepatan dan daya ledak otot tungkai dan variabel terikatnya adalah keterampilan lompat jauh gaya menggantung. populasi dalam penelitian ini adalah seluruh siswa putra kelas viii di sma n 5 metro yang berjumlah 90 orang. pada penelitian ini, peneliti mengambil sampel dari siswa kelas viii sebanyak 15 putra yang di ambil dari populasi dengan menggunakan cluster random sampling. yaitu mengundi lima kelas xi setelah itu didapat kelas xi-3. dari kelas tersebut diperoleh 15 siswa putra sebagai sampel penelitian. teknik dalam pengumpulan data dalam penelitian ini yaitu menggunakan instrumen yang berisi alat-alat test dan indikator-indikator keterampilan. instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini adalah melakukan pengukuran terhadap variabel-variabel yang terdapat dalam penelitian ini. instrumen dalam penelitian ini adalah: (1) tes kecepatan menggunakan test lari 20 meter, (2) tes daya ledak otot tungkai menggunakan standing broad jump test, (3) tes keterampilan lompat jauh (widiastuti,2011). menggunakan instrumen yang terdiri dari tabel-tabel yang berisi indikator-indikator/fase gerakan pada lompat jauh. skor akhir keterampilan lompat jauh gaya menggantung diperoleh dengan cara skor proses melakukan dan skor hasil dirubah menjadi t skor. setelah dirubah menjadi t skor, lalu skor proses dan hasil tersebut dijumlahkan. analisis data dalam penelitian ini menggunakan teknik korelasi dan regeresi. untuk mengolah data, diperoleh dari hasil tes kecepatan, daya ledak otot tungkai, dan hasil test keterampilan lompat jauh gaya menggantung yang dianalisis melalui skor proses dan hasil. setelah koefisien korelasi didapat selanjutnya dialnjutkan dengan ujit yang berfungsi untuk mengetahui signifikansi korelasi dari variabel-variabel gladi jurnal ilmu keolahragaan, 11 (01), april73 hepi setiawan, pramudito hutomo penelitian. keputusan menerima dan menolak hipotesis pada taraf signifikansi 5%. hasil dan pembahasan hubungan kecepatan dengan keterampilan lompat jauh gaya menggantung hubungan kecepatan dengan keterampilan lompat jauh gaya menggantung dinyatakan oleh persamaan regresi y= 25,53 – 1,49 x1 artinya keterampilan lompat jauh gaya menggantung dapat diketahui atau diperkirakan dengan persamaan regresi tersebut, jika variabel kecepatan (x1) diketahui. hubungan kecepatan (x1) dengan keterampilan lompat jauh gaya menggantung (y) ditunjukan oleh koefisien korelasi ry1 = 0,76. koefisien korelasi tersebut harus diuji terlebih dahulu mengenai keberartiannya, sebelum digunakan untuk mengambil kesimpulan. hasil uji koefisien korelasi tersebut dapat dilihat dalam tabel berikut: tabel 1. uji keberartian koefisien korelasi lompat jauh terhadap lompat jauh koefisien korelasi t.hitung t.tabel 0,76 4,21 1,77 dari uji keberartian koefisien korelasi di atas terlihat bahwa t.hitung = 4,21 lebih besar dari t,tabel = 1,77 berarti koefisien korelasi ry1= 0,76 adalah signifikan. dengan demikian hipotesis yang mengatakan terdapat hubungan kecepatan dengan keterampilan lompat jauh gaya menggantung didukung oleh data penelitian. yang berarti semakin baik kecepatan berlarinya akan baik pula keterampilan lompat jauh gaya menggantung. hal tersebut sesuai dengan penelitian yang dilakuka oleh huda, subiyono, & sutardji (2012) yang menyatakan bahwa berdasarkan hasil penelitian kecepatan berpengaruh terhdap hasil lompatan gaya jongkok. koefisien determinasi kecepatan dengan keterampilan lompat jauh gaya menggantung (ry1²) = 0,5776 hal ini berarti bahwa 57,76% keterampilan lompat jauh gaya menggantung ditentukan oleh kecepatan (x1). berdasarkan hasil penelitian tersebut apabila seorang guru atau pelatih ingin mendapatkan hasil baik dalam lompat jauh gaya jongkok, maka salah satu factor yang harus ditingkatkan yaitu kecepatan siswa atau atlet. apabila atlet atau siswa mempunyai kecepatan yang baik maka akan mempermudah untuk gladi jurnal ilmu keolahragaan, 11 (01), april74 hepi setiawan, pramudito hutomo mendapatkan hasil yang maksimal dalam lompatan. hubungan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung hubungan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung dinyatakan oleh persamaan regresi y = 18,06 + 1,64 x 2 . artinya keterampilan lompat jauh gaya menggantung dapat diketahui atau diperkirakan dengan persamaan regresi tersebut, jika variabel daya ledak otot tungkai (x2) diketahui. hubungan daya ledak otot tungkai (x2) dengan keterampilan lompat jauh gaya menggantung (y) ditunjukan oleh koefisien korelasi ry1 = 0,83. koefisien korelasi tersebut harus diuji terlebih dahulu mengenai keberartiannya, sebelum digunakan untuk mengambil kesimpulan. hasil uji koefisien korelasi tersebut dapat dilihat dalam tabel berikut : tabel 2. uji keberartian koefisien korelasi (x2) terhadap (y) koefisien korelasi t.hitung t.tabel 0,83 5,33 1,77 dari uji keberartian koefisien korelasi di atas terlihat bahwa t.hitung = 5,33 lebih besar t,tabel = 1,77 berarti koefisien korelasi ry2= 0,83 adalah signifikan. dengan demikian dapat dikatakan terdapat hubungan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung didukung oleh data penelitian. yang berarti semakin baik daya ledak otot tungkai akan baik pula keterampilan lompat jauh gaya menggantung. hal tersebut sesuai dengan penelitian yang dilakukan oleh latief (2016) yang menunjukan terdapat hubungan yang signfikan antara daya ledak otot dengan hasil belajar lompat gaya jongkok. koefisien determinasi daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung adalah (ry2²) = 0,6889 hal ini berarti bahwa 68,89% keterampilan lompat jauh gaya menggantung ditentukan oleh daya ledak otot tungkai (x2). berdasarkan penelitian tersebut sudah seharusnya daya ledak otot menjadi fous dalam unsur latihan. karena daya ledak otot memiliki pengaruh yang besar bagi hasil lompatan gaya jongkok. hubungan kecepatan dan daya ledak otot tungaki dengan gladi jurnal ilmu keolahragaan, 11 (01), april75 hepi setiawan, pramudito hutomo keterampilan lompat jauh gaya menggantung. hubungan kecepatan (x1) dan daya ledak otot tungkai (x2) dengan keterampilan lompat jauh gaya menggantung (y) dinyatakan oleh persamaan regresi ŷ= 2,32 + 0,79 x 1 + 1,16 x 2 . sedangkan hubungan ketiga variable tersebut dinyatakan oleh koefisien korelasi ganda ry1-2 = 0,89. koefisien korelasi ganda tersebut, harus di uji terlebih dahulu mengenai keberartiannya sebelum digunakan untuk mengambil kesimpulan. hasil uji koefiesien korelasi ganda tersebut dapat dilihat dalam tabel berikut : tabel 3. uji keberartian koefisien korelasi ganda koefisien korelasi f.hitung f.tabel 0,89 20 3,89 uji keberartian koefisien korelasi di atas terlihat bahwa f.hitung = 20 lebih besar dari f.tabel = 3,89. berarti koefisien tersebut ry1-2 = 0,89 adalah signifikan. koefisien determinasi (ry1.2.) 2 = 0,7921 hal ini berarti bahwa 79,21% keterampilan lompat jauh gaya menggantung ditentukan oleh kecepatan dan daya ledak otot tungkai. pembahasan berdasarkan dari hasil penelitian yang telah dilakukan, maka dapat ditemukan hasil penelitian menunjukkan: pertama, terdapat hubungan kecepatan dengan keterampilan lompat jauh gaya menggantung, dengan persamaan garis linier y = 25,53 – 1,49 x1 , koefisien korelasi (ry2) = 0,76, yang berarti tingkat hubungannya masuk dalam kategori tinggi. koefisien determinasi (ry1²) = 0,5776 yang berarti variabel kecepatan memberikan sumbangan dengan keterampilan lompat jauh gaya menggantung sebesar 57,76%. kedua, terdapat hubungan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung, dengan persamaan garis linier ŷ = 18,06 + 1,64 x2, koefisien korelasi (ry1) = 0,83, yang berarti tingkat hubungannya masuk dalam kategori sangat tinggi. koefisien determinasi (ry1²) = 0,6889, yang berarti variabel daya ledak otot tungkai memberikan sumbangan terhadap keterampilan lompat jauh gaya menggantung sebesar 68,89%.ketiga, terdapat hubungan dengan keterampilan lompat jauh garis linier ŷ= 2,32 0,79 x 1 + 1,16 kecepatan dan daya ledak otot tungkai gaya menggantung, dengan gladi jurnal ilmu keolahragaan, 11 (01), april76 hepi setiawan, pramudito hutomo persamaan x 2 , koefisien korelasi ry1-2 = 0,89, yang berarti tingkat hubungannya masuk dalamkategori sangat tinggi. koefisien determinasi (ry1-2)² = 0,7921 yang berarti variabel daya ledak otot tungkai dan kecepatan dengan keterampilan lompat jauh gaya menggantung memberikan sumbangan sebesar 79,21%. dalam penelitian ini daya ledak otot tungkai dan kecepatan secara bersama-sama memberikan kontribusi sebesar 79,21% pada keterampilan lompat jauh gaya menggantung. sisanya sebesar 20,79% ditentukan oleh faktor lainnya. faktor-faktor yang dapat mempengaruhi keterampilan lompat jauh gaya menggantung adalah kekuatan, keseimbangan, kordinasi mata tangan kaki, tinggi badan dan panjang tungkai. kesimpulan berdasarkan hasil penelitian, maka peneliti dapat menarik kesimpulan sebagai berikut: (1) terdapat hubungan kecepatan dengan keterampilan lompat jauh gaya menggantung pada siswa kelas xi sma n 5 metro, (2) terdapat hubungan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung pada siswa kelas xi sma n 5 metro, (3) terdapat hubungan kecepatan dan daya ledak otot tungkai dengan keterampilan lompat jauh gaya menggantung pada siswa kelas xi sma negeri 5 metro. daftar pustaka ambarwati, d. r., widiastuti, & pradityana, k. (2017). pengaruh daya ledak otot lengan, kelentukan panggul, dan koordinasi terhadap keterampilan tolak peluru gaya o’brien. jurnal keolahragaan, 5(2), 207–215. frans, i., kaswari, & edi, p. (2013). hubungan sprint dan daya ledak ledak otot tungkai terhdapa hasil lompat jauh gaya jongkok. jurnal pendidikan dan pembelajaran khatulistiwa, 2(4). harsono. (2001). latihan kondisi fisik. jakarta: pusat ilmu olahraga koni pusat. huda, k., subiyono, h. s., & sutardji. (2012). sumbangan kecepatan, berat badan, daya ledak terhadap lompat jauh. journal of sport sciences and fitness, 1(1), 1–6. juliantine, t., yudiana, y., & subarjah, h. (2007). modul mata kuliah teori latihan. prodi penjaskesrek fakultas pendidikan olahraga dan kesehatan universitas indonesia. bandung. kiram, p. h. y. (2019). belajar keterampilan motorik. prenada media. latief, a. (2016). hubungan antara kecepatan lari dan daya ledak otot tungkai dengan hasil lompat jauh gaya jongkok siswa kelas viii mts miftahul ulum mranggen demak tahun 2015. universitas wahid hasyim. lutan, r., & suherman, a. (2000). pengukuran dan evaluasi penjaskes. jakarta: departemen pendidikan gladi jurnal ilmu keolahragaan, 11 (01), april77 hepi setiawan, pramudito hutomo nasional. sugiono. (2017). metodology. (c. karya, ed.). jakarta. sukadiyanto, & dangsina, m. (2011). pengantar teori dan metodologi melatih fisik. bandung: cv lubuk agung. widiastuti. (2011). tes dan pengukuran olahraga. jakarta: pt. bumi timur jaya. relationship of speed, reaction and concentration to the achievement of precision landing of gliding athletes dki jakarta hidayat humaid 1, tirto apriyanto1, ghazi satriando humaid junior1 1 faculty of sport science, jakarta state university indonesia correspondiing author. email : hhumaid@unj.ac.id abstrak the purpose of this study is to determine the relationship between reaction speed, concentration, and precision landing performance of dki jakarta gliding athletes. this study uses the quantitative method by survey technique method. samples are 13 athletes of dki jakarta gliding. in order to get the data, the athlete was tested with reaction speed test, concentration test, and precision landing test. the technique of analyzing the data is correlation technique. the result of this study shown that the correlation between reaction speed, concentration, and precision landing performance is 40.3%, where the reaction speed has 38.3% correlation (strong correlation) to precision landing and concentration has 2.8% correlation to precision landing (weak correlation). so the conclusion is reaction speed has a strong correlation to precision landing while concentration has weak correlation to precision landing. keywords : reaction speed, concentration, precision landing available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (03) special issue 2021, 10-16 permalink/doi: https://doi.org/10.21009/gjik.123.02 gladi jurnal ilmu keolahragaan, 11 (02), oktober166 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar gladi jurnal ilmu keolahragaan, 12 (03), july16 hidayat humaid, tirto apriyanto, ghazi satriando humaid junior introduction gliding is an airsport that uses a glider as a plane. glider is a sailplane that does not have an engine. to get airborne the glider that is flown by the athlete is towed by a plane that have an engine (tow plane), like cessna or husky, and when the altitude reaches 1.500 feet the glider will be released from the tow plane. gliding is classified as an open skill sport. open skill sport is defined as a sport where the stimulus comes from the biosphere, in the other word the athlete can’t predict where or when the stimulus will come (sugiyanto, 2008). in gliding, there is so much unpredicted stimulus such as weather changes, wind direction changes, wind speed changes, turbulences, and many more. the hardest part is the athlete have to control the glider precisely all the time even when the stimulus comes, because if the glider does not fly precisely it could be dangerous. in indonesian national multi event (pon) there are 2 competition numbers in gliding, that is duration flight and precision landing. between those 2 competition numbers, precision landing need more precision skill from the athlete, because the precision landing number measures the level of landing precision carried out by the athlete, the more precise the landing is, the higher the points will be obtained by the athlete (pb fasi, 2013). it is hard to maintain the glider fly precisely while the stimulus comes, it needs a high level of reaction speed skill from the athlete to respond rapidly to the stimulus in order to maintain the glider fly precisely. precision landing is affected by several factors. the first is the weather factor, the weather has an effect because changes in wind direction, wind speed, turbulence, updrafts, and downdrafts have an impact on the position and direction of the glider while flying (thomas knauff, 1990). the second factor that affects precision landing is glider control. gliders are controlled using a joystick in the hands and rudder pedals on the feet (thomas knauff, 1980). the joystick and rudder pedal must be controlled with good reaction speed, so that the athlete can provide output control quickly and precisely so that the glider can fly with precision when facing stimulus (thomas knauff, 1980). based on thomas knauff's opinion above, it can be said that glider athletes need good reaction speed in order to control the glider with precision every time. according to nossek (1982), speed is divided into three types, namely sprint speed, reaction time and motor action speed. a gliding athlete only needs to have a good reaction time and does not need to have the ability to have good sprint speed and motor action speed, because when flying the athlete only sits in the cockpit. reaction speed or reaction time is the speed in responding to a stimulus which is affected by the sensitivity of the nervous system, orientation ability, situation, and the acuity of the five senses (nossek, 1982). according to sukadiyanto (2010) reaction speed is a person's ability to respond to a stimulus in the shortest possible time. according to suharno (1985) reaction speed is the ability of the athlete's organism to respond to a stimulus as quickly as possible in achieving the best possible result. from the opinion of experts regarding the definition of reaction speed, it can be understood that glider athletes do need a good reaction speed to be able to respond to stimulus when flying quickly and precisely, so that the level of precision of the glider when flying is maintained. nossek (1982) argues that the acuity of the five senses is one of the factors that affect a person's reaction rate. according to thursan hakim (2002), the acuity of a person's five senses is also related to his level of concentration, where someone who has a good level of sensory acuity has a good level of concentration. therefore, it can be said that gliding athletes must also have a good level of concentration to be able to maximize their reaction speed abilities. according to siswanto (2007), concentration is the ability to focus fully on the problem at hand. according to aviana & hidayah (2015) concentration is the concentration of attention in the process of behavior change in the form of assignments and the use of knowledge contained in various fields of study. to be able to achieve glorious achievements, it is not only affected by physical and technical factors, but psychological factors such as concentration also play an important role (adisasmito, 2007). the concentration when flying precision landing is that the athlete must always focus on the target landing area to be aimed and must always focus on responding to the incoming stimulus so that the aircraft can always fly precisely. from the search for previous journal data to become reference material, there is no journal that discusses precision landing or gliding. for reaction speed, there is a previous journal from the tennis sport entitled "the relationship between hand reaction speed and hand eye coordination on tennis court services for cendrawasih university students" (journal of applied sports science, faculty of sport science, university of cendrawasih, 2020). and for concentration, there is a previous journal from the archery sport entitled "the level of concentration on belions futsal athletes" (journal of sports and health science, bandung institute of technology, 2019). researchers conducted this study to determine the relationship between reaction speed and concentration on the precision landing achievement of gliding athletes. methods the research conducted was guided by the principles of correlational descriptive quantitative research. this study was conducted to examine the relationship between two variables, namely the relationship between reaction speed and concentration on the achievement of precision landing for gliding athletes in dki jakarta. participants of this study were 13 athletes of the jakarta gliding athletes. to get the reaction speed data, researcher used ruler drop test (anindita et al. 2017) this test asks the participants to catch the ruler in one of their hand while the tester drop the ruler in uncertain time but around 10 seconds. the 0 number of the ruler placed near above the participant hand. the higher score will given if the hand of the participants catch the ruler close to the 0 number of the ruler and the maximum score is when the hand of the participants catch the ruler in 0 number of the ruler. to get concentration data, researcher used a concentration grid test (harris & harris, 1984) and marten (1933); and heinen (2011) to measure concentration. this test asks the participants to sort a number from 00 to 99 with a line in a 10x10 coloumn with random numbers on it. the participants only got 1 minute to do this test. the more correct line in the coloumn means the higher score. to get precision landing data, researcher ask the participants to do a precision landing flight just like in competition, and then researcher will count the precision score of each participants based on the calculation condition from pb fasi. instrument the instruments that the researchers used for ruler drop test (anindita et al. 2017) is a chair, table, ruler, stopwatch, paper, and pen. for concentration grid test (harris & harris, 1984) and marten (1933); and heinen (2011) researcher used a chair, table, pen, task paper, and stopwatch for instruments. the instruments for precision landing (pb fasi, 2013) test are glider, tow plane, airfield, tow rope, precision landing area, roll meter, paper, and pen. for data processing using spss 20.0 for windows results table 1. score results no athletes name reaction speed score concentration score precision landing score (1000) 1 adelya 12,9 (very low) 10 (low) 929,940 2 dadang 8,1 (very high) 14 (fair) 978,652 3 darmansyah 8,3 (very high) 12 (low) 973,978 4 dita 7,07 (very high) 16 (high) 974,294 5 iffan 10,2 (fair) 11 (very low) 939,129 6 monica 7,2 (very high) 15 (fair) 951,813 7 rudi 11,64 (low) 13 (low) 944,966 8 suprianto 11,64 (low) 12 (low) 958,147 9 sutigno 10,7 (low) 11 (very low) 937,960 10 taqwa 11,57 (low) 18 (very high) 939,131 11 utomo 8,2 (very high) 17 (high) 962,314 12 wahyu 11 (low) 11 (low) 981,487 13 widy 11,5 (low) 13 (low) 926,930 table 2. frequency distribution of reaction speed of dki jakarta gliding athletes interval category frequency percentage 7,07 8,23 very high 4 30,77 8,24 9,4 high 1 7,69 9,41 10,57 fair 1 7,69 10,58 11,74 low 6 46,15 11,75 12,91 very low 1 7,69 total 13 100 based on the table. 2, it is obtained that 4 athletes have a very high reaction speed score with the percentage of 30,77%, and then there is 7,69% or around 3 athletes that have high, fair, and very low score of reaction speed. and the rest with 46,15% or around 6 athletes that have low reaction speed table 3. frequency distribution of concentration of dki jakarta gliding athletes interval category frequency percentage 10 – 11 very low 4 30,77% 12 – 13 low 4 30,77% 14 – 15 fair 2 15,38% 16 – 17 high 2 15,38% 18 – 19 very high 1 7,69% total 13 100 gladi jurnal ilmu keolahragaan, 11 (02), oktober168 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar based on the table. 3, it is obtained that 8 athletes have very low and low level of concentration with percentage of 30,77%. there is 15,38% or around 2 athletes that have fair level of concentration, and 2 athletes that have high level of concentration. and the rest is 1 athlete that have very high level of concentration with percentage of 7,69%. table 4. frequency distribution of precision landing of dki jakarta gliding athletes interval category frequency percentage 926,93 937,841 very low 2 15,38% 937,842 948,753 low 4 30,77% 948,754 959,665 fair 2 15,38% 959,666 970,577 high 1 7,69% 970,578 981,489 very high 4 30,77% total 13 100 based on the table. 4, it is obtained that 2 athletes have a very low level of precision landing with percentage of 15,38%. there is a percentage of 7,69% or 1 athlete that has a high level of precision landing. and the rest there are 8 athletes that 4 of them have low level of precision landing and 4 others have very high level of precision landing with the percentage of 30,77%. based on the calculation of the significance value that has been done, the significance value of reaction speed (x1) with precision landing (y) is 0.024, which means that there is a significant correlation between the reaction speed variable and the precision landing variable. the calculated r value of the relationship between reaction speed (x1) and precision landing (y) is 0.619, it can be concluded that there is a relationship or correlation between the variable reaction speed and precision landing. for the concentration variable (x2), the significance value is 0.588, which means that there is no significant correlation between the concentration variable and the precision landing variable. based on the calculated r value, the relationship between concentration (x2) and precision landing (y) is 0.533, it can be concluded that there is no relationship or correlation between the concentration variable and precision landing. for the calculation of the t test, the sig value for the effect of reaction speed (x1) on precision landing (y) is 0.031, so it can be concluded that the variable x1 is accepted, which means that there is an effect of x1 on y. as for the concentration variable (x2), the sig value of t test is 0.572, so it can be concluded that x2 is rejected, which means that there is no influence of x2 on y. there is an effect of x1 and x2 simultaneously on y. for the coefficient of determination, the reaction speed variable (x1) affects the precision landing variable (y) by 38.3%. then for the concentration variable (x2) it affects the precision landing variable (y) by 2.8%. and overall, the reaction speed and concentration have an effect on precision landing by 40.3%. conclusions based on data analysis, the results of hypothesis testing showed a significance of 0.118. the significance level is greater than 0.05, thus it means that the relationship between reaction speed and concentration on the precision landing achievement of glider athletes in dki jakarta does not have a significant effect. in the other words, only reaction speed from the athlete that has a strong relationship to the precision landing achievement, while concentration does not. it could happened because it might took a different way to concentrate between doing a concentration grid test and doing a precision landing flight. references agusyana, y. 2009. olah data skripsi adisasmito, l. (2007). mental juara modal berprestasi. jakarta : raja grafindo persada. anindita, a. e., sumekar, t. a., & supatmo, y. (2017). “analisis komponen waktu reaksi atlet bulutangkis (studi pada atlet bulutangkis (studi pada atlet bulutangkis di semarang)”. jurnal kedokteran, 6 (2), 261267. aviana, r., & hidayah, f. f. (2015). pengaruh tingkat konsentrasi belajar siswa terhadap daya pemahaman pada pembelajaran kimia di sma negeri 2 batang. jurnal pendidikan sains universitas muhammadiyah semarang, 3(1), 30-33. hakim, thursan. (2002). mengatasi rasa tidak percaya diri. jakarta : puspa swara. nossek, j. (1982). general theory of training. national institute for sport, logos. pan african press. siswanto. (2007). kesehatan mental ; konsep, cakupan, dan perkembangan nya.yogyakarta : penerbit andi. pb fasi. 2013. buku petunjuk teknis ketentuan umum perlombaan terbang layang. suharno hp. (1985). ilmu kepelatihan olahraga. yogyakarta : ikip sukadiyanto. (2010). pengantar teori dan metodologi melatih fisik. bandung : cv lubuk agung. universitas cendrawasih., fakultas ilmu keolahragaan. 2020. jurnal terapan ilmu keolahragaan. thomas knauff. (1980). glider basics from first flight to solo. bookbaby. austin thomas knauff. (1990). glider basics from solo to license. knauff & grove. austin available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 1 14 permalink/doi: https://doi.org/10.21009/gjik.010.01 pengembangan model latihan kekuatan otot lengan pada cabang olahraga softball taufik rihatno1*, siti rosana agustin l tobing2 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 2 pendidikan olahraga, fakultas ilmu keolahragaan, universitas negeri jakarta, universitas negeri jakarta kampus-b jl. rawamangun, jakarta timur, indonesia *corresponding author : email : taufikrihatno@unj.ac.id abstrak. penelitian ini bertujuan mengembangkan model latihan kekuatan otot lengan pada cabang olahraga softball. pendekatan penelitian pengembangan model latihan ini menggunakan model research and development dari sugiyono. uji kelompok kecil melibatkan 15 atlet dan 30 atlet untuk uji coba kelompok besar. data uji coba diambil menggunakan angket berisi pertanyaan mengenai kemenarikan dan kemudahan model. uji validitas model menggunakan uji justifikasi ahli. model latihan yang dibuat dan diujicobakan kemudian dikonsultasikan dan dinilai 3 ahli softball. hasil uji coba kelompok kecil dengan variabel kemenarikan model sebesar 80,21% dan uji kelompok besarnya 76,67% atau dengan kategori “baik”. untuk uji kelompok kecil dengan variabel kemudahan sebesar 73,26% dan uji kelomok besar 74,72% dengan kategori “baik”. hasil perbandingan antara pre test dan post test yang diberikan kepada subjek diperoleh t hitung sebesar 7,79 dan t tabel = 1,695 sehingga dapat disimpulkan terdapat perbedaan hasil antara sebelum dan sesudah diterapkan model pengembangan latihan kekuatan otot lengan pada olahraga sofball. disimpulkan, pengembangan model latihan kekuatan otot lengan mudah dan menarik untuk dilakukan serta efektif untuk menigkatkan kemapuan lemaparan atlet pada cabang olahraga softball. kata kunci : pengembangan model; latihan; kekuatan otot lengan; softball abstract. this study aims to develop a model of arm muscle strength training in softball. the research approach to the development of this training model uses the research and development model of sugiyono. the small group test involved 15 athletes and 30 athletes for large group trials. the trial data was taken using a questionnaire containing questions about the attractiveness and ease of the model. test the validity of the model using an expert justification test. the training model created and tested was then consulted and assessed by 3 softball experts. the results of the small group trial with the model attractiveness variable were 80.21% and the group test was 76.67% or in the "good" category. for the small group test with ease variables of 73.26% and large group tests of 74.72% with the category "good". the results of the comparison between the pre test and post test given to the subjects obtained t count of 7.79 and t table = 1.695 so that it can be concluded that there are differences in results between before and after the applied development model of arm muscle strength training in sofball sports. it was concluded, the development of an arm muscle strength training model was easy and interesting to do and effective to improve the ability of star athletes to star in softball. keywords: model development; training; arm muscle strength; softball. mailto:taufikrihatno@unj.ac.id gladi jurnal ilmu keolahragaan, 10 (1), april 2 taufik rihatno, siti rosana agustin l tobing pendahuluan olahraga softball di indonesia sudah mulai berkembang. hal itu dibuktikan dari banyaknya olahraga klub-klub softball yang ada di indonesia dan mulai banyak dikalangan sekolah dan universitas yang mulai bergabung pada klub-klub softball yang ada. semakin banyak kejuaraan softball menjadi bukti bahwa olahraga softball di indonesia mulai berkembang semakin maju. banyaknya kejuaraan pada beberapa tingkat, yaitu tingkat sekolah, perguruan tinggi, tingkat daerah, tingkat nasional dan juga ditingkat internasional menjadikan olahraga ini semakin berkembang. prestasi nasional di cabor sofball masih tertinggal dibandingkan negara lainnya. satu-satunya mendali emas yang di raih indonesia pada saat seagame 1997. di tahun ini lah prestasi cabang olahraga softball pertama kalinya mendapatkan medali. di seagames berikutnya cabang olahraga softball tidak mendapatkan medali bahkan prestasinya semakin menurun dikarenakan regenerasi yang minim. regenerasi yang minim menjadikan tidak berkembangnya prestasi. prestasi yang seharusanya tercapai dengan memenuhi beberapa hal seperti teknik, fisik dan mental nampaknya tidak ada tindak lanju dalam pembinaannya (shah, 2016). untuk memnuhi kebutuhan tersebut haruslah membina atlet dari usia dini, setiap atlet tidak akan mempunyai prestasi yang maksimal dan tidak memiliki karakteristik sebagai atlet profesional jika tidak dibina sedini mungkin. pembinaan akan berdampak terhadap skill atlet. dalam prosesnya, olahraga ini mengutamakan kecepatan dan ketangkasan yang mengandalkan strategi bermain baik dalam bertahan maupun dalam menyerang. setiap atlet harus memiliki kondisi fisik yang sangat bagus agar penampilan atlet pada saat bertanding akan lebih maksimal (singh, 2014). kondisi fisik tersebut menyangkut pada daya tahan, kelincahan, kelentukan, kecepatan dan kekuatan. selain itu juga harus didukung dengan kecepatan dalam berlari, kekuatan dalam memukul, melempar dan menangkap bola. setiap permainan dituntut untuk menguasai teknikteknik dasar, taktik bertahan dan taktik menyerang. setiap pemain harus menguasai teknik-teknik dasar sofball. teknik dasar yang harus dikuasai dalam permainan ini seperti pitching, throwing (melempar), catching (menangkap), batting (memukul), sliding (meluncur), base running (lari antar base). softball mempunyai 9 posisi di dalam lapangan (defens), setiap anggota pemain sudah mempunyai posisi masing-masing, dan biasanya pemain bisa menguasai beberapa posisi. adapun posisi di dalam gladi jurnal ilmu keolahragaan, 10 (1), april 3 taufik rihatno, siti rosana agustin l tobing lapangan permainan softball yaitu, 1) pitcher, 2) cathers, 3) penjaga base i, 4) penjaga base ii, 5) shortstop, 6) penjaga base iii , 7) outfield (left, center, right). permainan softball memerlukan kekuatan, salah satunya kekuatan otot lengan. kekuatan otot lengan dibutuhkan dalam teknik throwing dan batting. throwing adalah teknik melempar dengan dominasi otot lengan. apabila atlet tidak dapat melakukan lemparan yang baik maka point yang dihasilkan akan berkurang dan tertingal dari lawan yang memliki lemparan bagus. teknik throwing adalah teknik pertahanan, dengan lemparan yang baik dalam pertandingan biasanya dapat membantu team untuk mematikan team lawan. kesalahan throwing pada softball mempengaruhi pertandingan, bila atlet galal lemparan, point akan diambil lawan. teknik throwing adalah awal dimulainya pada cabang olahraga softball. dalam melakukan throwing akan melibatkan kemampuan akurasi lemparan, kordinasi gerak dan kekuatan otot lengan. pengembangan latihan untuk meningkatkan kekuatan lengan sudah ada di setiap klub-klub softball, tetapi model-model latihan tersebut sudah lama tidak dikembangkan dan menjadikan model latihan yang tidak bervariatif sehingga para atlet merasa bosan sehingga kemampuan kekuatan atlet tidak berkembang maksimal. pengamatan dilapangan masih banyak atlet yang tidak kuat dalam melakukan lemparan, tangkapan dan pukulan. sehingga mempengaruhi performance saat latihan. pembinaan di klub softball kurang mengembangkan model latihan kekuatan otot lengan untuk melakukan lemparan. selama ini pelatih hanya memberikan model latihan secara monoton, seperti memberikan latihan push up, latihan menggunakan weight ball dan rubber untuk mengembangkan kekuatan otot lengan. sehingga peningkatan kekuatan otot lengan atlet kurang maksimal, olehkarenanya hasil lemparan tidak maksimal. penelitian serupa terdahulu yang dilakukan dini (2015) menjelaskan untuk meningkatkan kekuatan otot lengan dilakukan latihan beban. secara fakta dilapangan terdapat keterbatasan dalam sarana dalam latihan sehingga kurang maksimal diberdayagunakan untuk daerah yang dirasa sarana latihannya tidak memadahi. penelitian lain yang serupa memaparkan bahwa untuk meningkatkan kekuatan otot lengan dalam olahraga softball hanya membandingkan dua metode latihan berupa intrval dan kontinyu yang dibebankan atlet (tegeh, 2016). jika gladi jurnal ilmu keolahragaan, 10 (1), april 4 taufik rihatno, siti rosana agustin l tobing diterapkan dalam latihan secara rutin dan sistematis maka atlet cenderung mengalami kebosanan oleh karenanya dimunculkan penelitian untuk menguji efektifitas peningkatan kekuatan otot lengan yang diberikan ragam model latihan yang spesifik untuk kekuatan otot lengan dalam cabang olahraga softball. berdasarkan hal-hal yang dikemukakan di atas, untuk mengupayakan peningkatan kemampuan lemparan pada atlet softball, peneliti mengembangkan model latihan kekuatan lengan pada cabang olahraga softball. model-model latihan tersebut merupakan salah satu model latihan yang dapat menunjang atlet untuk memiliki kekuatan lengan untuk memiliki kemampuan lemparan yang efektif. model ini dapat memberikan variasi latihan sesuai sasaran dan target latihan, sehingga atlet sofball lebih mudah dan efektif dalam menguasai materi latihan kekuatan otot lengan untuk menunjang teknik throwing. kekuatan otot lengan kekuatan otot merupakan kondisi fisik seseorang yang di ciptakan oleh otot atau sekelompok otot yang di gunakan tubuh serta melawan tahanan atau beban dalam aktifitas tertentu serta melindungi tubuh dari cidera. dalam hubungannya dengan olahraga, kekuatan otot merupakan salah satu komponen dasar biomotor yang diperlukan hampir dalam setiap cabang olahraga (vaczi, et al., 2015).. untuk mencapai prestasi yang maksimal seseorang atlet harus memiliki faktor penting yang dapat menunjang tercapainya prestasi maksimal tersebut. hampir setiap aktifitas dalam permainan bola softball menggunakan kekuatan lengan. dalam melempar dan memukul bola pada permainan softball membutuhkan kekuatan lengan, dan menangkap bola membutuhkan kekuatan untuk menahan datangnya bola, dengan kata lain kekuatan yang berinteraksi dengan aspek biomotor digunakan dalam permainan softball pada saat menampilkan teknik. kekuatan otot lengan merupakan kemampuan untuk melawan tahanan yang dilakukan oleh kontraksi sekelompok otot dari bahu, pangkal lengan, lengan bagian atas sampai dengan telapak tangan. kekuatan otot lengan merupakan salah satu penunjang bagi seorang atlet untuk mencapai prestasi maksimal (chtara, et al., 2016). pada olahraga yang menggunakan otot lengan seperti cabang olahraga softball, kekuatan otot lengan ini sangatlah penting karena dalam teknik dasar cabang olahraga softball seperti melempar, menangkap dan memukul membutuhkan kekuatan lengan. maka tidak mungkin seorang atlet cabang olahraga gladi jurnal ilmu keolahragaan, 10 (1), april 5 taufik rihatno, siti rosana agustin l tobing softball akan berprestasi tanpa menggunakan kekuatan otot lengannya. otot lengan yang menunjang kekuatan otot lengan sebagai berikut (1) otot lengan atas, yang terdiridari otot-otot ventralis atau disebut juga otot (fleksi), otot ketul atas, otot biceps brachi, otot korako brachialis, otot otot-otot dorsalis atau otot-otot kedang (ekstensi). otot kedang ini terdiri dari, otot triceps, deltoid, long lad, medium lad, short lad, brachialis. (2) otot-otot lengan bawah dibagi menjadi 3 (tiga) bagian, terdiri rari otot-otot ventralis, otot-otot radialis, otot-otot doralis. (3) otototot lengan yang terdiri dari. otot-otot lateral, otot-otot medical. gambar 1. otot lengan bagian atas sumber : oeuches, 2011 gambar 2. lengan bagian bawah sumber : oeuches, 2011 tujuan pemberian latihan kondisi kekuatan otot lengan adalah meningkatkan kemampuan latihan kekuatan otot lengan untuk dapat melakukan gerakan-gerakan sampai kebatas maksimal sehingga dapat mencapai perestasi dari gerakan yang dimaksud. khususnya latihan kondisi kekuatan otot lengan mempunyai mamfaat yang berkelanjutan, artinya sasaran terakhirnya atlet dapat melakukan tehnik maupun taktik permainan tersebut dengan baik. teori latihan latihan adalah upaya untuk meningkatkan kualitas fungsional organorgan tubuh serta psikologi pelakunya. jadi latihan yang dilakukan harus disusun secara tepat dan benar sesuai dengan tujuan yang ingin dicapai. latihan yang dilakukan secara tidak tepat akan mempengaruhi perkembangan atlet baik secara fisiologi ataupun psikolgi (hasibuan dkk., 2014). gladi jurnal ilmu keolahragaan, 10 (1), april 6 taufik rihatno, siti rosana agustin l tobing bahkan sebaliknya latihan yang dilakukan dengan benar dan terprogram akan memberikan suatu perubahan pada sistem tubuh, baik sistem metabolisme, sistem syaraf,dan otot maupun sistem hormonal. latihan merupakan suatu proses perubahan kearah yang lebih baik, yaitu untuk meningkatkan kualitas fisik, kemampuan fungsional peralatan tubuh, dan kualitas psikis anak latih atau atlet. pembebanan latihan yang salah akan mendapatkan dampak besar yang sangat fatal untuk para atlet. menurut sukadiyanto, istilah latihan berasal dari kata dalam bahasa inggris yang dapat mengandung beberapa makna seperti: practice, exercises, dan training. pengertian latihan yang berasal dari kata practice adalah aktivitas untuk meningkatkan keterampilan (kemahiran) berolahraga dengan menggunakan berbagai peralatan sesuai dengan tujuan dan kebutuhan cabang olahraganya (sukadiyanto, 2015). pengertian latihan yang berasal dari kata exercises adalah perangkat utama dalam proses latihan harian untuk meningkatkan kualitas fungsi sistem organ tubuh manusia, sehingga mempermudah olahragawan dalam penyempurnaan gerakannya. latihan atau exercises merupakan materi latihan yang dirancang dan disusun oleh pelatih untuk satu sesi latihan atau satu kali tatap muka dalam latihan. menurut sukadiyanto susunan materi latihan dalam satu kali tatap muka pada umumnya berisikan materi, antara lain (1) pembukaan atau pengantar latihan, (2) pemanasan (warming-up), (3)latihan inti,(4) latihan tambahan (suplemen), (4) cooling down atau penutup. latihan yang berasal dari kata training adalah penerapan dari suatu perencanaan untuk meningkatkan kemampuan berolahraga yang berisikan materi teori dan praktek, metode, dan aturan pelaksanaan sesuai dengan tujuan dan sasaran yang akan dicapai. menurut nossek yang dikutip oleh sukadiyanto, latihan yang berasal dari kata training adalah suatu proses penyempurnaan kemampuan berolahraga dengan pendekatan ilmiah, memakai prinsip pendidikan yang terencana dan teratur, sehingga tujuan latihan dapat tercapai tepat pada waktunya (sukadiyanto, 2015). atlet diharuskan dapat meningkatkan kualitas dirinya baik secara fisiologi ataupun psikologi, fisologis yang dimaksud adalah fisik dan teknik. kualitas fisik dan teknik seseorang dapat berkembang jika diiringi aktivitas. aktivitas yang dimaksud adalah aktivitas yang menunjang terhadap perkembangan fisik dan teknik seseorang itu sendiri. tujuan akhir latihan dalam bidang olahraga adalah untuk meningkatkan gladi jurnal ilmu keolahragaan, 10 (1), april 7 taufik rihatno, siti rosana agustin l tobing penampilan olahraga dalam melakuan aktivitas harus disesuaikan dengan kemampuan seseorang dari yang mudah ke yang sukar, dari yang sederhana ke yang rumit. selain itu, harus tetap diingat bahwa ketika melaksanakan latihan, seseorang harus memperhatikan pengulangan dari setiap aktivitas yang dilakukan. hal tersebut dilakukan untuk mencegah hal-hal yang tidak diinginkan seperti cedera otot dan sebagainya. latihan juga didefinisikan suatu proses yang berulang dan meningkatkan potensi dalam rangka mencapai prestasi yang maksimal dan mempunyai tujuan untuk meningkatkan penampilan atlet (tangkudung dan wahyuningtyas, 2012). latihan akan berjalan dengan sesuai dengan tujuan apabila diprogram sesuai dengan kaidah-kaidah latihan yang benar. latihan juga merupakan proses yang sistematis dan berlatih yang dilakukan secara berulangulang dengan kian hari kian menambah jumlah beban latihan serta intensitas latihannya. program latihan ini disusun secara sistematis, terukur, dan disesuaikan dengan tujuan latihan yang dibutuhkan, latihan juga membutuhkan waktu yang relatif lama untuk mendapatkan hasil yang optimal. hasil latihan fisik dan teknik bukanlah sesuatu yang dapat diperoleh dalam waktu yang singkat. hasil latihan meningkat secara progresif bila semua tahapan latihan dilewati dengan benar. latihan juga merupakan suatu proses yang dilewati seseorang untuk mencapai prestasi, prestasi tinggi sesorang tdak akan tercapai bila tidak melalui proses latihan yang tinggi, serius, dan keja keras. dengan demikian untuk meningkatkan prestasi olahraga dibutuhkan latihan yang itensif dan terprogram baik dengan memperhatikan prinsip latihan. 1) prinsip-prinsip latihan penyusunan dan pelaksanaan program latihan hendaknya para pelatih harus memperhatikan prinsip-prinsip latihan agar tercapainya prestasi yang maksimal. prinsip latihan yang dimaksud adalah sebagai berikut: (1) partisipasi aktif, (2) perkembangan multilateral, (3) individual, (4) overload. partisipasi aktif adalah suatu pencapaian prestasi atlet, prestasi atlet itu sendiri ditentukan oleh atlet dan pelatih, yang dimaksud disini adalah pelatih harus dapat mendidik atletnya untuk mempunyai sikap tanggung jawab, disiplin, dan mandiri, dan sebaliknya atlet harus bertanggung jawab menjalankan program latihan yang sudah diberi oleh seorang pelatih, jadi keduanya harus bertanggung jawab agar dapat menghasilkan prestasi yang maksimal. gladi jurnal ilmu keolahragaan, 10 (1), april 8 taufik rihatno, siti rosana agustin l tobing perkembangan multilateral adalah masa dimana seseorang memiliki potensi awal, atau dimasa ini disebut masa awal program pembinaan dimulai sebelum memasuki tahap spesialisasi. perkembangan multilateral adalah pada usia 5-6 tahun. dimasa ini adalah masa mengembangkan dan mengoreksi gerak anak, dan aktifitas latihan yang dikasih adalah semua jenis latihan gerak dasar. individual adalah karakter dan potensi atlet. diprinsip individual ini pelatih sangat berperan penting, karena pelatih harus bisa mengetahui karakter dan potensi yang dimiliki. jadi dalam penyusunan program latihan, pelatih perlu mempertimbangkan perbedaan individual setiap atlet berupa faktor keturunan dan umur perkembangan atlet. overload adalah prinsip latihan yang berlebih, latihan berlebih yang dimaksud adalah setiap atlet untuk meningkatkan kemampuannya perlu membebani dirinya kepada beban yang cukup menantang, contohnya pada bentuk latihan beban dan bentuk latihan fisik lainnya (sheepard, 2015).. berikut prinsip overload yang dijelaskan pada gambar. gambar 3. prinsip overload sumber: tangkudung dan wahyuningtyas, 2012 peningkatan laihan bisa didapat dari pemberian intensitas latihan yang cukup dan recover (istirahat) yang cukup dan akurat sehingga overcompensasi (peningkatan) dapat terjadi. beban yang terlalu ringan tidak akan meningkat kemampuan atlet sehingga prestasi akan tetap (plato), sebaliknya beban yang terlalu berat akan menyebabkan penurunan kemampun atlet, pestasi menurun (involusi) dan dapat mengakibatkan overtraining. tabel 1. tanda-tanda terjadinya overtraining sumber : harsono, 2013 psikologi fisik motorik fungsional 1. konsentrasi turun 2. gelisah 3. mudah tersinggung 4. mengisolasi diri 5. perasan tertekan 6. tidak ada inisiatif 7. tidak ada percaya diri 8. semangat turun 9. takut bertanding 1. koordinasi menurun 2. ketegangan otot berlebih 3. melakukan kesalahan gerak 4. recovery lama 5. waktu reaksi menurun 6. mudah cedera 7. berat badan turun terus menerus 1. denyut jantung bertambah >5 dtk/mnt 2. nafsu makan berkurang 3. gangguan cerna 4. mudah berkeringa t 5. pemulihan detak jantung lama gladi jurnal ilmu keolahragaan, 10 (1), april 9 taufik rihatno, siti rosana agustin l tobing 5. spesifikasi menurut sukarma, said specific adaptation to imposed prinsip spesifikasi menjelaskan bahwa sifat khusus beban latihan akan menghasilkan tanggapan khusus untuk itu program latihan hendaknya dirancang khusus sesuai dengan: (1) cabang olahraga, (2) peran olahragawan, (3) system energy, (4) pola gerak, (5) keterlibatan, (6) biomotor. 6. kembali asal (reservible) menurut sukarma “‘bila anda tak menggunakan, anda akan kehilangan” itulah filosofi prinsip reversibilitas yang diartikan sebagai kemunduran kemampuan atlet yang diakibatkan ketidakteraturan dalam menjalankan program latihan. kemampuan atlet yang telah meningkat pada tahap latihan, akan menurun apabila atlet yang telah meningkat pada tahap latihan, akan menurun apabila atlet tidak berlatih dengan benar dan untuk mengembalikan prestasi semula diperlukan waktu yang cukup lama. agar prestasi atlet tidak fluktuatif (naik turun) secara drastis, latihan seharusnya dilakukan secara terus menerus dan berkelanjutan. 7. variasi tubuh manusia memiliki kemampuan beradaptis termasuk adaptasi terhadap beban latihan, untuk memperoleh adaptasi optimal diperlukan variasi dalam pembebanan sehingga perlu dirancang hari latihan berat, hari latihan ringan dan hari latihan sedang. selain itu model dan metode latihan yang monoton akan mengakibatkan kebosanan sehingga sasaran latihan tidak dapat dicapai, untuk itu perlu dirancang berbagai model dan metode latihan yang beraneka ragam, dengan tetap mengacu pada sasaran latihan. teknik lemparan teknik lemparan merupakan dasar yang penting dalam permainan softball. unsur utama yang perlu diperhatikan dalam melempar bola antara lain kekuatan, ketepatan dan jalannya bola serta kemudahan untuk melakukan gerakan lemparan. jika tidak memiliki teknik dan cara melakukan gerak lemparan yang baik, hal ini akan berpengaruh terhadap hasil lemparan dan kemungkinan terjadi kesalahan jalannya bola (parabol), sehingga bola lambat dan tidak mencapai sasaran. oleh kerena itu didalam proses pembelajaran dan latihan, perlu dipilih teknik yang tepat, mudah, dan bervariasi. perlu diketahui bahwa untuk memperoleh keterampilan dan kekuatan melempar bola dalam cabang olahraga softball harus diberikan latihan yang bervariasi sehingga atlet tidak bosan dalam berlatih. pada dasarnya teknik gladi jurnal ilmu keolahragaan, 10 (1), april 10 taufik rihatno, siti rosana agustin l tobing lemparan dibagi menjadi tiga macam, antara lain; lempar atas, lempar samping dan lempar bawah. tahapan dalam melakukan gerakan melempar pada cabang olahraga softball terdiri dari empat tahap yaitu : 1. posisi siap gambar 4 : posisi siap sumber : dell, 2014 berdiri dengan posisi kaki sedemikian rupa, sehingga dalam keadaan seimbang dan memungkinkan bergerak leluasa melempar bola. konsentrasikan pikiran dan pandangan kea rah sasaran yang dilempar. 2. posisi awalan gambar 5 : posisi awalan sumber : dell, 2014 pada saat pergantian posisi pada gerak awal, pindahkan berat badan pada salah satu kaki yang berada di belakang. sedangkan kaki lainnya melakukan striding yaitu dengan angkat kaki ke arah samping depan menuju sasaran. 3. gerak melempar bola gambar 6 : gerak melempar bola sumber : dell, 2014 pada saat gerak melempar bola, berat badan berada di muka kaki yang untuk mendirng ke depan dengan posisi kaki sedikit dibengkokkan. hal ini membantu menjaga keseimbangan badan untuk memindahkan tenaga dorongan kaki kea rah sasaran. 4. gerak lanjutan . gladi jurnal ilmu keolahragaan, 10 (1), april 11 taufik rihatno, siti rosana agustin l tobing gambar 7 : gerak lanjut sumber : dell, 2014 gerakan akhir dari melempar adalah gerakan lanjutan. dilakukan setelah bola lepas dari tangan yang disertai dengan gerak lecutan tangan, seolah-olah gerakan tersebut mengikuti gerak jalannya bola yang di lempar. metode pengembangan model latihan kekuatan otot lengan untuk teknik lemparan pada cabang olahraga softball ini adalah dengan menggunakan metode penelitian dan pengembangan (research and development) dari sugiyono. adapun yang menjadi subyek penelitian adalah seluruh atlet lanjutan yang ada di klub softball di jakarta timur. uji coba kelompok kecil meliputi klub softball universitas negeri jakarta sebanyak 20 subjek. uji coba kelompok besar terdiri dari 60 subjek masing-masing dari klub softball prambors dan klub softball universitas negeri jakarta. adapun yang menjadi pertimbangan sebagai atlet lanjutan ini agar mempermudah uji coba produk dengan ketentuan (1) atlet tidak kurang dari 6 bulan dalam pengalaman latihan di klub terkait, (2) atlet tidak memiliki riwayat cedera berat, (3) atlet sudah pernah minimal mengikuti 2 kali dalam pertandingan tingkat daerah. langkah-langkah perencanaan penelitian dan pengembangan model latihan dengan model sugiyono dijabarkan dalam 3 tahap. adapun tahap tersebut meliputi (1) potensi masalah, meliputi kajian pustaka, pengamatan atau observasi lapangan dan persiapan laporan awal. (2) pengumpulkan data, peneliti memberikan angket instrumen analisis kebutuhan kepada para pelatih klub softballyang mencakup merumuskan kemampuan yang merupakan tujuan khusus untuk menentukan urutan bahan dan uji coba skala kecil. (3) desain produk, mencakup penyiapan bahan-bahan latihan untuk membuat desain produk awal. dalam tahap ini peneliti menemukan desain model latihan awal sebanyak 18 model. (4) validasi desain, uji coba lapangan tahap awal menyertakan 18 model latihan awal dan menunjukkan kepada pakar ahli untuk menelaahnya. (5) revisi desain, menindaklanjuti kelemahan dan kesalahan dari model latihan yang dibuat. (6) uji coba produk, dibagikan juga kepada atlet angket kemenarikan dan kemudahan dari model teknik dasar memaha untuk diisi. uji coba model juga melihat sejauh mana produk yang dibuat mencapai sasaran dan tujuan. uji coba dilakukan dua kali, yaitu (a) uji coba terbatas dilakukan terhadap kelompok kecil sebagai pengguna model pada softball klub olahraga prestasi (kop) softball unj gladi jurnal ilmu keolahragaan, 10 (1), april 12 taufik rihatno, siti rosana agustin l tobing sebanyak 15 subjek dan (b) uji coba lapangan dilaksanakan pada atlet-atlet klub softball prambors dan garuda dengan total 30 subyek. setelahnya dilakukan uji efektifitas dengan dilakukan pre dan post test terhadap 30 subjek. dan selanjutnnya tahan terakhir berupa produksi massal dengan mengenalkan produk khalayak umu dengan penyebaran berupa publikasi dalam karya tulis, media sosial. hasil dan pembahasan hasil evaluasi nilai untuk kriteria tujuan, sarana prasarana, pelaksanaan, dan gambar model latihan kekuatan otot lengan pada cabang olahraga softball menggunakan skala guttman 1-0. skor dan kriteria yang digunakan skor 1 apabila jawaban yang diberikan ahli “ya” dan skor 0 apabila jawaban yang diberikan ahli “tidak”. hasil data yang diperoleh oleh peneliti dapat dijelaskan bahwa dari 18 model latihan dievaluasi menjadi 15 model dengan pertimbagan. 1. model 4 tidak layak digunakan karena perkenaan ototnya tidak mengenai otot lengan, model latihan lebih terfokus pada otot latissimus dorsi atau otot bagian sayap. 2. model 12 tidak layak karena latihan ini lebih terfokus pada perkenaan otot pectoralis. 3. model 14 tidak layak karena model ini sama dengan model latihan nomer 4, yang terfokus pada latihan dengan perkenaan otot latissimus dorsi. hasil uji coba kelompok kecil pada model latihan kekuatan otot lengan pada cabang olahraga softball sebagai berikut. tabel 2.hasil uji coba kelompok kecil no variabel skor hasil skor maksimal % ket 1 kemuda han 633 864 73,26 baik 2 kemena rikan 693 864 80,21 baik sekali kemudahan model memiliki skor 633 dari skor maksimal 864. jika diprosentasi sebesar 73% dengan keterangan “baik”. pada kemenarikan model memili hasil 693 dari skor maksimal 864 atau sebesar 80,21% dengan keterangan “baik sekali”. hasil uji coba kelompok besar model latihan kekuatan otot lengan pada cabang olahraga softball. tabel 3. hasil uji coba kelompok besar no variabel skor hasil skor maksimal % ket 1 kemudahan 1656 2160 76,67 baik 2 kemenarikan 1614 2160 74,72 baik kemudahan model tahan uji coba besar memiliki skor 1656 dari skor maksimal gladi jurnal ilmu keolahragaan, 10 (1), april 13 taufik rihatno, siti rosana agustin l tobing 2160 atau 76,67% dengan keterangan “baik”. pada kemenarikan model memiliki skor 1614 dari skor maksimal 2160 atau sebesar 74,72% dengan keterangan “baik”. hasil akhir produk pengembangan model latihan ini yaitu berupa buku model latihan kekuatan otot lengan. peneliti melakukan tes awal sebelum pemberian model latihan kekuatan otot dan setelah pemberian model latihan sebanyak 15 model dengan menggunakan tes akhir kemampuan lemparan. total antara hasil pre test dan post test yang diperoleh pada uji kelompok besar dengan melakukan tes kemampuan lemparan, yang sebelum diberikan penerapan model dengan rata-rata nilai 69,64 kemudian setelah penerapan model menjadi lebih tinggi menjadi 82,04 data tes awal sebelum penerapan model latihan kekuatan otot diperoleh skor terendah 51,08 dan skor tertinggi 86,77 dengan rata-rata nilai = 68,41. data tes akhir setelah penerapan model latihan kekuatan otot diperoleh nilai terendah 70,01 dan skor tertinggi 84,69 dengan nilai rata-rata = 78,37. data di atas dapat dilihat bahwa t hitung = 7,79 dan t tabel = 1,695 maka disimpulkan bahwa t hitung lebih besar dari t tabel sehingga pengembangan model latihan kekuatan otot lengan efektif dan dapat meningkatkan kemampuan lemparan pada olahraga softball. kesimpulan berdasarkan pada data yang diperoleh dari hasil ujicoba kelompok kecil, uji lapangan serta pembahasan hasil penelitian, maka dapat diambil kesimpulan bahwa 1. pengembangan model latihan kekuatan otot lengan untuk teknik melempar pada cabang olahraga softball ini membantu pelatih dalam peleksanaan proses latihan secara efektif dan efisien. 2. melalui model pembelajaran yang diberikan dapat menghasilkan peningkatan hasil kemampuan melempar pada cabang olahraga softball. daftar pustaka chtara, m., chaouchi, a., levin, g. t., amri, m. & laursen, p. b. (2016). effect of concurent endurance and circuit resistance training sequence on muscular strenght and power development. the journal of strengh & conditioning research. 5(3):23-31. dini, rosdiana. (2015). model pembelajaran langsung dalam pendidikan jasmani dan kesehatan. bandung: alfabeta. harsono. 2013. ilmu coaching. pusat ilmu olahraga : koni pusat-edisi iii. gladi jurnal ilmu keolahragaan, 10 (1), april 14 taufik rihatno, siti rosana agustin l tobing hasibuan, imron, ahmad, eko harianto. (2014). evaluasi program pembinaan pusat pendidikan dan latihan olahraga pelajar di kalimantan timur, riau dan sumatra barat tahun 2009. asisten deputi iptek olahaga, deputi peningkatan prestasi dan iptek olahraga, kemenpora r.i lubis, johansyah. (2013). panduan praktis penyusunan program latihan. jakarta: pt. raja grafindo persada. oeuches, rue de. (2011). fungsional anatomi. sig, edition 1. shah, s. (2016). plyometric exercise. international journal of health sciences & research, 2(1):19-28. sheepard, j.m. (2015). an evaluation of a new test of reactive agility and its relationship to sprint speed and change of direction speed. journal of science and medicine in sport. 7(2):14-28. singh, joseph. (2014). physical characteristics and level of performance in badminton: a relationship study. journal of education and practice. 2(4): 23-40. sukadiyanto. (2015). pengantar teori dan metodologi melatih fisik. yogyakarta: fakultas ilmu keolahragaan uny. takudung, james dan wahyuningtyas puspitorini. (2012). kepelatihan olahraga pembinaan peningkatan prestasi. jakarta: cerdas jaya. tegeh, i made. (2016). model penelitian pengembangan. yogyakarta: graha ilmu. vaczi, m., tollar, j. mezler, b. juhazs, & i. karsai, i. (2015). mechanical, biomechanical, and emg rensponses to short-term ecentric-concentric knee extensor training in human. j strength cond res, 25(-):922-932. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (01) 2021, 1-8 permalink/doi: https://doi.org/10.21009/gjik.121.01 basketball shooting learning model for elementary school age 9-12 years old zendy praja1, widiastuti1, ramdan pelana1 1physical education, universitas negeri jakarta, universitas negeri jakarta complex, jalan rawamangun muka, east jakarta 13220 correspondiing author. email: zendy_praja@yahoo.com abstract this study aims to develop a basketball shooting learning model for elementary school (sd) children aged 9-12 years, in order to produce an efficient and effective basketball shooting learning model for improving basketball shooting for elementary school (sd) children aged 9-12 years old. this research is a development research using research and development from borg and gall. to determine the effectiveness of the product, an implementation process was carried out using a pre-experimental research design in the form of "one group pretest-posttest design". the research subjects were 10 students of duren sawit public elementary school aged 9-12 years in jakarta. the results of the product effectiveness test were carried out on 10 children / subjects. this research was conducted during the covid-19 pandemic in 2020. this learning model as a whole was declared feasible and effective in developing and improving basketball shooting for elementary school children aged 9-12 years. the test instrument used was a test of basketball shooting skills and accuracy. basketball shooting learning model for elementary school children aged 9-12 years has been declared valid both model and test instrument by two basketball experts and motor learning experts. data analysis used the t-test formula. the data from the pretest and posttest shooting skills and the accuracy of shooting basketball used the lilifors test at a significance level of = 0.05. the average score before treatment was 173.10 and after it was given it was 259.20, meaning that the average basketball shooting score was increasing. in the significance test of the difference with spss 26, the results of t-count = 13,249, df = 9 and p-value = 0.00 <0.05, which means that there is a significant difference in learning basketball shooting for elementary school children before and after the treatment of shooting basketball learning models, it can be said that the learning model for shooting basketball for elementary school children aged 9-12 years which is developed can effectively improve basketball shooting skills for elementary school children aged 9-12 years. the products of the research were in the form of manuals book and videos of basketball shooting learning models for elementary school children aged 9-12 years. keywords: modeling, models, learning, development, shoot, shooting, basketball, children, elementary school, games mailto:zendy_praja@yahoo.com gladi jurnal ilmu keolahragaan, 12 (01), march2 zendy praja, widiastuti, ramdan pelana introduction there are many problems with learning education in schools. such as inadequate infrastructure and facilities owned by these schools. besides that, the dependence of physical education teachers on standard faciliries and learning approaches in presenting basic techniques and also standard according to the established curriculum. both of these make learning patterns that are mediocre and make students bored, so that the learning process is taken for granted. based on the problems above, the authors conclude that it was necessary to develop learning that can provide learning motivation and benefits, interesting, and effective in developing learning and can provide convenience to physical education teachers in delivering material. to overcome this, it is necessary to develop learning skills through learning models for elementary school students that are more interesting and more varied. this research focuses on the deveopment model of basketball shooting learning material, then seeks to correct deficiencies in the physical education learning process as well as to find a way out and make physical education lessons in general and basketball will be part of subject so that students will not get bored of following it and enrich students’ motor experiences. so that the result of this study can be used as a teaching material in improving learning process. shooting is the ultimate goal of basketball games. by shooting a team willscore points. getting these numbers will determine whether a team wins or loses. so that every player involved in the field must have good shooting skills. shooting is one of the most important basic techniques in basketball. according to amber in afandi and siantoro (2017) states that “ the most important skill in this basetball game is the ability to shoot or shoot the ball into the basket.” kurniawan in alfiansyah and januarto (2017) adds how important shooting is for a team’s victory, namely “ the most dominant technique in basketball, namely shooting technique because the victory of a basketball team is measured by collecting the most numbers or points”. zhen, wang, and hao (2015) also said that “basketball is a sport that scores determines its result, and shooting skill determines score percentage which means shooting determines the result of a basketball game to some extent.” in shooting learning the final result not only in terms of the right technique in shooting but from the accuracy of scoring, this shows that every student must gladi jurnal ilmu keolahragaan, 12 (01), march3 zendy praja, widiastuti, ramdan pelana master shooting techniques well if they want to get good scores. however, shooting skills are very complicated skills, many student and even adults shoot with imprecise movement due to the complexity of basketball shooting skills. according to the journal researched by f.j rojas et.al in adina, saichudin, and kinanti (2017) that in conclusion, it can be stated that players attempt to release the ball more quickly and from a greater height when confronted with an opponent. this strategy lessens the chance of the opponent intercepting the ball. many players do jump shoot with inappropriate techniques, because the wrong basic techniques result in the jump shoot less than perfect. (adina, et.al. 2017). “shooting is not easy to learn. many different type of shots (free throws, lay up, set-shoot, jumpt shoot, and so you must be learned.” (runasari & isdaryono, 2018). according to the journal above, the author concludes that shooting is an important skill that can give maximum result in physical education scores and can even win a match but it is not easy because in fact shooting skills are cmplex to master so that the need for ideas is to easily master and improve shooting skills well. james and wahyuningtyas in widiastuti and hutomo (2018) which states that coordination exercises can be developed between 8-13 years old because in that ages children have a characterictic namely having an extraordinary learning speed. budiwanto in subagio and tomi (2017) explains that “coordination is a series of complex activities.” with this statement that shooting requires good coordination. so based on these statements to make children proficient in doing basic techniques at children’s age cause it is necessary as early as possible because complex movements such as shooting will be more easily mastered and improved by children. therefore, proper and quality learning is also needed, so that the teacher's expectations of the child are in line with their goals, namely to be able to master basic techniques (shooting) properly and effective. teachers are expected to have a strategy in carrying out the learning process, so that in its implementation students can carry out it easily and according to expectations without considering the situation and conditions of learning, learning resources, learning materials, and the characteristics of their students so that the learning process achieves its goals. this achivement is very ddependent on the planning of the scope of learning provided by the teacher in accordance with the situation and condition during the learning process. the planning of the learning process that has been designed will have an influence on the learning process that will be carried out. gladi jurnal ilmu keolahragaan, 12 (01), march4 zendy praja, widiastuti, ramdan pelana therefore, to be able to do a good basketball shooting techniques, the author tries to improve basketball shooting skills by developing a basketball learning model. the purpose of developing this learning model for improve shooting skill basktball, and students are expected to be able to score as much as possible to get a good scores, win the game and get achivements. so it takes learning learning material that is developed by the learning model, both the material for the fundamental stages to the complex learning variations on basketball shooting techniques so that the basketball shooting skills of the students are getting better and more precise in demonstrating it and increasing learning motivation and enriching basketball skill movements. the development of the learning model for basketball shooting skills which is the main attraction in this development research is to be used, the model learning of variation into varied and challleging learning models which are the material development in this research. the novelty of this research is the development of a basketball shooting learning model to improve basketball shooting learning model to improve basketball shooting skills for elementary school aged 9-12 years old. the final objective of this study is to produce a basketball shooting learning model that can provide benefits to corner teachers and basketball coaches to convey learning material for big ball games, especially basketball and to help students understand and achieve the expected learning outcomes in these materials methods to solve the problems in this research need steps that are relevant to the problem that has been formulated. an appropriate method is needed so that objective data is obtained. according to to arikunto in rena yunita. s (2017) "research methodology is the method used by researchers in collecting research data". according to sugiyono in robiansyah, simanjuntak, and hidasari (2018), "the research method is a scientific way to obtain data with specific purposes and uses". from the above opinion, it can be interpreted that the research method is a scientific method or procedure used to solve problems in research with relevant steps including data collection, data analysis techniques and preparation of research reports. this research approach to developing a basketball shooting skills model uses a research and development model from borg and gall which consist of ten steps, including: 1). do research, 2) planning, 3) developing, 4) conducting initial field tests, 5) revising the main product, 6) conducting the main field test, 7) revising the product based on suggestion and gladi jurnal ilmu keolahragaan, 12 (01), march5 zendy praja, widiastuti, ramdan pelana result, 8) field testing with ten subjects, 9) revising the final product, 10) making report. this research was taken during the covid-19 pandemic where schools in jakarta were required to study at home. the subjects of this study were 10 children from the duren sawit 10 jakarta elementary school. the results of the product effectiveness test were carried out on 10 children / subjects. to determine the effectiveness of the product, an implementation process was carried out using a pre-experimental research design in the form of "one group pretest-posttest design". the test instrument used was a test of basketball shooting skills and accuracy. basketball shooting learning models for elementary school children aged 9-12 years have been declared valid both models and test instruments by two basketball experts and motor learning experts. the type of data produced is in the form of quantitative data and qualitative data. qualitative data were obtained from data resulting from reviews of suggestions and input from experts. the quantitative data uses descriptive quantitative analysis techniques with percentages and t test statistics on the product effectiveness test. result and discussion the results of previous studies or field findings will then be described and analyzed in order to obtain the formulation of the results or data that have been collected. the formulation of these results is descriptive and analytical, with reference to the objectives of the predecessor study. based on the expert test conducted, it can be concluded that the 12 items of shooting learning model proposed by the researcher are suitable for learning basketball shooting for elementary school children aged 9-12 years. table 1. conclusion of expert test on basketball shooting learning model. no. model name acceptance model note yes no 1. squat shoot √ valid 2. human circle √ valid 3. gambreng circle √ valid 4. motion, speed, and shoot √ valid 5. gandeng shoot √ valid 6. lorong goa √ valid 7. throw, chase √ valid 8. pocong shoot √ valid 9. relay shoot √ valid gladi jurnal ilmu keolahragaan, 12 (01), march6 zendy praja, widiastuti, ramdan pelana no. model name acceptance model note yes no 10. chain ball √ valid 11. train running 8 √ layak/valid 12. zig-zag shoot √ layak/valid to test the effectiveness of this basketball shooting learning model, researchers will combine pre-test and post-test data between shooting skills and shooting accuracy, as follows: table 2. the results of the pre and post test shooting of basketball after being summed no name pre test post test 1. adriyan prasetio 134 262 2. akram yansyah narayan 166 250 3. aulya azham soleman 188 262 4. muhamad alghifari 175 262 5. muhamad cristian farrel 194 262 6. muhammad kholishina fiddin 173 261 7. nafirsa syla putri 198 260 8. sigit musthofa 177 249 9. syafa nur amalia 148 262 no name pre test post test 10 vina wulandari 178 262 to test the effectiveness of the application of the basketball shooting learning model, the "t-test" was used. the data from the pre-test and posttest shooting skills and the accuracy of basketball shooting used the lilifors test at a significance level of = 0.05. the following are the results of the calculations presented in the figure bellow figure 1. the result of the mean sample based on the results of the output using spss 26, the average value of learning outcomes for shooting basketball before being given the learning model is 173.10 and after being given treatment with the learning model is 259.20 meaning that the average value of shooting basketball is an increase. figure 2. significance of difference (t test) gladi jurnal ilmu keolahragaan, 12 (01), march7 zendy praja, widiastuti, ramdan pelana in the significance test of the difference with spss 26, the results of t-count = 13,249, df = 9 and p-value = 0.00 <0.05, which means that there is a significant difference in basketball shooting learning for elementary school children before and after the shooting learning model treatment. basketball. based on this information, it can be said that the learning model of basketball shooting for elementary school children aged 9-12 years which was developed can effectively improve basketball shooting skills for elementary school children aged 9-12 years. conclusion based on the data that has been obtained, from the results of trials and discussion of research results, it can be concluded that: 1. this basketball shooting learning model for elementary school children can be developed and applied in learning basketball shooting skills. 2. this basketball shooting learning model is effectively used to improve basketball shooting skills for elementary school children. the implication in this research in developing basketball shooting skills is to make students excited, happy, more active and to enrich students' movements in carrying out various basketball shooting materials to be effective and efficient. the use of this basketball shooting learning model will also instill the values of honesty, confidence, responsibility, courage, respect, and fair play to fellow students. 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(2017). analisis gerak jump shoot terhadap tingkat keberhasilan point di tim bola basket unit kegiatan mahasiswa. jurnal sport science, 7(1), 1– 11. retrieved from http://journal2.um.ac.id/index.php/sportscience/article/view/5287 afandi, d. j., & siantoro, g. (2017). analisis kemampuan dribble, passing, dan shooting ( 1 point, 2 point , 3 point ) bolabasket ( study pada tim putri sma negeri 3 pamekasan). jurnal prestasi olahraga, 1(1), 1–10. retrieved from http://jurnalmahasiswa.unesa.ac.id/index.p hp/jurnal-prestasiolahraga/article/view/20733 alfiansyah, i. z., & januarto, o. b. (2017). upaya meningkatkan keterampilan dan akurasi shooting bolabasket menggunakan metode drill pada peserta ekstrakurikuler bolabasket putra smp. jurnal gelanggang pendidikan jasmani indonesia, 2(1), 1–10. retrieved from http://journal2.um.ac.id/index.php/gpji ardianta, & hariadi, i. (2017). pengembangan model latihan passing dan control pada atlet sepak bola usia dini. indonesia performance journal, 1(2), 1–6. retrieved from http://journal2.um.ac.id/index.php/jko/arti cle/view/2454 http://journal2.um.ac.id/index.php/sport-science/article/view/5287 http://journal2.um.ac.id/index.php/sport-science/article/view/5287 gladi jurnal ilmu keolahragaan, 12 (01), march8 zendy praja, widiastuti, ramdan pelana rena yunita sari. (2017). hubungan antara keseimbangan dan kelentukan dengan hasil under basket shoot pada siswa ekstrakurikuler bola basket sma xaverius pringsewu tahun ajaran 2016/2017. jurnal skripsi, 1–72. retrieved from http://digilib.unila.ac.id/26618/16/skripsi tanpa bab pembahasan.pdf robiansyah, simanjuntak, v., & hidasari, f. p. (2018). upaya meningkatkan hasil belajar permainan bola basket melalui bermain lempar sasaran pada peserta didik. jurnal pendidikan dan pembelajaran, 7(1), 1–11. retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/ar ticle/view/23307/18409 runasari, r., & isdaryono. (2018). pengaruh model pembelajaran dan koordinasi terhadap kemampuan shooting bola basket. jurnal pendidikan jasmani dan olahraga, 2(1), 1–12. retrieved from https://journal.ipm2kpe.or.id/index.php/jp jo/article/view/337 subagio, e., & tomi, a. (2017). pengembangan model latihan teknik dasar smash permainan bola voli untuk peserta ekstrakurikuler smk. gelanggang pendidikan jasmani indonesia, 1(2), 251– 260. retrieved from http://journal2.um.ac.id/index.php/gpji/arti cle/view/2019/0 widiastuti, & hutomo, p. (2018). meningkatkan keterampilan lompat jauh gaya jongkok melalui modifikasi alat bantu. gladi jurnal ilmu keolahragaan, 09(01), 56–67. retrieved from http://journal.unj.ac.id/unj/index.php/gjik/ article/view/7271 zhen, l., wang, l., & hao, z. (2015). a biomechanical analysis of basketball shooting. international journal of simulation: systems, science and technology, 16(3b), 1.1-1.5. https://doi.org/10.5013/ijssst.a.16.3b.01 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (02) 2019, 112-120 permalink/doi: https://doi.org/10.21009/gjik.102.05 analisis unifikasi pada gerak dasar running abc mahasiswa fio 2018 universitas negeri jakarta ricky susiono1 , hernawan2 1 program studi pendidikan kepelatihan olahraga, universitas negeri jakarta, rawamangun, kec. pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 2 program studi olahraga rekreasi, universitas negeri jakarta, rawamangun, kec. pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding email: rickysusiono@gmail.com abstrak. mahasiswa olahraga yang baru masuk universitas pada umumnya belum menguasai pengetahuan gerak dasar running abc. begitu juga mahasiswa fakultas ilmu olahraga (fio) 2018 universitas negeri jakarta. ini bisa dilihat dari hasil tes fisik dan keterampilan mahasiswa baru fio unj. rata-rata mahasiswa baru gagal dalam tes kemampuan gerak dasar. mereka banyak gagal dalam kemampuan dasar seperti kemampuan berlari, melompat, melempar. mahasiswa saat sekolah hanya mendapatkan pelatihan konvensional mengenai gerak dasar running abc. kegagalan dalam tes kemampuan dasar running abc ini seharusnya dapat dihindari jika mereka mendapatkan metode dan pelatihan yang tepat. oleh karena itu analisis menggunakan metode unifikasi mengenai kemampuan gerak dasar perlu dilakukan. metode unifikasi adalah salah satu metode dan pelatihan memperkenalkan para mahasiswa baru memahami gerak dasar running abc yang baik, efisien, harmonis. dengan analisis unifikasi dapat mendeskripsikan kesalahan-kesalahan gerak dasar yang sering dilakukan mahasiswa saat latihan. kata kunci : running abc, gerak dasar, mahasiswa, unifikasi abstract. sports students who have just entere d university in general have not yet mastered the basic knowledge of running abc. likewise, students of the faculty of sports (fio) 2018 jakarta state university. this can be seen from the results of physical tests and skills of new students at fio unj. the average new student fails the basic ability test. they fail a lot in basic abilities such as the ability to run, jump, throw. students at school only get conventional training on the basic movements of running abc. failure in running abc's basic skills tests should be avoided if they get the right methods and training. therefore an analysis using the unification method regarding basic mobility needs to be done. the unification method is one of the methods and training introducing new students to understand the basic movements of running abc that are good, efficient, harmonious. with the unification analysis can describe the basic motion mistakes that are often made by students during practice. keywords: unification, running abc, basic motion, student pendahuluan peningkatan prestasi olahraga perlu dilakukan pembinaan sedini mungkin melalui pencarian dan pembentukan bakat, pendidikan, serta pelatihan olahraga. pendidikan jasmani yang ada di sekolah memiliki tujuan untuk membangun kesehatan, sportivitas, disiplin, ketahanan dan jiwa yang kuat dalam upaya membangun manusia yang unggul dan berdaya saing. oleh karena itu, olahraga harus mailto:rickysusiono@gmail.com gladi jurnal ilmu keolahragaan, 10 (2), oktober 113 ricky susiono, hernawan diberdayakan baik itu di instansiinstansi, masyarakat luas maupun di lingkungan pendidikan (wardianto, 2016) pengetahuan utama dalam olahraga adalah gerak (hernawan, sukarya, & solahuddin, 2019). namun tak semua orang memiliki pengetahuan mengenai gerak dasar yang baik. kemampuan gerak dasar juga dikatakan kemampuan dasar multilateral. kemampuan dasar multilateral seseorang sangat penting untuk menunjang kemampuan yang lain dalam konteks gerak (sujarwo, 2012). semakin bagus kemampuan dasar multilateral seseorang, maka diharapkan semakin bagus kemampuan geraknya. sebaliknya apabila kemampuan dasar multilateral seseorang kurang bagus, dimungkinkan kemampuan geraknya akan mengalami kendala. rata-rata dari mahasiswa memiliki kecenderungan kemampuan gerak dasar yang kurang baik. peneliti menilai rendahnya penguasaan keterampilan teknik dasar para mahasiswa sangat dipengaruhi oleh gerak dasar motoriknya. karena didalam penguasaan keterampilan teknik dasar, belajar motorik yang pernah dilakukan mahasiswa pada waktu yang sebelumnya ikut mempengaruhi proses penguasaan penampilan dalam tes fisik dan keterampilan. banyak faktor yang menyebabkan mahasiswa tidak memiliki kemampuan gerak dasar yang baik. salah satunya adalah kebanyakan dari mahasiswa mendapatkan pelatihan konvensional saat di sekolah. kegagalan dalam tes kemampuan dasar ini seharusnya dapat dihindari jika mereka mendapatkan metode dan pelatihan yang tepat. dari observasi yang dilakukan peneliti sebelumnya, pada umumnya mahasiswa yang menempuh pendidikan keolahragaan di universitas sering gagal dalam tes fisik dan keterampilan. ini juga yang terjadi pada mahasiswa fakultas ilmu olahraga (fio) 2018 universitas negeri jakarta. kegagalan dalam tes fisik dan keterampilan dikarenakan kemampuan gerak dasar running abc mahasiswa fio 2018 jauh di bawah ratarata. padahal kemampuan gerak dasar ini merupakan prinsip penting latihan yang wajib dimiliki oleh mahasiswa fio 2018. mahasiswa fio 2018 adalah calon atlet, pelatih, instruktur, dan guru olahraga yang dapat menunjang prestasi nasional dan internasional di bidang olahraga. peningkatan kapasitas pengetahuan mengenai kemampuan gerak dasar dapat dilakukan melalui metode unifikasi. metode unifikasi mampu meningkatkan pengetahuan mahasiswa fio mengenai gerak dasar yang baik, efisien dan harmonnis. dari pengamatan peneliti, seseorang yang mengikuti latihan pengembangan kemampuan gerak dasar, seperti berjalan, berlari, melompat, melempar, menangkap, berguling, dan keseimbangan. nantinya seseorang akan memiliki sikap tubuh dan kemampuan koordinasi yang baik. latihan dasar running abc ini membantu dan menunjang setiap gerakan yang dilakukan mahasiswa saat tes fisik dan keterampilan. dengan mengembangkan berbagai jenis kemampuan biomotor (daya tahan, kecepatan, kekuatan, kelenturan, dan sebagainya) seseorang dapat lebih mudah menguasai berbagai gerakan secara harmonis yang dapat difokuskan pada salah satu cabang olahraga yang nantinya akan ditekuni oleh mahasiswa fio 2018. unifikasi secara harfiah, kata unifikasi berarti penyatuan atau kesatuan. kata unifikasi diambil dari metode yang ada dalam ilmu bela diri aikido. peneliti gladi jurnal ilmu keolahragaan, 10 (2), oktober 114 ricky susiono, hernawan memperkenalkan istilah shinshintoitsu-do yang artinya menyatukan hati dan badan. istilah ini ditemukan oleh soshu koichi tohei dengan motto ”yang dapat dipakai di dalam kehidupan seharihari”, artinya banyak cara atau ajaran yang diperkenalkan bagaimana hidup damai yang penuh dengan kebahagiaan. senam unifikasi adalah cara melatih kesatuan dalam kondisi apa pun, baik dalam keadaan berdiri maupun duduk (tohei, 2001). metode unifikasi merupakan latihan yang menyelaraskan gerakan tubuh dan pikiran. gerakan yang selaras dan menjadi satu dalam asas bergerak dapat menciptakan gerakan yang cepat, efisien, dan aman. latihan unifikasi sangat membantu dalam kesadaran gerak yang dapat membuat seseorang mempunyai kualitas gerak yang baik. dalam proses unifikasi, dikenal adanya tahapan dari tidak terbiasa menjadi terbiasa dan dari terbiasa menjadi ahli. setelah itu, secara berangsur-angsur keahlian akan meningkat. secara umum terdapat tiga tahapan dalam mempelajari unifikasi, antara lain tahap pertama, mempelajari sikap dan gerakan dalam rangka memperoleh dasar gerakan yang baik. dalam hal ini pemula seharusnya memiliki pemahaman yang jelas tentang sikap tangan, gerak tangan, sikap langkah, gerak kaki, sikap tubuh, gerak tubuh, pandangan mata, dan sebagainya. melalui pemahaman tersebut, gerakan dapat dijalankan dengan benar dan halus sehingga sikap tubuh menjadi mantap dan lembut. tahap kedua, mempelajari pola umum dari variasi-variasinya. tahap ini bertujuan membuat gerakan saling berhubungan dan halus, gerak atas dan bawah saling mengikuti secara alami dan terkoordinasi. tahap ketiga, menekankan pada hati dan perasaan, yakni bagaimana menyesuaikan gerak agar harmonis dan menggunakan pikiran dan hati menjadi satu kesatuan. beberapa orang menganggap tahapan ini sebagai ”membangkitkan energi yang menghasilkan kekuatan”. berikut ini beberapa hal yang patut mendapat perhatian untuk mencapai ketiga tahapan tersebut. 1). tubuh dijaga tegak.dalam berlatih, tubuh harus dijaga agar tetap unifikasi. usahakan sikap tubuh senyaman mungkin, caranya dengan menjaga posisi tubuh agar tulang belakang lurus. dengan posisi seperti ini, kaki, lengan dan kepala akan tegak dengan sendirinya. dengan mengabaikan bagian tertentu dan melakukan sikap yang salah dapat menyebabkan kehilangan salah satu prinsip dasar unifikasi. 2).kesinambungan, setelah sikap-sikap gerakan membentuk dasar tertentu, cobalah untuk membuat kesinambungan yang baik di antara tiap-tiap gerakan. setiap sikap gerakan harus dirangkai dengan baik dan benar. akhir dari satu sikap merupakan awal dari sikap berikutnya. setelah mengembangkan keahlian, pemula dapat melakukan beberapa gerakan secara terpisah lalu menggabungkannya sehingga setiap interval di antara sikap-sikap menjadi hidup dan berirama. lakukan gerakan berikutnya dengan cepat dan jagalah kesinambungan antara depan dan belakang, yang semuanya terhubung dengan baik tanpa jeda. 2). koordinasi, berlatih unifikasi berarti melatih seluruh tubuh. dibutuhkan irama tinggi dan rendah saling mengikuti, berintegrasi, dan tidak terputus. pergerakan seluruh bagian tubuh terkoordinasi. dalam mengayunkan tangan misalnya, perputaran pinggang membawa tangan berayun dan telapak tangan berputar dengan tangan. kedua kaki menyangga tubuh berputar ke kiri dan ke kanan. kepala juga berputar secara alami mengikuti gerak tubuh. pada saat yang sama, mata melihat ke arah tangan yang gladi jurnal ilmu keolahragaan, 10 (2), oktober 115 ricky susiono, hernawan sedang bergerak. dengan melakukan semua ini, berarti membuat gerakan lengkap dari seluruh tubuh karena adanya koordinasi yang baik dari seluruh bagian.3). konsentrasi dan fokus ketika berlatih unifikasi, fokuskan hati dan pikiran pada seluruh rangkaian gerak. pikiran memodifikasi pusat saraf, menekan fungsi organ-organ, dan mempertinggi efek kepekaan. semua itu mempunyai efek langsung dalam proses unifikasi. running abc athletic basic coordination adalah kepanjangan dari running abc yang diartikan ke dalam bahasa indonesia adalah latihan kordinasi gerak dasar atletik. model latihan running abc sangat cocok terutama untuk menunjang dan mengarah pada nomor lari jarak pendek terutama nomor sprint 100 m, 200 m, 400 m, lari gawang, lari sambung atau estafet dan lain-lain. macam-macam dan nama latihan dalam running abc ada banyak sekali kurang lebih mungkin sampai 25 macam jenis latihan. running abc adalah salah satu model latihan yang sangat bagus dipilih untuk kemudian diberikan dalam proses pembelajaran di sekolah menengah pertama hingga perguruan tinggi sehingga menghasilkan suatu out put yang memuaskan dengan dibuktikan oleh keterampilan siswa yang meningkat dan berprestasi (ramadhanova, 2019) teori tentang running abc adalah sebagai berikut (priyono, 2016). 1. acceleration balance coordination running (abc running) teknik latihan abc running di bagi melingkupi latihan gerakan tungkai, gerakan lutut dan gerakan tangan sebagai berikut : 1).gerakan tungkai, diawali dengan sikap badan berdiri tegap kedua lengan bebas kesamping badan kemudian lakukan gerakan di tempat dengan mengangkat tumitkemudian letakan kembali ditanah, ujung kaki tetap nempel ke tanah bersamaan dengan itu kedua lengan ditekuk membentuk sudut 90 derajat dan digerakan mengikuti gerakan irama tungkai. 2). teknik gerakan lutut abc running diawali dengan sikap berdiri tegak, kemudian lari ditempat dengan kedua kaki diluruskan kedepan secara bergantian kaki diangkat berlahan-lahan kemudian mengikuti irama semakin cepat, gerakan ini bisa dilakukan kirakira 10-15 meter. gerakan juga bisa diganti dengan tendangan kaki secara bergantian kepantatatau kearah belakang badan gerakan ini bisa dilakukan dengan cara melangkah maju kira-kira 10-15 meter. 3). gerakan tungkai dan tangan. diawali dengan sikap berdiri tegak, kedua lengan ditekuk membentuk sudut 90 derajat. kemudian lari ditempat dengan gerakan mengangkat lutut tinggi, setinggi pinggul disertai geakan ayunan lengan. ketika tungkai kanan diangkat dengan lutut setinggi pinggul lengan kiri diayun kedepan dengan kuat setinggi bahu dan kecepatan di tangan depan dada. lakukan gerakan kedepan dengan gerekan yang cepat dengan jarak 10-15 meter. 2. konsep dari acceleration balance coordination running serangkaian gerak lari dalam waktu yang bersamaan dan hampir bersamaan dengan harmonis yang di dalamnya tediri dari unsur geakan lari acceleration balance coordination running, yang kian hari, kian meningkat kecepatannya. pembelajaran ini digunakan untuk memperbaiki kordinasi dan teknik lari sprint, berlatih bagian demi bagian secara benar dan secara perlahan dalam massa latihan secara formal. gladi jurnal ilmu keolahragaan, 10 (2), oktober 116 ricky susiono, hernawan 3. pembelajaran teknik lari sprint dengan latihan gerak lari abc menurut hendrayana (2007) istilah gerak lari abc sebenarnya lebih diutamakan pada gerak yang bervariasi dan disusun berdasarkan sistematika berbagai bentuk gerakan kaki dari yang mudah ke yang sukar. pembelajaran ini digunakan untuk memperbaiki koordinasi dan teknik lari sprint. metode yang dapat diterima untuk mengembangkan teknik sprint adalah berlatih bagian secara benar dan secara perlahan dalam masa latihan secara formal. segera tingkatkan kecepatan berlari sesudah melakukan gerakan dengan irama yang benar. jarak yang dianjurkan adalah 10-15 meter dengan 2 sampai 3 kali pengulangan. kamu boleh berjalan ketika kembali ketempat semula metode dan latihan menurut surachmad (1994) metode adalah cara yang di dalam fungsinya merupakan alat untuk mencapai tujuan, makin baik metode itu makin efektif pula pencapaian tujuan. sedangkan supandi (1992) mengemukakan bahwa metode adalah prosedur atau operasi mencapai tujuan. sementara itu definisi latihan menurut harisenjaya (1993) yaitu pengulangan dari beberapa gerakan tertentu, secara sistematik dan teratur, berirama dengan tujuan untuk memelihara atau meningkatkan kemampuan fisik seseorang, dalam mencapai prestasi maksimal. berdasarkan definisi latihan menurut harisenjaya tersebut jika seseorang melakukan latihan dengan teratur, sistematis, sesuai dengan kebutuhan yang diperlukan dan menambah beban latihan maka akan mencapai prestasi yang maksimal. sedangkan, haag dan krempel (1987) mendefinisikan latihan sebagai jumlah semua rangsangan yang dilaksanakan pada jarak-jarak waktu tertentu dengan tujuan untuk meningkatkan prestasi, dan latihan tersebut dimaksudkan untuk mencapai perubahan atau penyesuaian fungsional dan morfologis organismenya. maka dari itu latihan tidak hanya menyajikan pengulangan secara mekanis saja, tetapi juga mengulang secara sadar menurut kemauan dan terarahkan. sedangkan proses latihan dilakukan secara sadar, terarah, melalui pengulangan-pengulangan, dengan demikian akan timbul otomatisasi gerak/kerja, sehingga dapat mempengaruhi kondisi fisik. woeryanto (1991) mendefinisikan latihan dalam bukunya bahwa latihan adalah suatu proses yang sistematis dan harus menganut prinsip-prinsip latihan tertentu sehingga organisme dan mekanisme neorophysiologi atlet akan bertambah baik. berdasarkan kedua definisi dari beberapa sumber diatas dapat disimpulkan bahwa metode latihan adalah kegiatan yang dilakukan dalam jangka waktu lama serta sistematik dan progresif sesuai dengan tingkat kemampuan individu, memiliki tujuan untuk membentuk fungsi fisiologis dan psikologis yang memenuhi syarat bagi tugas-tugas kegiatan olahraga. metode penelitian jenis desain penelitian jenis penelitian yang dilakukan adalah penelitian deskriptif dengan pendekatan survey, yaitu penelitian yang bertujuan untuk menguraikan atau menggambarkan tentang karakteristik dari suatu keadaan atau objek penelitian yang dilakukan melalui pengumpulan data (prasetyo dan miftahuljannah, 2007). penelitian ini digunakan untuk mengetahui gerak dasar yang dimiliki gladi jurnal ilmu keolahragaan, 10 (2), oktober 117 ricky susiono, hernawan oleh mahasiswa fio 2018 saat latihan running abc. populasi dan sampel penelitian populasi pada penelitian ini adalah mahasiswa fakultas ilmu olahraga (fio) 2018 dengan jumlah 40 (empat puluh) mahasiswa. ke 40 (empat puluh) mahasiswa ini merupakan mahasiswa yang mengambil matakuliah atletik 1. oleh karena jumlah populasinya sedikit yaitu dibawah 100 (seratus) orang maka teknik sampel yang digunakan dalam penelitian ini adalah teknik sampel sensus yaitu suatu cara untuk mengumpulkan data dengan dikumpulkannya seluruh elemen populasi dan data yang didapatkannya merupakan data yang sebenarnya (diposumarto, 2012) sehingga jumlah sampel penelitian adalah sama dengan jumlah populasi sebesar 40 (empat puluh) mahasiswa. jenis dan sumber data jenis data yang digunakan dalam penelitian ini adalah data primer. data primer adalah data yang berasal dari sumber asli atau dari sumber pertama. data ini tidak tersedia dalam bentuk yang terkompilasi ataupun dalam bentuk file-file. data ini harus dicari melalui nara sumber atau melalui responden yaitu orang yang kita jadikan obyek penelitian atau orang yang kita jadikan sebagai sarana untuk mendapatkan informasi atau data (sarwono, 2006). sedangkan sumber data dalam penelitian adalah subjek darimana data diperoleh (arikunto, 2010)., sumber data yang utama dalam penelitian kualitatif adalah kata-kata dan tindakan, selebihnya adalah data tambahan seperti dokumen dan literature lain (moleong, 2005). sumber data dalam penelitian ini adalah proses gerak dasar running abc mahasiswa fiq 2018 universitas negeri jakarta dengan menggunakan metode unifikasi. teknik pengumpulan data teknik pengumpulan data merupakan langkah yang paling utama dalam penelitian, karena tujuan utama dari penelitian adalah mendapatkan data. tanpa mengetahui teknik pengumpulan data, maka peneliti tidak akan mendapatkan data yang memenuhi standar data yang ditetapkan (sugiyono, 2009). teknik pengumpulan data yang digunakan dalam penelitian ini adalah dengan menggunakan teknik observasi dan dokumentasi. observasi menurut sutopo (2006) digunakan untuk menggali data dari sumber data yang berupa peristiwa, tempat atau lokasi, dan benda, serta rekaman gambar. sementara itu, hadari (2012)) mengartikan observasi adalah pengamatan atau pencatatan secara sistemik terhadap gejala yang tampak pada objek penelitian. observasi dan dokumentasi dilakukan saat mahasiswa fakultas ilmu olahraga program studi kepelatihan olahraga menghadiri mata kuliah atletik 1. dalam penelitian kualitatif, dokumentasi merupakan pelengkap dari penggunaan teknik observasi yang digunakan. hasil pengumpulan data dari observasi akan lebih kredibel atau dapat dipercaya apabila didukung dengan dokumentasi (sugiyono, 2009). dokumentasi dalam penelitian ini adalah berupa foto-foto atau gambar-gambar dan video mengenai serangkaian kegiatan yang dilakukan peneliti saat berada di lapangan. teknik analisa data analisis data adalah upaya yang dilakukan dengan cara mengorganisasikan data, memilahnya menjadi satuan yang dapat dikelola, mencari, dan menemukan pola, gladi jurnal ilmu keolahragaan, 10 (2), oktober 118 ricky susiono, hernawan menemukan apa yang paling penting dan yang dipelajari, dan memutuskan yang dapat diceritakan kepada orang lain (moleong, 2005). analisis masalah telah dimulai sejak merumuskan dan menjelaskan masalah, sebelum terjun ke lapangan, dan berlangsung terus sampai penulisan hasil penelitian (sugiyono, 2009). teknik analisis data yang digunakan dalam penelitian ini adalah teknik analisis interaktif menurut sugiyono , bahwa aktivitas dalam analisis data kualitatif dilakukan secara interaktif dan berlangsung secara terus-menerus sampai tuntas, sehingga datanya sudah jenuh hasil dan pembahasan running abc menjadi hal yang wajib dikuasai bagi calon pelatih cabang olahraga. running abc yang baik dan benar mampu meningkatkan teknik lari bagi atlet cabang olahraga apapun. oleh karena itu mahasiswa fakultas ilmu olahraga (fio) 2018 terutama bagi mahasiswa kepelatihan olahraga yang kedepannya menjadi pelatih harus mengetahui pengetahuan gerak dasar running abc ini. dalam penelitian kali ini analisis gerak dasar running abc akan difokuskan kepada ; pandangan, sikap tubuh, ayunan tangan, dan kaki. keempat komponen fokus analisis unifikasi ini akan memberikan gambaran sederhana mengenai kesalahankesalahan dasar yang dilakukan oleh mahasiswa saat melakukan running abc. dalam penelitian ini peneliti menjelaskan beberapa kesalahan yang sering dilakukan dalam gerakan running abc pada mahasiswa fio 2018. kesalahan-kesalahan dasar dalam running abc dapat diperbaiki dengan metode unifikasi.dengan menguasai kunci-kunci metode unifikasi kesalahankesalahan dasar dalam running abc akan mudah dilihat dan dapat diperbaiki. kesalahan dasar mahasiswa fio 2018 masih banyak yang belum menguasai teknik running abc yang baik dan benar. ini disebabkan di sekolah (sd, smp, sma), mahasiswa fio 2018 tidak pernah diajarkan latihan running abc oleh guru. sekalipun diberikan hanya sekilas saja tidak diberikan teknik yang baik. atau diberikan ketika ajang olahraga tingkat siswa itu pun hanya sekedarnya saja. sehingga mahasiswa fio 2018 mengalami kesulitan saat tes running abc saat perkuliahan. ini disebabkan karena kemampuan guru tidak semuanya bisa melakukan running abc dengan baik. dari data penelitian video dan foto latihan yang dikumpulkan mahasiswa kesalahan dasar yang dilakukan mahasiswa dalam melakukan running abc dapat diketahui dari pandangan, ayunan tangan, sikap tubuh, dan kaki/sikap berdiri. kesalahan dasar ini yang paling sering terjadi saat mahasiswa melakukan praktik running abc. analisis running abc dengan metode unifikasi perlu diingat empat prinsip unifikasi adalah pertahankan titik pusat, berat ada dipermukaan bawah, pancarkan ki. dengan adanya kunci unifikasi ini bagi mahasiswa yang kesulitan melakukan gerakan running abc dapat melakukan gerakan yang paling sulit sekalipun semisal triple take off. running abc dengan kuncikunci unfikasi akan menghasilkan otomatisasi dalam bergerak bagi mahasiswa yang belajar dengan teknik yang baik dan benar. 1. pandangan dalam melakukan running abc mahasiswa masih melakukannya dengan pandangan menunduk. seharusnya pandangan lurus ke depan. pandangan gladi jurnal ilmu keolahragaan, 10 (2), oktober 119 ricky susiono, hernawan menjadi kunci dalam melakukan running abc. dalam unifikasi jika menunduk akan memutuskan energi. yang mengangkibatkan gerak menjadi tidak harmonis. 2. sikap tubuh sikap tubuh yang tidak stabil dapat terlihat jelas saat mahasiswa melakukan gerakan running abc. ini dapat diketahui dari sikap tubuh yang bungkuk, terlalu condong ke depan ataupun terlalu condong ke belakang. mempertahankan tubuh dalam posisi stabil menjadi kunci dalam melakukan gerak running abc. 3. ayunan tangan ayunan tangan saat melakukan running abc terlihat tidak simetris. ini menandakan tangan tidak rileks dan juga mengeluarkan energi yang berlebihan. 4. kaki dalam melakukan running abc mahasiswa sering tidak memperhatikan kaki dan sikap berdiri. kesalahan yang sering terjadi kaki lutut tidak simetris, pinggul tidak diangkat. mahasiswa fio 2018 juga tidak memperhatikan sikap berdiri yang baik dan benar. padahal sikap berdiri yang baik dan benar menjadi kunci melakukan teknik running abc. dalam metode unifiasi berdiri yang baik dan benar sebelum melakukan gerakan running abc adalah sikap tubuh berdiri tegak, tapi tetap rileks. batang leher tegak lurus dan rileks menopang kepala, pandangan lurus ke depan, dan dagu tidak menunduk. punggung sampai kaki lurus, pinggul diangkat. saat berdiri tegak dan rileks, kedua lengan dari bahu sampai telapak tangan ada di samping tubuh, sementara kedua telapak kaki dibuka selebar bahu. kesimpulan mahasiswa fio 2018 belum menguasai teknik running abc yang baik dan benar. banyak dari mahasiswa fio 2018 yang tidak diajarkan teknik running abc oleh guru-guru olahraga di sekolah. sekalipun diajarkan untuk pertandingan dan perlombaan hanya diajarkan sekadarnya saja. dapat diketahui kesalahan dasar running abc pada mahasiswa fio 2018 dilihat dari pandangan, sikap tubuh, ayunan tangan dan kaki. seharusnya mahasiswa fio 2018 wajib memiliki kemampuan teknik running abc sebagai calon pelatih ataupun guru di sekolah. bagi pelatih dan guru harus menguasai, memperhatikan dan mampu mengevaluasi cara bagaimana teknik running abc yang baik dan benar. daftar pustaka suharsimi, arikunto. (2010). prosedur penelitian: suatu pendekatan praktik, edisi revisi, cetakan ketigabelas, penerbit rineka cipta, jakarta priyono, ali. (2016). pengaruh latihan akselerasi balance coordination running terhadap peningkatan hasil belajar lari cepat pada siswa sekolah dasar. jurnal penelitian ilmiah pp 3-4 ramadhanova, athira. (2019). running abc. diunduh 13 november 2019. https://www.coursehero.com/file /45257957/running-abc/ sutopo, h.b (2002). metodologi penelitian kualitatif dasar teori dan terapannya dalam penelitian. uns press. surakarta yudi, hendrayana. (2007). bermain atletik. fakultas pendidikan gladi jurnal ilmu keolahragaan, 10 (2), oktober 120 ricky susiono, hernawan olahraga dan kesehatan, universitas pendidikan indonesia. bandung. hernawan, h., sukarya, y., & solahuddin, s. (2019). locomotor basic motion learning model based on traditional game for basic school students. journal of physics: conference series, 1318(1). https://doi.org/10.1088/17426596/1318/1/012047 sarwono, jonathan. (2006). metode penelitian kuantitatif dan kualitatif. graha ilmu. jogjakarta moleong, lexy j. (2005). metodologi penelitian kualitatif. remaja rosdakarya.bandung nawawi, hadari. (2012). metode penelitian bidang sosial. gajah mada university press. yogyakarta diposumarto, ngadino surip, (2012). metodologi penelitian teori dan terapan. penerbit mitra wacana media. jakarta prasetyo, bambang dan jannah, miftahul. (2007). metode penelitian kuantitatif teori dan aplikasi. pt raja grafindo persada. jakarta r.s. harisenjaya, (1993). penuntutan test kesegaran jasmani. refika aditama : bandung supandi, (1992). strategi belajar mengajar pendidikan jasmani dan kesehatan. depdikbud. jakarta sugiyono, (2009). metode penelitian kuantitatif dan kualitatif dan r&d. alfabeta. bandung sujarwo, (2012). model-model pembelajaran suatu strategi mengajar. yogyakarta tohei, koichi, (2001). ki in daily life. ki no kenkyukai. publication. japan. winarno surachmad, (1994). pengantar interaksi mengajar-belajar.transito. bandung. woeryanto,(1992). ilmu kepelatihan teori dan metodologi latihan, program pembinaan dan peningkatan prestasi olah raga. fpok ikip jakarta: jakarta. wardianto, (2016). pengaruh latihan abc running terhadap power tungkai peserta didik ekstrakurikuler bola voli. jurnal penelitian ilmiah. pp 1-2 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (01) 2020, 46 59 permalink/doi: https://doi.org/10.21009/gjik.111.04 pengaruh metode mengajar dan motor educability terhadap keterampilan renang gaya kupu-kupu maulidin¹ * , nune wira panji 1 1 prodi pendidikan olahraga dan kesehatan, fakultas ilmu keolahraga dan kesehatan masyarakat,universitas pendidikan mandalikajalan pemuda no. 59 a gomong mataram * corresponding author. email maulidin@ikipmataram.ac.id abstrak. tujuan penelitian ini adalah untuk mengetahui perbedaan pengaruh metode mengajar gaya latihan, dan metode mengajar dengan gaya komando terhadap keterampilan renang gaya kupu-kupu. penelitian experiment dengan rancangan 2 x 2. sampel sebanyak 60 orang untuk kemudian dilakukan tes motor educability, selanjutnya diurutkan berdasarkan skor tertinggi, dan diambil 27% kelompok atas dan 27%, masing-masing terdiri dari 15 mahasiswa. teknik analisis data adalah dengan analisis varians (anava) dua jalur dan dilanjutkan dengan uji tukey pada taraf signifikansi (0,05). hasil penelitian ini adalah: 1) metode mengajar gaya komando memiliki pengaruh lebih baik dibandingkan dengan metode mengajar gaya latihan tehadap keterampilan renang gaya kupu-kupu, 2) terdapat interaksi antara gaya mengajar dengan metode latihan dan gaya mengajar komando dan motor educability tehadap keterampilan renang gaya kupu-kupu, 3) metode mengajar gaya latihan memiliki pengaruh lebih baik dibandingkan dengan metode mengajar gaya komando bagi mahasiswa dengan kemampuan motor educability tinggi, 4) metode mengajar gaya komando memiliki pengaruh lebih baik dibandingkan dengan metode mengajar gaya latihan bagi mahasiswa dengan kemampuan motor educability rendah. kata kunci: metode mengajar, motor educability, keterampilan, renang abstract. the purpose of this study was to determine the differences in the effect of teaching methods of training styles, and command styles of butterfly swimming skills. experimental research with a 2x2 design. sample of 60 people was then performed for the motor educability test, then sorted by the highest score, and taken by 27% the upper group and 27%, each consisting of 15 students. the data analysis of variance (anava) and continued with the tukey test at the significance level (0.05). the results of this study are: 1) the method of teaching the command style has a better influence than the method of teaching the training style of swimming skills of the butterfly style, 2) there is an interaction between the teaching style with the training method and the teaching style of the command and motor educability of the swimming style of the style butterfly, 3) the teaching style teaching method has a better effect than the command style teaching method for students with high motor educability ability, 4) the command style teaching method has a better effect than the training style teaching method for students with motor educability ability low. keywords: teaching methods, motor educability, swimming, skills mailto:maulidin@ikipmataram.ac.id gladi jurnal ilmu keolahragaan, 11 (01), april47 maulidin, nune wira panji pendahuluan renang gaya kupu-kupu adalah salah satu gaya berenang dengan posisi dada menghadap ke permukaan air. kedua belah lengan secara bersamaan ditekan ke bawah dan digerakkan ke arah luar sebelum diayunkan ke depan (fina, 2005). sementara kedua kaki secara bersamaan menendang ke bawah dan ke atas seperti gerakan sirip ekor ikan atau lumba-lumba. pengambilan nafas dimulai pada tahapan akhir mendorong (push) dan berakhir pada saat kedua lengan keluar dari permukaan air untuk memulai tahapan gerakan (maulidin, 2004) dibandingkan gaya renang lainnya, renang gaya kupu-kupu memerlukan kekuatan yang besar dari setiap perenang. kecepatan renang gaya kupu-kupu didapat dari ayunan kedua belah tangan secara bersamaan (maglischo,2004). gaya kupu-kupu adalah gaya renang terbaru dalam olahraga renang. berbeda dari gaya bebas, gaya dada, dan gaya punggung yang umumnya yang relatif mudah dikuasai, bagi pemula perlu waktu lebih lama untuk mempelajari koordinasi gerakan tangan dan kaki dalam gaya kupukupu. sebagian besar pemula juga menganggap gaya kupu-kupu sebagai gaya tersulit untuk dipelajari (morgan, brown, raglin, o’connor, & ellickson, 1987). seberapapun sulitnya renang gaya kupu-kupu, jika terus diberikan pendekatan dengan metode mengajar yang tepat akan bisa menguasai teknik dengan baik. butuh proses dan tahapan-tahapan pembelajaran yang lebih efektif. aktifitas gerak tubuh dalam renang gaya kupu-kupu diawali dengan gerakan tangan yang pertama setelah start, dan pembalikan badan tetap telungkup dan kedua bahu harus segaris dengan permukaan air secara normal (colwin, 2002). indikator gerakan terdiri dari: 1) posisi tubuh, 2) gerakan kaki, 3) gerakan tangan, 4) pernafasan, dan 5) koordinasi gerak, selanjutnya kedua tangan harus dibawa ke depan bersamaan di atas permukaan air dan ditarik bersamaan ke belakang terus menerus selama aktifitas berlangsung (nurdiansyah, 2014). dari kenyataan di atas penulis tertarik untuk melakukan http://id.wikipedia.org/wiki/dada http://id.wikipedia.org/wiki/lengan http://id.wikipedia.org/wiki/sirip http://id.wikipedia.org/wiki/ikan http://id.wikipedia.org/wiki/lumba-lumba http://id.wikipedia.org/wiki/gaya_bebas http://id.wikipedia.org/wiki/gaya_dada http://id.wikipedia.org/wiki/gaya_punggung gladi jurnal ilmu keolahragaan, 11 (01), april48 maulidin, nune wira panji upaya perbaikan kualitas proses pembelajaran sebagai salah satu upaya meningkatkan keterampilan renang gaya kupu-kupu. dalam upaya perbaikan proses pembelajaran sekaligus upaya meningkatkan kualitas proses dan hasil pembelajaran mahasiswa dalam mata kuliah renang, dibutuhkan pendekatan metode mengajar dan gaya mengajar yang sesuai dengan kebutuhan karakteristik gerak yang ada dalam cabang olahraga renang. metode pembelajaran yang tepat akan membantu mahasiswa memahami teknik gerakan renang yang mereka pelajari. metode pembelajaran yang menarik pada perkuliahan renang selama ini belum terlihat secara nyata. kalaupun ada dosen yang menggunakan metode pembelajaran pada mata kuliah renang, metode yang digunakan adalah metode pembelajaran yang bersifat konvensional, seperti penyajian materi melalui pemberian tugas-tugas latihan, dan dilaksanakan langsung oleh dosen yang bersangkutan, semua keputusankeputusan dalam pemberian materi ada pada keputusan dosen, mahasiswa lebih bersifat menunggu instruksi dari dosen, metode mengajar yang dipakai seperti ini cendrung di sebut sebagai gaya komando. metode mengajar dalam pembelajaran (lutan, 1999), merupakan bentuk pendekatan dalam melakukan proses pembelajaran yang bertujuan memberi arahan dan tahapan yang jelas, memberi kemungkinan untuk pembentukan sikap dan perubahan tingkah laku, mempertinggi daya serap, mempertinggi retensi, memperkuat minat, kemungkinan interaksi yang kompleks antara komponenkomponen dalam proses pembelajaran, di samping itu metode mengajar dipilih sebaik mungkin agar mahasiswa lebih tertarik untuk mempelajarinya, pakar pendidikan sering menganjurkan dalam pelaksanaan proses pembelajaran sebaiknya pengajar menggunakan metode dan media yang lengkap sehingga dapat meningkatkan motivasi peserta didik (tangkudung, 2006). dalam rangka memenuhi hal tersebut maka penulis melakukan gladi jurnal ilmu keolahragaan, 11 (01), april49 maulidin, nune wira panji penelitian dengan dua bentuk pendekatan yaitu: metode mengajar dengan gaya latihan dan metode mengajar dengan gaya komando dalam perkuliahan atau pembelajaran renang gaya kupu-kupu (muska mosston and sara asworth, 2008) sebagai alternatif pilihan yang baik agar dapat meningkatkan keterampilan renang gaya kupukupu. keterampilan renang membutuhkan potensi kemampuan motorik, dimana semua kemampuan dasarnya harus dikuasai sebaikbaiknya. karena kalau kemampuan dasar kurang dimiliki atau kurang memadai, maka akan menimbulkan kesulitan dalam melakukan aktivitas renang, seperti cepat mengalami kelelahan dan tidak mampu berenang dengan jarak yang relatif jauh. gerakan dalam renang melibatkan otot-otot yang besar dan persendian dalam tubuh yang melibatkan tingkat kemampuan motorik. diketahui bahwa setiap orang memiliki kemampuan motorik yang berbeda-beda. kemampuan motorik menurut lutan (1988) adalah sebagai kapasitas dari seseorang yang berkaitan dengan pelaksanaan dan peragaan suatu keterampilan yang relatif melekat. cepat atau lambatnya seseorang menguasai keterampilan yang baru sangat berkaitan dengan kemampuan motorik yang dimilikinya. keberhasilan seseorang dalam mempelajari suatu keterampilan olahraga menunjukkan bahwa orang itu mempunyai kemampuan motorik yang baik. untuk dapat menentukan keberhasilan seseorang dalam belajar olahraga, adalah dengan cara memanfaatkan potensi diri yang menunjang keberhasilan individu dalam mempelajari keterampilan olahraga yang disebut dengan kemampuan motorik, lutan (1988). dengan kata lain keberhasilan dalam belajar keterampilan gerak olahraga dapat diperoleh dengan memanfaatkan semua potensi yang ada dalam diri individu, dan aspek pendukung lainnya, banyak faktor-faktor yang dapat mempengaruhi, dan menyebabkan rendahnya gladi jurnal ilmu keolahragaan, 11 (01), april50 maulidin, nune wira panji keterampilan renang mahasiswa, termasuk rendahnya keterampilan renang gaya kupu-kupu. faktorfaktor tersebut terdiri dari faktor internal dan faktor eksternal dari mahasiswa yang mengikuti proses pembelajaran. faktor internal adalah, potensi yang ada pada setiap individu yang dapat mempengaruhi keterampilan renang gaya kupu-kupu yaitu; tingkat keterampilan motorik. yang dapat dikelompokan ke dalam dua kelompok, yaitu kelompok mahasiswa dengan keterampilan motorik tinggi, dan keterampilan motorik rendah. sedangkan faktor eksternalnya adalah bentuk perlakuan yang dipakai dalam penelitian ini, yaitu metode mengajar dalam pembelajaran (muska mosston and sara asworth, 2008), seperti; metode mengajar dengan dengan gaya latihan, dan metode mengajar dengan gaya komando yang berfungsi untuk memberikan gambaran yang jelas terhadap faktor yang mempengaruhi kualitas proses pembelajaran dan hasil belajar mahasiswa dalam bentuk keterampilan renang gaya kupukupu. menurut rahmat p. (2013) mengelompokkan proses pengajaran ke dalam dua macam gaya, yaitu gaya formal yang berpusat pada guru dan gaya informal yang berpusat pada siswa. jadi metode mengajar sebagai variabel bebas (peubah) pada penelitian ini adalah sebagai berikut: 1. metode mengajar gaya latihan dan 2. metode mengajar gaya komando. sedangkan variabel atribut adalah kemampuan motorik mahasiswa yang terdiri dari: 1. kemampuan motor educability tinggi, dan 2. kemampuan motor educability rendah. sedangkan variabel terikat dalam penelitian ini adalah keterampilan renang gaya kupu-kupu. metode metode penelitian yang digunakan adalah penelitian eksperimen dengan rancangan faktorial 2 x 2. penelitian ini melibatkan satu variabel terikat, yaitu: keterampilan renang gaya kupu-kupu mahasiswa, dan variabel bebas, yaitu: 1). metode mengajar yang terdiri dari: a). metode mengajar dengan gaya latihan, b). gladi jurnal ilmu keolahragaan, 11 (01), april51 maulidin, nune wira panji metode mengajar dengan gaya komando serta variabel atribut, yaitu: 2). kemampuan motorik, yang terdiri dari: a). kemampuan motorik tinggi, dan b). kemampuan motorik rendah. sampel yang digunakan 110 mahasiswa aktif pada semester ganjil 2019/2020. selanjutnya diurutkan masing-masing kelompok diambil berdasarkan teknik persentase dari frank m.verduci (1980), yaitu 27% kelompok mahasiswa yang memiliki kemampuan motorik tinggi, dan 27% kelompok mahasiswa yang memiliki kemampuan motorik rendah, dan diperoleh sampel 30 tinggi dan 30 rendah seluruhnya sebanyak 60 orang. sampel dibagi menjadi 4 kelopok masing-masing 15 mahasiswa. kemudian dilakukan tes motor educability, dominan pada cabang olahraga renang. intrumen kekuatan otot lengan diukur dengan menggunakan push up 1 menit, kelentukan tubuh diukur dengan dengan seat and reach dan power otot tungkai diukur dengan jump df. analisis data penelitian dilakukan dengan menggunakan teknik analisis varian (anava) dua arah dengan taraf signifikansi α = 0.05 persyaratan yang digunakan dalam analisis varian adalah uji normalitas dengan menggunakan uji liliefors, dan uji homogenitas dengan menggunakan uji barlett, dan dilanjutkan dengan uji turkey. hasil dan pembahasan data dalam penelitian ini sudah dinyatakan normal dan homogen dari hasil liliefors dan uji barlett dengan bantuan spss versi. 20, maka dengan demikian persyaratan untuk analisis varians telah terpenuhi. untuk itu pengujian hipotesis dapat digunakan analisis varians (anava) dua arah. tabel 1. hasil perhitungan (anava) antar kelompok variabel variansi dk jk rjk f hitung f tabel α=0.05 α=0.01 antar kelompok 3 1,671.616 557.205 10.772 # 2.839 4.313 kelompok 56 1,862.256 51.729 kolom (a) 1 10.300 10.300 0.199 ** baris (b) 1 975.851 975.851 18.865 # 4.091 7.333 gladi jurnal ilmu keolahragaan, 11 (01), april52 maulidin, nune wira panji interaksi 1 685.464 685.464 13.251 ** jumlah 59 3,533.87 berdasarkan hasil analisis varians (anava) tersebut diperoleh harga fhitung antar kolom (fa) = 0.199 lebih kecil dari pada ftabel yaitu 4.091(fo = 0.199 < ft = 4.091), sehingga ho diterima. maka dapat disimpulkan bahwa secara keseluruhan tidak terdapat perbedaan pengaruh yang signifikan antara pendekatan metode mengajar gaya latihan dam metode mengajar gaya komando terhadap keterampilan renang gaya kupukupu. dengan demikian dapat dikatakan bahwa rata-rata keterampilan renang gaya kupu-kupu mahasiswa yang diajar melalui metode mengajar gaya komando diperoleh skor rata-rata, x = 50.53 dan simpangan baku, s = 8.38, lebih baik dari pada keterampilan renang gaya kupu-kupu mahasiswa yang di ajar melalui metode mengajar gaya latihan diperoleh skor rata-rata, x = 49.51 dan simpangan baku, s = 10.74, ini menunjukkan bahwa hipotesis penelitian pertama yang menyatakan bahwa secara keseluruhan keterampilan renang gaya kupu-kupu, mahasiswa yang diajar melalui metode gaya latihan lebih baik dari pada mahasiswa yang di ajar melalui metode mengajar gaya komando hasil penelitian ini didukung oleh penelitian yang dilakukan oleh syahruddin (2016) tentang pengaruh gaya mengajar latihan dan gaya mengajar hasilnya adalah ada pengaruh gaya mengajar latihan yang signifikan (p<0.05). penelitian ini tidak membedakan tingkat tinggi dan rendahnya keterampilan sampel yang di teliti. penelitian juga yang dilakukan oleh marta et al (2018) menunjukkan hasil penggunaan gaya mengajar komando berpengaruh secara signifikan terhadap meningkatkan keterampilan. perbedaan keterampilan renang gaya kupu-kupu antara pendekatan metode mengajar dengan gaya latihan dan metode mengajar dengan gaya komando bagi gladi jurnal ilmu keolahragaan, 11 (01), april53 maulidin, nune wira panji kelompok kemampuan motor educability tinggi (anderson & rodriguez, 2014). sesuai hasil yang tertera dalam rangkuman perhitungan analisis varians (anava), perhitungan tahap lanjut dengan uji tukey untuk membandingkan kelompok tingkat kemampuan motor educability tinggi, dan rendah, kedua perlakuan eksperimen mengenai perbedaan pengaruh terhadap keterampilan renang gaya kupu-kupu bagi kelompok mahasiswa yang memiliki kemampuan motor educability tinggi yang diajar melalui metode mengajar gaya latihan dan metode dengan gaya komando. tabel 2. data perhitungan uji perbedaan hasil keterampilan renang gaya kupukupu antara metode mengajar gaya latihan dan metode gaya komando bagi kelompok kemampuan motor educability tinggi dan rendah kelompok yang dibandingkan motor educability q hitung q tabel 0.05 keterangan mengajar metode latihan dan gaya komando tinggi 3.37 4.33 tidak signifikan mengajar metode latihan dan gaya komando rendah 0.741 4.33 tidak signifikan berdasarkan tabel 2 menunjukkan bahwa harga q hitung = 3.37 lebih kecil dari pada q tabel = 4.33 atau qhitung < q tabel pada taraf signifikan 0.05, maka dengan demikian hipotesis nol diterima dan hipotesis alternatif ditolak, artinya bahwa keterampilan renang gaya kupu-kupu bagi kelompok mahasiswa dengan kemampuan motor educability tinggi yang diajar melalui pendekatan metode mengajar gaya latihan diperoleh skor rata-rata, x = 58.59 dan simpangan baku, s = 5.96 lebih baik dari pada kelompok mahasiswa yang diajar melalui pendekatan metode mengajar gaya komando, diperoleh skor rata-rata, x = 51.33 dan simpangan baku, s = 10.76. walaupun dalam uji lanjut melalui uji tukey diperoleh perbedaan yang tidak signifikan. penelitian dengan gaya mengajar yang sama dilakukan oleh syahrudin gladi jurnal ilmu keolahragaan, 11 (01), april54 maulidin, nune wira panji (2016) hasilnya menunnjukan ada perbedaan antara gaya mengajar latihan dan gaya mengajar komando. perbedaan dari hasil penelitian ini, peneliti membedakan tingkat motor educability dari sampel ada yang tinggi dan ada yang rendah sehingga mahasiswa yang memiliki kemampuan motor educability tinggi, mempunyai pengaruh lebih besar bila diajarkan dengan menggunakan metode gaya latihan dibandingkan dengan metode gaya komando terhadap peningkatan keterampilan renang gaya kupu-kupu sesuai hasil perhitungan analisis varians tahap lanjut dengan uji tukey untuk membandingkan kelompok motor educability rendah kedua metode eksperimen mengenai perbedaan pengaruh keterampilan renang gaya kupu-kupu bagi kelompok kemampuan motor educability rendah, metode mengajar gaya latihan dan metode mengajar gaya komando diperoleh harga q hitung = 0.741 lebih kecil dari pada q tabel = 4.33 atau qhitung < q tabel pada taraf signifikan 0.05, maka dengan demikian hipotesis nol yang menyatakan bahwa tidak terdapat perbedaan keterampilan renang gaya kupu-kupu mahasiswa, bagi kelompok kemampuan motor educability rendah yang diajar dengan metode gaya komando dan metode mengajar gaya latihan ditolak, dan hipotesis alternatif diterima, artinya bahwa keterampilan renang gaya kupu-kupu bagi bagi mahasiswa yang memiliki kemampuan motorik rendah, mempunyai pengaruh lebih besar bila diajarkan dengan menggunakan metode gaya komando dibandingkan dengan metode gaya latihan terhadap peningkatan keterampilan renang gaya kupu-kupu. hasil penelitian ini didukung oleh penelitian yang dilakukan oleh dicky & tatang (2018) tentang pengaruh gaya mengajar gaya komando dan motor abilyty rendah diperoleh q hitung = 4,63 lebih besar dari pada q tabel = 3,63 ( q hitung = 4,63 > q tabel = 3,63 ). yang artinya bahwa terdapat pengaruh yang signifikan hasil belajar tendangan dolyo chagi bagi mahasiswa yang memiliki motor ability rendah gladi jurnal ilmu keolahragaan, 11 (01), april55 maulidin, nune wira panji dengan menggunakan gaya mengajar komando. sesuai hasil perhitungan analisis varians (anava), dan perhitungan tahap lanjut dengan uji tukey pendekatan metode mengajar gaya komando diperoleh rata-rata, x = 49.73 dan simpangan baku, s = 5.56, sedangkan pendekatan metode mengajar gaya latihan diperoleh ratarata, x = 40.33 dan simpangan baku, s = 4.97. hal ini menunjukkan bahwa hipotesis keempat yang mengemukakan bahwa bagi mahasiswa yang memiliki kemampuan motorik rendah, keterampilan renang gaya kupu-kupu kelompok mahasiswa yang diajar melalui metode mengajar dengan gaya komando lebih baik dari pada mahasiswa yang diajar melalui metode mengajar dengan gaya latihan teruji. secara keseluruhan pendekatan metode mengajar gaya komando lebih baik dari metode mengajar gaya latihan terhadap keterampilan renang gaya kupukupu, artinya metode mengajar dengan gaya komando dan metode mengajar dengan gaya latihan, dapat meningkatkan keterampilan renang gaya kupu-kupu. namun dalam pelaksanaannya memiliki perbedaan. perbedaan tersebut disebabkan karena metode mengajar dengan gaya latihan dalam perkuliahan renang, adalah suatu cara sitematis untuk kelancaran proses pembelajaran atau berlatih, dan memberikan kesempatan perorangan kepada mahasiswa dalam melaksanakan tugas pembelajaran, selanjutnya dosen memberikan umpan balik secara perorangan atau sendiri-sendiri dalam mencapai tujuan yang diharapkan. hasil analisis di atas diperkuat oleh hasil perhitungan analisis varians (anava) tentang perbedaan keefektifan antara kedua pendekatan pembelajaran secara keseluruhan, yaitu fobservasi antar kolom (fa) = 0.199 lebih kecil dari pada ftabel = 4.091 (fo 0.199 < ft = 4.091), maka dengan melihat ratarata keterampilan renang gaya kupukupu dengan menggunakan metode mengajar gaya latihan, diperoleh gladi jurnal ilmu keolahragaan, 11 (01), april56 maulidin, nune wira panji skor rata-rata, x = 49.51 dan diperoleh simpangan baku, s = 10.74, dibandingkan dengan rata-rata keterampilan renang gaya kupu-kupu dengan metode mengajar dengan gaya komando diperoleh skor ratarata x = 50.53 dan diperoleh simpangan baku, s = 8.38, sehingga dapat dikatakan bahwa secara keseluruhan metode mengajar dengan gaya komando lebih baik dari pada metode mengajar dengan gaya latihan terhadap keterampilan renang gaya kupu-kupu. dengan demikian berdasarkan pembahasan hasil penelitian, maka dapat direkomendasikan bahwa gaya latihan dapat diterapkan dalam proses pembelajaran akan tetapi, belum memberikan pengaruh yang signifikan terhadap keterampilan renang gaya kupu-kupu. hal ini disebabkan oleh beberapa faktor antara lain, bahwa; faktor internal, yaitu kemampuan professional seorang guru atau dosen dalam menyelengarakan proses pembelajaran, professional merupakan indikator yang sangat berpengaruh dan mempengauhi proses dan hasil pembelajaran. faktor eksternal yang ikut memberikan pengaruh langsung dalam proses pembelajaran yang merupakan sarana dan prasarana pendukung kegiatan penelitian ini. bagi mahasiswa yang memiliki kemampuan motorik tinggi metode mengajar dengan gaya komando lebih baik dari pada metode mengajar dengan gaya latihan terhadap keterampilan renang gaya kupu-kupu, artiya bahwa kedua metode mengajar, yaitu metode mengajar dengan gaya latihan dan metode mengajar dengan gaya komando dapat meningkatkan keterampilan renang gaya kupu-kupu mahasiswa, tapi masing-masing metode mengajar dengan gaya mengajar tersebut memiliki perbedaan dalam pelaksanaannya. hasil perhitungan analisis varians (anava) di atas diperkuat oleh hasil uji lanjut kelompok kemampuan motor educability tinggi yang belajar dengan metode mengajar dengan gaya latihan dibandingkan dengan kelompok gladi jurnal ilmu keolahragaan, 11 (01), april57 maulidin, nune wira panji kemampuan motorik tinggi yang belajar melalui metode mengajar dengan gaya komando hasilnya adalah qhitung 3.37 < q tabel 4.33. dengan demikian bahwa mahasiswa yang memilki kemampuan motorik tinggi yang belajar dengan metode mengajar dengan gaya latihan diperoleh skor rata-rata, x = 58.59 dan simpangan baku, s = 5.96 lebih baik secara nyata dibandingkan dengan kelompok kemampuan motorik tinggi yang belajar metode mengajar dengan gaya komando diperoleh skor rata-rata, x = 51.33 dan simpangan baku, s = 10.76. dengan demikian berdasarkan pembahasan hasil penelitian, maka dapat direkomendasikan bahwa bagi mahasiswa yang memilki kemampuan motorik tinggi, metode mengajar dengan gaya latihan lebih baik diterapkan dalam meningkatkan keterampilan renang gaya kupu-kupu mahasiswa. bagi mahasiswa yang memiliki kemampuan motorik rendah metode mengajar dengan gaya komando lebih baik dari pada metode mengajar dengan gaya latihan terhadap keterampilan renang gaya kupu-kupu, artinya bahwa kedua perlakuan dapat meningkatkan hasil belajar dan dapat meningkatkan keterampilan renang gaya kupu-kupu bagi mahasiswa fakultas ilmu keolahragaan dan kesehatan masyarakat, tapi masing-masing memiliki perbedaan dalam pelaksanaannya. metode mengajar dengan gaya komando merupakan salah satu metode dalam pembelajaran yang banyak digunakan oleh guru dan dosen dalam proses pembelajaran olahraga, karena metode ini dapat meningkatkan kualitas proses dan hasil belajar. metode mengajar dengan gaya komando ini sangat sederhana karena dapat menggunakan peralatan yang sederhana bagi mahasiswa yang memilki kemampuan motor educability rendah. hasil perhitungan analisis varians (anava) di atas diperkuat oleh hasil uji lanjut kelompok kemampuan motorik rendah yang belajar dengan metode mengajar dengan gaya komando dibandingkan gladi jurnal ilmu keolahragaan, 11 (01), april58 maulidin, nune wira panji dengan kelompok kemampuan motor educability rendah yang belajar dengan metode mengajar dengan gaya latihan hasilnya adalah qhitung 0.741 < q tabel 4.33 dengan demikian keefektifan metode mengajar dengan gaya komando dengan kemampuan motorik rendah diperoleh skor rata-rata, x = 49.73 dan simpangan baku, s = 5.56 lebih baik secara nyata dibandingkan dengan metode mengajar dengan gaya latihan diperoleh skor ratarata, x = 40.43 dan simpangan baku, s = 4.97. dengan demikian berdasarkan pembahasan hasil penelitian, maka dapat direkomendasikan bahwa bagi mahasiswa yang memilki kemampuan motorik rendah. metode mengajar dengan gaya komando lebih baik diterapkan dalam upaya meningkatkan keterampilan renang gaya kupu-kupu. kesimpulan secara keseluruhan metode mengajar gaya komando mempunyai pengaruh lebih baik dibandingkan dengan metode mengajar gaya latihan terhadap keterampilan renang gaya kupu-kupu mahasiswa. bagi mahasiswa yang memiliki kemampuan motor educability tinggi, lebih baik dan berpengaruh bila diajarkan dengan menggunakan metode gaya latihan dibandingkan dengan metode mengajar gaya komando terhadap keterampilan renang gaya kupu-kupu. dan bagi mahasiswa yang memiliki kemampuan motor educability rendah lebih baik dan berpengaruh bila diajarkan dengan menggunakan metode gaya komando dibandingkan dengan mengajar menggunakan metode gaya latihan terhadap keterampilan renang gaya kupukupu. daftar pustaka anderson, d. i., & rodriguez, a. 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(1980) measurement concepts in physical education. san francisco, california: the c.v. mosby company. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 108 118 permalink/doi: https://doi.org/10.21009/gjik.092.04 pengaruh metode latihan dan power terhadap kemampuan jump service bola voli hermawan 1* , ridzqi hartanto 2 1 fakultas ilmu olahraga, universitas negeri jakarta. jl. pemuda no. 10 rawamangun jakarta timur *corresponding author email: hernawan.fikunj@gmail.com abstrak : tujuan penelitian ini yaitu untuk mengetahui pengaruh dari variabelvariabel bebas yaitu metode latihan dan power otot tungkai terhadap variabel terikat yaitu peningkatan kemampuan jump service. metode penelitian yang digunakan adalah desain penelitian treatment by level 2x2. penelitian dilaksanakan di club tunas rafflesia bengkulu. data diperoleh dari tes kemampua jump service, sedangakan analisis data dilakukan dengan teknik statistik analisis varian. hasil penelitian menyimpulkan hal-hal berikut: (1) terdapat perbedaan kemampuan jump service yang signifikan antara kelompok yang diberikan metode latihan barrier hops dan kelompok yang diberikan metode latihan box jump, (2) terdapat interaksi antara metode latihan dan power otot tungkai terhadap kemampuan jump service pada anggota club tunas raflesia kota bengkulu, (3) terdapat perbedaan yang signifikan hasil kemampuan jump service antara metode latihan barrier hops dengan metode latihan box jump pada siswa yang memiliki power otot tungkai tinggi, (4) terdapat perbedaan yang signifikan hasil kemampuan jump service antara metode latihan barrier hops dengan metode latihan box jump pada siswa yang memiliki power otot tungkai rendah. kata kunci: barrier hops, box jumps, power otot tungkai, jump service abstract : the aim of this research was to know the effect of dependent variables that were practice method and the power of the muscle of the limbs toward independent variable that was jump service abiliy. the researcher used a treatment by level 2x2 as research design. the research was done in tunas rafflesia kota bengkulu club. the data was collected by jump service ability test, meanwhile the analysis technique was done by varians analysis statistic. the research result concluded the terms as follow: (1) there was any significant difference of the jump service ability between the group who was employed barrier hops method and the group who was empoyed box jump method, (2) there was an interaction between thepractice method and the power of the muscle of the limbs toward the jump sevice ability of the members of tunas rafflesia kota bengkulu club, (3) there was any significant difference of the jump service ability between the group of barrier hops method and the group of box jump method who had high power of the muscle of the limbs,(4) there was significant difference of the jump service ability between the group of barrier hops method and the group of box jump method who had low power of the muscle of the limbs. keyword: barrier hops, box jumps, the power of the muscle of the limbs, jump service. mailto:hernawan.fikunj@gmail.com gladi jurnal ilmu keolahragaan, 09 (2), oktober 109 hernawan, ridzqi hartanto pendahuluan teknik dasar pertama yang dikenal dalam permainan bola voli adalah teknik melakukan servis., teknik servis pada bola voli secara sederhana adalah pemain berdiri di belakang garis belakang lapangan, melemparkan bola ke udara, kemudian memukul bola tersebut ke arah lapangan atau area lawan. meskipun terdengar sederhana, namun pada pelaksanaan teknik ini juga ada beberapa hal yang harus menjadi perhatian. teknik servis dalam permainan bola voli telah berkembang menjadi beberapa jenis, seperti servis bawah, servis atas, servis mengapung (float), servis lompat (jump servis) dan lain sebagainya. salah satu teknik servis yang dapt menghasilkan pukulan servis yang menukik dengan tajam dan keras sehingga dapat menimbulkan kesulitan bagi tim lawan penerima servis yaitu jump service. dalam melakukan jump service, posisi awalan bervariasi tergantung pada pemain,awalan jump service pada umumnya dilakukan sekitar 3 meter. awalan ini berguna sekali untuk memperoleh posisi awal yang mantap untuk melakukan lompatan sehingga memperoleh daya dorong lompatan yang tinggi, dengan pengaturan waktu yang tepat berguna untuk memukul bola dengan keras. jump service adalah teknik servis yang dilakukan dengan melompat seperti teknik gerakan smash. hasil pukulan ini akan menghasilkan pukulan top spin. jump service merupakan teknik servis baru yang perlu dilatihkan dan dapat digunakan untuk memulai serangan dalam permainan bolavoli. namun dalam praktiknya tidak semua pemain mampu melakukan gerakan jump service dengan maksimal, ditemukan adanya masalah dalam penguasaan teknik jump service. salah satunya yaitu jump service merupakan teknik yang sulit untuk dikuasai. melakukan awalan dan lompatan yang selalu menjadi kesulitan dasar dalam melakukan gerakan jump service. gerakannya hampir sama seperti gerakan smash, akan tetapi penempatan yg jauh dari net menambah kesulitan lebih dbandingkan melakukan gerakan smash. kurangnya gerakan eksplosif dari para pemain saat melakukan jump service, hal itu dikarenakan masih kurangnya media latihan eksplosif saat latihan bola voli. masih belum tepatnya pengaturan timing saat melompat dan memukul bola oleh para pemain, karena pengaturan timing sangat diperlukan saat memukul bola untuk hasil service yang maksimal.powersebagai salah satu kondisi gladi jurnal ilmu keolahragaan, 09 (2), oktober 110 hernawan, ridzqi hartanto fisikpara peserta didik saat melakukan jump service juga merupakan faktor penting untuk mendapatkan hasil servis yang maksimal., diperlukan metode latihan yang tepat guna meningkatkan keterampilan jump service para pemain bola voliuntuk mengatasi masalah tersebut. teknik jump service membutuhkan pergerakan yang eksplosif, maka untuk menciptakan gerakan yang eksplosif itu dbutuhkan latihan yg cocok seperti latihan barrier hop dan box jump yang merupakan bagian dari latihan plyometric. plyometric adalah latihan atau ulangan yang bertujuan menghubungkan gerakan kecepatan untuk menghasilkan gerakan-gerakan eksplosif. menurut chu dan myer (2013) plyometric mempunyai keuntungan, memanfaatkan gaya dan kecepatan yang dicapai dengan percepatan berat badan melawan grafitasi, hal ini menyebabkan gaya kecepatan dalam latihan plyometric merangsang berbagai aktivitas olahraga seperti melompat, berlari dan melempar lebih sering dibandingkan dengan latihan beban atau dapat dikatakan lebih dinamis atau eksploisive. oleh karena itu, latihan plyometric sangat cocok pada cabang olahraga yang membutuhkan kemampuan daya ledak otot tungkai untuk meningkatkan tinggi lompatan seperti pada permainan bolavoli yang banyak melakukan gerakan lompatan seperti pada saat melakukan blocking, smash, maupun jumpserve. latihan plyometric ini banyak digunakan karena metode latihannya yang efektif dan banyak sekali bentuk modifikasi yang biasa digunakan maupun diciptakan oleh seorang pelatih. barrier hop dan box jump merupakan latihan yg cocok menurut peneliti untuk teknik yg menciptakan gerakan ekplosif pada jump service. box jump adalah sebuah latihan yang memakai beberapa kotak dengan metode latihan dilakukan dengan berbagai gerakan dimana ukuran dan tinggi kotak dapat disesuaikan. menurut chu (2013) latihan barrier hops adalah latihan yang dilakukan pada gawang-gawang atau rintangan-rintangan yang tingginya (antara 30 – 90 cm) diletakkan disuatu garis dengan jarak yang ditentukan dengan kemampuan, oleh karena teknik jump service dan latihan plyometric merupakan kegiatan dengan gerakan yang eksplosif khususnya pada otot tungkai. power otot tungkai pemain menjadi salah satu faktor pendukung dalam melakukan jump service maupun latihan plyometric. widiastuti (2015) mendefinisikan bahwa: “power atau sering pula disebut dengan daya eksplosif adalah suatu kemampuan gerak yang sangat penting untuk menunjang aktivitas pada setiap cabang olahraga”. hasil gerak gladi jurnal ilmu keolahragaan, 09 (2), oktober 111 hernawan, ridzqi hartanto olahraga yang baik dapat ditentukan jika seseorang memiliki daya eksplosif yang baik pula, seperti hasil tendangan yang keras, kecepatan berlari, lompatandan gerakan olahraga lain sebagainya. dengan demikian power atau daya ledak ini sangat berperan penting dan bepengaruh pada hasil kemampuan seorang atlet dalam melakukan berbagai gerakan olahraga yang baik. namun karena masih terbatasnya hasil penelitian yang menyatakan bahwa tingkat power otot tungkai berbanding lurus dengan hasil jump service, maka penelitian tentang pengaruh power otot tungkai terhadap hasil keterampilan jump service menjadi penting untuk dilakukan guna mendapatkan hasil yang optimal. secara umum, tujuan penelitian ini adalah untuk mengkaji dan mencari informasi mengenai pengaruh metode latihan dan power otot tungkai terhadap kemampuan jump service pada permainan bola voli. sedangkan, secara khusus tujuan penelitian ini yaitu untuk memperoleh data empirik tentang: (1) perbedaan hasil keterampilan jump service bola voli menggunakan metode latihan barrier hop dan metode latihan box jump , (2) pengaruh interaksi antara metode latihan dan power otot tungkai terhadap keterampilan jump service bola voli, (3) perbedaan hasil keterampilan jump service bola voli antara metode latihan barrier hop dengan tingkat power otot tinggi dan metode latihan box jump dengan tingkat power otot tungkai tinggi. (4) perbedaan hasil keterampilan jump service bola voli antara metode latihan barrier hop dengan tingkat power otot tungkai rendah dan metode latihan box jump dengan tingkat power otot tungkai rendah. metode penelitian ini dilaksanakan di club tunas raflesia kota bengkulu yang bertempat di jl. sawah lebar kota bengkulu provinsi bengkulu. penelitian ini dilaksanakan pada bulan 8 maret-28 april sesuai jadwal latihan anggota club tunas raflesia kota bengkulu yaitu sebanyak dua kali pertemuan dalam seminggu. dengan demikian jumlah latihan atau perlakuan sebanyak 16 kali pertemuan penelitian ini dilakuka dengan menggunakan metode eksperimen. fraenkel, wallen, (2006) mengemukakan metode eksperimen sering digunakan karena dianggap sebagai metode yang paling kuat yang ada untuk mempelajari hubungan sebab akibat.adapun rancangan penelitiannya adalah desain treatment by level 2 x 2. bentuk dari rancangan penelitian seperti yang terlihat dalam tabel 1. populasi terjangkau adalah anggota club tunas rafflesia kota bengkulu. data gladi jurnal ilmu keolahragaan, 09 (2), oktober 112 hernawan, ridzqi hartanto berupa hasil tes kemampuan jump service, sedang analisis data dilakukan dengan menggunakan teknik analisis varians (gall dkk, 2003:405). berdasarkan hasil analisis varians menunjukkan adanya pengaruh utama antara variabel bebas terhadap variabel terikat, dan terdapat interaksi antara variabel bebas hubungannya dengan variabel terikat, maka analisis dilanjutkan dengan uji tukey atau tukkey’s hsd (honestly significant difference) test(kirk, 1982). sebagai syarat pengujian terlebih dahulu melakukan uji normalitas dengan liliefors dan uji homogenitas dengan barlett. tabel 1. desain treatment by level 2 x 2 power otot tungkai (b) metode latihan (a) barrier hops(a1) box jumps(a2) tinggi (b1) a1b1 a2b1 rendah (b2) a1b2 a2b2 keterangan: a1b1 = kelompok latihan barrier hops yang memiliki power otot tungkai tinggi. a2b1 = kelompok latihan box jumps yang memiliki power otot tungkai tinggi. a1b2 = kelompok latihan barrier hops yang memiliki power otot tungkai rendah. a2b2 = kelompok latihan box jumps yang memiliki power otot tungkai rendah. hasil dan pembahasan deskripsi data berdasarkan hasil penelitian diperoleh data pada setiap kelompok latihan kemampuan jump service dapat dilihat pada tabel 2 berikut. tabel 2. deskripsi data data n range minimum maximum mean std. deviation a1 30.00 40.00 70.00 53.7500 10.87186 30.00 a2 24.00 41.00 65.00 51.5500 6.02167 24.00 a1b1 13.00 57.00 70.00 63.9000 3.69534 13.00 a1b2 8.00 40.00 48.00 43.6000 2.63312 8.00 a2b1 21.00 44.00 65.00 53.9000 6.74043 21.00 a2b2 14.00 41.00 55.00 49.2000 4.34102 14.00 valid n 10 (listwise) uji normalitas uji normalitas pada penelitian ini dilakukan pada setiap kelompok kemampuan jump service, baik kelompok gladi jurnal ilmu keolahragaan, 09 (2), oktober 113 hernawan, ridzqi hartanto yang diberikan metode latihan barrier hops dan box jump, maupun kelompok yang memiliki power otot tungkai tinggi dan rendah. hasil analisis uji normalitas data menggunakan uji liliefors pada taraf signifkansi α= 0,05 untuk masing-masing kelompok sampel kemampuan jump service disajkan dalam tabel 3. tabel 3. rangkuman hasil uji normalitas data no kelompok sampel sig. (2-tailed) α = 0,05 kesimpulan 1 barrier hops – tinggi 0,200 0,05 data berdistribusi normal 2 barrier hops – rendah 0,200 0,05 data berdistribusi normal 3 box jump – tinggi 0,149 0,05 data berdistribusi normal 4 box jump – rendah 0,200 0,05 data berdistribusi normal uji homogenitas pengujian homogenitas data pada penelitian ini menggunakan statistika uji barlett. uji homogenitas ini dilakukan terhadap empat kelompok eksperimen yang terdiri dari dua metode latihan yaitu barrier hops yang memiliki power otot tungkai tinggi (a1b1), barrier hops yang memiliki power otot tungkai rendah (a1b2), box jump yang memiiki power otot tungkai tinggi (a2b1), dan box jump yang memilki power otot tungkai rendah (a2b2). hasil analisis homogenitas keempat kelompok data sampel hasil kemampuan jump service diperoleh nilai xh2= 3,11. pada taraf signifikansi α=0,05 dan derajat kebebasan dk= 3 diperoleh harga xt2 = 7,81. karena nilai xh2 =3,11 lebih kecil dari xt2 = 7,81, maka dapat disimpulkan bahwa data dari keempat kelompok sampel penelitian memiliki varian yang sama atau homogen. dengan terpenuhinya persyaratan kenormalan distribusi data dan kehomogenitasan varian antara masing-masing kelompok data, pengujian hipotesis penelitian dilanjutkan dengan analisis anova dua jalur. perbedaan kemampuan jump service metode latihan barrier hops dan box jump pengujian hipotesis dalam penelitian ini dilakukan dengan menggunakan analisis varian (anava) dua jalur dan dilanjutkan dengan uji tuckey, jika terdapat interaksi di dalam pengujian. analisis varian dua jalur digunakan untuk menguji pengaruh utama (main effect) dan interaksi (interaction effect) antara metode latihan dan power otot tungkai terhadap kemampuan jump service. dengan menggunakan anava dua jalur diperoleh hasil pengujian hipotesis sebagai berikut. gladi jurnal ilmu keolahragaan, 09 (2), oktober 114 hernawan, ridzqi hartanto hasil uji hipotesis pertama dapat dilihat dalam tabel 4 berikut . tabel 4. rangkuman hasil uji anova dua jalur type iii sum source of squares df mean square f sig. corrected model 2219.300 a 3 739.767 34.867 .000 intercept 110880.900 1 110880.900 5.226e3 .000 metode 48.400 1 48.400 2.281 .010 power 1562.500 1 1562.500 73.645 .000 metode * power 608.400 1 608.400 28.676 .000 error 763.800 36 21.217 total 113864.000 40 corrected total 2983.100 39 berdasarkan tabel di atas, dapat disimpulkan bahwa terdapat perbedaan kemampuan jump service antara kelompok yang diberikan metode latihan barrier hops dan kelompok yang diberikan metode latihan box jump. hal ini terlihat dari pvalue variabel metode=0,010 < 0,05 yang menyatakan bahwa h0 ditolak. selanjutnya untuk p-value variabel power=0,00 > 0,05 yang menyatakan bahwa h1 diterima yaitu terdapat perbedaan rata-rata kemampuan hasil jump service antara kelompok yang memiliki power otot tungkai yang tinggi dan kelompok yang memiliki power otot tungkai yang rendah. selain itu tabel di bawah ini juga menunjukkan bahwa terdapat perbedaan yang signifikan pada metode dan power otot tungkai. berdasarkan hasil pengolahan dan analisis data penelitian, diperoleh hasil bahwa hipotesis yang menyatakan bahwa metode latihan barrier hops lebih tinggi pengaruhnya daripada metode latihan box jump terhadap hasil kemampuan jump service diterima. ini berarti bahwa metode latihan barrier hops memberikan pengaruh lebih baik dibandingkan dengan metode latihan box jump dalam menguasai teknik jump service pada permainan bola voli. menurut chu dan gregory (2013), latihan barrierhops adalah latihan yang dilakukan pada gawang-gawang atau rintangan-rintangan yang tingginya (antara 30–90 cm) diletakkan di suatu garis dengan jarak yang ditentukan dengan kemampuan. rintangan akan jatuh bila atlet membuat kesalahan, start dimulai dengan berdiri di belakang rintangan, gerakan meloncat yang melewati rintangan-rintangan dengan kedua kaki bersaman. gerakan dimulai dari pinggang dan lutut merenggang. gunakan ayunan kedua lengan untuk menjaga keseimbangan dan mencapai ketinggian. barierhops merupakan salah satu bentuk latihan melompati rintangan yang disusun gladi jurnal ilmu keolahragaan, 09 (2), oktober 115 hernawan, ridzqi hartanto bederet kedepan maupun menyamping. menurut sandler (2015), barrier hops didefinisikan bahwa :“hurdle jumps are performed by jumping for height over hurdles from a single or double leg take off.”. lompatan pada barrier hops bertujuan untuk mencapai ketinggian yang lebih dari rintangan yang diberikan baik menggunakan satu kaki ataupun dua kaki sekaligus. keunggulan dari metode latihan barrier hops ini dibandingkan dengan metode latihan box jump yaitu metode latihan barrier hops menekankan pada loncatan untuk mencapai ketinggian maksimum ke arah vertikal dan kecepatan gerakan kaki, sehingga sangat memungkinkan jika penerapan metode latihan barrier hops mampu berpengaruh lebih bai dalam meningkatkan kemampuan hasil jump service (sajoto,2002). selain itu, untuk melakukan lompatan pada jump service dibutuhkan kecepatan dan ketepatan dalam melakukan service pada bola voli, oleh karena itu barrier hops melatih kekuatan dan kecepatan otot tungkai untuk memberikan daya dorong saat melakukan lompatan. interaksi metode latihan dan power otot tungkai terhadap kemampuan jump service berdasarkan tabel 4 diperoleh p value untuk metode dan power = 0,000 < 0,05, yang berarti bahwa h0 ditolak yaitu terdapat pengaruh interaksi yang signifikan antara faktor metode latihan dan faktor power otot tungkai terhadap hasil kemampuan jump service. hasil dari pengujian hipotesis kedua diketahui bahwa terdapat interaksi antara metode latihan dan power otot tungkai terhadap kemampuan jump service. interaksi keduanya terlihat pada adanya perbedaan pengaruh perlakuan terhadap kemampuan jump service pada kedua tingkat power otot tungkai. permasalahan ini menunjukkan bahwa dalam menentukan penggunaan metode latihan barrier hops dan box jump hendaknya terlebih dahulu dapat memperhatikan power otot tungkai siswa. pada siswa yang memiliki power otot tungkai tinggi, metode latihan barrier hops akan lebih efektif apabila digunakan. sedangkan untuk siswa dengan power otot tungkai rendah akan lebih efektif apabila digunakan metode latihan box jump. secara keseluruhan temuan dari hasil penelitian ini menunjukkan bahwa baik power otot tungkai maupun metode latihan plyometrix keduanya merupakan variabel penting dalam upaya meningkatkan hasil kemampuan jump service khususnya terhadap anggota club tunas raflesia kota bengkulu. kedua variabel tersebut satu sama lain saling mendukung dalam upaya mencapai hasil gladi jurnal ilmu keolahragaan, 09 (2), oktober 116 hernawan, ridzqi hartanto latihan bola voli yang optimal. apabila power otot tungkai berfungsi sebagai faktor pertama yang membantu menambah kekuatan dan kecepatan siswa dalam melakukan lompatan dan pukulan yang tepat pada jump service, maka metode latihan plyometrix (barrier hops dan box jump) merupakan faktor kedua yang sangat potensial menyokong hasil kemampuan jump service yang sebaik-baiknya. perbedaan kemampuan jump service metode latihan barrier hops dan metode latihan box jump pada siswa yang memiliki power otot tungkai tinggi dari tabel berikut ini dapat disimpulkan bahwa terdapat perbedaan hasil kemampuan jump service antara kelompok yang menggunakan metode latihan barrier hops dan metode latihan hasil penelitian menunjukkan adanya perbedaan yang signifikan hasil kemampuan jump service antara metode latihan barrier hops dengan metode latihan box jump pada siswa yang memiliki powerbox jump pada kelompok yang memiliki power otot tungkai tinggi. pengujian simple effect untuk b1 (a1b1a2b1) mempunyai nilai signifikan 0,000< 0,05 sehingga h0 ditolak. otot tungkai tinggi. pada siswa yang memiliki power otot tungkai tinggi menggunakan metode latihan barrier hops memperoleh hasil kemampuan jump service lebih tinggi dibandingkan dengan yang menggunakan metode latihan box jump. power atau daya ledak eksplosif yang dhasilkan oleh otot tungkai merupakan komponen dan faktor yang penting dalam penunjangan gerakan aktifitas fisik yang bersifat eksplosif seperti gerakan lompat. peranan power pada komponen kondisi fisik gerakan hampir ada pada setiap cabang olahraga. bompa dan carrera menjelaskan “power is the main ingredient for all the sports in which the rate of producing,and especially of displaying, force, speed, and agility is high” (bompa dan carera, 2005). power atau daya ledak merupakan hasil dari bahan utama yang secara khusus dihasilkan oleh kekuatan, kecepatan dan kelincahan yang tinggi. power didapat atau dhasilkan dari gabungan kekuatan dan kecepatan serta kelincahan yang tinggi yang dilakukan secara bersamaan. teori ini mendukung hasil penelitian pada hipotesis ketiga ini yang menyatakan bahwa terdapat pengaruh yang signifikan terhadap hasil kemampuan jump service antara metode latihan barrier hops dengan metode latihan box jump pada siswa yang memiliki power otot tungkai tinggi. gladi jurnal ilmu keolahragaan, 09 (2), oktober 117 hernawan, ridzqi hartanto tabel 5. rangkuman hasil uji tukey mean 95% confidence interval (i) a (j) a difference (i-j) std. error sig. lower bound upper bound a1b1 a1b2 20.30000* 2.05994 .000 14.7521 25.8479 a2b1 10.00000* 2.05994 .000 4.4521 15.5479 a2b2 14.70000* 2.05994 .000 9.1521 20.2479 a1b2 a1b1 -20.30000* 2.05994 .000 -25.8479 -14.7521 a2b1 -10.30000* 2.05994 .000 -15.8479 -4.7521 a2b2 -5.60000* 2.05994 .037 -11.1479 -.0521 a2b1 a1b1 -10.00000* 2.05994 .000 -15.5479 -4.4521 a1b2 10.30000* 2.05994 .000 4.7521 15.8479 a2b2 4.70000 2.05994 .121 -.8479 10.2479 a2b2 a1b1 -14.70000* 2.05994 .000 -20.2479 -9.1521 a1b2 5.60000* 2.05994 .037 .0521 11.1479 a2b1 -4.70000 2.05994 .121 -10.2479 .8479 perbedaan kemampuan jump service metode latihan barrier hops dan metode latihan box jump pada siswayang memiliki power otot tungkai rendah dari hasil pengujian hipotesis keempat (lihat tabel 5) menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil kemampuan jump service siswa yang diberikan metode latihan barrier hops dan metode latihan box jump pada kelompok siswa yang memiliki power otot tungkai rendah. hal ini dapat dilihat dari hasil uji tukey untuk b2 (a1b2-a2b2) dengan signifikan 0,037< 0,05 yang artinya bahwa h0 ditolak. hasil uji hipotesis keempat ini menunjukkan bahwa terdapat perbedaan antara kelompok siswa yang diberikan metode latihan barrier hops dan metode latihan box jump yang memiliki power otot tungkai rendah. kemampuan jump service antara metode latihan barrier hop dan box jump berdasarkan hasil penelitian menunjukkan bahwa ada perbedaan hasil pemain dengan power otot tungkai kategori rendah. peserta didik yang memiliki power otot tungkai kategori rendah diduga tidak berpengaruh besar terhadap peningkatan kemampuan jump service. power otot tungkai pemain yang rendah akan berpengaruh terhadap kemampuan jump service. hal ini dikarenakan power otot tungkai juga merupakan salah satu faktor yang mempengaruhi metode latihan. latihan box jump dan barrier hop merupakan gladi jurnal ilmu keolahragaan, 09 (2), oktober 118 hernawan, ridzqi hartanto latihan dengan tujuan peningkatan gerakan eksplosif, jadi dengan gerakan dasar power otot yang rendah mempengaruhi peningkatan latihan maupun gerakan kemampuan pada jump service. berdasarkan hasil penelitian, dapat disimpulkan bahwa kelompok yang diberikan metode latihan box jump dengan power otot tungkai rendah dapat menghasilkan kemampuan jump service yang lebih baik dibandingkan kelompok yang diberikan metode latihan barrier hops dengan power otot tungkai rendah. latihan barrier hops dengan metode latihan box jump pada siswa yang memiliki power otot tungkai tinggi pada anggota club tunas raflesia kota bengkulu, dan (4) terdapat perbedaan yang signifikan hasil kemampuan jump service antara metode latihan barrier hops dengan metode latihan box jump pada siswa yang memiliki power otot tungkai rendah pada anggota club tunas raflesia kota bengkulu. kesimpulan bertolak dari hasil pengujian hipotesis penelitian dan analisis data yang dilakukan dapat disimpulkan beberapa ha seperti berikut: (1) terdapat perbedaan kemampuan jump service yang signifikan antara kelompok yang diberikan metode latihan barrier hops dan kelompok yang diberikan metode latihan box jump dalam permainan bola voli pada anggota club tunas raflesia kota bengkulu, (2) terdapat interaksi antara metode latihan dan power otot tungkai terhadap kemampuan jump service pada anggota club tunas raflesia kota bengkulu, (3) terdapat perbedaan yang signifikan hasil kemampuan jump service antara metode. daftar pustaka akhmadi,nuril. (2007). panduan olahraga bolavoli.solo: era pustaka utama bompa,tudor & carrera. (2005) periodization training for sports. champaign: human kinetics chu donald. a. dan gregory. d. myer. (2013) plyometrics. champaign: human kinetics sandler, d. (2015) sports power. champaign : human kinetic sugiyono. 2011. metode penelitian pendidikan. bandung: alfabeta tangkudung, james.2012. kepelatihan olahraga. jakarta: cerdas jaya tangkudung, james. 2015. macam macam metodologi penelitian. jakarta: lensa media pustaka indonesia. widiastuti.2015. tes dan pengukuran olahraga. jakarta: rajawali pers available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (01) 2020, 22 35 permalink/doi: https://doi.org/10.21009/gjik.111.02 pengaruh kecepatan, kelincahan, dan motivasi terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar nurwirhanuddin 1* , suprianto 1 1 prodi pendidikan jasmani stkip hermon,timika, indonesia 1 program studi pendidikan jasmani, stkip hermon timika, jl budiutomo ujung, jalur sp1 timika jl. nawaripi baru, kamoro jaya, kec. mimika baru, kabupaten mimika, papua 99971 * corresponding author. email : nurwirhanuddin@gmail.com abstrak: tujuan penelitian ini adalah kecepatan, kelincahan dan motivasi terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar. populasi dalam penelitian ini adalah semua murid kelas 4, 5, dan 6 yang mrngikuti kegiatan ekstrakurikuler di sd inpres bontomanai makassar dan sampel yaitu 25 murid putra.teknik pengambilan sampelnya adalah teknik purposive sampling. jenis penelitian ini adalah penelitian deskriptif, dengan desain penelitian analisis jalur. hasil penelitian ini menunjukkan bahwa (1) terdapat pengaruh langsung yang signifikan kecepatan terhadap motivasi pada permainan sepak bola murid sd inpres bontomanai makassar sebesar 34%, (2) terdapat pengaruh langsung yang signifikan kelincahan terhadap motivasi pada permainan sepakbola murid sd inpres bontomanai makassar sebesar 61%, (3) terdapat pengaruh langsung yang signifikan kecepatan terhadap kemampuan menggirng bola pada permainan sepakbola murid sd inpres bontomanai makassar sebesar 33%, (4) terdapat pengaruh langsung yang signifikan kelincahan terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar sebesar 37%, (5) terdapat pengaruh langsung yang signifikan motivasi terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar sebesar 33%, (6) terdapat pengaruh yang signifikan kecepatan melalui motivasi pada permainan sepakbola murid sd inpres bontomanai makassar sebesar 11%, (7) terdapat pengaruh yang signifikan kelincahan melalui motivasi pada permainan sepakbola murid sd inpres bontomanai makassar sebesar 20%. kata kunci: kecepatan, kelincahan, motivasi, kemampuan menggiring bola abstract. the study aims at examining the speed, agility, and motivation on ball dribbling abilities in football game of students at sd inpres bontomanai makassar. the populations of the study were all students class 4, 5 and 6 at sd inpres bontomanai. the samples were taken by purposive sampling technique. the study is descriptive research with path analysis research. data were analyzed by employing statistics descriptive analysis and inferential analysis with spss 22 program. the results of the study are: (1) there is direct influence significantly of speed on motivation in football game of students at sd inpres bontomanai makassar by 34%, (2) there is direct influence significantly of agility on motivation in football game of students at sd inpres bontomanai makassar by 61%, (3) there is direct influence significantly of speed on ball dribbling abilities in football game of students at sd inpres bontomanai makassar by 33%, (4) there is direct influence significantly of agility on ball dribbling abilities in football game of students at sd inpres bontomanai makassar by 37%, (5) there is direct influence significantly of motivation on ball dribbling abilities in football game of students at sd inpres bontoimanai makassar by 33%, (6) there is direct influence significantly of speed on motivation in football game of students at sd inpres bontomanai makassar by 11%, and (7) there is direct influence significantly of agility on motivation in football game of students at sd inpres bontomanai makassar by 20%. keywords: speed, agility, motivation, ball dribbling abilitie mailto:nurwirhanuddin@gmail.com gladi jurnal ilmu keolahragaan, 11 (01), april23 nurwirhanuddin, suprianto pendahuluan sepakbola merupakan salah satu cabang olahraga yang banyak diminati oleh masyarakat dunia, termasuk di indonesia. hal ini ditandai dengan tingkat partisipasi masyarakat yang melibatkan diri dalam aktivitas bermain, mengkomsumsi bahkan sampai pada mengorganisasi sebuah bentuk kegiatan perlombaan. daya tarik sepakbola secara umum sebenarnya bukan lantaran olahraga ini mudah dimainkan. tetapi, karena sepakbola lebih banyak menuntut keterampilan pemain dibandingkan olahraga yang lain. pada dasarnya, bahwa kualitas permainan sepakbola sangat tergantung pada penguasaan teknik dasar permainan sepakbola. salah satu teknik dasar yang harus dikuasai oleh seorang pemain sepakbola adalah kemampuan menggiring bola. menggiring bola adalah membawa bola dengan tendangan kaki pendek-pendek. fungsi utama dari keterampilan menggiring bola adalah memungkinkan para pesepakbola untuk mempertahankan bola saat berlari di sisi lapangan, melintasi lawan, atau maju ke ruang yang terbuka. sedangkan menutut purnama (2013) sepakbola dalam pendidikan jasmani adalah sebagai mediator untuk mendidik anak agar berkembang kemampuan kognitif, afektif, psikomotor, dan sosialnya. tujuan dari permainan sepakbola adalah masing-masing regu atau keseblasan memasukkan bola kegawang lawan sebanyak-banyaknya, dan berusaha mematahkan serangan lawan untuk melindungi atau menajaga gawangnya agar tidak kemasukan bola. kemampuan menggiring bola yang dilakukan oleh murid sd inpres bontomanai makassar ketika sedang bermain bola, dimana pada saat murid tersebut menggiring bola dia cuman sekedar menggiring saja tanpa memperhatikan arah pemain lawan yang akan menghadang selain itu murid tersebut biasa dengan mudah direbut bolanya oleh pemain lawan dan pada saat menggiring bola terlalu lama dia dengan mudah mengalami kelelahan serta dia tidak fokus lagi dengan rekan timnya. upaya pembinaan memang perlu terus menerus ditumbuh kembangkan sehingga peningkatan dan pencapaian prestasi olahraga sepakbola baik tingkat nasional maupun internasional dapat lebih maju dan lebih membanggakan lagi (pratama, 2015). dalam melakukan keterampilan menggiring bola yang baik, ada sederet aspek yang diasumsikan atau diduga bisa menjadi penunjang. salah satu di antaranya adalah kecepatan (speed). menurut widiastuti (2011) kecepatan adalah kemampuan untuk melakukan gerakan yang gladi jurnal ilmu keolahragaan, 11 (01), april24 nurwirhanuddin, suprianto sejenis secara berturut-turut dalam waktu yang sesingkat-singkatnya, atau kemampuan menempuh suatu jarak dalam waktu yang sesingkat-singkatnya. kecepatan adalah kemampuan seseorang untuk mengerjakan gerakan berkesinambungan dalam bentuk yang sama dalam waktu yang sesingkatsingkatnya seperti lari cepat, pukulan dalam tinju, dan sebagainya (halim, 2011). kecepatan murid sd inpres bontomanai makassar khusunya pada saat menggiring bola dalam permainan sepakbola tidak terlalu maksimal dimana murid tersebut pada saat menggiring bola dia mudah di jangkau oleh pemain lawan sehingga biasa dengan mudah pemain lawan dengan cepat menguasai bola dari kaki murid tersebut. aspek lain yang juga diasumsikan bisa mempengaruhi keterampilan dalam menggiring bola adalah kelincahan, atau yang dalam bahasa inggris lebih dikenal dengan istilah agility. menggiring bola (dribbling) sambil berlari melewati dan menghindari hadangan lawan adalah peran utama dari kelincahan tersebut. setiap pemain apabila memiliki kelincahan yang baik dan mampu menggiring bola (dribbling) dengan cepat, maka pertandingan akan menjadi lebih menarik. (nasution, 2015). kelincahan adalah kemampuan untuk mengubah posisi atau arah gerakan tubuh dengan cepat ketika sedang bergerak cepat tanpa kehilangan keseimbangan atau kesadaran orientasi terhadap posisi tubuh. kelincahan adalah kemampuan seseorang untuk mengubah arah dengan kecepatan dan tepat pada waktu bergerak tanpa kehilangan keseimbangan. oleh karena itu, seseorang yang memiliki kelincahan yang baik dapat dengan mudah merubah posisi tubuhnya dengan tetap menjaga keseimbangan. kelincahan berkaitan erat dengan tingkat kelentukan. tanpa kelentukan yang baik seseorang tidak dapat bergerakn dengan lincah. selain itu faktor keseimbangan juga sangat berpengaruh terhadap kemampuan kelincahan seseorang. kelincahan murid sd inpres bontomanai makassar khususnya pada saat menggiring bola dalam permainan sepakbola kurang maksimal karena pada saat murid tersebut menggiring bola dia dengan mudah dijatuhkan oleh tim lawan serta pada saat melewati pemain yang satu biasanya murid tersebut tidak bisa lagi melewati pemain selanjutnya sehingga bola dari penguasaan murid tersebut mudah direbut oleh tim lawan. selain kondisi fisik, motivasi siswa juga perlu diperhitungkan karena tanpa ada motivasi maka siswa tidak ingin melakukan kegiatan olahraga. winardi (2001) mengemukan bahwa motivasi adalah suatu kekuatan potensial yang ada dalam diri seseorang manusia, atau dikembangkan oleh gladi jurnal ilmu keolahragaan, 11 (01), april25 nurwirhanuddin, suprianto sejumlah kekuatan luar yang pada intinya berkisar sekiltar imbalan moneter dan imbalan nonmoneter yang dapat mempengaruhi hasil kinerjanya secara positif atau negatif, hal mana tergantung pada situasi dan kondisi yang dihadapi orang bersangkutan. motivasi bisa dari dalam diri siswa maupun dari luar siswa, keadaan lingkungan, keluarga, dan saran prasarana yang ada.maka dari itu, guru olahraga dan pembina harus meningkatkan motivasi murid untuk bisa melakukan kegiatan olahraga khususnya dalam bermain bola. berdasarkan hasil observasi pada kegiatan ekstrakurikuler sepak bola di sd negeri inpres bontomanai makassar, terungkap bahwa meski pembinaan keterampilan bermain menjadi prioritas, sampai sejauh ini untuk kemampuan menggiring bola pembinaan masih minim dilakukan. adapun penyebabnya antara lain adalah pembina ekstrakurikuler sepakbola di sekolah itu masih belum mengetahui secara pasti dan ilmiah terkait komponen atau aspek-aspek apa saja yang bisa mempengaruhi tingkat keterampilan anak didiknya dalam menggiring bola. metode penelitian jenis penelitian yang dilaksanakan adalah adalah penelitian deskriptif dengan teknik analisis jalur (path analysis). subjek penelitiannya adalah peserta didik yang mengikuti kegiatan ekstrakurikuler sepak bola di sd negeri inpres bontomanai makassar populasi dalam penelitian ini adalah murid kelas 4,5 dan 6 dengan jumlah murid adalah 125 murid yang mengikuti kegiatan ekstrakurikuler sepakbola di sd negeri inpres bontomanai makassar dengan simpel random sampling (sugiyono, 2014) . data yang dikumpulkan dalam penelitian ini meliputi: kecepatan, kelincahan, motivasi (motivasi belajar), dan keterampilan menggiring bola dalam permainan sepakbola. adapun instrumen penelitian yang digunakan dalam penelitian ini adalah instrumen kemampuan menggiring bola dengan menggunakan tes menggiring bola (dribbling), instrumen kecepatan dengan menggunakan tes kecepatan lari 30 meter, instrumen kelincahan dengan menggunakan tes kelincahan lari hilir mudik dan instrumen motivasi dengan menggunakan tes angket atau kuisioner (motivasi belajar) data yang terkumpul tersebut perlu dianalisis secara statistik deskriptif, maupun inferensial atau uji hipotesis untuk keperluan pengujian hipotesis penelitian. adapun gambaran yang digunakan dalam penelitian ini sebagai berikut: (1) analisis data secara deskriptif dimaksudkan untuk mendapatkan gambaran umum tentang data yang meliputi: gladi jurnal ilmu keolahragaan, 11 (01), april26 nurwirhanuddin, suprianto analisis deskriptif meliputi: total nilai, nilai rata-rata, standar deviasi, rentang nilai, maksimal, minimal, frekuensi dan grafik. (2) analisis secara inferensial digunakan untuk menguji hipotesi-hipotesis penelitian dengan menggunakan uji analisis jalur (path analisys). jadi keseluruhan analisis data statistik yang digunakan dalam penelitian ini adalah analisis spss versi 20.00 dengan taraf signifikan 95% atau α= 0,05. hasil dan pembahasan hasil berdasarkan deskripsi hasil analisis data dan pengujian hipotesis penelitian yang telah dilakukan, maka dapat dijelaskan sebagai berikut: pengaruh langsung kecepatan terhadap motivasi pada permainan sepakbola murid sd inpres bontomanai makassar. berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisien β positif yaitu 0,34 dengan signifikansi (p) = 0,02 (p < 0,05) yang berarti signifikan. hal ini menunjukkan bahwa tertdapat pengaruh langsung kecepatan terhadap motivasi pada permainan sepakbola murid sd inpres bontomanai makassar. pengaruh langsung kelincahan terhadap motivasi pada permainan sepakbola murid sd inpres bontomanai makassar . berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisisen β positif yaitu 0,61 dengan signifikansi (p) = 0,000 (p < 0,05) yang berarti signifikan. hal ini menunjukkan bahwa terdapat pengaruh langsung yang signifikan kelincahan terhadap motivasi pada permainan sepakbola murid sd inpres bontomanai makassar. pengaruh langsung kecepatan terhadap kemampuan menggirng bola pada permainan sepakbola murid sd inpres bontomanai makassar. berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisien β positif yaitu 0,33 dengan signifikansi (p) = 0,01 (p < 0,05) yang berarti signifikan. hal ini menunjukkan bahwa terdapat pengaruh langsung yang signifikan kecepatan terhadap kemampuan menggirng bola pada permainan sepakbola murid sd inpres bontomanai makassar. pengaruh langsung kelincahan terhadap kemampuan menggiring bola pada permaianan sepakbola murid sd inpres bontomanai makassar. berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisien β positif yaitu 0,37 dengan signifikansi (p) = 0,01 (p < 0,05) yang berarti signifikan. hal ini menunujukkan gladi jurnal ilmu keolahragaan, 11 (01), april27 nurwirhanuddin, suprianto bahwa terdapat pengaruh langsung yang signifikan kelincahan terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar. pengaruh langsung motivasi terhadap kemampuan menggring bola pada permaianan sepakbola murid sd inpres bontomanai makassar. berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisien β positif yaitu 0,33 dengan signifikansi (p) = 0,04 (p < 0,05) yang berarti signifikan. hal ini menunjukkan bahwa terdapat pengaruh langsung yang signifikan motivasi terhadap kemampuan menggiring bola pada permainan sepakbola murid sd inpres bontomanai makassar. pengaruh kecepatan terhadap kemampuan menggiring bola pada permainan sepakbola melalui motivasi murid sd inpres bontomanai makassar. berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisien β dan signifikansi (p) dari variabel kecepatan terhadap kemampuan menggiring bola melalui motivasi diperoleh dari hasil kali antara nilai β dan p antara variabel kecepatan terhadap motivasi serta nilai β dan p antara variabel motivasi tetrhadap kemampuan menggiring bola dan koefisien korelasi sehingga diperoleh nilai koefisien 0,34 x 0,33 = 0,11 dan signifikansi (p) sebesar 0,000 (p < 0,05) yang berarti signifikan.hal ini menunjukkan bahwa terdapat pengaruh yang signifikan kecepatan terhadap kemampuan menggiring bola pada permainan sepakbola melalui motivasi murid sd inpres bontomanai makassar. pengaruh kelincahan terhadap kemampuan menggiring bola pada permainan sepakbola melalui motivasi murid sd inpres bontomanai makassar. berdasarkan hasil analisis yang diperoleh pada tabel menunjukkan bahwa nilai koefisien β dan signifikansi (p) dari variabel kelincahan terhadap kemampuan menggiring bola melalui motivasi diperoleh dari hasil kali antara nilai β dan p antara variabel kelincahan terhadap motivasi serta nilai β dan p antar variabel motivasi terhadap kemampuan menggiring bola dan hasil koefisien korelasi sehingga diperoleh nilai koefisien 0,61 x 0,33 = 0,20 dan signifikansi (p) sebesar 0,000 (p < 0,05) yang berarti signifikan.hal ini menunjukkan bahwa terdapat pengaruh yang signifikan kelincahan terhadap kemampuan menggiring bola pada permainan sepakbola melalui motivasi murid sd inpres bontomanai makassar. gladi jurnal ilmu keolahragaan, 11 (01), april28 nurwirhanuddin, suprianto pembahasan berdasarkan hasil penelitian maka dapat dibahas bahwa : 1. kecepatan terhadap motivasi. berdasarkan hasil penelitian menunjukkan bahwa terdapat pengaruh kecepatan terhadap motivasi murid sd inpres bontomanai makassar sebesar 34%.hasil ini menunjukkan analisa bahwa kecepatan seorang pemain sepakbola dibutuhkan untuk meningkatkan motivasi. motivasi adalah keinginan dalam diri seseorang yang mendorong untuk bertindak.serangkaian usaha untuk menyediakan kondisi-kondisi tertentu, sehingga seseorang mau dan ingin melakukan sesuatu, dan bila ia tidak suka, maka akan berusaha untuk meniadakan atau mengelakkan perasaan tidak suka itu. jadi motivasi itu dapat dirangsang oleh faktor dari luar tetapi motivasu itu adalah tumbuh di dalam diri seseorang. kecepatan merupakan kemampuan seseorang untuk mengerjakan gerakan berkesinambungan dalam bentuk yang sama dalam waktu yang sesingkat-singkatnya. di dalam olahraga pada umumnya latihan untuk meningkatkan kecepatan lebih banyak ditujukan untuk meningkatkan kecepatan gerakan lari.unsur-unsur yang terkandung dalam kecepatan lari adalah, waktu reaksi (detik), kerapnya persatuan waktu, (berapa kali perdetik). metode untuk meningkatkan kecepatan lari ada beberapa cara dan takaran latihan untuk meningkatkan kecepatan lari tergantung metode yang dipilih. kecepatan merupakan salah satu komponen fisik yang sangat berpengaruh dalam permainan sepakbola. kecepatan merupakan kemampuan seseorang dalam melakukan gerak dalam waktu singkat. untuk mendapatkan hasil maksimal dalam menggiring bola harus memiliki kecepatan dan motivasi yang besar.jadi kecepatan sebagai modal awal dalam menggiring bola harus dibarengi dengan motivasi. 2. kelincahan terhadap motivasi berdasarkan hasil penelitian menunjukkan bahwa terdapat pengaruh kelincahan terhadap motivasi murid sd inpres bontomanai makassar sebesar 61%.hasil ini menunujukkan analisa bahwa kelincahan seorang pemain sepakbola dibutuhkan untuk meningkatkan motivasi. hal ini diperkuat dengan penelitian yang dilakukan oleh hidayat (2016) yang mengatakan bahwa terdapat pengaruh langsung yang signifikan kelincahan terhadap motivasi sebesar 51,3%. motivasi adalah keinginan dalam diri seseorang yang mendorong untuk bertindak.salah satu faktor yang mempengaruhi motivasi adalah atribut pribadi.atribut pribadi adalah segala sesuatu yang dimiliki atau melekat pada diri gladi jurnal ilmu keolahragaan, 11 (01), april29 nurwirhanuddin, suprianto seseorang.kelincahan dapat pula dikategorikan sebagai salah satu dari contoh dari atribut pribadi. kelincahan merupakan kemampuan untuk mengubah posisi atau arah gerakan tubuh dengan cepat ketika sedang bergerak cepat tanpa kehilangan keseimbangan atau kesadaran orientasi terhadap posisi tubuh. dalam komponen kelincahan ini sudah termasuk unsur mengelak dengan cepat, mengubah posisi tubuh dengan cepat, bergerak lalu berhenti dan dilanjutkan dengan bergerak secepatnya.kemampuan seperti ini memerlukan koordinasi yang prima.seseorang atlet agar memiliki kelincahan yakni, kemampuan untuk bergerak secepatnya dari satu titik ketitik lainnya, kemudian secara tiba-tiba mengubah arah gerakan, menghindari obyek secepatnya memerlukan kecepatan. kelincahan merupakan salah satu komponen kesegaran motorik yang sangat diperlukan untuk semua aktivitas yang membutuhkan kecepatan perubahan posisi tubuh dan bagian-bagianya (daryanto, 2015). kelincahan merupakan salah satu komponen fisik yang dibutuhkan dalam permainan sepakbola khususnya teknik menggiring bola. seseorang yang memiliki kelincahan yang baik dalam menggirng bola tentu akan memiliki motivasi yang kuat dalam menggirng bola, karena dengan motivasi itu dia mampu melakukan sebuah gerakan-gerakan dengan baik sesuai dengan keinginannya.karena dengan dorongan mental yang terdapat dalam diri seseorang pemain untuk melakukan aktivitas-aktivitas tertentu demi tercapainya suatu tujuan. meskipun seseorang memilki kelincahan yang baik jika tidak di tunjang dengan motivasi yang kuat, maka seseorang akan sulit untuk mengembangkan suatu gerakan dalam menggiring bola. hal ini sejalan dengan teori bahwa kelincahan dalam menggiring bola memerlukan motivasi yang baik agar bisa maksimal.dalam menggiring bola, kelincahan sangat dibutuhkan untuk menghindari lawan yang mengawal pada saat menggiring bola ditambah lagi dengan motivasi untuk lebih berprestasi. 3. kecepatan terhadap kemampuan menggiring bola dalam permainan sepakbola berdasarkan hasil penelitian menunjukkan bahwa terdapat pengaruh kecpatan terhadap kemampuan menggirng bola dalam permainan sepakbola murid sd inpres bontomanai makassar sebesar 33%.hasil ini menunjukkan analisa bahwa kecepatan seseorang pemain sepakbola dibutuhkan untuk meningkatkan kemampuan menggiring bola.kecepatan berpengaruh langsung terhadap kemampuan menggiring bola dalam permainan gladi jurnal ilmu keolahragaan, 11 (01), april30 nurwirhanuddin, suprianto sepakbola karena dengan kecepatan yang yang dimiliki oleh seorang pemain terurtama pada saat menggiring bola maka akan membuat tim lawan susah mengejar atau menjangkau bola sehingga dengan mudah kita menggiring bola sampai di daerah pertahanan lawan. hal ini diperkuat dengan penelitian yang dilakukan oleh rahmat (2016) yang mengatakan bahwa terdapat pengaruh langsung yang signifikan kecepatan terhadap kemampuan menggiring bola sebesar 31,3%. menggiring bola merupakan menendang terputus-putus atau pelan, oleh karenanya bagian kaki yang dipergunakan dalam menggiring bola sama dengan bagian kaki yang dipergunakan untuk menendang bola.salah satu jenis keterampilan menggiring bola yang biasa digunakan dalam bermain sepakbola adalah menggiring lurus. keterampilan ini dilakukan dengan cara berfokus pada kecepatan. latihan baku yang bisa membantu meningkatkan kemampuan dribbling adalah memsang sederetan pancang kerucut dan mempraktikkan dribbling dengan melewatinya. pemain sepakbola inggris yang terkenal boby charlton menemukan suatu tes dribbling yang dirancang untuk meningkatkan control serta mempertahankan kecepatan dribbling. kecepatan merupakan salah satu faktor penting untuk mempengaruhi gerak.kecepatan bukan hanya berarti menggerakkan seluruh tubuh dengan cepat, akan tetapi dapat pula terbatas pada menggerakkan seluruh tubuh dalam waktu sesingkat-singkatnya. kecepatan anggota tubuh sperti tungkai adalah penting guna memberikan akselerasi objek-objek eksternal seperti sepakboladan sebagainya. kecepatan berhubungan dengan kemampuan menggiring bola karena kecepatan menggiring bola (speed dribble) sangat berguna ketika tidak dijaga ketat, ketika harus cepat berlari membawa bola dalam lapangan yang kosong, dan ketika harus cepat mencapai daerah petahanan lawan. dengan demikian dapat disimpulkan bahwa kecepatan sangat penting dalam teknik menggiring bola ketika harus membawa bola dari satu lini ke lini yang lain. maka dari itu setiap pemain harus melatih kecepatannya untuk berlari dengan cepat apabila dibutuhkan suatu kecepatan menggiring bola (speed dribble). 4. kelincahan terhadap kemampuan menggiring bola dalam permainan sepakbola berdarkan hasil penelitian menunjukkan bahwa terdapat pengaruh kelincahan terhadap kemampuan menggiring bola dalam permainan sepakbola murid sd inpres bontimanai makassar sebesar 37%.hasil ini gladi jurnal ilmu keolahragaan, 11 (01), april31 nurwirhanuddin, suprianto menunjukkan analisa bahwa kelincahan seorang pemain sepakbola dibutuhkan untuk meningkatkan kemampuan menggiring bola.kelincahan berpengaruh langsung terhadap kemampuan menggiring bola dalam permainan sepakbola karena dengan kelincahan yang dimilik oleh seorang pemain maka pemain tersebut dengan mudah melewati pemain lawan yang menghadang khususnya pada saat menggiring bola. hal ini diperkuat dengan penelitian yang telah dilakukan oleh mawardi (2016) yang mengatakan bahwa terdapat pengaruh langsung yang signifikan kelincahan terhadap kemampuan menggiring bola pada permainan sepakbola sebesar 20,7%. menggiring bola merupakan salah satu teknik dasar dalam permainan sepakbola yang dilakukan dengan cara membawa bola dengan tendangan kaki pendek-pendek.ketika mulai mempersiapkan diri untuk bertanding sepakbola, keterampilan utama yang pertama kali akan membuatmu terpacu dan merasa puas adalah kemampuan untuk melakukan dribllling menggunakan kaki. dalam menggiring bola terdapat beberapa komponen, yaknikomponen perubahan kecepatan dan arah yang mendadak, gerakan tipuan tubuh dan kaki, dan kontrol bola yang rapat. kelincahan adalah kemampuan untuk mengubah arah atau posisi tubuh dengan cepat yang dilakukan bersama-sama dengan gerakan lainnya. jadi pemain memiliki kelincahan yang baik akan dapat meningkatkan kemampuan menggiring bola yang baik pula sehingga dapat melakukan penetrasi ke daerah pertahanan lawan. pemain yang memiliki kelincahan yang baik akan memungkinkan menggiring bola dengan merubah arah dengan cepat pada saat bergerak. pengaruh kelincahan sangat menentukan kualitas teknik setiap pemain dalam teknik pada permainan sepakbola. karena tanpa kelicahan yang baik maka kemampuan dalam menggiring bola akan mudah direbut oleh lawan dikarenakan kurang lincah dalam melewati lawan pada saat menggiring bola. kelincahan sangat memberikan pengaruh yang besar dalam mengembangkan teknik permainan dalam permainan sepakbola. oleh karena itu kelincahan harus dimiliki oleh setiap pemain karena tanpa melatih dan mengembangkan kelincahan terlebih dahulu maka teknik dalam permainan sepakbola sulit berkembang terutama teknik menggiring bola.jadi kelincahan merupakan aspek potensi fisik yang harus dimiliki oleh para murid dalam meningkatkan prestasi. 5. motivasi terhadap kemampuan menggiring bola dalam permainan sepakbola gladi jurnal ilmu keolahragaan, 11 (01), april32 nurwirhanuddin, suprianto berdasarkan hasil penelitian menunjukkan bahwa terdapat pengaruh motivasi terhadap kemampuan menggiring bola dalam permainan sepakbola murid sd inpres bontomanai makassar sebesar 33%.hasil ini menunjukkan analisa bahwa motivasi seseorang pemain sepakbola dibutuhkan untuk meningkatkan kemampuan menggiring bola. motivasi berpengaruh langsung terhadap kemampuan menggiring bola karena motivasi adalah proses aktualisasi generator penggerak internal di dalam diri individu untuk menimbulkan aktivitas, menjamin kelangsungannya dan menentukan arah atau haluan aktivitas terhadap pencapaian tujuan yang telah ditetapkan.motivasi dianggap bisa mempengaruhi tingkat keterampilan menggiring bola. hal ini diperkuat dengan penelitian yang telah dilakukan oleh hidayat (2016) yang mengatakan bahwa terdapat pengaruh langsung yang signifikan motivasi terhadap kemampuan menggiring bola pada permainan sepakbola sebesar 32,4%. motivasi adalah keinginan dalam diri seseorang yang mendorong untuk bertindak. motivasi akan menyebabkan terjadinya suatu perubahan energy yang ada pada diri manusia, sehingga akan bergayut dengan persoalan gejala kejiwaan, perasaan dan juga emosi, untuk kemudiaan bertindak atau melakukan sesuatu. semua ini didorong karena adanya tujuan, kebutuhan atau keinginan.motivasi merupakan salah satu komponen fisik yang dibutuhkan dalam permainan sepakbola khususnya dalam teknik menggiring bola. di samping itu, motivasi sangat dibutuhkan dalam permainan sepakbola, baik dalam hal latihan, proses belajar mengajar, dan pada saat pertandingan. jadi setiap pemain sepakbola harus memiliki motivasi yang kuat sehingga dia mampu melakukan berbagai macam gerakan dengan baik pada saat menggiring bola serta mencapai suatu kesuksesan tersendiri. jadi didalam menggiring bola dibutuhkan yang namanya motivasi supaya dapat menambah semangat seorang pemain didalam permainan sepakbola khususnya pada menggiring bola. dan seseorang yang memiliki motivasi yang kuat pasti akan mampu mengkoordinasikan suatu gerakangerakan yang baik pada saat membawa bola. 6. kecepatan terhadap kemampuan menggiring bola dalam permainan sepakbola melalui motivasi berdasarkan hasil penelitian menunjukan bahwa terdapat pengaruh kecepatan terhadap kemampuan menggiring bola pada permainan sepakbola melalui motoivasi murid sd inpres bontomanai makassar sebesar 11%.hasil ini menunjukkan analisa bahwa kecepatan seorang pemain sepakbola dibutuhkan untuk meningkatan kemampuan menggirirng bola gladi jurnal ilmu keolahragaan, 11 (01), april33 nurwirhanuddin, suprianto melalui motivasi. hal ini diperkuat dengan penelitian yang telah dilakukan oleh hidayat (2016) yang mengatakan bahwa terdapat pengaruh yang signifikan kecepatan melalui motivasi pada permainan sepakbola sebesar 12,2%. kecepatan merupakan kemampuan seseorang untuk mengerjakan gerakan berkesinambungan dalam bentuk yang sama dalam waktu yang sesingkat-singkatnya.di dalam olahraga pada umumnya latihan untuk meningkatkan kecepatan lebih banyak ditujukan untuk meningkatkan kecepatan gerakan lari.unsure-unsur yang terkandung dalam kecepatan lari adalah, waktu reaksi (detik), kerapnya persatuan waktu, (berapa kali perdetik). metode untuk meningkatkan kecepatan lari ada beberapa cara dan takaran latihan untuk meningkatkan kecepatan lari tergantung metode yang dipilih. kecepatan sangat berpengaruh pada saat melakukan dribbling karena teknik ini dibutuhkan sebagai cara untuk bergerak ketika melewati lawan dan membuka ruang untuk melakukan operan atau tembakan (gunawan, 2016). kecepatan dapat pula dikategorikan sebagai salah satu contoh dari atribut pribadi, sesuatu yang dimiliki atau melekat pada diri seseorang.atribut pribadi merupakan salah satu faktor yang mempengaruhi motivasi.motivasi adalah keinginan dalam diri seseorang yang mendorong untuk bertindak.kecepatan merupakan salah satu komponen fisik yang menunjang dalam permainan sepakbola khususnya dalam menggiring bola.kecepatan adalah kemampuan sesorang untuk melakukan sebuah gerakan-gerakan dalam waktu yang sesingkatsingkanya.motivasi merupakan salah satu komponen psikis yang menunjang dalam permainan sepakbola khususnya dalam menggiring bola.jadi motivasi adalah sebuah dorongan mental yang terdapat dalam diri seseorang untuk melakukan sebuah aktivitas-aktivitas tertentu demi tercapainya suatu tujuan yang diinginkan. kecepatan bertujuan untuk menggerakkan anggota tubuh dengan cepat pada saat menggiring bola pada permainan sepakbola dapat bergerak dala waktu yang sesingkat-singkatnya.motivasi dibutuhkan dalam meningkatkan kemampuan menggiring bola karena dalam pelaksanaannya membutuhkan dorongan yang kuat pada diri seseorang untuk melakukakn suatu aktivitas.oleh karena itu harus membutuhkan motivasi yang baik. jadi seseorang yang memiliki kecepatan yang baik dalam menggiring bola melalui motivasi yang kuat tentu akan menghasilkan suatu teknik yang bagus dalam menggiring bola. gladi jurnal ilmu keolahragaan, 11 (01), april34 nurwirhanuddin, suprianto 7. kelincahan terhadap kemampuan mengiring bola pada permainan sepakbola melalui motivasi berdasarkan hasil penelitian memnunjukkan bahwa terdapat pengaruh kelincahan terhadap kemampuan menggiring bola pada permainan sepakbola melaui motivasi murid sd inpres bontiomanai makassar sebesar 20%.hasil ini menunjukkan analisa bahwa kelincahan seorang pemain sepakbola dibutuhkan untuk meningkatkan kemampuan menggiring bola melalui motivasi. hal ini diperkuat dengan penelitian yang telah dilakukan oleh mawardi (2016) yang mengatakan bahwa terdapat pengaruh yang signifkan kelincahan melalui motivasi pada permainan sepakbola sebesar 7,4%. kelincahan merupakan kemampuan untuk mengubah posisi atau arah gerakan tubuh dengan cepat ketika sedang bergerak cepat tanpa kehilangan keseimbangan atau kesadaran orientasi terhadap posisi tubuh.kelincahan dapat pula dikategorikan sebagai salah satu contoh dari atribut pribadi, sesuatu yang dimiliki atau melekat pada diri seseorang.atribut pribadi merupakan salah satu faktor yang mempengaruhi motivasi.motivasi adalah keinginan dalam diri seseorang yang mendorong untuk bertindak.untuk berpenampilan tinggi diperlukan adanya orang yang memiliki motivasi dan kemampuan yang tinggi. kelincahan merupakan kemapuan untuk berhenti, memulai dan mengubah arah gerak badan atau bagian tubuh secara berulang dibawah kontrol (diputra, 2015). kelincahan dibutuhkan pada saat menggiring bola dalam permainan sepakbola, kelincahan bertujuan untuk mengubah arah tubuh secara cepat sambil bergerak.untuk menghasilkan perkenaan yang baik antara bola dan kaki dalam kemampuan menggiring bola maka diperlukan motivasi yang baik.karena adanya dorongan yang kuat sehingga seseorang mampu melakukan gerakangerakan yang diinginkan. jadi kelincahan sangat dibutuhkan dalam menggiring bola karena dapat merubah arah dengan cepat dan didukung oleh motivasi yang kuat maka seorang pemain akan mampu menghasilkan suatu kelincahan yang baik serta mampu mengkoordinasi sautu gerakan-gerakan yang diinginkan. kesimpulan dari hasil pengujian hipotesis serta pembahasan hasil penelitian, maka dapat ditarik kesimpulan sebagai berikut : kelincahan memiliki pengaruh paling besar terhadap motivasi pada permainan sepakbola pada murid yang mengikuti kegiatan ekstrakurikuler di sd inpres bontomanai makassar sebesar 61 %, selain gladi jurnal ilmu keolahragaan, 11 (01), april35 nurwirhanuddin, suprianto kelincahan pengaruh yang signifikan terhadap kemampuan menggiring bola pada permainan seakbola sebesar 37 %. daftar pustaka daryanto. (2015). pengaruh latihan kelincahan terhadap kemampuan menggiring bola. jurnal pendidikan olahraga, 201-212. diputra. (2015). pengaruh latihan three cone drill, four cone drill, dan five cone drill terhadap kelincahan (agility) dan kecepatan (speed). jurnal sportif, 41-59. gunawan s. (2016). hubungan kecepatan dan kelincahan terhadap kemampuan dribbling bola futsal pada atlet o2sn kecamatan sumedang utara. jurnal pendidikan jasmani, 1-11. gunawan, g. (2018). hubungan power tungkai dan kelincahan dengan keterampilan menggiring bola pada permainan futsal. jurnal speed, 3039. halim. (2011). tes dan pengukuran kesegaran jasmani. makassar: badan penerbit unm. hidayat. (2014). pelatihan olahraga teori dan metodologi. cetakan pertama yogyakarta: graha ilmu. ismayanti. (2006). tes dan pengukuran. jakarta: unj. juliansyah. (2012). metodologi penelitian skripsi, tesis, disertasi, dan karya ilmiah: kencana. nasution. (2015). pengembangan model latihan sepak bola berbasis kelincahan dengan pendekatan bermain. jurnal keolahragaan, 178 193. pratama. (2015). jurnal sportif. kontribusi kecepatan dan kelentukan terhadap hasil menggiring bola (studi pada ekstrakurikuler sepakbola di smk pemuda papar, 74-80. purnama, a. (2013). pendidikan jasmani cetakan pertama yogyakarta: graha ilmu. sugiyono. (2014). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. widiastuti. (2011). tes dan pengukuran olahraga. jakarta: bumitimur jaya. winardi. (2002). motivasi dan pemotivasian dalam manajemen. jakarta: raja grafindo persada. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 115-126 permalink/doi: https://doi.org/10.21009/gjik.112.04 pengaruh kekuatan otot tungkai, kelentukan togok dan keseimbangan terhadap servis sepak takraw darrle leonda arya wisnu murti 1 , ika novitaria marani 1 , taufik rihatno 1 1 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email darrleleondaarya@gmail.com abstrak. penelitian ini dilakukan guna menguji pengaruh kekuatan otot tungkai, kelentukan togok dan keseimbangan pada servis sepak takraw. subjek penelitian adalah 44 atlet sepak takraw klub macan asia pasific dengan menggunakan teknik total sampling. penelitian ini menggunakan metode survei dengan teknik analisis jalur atau path analysis. data yang dikumpulkan terdiri dari pengukuran kekuatan otot tungkai menggunakan leg dynamometer, kelentukan togok menggunakan sit and reach, keseimbangan stork stand dan tes servis sepak takraw. pengujian analisis dilakukan dengan perhitungan persyaratan data yaitu, uji linieritas regresi, uji normalitas dan uji signifikansi. hasil yang telah dilakukan penelitian didapati bahwa ada pengaruh kekuatan otot tungkai terhadap servis sepak takraw dengan nilai signifikansi 0,303. ada pengaruh kelentukan togok terhadap servis sepak takraw dengan nilai signifikansi 0,308. ada pengaruh keseimbangan terhadap servis sepak takraw dengan nilai signifikansi 0,333. ada pengaruh kekuatan otot tungkai terhadap keseimbangan dengan nilai signifikansi 0,459. ada pengaruh kelentukan togok terhadap keseimbangan dengan nilai signifikansi 0,445. kesimpulan dari penelitian ini adalah ada pengaruh kekuatan otot tungkai, kelentukan togok, dan keseimbangan terhadap servis sepak takraw. kata kunci: kekuatan otot tungkai, fleksibilitas togok, keseimbangan, servis sepak takraw abstract. this research was conducted in order to have a goal in knowing the effect of leg muscle strength, flexibility togok and balance on the takraw service. the research subjects were 44 sepak takraw athletes of the asia pacific tigers club using a total sampling technique. the data collected consisted of leg muscle strength, flexibility togok and balance in the sepak takraw seve. this research uses survey method with path analysis technique. analysis testing is performed by calculating the data requirements, namely, linearity regression test, normality test and significance test. the results of the study found that there is an influence of leg muscle strength on the sepak takraw serve with a significance value of 0.303. there is the influence of togok flexibility on the sepak takraw serve with a significance value of 0.308. there is an effect of balance on the sepak takraw service with a significance value of 0.333. there is an influence of leg muscle strength on balance with a significance value of 0.459. there is the effect of togok flexibility on balance with a significance value of 0.445. the conclusion of this study is that there is an influence of leg muscle strength, togok flexibility, and balance on the sepak takraw serve keywords: leg muscle strength, togok flexibility, balance, sepak takraw serve gladi jurnal ilmu keolahragaan, 11 (02), oktober116 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno pendahuluan pada dasarnya pembangunan olahraga mempunyai kaitan dengan kebutuhan hidup dan sekaligus elemen penting bagi kelangsungan kehidupan manusia. oleh sebab itu, pembangunan olahraga sebuah kegiatan kesinambungan yang seluruhnya tidak bisa dijauhkan serta dilepaskan dari pembinaan dalam tujuan peningkatan kualitas sumber daya manusia yang khususnya ditunjukkan kepada upaya menaikan seluruh kesehatan jasmani dan rohani untuk membuat sebuah budaya sportifitas atau olahraga yang tinggi dalam peradaban bangsa agar bisa bersaing dalam kancah dunia. selain itu, terbentuknya pembangunan olahraga dilakukan oleh banyak bangsa sebagai upaya dalam memperkenalkan negaranya lewat pembinaan prestasi yang menjadi tujuan peradaban bangsa. ada begitu banyak olahraga yang digunakan oleh beberapa negara dalam menunjukkan kehadiran mereka dalam hasil pembinaan prestasi olahraga di setiap ajang kejuaraan dunia antar negara, seperti halnya cabang olahraga sepak takraw. sepak takraw adalah olahraga tradisional dari negara-negara asia tenggara termasuk indonesia (agustinus & samsudin, 2013). meskipun sepak takraw adalah olahraga tradisional, ini adalah olahraga dengan prestasi. sepak takraw menjadi satu dari sekian banyak cabang olahraga dengan berkontribusi dalam upaya peningkatan prestasi di tingkat lokal hingga internasional untukmmengharumkan nama wilayah bahkan indonesia secara khusus. aspek-aspek dari permainan takraw itu sendiri tidak dapat dipisahkan dari pelatihan dan peningkatan prestasi. dalam pencapaian maksimal prestasi olahraga terutama servis sepak takraw seorang atlet dituntut menguasai sebuah rangkaian gerakan yang kompleks serta didukung oleh beberapa komponen fisik sehingga menjadi satu kesatuan utuh gerakan. upaya untuk menciptakan peningkatan kinerja adalah masalah yang kompleks, selain didukung oleh fasilitas dan infrastruktur yang memadai, pengawasan dan bimbingan untuk atlet oleh guru atau pelatih juga diperlukan, dan ada banyak faktor yang berkontribusi untuk meningkatkan prestasi, tentu tidak mudah. peran pemerintah sangat diperlukan untuk meningkatkan jumlah atlet unggulan untuk melakukan pelatihan sepak takraw seperti melakukan banyak kompetisi sepak takraw dan pembibitan anak usia dini. aspek dalam cabang sepak takraw sendiri tidak dapat dipisahkan dari peningkatan prestasi dan pembinaan. upaya pewujudan peningkatan prestasi merupakan permasalahan yang kompleks selain ditunjang oleh sarana dan prasarana yang harus memadai juga diperlukan pengawasan gladi jurnal ilmu keolahragaan, 11 (02), oktober117 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno serta bimbingan bagi para atlet oleh guru atau pelatih serta ada banyak faktor yang turut mempengaruhi peningkatan prestasi, tentunya bukan perkara mudah. salah satu faktor yang dianggap sangat mempengaruhi peningkatan prestasi sepak takraw yaitu kemampuan kondisi fisik seseorang (novrianto, 2013). kondisi fisik mempunyai peranan pada setiap prestasi sehingga kondisi fisik ditujukan untuk meningkatkan kesegaran jasmani dan kesehatan jasmani yang baik sehingga diharapkan akan mencapai prestasi terbaik dari seorang atlet sepak takraw itu sendiri banyak upaya dilakukan oleh pemerintah agar olahraga sepak takraw terus berprestasi dalam rangka mengharumkan nama daerahnya baik level lokal, nasional hingga internasional tentunya diperlukan pembinaan bagi para atlet. peran pemerintah sangat diperlukan untuk meningkatkan banyaknya bibit atlet untuk dilakukan pembinaan sepak takraw seperti melaksanakan banyak pertandingan sepak takraw serta pembibitan anak usia dini. seorang atlet cabang olahraga sepak takraw yang memiliki kemampuan fisik yang prima atau baik tentunya diwajibkan memiliki penguasaan keterampilan yang baik juga sehingga nantinya akan imbang dalam prestasi. oleh karena itu seorang atlet dituntut untuk mengusai beberapa macam keterampilan dalam permainan sepak takraw. selain keterampilan dasar cabang olahraga sepak takraw, seorang atlet juga dituntut untuk memiliki teknik dasar sebagai penunjang cabang olahraga tersebut. teknik dasar bermain sepak takraw adalah menerima bola, mengumpan, smash, memblok atau menahan dan sepak mula atau servis (serve) (darmawan, 2019). servis sepak takraw menguasai teknik servis sepak takraw harus wajib dimiliki serta dikuasai atlet sepak takraw (wulandari & irsyada, 2019). servis sepak takraw menjadi elemen penting dalam sebuah permainan. servis adalah sebuah teknik memulai pertandingan (purwaningsih & wibowo, 2014). tanpa adanya servis sepak takraw mustahil permainan maupun pertandingan akan dimulai. servis sepak takraw juga merupakan serangan untuk mengacaukan pertahanan lawan sehingga memperoleh kemenangan dalam suatu pertandingan (shodikin et al., 2013). penguasaan servis yang baik tentunya akan membantu menggagalkan sebuah serangan yang telah dirancang oleh pihak lawan dalam strategi memenangkan sebuah pertadingan sepak takraw. servis disebut merupakan salah satu teknik khusus terpenting pada cabang olahraga sepak takraw. dengan servis suatu regu dapat menghasilkan angka (wiyaka et al., 2018). jika sebuah regu atau gladi jurnal ilmu keolahragaan, 11 (02), oktober118 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno tim mengalami kegagalan pada servis tentunya akan menghilangkan angka yang akan didapatkan jika servis tersebut berhasil dan angka dari hasil servis tersebut akan didapatkan oleh pihak lawan. servis sepak takraw diperlukan dalam meraih kemenangan karena pemenang dalam pada pertandingan sepak takraw ditentukan oleh jumlah poin yang telah ditentukan dalam jumlah waktu yang ditentukan. untuk mendapatkan servis sepak takraw yang baik dibutuhkan beberapa komponen fisik yang khusus, dikarenakan rangkaian servis sepak takraw merupakan sebuah kesatuan rangkaian gerakan yang kompleks serta tidak bisa dipotong – potong atau dipisah pisahkan kekuatan otot tungkai kekuatan otot tungkai adalah komponen fisik sebagai peningkatan prestasi setiap cabang olahraga (adil, 2012). kekuatan otot tungkai merupakan komponen yang sangat penting sebagai upaya dalam penigkatan fisik menyeluruh dikarenakan kekuatan otot tungkai menjadi penggerak utama setiap aktivitas yang melibatkan fisik terutama dalam servis sepak takraw. rangkaian gerak servis sepak takraw dilakukan dengan bertumpu pada satu kaki (medari, 2016)(sumidi, 2015). kekuatan otot berfungsi sebagai topangan semua komponen tubuh dan juga menstabilkan titik keseimbangan ketika sepakan dilakukan oleh salah satu kaki. seperti yang dijelaskan sajoto dalam d. iskandar, (2016) kekuatan otot tungkai adalah komponen kondisi fisik seseorang tentang kemampuannya dalam menggunakan otot untuk menerima beban sewaktu bekerja. untuk mendapatkan servis sepak takraw yang baik dibutuhkan gerakan khusus, karena gerakan servis sepak takraw adalah sebuah kesatuan gerak yang menjadi satu serta utuh kelentukan togok kelentukan togok yaitu kemampuan atau fleksibilitas dalam melakukan gerakan sendi maksimal tanpa adanya rasa sakit dalam hal ini berkaitan dengan batang tubuh(ahmad jamalong, 2015). kelentukan togok menjadi salah satu dari sekian banyak komponen fisik yang sangat penting serta erat kaitannya pada prestasi cabang olahraga sepak takraw terutama dalam gerakan servis sepak takraw. dalam istilah bahasa inggris flexibility juga sering dipersamakan dengan joint mobility dan suppleness yang mempunyai makna kemungkinan gerak dari jarak sebuah kelompok sendi atau persendian(mekayani et al., 2015). persendian pada tulang belakang atau tulang belakang turut memberikan pengaruh terhadap penampilan terhadap keterampilan olahraga sehingga menjadikannya sebagai unsur penting pada saat penampilan tentang gladi jurnal ilmu keolahragaan, 11 (02), oktober119 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno gerak olahraga terpadu. maka dengan kelentukan yang dimiliki seorang pemain berposisi sebagai tekong akan dapat menjangkau bola serta menghendaki arah sepakan servis sepak takraw dengan baik semakin bagus. kelentukan togok seseorang semakin pendek pula tinggi net yang dapat dilewati oleh kaki dari pemain tersebut (khoirudin, 2015) .sehingga disaat melakukan servis jangkauan dari tungkai sangat tinggi dan apabila terdapat rintangan atau net yang terdapat di depannya akan terasa lebih rendah dari tungkai serta akan semakin mudah bola tersebut untuk menyeberang ke daerah lawan, namun hal tersebut tidak akan bisa terlepas dari latihan yang benar serta teratur jika ingin memperoleh hasil maksimal. keseimbangan keseimbangan yaitu kemampuan yang dimiliki seseorang dalam menjaga pusat titik gravitasi bidang tumpuan pada saat posisi tegak. keseimbangan menjadi kemampuan menerima setiap reaksi yang dimiliki oleh tubuh sehingga nantinya berada dalam posisi stabil (tauhidman & ramadhan, 2018) .keseimbangan erat kaitannya dalam proses gerak servis sepak takraw. sangat penting mempunyai komponen fisik seperti keseimbangan. sebagai upaya pada tujuan servis cabang olahraga sepak takraw. untuk dapat melakukan servis yang baik diperlukan sikap permulaan yang benar, baik dan keseimbangan tubuh yang terjaga (wiyaka et al., 2018). pada saat tekong atau seorang atlet yang melakukan servis sepak takraw tubuh diharuskan pada posisi yang seimbang sebagai kontrol sebuah gerakan. keseimbangan sangat diperlukan untuk mengkontrol bola. dibutuhkan keseimbangan yang ketika salah satu kaki diangkat sebagai kaki ayun pada saat servis takraw dilakukan dalam melakukan servis sepak takraw seorang atlet diharuskan menjadikan salah satu kaki terkuat menjadi bidang tumpu ketika sepakan servis sepak takraw dilakukan serta badan harus stabil ketika menjaga tubuh. sehingga terjadilah keseimbangan statis (maydhike, 2018). seorang atlet sepak takraw yang memiliki keseimbangan tentu mudah baginya dalam menjaga irama pada proses gerak tubuhnya dan akhirnya terjadilah keseimbangan membuat dirinya tidak gampang jatuh (karim & ikadarny, 2018). kemampuan tersebut menunjukan sifat gerak dasar olahraga gerakan statis yang membutuhkan keseimbangan atau balance dalam mempertahankan posisi tubuh klub macan asia pasific tidak dapat menjadi juara pada gelaran sepak takraw tahunan yang selalu diadakan oleh pemerintah kabupaten bone sulawesi selatan. poin yang diraih klub macan asia pasific tidak melebihi poin yang didapat oleh gladi jurnal ilmu keolahragaan, 11 (02), oktober120 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno tim lawan sehingga selalu kalah pada event tersebut selama 3 tahun terakhir. jika dilihat dalam setiap pertandingan klub macan asia pasific banyak sekali pemain yang melakukan kesalahan dari setiap kesempatan servis sepak takraw, sehingga hilanglah poin yang harusnya diraih dan berpindahlah poin ke pihak lawan. sehingga terjadinya margin skor. melihat dari permasalahan diatas penulis tertarik melakukan pembahasan dari pengaruh kekuatan otot tungkai, kelentukan togok dan keseimbangan terhadap servis sepak takraw pada klub macan asia pasific penelitian terkait servis sepak takraw di indonesia sudah sangat banyak dilakukan. contoh saja penelitian sebelumnya yang dilakukan oleh zulkifli (2015) judulnya yaitu “pengaruh keseimbangan, kelentukan sendi panggul dan koordinasi mata – kaki terhadap keterampilan sepak mula atas sepak takraw”. pada penelitian tersebut hanya difokuskan tentang keterampilan servis sepak mula secara umum. masih sangat sedikit sekali yang membahas tentang ketepatan servis sepak takraw sehingga penulis tertarik dalam mengambil tentang penelitian tersebut untuk mengetahui secara pasti apakah komponen kondisi fisik diatas mempengaruhi servis sepak takraw penulis mengambil judul penetian “pengaruh kekuatan otot tungkai, kelentukan togok dan keseimbangan terhadap servis sepak takraw” metode metode yang digunakan pada penelitian ini adalah metode survei dengan teknik analisis jalur. penelitian ini melibatkan tiga variabel bebas adalah kekuatan otot tungkai (x₁), kelentukan togok (x₂), keseimbangan (x₃) serta satu variabel terikat yaitu servis sepak takraw (y) dan untuk menghindari penapsiran terlalu jauh tentang penelitian ini maka variabel-variabel pada penelitian akan dijelaskan dengan rinci. pertama, dalam penelitian ini servis sepak takraw yaitu seseorang yang mempunyai kemampuan dalam melakukan servis sepak takraw atau sepakan awal dalam rangka memulai pertandingan serta menyeberangkan bola melewati net sehingga bola jatuh pada sebuah lokasi lawan serta penentuan arah sasaran . instrumen tes tersebut menggunakan tes servis sepak takraw kedua, dalam penelitian ini kekuatan otot tungkai yaitu komponen fisik yang dimiliki oleh seseorang dalam menyalurkan kecepatan dan kekuatan sehingga menjadi satu kesatuan utuh. tes yang digunakan yaitu dengan menggunakan leg dynamometer ketiga, dalam penelitian ini kelentukan togok yang dimaksud yaitu gladi jurnal ilmu keolahragaan, 11 (02), oktober121 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno komponen fisik yang dimiliki oleh seseorang dalam melakukan fleksibilitas dalam hal ini tulang belakang secara maksimal guna menghindari resiko cidera. instrumen tes yang digunakan pada penelitian ini memakai leg dynamometer keempat, dalam penelitian ini keseimbangan yang dimaksud yaitu komponen fisik yang dimiliki dalam rangka menjaga kestabilan tubuh agar tidak mudah terjatuh.instrumen tes ini memakai instrumen tes stork stand. hasil dan pembahasan hasil dari penelitian ini dideskripsikan menggunakan olahan data yang memilki tujuan sebagai gambaran umum cara pendistribusian penyebaran data baik yang bewujud distribusi frekuensi. hasil nilai yang didapakan setelah pengolahan data digunakan statistik deskriptif yang mempunyai maksud simpangan baku, varian, median, rata – rata, nilai maksimum, nilai minimum serta jumlah data tabel 1. data statistik hasil penelitian tabel 2. hasil uji normalitas galat taksiran dengan teknik lilifoers tabel 3. hasil uji hipotesis pengujian hipotesis sub struktural i beta thitung sig. α=0,05 x1 terhadap x3 0,459 4,097 0,000 x2 terhadap x3 0,445 3,978 0,000 setelah melihat tabel di atas di atas bisa ditarik disimpulkan bahwa pertama, persamaan diatas dapat dinyatakan sesuai untuk dipakai dikarenakan nilai signifikansi 0,000 < pada α = 0,05. dari tabel koefisien model sub struktur 1 di atas diperoleh nilai koefisien persamaan struktural untuk variabel kekuatan otot tungkai terhadap keseimbangan sebesar 0,459. sedangkan nilai signifikan yang diperoleh untuk variabel kekuatan otot tungkai adalah 0,000. karena nilai signifikan kurang dari 0,05 (0,000 < 0,05) maka dapat diambil keputusan h0 ditolak. artinya ada pengaruh langsung yang signifikan kekuatan otot tungkai terhadap ketepatan keseimbangan. kedua, koefisien persamaan struktural yang diperoleh untuk variabel kelentukan togok terhadap keseimbangan adalah 0,445. sedangkan nilai signifikan yang diperoleh adalah 0,000. karena nilai signifikansi kurang gladi jurnal ilmu keolahragaan, 11 (02), oktober122 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno dari 0,05 (0,000 < 0,05) maka dapat diambil kesimpulan h0 ditolak. artinya ada pengaruh langsung yang signifikan kekuatan otot tungkai terhadap keseimbangan tabel 4. pengujian hipotesis sub struktural ii beta thitung sig. α=0,05 x1 terhadap y 0,303 2,426 0,020 x2 terhadap y 0,308 2,483 0,017 x3 terhadap y 0,333 2,271 0,029 dari tabel di atas koefisien sub struktur 2 diatas diperoleh sebagai berikut: nilai koefisien persamaan struktural untuk variabel kekuatan otot tungkai terhadap servis sepak takraw sebesar 0,303 dengan signifikan yang diperoleh adalah 0,020. karena nilai signifikan kurang dari 0,05 (0,020 < 0,05) maka dapat diambil keputusan h0 ditolak. artinya ada pengaruh langsung yang signifikan kekuatan otot tungkai terhadap servis sepak takraw. nilai koefisien kelentukan togok terhadap servis sepak takraw sebesar 0,308 dengan signifikan yang diperoleh 0,017. dikarenakan nilai signifikan kurang dari 0,05 (0,017 < 0,05) maka dapat diambil keputusan h0 ditolak. artinya terdapat pengaruh langsung yang signifikan kekuatan otot tungkai terhadap servis sepak takraw. nilai koefisien keseimbangan terhadap servis sepak takraw sebesar 0,333 dengan signifikan yang diperoleh 0,029. karena nilai signifikan kurang dari 0,05 (0,029 < 0,05) maka dapat diambil keputusan h0 ditolak. artinya ada pengaruh langsung yang signifikan keseimbangan terhadap servis sepak takraw terdapat pengaruh langsung kekuatan otot tungkai terhadap servis sepak takraw kekuatan yaitu kapasitas otot dalam menyelesaikan beban yang dapat diatasi ketika melakukan berbagai macam aktivitas. kekuatan otot tungkai diperoleh dari otot – otot yang tersimpan dalam tungkai dipakai sebagai daya guna gerakan kaki dengan cara ayunan dari belakang tubuh lalu diarahkan ke arah depan secara sudut putaran pada servis sepak takraw. semakin besar gerakan sudut yang dilakukan apabila mengenai bola maka yang terjadi akan terjadi gerakan bola yang bergerak kearah depan dengan memperhatikan seberapa besar dari dorongan gaya yang dilakukan. semakin besar kekuatan yang dimiliki maka semakin besar pula hantaran kekuatan sentuhan pada bola yang dihasilkan. kekuatan otot tungkai mempunyai pengaruh dari hasil servis sepak takraw. kekuatan otot tungkai juga berpengaruh terhadap bidang tumpuan yang menopang berat badan. jika tumpuan pada kekuatan otot tungkai tidak kuat maka tidak akan terjadi servis sepak takraw serta hasil sepakan tidak gladi jurnal ilmu keolahragaan, 11 (02), oktober123 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno bisa diarahkan ketujuan yang akan dicapai. sehingga diduga ada pengaruh kekuatan otot tungkai terhadap servis sepak takraw terdapat pengaruh langsung kelentukan togok terhadap servis kelentukan togok taitu kapasitas seseorang dalam melakukan keleluasaan gerakan terlebih otot – otot yang bekerja pada sendi dengan tidak terdapat halangan apapun terutama ketika servis sepak takraw. mempunyai kelentukan togok yang bagus tentu akan meningkatnya performa ketika berolahraga. sedangkan fleksibilitas atau kelentukan togok yang terbatas tentu akan berakibat gerak batasan serta mengakibatkan cidera yang tidak diinginkan. kelentukan dan keseimbangan bersama – sama memberikan pengaruh kepada servis sepak takraw karena salah satu kaki menjaga keseimbangan tubuh serta salah satu kaki melakukan ayunan sepakan. hal ini dilakukan untuk mendorong bola supaya melesat kearah yang diinginkan. mempunyai kemampuan atau keterampilan yang baik tentunya akan berpengaruh terhadap penguasaan kemampuan olahraga yang baik pula. kelentukan togok yaitu salah satu komponen fisik yang mempunyai pengaruh terhadap sepak takraw terlebih dalam gerakan servis sepak takraw. kelentukan togok bisa menyempurnakan dalam sebuah gerakan. seorang pemain dengan tingkatan kelentukan togok yang baik akan sangat mudah dalam menentukan arah servis sepak takraw yang diinginkan. selain itu dengan penguasaan kelentukan yang baik akan sangat mudah dalam meningkatkan atau menguasai variasi servis sepak takraw serta meminimalisir terjadinya cedera. terdapat pengaruh langsung keseimbangan terhadap servis keseimbangan erat kaitannya dalam proses gerak servis sepak takraw. servis sepak takraw yang baik dibutuhkan sikap awalan yang benar, baik serta terjaganya tubuh seimbang. pada saat tekong atau seorang atlet yang melakukan servis sepak takraw tubuh diharuskan pada posisi yang seimbang sebagai kontrol sebuah gerakan. keseimbangan sangat diperlukan untuk mengkontrol bola guna mengarahkan arah servis sepak takraw. keseimbangan dibutuhkan pada saat mengangkat salah satu kaki sebagai kaki ayun untuk melakukan servis sepak takraw, dan kaki yang lain sebagai kaki tumpu berada didalam garis lingkaran tekong. dalam melakukan servis sepak takraw seorang atlet diharuskan memiliki kemampuan dalam menyeimbangkan tubuhnya serta bisa menjaganya agar tidak gampang jatuh. dalam melakukan servis sepak takraw menunjukan sifat gerak dasar olahraga gerakan statis yang membutuhkan keseimbangan atau balance dalam gladi jurnal ilmu keolahragaan, 11 (02), oktober124 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno mempertahankan posisi tubuh. sehingga diduga ada pengaruh keseimbangan terhadap servis sepak takraw. terdapat pengaruh langsung kekuatan otot tungkai terhadap keseimbangan kekuatan otot tungkai mampu menyelesaikan sebuah beban atau tahanan ketika melakukan berbagai aktivitas dalam latihan. kekuatan otot tungkai menjadi sebuah unsur yang dibutuhkan dalam melakukan aktivitas olahraga sepak takraw dikarenakan mempunyai kekuatan dalam menjaga keseimbangan massa tubuh lalu menjaganya agar tetap seimbang ketika diangkatnya kaki untuk melakukan sepakan. karena komponen kekuatan otot tungkai merupakan rangkaian gerakan satu kesatuan utuh kekuatan otot tungkai dan keseimbangan mempunyai peran ketika kaki melakukan ayunan guna mengenai bola. hal tersebut akan memiliki sebab terjadinya dorongan bola meluncur kedepan. semakin besar gaya yang diberikan terhadap ayunan gerakan maka yang terjadi yaitu semakin besar pula gaya yang dihasilkan sehingga bola akan semakin melaju kedepan sesuai keinginan. kekuatan otot tungkai juga harus keseimbangan yang baik sebagai pengungkit guna menghasilkan sepakan yang lebih kuat keras dan terarah. sehingga diduga ada pengaruh kekuatan otot tungkai terhadap keseimbangan terdapat pengaruh langsung kelentukan togok terhadap keseimbangan kelentukan sangatlah diperlukan dalam melakukan servis sepak takraw karena dalam gerakan ini dilakukan dengan bertumpu pada satu kaki. kelentukan membantu keseimbangan dalam menerima beban sewaktu bekerja. kelentukan dan keseimbangan mempunyai fungi dalam memberikan kekuatan dalam topangan masaa tubuh bagian atas dan menyeimbangkan tubuh ketika kaki melakukan sepakan. pada gerakan servis sepak takraw utamanya adalah dilakukan oleh bagian kaki karena menjadi alat gerak utama. ketika servis sepak takraw dilakukan kelentukan togok mempunyai peran membantu menstabilkan titik massa tubuh sehingga hal tersebut akan memudahkan kaki untuk melakukan ayunan guna mengenai bola karena fleksibilitas putaran kaki berada di udara. oleh sebab itu terjadinya dorongan terhadap bola hingga terdorong kedepan. semakin besar gaya yang dihasilkan tentunya akan berbanding lurus terhadap kecepatan yang dihasilkan. seorang atlet sepak takraw yang mempunyai kelentukan togok dan keseimbangan yang baik dapat dengan mudah mengarahkan arah bola servis sepak takraw sesuai keinginan. sehingga diduga ada pengaruh kelentukan togok terhadap keseimbangan kesimpulan gladi jurnal ilmu keolahragaan, 11 (02), oktober125 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno adapun kesimpulan dalam penelitian ini adalah terdapat pengaruh kekuatan otot tungkai terhadap servis sepak takraw dengan nilai signifikasi 0,303 atau sebesar 30.3%. terdapat pengaruh kelentukan togok terhadap servis sepak takraw dengan nilai signifikansi 0,308 atau sebesar 30,8%. terdapat pengaruh keseimbangan terhadap servis sepak takraw dengan nilai signifikansi 0,333 atau sekitar 33,3%. terdapat pengaruh kekuatan otot tungkai terhadap keseimbangan dengan nilai signifikansi 0,459 atau sekitar 45,9%. terdapat pengaruh kelentukan togok terhadap keseimbangan dengan nilai signifikansi 0,445 atau sekitar 44,5%. kesimpulan dari penelitian ini adalah ada pengaruh kekuatan otot tungkai, kelentukan togok, dan keseimbangan terhadap servis sepak takraw daftar pustaka adil, a. (2012). kontribusi kekuatan otot tungkai dan kelentukan terhadap kemampuan sepakmula pada permainan sepaktakraw. journal of physical education and sports. ahmad jamalong. (2015). hubungan antara power otot tungkai dan kelentukan tegok dengan kemampuan servis bawah dalam permainan sepaktakraw pada atlet sepaktakraw klub tunas muda kabupaten mempawah. jurnal pendidikan olahraga, 4(1), 20–34. darmawan, e. agung. (2019). pengaruh latihan service sepak sila bola digantung terhadap kemampuan service sepak takraw. journal of physical education and sport science, 1(april 2019), 1–13. iskandar, d. (2016). hubungan kekuatan otot tungkai, panjang tungkai dan lingkar paha terhadap hasil tendangan dalam permainan sepakbola siswa ekstrakulikuler mts muhammadiyah 1 natar lampung selatan tahun ajaran 2015/2016. skripsi fkip unila, 1–10. karim, a., & ikadarny. (2018). kontribusi koordinasi mata kaki, keseimbangan, dan kelentukan terhadap kemampuan servis pada permainan sepaktakraw siswa sd negeri mamajang ii kota makassar. jurnal pengembangan sumber daya insani, 03, 363–369. khoirudin, m. (2015). hubungan antara keseimbangan tngkai kelentukan togok dan power otot tungkai dengan keterampilan sepakmula pada siswa yang mengikuti ekstrakurikuler sepaktakraw di smp negeri 1 panjatan kulonprogo. universitas negeri yogyakarta, 53(9), 1689–1699. https://doi.org/10.1017/cbo978110741 5324.004 maydhike, t. r. (2018). hubungan panjang tungkai kekuatan otot tungkai power dengan ketepatan hasil umpan jauh (long pass) pada siswa peserta ekstrakurikuler sepakbola smp negeri 2 sewon. skripsi uny. medari, r. s. s. (2016). hubungan kekuatan otot lengan, kelentukan togok, dan kekuatan otot tungkai terhadap guling depan kelas iv dan v sd n kraton yogyakarta. universitas negeri yogyakarta, 15(2), 1–23. https://doi.org/.1037//00332909.i26.1.78 mekayani, a., indrayani, & dewi, k. (2015). optimalisasi kelenturan ( flexibelity ), keseimbangan ( balance ), dan kekuatan ( strength ) tubuh manusia secara instan dengan menggunakan. jurnal virgin, jilid 1, nomor 1, januari 2015, 40–50. novrianto, a. (2013). hubungan keseimbangan terhadap keterampilan sepak sila dalam permainan sepak takraw pada siswa putra kelas viii gladi jurnal ilmu keolahragaan, 11 (02), oktober126 darrle leonda arya wisnu murti, ika novitaria marani, taufik rihatno smp negeri 1 palolo. e-journal tadulako physical education, health and recreation, 1(nomor 5 juli 2013), 1–13. purwaningsih, d., & wibowo, s. (2014). perbandingan media video campact disk dengan bola gantung terhadap jhasil belajar sepak mula bawah (servis) sepak takraw. jurnal pendidikan olahraga dan kesehatan, 2 nomor 3(jurnal pendidikan olahraga dan kesehatan volume 02 nomor 03 tahun 2014), 685–689. shodikin, a., rahayu, s., & sumartiningsih, s. (2013). sumbangan panjang tungkai, kekuatan otot tungkai, dan kekuatan otot perut terhadap hasil servis. journal of sport sciences and fitness, 2, 19–24. sumidi. (2015). hubungan antara power tungkai dan kelentukan togok dengan kemampuan menggiring bola pada siswa peserta ekstrakurikuler sepak bola sd negeri ngentakrejo kecamatan lendah kabupaten kulon progo. universitas negeri yogyakarta, 16(2), 39–55. https://doi.org/10.1377/hlthaff.2013.062 5 tauhidman, h., & ramadhan, g. (2018). pengembangan model latihan keseimbangan program studi pendidikan jasmani kesehatan dan rekreasi stkip muhammadiyah kuningan pendahuluan pendidikan sebagai suatu proses pembinaan manusia yang berlangsung seumur hidup , pendidikan jasmani olahraga dan keseh. 4. wiyaka, i., hasibuan, m. n., & purba, p. (2018). perbedaan pengaruh koordinasi mata kaki dan metode pembelajaran kemampuan servis atas sepak takraw pada mahasiswa pko unimed. jurnal prestasi, 2(juni 2018), 14–20. wulandari, d. a. r., & irsyada, m. (2019). analisis gerak servis atas sepak takraw pada atlet putra di sma negeri olahraga sidoarjo. fio universitas negeri surabaya. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 09 (01) 2018, 1 23 permalink/doi: https://doi.org/10.21009/gjik.091.01 copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pengembangan variasi permainan bola botol pelangi pada pembelajaran bola kecil untuk siswa kelas iv sekolah dasar rachmat nur ichsan1* i nengah sudjana2 fahrial amiq3 fakultas ilmu keolahragaan universitas negeri malang *corresponding author. email: e-mail: rachmatnur19@yahoo.co.id abstrak: variasi permainan bola botol pelangi adalah permainan yang dimainkan berkelompok, dengan menggunakan sarana bola kecil dan botol sasaran yang diberi berbagai macam warna agar menarik antusias siswa untuk bermain.tujuan dari permainan ini adalah mengembangkan gerak motorik siswa, melatih siswa untuk bekerjasama, membuat strategi, bersikap sportif serta menerima kekalahan (fair play), sehingga permainan ini dapat dijadikan alternatif guru dalam pembelajaran bola kecil untuk, siswa kelas iv sekolah dasar. prosedur penelitian yang digunakan adalah merujuk pada buku borg & gall yang telah dimodifikasi peneliti sesuai ardhana dari 10 langkah menjadi 7 langkah. teknik analisis data yang digunakan adalah analisis kualitatif dan analisis kuantitatif berupa persentase. berdasarkan hasil analisis data uji coba kelompok kecil dengan subjek 10 siswa diperoleh persentase 87,97% dan persentase tersebut termasuk dalam kriteria layak serta hasil analisis data dari uji coba kelompok besar dengan subjek 30 siswa diperoleh persentase 88.70% dan persentase tersebut masuk dalam kriteria layak, sehingga dapat dikatakan produk variasi permainan bola botol pelangi ini layak digunakan dalam proses pembelajaran kata kunci: pengembangan, permainan, bola botol pelangi, pembelajaran dan bola kecil. abstract: variations in bottles rainbow ball game is a game played in groups by means of small ball and bottles targets by a wide range of colors in order to attract entusiastic students to play go and the game is developing a motor movement of students, train students to work together, to make a strategy, to good sportsmanship and to fair play so that the game can be used as teacher an alternative in learning small ball for the fourth grade students elementary school. research procedures used are referring to books borg & gall which has been modified in accordance ardhana researchers from 10 steps to 7 steps. test data analysis in the form of a percentage. based on the analysis of data obtained by a small group test with subject 10 students it was obtained trial percentage of 87.97% and the percentage included in the creteria are eligible as well data analysis of test large group test with subject 30 students it was obtained a percentage of 88.70% and the percentage falls with in the creteria feasible, so we can say the product variations in bottles rainbow ball game is fit for use in the learning process. keywords: development, game, bottles rainbow ball, learning and small ball gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 2 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pendahuluan pendidikan jasmani, olahraga dan kesehatan merupakan pendidikan yang menggunakan kegiatan jasmani terpilih sebagai dasar untuk melaksanakan pembelajaran, guna mendapatkan tubuh yang sehat, baik sehat jasmani maupun sehat rohani, sehingga dalam melaksanakan pembelajaran, siswa dapat mengikutinya dengan baik dan pembelajaran dapat berjalan dengan efektif. pendidikan jasmani di sekolah dasar adalah sangat penting diberikan oleh guru secara benar dan sesuai dengan karakteristik siswa, hal ini sesuai dengan pendapat cheval, delphine, courvoisier & chanal (2016:170) yang menyatakan, bahwa “physical education during school provides an opportunity for children to be physically active”, oleh karena itu seorang guru harus benar dalam memberikan materi pembelajaran kepada siswanya, sehingga tidak akan berdampak buruk bagi siswa kedepannya, karena dari sekolah dasar inilah gerak dasar dari siswa dibentuk untuk mengembangkan sikap, kemampuan, pengetahuan, dan keterampilan dalam menempuh jenjang pendidikan selanjutnya. materi yang diberikan oleh guru juga harus sesuai dengan perkembangan motorik siswa, sehingga siswa dapat mengikuti pembelajaran dengan antusias yang tinggi. pada kurikulum 2013 guru pendidikan jasmani, olahraga dan kesehatan dituntut untuk bisa kreatif dan variatif dalam pemberian materi, agar siswa antusias dan semangat dalam mengikuti pembelajaran yang diberikan. dalam pembelajaran ditingkat sekolah dasar yang dominan adalah menggunakan metode permainan yang dimodifikasi dalam penyampaian materi. hal ini dikarenakan bermain adalah dunia anak, untuk itu pembelajaran melalui bermain inilah yang dapat membuat siswa berminat dan bersemangat dalam mengikuti pembelajaran yang diberikan guru. hal ini sesuai dalam tamat dan mirman (2008:4.1), ”permainan merupakan salah satu kegiatan yang diberikan dalam pembelajaran pendidikan jasmani, olahraga dan kesehatan dalam tingkat sekolah dasar”. hal ini dimaksudkan karena karakteristik anak yang masih senang bermain, sehingga dengan pembelajaran dalam bentuk permainan ini dapat dijadikan guru untuk mencapai sasaran yang diinginkan. salah satu materi pembelajaran yang diajarkan di sekolah dasar untuk kelas iv adalah permainan bola kecil, permainan yang termasuk dalam bola kecil antara lain kasti, bulutangkis dan tenis meja. dalam pembelajaran pendidikan jasmani di sdn saptorenggo 1 pakis kabupaten malang masih terlihat kurang adanya variasi pembelajaran, hal ini gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 3 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dikarenakan minimnya sarana olahraga yang ada, sehingga terlihat dari materi pembelajaran yang banyak dilakukan oleh guru adalah materi-materi yang tidak membutuhkan sarana olahraga, seperti push up dan lari, dan kurangnya inovasi serta kreatifitas dari guru pendidikan jasmani, olahraga dan kesehatan. berdasarkan analisis kebutuhan menggunakan kuesioner yang ditujukan kepada guru pendidikan jasmani, olahraga dan kesehatan sdn saptorenggo 1 pakis kabupaten malang pada tanggal 2 maret 2016, diperoleh data sebagai berikut: (1) guru pendidikan jasmani, olahraga dan kesehatan sudah pernah mengajarkan permainan modifikasi untuk materi bola kecil, (2) permainan bola kecil yang diajarkan oleh guru di kelas iv yaitu permainan kasti, (3) pembelajaran bola kecil yang diajarkan guru pendidikan jasmani, olahraga dan kesehatan masih belum bisa diterima siswa secara maksimal, (4) guru merasa perlu adanya pengembangan permainan modifikasi bola kecil dalam pendidikan jasmani, olahraga dan kesehatan serta 5) guru pendidikan jasmani, olahraga dan kesehatan setuju apabila dikembangkan variasi permainan bola botol pelangi untuk menambah referensi permainan bagi siswanya. sedangkan berdasarkan analisis kebutuhan yang dilakukan dengan penyebaran kuesioner untuk kelas iv sdn saptorenggo 1 pakis kabupaten malang, yang berjumlah 40 siswa diperoleh data: (1) 40 siswa (100%) menyukai mata pelajaran pendidikan jasmani, olahraga dan kesehatan, (2) 33 siswa (82,5%) pernah melakukan pembelajaran bola kecil dan 7 siswa (17,5%) belum pernah melakukan pembelajaran bola kecil, (3) 4 siswa (10%) bersemangat dengan permainan modifikasi dari guru dan 36 siswa (90%) kurang bersemangat dengan permainan modifikasi dari guru, (4) 40 siswa (100%) membutuhkan pengembangan permainan bola kecil, (5) 39 siswa (97,5%) bersemangat dengan variasi permainan bola botol pelangi dan 1 siswa (2,5%) kurang bersemangat dengan variasi permainan bola botol pelangi, (6) 40 siswa (100%) setuju dengan pengembangan variasi permainan bola botol pelangi. adapun spesifikasi dari produk yang dibuat meliputi spesifikasi buku panduan dan spesifikasi isi produk yang dikembangkan berupa variasi permainan bola botol pelangi untuk siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang. adapun kegunaan penelitian ini bagi guru pendidikan jasmani, olahraga dan kesehatan adalah hasil penelitian dapat dijadikan sebagai salah satu alternatif pembelajaran materi permainan bola kecil untuk siswa kelas iv, bagi siswa penelitian ini gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 4 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) dapat memudahkan dan menambah antusias siswa dalam mengikuti pembelajaran materi permainan bola kecil, bagi peneliti hasil penelitian ini dapat menambah wawasan dalam pengajaran pendidikan jasmani, olahraga dan kesehatan, dan bagi peneliti lain hasil penelitian dapat dijadikan referensi dalam penelitian tentang permainan bola kecil. penelitian pengembangan adalah penelitian yang sedang meninggkat penggunaannya disaat ini. menurut sugiyono (2013:297), “penelitian pengembangan adalah sebuah metode penelitian yang digunakan untuk menghasilkan sesuatu produk tertentu dan menguji keefektifan produk tersebut”. sedangkan menurut sukmadinata (2013:164), “penelitian pengembangan adalah suatu proses atau langkah-langkah untuk mengembangkan suatu produk atau menyempurnakan produk yang sudah ada yang dapat dipertanggungjawabkan”. menurut dwiyogo (2008:6), “pengembangan adalah proses penerjemahan spesifikasi perancangan ke dalam bentuk fisiknya”. penelitian pengembangan dapat dilakukan pada banyak bidang kehidupan, salah satunya dalam pendidikan jasmani. menurut mu’arifin (2005:66), ”pendidikan jasmani adalah kegiatan pendidikan yang diarahkan untuk mengembangkan dan membina potensi-potensi kemanusiaan secara utuh dan menyeluruh (fisik, moral, intelektual, sosial, estetik, dan emosional), melalui media gerak insani, gerak fisik yang berupa permainan, dengan beragam bentuk dan pranata yang mengiringinya secara dinamis”. abduljabar (2012:71) menjelaskan bahwa ”pendidikan jasmani adalah proses kependidikan yang berusaha mengantarkan siswa memiliki physical literacy melalui seperangkat learning lines yang disusun guru pendidikan jasmani sehingga terjadi learning proses dan menumbuhkan kesetiaan untuk melakukan aktivitas jasmani disepanjang hayatnya serta menumbuhkan movement culture”.. dalam pembelajaran jasmani tentunya tidak terlepas dari media pembelajaran, menurut dwiyogo (2008:1), ”media pembelajaran adalah bahan/alat, maupun metode/teknik yang digunakan dalam kegiatan belajar mengajar, dengan maksud agar proses interaksi komunikasi antara guru dengan anak didik/warga belajar dapat berlangsung secara tepat guna dan berdaya guna. danim (2010:7) menyatakan, bahwa “media pembelajaran merupakan seperangkat alat bantu atau pelengkap yang digunakan oleh guru atau pendidik dalam rangka berkomunikasi dengan siswa atau peserta didik”. dalam kegiatan jasmani pun tentunya tidak terlepas dari gerak dasar. menurut gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 5 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) subarjah (2007:2.5-2.8), terdapat tiga bentuk gerak dasar yaitu: (a) gerak non-lokomotor (stabilitas) (b) gerak lokomotor (c) gerak manipulasi. pada variasi permainan bola botol pelangi ini terdapat semua jenis gerak dasar yang dilakukan, mulai dari jalan, lari, putar, lempar dan tangkap, sehingga ketiga gerak dasar ini otomatis terpakai semua saat melakukan permainan bola botol pelangi. menurut furqon (2006:3), ”permainan adalah aktifitas yang dibatasi oleh aturanaturan yang lengkap dan terdapat suatu kontes diantara pemain agar menghasilkan hasil yang dapat diprediksi”. sedangkan menurut syarifudin dan rachman (1983:67), ”permainan adalah melakukan sesuatu dengan mempergunakan alat yang bertujuan memuaskan atau menyenangkan diri, atau melakukan kegiatan dengan alat yang bersifat untuk menyenangkan diri”. thobroni & mumtaz (2011:40-42) menjelaskan, bahwa ”bermain adalah bersenang-senang, melakukan sesuatu dengan senang dan menyenangkan diri, bermain tidak dapat dipisahkan dari kehidupan dan cenderung merupakan kehidupan dasar yang hakiki, karena bermain tak ada unsur keterpaksaan, tuntutan, dan dilakukan secara sukarela”. hurlock (1980:161) mengatakan, bahwa ”anak berusia 6-12 tahun tidak lagi puas memainkan jenis-jenis permainan yang sederhana dan tidak terdiferensiasi, ia cenderung lebih suka permainan yang bersifat persaingan dengan pokok perhatian pada keterampilan dan keunggulan” dan menurut gelisli, yucel & yazici, elcin (2015:4), ” game is one of the basic needs of children, because support the development of children in physical, cognitive, linguistic and social – emotional aspects”, berdasarkan beberapa pendapat dari para ahli, maka dapat disimpulkan bahwa permainan adalah sebuah kegiatan yang menyenangkan yang bersifat kompetisi yang dimainkan individu ataupun berkelompok dengan peraturan yang sederhana, tanpa paksaan dan dilakukan secara sukarela. dalam memberikan sebuah permainan tentunya seorang guru harus mengetahui sesuaikah permainan yang diberikan dengan karakteristik siswanya, sehingga siswa dapat menerima permainan yang diberikan dengan antusias yang tinggi dan tidak merasa kesulitan. pada siswa kelas iv kemampuan motorik anak dalam melempar dan menangkap bola pun sudah mulai sempurna, hal ini sesuai dengan pendapat hurlock (1978:160), bahwa “setelah umur 6 tahun anak mulai menyempurnakan gerakan tangan yang terkoordinasi sehingga anak dapat menangkap bola dengan telapak tangan”, gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 6 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) begitupun hasil penelitian groot, moolenaar & membarg (2015:53), menyebutkan bahwa “sensitive improvements in perceptual-motor development of children, better in children that practice more physical activities”, dalam bahasa indonesia berarti perbaikan sensitif dalam pembangunan persepsi-motorik anak, baik pada anak-anak yang berlatih lebih banyak kegiatan fisik. berdasarkan latar belakang yang telah dijabarkan, maka dapat disimpulkan bahwa pengembangan variasi permainan bola botol pelangi untuk siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang dibutuhkan oleh guru dan siswa dalam materi pembelajaran permainan bola kecil. hal ini dapat dilihat dari hasil kuesioner yang diberikan kepada guru dan siswa di sdn saptorenggo 1 pakis kabupaten malang. penelitian ini bertujuan untuk mengembangkan variasi permainan bola botol pelangi yang diharapkan memudahkan dan dapat meningkatkan minat serta kompetensi siswa dalam mengikuti pembelajaran pendidikan jasmani, olahraga dan kesehatan, serta dapat digunakan guru pendidikan jasmani, olahraga dan kesehatan sebagai salah satu alternatif permainan dalam kompetensi dasar permainan bola kecil yang memiliki keterbatasan sarana dan prasarana. metode model penelitian dan pengembangan variasi permainan bola botol pelangi pada pembelajaran bola kecil untuk siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang ini adalah menggunakan model prosedural. oleh karena penelitian dan pengembangan yang dilakukan peneliti menggunakan model prosedural, maka langkah-langkah yang digunakan peneliti merujuk pada pendapat borg dan gall (1983:775) tentang langkahlangkah dalam research & development (r & d) yang terdiri dari 10 langkah penelitian, yaitu: (1)_research and information collecting (penelitian dan pengumpulan data), meliputi: pengukuran kebutuhan, studi literatur, analisis kebutuhan dan pertimbangan-pertimbangan dari segi nilai, (2) planning (melakukan perencanaan). meliputi: kemampuankemampuan yang diperlukan dalam pelaksanaan penelitian, rumusan tujuan yang hendak dicapai dengan penelitian tersebut, desain atau langkah-langkah penelitian dan uji coba skala kecil, (3) develop preliminary from of product (mengembangkan draft produk), meliputi: pengembangan bahan pembelajaran, proses pembelajaran dan instrumen evaluasi, (4) preliminary field testing (uji coba lapangan awal), menggunakan 6-12 subjek coba dan setelah uji coba diadakan pengedaran angket, (5) main product revision (revisi hasil uji coba), memperbaiki atau menyempurnakan gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 7 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) hasil uji coba, (6) preliminary field testing (melakukan uji lapangan utama), menggunakan 30-100 subjek, (7) operasional product revision (penyempurnaan produk hasil uji lapangan utama), 8) operasional field testing (uji pelaksanaan lapangan), menggunakan 40-200 subjek, (9) final product revision (penyempurnaan produk akhir), penyempurnaan didasarkan masukan ahli dan uji pelaksanaan lapangan, (10) dissemination and implementation (diseminasi dan implementasi). melaporkan hasil dalam pertemuan profesional dan dalam jurnal. dari berbagai macam-macam langkah pengembangan yang dikemukakan oleh borg dan gall sebagian dimodifikasi oleh peneliti, hal ini dikarenakan langkah 8 sampai 10 dalam borg dan gall tidak dilakukan peneliti, adapun langkah-langkah yang akan dicapai oleh peneliti yaitu: (1) melakukan pengumpulan data berupa informasi termasuk kajian pustaka dan analisis kebutuhan, (2) pembuatan produk awal, (3) uji coba kelompok kecil, (4) revisi produk pertama dari uji coba kelompok kecil, revisi ini digunakan untuk perbaikan terhadap produk awal yang dibuat peneliti, (5) uji lapangan atau kelompok besar, (6) revisi produk akhir dari uji coba lapangan (kelompok besar), dan (7) hasil produk akhir. untuk teknik analisis data peneliti menggunakan analisis kualitatif untuk mengenalisis data yang diperoleh dari para ahli dan analisis deskriptif berupa persentase yang digunakan untuk menganalisis hasil pengumpulan data dari penelitian awal (analisis kebutuhan), uji coba kelompok kecil dan uji lapangan (kelompok besar). hasil analisis data yang berupa persentase tersebut kemudian dijabarkan dengan menggunakan kriteria validasi yang telah ditentukan. adapun kriteria validasi yang digunakan adalah seperti yang dijelaskan pada tabel 1. tabel 1 analisis persentase persentase keterangan makna 81,00-100% 61,00-80,00% 41,00-60,00% 21,00-40,00% 00,00-20,00% sangat valid cukup valid kurang valid tidak valid tidak valid dapat digunakan tanpa perbaikan. dapat digunakan dengan perbaikan kecil. perlu perbaikan besar, saran tidak dipergunakan. tidak bisa digunakan. tidak bisa digunakan. (sumber: akbar, 2013:82) hasil berikut ini akan disajikan data yang diperoleh dari analisis kebutuhan (data berupa hasil kuesioner dari guru pendidikan jasmani dan siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang), lalu akan disajikan data yang diperoleh dari para ahli dan uji coba kelompok. berdasarkan kuesioner yang gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 8 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) diberikan kepada guru pendidikan jasmani, olahraga dan kesehatan sdn saptorenggo 1 pakis kabupaten malang dapat disimpulkan bahwa guru sudah pernah mengajarkan materi bola kecil kepada siswanya yaitu kasti namun siswa belum bisa menerima pembelajaran secara maksimal, sehingga guru merasa perlu adanya alternatif permainan dalam pembelajaran bola kecil dan guru setuju dengan pengembangan variasi permainan bola botol pelangi. sedangkan analisis kebutuhan yang diberikan kepada 40 siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang memperoleh hasil sebagai berikut: (1) 40 siswa (100%) menyukai mata pelajaran pendidikan jasmani, olahraga dan kesehatan, (2) 33 siswa (82,05%) pernah melakukan pembelajaran bola kecil, (3) 36 siswa (90,00%) kurang bersemangat dengan permainan modifikasi dari guru, (4) 40 siswa (100%) membutuhkan pengembangan permainan bola kecil, (5) 39 siswa (97,5%) bersemangat dengan variasi permainan bola botol pelangi, (6) 40 siswa (100%) setuju dengan pengembangan variasi permainan bola botol pelangi. berdasarkan hasil data evaluasi ahli permainan diperoleh persentase 90,38%. hasil tersebut didapat dari isi buku panduan variasi permainan bola botol pelangi, kelayakan isi dari variasi permainan bola botol pelangi dinilai layak digunakan dalam pembelajaran materi permainan bola kecil untuk siswa kelas iv sekolah dasar. nilai kelayakan tersebut diperoleh melalui beberapa aspek, yaitu aspek kesesuaian sarana, kesesuaian prasarana, kesesuaian peraturan permainan, kemenarikan peraturan permainan, keefektifan peraturan permainan, dan kelengkapan permainan. masukan dan saran yang dipeoleh dari ahli permainan adalah (1) pemain dalam permainan tembak botol pelangi dan boy botol pelangi dapat digabung antara laki-laki dan perempuan dengan jumlah yang sama di setiap tim, (2) pada permainan tembak botol pelangi tanda titik pinalti diberi keterangan yang jelas, (3) pada permainan tembak botol pelangi peraturan mengenai pelanggaran melakukan kontak fisik diberi spesifikasi yang jelas, dan (4) pada permainan estafet bola antara gambar lapangan dan keterangan diperjelas. berdasarkan hasil data evaluasi ahli pembelajaran diperoleh persentase 75,67%. hasil tersebut didapat dari materi buku panduan variasi permainan bola botol pelangi, kelayakan isi dari variasi permainan bola botol pelangi dinilai layak digunakan dalam pembelajaran materi permainan bola kecil untuk siswa kelas iv sekolah dasar. nilai kelayakan tersebut diperoleh melalui beberapa aspek, yaitu aspek kesesuaian sarana, kesesuaian prasarana, kesesuaian peraturan gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 9 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) permainan, kemenarikan peraturan permainan, keefektifan peraturan permainan, dan kelengkapan dalam pembelajaran. masukan dan saran yang diperoleh adalah (1) beri kompetensi dasar tentang bola kecil pada buku panduan agar jelas, (2) sesuaikan antara warna pada gambar lapangan dengan warna pada keterangan, (3) pikirkan keefektivan peraturan yang diterapkan pada setiap permainan, (4) pertimbangkan lama waktu bermain dan jumlah pemain dengan siswa lain yang menunggu, dan (5) bila siswa sudah mahir melakukan lemparan ke botol sasaran maka jarak botol sasaran dengan pelempar dapat ditambah lebih jauh agar keterampilan siswa meningkat. berdasarkan hasil data evaluasi ahli media diperoleh persentase 80,26%. hasil tersebut didapat dari ke konten buku panduan variasi permainan bola botol pelangi, kelayakan isi dari variasi permainan bola botol pelangi dinilai layak digunakan dalam pembelajaran materi permainan bola kecil untuk siswa kelas iv sekolah dasar. nilai kelayakan tersebut diperoleh melalui beberapa aspek, yaitu aspek kesesuaian cover, kejelasan cover, kesesuaian isi, kemenarikan isi, kejelasan isi, dan kelengkapan isi. masukan dan saran yang diperoleh dari ahli media adalah (1) judul buku usahakan selain warna merah, (2) jenis huruf diganti dengan times new roman dan ukuran huruf 11 atau 12, (3) desain visual cover depan lebih dioptimalkan lagi, (4) cantumkan secara jelas siapa sasaran pengguna produk, dan (5) beri bab sendiri untuk poin variasi permainan bola botol pelangi karena materi inti pada buku. berdasarkan hasil data uji coba kelompok kecil diperoleh persentase 87,97%. hasil tersebut didapat dari isi buku panduan variasi permainan bola botol pelangi dan pengisian kuesioner oleh 10 siswa kelas iv ,kelayakan isi dari variasi permainan bola botol pelangi dinilai layak digunakan dalam pembelajaran materi permainan bola kecil untuk siswa kelas iv sekolah dasar. nilai kelayakan tersebut diperoleh melalui beberapa aspek, yaitu aspek kesesuaian sarana, kesesuaian prasarana, kesesuaian peraturan permainan, kemenarikan peraturan permainan, keefektifan peraturan permainan, dan kelengkapan permainan. masukan dan saran yang dipeoleh dari kegiatan uji coba kelompok kecil adalah (1) siswa lain yang tidak bermain diharuskan memperhatikan temannya yang bermain, (2) permainan dilakukan mulai dari yang mudah ke permainan yang sulit, dan (3) pertanyaan dalam permainan smart bottle diperbanyak materi yang kelas iv. berdasarkan hasil data uji coba kelompok besar diperoleh persentase 88,70%. hasil tersebut didapat dari isi buku panduan gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 10 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) variasi permainan bola botol pelangi dan pengisisan kuesioner oleh 30 siswa kelas iv, kelayakan isi dari variasi permainan bola botol pelangi dinilai layak digunakan dalam pembelajaran materi permainan bola kecil untuk siswa kelas iv sekolah dasar. nilai kelayakan tersebut diperoleh melalui beberapa aspek, yaitu aspek kesesuaian sarana, kesesuaian prasarana, kesesuaian peraturan permainan, kemenarikan peraturan permainan, keefektifan peraturan permainan, dan kelengkapan permainan. masukan dan saran yang dipeoleh dari kegiatan uji coba kelompok besar adalah (1) waktu dalam permainan boy botol pelangi jangan terlalu lama, (2) dalam permainan estafet bola jangan menggunakan format waktu, tapi permainan berakhir ketika semua botol sasaran roboh terkena lemparan bola, dan (3) jumlah pemain dalam permainan boy botol pelangi ditambah, agar banyak siswa yang terlibat. pembahasan pembelajaran permainan bola kecil adalah salah satu materi yang diajarkan dalam mata pelajaran pendidikan jasmani, olahraga dan kesehatan di kelas iv sekolah dasar, menurut safifudin & rachman (1984:84), “permainan bola kecil adalah permainan dimana alat yang digunakan untuk membentuk permainan tersebut terjadi kontak langsung dengan pelaksana permainan dan menggunakan bola kecil sebagai media untuk bermain”. permainan yang termasuk permainan bola kecil adalah tenis meja, bulutangkis, kasti, sepak takraw, dan permainan-permainan lain yang menggunakan bola kecil sebagai alat untuk bermain. dalam pembelajaran pendidikan jasmani, olahraga dan kesehatan di sekolah dasar, guru tidak harus memberikan materi pembelajaran bola kecil dengan permainanpermainan yang sudah ada, guru juga dapat memberikan materi bola kecil dengan permainan tradisional atau permainan modifikasi yang dibuat sendiri, namun yang harus diperhatikan oleh guru saat memberikan permainan tradisional atau permainan modifikasi adalah permainan tersebut harus mengandung unsur fun, busy, utuh dan aman, hal ini dikarenakan agar siswa antusias dalam mengikuti pembelajaran yang diberikan oleh guru, sehingga tujuan dari pembelajaran tersebut dapat tercapai dengan baik. salah satu permainan modifikasi yang dapat diberikan guru untuk siswanya adalah variasi permainan bola botol pelangi, dimana tujuan dari permainan ini adalah untuk melatih siswa bekerjasama dengan teman-temannya, melatih siswa untuk menjaga sportifitas dalam bermain, melatih siswa mengatur strategi bermain, melatih siswa percaya diri, melatih gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 11 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) siswa menerima kekalahan dalam bermain, melatih fisik, motorik dan kognitif siswa, variasi permainan bola botol pelangi ini terdiri dari empat permainan, yaitu tembak botol pelangi, boy botol pelangi, smart bottle dan estafet bola. adapun sarana dalam variasi permainan bola botol pelangi antara lain: (1) bola plastik berdiameter 14,8 cm, penggunaan bola plastik dilakukan setelah ditawarkan kepada siswa dengan beberapa bola, antara lain bola plastik berdiameter 10 cm dan bola tenis. dari beberapa bola yang ditawarkan, siswa lebih memilih bola plastik berdiameter 14,8 cm dengan alasan bola tidak terlalu terganggu jika tertiup angin, mudah untuk ditangkap, laju bola tidak telalu cepat dan tidak membahayakan siswa jika bola mengenai anggota tubuh, (2) botol bekas minuman yang dicat berwarnawarni, agar dapat menarik antusias siswa dalam bermain, (3) peluit digunakan sebagai penanda dimulainya pertandingan, pelanggaran, bola keluar dan selesainya pertandingan. tanda peluit panjang 1 kali adalah untuk memulai pertandingan, 2 kali pendek-panjang untuk mengakhiri babak pertama, 1 kali pendek pelanggaran dan bola keluar, peluit 3 kali pendek-panjang-panjang adalah untuk mengakhiri pertandingan, (4) papan penilaian yang berfungsi agar wasit lebih mudah dalam menulis skor yang didapat oleh setiap tim, dan (5) kartu pertanyaan yang dikhususkan untuk permainan smart bottle, digunakan sebagai syarat utama pemain sebelum melakukan lemparan. kartu ini berisi pertanyaan-pertanyaan tentang materi dari semua mata pelajaran yang ada di kelas i-iv dan pangetahuan umum. dari keempat permainan tersebut akan dijabarkan satu per satu mengenai prasarana dan peraturan permainan sebagai berikut. tembak botol pelangi sarana yang dibutuhkan dalam permainan tembak botol pelangi adalah bola plastik 1 buah, botol 18 buah, peluit dan papan pencatat angka serta menggunakan prasarana lapangan berukuran panjang 12 meter lebar 6 meter dan terdapat daerah bebas pemain yang bebentuk setengah lingkaran dengan diameter 6 meter untuk tempat botol sasaran yang berada pada masing-masing garis akhir. peraturan permainan tembak botol pelangi meliputi: a) membariskan 2 tim saling berhadapan, masing-masing tim 5 pemain dan wasit menjelaskan peraturan, b) waktu permainan adalah 2 x 7 menit dengan waktu jeda 2 menit, c) permainan dimulai dengan lemparan ke atas di garis tengah lapangan oleh wasit, d) pemain yang memegang bola hanya diperbolehkan berjalan maksimal 2 langkah, e) pemain hanya boleh memegang bola maksimal gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 12 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) selama 10 detik, f) pemain yang memegang bola bebas melakukan lemparan menggunakan satu tangan atau dua tangan asal tidak membahayakan pemain lain, g) jarak minimal passing atau lemparan ke teman adalah 1 meter, h) merebut bola oleh pemain bertahan hanya diperbolehkan saat bola di-passing atau bola liar, i) pelanggaran pemain adalah menabrak, mendorong, menjegal, berkata kotor dan memprotes wasit dengan keras, j) setiap pelanggaran maka dijatuhi hukuman pinalti kepada tim yang melakukan pelanggaran, k) pemain mendapatkan poin jika dapat menjatuhkan botol sasaran, l) pemenang adalah tim yang terbanyak mendapatkan poin selama 2 x 7 menit atau tim yang dapat menjatuhkan seluruh botol sasaran, m) jika terjadi seri langsung dilakukan adu pinalti. keunikan dari permainan tembak botol pelangi adalah pemenang tidak selalu tim yang dapat merobohkan botol terbanyak namun tim yang memiliki poin terbanyak. boy botol pelangi sarana yang dibutuhkan dalam permainan boy botol pelangi adalah bola plastik 1 buah, botol 10 buah, peluit dan papan pencatat angka serta menggunakan prasarana lapangan berukuran panjang 4 meter, lebar 1 meter untuk tempat melakukan lemparan dan lapangan untuk daerah bermain dapat disesuaikan sendiri sesuai kesepakatan bersama, misalnya panjang 15 meter dan lebar 10 meter. peraturan permainan boy botol pelangi meliputi: a) wasit membariskan pemain dari kedua tim saling berhadapan dan menjelaskan peraturan permainan kepada pemain, b) jumlah pemain di setiap tim adalah 7 orang, c) wasit memanggil kapten tim untuk menentukan tim penjaga dan tim pelempar melalui toss, d) waktu bermain adalah 10 menit, e) pemain pelempar berbaris di belakang garis lempar, sedangkan para pemain penjaga menempati posisi bebas sesuai dengan strategi tim, f) pemain pelempar secara bergiliran mendapat kesempatan melempar 1 kali ke arah botol sasaran dan berusaha merobohkan botol sasaran sebanyak-banyaknya, g) jika botol sasaran roboh, maka pemain pelempar harus berusaha mengembalikan botol ke posisi semula yaitu berdiri dan pemain pelempar pun juga harus menghindar dari bola yang dilempar tim penjaga, karena jika pemain pelempar terkena bola maka pemain tersebut tidak dapat melanjutkan permainan, h) pemain penjaga bertugas mematikan pemain pelempar agar tidak dapat mengembalikan botol ke posisi semula, i) pemain penjaga tidak diperbolehkan jalan ketika memegang bola melainkan mengumpan ke temannya jika ingin memindahkan bola, j) poin hanya diperoleh gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 13 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) oleh pemain pelempar sesuai dengan jumlah botol yang dirobohkan dan dikembalikan, k) pemenang adalah tim yang memperoleh poin terbanyak selama permainan berlangsung, l) sasaran lempar adalah bagian tubuh dari kaki hingga leher, sehingga dilarang melempar bagian kepala, m) terjadi pertukaran posisi ketika semua pemain pelempar tidak dapat menjatuhkan botol sasaran saat mendapat kesempatan melempar dan ketika semua pemain pelempar terkena lemparan bola dari pemain penjaga, n) pelanggaran terjadi jika pemain merobohkan botol sasaran dengan kaki, keluar dari area lapangan, melakukan kontak fisik, o) hukuman atas sebuah pelanggaran untuk pemain penjaga adalah lemparan yang dilakukan ke pemain pelempar jika kena tidak sah dan bagi pemain pelempar hukuman atas pelanggaran di setiap pemain adalah tidak dapat melanjutkan permainan. keunikan dari permainan boy botol pelangi adalah tim yang dapat memperoleh poin hanya tim pelempar dan poin tersebut didapatkan dari banyak botol yang mampu dirobohkan kemudian dikembalikan berdiri lagi oleh tim pelempar. smart bottle sarana yang dibutuhkan untuk permainan smart bottle adalah bola plastik 2 buah, botol sasaran 10 buah, kartu pertanyaan, peluit dan papan penilaian serta prasarana lapangan berbentuk persegi panjang dengan panjang 7 meter,lebar2 meter. peraturan permainan smart botlle adalah a) wasit membariskan pemain dari kedua tim saling berhadapan dan menjelaskan peraturan, b) jumlah pemain setiap tim 5 orang, dapat digabung antara laki-laki dan perempuan dengan jumlah yang sama di setiap tim, c) waktu bermain 10 menit, d) wasit menentukan tim yang bermain terlebih dahulu melalui toss, e) wasit mempersilahkan kedua tim untuk menempati posisinya dengan berbaris rapi, f) wasit memanggil secara bergantian dari pemain tim a lalu tim b, g) pemain dipersilahkan mengambil kartu pertanyaan dan menjawabnya, h) kesempatan pemain untuk menjawab pertanyaan adalah 10 detik, i) pemain yang dapat menjawab akan diberi bola untuk melakukan lemparan ke botol sasaran, sedangkan bagi pemain yang tidak dapat menjawab maka dipersilahkan kembali ke tempat, j) poin didapat melalui botol yang roboh terkena lemparan pemain, dengan spesifikasi botol merah 1 poin, botol kuning 2 poin, botol hijau 3 poin dan botol biru 4 poin, k) pemenang adalah tim yang banyak mendapatkan poin selama permainan berlangsung, l) jika poin yang diperoleh kedua tim sama, maka ditambah 5 pertanyaan kepada masing-masing tim, m) setelah permainan gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 14 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) selesai, wasit memanggil seluruh pemain masing-masing tim untuk berjabat tangan. kemenarikan dalam permainan smart bottle adalah tantangan yang didapatkan oleh setiap pemain, yaitu menjawab pertanyaan dengan benar dengan waktu 10 detik dan melakukan lemparan dengan baik ke botol sasaran untuk mendapatkan poin. estafet bola sarana yang dibutuhkan dalam permainan estafet bola adalah bola plastik 6 buah, botol sasaran 18 buah, peluit, papan penilaian dan tempat bola serta prasarana lapangan berbentuk persegi panjang dengan panjang 15 meter, lebar 2 meter dan terdapat 5 pos sebagai tempat pemain yang berjarak 3 meter. peraturan permainan estafet bola adalah a) wasit membariskan pemain dari kedua tim saling berhadapan dan menjelaskan peraturan, b) jumlah pemain setiap tim 5 orang, dapat digabung antara laki-laki dan perempuan dengan jumlah yang sama di setiap tim, c) wasit mempersilahkan pemain dari kedua tim untuk menempati posisinya disetiap pos, d) pemain di pos 1 bertugas mengambil bola dikeranjang dan melemparnya ke pemain di pos 2, dari pos 2 dilempar ke pos 3, lalu ke pos 4 dan ke pos 5, e) pemain di pos 5 bertugas melakukan lemparan ke botol sasaran sesuai yang diinginkan, f) setelah pemain di pos 5 melakukan lemparan kemudian pemain di pos 5 harus berlari ke pos 1, dan pemain di pos 1, 2, 3 dan 4 bergeser ke pos berikutnya, g) ketika terjadi bola jatuh atau tidak tertangkap maka bola tersebut adalah tanggungjawab oleh pemain yang bertugas sebagai penangkap, yaitu pemain penangkap harus mengembalikan ke pemain yang melempar bola untuknya, h) posisi melempar dan menagkap bola adalah berada didaerah pos, i) pelanggaran terjadi jika melakukan lemparan dengan berlari dan tidak berada dalam pos, j) hukuman atas pelanggaran adalah pengurangan 1 poin, k) pemenang adalah tim tercepat yang mampu merobohkan semua botol sasaran. kemenarikan dari permainan estafet bola adalah setiap pemain harus fokus bisa bekerjasama dengan baik agar semua botol sasaran dapat dirobohkan dengan cepat. dalam penelitian pengembangan variasi permainan bola botol pelangi untuk siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang tentunya banyak tahapan yang dilakukan peneliti dari mengumpulkan bahan pustaka, analisis kebutuhan, pembuatan produk awal, evaluasi para ahli, uji coba kelompok kecil, revisi, uji coba kelompok besar, revisi hingga terciptanya produk akhir berupa variasi permainan bola botol pelangi yang dikemas dalam buku panduan. pada tahap pengumpulan bahan pustaka peneliti gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 15 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) mengumpulkan beberapa karya ilmiah yang berkaitan dengan pengembangan variasi permainan bola botol pelangi, diantara terdapat penelitian terdahulu yang relevan dengan penelitian yang dilakukan peneliti, yaitu milik rizky wahyu ulfani pada tahun 2012 dengan judul pengembangan permainan menembak bola ke lingkaran berjaring pada kompetensi dasar permainan bola kecil untuk siswa kelas iv dan v sdn klojen dengan tujuan penelitian mengembangkan sebuah permainan menembak bola ke lingkaran berjaring yang diharapkan mudah dilakukan oleh siswa, menyenangkan, membuat siswa lebih aktif bergerak, dan dapat digunakan sebagai alternatif permainan pada kompetensi dasar permainan bola kecil yang nantinya dapat bermanfaat bagi siswa kelas iv dan v serta guru pendidikan jasmani dan milik gagas bareb primadinata pada tahun 2013 dengan judul pengembangan permainan lempar tangkap merah putih pada permainan bola tangan dalam pelajaran pendidikan jasmani, olahraga dan kesehatan, dengan tujuan penelitian mengembangkan permainan lempar tangkap merah putih yang diharapkan dapat dijadikan guru pendidikan jasmani, olahraga dan kesehatan sebagai alternatif permainan yang diberikan kepada siswa sebelum permainan bola tangan diberikan. dari kedua penelitian inilah, peneliti tertarik untuk meneliti tentang pemainan. setelah melakukan kajian pustaka peneliti melanjutkan melakukan kegiatan analisis kebutuhan kepada guru pendidikan jasmani, olahraga dan kesehatan serta siswa kelas iv sdn saptorenggo 1 pakis kabupaten malang, dengan tujuan untuk mengetahui dibutuhkan apa tidak variasi permainan bola botol pelangi di sekolah tersebut, kesimpulan dari hasil analisis kebutuhan menunjukkan, bahwa variasi permainan bola botol pelangi dibutuhkan sebagai salah satu alternatif permainan bola kecil. langkah selanjutnya yang dilakukan peneliti adalah membuat produk awal berupa variasi permainan bola botol pelangi yang dikemas dalam buku panduan. setelah membuat produk awal peneliti melakukan evaluasi produk kepada para ahli, yaitu satu ahli permainan, satu ahli pembelajaran dan satu ahli media, kegiatan ini dilakukan agar produk yang dikembangkan peneliti lebih sempurna baik kelayakan, efisiensi dan daya tarik produk sebelum diujicobakan di lapangan. dalam tabel 2 berikut ini akan menyajikan analisis data yang diperoleh dari ahli permainan. tabel 2 analisis data evaluasi ahli permainan no aspek ∑ soal % keterangan 1 kesesuaian sarana 9 97,22 digunakan gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 16 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) 2 kesesuaian prasarana 6 91,66 digunakan 3 kesesuaian peraturan 9 94,44 digunakan 4 kemenarik an peraturan 9 88,88 digunakan 5 keefektivan peraturan 12 83,33 digunakan 6 kelengkapan permainan 7 89,28 digunakan rata-rata persentase 52 90,38 digunakan (sumber: data diolah peneliti) berdasarkan data hasil evaluasi ahli permainan dapat disimpulkan, bahwa produk pengembangan variasi permainan bola botol pelangi sangat menarik dan mudah dimainakan yaitu dengan persentase 90,38%, sehingga produk pengembangan variasi permainan bola botol pelangi ini dapat dijadikan guru sebagai bahan ajar. berikutnya dalam tabel 3 akan disajikan analisis data yang diperoleh dari ahli pembelajaran. tabel 3 analisis data evaluasi ahli pembelajaran no aspek ∑ soal % keterangan 1 kesesuaian sarana 2 75 digunakan 2 kesesuaian prasarana 4 75 digunakan 3 kesesuaian peraturan 11 72,72 digunakan 4 kemenarikan peraturan 10 75 digunakan 5 keefektivan peraturan 6 75 digunakan 6 kelengkapan dalam pembelajaran 4 87,5 digunakan rata-rata persentase 37 75,67 digunakan (sumber: data diolah peneliti) berdasarkan hasil evaluasi dari ahli pembelajaran dapat disimpulkan, bahwa produk pengembangan variasi permainan bola botol pelangi sesuai dan dapat digunakan dalam pembelajaran yaitu dengan persentase 75,67%, sehingga produk pengembangan variasi permainan bola botol pelangi ini dapat dijadikan guru sebagai bahan ajar. selanjutnya dalam tabel 4 akan disajikan analisis data yang diperoleh dari ahli media. tabel 4 analisis data evaluasi ahli media no aspek ∑ soal % keterangan 1 kesesuaian cover 5 75 digunakan 2 kemenarikan cover 1 75 digunakan 3 kejelasan cover 1 50 digunakan 4 kesesuaian isi 7 82,14 digunakan 5 kemenarikan isi 2 87,5 digunakan 6 kejelasan isi 1 100 digunakan 7 kelengkapan isi 2 87,5 digunakan rata-rata persentase 19 80,26 digunakan (sumber: data diolah peneliti) berdasarkan hasil evaluasi ahli media dapat disimpulkan, bahwa produk pengembangan variasi permainan bola botol pelangi sesuai dan dapat digunakan dalam pembelajaran yaitu dengan persentase 80,26%, gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 17 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sehingga produk pengembangan variasi permainan bola botol pelangi ini dapat dijadikan guru sebagai bahan ajar. pada tahap evaluasi ahli ini terdapat beberapa saran dan masukan terhadap produk awal peneliti, antara lain saran dan masukan dari ahli permainan adalah (1) pemain dalam permainan tembak botol pelangi dan boy botol pelangi dapat digabung antara laki-laki dan perempuan dengan jumlah yang sama di setiap tim, sebelum revisi pemain dalam permainan tembak botol pelangi dan boy botol pelangi adalah pemain dengan jenis kelamin yang sama dan setelah revisi pada permainan tembak botol pelangi dan boy botol pelangi pemain dapat digabung antara laki-laki dan perempuan, (2) pada permainan tembak botol pelangi tanda titik pinalti diberi keterangan yang jelas, sebelum revisi gambar titik pinalti pada buku panduan kurang jelas dan setelah revisi tanda titik pinalti sudah diperjelas dengan penambahan keterangan, (3) pada permainan tembak botol pelangi peraturan mengenai pelanggaran melakukan kontak fisik diberi spesifikasi yang jelas, sebelum revisi pada permainan tembak botol pelangi mengenai poin pelanggaran hanya dengan melakukan kontak fisik dengan keras dan setelah revisi jenis pelanggaran kontak fisik sudah diperjelas dengan keterangan mendorong, memukul, menendang, dsb, (4) pada permainan estafet bola antara gambar lapangan dan keterangan diperjelas, sebelum revisi gambar lapangan estafet bola pada buku panduan kurang sesuai dengan keterangan dan setelah revisi antara gambar lapangan permainan estafet bola dan keterangannya sudah diperjelas. berikutnya revisi terhadap rancangan produk awal berdasarkan saran dan masukan dari ahli pembelajaran adalah (1) beri kompetensi dasar tentang bola kecil pada buku panduan agar jelas, sebelum revisi tidak terdapat keterangan kompetensi dasar bola kecil pada buku panduan dan setelah revisi terdapat keterangan kompetensi dasar bola kecil yang terletak pada poin latar belakang, (2) sesuaikan antara warna pada gambar lapangan dengan warna pada keterangan, sebelum revisi pada buku panduan antara warna gambar lapangan dengan keterangan gambar tidak sesuai dan setelah revisi pada buku panduan warna pada gambar lapangan dengan keterangan gambar sudah sesuai, (3) pikirkan keefektivan peraturan yang diterapkan pada setiap permainan, sebelum revisi keefektifan permainan sudah dipikirkan namun belum diujicobakan dan setelah direvisi keefektifan permainan sudah sesuai dengan siswa, (4) pertimbangkan lama waktu bermain dan jumlah pemain dengan siswa lain yang menunggu, sebelum revisi sudah dipertimbangkan lama permainan dan jumlah gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 18 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) pemain yang terlibat namun belum diujicobakan dan setelah revisi jumlah pemain dan waktu permainan sudah disesuaikan dengan karakteristik siswa, (5) sesuaikan jarak lemparan siswa, sebelum revisi belum dipikirkan penambahan jarak lemparan siswa dan setelah revisi jarak lemparan dapat disesuaikan sesuai situasi dan kondisi saat di lapangan. selanjutnya revisi terhadap rancangan produk awal berdasarkan saran dan masukan dari ahli media adalah (1) judul buku usahakan selain warna merah, sebelum revisi judul buku berwarna merah dan sesudah revisi judul buku diganti dengan warna kuning, (2) jenis huruf diganti dengan times new roman dan ukuran huruf 11 atau 12, sebelum revisi jenis huruf adalah bookman old style dengan ukurah huruf 10 dan setelah direvisi jenis huruf diganti dengan times new roman dan ukuran huruf 12, (3) desain visual cover depan lebih dioptimalkan lagi, sebelum revisi desain cover sederhana hanya dengan gambar kartun dan setelah direvisi cover buku diberi foto kegiatan agar lebih menggambarkan isi buku, (4) cantumkan secara jelas siapa sasaran pengguna produk, sebelum revisi sasaran pengguna produk adalah guru pendidikan jasmani, olahraga dan kesehatan namun setelah revisi sasaran pengguna produk adalah guru pendidikan jasmani, olahraga dan kesehatan serta siswa, (5) beri bab sendiri untuk poin variasi permainan bola botol pelangi karena materi inti pada buku, sebelum revisi bab variasi permainan bola botol pelangi menjadi satu dengan bab ii kajian pustaka dan setelah revisi poin variasi permainan bola botol pelangi terdapat pada bab iii. setelah tahap evaluasi ahli dilakukan dilanjutkan pada tahap uji coba kelompok kecil, kegiatan ini dilakukan untuk mengetahui ketertarikan subjek penelitian terhadap pengembangan variasi permainan bola botol pelangi. dalam tabel 5 akan disajikan analisis data dari hasil uji coba kelompok kecil diberikan kepada 10 siswa. tabel 5 analisis data uji coba kelompok kecil no aspek ∑ soal % keterangan 1 kesesuaian sarana 1 97,5 digunakan 2 kesesuaian prasarana 4 86,25 digunakan 3 kesesuaian peraturan 9 80,83 digunakan 4 kemenarikan peraturan 11 90,68 digunakan 5 keefektivan peraturan 2 88,75 digunakan 6 kelengkapan permainan 5 94 digunakan rata-rata persentase 32 87,97 digunakan (sumber: data diolah peneliti) berdasarkan pada table 5 dapat disimpulkan, bahwa produk pengembangan variasi permainan bola botol, sesuai dengan pembelajaran bola kecil untuk siswa kelas iv sekolah dasar. dari hasil uji coba kelompok kecil diperoleh persentase sebesar 87,97%, gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 19 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) sehingga produk pengembangan variasi permainan bola botol pelangi ini layak untuk diujicobakan pada kelompok besar. pada tahap uji coba kelompok kecil ini terdapat saran dan masukan terkait produk pengembangan variasi bola botol pelangi, antara lain: (1) siswa lain yang tidak bermain diharuskan memperhatikan temannya yang bermain, sebelum revisi siswa yang tidak bermain subuk bermain sendiri di samping lapangan dan setelah revisi siswa yang tidak bermain diharuskan memperhatikan temannya yang sedang bermain, (2) permainan dilakukan mulai dari yang mudah ke permainan yang sulit, sebelum revisi permainan dilakukan sesuai dalam buku panduan dan setelah revisi permainan dimulai dari permainan yang mudah, yaitu smart bottle, estafet bola, tembak botol pelangi dan boy botol pelangi, (3) pertanyaan dalam permainan smart bottle diperbanyak materi yang kelas iv, sebelum revisi pertanyaan dalam permainan smart bottle banyak materi umum dan setelah revisi pertanyaan dengan materi kelas iv diperbanyak. berikutnya dalam tabel 6 akan disajikan analisis data yang diperoleh dari hasil uji coba kelompok besar diberikan kepada 30 siswa. tabel 6 analisis data uji coba kelompok besar no aspek ∑ soal % keterangan 1 kesesuaian sarana 1 90,83 digunakan 2 kesesuaian prasarana 4 83,33 digunakan 3 kesesuaian peraturan 9 85,37 digunakan 4 kemenarikan peraturan 11 91,89 digunakan 5 keefektivan peraturan 2 88,75 digunakan 6 kelengkapan permainan 5 91,5 digunakan rata-rata persentase 32 88,70 digunakan (sumber: data diolah peneliti) berdasarkan pada tabel 6 dapat disimpulkan, bahwa produk pengembangan variasi permainan bola botol pelangi, sesuai dengan pembelajaran bola kecil untuk siswa kelas iv sekolah dasar. dari hasil uji coba kelompok besar diperoleh persentase sebesar 88,70%, sehingga produk pengembangan variasi permainan bola botol pelangi ini layak digunakan dalam pembelajaran. pada tahap uji coba kelompok kecil ini terdapat saran dan masukan terkait produk pengembangan variasi bola botol pelangi, antara lain: (1) waktu dalam permainan boy botol pelangi jangan terlalu lama, sebelum revisi waktu permainan boy botol pelangi adalah 15 menit dan setelah revisi waktu permainan boy botol pelangi dikurangi menjadi 10 menit, (2) dalam permainan estafet bola jangan menggunakan format waktu, tapi permainan berakhir ketika semua botol sasaran roboh terkena lemparan bola, sebelum revisi format waktu dalam permainan estafet bola gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 20 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) adalah 10 menit dan setelah revisi format waktu diubah menjadi ketika semua botol sasaran roboh terkena lemparan bola, (3) jumlah pemain dalam permainan boy botol pelangi ditambah, agar banyak siswa yang terlibat, sebelum revisi banyak pemain dalam permainan boy botol pelangi adalah 5 siswa dan setelah revisi banyak pemain dapat disesuaikan dengan keadaan di lapangan. produk pengembangan variasi permainan bola botol pelangi memiliki spesifikasi sebagai berikut: (1) pengembangan variasi permainan bola botol pelangi pada pembelajaran bola kecil untuk siswa kelas iv sekolah dasar ini dikembangkan sesuai dengan kurikulum 2013 kelas iv sd/mi pada, kompetensi inti 4. menyajikan pengetahuan faktual dalam bahasa yang jelas, logis dan sistematis, dalam karya yang estetis dalam gerakan yang mencerminkan anak sehat dan dalam tindakan mencerminkan prilaku anak beriman dan berakhlak mulia dan kompetensi dasar 4.2 mempraktikkan variasi dan kombinasi pola gerak dasar lokomotor, nonlokomotor dan manipulatif dalam permainan bola kecil yang dilandasi konsep gerak dalam berbagai permainan dan atau olahraga tradisional bola kecil, (2) pengembangan variasi permainan bola botol pelangi bertujuan untuk memudahkan dan dapat meningkatkan minat serta kompetensi siswa dalam mengikuti pembelajaran pendidikan jasmani, olahraga dan kesehatan, (3) pengembangan variasi permainan bola botol pelangi ini dikemas dalam buku panduan yang berisi materi latar belakang, tujuan buku, manfaat buku, teoriteori pendukung, peraturan permainan, sarana dan prasarana serta dokumentasi kegiatan permainan yang dapat menunjang dalam pembelajaran. keunggulan produk pengembangan variasi permainan bola botol pelangi ini adalah (1) hasil pengembangan adalah menggunakan pendekatan bermain yang sesuai dengan tingkat psikomotor siswa kelas iv sekolah dasar, sehingga akan memudahkan siswa dalam menerima materi, (2) menggunakan sarana yang aman dan mudah didapatkan, yaitu bola plastik dan botol plastik bekas, (3) lapangan untuk bermain tidak membutuhkan tempat yang luas, sehingga sangat cocok digunakan untuk sekolah yang memiliki keterbatasan pada prasarana lapangan olahraga, (4) dalam bermain melibatkan banyak siswa, sehingga kebutuhan gerak siswa dapat tercukupi, (5) tujuan dalam permainan ini adalah untuk melatih kerja sama, percaya diri, sportifitas, semangat bermain dan gerak motorik siswa, (6) variasi permainan ini dikemas dalam buku panduan yang menarik karena dilengkapi gambar-gambar, sehingga dapat menarik minat siswa untuk membacanya. gladi jurnal ilmu keolahragaan, 09 (1),maret 2018 21 rachmat nur ichsan, i nengah sudjana, fahrial amiq copyright © 2018, gladi jurnal ilmu keolahragaan, issn 1693-1556 (print), issn 2597-8942 (online) selain memiliki banyak keunggulan dalam produk pengembangan variasi permainan bola botol pelangi ini, tentu juga memiliki beberapa kelemahan antara lain (1) guru harus selalu mendampingi siswanya dalam bermain demi keamanan siswa, (2) pengembangan variasi permainan bola botol pelangi ini hanya sampai tersusun sebuah produk, belum sampai pada tingkat keefektivan produk, sehingga sebaiknya diperlukan adanya penelitian lanjutan untuk mengetahui tingkat keefektifan produk. kesimpulan dari hasil penelitian ini dapat disimpulkan, bahwa pengembangan variasi permainan bola botol pelangi adalah sebuah penelitian yang dilakukan untuk memberi solusi terhadap permasalahan pembelajaran yang ada di sekolah dasar kelas iv pada mata pelajaran pendidikan jasmani, olahraga dan kesehatan, materi pembelajaran permainan bola kecil, untuk sekolah yang memiliki keterbatasan sarana dan prasarana dalam pembelajaran pendidikan jasmani olahraga dan kesehatan. hasil dari pengembangan variasi permainan bola botol pelangi ini dikemas dalam buku panduan yang berisi latar belakang, tujuan penulisan, manfaat, kajian pustaka, variasi permainan bola botol pelangi, dokumentasi permainan, gambar sarana dan prasarana, kesimpulan dan saran serta riwayat hidup penulis, sehingga diharapkan siswa dapat dengan mudah untuk mempelajarinya, selain itu tujuan penelitan ini adalah produk yang telah dikembangkan peneliti dapat dijadikan sebagai salah satu alternatif permainan yang diajarkan oleh guru pendidikan jasmani, olahraga dan kesehatan untuk siswanya dalam materi permainan bola kecil. daftar rujukan abduljabar, b. 2012. the join of movement. bandung: rizqi press. akbar, s. 2013. instrumen perangkat pembelajaran. bandung: pt. remaja rosdakarya offset. ardhana, w. 2012. konsep penelitian pengembangan dalam bidang pendidikan dan pengembangan. malang: universitas negeri malang. borg. w. r. & gall m.d .1983. education research: an introduction. new york: logman. cheval, b., courvoisie, d. s. & chanal, j. 2016. development trajectories of physical activity during elementary school physical education, 87 (170174). 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(sijabat riwan max, ed.) jakarta: erlangga. hurlock, e. b. 1978. perkembangan anak (jilid 1). terjemahan tjandrasa meitasari dan zarkasih muslichah. jakarta: erlangga. kasiram, moh. tanpa tahun. ilmu jiwa perkembangan (bagian ilmu jiwa anak). surabaya: usaha nasional. mu’arifin. 2005. pendidikan jasmani. jurnal kajian teori, praktik pendidikan dan pembelajaran.15 (1):66-77. primadinata, g. b. 2013. pengembangan permainan lempar tangkap merah putih pada permainan bola tangan dalam pembelajaran pendidikan jasmani olahraga dan kesehatan. skripsi. malang: fakultas ilmu keolahragaan universitas negeri malang. sarifudin, a. & rahman, a. 1983. olahraga pendidikan di sekolah dasar. (aip sarifudin, ed). jakarta: palagan. sarifudin, a. & rahman, a. 1984. pedoman pelaksanaan ko_kurikuler. (aip sarifudin, ed). jakarta: pt istana laksmita indonesia. subarjah, h. 2007. permainan kecil di sekolah dasar. jakarta: universitas terbuka. sudarsini. 2013. pendidikan jasmani dan olahraga. 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http://www.sciencedirect.com/science/article/pii/s0765159714002457 http://www.sciencedirect.com/science/article/pii/s0765159714002457 http://www.sciencedirect.com/ jurnal 3 gladi cedera olahraga pada atlet provinsi dki jakarta (pengaruh pemahaman pelatih, sarana – prasarana olahraga dan metode latihan terhadap terjadinya cedera olahraga) junaidi1 abstract, the objectives of this research are to obtain information the effect of coach comprehension , sport facilities and training method on sport injuries at the training centres athletes national sport committee of dki jakarta province periode 2009 – 2012. this study was conducted at dki jakarta province by using survey method with path analysis applied in testing hypothesis. the number of 55 subdivisions as a sample is selected random sampling. the research findings are: (1) there is a non-direct effect of coach comprehension on sport injuries; (2) there is a non-direct effect of sport facilities on sport injuries; (3) there is a direct effect of training method on sport injuries; (4) there is a direct effect of coach comprehension on training method; (5) there is a direct effect of sport facilities on training method; (6) there is an effect of coach comprehension on sport injuries through the training method; (7) there is an effect of sport facilities on sport injuries through the training method. key words; coach comprehension , sport facilities, training method and sport injuries. 1 junaidi adalah dosen tetap jurusan kepelatihan fik universitas negeri jakarta 746 kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 07 (02) 2013, 746-764 permalink/doi: https://doi.org/10.21009/gjik.072.02 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 747 pendahuluan pemerintah provinsi dki jakarta melalui komite olahraga nasional indonesia (koni) provinsi dki jakarta secara konsisten terus berupaya meningkatkan prestasi atlet provinsi dki jakarta. salah satu upaya pemerintah provinsi dki jakarta untuk meningkatkan prestasi atlet provinsi dki jakarta adalah dengan melaksanakan pemusatan latihan daerah (pelatda). pelatda diikuti 459 atlet senior dan 185 atlet junior, berlangsung mulai tanggal 1 mei 2009 sampai tanggal 8 september 2012. pemilihan atlet yang akan masuk pelatda berdasarkan tiga kriteria utama, yaitu : 1) atlet senior yang mendapat medali di pon kalimantan timur tahun 2008 atau atlet yang mendapat medali di kejuaraan nasional tahun 2008/2009, 2) atlet junior potensial, dan 3) sehat fisik dan rohani. meskipun sudah dibuat kriteria tersebut, dalam pelaksanaannya banyak mendapat hambatan terutama pada kriteria sehat fisik dan rohani, karena banyak atlet yang mengalami cedera. oleh sebab itu peneliti tertarik untuk meneliti faktor-faktor yang berhubungan dengan terjadinya cedera olahraga pada atlet provinsi dki jakarta berdasarkan latar belakang masalah, penelitian ini dirumuskan sebagai berikut : 1. apakah terdapat pengaruh pemahaman pelatih terhadap metode latihan. 2. apakah terdapat pengaruh sarana/prasarana olahraga terhadap metode latihan. 3. apakah terdapat pengaruh metode latihan terhadap cedera olahraga. 4. apakah terdapat pengaruh pemahaman pelatih terhadap cedera olahraga. 5. apakah terdapat pengaruh sarana/prasarana olahraga terhadap cedera olahraga. 6. apakah terdapat pengaruh tidak langsung antara pemahaman pelatih terhadap cedera olahraga melalui metode latihan. 7. apakah terdapat pengaruh tidak langsung sarana dan prasarana olahraga terhadap terjadinya cedera olahraga melalui metode latihan junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 748 kajian teoritik 1. cedera olahraga cedera olahraga adalah cedera yang terjadi pada sistem muskuloskeletal atau sistem lain sehingga dapat mempengaruhi sistem muskuloskeletal, terjadi baik pada waktu latihan, pertandingan, maupun sesudahnya dengan indikator yaitu cedera sangat berat, cedera berat, cedera sedang, cedera ringan, dan cedera sangat ringan. faktor-faktor penyebab terjadinya cedera olahraga antara lain: 1) faktor eksogen, yang terdiri dari: a). cara pemberian beban latihan yang salah, pemanasan yang salah, cara latihan yang salah, latihan yang tidak teratur, b). penggunaan material yang salah, c). fasilitas latihan yang tidak memadai, d). jenis olahraga, terutama pada olahraga beladiri. 2). faktor endogen, misalnya; faktor disposisi keluarga, kondisi umum buruk , penyakit infeksi, kelainan sistem muskuloskeletal, usia, dan cara bergerak yang tidak fisiologik. dalam banyak kasus, penyebab cedera karena terlalu sering menggunakan bagian tubuh tertentu saat berpartisipasi dalam suatu kegiatan tertentu, contoh; cedera pada lutut pelari umumnya terkait dengan aktivitas lari dan tennis elbow merupakan cedera stres berulang pada siku, meskipun tidak selalu terjadi pada pemain tenis. 2. pemahaman pelatih. pemahaman merupakan proses psikologi yang berhubungan dengan suatu konsep, memberikan reaksi yang tepat terhadap suatu obyek. pemahaman kognitif memiliki perspektif bahwa seseorang memproses informasi yang diberikan melalui upayanya mengorganisir, menyimpan, dan kemudian menemukan hubungan antara pengetahuan yang baru dengan pengetahuan yang telah ada. model ini menekankan pada bagaimana informasi diproses. pelatih menurut menurut pate roteila mc clenaghan adalah seorang profesional yang tugasnya membantu olahragawan dan tim dalam memperbaiki penampilan olahraga. dalam prinsip-prinsip pelatihan, harsono mengungkapkan gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 749 bahwa “pelatih adalah orang yang membantu atlet dalam meningkatkan prestasi olahraganya dari uraian tersebut dapat disintesiskan bahwa pemahaman pelatih adalah pemahaman kognitif yang dimiliki seorang pelatih dalam memproses informasi yang diberikan melalui upaya penangkapan makna, pengingatan, menyimpan, penilaian, dan penalaran, mengorganisir, kemudian menemukan hubungan antara pengetahuan yang baru dengan pengetahuan yang telah ada, dengan indikator yaitu pemahaman tentang pencegahan cedera, pemahaman tentang warming-up dan cooling-down, aspek kebugaran dan pemahaman tentang nutrisi, dan pemahaman tentang penanganan cedera. 3. sarana dan prasarana olahraga sarana dan prasarana olahraga adalah sumber daya pendukung yang terdiri dari segala bentuk dan jenis peralatan serta perlengkapan yang digunakan dalam kegiatan olahraga meliputi semua lapangan dan bangunan olahraga beserta perlengkapan dengan indikator yaitu prinsip dasar prasarana, kelengkapan prasarana, kuantitas sarana, dan kualitas sarana. sebelum merencanakan pembangunan sarana prasarana olahraga, penting mempertimbangkan landasan objektif mengenai kebutuhan prasarana tersebut. untuk itu perencanaannya harus memenuhi beberapa prinsip, antara lain: 1) sarana dan prasarana olahraga harus masuk dalam rencana induk dari suatu institusi, 2) tipe, lokasi, dimensi wilayah sarana prasarana olahraga sebaiknya dibangun berkaitan dengan fasilitas yang sudah ada, 3) sarana prasarana olahraga harus memenuhi peraturan setempat dan standar yang berlaku, 4) sarana prasarana olahraga harus dibangun dan direncanakan secara hati-hati dan terorganisir, 5) sarana prasarana olahraga harus memenuhi standard untuk penonton, 6) sarana prasarana harus memenuhi tingkat kebutuhan atlet, 7) sarana prasarana olahraga dibangun dengan mempertimbangkan faktor keselamatan bagi atlet, 8) sarana prasarana olahraga dibangun dengan mempertimbangkan faktor kesehatan dan kenyamanan atlet, 9) jenis dan jumlah peralatan olahraga harus cukup sesuai kebutuhan, 10) semua peralatan junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 750 harus mempunyai kualitas standar untuk mencapai prestasi, 11) semua peralatan harus mempunyai kualitas standar untuk keselamatan dan nyaman digunakan. dari uraian diatas dapat diambil kesimpulan bahwa bila seorang pelatih memberikan latihan kepada atletnya dengan sarana dan prasarana yang kurang memadai dapat menyebabkan terjadinya cedera pada atletnya, baik selama latihan ataupun sesudahnya 4. metode latihan metode latihan adalah cara atau prosedur dalam menjalani suatu aktifitas olahraga yang sistematik menurut prinsip–prinsip latihan yang mengarah kepada ciri– ciri fungsi fisiologis dan psikologis manusia untuk mencapai sasaran yang telah ditentukan dengan indikator yaitu prinsip latihan, variabel latihan, periodisasi latihan, dan latihan penguatan serta daya tahan. salah satu ciri pelatih yang baik adalah pandai memilih atau menciptakan metode latihan yang efektif dan efisien untuk mencapai sasaran latihan. pelatih dituntut menguasai ilmu, memiliki jiwa seni yang tinggi serta seorang praktisi untuk menerapkan teori dan metodelogi ilmu pelatihan. metode latihan dapat efektif dan efisien juga tergantung dari beberapa faktor antara lain; pelatih, atlet, alat dan fasilitas latihan, tujuan latihan, waktu dan lingkungan berlatih prinsip latihan yang harus dikuasai oleh pelatih dalam memberi pelatihan kepada atlet, sebagai berikut:1) prinsip perkembangan multilateral, 2) prinsip spesialisasi, 3) prinsip individualisasi, 4) prinsip bervariasi dalam latihan, 5) prinsip model latihan, 6) prinsip beban berlebihan (overload), 7) latihan harus sepanjang tahun terseling atau kontinyuitas, 8) kenaikan beban latihan teratur dari sedikit demi sedikit, 9) prinsip interval, 10) prinsip repetisi, 11) prinsip nutrisium, 12) prinsip recovery, 13) prinsip reversibility, 14) prinsip pemanasan tubuh, 15) prinsip berpikir positif, 16) prinsip intensitas latihan, 17) prinsip kualitas latihan, 18) prinsip memperbaiki kesalahan, 19) prinsip menetapkan sasaran, dan 20) prinsip detraining. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 751 kerangka teoretik mengacu pada kajian teoretik yang telah diuraikan sebelumnya, maka keterkaitan antar variabel penelitian dapat diuraikan sebagai berikut: 1. pengaruh pemahaman pelatih terhadap metode latihan pemahaman pelatih adalah pemahaman kognitif yang dimiliki seorang pelatih dalam memproses informasi yang diberikan melalui upaya penangkapan makna, pengingatan, menyimpan, penilaian, dan penalaran, mengorganisir, kemudian menemukan hubungan antara pengetahuan yang baru dengan pengetahuan yang telah ada. pemahaman pelatih yang dimaksud dalam bidang pencegahan dan penanganan cedera olahraga. dengan kata lain setiap kali pelatih memberi latihan kepada atletnya, pelatih harus memahami segala faktor penyebab terjadinya cedera yang berhubungan dengan cara latihan yang diberikan. 2. pengaruh sarana dan prasarana olahraga terhadap metode latihan salah satu ciri pelatih yang baik adalah pandai memilih atau menciptakan metode latihan yang efektif dan efisien untuk mencapai sasaran latihan. pelatih dituntut menguasai ilmu, memiliki jiwa seni yang tinggi serta seorang praktisi untuk menerapkan teori dan metodologi ilmu pelatihan. metode latihan dapat efektif dan efisien juga tergantung dari beberapa faktor antara lain, pelatih, atlet, alat dan sarana dan prasana latihan, tujuan latihan, waktu dan lingkungan berlatih. sarana dan prasarana yang tersedia sangat mempengaruhi cara seorang pelatih dalam memberi metode latihan. sarana dan prasarana yang kurang memadai bukan saja menjadikan suatu metode latihan tidak efektif, juga dapat mempermudah terjadinya cedera. 3. pengaruh metode latihan terhadap terjadinya cedera olahraga faktor yang paling sering menjadi penyebab terjadinya cedera olahraga adalah faktor metode latihan. metode latihan yang salah ini misalnya cara pemberian beban latihan yang salah, tidak sesuai dengan prinsip latihan, yaitu prinsip kenaikan beban latihan teratur dari sedikit demi sedikit, maka menaikkan beban latihan yang tiba-tiba dapat menyebabkan tubuh tidak mampu menerima beban yang diberikan dan akhirnya menimbulkan cedea. junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 752 4. pengaruh langsung pemahaman pelatih terhadap terjadinya cedera olahraga. atlet .juga dapat mengalami cedera tanpa melewati proses latihan, misalnya, bila pelatih tidak memahami tentang pola hidup sehat atau istirahat yang tidak cukup sesudah melakukan latihan yang berat dapat menimbulkan cedera. 5. pengaruh langsung sarana/prasarana olahraga terhadap terjadinya cedera sarana/prasarana yang kurang memadai dapat secara langsung menyebakan terjadinya cedera olahraga, misalnya penggunaan ruang tidur atau ruang ganti yang terlalu panas dapat menyebabkan dehidrasi. 6. pengaruh pemahaman pelatih terhadap terjadinya cedera olahraga melalui metode latihan.. dalam memberi pelatihan kepada atlet, seorang pelatih harus memahami aspek-aspek pemahaman apa yang perlu diperhatikan. pemahaman tentang pencegahan dan penangan cedera yang kurang memadai selama melatih dapat mengakibatkan terjadinya cedera olahraga. 7. pengaruh sarana dan prasarana olahraga terhadap terjadinya cedera olahraga melalui metode latihan peralatan olahraga yang tidak memenuhi persyaratan, misalnya penggunaan raket tenis yang ukurannya tidak sesuai dengan masing-masing individu, penggunaan sepatu yang sudah usang, penggunaan alat proteksi yang tidak memadai , semuanya akan memudahkan terjadinya cedera. hipotesis penelitian berdasarkan kerangka teori dan kerangka berpikir setiap variabel penelitian yang telah dikemukakan di atas maka dalam peneltian ini dapat dirumuskan pengajuan hipotesis sebagai berikut: 1. terdapat pengaruh langsung pemahaman pelatih terhadap metode latihan. 2. terdapat pengaruh langsung sarana dan prasarana olahraga terhadap metode latihan. 3. terdapat pengaruh metode latihan terhadap terjadinya cedera olahraga. 4. terdapat pengaruh langsung pemahaman pelatih gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 753 terhadap terjadinya cedera olahraga. 5. terdapat pengaruh langsung sarana/prasarana olahraga terhadap terjadinya cedera olahraga. 6. terdapat pengaruh tidak langsung pemahaman pelatih terhadap terjadinya cedera olahraga melalui metode latihan. 7. terdapat pengaruh tidak langsung sarana dan prasarana olahraga terhadap terjadinya cedera olahraga melalui metode latihan. metodologi penelitian penelitian ini dilaksanakan di setiap cabang olahraga. waktu pelaksanaan penelitian: tahap pertama uji coba instrumen penelitian dilakukan pada tanggal 4 agustus 2011 sampai dengan tanggal 25 november 2011, tahap kedua penelitian dilakukan pada tanggal 1 desember 2011 sampai dengan 29 februari 2012, data yang terkumpul kemudian dilakukan pengolahan data, proses penulisan disertasi, hingga penarikan kesimpulan dan penyelesaian disertasi secara keseluruhan. metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif dengan teknik survey, yaitu dengan tehnik pengajuan pertanyaan atau kuesioner. teknik analisis menggunakan pendekatan analisis jalur (path analysis). variabel yang dikaji terdiri dari empat variabel yang terdiri dari tiga variabel bebas (eksogen) dan satu variabel terikat (endogen).variabel eksogen terdiri dari pemahaman pelatih (x1), sarana/prasarana olahraga(x2) dan metode latihan (x3).variabel endogen terdiri dari cedera olahraga (y). pola keterkaitan antar variabel penelitian terlihat pada gambar berikut ini: gambar 1 : model hipotetik kausalitas antar variabel x1 y x2 x3 junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 754 keterangan : x1 :pemahaman pelatih, x2 : sarana dan prasarana olahraga, x3 : metode latihan y : cedera olahraga dalam penelitian ini yang digunakan sebagai populasi sasaran (target population) adalah seluruh cabang olahraga pelatda koni provinsi dki jakarta sedangkan pengambilan sampel dilakukan dengan menggunakan tehnik total sampling sebanyak 55 cabang olahraga/subcabang olahraga. tehnik analisis data secara analisis deskriptif dan analisis inferensial dengan analisis jalur. data yang disajikan setelah diolah dari data mentah dengan menggunakan metode statistik deskriptif, yaitu nilai maksimum, nilai minimum, rentang, rata-rata, simpangan baku dan varians. rangkuman hasil perhitungan statistik sebagai berikut: tabel 1. rangkuman hasil penelitian statistik variabel x1 x2 x3 y jumlah sampel (n) 55 55 55 55 nilai maksimum 129 134 104 228 nilai minimum 86 90 59 63 rentang 43 44 45 165 rata-rata (x ) 104,93 113,45 82,31 159,62 simpangan baku (s) 10,72 10,99 9,92 49,10 varians (s2) 114,85 120,77 98,44 2410,72 keterangan: x1 : pemahaman pelatih , x2 : sarana dan prasarana olahraga, x3 : metode latihan, y : cedera olahraga gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 755 1. cedera olahraga yang terjadi pada atlet pelatda 2009-2012 (y) tabel 2 . daftar distribusi frekuensi skor cedera olahraga no. kelas interval frekuensi absolut relatif (%) kumulatif (%) 1 63 – 86 5 9,09 9,09 2 87 – 110 5 9,09 18,18 3 111 – 134 9 16,36 34,55 4 135 – 158 8 14,55 49,09 5 159 – 182 4 7,27 56,36 6 183 – 205 11 20,00 76,36 7 206 – 229 13 23,64 100,00 jumlah 55 100 dari 55 orang sampel penelitian, jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan cedera olahraga (y) di atas kelompok rata-rata sebanyak 24 orang (43,64%), berada di bawah kelompok rata-rata sebanyak 27 orang (49,07%), dan 4 orang (7,27%) berada di pada kelompok rata-rata. 2. pemahaman pelatih dalam pencegahan dan penanganan cedera (x1) tabel 3. distribusi frekuensi skor pemahaman pelatih no. kelas interval frekuensi absolut relatif (%) kumulatif (%) 1 86 – 93 7 12,73 12,73 2 94 – 101 19 34,55 47,27 3 102 – 109 11 20,00 67,27 4 110 – 117 10 18,18 85,45 junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 756 5 118 – 125 5 9,09 92,73 6 126 – 133 3 5,45 100,00 jumlah 55 100 berdasarkan data dari 55 orang sampel penelitian, jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan skor pemahaman pelatih (x1) di atas rata-rata kelompok sebanyak 18 orang (32,73%), berada di bawah rata-rata kelompok sebanyak 26 orang (47,27%), dan 11 orang (20,00%) berada pada kelompok rata-rata. 3. sarana dan prasarana olahraga (x2) tabel 4. distribusi frekuensi skor sarana/prasarana olahraga no. kelas interval frekuensi absolut relatif (%) kumulatif (%) 1 90 – 97 6 10,91 10,91 2 98 – 105 5 9,09 20,00 3 106 – 113 16 29,09 49,09 4 114 – 121 15 27,27 76,36 5 122 – 129 11 20,00 96,36 6 130 – 137 2 3,64 100,00 jumlah 55 100 berdasarkan data dari 55 orang sampel penelitian, jika hasil masingmasing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan skor sarana dan prasarana olahraga (x2) di atas rata-rata kelompok sebanyak 13 orang (23,64%), berada di bawah rata-rata kelompok sebanyak 27 orang (49,09%), dan 15 orang (27,27%) berada pada kelompok rata-rata. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 757 ε1 x1 x2 x3 y ε2 r12 px3 pyx2 px3 pyx3 pyx 4. metode latihan (x3) tabel 5. daftar distribusi frekuensi skor metode latihan no. kelas interval frekuensi absolut relatif (%) kumulatif (%) 1 59 – 66 3 5,45 5,45 2 67 – 73 3 5,45 10,91 3 74 – 81 23 41,82 52,73 4 82 – 89 14 25,45 78,18 5 90 – 97 6 10,91 89,09 6 98 – 105 6 10,91 100,00 jumlah 55 100 berdasarkan data dari 55 orang sampel penelitian jika hasil masing-masing responden dibandingkan dengan rata-ratanya, ternyata yang mendapatkan skor metode latihan (x3), di atas rata-rata kelompok sebanyak 12 orang (21,82%), di bawah rata-rata kelompok sebanyak 29 orang (52,73%), dan hanya 14 orang (25,45%) berada pada rata-rata kelompok. hasil pengujian hipotesis gambar 2 : model persamaan struktural dari penelitian junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 758 keterangan x1 : pemahaman pelatih, x2 : sarana dan prasarana olahraga x3 : metode latihan ,y : cedera olahraga r12 : koefisien korelasi, 1, 2 : error px3x1, px3x2, pyx3, pyx1, pyx2: koefisien persamaan struktural 1. pengujian hipotesis sub struktur i gambar 3 : hipotetik sub struktur 1 a. uji hipotesis secara keseluruhan model 1 sub struktur i tabel 6. analisis varians sub struktur i anovab model sum of squares df mean square f sig. 1 regression 3957.785 2 1978.892 75.777 .000a residual 1357.961 52 26.115 total 5315.745 54 a. predictors: (constant), var x2, x1 b. dependent variable: x3 r12 ε1 x1 x2 x3 px31 px32 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 759 dari tabel analisis varians di atas diperoleh nilai f sebesar 75.77 dengan signifikansi 0,000. karena nilai signifikansi kurang dari 0,05 maka dapat diambil keputusan tolak h0. artinya terdapat pengaruh yang signifikan pemahaman pelatih dan sarana/prasarana olahraga secara bersama-sama terhadap metode latihan b. uji hipotesis individual sub struktur i tabel 7 . koefisien sub struktur i coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -14.050 7.860 -1.787 .080 var0000 1 .422 .081 .456 5.204 .000 var0000 2 .459 .079 .508 5.799 .000 a. dependent variable: var x3 pengujian hipotesis individual dilakukan untuk setiap koefisien persamaan struktural dengan menggunakan uji t. dari tabel koefisien sub struktur 1 di atas diperoleh nilai koefisien persamaan struktural untuk pemahaman pelatih sebesar 0.456 dan nilai t sebesar 5.204 dengan signifikansi 0.000. karena nilai signifikansi kurang dari 0,05 maka dapat diambil keputusan tolak h0. artinya terdapat pengaruh yang signifikan positif pemahaman pelatih terhadap metode latihan. sedangkan nilai koefisien persamaan struktural untuk sarana/ prasarana sebesar 0.508 dan nilai t sebesar 5.799 dengan signifikansi 0.000. karena nilai signifikansi kurang dari 0,05 maka dapat diambil keputusan tolak h0. artinya terdapat pengaruh yang signifikan positif sarana/prasarana olahraga terhadap metode latihan. junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 760 2. pengujian hipotesis sub struktur ii gambar 4 : hipotetik sub struktur 2 a. uji hipotesis secara keseluruhan model 1 sub struktur ii tabel 8. analisis varians model 1 sub struktur ii anovab model sum of squares df mean square f sig. 1 regression 89333.458 3 29777.819 37.181 .000a residual 40845.524 51 800.893 total 130178.982 54 a. predictors: (constant), var x3, var x1, var x2 b. dependent variable: y dari tabel analisis varians di atas diperoleh nilai f sebesar 37.181 dengan signifikansi 0,000. karena nilai signifikansi kurang dari 0,05 maka dapat diambil keputusan tolak h0. artinya terdapat pengaruh yang signifikan pemahaman pelatih x2 x1 x3 y r12 pyx1 pyx2 pyx3 ε2 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 761 sarana/prasarana olahraga dan metode latihan secara bersama-sama terhadap cedera olahraga. dengan demikian model persamaan struktural secara keseluruhan dapat diterima, dan dapat dilanjutkan ke uji masing variabel bebas. b. uji hipotesis individual model 1 sub struktur ii tabel 9 . koefisien model 1 sub struktur ii coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 493.186 44.846 10.997 .000 var00001 -.369 .554 -.080 -.665 .509 var00002 .385 .562 .086 .685 .497 var00003 -4.113 .768 -.831 -5.356 .000 a. dependent variable: y pengujian hipotesis individual dilakukan untuk setiap koefisien persamaan struktural dengan menggunakan uji t. dari tabel koefisien model 1 sub struktur ii di atas diperoleh nilai koefisien persamaan struktural untuk pemahaman pelatih sebesar -0.080 dan nilai t sebesar -0.665 dengan signifikansi 0.509. karena nilai signifikansi lebih besar dari 0,05 maka dapat diambil keputusan terima h0. artinya tidak terdapat pengaruh yang signifikan pemahaman pelatih terhadap cedera olahraga . koefisien sarana/prasarana olahraga sebesar 0.086 dan nilai t sebesar 0.685 dengan signifikansi 0.497. karena nilai signifikansi lebih besar dari 0,05 maka dapat diambil keputusan terima h0. artinya tidak terdapat pengaruh yang signifikan sarana/prasarana olahraga terhadap cedera olahraga. sedangkan nilai koefisien persamaan struktural untuk metode latihan sebesar -5.356 dengan signifikansi 0.000. karena nilai signifikansi kurang dari 0,05 maka dapat diambil keputusan tolak h0. artinya terdapat pengaruh yang signifikan metode latihan terhadap cedera olahraga yang terjadi pada atlet junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 762 pelatda 2009-2012. dengan demikian model persamaan struktural model 1 sub struktur 1 dan sub struktur 2 belum dapat digunakan, karena variabel bebas pemahaman pelatih dan sarana/prasarana olahraga, keduanya tidak signifikan dan harus dikeluarkan dari persamaan struktural. selanjutnya dilakukan analisis untuk model 2 sub struktur i dengan variabel bebas metode latihan yang diberikan kepada atlet pelatda 2009-2012. c. uji hipotesis individual model 2 sub struktur ii tabel 10. koefisien model 2 sub struktur ii coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 108.921 2.617 41.616 .000 var00003 -.167 .016 -.825 -10.630 .000 a. dependent variable: y pengujian hipotesis dilakukan untuk setiap koefisien persamaan struktural dengan menggunakan uji t. dari tabel koefisien model 2 sub struktur ii di atas diperoleh nilai koefisien persamaan struktural untuk metode latihan sebesar -0,825 dan nilai t sebesar -10,630 dengan signifikansi 0,000. karena nilai signifikansi kurang dari 0,05 maka dapat diambil keputusan tolak h0. artinya terdapat pengaruh yang signifikan metode latihan terhadap cedera olahraga kesimpulan dan saran berdasarkan hasil diatas dapat disimpulkan sebagai berikut; 1. terdapat pengaruh antara pemahaman pelatih terhadap metode latihan. 2. terdapat pengaruh antara sarana/prasarana olahraga terhadap metode latihan. 3. terdapat pengaruh antara metode latihan terhadap terjadinya cedera. 4. tidak terdapat pengaruh gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 763 langsung antara pemahaman pelatih terhadap terjadinya cedera olahraga. 5. tidak terdapat pengaruh langsung antara sarana/prasarana oahraga terhadap terjadinya cedera olahraga. 6. terdapat pengaruh antara pemahaman pelatih terhadap terjadinya cedera olahraga melalui metode latihan. 7. terdapat pengaruh antara sarana/prasarana olahraga terhadap terjadinya cedera olahraga. kepada pimpinan koni provinsi dki jakarta dalam usaha menurunkan resiko cedera pada atlet perlu secara teratur mengadakan seminar dan workshop mengenai pencegahanpenanganan cedera, serta menyediakan sarana/prasarana olahraga yang memadai dan bagi kalangan akademisi dibidang kesehatan olahraga disarankan untuk melakukan penelitian lainnya dengan melibatkan variabel-variabel lain dari aspek kecabangan olahraga, pengaruh lingkungan, status gizi dan lainnya yang dapat menurunkan resiko cedera. daftar pustaka abernethy, bruce, et. al. 1991, better coaching, advanced coachs manual, canberra : australian coaching council incorporated. arikunto, s. 1999, dasar-dasar evaluasi pendidikan, jakarta : bumi aksara. bompa, tudor o. 2009, “periodization :theory and methodology of training” . new york : human kinetic, 2009 chaplin. jp . 2006, kamus lengkap psikologi. terjemahan. jakarta : pt raja grafindo persada. clenaghan. mc, pate, rotella. 1984, scientific foundation of coaching. philadelphia : saunders college publishing. fifa. 2005, football medicine manual. hitzigweg zurich. f-marc. fleck j. steven, william j. kraemer. 1996, periodization breakthrough.the ultimate training system, new york : advanced research press, inc. fried. gil, 2005. managing sport facilities, new york : human kinetics. junaidi, cidera olahraga pada atlet propinsi dki jakarta ...................... 764 hardianto wibowo, 2008. pencegahan dan penatalaksanaan cedera olahraga . jakarta : egc. i made putrawan, 1990 . pengujian hipotesis dalam penelitian-penelitian sosial. jakarta : rineka cipta. international olympic committee, 2000. medical commission sport medicine manual. morris f. alfred, 1984. sports medicine, prevention of athletic injuries. new york: wm. c. brown publisher. naga s. dali, 1992. pengantar teori skor pada pengukuran pendidikan jakarta : besbats. nazir, moh, 2003. metoda penelitian. jakarta : ghalia. nossek. josef, 1982. general theory of training, lagos : pan african press ltd. p. brukner. , khan k, et al., 2007. clnical sport medicine. 3rd ed. canberra: mcgraw hill. publow, barry, 1999. speed on skates. new york : human kinetics. riduwan, engkos achmad kuncoro, 2008. cara menggunakan dan memaknai analisis jalur path analysis . bandung : alfabeta shihab helmi rukmini, 1995. “pencegahan cedera olahraga”. majalah kesehatan fkui, th.xi. no. 3. suharsimi, arikunto, 1998. prosedur penelitian suatu pendekatan praktek . jakarta: pt rineka cipta. supartono, 2000. sarana dan prasarana olahraga. jakarta: departemen pendidikan nasional. tim peneliti fik-unj, 2005. konsultasi standarisasi sarana dan prasarana olahraga. jakarta. upaya peningkatan hasil belajar javeline pass bola tangan dengan menggunakan media audio visual pada siswa kelas viii smp nege available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (02) 2019, 89-98 permalink/doi: https://doi.org/10.21009/gjik.102.03 upaya peningkatan hasil belajar javeline pass bola tangan dengan menggunakan media audio visual pada siswa kelas viii smp negeri 13 kota bekasi endang sri rejeki 1, sinok srinita1, samsudin2 1 smpn 13 kota bekasi, perumahan harapan baru, jl. arbei no.1, rt.005/rw.016, kota baru, kec. bekasi bar., kota bks, jawa barat 17133 2 pendidikan jasmani, universitas negeri jakarta, jl. rawamangun muka, rt.11/rw.14, rawamangun, kec. pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding email : endangsrirejeki7@gmail.com abstrak. tujuan dari penelitian ini diharapkan dapat meningkatkan hasil belajar pada pelajaran pendidikan jasmani dan kesehatan tentang javeline pass bola tangan menggunakan media audio visual pada siswa kelas viii smpn 13 kota bekasi. jenis penelitian ini adalah penelitian tindakan (classroom action research) yang bertujuan untuk memperbaiki hasil belajar siswa. penelitian tindakan kelas adalah suatu pencermatan terhadap kegiatan yang sengaja dimunculkan, dan terjadi dalam suatu kelas. berdasarkan hasil penelitian maka dapat disimpulkan bahwa distribusi tes awal diatas terlihat bahwa nilai yang diraih siswa pada tes awal sebagian besar dalam rentan 41-59 sebesar 3 siswa atau 9,37% dari jumlah siswa.siswa yang belum memenuhi ketuntasan 22 siswa. data tes awal diperoleh frekuensi terbesar pada data interval tersebut ialah pada interval 19-20 dan 21-22 dengan jumlah frekuensi yang sama yaitu 8, kemudian presentase 40% dan frekuensi terkecil terdapat pada interval 23-24 dengan presentase 0. siklus 1 frekuensi terbesar yang diperoleh siswa dengan rentang nilai 71-80 dengan presentase 37,5 dan frekuensi tertinggi pada rentang 81-90 dengan presentase 31,25. dalam tabel diatas masih banyak siswa yang memiliki dealam rentang 51-60 dan 61-70 dapat dikatakan masih terdapat siswa yang nilainya masih dibawah kkm sejumlah 22 siswa (15, 25%). siklus 2 frekuensi terbesar yang diperoleh siswa dengan rentang 81-90% dengan ppresentase 59,37% dan frekuensi tertinggi pada rentang 91-100 dengan presentase 3,12%. dalam tabel diatas banyak siswa yang memiliki nilai sama denga kkm sejumlah 10 siswa (31,25%). dengan demikian dapat disimpulkan untuk hasil belajar kemampuan siswa melakukan gerakan javeline pass terdapat peningkatan dari jumlah siswa yang belum tuntas 22 siswa sampai seluruh siswa tuntas semua dengan jumlah siswa 32. kata kunci : bola tangan, javeline pass, audio visual abstract. he purpose of this study is expected to improve learning outcomes in physical education and health lessons about handball javeline pass using audio-visual media in class viii students of smpn 13 bekasi. this type of research is classroom action research that aims to improve student learning outcomes. classroom action research is an examination of activities that are deliberately raised, and occur in a class. based on the results of the study it can be concluded that the distribution of the initial test above shows that the scores achieved by students on the initial test are mostly in the 41-59 vulnerable range of 3 students or 9.37% of the total number of students. students who have not met the completeness of 22 students. initial test data obtained the greatest frequency in the interval data is at intervals of 19-20 and 21-22 with the same number of frequencies that is 8, then the percentage of 40% and the smallest frequency is at intervals of 23-24 with a percentage of 0. cycle 1 of the largest frequency obtained by students with a range of grades 71-80 with a percentage of 37.5 and the highest frequency in the range of 81-90 with a percentage of 31.25. in the table above there are still many students who have a range of 51-60 and 61-70 can be said there are still students whose grades are still below the kmk of 22 students (15, 25%). cycle 2 is the largest frequency obtained by students with a range of 81 90% with a percentage of 59.37% and the highest frequency in the range of 91-100 with a percentage of 3.12%. in the table above, there are 10 students (31.25%) who have the same grade as kkm. thus it can be concluded that for learning outcomes the ability of students to do javeline pass movements is an increase in the number of students who have not completed 22 students until all students have completed all with the number of students 32. keywords: hand ball, javeline pass, audio visual gladi jurnal ilmu keolahragaan, 10 (2), oktober 88 endang sri rejeki, sinok srinita, samsudin pendahuluan pendidikan jasmani dan kesehatan di sekolah memegang peranan yang cukup penting di dalam meningkatkan kesegaran jasmani siswa. dengan tingkat kesegaran jasmani yang baik, siswa dapat mengikuti proses belajar mengajar dengan baik karena itu, pelaksanaan proses belajar mengajar pendidikan jasmani dan kesehatan harus dapat berlangsung dengan baik sehingga tujuan kurikuler dapat dicapai secara optimal. pendidikan berjalan setiap saat dan di segala tempat. setiap orang, baik anakanak maupun orang dewasa mengalami proses pendidikan, lewat apa yang dijumpai atau apa yang dikerjakan. walaupun tidak ada pendidikan yang sengaja diberikan, secara alamiah setiap orang akan terus belajar dari lingkungannya. pendidikan sebagai suatu sistem pada dasarnya merupakan sesuatu sistematis dari proses perolehan pengalaman. pencapaian tujuan yang diharapkan, peranan guru cukup dominan karena guru merupakan sumber belajar bagi siswa. mengingat peranannya yang cukup penting di dalam proses belajar siswa tersebut, maka setiap guru harus memahami dan melaksanakan isi dari kurikulum yang ada, dengan ditunjang metode yang tepat serta sarana dan prasarana yang memadai. apabila setiap guru dapat melaksanakan tugas dan fungsinya secara maksimal maka tujuan pendidikan jasmani dan kesehatan di sekolah akan dapat dicapai secara optimal. tujuan pendidikan jasmani siswa diharapkan dapat meningkatkan kesegaran jasmani dan kesehatan melalui pengenalan dan penanaman sikap positif, serta kemampuan gerak dasar serta aktifitas jasmani, mental secara emosional yang serasi, selaras dan seimbang. adapun tujuan dari pendidikan jasmani dan kesehatan di seolah yaitu : a. membangun landasan kepribadian yang kuat, sikap cinta damai, sikap sosial, dan toleransi dalam konteks kemajemukan budaya, etnis, dan agama. b. mengembangkan sikap sportif, jujur, disiplin, bertanggung jawab, kerjasama, percaya diri, dan demokratis melalui aktifitas jasmani. c. mengembangkan keterampilan gerak dan keterampilan teknik serta strategi berbagai permainan dan olahraga, aktifitas pengembangan, senam, aktifitas ritmik, akuatik, dan pendidikan luar kelas. d. mengetahui dan memahami konsep aktifitas jasmani sebagai informasi untuk mencapai kesehatan, kebugaran, dan pola hidup sehat (samsudin, 2008: 3). kesimpulannya bahwa pendidikan jasmani merupakan proses pendidikan yang memanfaatkan aktivitas jasmani, permainan atau olahraga dan direncanakan secara sistematik yang bertujuan untuk meningkatkan kemampuan anak dalam aspek kognitif, afektif, psikomotorik. javeline pass merupakan operan dengan satu tangan atau pembuka dalam permulaan suatu permainan, bola dioper dari garis tengan lapangan ke teman satu tim sebagai tanda permainan dimulai (sujarwo, 2015: 63). javeline pass juga merupakan serangan pertama kali bagi regu yang melakukan passing, agar passing dapat dilakukan dengan baik maka teknis passing harus dikuasai. khusus untuk javeline pass, pelaksanaan lemparannya harus dilakukan gladi jurnal ilmu keolahragaan, 10 (2), oktober 89 endang sri rejeki, sinok srinita, samsudin dengan mengikuti prinsip maximum time distance. dalam arti bahwa lemparan itu harus dilakukan dalam waktu yang maximum(secepat-cepatnya) dan jarak sikap lempar (power position) yang maximum juga. gabungan antara dua faktor yang maximum tadi, akan menjamin jauhnya lemparan. peningkatan hasil belajar javeline pass bola tangan memerlukan metode yang tepat guna meningkatkan hasil belajar dan prestasi. karena javeline pass dalam bola tangan merupakan bagian penting dari permainan bola tangan dan memiliki peranan yang besar, baik untuk memulai permainan maupun untuk dan untuk memperoleh angka jika pemain mampu mengarahkan bola passing ke tempat yang sulit dijangkau oleh lawan. dengan adanya media audio visual sebagai media pembelajaran pendidikan jasmani merupakan suatu yang sudah lama ada dalam dunia pendidikan di indonesia, hanya saja pemanfaatannya kurang maksimal dilaukan. banyak alasan yang mendasari kurang dimanfaatkannya audio visual sebagai media belajar disekolah, masalah biaya yang harus dikeluarkan dalam melaksanakan hal tersebut tidaklah mudah. tidak semua sekolah di indonesia memiliki fasilitas audio visual sebagai media belaja, selain itu ketersediaan yang berkaitan langsung dan sesuai dengan materi yang diajarkan masih sulit untuk didapatkan. pada masa sekarang sudah banyak video pembelajaran dalam bentuk audio visual yang lebih mudah didapatkan, dapat dimanfaatkan sebagai media pembelajaran terutama dalam pembelajaran pendidikan jasmani. secara prinsip penggunaan video sebagai media dalam pembelajaran pendidikan jasmani akan mendapatkan dampak positif. video merupakan salah satu media belajar yang menarik dan mudah diingat oleh siswa, dengan menonton sebuah video terutama yang berkaitan dengan pendidikan jasmani akan dapat menggugah serta menimgkatkan motivasi siswa terhadap pembelajaran pendidikan jasmani. seperti yang dikemukakan oleh para ahli dalam menyimpan dan memproses informasi secara linear otak akan lebih mudah melakukannya dalam bentuk gambar, warna-warni, simbol, bunyi, perasaan (bobby de porter, dkk, 2000: 176). dan semua unsur yang telah dikemukakan tersebut dapat diimplementasikan dalam media belajar yang berbentuk audio visual. pentingnya media audio visual sebagai media belajar sangat diperlukan, terutama dalam pembelajaran pendidikan jasmani. pada saat penelitian ini fokus penelitian adalah untuk pembelajaran pendidikan jasmani untuk materi javeline pass bola tangan karena pada dasarnya olahraga bola tangan ini merupakan olahraga yang harus diikuti semua siswa yang kelas vii smp n 13 kota bekasi. media audio visual digunakan untuk menyampaikan pesan pembelajaran berupa gerakan – gerakan javeline pass bola tangan serta tahapan yng benar dalam bentuk audio visua. penggunaan audio visual dilakukan setelah para siswa melakukan tes awal yang akan dilakukan oleh peneliti. dengan menggunakan media audio visual siswa dapat diharapkan dapat mengerti dan paham tentang posisi tubuh, gladi jurnal ilmu keolahragaan, 10 (2), oktober 90 endang sri rejeki, sinok srinita, samsudin gerakan tangan dan rotasi tangan yang baik dan benar. harapan yang ingin dicapai, dengan penggunaan media audio visual ini agar siswa mengingat dan melakukan gerakan yang telah disaksikan dalam media audio visual tersebut. maka pada kesempatan ini penulis tertarik untuk mencoba mengadakan penelitian tentang upaya meningkatkan hasil belajar javeline pass melalui media audio visual pada siswa kelas vii smpn 13 kota bekasi. hasil belajar belajar bukan merupakan hal baru bagi berbagai kalangan masyarakat, walaupun istilah sering diartikan atau disalahartikan menurut pendapat umum saja. melalui proses membaca dan menggunakan pengalaman hidup, seorang telah mengalami proses belajar itu sendiri. belajar dapat diartikan sebagai suatu proses untuk mendapatkan pengetahuan baik melalui proses membaca maupun menggunakan pengalaman hidup yang pada akhirnya dapat mempengaruhi perilaku seseorang dimasa yang akan datang. untuk memahami konsep belajar secara utuh, maka perlu digali terlebih dahulu bagaimana para pakar psikologi dan pakar pendidikan mengartikan konsep belajar, antara lain: 1. menurut para pakar psikologis, perilaku belajar sebagai proses psikologis individu dalam interaksinya dengan lingkungan secara alami. 2. sedangkan menurut pakar pendidikan, perilaku belajar sebagai proses psikologis-pedagogis yang ditandai dengan adanya interaksi individu dengan lingkungan belajar yang disengajai diciptakan. dalam the guidance of learning activities w.h burton (mengemukakan bahwa belajar adalah proses perubahan tingkah laku pada diri individu dengan individu dan individu lingkungannya sehingga mereka lebih mampu berinteraksi dengan lingkungannya (evelin siregar dan hartini nara, 2007: 2). di lain pihak, ernest r. hilgard (2008) mendefinisikan: “belajar sebagai suatu proses perubahan kegiatan, reaksi terhadap lingkungan”. istilah “belajar” sering juga diartikan sebagai penambahan, perluasan, dan pendalaman pengetahuan, nilai dan sikap, serta keterampilan. secara konseptual fontana (mengartikan “belajar” adalah suatu proses perubahan yang relative tetap dalam perilaku individu sebagai hasil dari pengalaman. seperti fontana, gagne juga menyatakan bahwa “belajar” adalah suatu perubahan dalam kemampuan yang bertahan lama dan bukan berasal dari proses pertumbuhan. pengertian ini senada dengan pengertian belajar dari gagne yang dikemukakan oleh brower dan hilgard yaitu bahwa belajar mengacu pada perubahan perilaku atau potensi individu sebagai hasil dari pengalaman dan perubahan tersebut tidak disebabkan oleh insting, kematangan atau kelelahan dan kebiasaan. belajar akan berhasil apabila seorang siswa dapat mengerti dan memahami materi yang diberikan dari seorang guru. belajar yang efektif hasilnya merupakan pemahaman dan pengertian. menurut syiful bahri djamarah dan aswan zain (2006: 10) belajar adalah: “proses perubahan perilaku berkat pengalaman dan latihan.artinya, tujuan kegiatan adalah perubahan tingkah laku, baik yang menyangkut pengetahuan, keterampilan maupun sikap, bahkan meliputi segenap aspek organisme atau pribadi.kegiatan belajar mengajar seperti mengorganisasi pengalaman belajar, mengolah kegiatan belajar mengajar, gladi jurnal ilmu keolahragaan, 10 (2), oktober 91 endang sri rejeki, sinok srinita, samsudin menilai proses, dan hasil belajar, kesemuanya termasuk dalam cakupan tanggung jawab guru.jadi hakikat belajar adalah perubahan.” belajar juga merupakan kegiatan yang membawa manusia pada perkembangan pribadi yang seutuhnya, yaitu meliputi perkembangan kognitif, afektif, dan psikomotorik. para ahli pendidikan menekankan proses belajar bertumpu pada struktur kognitif dengan alasan bahwa struktur kognitif dapat mempengaruhi perkembangan afektif ataupun penampilan seseorang. dalam perkembangan manusia secara psikis terjadi perubahan-perubahan dalam diri seseorang untuk terciptanya kepribadian yang sempurna.pada anak didik, proses itu berlanjut hingga mencapai kedewasaan. perkembangan manusia akan berlanjut dari fase ke fase. setiap fase perkembangan akan diisi dengan pendidikan dan belajar, sehingga terjadi keseimbanan pertumbuhan jasmani dan rohani yang memiliki kecakapan dalam perkembangan dari anak, yaitu: kecakapan yang sesuai dengan tingkat umurnya, antara lain: perkembangan kognitif, yaitu anak mampu mengembangkan, menyalurkan, dan mengarahkan aktivitas kognitifnya sendiri. 1. perkembangan kognatif, yaitu anak mampu mengembangkan penghayatan terhadap berbagai kebutuhan dan kehendak, baik biologis maupun psikologis, serta dapat menempatkan dirinya sebagai makhluk yang bebas dan rasional. 2. perkembangan afektif, yaitu anak mampu menyangkutkan pemerkayaan alam perasaan. 3. perkembangan sosial, yaitu anak mampu berkembang sebagai makhluk yang membutuhkan alam masyarakat. 4. perkembangan motoric, yaitu anak mampu melakukan serangkaian gerak jasmani dalam urusan dan koordinasi sehingga terciptanya gerak otomatisme gerak jasmani (h. martinis yamin, 2005: 105-106). hasil belajar adalah kemampuankemampuan yang dimiliki siswa setelah ia menerima pengalaman belajar. howard kingsley dalam nana sudjana membagi tiga macam hasil belajar yakni : keterampilan dan kebiasaan, pengetahuan dan pengertian, sikap dan cita-cita masingmasing jenis hasil belajar dapat diisi dengan bahan yang ditetapkan dengan kurikulum (nana sudjana, 2010: 22). “belajar adalah suatu proses usaha yang dilakukan seseorang untuk memperoleh perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya” (abdul kodir, 2011: 20). pendidikan jasmani erat kaitannya dengan usaha-usaha pendidikan yang disegaja dan terencana dalam rangka membantu pengembangan dan kemampuan anak didik.penilaian adalah upaya atau tindakan yang dilakukan untuk mengetahui sejauh mana tujuan yang telah ditetapkan itu tercapainya atau tidak. hasil belajar sebagai objek penelitian, tujuan sebagai proses belajar mengajar pada hakikatnya adalah rumusan tingkah laku yang diharapkan dapat dikuasai oleh setiap siswa setelah menerima atau menempuh pengalaman belajar. beberapa aspek yang perlu dinilai dalam pencapaian pendidikan jasmani, yakni: gladi jurnal ilmu keolahragaan, 10 (2), oktober 92 endang sri rejeki, sinok srinita, samsudin 1. aspek organic, yaitu fungsi system tubuh, kekuatan otot, daya tahan otot, daya tahan kardiovaskuler ddan fleksibilitas. 2. aspek neuromoskuler, yaitu keharmonisan antara fungsi saraf dan otot, keterampilan lokomotor, keterampilan non-lokomotor, keterampilan dasar manipulatif, faktorfaktor gerak (keterampilan, irama, rasa gerak, power, waktu reaksi dan kelincahan), keterampilan olahraga dan keterampilan reaksi 3. aspek perseptual, yaitu kemampuan menerima dan membedakan isyarat, kemampuan mengenai objek, koordinasi gerak visual, keseimbangan tubuh, dominasi, lateralitas. 4. aspek kognitif, yaitu kemampuan mengambil keputusan, pengetahuan tentang peraturan permainan, kemampuan penggunaan taktik dan strategi, kemampuan fungsi tubuh dan menghargai kinerja tubuh. 5. aspek sosial, yaitu adaptasi, kemampuan pengembangan dan keputusan dalam kelompok, kemampuan berkomunikasi, kemampuan bertukar pikiran dan mengevaluasi ide dalam kelompok, kepribadian dalam masyarakat, rasa tanggung jawab dimasyarakat, sifat-sifat kepribadian yang positif, pemanfaatan waktu dan karakter moral yang baik. 6. aspek emosional, yaitu respon positif, reaksi positif, aktivitas fisik yang tepat dan ekspresi diri dan kreativitas (samsudin, 2008: 5). maka dapat disimpulkan bahwa belajar merupakan proses perubahan tingkah laku yang berlangsung secara sadar dan melibatkan segenap aktifitas siswa. suatu proses belajar mengajar dapat dikatakan berhasil apabila siswa telah mengalami proses belajar serta mampu mencapai tujuan yang telah ditetapkan serta sesuai dengan aturan yang terkandung di dalamnya. hasil perubahan tingkah laku yang terjadi akibat proses belajar inilah yang disebut hasil belajar. bola tangan olahraga bola tangan merupakan salah satu olahraga yang sampai saat ini dapat ditelusuri kebenaran sejarahnya dan telah berusia sangat tua. sebuah fakta yang menyakinkan telah menunjukkan bahwa seorang laki-laki akan senantiasa lebih mahir menggunakan tangan di bandingkan kakinya (sujarwo, 2015: 1). bola tangan merupakan permainan dengan irama yang cepat, melibatkan dua tim dengan masing-masing tim terdiri dari tujuh orang yang bertugas untuk mengoper, melempar, menangkap dan mendrible sebuah bola kecil dengan tangan mereka sambil berusaha untuk mencetak gol (agus mahendra, 1999: 9). pada tahun 1928 internasional amature handball federation (iahf) bertepatan dengan olimpiade amsterdam dengan ketua avery bruandage dari amerika.setelah tahun 1936 untuk pertama kali di selenggarakan kejuaraan dunia bola tangan di jerman.akhirnya pada tahun 1946 usulan dan undangan denmark dan swedia delapan negara mendeklarasikan federasi bola tangan internasional atau internasional handball federation (ihf). delapan negara tersebut adalah denmark, finlandia, perancis, belanda,norwegia, polandia, swiss, swedia. sampai tahun 2003 ihf memiliki jumlah peserta sebanyak 150 perserta negara dengan 80.000 klub dan 19 juta atlet putra maupun putri (agus mahendra, 1999: 2). gladi jurnal ilmu keolahragaan, 10 (2), oktober 93 endang sri rejeki, sinok srinita, samsudin di eropa utara, permainan bola tangan muncul kembali dalam bentuk yang baru dan langsung menjadi popular yaitu indoor handball (permainan bola tangan yang dimainkan dalam ruangan). jumlah pemain dari setiap regu masing-masing 7 pemain ditambah sejumlah cadangan ((agus mahendra, 1999: 2). sampai tahun 1952, field handball (bola tangan 11 pemain) lebih banyak di gemari, sedangkan indoor handball (bola tangan 7 pemain) hanya dimainkan di negara-negara scandinavia. akan tetapi, dari sejak itu, indoor handball mengalami kemajuan yang dalam perkembangannya dan akhirnya menjadi suatu bentuk permainan yang lenih banyak dimainkan diseluruh dunia. sedangkan bola tangan 11 pemain, walau sampai saat ini masih tetap dimainkan, tetapi hanya di eropa tengah (namun bola tangan 7 pemain juga dimainkan).dilain tempat terkecuali dia amerika utara, permainan bola tangan 11 pemain tidak mengalami perkembangan (agus mahendra, 1999: 2). jadi bola tangan adalah permainan yang sederhana yang dapat dimainkan oleh setiap orang baik putra maupun putri. seperti permainan-permainan yang lain yang ada sekarang, maka adanya atau terciptanya suatu permainan antara lain adalah agar manusia bergerak. demikian juga halnya dengan permainan bola tangan ini, pada mulanya diciptakan untuk memberikan aktivitas gerak kepada anakanak putri yang kurang meminati permainan sepak bola dan basket. bola tangan adalah suatu permainan yang sederhana yang dapat dimainkan oleh setiap orang baik putra maupun putrid (agus mahendra, 1999: 9). kenyataannya permainan bola tangan ini adalah permainan yang sangat ideal, karena permainan ini terdapat unsurunsur derak yang dinamis, penuh daya kreasi/ mempertinggi kecerdasan, pembentukan otot tubuh yang sempurna dari gerak-gerak yang dilakukan, membentuk ketekunan dan merupakan pencerminan pribadi seseorang. keunggulan lain kenapa permainan bola tangan harus dikembangkan adalah: 1) permainannya mudah dilakukan, karena aturannya lebih fleksible dan mudah dipahami. 2) bisa dimainkan oleh siapa saja baik laki-laki maupun perempuan 3) tempat permainan bisa dilakukan dimana saja. bisa didalam ruangan maupun ruangan, di lantai semen ataupun rumput. 4) ukuran lapangan fleksible tergantung dari kondisi yang ada 5) bola yang di gunakan bisa menggunakan berbagai ukuran. 6) bola tangan bisa dimainkan oleh berbagai kalangan umur 7) bola tangan merupakan olahraga olimpic yang sudah dipertandingkan di ajang olympiade 8) tahun 2008 indonesia menjadi tuan rumah untuk pertandingan beach handball yang pertama kali untuk tingkat asia. didalam permainan bola tangan, tiap regu terdiri dari 12 pemain (10 pemain lapangan dan 2 penjaga gawang), dimana 7 (6 pemain lapangan dan 1 penjaga gawang) boleh bermain dilapangan pada saat bersamaan (waktu main hanya 7 orang yang masuk lapangan) (agus mahendra, 1999: 10). teknik dasar permainan bola tangan beberapa macam teknik dasar yang perlu di pelajari. namunpada umumnya bola tangan berjalan dengan tempo yang cepat.oleh karena itu seorang pemain bola tangan harus memiliki teknik yang tinggi. gladi jurnal ilmu keolahragaan, 10 (2), oktober 94 endang sri rejeki, sinok srinita, samsudin pemain harus dapat melakukan start lari dengan cepat, memiliki kelincahan (agility) dapat menangkap bola dengan mantap, melempar (mengoper) bola dengan tepat sasaran. selain itu juga pemain harus memiliki kordinasi tubuh yang baik serta menguasai beberapa teknik menembak-kan bola ke gawang lawan (sujarwo, 2015: 63). dalam garis besarnya, teknik dasar permainan bola tangan yang akan kita pelajari pada pembahasan saat ini terdiri dari: a) menggiring bola (dribbling) b) mengoper bola (passing) c) menangkap bola (catch) d) menembakkan bola (shooting) operan dengan satu tangan (javeline pass) operan dengan satu tangan, dilihat dari jenisnya, dapat dibedakan berdasarkan dua tujuan, yaitu pertama, untuk mengoper bola pada teman seregu yang berjarak jauh dan yang kedua mengoper untuk mengecoh lawan. khusus untuk javeline pass, pelaksanaannya lemparan harus dilakukan dengan mengikuti prinsip maksimum time distance. dalam arti lemparan itu harus dilakukan dalam waktu maximum (secepatcepatnya) dan jarak sikap lemparan (power position) yang maksimum juga. gabungan antara dua faktor yang maksimum tadi akan menjamin lemparannya. javeline pass (posisi seperti lemparan lembing) pelaksanannya : berdiri tegak, bola dipegang oleh salah satu tangan, dibawa kebelakang kepala, maka kaki kanan juga berada dibelakang (begitu pula sebaliknya) kedua lutut sedikit ditekuk, tumit kaki yang dibelakang sedikit diangkat posisi sama dengan lempar lembing atau lemparan bass ball. mengarahkan bola sehingga bola masuk ke gawang lawan dan mengarah ke lawan yang lemah dapat membingungkan lawan yang menjaga daerah tersebut sehingga akan sulit memperkirakan apakah bola itu keluar atau masuk. adapun cara melakukan javeline pass adalah sebagai berikut: 1. sikap awal berdiri di daerah passing menghadap ke gawang. bola dipegang pada tangan kanan dibawa kebelakang kepala, tangan kiri kedepan, lutut sedikit ditekuk dan berat badan berada ditengah 2. sikap perkenaan bola dilemparkan kearah gawang dengan tangan mengikuti gerakan bola setinggi dada, pada saat bersamaan posisi tangan kanan kedepan dan tangan kiri kebelakang. 3. sikap akhir setelah melempar diikuti dengan memindahkan berat badankedepan, dengan melangkah kaki kanan kedepan media audiovisual media audiovisual adalah media yang mempunya unsur suara dan unsur gambar. jenis media ini mempunyai kemampuan yang lebih baik, karena meliputi dua jenis media yang pertama dan kedua. media ini dibagi lagi kedalam : 1. audiovisual diam, media yang menampilkan suara dan gambar diam seperti film bingkai suara (sound slides), film rangkia suara dan cetak suara. 2. audiovisual gerak, yaitu media yang dapat menampilkan unsure suara dan gambar yang bergerak sepeeti film video cassette pembagian lain dari media ini adalah : gladi jurnal ilmu keolahragaan, 10 (2), oktober 95 endang sri rejeki, sinok srinita, samsudin 1. audiovisual murni, yaitu baik unsur suara maupun unsur gambar berasal dari satu sumber seperti film video-cassette, dan 2. audiovisual tidak murni. yaitu unsur suara dan unsur gambarnyaa berasal dari unsur yang berbeda, misalnya film bingkai suara yang unsur gambarnya bersumber dari slides proyektor dan unsur suaranya bersumber dari tipe recorder. contoh lainnya adalah film strip suara dan cetak suara (syaiful bahri djamarah dan azwan zain, 2010: 124). metode penelitian rancangan penelitian tindakan kelas yaitu penelitian dengan melakukan keberadaan suatu masalah, merencanakan solusi melakukan tindakan, mengevaluasi, mengubah masalah sekaligus menggunakan kritik orang lain sebagai tolak ukur dalam pengambilan kesimpulan terhadap masalah yang dikembangkan, sehingga hal tersebut dapat menggunakan untuk menilai validitas uraian. jenis penelitian ini adalah penelitian tindakan (classroom action research) yang bertujuan untuk memperbaiki hasil belajar siswa. penelitian tindakan kelas adalah suatu pencermatan terhadap kegiatan yang sengaja dimunculkan, dan terjadi dalam suatu kelas. ciri-ciri penelitian tindakan kelas adalah (1) refleksi diri, artinya penelitian dipandang suatu cara untuk memberi ciri bagi kegiatan yang direncanakan meningkatkan mutu pendidikan. (2) penelitian tindakan mencoba untuk mengidentifikasikan kriteria dari kegiatankegiatan untuk melakukan perbaikan dalam program refleksi diri. (3) penelitian bersifat partisipatif dan kolaborator (sebagai pengamat) karena melibatkan orang lain sebagai dari bagian penelitian. hasil dan pembahasan kolaborator dalam penelitian tindakan ini berfungsi sebagai pengamat, pengawas, pemberi saran dan sebagai penentu dalam penelitian sistematik yang dilakukan sehingga tercapainya tujuan sesuai yang diharapkan. dengan demikian tahapan akhir yang menjadi terminologi proses rancangan program aksi tergantung pada tujuan yang ingin dicapai oleh peneliti dan kolaborator sebagai pelaku praktis dalam penelitian ini. menurut suharsimi arikunto dalam bukunya mengungkapkan model penelitian tindakan kelas dengan bagan berbeda, namun secara garis besar tedapat 4 tahapan yang lazim dilakukan, yaitu (1) perencanaan, (2) pelaksanaan, (3) pengamatan, (4) refleksi. adapun model dan penjelasan untuk masing-masing tahap adalah sebagai berikut (suharsimi arikunto, 2006: 16. penelitian ini bersifat kolaboratif dan partisipatif karena dilaukan oleh penelitian sendiri dan diamati oleh rekanrekan pengajar pendidikan jasmani yang lain. hasil tes awal sebagai berikut : nilai terndah 47 nilai tertinggi 81, dengan kkm 79 tabel 1: distribusi hasil tes awal javeline pass bola tangan no nilai nilai tengah frek presentase 1 4150 45,5 3 9,37% 2 5160 55,5 9 98,12% 3 6170 65,5 7 21,67% gladi jurnal ilmu keolahragaan, 10 (2), oktober 96 endang sri rejeki, sinok srinita, samsudin 4 7180 75,5 14 43,75% jumlah 32 100% dari tabel diatas distribusi tes awal diatas terlihat bahwa nilai yang diraih siswa pada tes awal sebagian besar dalam rentan 41-59 sebesar 3 siswa atau 9,37% dari jumlah siswa.siswa yang belum memenuhi ketuntasan 22 siswa. berikut dari data tabel di atas dapat di simpulkan bahwa frekuensi terbesar pada data interval tersebut ialah pada interval 1920 dan 21-22 dengan jumlah frekuensi yang sama yaitu 8, kemudian presentase 40% dan frekuensi terkecil terdapat pada interval 2324 dengan presentase 0. gambar 1: diagram histogram hasil tes awal javeline pass bola tangan situasi yang dijabarkan menjadi dasar bagi penulis dalam memutuskan penerapan perencanaan selama proses belajar mengajar secara bertahap melalui bantuan media audio visual yang dilakukan seperti ini, mengaitkan kemampuan dasar siswa yang sudah diketahui mengenai javeline pass bola tangan, bertanya kepada siswa mengenai kesulitannya sehingga siswa dapat menemukan sendiri gerakan yang nyaman dalam proses pembelajarannya, sambil diberikan contohcontoh gerakan yang dipisah-pisah bagianperbagian gerakan javeline pass dengan memulai dari gerakan tangan, posisi tubuh dan gerakan kaki, setelah itu merefleksikan apa yang sudah dipelajari dirangkain dan pada akhirnya dilakukan penilaian. hasil tes siklus i sebagai berikut: nilai terendah 60, nilai tertinggi 82. tabel 2: tabel distribusi hasil belajar javeline pass bola tangan siklus 1 no nilai nilai tengah frek presentase 1 51-60 55,5 5 15,62% 2 61-70 65,5 5 15,62% 3 71-80 75,5 10 37,5% 4 81-90 85,8 12 31,25% jumlah 32 100% dari tabel di atas dapat disimpulkan bahwa frekuensi terbesar yang diperoleh siswa dengan rentang nilai 71-80 dengan presentase 37,5 dan frekuensi tertinggi pada rentang 81-90 dengan presentase 31,25. dalam tabel diatas masih banyak siswa yang memiliki dealam rentang 51-60 dan 61-70 dapat dikatakan masih terdapat siswa yang nilainya masih dibawah kkm sejumlah 22 siswa (15, 25%). gambar 2 : grafik histogram hasil belajar javeline pass bola tangan. y 0 2 4 6 8 10 12 14 16 45,5 55,5 65,5 75,5 x y 0 2 4 6 8 10 12 14 55,5 65,5 75,5 85,5 x gladi jurnal ilmu keolahragaan, 10 (2), oktober 97 endang sri rejeki, sinok srinita, samsudin hasil tes hasil siklus sebgai berikut: nilai terendah 73 nilai tertinggi 93. tabel 3: tabel distribusi hasil belajar javeline pass bola tangan siklus 2 no nilai nilai tengah frek presentase 1 71-80 75,5 12 37,5% 2 81-90 85,5 19 59,37% 3 91100 95,5 1 3,12% jumlah 32 100% dari tabel di atas dapat disimpulkan bahwa frekuensi terbesar yang diperoleh siswa dengan rentang 81-90% dengan ppresentase 59,37% dan frekuensi tertinggi pada rentang 91-100 dengan presentase 3,12%. dalam tabel diatas banyak siswa yang memiliki nilai sama denga kkm sejumlah 10 siswa (31,25%). dengan demikian dapat disimpulkan untuk hasil belajar kemampuan siswa melakukan gerakan javeline pass terdapat peningkatan dari jumlah siswa yang belum tuntas 22 siswa sampai seluruh siswa tuntas semua dengan jumlah siswa 32. gambar 3. grafik histogram hasil belajar javeline pass. kesimpulan berdasarkan analisis data dan hasil pengujian hipotesis, maka penelitian ini dapat disimpulkan bahwa mengajar dengan metode bagian lebih efektif dan lebih baik pengaruhnya dibandingkan dengan metode keseluruhan terhadap hasil belajar javeline pass permainan bola tangan pada siswa smpn 13 kota bekasi. daftar pustaka aswan zain, syaiful bahri djamarah, (2007). strategi belajar mengajar, jakarta: rineka cipta. dini rosdiana, (2013) perencanaan pembelajaran dalam pendidikan jasmani dan kesehatan, bandung, alfabeta. hartini nara, evelin siregar, (2007) teori belajar dan pembelajaran, jakarta : universitas negeri jakarta, 2007 h martinis yamin, strategi pem-belajaran berbasis kompetensi, jakarta: gaung persada. hernawan, h., & hartanto, r. (2018). pengaruh metode latihan dan power terhadap kemampuan jump service bola voli. gladi : jurnal ilmu keolahragaan, 9(2), 108 118. https://doi.org/10.21009/gjik.092.04 rahayu ega trisna, (2013) strategi pembelajaran dan pendidikan jasmani, bandung: alfabeta. sanjaya, wina, (2010) strategi pembelajaran berorientasi standar proses pendidikan, jakarta : prenada media group. y 0 5 10 15 20 75,5 85,5 95,5 x gladi jurnal ilmu keolahragaan, 10 (2), oktober 98 endang sri rejeki, sinok srinita, samsudin sudjana nana, (2010) penilaian hasil proses belajar mengajar, bandung: pt. remaja rosdakarya. samsudin, (2008) pembelajaran pendidikan jasmani olahraga dan kesehatan smp/mts, jakarta: litera. sujarwo, (2015) teori dan praktek olahraga permainan bola tangan, jakarta: lembaga pengembangan pendidikan unj. suyanto, (2013) menjadi guru profesional, jakarta: erlangga. roestiyah nk, (2000) didaktik metodik, jakarta: bumi aksara. syaiful sagala, (2003) konsep dan makna pembelajaran, bandung: alfabeta. udin s winataputra, (2007) materi pokok teori belajar dan pembelajaran, jakarta: universitas terbuka. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 140-150 permalink/doi: https://doi.org/10.21009/gjik.112.06 latihan dribbling dalam permainan sepakbola asep sudharto 1 , ramdan pelana 2 , johansyah lubis 2 1 sdn duren sawit 01 ,jakarta timur jl. kelurahan i no.41, rt.1/rw.4, duren sawit, kec. duren sawit, kota jakarta timur, daerah khusus ibukota jakarta 13440 2 pascasarjana, universitas negeri jakarta kampus a unj, gedung bung hatta, jl. rawamangun muka, rt.11/rw.14, rawamangun kec. pulo gadung, kota jakarta timur, daerah khusus ibukota jakarta 13220 corresponding author. email asepsudhartosudharto@yahoo.com abstrak. tujuan penelitian dan pengembangan ini adalah untuk menghasilkan model latihan dribbling 1vs1 sepakbola. metode dalam penelitian ini adalah mix method dengan desain penelitian research & development (r & d), dari borg and gall. tahapan penelitian, yaitu: (1) analisis kebutuhan, (2) perencanaan, (3) desain produk (4) evaluasi ahli (evaluasi produk awal); (5) ujioba terbatas (ujicoba kelompok kecil); (6) revisi produk (7) uji coba pemaikaian (uji coba kelompok besar) (8) revisi produk, (9) ujicoba utama (field testing) (10) produksi massal (desiminasi produk). untuk mengetahui kemampuan teknik dribbling, maka dilakukan tes teknik dribbling sepakbola sebelum dan sesudah perlakuan, hasil uji ahli menunjukkan bahwa seluruh model latihan dribbling 1vs1 sepakbola layak digunakan. kata kunci: pengembangan, model, sepakbola, dribbling, 1vs1 abtract. the purpose of this research and development is to produce a 1vs1 football dribbling training model. the method in this research is the mix method with the research design research & development (r & d), from borg and gall. the research stages were: (1) research and information collecting, (2) planning, (3) development of the preliminary from of product (4) preliminary field testing; (5) main product revision; (6) main field testing (7) operational product revision (8) operational field testing, (9) final product revision (10) dissemination and implementation. to determine the ability of the dribbling technique, a soccer dribbling technique test was carried out before and after the treatment. the expert test results showed that all 1vs1 soccer dribbling training models were feasible to use. keywords: development, model, football, dribbling, 1vs1. mailto:asepsudhartosudharto@yahoo.com gladi jurnal ilmu keolahragaan, 11 (02), oktober141 asep sudharto, ramdan pelana, johansyah lubis pendahuluan olahraga sepakbola adalah olahraga yang sangat kompleks dari segi ketrampilan gerak, maka seorang atlet harus memiliki tingkat kemampuan pemahaman gerak yang cepat dan tepat. hal ini berkaitan dengan motor educability atau kemampuan seseorang dalam mengenal gerakan baru yang dapat mempermudah seseorang dalam penguasaan gerakan sehingga gerakan yang dihasilkan menjadi lebih efisien dan efektif. ketika kemampuan motor educability atlit sangat tinggi, para atlit menerima gerakangerakan yang baru dikenalnya akan lebih mudah sehingga terjadi peningkatan pemahaman dalam penguasaan gerak yang dapat membantu dalam permainan sepakbola. unsur lain yang dapat membantu dan mendukung dalam proses penguasaan gerak adalah kemampuan kondisi fisik. dalam bermain sepakbola kemampuan fisik pemain atau atlit memegang peranan penting untuk dapat menjaga kualitas teknik yang akan digunakan dan tentunya kualitas permainan keseluruhan. kelincahan merupakan salah satu unsur yang ada dalam kemampuan kondisi fisik seseorang yang memiliki arti sebagai kemampuan seseorang untuk dapat bergerak dan merubah arah gerakan ke berbagai arah tanpa kehilangan keseimbangan. implementasi keterampilan bermain sepakbola di lapangan, para atlit banyak mengalami kesulitan dalam menguasai teknik-teknik dasar yang telah disebutkan diatas. kemampuan bermain atlit akan terlihat secara jelas pada saat aplikasi teknik dalam bermain, atlet yang memilki kemampuan motor educability yang baik dan kondisi fisik yang bagus akan mendorong dan membantu atlit dalam memahami gerakan yang baru dilatih. menggiring bola werd & leslie knight, (2010) football is a complex sport requiring rapid adaptation of the lower extremity to constantly evolving plays. it is a multidirectional sport encompassing several demanding movements such as running, sprinting, jumping, cutting, backpedaling, and kicking. sepakbola olahraga yang multi gerak, yang menuntut seluruh cakupan gerak dasar dari berlari, melompat dan menendang. selanjutnya minden & marsico, (2009) mengemukakan pendapat bahwa soccer is pretty easy to understand. two teams play against each other. each team has a goal. the object of the game is to get the ball into the opponent’s goal. each team must defend its goal against the opponents. the team with the highest number of goals at the end of the game wins. gladi jurnal ilmu keolahragaan, 11 (02), oktober142 asep sudharto, ramdan pelana, johansyah lubis sepakbola adalah olahraga yang dimainkan oleh dua tim satu tim terdiri dari 11 orang didalam lapangan, dalam permainan sepakbola ada beberapa teknik yang harus dikuasai oleh seorang pemain diantaranya mengoper bola, menggiring bola, menyundul bola dan tembakan ke gewang (shooting). general technical training for dribbling is best done in a large, confined space with a ball for each player (lennox, rayfield, & steffen, 2006). menggiring bola pada umumnya dilakukan dalam ruang terbatas atau untuk melewati lawan, untuk melakukan tusukan kedepan atau kearea lawan, menggiring bola bisa juga untuk menciptakan peluang didepan gawang lawan atau untuk menciptakan gol. menurut snow, (2011) dribbling is moving and controlling the ball using only the feet. soccer players dribble to move the ball down the field for a pass or shot, to keep the ball from the opposing team, and to change direction. gilford, (2007) mengatakan ketika kamu berlari sambil membawa bola dan mencoba untuk mengalahkan atau melewati pemain bertahan ini disebut menggiring bola. jagalah bola selalu dekat dengan agar mudah terkontrol setiap saat. saat kamu bergerak doronglah bola ke depan dengan kaki dalam dan luar. untuk mengalahkan lawan kamu juga harus dapat melindungi bola, berbelok dan kamu melakukan gerak tipu. menggiring atau menggocek bola yang baik adalah mempertahankan bola tetap berada di kaki dan tetap dalam kendali ketika melewati lawan. gunakan kedua sisi kaki untuk membawa bola atau memperlambat laju bola dengan menggunakan kaki bagian luar. menggocek bola bukan hanya soal kecepatan dan arahnya. jika kalian mempunyai kemampuan dalam menggiring bola, maka para pemain tim lawan tidak akan memberikan keleluasaan serta kesempatan bagi kalian untuk menunjukan kemampuan tersebut. kalian bisa memperbesar kesempatan dengan kepala tetap tengadah dan menempatkan badan pada posisi dianatara bola dan lawan setiap saat jika memungkinkan (nugraha, 2012). lennox et al., (2006) ”dribbling to beat an opponet typical occuras in the middle, and most often in the attacking third of the filed. in the middle third, attacker often have the opportunity to run at difender because there is more space between and behind deffenders”. adapun menurut (koger, 2007) dalam bukunya mengatakan menggiring bola adalah suatu metode menggerakkan bola dari satu titik ke titik yang lain di lapangan. disisilain soccer drill juga berpendapat “dribbling to maintain possession and escape is the mark of a gladi jurnal ilmu keolahragaan, 11 (02), oktober143 asep sudharto, ramdan pelana, johansyah lubis maturing soccer player. very young or inexperienced players don't recognize the importance of being able to keep possession of the ball for team” (lennox et al., 2006). teknik dalam sepakbola pada dasarnya dibagi menjadi dua bagian yang besar yakni teknik badan dan teknik bola. teknik badan mencakup penguasaan gerak tubuh dalam permainan yang terdiri dari teknik lari, teknik gerak tipu badan. sedangkan teknik bola adalah cara pengolahan dengan menggunakan berbagai bagian tubuh seperti teknik menerima bola (trapping) yang bergulir, yang memantul, maupun bola diudara, teknik menggiring bola, gerak tipu dengan bola, teknik menyundul bola, teknik merebut bola, lemparan ke dalam dan teknik penjaga gawang. penunjang keberhasilan para pemain dalam menggiring bola dengan baik dan tepat, menurut burns, (2003) dalam bukunya ada lima prinsip umum untuk dapat menggiring bola dengan baik : 1) control / kontrol, 2) balance / keseimbangan, 3) rhytim / irama, 4) vision / pandangan, 5) faking / tipuan. belajar gerak the motor educability is the ability to learn well different motor skills quickly and easily (karkare, 2015). menurutnya, kemampuan mendidik motor mengacu pada tingkat kemudahan seseorang dalam mempelajari keterampilan motorik baru. sejalan dengan pendapat tersebut, singh, (2017) mempertegas dengan menyatakan motor educability is the capacity obtained from a general motor skill underlining a good presentation level. this fundamental motor ability is determined by genetic factor, and stimulation from environment which is introduced early. dalam jurnal penelitiannya juga menyatakan bahwa concept of general motor ability (gma) and general motor educability (gme) is included in intelligence quotient (iq) (singh, 2017). menurut julianti & alawiyah, (2016) motor educability adalah kemampuan seseorang untuk mempelajari dan menerima tugas gerakan baru secara cermat dan cepat. motor educability juga merupakan salah satu faktor yang turut mempengaruhi tingkat penguasaan suatu keterampilan gerak. prestasi olahraga yang tinggi tidak lepas dari faktor ketrampilan gerak. ketrampilan gerak yang merupakan perwujudan dari kebenaran mekanik tubuh, berpengaruh terhadap efisiensi terhadap penggunaan tenaga dalam melakukan gerakan. oleh karena itu dalam upaya mencapai prestasi olahraga yang tinggi, pembinaan kualitas ketrampilan gerak sama pentingnya dibanding pembinaan kualitas fisik. untuk meningkatkan ketrampilan gerak, atlet harus memahami gerakan yang gladi jurnal ilmu keolahragaan, 11 (02), oktober144 asep sudharto, ramdan pelana, johansyah lubis mampu dilakukan, maka dari itu selain unsur fisik disitu juga terlibat unsur fikir. sandhu, (2017) dalam jurnal penelitiannya memberikan kesimpulan bahwa the relevance between ability of students in learning a new motor skill with a degree of motor educability is similar to the interrelation between student’s intelligence and his success in learning the subject materials. selanjutnya samsuddin, (2017) menjelaskan bahwa: motor educability is the capacity obtained from a general motor skill underlining a good presentation level. this fundamental motor ability is determined by genetic factor, and stimulation from environment which is introduced early. keberhasilan seseorang dalam mencapai suatu keahlian untuk melakukan ketrampilan gerak banyak dipengaruhi oleh faktor. faktor-faktor yang mendukung antara lain kekuatan, kelincahan, koordinasi otot, dan lain-lain. pada keterampilan gerak terdapat dua unsur, menurut jenkins, (2005) yang harus dipahami yakni keteramipan gerak tertutup (close loop) dan gerak terbuka (open loop). open-loop control refers to a mode of system control that does not depend on feedback. sedangkan closedloop control is a mode of system control in which feedback irom action is compared against a reference ol correctness to give an error signal that acts as a stimulus lor future action. latihan tangkudung, (2012) latihan adalah suatu proses sistematis dalam berlatih yang dilakukan secara berulang-ulang dengan kian hari kian manambah jumlah beban latihan serta intensitasnya. sistimatis berarti latihan dilakukan secara teratur, terencana, menurut jadwal, dari yang sederhana ke yang lebih kompleks, dari yang mudah ke yang sukar, dari yang ringan ke yang berat. selanjutnya esser, uxel, incher, & kada, (2008) mengatakan bahwa training as a means to improve performance and reduce the chance for injury. latihan yang dilakukan berulang-ulang berarti bahwa gerakan yang dipelajari harus dilakukan secara berulang-ulang, agar gerakan atau teknik yang semula sukar dilakukan menjadi mudah, koordinasi gerak yang masih kaku menjadi lebih mudah, serta menjadl otomatisasi dalam pelakaanaanya sehingga mengurangi kemungkinan terjadinya cidera. gerakan menjadl lebih baik tidak kaku sehingga semakin efisien. sudah menjadl tugas bagi pelatih untuk menggali dan meningkatkan seluruh potensi atlitnya baik secara individu maupun kelompok, oleh karena itu pelatih dituntut untuk sungguhsungguh dan tekun. gladi jurnal ilmu keolahragaan, 11 (02), oktober145 asep sudharto, ramdan pelana, johansyah lubis hawley, hargreaves, joyner, & zierath, (2014) menjelaskan bahwa exercise represents a major challenge to whole-body homeostasis provoking widespread perturbations in numerous cells, tissues, and organs that are caused by or are a response to the increased metabolic activity of contracting skeletal muscles. latihan akan membuat seluruh organ, sel dan jaringan untuk bekerja lebih akibat dari peningkatan aktivitas otot. bompa & haff, (2009) menjelaskan bahwa proses dalam latihan sebagai berikut: the process of training targets the development of specific attributes correlated with the execution of various tasks . these specific attributes include: multilateral physical development, sport-specific physical development, technical skills, tactical abilities, psychological characteristics, health maintenance, injury resistance, and theoretical knowledge. the successful acquisition of these attributes is based upon utilizing means and methods that are individualized and appropriate for the athletes’ age, experience, and talent level. bompa pada bukunya menjelaskan bahwa, target dari latihan adalah memiliki korelasi antara pengembangan skill dari latihan yang beragam. saat menjalani latihan atlet menjalani tahapan latihan dari pengembangan fisik multirateral, spesifikasi kecabangan masing-masing yang dipilih, menjalani setiap proses latihan di beda fase dengan pengembangan psikologi yang beragam, memahami adanya resiko untuk cidera, dan tentunya pengetahuan dibidang teori cabang olahraganya , sehingga membuat atlet cepat untuk memberi keputusan saat bertanding. semua ini bisa di dapat jika pelatih jeli untuk membuat program secara individu, setiap individu atlet berbeda cara untuk meningkatkan hal yang dijelaskan di atas. menurut michel and wouter (2018) menjelaskan bahwa dalam latihan a discrepancy between the training load intended by the coach and the training load perceived by players could have severe consequences. menurutnya latihan yang tidak sesuai dengan beban untuk atlit dapat membahayakan, dimana konsekuensinya dapat membuat atlit cidera. metode penelitian dilakuakan di lapangan sepakbola at takwa, uji kelompok kecil 15 orang, uji kelompok besar 30 orang dan uji efektivitas 30 orang, subyek atlet kop sepakbola universitas negeri jakarta. waktu penelitian dilaksanakan selama 3 bulan dengan jumlah model 24 model. dengan 10 tahapan yaitu (r & d, gall, 1983): (1) analisis kebutuhan, (2) perencanaan, (3) desain produk (4) evaluasi ahli (evaluasi produk awal); (5) ujioba terbatas (ujicoba kelompok kecil); (6) revisi gladi jurnal ilmu keolahragaan, 11 (02), oktober146 asep sudharto, ramdan pelana, johansyah lubis produk (7) uji coba pemaikaian (uji coba kelompok besar) (8) revisi produk, (9) ujicoba utama (field testing) (10) produksi massal (desiminasi produk). untuk mengetahui kemampuan teknik dribbling, maka dilakukan tes teknik dribbling sepakbola sebelum dan sesudah perlakuan, hasil uji ahli menunjukkan bahwa seluruh model latihan dribbling 1vs1 sepakbola layak digunakan. hasil dan pembahasan pengembangan model latihan teknik dasar sepakbola ini tertulis dalam bentuk naskah atau storyboard script yang menyajikan bentuk-bentuk pengembangan model latihan dribbling sepakbola dalam bentuk latihan, yang diaplikasikan dalam permainan sepak bola. analisis kebutuhan secara keseluruhan terdapat 3 tujuan umum yang akan diungkap dalam studi pendahuluan atau analisis kebutuhan, yaitu: (1) memberikan variasi model latihan. (2) memberikan referensi untuk pelatih. (3) upaya peningkatan program latihan teknik dribbling sepakbola. hasil analisis mengemukakan beberapa poin penting yang menjadi kunci dalam pengembangan model dribbling sepakbola. diantaranya adalah, 1) model latihan dribbling masih konfensional (tidak ada hal baru), model latihan yang dilakukan kurang variatif, membuat mahasiswa jenuh dalam latihan, 3) mahasiswa dalam latihan memerlukan model latihan dribbling yang lebih bervariatif. kelayakan model hasil model draf awal yang telah dikembangkan harus dinyatakan layak sebelum uji coba lapangan. maka pada tahap ini dilakukan validasi dan kelayakan model kepada tiga ahli yaitu dosen dan pelatih sepakbola yang memiliki kriteria yang telah ditentukan. ketiga ahli tersebut menilai rancangan model yang dikembangkan sehingga akan layak untuk diuji cobakan dilapangan. berdasarkan hasil uji kelayakan model latihan dribbling sepakbola yang dilakukan terhadap model yang berjumlah 24 yang tertulis pada tabel di atas. ditetapkan 24 model latihan dribbling sepakbola yang dikategorikan layak untuk digunakan dalam pengembangan model latihan dribbling latihan teknik dasar sepakbola. 1 dikurangi karena tidak memenuhi kriteria atau skor hasil presentasenya di bawah 50%. berdasarkan data yang dikumpulkan dari masing-masing ahli yang terdiri dari tiga ahli masih terdapat beberapa rancangan produk yang perlu direvisi sebelum dilakukan uji coba kelompok kecil dan uji coba kelompok gladi jurnal ilmu keolahragaan, 11 (02), oktober147 asep sudharto, ramdan pelana, johansyah lubis besar. revisi produk dimaksudkan agar rancangan produk yang dikembangkan lebih sempurna. uji efektivitas model berdasarkan kegiatan uji coba kelompok kecil dan kelompok besar yang telah melalui revisi produk, maka dilanjutkan dengan uji efektivitas produk. untuk mengetahui efektifitas produk pengembangan model dribbling sepakbola 1vs1, dilakukan proses implementasi dengan menggunakan rancangan penelitian praeksperimen berbentuk ”one group pretestposttest design” tabel 1. hasil uji t game 1 vs 1 sepakbola paired samples test paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pair 1 pretest postest .736 .566 .096 .541 .931 7.68 34 .000 dalam uji signifikansi perbedaan dengan spss 16 didapat hasil t-hitung = 7,69, df = 34 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang antara hasil dribbling sepakbola 1vs1 sebelum dan sesudah perlakuan model. berikut perbandingan rata-rata dari tingkat tes dribbling sepakbola sebelum pemberian perlakuan dan sesudah pemberian perlakuan dengan model-model dribbling sepakbola 1vs1 dengan histogram pada gambar berikut ini: gamabar 1. grafik hasil pretes dan postest menggiring bola 8,4 8,6 8,8 9 9,2 9,4 9,6 9,8 pretest postest dribbling sepakbola 1vs1 gladi jurnal ilmu keolahragaan, 11 (02), oktober148 asep sudharto, ramdan pelana, johansyah lubis pembahasan data hasil uji coba kelompok kecil, uji coba lapangan, yang telah dipaparkan, telah di dapat hasil bahwa produk model latihan dribbling sepakbola yang dikembangkan dalam penelitian ini dianggap efektif dan memenuhi syarat untuk diaplikasikan untuk mahasiswa kop universitas negeri jakarta. berdasarkan data yang telah dikumpulkan dari ahli sepakbola, serta data pada saat uji coba kelompok kecil dan uji coba lapangan dari mahasiswa kop universitas negeri jakarta, maka ada beberapa bagian produk yang perlu direvisi. hal ini dilakukan untuk lebih mengoptimalkan manfaat pengembangan model latihan dribbling sepakbola 1vs1. game 1 vs 1 selain mengoftimalkan keterampilan skill individu juga meningkatkan aktifitas fisik. hawley, hargreaves, joyner, & zierath, (2014) menjelaskan bahwa exercise represents a major challenge to whole-body homeostasis provoking widespread perturbations in numerous cells, tissues, and organs that are caused by or are a response to the increased metabolic activity of contracting skeletal muscles. latihan akan membuat seluruh organ, sel dan jaringan untuk bekerja lebih akibat dari peningkatan aktivitas otot. samsuddin, (2017) menjelaskan bahwa: motor educability is the capacity obtained from a general motor skill underlining a good presentation level. this fundamental motor ability is determined by genetic factor, and stimulation from environment which is introduced early. pelaksanaan game 1 vs 1 dilakukan berulang dengan tujuan automatisasi gerak, sesuai pendapat esser, uxel, incher, & kada, (2008) mengatakan bahwa training as a means to improve performance and reduce the chance for injury. latihan yang dilakukan berulangulang berarti bahwa gerakan yang dipelajari harus dilakukan secara berulang-ulang, agar gerakan atau teknik yang semula sukar dilakukan menjadi mudah, koordinasi gerak yang masih kaku menjadi lebih mudah, serta menjadi otomatisasi dalam pelakaanaanya sehingga mengurangi kemungkinan terjadinya cidera. gerakan menjadl lebih baik tidak kaku sehingga semakin efisien. sudah menjadi tugas bagi pelatih untuk menggali dan meningkatkan seluruh potensi atlitnya baik secara individu maupun kelompok, oleh karena itu pelatih dituntut untuk sungguh-sungguh dan tekun. gladi jurnal ilmu keolahragaan, 11 (02), oktober149 asep sudharto, ramdan pelana, johansyah lubis faktor penghambat dalam penerapan model latihan dribbling sepakbola 1vs1 ini antara lain : (1) terbatasnya dana yang dianggarkan untuk menunjang kegiatan penelitian. daftar pustaka ambarukmi, d. h. 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(2011). tes dan pengukuran. jakarta: fik unj. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 39 55 permalink/doi: https://doi.org/10.21009/gjik.010.05 peningkatan hasil belajar senam tata kecantikan kulit (stkk) melalui penggunaan video tutorial (penelitian tindakan di program studi tata rias, fakultas teknik universitas negeri jakarta) nurul hidayah1 1tata rias, fakultas teknik, universitas negeri jakarta, komplek universitas negeri jakarta jl. rawamangun muka, jakarta timur, indonesia 13220 nrl.hdy@gmail.com abstrak. penelitian dilakukan di program studi tata rias, fakultas teknik, universitas negeri jakarta. waktu penelitian dilaksanakan pada semester genap tahun ajaran 2016/2017. penelitian tindakan (action research) ini dilakukan untuk meningkatkan hasil belajar senam tata kecantikan kulit (stkk) melalui pemanfaatan video pembelajaran berupa video tutorial. metode penelitian menggunakan metode kualitatif dan kuantitatif. rancangan penelitian tindakan ini menggunakan model kemmis dan taggart (perencanaan, tindakan, pengamatan dan refleksi), hubungan keempat komponen ini dianggap sebagai satu siklus sehingga untuk siklus berikutnya adalah siklus yang sudah di revisi untuk melakukan siklus selanjutnya. penelitian tindakan ini dilakukan dalam 2 siklus, siklus pertama dilakukan pre test sebelum dosen menerapkan perlakuan dengan video tutorial, rata-rata kelas memperoleh angka sebesar 56,4 dan ketuntasan belajar baru mencapai 67%. pada siklus 1 pembelajaran senam bodylanguage diperbaiki dengan menggunakan video tutorial diketahui mengalami peningkatan rata-rata kelas sebesar 73,9 dan ketuntasan belajar terjadi mencapai 77% namun masih belum mencapai target penelitian. penelitian dilanjutkan pada siklus ke2 untuk memperbaiki metode pembelajaran, setelah mahasiswa mendapat tambahan materi menggunakan video tutorial, terjadi peningkatan rata-rata kelas 85,3 dan ketuntasan belajar tercapai 100%. oleh sebab itu maka terjadi keseluruhan peningkatan hasil belajar sebesar 29% yang cukup signifikan antara sebelum tindakan dan sesudah tindakan penelitian dilakukan. penelitian dikatakan berhasil karena sudah tidak terdapat mahasiswa yang mendapat nilai c. kuesioner mahasiswa terhadap penggunaan video tutorial senam tata kecantikan kulit yakni sebanyak 93,5% menyatakan senang. pengamatan aktivitas dosen sebesar 98%, terjadi peningkatan aktivitas. pengamatan aktivitas mahasiswa menunjukan presentase keterlaksanaan keaktifan mahasiswa sebesar 93% dimana mahasiswa dapat memperhatikan penyampaian pesan pembelajaran yang dilakukan oleh dosen menggunakan video tutorial senam kecantikan, dengan hasil tersebut maka tidak perlu diadakan lagi tindakan lanjutan pada siklus ke-3 karena indikator nilai rata-rata kelas dan ketuntasan belajar sudah tercapai. kata kunci: pembelajaran; hasil belajar; senam tata kecantikan kulit; video tutorial. abstract. the study was conducted in the cosmetology study program, faculty of engineering, jakarta state university. when research is conducted in the even semester of the 2016/2017 school year. this action research was conducted to improve the learning outcomes of skin beauty exercises (stkk) through the use of learning videos in the form of tutorial videos. the research method uses qualitative and quantitative methods. the design of this action study uses the kemmis and taggart models (planning, action, observation and reflection), the relationship of these four components is considered as one cycle so that for the next cycle, the cycle has been revised to carry out the next cycle. this action research was carried out in 2 cycles, the first cycle was conducted pre-test before the lecturer applied the treatment with the video tutorial, the class average obtained a score of 56.4 and the learning completeness only reached 67%. in the first cycle, bodylanguage gymnastic learning was improved using video tutorials, it was found that there was an increase in class average of 73.9 and learning completeness occurred at 77% but still not reached the research target. the research continued in the second cycle to improve the learning method, after students received additional material using video tutorials, there was an increase in the class average of 85.3 and learning completeness was achieved 100%. therefore, there is an overall increase in learning outcomes by 29% which is quite significant between before the action and after the action of the study was carried out. the study was said to be successful because there were no students who received a c score. the student questionnaire on the use of skin beauty exercise video tutorials, namely 93.5%, expressed pleasure. observation of lecturer activities by 98%, there is an increase in activity. observation of student activities shows the percentage of student activity implementation as much as 93% where students can pay attention to the delivery of learning messages made by lecturers using beauty gymnastics tutorial videos, with these results there is no need for further action on the third cycle because of the average grade value indicator and learning completeness has been achieved. keywords: learning; learning outcomes; skin beauty gymnastics; video tutorial gladi jurnal ilmu keolahragaan, 10 (1), april 40 nurul hidayah pendahuluan pendidikan merupakan suatu aspek kehidupan yang mendasar dan menyangkut hajat hidup orang banyak. pendidikan juga turut menentukan kualitas pembangunan bangsa dengan cara meningkatkan kualitas sumber daya manusianya untuk memiliki keterampilan serta menguasai ilmu pengetahuan dan teknologi. program studi tata rias yang berada dibawah naungan fakultas teknik universitas negeri jakarta, merupakan penyelenggara pendidikan yang berorientasi meningkatkan mutu peserta didiknya agar menjadi lulusan yang memiliki kemampuan akademik, dan dapat menerapkan, mengembangkan, serta memperkaya ilmu pengetahuan dan teknologi. mutu pendidikan di program studi tata rias, salah satunya dapat dilihat dari hasil belajar mahasiswa sehingga akan mempengaruhi hasil ipk lulusannya, dalam setiap mata kuliah mahasiswa harus dibekali dengan pengetahuan dan keterampilan agar hasil belajar maksimal dan memiliki kompetensi di bidang tata kecantikan. pada program studi tata rias, terdapat mata kuliah keahlian yang wajib diikuti oleh seluruh mahasiswa, yaitu senam tata kecantikan kulit (stkk). pada senam kecantikan ini mahasiswa dituntut untuk dapat menjaga tubuhnya agar cantik luar dalam. mata kuliah ini menekankan pada kemampuan mahasiswa dalam mengikuti teori dan praktek senam tata kecantikan kulit (stkk), mahasiswa harus mampu melakukan berbagai gerakan senam khusus wanita agar dapat menjaga bentuk tubuh ideal. senam kecantikan sangat baik untuk mejaga kesehatan tubuh, pada masa sekarang untuk memperoleh kecantikan tidaklah hanya duduk di depan cermin saja (merias diri) tetapi harus dipelihara dan dilakukan dengan memperbaiki diri untuk mencapai keharmonisan tubuh (rostamailis 2014: 73). kenyataan yang terjadi saat ini, pembelajaran senam kecantikan kurang dapat diterapkan dengan baik oleh mahasiswa, hal ini berdasarkan wawancara awal peneliti kepada mahasiswa tata rias yang telah mengikuti mata kuliah senam tata kecantikan kulit (stkk), bahwa gerakan senam yang diajarkan oleh dosen selama dikelas membuat mahasiswa sulit menghafal dan mengikuti gerakan secara lentur. hal ini juga diperkuat dengan temuan pada form 06 akan hasil belajar stkk yang masih belum maksimal. hasil belajar senam tata kecantikan kulit (stkk) yang kurang maksimal dapat ditemui pada mahasiswa sebelumnya yang telah menempuh mata kuliah senam tata kecantikan kulit (stkk). dari jumlah 38 orang mahasiswa yang telah mengikuti pembelajaran stkk, 3 orang diantaranya mendapat nilai diatas 80, sedangkan 17 orang mahasiswa mendapat nilai 80, dan gladi jurnal ilmu keolahragaan, 10 (1), april 41 nurul hidayah 10 orang mahasiswa mendapat nilai diantara 70-79, namun masih ditemui 8 orang mahasiswa yang mendapat nilai diantara 65-69 nilai ini dirasa belum maksimal, idealnya dalam pembelajaran berbasis kompetensi nilai mahasiswa pada pembelajaran keahlian minimal 69. selain itu, banyaknya macam-macam gerakan yang harus dilakukan mahasiswa dalam senam kecantikan dianggap terlalu rumit dihafal menyebabkan mahasiswa jenuh. kondisi seperti ini mengharuskan dosen untuk mengulangi proses demonstrasi dan menguras tenaga dosen yang mengajar, sehingga pembelajaran dirasa kurang efektif. oleh sebab itu perlunya memperbaiki strategi belajar stkk agar dapat meningkatkan hasil belajar. dosen dituntut untuk dapat menyajikan materi pembelajaran yang lebih menarik agar dapat memberi motivasi dan inspirasi pembelajaran stkk. salah satu upaya yang diharap dapat memperbaiki metode pembelajaran yakni dengan menggunakan media pembelajaran berbasis teknologi. mengingat fungsi media pembelajaran sangatlah penting karena media merupakan alat yang dapat digunakan dosen untuk menyampaikan pesan pembelajaran agar lebih menarik minat seluruh mahasiswa. media pembelajaran yang digunakan sebaiknya disesuaikan dengan kondisi kelas dan kebutuhan mahasiswa itu sendiri, sebab dalam menerima pesan pembelajaran berbeda pada tiap-tiap mahasiswa, dosen perlu memilih media yang dapat mengkombinasi media untuk dapat menyampaikan materi pembelajaran agar lebih efektif. media yang mampu menggabungkan antara audio dan visual salah satunya adalah media video tutorial. video tutorial dinikmati dengan menggunakan indera penglihatan dan indera pendengaran yang menayangkan gambar gerak dan suara, sedangkan video tutorial dalam pembelajaran yaitu suatu tayangan berupa materi-materi pengajaran yang di rancang sedemikian rupa untuk peserta didik agar lebih mudah memahami dan menerapkan materi ajar dalam proses pembelajaran. pada umumnya tipe penyajian yang digunakan dalam model multimedia adalah “tutorial”, karena model tutorial dapat membimbing peserta didik secara luas dalam memahami dan menguasai materi ajar dengan cepat dan menarik. pembelajaran komputer berbasis model tutorial merupakan program pembelajaran yang digunakan dalam proses pembelajaran dengan menggunakan perangkat lunak komputer yang berisi materi pembelajaran. model tutorial dalam cbi pola dasar mengikuti pembelajaran berprogram tipe branching dimana konten kurikulum/materi pelajaran disajikan dalam unit-unit kecil, lalu disusul dengan pertanyaan. respon siswa dianalisis oleh komputer (diperbandingkan engan jawaban gladi jurnal ilmu keolahragaan, 10 (1), april 42 nurul hidayah yang diintegrasikan oleh penulis program) dan umpan baliknya yang benar diberikan (nana sudjana & ahmad rivai:139) video tutorial senam kecantikan yaitu sebuah video pembelajaran yang berisikan tentang materi pelajaran senam kecantikan berupan macam-maam gerakan boby language, poco-poco, dan salsa. dalam video ini dapat menampilkan gambar, suara, dan gerak sekaligus. video tutorial dalam proses pembelajaran juga dapat memberikan suatu rangsangan, menampilkan contoh keterampilan dengan gerak, serta dapat mempengaruhi sikap dan emosi. penjelasan diatas mendorong penulis untuk memperbaiki metode pembelajaran dengan memanfaatkan media yang sudah ada melalui penggunaan video tutorial yaitu suatu rekaman gambar dan suara yang didalamnya berisikan tentang materi senam kecantikan lengkap dengan berbagai gerakannya sehingga dapat menambah pemahaman, keterampilan dan dapat meningkatkan hasil belajar. perbaikan yang dilakukan oleh dosen yaitu dengan memperbaiki strategi pembelajaran, merubah metode pembelajaran yaitu menyusun sebuah rancangan yang diawali dengan perencanaan untuk menentukan suatu tindakan perbaikan, pengamatan, dan direfleksikan kembali untuk melihat sejauh mana keberhasilan kegiatan perbaikan tersebut. kegiatan perencanaan, menerapkan tindakan yang disertai pengamatan dan refleksi, jika didukung dengan teori yang akurat akan menjadi suatu penelitian yakni penelitian tindakan (action research). action research merupakan penelitian yang dapat diterapkan oleh pendidik untuk memperbaiki kondisi didalam kelas dan dapat mencarikan solusi terhadap permasalahan yang sedang terjadi dalam proses pembelajaran. mills dalam bukunya “action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholder in the teaching/learning environment, to gather information about how their particular school operate. how they tach, and how well their student learn. this information is gathered with the goals of gaining insight, developing reflective practice, effecting positive change in the school environment and improving student outcomes and the lives of those involved”. (e.mills, 2003:5). model kemmis dan mctaggart merupakan pengembangan penelitian tindakan model kurt lewin yakni adanya perencanaan (plan), tindakan (acting), pengamatan (observating) dan refleksi (reflecting), namun komponen tindakan (acting) dengan pengamatan (observating) dijadikan sebagai satu kesatuan, sebab kenyataannya ketika tindakan dilakukan begitu pula pengamatan dilakukan gladi jurnal ilmu keolahragaan, 10 (1), april 43 nurul hidayah bersamaan. model ini dapat dilihat pada gambar berikut. gambar 1. model siklus kemmis & mctaggart. pelaksanaannya, jumlah siklus sangat bergantung kepada permasalahan yang perlu diselesaikan, jika hasil penelitian dirasa belum memenuhi harapan, maka dapat dilakukan lagi proses yang sama yakni dilanjutkan pada siklus ke dua, dan seterusnya. pada penelitian ini terdapat empat komponen untuk membentuk sebuah siklus yang diawali dari sebuah perencanaan, tindakan, pengamatan dan refleksi. penelitian tindakan dalam teori ini adalah sebuah bentuk penelitian yang dilakukan dibidang pendidikan untuk memperbaiki kondisi pembelajaran yang ada menjadi lebih baik untuk meningkatkan hasil belajar. belajar adalah kegiatan yang berproses dan merupakan unsur yang sangat fundamental dalam setiap penyelenggaraan pendidikan keberhasilan atau gagalnya pencapaian tujuan pendidikan sangat tergantung pada proses belajar yang dialami pembelajar dan memberi perubahan dalam dirinya, sehingga seseorang dikatakan telah belajar jika telah ada perubahan tingkah laku pada diri orang tersebut. pembelajaran (learning) dapat didefinisikan sebagai pengaruh permanen atas perilaku, pengetahuan dan keterampilan berpikir yang diperoleh melalui pengalaman (jhon w. santrock, 2004:266). sharon dalam bukunya “learning is the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment”. (sharon e. smaldino & jamed d rusell, 2005:6). belajar merupakan salah satu upaya untuk mengembangkan pengetahuan, sikap dan keterampilan seseorang melalui interaksi dan menambah infomasi di lingkungan tempat ia berada. hasil dari proses belajar disebut sebagai hasil belajar yang dapat dilihat dan dapat diukur, hasil belajar merupakan cerminan kemampuan dan penguasaan isi pembelajaran oleh siswa, baik dilingkungan formal maupun non formal. keberhasilan dalam mengikuti program pembelajaran pada satu jenjang pendidikan tertentu dapat dilihat dari hasil belajarnya. di suatu perguruan tinggi, hasil belajar adalah sesuatu yang dicapai mahasiswa berkat adanya usaha atau fikiran yang dinyatakan dalam bentuk penguasaan, pengetahuan dan kecakapan dasar yang terdapat dalam berbagai aspek kehidupan gladi jurnal ilmu keolahragaan, 10 (1), april 44 nurul hidayah sehingga nampak pada diri individu dengan adanya perubahan tingkah laku. berdasarkan pernyataan di atas, yang dimaksud dengan hasil belajar dalam penelitian ini adalah kemampuan seseorang yang diperoleh melalui proses belajar, kemampuan tersebut meliputi kognitif, afektif, dan psikomotorik yang dapat merubah perilaku orang tersebut. faktor yang mempengaruhi hasil belajar dipengaruhi oleh faktor internal dan faktor eksternal. faktor internal adalah faktor yang berasal dari dalam diri mahasiswa itu sendiri sedangkan faktor eksternal merupakan faktor diluar diri mahasiswa. mata kuliah senam kecantikan program studi tata rias yang berada dibawah naungan fakultas teknik universitas negeri jakarta, merupakan salah satu tempat penyelenggara pendidikan yang berorientasi untuk meningkatkan mutu peserta didiknya agar menjadi lulusan yang memiliki kemampuan akademik, dan dapat menerapkan, mengembangkan, serta memperkaya ilmu baik ilmu pengetahuan, kesehatan dan kecantikan. pada program studi pendidikan tata rias, terdapat mata kuliah yang wajib diikuti oleh seluruh mahasiswa yaitu mata kuliah senam tata kecantikan kulit (stkk), sehingga pada mata kuliah ini, mahasiswa diharapkan memperoleh nilai diatas 70, hal ini disebabkan karena pada mata kuliah ini mahasiswa harus dibekali pengetahuan kesehatan dan kecantikan serta cara menjaga kebugaran bagi wanita. senam kecantikan (stkk) merupakan mata kuliah yang bertujuan agar mahasiswa mampu menganalisa, dan melakukan senam serta olahraga untuk kesehatan yang berhubungan dengan penampilan diri, pada mata kuliah ini mencakup beberapa pokok bahasan antaralain: konsep dasar senam low impact, hight impact dan mix impact yang berisikan materi konsep senam yang berhubungan dengan kecantikan dan kesehatan. pembelajaran ini lebih menekankan pada kemampuan mahasiswa dalam mengikuti teori dan praktek, namun mahasiswa juga diwajibkan untuk mampu menyeimbangkan antara gerakan dan irama music serta menjaga keleturan gerakan senam kecantikan mulai dari pemanasan, gerakan inti hingga pendinginan. pembelajaran senam kecantikan (stkk) merupakan pembelajaran yang menekankan kemampuan kognitif, dan psikomotor mahasiswa, pembelajaran senam kecantikan dilakukan untuk memberi pengetahuan, pemahaman dan keterampilan. pada pembelajaran senam kecantikan, dosen tidak hanya melihat hasil akhir senam kecantikan, melainkan melihat proses yang dilakukan mahasiswa selama kegiatan pembelajaran. mahasiswa diwajibkan melakukan praktek senam kecantikan setelah dosen selesai menyajikan materi dan mendemonstrasikan gladi jurnal ilmu keolahragaan, 10 (1), april 45 nurul hidayah berbagai gerakan senam kecantikan body language, poco-poco dan salsa. keberhasilan menerapkan gerakan senam kecantikan yang baik dapat dilihat dari penilaian pada proses dan hasil, yang diawali dengan persiapan, pemanasan, gerakan inti dan pendinginan. pembelajaran senam kecantikan dikelas harus dilakukan dengan semangat agar mahasiswa dapat termotivasi, oleh sebab itu metode mengajar dosen dalam menyajikan materi senam kecantikan (stkk) dianggap sangat penting agar dapat mempengaruhi hasil belajar mahasiswa. berbagai metode yang diterapkan dalam pembelajaran senam kecantikan diantaranya menggunakan metode ceramah, demonstrasi, diskusi, dan pektek langsung. metode ceramah dan metode demonstrasi dianggap memiliki peran yang paling penting sebab metode ini dilakukan dosen dalam menyampaikan materi senam kecantikan kepada mahasiswa. hasil belajar senam tata kecantikan kulit (stkk) mahasiswa merupakan hasil belajar yang diperoleh mahasiswa program studi tata rias setelah melakukan proses pembelajaran senam tata kecantikan kulit (stkk). hasil belajar ditandai dengan meningkatnya kemampuan mahasiswa dari aspek kognitif, afektif dan psikomotor mahasiswa. kemampuan kognitif yang dimaksud adalah kemampuan berpikir yang diperoleh mahasiswa setelah menjalani proses belajar, kemampuan afektif merupakan perubahan sikap mahasiswa setelah mengikuti proses pembelajaran senam kecantikan sedangkan yang dimaksud dengan kemampuan psikomotor adalah kemampuan keterampilan motorik yang diperoleh mahasiswa setelah melalui proses belajar. kemampuan kognitif dan psikomotor ini dinilai oleh dosen melalui tes yang berisi materi senam kecantikan. association for educational communications and technology (aect, 1977) mendefinisikan media sebagai segala bentuk yang digunakan untuk menyalurkan informasi (sri anitah, 2010:4) media merupakan segala sesuatu yang dapat digunakan untuk menyalurkan pesan ataupun informasi dari pengirim ke penerima pesan. proses pembelajaran diharapkan berjalan efektif jika didukung oleh kehadiran alat bentu/media/sumber belajar yang baik. media pembelajaran video tutorial media merupakan alat perantara untuk menyampaikan pesan pembelajaran agar dapat lebih mudah diterima pebelajar. media pembelajaran ada yang tinggal dimanfaatkan oleh dosen (by utilization) dan media yang dikembangkan sendiri (by design). media by design, yaitu media yang dirancang khusus sesuai dengan kebutuhan pembelajaran guna mencapai tujuan. misalnya media yang dibuat berupa media grafis, audio dan media gladi jurnal ilmu keolahragaan, 10 (1), april 46 nurul hidayah audio visual. sedangkan media by utilizaon, yaitu media yang sudah ada dimanfaatkan oleh sekolah guna menunjang pelaksanaan proses pembelajaran. misalnya, media yang ada dilingkungan sekitar sekolah, bahkan diluar (cecep kustandi&bambang sutjipto, 2013:113) media pembelajaran adalah segala alat bantu yang digunakan untuk menyalurkan pesan antara dosen dan mahasiswa dalam memahami materi pembelajaran, penggunaan media pembelajaran hendaknya berisikan materi pembelajaran sehingga dapat mempermudah dosen dan merangsang motivasi mahasiswa di dalam kelas. peranan media pembelajaran merupakan perantara/alat bantu memudahkan proses belajar mengajar agar tercapai tujuan pembelajaran secara efektif. komunikasi antara dosen dan mahasiwa di dalam kelas akan berjalan lancar dengan hasil yang maksimal apabila menggunakan alat penyampaian pesan atau media pembelajaran yang tepat. menurut mohd. arif dan rosnaini, menyatakan video merupakan suatu alat untuk merekamkan dan menayangkan film dengan menggunakan pita video (akan disalurkan melalui televisi). video merupakan salah satu alat media dalam bentuk rekaman film yang telah disimpan dalam bentuk vcd (video compac disk), cd (compac disk), ataupun alat modern lainnya. video dinikmati dengan menggunakan indera penglihatan dan indera pendengaran. (azhar arsyad, 1997:48). video tutorial dalam proses pembelajaran berisikan tentang materi pelajaran serta langkah dan cara dalam pembelajaran. video termasuk sebuah audio visual yang dapat menampilkan gambar, suara, dan gerak sekaligus. video dalam proses pembelajaran juga dapat memberikan suatu rangsangan, menampilkan contoh keterampilan dengan gerak, serta dapat mempengaruhi sikap dan emosi. video tutorial senam tata kecantikan kulit (stkk) ini berisi tentang gerakan langkah-langkah pemanasan, gerakan inti dan pendinginan pada senam body language, poco-poco dan salsa. penggunaan video tutorial senam kecantikan adalah cara yang dilakukan dosen untuk membantu memudahkan dalam menyampaikan materi senam kecantikan melalui penayangan video tutorial senam kecantikan ketika dosen sedang menyajikan materi pembelajaran senam kecantikan melalui metode demonstrasi. metode demonstrasi ini dilakukan di hadapan seluruh mahasiswa untuk memperagakan langkah-langkah senam kecantikan. berdasarkan pengertian di atas, bahwa video tutorial senam kecantikan merupakan salah satu media pembelajaran, hal ini disebabkan karena video tutorial senam kecantikan dapat menayangkan langkahlangkah pemanasan, gerakan inti dan pendinginan dengan gerakan yang dapat gladi jurnal ilmu keolahragaan, 10 (1), april 47 nurul hidayah ditayangkan lebih jelas serta dpat diputar berulang-ulang sehingga dapat memfokuskan perhatian mahasiswa dalam memahami materi senam tata kecantikan kulit (stkk). pemanfaatan media diatas dapat dilakukan dosen untuk mempermudah penyampaian pesan pembelajaran kepada mahasiswa agar tujuan pembelajaran dapat tercapai dengan baik. prinsip penggunaan media pembelajaran hendaknya mendekati karakteristik mahasiswa. metode penelitian ini dilakukan untuk memperbaiki strategi pembelajaran, melalui penggunaan video tutorial, agar dapat meningkatkan hasil belajar senam tata kecantikan kulit (stkk) pada mahasiswa program studi tata rias, universitas negeri jakarta. waktu penelitian dilaksanakan pada semester genap tahun ajaran 2016/2017. siklus pertama dilaksanakan 2 kali pertemuan dari tanggal 4 maret sampai 5 maret 2017. siklus kedua dilaksanakan 2 kali pertemuan pada tanggal 11 maret sampai 12 maret 2017. selanjutnya dilakukan pengumpulan data, pengolahan data, dan analisis data. penelitian ini menggunakan metode kualitatif dengan penelitian tindakan (action research) yakni penelitian yang bertujuan untuk memperbaiki atau merubah situasi tertentu menjadi lebih baik. ”action research is any systemic inquiry conducted by teacher research, principals, school counselors, or other steakholders in the teaching/learning environment to gather information abaout their particular school operate, how they teach, and how well their student learn”. (e, mills, 2003:5) penelitian tindakan (action research), merupakan metode penelitian yang dapat digunakan oleh dosen dan pelaku peneliti lain yang bertujuan mengembangkan dan memperbaiki proses pembelajaran di dunia pendidikan. pendekatan dalam penelitian tindakan ini, menggunakan pendekatan baik kuantitatif maupun kualitatif. penggunaan pendekatan ini sejalan dengan pendapat creswell bahwa action research adalah metode yang menggabungkan/ mix antara kualitatif & kuantitatif. the mix methodes research collects both the quantitative and qualitative data simultaneously”. (creswell, 2008:559) penelitian tindakan dapat melakukan pendekatan dengan metode kuantitatif dan kualitatif. metode kuantitatif dalam penelitian ini digunakan untuk memperoleh data berupa angka-angka hasil tes teori dan tes keterampilan mahasiswa, sedangkan data kualitatif diperoleh melalui hasil wawancara, pengisian kuesioner, dan pengamatan dan catatan harian penelitian mengenai pembelajaran yang dilakukan dosen menggunakan video tutorial saat demonstrasi senam kecantikan. sebelum menerapkan siklus action research, peneliti gladi jurnal ilmu keolahragaan, 10 (1), april 48 nurul hidayah melakukan observasi awal untuk mendapatkan gambaran pembelajaran senam kecantikan tanpa media pembelajaran video tutorial, pada observasi ini peneliti mengumpulkan data hasil belajar nilai teori maupun nilai keterampilan mahasiswa yang telah menempuh mata kuliah senam kecantikan (stkk). peneliti juga melakukan wawancara kepada mahasiswa dan dosen mengenai proses pembelajaran yang telah dilakukan. berdasarkan observasi awal ini, peneliti mencoba memperbaharui strategi pembelajaran dengan memanfaatkan media yang sudah ada (by utilizion) yakni dengan menggunakan media pembelajaran berbentuk video tutorial senam kecantikan. metode penelitian tindakan yang digunakan peniliti menggunakan model kemmis taggart, yang siklusnya diawali dengan proses perencanaan, pelaksanaan, pengamatan dan refleksi selama proses pembelajaran senam kecantikan. komponen siklus kemmis taggart dalam penelitian ini antara lain: perencanaan. pada tahap ini, peneliti membuat sebuah perencanaan yakni merencanakan pembelajaran menggunakan video tutorial senam kecantikan saat dosen mendemonstrasikan tahapan langkahlangkah senam kecantikan bodylanguage, poco-poco dan salsa. peneliti juga menyiapkan sap/silabus (satuan acara pembelajaran) sesuai dengan materi dan tujuan pembelajaran senam bodylanguage, poco-poco dan salsa. rencana pertemuan dalam pelaksanaan penelitian ini terdiri dari 2 kali pertemuan dalam satu siklus dan akan diteruskan jika siklus yang pertama belum mencapai target penelitian, juga menyiapkan instrument tes dan non tes untuk mengukur kemampuan mahasiswa setelah mendapat perlakuan. instrumen penelitian yang berupa instrumen tes digunakan untuk mengukur pengetahuan dan keterampilan praktek mahasiswa, sedangkan instrumen non tes digunakan untuk melihat peningkatan efektifitas pembelajaran menggunakan video tutorial melalui pengamatan, catatan penelitian, dan kuesioner yang digunakan selama pembelajaran berlangsung. peneliti selanjutnya menentukan kolaborator diharapkan dapat memberi masukan kepada peneliti selama proses berlangsung. pelaksana tindakan adalah salah satu dosen pengampu mata kuliah senam kecantikan yang akan menyajikan materi senam kecantikan bodylanguage dengan metode ceramah dan metode demonstrasi. selanjutnya mahasiswa diwajibkan untuk mengikuti tes keterampilan senam kecantikan dan di akhir siklus mahasiswa diwajibkan mengikuti tes teori berbentuk pilihan ganda sebanyak 30 soal. tes teori adalah tes yang digunakan untuk mengukur pengetahuan mahasiswa terhadap seluruh materi senam kecantikan yang telah gladi jurnal ilmu keolahragaan, 10 (1), april 49 nurul hidayah diberikan oleh dosen. pada tahapan pengamatan ini, peneliti bersama kolabor melakukan pengamatan terhadap pelaksanaan tindakan. pengamatan dilakukan untuk mengamati kegiatan dosen saat mendemonstrasikan tahapan-tahapan senam kecantikan body language menggunakan video tutorial. selain itu, peneliti juga mengamati aktivitas mahasiswa selama mendapat perlakuan penelitian. pengamatan ini bertujuan untuk mengetahui kemajuan dan mengetahui hambatan yang ada dalam tahap penelitian sehingga pengamatan harus total dan jujur, karena akan menjadi dasar dokumentasi untuk refleksi selanjutnya. refleksi/evaluasi adalah mengingat tindakan yang dicatat dalam pengamatan. pada tahap ini, peneliti melakukan refleksi hasil evaluasi tes mahasiswa, kegiatan mahasiswa dan dosen selama tindakan berlangsung. dalam melaksanakan refleksi, peneliti bersama dosen dan kolabor saling berdiskusi dengan mengutarakan komentar, tanggapan dan masukan. jika hasil dari refleksi tersebut, ditemukan kelemahan dan hasil yang didapat kurang memuaskan atau belum sesuai dengan harapan penelitian maka peneliti dapat melakukan revisi untuk perbaikan tindakan pelaksanaan pada siklus berikutnya. keempat tahap dalam penelitian tersebut adalah unsur untuk membentuk sebuah siklus, yaitu satu putaran kegiatan beruntun, namun jika tujuan belum tercapai dilaksanakan tindakan kembali, dengan melakukan inovasi pembelajaran tindakan berdasarkan masukan yang diberikan, demikian seterusnya hingga tujuan tercapai. sumber data dalam penelitian ini adalah seluruh mahasiswa angkatan 2016 tahun ajaran 2016/2017 yang sedang mengikuti mata kuliah senam tata kecantikan kulit (stkk), yang berjumlah 30 orang mahasiswa, dan 1 orang dosen pengampu mata kuliah senam tata kecantikan kulit (stkk). untuk memperoleh keabsahan instrumen peneliti melakukan pengujian validitas dan perhitungan reliabilitas instrument. pengujian validitas menggunakan rumus point biserial untuk menguji validitas soal yang telah diajukan dalam tes. hasil perhitungan uji coba validitas menunjukkan bahwasanya dari 40 butir soal yang peneliti buat untuk mengukur indikator senam kecantikan, terdapat 10 butir soal tidak valid sehingga peneliti hanya bisa menggunakan 30 soal yang dikatakan valid, yang selanjutnya digunakan untuk mengukur tes pengetahuan mahasiswa dalam pembelajaran senam kecantikan. untuk menguji reliabilitas instrumen menggunakan perhitungan kuder richardson 20 (kr-20), yakni metode yang lebih tepat mengukur tingkat reliabilitas instrumen yang digunakan. peneliti juga melakukan pengecekkan keabsahan datadata yang telah terkumpul agar memiliki gladi jurnal ilmu keolahragaan, 10 (1), april 50 nurul hidayah tingkat kepercayaan yang tinggi dengan cara triangulasi data. triangulasi dilakukan dengan alat pengontrol pengecekan data dari mahasiswa, dosen dan kolaborator. hasil dan pembahasan penelitian ini dilaksanakan dengan 2 siklus. siklus pertama dilaksanakan 2 kali pertemuan yaitu pada tanggal 4 dan 5 maret 2017. siklus kedua dilaksanakan 2 kali pertemuan yakni pada tanggal 11 dan 12 maret 2017. penelitian ini diawali dengan kegiatan menyusun perencanaan untuk menentukan tindakan. langkah berikutnya ialah pemberian tindakan yang disertai pengamatan, hal ini dilakukan peneliti bersama-sama kolabor melakukan pengamatan aktivitas dosen dan mahasiswa terhadap proses jalannya tindakan. langkah terakhir yaitu refleksi, yang dilakukan untuk mengevaluasi kejadian-kejadian yang telah berlangsung selama penelitian. kegiatan refleksi ini dilakukan oleh peneliti bersama kolabor dan dosen, untuk menentukan apakah siklus yang dilaksanakan sudah mencapai tujuan, jika belum memenuhi maka akan dilanjutkan dengan siklus berikutnya. pada akhir pertemuan dalam tiap-tiap siklus, diadakan tes untuk mengukur kemampuan yang dicapai oleh mahasiswa setelah diberi perlakuan saat mengikuti pembelajaran menggunakan video tutorial senam kecantikan. selain itu ada pemberian kuesioner kepada mahasiswa untuk mengetahui pendapat mengenai pengguaan video pada pembelajaran senam kecantikan. berdasarkan data yang diperoleh pada siklus 1 bahwa hasil nilai pengetahuan rata-rata kelas memperoleh angka sebesar 56,4, sehingga ketuntasan belajar baru mencapai 67%. dari jumlah 30 orang mahasiswa terdapat 2 orang yang mendapat nilai 70, dan 8 orang mendapat nilai diantara 60-69, sedangkan sisanya memperoleh nilai dibawah 60. hasil pre test ini diperoleh sebelum dosen menerapkan perlakuan dengan video tutorial senam kecantikan. pada siklus 1 setelah proses pembelajaran dirubah dengan menggunakan video tutorial senam kecantikan body language seluruh mahasiswa mengalami peningkatan, namun pada siklus i masih ada mahasiswa yang mendapat nilai dibawah 70 yang tergolong dalam perolehan nilai c. pada siklus i setelah mendapat perlakuan dengan video tutorial senam kecantikan maka terjadi peningkatan hasil belajar ratarata kelas, yakni sebesar 73,9 dan hasil perolehan masing-masing mahasiswa dari 30 orang mahasiswa, 7 orang diantaranya memperoleh nilai 80-90. sedangkan 16 orang memperoleh nilai pada 70-79, namun masih terdapat 7 orang mahasiswa yang mendapat nilai dibawah 70. dari data ini diperoleh keterangan bahwa ketuntasan belajar baru terjadi sebesar 77% sehingga walaupun sudah terjadi peningkatan hasil belajar namun masih belum mencapai target gladi jurnal ilmu keolahragaan, 10 (1), april 51 nurul hidayah penelitian, hal ini disebabkab masih terdapat beberapa orang mahasiswa yang mendapat nilai dibawah angka 70, sehingga belum memenuhi kriteria keberhasilan penelitian yaitu target pencapaian ketuntasan belajar 100%. penelitian dilanjutkan pada siklus ke-2, untuk memperbaiki metode pembelajaran dengan memberi penguatan pada materi yang dirasa perlu diulang, yakni teknik gerakan inti senam poco-poco dan salsa. setelah mahasiswa mendapat pengulangan dan penguatan pada materi poco-poco dan salsa dengan menggunakan video tutorial, maka terjadi peningkatan hasil belajar rata-rata kelas sebesar 85,3. dari 30 orang mahasiswa, 27 diantaranya mendapat nilai 80 keatas, dan 3 orang mahasiswa mendapat nilai 70 keatas, dalam hal ini sudah tidak ditemui mahasiswa yang mendapat nilai dibawah 70, sehingga ketuntasan belajar tercapai 100%, oleh sebab itu angka yang diperoleh dikatakan sudah signifikan sesuai target kriteria keberhasilan penelitian. hasil nilai tertinggi mahasiswa sebelum tindakan sebesar 70 sedangkan nilai terendah 46. pada siklus 2, nilai rata-rata kelas mengalami peningkatan menjadi 85,3 dari sebelum perlakuan dan setelah perlakuan terjadi peningkatan hasil belajar sebesar 29%. peningkatan rata-rata yang cukup signifikan antara sebelum tindakan dan sesudah tindakan penelitian dilakukan. penelitian dikatakan berhasil karena sudah tidak terdapat mahasiswa yang mendapat nilai c, dan nilai rata-rata kelas telah mengalami kenaikan menjadi 85.3. rincian data ini diperoleh dari 30 orang mahasiswa, terdapat 27 atau setara dengan 90% mahasiswa yang mendapatkan nilai sangat baik (a), dan terdapat 3 orang mahasiswa atau setara dengan 10% jumlah mahasiswa yang mendapatkan nilai baik (b). data ini menunjukan bahwa telah terjadi peningkatan perolehan nilai tes mahasiswa dari siklus pertama sampai pada siklus kedua. pada siklus 2 jumlah mahasiswa yang mendapat nilai sangat baik 27 orang dan 3 orang lainnya mendapat nilai baik, sehingga pembelajaran tuntas 100% sesuai dengan target. dengan hasil tersebut maka tidak perlu diadakan lagi tindakan lanjutan pada siklus ke-3 karena indikator nilai ratarata kelas dan ketuntasan belajar sudah tercapai. tabel 1. peningkatan hasil belajar senam tata kecantikan kulit (stkk) berdasarkan data diatas bahwa telah terjadi peningkatan pada siklus i dan siklus keterangan nilai pre-test nilai posttest siklus 1 nilai post-test siklus 2 jumlah nilai 1693 2217 2547 nilai tertinggi 70 90 95 nilai terendah 46 66 78 rata-rata kelas 56,4 73,9 85,3 ketuntasan 6,67% (2 dari 30 mahasiswa ) 76,7% (23 dari 30 mahasiswa ) 100% (30 dari 30 mahasiswa ) gladi jurnal ilmu keolahragaan, 10 (1), april 52 nurul hidayah 2, disebabkan oleh beberapa faktor yaitu, berdasarkan hasil refleksi siklus 1, pada siklus 2 penyampaian materi lebih jelas dan terarah khususnya pada teknik menerapkan gerakan bodylanguage, poco-poco dan salsa terhadap macam-macam gerakan, kelenturan, dan kesesuaian dengan irama. hasil pengisian kuesioner mahasiswa terhadap penggunaan video tutorial senam tata kecantikan kulit yakni sebanyak 93,5% mahasiswa menyukai metode pembelajaran menggunakan video tutorial, hal ini disebabkan karena video tutorial senam kecantikan disukai oleh seluruh mahasiswa, dapat digunakan berulang-ulang sehingga memudahkan mahasiswa dalam memahami penyampaian pesan pembelajaran dengan tayangan yang menarik ketika ditampilkan dilayar. sehingga dalam hal ini peningkatan motivasi mahasiswa bertambah dan meningkatkan hasil belajar mahasiswa. data hasil presentase pelaksanaan aktivitas dosen pada siklus i pertemuan pertama terlaksana 88% dan siklus i pertemuan kedua terlaksana 93% sehingga pada aktivitas dosen setelah kedua kali pertemuan terjadi peningkatan. hal ini disebabkan pada pertemuan kedua dosen sudah terbiasa menggunakan media video tutorial sehingga ketika ditayangkan dosen dapat menjelaskan tujuannya kepada mahasiswa, selain itu dosen sudah dapat mengkondisikan kelas aktivitas mahasiswa menerima pembelajaran sebesar 83%, hal ini dikarenakan mahasiswa belum mengetahui tujuan pembelajaran menggunakan video tutorial, sehingga masih ada mahasiswa yang menganggap bahwa penayangan video tutorial hanya untuk mengisi waktu sehingga perhatian mahasiswa masih belum terfokus. mahasiswa masih kurang aktif dalam kegiatan pembelajaran, karena merasa dosen tidak terlalu memperhatikan aktivitas sebagian mahasiswa yang duduk dibangku belakang, mahasiswa tidak mengajukan pertanyaan dikarenakan merasa sudah mengerti atas materi yang disajikan dosen. presentase keaktifan mahasiswa pada siklus i pertemuan pertama sebesar 83% dan siklus i pertemuan kedua meningkat sebesar 87%. hal ini disebabkan perhatian mahasiswa sudah mulai terfokus pada media pembelajaran, mahasiswa sudah mengetahui fungsi video yang digunakan dosen dalam proses demonstrasi, dan mahasiswa sangat tertarik dengan penayangan video tutorial senam kecantikan. pengamatan aktivitas dosen pada siklus 2 menunjukan bahwa presentase pelaksanaan pembelajaran aktivitas dosen pada siklus 2 pertemuan pertama terlaksana 95%, dosen sudah mampu mengondisikan kelas, mengelola waktu, menggunakan media yang beragam, dan telah dapat gladi jurnal ilmu keolahragaan, 10 (1), april 53 nurul hidayah menarik minat mahasiswa untuk memfokuskan perhatian kepada tayangan video tutorial untuk melihat teknik melakukan gerakan inti senam poco-poco dan salsa dengan mengikuti irama, aktivitas dosen pada siklus 2 pertemuan kedua terlaksana 98%, sehingga dapat dikatakan bahwa terjadi peningkatan aktivitas dosen berdasarkan pengamatan yang dilakukan pada siklus ke-2 dari pertemuan pertama 95% menjadi 98% pada pertemuan kedua, yakni aktifitas dosen sangat baik. dosen sudah berhasil menarik perhatian mahasiswa dan sudah berhasil dalam merangsang keaktifan mahasiswa selama proses pembelajaran berlangsung. pengamatan aktivitas mahasiswa siklus 2 pertemuan pertama menunjukan presentase keterlaksanaan keaktifan mahasiswa pada siklus 2 sebesar 93% dimana mahasiswa dapat memperhatikan penyampaian pesan pembelajaran yang dilakukan oleh dosen menggunakan video tutorial senam kecantikan, mahasiswa termotivasi oleh tayangan divideo, mahasiswa sangat menyenangi demonstrasi yang dilakukan menggunakan video tutorial senam kecantikan, sebab saat ini seluruh mahasiswa mendapat hak yang sama yakni diberikan kesempatan untuk melihat proses demonstrasi dengan jelas. pengamatan aktivitas mahasiswa siklus 2 pertemuan kedua menunjukan keaktifan mahasiswa pada siklus 2 pertemuan kedua terjadi peningkatan dari 93% menjadi 97%. data ini menunjukan terjadinya peningkatan aktivitas mahasiswa dalam menerima materi pembelajaran. hasil tes mahasiswa pada siklus ke2 nilai tertinggi yang diperoleh mahasiswa adalah 95 dan nilai terendah adalah 78 dengan nilai rata-rata kelas 85,3 sehingga tingkat ketuntasan belajar pada mahasiswa mencapai 100%. dengan hasil ini mengidentifikasikan bahwa penelitian tindakan siklus 2 telah berhasil memenuhi target indikator keberhasilan ketuntasan mahasiswa. dengan demikian untuk tindakan siklus 3 tidak perlu dilakukan karena penelitian telah memenuhi target dan hasil yang diinginkan. pengamatan yang dilakukan bersama kolabor, menjelaskan bahwa mahasiswa sangat antusias dalam menerima materi pembelajaran melalui video tutorial senam kecantikan, sehingga sebagian besar mahasiswa terinspirasi untuk melakukan gerakan senam sesuai dengan tayangan yang ditampilkan pada video tutorial. berdasarkan hasil penelitian ini maka pembelajaran menggunakan media video tutorial senam kecantikan dapat meningkatkan hasil belajar mahasiswa program studi tata rias, presentase peningkatan yang diperoleh cukup tinggi yakni diatas 25%, sehingga penggunaan video tutorial senam kecantikan dapat diterapkan pada mata kuliah senam tata gladi jurnal ilmu keolahragaan, 10 (1), april 54 nurul hidayah kecantikan kulit (stkk) bukan hanya pada proses penelitian namun juga pada perkuliahan sebenarnya di program studi tata rias dan dapat direkomendasikan guna meningkatkan hasil belajar mahasiswa dan memperbaiki metode pembelajaran yang berbasis kompetensi. berdasarkan grafik di atas menunjukkan bahwa hasil tes mahasiswa angkatan 2016 mayoritas mendapat kategori sangat baik yaitu a dalam rentang nilai (80–100). peningkatan dalam rata-rata kelas yang signifikan juga mencapai nilai kriteria ketuntasan minimal, yakni minimal b (70-79) dan tidak lagi terdapat mahasiswa yang mendapat nilai c (60-69). dengan tercapainya nilai minimal diatas angka 70, dan ketuntasan belajar mencapai 100% maka siklus ke-3 tidak dilaksanakan. selama proses pembelajaran dalam tiap-tiap siklus dibutuhkan adanya pengamatan. pengamatan ini dilaksanakan untuk memastikan keterlaksanaan setiap langkah tindakan pada setiap siklus. pengamatan ini meliputi pengamatan terhadap aktivitas dosen selama proses pelaksanaan pembelajaran menggunakan video tutorial senam kecantikan, dan pengamatan terhadap aktivitas mahasiswa. kesimpulan penelitian tindakan tentang penggunaan video tutorial senam kecantikan dalam meningkatkan hasil belajar mahasiswa telah dilaksanakan dalam 2 siklus dan dikatakan dapat meningkatkan hasil belajar teori dan praktik. pada siklus 1 hasil pre test rata-rata kelas sebelum dosen menerapkan perlakuan dengan video tutorial memperoleh angka sebesar 56,4, sehingga ketuntasan belajar baru mencapai 67%. pada siklus 1 setelah proses pembelajaran dirubah dengan menggunakan video tutorial senam kecantikan, mengalami peningkatan rata-rata kelas, yakni sebesar 73,9 dan ketuntasan belajar baru terjadi sebesar 77% sehingga walaupun sudah terjadi peningkatan hasil belajar namun masih belum mencapai target penelitian sehingga harus dilanjutkan perbaikan pada siklus selanjutnya. penelitian dilanjutkan pada siklus ke-2, untuk memperbaiki metode pembelajaran dengan memberi penguatan pada materi yang dirasa perlu diulang, yakni teknik gerakan inti senam poco-poco dan salsa. setelah mahasiswa mendapat pengulangan dan penguatan pada materi poco-poco dan salsa dengan menggunakan video tutorial, maka terjadi peningkatan hasil belajar rata-rata kelas sebesar 85,3 dan ketuntasan belajar tercapai 100%. terjadi peningkatan hasil belajar sebesar 29%. hasil pengisian kuesioner mahasiswa terhadap penggunaan video tutorial yakni sebesar 93,5%. pengamatan aktivitas dosen terlaksana 98%, bahwa terjadi peningkatan aktivitas dosen gladi jurnal ilmu keolahragaan, 10 (1), april 55 nurul hidayah berdasarkan pengamatan yang dilakukan pada siklus ke-2. pengamatan aktivitas mahasiswa sebesar 93% dimana mahasiswa dapat memperhatikan penyampaian pesan pembelajaran yang dilakukan oleh dosen menggunakan video tutorial senam kecantikan, mahasiswa termotivasi oleh tayangan divideo, mahasiswa sangat menyenangi demonstrasi yang dilakukan menggunakan video tutorial senam kecantikan. daftar pustaka anitah sri, 2010, media pembelajaran. surakarta : yuma pustaka. butler, susan&nancy mcmunn, 2006, a teacher’s guide to classroom assessment. san francisco, ca : jossey bass. creswell, jhon w, 2008, educational research. new jersey:pearson education. craig dorothy valcarcel, 2009, action research essentials san francisco, ca : jossey bass. gredler margaret, 2011, e. learning and instructions teori&aplikasi. jakarta: kencana media grup. kustandi, cecep & bambang sutjipto, 2013, media pembelajaran. bogor: ghalia indonesia. kusumah wijaya & dedi dwitagama, 2010, mengenal penelitian tindakan kelas. jakarta: pt indeks. madya suwarsih. 2011, penelitian tindakan (action research) teori dan praktik. bandung: alfabet. mills e, 2003, action research, a guide for the teacher research, second edition. new jersey: pearson education. musfiqon, 2012, pengembangan media dan sumber pembelajaran. jakarta: prestasi pustaka. rusman, 2012, belajar dan pembelajaran berbasis komputer. bandung: alfabeta. smaldino, sharon e & jamed d rusell, 2005, instructional techology and media for learning. ohio : pearson merrill prentice hall. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 09 (02) 2018, 134-145 permalink/doi: https://doi.org/10.21009/gjik.092.06 nilai ambilan oksigen maksimal ( ) dari hasil bleep test pada atlet junior sepakbola laki-laki universitas negeri jakarta ruliando hasea purba program studi ilmu keolahragaan konsentrasi kepelatihan olahraga, universitas negeri jakarta, jl. pemuda 10 rawamangun, jakarta timur *corresponding author. email: ruliando@unj.ac.id abstrak. penelitian ini bertujuan untuk mengetahui nilai ambilan oksigen maksimal pada atlet sepakbola junior laki-laki di universitas negeri jakarta. ambilan oksigen maksimal (vo2maks) merupakan salah satu komponen penting dalam dunia olahraga, vo2maks merupakan komponen vital dalam keberhasilan mencapai prestasi puncak. vo2maks juga merupakan alat ukur seorang atlet, berapa besar daya tahan tubuh yang dimiliki seorang atlet tersebut. uji latih ini akan menunjukan proses dan hasil dari uji latih laboratorium dan bleep test. penelitian ini menggunakan metode survei. dalam uji latih ini akan menggunakan subjek yaitu atlet terlatih dari cabang olahraga sepak bola. dalam penelitian ini atlet terlatih akan diseleksi sesuai dengan kriteria yang ditentukan. atlet yang terpilih akan mengisi formulir berupa biodata atlet, serta mulai diukur tinggi badan dan berat badannya. setelah itu dilanjutkan pemeriksaan kesehatan yang dilakukan oleh petugas di laboratorium universitas negeri jakarta. setelah melakukan tes laboratorium atlet terlatih menjalankan bleep test terdapat perbedaan rata-rata pada denyut nadi maksimal (hrmaks) dan ambilan oksigen maksimal (vo2maks) pada treadmill dengan pada bleep test. hrmaks pada treadmill didapat rata-rata sebesar 189.36, hrmax pada bleeptest didapat rata-rata sebesar 191.64. vo2maks pada treadmill didapat rata-rata sebesar 48,47 dan vo2maks pada bleeptest didapat rata-rata sebesar 44.62. kata kunci : vo2maks, bleep test, atlet junior laki-laki, sepakbola abstract. this study aims to determine the maximum oxygen uptake for male junior soccer athletes at jakarta state university. maximum oxygen uptake (vo2max) is one of the important components in sports, vo2max is a vital component in the success of achieving peak performance. vo2max is also an athlete's measuring instrument, how much endurance an athlete has. this training test will show the process and results of the laboratory test and the bleep test. this study used a survey method. the subject in this study were trained soccer athletes in universitas negeri jakarta. in this study trained athletes will be selected according to the specified criteria. selected athletes filled the form in the form of athletes' biodata, and begin to measure their height and weight. after that, a medical examination was carried out by a laboratory assistant at the state university of jakarta. after performing a laboratory test the athlete run the bleep test. the result obtained a difference in the average of maximum pulse rate (hrmax) and maximum oxygen balance (vo2max) on the treadmill with the bleep test. hrmaks on the treadmill obtained an average of 189.36, hrmax in bleeptest obtained an average of 191.64. vo2max on treadmill obtained an average of 48.47 and vo2max for bleeptest obtained an average of 44.62 keyword : vo2max, bleep test, male junior athlete, soccer gladi jurnal ilmu keolahragaan, 09 (2), oktober 135 ruliando hasea purba pendahuluan vo2maks merupakan sebuah komponen penting untuk melihat atau mengetahui kemampuan daya tahan jantung atlet dan merupakan komponen vital dalam keberhasilan mencapai prestasi puncak terutama pada cabang olahraga yang memerlukan daya tahan jantung yang tinggi seperti sepak bola. vo2maks disebut sebagai maximal oxygen consumption, maximal oxygen uptake, peak oxygen uptake atau maximal aerobic capacity (vo2maks) didefinisikan sebagai kemampuan untuk mentranspor dan menggunakan oksigen selama kerja otot yang maksimal. american college of sports medicine (acsm) telah memublikasikan rumus untuk menghitung perkiraan vo2maks ketika berjalan, lari, atau melangkah, demikian juga dengan ergometer pada lengan atas dan lengan bawah. tes lapangan merupakan alternatif untuk mengukur vo2maks pada atlet, antara lain harvard step test, cooper test, balke test dan bleep test. metode pengujian vo2maks yang mudah digunakan dan memiliki nilai validitas yang cukup tinggi adalah bleep test. chatterjee et al, 2008 melakukan penelitian memvalidasi pemeriksaan vo2maks dengan multi stage fitness test (msft)/bleep test pada anak tidak terlatih dan sprinter junior usia 13–16 tahun di kolkata india. dari hasil pemeriksaan didapatkan perbedaan secara statistik (p < 0,01) pada anak yang tidak terlatih hasil treadmill test vo2maks = 42,99 ± 5,16 ml/kg/min dan hasil msft/bleep test = 42,69 ± 5,06 ml/kg/min. pada sprinter junior diperoleh perbedaan secara statistik (p < 0,01) dengan treadmill vo2maks = 52,31 ± 3,04 ml/kg/min dan msft/bleep test = 51,97 ± 2,92 ml/kg/min. tahun 2008 melakukan penelitian memvalidasi msft/bleep test pada wanita di india dengan usia antara 20–25 tahun. dalam penelitian tersebut didapatkan hasil treadmill test vo2maks = 32,84 ± 2,92 ml/kg/min dan hasil msft/bleep test vo2maks = 32,60 ± 3,40 ml/kg/min. dari hasil pemeriksaan ada perbedaan hasil nilai vo2maks tapi tidak secara statistik (p > 0,10). tahun 2010 melakukan penelitian memvalidasi msft/bleep test pada lakilaki di india dengan usia antara 20–25 tahun. dalam penelitian itu didapatkan hasil treadmill test vo2maks = 39,29 ± 1,98 ml/kg/min dan hasil msft/bleep test gladi jurnal ilmu keolahragaan, 09 (2), oktober 136 ruliando hasea purba vo2maks = 39,20 ± 2,27 ml/kg/min. dari hasil pemeriksaan terlihat ada perbedaan hasil nilai vo2maks tetapi tidak secara statistik (p > 0,10). rumus yang digunakan untuk menilai hasil bleep test adalah vo2maks = 18,043461 + (0,3689295 x ts) + (0,000349 x ts x ts). ts adalah jumlah total shuttle. penelitian ini bertujuan untuk mengetahui nilai ambilan oksigen maksimal pada atlet junior sepakbola dan melihat perbedaan hasil dari bleep test dan hasil laboratorium. hasil dari penelitian ini akan digunakan untuk pelatih agar mengetahui kondisi vo2maks atlet nya sehingga dapat menyusun program latihan endurance sesuai dengan kondisi masing-masing atlet. pengertian vo2maks asupan maksimal oksigen (vo2maks) merupakan jumlah oksigen yang dihirup, ditransportasikan, dan digunakan, tingkat vo2maks didefinisikan pula sebagai jumlah oksigen yang diinspirasi dikurangi dengan jumlah oksigen yang diekspirasi. vo2maks dinyatakan dalam milliliter (ml) konsumsi oksigen per kilogram (kg) berat badan per menit (menit) (ml.kg-1.min-1). berdasarkan satuan yang digunakan maka vo2maks dapat didefinisikan sebagai jumlah oksigen maksimal yang digunakan oleh tubuh per menitnya untuk melakukan aktivitas fisik. (cooper, 1968) pengukuran vo2maks menggunakan metode tes laboratorium merupakan metode paling akurat untuk mengukur kapasitas aerobik perorangan, namun demikian untuk melakukan pengukuran tersebut terbilang mahal, membutuhkan banyak waktu, membutuhkan motivasi tinggi responden, serta sulit digunakan untuk mengukur subjek dalam jumlah besar.(ted a, 2017) eksperimen dilakukan dengan menggunakan alat treadmill yang akan memberikan beban pada otot bawah tubuh, serta membebankan pada tumpuan kaki untuk mempertahankan posisi tubuh karena berdiri dan kemiringan treadmill akan membuat beban tersendiri bagi tubuh sehingga dapat dikatakan bahwa tes menggunakan treadmill lebih lengkap namun kelemahannya adalah tidak terlalu membebani punggung dan lengan. (mackenzie, 2005) protokol treadmill yang dilakukan adalah menggunakan protokol uji maksimal. metode maksimal mengharuskan subjek untuk mengerahkan seluruh kemampuannya untuk mencapai konsumsi oksigen maksimumnya. pengukuran metode tes lapangan adalah suatu metode pengukuran vo2maks melalui metode estimasi gladi jurnal ilmu keolahragaan, 09 (2), oktober 137 ruliando hasea purba (prediction). jenis tes kebugaran lapangan ini seperti berjalan, berjalan-berlari, berlari, bersepeda, berenang, dan sebagainya. (burger,1990) 1. pemeriksaan maks di laboratorium pemeriksaan vo2maks cara langsung menggunakan treadmill atau ergocycle berdasarkan protokol tes yang direkomendasikan oleh bass (british association of sports science) yaitu denyut jantung diukur menggunakan ecg s&w medical cardio aid (type cb600m), konsumsi oksigen diukur menggunakan hans rudolph 2700 valve, dan tubing standar yang disambung ke douglas bag menggunakan masker yang terbuat dari bahan rubber. selanjutnya gas-gas dianalisis menggunakan pk morgan co2 analyser type 810a, dan taylor servomex o2 analyser type 570a. volume diukur menggunakan parkinson cowan volume meter.(mackenzie,2005) 2. multi stage fitness test (mtsf) / bleep test tes ini dilakukan di lapangan tertutup atau terbuka dengan permukaan sintetis yang datar. subjek berlari satu garis sepanjang 20 meter bolak balik menyesuaikan dengan suara dari media audio (kaset dan lain-lain) sebagai penanda. frekuensi penanda dari media audio semakin cepat setiap menitnya. tes diberhentikan ketika subjek tidak lagi mampu mengimbangi frekuensi dari penanda media audio dan tidak dapat mencapai garis target dalam tiga kali kesempatan berturut-turut. dalam tes ini terdapat 21 tingkatan dengan 16 balikan yang digunakan untuk memprediksi vo2maks.(mackenzie,2005) prosedur pelaksanaan bleep test adalah sebagai berikut. a. bleep test dilakukan dengan lari menempuh jarak 20 meter bolak-balik, yang dimulai dengan lari pelan-pelan secara bertahap yang semakin lama semakin cepat hingga atlet tidak mampu mengikuti irama waktu lari, berarti kemampuan maksimalnya pada level bolak-balik tersebut. b.waktu setiap level 1 menit. c. pada level 1 jarak 20 meter ditempuh dalam waktu 8,6 detik dalam 7 kali bolakbalik. d.pada level 2 dan 3 jarak 20 meter ditempuh dalam waktu 7,5 detik dalam 8 kali bolak-balik. gladi jurnal ilmu keolahragaan, 09 (2), oktober 138 ruliando hasea purba e. pada level 4 dan 5 jarak 20 meter ditempuh dalam waktu 6,7 detik dalam 9 kal bolak-balik, dan seterusnya. f. setiap jarak 20 meter telah ditempuh, dan pada setiap akhir level, akan terdengar tanda bunyi 1 kali. g.start dilakukan dengan berdiri, dan kedua kaki di belakang garis start. dengan abaaba “siap ya”, atlet lari sesuai dengan irama menuju garis batas hingga satu kaki melewati garis batas. h.bila tanda bunyi belum terdengar, atlet telah melampuai garis batas, tetapi untuk lari balik harus menunggu tanda bunyi. sebaliknya, bila telah ada tanda bunyi atlet belum sampai pada garis batas, atlet harus mempercepat lari sampai melewati garis batas dan segera kembali lari ke arah sebaliknya. i. bila dua kali berurutan atlet tidak mampu mengikuti irama waktu lari berarti kemampuan maksimalnya hanya pada level dan balikan tersebut. j. setelah atlet tidak mampu mengikuti irama waktu lari, atlet tidak boleh terus berhenti, tetapi tetap meneruskan lari pelan-pelan selama 3-5 menit untuk cooling down. b. faktor-faktor yang berpengaruh terhadap vo2maks 1. berat badan nilai vo2maks biasanya menggunakan satuan berat badan (mililiter oksigen per menit per kilogram berat badan). kira-kira seseorang dengan berat badan 100 kilogram diperkirakan akan mengangkut oksigen dua kali lebih banyak dari pada seseorang yang memiliki berat badan 50 kilogram. (edvardsen e,2014) 2. umur vo2maks anak-anak meningkat sampai mencapai maksimal pada usia 25-30 tahun, kemudian akan terjadi penurunan kapasitas fungsional, kira-kira sebesar 0,8 1% per tahun. penelitian cross-sectional dan longitudinal nilai vo2maks pada anak usia 8-16 tahun yang tidak terlatih menunjukkan kenaikan progresif dan linier hingga puncak kemampuan aerobik, terkait dengan umur kronologis pada anak perempuan dan lakilaki. vo2maks anak laki-laki dapat meningkat mulai umur 10 tahun, walaupun ada yang berpendapat latihan ketahanan tidak memengaruhi kemampuan aerobik sebelum usia 11 tahun. puncak nilai vo2maks dicapai kurang lebih pada usia 1820 tahun pada kedua jenis kelamin. (edvardsen,2014) umumnya, vo2maks gladi jurnal ilmu keolahragaan, 09 (2), oktober 139 ruliando hasea purba menurun secara bertahap hingga usia lanjut, dan tingkat penurunan sekitar 10% per dekade setelah usia 25 tahun, dan menjadi 15% antara usia 50 dan 75. selain itu, pada penelitian meta-analisis digambarkan bahwa penurunan yang berkaitan dengan usia terhadap vo2maks adalah sekitar berturut-turut 0,40, 0,39 dan 0,36 ml / kg / min per tahun untuk populasi laki – laki yang aktivitas menetap, aktif dan dilatih serta 0,35, 0,44, 0,62 ml / kg / min per tahun untuk populasi perempuan yang aktivitas menetap, aktif dan dilatih. penurunan vo2maks terkait usia merupakan hasil dari beberapa faktor, antara lain penurunan kemampuan jantung maksimal dan stroke volume, pengurangan volume darah akibat penggabungan dari aktivitas pompa otot yang kurang efektif pada katup ekstremitas, dan kekakuan dari kedua katup jantung serta penebalan dan pengerasan dinding arteri, dapat mengurangi ekstraksi oksigen perifer dan perbedaan jumlah maksimal oksigen di arteri dan vena. berkurangnya massa otot (sarcopenia) juga tampaknya memainkan peran penting dalam penurunan vo2maks.(hale,1988) 3. jenis kelamin penelitian dari jackson as et al. menemukan bahwa penurunan rata-rata vo2maks per tahun adalah 0,46 ml/kg/menit untuk pria (1.2%) dan 0,54 ml/kg/menit untuk wanita (1.7%). penurunan ini terjadi karena beberapa hal, antara lain penurunan denyut jantung maksimal dan isi sekuncup jantung. ratarata kemampuan aerobik perempuan sekitar 20% lebih rendah dibandingkan dengan laki laki pada usia yang sama. hal ini dikarenakan perbedaan hormonal yang menyebabkan wanita memiliki konsentrasi hemoglobin lebih rendah dan lemak tubuh lebih banyak. (roy jlp, 2015) 4. genetik faktor genetik berpengaruh terhadap kapasitas jantung dan paru, postur tubuh, berat tubuh, hemoglobin dan serat otot. * kemampuan untuk mengembangkan kapasitas kebugaran terkait dengan genetik, misalnya seseorang mempunyai potensi yang lebih besar dari orang lain untuk mengonsumsi oksigen lebih tinggi, mempunyai kapasitas paru yang lebih besar, menyuplai hemoglobin dan sel darah merah yang lebih banyak, serta mempunyai pembuluh kapiler yang lebih baik terhadap otot. (ceaser, 2015) gladi jurnal ilmu keolahragaan, 09 (2), oktober 140 ruliando hasea purba 5. komposisi tubuh perbedaan komposisi tubuh seseorang menyebabkan konsumsi oksigen yang berbeda. otot yang lebih besar akan memiliki vo2maks yang lebih tinggi dibandingkan tubuh yang memiliki kandungan lemak yang lebih banyak. jaringan lemak menambah berat badan, namun tidak mendukung kemampuan untuk secara langsung menggunakan oksigen selama olah raga berat. (edvardsen,2014) 6. denyut jantung tertinggi perubahan-perubahan yang terjadi pada sistem kardiovaskular sebagai respons terhadap latihan berupa: peningkatan kontraktilitas miokardium, peningkatan denyut jantung, peningkatan tekanan darah sistolik, peningkatan curah jantung dan vasokontriksi perifer secara umum pada otot karena stimulasi serabut otot skeletal yang melibatkan respons sistem saraf simpatis. derajat respons sejalan dengan massa otot yang terlibat dan intensitas latihan. respons kardiovaskular yang paling utama terhadap perubahan aktivitas fisis adalah peningkatan cardiac output. peningkatan ini disebabkan oleh peningkatan isi sekuncup jantung maupun denyut jantung yang dapat mencapai ± 95% dari tingkat maksimalnya. karena pemakaian oksigen oleh tubuh tidak dapat lebih dari kecepatan sistem kardiovaskular menghantarkan oksigen ke jaringan, maka dapat dikatakan bahwa sistem kardiovaskuler dapat membatasi nilai vo2maks. (sherwood, 2008) 7. suhu dan kelembaban pada lingkungan tropis, suhu lingkungan yang tinggi dan kelembaban udara yang tinggi, akan menyebabkan pembuangan panas melalui evaporasi atau berkeringat menjadi kurang efektif sehingga keringat akan menetes dari kulit oleh karena tidak terjadi penguapan melalui kulit. suhu dan kelembaban relatif yang lebih tinggi mempercepat perubahan fungsi tubuh ke arah yang merugikan, sehingga orang tidak mengalami aklimatisasi terhadap lingkungan yang baru. oleh karena itu, aklimatisasi terhadap lingkungan khususnya panas dan kelembaban perlu diperhatikan agar keadaan patologis dapat dihindari. pengaturan suhu tubuh penting untuk mempertahankan homeostasis yaitu menjaga kondisi cairan tubuh agar tubuh tetap berfungsi dengan baik. (che muhamed am, 2016) gladi jurnal ilmu keolahragaan, 09 (2), oktober 141 ruliando hasea purba 8. jumlah shuttle jumlah shuttle pada bleep test yang dimaksud adalah lari menempuh jarak 20 meter bolak – balik, yang dimulai dengan lari pelan-pelan secara bertahap yang semakin lama semakin cepat hingga atlet tidak mampu mengikuti waktu irama lari, hal ini menunjukkan kemampuan maksimal aerobik atlet pada level tersebut. penelitian aanstad, 2011 mengemukakan bahwa untuk mendapatkan validitas dari pengukuran vo2maks di laboratorium ataupun di lapangan perlu memperhatikan banyak variabel yang memengaruhi pengukuran ini. terdapat juga pendapat bahwa hasil dari tes ini dapat bervariasi dan menetap, bergantung pada adaptasi lingkungan dari individu setelah berulang kali melakukan tes ini. c. atlet junior sriwahyuniati dalam penelitiannya yang berjudul pengaruh latihan interval training terhadap perubahan kemampuan fisik atlet bola voli junior memasukkan kriteria atlet junior adalah atlet yang berusia 16–19 tahun. cabang olah raga triathlon di amerika serikat (usa triathlon membagi atlet muda menjadi 2 kriteria yaitu youth (usia 7-15 tahun) dan junior (usia 16-19 tahun). namun, federasi ski nasional norwegia memasukkan kriteria atlet junior pada usia 17 19 tahun. chatterjee memasukkan kriteria junior dalam penelitiannya adalah usia 13–16 tahun. nurjaya dalam tulisannya menjelaskan ada tahap-tahapan dalam membina atlet dalam jangka panjang (long term athletes development) disingkat ltad. ltad merupakan model yang telah dikembangkan oleh istvan balyi yang merupakan ahli di bidang perencanaan, periodisasi dan peningkatan prestasi melalui program latihan jangka pendek dan jangka panjang. metode penelitian ini bertujuan untuk mengukur ambilan oksigen maksimal pada atlet junior. desain yang digunakan adalah uji potong lintang yang bertujuan untuk menilai perbedaan antara nilai prediksi ambilan oksigen maksimal (vo2maks) berdasarkan tes laboratorium dengan nilai prediksi vo2maks berdasarkan bleep test. metode penelitian yang digunakan adalah metode survey deskriptif. populasi target adalah atlet yang berasal dari klub olahraga prestasi sepakbola gladi jurnal ilmu keolahragaan, 09 (2), oktober 142 ruliando hasea purba universitas negeri jakarta. pemilihan sampel adalah populasi terjangkau yang memenuhi kriteria penerimaan dengan menggunakan metode purposive sampling dengan kriteria umur 16-19 tahun. subjek diambil dengan cara purposif yaitu atlet yang sesuai dengan kriteria penerimaan pada klub olahraga di jakarta. subjek yang bersedia mengikuti penelitian wajib menandatangani surat informedconsent yang sudah disediakan pengumpulan data awal dilakukan oleh peneliti dan asisten peneliti. jenis data yang diambil adalah data primer. data umur didapat dengan menanyakan langsung pada subjek atau melihat kartu tanda penduduk bagi yang sudah memiliki. jenis kelamin didapat dari pengamatan ciri fisik subjek. jumlah latihan perminggu ditanyakan untuk melihat apakah atlet rutin dalam berlatih. tinggi badan diukur dalam satuan meter dengan pengukur tinggi badan merek senoh ® . subjek berdiri tegak dengan punggung bersandar pada tiang dan posisi kaki pada tempat yang telah ditentukan. berat badan diperoleh dari timbangan merek yamato ® . berat badan ditampilkan dalam kilogram. imt dihitung berdasarkan berat badan per tinggi badan kuadrat. bleep test menghasilkan total shuttle, denyut jantung tertinggi pada lintasan. jumlah total shuttle yang didapat kemudian dimasukkan ke dalam rumus sehingga didapatkan nilai maks. pada saat dilakukan bleep test subjek memakai polar dengan tujuan menghitung denyut nadi tertinggi. polar dipakai setinggi prosesus xiphoideus terhubung dengan receiver polar pada pergelangan tangan. data denyut nadi pada saat tes akan terekam pada receiver polar ® termasuk denyut nadi tertinggi pada saat tes. nilai maks tes laboratorium (treadmill test) diperoleh dari cpex (cardio pulmonary exercise) merek cosmed ® dengan sungkup menutup hidung dan mulut. subjek diminta untuk berjalan hingga berlari sesuai dengan kecepatan dari treadmill. sebelum tes subjek memakai polar sehingga dapat terukur denyut nadi. pada tes ini menggunakan protokol 10 kilometer. tekanan darah diperiksa sebelum dan sesudah tes dengan menggunakan tensimeter merek riester. suhu laboratorium diukur dengan menggunakan termometer ruangan. hasil pengukuran dalam celcius. kelembaban laboratorium gladi jurnal ilmu keolahragaan, 09 (2), oktober 143 ruliando hasea purba diukur dengan alat higrometer. hasil pengukuran dalam persen. hasil dan pembahasan 1. data tinggi badan hasil penelitian menunjukkan data tinggi badan dengan diperoleh rentang dari 154 hingga 182 dengan nilai rata-rata sebesar 167,45 serta simpangan baku sebesar 5,61 dan varian sebesar 31,5. di bawah ini disajikan distribusi frekuensi tinggi badan. tabel 1. distribusi frekuensi tinggi badan 2. data berat badan hasil penelitian menunjukkan berat badan diperoleh rentang 51 hingga 73 dengan nilai rata-rata sebesar 60.18 serta simpangan baku sebesar 6,03 dan varian sebesar 36,35. di bawah ini disajikan distribusi frekuensi berat badan. tabel 2. distribusi frekuensi berat badan no kelas interval nilai tengah frekuensi absolut relatif 1 51 – 55,4 53,2 4 18.2% 2 55.5 – 59,9 57,7 8 36.4% 3 60 – 64,4 62,2 4 18.2% 4 64.5 – 68,9 66,7 4 18.2% 5 69 – 73,4 71,2 2 9.1% jumlah 22 100% 3. data indeks masa tubuh (imt) hasil penelitian menunjukkan data imt dengan diperoleh rentang dari 18,13 hingga 25 dengan nilai rata-rata sebesar 21,47 serta simpangan baku sebesar 1,8 dan varian sebesar 3,25. di bawah ini disajikan distribusi frekuensi indeks masa tubuh (imt). tabel 3. distribusi frekuensi imt no kelas interval nilai tengah frekuensi absolut relatif 1 18.13 19.50 18.81 3 13.6% 2 19.51 20.89 20.20 6 27.3% 3 20.90 22.27 21.58 6 27.3% 4 22.28 23.66 22.96 5 22.7% 5 23.67 25.04 24.35 2 9.1% jumlah 22 100% 4. data denyut nadi istirahat hasil penelitian menunjukkan data denyut nadi istirahat dengan diperoleh rentang dari 55 hingga 99 dengan nilai rata-rata sebesar 73,32 serta simpangan baku sebesar 16,15 dan varian sebesar 260,8. di bawah ini disajikan distribusi frekuensi denyut nadi. tabel 4. distribusi frekuensi denyut nadi istirahat no kelas nilai frekuensi no kelas interval nilai tengah frekuensi absolut relatif 1 154 160 156.8 1 4.5% 2 160 165 162.5 6 27.3% 3 165 171 168.2 12 54.5% 4 171 177 173.9 2 9.1% 5 177 182 179.6 1 4.5% jumlah 22 100% gladi jurnal ilmu keolahragaan, 09 (2), oktober 144 ruliando hasea purba interval tengah absolut relatif 1 55 – 63.8 59.4 11 50% 2 63.9 – 72.7 68.3 0 0 3 72.8 – 81.6 77.2 3 13.6% 4 81.7 – 90.5 86.1 4 18.2% 5 90.6 – 99 95 4 18.2% jumlah 22 100% 5. data apparent leg length hasil penelitian menunjukkan data apparent leg length dengan diperoleh rentang dari 87 hingga 101 dengan nilai rata-rata sebesar 93,14 serta simpangan baku sebesar 3,56 dan varian sebesar 12,69. di bawah ini disajikan distribusi frekuensi appaerent leg length. tabel 5. distribusi frekuensi appaerent leg length no kelas interval nilai tengah frekuensi absolut relatif 1 55 – 63.8 88.4 5 22.7 2 63.9 – 72.7 91.3 10 45.5 3 72.8 – 81.6 94.2 4 18.2 4 81.7 – 90.5 97.1 1 4.5 5 90.6 – 99 100 2 9.1 jumlah 22 100% tabel 6. perbedaan rata-rata pada denyut nadi maksimal (hrmax) dan ambilan oksigen maksimal (vo2max) resp. tread mill bleep test hrmax vo2max hrmax vo2max 1 191 51.6 196 42 2 197 39.6 199 41.1 3 191 57.2 195 47.4 4 186 47.5 188 48.4 5 181 49.4 187 43.9 6 188 49.4 190 47.7 7 188 47.8 189 47.1 8 189 46.8 196 47.4 9 189 44.8 180 50.2 10 198 49.8 194 46.5 11 203 47.1 202 42 12 188 47.9 191 43.9 13 186 44.3 174 35 14 188 55.1 198 48.4 15 192 54.2 195 52 16 178 49 181 43.3 17 185 51.2 195 44.2 18 193 46.8 193 42 19 192 50.2 202 47.7 20 182 43.2 183 33.9 21 191 47.4 202 46.8 22 190 46.1 186 40.8 jumlah 4166 1066.4 4216 981.7 ratarata 189.36 48.47 191.64 44.62 dari data diatas dapat disimpulkan bahwa terdapat perbedaan rata-rata pada denyut nadi maksimal (hrmax) dan ambilan oksigen maksimal (vo2max) pada treadmill dengan pada bleep test. hrmax pada treadmill didapat rata-rata sebesar 189.36, hrmax pada bleeptest didapat rata-rata sebesar 191.64. vo2max pada treadmill didapat rata-rata sebesar 48,47 dan vo2max pada bleeptest didapat rata-rata sebesar 44.62 kesimpulan dari hasil penelitian pada nilai ambilan oksigen maskimal (vo2max) dari hasil bleep test pada atlet sepakbola universitas negeri jakarta yang telah dilaksanakan, diketahui bahwa banyak faktor yang mempengaruhi nilai vo2max seperti usia, suhu, kelembaban, tinggi badan, berat badan, hingga denyut nadi maksimal. gladi jurnal ilmu keolahragaan, 09 (2), oktober 145 ruliando hasea purba perbedaan yang cukup signifikan juga terlihat pada perbedaan rata-rata yang didapat dari hasil keseluruhan vo2max yang diukur menggunakan treadmill yaitu sebesar 48,47 dan bleep test sebesar 44,62. tidak hanya itu, rata-rata denyut nadi maksimal pada treadmill didapat 189.36 dan pada bleep test didapat 191.64. daftar pustaka chatterjee p, banerjee ak, das p, debnath p. a regression equation for the estimation of maximum oxygen uptake in nepalese adult females. asian j sports med. 2010 mar; 1(1) 41–5. mackenzie b. 101 performance evaluation tests. london: electric word plc. 2005; cooper kh. a means of assessing maximal oxygen intake: correlation between field and treadmill testing. jama. 1968 jan 15; 203(3), 201–4. ted a. baumgartner, andrew s. jackson, matthew t. mahar, & david a. rowe. measurement for evaluation in kinesiology. google books. [cited 2017 jun 6]. mackenzie b. 101 performance evaluation tests. london: electric word plc. 2005; edvardsen e, hem ej, anderssen sa. end criteria for reaching maximal oxygen uptake must be strict and adjusted to sex and age: a crosssectional study. plos one [internet]. 2014 jan 14 [cited 2017 jun 6]; available from: https://brage.bibsys.no/xmlui/han dle/11250/225880 roy jlp, hunter gr, fernandez jr, mccarthy jp, larson-meyer de, blaudeau te, et al. cardiovascular factors explain genetic background differences in vo2max. am j hum. 2015. biol. 18:454–60. ceaser t, hunter g. black and white race differences in aerobic capacity, muscle fiber type, and their influence on metabolic processes. sports med auckl nz. 2015 may;45(5):615–23. sherwood l. human physiology: from cells to systems. cengage learning; 2008. 973 p. che muhamed am, atkins k, stannard sr, mündel t, thompson mw. the effects of a systematic increase in relative humidity on thermoregulatory and circulatory responses during prolonged running exercise in the heat. temp austin tex. 2016;3(3):455– 64. https://brage.bibsys.no/xmlui/handle/11250/225880 https://brage.bibsys.no/xmlui/handle/11250/225880 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 127-139 permalink/doi: https://doi.org/10.21009/gjik.112.05 pengaruh feedback dan motivasi latihan terhadap keterampilan passing control sepak bola u-16 rachmat ramadhan maulana 1,2 , widiastuti 2 , taufik rihatno 2 1 smpn 2 depok, jl. bangau raya no.246, depok jaya, kec. pancoran mas, kota depok, jawa barat 16432 2 pendidikan jasmani, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email : rachmatramadhan427@gmail.com abstrak tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari perlakuan feedback langsung dan feedback tertunda serta motivasi latihan terhadap keterampilan passing control sepak bola. penelitian ini dilakukan pada atlet ekstrakulikuler sepak bola smpn 2 depok. penelitian ini menggunakan treatment by level 2 x 2. sampel terdiri dari 40 atlet. teknis analisis data adalah analisis varians dua jalur (anava) dan selanjutnya dilanjutkan dengan uji tuckey pada tingkat signifikansi α = 0,05. hasil penelitian ini menunjukkan bahwa : (1). nilai peningkatan keterampilan passing control pada perlakuan feedback langsung (a1) lebih tinggi dari nilai perlakuan feedback tertunda (a2) pada atlet ekstrakulikuler smpn 2 depok. (2). terdapat pengaruh interaksi antara feedback (a) terhadap motivasi latihan (b). (3). nilai peningkatan keterampilan passing control sepak bola pada perlakuan feedback langsung dengan motivasi latihan tinggi (a1b1) lebih tinggi dari nilai perlakuan feedback tertunda dengan motivasi latihan tinggi (a2b1). (4). nilai peningkatan keterampilan passing control sepak bola pada perlakuan feedback langsung dengan motivasi latihan rendah (a1b2) lebih rendah dari nilai perlakuan feedback tertunda dengan motivasi latihan rendah (a2b2) pada atlet ekstrakulikuler smpn 2 depok. kata kunci: pengaruh feedback , motivasi latihan, passing control sepak bola abstract. the purpose of this study was to determine the effect of direct feedback treatment and delayed feedback and training motivation on soccer passing control skills. this research was conducted on soccer extracurricular athletes at smpn 2 depok. this study used treatment by level 2 x 2. the sample consisted of 40 athletes. the data analysis technique is two-way analysis of variance (anava) and then followed by the tuckey test at the significance level α = 0.05. the results of this study indicate that: (1). the value of improving passing control skills in direct feedback treatment (a1) is higher than the value of delayed feedback treatment (a2) in extracurricular athletes at smpn 2 depok. (2). there is an interaction effect between feedback (a) on motivation to exercise (b). (3). the value of improving soccer passing control skills in direct feedback treatment with high training motivation (a1b1) is higher than the value of delayed feedback treatment with high training motivation (a2b1). (4). the value of improving soccer passing control skills in direct feedback treatment with low training motivation (a1b2) is lower than the value of delayed feedback treatment with low training motivation (a2b2) in extracurricular athletes at smpn 2 depok. keywords: effect of feedback, exercise motivation, football passing control mailto:rachmatramadhan427@gmail.com gladi jurnal ilmu keolahragaan, 11 (02), oktober128 rachmat ramadhan maulana, widiastuti, taufik rihatno pendahuluan olahraga adalah suatu bentuk aktivitas fisik yang terencana dan terstruktur yang melibatkan gerakan tubuh berulang-ulang dan ditujukan untuk meningkatkan kebugaran jasmani. olahraga adalah segala aktivitas fisik yang sistematis untuk mendorong, membina dan mengembangkan potensi jasmani, rohani dan social (saputro, 2017). jadi olahraga itu suatu bentuk aktifitas fisik yang terencana dan terstruktur melibatkan potensi jasmani, rohani dan sosial untuk kebugaran. olahraga adalah gabungan aktivitas fisik dan psikis yang berfungsi untuk menjaga dan meningkatkan kesehatan, meningkatkan prestasi, serta sebagai sarana rekreasi dan hiburan (rizky yanto & pramono, 2019). maka dari itu olahraga adalah gabungan dari potensi jasmani, rohani dan sosial dalam menjaga, meningkatkan dan juga sebagai sarana. pada perkembangan selanjutnya, olahraga tidak hanya dilihat sebagai sarana untuk menjaga kesehatan saja, namun juga sebagai salah satu ajang kompetisi yang membawa nama baik bangsa dan negara, oleh sebab itu, pembinaan prestasi mendapat perhatian yang lebih dari berbagai kalangan. olahraga prestasi dikhususkan untuk pencapaian prestasi baik dalam kejuaraan tingkat daerah, nasional, regional maupun internasional (firdaus, 2011). maka olahraga prestasi adalah olahraga yang membina dan mengembangkan atlet secara terencana, berjenjang dan berkelanjutan melalui kompetisi untuk mencapai prestasi. pada saat ini olahraga memberikan pengaruh yang positif dan nyata bagi peningkatan kesehatan masyarakat. hal ini terbukti dengan banyaknya masyarakat indonesia melakukan kegiatan olahraga. olahraga di indonesia tidak hanya untuk kepentingan pendidikan, rekreasi dan kesegaran jasmani, tetapi juga menjadi ajang pembentukan prestasi. sepak bola merupakan olahraga yang begitu indah penuh dengan kedamaian jika seseorang menikmati suatu pertandingan baik tingkat regional bahkan internasional yang memberikan kontribusi secara tidak langsung tanpa kita sadari bersama (atiq, 2012). maka dari itu sepak bola adalah permainan olahraga yang paling banyak dimainkan diselurih penjuru dunia, permainan ini sangat terkenal dan bergengsi dimanapun berada, olahraga ini menggunakan bola yang terbuat dari bahan kulit dan dimainkan oleh dua tim, yang masing-masing tim memiliki anggota sebelas orang. untuk bermain sepak bola yang baik pemain dibekali dengan teknik dasar yang baik. pemain yang memiliki teknik dasar yang baik cenderung dapat bermain sepak bola dengan baik pula. beberapa teknik dasar yang perlu dimiliki pemain sepak bola adalah: (1) menendang (passing), (2) mengontrol (controling), (3) menggiring (dribbling), (4) menyundul (heading), (5) merampas (tackling) dan (6) lemparan ke dalam (throw-in) (efendi, 2016). jadi dapat disimpulkan atlet sepak bola perlu menguasai kelima tehnik dasar sepak bola diantaranya menendang, mengonrtol, menggiring, menyundul, merampas, dan lemparan kedalam agar atlet dapat bermain sepak bola dengan baik. tehnik dasar merupakan keterampilan pokok yang harus dikuasai untuk dapat berprestasi tinggi (atiq, 2012). maka dapat gladi jurnal ilmu keolahragaan, 11 (02), oktober129 rachmat ramadhan maulana, widiastuti, taufik rihatno disimpulkan tehnik dasar merupakan hal paling dasar yang harus dikuasai oleh semua atlet, karena atlet yang memiliki kemampuan tehnik dasar yang baik akan mampu menggunakannya dalam berbagai situasi, sehingga memberikan kemudahan dalam menetapkan taktik, kemudian mampu menciptakan kerjasama yang baik, secara kelompok dan tim untuk meraih kemenangan. tehnik sepak bola merupakan basic dan fundamental pada permainan sepak bola secara keseluruhan yang mampu mengembangkan setiap pemain baik individu maupun umum yang mencakup dengan aspek gerak dasar, dalam permainan tidak mengalami kesulitan maka pemain dituntut paling tidak menguasai sedikit rangkaian beberapa tenik yang memiliki koordinasi antar tehnik dasar (pratama, 2017). dapat disimpulkan bahwa teknik dasar dalam permainan sepak bola mempunyai kedudukan yang sangat penting karena teknik dasar sangat menunjang permainan agar lebih baik secara individu maupun secara tim. disamping itu penguasaan teknik dasar juga dapat membandingkan kualitas dari keterampilan setiap atlet dan juga peran dalam permainan tim. keterampilan adalah kemampuan untuk melakukan gerakan – gerakan dasar yang dibutuhkan dalam olahraga tertentu (fernando, 2018). maka dapat disimpulkan bahwa keterampilan adalah tindakan aktivitas gerak yang dikuasai atau diperoleh melalui proses latihan maupun latihan yang dilakukan secara terus menerus. passing dan control merupakan komponen yang penting dalam sepak bola dan harus diajarkan sejak usia dini. dengan keterampilan tiap individu yang baik diharapkan kualitas sebuah tim meningkat. dengan harapan semakin lama anak berlatih passing akan meningkatkan keterampilannya kedepan. untuk bisa menjalankan taktik sepak bola dalam permainan sepak bola tehnik dasar yang paling dominan digunakan adalah passing control. passing control yang baik dan benar sangat dibutuhkan dalam permainan sepak bola, karena dengan menguasai tehnik ini maka akan mempermudah teman kita untuk menerima bola. dalam meningkatkan kemampuan passing control dibutuhkan latihan. latihan adalah aktivitas olahraga yang sistematis dalam waktu yang lama, ditringkatkan secara progresif dan individual yang mengarah kepada ciri – ciri fungsi fisiologis dan psikologis untuk mencapai sasaran yang telah ditentukan (latar, 2016). senadanya dengan pendapat itu, latihan adalah peroses ulang dengan kian hari kian meningkat jumlah beban latihan atau pekerjaanya. seseorang yang memiliki motivasi untuk mencapai target atau tujuan, akan mencapai keberhasilan yang lebih tinggi daripada seseorang yang tidak memiliki motivasi mencapai target atau tujuan (amani & priambodo, 2019). maka dapat disimpulkan bahwa motivasi adalah kekuatan yang mendorong seseorang untuk beraksi atau tidak beraksi untuk menentukan arah aktivitas terhadap pencapaian tujuan. motivasi itu adalah merupakan suatu penggerak dasar yang sifatnya abstrak dan berasal dari tiap – tiap individu baik manusia maupun hewan, dimana aktivitas individu itu didasari oleh dorongan untuk mencapai tujuan akhir yang telah gladi jurnal ilmu keolahragaan, 11 (02), oktober130 rachmat ramadhan maulana, widiastuti, taufik rihatno direncanakan sebelumnya (sinuraya, 2018). maka dapat disimpulkan bahwa motivasi yang baik memungkinkan individu bekerja lebih baik dalam kelompoknya. motivasi memegang peranan penting untuk membantu menentukan berhasil tidaknya atlet dalam proses latihan maupun pertandingan, oleh karena itu ditekankan kepada atlet untuk menunjukan motivasi dalam latihan. motivasi latihan mempunyai peranan penting dalam memberi rangsangan, semangat dan rasa senang dalam latihan sehingga yang mempunyai motivasi untuk melaksanakan proses latihan. adanya motivasi latihan yang kuat membuat atlet latihan dengan tekun yang pada akhirnya terwujud dalam hasil keterampilan atlet tersebut. oleh karena itu motivasi latihan hendaknya diterapkan pada diri atlet agar dengan senang hati mengikuti materi latihan yang diberikan oleh pelatih saat berlatih.. rendahnya motivasi atlet bisa dilihat dari keseriuasannya dan disiplin dalam berlatih, tidak bersemangat, tidak tepat waktu dalam latihan, rendahnya konsentrasi dalam latihan, tidak mempunyai inisiatif berlatih dan sebagainya. pada saat atlet tidak mampu melaksanakan tugas gerak dan tidak memiliki pemahaman tentang apa yang sudah dilakukannya, maka pada saat itu pelatih harus memberikan evaluasi kepada atlet setelah latihan maupun saat latihan agar sesuai dengan tujuan dan harapan pelatih. sebagai penggantinya, pada saat itu pelatih dapat memberikan umpan balik (feedback) sehingga atlet lebih memahami tujuan dari latihan yang diberikan oleh pelatih dan juga atlet termotivasi agar bisa lebih baik lagi . umpan balik atau feedback adalah pendekatan dari perilaku pelatih membantu setiap atlet yang mengalami kesulitan latihan secara indicidu dengan cara menanggapi hasil latihan para atlet sehingga atlet lebih menguasai materi latihan yang diberikan baik secara langsung dan secara tidak langsung (sari, 2016). jadi umpan balik adalah koreksi terhadap jawaban – jawaban atau respon atlet yang mengalami kesulitan baik individu maupun kelompok saat latihan yang dilakukan oleh pelatih. umpan balik merupakan penguatan terhadap keaktifan hingga mampu mempertahankan dan memberikan respok pada aktivitas berikutnya sehingga dapat ditingkatkan hasilnya (windarsih, 2016). oleh sebab itu umpan balik (feedback) dapat mendorong atlet untuk berusaha mencari jawaban yang benar atas kesalahan sebelumnya sesuai dengan petunjuk dari pelatih. selain itu atlet diberikan kesempatan untuk memeriksa diri sampai dimana mereka mengerti bahan pelajaran tersebut, sehingga mereka dapat melengkapi pengertian – pengertian yang belum lengkap dan sejauh mana urain yang diberikan dapat tersampaikan secara baik dan jelas. umpan balik dapat dilakukan secara langsung mau maupun tidak langsung terhadap kemampuan atlet dalam mengelola latihan. dalam proses latihan, umpan balik didasarkan atas pengamatan mengenai penampilan atlet, yaitu mengenai apakah proses latihannya sudah mencapai tujuan atau belum. gladi jurnal ilmu keolahragaan, 11 (02), oktober131 rachmat ramadhan maulana, widiastuti, taufik rihatno umpan balik langsung adalah umpan balik yang diberikan setiap selesainya melakukan keseluruhan ataupun rangkain satu set gerakan dari beberapa tahapan gerakan yang ada (dewi & sitompul, 2016). umpan balik langsung adalah informasi yang segera diberikan oleh pelatih atau teman dalam berlatih ketika atlet selesai melakukan keseluruhan ataupun rangkaian satu set gerakan dari beberapa tahapan gerakan yang ada. dalam pemberian umpan balik langsung, atlet diharapkan dapat melakukan perbaikan setelah diberikan informasi langsung oleh pelatih. gerakan passing control harus diberikan umpan balik langsung dan jangan ditunda – tunda. umpan balik langsung tersebut perlu segera diberikan kepada atlet agar dapat memperhitungkan prestasi atau hasil latihan selanjutnya. bila jangka waktu antara pelaksanaan gerakan dengan saat penerimaan umpan balik tersebut cukup lama, dengan sendirinya motivasi untuk memperbaiki diri akan hilang. pemberian pemahaman secara cepat atau segera sesudah penampilan akan memberikan pengaruh positif terhadap penampilan. umpan balik tertunda adalah informasi yang diberikan pelatih, atau teman dalam latihan atau berlatih ketika atlet selesai melakuakan rangkaian – rangkaian gerakan dalam beberapa unit percobaan (dewi & sitompul, 2016). dalam pemberian umpan balik tertunda ada waktu yang harus diperhatikan, jadi umpan balik tidak langsung dapat diberikan sesudah penampilan pertama dari gerakan selesai dilakukan. bahwa selesai penundaan atlet agaknya memproses informasi pengetahuan tentang hasil dan memutuskan tentang apa yang akan dikerjakan pada percobaan tersebut. dalam hal ini umpan balik tidak langsung bagi seorang atlet, yaitu setiap atlet yang telah menyelesaikan bagian gerakan yang benar. dengan demikian pemberian umpan balik tertunda pada passing control adalah setiap atlet diberikan umpan balik setelah selesai melakukan bagian – bagian gerakan. pelatih tidak hanya boleh puas melihat umpan balik anak akan tetapi harus dimunculkan dengan dipancing, ditambahkan, dikoreksi, disempurnakan dengan masukan umpan balik. umpan balik yang diberikan pelatih sangatlah menentukan kualitas pelatihan motorik serta hasil yang dicapai oleh atlet. pengetahuan hasil dan performa juga mempunyai peran penting, karena berkaitan dengan ekspresi fisik atau gerakan tubuh, misalnya perkataan “ tendangan bolanya terlalu lemah kurang kuat, tambahkan power”. sehingga atlet akan dapat segera mengkoreksi kesalahannya dalam latihan motorik. penulis melakukan pengamatan dilapangan bahwa metode latihan pada proses latihan ekstrakulikuler sepak bola sekolah menengah pertama (smp) negeri 2 depok dijumpai gejala perilaku atlet kurang semangat mengikuti latihan sepak bola, hal tersebut mungkin karena pelatih pasif dalam melakukan evaluasi latihan tehnik dan kurang memotivasi atlet sehingga banyak atlet yang acuh tak acuh, dan ada pula yang mengikuti asal bergerak saja. misalnya pada saat melakukan passing control, sikap awal berdiri sudah terlihat kesalahan yang menonjol, kaki yang dirapatkan sehingga tidak leluasa gladi jurnal ilmu keolahragaan, 11 (02), oktober132 rachmat ramadhan maulana, widiastuti, taufik rihatno untuk bergerak dalam melakukan pergerakan passing. sikap badan yang tidak merunduk saat melakukan passing sehingga atlet terlihat kaku. terkadang bola melambung terlalu tinggi pada saat melakukan passing, sehingga perkenaan kontak kaki dengan bola saat teman control bola kurang tepat. pandangan ke arah bola tidak diseimbangkan dengan ayunan tungkai terhadap bola. sehingga bola tidak dapat diarahkan sesuai dengan yang diharapkan. pada sikap perkenaan, masih terdapat kesalahan yaitu, atlet belum bisa secara maksimal menyesuaikan ketepatan kaki bagian dalam saat menyentuh bola. kemudian pada sikap control bola ada atlet tidak siap pada posisi kaki untuk menerima bola passing dari temannya. akibatnya proses latihan kurang efektif sehingga atlet kesulitan dalam latihan, baik itu dalam bentuk kemampuan dan keterampilan secara menyeluruh, fisik, mental maupun intelektual. memperbaiki kesalahan latihan teknik dasar passing control dalam sepak bola dapat dilakukan dengan banyak cara. salah satu upaya yang dapat dilakukan oleh pelatih dalam meningkatkan hasil latihan passing control adalah dengan menerapkan metode latihan yang tepat dan efektif sesuai dengan karakterisitik atlet. hal ini dimaksudkan agar atlet dapat mengerti dan memahami materi latihan yang disajikan oleh pelatih sesuai dengan tujuan yang diharapkan. program latihan sangat mempengaruhi efektifitas dari metode latihan yang digunakan oleh pelatih dalam melaksanakan suatu proses latihan. metode adalah suatu cara yang spesifik untuk menyediakan tugas – tugas dalam latihan secara sistematik dalam rangka pencapaian suatu tujuan. sedangkan latihan pada hakikatnya merupakan proses pendewasaan dan penyempurnaan keterampilan yang mengarah kepada kemampuan atau prestasi atlet (efendi, 2016). maka dapat di simpulkan melalui metode latihan, pelatih dapat membantu atlet mendapatkan informasi, ide, keterampilan, cara berpikir, dan mengekspresikan ide. maka pemilihan perlakuan latihan yang tepat akan membantu tercapainya hasil latihan yang diharapkan. sehubungan dengan itu, dalam melakukan proses latihan khususnya hasil latihan passing control sepak bola, dipilih perlakuan latihan yang tepat dan mudah diterapkan ke atlet. perlakuan latihan tersebut adalah feedback, dengan menggunakan feedback seorang pelatih akan mencapai hasil yang dirancang sesuai harapan yang diinginkan (harun, 2016). dari proses latihan sepak bola tersebut, ada hal yang lain yang juga penting untuk dikaji, yaitu berkenaan dengan motivasi atlet dalam latihan. secara umum, terdapat dua peranan penting motivasi dalam latihan, pertama, motivasi merupakan daya penggerak psikis dalam diri seseorang yang menimbulkan kegiatan latihan, menjamin kelangsungan latihan demi mencapai satu tujuan. kedua, motivasi memegang peranan penting dalam memberikan gairah, semangat dan rasa senang dalam latihan, sehingga seseorang yang mempunyai motivasi tinggi mempunyai energi yang banyak untuk melaksanakan kegiatan latihan. terkadang banyak atlet yang acuh tak acuh, dan ada pula yang mengikuti asal bergerak saja sehingga mengakibatkan gladi jurnal ilmu keolahragaan, 11 (02), oktober133 rachmat ramadhan maulana, widiastuti, taufik rihatno bola tersebut tidak sampai kesebarang lawan, perkenaan bola dengan tangan tidak tepat, bahkan bola tidak dapat di control oleh teman. tentu didalam menyelesaikan masalah ini perlunya motivasi dari atlet tersebut. metode metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain penelitian rancangan treatment by level 2 x 2. penentuan desain merujuk pada pendapat tangkudung, yaitu unit-unit eksperimen dikelompokan dalam sel sedemikian rupa sehingga unit-unit eksperimen di dalam sel relatif homogen dan banyak unit eksperimen di dalam sel sama dengan banyak perlakuan yang sedang diteliti (tangkudung, 2015). perlakuan dilakukan secara acak kepada unit-unit eksperimen di dalam setiap sel. supaya hasil penelitian ini benarbenar menunjukkan sebagi akibat perlakuan yang diberikan, maka perlu dilakukan pengontrolan terhadap variabel luar yang mempengaruhi keterampilan passing control. pengontrolan yang dimaksud adalah pengontrolan terhadap validitas internal dan eksternal merujuk pada pendapat (tangkudung, 2015). validitas internal dan eksternal yang dikontrol dalam penelitian ini. populasi sasaran dalam penelitian ini adalah seluruh atlet ekstrakulikuler sepakbola smp n 2 depok, dalam hal ini penulis menggunakan “total sampling”. maka dari itu, sampel yang penulis ambil dari penelitian ini adalah sebanyak 74 orang atlet yang mengikuti ekstrakulikuler. terdapat dua macam data yang harus dikumpulkan: (1) data hasil keterampilan passing control, dengan cara testee melakukan tendangan bola ke papan/sasaran dan menahannya kembali dengan dibelakang garis dan di lakukan selama 30 detik. dan (2). data motivasi latihan, dengan cara menyebarkan angket tentang motivasi latihan. untuk menganalisa data di dalam penelitian ini digunakan teknik analisis varians (anava) dua jalur dengan desain faktorial 2 x 2 pada taraf signifikan α = 0,05. sebelum melakukan analisa varian, sebagai syarat memenuhi persyaratan analisis data terlebih dahulu dilakukan uji normalitas sampel dengan liliefors, sedangkan untuk mencari tingkat homogenitas varians populasi dengan menggunkan uji barlett. selanjutnya, jika terdapat interaksi (hasil dari perhitungan anava) dilanjutkan dengan uji tukey yang bertujuan untuk mengetahui tingkat signifikansi f hitung dengan taraf signifikansi α = 0,05. hasil dan pembahasan setelah dilakukan analisis data dengan menggunakan pendekatan analisis varians (anava) dan dilanjutkan dengan uji tuckey, maka pembahasan hasil penelitian akan terpusat pada empat hipotesis yang telah diuji kebenarannya yaitu sebagai berikut: keterampilan passing control sepak bola melalui feedback langsung (a1) lebih baik daripada feedback tertunda (a2). dalam pelaksanaan penguasaan passing control sangat besar sekali manfaatnya dalam keterampilan sepak bola. karena didalam passing control penguasaan tehnik dasar sangat diutamakan, agar passing control dapat dilakukan dengan baik. penguasaan tehnik dasar yang baik akan menjadi kunci keberhasilan dalam gladi jurnal ilmu keolahragaan, 11 (02), oktober134 rachmat ramadhan maulana, widiastuti, taufik rihatno sisi kualitas (efektif dan efisien hasil keterampilan passing control). untuk mendapatkan tehnik dasar passing control yang baik serta permanen dibutuhkan latihan berulang-ulang dan terus menerus. selain itu peran feedback seorang pelatih juga akan mempengaruhi tingkat pencapaian hasil keterampilan passing control terhadap atletnya dalam hal ini atlet yang mengikuti ektrakurikuler. feedback pelatih yang dimaksud adalah feedback langsung dan feedback tertunda. kelebihan dari feedback langsung dalam latihan khususnya passing control adalah gerakan dari passing control harus diberikan umpan balik langsung dan jangan ditunda-tunda. umpan balik langsung tersebut perlu segera diberikan kepada atlet agar dapat memperhitungkan prestasi atau hasil latihan selanjutnya. pemberian pemahaman secara cepat atau segera sesudah penampilan akan memberikan pengaruh positif terhadap penampilan. sedangkan kekurangan dari feedback tertunda dalam latihan khususnya passing control adalah selasai penundaan atlet, agak memperoses informasi pengetahuan tentang hasil dan memutuskan tentang apa yang akan dikerjakan pada percobaan tersebut. dalam hal ini umpan balik tidak langsung bagi seorang atlet, yaitu setiap atlet yang telah menyelesaikan bagian gerakan yang benar. dengan demikian pemberian umpan balik tertunda pada passing control adalah setiap atlet diberikan umpan balik setelah selesai melakukan bagian-bagian gerakan. maka atlet yang tidak aktif tidak terjadi feedback dan mengalami kesulitan dalam latihan. dengan demikian berdasarkan pembahasan hasil penelitian yang telah dijelaskan, maka dapat direkomendasikan bahwa feedback langsung lebih tepat dan cocok diterapkan dalam meningkatkan keterampilan passing control sepak bola dibandingkan dengan feedback tertunda. terdapat interaksi antara feedback dan motivasi latihan terhadap hasil keterampilan passing control sepak bola (axb). hasil analisis varians 2x2, tentang interaksi antara feedback dan motivasi latihan terhadap hasil keterampilan passing control menunjukkan bahwa fhitung > ftabel, sehingga h0 ditolak, dan h1 diterima. dengan demikian dapat disimpulkan bahwa terdapat interaksi antara feedback dan motivasi latihan terhadap hasil keterampilan passing control. feedback adalah perlakuan yang dipakai oleh pelatih dalam memaksimalkan latihan sepak bola pada materi tehnik passing control. perlakuan ini digunakan dengan tujuan agar materi tehnik dasar passing control dapat dikuasai dengan baik dan benar oleh atlet. feedback dibagi menjadi dua dalam pelaksanaanya yaitu feedback langsung dan feedback tertunda. kedua perlakuan ini akan bermanfaat dan berhasil baik digunakan untuk melatih passing control, apabila didukung dengan motivasi latihan. karena motivasi merupakan dasar yang harus dimiliki seorang atlet sebagai modal dasar untuk latihan. motivasi latihan setiap atlet adalah berbeda-beda. bagi atlet yang memiliki motivasi latihan tinggi akan lebih memiliki peluang yang lebih besar untuk menyelesaikan tugas, dalam hal latihan passing control. atlet akan terdorong gladi jurnal ilmu keolahragaan, 11 (02), oktober135 rachmat ramadhan maulana, widiastuti, taufik rihatno secara maksimal untuk melaksanakan tugas latihan dengan baik, sehingga dengan sendirinya akan membantu dalam pelaksanaan gerak dasar passing control. pemilihan feedback tertunda, salah satu diantaranya dipengaruhi oleh tingkat motivasi latihan, sehingga akan berpengaruh terhadap hasil keterampilan passing control. bagi atlet yang memiliki tingkat motivasi yang rendah tentunya akan lebih sulit untuk menampilkan hasil latihan passing control. karena kemandirian dalam latihan sangat didukung oleh motivasi atlet itu sendiri. tetapi atlet akan tertolong dengan feedback langsung, yang mana akan membantu atlet dalam meningkatkan motivasi latihan dengan memanfaatkan nilai-nilai positif yaitu dapat menumbuh kembangkan kreatifitas, rasa tanggung jawab dan kemandirian atlet, sehingga menumbuhkan motivasi latihan atlet dalam proses latihan passing control pada feedback langsung tersebut. motivasi latihan akan berhubungan dengan tingkat kemampuan kesiapan dalam melakukan kerja khususnya hasil latihan passing control. dapat disimpulkan bahwa bagi atlet yang memiliki motivasi tinggi dalam latihan jika ingin meningkatkan keterampilan passing control hendaknya dapat latihan dengan menggunakan feedback langsung. keterampilan passing control sepak bola melalui penerapan feedback langsung (a1) lebih baik daripada feedback tertunda (a2) pada atlet yang memiliki motivasi tinggi (b1). selain feedback yang dapat mempengaruhi penguasaan hasil keterampilan passing control, adalah faktor motivasi latihan. karena motivasi latihan adalah sebagai salah satu pendorong bagi individu untuk melakukan proses latihan yang diberikan oleh pelatih kepadanya. apabila seorang atlet memiliki motivasi latihan yang tinggi, memiliki kecenderungan akan dapat menyelesaikan latihan dengan baik dan atlet dengan motivasi latihan tinggi cenderung mengatribusikan kesuksesannya pada kemampuannya dan mengatribusikan kegagalan pada kurangnya usaha. berdasarkan dari motivasi tersebut maka atlet akan lebih giat dalam melakukan latihan dengan demikian akan mempermudah dalam penguasaan hasil latihan passing control. dalam upaya meningkatkan hasil latihan passing control, untuk pemanfaatan feedback sorang pelatih adalah sangat penting. secara psikologis kondisi tersebut akan membutuhkan suatu motivasi latihan yang tinggi, hal ini disebabkan atlet dihadapkan suasana latihan dengan harus memecahkan permasalahan yang ada, bagaimana caranya dia dapat melakukan latihan passing control dengan baik. apabila motivasi latihan sangat rendah maka atlet tersebut tidak akan dapat mengatasinya dengan baik. dengan demikian qhitung lebih besar dari qtabel sehingga ho ditolak. berdasarkan pembahasan hasil penelitian, maka dapat disimpulkan bahwa hasil keterampilan passing control dengan menggunakan feedback langsung lebih baik dibandingkan dengan feedback tertunda bagi atlet yang memiliki motivasi latihan tinggi. gladi jurnal ilmu keolahragaan, 11 (02), oktober136 rachmat ramadhan maulana, widiastuti, taufik rihatno keterampilan passing control sepak bola melalui penerapan feedback langsung (a1) tidak terdapat perbedaan dengan daripada feedback tertunda (a2) pada atlet yang memiliki motivasi rendah (b2) rumusan hipotesis yang keempat menunjukkan bahwa secara statistik tidak terdapat perbedaan yang signifikan. secara rata – rata skor perlakuan feedback langsung lebih tinggi terhadap hasil keterampilan passing control yang memiliki motivasi latihan. hal ini menunjukan bahwa kedua bentuk perlakuan latihan tersebut memberikan pengaruh yang sama berbeda terhadap hasil keterampilan passing control sepak bola. hipotesis keempat menunjukkan tidak terbukti atau belum dapat teruji kebenarannya karena tidak dudukung oleh data yang terkumpul. hal ini tidak sesuai dengan kajian teori dan kerangka berfikir yang telah dikemukakan pada bab ii, bahwa tetap masih menjadi dugaan karena belum dapat dibuktikan secara empirik. dengan demikian, diperlukan pembahasan terhadap berbagai kemungkinan yang menyebabkan tidak terbuktinya hipotesis tersebut. adapun kemungkinan yang terjadi sebagai berikut: perolehan feedback tertunda lebih sedikit diserap, perlakuan feedback diberikan setiap kali selesai melakukan rangkaian atau tahapan gerakan selesai dilaksanakan, secara penerimaan informasi kognitifnya kurang dapat menerima dikarenakan informasi yang diberikan terlampau lama, tidak konsistennya melakukan tehnik passing control, selalu mengulangi gerakan yang salah, baik posisi tubuh, posisi kaki, posisi perkenaan kaki pada bola dan juga gerakan lanjutan dari tehnik passing control tersebut, motivasi latihan atlet merupakan satu unsur psikologi yang diduga turut mempengaruhi penelitian, dimana motivasi latihan merupakan salah satu pendorong seseorang untuk melakukan latihan secara benar. jika seseorang memiliki motivasi latihan yang tinggi terhadap suatu aktivitas, maka ia akan lebih serius untuk melakukan latihan tersebut. kesimpulan penelitian ini menggunakan metode eksperimen yang melibatkan variabel bebas, yaitu feedback langsung, feedback tertunda dan motivasi latihan, sedangkan variabel terikatnya adalah keterampilan passing control sepakbola pada siswa smpn 2 depok yang sedang mengkuti kegiatan ekstrakurikuler sepakbola. berdasarkan hasil penelitian, hasil pengujian hipotesis dan hasil pembahasan penelitian yang diperoleh, maka dapat disimpulkan sebagai berikut: keterampilan passing control sepakbola melalui feedback langsung (a1) lebih baik daripada feedback tertunda (a2). terdapat interaksi antara feedback dan motivasi latihan terhadap hasil keterampilan passing control sepakbola. 1. pada motivasi latihan tinggi, hasil keterampilan passing control sepakbola kelompok yang diberi perlakuan feedback langsung lebih baik daripada kelompok yang diberi perlakuan feedback tertunda. 2. pada motivasi latihan rendah, hasil keterampilan passing control sepakbola kelompok yang diberi perlakuan feedback langsung tidak terdapat perbedaan dengan kelompok gladi jurnal ilmu keolahragaan, 11 (02), oktober137 rachmat ramadhan maulana, widiastuti, taufik rihatno yang diberi perlakuan feedback tertunda. berdasarkan hasil penelitian yang telah dikemukakan bahwa penerapan feedback langsung dan feedback tertunda dapat meningkatkan keterampilan passing control sepakbola. artinya kedua feedback ini dapat dipergunakan dalam meningkatkan keterampilan passing control sepakbola. feedback langsung dalam latihan khususnya passing control adalah gerakan dari passing control harus diberikan umpan balik langsung dan jangan di tunda-tunda, sedangkan feedback tertunda pada passing control adalah setiap atlet diberikan umpan balik setelah selesai melakukan bagian-bagian gerakan. berdasarkan dari hasil temuan dan kesimpulan di atas dapat diketahui terdapat interaksi antara feedback dengan motivasi latihan. dengan demikian faktor motivasi dalam latihan sangat berperan dalam meningkatkan keterampilan passing control sepakbola di smp negeri 2 depok. dengan ditemukan pengaruh interaksi ini berarti bahwa kedua jenis feedback ini memberikan pengaruh yang berbeda terhadap keterampilan passing control sepakbola apabila dikaitkan dengan motivasi latihan atlet. motivasi dalam latihan merupakan pendorong bagi atlet untuk aktif dalam suatu latihan. tanpa adanya motivasi atlet yang tinggi maka atlet tidak memiliki gairah atau semangat dalam mengikuti pelatihan ekstrakurikuler. rendah atau tingginya motivasi latihan akan berdampak pada keterampilan atlet tesebut dalam melakukan teknik passing control sepakbola. pada motivasi latihan tinggi ternyata feedback langsung lebih efektif dan lebih tepat diberikan kepada atlet dalam pelaksanaan keterampilan passing control sepakbola daripada feedback tertunda. berdasarkan hasil analisis atlet yang memiliki motivasi latihan tinggi pada kegiatan ekstrakurikuler sepakbola lebih baik dari pelaksanaan teknik dasar sepakbola, yaitu teknik passing control sepakbola daripada atlet yang memiliki motivasi latihan rendah. hal ini disebabkan karena atlet yang memiliki motivasi latihan tinggi lebih bergairah, memiliki kreatifitas dalam menciptakan sebuah pergerakan, memiliki keinginan yang tinggi dalam latihan sehingga atlet lebih bersemangat dalam latihan meskipun pelatih tidak datang maupun kurang dalam memberikan evaluasi dalam pelaksanaan pelatihan ekstrakurikuler. dengan motivasi latihan yang tinggi atlet dapat menerima kedua feedback yang diterapkan oleh pelatih tanpa adanya rasa bosan dalam melaksanakan pelatihan sepakbola. pada motivasi latihan rendah feedback tertunda tidak terdapat perbedaan dengan pelatihan dalam bentuk feedback langsung. berdasarkan pada temuan tersebut, maka guru sebagai pembina maupun juga pelatih di kegiatan ekstrakurikuler sepakbola, sebelum memulai kegiatan latihan sudah dapat mengetahui kelemahan dan kelebihan dari masing-masing feedback yang akan digunakan serta mengetahui motivasi atlet dalam latihan. hal ini disebabkan, dengan mengetahui kelebihan dan kekurangan dari masing-masing feedback yang akan di berikan dan motivasi latihan atlet, pelatih dapat gladi jurnal ilmu keolahragaan, 11 (02), oktober138 rachmat ramadhan maulana, widiastuti, taufik rihatno memberikan feedback yang tepat kepada atlet sehingga tujuan dari latihan dapat tercapai sesuai dengan keinginan dan tuntutan yang diberikan. daftar pustaka amani, m., & priambodo, a. (2019). identifikasi motivasi pelajar perempuan mengikuti olahraga beladiri. jurnal pendidikan olahraga dan kesehatan, 7(3), 241–244. atiq, a. (2012). tingkat keterampilan tehnik dasar sepakbola lpi smp 3 pontianak tahun 2012. media ilmu keolahragaan indonesia, 2(1), 2–4. dewi, c. c., & sitompul, h. (2016). pengaruh pempeberian umpan balik dan kemampuan motorik terhadap hasil belajar shooting siswa smp negeri dikecamatan langsa kota. jurnal teknologi pendidikan, 9, 14– 25. https://doi.org/10.1017/cbo9781107 415324.004 efendi, r. (2016). pengaruh metode latihan practice session, test session dan motivasi berprestasi terhadap keterampilan menendang dalam sepak bola. jurnal pendidikan unsika, 4(1), 26–41. fernando, r. (2018). pengaruh pendekatan pembelajaran teknis terhadap hasil belajar keterampilan sepakbola. jurnal pajar (pendidikan dan pengajaran), 2(6), 1044. https://doi.org/10.33578/pjr.v2i6.654 9 firdaus, k. (2011). evaluasi program pembinaan olahraga tenis lapangan di kota padang. jurnal media ilmu keolahragaan indonesia, 1(2), 127– 132. harun, d. (2016). pengaruh pemberian umpan balik dan kemampuan motorik terhadap hasil belajar shooting siswa smp negeri di kecamatan langsa kota. jurnal teknologi pendidikan, vol. 9 no. 1 april 2016, p-issn; 1979-6692, eissn: 2407-7437, 9(9). https://doi.org/10.1017/cbo9781107 415324.004 latar, i. m. (2016). meningkatkan keterampilan bola voli mahasiswa penjas dengan metode latihan. journal of physical education, health and sport 2, 10(1), 1–10. https://doi.org/10.1016/j.ejogrb.2012. 06.022 pratama, r. r. (2017). tingkat keterampilan tehnik dasar sepakbola tim lpi mahasiswa unsri tahun 2012. altius, 6(2), 156–159. rizky yanto, m., & pramono, m. (2019). jenis dan motif penggunaan perdukunan dalam olahraga berdasarkan pengalaman mahasiswa prodi s1 ilmu keolahragaan unesa. jurnal kesehatan olahraga, 7(2). saputro, d. b. (2017). pengembangan model latihan passing dan control pada atlet sepak bola usia dini. indonesia performance journal, 1(2), 112–118. sari, s. n. (2016). pengaruh pemberian umpan balik (feedback) langsung dan tidak langsung terhadap kemampuan groundstroke. 204–211. sinuraya, j. f. (2018). hubungan motivasi dan hasil belajar pada materi passing bawah bola voli menggunakan model pembelajran gladi jurnal ilmu keolahragaan, 11 (02), oktober139 rachmat ramadhan maulana, widiastuti, taufik rihatno kooperatif tipe stad. jurnal penelitian bidang pendidikan, 24(2), 74–79. windarsih, c. a. (2016). aplikasi teori umpan balik (feedback) dalam pembelajaran motorik pada anak usia dini. tunas siliwangi, 2(1), 20– 29. https://doi.org/10.22460/ts.v2i1p2029.306 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 188-203 permalink/doi: https://doi.org/10.21009/gjik.112.10 model keterampilan bantingan lengan olahraga gulat untuk atlet pemula mahyudi dwi septian1, hernawan1, nofi marlina siregar1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. e-mail : qnoybig212@gmail.com abstrak penelitian ini bertujuan untuk menghasilkan model keterampilan bantingan lengan olahraga gulat. penelitian pengembangan model keterampilan bantingan lengan untuk atlet pemula dengan menggunakan metode research & development dari borg and gall. subjek dalam penelitian pengembangan ini melibatkan atlet gulat pplp, pengprov pgsi dan platinum wrestling club dengan jumlah 30 atlet. penelitian ini menghasilkan 12 model keterampilan bantingan lengan dan keseluruhan model keterampilan terlebih dahulu di validasi oleh tim validasi yang terdiri dari pelatih dan pakar olahraga gulat. berdasarkan hasil uji kelompok kecil yang melibatkan 8 orang atlet dari 1 klub menunjukkan bahwa dari 20 variasi yang dikembangkan 12 diantaranya layak untuk diuji cobakan kepada sampel yang lebih luas. hasil uji kelompok besar yang telah dilakukan peneliti melibatkan 30 orang dari pplp dan plaitnum wrestling club . berdasarkan hasil penelitian 12 model keterampilan bantingan lengan dapat digunakan setelah diverifikasi oleh tim validator, hasil uji kelompok kecil dan hasil uji kelompok besar dinyatakan layak dan valid untuk digunakan sebagai model dalam latihan ketermpilan bantingan lengan cabang olahraga gulat sehingga dapat meningkatkan gerak multilateral pada atlet-atlet muda berbakat dan juga latihan lebih efektif dan efisien sehingga dapat meningkatkan minat dan motivasi atlet daerah dalam mengikuti latihan gulat khususnya teknik bantingan lengan. kata kunci: bantingan lengan; gulat; model keterampilan; pemula abstract this study aims to produce a wrestling model of arm-throwing skills. research on the development of an arm-throwing skill model for novice athletes using the research & development method from borg and gall. the subjects in this development research involved 30 athletes in pplp wrestling, pengprov pgsi and platinum wrestling club. this study resulted in 12 arm-throwing model skills and firstly the model skills were validated by a validation team consisting of coaches and wrestling sports experts. based on the results of a small group test involving 8 athletes from 1 club, it shows that of the 20 variations developed, 12 of them are eligible to be tested on a wider sample. the results of the large group test conducted by researchers involved 30 people from the pplp and the plaitnum wrestling club. based on the results of the study, 12 models of arm skills skills can be used after evaluation by the validator team, the results of the small group test and the large group test results are declared feasible and valid to be used as a model in wrestling arm throwing exercise so that it can improve multilateral motion in athletes. young people serve and also exercise more effectively and efficiently so as to increase the interest and motivation of regional athletes in participating in wrestling exercises, especially arm throwing techniques. keyword : arm throw, wrestling, skills model, beginner gladi jurnal ilmu keolahragaan, 11 (02), oktober189 mahyudi dwi septian, hernawan, nofi marlina siregar pendahuluan kegiatan olahraga telah dilakukan sejak zaman kuno sampai sekarang, banyak macam olahraga yang dikenal masyarakat, mulai dari olahraga individu ataupun olahraga tim. dewasa ini perkembangan dunia olahraga semakin modern yang diikuti dengan kemajuan ilmu pengetahuan dan teknologi yang mempengaruhi perkembangan dan daya pikir insan olahraga sehingga diperlukan pemilihan metode-metode latihan yang tepat dan efektif untuk menunjang prestasi olahraga. hal ini tidak pernah lepas dari dunia olahraga yaitu adanya latihan, tanpa latihan tidak mungkin tercapainya prestasi secara optimal hal tersebut sejalan dengan pernyataan dari sajoto dalam ulum (2014) salah satu faktor penentu dalam mencapai prestasi olahraga adalah terpenuhinya komponen fisik, yang terdiri dari faktorfaktor kekuatan, kecepatan, kelincahan dan koordinasi, tenaga, daya tahan otot, daya kerja jantung dan paru-paru, kelenturan, keseimbangan, kecepatan dan kesehatan untuk berolahraga yang dalam hal ini harsono dalam ulum (2014) mengemukakan bahwa tujuan dari latihan adalah untuk membantu atlet meningkatkan kemampuannya secara semaksimal mungkin. di dalam proses latihan harsono mengemukakan bahwa latihan yang dilakukan secara sestematis dan melalui pengulangan-pengulangan (repetition) yang konstan, maka gerakan-gerakan yang semula sukar, dilakukan lama-kelamaan akan menjadi gerakan yang otomatis dan reflektif (ulum, 2014). dengan melakukan rangsangan atau stimulasi yang maksimal, dan latihan yang kian hari kian bertambah berat, maka perubahan-perubahan tersebut dapat dicapai. dari sekian banyak cabang olahraga yang dipertandingkan gulat merupakan olahraga yang telah dipertandingkan sejak zaman romawi kuno hingga saaat ini. hal tersebut sejalan dengan pernyataan negaresh et al (2018: 2) yang menyatakan bahwa “wrestling is a combat sport that was practiced in the ancient greek olympics games and is also one ofthe most important combat sports that have inclusion in the modern olympic games”. menurut papassotiriou and nifli ( 2018: 2) wrestling is the oldest combat sport in the world and has high anaerobic energy requirements, sedangkan menurut basar et al (2014: 321) wrestling is a sport in which all parts of the body work together, and it requires both endurance and. berdasarkan pengertian diatas dapat diartikan bahwa olahraga gulat merupakan olahraga gladi jurnal ilmu keolahragaan, 11 (02), oktober190 mahyudi dwi septian, hernawan, nofi marlina siregar kompetitif yang memberikan kesempatan bagi atlet untuk menunjukan prestasi dan pembinaan atlet, baik melalui latihan di klub-klub maupun perkumpulan lainnya. oleh sebab itu, perlu adanya upaya pengembangan melalui berbagai pengembangan melalui berbagai kegiatan pembinaan dalam meningkatkan prestasi atlet. tercapainya prestasi tinggi diperoleh melalui pembinaan yang tepat dan benar, serta usaha keras yang timbul dalam diri seorang pegulat. selain itu pegulat juga perlu ditunjang oleh berbagai faktor, antara lain kemampuan menguasai teknik, kondisi fisik yang prima, mental yang baik, kualitas pelatih, dan didukung juga sarana dan prasarana yang baik. selanjutnya yang memiliki pengaruh penting adalah disiplin ilmu yang erat hubungannya dengan olahraga, juga harus ditunjang oleh program latihan yang direncanakan dengan baik, terarah, dan bermutu. mengacu pada penjelasan diatas jelas sekali bahwa olahraga gulat memiliki beberapa komponen biomotor antara lain kekuatan, kecepatan, kelentukan, endurance, serta daya ledak dengan teknik yang baik sebagai cara menaklukan lawan. teknik merupakan suatu bagian segmen dasar yang berperan dalam suatu cabang olahraga dalam bentuk penampilan yang digunakan untuk mencapai prestasi yang diharapkan, dalam pengembangan teknik untuk suatu pencapaian prestasi diperlukan suatu bentuk latihan teknik yang bertujuan untuk meningkatkan dan mengembangan penguasaan keterampilan teknik gerakan dalam suatu cabang olahraga. penguasaan teknik-teknik dasar sangat penting karena menentukan keterampilan dan kemahiran secara keseluruhan gerak dalam suatu cabang olahraga berarti dengan penguasaan teknik dasar yang baik seorang atlet akan mempunyai peluang yang lebih besar dalam mencapai suatu prestasi. dengan menguasai teknik dasar apabila diumpamakan seorang prajurit sudah memiliki amunisi yang banyak dan senjata yang komplit sehingga memudahkan melakukan penyerangan dan pertahanan serta dapat lebih bervariasi dalam menerapkan strategi. berdasarkan uraian diatas, dapat dikatakan bahwa teknik teknik merupakan salah satu faktor penentu keberhasilan pegulat dalam pertandingan, dari berbagai macam teknik yang ada dalam olahraga gulat teknik bantingan merupakan teknik yang paling efektif untuk memenangkan pertandingan kerena teknik ini merupakan teknik yang memiliki poin tertinggi, hal ini sejalan dengan hasil penelitian dari bambang erawan (2009) yang menunjukan bahwa frekuensi bantingan memiliki hubungan yang gladi jurnal ilmu keolahragaan, 11 (02), oktober191 mahyudi dwi septian, hernawan, nofi marlina siregar signifikan dengan prestasi gulat gaya bebas. dari penelitian irawan (2015) mengemukan bahwa teknik bantingan kepala menjadi gerakan yang memiliki tingkat keberhasilan yang paling tinggi dan bantingan lengan menjadi gerakan yang paling banyak dilakukan dalam pertandingan. dari kedua hasil penelitian tersebut dapat disimpulkan bahwa teknik bantingan lengan dapat menjadi teknik yang baik untuk memenangkan suatu pertandingan, akan tetapi dalam suatu pertandingan teknik bantingan lengan jarang dipergunakan hal ini disebabkan karena teknik bantingan sendiri memiliki resiko dimana jika teknik tersebut gagal maka musuh bisa menguasai pegulat yang melakukan bantingan dan mendapatkan poin. dari hasil pengamatan yang dilakukan, kemampuan bantingan lengan yang berbeda pada setiap atletnya, sedangkan latihan yang diberikan pada atlet sama sehingga pegulat pemula yang belum memiliki teknik dasar yang baik kesulitan dalam melakukan bantingan tersebut, hal ini dibuktikan dengan hasil observasi yang peneliti lakukan di sasana gulat bandar lampung diperoleh data dari 12 pegulat yang diberikan kesempatan melakukan bantingan dengan 5 kesempatan untuk masingmasing pegulat, dari 60 kesempatan melakukan bantingan yang diberikan kepada 12 pegulat hanya 22 bantingan yang dikatakan berhasil atau hanya 37% sedangkan 38 bantingan tidak berhasil atau 63% dari total keseluruhan. berdasarkan data yang diperoleh dari bantingan gulat menunjukan masih banyak kekurangan dalam pelaksanaannya begitupun dari hasil wawancara peneliti terhadap pelatih dan pegulat, sangat diharapkan adanya model latihan bantingan yang akan lebih efektif dalam menunjang latihan, yang dimana dapat menyelaraskan kondisi dan situasi serta kebutuhan pegulat. pembuatan model yang tepat dalam bantingan lengan akan memudahkan dan mendukung pegulat dalam melakukan bantingan. pegulat pemula takut dalam malakukan bantingan lengan berpasangan, kemudian dimana pegulat dalam melakukan bantingan lengan belum dapat menguasai lawan dengan baik dikarenakan belum memiliki kekuatan yang memadai untuk melakukan bantingan. model keterampilan untuk melakukan bantingan lengan pegulat pemula membutuhkan media/ alat banting dalam proses latihan. alat/ media ini dapat memberikan kemudahan dalam mempelajari teknik bantingan lengan yang akan menjadi solusi dalam latihan bantingan lengan pegulat pemula. gladi jurnal ilmu keolahragaan, 11 (02), oktober192 mahyudi dwi septian, hernawan, nofi marlina siregar dari permasalahan diatas, penulis berpendapat bahwa banyak kesalahan yang dialami atlet pada saat melakukan bantingan lengan dikarenakan komponen fisik serta keterampilan para atlet yang kurang siap dan variasi model latihan bantingan lengan khususnya untuk atlet pemula masih monoton. upaya mengatasi permasalahan dalam latihan bantingan lengan gulat yang dipaparkan diatas, maka peneliti akan mendesain model keterampilan bantingan lengan untuk pegulat pemula provinsi lampung. a. konsep pengembangan model metode penelitian dan pengembangan adalah suatu proses yang di desain secara konseptual dalam meningkatkan fungsi dari salah satu model/produk yang sudah ada atau menyempurnakan model/produk yang telah ada serta dapat di pertanggungjawabkan. menurut haryati (2012: 19) model merupakan suatu desain yang menggambarkan bekerjanya suatu sistem dalam bentuk bagan yang menghubungkan bagan atau tahapan melalui langkahlangkah spesifik dan dapat dipergunakan mengukur keberhasilan untuk tujuan mengembangkan keputusan secara valid. keabsahan suatu model dapat dipertanggung jawabkan karena model disusun melalui pengkajian teoritis dan prosedur ilmiah. dalam kategori model konseptual, model memberikan gambaran desain alur pikir dan arah pikiran tersebut sebagai aturan dalam praktek dalam hal ini merujuk dari pendapat kaufann & beghetto yaitu : “conseptual model means the way we think about things, not the actual practices themselves in subsequent paragraph wheni refer to a structure or system i mean the conceptual model that guided our thinking and providers rules for a practices” (kaufman & beghetto, 2009: 1)” berdasarkan definisi yang dikemukakan diatas maka dapat dikatakan bahwa suatu model memiliki karakteristik: (1) merupakan deskripsi naratif; (2) memiliki prosedur atau langkahlangkah; (3) memiliki tujuan khusus; (4) digunakan untuk mengukur keberhasilan. secara sederhana penelitian dan pengembangan model dapat di defenisikan sebagai metode penelitian yang bertujuan untuk menemukan, memperbaiki, mengembangkan, menghasilkan model, menguji model, sampai menghasilkan suatu model yang terstandarisasi sesuai dengan indikator yang ditetapkan (setyosari, 2014: 71). dengan kata lain metode penelitian yang bertujuan menghasilkan suatu model sebelum model yang ada dikembangkan oleh karena itu metode penelitian dan pengembangan banyak digunakan disektor gladi jurnal ilmu keolahragaan, 11 (02), oktober193 mahyudi dwi septian, hernawan, nofi marlina siregar industri dalam rangka menghasilkan produk-produk unggulan. ada 4 jenis model yang telah dikemukakan oleh gati & asher dalam sri haryati (2012) cognitive model, merupakan konseptual sebagai sebagai dasar penalaran dan persepsi, belajar induktif, pembuatan keputusan, perencanaan dan sebagainya; (2) normative model, yakni model tentang penggambaran fungsi-fungsi spesifik yang diinginkan, tujuan, dan sasaran suatu sistem atau proses; (3) descriptive model yaitu model yang mendeskripsikan suatu proses atau sistem baik secara kuantitatif maupun kualitatif, model ini sering digunakan untuk tujuan saintifik dan teknologi; dan (4) fungsional model dimana model ini menggambarkan hubungan fungsional antar variabel, bisa disajikan secara kuantitatif maupun kualitatif. penelitian pengembangan model dapat di jadikan pedoman untuk mengembangkan bentukbentuk pembelajaran pada siswa. beberapa ahli juga berpendapat tentang penelitian pengembangan model yang salah satunya ialah borg & gall (2003: 589): “reaserch and development is an industry based development model in which the finding of reaserch are used to design new product and procedures, which then are systematically field tested, evaluated, refined until they meet specified criteria effectivenness, quality, or similar standard”.namun berdasarkan uraian latar belakang, rumusan masalah di bab sebelumnya, dan penjelasan model yang dikembangkan, dipilih satu model dirasa yang paling tepat untuk pelaksanaan penelitian dan pengembangan yang akan dibuat. adapun model penelitian dan pengembangan yang akan digunakan yaitu model penelitian dan penegembangan borg & gall. penelitian ini memiliki nilai relevansi dengan borg & gall karena langkah-langkahnya sesuai tujuan penelitian dan pengembangan yang akan dilaksanakan. berikut uraian mengenai model penelitian dan pengembangan dari brog & gall. model pengembangan brog & gall ialah model dalam research and development yang memiliki tujuan mengembangkan produk baru ataupun yang sudah ada. borg & gall (1983) dalam silalahi (2018) mengemukakan “research and development is a process used to develop and validate educational products”. penelitian dengan model ini bertujuan untuk mengembangakan dan memvalidasi produk-produk pendidikan. adapaun langkah-langkah model penelitian pengembangan brog ang gall ini adalah sebagai berikut (gall & borg, 2003). gladi jurnal ilmu keolahragaan, 11 (02), oktober194 mahyudi dwi septian, hernawan, nofi marlina siregar (1) research and information (potensi dan masalah), (2) planning (pengumpulan data), (3) develop preliminary product (mengembangkan produk baru awal), (4) preliminary field testing (pengujian lapangan pendahuluan), (5) main product revision (revisi produk utama), (6) main field testing (uji coba produk), (7) product revision (revisi produk), (8) operational field testing (uji coba pemakaian), (9) final product revision (revisi produk akhir), dan (10) dissemination and implementation (penyebaran dan implementasi). brog ang gall (1983) menuliskan sepuluh langkah tersebut sebagaimana bagan dibawah ini : model ini memiliki sistematika langkah-langkah yang lebih kuat dan sempurna dari lainnya. memiliki dua uji coba lapangan berupa uji kecil dan besar dengan menyertakan ahli untuk memvaliditas produk sehingga produk yang di hasilkan memiliki keefektifan yang telah di validasi ahli secara tepat di bidangnya. akan tetapi, kelemahan model pengembangan ini adalah membutuhkan waktu yang tidak singkat dan melibatkan banyak orang sehingga juga harus menyesuaikan dengan penggeluaran dalam penelitiannya. b. konsep model yang dikembangkan pengembangan model menggambarkan adanya pegembangan sebuah pola pikir, sebuah model akan menjelaskan konsep yang saling berkaitan. model keterampilan bantingan lengan olahraga gulat merupakan model yang dikembangkan untuk menunjang proses latihan keterampilan bantingan lengan yang variatif dan efektif. dalam pengembangan model keterampilan bantingan lengan olahraga gulat ini peneliti akan menjalankan mengunakan model desain pengembangan borg dan gall. tujuan dari model merupakan untuk memperoleh suatu hal yang ideal, meskipun keadaan abstrak ideal tersebut adalah kenyataan yang kongkret yang juga menggambarakan sesuatu yang diusahakan untuk dicapai atau suatu peristiwa yang akan diperoleh. suatu model mempunyai kekhususan untuk setiap perorangan atau gambar 1. skema pengembangan model borg & galla model pengembangan borg and gall sumber: walter r. borg and meredith d. gall,educational research: an introduction, 4 edition. (new york: longman inc., 1983) gladi jurnal ilmu keolahragaan, 11 (02), oktober195 mahyudi dwi septian, hernawan, nofi marlina siregar kelompok, suatu model akan memperhatikan beberapa faktor lain yang berpengaruh pada penerapannya. james tangkudung (2006) menyatakan bahwa model merupakan sebuah tiruan, simulasi dari suatu kenyataan yang disusun dari suatu elemen-elemen yang khusus dari sejumlah fenomena yang dapat diawasi dan diselidiki oleh seseorang. dalam pengembangan suatu model merupakan suatu rangkaian proses intensive berkaitan dengan evaluasi model yang pernah ada dan dasar keilmuan yang kuat. walaupun dalam prosesnya memakan waktu, namun waktu tersebut akan digunakan untuk mendapatkan suatu model yang baik. model tersebut harus dievaluasi dan dimodifikasi secara berkelanjutan dalam melihat respon ilmu pengetahuan baru, level pengembangan atlet, dan pengukuran kemajuan atlet (bompa, t. o., 2009). desain penelitian dan pengembangan dari brog dan gall dirasa cocok untuk diterapkan dalam penelitian ini karena dalam penelitian yang akan dilakukan ini bertujuan untuk membuat suatu produk baru berupa model keterampilan. dengan model penelitian dan pengembangan yang akan digunakan ini akan memandu peneliti tahap demi tahap secara detail dan efisien, serta dengan ujicoba yang berulang akan memberikan hasil yang efektif. c. kerangka teoritik 1. hakikat keterampilan keterampilan gerak dapat dipahami batasannya dengan dua cara. yang pertama, keterampilan dapat dilihat sebagai tugas-tugas gerak seperti panahan, biliar, atau memahat. dilihat dari cara ini, keterampilan dapat diklasifikasikan dengan berbagai dimensi atau menurut karakteristiknya yang menonjol. kedua, keterampilan dapat juga dilihat dalam kaitannya dengan keadaan yang membedakan antara yang terampil dan tidak terampil. maksudnya, keterampilan dari kategori kedua ini lebih berkaitan dengan tingkat kemahiran dalam penguasaan suatu tugas gerak. istilah keterampilan sulit untuk didefinisikan dengan suatu kepastian yang tidak dapat dibantah. keterampilan dapat menunjuk pada aksi khusus yang ditampilkan atau pada sifat di mana keterampilan itu dilaksanakan. banyak kegiatan dianggap sebagai suatu keterampilan, atau terdiri dari beberapa keterampilan dan derajat penguasaan yang dicapai oleh seseorang menggambarkan tingkat keterampilannya. h.w. johnson (dalam singer, 1980) mengidentifikasi adanya empat aspek atau variabel yang mencirikan keterampilan. keempat aspek itu adalah kecepatan, akurasi, gladi jurnal ilmu keolahragaan, 11 (02), oktober196 mahyudi dwi septian, hernawan, nofi marlina siregar bentuk, dan kesesuaian. artinya, pertama keterampilan harus ditampilkan dalam batasan waktu tertentu, yang menunjukkan bahwa semakin cepat semakin baik. kedua keterampilan harus menunjukkan akurasi yang tinggi sesuai dengan yang ditargetkan. ketiga keterampilan pun harus dilaksanakan dengan kebutuhan energi yang minimal (form atau bentuk menunjuk pada usaha yang ekonomis) dan terakhir, keterampilan pun harus juga adaptif, yaitu tetap cakap meskipun di bawah kondisi yang berbeda-beda. dari pengertian keterampilan gerak diatas dapat simpulkan bahwa keterampilan merupakan suatu kemampuan untuk membuat hasil yang efektif dan efisien dengan memperhatikan pada tingkat keberhasilan. konsep pembelajaran gerak merupakan dasar bagi pelaksanaan proses keterampilan gerak. dalam hal ini william h edward (2010) mengemukakan bahwa “motor learning is the study of the processes involved in acquiring motor skills and of the variables that promote or inhibit such acquisition. in defining motor skills, we said that they are movement capacities that are learned rather than gained through normal growth and development”. kemampuan gerak merupakan suatu aktivitas yang sangat penting bagi manusia, karena dengan gerak manusia dapat meraih sesuatu yang menjadi harapannya. konsep pembelajaran gerak merupakan dasar bagi pelaksanaan proses pembelajaran dan pelatihan gerak atau keterampilan gerak. belajar keterampilan gerak merupakan seperangkat proses internal yang berhubungan dengan latihan atau pengalaman yang menghasilkan perubahan-perubahan tingkah laku yang relatif permanen dalam bentuk perilaku gerak yang terampil sesuai dengan bentuk gerak yang dilatih. menurut desmita dalam sulasmi menyatakan bahwa “keterampilan motorik merupakan gerakan-gerakan tubuh atau bagian tubuh yamg disengaja, otomatis, cepat dan akurat” (sulasmi, 2018). selain itu suyadi dalam febriana menyatakan bahwa “keterampilan motorik adalah perkembangan gerak melalui kegiatan pusat syaraf,urat syaraf dan otot yang terkoordinasi” (febriana, 2018). berdasarkan pada beberapa pola gerak atau perilaku yang diperluas bisa disebut keterampilan, misalnya berjalan, berlari, melompat dan lain-lain. pengertian yang telah dikemukakan, maka dapat disimpulkan bahwa belajar keterampilan gerak dapat dipengaruhi oleh proses pembelajaran dan gladi jurnal ilmu keolahragaan, 11 (02), oktober197 mahyudi dwi septian, hernawan, nofi marlina siregar pengalaman dan keterampilan gerak merupakan proses latihan yang bertujuan untuk merubah kemampuan agar dapat melakukan gerakan gerakan yang diinginkan dengan baik. kemampuan motorik merupakan salah satu indikator kebugaran yang penting pada setiap individu yang erat kaitannya dengan pencapaian kualitas fisik dan kualitas keterampilan gerak. kesimpulan pendapat di atas adalah bahwa belajar gerak adalah seperangkat proses yang berhubungan dengan latihan dan pengalaman yang mengantarkan kearah perubahan permanen dalam prilaku terampil. dalam proses belajar gerak ada tiga tahapan yang harus dilalui oleh siswa untuk mencapai tingkat keterampilan yang sempurna (otomatis). 2. keterampilan bantingan lengan dalam pelaksanaan bantingan seperti yang telah dijelaskan sebelumnya memiliki rangkaian gerak diataranya posisi pegangan di antara lengan bawah pegulat kemudian memasukan bahu kebawah ketiak lawan yang diikuti dengan putaran 180° di depan lawan dalam posisi pinggul rapat pusat gravitasi lawan yang kemudian dilanjutkan dengan mengangkat diikuti tarikan lengan kedepan yang diikuti dengan tekukan lutut sehingga lawan terangkat dan jatuh melewati atas tubuh kita. hal ini sejalan dengan pernyataan dari martell art yang menjelaskan pelaksanaannya bantingan lengan. “an effective shoulder throw can be used as a single technique or as a variation of one of the previously mentioned arm throws. in one type of shoulder throw, you can combine attack area control and base foot off-balancing. to do this, place your shoulder in your opponent's armpit. you must pull his arm down and away from his center of gravity to freeze his foot to the mat. from your base foot, deliver force in a direction that will drive your opponent over his base foot and to the mat. one is a combination of arm spin, shoulder throw, and hip throw. as you drop your shoulder under your opponent's armpit, adopt a modified arm spin foot position. by pivoting on the balls of both feet, you turn your back to your opponent. from here you can take him to the mat by spinning, hip throwing, or dropping to both knees. when you are attempting an arm spin or other arm throw, very often it becomes apparent that the original technique you intended is not going to work. this situation dictates a change in direction of force. a shoulder throw can do this and keep your chance of scoring alive. when your opponent counters the arm spin the direction of force is changed, and the gladi jurnal ilmu keolahragaan, 11 (02), oktober198 mahyudi dwi septian, hernawan, nofi marlina siregar arm spin becomes an arm throw”. berdasarkan gerakan bantingan lengan yang telah dijelaskan diatas dapat disimpulkan bahwa keterampilan bantingan lengan harus mengutamakan pegangan lengan, putaran kaki, mengangkat lawan, menarik lawan serta meguasai lawan ketika lawan terjatuh. d. rancangan model desain rancangan model dijadikan sebagai pedoman untuk mengembangkan produk yang menyangkut landasan teori-teori serta isu masalah yang diangkat oleh penelit. adanya konsep pembinaan atlet pemula yang dimasud atlet pemula disini adalah atlet pemula yang mengacu pada komponen biomotor serta teknik dan harus mengikuti tahapan latihan dari gerakan yang mudah ke sulit. berdasarkan hal tersebut proses latihan keterampilan perlu direncanakan secara bertahap dengan mengacu untuk meningkatkan keterampilan teknik bantingan lengan. metode pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dan kuantitatif dengan menggunakan model pengembangan research & development (r&d) dari borg and gall untuk menemukan jawaban tentang masalah yang telah dirusmuskan sebelumnya. penelitian akan dilakukan di 3 sasana gulat kota bandar lampung yaitu pengprov gulat provinsi lampung, pplp gulat provinsi lampung dan platinum wrestling club, dengan subjek penelitiannya adalah atlet gulat pemula, dengan subjek uji coba kelompok kecil sebanyak 8 subjek pada atlet pplp gulat lampung di hall c pkor provinsi lampung, uji coba kelompok besar 25 subjek dilakukan pada atlet pengprov pgsi provinsi lampung di gedung sumpah pemuda provinsi lampung dan implementasi model sebanyak 20 subjek pada platinum wrestling club di gedung platinum gym. penelitian ini dimulai pada bulan agustus 2019 untuk tahap obsevasi lapangan, pada bulan oktober 2019 dilakukan uji coba kelompok kecil hingga gulat keterampilan bantingan lengan langkah kaki mengangka t dan menarik posisi pegangan tahapan keterampil an gerak model keterampilan bantingan lengan olahraga gulat untuk atlet pemula gambar 2. rancangan model keterampilan lengan olahrga gulat untuk atlet pemulapengembangan borg and gall sumber: walter r. borg and meredith d. gall,educational research: an introduction, 4 edition. (new york: longman inc., 1983) gladi jurnal ilmu keolahragaan, 11 (02), oktober199 mahyudi dwi septian, hernawan, nofi marlina siregar akhir bulan oktober 2019, kemudian pada bulan november 2019 dilakukan uji coba kelompok besar yang berlangsung hingga akhir november 2019, dan yang terahir implementasi produk dimulai pada awal bulan desember 2019 hingga akhir januari 2020. hasil akhir penelitian pengembangan ini diharapkan nantinya akan menghasilkan suatu produk berupa model-model latihan keterampilan bantingan lengan untuk atlet pemula dengan spesifikasi produk yang lebih terbaharui dan lebih menekankan pada variasi gerakan yang sesuai dengan karakteristik dan komponen biomotor bantingan serta dengan adanya penjelasan yang lengkap dan jelas. bukan hanya sampai disitu penelitian ini juga akan menguji keefektifitas dari model keterampilan bantingan yang telah disusun sehinga dapat memberi kontibusi pada pembentukan teknik gerak dasar dan meningkatkan keterampilan bantingan pada olahraga gulat. hasil dan pembahasan hasil dari pengembangan model yang dimaksud dalam penelitian ini adalah model keterampilan bantingan lengan olahraga gulat untuk atlet pemula. yang mana dari pengembangan model ini akan ditulis dalam bentuk buku sehingga dapat digunakan sebagai refrensi dalam memberikan materi latihan bantingan lengan pada olahraga gulat. 1. analisis kebutuhan tabel 1. analisis kebutuhan metode kesimpulan data wawancara wawancara terhadap pelatih menyatakan bahwa minim referensi bahan materi bantingan lengan. sangatlah butuh model latihan untuk keterampilan bantingan lengan observasi mendapati latihan sangat monoton. bantingan lengan jarang dipergunakan dalam pertandingan. angket hasil sebaran angket yang diperoleh dari atlet pemla menunjukan persentase sebanyak 69,80 %. dari hasil tersebut dapat diambil kesimpulan hasil angket bahwa model keterampilan bantingan lengan sangat dibutuhkan. 2. perencanaan pengembangan model pada perencanaan pengembangan model ini dilakukan sebelum pelaksanaan ujicoba produk. perencanaan serta penyusunan dari draft model dilakukan sebagai dasar awal dalam pelaksanaan penelitian dan gladi jurnal ilmu keolahragaan, 11 (02), oktober200 mahyudi dwi septian, hernawan, nofi marlina siregar pengembangan yang akan dijalankan. pembuatan draft awal harus didasarkan dari beberrapa kajian literatur atau kepustakaan dan hasil dari analisis kebutuhan, karena model yang dibuat dan akan diterapkna menyangkut pada ketercapaian yang dibutuhkan dilapangan. sebagai langkah awal dalam penyusunan produk model keterampilan bantingan lengan olahraga gulat untuk atlet pemula maka peneliti membuat rancangan produk yang tersusun sebanyak 15 variasi item model latihan. tabel 2. konsep draft awal tabel diatas merupakan konsep draft awal yang telahdibuat oleh peneliti. konsep draft awal dibuat semaksimal mungkin dengan mendasarkan pada hasil dari analisis kebutuhan dan kajian teoritik. sehingga dengan hasil tersebut konsep draft model awal terdapat 20 (dua puluh) item model latihan keterampilan bantingan lengan olahraga gulat untuk atlet pemula. konsep draft model awal pada tabel diatas masih belum masuk pada tahap uji kelayakan model. tahapan uji kelayakan melibatkan beberapa ahli yang berkompeten dalam bidanngnya sesuai dengan materi penelitian ini. hasil uji kelayakan dari item model latihan yang telah dirancang dapat dilihat pada poin selanjutnya. 3. kelayakan model a. uji ahli model dibuat peneliti berjumlah 15 item model. uji ahli ini melibatkan tiga orang ahli dalam bidang gulat yaitu dosen ahli gulat (africo ramadhani, m. pd), ahli pelatih gulat (dedi irawan g) dan ahli kepelatihan olahraga (suwarli, s.pd, m.or). tiga tenaga ahli inilah yang memberikan penilaian mengenai kelayakan model latihan yang telah dirancang oleh peneliti. peneliti melakukan kegiatan uji kelayakan model dengan melibatkan para ahli atau pakar yang kemudian menghasilkan kesimpulan dari draft model yang telah dibuat bahwa dari keseluruhan model awal tersebut didapat no model keterampilan 1 mds 1 2 mds 2 3 mds 3 4 mds 4 5 mds 5 6 mds 6 7 mds 7 8 mds 8 9 mds 9 10 mds 10 11 mds 11 12 mds 12 13 mds 13 14 mds 14 15 mds 15 16 mds 16 17 mds 17 18 mds 18 19 mds 19 20 mds 20 gladi jurnal ilmu keolahragaan, 11 (02), oktober201 mahyudi dwi septian, hernawan, nofi marlina siregar 12 (dua belas) atau 60 % item model dinyatakan layak untuk diimplementasikan dan 8 (lima) atau 40% item model dinyatakan tidak layak untuk diimplementasikan. b. revisi tahap i setelah tahapan uji ahli atau dilakukan validasi guna mendapatkan masukan-masukan dan saran dari produk yang telah dibuat, maka langkah selanjutnya adalah merevisi produk tersebut. berikut ini hasil ringkasan revisi tahap pertama berdasarkan evaluasi dan saran dari ahli: tabel 3. revisi tahap awal c. uji coba kelompok kecil pada ujicoba kelompok kecil ini atlet memeragakan model-model keterampilan bantingan lengan olahraga gulat untuk atlet pemula hasil dari evaluasi dan perbaikan pada saat uji ahli dan revisi produk awal. penerapan model dilapangan pada saat ujicoba kelompok kecil dengan cara mengamati keterlaksanaan model yang dibuat. dari pengamatan dilapangan tersebut dapat diketahui mengenai ketercapaian suatu model. dari hasil rekapitulasi uji coba kelompok kecil kesemua model keterampilan bantingan lengan olahraga gulat untuk atlet pemula. berdasarkan hasil ujicoba kelompok kecil yang telah terlaksana, maka model keterampilan bantingan lengan olahraga gulat dapat disimpulkan sebagai berikut. 1) item model keterampilan bantingan lengan olahraga gulat untuk atlet pemula atlet ditekankan fokus pada poin latihan keterampilan bantingan. 2) padas saat pelaksanaan intruksi harus jelas, sehingga meminimalisir kesalahan dalma pelaksanaannya. d. revisi tahap ii setelah dilakukan ujicoba kelompok kecil maka langkah selanjutnya yaitu revisi dari hasil ujicoba kelompok kecil berupa masukan dari pelatih dan hasil penerapan item model latihan pada daat dilapangan yang diamati oleh peneliti. adapun revisi dari hasil pelaksanaan ujicoba kelompok kecil yaitu : (1) memfokoskan latihan pada indicator latihan (2) itruksi atau contoh harus jelas. e. ujicoba kelompok besar ujicoba kelompok besar atau ujicoba dalam skala yang lebih luas yang dimaksud pada hal ini yaitu produk item model no model latihan 1 mds 1 2 mds 2 3 mds 3 5 mds 5 7 mds 7 8 mds 8 9 mds 9 10 mds 10 16 mds 16 17 mds 17 18 mds 18 20 mds 20 gladi jurnal ilmu keolahragaan, 11 (02), oktober202 mahyudi dwi septian, hernawan, nofi marlina siregar keterampilan bantingan lengan olahraga gulat untuk atlet pemula yang telah dilaksanakan pada ujicoba kelompok kecil dan telah mendapat revisi akan diujicobakan kembali dengan subjek yang lebih banyak dari pada ujicoba kelompok kecil. ujicoba kelompok besar ini berdasar dari hasil ujicoba kelompok kecil berupa saran, masukan dan hasil amatan peneliti. dengan begitu pada ujicoba kelompok besar ini item model yang akan diterapkan sudah ada perbaikan, sehingga siap untuk diterapkan pada ujicoba lapangan dengan skala yang lebih besar. ujicoba kelompok besar penerapan item model keterampilan bantingan lengan olahraga gulat untuk atlet pemula secara keseluruhan model dapat digunakan. dengan kata lain model latihan yang telah dibuat sudah tercapai sesuai dengan tujuan awal dalam pembuatan model tersebut. pada saat yang sama dilakukan pengamatan oleh peneliti sebagaimana hal yang sama dilakukan pada ujicoba kelompok kecil. pada saat pelaksanaan ujicoba kelompok besar ini tidak terdapat kendala yang berarti, adapun hal yang perlu diperhatikan dari hasil penerapan model yaitu instruksi terhadap atlet saat pelaksanaan yang harus selalu jelas sehingga atlet paham peraturan pada setiap model. f. revisi produk akhir setelah dilaksanakan ujicoba kelompok besar atau ujicoba lapangan utama, maka model keterampilan bantingan lengan olahraga gulat untuk atlet pemula menjadi produk akhir. revisi dilakukan hanya mengganti nama item model agar lebih sesuai dengan bentuk model latihannya. produk akhir ini merupakan hasil ujicoba kelompok besar, jika tidak terdapat revisi maka model yang dibuat sudah final dan sudah memenuhi kelayakan untuk digunakan atau diimplementasikan kesimpulan berdasarkan data yang diperoleh, tahapan penelitian serta ujicoba lapangan dan analisis data yang menghasilkan produk model keterampilan bantingan lengan olahraga gulat untuk atlet pemula, didapatkan bahwa secara keseluruhan produk ini baik dan efektf. daftar pustaka bambang erawan. (2009). hubungan antara motivasi berprestasi, frekuensi bantingan, dan power lengan dengan prestasi gulat gaya bebas, 1(2), 46–57. retrieved from http://www.albayan.ae basar, s., duzgun, i., guzel, n. a., cicioʇlu, i., & çelik, b. (2014). differences in strength, flexibility and stability in freestyle and grecoroman wrestlers. journal of back and musculoskeletal rehabilitation, 27(3), 321–330. bompa t.o and g. gregory haff. (2009). periodization theory and gladi jurnal ilmu keolahragaan, 11 (02), oktober203 mahyudi dwi septian, hernawan, nofi marlina siregar methodology of training fifth edition. (human kinetics, ed.) (fifth edit). australia. d.gall, m., p.gall, j., & r.borg, w. (2003). educational-research-anintroduction-7th-edition. (colophon, ed.) (7th ed.). united states of america: allyn & bacon. haryati, s. (2012). research and development (r&d) sebagai salah satu model penelitian dalam bidang pendidikan. fkip utm, 37(1), 11–26. kaufman, j. c., & beghetto, r. a. (2009). beyond big and little: the four c model of creativity. review of general psychology, 13(1), 1–12. negaresh, r., del coso, j., mokhtarzade, m., lima-silva, a. e., baker, j. s., willems, m. e. t., … farhani, f. (2018). effects of different dosages of caffeine administration on wrestling performance during a simulated tournament. european journal of sport science, 0(0), 1–9. setyosari, p. (2014). menciptakan pembelajaran yang efektif dan berkualitas. jurnal inovasi dan teknologi pembelajaran (kajian dan riset dalam teknologi pembelajaran). silalahi, a. (2018). development research & research and development, (june). singer r. n. motor learning and human performance: 3rd ed. new york: macmllan publishing co., inc., 1980 sulasmi, indah. (2018). analisis perilaku hidup bersih dan sehat(phbs) terhadap kemampuan motorik anak usia dini di pos paud al masyithoh plamongansari. jurnal upgris, 7(2), 85–95 tangkudung, james & puspitorini, w. (2006) kepelatihan olahraga, "pembinaan prestasi olahraga". jakarta: cerdas jaya ulum, m. f. (2014). pengaruh latihan interval pendek terhadap peningkatan daya tahan anaerobik pada pemain hoki sma negeri 16 surabaya universitas negeri surabaya, 02(01), 1–12. william h. edward (2010) motor learning and control. usa: cengage, inc. jurnal 3 gladi implementation of standardization and certification of sport competence muhlisin1 abstract, this study aims to determine the implementation of standardization and certification sports competencies. research carried out in several places, namely at the ministry of youth and sports, the office of the central koni, and the office of national accreditation institute sport (lankor) this research uses descriptive method. the instrument used is in the form of guidelines for observation, interview and documentation guidelines so that the analysis of data used is descriptive and qualitative analysis. this study concludes that weak management systems implementation of standardization and certification, standardization synergy implementing agencies, accreditation and certification are still not optimal because the functions and authority of the implementing agencies are still ambiguous. the study also concluded the lack of understanding society sports personality of the implementation of standardization, and certification competence in sports because it is not supported by a consistent system of accreditation keyword : competence, sport, standardization, accreditation, certification pendahuluan pasal 4 uu no. 3 tahun 2005 tentang sistem keolahragaan nasional (skn) mengisyaratkan bahwa yang dimaksud dengan keolahragaan nasional adalah bertujuan untuk memelihara dan meningkatkan kesehatan dan kebugaran, prestasi, kualitas manusia, menanamkan nilai moral dan akhlak mulia, sportivitas, disiplin, mempererat dan membina persatuan dan kesatuan bangsa, memperkukuh ketahanan nasional, serta mengangkat citra, harkat martabat dan kehormatan bangsa dimata dunia. 1 muhlisin adalah dosen fakultas ilmu keolahragaan universitas negeri semarang 811 muhlisin, implementation of standardization and certification of sport............................ 812 tenaga keolahragaan sebagai individu dalam konteks keolahragaan nasional seperti yang tercantum pada ayat (1) yang menyebutkan bahwa, tenaga keolahragaan harus memiliki kualifikasi dan standar yang sesuai dengan kompetensinya sebagai profesi. menurut undang-undang nomor 3 tahun 2005 tentang sistem keolahragaan nasional terdapat 14 jenis tenaga keolahragaan, yaitu pelatih, wasit, juri, guru/dosen, promotor, manajer, administrator, pemandu, penyuluh, instruktur, tenaga medis dan paramedis, ahli gizi, ahli biomekanika, psikolog, atau sebutan lain yang sesuai dengan kekhususannya serta berpartisipasi dalam menyelenggarakan kegiatan olahraga. pelaksanaan standardisasi, akreditasi dan sertifikasi diperlukan untuk meningkatkan kualitas dan kompetensi tenaga keolahragaan sebagai profesi. peningkatan kualitas dan mutu tenaga keolahragaan akan memberikan dampak signifikan dalam pengembangan keolahragaan nasional dimana tenaga olahraga akan benar-benar menjadi sebuah profesi yang “terhormat dan bermartabat” dimata masyarakat. tenaga olahraga tidak lagi menjadi sebuah kegiatan “kerja bakti” ataupun “pekerjaan sampingan” selain menjadi guru atau dibawah pekerjaan lainnya. berdasarkan data statistik badan pusat statistik (bps) tahun 2010 tingkat pengangguran di indonesia masih tinggi. konsep pengangguran yang digunakan adalah mereka yang belum bekerja dan sedang mencari pekerjaan, atau mempersiapkan usaha atau tidak mencari pekerjaan karena tidak mungkin mendapatkan pekerjaan, atau yang sudah punya pekerjaan tetapi belum mulai bekerja. pengangguran dengan konsep-definisi tersebut biasa disebut sebagai pengangguran terbuka. badan pusat statistik menyatakan angka pengangguran per agustus 2009 sebanyak 7,87 persen. persentase itu diperoleh dari perbandingan angka penganggur sebanyak 8,96 juta orang dibagi angkatan kerja, 113,83 juta orang. bidang olahraga memiliki 14 profesi tenaga keolahragaan yang memiliki relevansi dalam pengadaan ketenagakerjaan guna mengatasi permasalahan pengangguran di indonesia. selain itu partisipasi pemuda terhadap penyelenggaraan pelatihan tenaga keolahragaan juga masih rendah. berikut data pertisipasi pemuda dalam pelaksanaan keolahragaan pada tahun 2006-2009. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 813 tabel 1. pemuda dalam penyelenggaraan pelatihan tenaga keolahragaan no jenis pelatihan 2007 2008 2009 jumlah 1 tot pelatih tingkat dasar 60 120 2 tot pelatih tingkat muda 60 40 100 3 tot pelatih tingkat madya 84 84 4 tot koordinator relawan olahraga 119 199 5 tot instruktur pengembangan terapi masage 40 50 90 6 pelatihan tenaga laboratorium olahraga 40 80 7 pelatihan masage 86 25 111 8 pelatihan cpr 50 25 75 9 pelatihan cedera olahraga 40 40 10 pelatih analisa data 50 80 130 11 pelatihan tenaga relawan 80 80 12 pelatihan gizi olahraga 37 45 82 13 pelatihan pelatih tingkat dasar 121 80 67 268 14 pelatihan pelatih tingkat muda 107 80 40 227 15 pelatihan pelatih tingkat madya 42 42 16 pelatihan pelatih fisik level i nasional 80 130 210 17 instruktur teknis laboratorium 8 8 18 administrator sport management 9 9 19 pelatihan pelatih & wasit catur 4 4 20 pelatihan pelatih & wasit woodball 5 5 6 16 21 pelatihan pelatih bowlling 20 20 22 pelatihan wasit panahan 3 3 23 pelatihan wasit silat 22 22 24 pelatihan wasit senam 5 5 25 pelatihan laboratorium olahraga 8 8 26 strenght & condition level i (asca) 10 17 37 64 27 strenght & condition level ii (asca) 10 10 28 magang pelatih di luar negeri 3 2 5 jumlah 838 586 508 2112 sumber : kemenpora. penyajian data dan informasi kepemudaan dan keolahragaan tahun 2009. (jakarta : kemenpora.2010) muhlisin, implementation of standardization and certification of sport............................ 814 asisten deputi standardisasi akreditasi dan sertifikasi (asdep sas) sebagai salah satu asdep di kementerian pemuda dan olahraga yang memiliki tanggung jawab dan wewenang dalam pelaksanaan standardisasi akreditasi dan sertifikasi di bidang olahraga. dalam pelaksanaannya asdep sas memiliki fungsi untuk melakukan standardisasi sesuai dengan ketentuan uu skn nomor 3 tahun 2005 dan mengacu pada kepada peraturan pemerintah nomor 16 tahun 2007 tentang penyelenggaraan olahraga serta adaptasi terhadap pedoman dalam sistem standardisasi nasional keolahragaan sehingga dapat diakui secara nasional maupun internasional. beberapa program kerja telah dilakukan oleh asdep standardisasi akreditasi dan sertifikasi (asdep sas) dalam pelaksanaan standardisasi, akreditasi dan sertifikasi tenaga keolahragaan. diantara program-program yang telah ditempuh oleh asdep sas antara lain pembentukan lembaga akreditasi nasional keolahragaan (lankor), perumusan badan standardisasi akreditasi nasional keolahragaan (bsank), pembentukan lembaga sertifikasi kelayakan prasarana dan sarana olahraga (lskpso), pembentukan lembaga sertifikasi kompetensi tenaga keolahragaan (lsktk) dan pembentukan tim asesor kompetensi tenaga keolahragaan. selama ini pelaksanaan standardisasi dan sertifikasi terhadap pelatih olahraga dan tenaga olahraga lainnya masih belum mengena. dari mulai di bentuknya lankor sebagai lembaga yang berwenang melaksanakan kegiatan tersebut hingga sekarang masih belum berjalan maksimal. fatimah mengatakan bahwa sebagai wujud pelaksanaan standardisasi perlu diadakannya lembaga standardisasi kompetensi tenaga keolahragaan (lsktk) atau pembentukan bsank. namun pembentukan bsank sebagai badan yang diharapkan menjadi lembaga sertifikasi keolahragaan tidak bisa dilakukan karena kemenpora bukan sebuah departemen, kewenangan lsktk sebagai penyelenggara sertifikasi adalah menerbitkan sertifikat kompetensi tenaga keolahragaan, menetapkan, menangguhkan dan mencabut sertifikat sesuai dengan tingkat kesalahan, menetapkan biaya sertifikat, serta memberikan peringatan, gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 815 pembinaan dan memberikan sanksi kepada pemegang sertifikat yang melakukan pelanggaran. dari beberapa hal diatas peneliti mencoba mengkaji permasalahan mengenai pelaksanaan standardisasi dan sertifikasi tenaga bidang keolahragaan pada cabang olahraga. diharapkan dari kajian ini nantinya dapat memberikan evaluasi dan masukan yang bermanfaat dalam pengembangan kebijakan pelaksanaan standardisasi, dan sertifikasi kedepannya dalam pengembangan sistem keolahragaan nasional metode penelitian tujuan penelitian secara umum penelitian ini bertujuan untuk memperoleh gambaran tentang pelaksanaan standardisasi dan sertifikasi dalam sistem keolahragaan nasional. adapun secara khusus tujuan penelitian ini adalah sebagai berikut: 1. mengetahui pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan pada cabang olahraga yang sudah berjalan selama ini. 2. mengetahui kendala dan hambatan dalam implementasi pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan pada cabang olahraga . 3. mengetahui arah kebijakan pelaksanaan sistem standardisasi dan sertifikasi kedepannya. pelaksanaan penelitian 1. tempat penelitian penelitian di laksanakan beberapa tempat yang dijadikan objek penelitian. adapun tempat yang dijadikan lokasi/tempat pelaksanaan penelitian yaitu antara lain: a. kantor kementerian pemuda dan olahraga gedung graha pemuda olahraga lt 8 b. kantor koni pusat di jakarta c. kantor lembaga akreditasi nasional keolahragaan (lankor) di jakarta d. kampus universitas negeri jakarta di jakarta muhlisin, implementation of standardization and certification of sport............................ 816 e. kampus universitas negeri semarang di semarang f. kampus universitas pendidikan bandung di bandung metode penelitian penelitian ini menggunakan metode deskriptif. metode deskriptif dapat diartikan sebagai prosedur pemecahan masalah yang diselidiki dengan prosedur pemecahan masalah yang diselidiki dengan menggambarkan keadaan subjek penelitian (seorang, lembaga, masyarakat dan lain-lain) pada saat sekarang berdasarkan fakta-fakta yang tampak atau sebagaimana adanya. penulis mengumpulkan data dengan metode triangulasi dan mendiskripsikannya dengan di dukung oleh teori sebagai acuan dalam mengintepretasikan hasil penelitian. untuk kepentingan tersebut di tempuh langkahlangkah sebagai berikut: 1. memilih lokasi sesuai dengan masalah penelitian yaitu asisten deputi standardisasi, akreditasi dan sertifikasi keolahragaan kemenegpora republik indonesia, pengurus besar cabang olahraga, dan koni pusat. 2. untuk memperoleh makna yang lebih mendalam tentang pelaksanaan program dan kebijakan asdep sas dalam sistem keolahragaan nasional. 3. setelah menetapkan lokasi penelitian, peneliti berusaha memasuki lapangan dengan mengadakan hubungan formal. 4. mengidentifikasi informan, 5. mencatat segala sesuatu yang terjadi di lokasi penelitian berdasarkan dokumentasi, observasi dan wawancara. instrumen penelitian instrumen penelitian adalah suatu alat yang digunakan untuk mengukur fenomena alam maupun sosial yang diamati. instrumen yang digunakan adalah dalam bentuk pedoman observasi, pedoman wawancara dan pedoman dokumentasi yang berisi pertanyaan-pertanyaan penelitian yang bersifat terbuka. tujuannya adalah gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 817 untuk mengetahui informasi secara mendalam tentang permasalahan yang sedang diteliti. teknik pengumpulan data untuk mendapatkan data yang dibutuhkan secara mendalam tentang pelaksanaan standarisasi dan sertifikasi dalam sistem keolahragaan nasional, maka peneliti mendalami, mengkaji, menganalisa pendapat, persepsi dan sikap informan dengan observasi, wawancara terstruktur dan studi dokumentasi. teknik pengumpulan data ini dapat diuraikan sebagai berikut: 1. teknik observasi digunakan dengan melakukan pengamatan langsung terhadap berbagai kegiatan pelaksanaan di lapangan. data yang ditemukan berupa dokumen observasi yang diperoleh dari pengamatan lapangan dan berdasarkan catatan lapangan yang diperoleh peneliti. 2. teknik wawancara dilakukan dengan menggunakan pedoman wawancara terhadap informan yang memiliki kaitan secara langsung dengan pelaksanaan standardisasi, dan sertifikasi tenaga keolahragaan cabang olahraga . 3. studi dokumentasi dilakukan untuk memperoleh data-data dan laporan dari asisten deputi standardisasi akreditasi dan sertifikasi keolahragaan, lembaga akreditasi nasional keolahragaan (lankor), dan koni pusat. sumber data sumber data dalam penelitian deskriptif yang menggunakan teknik pengumpulan data kuesioner atau wawancara maka sumber data disebut dengan responden, yaitu orang-orang yang merespon dan menjawab pertanyaan-pertanyaan peneliti, baik secara lisan maupun tertulis. muhlisin, implementation of standardization and certification of sport............................ 818 adapun beberapa responden dalam penelitian ini terdiri atas : tabel 2. narasumber penelitian no tempat penelitian responden jabatan/lembaga 1 kantor kementerian pemuda dan olahraga dr. fatimah, sp.ko asdep standardisasi, akreditasi & sertifikasi keolahragaan/menpor a 2 kantor komite olahraga nasional indonesia (koni) arsyad achmadin, sh, m.si wakabid organisasi/ koni pusat 3 kantor lankor prof. husein argasasmitha, ma ketua /lankor 4 pengurus cabang olahraga drs. ria lumintuarso, m.si. litbang/pb pasi dan rdc bp. dwi priyono komisi perwasitan/pb pasi bp. umaryono komisi bidang data 5 wilayah penelitian pelatih dan wasit pelatih wasit ketua pplm jakarta teknik analisa data analisis data menggunakan analisis deskriptif kualitatif. analisa data merupakan langkah-langkah yang dilakukan setelah pengumpulan data, secara garis besar analisis data dilakukan menurut tahapan data collection, reduksi data, display data, dan pengambilan kesimpulan dan verifikasi hasil penelitian dan pembahasan hasil penelitian 1. pelaksanaan standardisasi, akreditasi dan sertifikasi tenaga keolahragaan dari hasil penelitian pelaksanaan sertifikasi tenaga keolahragaan menunjukkan adanya 2 prosedur dalam pelaksanaan sertifikasi yaitu mengacu pada gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 819 dua prosedur yang dijalankan oleh menpora dan oleh pengurus besar cabang olahraga. pola sertifikasi yang dilakukan oleh 2 lembaga tersebut sebenarnya sama yaitu pemberian pengakuan terhadap pemenuhan standar kompetensi tenaga keolahragaan. fatimah (wawancara) sebagai asisten deputi standardisasi, akreditasi dan sertifikasi keolahragaan (asdep sas) menguraikan bahwa asdep sas memiliki peran yang sangat penting dalam pelaksanaan standarisasi, fungsi dari asdep sas adalah melaksanakan amanat undang-undang nomor 3 tahun 2005 tentang sistem keolahragaan nasional, salah satunya secara tegas menyampaikan tentang standar nasional keolahragaan. husein argasasmita (wawancara) selaku ketua harian lembaga akreditasi nasional keolahragaan (lankor) menyatakan bahwa pelaksanaan standardisasi yang berjalan selama ini berjalan masih belum jelas lembaga yang menaunginya. hal ini terkait dengan terbenturnya pembentukan bsank sebagai lembaga independen pelaksana sistem standarisasi keolahragaan yang strategis. ria lumintuarso (wawancara) menyatakan bahwa pelaksanaan standarisasi yang berjalan dicabang olahraga adalah mengacu pada induk organisasi internasional. pihaknya mengaku tidak memiliki peran dan fungsi dan wewenang secara khusus dalam pelaksanaan standardisasi tenaga keolahragaan. hal yang hampir sama diungkapkan pihak komite olahraga nasional indonesia (koni) pusat, arsyad ahmadin yang menjabat sebagai wakabid organisasi menyampaikan mengenai peran, fungsi dan wewenang koni dalam pelaksanaan standardisasi keolahragaa. menurutnya koni hanya memiliki fungsi memantau standard nasional keolahragan dan tidak memiliki kepentingan secara langsung dengan pelaksanaan standarisasi keolahragaan. dalam implementasinya koni lebih menilai seseorang tenaga keolahragaan dari hasil prestasi yang dicapai, bukan dari standard baku yang diperoleh. dari hasil wawancara dengan pelatih dan wasit dari cabang olahraga memunculkan beberapa pendapat antara lain sebagai berikut : muhlisin, implementation of standardization and certification of sport............................ 820 1. pelaksanaan standardisasi tenaga keolahragaan yang ada di cabang olahraga merupakan hal yang masih baru, dan belum terlihat implementasinya. 2. pelaksanaan sertifikasi yang selama ini ada pada cabang olahraga mengacu pada induk cabang organisasi masing-masing cabang olahraga dan federasi internasional cabang olahraga. 3. pendapat mengenai pelaksanaan standarisasi tenaga keolahragaan cabang olahraga adalah perlu untuk dilaksanakan dan di implementasikan secara konsisten. 4. perhatian terhadap tenaga keolahragaan baik wasit, pelatih dan tenaga keolahragaan harus lebih ditingkatkan oleh pemerintah untuk dapat meningkatkan kualitas dari tenaga keolahragaan itu sendiri. 5. perlu lembaga independen pelaksana standardisasi agar pelaksanaanya bisa lebih sempurna. standar nasional keolahragaan meliputi standar kompetensi tenaga keolahragaan, standar isi program penataran/pelatihan tenaga keolahragaan, standar prasarana dan sarana olahraga, standar pengelolaan organisasi keolahragaan, standar penyelenggaraan keolahragaan, dan standar pelayanan minimal keolahragaan. standar nasional keolahragaan tersebut digunakan sebagai pedoman atau acuan program standardisasi, akreditasi dan sertifikasi keolahragaan. sampai saat ini sudah kementerian pemuda dan olahraga sudah memfasilitasi penyusunan rancangan standar kompetensi tenaga keolahragaan sebanyak 13 rancangan standar kompetensi tenaga keolahragaan tingkat dasar, yaitu : a) instruktur kebugaran tingkat dasar b) pelatih atletik tingkat dasar c) pelatih bulutangkis d) pelatih pencak silat e) pelatih olahraga di sekolah f) wasit atletik g) wasit bulutangkis gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 821 h) wasit pencak silat i) prasarana olahraga j) pelatih dayung k) pelatih panahan l) pelatih gulat m) pelatih senam 2. hambatan dan kendala pelaksanaan standardisasi, akreditasi dan sertifikasi berikut ini deskripsi hasil data penelitian mengenai kendala dan hambatan pelaksanaan standardisasi dan sertifikasi keolahragaan : a. anggaran yang masih terbatas b. ketidakjelasan fungsi dan kewenangan dari pelaksanaan standardisasi dan sertifikasi c. kendala sdm pelaksana dan objek sasaran dari pelaksanaan standarisasi dan sertifikasi d. ruang lingkup kajian dari tenaga keolahragaan itu sendiri e. belum sinerginya lembaga stake holder bidang keolahragaan pembahasan sistem keolahragaan nasional adalah keseluruhan aspek keolahragaan yang saling terkait secara terencana,sistematis, terpadu, dan berkelanjutan sebagai satu kesatuan yang meliputi pengaturan, pendidikan, pelatihan,pengelolaan, pembinaan, pengembangan, dan pengawasan untuk mencapai tujuan keolahragaan nasional. sistem keolahragaan nasional seperti yang tertuang dalam undang-undang nomor 3 tahun 2005 perlu ditindaklanjuti dengan pengembangan standar dibidang keolahragaan, sistem sertifikasi dan sistem akreditasi. dalam penelitian, penulis mengkaji pelaksanaan standardisasi dan sertifikasi dalam sudut pendang manajemen olahraga dalam 3 aspek kajian manajemen olahraga yaitu : manajemen organisasi /lembaga, manajemen kebijakan dan manajemen even a. manajemen organisasi/lembaga muhlisin, implementation of standardization and certification of sport............................ 822 manajemen organisasi/lembaga dibagi dalam 2 ruang lingkup yaitu manajemen organisasi pemerintah (government) dan non pemerintah (non government). peneliti menilai bahwa perlu adanya pembagian kewenangan dan fungsi dari lembaga-lembaga yang ada dalam membuat dan menjalankan sistem standardisasi secara jelas dan proporsional. peneliti menilai bahwa masih adanya kebingungan dari masing-masing lembaga pelaksana standardisasi dan sertifikasi serta akreditasi baik dari pemerintah sendiri maupun unsur independen atau swasta yang terkait. hal ini dilihat dari program kerja yang dilaksanakan oleh beberapa lembaga pelaksana standardisasi, akreditasi maupun sertifikasi. sebagai contoh dalam pelaksanaan standardisasi yang dilakukan dicabang olahraga . penentuan standar tingkat dalam kepelatihan maupun perwasitan yang ada masih berbeda-beda dan tidak saling berkesinambungan. dalam analisis kajian manajemen organisasi atau lembaga peneliti mengkaji dari sudut pandang fungsi, tugas, kewenangan dan tanggung-jawab dari masingmasing lembaga pelaksana standardisasi dan sertifikasi. berikut hasil kajian peneliti mengenai lembaga pelaksana standardisasi dan sertifikasi dari sudut pandang peneliti berdasarkan hasil temuan penelitian : 1) pemerintah. a) kemenpora kementerian pemuda dan olahraga sebagai lembaga pemerintah memiliki tanggung-jawab dalam pencapaian standard kompetensi tenaga keolahragaan, namun tidak memiliki fungsi dan wewenang dalam pelaksanaanya dilapangan. peran pemerintah hanya sebagai fasilitator dan pengambil kebijakan yang berkaitan dengan pelaksanana dan pemberlakuan standar yang telah ditetapkan. b) dinas olahraga terkait dinas olahraga terkait dalam hal ini adalah instansi pemerintah seperti dinas pemuda dan olahraga atau dinas yang masih membawahi olahraga seperti pemerintah daerah dan dinas pendidikan. dinas tersebut merupakan lembaga pelaksana kebijakan yang ada ditingkat daerah atau dibawah kewenanganya. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 823 2) non pemerintah a) koni koni memiliki tanggung-jawab dalam meningkatkan kualitas sumber daya manusia dibidang keolahragaan. namun tidak memiliki fungsi dan kewenangan ataupun tugas dalam pelaksanaan standardisasi dan sertifikasi. dalam hal ini koni sebagai lembaga swasta/nonpemerintah tetap harus memiliki arah kebijakan yang mengarah pada peningkatan standard kompetensi tenaga keolahragaan. b) induk organisasi cabang olahraga induk cabang olahraga merupakan unsur penting dalam pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan. hal ini karena induk organisasi cabang olahraga memiliki kepentingan langsung dalam penggunaan jasa tenaga keolahragaan. c) fakultas ilmu keolahragaan elemen lain yang juga memiliki tanggung-jawab dalam menghasilkan tenaga keolahragaan yang memiliki standard kompetensi yang memadai adalah fakultas ilmu keolahragaan. disinilah sebenarnya wadah yang tepat untuk menghasilkan tenaga keolahragaan yang berkualitas. d) manajemen kebijakan sistem standardisasi di bidang keolahragaan nasional harus terselenggara dengan baik agar dapat diimplementasikan oleh pelaku olahraga sehingga dapat menghasilkan para olahragawan yang berprestasi didukung dengan sarana dan prasarana yang memadai dan memenuhi standar internasional untuk penyelenggaraan even olahraga internasional dan berkembangnya industri dibidang olahraga di indonesia. arah kebijakan dari pemerintah diimplementasikan melalui program-program yang dijalankan oleh kementerian pemuda dan olahraga yang dalam hal ini diperankan oleh asisten deputi standardisasi, akreditasi dan sertifikasi yang kemudian melakukan fasilitasi terhadap lembaga-lembaga dan instansi terkait sebagai pelaksana dan pengguna dari standar yang telah dibuat. muhlisin, implementation of standardization and certification of sport............................ 824 pelaksanaan standandarisasi menurut peraturan pemerintah no 16 tahun 2007 tentang penyelanggaraan olahraga diamanahkan kepada badan standardisasi akreditasi nasional keolahragaan (bsank) . disebutkan bahwa dalam rangka pengembangan, pemantauan dan pelaporan pencapaian standar nasional, pemerintah membentuk badan standardisasi, akreditasi nasional keolahragaan yang disingkat menjadi bsank. bsank dalam menjalankan fungsinya bertanggung-jawab pada menteri dan bekerja secara mandiri dan profesional. b. manajemen even olahraga dalam kajian manajemen even olahraga, analisis mengenai pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan adalah bagaimana pelaksanaan even olahraga sebagai wadah dari penggunaan tenaga keolahragaan itu sendiri. feedback atau umpan baliknya adalah bagaimana tenaga keolahragaan dapat memiliki nilai jual dalam sebuah even/kejuaraan olahraga. sehingga pengelolaan dan penyelenggaraan even-even olahraga harus memiliki aturan dan sistem yang mengacu dan menguntungkan pada pemberlakuan standar kompetensi keolahragaan. pelaksanaan standardisasi, akreditasi dan sertifikasi diperlukan untuk meningkatkan kualitas dan kompetensi tenaga keolahragaan sebagai profesi. peningkatan kualitas dan mutu tenaga keolahragaan akan memberikan dampak signifikan dalam pengembangan keolahragaan nasional dimana tenaga olahraga akan benar-benar menjadi sebuah profesi yang “terhormat dan bermartabat” dimata masyarakat. tenaga olahraga tidak lagi menjadi sebuah kegiatan “kerja bakti” ataupun “pekerjaan sampingan” selain menjadi guru atau dibawah pekerjaan lainnya.namun hal tersebut harus dicapai melalui pencapaian standar nasional yang jelas. adapun sintesis pola pengembangan kajian manajemen olahraga dan lembaga pelaksananya menurut peneliti adalah sebagai berikut : gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 825 gambar. sintesis pola pengembangan manajemen pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan pelaksanaan standardisasi, akreditasi dan sertifikasi diperlukan untuk meningkatkan kualitas dan kompetensi tenaga keolahragaan sebagai profesi. peningkatan kualitas dan mutu tenaga keolahragaan akan memberikan dampak signifikan dalam pengembangan keolahragaan nasional dimana tenaga olahraga akan benar-benar menjadi sebuah profesi yang “terhormat dan bermartabat” dimata masyarakat. tenaga olahraga tidak lagi menjadi sebuah kegiatan “kerja bakti” ataupun “pekerjaan sampingan” selain menjadi guru atau dibawah pekerjaan lainnya. sehingga diperlukan sebuah kebijakan baik pemerintah pusat maupun daerah yang mengarah pada pengembangan sektor swasta (non pemerintah) untuk dapat berperan dalam pengembangan industry olahraga di indonesia menjawab pertanyaan mengenai relevansi pelaksanaan standardisasi dan sertifikasi tehadap ketenagakerjaan di indonesia akan bergantung dengan kebijakan muhlisin, implementation of standardization and certification of sport............................ 826 dari pemerintah dan peran serta dari pihak swasta dalam pengembangan keolahragaan di indonesia. secara nyata dapat kita analisa apabila dari 3000 lulusan jurusan/fakultas olahraga pertahun dapat disalurkan kedalam profesi tenaga keolahragaan seperti yang tercantum dalam undang-undang no 3 tahun 2005, maka akan sangat berdampak pada penurunan tingkat penggangguran di indonesia. dan apabila sistem pelaksanaan standardisasi, akreditasi dan sertifikasi dapat dilaksanakan secara konsisten dan berkelanjutan tentu akan berdampak pada peningkatan kualitas pembinaan prestasi olahraga yang ada di indonesia. kesimpulan dan saran kesimpulan berikut simpulan hasil penelitian dari pelaksanaan standarisasi dan sertifikasi keolahragaan berdasarkan temuan hasil penelitian : 1. pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan pada cabang olahraga atletik a. lemahnya sistem manajemen implementasi pelaksanaan standardisasi, akreditasi dan sertifikasi pada cabang olahraga atletik b. terdapat dua prosedur pelaksanaan standardisasi, yaitu yang dilakukan oleh kemenpora dan pb pasi dan terdapat dua prosedur sertifikasi yang dilaksanakan oleh pb pasi dan lankor c. rendahnya pemahaman masyarakat/insan olahraga terhadap pelaksanaan standardisasi, akreditasi dan sertifikasi tenaga keolahragaan d. standarisasi dan sertifikasi yang didukung dengan sistem akreditasi yang belum berjalan secara konsisten. 2. kendala dan hambatan pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan pada cabang olahraga atletik a. anggaran yang masih terbatas gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 827 b. ketidakjelasan fungsi dan kewenangan dari pelaksanaan standardisasi dan sertifikasi c. kendala sdm pelaksana dan objek sasaran dari pelaksanaan standarisasi dan sertifikasi d. ruang lingkup kajian dari tenaga keolahragaan itu sendiri e. belum sinerginya lembaga stake holder bidang keolahragaan 3. arah kebijakan pelaksanaan standardisasi dan sertifikasi tenaga keolahragaan arah kebijakan standardisasi dan sertifikasi keolahragaan adalah tercapainya standard nasional keolahragaan dengan tujuan untuk menjamin mutu penyelenggaraan sistem keolahragaan. tercapainya 50% tenaga keolahragaan yang telah tersertifikasi, 50% isi program/pelatihan tenaga keolahragaan terstandarisasi, 70% prasarana dan sarana keolahragaan terakreditasi, 50% organisasi keolahragaan terakreditasi, 70% penyelenggaraan keolahragaan terakreditasi, dan 40% pelayanan minimal terstandarisasi. saran berdasarkan simpulan penelitian, peneliti merekomendasikan beberapa saran dalam pelaksanaan standarisasi dan sertifikasi tenaga keolahragaan sebagai berikut : 1. standarisasi dan sertifikasi yang didukung dengan sistem akreditasi yang accountable merupakan sebuah proses yang sangat perlu dijalankan untuk meningkatkan kompetensi tenaga keolahragaan maupun sistem keolahragaan secara umum. sehingga memerlukan sistem manajemen pelaksanaan yang baik. 2. luasnya ruang lingkup, karakteristik kecabangan dari tenaga keolahragaan, serta minimnya sdm penunjang merupakan tantangan terbesar dalam pelaksanaan standarisasi dan sertifikasi, sehingga memerlukan sinergi dari berbagai stake holder keolahragaan yang ada. 3. kerancuan fungsi, wewenang dan tanggung-jawab dari masing-masing stake holder dalam pelaksanaan standarisasi dan sertifikasi menjadi permasalahan yang harus diselesaikan sebelum melangkah lebih jauh. dan solusi yang paling tepat muhlisin, implementation of standardization and certification of sport............................ 828 adalah dengan realisasi pembentukan badan independen pelaksana standarisasi, akreditasi dan sertifikasi seperti badan standarisasi, akreditasi nasional keolahragaan (bsank) , dan lembaga sertifikasi lainnya. 4. banyaknya standard kompetensi tenaga keolahragaan yang harus disusun harus disikapi oleh berbagai pihak salah satunya adalah dengan menentukan prioritas cabang olahraga dan klasifikasi dari tenaga keolahragaan di tiap cabang olahraga. daftar pustaka badan standardisasi nasional, 2009. salinan pedoman sistem standardisasi nasional. guidelines for development of regional model competency standards (rmcs), http://mengerjakantugas.blogspot.com/2009/03/pengertian-kompetensi.html http://www.menkokesra.go.id/content/view/3728/ iso directive, 2008. part 1 – procedure for the technical work, sixth edition. iso directive, 2004. part 2 – rules for the structure and drafting of international standard, fifth edition. kemenegpora, 2005. undang-undang sistem keolahragaan nasional no 3 tahun 2005. jakarta : kemenegpora. kemenegpora, 2009. pedoman standardisasi nasional keolahragaan. jakarta : kemenegpora. bnsp, 2009. materi pelatihan perumusan standar kompetensi profesi bidang keolahragaan. jakarta:kemenpora. 2009 paland, r, 2007. competency management, jakarta.ppm. panitia teknis perumusan standar nasional indonesia (sni), psn-02 – 2005: badan standardisasi nasional indonesia (bsn). http://mengerjakantugas.blogspot.com/2009/03/pengertian-kompetensi.html gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 829 bnsp, 2005. pedoman penyusunan standar kompetensi kerja nasional indonesia, bnsp.103-2005. jakarta. bnsp. pengembangan standar nasional indonesia (sni), psn-01 – 2005: badan standardisasi nasional indonesia (bsn). peraturan menteri tenaga kerja dan transmigrasi nomor: per. 21/men/x/2007 tentang tata cara penetapan standar kompetensi kerja nasional indonesia peraturan pemerintah ri no 16 tahun 2007, tentang penyelenggaraan olahraga. peraturan pemerintah (pp) no. 23 tahun 2004, tentang badan nasional standardisasi profesi subroto, 2009. tak ada standar akreditasi dan sertifikasi, olahraga terpuruk (artikel). plunkett, 2006. sport industry training package, australian national training authority (anta). usa : plunkett research.ltd. suharsimi. arikunto, 2006. prosedur penelitian (suatu pendekatanpraktik) edisi revisi vi. jakarta ; pt rineka cipta. http://mengerjakantugas.blogspot.com/search/label/pemerintah jurnal 3 gladi hubungan antara koordinasi mata tangan, kekuatan pegangan dan keseimbangan dengan ketepatan memukul bola bisbol pada mahasiswa fakultas ilmu keolahragaan universitas negeri jakarta (2003) taufik rihatno1 abstarct, the purpose of study is to find out the relationships between hand eye coordination, grip strenght with balance in baseball hitting accuracy. the research was conducted at faculty of sport and science, state university of jakarta with 60 samples, which were selected by simple random sampling. the finding are as follows : (1) there is a positive correlation between hand eye coordination and baseball hitting accuracy, (2) there is a positive correlation between grip strenght and baseball hitting accuracy, (3) there is a positive correlation between balance and baseball hitting accuracy, (4) there is a positive correlation between hand eye coordination, grip strenght, and balance simultaneously with baseball hitting accuracy. it can be concluded that baseball hitting accuracy could be enhanced by increasing hand eye coordination, grip strength, and balance individually as well as simultaneously. keywords: hand eye coordination, grip strenght with balance, baseball 1 taufik rihatno adalah dosen fakultas ilmu keolahragaan unversitas negeri jakarta 780 kpradityana rectangle kpradityana typewriter available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi jurnal ilmu keolahragaan 07 (02) 2013, 780-799 permalink/doi: https://doi.org/10.21009/gjik.072.04 gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 781 pendahuluan prestasi cabang olahraga permainan bisbol di indonesia pada saat ini cukup menggembirakan. untuk di kawasan asia, tim bisbol indonesia satu divisi dengan negara jepang, taiwan, cina, korea, dan filipina. dengan masuknya tim bisbol indonesia ke dalam satu kelompok dengan negara-negara tersebut, maka tim indonesia bertemu dengan tim kelas dunia, seperti jepang, korea, dan taiwan. namun, apabila pembinaan dicabang olahraga permainan bisbol tidak diupayakan dengan intensif, maka prestasi yang sudah diperoleh bisa menurun. berdasarkan pengamatan peneliti, penguasaan teknik memukul bola bisbol terutama pada pemain pemula di tingkat mahasiswa, khususnya ketepatan memukul bola masih kurang baik. hal ini terlihat dari hasil pukulannya, yaitu bola dengan mudah dikuasai oleh lawan, dan sasaran arah bolanya tidak mengarah ke posisi/tempat yang kosong dari penguasaan penjaga atau tidak mencapai pada target yang tepat. oleh sebab itu, penguasaan teknik memukul bola harus dikuasai dengan baik oleh setiap pemain bisbol. suatu rangkaian gerak di dalam kegiatan olahraga menuntut optimalisasi komponen kondisi fisik yang terangkai secara harmonis dalam penguasaan koordinasi gerak keseluruhan. adapun komponen kondisi fisik, yaitu terdiri dari koordinasi, kekuatan, keseimbangan, ketepatan, kecepatan, daya tahan, kelentukan,kelincahan, reaksi, dan daya ledak. dari berbagai komponen kondisi fisik tersebut, peneliti berasumsi, bahwa koordinasi mata-tangan, kekuatan pegangan, dan keseimbangan merupakan komponen kondisi fisik yang paling mendukung dan memegang peranan penting dalam ketepatan memukul bola bisbol. dengan demikian idealnya komponen ini perlu dilatih dan ditingkatan bagi seorang pemukul pemain bisbol. dalam permainan bisbol ketepatan memukul bola yang tepat dan terarah dapat dilakukan apabila seorang pemukul dapat mengkoordinasikan satu gerakan dengan gerakan yang lainnya. oleh sebab itu, kemampuan seorang pemukul di dalam mengayunkan bat menuju ke sasaran bola datang agar hasil pukulannya tepat dibutuhkan keharmonisan gerakan antara koordinasi mata dan tangan. dengan taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 782 memiliki koordinasi mata dan tangan yang baik dapat memudahkan gerakan dengan tepat di dalam memukul bola. demikian juga halnya dengan kemampuan kekuatan pegangan pada bat yang mempunyai peranan sangat penting di dalam upaya menghasilkan suatu pukulan yang tepat, sebab lemah di dalam memegang bat akan menyebabkan sulit untuk mengendalikan bat ketika terjadi benturan dengan bola. selain itu, lemah dalam memegang bat pada saat terjadi benturan akan menyebabkan juga hasil pukulan tidak terarah, karena terjadi gesekan di antara bat dengan bola. dengan demikian apabila memiliki kemampuan kekuatan pegangan yang baik, maka akan membantu seorang pemukul di dalam mengarahkan hasil pukulan bolanya yang tepat. agar tercapai ketepatan memukul bola dengan baik, selain dibutuhkan koordinasi mata tangan dan kekuatan pegangan, juga keseimbangan harus baik. oleh karena, di dalam penguasan bola pada bat serta mempertahankan pandangan (kepala) supaya dapat bekerja dengan baik dibutuhkan konsentrasi total pada bola yang diikuti oleh keseimbangan tubuh. mulai dari penyesuaian diri sebelum membuat ayunan, selama melangkah dan sesudah kontrol dengan bola. rumusan masalah antara lain : pertama, apakah terdapat hubungan antara koordinasi mata-tangan dan ketepatan memukul bola bisbol? kedua, apakah terdapat hubungan antara kekuatan pegangan dan ketepatan memukul bola bisbol? ketiga, apakah terdapat hubungan antara keseimbangan dan ketepatan memukul bola bisbol? keempat, apakah terdapat hubungan secara bersama-sama antara koordinasi mata-tangan, kekuatan pegangan dan keseimbangan dengan ketepatan memukul bola bisbol? kajian teoretik ketepatan memukul bola bisbol memukul bola pada permainan bisbol merupakan gerak dari keadaan diam, bergerak dan menghadapi obyek yang bergerak. oleh sebab itu, membutuhkan ketepatan di dalam melakukannya. pelaku harus dapat mengatur berapa besar kekuatan yang akan dikerahkan, mengkoordinasikan gerakan, dan menjaga gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 783 keseimbangan tubuh agar dalam melakukan gerakan memukul bola dapat dengan tepat, baik itu menempatkan ketepatan pada perkenaan bat dengan bola maupun ketepatan di dalam mengarahkan bola ke arah sasaran yang dikehendaki. seorang pemain bisbol yang terampil dalam memukul bola, akan dapat melakukan pukulan bola dengan tepat dan terarah secara berulang-ulang kesuatu sasaran karena keterampilannya sudah tinggi (mahir), makin tinggi keterampilan pemukul akan makin mampu mengarahkan bola sesuai dengan kehendaknya. (dadang masnun, 1987 : 98). memukul bola yang tepat dapat diperoleh dengan relaksasi (pengendoran), penghapusan ketegangan dan kekakuan konsentrasi total, keseimbangan, ayunan, perubahan tekanan pada waktu yang tepat, posisi yang cukup jauh dari plate sehingga dapat melangkah dengan pasti, bat yang sejajar, mata tertuju pada bola, kaki depan ke bawah dan pada waktu yang sama, kepala mundur dalam posisi “launching” atau meluncur, serta lengan terbentang penuh (dell bethel, 1987 : 131). memilih bat untuk menentukan pilihan pada bat yang akan digunakan untuk memukul bola dalam permainan bisbol, seorang pemukul perlu memperhatikan beratnya bat, karena bat yang berat akan menyebabkan gerak memukul lambat, sedangkan bat yang ringan akan menyebabkan pukulan terlalu cepat untuk mengayun. oleh sebab itu, pilihlah bat yang cocok untuk tangan dan penampilan fisik sendiri. memilih bat adalah sangat penting untuk membantu mencapai kontrol yang sempurna (lee p. eilbracht, 1973 : 59). pegangan (grip) cara memegang bat pada prinsipnya harus dipegang dengan dasar dari jarijemari bukan dengan telapak tangan maupun genggaman jempol. bat yang dipegang dengan telapak tangan akan menghasilkan pukulan dan ayunan (swing) yang lambat (julius tetelepta, 1994 : 28). empat jari merapat kecuali ibu jari terpisah. genggaman harus kuat dan erat tetapi rileks sewajarnya supaya bat mudah digerakkan. posisi berdiri pemukul (the stance) taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 784 posisi berdiri pemukul, yaitu berdiri pada kedua kaki yang dibuka selebar bahu, berat badan ditumpu oleh kedua kaki (titik berat badan jatuh ditengah-tengah bidang tumpu). badan sedikit condong kedepan dan lutut sedikit dibengkokkan. lutut dan panggul harus rileks. bat dipegang erat oleh kedua tangan yang terletak di depan dari badan dan kedua tangan berada di atas kaki belakang. posisi bat rebah ke belakang dengan kedudukan kurang lebih antara horisontal dan vertikal. bahu muka dan bahu belakang sejajar. usahakan jangan sampai bahu muka lebih tinggi dari pada bahu belakang. kepala selalu dalam posisi tegak dengan dagu terletak diatas bahu depan masuk ke arah depan sedikit, kedua mata diarahkan ke bola. untuk posisi tubuh di tempat pemukul (batter box) di atur kira-kira ditengah kotak pembatas tersebut, dengan prediksi bola yang dilempar ke arah manapun masih dapat diraih. ayunan (swing) pada pase gerakan ayunan ini dilakukan dengan menggerakan bat ke arah bola. pemukul harus pandai mengambil “timing” yang tepat antara mengayunkan bat dengan datangnya bola sehingga terjadi kontak antara bat dan bola, oleh sebab itu ada beberapa hal yang perlu diperhatikan dalam gerakan tersebut, yaitu melangkah, perkenaan bola, dan gerak lanjutan. melangkah sebelum gerakan melangkah dilakukan terlebih dahulu batter melakukan gerakan menarik ke belakang (back swing) dari sikap normal memegang bat. posisi kepala tetap dipertahankan seperti semula, pandangan mata sudah terkonsentrasikan menanti bola datang. lakukan langkah (striding) pada kaki depan sesuai dengan jangkauan yang enak. perkenaan bola setelah langkah kaki depan berakhir (mendarat ditanah) dan bola sudah dilempar oleh pitcher, saat itu pula lengan mengayunkan bat dengan gerakan cepat, terutama dengan menggunakan kekuatan pergelangan tangan yang diikuti berputarnya bahu, pinggang dan kaki hingga terjadi perkenaan (bertemunya bat dan bola). saat bertemunya bat dan bola, posisi yang benar adalah saat bat horizontal gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 785 didepan pemukul, tangan kiri lurus (untuk pemukul kanan) dan “timing” yang pas atau waktunya tepat saat perkenaan (tidak boleh terlalu lambat tidak boleh terlalu cepat). gerak lanjutan ketika bat kontak dengan bola gerakan lengan tidak berakhir pada saat itu, lengan bergerak mengikuti arah gerakan, pergelangan tangan terus berputar dan pergelangan tangan sebelah kanan akan berakhir disebelah atas pergelangan tangan kiri sehingga lengan menyilang pada tubuh dan punggung berputar penuh. gerak lanjutan merupakan gerak akhir dari melakukan pukulan ayunan atau gerakan sesudah perkenaan bola dan terjadi secara wajar. gerakan ini dapat bermanfaat untuk mengurangi bahaya dari gerakan persendian. dengan demikian, maka ketepatan memukul bola adalah kemampuan seseorang dalam mengarahkan ayunan bat menuju pusat berat bola datang dengan tepat hingga terjadi benturan yang kemudian menghasilkan lajunya bola melayang ke arah tertentu sesuai dengan daerah sasaran yang diinginkan di lapangan permainan bisbol. koordinasi mata tangan koordinasi adalah kemampuan untuk menggunakan pancaindera bersamasama dengan bagian-bagian tubuh tertentu didalam melakukan kegiatan motorik dengan mulus (harmonis) dan ketepatan yang tinggi (suhantoro, 1999 : 6). kemampuan mengkoordinasikan termasuk aktivitas yang terdiri dari dua atau lebih kemampuan dan pola gerak, seperti mata-tangan membutuhkan kemampuan pengamatan dan bentuk pergerakan. koordinasi mata-tangan menunjukkan kepada kemampuan mempelajari untuk menyeleksi objek dan sekelilingnya serta untuk mengkoordinasikan objek pandangan dengan manipulasi gerakan. koordinasi matatangan kegiatannya membutuhkan ketepatan pandangan dan kontrol pergerakan (anita j. harrow, 1972 : 67). taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 786 rangkaian gerakan di dalam memukul bola pada permainan bisbol, memerlukan permadukan dua atau lebih kemampuan dan pola gerakan yang saling berkait guna menghasilkan pukulan yang sempurna. seorang pemukul harus mampu mengkoordinasikan antara mata dan tangan karena terciptanya kontak/benturan antara bat dan bola melalui proses pengamatan mata yang bekerjasama dengan tangan sehingga tugas gerak dapat dilakukan dengan mudah. seorang pemukul dapat melakukan timing yang tepat, pada saat perkenaan bat dengan bola, dengan terjadinya benturan kedua benda tersebut diposisi yang tepat sehingga memungkinkan tidak terjadinya gesekan yang berarti antara bat dan bola ataupun bola tidak kena pukul akan terhindari. dengan demikian, maka koordinasi mata-tangan adalah kemampuan untuk melakukan pengontrolan terhadap gerakan otot dari satu pola gerakan ke pola gerakan berikutnya dengan tepat melalui keterpaduan antara mata dan tangan secara harmonis. kekuatan pegangan kekuatan salah satu dari komponen kondisi fisik, keberadaannya tidak hanya diperlukan untuk cabang olahraga yang dominan pada unsur kekuatan, namun diperlukan juga oleh cabang olahraga lain yang lebih memerlukan kelincahan, kecepatan, kelentukan, keseimbangan dan koordinasi (harsono, 1988 : 54). begitu pula, memukul bola dengan alat pemukul terhadap bola lemparan pitcher adalah hal yang sulit dilakukan karena memerlukan ketelitian, koordinasi dan kekuatan (parno, 1992 : 85). komponen kekuatan merupakan salah satu komponen diantara komponen-komponen biomotorik lainnya. komponen biomotorik terdiri dari kekuatan, daya tahan, dan koordinasi (peter j. thompson, 1991 : 5.11) komponenkomponen tersebut saling terkait satu sama lainnya sehingga membentuk satu siklus rangkaian gerak. berdasarkan uraian di atas terlihat, bahwa memegang bat di dalam melakukan gerakan memukul bola bisbol sangatlah mendasar untuk melakukan suatu pukulan yang baik. kemampuan kekuatan memegang bat dari posisi bat diacungkan sampai bat diayunkan, benar-benar dapat dipertahankan dan dijaga jangan sampai bat gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 787 tersebut terlepas. apalagi ketika terjadi pada saat perkenaan/kontak antara bat dan bola, kekuatan pada jari jemari tangan memegang bat seoptimalkan mungkin untuk dikerahkan memegang bat dengan kuat, namun tidak mengganggu gerakan selanjutnya dengan demikian, maka kekuatan pegangan pada penelitian ini adalah kemampuan dari otot atau sekelompok otot pada jari jemari tangan dalam mengatasi tahanan beban secara maksimal. keseimbangan keseimbangan merupakan salah satu komponen kondisi fisik yang sangat diperlukan bagi manusia, baik sebagai olahragawan maupun seseorang dalam melakukan aktifitas sehari-hari. kegiatan manusia dalam kehidupannya selalu menjaga posisi tubuhnya, baik itu dalam keadaan diam (statis), maupun bergerak diposisi yang seimbang (dinamis). brian j. sharkey (1986 : 44) menjelaskan bahwa keseimbangan yang dinamis adalah kemampuan memelihara keseimbangan selama kegiatan bergerak, sedangkan keseimbangan statis adalah kemampuan memelihara keseimbangan dalam posisi tak berubah. keseimbangan juga berhubungan dengan menjaga keseimbangan pada saat bergerak (david c. naimen, 1990 : 30). faktor yang mempengaruhi keseimbangan dalam aktifitas gerak antara lain : (1) luas bidang tumpuan, (2) posisi pusat gravitasi, (3) massa seseorang (bloomfield j, ackland, 1994 : 262). dengan demikian, keseimbangan adalah kemampuan untuk mempertahankan dan menjaga posisi tubuh dari saat akan melakukan gerakan dan selama gerakan itu berlangsung, keadaan tubuh tetap terkontrol. kerangka berfikir hubungan antara koordinasi mata-tangan dan ketepatan memukul bola bisbol pada pelaksanaan memukul bola dalam permainan bisbol meliputi ayunan bat yang harus tepat perkenaannya dengan bola dan mengarahkannya ke arah lapangan taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 788 yang di inginkan. pemantauan secara visual oleh kedua mata dalam memukul bola sangat dibutuhkan untuk memperhatikan jalannya bola dan posisi bola yang akan diprediksi untuk dipukul. mata melihat bola kemudian menginterpretasikan saat itu juga kapan melakukan gerakan mengayunkan bat tersebut. mata yang sebagai alat pengantar gambar ke otak, lalu otak yang memberikan interpretasi terhadap apa yang dituju oleh mata, maksudnya mata bersama otak dan otot untuk mengkoordinasikannya. mata yang mengirimkan sinyal ke otak. otak dengan segera mengirimkan sinyal ke otot. otak dengan segera mengirimkan sinyal lagi kembali ke otot agar otot lengan menggerakkan atau mengayunkan bat dengan cepat, tepat dan harmonis. seiring dengan gerakan tersebut ketika terjadi benturan antara bat dan bola maka dengan sangat cepat tanpa dipikirkan terlebih dahulu, simpul dari tangan berjalan ke otak untuk menyatakan kalau bat yang dipegang itu jangan sampai terlepas akibat benturan dan bat harus dipegang dengan kuat, sehingga bola yang dipukul dapat memberikan hasil kecepatan lajunya bola kearah tertentu sesuai dengan tujuan menempatkan bola yang dikehendaki. dengan demikian, diduga terdapat hubungan positif antara koordinasi mata-tangan dan ketepatan memukul bola bisbol. hubungan antara kekuatan pegangan dan ketepatan memukul bola bisbol. memegang bat pada gerakan memukul bola yang efisien, pemukul harus menghasilkan tenaga maksimum. ketidak efisienan dalam mengeluarkan tenaga yang memadai dari pegangan ke bat akan menghasilkan pukulan bola yang lemah dan tidak terarah, oleh sebab itu salah satu faktor yang paling mendasar untuk mendapatkan hasil pukulan yang kencang dan terarah masalah kekuatan pegangan pada bat harus diperhatikan. apabila pegangan pada bat tidak kuat, maka kemungkinan akan kehilangan kekuatan karena tenaga dari tubuh tidak sepenuhnya dapat disalurkan ke bat dan dapat menyulitkan untuk mengarahkan hasil pukulan bola yang tepat pada sasaran diinginkan gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 789 oleh karena itu, apabila seorang pemain bisbol dapat melakukan pegangan dengan kuat pada bat, terutama pada saat perkenaan antara bat dan bola, maka kemungkinkan untuk melakukan pukulan terhadap bola akan lebih effektif karena seorang pemukul dapat menguasai pegangan pada bat, sehingga untuk mengarahkan bagian pusat pukul bat tepat menuju pusat berat bola terkendali. dengan demikian, diduga terdapat hubungan yang positif antara kekuatan pegangan dan ketepatan memukul bola bisbol. hubungan antara keseimbangan dan ketepatan memukul bola bisbol pinggul dan bahu yang sejajar dalam membuat gerakan ayunan memukul untuk mempertahankan juga keseimbangan, karena penjajaran (pinggul dan bahu) yang tidak seimbang, ada kemungkinan seorang pemukul dalam memanfaatkan bidang ayunan menjadi tidak terkontrol. selain menjaga bahu tetap rata akan membantu pemukul menjaga posisi tangan berada di daerah zona lemparan ( strike zone). begitu pula tentang keberadaan kepala dalam mempertahankan keseimbangan. kepala ditahan hampir tidak bergerak ketika mengayunkan bat, pandangan mata tertuju ke depan mengamati atau melihat bola yang datang. dengan demikian semakin tinggi tingkat kestabilan seorang pemukul dalam bergerak, maka semakin besar kemampuannya untuk mempertahankan keseimbangan pada saat bergerak dan akan semakin tepat kemampuannya dalam merubah posisi tubuh, sehingga bisa merespon dan mengontrol tubuhnya untuk melakukan gerakan memukul bola dengan tepat. dengan demikian, diduga terdapat hubungan positip antara keseimbangan dan ketepatan memukul bola bisbol. hubungan antara koordinasi mata-tangan, kekuatan pegangan dan keseimbangan dengan ketepatan memukul bola bisbol di dalam ketepatan memukul bola komponen koordinasi mata tangan, kekuatan pegangan dan keseimbangan adalah komponen fisik yang sangat dibutuhkan karena sebagai komponen pendukung. dengan memiliki pengkoordinasian mata tangan yang baik dalam mengantisipasi bola datang dan mempunyai kekuatan taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 790 pegangan pada bat yang mampu menerima beban kerja serta memiliki kemampuan mempertahankan keseimbangan dalam melakukan gerakan memukul bola, maka seorang pemukul pemain bisbol tersebut akan dapat dengan mudah melakukan ketepatan di dalam memukul bola sehingga akan menghasilkan pukulan bola yang kencang dan terarah. dengan demikian,diduga terdapat hubungan yang positif antara koordinasi mata-tangan, kekuatan pegangan dan keseimbangan secara bersama-sama dengan ketepatan memukul bola bisbol. hipotesis penelitian berdasarkan kajian teoretis dan kerangka berpikir maka hipotesis penelitian dapat dirumuskan sebagai berikut : 1. terdapat hubungan positif antara koordinasi mata tangan dan ketepatan memukul bola bisbol. 2. terdapat hubungan positif antara kekuatan pegangan dan ketepatan memukul bola bisbol. 3. terdapat hubungan positif antara keseimbangan dan ketepatan memukul bola bisbol. 4. terdapat hubungan positif antara koordinasi mata-tangan, kekuatan pegangan dan keseimbangan secara bersama-sama dengan ketepatan memukul bola bisbol. metodologi penelitian penelitian ini bertujuan untuk mengetahui hubungan koordinasi matatangan, kekuatan pegangan, dan keseimbangan baik secara sendiri-sendiri maupun secara bersama-sama dengan ketepatan memukul bola bisbol. penelitian ini dilaksanakan di fakultas ilmu keolahragaan universitas negeri jakarta. waktu pelaksanaan di mulai dari bulan februari sampai bulan mei 2003. penelitian ini menggunakan metode survei dengan analisis regresi sederhana dan ganda, korelasi sederhana dan ganda, serta korelasi parsial. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 791 penelitian survei yang melibatkan empat variabel, yaitu: koordinasi matatangan, kekuatan pegangan, dan keseimbangan sebagai variabel bebas, sedangkan ketepatan memukul bola bisbol merupakan veriabel terikat. untuk lebih menjelaskan tentang variabel yang diteliti dapat dilihat konstelasi permasalahan sebagai berikut: keterangan: y : ketepatan memukul bola bisbol x1 : koordinasi mata-tangan x2 : kekuatan pegangan x3 : keseimbangan populasi penelitian ini adalah mahasiswa putra yang telah selesai (lulus) mengikuti mata kuliah permainan sofbol/bisbol di fakultas ilmu keolahragaan. teknik pengambilan sample dilakukan dengan menggunakan teknik acak sederhana,melalui undian dan didapat sampel 60 orang. pengumpulan data dilakukan dengan menggunakan: (1) tes ketepatan memukul bola bisbol (instrumen yang dikembangkan oleh peneliti), (2) tes koordinasi mata tangan dengan mempergunakan eye hand coordination (instrumen baku), (3) tes kekuatan pegangan dengan mempergunakan hand grip dynamometer (instrument baku), (4) tes keseimbangan dengan mempergunakan bass test of dynamic balance (instrumen baku). x1 x2 x3 y gambar 1. konstelasi hubungan antara variabel taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 792 hasil penelitian pengujian persyaratan analisis pengujian persyaratan analisis yang harus dipenuhi sebelum melakukan analisis regresi linear sederhana dan ganda adalah melakukan pengujian persyaratan analisis, yaitu pengujian normalitas, pengujian homogenitas varians, dan pengujian linearitas. tabel 1. rangkuman hasil uji normalitas no galat taksiran lhitung ltabel kesimpulan 1 2 3 regresi y atas x1 regresi y atas x2 regresi y atas x3 0,111 0,084 0,075 0,114 0,114 0,114 normal normal normal tabel 2. rangkuman hasil uji homogenitas no varian y atas xi 2 hitungχ 2 tabelχ kesimpulan 1 2 3 regresi y atas x1 regresi y atas x2 regresi y atas x3 12,116 11,984 14,724 67,5 36,4 36,4 homogen homogen homogen pengujian hipotesis hubungan antara koordinasi mata tangan dan ketepatan memukul bola bisbol hipotesis pertama yang diajukan adalah terdapat hubungan positif antara koordinasi mata tangan dan ketepatan memukul bola bisbol. hal ini, dinyatakan dalam persamaan regresi untuk hubungan kedua veriabel di atas adalah ŷ= 7,860 + 0,843x1. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 793 berdasarkan hasil uji signifikansi dan linearitas persamaan regresi seperti yang tercantum pada tabel 3, dapat disimpulkan, bahwa persamaan regresi ŷ= 7,860 + 0,843x1 adalah sangat signifikan dan linear. selanjutnya dari persamaan regresi tersebut dapat diinterpretasikan, bahwa apabila koordinasi mata-tangan ditingkatkan satu skor, maka kecenderungan ketepatan memukul bola bisbol meningkat sebesar 0,843 skor pada konstanta 7,860. kekuatan hubungan koordinasi mata tangan (x1) dengan ketepatan memukul bola bisbol (y) menghasilkan koefisien korelasi ( ry1 ) sebesar 0,84. uji signifikansi koefisien korelasi dengan uji t diperoleh t hitung = 11,93 lebih besar dari t tabel = 2,39, dapat disimpulkan bahwa koefisien korelasi antara koordinasi mata-tangan dan ketepatan memukul bola bisbol sangat signifikan. apabila dilakukan pengontrolan terhadap variabel prediktor lainnya, yakni kekuatan pegangan (x2) maka diperoleh koefisien korelasi parsial antara koordinasi mata tangan (x1) dan ketepatan memukul bola bisbol (y) sebesar 0,57, bila dikontrol keseimbangan (x3) menghasilkan koefisien korelasi parsial sebesar 0,79, jika dikontrol kekuatan pegangan (x2) dan keseimbangan (x3), maka koefisien korelasinya sebesar 0,61. analisis ini dilanjutkan dengan “uji t” untuk mengetahui signifikansi hubungan antara koordinasi mata tangan dengan ketepatan memukul bola bisbol. untuk lebih jelasnya hasil perhitungan koefisien korelasi sederhana dan parsial tersebut disajikan pada tabel 4. tabel 3. hasil perhitungan koefisien korelasi sederhana dan parsial antara koordinasi mata tangan (x1) dan ketepatan memukul bola bisbol (y) bila kekuatan pegangan (x2) dan keseimbangan (x3) dikontrol. sampel (n) dk koefisien korelasi thitung ttabel α 0,05 α 0,01 korelasi sederhana (ryi) 60 58 0,84 11,93** 1,67 2,39 korelasi parsial (r y1.2) 60 57 0,57 5,27** 1,67 2,39 taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 794 (r y1.3) (r y1.23) 60 60 57 56 0,79 0,61 9,61** 5,77** 1,67 1,67 2,39 2,39 keterangan: **sangat signifikan hubungan antara kekuatan pegangan dan ketepatan memukul bola bisbol hubungan antara kekuatan pegangan ( x2 ) dan ketepatan memukul bola bisbol ( y ), ditunjukan dengan persamaan regresi ŷ= 9,012 + 0,819x2. berdasarkan hasil pengujian signifikansi dan linearitas pada tabel 5 bahwa regresi ŷ= 9,012 + 0,819x2. adalah sangat signifikan dan linear. model regresi tersebut mengandung arti bahwa ketepatan memukul bola bisbol akan meningkat sebesar 0,819 skor, jika kekuatan pegangan ditingkatkan satu unit pada konstanta 9,012. kekuatan hubungan antara variabel kekuatan pegangan (x2) dan ketepatan memukul bola bisbol (y) ditunjukkan oleh koefisien korelasi ( ry2 ) sebesar 0,82. uji signifikansi koefisien korelasi dengan uji t diperoleh t hitung = 10,77 lebih besar dari t tabel =2,39. dengan demikian dapat disimpulkan bahwa koefisien korelasi antara kekuatan pegangan dan ketepatan memukul bola bisbol sangat signifikan. apabila dilakukan pengontrolan terhadap variabel prediktor lainnya, yakni koordinasi mata tangan (x1) maka diperoleh koefisien korelasi parsial antara kekuatan pegangan (x2) dan ketepatan memukul bola bisbol (y) sebesar 0,47, apabila dikontrol keseimbangan (x3) menghasilkan koefisien korelasi parsial sebesar 0,67, jika dikontrol koordinasi mata tangan (x1) dan keseimbangan (x3 ), maka koefisien korelasinya sebesar 0,28. analisis ini dilanjutkan dengan “uji t” untuk mengetahui signifikansi hubungan antara kekuatan pegangnan dan ketepatan memukul bola bisbol. untuk lebih jelasnya hasil perhitungan koefisien korelasi sederhana dan parsial tersebut disajikan pada tabel 6. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 795 tabel 5. hasil perhitungan koefisien korelasi sederhana dan parsial antara kekuatan pegangan (x2) dan ketepatan memukul bola bisbol (y) bila koordinasi mata tangan (x1) dan keseimbangan (x3) dikontrol. sampel (n) dk koefisien korelasi thitung ttabel α 0,05 α 0,01 korelasi sederhana (ryi) 60 58 0,8888 10,77** 1,67 2,39 korelasi parsial (r y.2.1) (r y2.3) (r y.2.1.3) 60 60 60 57 57 56 0,47 0,67 0,28 4,55** 9,20** 2,27* 1,67 1,67 1,67 2,39 2,39 2,39 keterangan: **sangat signifikan *signifikan hubungan antara keseimbangan dan ketepatan memukul bola bisbol hubungan antara keseimbangan ( x3 ) dan ketepatan memukul bola bisbol (y) yang ditunjukkan dalam persamaan regresi ŷ= 14,960 + 0,701x3. hasil pengujian signifikansi dan linearitas pada tabel 7 bahwa persamaan regresi ŷ= 14,960 + 0,701x3. adalah sangat signifikan dan linear. model regresi tersebut mengandung arti bahwa ketepatan memukul bola bisbol akan meningkatan sebesar 0,701 skor, jika keseimbangan ditingkatkan satu unit pada konstanta 14,960. kekuatan hubungan antara variabel keseimbangan (x3) dan ketepatan memukul bola bisbol (y) ditunjukkan oleh koefisien korelasi ( ry3 ) sebesar 0,70. hasil uji signifikan koefisien korelasi dengan uji t, diperoleh t hitung = 7,48 lebih besar dari t tabel = 2,39. dengan demikian dapat disimpulkan bahwa koefisien korelasi antara keseimbangan dan ketepatan memukul bola bisbol sangat signifikan. apabila dilakukan pengontrolan terhadap variabel prediktor lainnya, yakni koordinasi mata tangan (x1) maka diperoleh koefisien korelasi parsial antara keseimbangan (x3) dan taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 796 ketepatan memukul bola bisbol (y) sebesar 0,58, bila dikontrol kekuatan pegangan (x2) menghasilkan koefisien korelasi parsial sebesar 0,39, jika dikontrol koordinasi mata tangan (x1) dan kekuatan pegangan (x2), maka koefisien korelasinya sebesar 0,46. analisis ini dilanjutkan dengan “uji t” untuk mengetahui signifikansi hubungan antara keseimbangan dan ketepatan memukul bola bisbol. untuk lebih jelasnya hasil perhitungan koefisien korelasi sederhana dan parsial tersebut disajikan pada tabel 8. tabel 6. hasil perhitungan koefisien korelasi sederhana dan parsial antara keseimbangan (x3) dan ketepatan memukul bola bisbol (y), bila koordinasi mata tangan (x1) dan kekuatan pegangan (x2) dikontrol. sampel (n) dk koefisien korelasi thitung ttabel α 0,05 α 0,01 korelasi sederhana (ryi) 60 58 0,70 7,48** 1,67 2,39 korelasi parsial (r y3.1) (r y3.2) (r y3.1.2) 60 60 60 57 57 56 0,58 0,39 0,46 6,64** 3,46** 4,35** 1,67 1,67 1,67 2,39 2,39 2,39 keterangan: **sangat signifikan hubungan antara koordinasi mata tangan, kekuatan pegangan dan keseimbangan dengan ketepatan memukul bola bisbol hubungan antara koordinasi mata tangan (x1), kekuatan pegangan (x2), dan keseimbangan (x3) secara bersama-sama dengan ketepatan memukul bola bisbol (y). hal ini dinyatakan dalam persamaan regresi ganda ŷ= -1,638 + 0,519x1 + 0,224x2 + 0,289x3. model persamaan tersebut mengandung arti bahwa apabila secara bersama-sama koordinasi mata-tangan, kekuatan pegangan, dan keseimbangan ditingkatkan sebesar satu skor, maka akan terjadi kecenderungan peningkatan gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 797 ketepatan memukul bola bisbol sebesar 0,519 + 0,224 + 0,289 skor dengan konstanta sebesar -1,638. hasil perhitungan untuk kekuatan hubungan antara koordinasi mata tangan (x1), kekuatan pegangan (x2), dan keseimbangan (x3) dengan ketepatan memukul bola bisbol, diperoleh nilai koefisien korelasi ganda r y. 123 sebesar 0,91.selanjutnya untuk mengetahui signifikansi koefisien korelasi ganda, maka dilakukan pengujian terhadap hipotesis dengan mempergunakan uji “f”. berdasarkan hasil analisis diperoleh fhitung = 86,69 lebih besar bila dibandingkan dengan ftabel = 4,16. hal ini berarti, bahwa koordinasi mata tangan, kekuatan pegangan, dan keseimbangan dengan ketepatan memukul bola bisbol memiliki hubungan yang sangat signifikan. untuk lebih jelasnya dapat dilihat pada tabel 10 berikut ini. tabel 7. hasil perhitungan koefisien korelasi ganda. koefisien korelasi fhitung ftabel α 0,05 α 0,01 0,91 86,69** 2,78 4,44 keterangan: ** koefisien korelasi ganda sangat signifikan (fhitung = 86,69 > f tabel = 4,16) kesimpulan sesuai dengan temuan penelitian yang telah dikemukakan, maka kesimpulan dalam penelitian ini adalah ketepatan memukul bola bisbol dapat ditingkatkan melalui peningkatan koordinasi mata tangan, kekuatan pegangan, dan keseimbangan, baik secara sendiri-sendiri maupun secara bersama-sama. saran dengan ditemukannya bahwa ketepatan memukul bola bisbol dapat ditingkatkan melalui koordinasi mata tangan, kekuatan pegangan, dan keseimbangan taufik rihatno, hubungan koordinasi mata-tangan, kekuatan ...................... 798 dari hasil penelitian ini, maka ada beberapa yang perlu disarankan antara lain dapat dikemukakan sebagai berikut: 1. dalam upaya meningkatkan kemampuan ketepatan memukul bola dalam permainan bisbol, maka para pelatih, pembina dan tenaga pengajar olahraga khususnya di lembaga fakultas ilmu keolahragaan universitas negeri jakarta perlu memperhatikan mahasiswanya, di dalam latihan memukul bola, seperti komponen kondisi fisik koordinasi mata tangan, kekuatan pegangan dan keseimbangan. 2. dalam memilih atau menjalankan talent scouting untuk tim/pemain bisbol fakultas ilmu keolahragaan universitas negeri jakarta , maka koordinasi mata tangan, kekuatan pegangan dan keseimbangan dapat dijadikan sebagai indikator untuk memilih pemain bisbol. 3. untuk pembinaan pemain bisbol fakultas ilmu keolaharagaan universitas negeri jakarta , sekiranya dari hasil penelitian ini dapat dijadikan sebagai bahan untuk menyusun program latihan. 4. penelitian ini dapat ditindak lanjuti dengan penelitian lain yang mengkaji variabel-variabel yang berhubungan dengan ketepatan memukul bola bisbol atau hal-hal yang penting guna menunjang prestasi pemain bisbol, dengan melakukan penelitian yang melibatkan variabel dalam jumlah yang lebih banyak, yang secara teoritik maupun empiris menunjang prestasi pemain bisbol. daftar pustaka abdulkadir ateng. 1992. asas dan landasan pendidikan jasmani. jakarta: departemen pendidikan dan kebudayaan direktorat jenderal pendidikan tinggi proyek pembinaan tenaga kependidikan. bethel, dell. 1987. petunjuk lengkap softball dan baseball. terjemahan, semarang: dahara prize. bompa, tudor o. teory and methodology of training; a key to athletic performance. dubuque, iowa: kendall/hunt publishing, 1994. gladi jurnal ilmu keolahragaan, vol 7, no. 2 oktober 2013 799 gallahue, david l. understanding motor development infants, children, adolescent. indianapolis, indiana: bencmark press, inc., 1980. harrow. anita j. a taxonomy of the psychomotor domain a guide for developing behavioral objective. new york: long man inc., 1972. harsono. coaching dan aspek-aspek psikologis dalam coaching. bandung: cv. tombak kususma, 1988. hiromi saito, morishigeyuki dan saburi takayuki. softball “teori dan latihan”. jakarta: pb perbasasi, 1997. kirkendall don r., gruber joseph j and johnson robert e. measurement and evaluation for physical educations. iowa: brown company publisher, inc., 1980. kneer marian e. softball slow and fast pitch. dubuque iowa: wm c. brown company publisher, 1976. lamb. david r. physical education: an interdiciplynary approch. new york: the mcmillan company, 1972. lutan rusli. belajar keterampilan motorik, pengantar teori dan metode. jakarta: departemen pendidikan dan kebudayaan, ditjen dikti, 1988. magill richard a. motor learning: concepts and application. dubuque iowa: wm c. brown company publisher, 1985. sajoto m. peningkatan dan pembinaan kekuatan kondisi fisik dalam olahraga. semarang: dahar price, 1996. schmidt, richard a. motor control and learning: a behavioral emphasis. illinois: human kinetics publisher inc, 1988. sudjana. metode statika. bandung: tarsito, 1992. sugianto dan sudjarwo. perkembangan dan belajar gerak. jakarta: depdikbud proyek penataran guru pendidikan jasmani sd setara dii, 1991. sullivan geoge. teknik bermain baseball, alih bahasa hadinata. bandung: pioner jaya, 1986. tetelepta julius. pedoman permainan baseball. jakarta: fpok ikip jakarta, 1994. abstarct, the purpose of study is to find out the relationships between hand eye coordination, grip strenght with balance in baseball hitting accuracy. the research was conducted at faculty of sport and science, state university of jakarta with 60 sa... kerangka berfikir metodologi penelitian keterangan: hasil penelitian available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 15 19 permalink/doi: https://doi.org/10.21009/gjik.010.02 development of pencak silat learning media based on macromedia flash 8 nurul ihsan1*, riko valentino1 1 physical education, faculty of sports science, universitas negeri padang jl. prof. dr. hamka, air tawar barat, padang utara, kota padang *corresponding author : email : nurul_ikhsan@gmail.com abstrak. tujuan dari penelitian ini adalah untuk mengembangkan multimedia interaktif pada bahan pencak silat menggunakan aplikasi macromedia flash 8 untuk kelas viii dan untuk mengetahui kelayakan, kepraktisan dan efektivitas media pembelajaran menggunakan macromedia flash 8. model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan borg dan gall. aplikasi berdasarkan hasil uji validitas dari ahli materi diperoleh nilai 4,33 dalam kategori "valid" sehingga materi itu dinyatakan baik untuk digunakan. dari hasil pengujian validitas ahli media, diperoleh nilai 4,09 dengan kategori "valid". sehingga dapat disimpulkan bahwa media pembelajaran ini layak dan dapat diuji. selanjutnya berdasarkan uji kepraktisan diperoleh rata-rata 4,05 dengan kategori "praktis". hasil uji efektifitas, hasil thitung> ttabel adalah 2,12> 1,73. sehingga dapat disimpulkan bahwa pembelajaran multimedia interaktif materi pencak silat kelas viii menggunakan aplikasi macromedia flash 8 praktis dan efektif digunakan sebagai media pembelajaran untuk pencak silat kata kunci: pencak silat; media pembelajaran abstract. the purpose of this study is to develop an interactive multimedia on pencak silat materials using the application macromedia flash 8 for grade viii and to find out the feasibility, practicality and effectiveness of learning media using macromedia flash 8. the development model used in this study is the development model of borg and gall. applications based on the results of the validity test from the material experts obtained a value of 4.33 in the "valid" category so that the material was declared good to use. from the results of the validity testing of media experts, it was obtained a value of 4.09 with the category "valid". so that it can be concluded that this learning media is feasible and can be tested. furthermore, based on the practicality test obtained an average of 4.05 with the category "practical". the results of the effectiveness test, the results of tcount> ttable are 2.12> 1.73. so that it can be concluded that the interactive multimedia learning of pencak silat material grade viii using the application of macromedia flash 8 is practical and effectively used as a learning media for pencak silat keywords: pencak silat; learning media introduction physical education, sports and health (pesh) as an important component in education has been recognized by many people. however, in its implementation, the pesh has not run effectively as expected. learning still tends to be conventional. as a result, interest, attractiveness and motivation of students tend to decline. moreover, pesh is not one of the materials tested in the national examination. accompanied by rapid technological developments and the launch of the industrial revolution 4.0, a new paradigm is required in the process of learning. learning orientation must be adjusted with the children development, content and material as well as the way of delivery must be adapted to the development so that it will be interesting and fun (samsudin: 2008). the scope of physical education, sports and health in junior high schools according to the regulation of minister of educationrepublic of indonesia no. 23 (2006: 23-24), "about the standard of competence of graduates for junior high school grade vii, viii, and ix includes (1) sports and games, (2) gymnastic activities, https://www.google.com/search?safe=strict&client=firefox-b-d&q=jl.+prof.+dr.+hamka&stick=h4siaaaaaaaaaongvulrt9c3zmg1la6mnzzbxcrslaonefcun6an4fkkp-crmjudcabytpfmjgaaaa&sa=x&ved=2ahukewix_j7lyq7iahv1guykhafqduwqmxmoatayegqidhar https://www.google.com/search?safe=strict&client=firefox-b-d&q=air+tawar+barat&stick=h4siaaaaaaaaaongvulrt9c3nmriyciomrfyxmrvmfmkejjynlik4jrylfgcamgjp3yiaaaa&sa=x&ved=2ahukewix_j7lyq7iahv1guykhafqduwqmxmoajayegqidhas https://www.google.com/search?safe=strict&client=firefox-b-d&q=padang+utara&stick=h4siaaaaaaaaaongvulwt9c3ndjkqijmrljeyhoqmjkyl64qwpjylagarjcvzb4aaaa&sa=x&ved=2ahukewix_j7lyq7iahv1guykhafqduwqmxmoazayegqidhat https://www.google.com/search?safe=strict&client=firefox-b-d&q=kota+padang&stick=h4siaaaaaaaaaongvuluz9u3mekvm01exmrtnv-sqbcqmjkylw4allniabsaaaa&sa=x&ved=2ahukewix_j7lyq7iahv1guykhafqduwqmxmobdayegqidhau mailto:nurul_ikhsan@gmail.com gladi jurnal ilmu keolahragaan, 10 (1), april 16 nurul ihsan, riko valentino (3) aquatic activities, (4) fitness activities, (5) outside class education, (6) healthy living habit. one of materials of the sports and games is martial arts learning, namely pencak silat. pencak silat is one of the martial arts in indonesia. it can be played individually, in pairs or teams. mastering pencak silat requires basic techniques of pencak silat (ihsan, 2017). in learning pencak silat, a touch of technology is needed in the learning and practice process (ihsan, 2018) so that students have the knowledge and are able to practice the basic skills of pencak silat. however, in the fact that there are many materials that must be delivered and mastered by a teacher, problems often arise in the learning process of pencak silat. the problems include the limited mastery of the material, especially the material about pencak silat, so it is often overlooked. seeing those problems, pesh teachers need multimedia learning that can make learning activities more effective, especially in pencak silat. the theory of media use in the teaching and learning process is proposed by dale's cone of experience that the influence of media in learning can be seen from the level of learning experience that will be accepted by students. in addition, individual concentration also affects learning outcomes in pencak silat (ihsan, 2018). reviewing the existing problems, a learning media needs to be developed as a pesh teacher's tool to deliver pencak silat material to junior high school students so that the competence of the material can be achieved. there are several media that can be developed to assist in the learning process. various types of media, multimedia can be seen to be developed to assist in the learning process. various types of media, multimedia is considered effective to be developed as a learning media for pencak silat for junior high school students. there are two categories of learning multimedia, namely linear multimedia and interactive multimedia. interactive multimedia, that is, users can fully control what and when the multimedia elements are displayed. there are several forms of computer use as multimedia in learning, namely the use of multimedia presentations, compact disc (cd), interactive multimedia, and learning videos. interactive multimedia cds are quite effective in improving student learning outcomes; the nature of this media besides being interactive is also being multimedia. there are complete media elements which include sound, animation, video, text, and graphics (rusman, 2012: 67). based on the description above, the researchers are interested in developing multimedia for pencak silat material based on technology using the macromedia flash 8 application which is expected to make junior high school students can absorb the material in learning physical education, sports, and health well. a multimedia development of pencak silat learning is needed for physical education, sports and health based on macromedia flash 8 applications. method this type of research is development research known as research and development (r & d) by adopting the research model development of borg and gall (2013). this study aims to develop learning media in pesh that will be validated by experts. data validity testing was done by expert review testing or construct validity testing. experts involved in this study were 3 learning media technology experts, 3 curriculum experts and 3 pencak silat experts. after revising the initial product development, then the next step was to test the product. the trial was conducted to determine the effectiveness of the product being developed. the trial was conducted on 20 students of grade viii smp pembangunan laboratorium unp. data collection instrument in this study was: questionnaires. the type of questionnaire that the researchers used was a rating scale, that is a statement followed by columns that indicate the levels or scale of measurement, for example from very agree to strongly disagree. after the data were collected in this study, they were then analysed by analysis techniques of validity and practicality. gladi jurnal ilmu keolahragaan, 10 (1), april 17 nurul ihsan, riko valentino data obtained through validity and trial activities were classified into two, namely quantitative data and qualitative data. qualitative data regarding the quality of media were obtained from input suggestions and criticism from media experts and material experts, and test subject students, collected and concluded to improve the products developed. to prove the effectiveness of the use of interactive multimedia using the macromedia flash 8 application, it needed to be tested statistically by using the t-test formula. t-test can be used to analyze the differences in the results of the pre-test and post-test or the results of the study using pre-test and post-test one group design with a significance level of α 0.05. if tobserve> ttable, it can be concluded that there was a significant difference between the value of the pre test and the value of the post test. findings and discussions trial results learning media that have been assessed by media and material experts were then revised and undergo the trial phase. this trial involved 20 students of class viii smp pembangunan laboratorium unp. the following are the results of the evaluation of the trial. table 1. trial result variabel item r % ket. 1 desain media 1-5 4,31 83% praktis 2 penyajian 6-10 4,06 82% praktis 3 kemanfaaatan 11-15 3,97 79% praktis rata-rata (r) 4,05 81% praktis the following is a bar chart view of the data contained in the trial table figure 1. diagram of trial results based on the trial results data from 20 students, it can be seen in table 1, the average is 4.05 with a percentage of 81% in the very practical category. in overall the product aspects are already in the practical category. from the results of the trial, it can be seen that the media design variable obtains an average of 4.13 with a percentage of 83%. the material presentation variable obtains an average of 4.06 with a percentage of 82% and the advantage variable obtains an average of 3.97 with a percentage of 79%. then it can be concluded based on the criteria contained in the practicality test on students, the products produced belong to the practical category in terms of media design, material presentation and usefulness. discussion after going through the development steps, the learning media product for pencak silat was produced based on macromedia flash 8 application. the steps taken for development were (1) planning, (2) initial product development, (3) product validity, (4 ) product revision, (5) trial, (6) final product. after going through the planning stage and product development, the next step is product validation. product validation is done to determine the level of feasibility of the learning media. according to emzir (273: 2012) product validation is a process of assessing product design carried out by giving an assessment based on rational thinking, without testing in the field. this validation can be done by asking several gladi jurnal ilmu keolahragaan, 10 (1), april 18 nurul ihsan, riko valentino experts in the field to assess the design of the products we make. in accordance with emzir's opinion, researchers here validate the products to several experts. the experts were asked to assess the product developed by filling out the questionnaire provided by the researchers. after the media was validated then revisions were made according to suggestions and comments from experts. after revising the product, the next step was that the media tested on students. in a trial to find out the practicality of learning media developed by researchers, they conducted a practicality test. in the practical testing, the assessment was carried out by students. the test results were then analysed using descriptive quantitative method to determine the practicality of the media. the results of the media expert's assessment were reviewed from variables (1) design with a percentage of 90%, (2) practicality with a percentage of 98%, and (3) advantage with a percentage of 75%. overall, the average score of media experts was 81%. so, it can be concluded that the level of validation in terms of media aspects of learning media for pencak silat for grade viii based on the macromedia flash 8 application is agree / valid / good. the results of the assessment from material experts are reviewed from variables (1) content quality and objectives with a percentage of 84%, (2) technical quality with a percentage of 92%, and (3) evaluation quality with a percentage of 80%. overall, the average score of material experts was 86%. so, it can be concluded that the level of validation in terms of material aspects of the learning media for pencak silat for grade viii based on macromedia flash 8 application is agree / valid / good. the results of the assessment of the practicality test by students are reviewed in terms of variables (1) media design with a percentage of 83%, (2) presentation of material with a percentage of 82%, and (3) advantage with a percentage of 79%. overall, the average of the practicality test was 81%. so, it can be concluded that the practical level of the learning media for pencak silat for grade viii based on macromedia flash 8 application was good / practical. to find out the effectiveness of the learning media used, it is necessary to have a test. the test is done before (pre-test) and after (post-test) the use of learning media for pencak silat for grade viii based on macromedia flash 8 applications. the test results are analysed using a statistical formula that is t-test. from the results of the pre-test, the average score of students was 45.82. while in the post-test the average score of students was 75.35. the increase of the average between the pre-test and posttest values was 29.53. there were16 students out of a total of 20 students who pass the kkm. so, it can be concluded that the learning media of grade viii for pencak silat material based on the application of macromedia flash 8 is feasible to be used and effective in the learning process pencak silat for grade viii. conclusion based on the findings and discussion, it can be concluded that this study produce a product in the form of an interactive multimedia cd learning media using the macromedia flash 8 application for grade viii in pencak silat learning. based on the results of the material validator's assessment of the media, it was obtained an average of 4.33 in the valid category. the results of media validator assessment obtained an average of 4.09 in the valid category. so, it is known that learning media of pencak silat for grade viii based on macromedia flash 8 applications is valid and feasible to use in learning. from the trial results of learning media products, it was obtained the average of 4.05 with a percentage of 81% in the good / practical category. then it can be stated that the learning media of pencak silat for grade viii based on the application of macromedia flash 8 is practical and it can be used in the learning process of pencak silat for grade viii. from the results of the effectiveness test, the results of tobserve was 2.12 with ttable was 1.73 with df = n-1 which is 20 1 = 19 gladi jurnal ilmu keolahragaan, 10 (1), april 19 nurul ihsan, riko valentino obtained ttable = 1.73 at the level of significance of α 0.05. thus, it can be seen that tobserve> ttable was 2.12> 1.73. then, it can be stated that the learning media of pencak silat for grade viii based on the application of macromedia flash 8 is effectively used in the learning process pencak silat for grade viii. references emzir. (2012). metodologi penelitian pendidikan: kuantitatif dan kualitatif. london: the c.v. mosby company. ihsan. (2017). development of speed measurement system for pencak silat kick based on sensor technology. iop conference series: materials science and engineering, 180(22):46-98. ihsan, n. (2018). sumbangan konsentrasi terhadap kecepatan tendangan pencak silat. media ilmu keolahragaan indonesia, 8(1):34-59. ihsan, n. (2018). instrumen kecepatan tendangan pencak silat berbasis teknologi. jurnal sosioteknologi 17(1):124-131. rusman, kurniawan. (2015). pembelajaran berbasis teknologi dan komunikasi: ed 1. jakarta: rajawali pers. samsudin. (2008). prosedur pembelajaran pendidikan jasmani olahraga dan kesehatan. jakarta: litera. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (02) 2019, 79 88 permalink/doi: https://doi.org/10.21009/gjik.102.02 pengaruh power lengan, panjang lengan dan koordinasi mata tangan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar alimin 1 1 pendidikan olahraga, program pascasarjana, universitas negeri makassar kampus gunungsari baru, jl. bonto langkasa, makassar – 90222 corresponding email : aliminali012@gmail.com abstrak : penelitian ini bertujuan untuk mengetahui pengaruh power lengan, panjang lengan serta koordinasi mata tangan terhadap keterampilan passing bawah pada cabang olahraga voli. penelitian ini merupakan penelitian deskriptif dengan menggunakan desain analisis jalur dengan pengelolaan secara statistik menggunakan aplikasi spss versi 21.00 dan taraf signifikansi 0.05 atau 95 %. populasi dalam penelitian ini adalah seluru siswa smk negeri 10 makassar yang ikut dalam kegiatan ekstrakurikuler bola voli sebanyak 30 orang. dan sampel dalam penelitian ini adalah peneliti mengambil seluruh populasi sebanyak 30, teknik pengambilan sampel yaitu dengan teknik purposive sampling. hasil penelitian dari hasil pengujian analisis regresi struktur 1 dan struktur 2 menunjukkan bahwa pengaruh langsung power lengan terhadap koordinasi mata-tangan sebesar 0,844. pengaruh langsung panjang lengan-terhadap koordinasi mata-tangan sebesar 0.266. pengaruh langsung power lengan terhadap keterampilan passing bawah sebesar 0.845. pengaruh langsung panjang lengan terhadap keterampilan passing bawah sebesar 0.429. pengaruh langsung koordinasi mata-tangan terhadap keterampilan passing bawah sebesar 0,765. dilihat dari nilai α 0,05 maka pengaruh langsung power lengan, panjang lengan terhadap koordinasi mata-tangan dan power lengan, panjang lengan, koordinasi mata-tangan terhadap keterampilan passing bawah diterima karena nilai signifikansi di bawah α 0,05. hasil penelitian dari nilai standardized coefficients beta. pengaruh tidak langsung power lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah sebesar 0,645 lebih kecil dari pengaruh langsung power lengan terhadap keterampilan passing bawah sebesar 0,845. pengaruh tidak langsung panjang lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah sebesar 0.203 lebih kecil dari pengaruh langsung panjang lengan terhadap keterampilan passing bawah sebesar 0,429. kata kunci: power lengan, panjang lengan, koordinasi mata-tangan dan keterampilan passing bawah. abstract: the study aims at examining the influence of arms power and arm’s length directly on lower passing skills, and the indirect influence of arms power and arm’s length on lower passing skills based on yeast-hands coordination. the study is descriptive research by using path analysis design which is processed statistically using spss version 21.00 application at the significant level 0.05 or 95%. the populations of the study were students at smkn 10 makassar who took extracurricular in volleyball with 30 students. the samples were all population with 30 students taken by employing purposive sampling technique. the results of the study from regression analysis of structure 1 and 2 indicated that the direct influence of arms power on eyes-hand coordination is 0.844. the direct influence of arm’s length on eyes-hands coordination is 0.266. the indirect influence arms power on lower passing skills is 0.845. the direct influence of arm’s length on lower passing skills is 0.429. the direct influence of eyes-hands coordination on lowers passing skills is 0.765. based on the value of α 0.05, the direct influence of arms power, arm’s length on eyes-hands coordination and arms power, arm’s length, eyes-hands coordination on lower passing skills are accepted because the significant value is lower α 0.05. the results of the study from the standardized coefficients beta value indicated that the indirect influence of arms power through eyes-hands coordination on lower passing skills is 0.645 which is smaller than the direct influence of arms power on lower passing skills by 0.845. the indirect influence of arm’s length through eyes-hands coordination on lower passing skills is 0.203 which is smaller than the direct influence of arm’s length of lower passing skills by 0.429. keywords: arms power, arm’s length, eyes-hands coordination and lower passing skills. gladi jurnal ilmu keolahragaan, 10 (2), oktober 80 alimin pendahuluan permainan bola voli merupakan salah satu cabang olahraga yang sangat digemari oleh masyarakat indonesia. perhatian pemerintah terhadap bidang keolahragaan semakin meningkat terutama faktor-faktor pendukung untuk pencapaian prestasi baik di tingkat regional, nasional, maupun internasional. teknik dasar bola voli. menurut rahmani (2014 : 115 dalam jurnal rendy abrasyi, bambang sujiono, hernawan, 2018) dalam cabang olahraga bola voli terdapat beberapa teknik dasar diantaranya servis, passing, smash, dan blocking. menurut peter waite (2009 : 43 dalam jurnal rendy abrasyi, bambang sujiono, hernawan, 2018) passing is one of the most vital skills in the sport of volleyball; without it, you will have no offense. passing adalah keterampilan yang paling sering digunakan dan diperlukan, tanpa adanya passing, permainan tidak akan berjalan dengan lancar pada permainan. salah satu teknik dasar permainan bola voli yang menjadi titik lemah pada saat permainan berlangsung adalah keterampilan passing bawah, padahal passing bawah memegang peranan penting dalam bertahan dan menyerang. passing bawah adalah umpan yang diberikan kepada teman satu tim yang menggunakan lengan yang lurus dan di kunci, telapak tangan menyilang, telapak tangan di tekan ibu jari dan telapak tangan menghadap ke atas. (rendy abrasyi, bambang sujiono, hernawan, 2018). berdasarkan pengamatan peneliti bahwa selain melakukan teknik dasar dengan baik dan benar, permasalahan yang sering terjadi dalam permainan bola voli adalah siswa di sekolah terkadang mengabaikan hal-hal yang berkontribusi dalam pelaksanaan passing bawah. faktorfaktor tersebut antara lain kekuatan otot lengan, panjang lengan dan koordinasi mata tangan. dalam melakukan passing bawah pada permainan bola voli diperlukan lengan yang kuat, karena merupakan salah satu faktor keberhasilan dalam melakukan passing bawah. kekuatan otot lengan adalah keterampilan otot lengan dalam mengembangkan tenaga maksimum dalam kontraksi yang maksimal untuk mengatasi beban atau hambatan. kekuatan adalah keterampilan dari otot untuk mengatasi tahanan atau beban dalam menjalankan aktivitas. tahanan dalam hal ini adalah bola yang diterima dengan passing bawah. menurut m. sajoto (1988: 58) daya ledak atau muscular power adalah “kemampuan seseorang untuk melakukan kekuatan maksimum dengan usaha yang dikerahkan dalam waktu sependekgladi jurnal ilmu keolahragaan, 10 (2), oktober 81 alimin pendeknya.”. dalam hal ini dapat dikemukakan bahwa, daya ledak atau power = kekuatan atau force x kecepatan atau velocity (p = f x t) seperti gerak dalam tolak peluru, lompat tinggi dan gerakan lainnya yang bersifat explosive. koordinasi mata tangan yang baik turut menunjang keterampilan gerak dalam melakukan passing bawah pada permainan bola voli karena seseorang yang memiliki koordinasi yang baik mampu bergerak dengan mudah dan lancar dalam melakukan rangkaian gerakan, iramanya terkontrol dengan baik serta mampu melakukan gerakan yang efisien. koordinasi adalah menggabungkan sistem syaraf terpisah dengan mengubahnya menjadi suatu pola gerak yang efisien. semakin kompleks suatu gerakan, maka semakin tinggi tingkat koordinasinya. bompa & tudor (1990, p. 56) menyatakan bahwa koordinasi adalah suatu komponen biomotorik yang sangat kompleks, saling berhubungan dengan kecepatan, kekuatan, daya tahan dan kulentukkan. kecenderungan orang selama ini mengartikan koordinasi sebagai keterampilan seseorang untuk merangkai beberapa unsur gerakan menjadi suatu gerakan yang selaras dan sesuai dengan tujuannya. dalam pencapaian hasil passing bawah yang baik dalam permainan bola voli, selain memiliki kekuatan otot lengan dan koordinasi mata tangan yang baik, antropometri (panjang lengan) juga merupakan salah satu bagian yang sangat penting dalam pencapaian hasil gerak yang sempurna, terutama sekali menyangkut kapasitas raihan atau keterampilan menjangkau dalam sebuah aktivitas olahraga tertentu. raihan dalam hal ini adalah keterampilan menjangkau bola voli pada saat melakukan passing bawah. terutama dalam menjangkau bola liar yang jauh dan keras. menurut suharno (1985:9) pemain bola voli yang baik harus memiliki antara lain anatomis yang baik, tinggi badan 180 cm ke atas untuk putra dan 160 cm ke atas untuk putri. pendapat tersebut dipertegas oleh yunus (1992, p. 35) bahwa penjelasan di atas mempunyai pemikiran bahwa ukuran panjang lengan menyesuaikan dengan tinggi badan. semakin tinggi badan seseorang, maka ukuran lengan akan bertambah. lebih lanjut suharno (1985:9) menjelaskan bahwa tangan panjang dan ramping tetapi harus memiliki daya ledak yang tinggi untuk pukulan bola voli. oleh karena itu, untuk mencapai hasil passing bawah yang baik, bukan hanya menguasai teknik dengan benar tapi kita juga perlu memperhatikan komponen gladi jurnal ilmu keolahragaan, 10 (2), oktober 82 alimin fisik, seperti kekuatan otot lengan, koordinasi mata tangan serta kondisi antropometri (panjang lengan). jadi keterampilan seorang pemain bola voli untuk memadukan unsur kekuatan otot lengan, koordinasi mata tangan yang didukung dengan panjang lengan yang baik pada saat melakukan passing bawah akan berpengaruh terhadap baik buruknya ayunan yang dihasilkan. dari teori di atas mendorong peneliti untuk mengadakan suatu penelitian yakni “pengaruh power lengan, panjang lengan dan koordinasi mata tangan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar”. metode pada dasarnya metode merupakan teknik atau cara yang dipergunakan untuk mencari pembuktian secara ilmiah yang dilakukan secara sistematis dalam mengungkapkan dan memberi jawaban atas permasalahan yang dikemukakan dalam suatu penelitian, sehingga arah dan tujuan pengungkapan fakta atau kebenaran sesuai dengan apa yang ditemukan dalam penelitian. menurut sugiyono (2017, p. 35) mengemukakan bahwa “variabel penelitian adalah segala sesuatu yang berbentuk apa saja yang ditetapkan oleh peneliti untuk dipelajari sehingga diperoleh informasi tentang hal tersebut, kemudian ditarik kesimpulannya. variabel dalam penelitian ini adalah power lengan (x1), panjang lengan (x2), koordinasi mata – tangan (x3) dan keterampilan passing bawah (y). power lengan adalah kemampuan otot lengan dalam mengembangkan tenaga maksimum dalam kontraksi yang maksimal dalam waktu yang sependek-pendeknya. panjang lengan merupakan bagian dari struktur tubuh yang merupakan salah satu indikator penggerak bagi tubuh dalam melakukan gerak atau aktivitas termasuk dalam kegiatan olahraga. koordinasi adalah kemampuan seseorang dalam merangkai berbagai macam gerakan menjadi satu dalam satu satuan waktu dengan gerakan yang selaras dan sesuai dengan tujuan. tingkat koordinasi atau baik tidaknya koordinasi gerak seseorang tercermin dalam kemampuannya untuk melakukan suatu gerakan secara mulus, tepat dan efisien. passing bawah merupakan cara memainkan bola dengan menggunakan kedua lengan yang saling bertautan atau dengan satu lengan. perkenaan bola pada passing bawah yaitu di atas pergelangan tangan. teknik pengumpulan data yang dipakai dalam penelitian ini adalah metode pengukuran dan tes yang merupakan suatu gladi jurnal ilmu keolahragaan, 10 (2), oktober 83 alimin cara pengumpulan data untuk dianalisis. teknik pengumpulan data merupakan salah satu langkah penting dalam penelitian karena akan dihubungkan dengan data yang diperoleh selama penelitian. untuk memperoleh data yang sesuai dengan penelitian ini, maka teknik digunakan adalah metode survei ke kelapangan kemudian dilakukan kemudian dilakukan pengukuran dan tes. penelitian ini dilaksanakan di smk negeri 10 makassar. hasil dan pembasahan tabel 1. deskripsi data hasil perhitungan (x1) (x1) n 30 mean 28.07 median 28.00 std. deviation 2.625 variance 6.892 range 10 minimum 24 maximum 34 sum 842 sumber: analisis data spss versi 21, 2018 tabel 2. deskripsi data hasil perhitungan (x2) (x2) n 30 mean 77.97 median 78.50 std. deviation 4.694 variance 22.033 range 16 minimum 69 maximum 85 sum 2339 sumber: analisis data spss versi 21, 2018 tabel 3. deskripsi data hasil perhitungan (x3) (x3) n 30 mean 18.07 median 18.00 std. deviation 2.149 variance 4.616 range 8 minimum 14 maximum 22 sum 542 sumber: analisis data spss versi 21, 2018 tabel 4. deskripsi data hasil perhitungan (y) (y) n 30 mean 18.13 median 18.00 std. deviation 1.889 variance 3.568 range 6 minimum 15 maximum 21 sum 544 sumber: analisis data spss versi 21, 2018 adapun hasil pengujian normalitas data variabel power lengan, panjang lengan gladi jurnal ilmu keolahragaan, 10 (2), oktober 84 alimin dan koordinasi mata – tangan terhadap keterampilan passing bawah siswa smk negeri 10 makassar, dapat dilihat pada tabel berikut: tabel 5. hasil pengujian normalitas data variabel power lengan, panjang lengan, dan koordinasi mata-tangan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar. variabel ks-z pvalue α x1 0.681 0.742 0.05 x2 0.757 0.615 0.05 x3 0.555 0.918 0.05 y 0.603 0.860 0.05 pengujian hipotesis dari data setiap variabel yang dikemukakan pada hipotesis tersebut dilakukan dengan menggunakan dengan spss versi 21. adapun hasil yang diperoleh dapat dilihat pada tabel koefisien persamaan struktural model i sebagai berikut: tabel 6. hasil analisis multivariate regresi struktur 1 variabel power lengan terhadap koordinasi mata-tangan. variabel beta p α x1 0,844 0,000 0,05 x3 x2 x3 0,266 0,010 0,05 persamaan tabel 6 di atas dikatakan layak untuk digunakan karena nilai p pada uji tersebut <0,05. dari tabel koefisien model sub struktur 1 di atas diperoleh nilai koefisien persamaan struktural untuk variabel power lengan terhadap koordinasi mata-tangan sebesar 0,844. artinya terdapat pengaruh langsung yang signifikan power lengan terhadap koordinasi matatangan. persamaan di atas dikatakan layak untuk digunakan karena nilai p pada uji tersebut < 0,05. dari tabel koefisien model sub struktur 1 di atas diperoleh nilai koefisien persamaan struktural untuk panjang lengan terhadap koordinasi matatangan sebesar 0,266. artinya terdapat pengaruh langsung yang signifikan panjang lengan terhadap koordinasi mata-tangan. adapun hasil pengolahan data menggunakan spss versi 21 untuk hipotesis tersebut dapat dilihat pada tabel berikut: tabel 7. hasil analisis multivariate regresi struktur 2 variabel power lengan, panjang lengan dan koordinasi matatangan terhadap keterampilan passing bawah. variabel beta p α x1 0,845 0,019 0,05 gladi jurnal ilmu keolahragaan, 10 (2), oktober 85 alimin y x2 0,429 0,037 0,05 y x3 0,765 0,035 0,05 y a) nilai koefisien persamaan struktural untuk variabel power lengan terhadap keterampilan passing bawah sebesar 0,845 dengan signifikan yang diperoleh adalah 0,019. karena nilai signifikan lebih kecil dari 0,05 (0,019 < 0,05) maka dapat diambil keputusan ho ditolak. artinya terdapat pengaruh langsung yang signifikan power lengan terhadap keterampilan passing bawah. b) nilai koefisien panjang lengan terhadap keterampilan passing bawah sebesar 0,429 dengan signifikan yang diperoleh adalah 0,037. karena nilai signifikan lebih kecil dari 0,05 (0,037 < 0,05) maka dapat diambil keputusan ho ditolak. artinya terdapat pengaruh langsung yang signifikan panjang lengan terhadap keterampilan passing bawah. c) nilai koefisien koordinasi mata-tangan terhadap keterampilan passing bawah sebesar 0,765 dengan signifikan yang diperoleh adalah 0,035. karena nilai signifikan lebih kecil dari 0,05 (0,035 < 0,05) maka dapat diambil keputusan ho ditolak. artinya terdapat pengaruh langsung yang signifikan koordinasi mata-tangan terhadap keterampilan passing bawah. dalam desain analisis jalur terdapat pengaruh secara tidak langsung, maka hipotesis tersebut juga perlu diuji apakah memiliki pengaruh tidak langsung yang signifikan atau tidak memiliki pengaruh tidak langsung yang signifikan. koefisien yang dapat menjelaskan pengaruh antar variabel ini adalah standardized coefficient beta. pada hipotesis keenam yaitu untuk mengetahui apakah ada pengaruh tidak langsung power lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah. diketahui nilai koefisien beta pengaruh langsung power lengan terhadap koordinasi mata-tangan adalah 0,844 dan nilai koefisien beta pengaruh langsung terhadap koordinasi mata-tangan terhadap keterampilan passing bawah adalah 0,765. maka nilai koefisien beta pengaruh tidak langsung power lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah adalah (0,844*0,765 = 0,645). dan hasil analisis multivariate dari variabel power lengan dengan variabel koordinasi mata-tangan diperoleh nilai sig sebesar 0,000 dan nilai koordinasi mata-tangan terhadap keterampilan passing bawah diperoleh nilai sig sebesar 0,035. maka nilai sig pengaruh tidak langsung power gladi jurnal ilmu keolahragaan, 10 (2), oktober 86 alimin lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah adalah (0,000*0,035=0,000). karena nilai sig lebih kecil dari 0,05. sehingga dapat disimpulkan bahwa pengaruh power lengan cenderung berpengaruh secara langsung terhadap keterampilan passing bawah tanpa perlu melalui faktor koordinasi mata-tangan. pada hipotesis ketujuh yaitu untuk mengetahui apakah ada pengaruh tidak langsung panjang lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah. diketahui nilai koefisien beta pengaruh langsung panjang lengan terhadap koordinasi matatangan adalah 0,266 dan nilai koefisien beta pengaruh langsung koordinasi mata-tangan terhadap keterampilan passing bawah adalah 0,765. maka nilai koefisien beta pengaruh tidak langsung panjang lengan melalui koordinasi mata-tangan terhadap hasil keterampilan passing bawah adalah (0,266*0,765 = 0,203). dan hasil analisis multivariate dari variabel panjang lengan dengan variabel koordinasi mata-tangan diperoleh nilai sig sebesar 0,010 dan nilai koordinasi mata-tangan terhadap keterampilan passing bawah diperoleh nilai sig sebesar 0,035. maka nilai sig pengaruh tidak langsung panjang lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah adalah (0,010*0,035=0,00035). karena nilai sig lebih kecil dari 0,05 sehingga dapat disimpulkan bahwa pengaruh panjang lengan cenderung berpengaruh secara langsung terhadap keterampilan passing bawah tanpa perlu melalui faktor koordinasi mata-tangan. 1. ada pengaruh langsung power lengan terhadap koordinasi mata-tangan pada siswa smk n 10 makassar. dari hasil analisis data yang diperoleh ada tiga hal yang ditunjukkan. pertama, nilai koefisien beta variabel power lengan terhadap koordinasi mata-tangan sebesar 0,844. kedua, nilai signifikansi yang diperoleh sebesar 0,000. ketiga, nilai signifikan yang diperoleh lebih kecil dari α 0,05 (0,000<0,05). 2. ada pengaruh langsung panjang lengan terhadap koordinasi mata-tangan pada siswa smk n 10 makassar. dari hasil analisis data yang diperoleh ada tiga hal yang ditunjukkan. pertama, nilai koefisien beta variabel panjang lengan terhadap koordinasi mata-tangan sebesar 0,266. kedua, nilai signifikansi yang diperoleh sebesar 0,010. ketiga, nilai signifikan yang diperoleh lebih kecil dari α 0,05 (0,010<0,05). gladi jurnal ilmu keolahragaan, 10 (2), oktober 87 alimin 3. ada pengaruh langsung power lengan terhadap keterampilan passing bawah pada siswa smk n 10 makassar. dari hasil analisis data yang diperoleh ada tiga hal yang ditunjukkan. pertama, nilai koefisien beta variabel power lengan terhadap keterampilan passing bawah sebesar 0,845. kedua, nilai signifikansi yang diperoleh sebesar 0,019. ketiga, nilai signifikan yang diperoleh lebih kecil dari α 0,05 (0,019<0,05). 4. ada pengaruh langsung panjang lengan terhadap keterampilan passing bawah pada siswa smk n 10 makassar. dari hasil analisis data yang diperoleh ada tiga hal yang ditunjukkan. pertama, nilai koefisien beta variabel panjang lengan terhadap keterampilan passing bawah sebesar 0,429. kedua, nilai signifikansi yang diperoleh sebesar 0,037. ketiga, nilai signifikan yang diperoleh lebih kecil dari α 0,05 (0,037<0,05). 5. ada pengaruh langsung koordinasi mata tangan terhadap keterampilan passing bawah pada siswa smk n 10 makassar. dari hasil analisis data yang diperoleh ada tiga hal yang ditunjukkan. pertama, nilai koefisien beta variabel koordinasi mata-tangan terhadap keterampilan passing bawah sebesar 0,765. kedua, nilai signifikansi yang diperoleh sebesar 0,035. ketiga, nilai signifikan yang diperoleh lebih kecil dari α 0,05 (0,035<0,05). kesimpulan berdasarkan hasil penelitian dan pembahasan yang telah dikemukakan, maka dapat ditarik beberapa kesimpulan. 1) ada pengaruh langsung power lengan terhadap koordinasi mata-tangan pada siswa smk negeri 10 makassar. 2) ada pengaruh langsung panjang lengan terhadap koordinasi mata-tangan pada siswa smk negeri 10 makassar. 3) ada pengaruh langsung power lengan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar. 4) ada pengaruh langsung panjang lengan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar. 5) ada pengaruh langsung koordinasi mata-tangan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar. 6) ada pengaruh tidak langsung power lengan melalui koordinasi mata-tangan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar. 7) ada pengaruh tidak langsung panjang lengan melalui gladi jurnal ilmu keolahragaan, 10 (2), oktober 88 alimin koordinasi mata-tangan terhadap keterampilan passing bawah dalam permainan bola voli pada siswa smk negeri 10 makassar. berdasarkan kesimpulan tersebut di atas, maka dapat disarankan bagi para pembina atau guru olahraga, direkomendasikan bahwa kiranya dalam upaya untuk meningkatkan keterampilan passing bawah pada siswa atau atlet hendaknya memperhatikan beberapa unsur di luar teknik dasar passing bawah salah satunya adalah kondisi fisik. bagi para siswa, disarankan bahwa siswa perlu membekali diri dengan kondisi fisik yang baik agar lebih mudah meningkatkan prestasinya. daftar pustaka ahmadi, n. (2007). panduan olahraga bola voli. surakarta: era pustaka utama. andi, r. (2012). kontribusi panjang lengan, kelentukan pergelangan tangan terhadap kemampuan pukulan dropshot bulu tangkis mahasiswa fik unm. jurnal kajian pendidikan jasmani kesehatan & rekreasi, 3(3). andy, n. (2017). hubungan antara panjang lengan, kekuatan otot lengan dengan keterampilan passing bawah bola voli sma negeri 5 bandar lampung. universitas lampung. anwar, p. (2012). pertumbuhan dan perkembangan fisik pendidikan jasmani, olahraga dan kesehatan. makassar: badan penerbit universitas negeri makassar. bompa, & tudor, o. (1990). theory and metodology of training. lowa: kendal/hunt publishing company. burhan, b. (2006). metodologi penelitian kuantitatif. jakarta: kencana. durwachter, g. (2002). belajar dan berlatih sambil bermai bolavolley. jakarta: gramedia. halim, & ichsan, n. (2004). tes dan pengukuran kesegaran jasmani. makassar: badan penerbit universitas negeri makassar. harsono. (1998). coaching dan aspekaspek psikologi dalam coaching. jakarta: pt. dirjen dikti p2lpt. hikmad, h. (2012). analisis kemampuan passing bawah dalam permainan bola voli pada siswa cokroaminoto tamalanrea makassar. jurnal pendidikan kepelatihan olahraga fik unm, 4(3). juliansyah, n. (2016). metodologi penelitian. jakarta: kencana. rendy abrasyi, bambang sujiono, hernawan, d. (2018). model latihan passing bawah bola voli pada siswa sekolah menengah pertama. journal sport area penjaskesrek fkip uir, 2(3), 178. sugiyono. (2017). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. suharsimi, a. (1998). prosedur penelitian suatu pendekatan praktik. rineka cipta. viera, & bonnie. (2004). bola voli tingkat pemula. jakarta: pt. raja grafindo persada. widiastuti. (2017). teknik dasar bermain bola voli. jakarta: pt raja grafindo persada. winarno. (2013). teknik dasar bermain bola voli. malang: universitas negeri malang (um press). yunus, m. (1992). olahraga pilihan bolavoli. jakarta: jakarta: depdikbud, dirjendikti, pptk. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 28 38 permalink/doi: https://doi.org/10.21009/gjik.010.04 pengaruh komponen fisik dominan olahraga futsal terhadap teknik dasar permainan futsal mashud, abd. hamid, said abdillah universitas lambung mangkurat jalan brigjen hj. hasan basri, pangeran, kec. banjarmasin utara, kota banjarmasin, kalimantan selatan, 70123 corresponding author. e-mail: mashud@ulm.ac.id abstrak, penelitian ini bertujuan untuk mengetahui; 1) pengaruh kekuatan otot tungkai terhadap kemampuan teknik dasar permainan futsal. 2) pengaruh koordinasi mata kaki terhadap kemampuan teknik dasar permainan futsal. 3) pengaruh keseimbangan terhadap kemampuan teknik dasar permainan futsal. 4) pengaruh kekuatan otot tungkai, koordinasi mata kaki, dan keseimbangan terhadap kemampuan teknik dasar permainan futsal. metode penelitian menggunakan metode kuantitatif non eksperimental yang berjenis korelasional atau jenis penelitian ekspos fakto. populasi dan sampel adalah siswa smp yang mengikuti ekstrakurikuler futsal berjumlah 63 siswa, seluruh jumlah populasi dijadikan sampel penelitian/ total sampling. hasil peneltian adalah 1) ada pengaruh variabel x1 terhadap variable terikat y. hal ini terlihat berdasarkan nilai sig sebesar 0.041 (< 0.05) maka dapat diartikan bahwa secara parsial variabel x1 terbukti mempengaruhi variabel y secara signifikan. 2) ada pengaruh variabel x2 terhadap variabel terikat y. hal ini terlihat berdasarkan nilai sig sebesar 0.005 (< 0.05) maka dapat disimpulkan bahwa secara partial variabel x2 terbukti mempengaruhi variabel y secara signifikan. 3) ada pengaruh variabel x3 terhadap variable terikat y. hal ini terlihat berdasarkan nilai sig sebesar 0.009 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel terbukti mempengaruhi variabel y secara signifikan. 4) ada pengaruh secara bersama-sama variabel bebas x1, x2, x3 terhadap variable y. dari hasil uji signifikansi terlihat bahwa nilai probabilitas adalah sebesar 0,00 (< 0,05) sehingga model regresi yang terbentuk dapat digunakan untuk memprediksi variabel y, artinya, pengaruh variabel x1, x2, dan x3 secara simultan terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. selain hasil berdasarkan uji hipotesis di atas juga didapatkan data bahwa variabel y dipengaruhi oleh variabel x1, x2 dan x3 sebesar 34.70%, dan sisanya dipengaruhi faktor lain selain variabel x1, x2 dan x3 sebesar 63.3%. kata kunci: fisik dominan, teknik dasar futsal abstract, this study aims to determine: 1) the influence of leg muscle strength on the basic technical abilities of the futsal game, 2) the influence of ankle coordination on the basic technical abilities of the futsal game, 3) the effect of balance on the basic technical abilities of the futsal game, 4) influence of leg muscle strength, ankle coordination, and balance of basic skills in futsal games. the research method uses a quantitative nonexperimental method that is correlational type or fact-exposed research type. the population and sample were junior high school students who participated in futsal extracurricular activities with 63 students, the entire population being used as research samples / total sampling. the results of the study are 1) there is the effect of variable x1 on the dependent variable y. this can be seen based on the sig value of 0.041 (<0.05) so that it can be interpreted that partially x1 variable is proven to affect the y variable significantly. 2) there is the effect of variable x2 on the dependent variable y. this can be seen based on the sig value of 0.005 (<0.05), it can be concluded that partially the x2 variable is proven to affect the y variable significantly. 3) there is the influence of x3 variable on the dependent variable y. this can be seen based on the sig value of 0.009 (<0.05), so it can be concluded that the variables are individually (significantly) affecting the y variable significantly. 4) from the results of the significance test it can be seen that the probability value is 0.00 (<0.05) so that the regression model formed can be used to predict the y variable, that is, the effect of variables x1, x2, and x3 simultaneously is shown to affect the y variable (basic technique futsal) significantly.in addition to the results based on the hypothesis test above also obtained data that the y variable is influenced by variables x1, x2 and x3 of 34.70%, and the rest is influenced by other factors besides variables x1, x2 and x3 of 63.3%. keywords : physically dominant, basic futsal technique gladi jurnal ilmu keolahragaan, 10 (1), april 29 mashud, abd. hamid, said abdillah pendahuluan futsal adalah suatu bentuk permainan bola yang di mainkan oleh dua regu/ tim yang setiap tim mempunyai anggota lima orang (abdul syakur & tantra paramitha program studi ilmu keolahragaan departemen pendidikan kesehatan dan rekreasi fakultas pendidikan olahraga dan kesehatan, 2017). tujuan dari permainan futsal adalah memasukan bola ke gawang lawan sebanyakbanyaknya dan menjaga gawang sendiri jangan sampai kemasukan bola dari lawan (sukirno, 2010:1). dalam mewujudkan tujuan permainan futsal sebuah tim harus mampu bermain dengan kerjasama tim yang baik (chen & dong, 2013). setiap pemain harus memahami setiap posisi yang ditempati. dengan pembagian posisi maka pemain memiliki tugas dan tanggung jawab masing-masing dalam rangka meraih kemenangan dalam sebuah permainan. secara umum posisi pemain dalam futsal dibagi menjadi 4 (empat) bagian yaitu: 1) kipper/ penjaga gawang, yang bertugas menjaga gawang dari kemasukan bola (tercipta gol). 2) anchor yaitu posisi didepan penjaga gawang kalau dalam sepak bola lebih dikenal dengan sebutan bek. tugas anchor dalam permainan futsal adalah tidak cuma bertahan, tapi juga mengatur permainan tim/ pemain pertama yang memulai penyerangan. 3) flank merupakan pemain yang berposisi di samping/ di sayap yang bertugas sebagai motor serangan dan menjadi pemain penghubung antara anchor dan pivot. 4) pivot, merupakan pemain terdepan dalam sepakbola disebut striker. pivot bertugas sabagai pemain yang menyelesaikan peluang menjadi gol. (https://adyarazan.blogspot.com/2017/01/me ngenal-4-posisi-dan-peran-penting.html). untuk itu, dalam perminan olahraga futsal pemahaman akan posisi pemain sangatlah penting, seorang pemain akan mudah memperagakan teknik dasar futsal (passing, controlling, chipping atau umpan lambung, dribbling dan shooting) yang telah dikuasai ke dalam bentuk strategi dan taktik bermain. untuk itu seorang pelatih harus jeli dalam menempatkan pemain dalam posisi tersebut, karena setiap posisi memiliki karakteristik dan insting tersendiri terutama karakteristik kondisi fisik. kesempurnaan permainan futsal adalah tatkala permainan yang diperagakan oleh kedua tim mampu menghibur bagi pemirsanya, seperti halnya pertandingan sepak bola liga-liga di eropa sebut saja liga champion eropa. pada pertandingan level ini maka olahraga bukan menjadi hobi tetapi sudah menjadi profesi. pertandingan bukan sekedar kompetisi melainkan sudah menjadi pertunjukan yang menghibur dan menarik banyak penonton dan sponsor yang ingin memperoleh keuntungan dari adanya pertandingan tersebut. inilah puncak dari pertandingan olahraga yang sampai pada tahap industri olahraga. memperoleh derajat pemain profesional seperti di atas, bukanlah hal yang mudah, banyak tahap dan proses yang dilalui (prasetyo & tony, 2016). mulai dari pembibitan, pembinaan yang tepat, pendanaan, dan promosi pemain. pada tataran bawah, sebut saja pembinaan dikalangan sekolah, mewujudkan harapan pemain berkelas dunia bisa dikatakan sangat jauh dari harapan meskipun bukan tidak mungkin. pembinaan olahraga futsal di sekolah dalam wadah ekstra kuriler merupakan kegiatan tambahan selain kegiatan inti di sekolah yaitu kegiatan belajar beberapa mata pelajaran. artinya kegiatan pembinaan futsal bukan kegiatan utama, maka dari itu alokasi waktu untuk pembinaan tidak tentu (bisa seminggu sekali/ 1 jam tatap muka), fasilitas sekolah belum tentu mendukung/ seadanya yang penting jalan, jumlah peserta ekstra kurikuler tidak tetap/ pemainnya berganti-ganti, sumber daya pelatih/ guru belum tentu memadai karena tidak semua guru mahir pada semua cabang olahraga. benturan-benturan kondisi sekolah yang semacam inilah membuat pembinaan olaharaga disekolah menjadi tidak maksimal, khususnya olahraga futsal. berdasarkan fakta yang ada di sekolah, target pembinaan ekstra kurikuler olaharag futsal di sekolah lebih tepat adalah mengisi waktu kosong dan memberikan waktu tambahan bagi siswa untuk mengenal https://adyarazan.blogspot.com/2017/01/mengenal-4-posisi-dan-peran-penting.html https://adyarazan.blogspot.com/2017/01/mengenal-4-posisi-dan-peran-penting.html gladi jurnal ilmu keolahragaan, 10 (1), april 30 mashud, abd. hamid, said abdillah dan terlibat pada aktivitas yang positif di sekolah. bukan memiliki target prestasi dalam cabang olahraga futsal. meskipun secara eksplisit target prestasi olahraga sering diharapkan oleh guru, kepala sekolah dan orang tua siswa. pada akhirnya pencapaian prestasi menjadi sebuah keharusan bagi siswa, yang tentunya harapan berprestasi dengan keadaan penuh masalah dan keterbatasan. bak pepatah, “tidak ada rotan akar pun jadi” prestasi menjadi sebuah target keharusan meskipun dengan segala keterbatasan. tahap pembinaan olahraga futsal di sekolah meiliki tahap yang sama dengan pembinaan olahraga futsal di akademi olahraga futsal professional. pembinaan disekolah biasanya dimulai dengan pemberian teknik dasar permainan futsal (passing, controlling, dribbling, shooting, dan cipping) serta strategi/ taktik penyerangan dan pertahanan. pelatihan/ pembinaan diberikan dengan metode drilling/ latihan pengulangan-pengulangan terus menerus dan diuji dengan latihan uji tanding, baik sesama tim maupun dengan tim lain dan pertandingan antar sekolah. model pembinaan futsal seperti ini merupakan pembinaan konvensional dan dipraktikkan hampir di semua sekolah (sd, smp dan sma/k), karena keterbatasan sumber daya pelatih dan sarana prasarana yang disediakan disekolah. pembinaan diharapkan melibatkan standar minimal dari iptek olahraga yaitu satu kesatuan pelatihan fisik, teknik, taktik, mental dan gizi. tidak berbicara pada komponen pelatihan secara utuh, paling tidak di sekolah pelatihan melibatkan pelatihan fisik, teknik, taktik dan mental. untuk pelatihan gizi hanya sekedar informasi yang jelas untuk dilaksanakan oleh siswa saat di rumah bersama orang tuanya. harapan minimal pembinaan futsal disekolah adalah pembinaan/ pelatihan teknik, taktik dan mental dibarengi dengan pelatihan fisik yang teratur dan terukur. pembinaan teratur, yaitu pembinaan yang dilakukan secara kontinyu minimal seminggu tiga kali. terukur, yaitu pembinaan yang melihat dasar kemampuan fisik dari masingmasing atlet, bukan pelatihan yang disamakan antara satu pemain dengan pemain yang lain. sebagai gambaran dasar untuk pelatih di sekolah/ guru pjok yang merangkap sebagai pelatih futsal. dalam kajian peneltian ini memberikan gambaran dasar bagaimana memberikan panduan dalam mengambil dan mengukur komponen fisik dominan futsal, yang nantinya sebagai data awal dalam pembinaan/ pelatihan futsal. harapannya pelatihan menjadi lebih baik, dan tercapai target latihan sesuai dengan program yang telah disusun. metode penelitian ini menggunakan metode kuantitatif non eksperimental yang berjenis korelasional atau jenis penelitian ekspos fakto, yaitu meneliti sebab akibat yang tidak dimanipulasi atau tidak diberi perlakuan (dirancang dan dilaksanakan) oleh peneliti. (sukmadinata, 2012: 55). adapun variabel yang dimanipulasi adalah variable terikat (penelitian) dan variable bebas (variable yang mempengaruhi). variabel terikat dalam penelitian ini adalah kemampuan teknik dasar permainan futsal. sedangkan variable bebas terdapat tiga macam yaitu power otot tungkai, koordinasi mata kaki, dan keseimbangan. dari penjabaran variable di atas, maka dapat dituangkan konstelasi penelitian sebagai berikut: gambar 1. desain penelitian pengaruh komponen fisik power otot tungkai, koordinasi mata kaki dan keseimbangan terhadap kemampuan teknik dasar permainan futsal keterangan variabel: x1 : power otot tungkai x2 : koordinasi mata kaki x3 : keseimbangan y : kemampuan teknik dasar permainan futsal x x x y r r r r gladi jurnal ilmu keolahragaan, 10 (1), april 31 mashud, abd. hamid, said abdillah populasi dalam penelitian ini adalah siswa smpn 6 banjarbaru, smpn 2 banjarbaru dan siswa smpn 2 kabupaten tabalong. sampel penelitian adalah seluruh siswa mengikuti ekstrakurikuler olahraga futsal berjumlah 63 dengan teknik total sampling. beberapa instrumen terkait pengambilan data dalam penelitian ini adalah sebagai berikut: 1) instrumen untuk kemampuan menggiring bola menggunakan tes keterampilan menggiring bola futsal (abdul narlan, dicky tri juniar, haikal millah, 2017:245). 2) instrumen untuk mengukur passing menggunakan tes mengumpan dan mengontrol bola (siliwangi, 2017:244). 3) instrumen untuk mengukur ketepatan shooting menggunakan tes menembak/menendang bola ke sasaran (abdul narlan, 2017:246). kemudian diadopsi dan dimodifikasi dari tes keterampilan sepak bola untuk disesuaikan dengan olahraga futsal. 4) instrumen untuk mengukur power otot tungkai menggunakan tes standing board jump (ismaryati, 2006: 61-62). 5) instrumen untuk mengukur koordinasi mata dan kaki menggunakan soccer wall volley test (ismaryati, 2006:5455). 6) instrumen untuk mengukur kesimbangan menggunakan tes bass stick test (ismaryati, 2006:50). rancangan analisis data dalam peneltian ini menggunakan tahap uji sebagai berikut: 1) uji normalitas data menggunakan uji lilliefors (sudjana, 2012:467). 2) uji homogenitas data menggunakan uji barllet (sudjana, 2012:261-264). 3) uji hipotesis penelitian menggunakan uji regresi linier berganda yang bertujuan untuk mengetahui pengaruh variabel bebas terhadap variabel terikat baik secara individu maupun secara versama-sama/ simultan (sugiyono, 2010: 280). hasil penelitian dan pembahasan sajian data peneliti sampaikan secara terperinci dalam bentuk gambar setiap variabel. gambar 1 adalah gambar yang menjelaskan sebaran data pada komponen data panjang tungkai dengan satuan centimeter (cm). gambar 2 adalah gambar yang menjelaskan sebaran data pada komponen data koordinasi mata kaki. gambar 3 adalah gambar yang menjelaskan sebaran data pada komponen keseimbangan. sedangkan gambar 4 adalah gambar yang menjelaskan sebaran pada komponen kemampuan teknik dasar futsal. berikut di jelaskan masing-masing gambar tersebut: gambar 2. sebaran data komponen variabel bebas kekuatan otottungkai gambar 3. sebaran data komponen variabel bebas koordinasi mata kaki gambar 4. sebaran data komponen variabel bebas keseimbangan 1,6 1,7 1,8 1,9 2 2,1 2,2 1 5 9 13 17 21 25 29 33 37 41 45 49 53 57 61 65 series1; 2,1 c m kekuatan otot tungkai (cm) series10 20 1 7 13 19 25 31 37 43 49 55 61 series1; 13,91 d e t ik koordinasi mata kaki (detik) series10 20 1 7 13 19 25 31 37 43 49 55 61 series1; 6,98 d e t ik keseimbangan (detik) gladi jurnal ilmu keolahragaan, 10 (1), april 32 mashud, abd. hamid, said abdillah gambar 5. sebaran data variabel terikat/ penelitian teknik dasar olahraga futsal. pengujian persyaratan analisis pengujian persyaratan analisis dalam penelitian ini, peneliti menggunakan; 1) uji ormalitas. 2) uji multikolonieritas. 3) uji heterokedastisitas. 4) uji autokorelasi. berikut penjabaran setian item uji persyaratan analisisnya: pengujian normalitas residual dilakukan dengan teknikstatistik kolmogorov-smirnov test. one-sample kolmogorov-smirnov test unstandardi zed residual n 66 normal parametersa,b mean ,0000000 std. deviatio n 1,63737798 most extreme differences absolute ,079 positive ,074 negative -,079 kolmogorov-smirnov z ,642 asymp. sig. (2-tailed) ,804 a. test distribution is normal. b. calculated from data. hasil uji normalitas residual dengan kolmogorov-smirnov menunjukkan nilai asymp.sig sebesar 0.804 (> 0.05), sehingga dapat disimpulkan bahwa residual model regresi berdistribusi normal. uji multikolonieritas, dengan melihat nilai vif (varian inflation factor) diketahui bahwa tidak ada variabel yang memiliki nilai vif lebih dari 10, serta nilai tolerance yang kurang dari 0.10. dengan demikian dapat disimpulkan bahwa variabel independen terbebas dari masalah multikolinieritas. multikolinearitas adalah sebuah situasi yang menunjukkan adanya korelasi atau hubungan kuat antara dua variabel bebas atau lebih dalam sebuah model regresi berganda. uji heterokedastisitas series10,000 50,000 1 7 13 19 25 31 37 43 49 55 61 series1; 23,103 r a t a -r a t a teknik dasar futsal coefficientsa model unstandardiz ed coefficients stan dardi zed coeff icient s t sig . collineari ty statistics b std. error beta tole ranc e vi f 1 (c on sta nt) 6,550 4,617 1, 41 9 ,16 1 x1 4,164 1,993 ,220 2, 08 9 ,04 1 ,953 1,0 50 x2 ,562 ,194 ,317 2, 90 2 ,00 5 ,886 1,1 29 x3 ,235 ,087 ,300 2, 70 9 ,00 9 ,857 1,1 67 a. dependent variable: y gladi jurnal ilmu keolahragaan, 10 (1), april 33 mashud, abd. hamid, said abdillah secara subjektif hasil uji heterokedastisitas pada tampilan grafik scatter plot di atas menunjukkan bahwa tidak terjadi masalah heterokedastis. hal ini dapat dilihat dari sebaran data yang menyebar kesegala bidang, dan berada di atas maupun dibawah nilai 0 pada sumbu y sehingga dengan alasan tersebut disimpulkan bahwa tidak ada gejala heterokesdastisitas. uji autokorelasi, dilakukan uji run untuk memastikan bahwa data terjadi autokorelasi. runs test unstandardized residual test valuea ,06665 cases < test value 33 cases >= test value 33 total cases 66 number of runs 30 z -,992 asymp. sig. (2-tailed) ,321 a. median hasil output menunjukkan nilai sig > 0.05 sehingga asumsi autokorelasi terpenuhi. uji autokorelasi adalah sebuah analisis statistik yang dilakukan untuk mengetahui adakah korelasi variabel yang ada di dalam model prediksi dengan perubahan waktu. oleh karena itu, apabila asumsi autokorelasi terjadi pada sebuah model prediksi, maka nilai disturbance tidak lagi berpasangan secara bebas, melainkan berpasangan secara autokorelasi. dari keempat uji prasyarat analisis dalam penelitian ini, sudah terpenuhi persyaratannya sehingga secara statistika data bisa dilanjutkan pada uji tahap berikutnya yaitu pengujian hipotesis. analisis data/ pengujian hipotesis pada bab sebelumnya dijelaskan bahwa, terdapat hipotesis penelitian yang harus dijawab dalam penelitian ini, yaitu sebagai berikut; 1) ada pengaruh variable x1 power otot tungkai terhadap variable terikat y (kemampuan teknik dasar permainan futsal). 2) ada pengaruh variable x2 koordinasi mata kaki terhadap variable terikat y (kemampuan teknik dasar permainan futsal). 3) ada pengaruh variable x3 keseimbangan terhadap variable terikat y (kemampuan teknik dasar permainan futsal). 4) ada pengaruh secara bersama-sama variable bebas x1, x2, x3 (power otot tungkai, koordinasi mata kaki, keseinbangan) terhadap variable terikat (kemampuan teknik dasar permainan futsal). sebelum peneliti menjawab dari emapat (4) hipotesis penelitian tersebut, peneliti lakukan uji koefesien determinasi, yang bertjuan untuk mengetahui kebaikan model yang dipengaruhi oleh variabel bebas (variabel x terhadap y). uji koefesien determinasi adalah sebagai berikut; model summaryb model r r square adjusted r square std. error of the estimate dimension0 1 ,589a ,347 ,315 1,67652 a. predictors: (constant), x3, x1, x2 b. dependent variable: y dengan demikian dapat dinyatakan bahwa variabel y mampu dijelaskan oleh variabel x1, x2 dan x3 sebesar 34.70%, dan sisanya dipengaruhi faktor lain selain variabel x1, x2 dan x3. dari hasil penelitian, bisa dikatakan bahwa besaran variabel bebas bisa mempengaruhi variabel terikat hanya 34.79% saja, sisanya 63.3% dipengaruhi oleh factor lain. untuk menjawab empat (4) hipotesis dalam penelitian ini secara rinci satu persatu. terlebih dahulu peneliti paparkan hasil uji signifikan parameter individual (uji statistik t). tabel. 2. uji signifikan parameter individual (uji statistik t) gladi jurnal ilmu keolahragaan, 10 (1), april 34 mashud, abd. hamid, said abdillah coefficientsa model unstandardize d coefficients stand ardize d coeffi cients t si g. collinearity statistics b std. error beta toler ance vif 1 (const ant) 6,550 4,617 1,4 19 ,16 1 x1 4,164 1,993 ,220 2,0 89 ,04 1 ,953 1,0 50 x2 ,562 ,194 ,317 2,9 02 ,00 5 ,886 1,1 29 x3 ,235 ,087 ,300 2,7 09 ,00 9 ,857 1,1 67 a. dependent variable: y hasil uji model parsial dengan memperhatikan nilai probilitas pada uji t diperoleh nilai p untuk variabel x1 sebesar 0.041, variabel x2 sebesar 0.005 dan variabel x3 0.009. dalam menguji hipotesis secara simultan, peneliti menguji hipotesis menggunakan uji signifikansi simultan (uji f). tabel. 3. uji signifikasnsi simultan (uji f) anovab model sum of square s df mean squar e f sig. 1 regre ssion 92,403 3 30,801 10,9 58 ,000 a resid ual 174,26 5 62 2,811 total 266,66 9 65 a. predictors: (constant), x3, x1, x2 b. dependent variable: y dari hasil uji signifikansi terlihat bahwa nilai probabilitas adalah sebesar 0,00 (< 0,05) sehingga model regresi yang terbentuk dapat digunakan untuk memprediksi variabel y. artinya, pengaruh variabel x1, x2, dan x3 secara simultan terbukti mempengaruhi variabel y secara signifikan. berikut, peneliti paparkan hasil uji hipotis dari penelitian ini; 1. ada pengaruh variable x1 (kekuatan otot tungkai) terhadap variable terikat y (kemampuan teknik dasar permainan futsal). hal ini terlihat berdasarkan nilai sig sebesar 0.041 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel kekuatan otot tungkai terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. 2. ada pengaruh variable x2 koordinasi mata kaki terhadap variable terikat y (kemampuan teknik dasar permainan futsal). hal ini terlihat berdasarkan nilai sig sebesar 0.005 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel koordinasi mata kaki terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. 3. ada pengaruh variable x3 keseimbangan terhadap variable terikat y (kemampuan teknik dasar permainan futsal). hal ini terlihat berdasarkan nilai sig sebesar 0.009 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel keseimbangan terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. 4. ada pengaruh secara bersama-sama variable bebas x1, x2, x3 (power otot tungkai, koordinasi mata kaki, keseinbangan) terhadap variable terikat (kemampuan teknik dasar permainan futsal). dari hasil uji signifikansi terlihat bahwa nilai probabilitas adalah sebesar 0,00 (< 0,05) sehingga model regresi yang terbentuk dapat digunakan untuk memprediksi variabel y (teknik dasar futsal). artinya, pengaruh variabel x1, x2, dan x3 secara simultan terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. gladi jurnal ilmu keolahragaan, 10 (1), april 35 mashud, abd. hamid, said abdillah pembahasan dari uji hipotesis penelitian yang telah dipaparkan dalam kajain di atas, menghasilkan kesimpulan bahwa; 1) terdapat pengaruh secara signifikan variabel bebas kekuatan otot tungkai (x1) terhadap variabel terikat kemampuan teknik dasar futsal (y). 2) terdapat pengaruh secara signifikan variabel bebas koordinasi mata kaki (x2) terhadap variabel terikat kemampuan teknik dasar futsal (y). 3) terdapat pengaruh secara signifikan variabel bebas keseimbangan (x3) terhadap variabel terikat kemampuan teknik dasar futsal (y). 4) terdapat pengaruh secara signifikan variabel bebas (kekuatan otot tungkai (x1), koordinasi mata kaki (x2) dan keseimbangan (x3)) terhadap variabel terikat kemampuan teknik dasar futsal (y). selain ditemukan hasil penelitian yang mengatakan bahwa empat (4) hipotesis penelitian secara uji statistic terjawab signifikan berpengaruh terhadap variabel terikat teknik dasar futsal. uji koefesien determinasi dapat dinyatakan bahwa variabel y mampu dipengaruhi oleh variabel x1, x2 dan x3 sebesar 34.70%, dan sisanya dipengaruhi faktor lain selain variabel x1, x2 dan x3. temuan di atas menggambarkan bahwa, ada dua kategori hasil penelitian yang layak untuk dibahas dan diangkat sebagai issue yang menarik dalam pembinaan dan pembangunan olahraga fursal. terutama pembinaan pada tataran pemula bagi anak usia sekolah atau pembinaan bagi anak yang hanya senang/ minat pada permainan olahraga futsal bukan ingin sebagai atlet/ ingin berprofesi sebabagi atlet futsal. pertama, komponen fisik kekuatan otot tungkai, koordinasi mata kaki, keseimbangan, kecepatan, kelenturan dan daya tahan (otot dan cardio vascular) merupakan komponen utama yang mempengaruhi kemampuan manusia dalam hal apapun tidak terkecuali olahraga futsal. permasalahannya adalah komponen fisik mana yang paling dominan yang berpengaruh terhadap kemampuan teknik dasar futsal. untuk menjawab pertanyaan ini perlu adanya penelitian serta analisis yang tepat dan akurat. nizamuddin at all (2018) untuk meningkatkan kemampuan teknik dasar passing dan dribbling dijelaskan bahwa: the factors include: (1) foot length with a regression coefficient value of 0.689, (2) coordination with a regression coefficient value of 0.453, (3) speed with a regression coefficient value of 0.237, (4) endurance with a regression coefficient value of 0.229, (5) flexibility with a regression coefficient value of 0.220, (6) balance with a regression coefficient value of 0.237, and (7) limb length with a regression coefficient value of -726. faktor-faktor tersebut antara lain: (1) panjang kaki dengan nilai koefisien regresi 0,689, (2) koordinasi dengan nilai koefisien regresi 0,453, (3) kecepatan dengan nilai koefisien regresi 0,237, (4) daya tahan dengan nilai koefisien regresi 0.229, (5) fleksibilitas dengan nilai koefisien regresi 0,220, (6) keseimbangan dengan nilai koefisien regresi 0,237, dan (7) panjang tungkai dengan nilai koefisien regresi -726. sedangkan untuk komponen teknik dasar kontrol bola/ stop passing, hasbi at all (2017) menjelaskan bahwa ada hubungan antara ketepatan dan kelincahan terhadap kemampuan stop passing dalam olahraga futsal. dengan dk 12 (n-2-1) dan tarafnyata α = 0.05, sehingga diperoleh ftabel = 1,75. ternyata fhitung lebih besar dari ftabel, atau 8,5≥1,75. untuk komponen teknik dasar menggiring bola, fiqky at all (2015) menjelaskan bahwa latihan kelincahan menggunakan model latihan zig-zag berpengaruh signifikan terhadap peningkatan kemampuan menggiring bola. secara analisis data didapat uji beda dengan nilai dari thitung > ttabel = 3.086 > 2.069, artinya hipotesis diterima terdapat pengaruh latihan zig-zag terhadap menggiring bola di ekstrakurikuler sepak bola mts negeri 2 pontianak. persentase peningkatan sebesar 5.24%. dari beberapa hasil penelitian yang peneliti paparkan di atas, jelas bahwa komponen fisik berpengaruh dan berkontribusi terhadap peningkatan kemampuan teknik dasar olahraga futsal. namun sesuai dengan temuan data dalam penelitian ini, secara uji determinasi gladi jurnal ilmu keolahragaan, 10 (1), april 36 mashud, abd. hamid, said abdillah pengaruh dan kontribusinya masih sangatlah kecil dan kategori rendah sekali yaitu hanya 34.7% sedangkan 65.3% dipengaruhi oleh factor lain. sejalan dengan hasil temuan dalam penelitian ini, yudo at all (2017) dalam international journal of physiology, nutrition and physical education 2017; 2(2): 366-368 menjelaskan bahwa “…athletes experience performance improvement by implementing the futsal training program tailored to the abilities and conditions of each athlete, as well as the principle of gradual training suppression load”. program latihan individualisasi yaitu pelatihan yang disesuaikan dengan kondisi masing-masing atlet serta pembebanan pelatihan yang tepat/ terukur adalah kunci keberhasilan pelatihan olahraga cabang futsal. selain factor program pelatihan yang berpengaruh dalam pembinaan olahraga futsal factor psikologi yang meliputi bakat, minat, penerimaan dalam kelompok dan motivasi serta factor psikologi yang lain juga sangat perlu diperhatikan. tanpa adanya dukungan jiwa yang kuat maka tidak akan mampu menggerakkan raga secara maksimal. satu kesatuan jiwa dan raga merupakan hal utama sebelum pada komponen latihan yang lain. asupan nutrisi/ asupan gizi atlet juga sangat penting adanya. faktor gizi adalah penggerak organ tubuh untuk mampu menerima beban kerja. ibarat kendaraan bermotor, asupan gizi adalah bahan bakar. bahan bakar baik, mesin baik, maka akan dihasilkan performa mesin yang luar biasa. demikian juga dengan tubuh, takala asupan gizi terpenuhi, otot/ tubuh dalam keadaan bugar, maka dipastikan performa atlet tersebut akan luar biasa. kesimpulan berdasarkan hasil analisis uji hipotesis penelitian dihasilkan kesimpulan sebagai berikut; 1) ada pengaruh variabel x1 (kekuatan otot tungkai) terhadap variable terikat y (kemampuan teknik dasar permainan futsal). hal ini terlihat berdasarkan nilai sig sebesar 0.041 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel kekuatan otot tungkai terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. 2) ada pengaruh variabel x2 koordinasi mata kaki terhadap variable terikat y (kemampuan teknik dasar permainan futsal). hal ini terlihat berdasarkan nilai sig sebesar 0.005 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel koordinasi mata kaki terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. 3) ada pengaruh variabel x3 keseimbangan terhadap variable terikat y (kemampuan teknik dasar permainan futsal). hal ini terlihat berdasarkan nilai sig sebesar 0.009 (< 0.05) maka dapat disimpulkan bahwa secara sendiri (partial) variabel keseimbangan terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. 4) ada pengaruh secara bersama-sama variabel bebas x1, x2, x3 (power otot tungkai, koordinasi mata kaki, keseinbangan) terhadap variable terikat (kemampuan teknik dasar permainan futsal). dari hasil uji signifikansi terlihat bahwa nilai probabilitas adalah sebesar 0,00 (< 0,05) sehingga model regresi yang terbentuk dapat digunakan untuk memprediksi variabel y (teknik dasar futsal). artinya, pengaruh variabel x1, x2, dan x3 secara simultan terbukti mempengaruhi variabel y (teknik dasar futsal) secara signifikan. selain hasil berdasarkan uji hipotesis di atas juga didapatkan data bahwa variabel y (kemampuan teknik dasar futsal) dipengaruhi oleh variabel x1, x2 dan x3 sebesar 34.70%, dan sisanya dipengaruhi faktor lain selain variabel x1, x2 dan x3 sebesar 63.3%. dari hasil yang telah disimpulkan, dapat dirumuskan beberapa saran, yaitu kepada; 1) guru diharapkan memkombinasikan factor fisik, teknik, taktik, mental dan gizi dalam pembinaan olahraga futsal di sekolah. khusus untuk gizi guru bisa memberikan panduan dan gambaran asupan gizi seimbang kepada para siswanya yang mengikuti ekstra kurikuler futsal. 2) hasil temuan dalam penelitian ini, diharapkan menjadi wawasan yang mendasar bagi siswa bahwasanya olahharag futsal gladi jurnal ilmu keolahragaan, 10 (1), april 37 mashud, abd. hamid, said abdillah bukan hanya keterlibatan fisik melainkan satu kesatuan jiwa dan raga yang tak terpisahkan dan harus selalu sinergi. 3) peneliti lebih lanjut diharapkan memperhatikan hasil penelitian ini pada komponen uji determinasi yang menghasilkan hanya 34.70% saja pengaruh fisik terhadap kemampuan teknik dasar futsal, sisanya dipengaruhu oleh factor lain. faktor-faktor lain ini diharapkan menjadi obyek dan fokus penelitian lebih lanjut agar hasil penelitian lebih variatif dan lebih lengkap terutama sebagai bahan/ pedoman pembinaan olahraga futsal yang lebih baik. faktor lain seperti halnya factor psikologi, factor metodologi pelatihan, factor gizi dan factor lainnya. daftar pustaka abdul syakur, m., & tantra paramitha program studi ilmu keolahragaan departemen pendidikan kesehatan dan rekreasi fakultas pendidikan olahraga dan kesehatan, s. (2017). pengembangan alat bantu latihan pelontar bola futsal berbasis mikrokontroler dengan menggunakan software pemograman arduino. jurnal terapan ilmu keolahragaan. adrian, azrianoor. 2017. kontribusi kecepatan lari dan kelincahan gerak terhadap kecepatan menggiring bola futsal pada pemain futsal sellfie fc banjarbaru. skripsi tidak diterbitkan. banjarbaru: jpok fkip ulm. amiq, fahrial 2014. futsal (sejarah tkenik dasar, persiapan fisik, strategi dan peraturan permainan). malang: universitas negeri malang. alex, 2013. kamus suku bahasa indonesia. jakarta: tamer press bompa, tudor o. 2009. periodization theory and methodology of training. champaigh: united states human kinetics. chen, d., & dong, s. (2013). study on teamwork in robot football game based on multi-agent system (mas). international journal of control and automation. dulasis. 2010. kontribusi kekuatan otot tungkai dan otot perut terhadap keterampilan passing dan stopping pemain sepak bola sekolah menengah atas negeri 1 martapura. banjarbaru : skripsi jpok fkip unlam. fenanlampir, albertus & muhyi, muhammad, 2015. tes dan pengukuran dalam olahraga. yogyakarta: cv.andi obset. firky dkk, 2015. pengaruh latihan zig-zag terhadap menggiring bola di ekstrakurikuler sepakbola mts negeri 2 pontianak. skripsi tidak diterbitkan prodi pjkr jik fkip universitas tanjungpura pontianak. hadi, sutrisno. 1983. analisis regresi. yogyakarta: yayasan penerbit fakultas psikhologi universitas gadjah mada. hasani. 2016. hubungan antara kekuatan otot tungkai, koordinasi gerak mata dan kaki terhadap tingkat akurasi short pass pada peserta ekstrakurikuler sepakbola di smp negeri 1 slemen tahun 2016. yogyakarta : skripsi fpok universitas negeri yogyakarta. hadliansyah. 2018. kontribusi panjang tungkai, kekuatan otot tungkai dan kelincahan terhadap kemampuan dribbling pemain futsal smp negeri 18 banjarmasin. skripsi tidak diterbitkan. banjarbaru: jpok fkip ulm. https://id.wikipedia.org/w/index.php?title=k ontribusi&oldid=13165537/ di akses dan di unduh pada 11 mei 2018. https://adyarazan.blogspot.com/2017/01/me ngenal-4-posisi-dan-peranpenting.html. diakses 10 oktober 2018 jam 20.03 wita hasbi dkk, 2017. hubungan ketepatan dan kelincahan terhadap kemampuan stop passing olahraga futsal pada siswa sma negeri 9 banda aceh. jurnal ilmiah mahasiswa pendidikan jasmani, kesehatan dan rekreasi https://id.wikipedia.org/w/index.php?title=kontribusi&oldid=13165537/%09di%20akses%20dan%20di%20unduh%20pada%2011%20mei%202018 https://id.wikipedia.org/w/index.php?title=kontribusi&oldid=13165537/%09di%20akses%20dan%20di%20unduh%20pada%2011%20mei%202018 https://id.wikipedia.org/w/index.php?title=kontribusi&oldid=13165537/%09di%20akses%20dan%20di%20unduh%20pada%2011%20mei%202018 https://adyarazan.blogspot.com/2017/01/mengenal-4-posisi-dan-peran-penting.html https://adyarazan.blogspot.com/2017/01/mengenal-4-posisi-dan-peran-penting.html https://adyarazan.blogspot.com/2017/01/mengenal-4-posisi-dan-peran-penting.html gladi jurnal ilmu keolahragaan, 10 (1), april 38 mashud, abd. hamid, said abdillah fakultas keguruan dan ilmu pendidikan unsyiah volume 3, nomor 3:189–195 agustus 2017. irawan, andri. 2009. teknik dasar modern futsal. jakarta: pena ismaryati, 2008. tes dan pengukuran olahraga, surakarta : uns press. jpok. 2018. pedoman penulisan karya ilmiah. banjarbaru: jpok fkip ulm banjarbaru. edisi 2. nizamuddin nur at all, 2018. anthropometrics and physical fitness factors as determinants of futsal dribbling and passing skills of extracurricular students aged 12-15 years. international journal of education vol. 10 no. 2, february 2018, pp. 137-140. prasetyo, w., & tony. (2016). pembinaan prestasi club futsal bintang 9 kabupaten gresik. jurnal kesehatan olahraga. lhaksana, justinus 2012. teknik & strategi futsal modern. jakarta: be champion (penebar swadaya group). maksum, ali 2012. metodologi penelitian dalam olahraga. surabaya: unesa university press. margajaya, rakhmat 2008. futsal. jakarta: ganeca exact. mielke, danny 2007. dasar-dasar sepak bola. bandung: pakar raya. mulyono, asriady. 2017. buku pintar futsal. jakarta: anugrah. narlan abdul, juniar tri dicky, millah haikal. 2017. pengembangan instrumen keterampilan olahraga futsal. tasikmalaya: universitas siliwangi. nurhasan. 2007. tes dan pengukuran keolahragaan. bandung: fakultas pendidikan olahraga dan kesehatan universitas pendidikan indonesia. permadi, agus. 2012. hubungan panjang tungkai dan power otot tungkai dengan ketepatan shooting menggunakan punggung kaki pemain sepak bola ssb barakat martapura. skripsi. jpok fkip ulm banjarbaru. sugiyono, 2010. metode penelitian pendidikan. bandung: alfabeta. sugiyono. 2010. metode penelitian pendidikan pendekatan kuantitatif kualitatif dan r & d. bandung: alfabeta. sukmadinata, n. syaodih. 2012. metode penelitian pendidikan. bandung: pt. remaja rosdakarya. sugono, dendy. 2008. kamus bahasa indonesia. jakarta: pusat bahasa departemen pendidikan nasional. sudjana. 2005. metode statistika. bandung: tarsito. sukirno. 2010. belajar bermain futsal. depok: arya duta. trihrndradi, cornelius. 2013. step by step ibm spss 21 analisis data statistik. yogyakarta: c.v andi offset. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 176-187 permalink/doi: https://doi.org/10.21009/gjik.112.09 model latihan passing futsal untuk putri usia 15 – 18 tahun arjun fetru1, firmasyah dlis1, sri nuraini1 1 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: arjunfetru83@gmail.com abstrak tujuan penelitian ini ialah mengembangkan model latihan passing futsal untuk putri usia 15 – 18 tahun. penelitian dan pengembangan ini menggunakan metode penelitian pengembangan research & development (r&d) dari borg and gall. subyek dari penelitian dan pengembangan ini ialah diperuntukan untuk putri usia 15 -18 tahun. analisis data diperoleh 18 item model latihan yang layak dan efektif untuk meningkatkan keterampilan passing futsal. dalam uji signifikansi didapat dari nilai proses (kesesuaian gerak) menunjukan mean= 2.133 selisih dari hasil pre-test dan hasil post-test, hasil t-hitung= 7.899 df= 29 dan p-value= 0.000 &lt; 0.05 yang berarti terdapat perbedaan yang signifikan antara sebelum dan sesudah diberikan perlakuan model latihan passing futsal untuk putri usia 15 – 18 tahun dan penilaian hasil passing mean= 17.367 menunjukan selisih hasil pre-test dan post-test, hasil t-hitung= 86,626 df= 29 dan p-value= 0.000 &lt; 0.05 yang berarti terdapat perbedaan yang signifikan antara sebelum dan sesudah diberikan perlakuan model latihan passing untuk putri usia 15 – 18 tahun. dari kedua penilaian tersebut menunjukan terdapat perbedaan yang signifikan antara sebelum dan sesudah adanya perlakuan item model latihan dan secara efektif dapat meningkatkan keterampilan passing futsal. kata kunci: model, latihan, passing futsal abstract. the purpose of this study is to develop a futsal passing exercise model for girls age 15 – 18 years. the research approach to developing this exercise model uses the research and development model from borg and gall. the subjects of this research and development are intended for girls age 15 – 18 years. data analysis obtained 18 items of training models that are feasible and effective to improve futsal passing skills. in the significance test obtained from the process value (suitability of motion) shows the mean = 2,133 difference between the pre-test results and post-test results, the results of t-count = 7,899 df = 29 and p-value = 0,000 & lt; 0.05 which means that there is a significant difference between before and after the treatment of futsal passing exercise model for girls age 15 – 18 years and the assessment of the results of the mean passing = 17,367 shows the difference between the pre-test and post-test results, the t-test results = 86,626 df = 29 and p -value = 0,000 & lt; 0.05 which means there is a significant difference between before and after being given a passing exercise model for girls age 15 – 18 years. from the two assessments, there is a significant difference between before and after the treatment model exercise and can effectively improve futsal passing skills. keywords: model, training, futsal passing mailto:arjunfetru83@gmail.com gladi jurnal ilmu keolahragaan, 11 (02), oktober177 arjun fetru, firmasyah dlis, sri nuraini pendahuluan pada masa sekarang cabang olahraga futsal sangat digemari di kalangan pelajar ataupun mahasiswa. berbagai daerah di indonesia telah banyak diadakan kegiatan pertandingan antar pelajar dan mahasiswa. pertandingan antar pelajar dan mahasiswa tersebut merupakan wadah atau tempat yang dimiliki oleh pelajar, khususnya dalam cabang olahraga futsal. futsal permainan yang menarik, dapat dilihat dari sisi teknik, keterampilan, strategi dan fisik yang mumpuni, dalam setiap situasi permainan dituntut melakukan gerakan yang terampil dibawah kondisi lapangan permainan yang kecil, serta dapat menanggapi berbagai perubahan situasi permainan dengan cepat, sehingga harus memahami permainan teknik individu, kelompok dan beregu. kemampuan untuk memahami semua tantangan ini menentukan penampilan di lapangan. andri irawan (2009, h. 4) “dalam permainan futsal terdapat teknik teknik dasar yang harus dikuasai oleh pemain, seperti teknik passing, chipping, control, dribbling, dan shooting. dari teknik – teknik dasar inilah permainan futsal dapat dibentuk. selain itu futsal merupakan olahraga beregu yang permainannya sangat cepat dan dinamis, sebuah kolektivitas tinggi akan mengangkat prestasi”. maka dari itu teknik dasar permainan futsal perlu dilatih. karena olahraga futsal sebagai pengganti latihan teknik dasar dan keterampilan (skill) sepakbola konvensional, karena dengan lapangan yang rata pemain dapat melakukan gerakan – gerakan dengan baik. dengan ukuran lapangan yang lebih kecil, rata dan jumlah pemain yang sedikit menyebabkan bola bergulir cepat dan pergerakan pemain yang cepat pula sehingga membuat permainan futsal lebih dinamis dan menarik. firmansyah, hernawan, wasan, & widiastuti, 2019:77 berpendapat bahwa “menjadi seorang atlet futsal berprestasi tidaklah mudah, karena seorang atlet futsal dituntut untuk bisa menguasai teknik-teknik yang ada dalam permainan futsal dengan baik sehingga bisa menunjang permainannya dilapangan. dalam bermain futsal teknikteknik tersebut tidak sesederhana seperti apa yang terlihat, melakukan semua teknik tersebut dengan baik dalam sebuah pertandingan merupakan sesuatu hal yang kita bisa dapatkan dari hasil latihan yang intensif dan terprogram. kemudian proses gladi jurnal ilmu keolahragaan, 11 (02), oktober178 arjun fetru, firmasyah dlis, sri nuraini pembinaan dan pemanduan bakat digunakan untuk penyiapan atlet jangka panjang”. uraian di atas menunjukkan pentingnya pembinaan olahraga sejak usia dini. artinya, sebuah daerah/negara pada dasarnya mempunyai peluang untuk meningkatkan prestasi olahragawan secara optimal apabila dapat melakukan proses pembinaan dan pembibitan secara bertahap, berjenjang dan berkelanjutan. pengalaman menunjukkan bahwa hanya atlet yang berbakat dan ingin berlatih dengan baik dapat mencapai prestasi puncak. prestasi puncak merupakan hasil dari seluruh usaha program pembinaan dalam jangka waktu tertentu yang merupakan paduan dari proses latihan yang dirancang secara sistematis, berjenjang, berkesinambungan, berulang-ulang dan makin lama makin meningkat. untuk mewujudkan bagaimana mengasah keterampilan passing atlet diperlukan berbagai variasi latihan yang mampu mengembangakan keterampilannya. latihan yang diterapkan harus disusun secara sistematis dimulai dari yang paling mudah hingga yang paling sulit secara bertahap. latihan passing yang dimulai dari yang paling mudah akan membentuk fondasi teknik passing yang benar. berdasarkan permasalahan yang peneleti temukan setelah observasi, peneliti berencana untuk melakukan penelitian. dari latar belakang diatas penulis tertarik melakukan penelitian model latihan passing futsal untuk putri usia (15-18) tahun, dengan harapan melalui model latihan passing yang dimodifikasi, diubah, dan disesuaikan untuk kebutuhan atlet diharapkan dapat memberikan stimulus yang menggugah semangat para atlet serta bersifat menantang yang mampu merangsang keaktifan atlet untuk berlatih. ketika atlet dapat belatih dengan semangat, aktif dan antusias maka proses latihan akan berjalan dengan baik dan tentunya akan menghasilkan keterampilan passing atlet meningkat. teknik dasar mengumpan (passing) dalam futsal pada dasarnya untuk melakukan passing dalam permainan futsal teknik dasar sangatlah penting untuk dikuasai, dibawah ini dijelaskan beberapa teknik dasar passing dalam permainan futsal. kurniawan, 2012:104 berpendapat bahwa “operan (passing) bisa dilakukan dengan menggunakan beragam sisi kaki, dapat dilakukan dengan memakai kaki bagian dalam, kaki bagian luar, bagian ujung kaki, bagian tumit, atau bagian sisi bawah. namun yang paling baik adalah menggunakan kaki bagian dalam (inside of the foot) dengan arah mendatar. operan ini memiliki akurasi paling baik dibanding yang lainnya”. gladi jurnal ilmu keolahragaan, 11 (02), oktober179 arjun fetru, firmasyah dlis, sri nuraini keberhasilan operan (passing) ditentukan oleh kualitas dari: keras, akurat, dan mendatar. mengumpan merupakan salah satu teknik dasar permainan futsal yang sangat dibutuhkan oleh setiap pemain, karena dengan lapangan yang rata dan ukuran lapangan yang kecil dibutuhkan passing yang keras dan akurat karena bola yang meluncur sejajar dengan tumit pemain, sebab hamper sepanjang permainan futsal menggunakan passing. untuk menguasai keterampilan passing diperlukan penguasaan gerakan sehingga sasaran yang diinginkan tercapai. dalam buku andri irawan (2009:25) terdapat tiga teknik dasar passing: mengumpan dengan kaki bagian dalam, mengumpan dengan kaki bagian luar, dan mengumpan dengan punggung kaki. semua tehnik passing dapat digunakan dalam berbagai situasi saat pertandingan. tapi kita tidak boleh melupakan kontrol dalam bicara masalah passing, karena teknik ini sangat berkaitan erat dimana jika kita melakukan passing yang bagus tapi kontrol passing kurang bagus maka usaha untuk membangun serangan akan sia-sia, sebab tim yang dapat menguasai permainan adalah tim yang dapat melakukan passing dengan kontrol baik tentunya dalam tekanan dari lawan pada pertandingan sesungguhnya. cara melakukan mengumpan dengan kaki bagian dalam yaitu (1) tempatkan kaki tumpu disamping bola, bukan kaki yang untuk mengumpan, (2) pada saat mengumpan selalu melihat bola, (3) gunakan kaki bagian dalam untuk mengumpan, (4) perhatikan kaki ayun (kaki yang digunakan untuk mengumpan), (5) ayun kaki sekuat-kuatnya kearah depan, (6) angkat kedua tangan kesamping, untuk menjaga keseimbangan, (7) kunci atau kuatkan tumit pada saat sentuhan dengan bola agarlebih kuat, (8) pada saat sentuhan (impact) kaki bagian dalam dari atas diarahkanketengah bola dan ditekan kebawah agar bola tidak melambung, (9) diteruskan dengan gerakan lanjutan (followthrougt) dimana setelah sentuhan dengan bola dalam mengumpan ayunan kaki jangan dihentikan. cara melakukan mengumpan dengan kaki bagian luar yaitu (1) tempatkan kaki tumpu disamping bola, bukan kaki yang untuk mengumpan, (2) pada saat mengumpan selalu lihat bola, (3) gunakan kaki bagian luar untuk mengumpan, (4) perhatikan ayunan kaki (kaki yang akan digunakan untuk mengumpan), (5) ayunan kaki dari arah belakang sekuat-kuatnya kea rah depan, (6) angkat kedua tangan ke samping, untuk menjaga keseimbangan, (7) kunci atau kuatkan tumit pada saat sentuhan dengan bola agar lebih kuat, (8) pada saat sentuhan (impact) kaki bagian luar dari atas diarahkan ketengah bola (jantung) dan ditekan kebawah gladi jurnal ilmu keolahragaan, 11 (02), oktober180 arjun fetru, firmasyah dlis, sri nuraini agar bola tidak melambung, (9) diteruskan dengan gerakan lanjutan (follow throght), dimana setelah sentuhan dengan bola dalam ayunan kaki jangan dihentikan. cara melakukan mengumpan dengan punggung kaki yaitu (1) tempatkan kaki tumpu disamping bola, bukan kaki yang untuk mengumpan, (2) pada saat mengumpan selalu lihat bola, (3) gunakan kaki bagian punggung untuk mengumpan, (4) perhatikan ayunan kaki (kaki yang akan digunakan untuk mengumpan), (5) ayunan kaki dari arah belakang sekuat-kuatnya kearah depan, (6) angkat kedua tangan ke samping, untuk menjaga keseimbangan, (7) kunci atau kuatkan tumit pada saat sentuhan dengan bola agar lebih kuat, (8) pada saat sentuhan (impact) pada bagian punggung kaki dari atas diarahkan ketengah bola (jantung) dan ditekan kebawah agar bola tidak melambung, (9) diteruskan dengan gerakan lanjutan (follow throght), dimana setelah sentuhan dengan bola dalam ayunan kaki jangan dihentikan. metode penelitian dan pengembangan ini menggunakan pendekatan kualitatif dan kuantitatif dengan menggunakan metode penelitian pengembangan research & development (r&d) yang terdiri dari sepuluh langkah dalam penelitian yakni antara lain: research and information collecting, (2) planning, (3) development of the preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field test, (7) operational product revision, (8) operational field testing, (9) final product revision, (10) dissemination and implementation gambar model penelitian dan pengembangan borg dan gall gambar 1. model pengembangan borg dan gall (sumber: borg. w. r & gall, m. d, educational research an introduction (new york: longman, 1983), h. 775) subjek yang digunakan dalam penelitian ini adalah untuk futsal putri usia 15-18 tahun. penelitian ini dilaksanakan lapangan futsal sman 19 kabupaten tangerang dan sman 24 kabupaten tangerang. dari subjek inilah nantinya dapat diketahui data-data yang dibutuhkan untuk melihat tingkat keefektifitasan model dalam gladi jurnal ilmu keolahragaan, 11 (02), oktober181 arjun fetru, firmasyah dlis, sri nuraini penerapannya pada teknik dasar passing dalam futsal. hasil dan pembahasan uji kelompok kecil/revisi tahap model-model latihan passing dalam futsal yang peneliti buat setelah dievaluasi ahli, kemudian mengalami uji kelompok kecil revisi tahap 1 dengan jumlah atlet sebanyak 20 atlet. data yang diperoleh digunakan sebagai acuan dalam melaksanakan revisi pada tahap selanjutnya, yaitu tahap uji coba tahap 2 kelompok besar. berikut disajikan ringkasan berdasarkan evaluasi uji coba kelompok kecil yang dilakukan oleh peneliti dapat disimpulkan sebagai berikut: (1) pada dasarnya semua variasi dapat diterapkan, akan tetapi harus disesuaikan dari tingkatan yang mudah ke yang sulit agar kemampuan atlet dapat meningkat, (2) pada saat melakukan model latihan, atlet pemula awalnya menemukan kendala dengan gerakan passing dalam futsal, setelah itu mereka dapat memahami dan menggerakkan dengan menyenangkan. hasil tahap kedua/uji coba kelompok besar setelah hasil pengembangan produk model latihan passing dalam futsal yang akan dikembangkan ini di ujicobakan dalam skala kecil dan telah direvisi, maka tahap selanjutnya adalah melakukan ujicoba kelompok besar. berdasarkan hasil ujicoba terbatas (uji coba kelompok kecil) yang telah dievaluasi oleh para ahli, kemudian peneliti melakukan revisi produk awal dan memperoleh 18 model, model latihan passing dalam futsal yang akan digunakan dalam ujicoba kelompok besar. langkah selanjutnya setelah model mengalami revisi tahap ii dari ahli maka dilanjutkan dengan menguji cobakan produk kepada kelompok besar dengan menggunakan subyek penelitian sebanyak 60 atlet di 2 tempat, sman 19 kabupaten tangerang dan sman 24 kabupaten tangerang. hasil uji efektifitas langkah selanjutnya setelah model mengalami revisi tahap dua dari ahli dan uji coba kelompok kecil dan kelompok besar maka dilanjutkan dengan menguji cobakan produk dengan menggunakan subyek penelitian sebanyak 60 subjek penelitian pemberian treatment dilaksanakan dalam kurun waktu 7 bulan dimulai dari bulan januari sampai dengan juli 2020 dengan jumlah data penelitian dari 60 peserta terhadap efektivitas model latihan ditunjukkan pada tabel sebagai berikut: gladi jurnal ilmu keolahragaan, 11 (02), oktober182 arjun fetru, firmasyah dlis, sri nuraini tabel 1. uji efektifitas dengan instrumen tes kesesuaian gerak teknik passing futsal. hasil paired samples statistics (pre-test) dan setelah diberikan paired samples statistics mean n std. deviation std. error mean pair 1 pretest 23,43 30 1,478 ,270 posttest 40,80 30 1,424 ,260 pada tabel, nilai rata-rata atlet sebelum diberikan model latihan adalah 23.43 dan nilai setelah diberikan perlakuan model latihan passing adalah 40.80 yang artinya bahwa terdapat perbedaan besaran skor yang dihasilkan dari pre-test dan posttest sehingga keterampilan hasil passing meningkat. tabel 2. hasil paired samples correlation (pre-test) dan (post-test) paired samples correlations n correla tion sig. pair 1 pre-test & post-test 30 ,714 ,000 berdasarkan tabel diatas didapat bahwa koefisien korelasi latihan sebelum dan sesudah diberikan perlakuan model latihan passing futsal adalah .714 pvalue 0,00 < 0,05 jadi kesimpulannya adalah terdapat hubungan secara signifikan. tabel 3. hasil paired samples statistics (pre-test) dan (post-test) kelompok eksperimen paired samples test paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test -17,367 1,098 ,200 -17,777 -16,957 86,626 29 ,000 gladi jurnal ilmu keolahragaan, 11 (02), oktober183 arjun fetru, firmasyah dlis, sri nuraini pada uji signifikan perbedaan dengan spss 16 didapatkan mean= 17.367 menunjukan selisih dari hasil pre-test dan hasil post-test, hasil t-hitung= 86. 626 df= 29 dan p-value= 0.000 < 0.05 yang berarti terdapat perbedaan yang signifikan antara sebelum dan sesudah diberikan perlakuan model latihan passing futsal untuk atlet usia 15 – 18 tahun. berdasarkan hasil tersebut dapat disimpulkan bahwa model latihan passing futsal untuk putri usia 15-18 tahun dan dapat meningkatkan keterampilan hasil passing futsal serta telah dikembangkan memiliki efektivitas yang signifikan. adapun perbandingan hasil catatan rata-rata catatan waktu sebelum dan setelah diberikan perlakuan model latihan passing futsal untuk putri usia 15-18 tahun dapat digambarkan dengan diagram batang sebagai berikut: gambar 2. diagram batang (uji efektifitas kelompok eksperimen) kemudian untuk data hasil penilaian kelompok kontrol sebanyak 30 anak dapat dilihat pada tabel berikut tabel 4. hasil grup statistics kelompok eksperimen dan kelompok kontrol group statistics kelompok n mean std. deviation std. error mean hasil test eksperimen 30 40,8000 1,42393 ,25997 kontrol 30 38,5333 1,59164 ,29059 0 20 40 60 pre-test posttest kelompok eksperimen 23,43 40,8 gladi jurnal ilmu keolahragaan, 11 (02), oktober184 arjun fetru, firmasyah dlis, sri nuraini pada table 4. tercatat rata-rata kelompok eksperimen 40.80 dan standar deviasi 1.423 sedangkan untuk kelompok kontrol nilai rata-rata 38.53 dan standar deviasinya 1.591 hal ini berarti menunjukan secara deskriptif kesesuaian gerak teknik passing kelompok eksperimen lebih besar dari kemampuan kelompok kontrol. tabel 5. hasil independent sample test kelompok eksperimen dan kelompok kontrol independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper hasil test equal variances assumed ,779 ,381 5,813 58 ,000 2,26667 ,38991 1,48617 3,04716 equal variances not assumed 5,813 57,295 ,000 2,26667 ,38991 1,48597 3,04736 gladi jurnal ilmu keolahragaan, 11 (02), oktober185 arjun fetru, firmasyah dlis, sri nuraini kemudian, untuk tabel 5. perihal kolom equal variances assumed, dan baris levene's test for equality of variances diperoleh nilai f = .779 dengan angka signifikan atau p-value = .381 > 0,05 yang berarti varians populasi kedua kelompok sama atau homogen. karena varians data homogen, maka akan dipilih kolom equal variances assumed, dan pada baris t-test for equality of means diperoleh harga t = 5.813, df =58 dan signifikan atau p-value = 0,000 < 0,05. dengan demikian bahwa kemampuan hasil passing kelompok eksperimen lebih tinggi dari kemampuan kelompok control. untuk dapat melihat bagaimana besaran serta gambaran perbedaan antara kelompok eksperimen dan kelompok kontrol dapat dilihat pada diagram sebagai berikut: gambar 3. diagram batang kelompok eksperimen dan kelompok kontrol kesimpulan berdasarkan dari data yang peneliti peroleh dari hasil uji coba lapangan dan pembahasan hasil penelitian dapat disimpulkan bahwa: 1. menghasilkan produk akhir berupa pengembangan model latihan passing futsal untuk putri usia 15-18 tahun. 2. pengembangan model latihan passing futsal untuk putri usia 15-18 tahun mampu menciptakan suasana latihan yang bergairah dan mencegah kebosanan, karena produk model yang dibuat benar-benar disesuaikan dengan kebutuhan atlet, mudah untuk dipahami dan dilakukan sehingga dapat meningkatkan minat dan partisipasi aktif atlet dalam pembelajaran sehingga akan berdampak positif pada pengingkatan hasil latihan passing futsal. kelompok ekperimen kelompok kontrol 40,8 38,53 40,8 38,53 gladi jurnal ilmu keolahragaan, 11 (02), oktober186 arjun fetru, firmasyah dlis, sri nuraini daftar pustaka coker, c. 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(2016). macam-macam metodologi penelitian: uraian dan contohnya. lensa media pustaka indonesia. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (01) 2020, 60 67 permalink/doi: https://doi.org/10.21009/gjik.111.05 hubungan antara tingkat kepercayaan diri dengan prestasi belajar pendidikan jasmani gumilar mulya 1* , resty agustryani 1 1 program studi pendidikan jasmani, kesehatan dan rekreasi, fakultas keguruan dan ilmu pendidikan universitas siliwangi, jalan siliwangi no. 24 tasikmalaya * corresponding author. email gumilarmulya@unsil.ac.id abstrak : penelitian ini bertujuan untuk menguji tingkat hubungan kepercayaan diri dengan prestasi belajar pendidikan jasmani di sekolah dasar se kecamatan tawang, kota tasikmalaya. metode penelitian menggunakan deskriptif-korelasional. sampel dalam penelitian ini adalah siswa kelas vi yang dipilih mewakili beberapa sekolah yang ada di kecamatan tawang sebanyak 60 orang siswa dengan cara teknik purposive sampling. instrument yang digunakan adalah berupa angket kepercayaan diri. prosedur pengolahan data untuk memperoleh jawaban mengenai diterima tidaknya hipotesis sesuai dengan signifikansi yang diajukan adalah: (1) mencari rata-rata, (2) mencari simpangan baku, (3) menguji normalitas melalui uji lillefors (4) menguji korelasi dua variabel. berdasakan hasil penelitian dan perhitungan statistik terhadap uji hipotesis hubungan tingkat kepercayaan diri dengan prestasi belajar pendidikan jasmani, maka penulis dapat menyimpulkan sebagai berikut; terdapat hubungan yang signifikan antara kepercayaan diri dengan prestasi belajar siswa kelas vi di kecamatan tawang, kota tasikmalaya. karena nilai signifikansi yang diperoleh lebih besar dari 0,05, dan nilai yxy (0,90) > (0,250) rtabel (0,05)(60) maka h0 ditolak dan ha diterima, sehingga terdapat hubungan yang signifikan antara kepercayaan diri dengan prestasi belajar (signifikan). kata kunci: kepercayaan diri; prestasi belajar; pendidikan jasmani abstract : this study aims to examine the level of confidence relationship with physical education learning achievement in elementary schools in the tawang sub-district, tasikmalaya city. the research method uses descriptive-correlational. the sample in this study is the sixth-grade students selected representing several schools in the district of tawang as many as 60 students employing a purposive sampling technique. the instrument used was a confidential questionnaire. data processing procedures to obtain answers about whether or not the hypothesis is accepted following the proposed significance are: (1) looking for averages, (2) looking for standard deviations, (3) testing normality through the lillefors test (4) testing the correlation of two variables. based on the results of research and statistical calculations on hypothesis testing the relationship of the level of confidence with physical education learning achievement, the authors can conclude as follows; there is a significant relationship between self-confidence and student achievement in class vi in tawang district, tasikmalaya city. because the significance value obtained is greater than 0.05, and the value of yxy (0.90)> (0.250) rtable (0.05) (60) then h0 is rejected and ha is accepted, so there is a significant relationship between self-confidence and achievement learning (significant). keywords: self-confidence; learning achievement; physical education mailto:gumilarmulya@unsil.ac.id gladi jurnal ilmu keolahragaan, 11 (01), april61 gumilar mulya, resty agustryani pendahuluan menjalani kehidupan sehari-hari manusia akan melakukan berbagai macam kegiatan guna memenuhi kebutuhan hidupnya, untuk melakukan kegiatan tersebut maka tubuh haruslah bugar. untuk memperoleh tubuh yang bugar salah satu cara yang bisa dilakukan di sekolah adalah dengan pendidikan jasmani. hal ini diungkapkan (husdarta & riduwan, 2010) bahwa, melalui pendidikan jasmani, diharapkan dalam waktu jangka pendek agar para siswa memiliki kebugaran jasmani. melalui aktivitas berolahraga tubuh kita akan semakin sehat dan bugar. peran pendidikan jasmani sangat diperlukan untuk menanaman arti dan pentingnya berolahraga sejak dini di lingkungan pendidikan, sehingga mereka akan tetap berolahraga meskipun banyak kesibukan lain yang harus mereka lakukan. pendidikan jasmani merupakan suatu upaya untuk mewujudkan bentuk manusia yang memiliki pengetahuan, keterampilan, kesehatan jasmani dan rohani (winarno, 2006). melalui pendidikan jasmani proses interaksi yang sistematik antara anak didik dan guru serta lingkungan yang dikelola melalui pengembangan jasmani secara efektif dan efisien menuju pembentukan manusia seutuhnya. (block, 2016) menjelaskan bahwa, dalam menempuh pendidikan jasmani tidak akan terlepas dari proses interaksi dengan orang lain di sekitar lingkungan pendidikan, sehingga akan timbul berbagai permasalahan dari interaksi tersebut. permasalahan yang dilatar belakangi oleh interaksi dengan orang lain diantaranya adalah naik turunnya tingkat kepercayaan diri seseorang. menurut (machida, marie ward, & vealey, 2012) rasa percaya diri secara sederhana merupakan rasa percaya terhadap kemampuan atau kesanggupan diri untuk mencapai prestasi tertentu. beberapa ahli menilai, kepercayaan diri merupakan faktor penting yang menimbulkan perbedaan besar antara sukses dan gagal, hal ini sesuai dengan pendapat (rothman, maldonado, & rothman, 2008) bahwa, self-confidence is considered important to support career success. kebanyakan orang menilai bahwa kesuksesan adalah milik orang-orang yang ber-iq tinggi, lulusan sekolah terbaik dan memilih spesialisasi yang paling terkenal. di luar kemampuan itu kita tidak menyadari bahwa ada faktor lain yang tidak kalah utamanya dalam memprediksi kesuksesan seseorang, yakni antusiasme, hasrat, ketekunan, kerja keras dan kebulatan tekad. pada saat seperti inilah, rasa percaya diri sangat penting untuk ditumbuhkan. pembelajaran yang memiliki hambatan bersosialisasi akan mengalami kesulitan dalam beradaptasi dengan lingkungannya dan pada akhirnya mengalami hambatan belajar (muilenburg & berge, gladi jurnal ilmu keolahragaan, 11 (01), april62 gumilar mulya, resty agustryani 2005). sehingga apabila siswa tidak memiliki rasa percaya diri yang baik maka dapat dimungkinkan siswa tersebut akan mengalami gagal belajar dan hal ini dapat menghambat pencapaian tujuan pendidikan. kegagalan dalam belajar sangat mempengaruhi kepribadian siswa yang terbentuk karena tidak dapat mencapai apa yang diharapkan, (dweck, 2000) menjelaskan untuk mencapai tujuan yang diinginkan seseorang harus memiliki rasa percaya diri. menurut (lengkana, tangkudung, & asmawi, 2018), orang percaya diri cenderung lebih mudah untuk mencapai apa yang diinginkan atau tujuan yang diinginkan. membangun percaya diri tidak dapat dilakukan dengan instan, harus melalui proses yang panjang. dimulai dari siswa harus memahami dan mengerto betul orientasi dirinya ketika mereka memutuskan untuk belajar. siswa harus memiliki orientasi pada tujuan yang jelas (hakim, 2005), karena dengan menetapkan suatu tujuan yang jelas, setiap orang akan dapat menentukan arah dan juga tahap-tahap belajar yang harus dilalui dalam mencapai tujuan belajar tersebut. selain itu, dengan adanya tujuan yang jelas, keberhasilan belajarpun dapat dilihat dari sejauh mana ia mampu mencapai tujuan belajar itu. tentunya melaluinya dengan penuh percaya diri. memiliki rasa percaya diri yang tinggi juga merupakan hal yang sangat bermanfaat bagi perkembangan kepribadian individu (khususnya remaja). adanya rasa percaya diri yang tinggi akan membuat individu mersa optimis, dan dari rasa optimis ini akan mempunyai pengaruh yang besar bagi perkembangan kepribadian dan kehidupan yang dijalaninya. pada kenyataan, tidak semua individu memiliki rasa percaya diri yang tinggi, dan kurangnya rasa percaya diri juga merupakan gejala khas yang banyak menimpa para remaja, apalagi dalam masa remaja emosi masih labil dan belum terbiasa dengan lingkungan sosial yang baru. hal ini diungkapkan (husdarta & kusmaedi, 2010) bahwa, salah satu tugas perkembangan masa remaja yang tersulit adalah yang berhubungan dengan penyesuaian sosial. jadi dapat dikatakan bahwa masa remaja akan sangat menentukan konsep diri dan keperibadian seseorang, sehinggga akan mempengaruhi tingkat kepercaayaan diri seseorang. hal ini dapat menyebabkan tingkat kepercayaan diri tiap individu berbeda-beda tergantung dari penyesuaian sosial individu tersebut. berdasarkan observasi dan pengamatan penulis dilapangan, bahwasannya tingkat kepercayaan diri siswa pada saat proses belajar mengajar di sekolah masih sangat rendah. dalam proses belajar mengajar sering terjadi beberapa masalah seperti siswa besikap pasif, cangung, dan gladi jurnal ilmu keolahragaan, 11 (01), april63 gumilar mulya, resty agustryani gugup saat proses belajar mengajar berlangsung. selain itu kadang juga siswa gemetaran ketika sedang mempraktikan teknik dasar dalam suatu permainan dan ketika siswa gagal dalam melakukannya mereka akan sangat mudah frustasi dengan apa yang dilakukannya. jika kondisi tersebut dibiarkan maka akan berdampak pada prestasi belajar siswa. metode dalam penelitian ini yang ingin diteliti adalah hubungan antara tingkat percaya diri dengan prestasi belajar pendidikan jasmani siswa sekolah dasar. metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif-korelasional, yang merupakan metode penyelidikan atau penelitian yang bertujuan untuk menggambarkan atau melukiskan keadaan (seseorang, lembaga, atau masyarakat) tertentu pada saat sekarang ini berdasarkan pada faktor yang nampak di dalam situasi yang diselidikinya. menurut (annisa, 2010) bahwa, metode deskriptif yaitu suatu metode dalam pencarian fakta status sekelompok manusia, suatu obyek, suatu kondisi, suatu system pemikiran atau pun suatu peristiwa pada masa sekarang dengan interpretasi yang tepat. populasi yang digunakan dalam penelitian ini adalah siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya. kemudian langkah kedua yaitu menentukan sampel berdasarkan populasi. sampel dalam penelitian ini adalah siswa kelas vi berjumlah 60 orang. terdiri dari 30 siswa laki-laki dan 30 siswa perempuan yang dipilih mewakili beberapa sekolah yang ada di kecamatan tawang sebanyak 60 orang siswa dengan cara teknik purposive sampling. the purposive sampling technique is a type of non-probability sampling that is most effective when one needs to study a certain cultural domain with experts within (tongco, 2007). penentuan sampel yang dilakukan penulis memiliki kriteria tersendiri yakni mereka yang masuk kedalam urutan prestasi belajar sampai 10 (sepuluh) besar dikelasnya. langkah selanjutnya adalah melakukan pengambilan data dengan menggunakan instrumen angket kepercayaan diri yang di adaptasi dari student satisfaction and selfconfidence in learning scale (scls) (unver et al., 2017) dan prestasi belajar dari nilai raport siswa. selanjutnya tahapan selanjutnya penulis identifikasi data setelah data terkumpul, langkah selajutnya penulis menggunakan aplikasi spss ibm versi 20 untuk mengolah dan menganalisis data. hasil dan pembahasan data yang diperoleh dari tes awal dan tes akhir selanjutnya diolah sesuai dengan prosedur yang telah diterapkan sebelumnya berkaitan dengan permasalahan yang gladi jurnal ilmu keolahragaan, 11 (01), april64 gumilar mulya, resty agustryani diajukan. untuk lebih jelasnya mengenai hasil pengolahan data, dapat penulis uraikan pada tabel 1 di bawah ini yaitu jumlah nilai total, , dan s untuk sampel perlakuan. tabel 1. nilai total, nilai rata-rata, dan standar deviasi jenis tes jumlah nilai total rata-rata standar deviasi tes angket kepercayaan diri 3136 98 2,91 nilai raport siswa 2560 80 1,13 setelah nilai rata-rata dan simpangan baku diketahui, langkah selanjutnya adalah melakukan uji normalitas data dengan menggunakan uji statistik liliefors. hasil pengujian data angket kepercayaan diri yaitu sebagai berikut. hasil uji normalitas data tes kepercayaan diri siswa dalam pembelajaran penjas dapat dilihat pada tabel 2 berikut ini. tabel 2. hasil uji normalitas tes n lo hitung lα tabel hasil tes kepercayaan diri 60 0,1081 0,1145 normal dari daftar tabel 2 di atas, di dapat lo hitung = 0,1081 dengan taraf nyata α = 0,05 dan 60 siswa. sedangkan dari daftar tabel di dapat lα tabel = 0,1145 yang lebih besar dari pada lo hitung = 0,1081, sehingga hipotesis nol diterima, dengan demikian tes angket kepercayaan diri dalam pembelajaran penjas berdistribusi normal. setelah diketahui data dari setiap tes berdistribusi normal, maka langkah selanjutnya adalah uji hipotesis dengan menggunakan uji korelasi dan uji korelasi determinasi. hubungan tes kepercayaan diri dan prestasi belajar siswa dalam pembelajaran penjas dapat terlihat pada tabel 3 dan tabel 4 berikut ini. tabel 3. hasil uji korelasi tes kepercayaan diri dengan prestasi belajar 202 40 81 0,90 kriteria : 0,80 1,00 = berhubungan sangat tinggi 0,70 – 0,79 = berhubungan tinggi 0,60 0,69 = berhubungan sedang 0,50 – 0,59 = berhubungan rendah 0,49 kebawah = berhubungan sangat rendah berdasarkan penghitungan data tersebut diketahui korelasi antara kedua variabel tersebut adalah 0,90, maka berdasarkan dari kriteria korelasi kedua gladi jurnal ilmu keolahragaan, 11 (01), april65 gumilar mulya, resty agustryani variabel data tersebut diketahui adanya hubungan yang sangat tinggi antara variabel x dengan variabel y sebesar 0,90. tabel 4. uji korelasi x dengan y korelasi rtabel keterangan x dengan y 0,90 0,250 signifikan dari tabel 4 tersebut dapat diketahui bahwa hasil dari perhitungan uji signifikansi besarnya nilai probabilitas atau signifikansi korelasi antara kepercayaan diri dengan prestasi belajar sebesar 0,90. karena nilai signifikansi yang diperoleh lebih besar dari 0,05, dan nilai rxy (0,90) > (0,250) rtabel_((0,05)(60)) maka h0 ditolak, sehingga terdapat hubungan yang signifikan antara kepercayaan diri dengan prestasi belajar siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya secara berarti (signifikan). selanjutnya ialah menguji koefisien determinasi guna mengetahui sejauh mana kemampuan variable kepercayaan diri mempengaruhi variable prestasi belajar siswa. tabel 5. hasil uji koefisien determinasi korelasi ( r ) korelasi ( ) hasil (kd) 0,90 0,81 81% kriteria: 0% 19% = kontribusinya sangat rendah 20% 29% = kontribusinya rendah 30% 49% = kontribusinya sedang 50% 79% = kontribusinya tinggi 80% 99% = kontribusinya sangat tinggi berdasarkan penghitungan data tersebut diketahui koefisien determinasinya adalah 81%, maka terdapat hubungan yang sangat tinggi yaitu sebesar 81%. berdasarkan kriteria hubungan di atas menunjukan bahwa adanya hubungan antara tingkat kepercayaan diri dan prestasi belajar pendidikan jasmani siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya berkontribusi sangat tinggi. kemampuan untuk belajar harus diimbangi dengan ketenangan dan keteguhan hati. artinya tidak ada unsur paksaan, harus berdasarkan itikada dari diri sendiri. hal lain akan terjadi bila ketika belajar dipaksakan, mereka akan mengalami kesulitan belajar karena perasaan tidak tenang, tidak menyenangi belajar itu sendiri. ini jelas bahwa kesulitan belajar akan berimbas pada gladi jurnal ilmu keolahragaan, 11 (01), april66 gumilar mulya, resty agustryani faktor psikologis (dkb, 2007). oleh karena itu, perlu adanya sinergitas antara anak, orangtua, dan guru sehingga tercipta satu komunikasi yang positif dan utuh. orang memiliki tanggung jawab dalam pendidikan anak. orang tua memiliki tugas untuk menentukan masa depan anaknya. ketika anak-anak dititipkan di sekolah, orang tua tetap memiliki tanggung jawab untuk keberhasilan anaknya. peran mereka antara lain dapat diwujudkan dengan membimbing ketika anak belajar di rumah. para orang tua dapat mengawasi dan membantu pengaturan tugas sekolah, mengarahkan untuk mencari cara untuk menyelesaikan tugas dan menyediakan fasilitas nyaman bagi anak untuk belajar. karena salah satu upaya menghasilkan prestasi belajar yang baik yakni dengan adanya sebuah dukungan orangtua dan dukungan fasilitas kenyamanan yang baik pula ketika anak belajar (priastuti & hw, 2016). kesimpulan berdasarkan hasil penelitian mengenai hubungan antara tingkat kepercayaan diri dengan prestasi belajar pendidikan jasmani siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya. penulis dapat menarik kesimpulan yang didukung dengan data yang telah diuji secara statistik sebagai berikut. terdapat hubungan yang positif antara tingkat kepercayaan diri dengan prestasi belajar pendidikan jasmani siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya, hal ini di buktikan dari nilai signifikansi yang diperoleh yxy (0,90) > (0,349) rtabel_((0,05)(32)) maka h0 ditolak, sehingga terdapat hubungan yang signifikan antara kepercayaan diri dengan prestasi belajar siswa kelas vi sdn tegalkalong sumedang berarti (signifikan). hubungan antara tingkat kepercayaan diri dengan prestasi belajar pendidikan jasmani siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya sangat besar, hal ini di buktikan dari nilai koefisien determinasi yang diperoleh sebesar 81%. berdasarkan kriteria hubungan di atas menunjukan bahwa adanya hubungan antara tingkat kepercayaan diri dan prestasi belajar pendidikan jasmani siswa kelas vi sekolah dasar di kecamatan tawang, kota tasikmalaya berkontribusi sangat tinggi. dengan demikian di artikan ho ditolak dan ha diterima berarti (signifikan). daftar pustaka annisa, w. (2010). metode penelitian korelasional. block, m. e. (2016). a teacher’s guide to adapted physical education. paul h. brookes publishing. dkb, d. k. b. (2007). psikologi pendidikan. gladi jurnal ilmu keolahragaan, 11 (01), april67 gumilar mulya, resty agustryani dweck, c. s. (2000). self-theories: their role in motivation, personality, and development. psychology press. hakim, t. (2005). belajar secara efektif. niaga swadaya. husdarta, j. s., & kusmaedi, n. (2010). pertumbuhan dan perkembangan peserta didik: olahraga dan kesehatan. bandung: alfabeta. husdarta, j. s., & riduwan. (2010). sejarah dan filsafat olahraga. alfabeta. lengkana, a. s., tangkudung, j., & asmawi, m. (2018). the effect of power limbs, speed reaction, flexibility and self confidence on the achievement of elite athletes athletic west java in the track number. jipesjournal of indonesian physical education and sport, 4(2), 20–25. machida, m., marie ward, r., & vealey, r. s. (2012). predictors of sources of selfconfidence in collegiate athletes. international journal of sport and exercise psychology, 10(3), 172–185. muilenburg, l. y., & berge, z. l. (2005). student barriers to online learning: a factor analytic study. distance education, 26(1), 29–48. priastuti, a. w., & hw, s. (2016). dukungan fasilitas dan lingkungan keluarga terhadap prestasi belajar matematika di smp. rothman, t., maldonado, j. m., & rothman, h. (2008). building self-confidence and future career success through a precollege transition program for individuals with disabilities. journal of vocational rehabilitation, 28(2), 73–83. tongco, m. d. c. (2007). purposive sampling as a tool for informant selection. ethnobotany research and applications, 5, 147–158. unver, v., basak, t., watts, p., gaioso, v., moss, j., tastan, s., … tosun, n. (2017). the reliability and validity of three questionnaires: the student satisfaction and self-confidence in learning scale, simulation design scale, and educational practices questionnaire. contemporary nurse, 53(1), 60–74. winarno, m. e. (2006). dimensi pembelajaran pendidikan jasmani dan olahraga. malang: laboratorium jurusan ilmu keolahragaan. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (01) 2020, 36 45 permalink/doi: https://doi.org/10.21009/gjik.111.03 efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc soemardiawan 1* , susi yundarwati 1 1 prodi pendidikan olahraga dan kesehatan, fakultas ilmu keolahraga dan kesehatan masyarakat,universitas pendidikan mandalikajalan pemuda no. 59 a gomong mataram corresponding author. email umanksoemardiawan84@gmail.com abstrak. tujuan penelitian ini adalah untuk menghasilkan suatu produk model program latihan emovement yang efisien dan efektif untuk meningkatkan kondisi fisik seperti kecepatan dan kelincahan latihan e-movement. metode penelitian menggunakan rancangan atau desain dengan model eksperimen adalah menggunakan one group pretest–posttest design dengan karakteristik subjek keseluruhan pemain tergabung dalam ukm olahraga yang karakteristik yang populasinya berjumlah 30 pemain yang berumur 20-22 tahun pemain undikma fc mataram yang menjadi sampel adalah berjumlah 18 orang serta teknik sampel menggunakan purposive sampling metode pengumpulan data menggunakan tes perbuatan, obeservasi lapangan dan dukumentasi. instrument tes yang digunakan adalah tes kecepatan 30 meter dan kelincahan (shuttle run) dari nurhasan tahun 2000. analisis data menggunakan rumus uji t-test. (hulfian, 2014:54). kesimpulan dari hasil penelitian menunjukkan bahwa nilai thitung antara e-movement dengan x1 (kecepatan) sebesar 14.803 nilai thitung antara x2 (kelincahan) sebesar 9.703 dan nilai thitung secara simultan antara y dan x1, x2, ditarik kesimpulan analisis tabel pada taraf signifikan 5% dengan jumlah sampel ( n – 1 ) yaitu 17 sebesar 1.740, maka dalam penelitian ini diterima. oleh karena itu, hal ini dapat diartikan bahwa ada efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc. kebaharuan dari hasil penerapan latihan e-movement tersebut dalam bentuk buku pedoman latihan bagi atlet kota mataram khususnya ntb yang dimodifikasi adalah standar operasional prosedure lebih dimengerti dan sederhan, dan suatu produk program latihan e-movement yang efisien dan efektif. kata kunci : model, latihan, e-movement, kecepatan, kelincahan. abstract. the purpose of this study is to produce an efficient dan effective emovement training program model product to improve physical conditions such as the speed and agility of e movement training. research methods use a design or diseggn with an experimental model using one groop pretes posttest design with caracteristic of the whole subject as a whole players incorporated im sports ukm whose populations characteristic amondted to 30 players old players aged 20-22 years old players undikma fc mataram who to a sampel techinique using purposive sampling data collection using field observation test ad ducumentation. the instrument used was 30 meters spedd and gility (shuttle run from nurhasan tahun 2000, datae analysis using the uji tes formula (hulfian, 2014:54). the conclusion of the results study showed that the calculated score t value between e-movement with x1 (speed) of 18.803 the calculated score t value between the x2 (agility) of 9.703 and the tvalue of is calculated simultan neously between y dan x1, x2 conclusions drawn from the table analyisis at a significant of 5%. with number of sample (n-1) that is 17 amountedto 1.740 then this study was accepted because, this can be interpreted that there is an affectievenss of the e movement training model for icreasing the speed dan agility of undikma fc soccer players. the novelty of the results of the study of the application of th e movement exercise in the form of training manual form atlet kota mataram specially in ntb, wich was modifited is standard operating procedure that is more under standbale effective form e movement training program. keyword: models, exercise , e-movement, speed, agility mailto:umanksoemardiawan84@gmail.com gladi jurnal ilmu keolahragaan, 11 (01), april37 soemardiawan, susi yundarwati pendahuluan sepak bola merupakan salah satu cabang olahraga yang di mainkan di luar ruangan. olahraga ini di mainkan di atas sebuah kawasan yang lapang oleh dua kelompok yang di sebut tim. setiap tim memiliki gawang pada bagian tengah masing-masing ujung lapangan. bentuk gawang ini adalah empat persegi panjang yang memiliki ukuran 7,32 meter serta berketinggian 2,44 meter (luxbacher, 2012) mereka saling berhadapan dengan tujuan untuk memasukan bola kedalam gawang masing-masing lawan. untuk bermain sepak bola, di lakukan di atas lapangan ukuran 100-120 meter. sementara untuk lebar lapangan memiliki 65-75 meter. pemain sepak bola harus memiliki kemampuan kondisi fisik secara menyeluruh yang biasa disebut dengan general motor ability atau motor ability. kondisi fisik dalam olahraga diartikan sebagai semua kemampuan jasmani yang menentukan prestasi yang realisasinya dilakukan melalui kesanggupan pribadi (kemampuan atau motivasi) (donie, 2009). komponen kondisi fisik yang dibutuhkan oleh atlet sepak bola adalah : daya tahan kardiovaskuler (cardiovasculer endurence), daya tahan otot (muscule endurence), kekuatan otot (muscule strength), power, kelentukan (flexibility), komposisi tubuh (body composition), kecepatan gerak (speed of moment), kelincahan (agility), keseimbangan (balance), kecepatan reaksi (reaction time), dan koordinasi (coordination) (donie, 2009). adapun jenis-jenis latihan yang dapat meningkatkan kelincahan (agility) menurut lee (2000) latihan v-drill, latihan, s-drill, latihan yard turn drill, latihan star drill, latihan pattern run, latihan zig-zag, h-movement, e-movement dan cone snakedrill. untuk mengetahui latihan yang dapat meningkatkan kecepatan dan kelincahan pada pemain sepakbola pada saat latihan maupun dalam suatu pertandingan, maka perlu adanya salah satu latihan yaitu, e-movement cone drill merupakan latihan yang menggunakan cone yang berguna untuk meningkatkan kelincahan seseorang dalam bergerak. latihan adalah latihan membentuk cone menjadi huruf e dengan ketentuan tertentu. kecepatan adalah subjek dari semua faktor yang mempengaruhi, terutama aspek teknik dan faktor psikologi. prinsip latihan kecepatan pada intinya menghindari perkembangan timbunnya asam laktat, yakni dengan memberi recovery yang cukup di antara pengulangan (peacock & ball, 2019). disamping itu latihan kecepatan seharusnya segera diakhiri ketika terjadi perubahan teknik akibat kehabisan energy. kelincahan atau agility adalah gladi jurnal ilmu keolahragaan, 11 (01), april38 soemardiawan, susi yundarwati kemampuan mengubah arah atau posisi badan secara cepat dan melalukan gerakan yang lain latar belakang masalah peneliti di lapangan pada undikma fc. peneliti menemukan masalah yaitu terdapat kekurangan dan kelemahan dari faktor kondisi fisik yaitu lambatnya pergerakan atlet sepakbola dalam mengubah arah gerak lari dikarenakan, kurangnya kecepatan dan kelincahan (agility) pada pemain disebabkan tidak efektifnya latihan yang dijalani, metode latihan yang kurang variasi dan efektif, efeisien dan kurangnya motivasi mahasiswa undikma fc, saat latihan itu sendiri. adapun dalam olahraga sepak bola, kelincahan (agility) sangat penting peranya dalam meningkatkan kemampuan seorang atlet dalam bermain dengan baik. berdasarkan hasil penelitian (rismawan & hariyoko, 2007) menunjukkan adanya pengaruh latihan ladder drills terhadap keterampilan dribbling pada pemain ssb arema domhill malang. selain itu penelitian mulyono et al (2017) yang menyimpulkan latihan tangga koordinasi menggunakan ladder drills berpengaruh terhadap hasil kelincahan dan kecepatan menggiring siswa banteng muda, sehingga dapat disimpulkan dari beberapa hasil penelitian tersebut, bahwa latihan kelincahan dengan menggunakan ladder drills terbukti dapat meningkatkan keterampilan kelincahan menggiring bola. latihan berasal dari kata training adalah suatau proses peyempurnaan kemampuan keolahragaan yang berisikan materi teori dan praktik menggunakan metode, dan aturan perlaksanaan dengan pendekatan ilmiah memakai prinsip-prinsip latihan yang terencana dan teratur, sehingga tujuan latihan dapat dicapai tepat pada waktunya. (syafruddin, 2011). model latihan e-movement cone drill merupakan latihan yang menggunakan kun (cone) yang berguna untuk meningkatkan kelincahan seseorang dalam bergerak. latihan ini adalah latihan dengan membentuk kun (cone) menjadi huruf e dengan ketuntasan tertentu. tujuan latihan ini untuk meningkatkan kemampuan mengubah arah, posisi tubuh, transisi antara keterampilan dan kemampuan memotong. meningkatkan kemampuan untuk merubah arah komposisi tubuh , keterampilan transisi dan kemampuan memotong. adapun prosedur pelaksanaan latihan e-movement: (a). latihan tempatkan 6 cones sehingga dalam bentuk huruf e kerucut yang dimana kerucut 1 dan cones 2 ditempatkan pada garis start 2 adalah 10 yard, (9 meter), terpisah pada garis awal. kerucut 3 dan 4 adalah 5 jarak 4,6 meter di depan kerucut 1 dan 2 kerucut 4 da 5 (4.6 meter) didepan kerucut 3 dan 4. gladi jurnal ilmu keolahragaan, 11 (01), april39 soemardiawan, susi yundarwati (b). ditempatkan dai kerucut 1 dan 2 sprint dari 2 ke kerucut 3 ditempatkan dari kerucut 3 ke kerucut 4 , ditempatkan kembali dari kerucut 4 ke kerucut 3 , lari dari kerucut 3 ke kerucut 5, acak dari kerucut 5 ke kerucut 6 , kembali dari kerucut 5 ke kerucut 2 , ditempatkan dari kerucut 2 ke kerucut 1. selanjutnya kecepatan , merupakan kemampuan untuk menempuh jarak dengan cepat. kemampuan dalam bergerak cepat dalam garis lurus merupakan komponen yang tidak terpisahkan dari sukses di berbagai olahraga. garis lurus dibagi menjadi tiga tahap: akselerasi, pencapaian kecepatan maksimal, dan pemeliharaan kecepatan maksimal (johansyah, 2013: 92). kecepatan adalah kerja cepat yang meliputi penekanan aktivitas dalam waktu yang sesingkat mungkin. prinsip latihan kecepatan pada intinya menghindari perkembangan timbunnya asam laktat, yakni dengan memberi recovery yang cukup di antara pengulangan (kemenpora, 2009:85). adapun faktor yang mempengaruhi kecepatan adalah keturunan, waktu reaksi, kemampuan mengatasi tahanan/beban, teknik, konsentrasi dan power, dan elastisitas otot (roesdiyanto dan budiwanto, 2008). kelincahan menurut johansyah (2013) adalah seperangkat keterampilan kompleks perlambatan, perubahan arah, dan reacceleration. kelincahan dipengaruhi oleh persepsi atlet dan pengambilan kemampuan mengambil keputusan untuk dengan cepat mengubah arah (young). faktor yang mempengaruhi kelincahan faktor yang menentukan kelincahan adalah kecepatan reaksi dan kecepatan gerak, kemampuan beradabtasi dan mengantisipasi, kemampuan berorientasi terhadap masalah yang dihadapi, kemampuan mengatur keseimbangan, kelenturan sendi. sudah banyak penelitian untuk meningkatkan kelincahan dalam sepakbola, namun masih sedikit yang menggabungkan antara kecepatan dan kelincahan. pada penelitian ini memiliki diterapkan adanya model latihan e-movement terhadap peningkatan kecepatan dan kelincahan agar pemain memudahkan cara melakukan standar operational prosedure, sehingga latihan model ini diharapkan lebih efisien dan variatif. dengan adanya penelitian ini diharapkan dapat diketahui seberapa besar efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc, dan serta penelitian model ini adalah untuk menghasilkan suatu produk program latihan e-movement yang efisien dan efektif untuk meningkatkan kondisi fisik seperti kecepatan dan gladi jurnal ilmu keolahragaan, 11 (01), april40 soemardiawan, susi yundarwati kelincahan variasi latihan e-movement, dan menghasilkan produk berupa model latihan e-movement sepak bola. dari sekian banyak bentuk latihan kelincahan diatas peneliti berminat untuk mengambil bentuk latihan e-movement dikarenakan latihan tersebut belum pernah diaplikasikan pada pemain fokus masalah dalam penelitian ini pada saat bertanding undikma fc, dalam hal berlari, meyerang, passing dan mendribling sepak bola dilakukan secara lambat dan mudah direbut bolanya oleh karena itu peneliti ingin mengangkat sebuah permasalahan dengan judul ” efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc. metode rancangan yang digunakan dalam penelitian ini adalah rancangan atau desain dengan model eksperimen. yang dimaksud dengan metode penelitian eksperimen adalah suatu cara yang sistematis dan objektif untuk mencari hubungan sebab akibat antara dua variabel atau lebih yang sengaja ditimbulkan oleh peneliti sebagai treatment dengan kontrol secara ketat (hulfian, 2014:9). jadi segala yang diteliti dalam penelitian ini dilakukan dengan sengaja. dimana dalam hal ini para pemain diberikan latihan e-movement agar kecepatan dan kelincahan pemain dapat meningkat. semua dilakukan secara eksperimen. populasi dan sampel populasi dan sampel populasi adalah wilayah generalisasi yang terdiri atas, obyek/subyek yang mempunyai kuantitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulannya, hulfian, (2014:23). sampel adalah bagian dari jumlah dan karekteristik yang dimiliki oleh populasi tersebut (hulfian, 2014:24). jadi dari pendapat tersebut di atas dapat disimpulkan bahwa yang dimaksudkan dengan populasi dalam karakteristik subjek keseluruhan pemain tergabung dalam ukm olahraga yang karakteristik yang populasinya berjumlah 30 pemain yang berumur 20-22 tahun pemain undikma fc mataram yang menjadi sampel adalah berjumlah 18 orang teknik sampling menggunakan purposive sampling. adapun rancangan penelitiannya adalah menggunakan one group pretest– posttest design. dalam desain ini tidak ada kelompok kontrol, dan subjek tidak ditempatkan secara acak. kelebihan desain ini adalah dilakukan pretest dan posttest sehingga dapat diketahui dengan pasti gladi jurnal ilmu keolahragaan, 11 (01), april41 soemardiawan, susi yundarwati perbedaan hasil akibat perlakuan yang diberikan. gambar 1. rancangan penelitian (maksum, 2009:49) keterangan : t1 : pretest / test awal kecepatan dan kelincahan. x : perlakuan yang diberikan yaitu bentuk latihan e-movement t2 : posttest / test akhir kecepatan dan kelincahan. analisis data mengunakan metode tes perbuatan yaitu dengan melakukan tes terhadap sampel berupa tes awal (pre-test) sebelum memberikan treatment (perlakuan) dan melakukan pengukuran tes akhir (posttest) atau pengukuran setelah memberikan perlakuan (treatment) dan setelah itu hasil dari pre-test dan post-test diolah menggunakan rumus uji t-test. (hulfian, 2014:54). untuk itu maka dugunakan rumus sebagai berikut untuk itu maka dugunakan rumus sebagai berikut : ∑ √ ∑ (∑ ) ( ) gambar 3. rumus t test (hulfian, 2014:54) keterangan : d : perbedaan setiap pasangan skor (pretest-posttest). n : jumlah sampel. d 2 : selisih nilai pre-test, pos-test yang di kuadratkan. instrumen penelitian tes kecepatan dengan lari 30 meter. petunjuk pelaksanaan : 1. atlet siap berdiri di belakang garis start. 2. dengan aba-aba “siap”, atlet siap berlari dengan start berdiri. 3. dengan aba-aba “ya”, atlet berlari secepatcepatnya dengan menempuh jarak 30 meter sampai melewati garis akhir. 4. kecepatan lari dihitung dari saat abaaba “ya”. 5. pencatatan waktu dilakukan sampai dengan persepuluh detik (0,1 detik), bila memungkinkan dicatat sampai dengan persatuan detik (0,01). 6. tes dilakukan dua kali. pelari melakukan tes berikutnya setelah berselang minimal satu pelari. kecepatan lari yang terbaik yang dihitung. 7. atlet dinyatakan gagal apabila melewati atau menyeberang lintasan lainnya. t1 x t2 gladi jurnal ilmu keolahragaan, 11 (01), april42 soemardiawan, susi yundarwati tabel 1. norma kecepatan lari 30 meter. no norma prestasi (detik) 1 baik sekali 3.58-3.91 2 baik 3.93-4.34 3 sedang 4.35-4.72 4 kurang 4.73-5.11 5 kurang sekali 5.12-5.50 sumber : (nurhasan dalam hulfian, 2014:72) instrument tes kelincahan dengan lari bolak-balik (shuttle run). petunjuk pelaksanaan 1. pada aba-aba “bersedia” atlet berdiri di belakang garis tengah menghadap garis pertama. 2. pada aba-aba “siap” atlet lari dengan start berdiri. 3. dengan aba-aba “ya” atlet segera berlari menuju ke garis pertama dan setelah kedua kaki melewati garis pertama segera berbalik dan menuju ke garis tengah. 4. atlet berlari lagi dari garis tengah menuju garis kedua dan kembali ke garis tengah, dihitung satu kali. 5. pelaksanaan lari dilakukan sampai empat kali bolak balik sehingga menempuh jarak 40 meter. 6. setelah melewati finish di garis tengah, pencatat waktu dihentikan. 7. catatan waktu untuk menentukan norma kelincahan dihitung sampai persepuluh detik (0,1 detik) atau perseratus detik (0,01 detik). tabel 2. norma kelincahan (nurhasan dalam hulfian, 2014:74) no norma prestasi (detik) 1 baik sekali keatas 12.10 2 baik 12.11-13.53 3 sedang 15.34-14.96 4 kurang 14.97-16.39 5 kurang sekali 16.40–ke bawah sumber : (nurhasan dalam hulfian, 2014:72) hasil dan pembahasan berdasarkan hasil ujicoba efektifitas lapangan subjek jumlah 18 0rang. dalam penelitian kuantitatif, analisis data merupakan kegiatan setelah data dari seluruh responden atau sumber data lain terkumpul. dari hasil analisis data efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc. nilai thitung antara e-movement dengan x1 (kecepatan) sebesar 14.803 nilai thitung antara x2 (kelincahan) sebesar 9.703 dan nilai thitung secara simultan antara y dan x1, x2, menarik kesimpulan analisis tabel pada taraf signifikan 5% dengan jumlah sampel ( n – 1 ) yaitu 17 sebesar 1.740. berdasarkan journal of physical education and sports (mariyono, 2017) gladi jurnal ilmu keolahragaan, 11 (01), april43 soemardiawan, susi yundarwati hasil uji analisis varian bisa ditarik kesimpulan, terdapat perbedaan pengaruh yang signifikan antara metode latihan kelincahan tipe z-pattern run dan five-cone snake drill terhadap dribbling skill atau keterampilan menggiring bola pada peserta ekstrakurikuler sepakbola putra di sma negeri 1 jebus kabupaten bangka barat di uji dengan menggunakan uji anova dan diperoleh fhitung = 6,942 dengan nilai signifikansi 0,018. rahman diputra 2015, melakukan penelitian tentang pengaruh latihan three cone drill, four cone drill, dan five cone drill terhadap kelincahan (agility) dan kecepatan (speed),dan hasilnya terdapat pengaruh yang signifikan four cone drill terhadap peningkatan kelincahan (agility) dan kecepatan (speed); (3) nilai sig. sebesar 0,000 lebih kecil dari 0,05 (p<0,05). berdasarkan analisis diatas dapat disimpulkan bahwa terdapat pengaruh yang signifikan pada latihan three cone drill, four cone drill, five cone drill terhadap peningkatan kelincahan (agility) dan kecepatan (speed). latihan five cone drill lebih optimal dalam meningkatkan kelincahan (agility) dan latihan three cone drill lebih optimal dalam meningkatkan kecepatan (speed). jurnal pendidikan jasmani, firdaus soffan hadi dkk, 2016. pengaruh latihan ladder drills terhadap peningkatan kelincahan siswa u-17 di persatuan sepakbola jajag kabupaten banyuwangi. hasil penelitian latihan ladder drills (mean = 20,03 dan sd = 1,63) memberikan pengaruh lebih baik terhadap peningkatan kemampuan kelincahan pemain sepakbola jajag kabupaten banyuwangi daripada latihan konvensional (mean = 26,30 dan sd = 2,16). selanjutnya penelitian yang dilakukan oleh (adhi) 2018 yaitu pengaruh latihan ladder drill crossover shuffle terhadap peningkatan kecepatan, pelaksanaan penelitian dilaksanakan di sekolah sepak bola bima amora gresik kecepatan pada kelompok eksperimen memiliki peningkatan. dibuktikan adanya penurunan waktu pre-test 10,10 detik dan posttest 09,58 detik. yang berarti betambahnya kecepatan dengan asumsi apabila sedikit waktu yang dibutuhkan saat berlari 40m maka semakin cepat kecepatannya. untuk dapat meningkatkan kecepatan pada atlet sepakbola ada baiknya menggunakan latihan ladder drill dengan variasi crossover shuffle dengan hasil penelitian ini sebagai bahan pertimbangan untuk meningkatkan kondisi fisik tersebut untuk mencapai prestasi. penelitian yang dilakukan oleh hidayat. (2018) pengaruh variasi latihan ladder drill leg hop dan latihan test gladi jurnal ilmu keolahragaan, 11 (01), april44 soemardiawan, susi yundarwati situation terhadap peningkatan kelincahan. hasil penelitian data peningkatan kemampuan kelincahan, kelompok latihan test situation memiliki persentase kenaikan yang lebih besar dari kelompok latihan variasi ladder drill leg hop, yaitu 11,22% persentase milik kelompok latihan test situation berbanding 10,73% persentase milik kelompok variasi latihan ladder drill leg hop. latihan ladder drills termasuk latihan yang dapat meningkatkan kelincahan. hal ini sesuai dengan pendapat reynolds (2011) mengatakan bahwa “ladder drills atau tangga latihan adalah cara yang terbaik dan menyenangkan untuk mengajarkan kete-rampilan gerak. meskipun gerakan linear dan lateral adalah biomekanik sederhana, dengan kombinasi gerak ini dapat menjadi komplek”. berdasarkan beberapa penelitian diatas dapat ditarik kesimpulan bahwa program latihan e-movement sangat efisien dan efektif untuk meningkatkan kondisi fisik seperti kecepatan dan kelincahan. kesimpulan dari hasil penelitian menunjukkan bahwa nilai thitung antara e-movement dengan x1 (kecepatan) sebesar 14.803 nilai thitung antara x2 (kelincahan) sebesar 9.703 dan nilai thitung secara simultan antara y dan x1, x2, menarik kesimpulan analisis tabel pada taraf signifikan 5% dengan jumlah sampel ( n – 1 ) yaitu 17 sebesar 1.740, maka dalam penelitian ini diterima. oleh karena itu, hal ini dapat diartikan bahwa ada efektifitas model latihan e-movement terhadap peningkatan kecepatan dan kelincahan pada pemain sepakbola undikma fc. daftar pustaka adhi, y,n. (2018). jurnal kesehatan olahraga, vol. 02 no. 7 edisi juli 2018, hal (182-192). issn: 2338798. unesa surabaya. brown, lee e. (2000). training for speed, agility, and quicknes. usa: human kinetik. donie, (2009). manajemen olahraga. jakarta: rineka cipta. diputra, r. (2015). jurnal sportif. vol. 1 no. 1 november 2015. penjaskesrek universitas nusantara pgri kediri. firdaus soffan, f,. (2016). jurnal pendidikan jasmani, vol 26 no 1 april. fakultas ilmu keolahragaan universitas negeri malang. johansyah, l. (2013). panduan praktis penyusunan program latihan. depok: pt rajagrafindo persada. kemenpora. (2009). materi pelatihan pelatih fisik level ii. asdep pengembangan tenaga dan pembinaan keolahragaan. hidayat, r,n. (2018). jurnal kesehatan olahraga, vol. 02 no. 7 edisi juli 2018, hal (182-192). universitas negeri surabaya. gladi jurnal ilmu keolahragaan, 11 (01), april45 soemardiawan, susi yundarwati hulfian, l. (2014). penelitian dikjas. selong: garuda ilmu. luxbacher, a. joseph. (2012). sepak bola. jakarta : pt. grafindo persada maksum, ali. (2009). metode penelitian dalam olahraga. surabaya: universitas negeri surabaya. mulyono, et al. (2017). journal of physical education and sports mariyono, pissn 2252-648x, e-issn 25024477. jpes 6 (1) (2017). universitas negeri semarang. peacock, j. c. a., & ball, k. (2019). strategies to improve impact efficiency in football kicking. sports biomechanics, 18(6), 608–621. https://doi.org/10.1080/14763141.20 18.1452970 reynold, tony. (2011). the ultimate agylity ladder guide. (online). http://www.footballgc. com.au/uploads/files/tony_raynold _ ultimate_agylity_ladder_guide.pd f. diakses pada tanggal 15 desember 2014. rismawan, y., & hariyoko. (2007). pengaruh latihan ladder drills dibanding latihan small sided game terhadap prestasi, 56–63. roesdiyanto & budiwanto, s. 2008. dasar – dasar kepelatihan olahraga. malang: laboratorium ilmu keolahragaan jurusan ilmu keolahragaan universitas negeri malang syafruddin. (2011). ilmu keepelatihan olahraga . teori dan aplikasinya dalam pembinaan olahraga. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (01) 2019, 56 67 permalink/doi: https://doi.org/10.21009/gjik.010.06 model pembelajaran keterampilan renang gaya bebas (trias) untuk anak usia sekolah dasar 1tri alim saputra hidayat universitas nahdlatul ulama lampung mataram marga, sukadana, kabupaten lampung timur, lampung 34194 *corresponding author : email : alimpor2015@gmail.com abstrak. tujuan penelitian dan pengembangan model keterampilan renang gaya bebas (crawl) untuk anak usia sekolah dasar. selain itu, penelitian dan pengembangan dilakukan untuk memperoleh informasi secara mendalam tentang pengembangan dan penerapan model pembelajaran dan mengetahui efektifitas, efisiensi model yang dibuat. penelitian dan pengembangan ini menggunakan metode penelitian pengembangan research and development (rnd) dari borg and gall. subjek dalam penelitian dan pengembangan ini adalah siswa sekolah dasar kecamatan metro lampung. uji efektifitas model menggunakan instrumen tes ketermpilan gaya bebas (crawl) untuk mengumpulkan data kemampuan renang siswa sekolah dasar. analisis data penelitian menggunakan uji-t dengan taraf signifikansi 0,05. analisis data diperoleh nilai rata-rata efektif data keterampilan renang pretest: 44,63 post test: 71,28 dengan nilai signifikansi dari keterampilan yaitu: keterampilan renang gaya bebas dengna t-hitung = -79,88, df=39 dan p value = 0,00 < 0,05. dengan taraf signifikansi 0,05 maka h0 ditolak. berdasarkan keterangan tersebut dapat disimpulkan bahwa model pembelajaran keterampilan renang gaya bebas (crawl) untuk usia sd yang dikembangkan dapat diterapkan secara efektif dan eisien sehingga dapat meningkatkan keterampilan renang gaya bebas. abstract,the purpose of research and development model swimming skills style free (crawl) to child primary school age. besides, research and development done to obtain information in depth about the development and application of model of learning and uncover the effectiveness, efficiency model made. research and development it uses the methodology the development of research & development (r n d) of borg and gall. subject in research and development this is primary school student in metro lampung. a model test the effectiveness of using the instruments skills tests style free (crawl) to collect the data the ability of swimming primary school student. data analysis test the research uses t and significance 0.05 economic situation. an analysis of data is collected the average effective value of the data swimming skills pre-test: 44.63 post-test: 71.28 with a value of significance in of skills which are: skill swimming style freely with t-hitung = -79.881, df = 39 and p-value = 0.00 > 0.05 it. wih level of significance 0.05 then h0 rejected. based on the information we can conclude that kind of classroom skills swimming style free (crawl) to primary school-aged developed can be applied effectively and efficiently so that it can be improved the skills of a style of free swimming. keywords: model, skill, swimming and free style mailto:alimpor2015@gmail.com gladi jurnal ilmu keolahragaan, 10 (1), april 57 tri alim saputra pendahuluan pendidikan sebagai suatu proses pembinaan manusia yang berlangsung seumur hidup, pendidikan jasmani, olahraga dan kesehatan yang diajarkan di sekolah memiliki peranan sangat penting, yaitu memberikan kesempatan kepada peserta didik untuk terlibat langsung dalam berbagai pengalaman belajar melalui aktivitas jasmani, olahraga dan kesehatan yang terpilih dilakukan secara sistematis. pembekalan pengalaman belajar itu diarahkan untuk membina pertumbuhan fisik dan pengembangan psikis yang lebih baik, sekaligus membentuk pola hidup sehat dan bugar sepanjang hayat. guru pendidikan jasmani dituntut untuk menjadi seorang guru yang inovatif, kreatif untuk mendukung proses pembelajaran pendidikan jasmani, olahraga dan kesehatan di sekolah. usaha yang dilakukan oleh seorang guru adalah dengan cara menggunakan metode pembelajaran yang bervariasi maupun dengan menggunakan alat yang dapat membantu proses belajar siswa dan meningkatkan minat belajar siswa. sehingga inovasi seorang guru sangat berpengaruh terhadap tercapainya tujuan pendidikan jasmani. kurikulum dirancang untuk meningkatkan kualitas manusia indonesia melalui olahhati, olahpikir, olahrasa, dan olahraga. melalui kurikululum yang telah dirancang dituntut adanya perubahan paradigma dalam dunia pendidikan yaitu pembelajaran yang semula berpusat pada guru beralih berpusat pada siswa. pada pendidikan jasmani yang di dalam nya terdapat mata pelajaran renang, dimana renang merupakan salah satu cabang olahraga yang menyenangkan dan digemari masyarakat saat ini. karna selain bermanfaat untuk kesehatan olahraga renang dapat menumbuhkan sifat keberanian serta percaya diri. pada olahraga renang terdapat 4 gaya, meliputi: (1) gaya bebas (crawl) (2) gaya punggung (back stroke). (3) gaya dada (breast stroke), (4) gaya kupu-kupu (butterfly). dalam pembelajaran renang pada pendidikan jasmani yang didesain melalui kurikulum dan telah diatur secara rapi dimana pada usia sekolah dasar diajarkan pertama kali adalah gaya bebas (crawl). gaya bebas pertama kali diberikan kepada anak usia dasar atau pemula karena gaya yang paling mudah seperti orang berjalan. pada usia sekolah dasar peserta didik lebih tertarik dengan model gladi jurnal ilmu keolahragaan, 10 (1), april 58 tri alim saputra pembelajaran melalui variasi-variasi yang diberikan oleh pengajar. antusias dan minat peserta didik akan meningkat apabila pendidik memberikan variasi permainan dibandingkan dengan pembelajaran dengan cara drill yang terkesan monoton karena karakteristik peserta didik usia pemula yang menyukai permainan. oleh karena itu diperlukan penyajian model pembelajaran yang bervariasi dan inovatif agar peserta didik tidak cenderung bosan dalam mengikuti proses pembelajaran. inovasi dan kreatifitas yang bisa dilakukan untuk meningkatkan hasil belajar dalam mata pelajaran pendidikan jasmani sangat banyak cara dan metodenya, baik inovasi dalam hal sarana prasarana belajar, metode dalam mengajar, pendekatan dalam proses pembelajaran. maka dengan adanya permasalahan dan kondisi yang terlampir di atas peneliti berupanya merancang teknik dan strategi pembelajaran. dengan membuat model pembelajaran renang gaya bebas guna proses pembelajaran berlangsung dengan efektif serta dapat meningkatkan keterampilan gerak kepada peserta didik dengan merancang model sesuai karakter dan fase-fase perkembangan pada anak usia sekolah dasar. konsep pengembangan model model dapat dikatakan sebagai sesuatu yang menggambarkan pola berfikir. produk pembelajaran dengan pengembangan model harus dilakukan secara bertahap, menyeluruh dan komprehensif dengan tujuan untuk meningkatkan kompetensi peserta didik. sugiyono menyatakan “untuk dapat menghasilkan produk tertentu digunakan penelitian yang bersifat analisis”. model pembelajaran terdapat hambatan-hambatan yang dihadapi oleh guru pendidikan jasmani. baik hambatan dari sarana prasana maupun model pembelajaran yang kemudian timbul permasalahan dalam pembelajaran. penelitian pengembangan (development research) merupakan kajian secara sistematik untuk merancang, mengembangkan dan mengevaluasi program-program, proses dan hasil-hasil pembelajaran yang harus memenuhi kriteria, konsistensi dan keefektifan secara internal. . pendidikan jasmani yang dilakukan di sekolah-sekolah masih banyak mengalami kendala. baik sarana prasarana dan strategi pembelajaran sesuai dengan kurikulum yang ada. perlu dilakukan langkah-langkah untuk mengatasi kendala dalam pendidikan gladi jurnal ilmu keolahragaan, 10 (1), april 59 tri alim saputra jasmani. oleh karena itu penelitian pengembangan dirancang untuk menghasilkan produk strategi pembelajaran. sugiyono di dalam bukunya menuliskan bahwa “penelitian dan pengembangan adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji keefektifan produk tersebut”. penelitian pengembangan bukan untuk merinci dan menerapkan intervensi yang lengkap akan tetapi ditujukan untuk memberikan motivasi belajar dengan menampilkan pembelajaran yang menarik dan kreatif. model pembelajaran “belajar mempunyai makna sebagai proses perubahan tingkah laku sebagai akibat adanya interaksi antara individu dengan lingkunganya. tingkah laku itu mencakup aspek pengetahuan, keterampilan, dan sikap”. tingkah laku dapat dibagi menjadi dua kelompok, yaitu yang dapak diamati dan yang tidak diamati. tingkah laku yang dapat diamati disebut dengan behaviorial performance, sedangkan yang tidak dapat diamati disebut behaviorial tendency. “oleh karena itu dalam dunia pengajaran ada baiknya guru menggunakan suatu prototipe dari suatu teori atau model. disebut model karena hanya merupakan garis besar atau pokokpokok yang memerlukan pengembangan yang sangat situasional. model pembelajaran merupakan sebuah rencana yang dimanfaatkan untuk merancang. isi yang terkandung di dalam model pembelajaran adalah berupa strategi pengajaran yang digunakan untuk mencapai tujuan instruksional. menurut husdarta “model pembelajaran menpunyai makna yang lebih luas dari pada strategi, metode ataupun prosedur pembelajaran. istilah model pembelajaran mempunyai empat ciri khusus yang tidak dipunyai oleh strategi atau metode pembelajaran: (1) rasional teoritis yang logis yang disusun oleh pendidik, (2) tujuan pembelajaran yang akan dicapai, (3) langkah-langkah mengajar yang diperlukan agar model pembelajaran dapat dolaksanakan dengan optimal, (4) lingkungan belajar yang diperlukan agar tujuan pembelajaran dapat dicapai.” model pembelajaran pendidikan jasmani yang dikembangkan mengacu kepada empat ciri khusus dari ciri-ciri model yang telah dijelaskan diatas. model pembelajaran renang yang dikembangkan meliputi variasi-variasi pembelajaran renang gaya bebas. menurut meyer dalam tite “model dapat dimaknai sebagai objek atau konsep yang gladi jurnal ilmu keolahragaan, 10 (1), april 60 tri alim saputra digunakan untuk mempresentasikan sesuatu hal yang nyata dan dikonversi untuk sebuah bentuk yang lebih komprehensif ”. kegiatan pembelajaran dapat di artikan sebagai interaksi yang terjadi antara guru dengan siswa, dosen dengan mahasiswa atau pengajar dengan peserta didik. dalam kegiatan pembelajaran di sekolah guru sebagai pendidik atau pengajar yang bertugas untuk memberikan materi kepada peserta didik, sedangkan peserta didik berperan sebagi penerima materi dari seorang guru. guru berperan menyampaikan materi kepada peserta didik yang diharapkan mencapai hasil yang baik. dalam penyampaian materi perlu adanya inovasi agar peserta didik tidak merasa jenuh. oleh karena itu dalam pembelajaran perlu dilakukan model pembelajaran yang kreatif untuk menarik antusias peserta didik dalam menerima materi. model pembelajaran dilakukan untuk mengoptimalkan pembelajaran sesuai dengan standar kurikulum. oleh karena itu model pembelajaran dapat bermanfaat untuk menciptakan lingkungan belajar yang kondusif dan efektif agar tujuan pembelajaran tercapai. model pembelajaran renang gaya bebas yang dikembangkan mengacu kepada empat ciri khusus dari ciri-ciri model yang telah dijelaskan diatas. model pembelajaran renang gaya bebas yang dikembangkan yaitu model pembelajaran yang shederhana. di mana seorang murid dengan mudah dapat dengan mengikuti pembelajaran dengan model yang telah dibuat sebagai acuan untuk renang gaya bebas. renang gaya bebas renang dalam kamus bahasa idonesia adalah mengambang dan berjalan pada permukaan (dalam) air. janet evans mengatakan “bahwa swimming is an activity many people have done virtually their entire lives. kids look forward to days at the pool, lake, or ocean, splashing around and racing friends”. olahraga ini diminati oleh semua tingkat usia baik dari orang dewasa, remaja, dan tidak terkecuali dengan anakanak yang menantikan hari dimana mereka dapat bermain dikolam renang dengan teman-temannya seperti berkeliling di area kolam renang bahkan berkompetisi berenang. air merupakan bagian penting dalam hidup, seperti yang di anjurkan oleh nabi muhammad s.a.w bahwa berkuda, memanah dan berenang penting di ajarkan oleh ank-anak pada usia sembilan tahun. selain untuk olahraga, gladi jurnal ilmu keolahragaan, 10 (1), april 61 tri alim saputra berenang juga dapat digunakan untuk meraih prestasi dengan mengikuti perlombaan baik tingkat daerah, nasional dan internasional. gaya renang yang diperlombakan terdiri dari 4 gaya yaitu gaya bebas, gaya punggung, gaya kupukupu dan gaya dada. keempat gaya tersebut diperlombakan dalam setiap pertandingan tingkat daaerah, nasional dan internasional pada saat saat tertentu misal nya porprov, pon, asian games. menurut david haller: hal pertama yang perlu diingat ketika mempelajari renang gaya bebas adalah tubuh harus berada pada posisi datar di atas air, sedangkan kaki hanya beberapa inci di bawah air. hal yang utama adalah mempertahankan wajah diatas air dengan mata menatap ke bawah dan ke depan kecuali pada waktu bernafas. bernaafas ke sisi sementara kepala segaris dengan permukaan air.” koordinasi “koordinasi adalah kemampuan untuk melakukan gerakan dengan berbagai tingkat kesukaran dengan cepat dan efisien dan penuh kecepatan”. latihan koordinasi dapat dikembangkan dan anak usia dini antara umur 8-13 tahun mempunyai karakteristik, yaitu memiliki kecepatan belajar yang luar biasa. selama melakukan koordinasi gerakan kaki secara terus menerus bergerak melakukan cambukan ke atas dan ke bawah dengan irama yang tetap dan rilek. kemudian lengan melakukan tarikan dimulai dari entry, cacth, pull, dan push. ketika lengan yang melakukan tarikan telah selesai berada disamping paha kemudian mengambil napas. posisi kepala tetap dijaga agar tidak keluar dari porosnya. pada saat lengan masuk ke permukaan air, kepala segera masuk ke dalam air. gerakan koordinasi dikatakan baik apabila antara gerakan kaki, lengan, dan napas terjadinya sinkronisasi dalam irama yang tetap sehingga menghasilkan daya laju yang mulus. gambar 1: renang gaya bebas tujuan penelitian penelitian dan pengembangan model pembelajaran renang gaya bebas (crawl) untuk usia siswa sekolah dasar secara khusus ada beberapa tujuan antara lain: gladi jurnal ilmu keolahragaan, 10 (1), april 62 tri alim saputra 1. mengembangkan dan menerapkan model pembelajaran renang gaya bebas (crawl) bagi siswa usia sekolah dasar. 2. memperoleh data empiris tentang efektifitas hasil pengembangan model renang gaya bebas (crawl) untuk siswa usia sekolah dasar. tujuan akhir dari penelitian pengembangan ini adalah menghasilkan produk berupa buku yang berisikan model pembelajaran renang gaya bebas (crawl) bagi siswa usia sekolah dasar, sehingga dapat melengkapi bantuan belajar yang ada pada saat ini, yakni agar pembelajaran pada siswa dapat diantaranya: 1) efektif, artinya merupakan kelengkapan dalam meningkatkan efektifitas atau memudahkan siswa dalam mengembangkan keterampilan renang gaya bebas (crawl), khususnya untuk siswa sekolah dasar. 2) menarik, artinya merupakan kelengkapan belajar yang memiliki daya tarik sehingga siswa dapat termotivasi untuk memanfaatkan dan dapat belajar lebih maksimal lagi. metode penelitian penelitian pengembangan model pembelajaran renang gaya bebas (crawl) menggunakan model penelitian dan pengembangan (reseach and development) dari borg and gall yang terdiri dari sepuluh langkah yakni antara lain: (1) reseach and information collecting (2) planning (3) development of the preliminary from of product (4) preliminary field testing (5) main product revision (6) main field test. (7) operational product revision (8) operational field testing. (9) final produk (10) dissemination and implementation. gambar 2: skema penelitian rnd hasil penelitian hasil uji coba kelompok kecil berdasarkan evaluasi uji coba kelompok kecil yang dilakukan oleh beberapa ahli dapat disimpulkan sebagai berikut: 1. pada saat melakukan pembelajaran renang guru harus lebih banyak gladi jurnal ilmu keolahragaan, 10 (1), april 63 tri alim saputra mengawasi karena dikhawatirkan ada beberapa anak yang luput dari pengawasan dan akan beresiko tenggelam. 2. tingkat keamanan penggunaan alat dalam pembelajaran renang bagi pemula, dinyatakan sudah aman dan layak untuk digunakan. 3. antusisme siswa akan menggalami peningkatan jika pembelajaran renang diberikan berupa model-model yang bervariasi dan tidak mengurangi inti pembelajaran itu sendiri. 4. penggunaan alat-alat sederhana yang mudah didapat dinyatakan oleh para ahli sudah baik, namun disesuaikan dan dibuat lebih menarik lagi. 5. penyusunan model dari yang mudah ke jenjang yang lebih sulit, para ahli menyatakan sudah tersusun dengan baik. 6. ahli menyatakan efetivitas penyusunan model pembelajaran renang bagi siswa sd dirasakan sudah efektif dalam membantu guru pendidikan jasmani dan guru sekolah dasar untuk mencapai tujuan pembelajaran pendidikan jasmani khususnya pembelajaran akuatik. hasil uji coba kelompok besar setelah revisi pengembangan produk renang gaya bebas (crawl) untuk anak usia sekolah dasar ini diujikan dalam skala kecil dan telah direvisi, maka tahap selanjutnya adalah melakukan uji coba kelompok besar. berdasarkan hasil uji coba terbatas (ujicoba kelompok kecil) yang telah dievaluasi oleh para ahli, kemudian peneliti melakukan revisi produk awal dan memperoleh 33 model pembelajaran renang gaya bebas pada olahraga renang yang akan digunakan dalam uji coba kelompok besar. langkah selanjutnya setelah model diujicobakan dikelompok besar yaitu dengan subjek penelitian 80 orang siswa sekolah dasar dan hasilnya mengalami revisi dari ahli yaitu untuk peningkatan gerak harus disusun dari yang mudah ke yang sulit jadi diberikan tingkatan penambahan gerakan, selanjutnya setelah revisi ahli dikelompok besar dilanjutkan dengan uji efektifitas produk. uji efektifitas analisis data untuk menguji hipotesis pada penelitian ini digunakan analisis statistik parametrik, yaitu uji-t (paired t-test). tabel 1. analisis data mean n std. deviation std. error mean pair 1 pre_test 30.3500 40 2.43426 .38489 pos_test 48.4750 40 2.49088 .39384 gladi jurnal ilmu keolahragaan, 10 (1), april 64 tri alim saputra berdasarkan hasil output dengan menggunakan spss 21 bahwa nilai rata-rata model pembelajaran keterampilan renang gaya bebas sebelum diberikan model pembelajaran keterampilan renang gaya bebas adalah 30.35 dan setelah diberikan perlakuan dengan model latihan small game 48.47 artinya bahwa nilai rata-rata model latihan small side game pada permainan sepakbola terdapat peningkatan. koefesiensi korelasi tabel 2. hasil paired sample pre test dan post test n correlation sig. pair 1 pre_test & pos_test 40 .830 .000 berdasarkan hasil ouput tabel di atas bahwa koefisien model pembelajaran keterampilan renang gaya bebas sebelum dan sesudah diberikan model pembelajaran keterampilan renang gaya bebas adalah 0.830 dengan p-value 0.00 < 0.05 jadi kesimpulannya signifikan. uji signifikansi perbedaan tabel 3. signifikansi perbedaan paired differences t d f sig. (2taile d) mean std. deviat ion std. erro r mea n 95% confidence interval of the difference lower upper 1.8125 0e1 1.4355 8 .226 99 18.58 412 17.66 588 79.8 51 3 9 .000 dalam uji signifikansi perbedaan dengan spss 21 dapat hasil t-hitung = 79.85, df = 39 dan p-value = 0.00 < 0.05 yang berarti terdapat perbedaan yang signifikan model pembelajaran renang gaya bebas dan sesudah diberi model pembelajaran keterampilan renang gaya bebas. berdasarkan keterangan tersebut dapat dikatakan pembelajaran keterampilan renang gaya bebas dalam pembelajaran renang yang dikembangkan efektif dan dapat meningkatkan pembelajaran renang gaya bebas. penelitian menggunakan diagram batang pada model pembelajaran keterampilan renang gaya bebas bisa dilihat sebagai berikut : gambar 3. grafik model pembelajaran pembahasan produk a. kelebihan dan kekurangan model pembelajaran untuk anak usia sekolah dasar kelebihan model pembelajaran keterampilan renang gaya bebas (crawl) untuk anak usia sekolah dasar adalah karena hasil akhir pada model pembelajaran berupa 0 100.000 200.000 300.000 400.000 500.000 600.000 model pembelajaran keterampilan renang pre test post test gladi jurnal ilmu keolahragaan, 10 (1), april 65 tri alim saputra buku panduan, sehingga produk dapat dijadikan refrensi bagi pengajar atau pelatih karena dapat dijadikan pedoman atau panduan meningkatkan efektifitas keterampilan renang khususnya renang gaya bebas (crawl). kekurangan yang terdapat pada model pembelajaran keterampilan renang gaya bebas ini adalah karena konsep dasar yang dikembangkan hanya fokus pada kemampuan renang gaya bebas (crawl) saja, sedangkan dalam olahraga renang terdapat beberapa komponen gaya yang harus dikuasai oleh seorang perenang seperti gaya frog style, backstroke, butterfly. faktor penghambat dalam penerapan model pembelajaran renang gaya bebas untuk sekolah dasar ini antara lain: (1) sarana dan prasarana di daerah yang terbatas, (2) terbatasnya dana yang dianggarkan untuk menunjang kegiatan pembelajaran dikolam renang. melihat kekurangan dan kelebihan dari produk yang dibuat terdapat masukan yang akan peneliti sampaikan demi tercapainya penyempurnaan produk ini, adapun masukannya adalah sebagai berikut: 1. dikarenakan ini adalah model maka perlu adanya penyesuaian gerak terhadap perenang (siswa) yang diberikan pembelajaran dengan variasi model. 2. penggunaan alat yang lebih bervariasi membuat kesempatan perenang(siswa)melakukan gerakan lebih maksimal, sehingga lebih banyak dalam melakukanpengulangan gerakan. 3. karakteristik dan pemahaman perenang, mengharuskan guru memberikan penjelasan untuk gerakan-gerakan yang dirasakan baru untuk dilakukan. b. keterbatasan penelitian penelitian ini telah diupayakan secara maksimal sesuai dengan kemampuan dari peneliti, namun dalam penelitian ini masih terdapat beberapa keterbatasan yang harus diakui dan dikemukakan sebagai bahan pertimbangan dalam menggeneralisir hasil dari penelitian yang dicapai. adapun keterbatasan-keterbatasan tersebut antara lain sebagai berikut: 1. uji coba lapangan penelitian ini dilakukan pada satu wilayah 3 sekolah dasar, yaitu sd negeri 3 metro pusat, sd negeri 1 metro timur, sd madrasah al-arsyad metro. 2. adanya faktor-faktor psikologis yang diduga ikut mempengaruhi hasil penelitian antara lain: percaya diri, dan faktor psikologis lainnya. 3. adanya faktor lain yang diduga ikut mempengaruhi hasil penelitian, yaitu tinggi badan, kekuatan, kemampuan koordinasi gerak serta kondisi fisik. gladi jurnal ilmu keolahragaan, 10 (1), april 66 tri alim saputra kesimpulan berdasarkan data yang diperolah, dari hasil uji coba lapangan dab pembahasan hasil penelitian dapat disimpulkan bahwa: 1. menghasilkan produk akhir berupa model pembelajaran renag gaya bebas (crawl) untuk anak usia sekolah dasar. yang terdiri dari 35 model pembelajaran. 2. dengan model pembelajaran renang gaya bebas untuk anak usia sekolah dasar pembelajaran bisa lebih efektif dan efisien. saran dan rekomendasi pada bagian ini dikemukakan beberapa saran oleh peneliti sehubungan dengan produk yang dikembangkan. saransaran yang dikemukakan meliputi saran pemanfaatan, saran deseminasi, dan saran pengembangan lebih lanjut. saran pemanfaatan produk pengembangan ini adalah model pembelajaran keterampilan renang gaya bebas untuk anak usia sekolah dasar yang dapat digunakan oleh guru, pelatih maupun siswa. dalam memanfaatkannya sangat perlu dipertimbangkan situasi, kondisi dan sarana prasarana. saran deseminasi dalam penyebarluasan pengembangan kesasaran yang lebih luas, peneliti memberikan saran, antara lain sebelum disebarluaskan sebaiknya model pembelajaran keterampilan renangg gaya bebas untuk anak usia sekolah dasar ini di rancang kembali agar lebih baik, antara lain tentang cover maupun isi dari vasia model pembelajaran keterampilan yang telah dirancang oleh peneliti. buku ini akan di cetak harusnya lebih banyak lagi agar para guru bisa memahami dan mengaplikasikan model ini dengan sempurna atu lebih efektif dan efisien. saran pengembangan lebih lanjut a. untuk subyek penelitian sebaiknya dilakukan pada subyek yang lebih luas, baik itu dari jumlah maupun sekolah yang digunakan sebagai kelompok uji coba. b. hasil model pembelajaran keterampilan renang gaya bebas ini dapat disebarluaskan ke seluruh guru di seluruh indonesia. demikian saran-saran terhadap pemanfaatannya, deseminasi, maupun model pembelajaran keterampilan renang gaya bebas ini. daftar pustaka dkk, tite juliantine. model-model pembelajaran dalam pendidikan jasmani. bandung: bintang warli artika, 2013. evant, janet. total swimming. champaign: united graphics, 2007. gladi jurnal ilmu keolahragaan, 10 (1), april 67 tri alim saputra husdarta. manajemen pendidikan jasmani . bandung: alfabeta, 2009. —. model pembelajaran langsung dalam pendidikan jasmani dan kesehatan. bandung: alfabeta, 2013. husdarta, h.j.s. psikologi olahraga. bandung: alfabeta, 2010. samsudin. kurikulum pendidikan jasmani olahraga dan kesehatan. jakarta: pps unj, 2014. —. pembelajaran pendidikan jasmani olahraga dan kesehatan sma/ma. jakarta: litera, 2008. saputra, husdarta dan yudha m. belajar dan pembelajaran. bandung: alfabeta, 2013. sugiono. metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta, 2013. —. buku pintar olahraga. jogjakarta: pustaka baru press, 2016. tangkudung, james. kepelatihan olahraga. jakarta: cerdas jaya, 2013. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (04) 2021, 303-313 permalink/doi: https://doi.org/10.21009/gjik.124.09 learning model throws catch in elementary school children of lower grade age putra arya dinata1, widiastuti1, hernawan1 1 pendidikan olahraga universitas negeri jakarta komplek universitas negeri jakarta, jalan rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: putraaryadinata49@gmail.com abstract this study aims to produce a catch and catch learning model for elementary school students. this study used a research and development method by borg and gall by using 10 stages where the subjects in this study were elementary school students of lower-class age in the kepahiang district. this study produced 21 throw catch learning models which are effective for improving the learning outcomes of catch and catch in elementary school students where this learning model has been validated first by a validation team consisting of one physical education teacher and two physical education teachers, based on the results of the small group test. and the results of the large group test of the learning model developed were declared valid and feasible to be used in catchcatch learning. keywords: learning model, throw catch, lower class age. introduction physical education is an integral part of education where physical education is an educational process that is quite representative in preparing and developing full potential by balancing the development of knowledge and motor development, as stated by samsudin in his book, design and curriculum for physical education, sports and health, samsudin (2014) states that "physical education is a learning process through physical activities designed to improve physical fitness, develop motor skills, knowledge and behavior of healthy and active living, sportsmanship and emotional intelligence" (samsudin, 2014: 151). another opinion from saputra (2011) states that "physical education learning plays a role in improving the quality of students. the occurrence of positive changes in student behavior such as moving habits, maintaining fitness, discipline, respecting friends is one of achieving indicator learning outcomes gladi jurnal ilmu keolahragaan, 12 (04), september 304 putra arya dinata, widiastuti, hernawan through physical education (saputra, 2011: 474). physical education is expected to be able to facilitate the movement needs of students as the basis for developing psychomotor aspects which are very useful for growth and development. for example, the basic movement learning process in physical education aims to develop the quality and quantity of movement in students so that students are able to move optimally, such as walking, running, jumping and other motion activities that are often done in daily life. gallahue (1996) in deli, bakle, & zachopoulou (2006) states that “during the early years, children spend much time interacting with their environment through movement activities such as crawling, walking, and jumping. this developmental period is critical if the child is to master the gross motor skills. skillful movers are those who perform fundamental motor skills (stability, locomotor, manipulative) or specialized motor skills with control, efficiency, and coordination” (deli, bakle, & zachopoulou, 2006: 6). remembering how importance physical education as a needs in growth and motor development in children from the age of growth, physical education learning must be able to adapt to the needs and psychology of students in the learning development process. throw-and-catch learning model is a manipulative motion that involves control over an object where there are two classifications of skills from manipulative motion, that is receptive and propulsive, receptive skills are receiving an object such as catching and propulsive skills have the characteristics of exerting force or force on an object, such as hitting, throwing, bouncing and kicking. manipulative skills are the basics of various game skills, movements that require energy such as throwing, hitting, kicking and receiving objects, such as catching are important skills that can be taught using various types of balls or by using other assistive devices. in the implementation of the learning process, a physical education teacher should be able to mastering learning content well, heidorn, (2015) states that the teacher of physical education and the coach of children and youth sport teams need to have a reasonable mastery of the sport activities they will teach to their students and players — that is their content knowledge” ( heidorn, 2015 : 3) gladi jurnal ilmu keolahragaan, 12 (04), september 305 putra arya dinata, widiastuti, hernawan based on the facts in the field, researchers made observations, it was found that the low basic movement ability of throwing and catching this was because there were still many students who were not optimal in carrying out movements, lack of creativity and teacher innovation in developing throwing and catching motion learning so that learning seemed monotonous and boring, so that students are less active in learning and result in learning objectives not being achieved. researchers conducted research by making a learning model of throwing and catching for lower grade elementary school children with the hope of providing a stimulus that can stimulate student activity to learn so that the learning process makes children entertained, motivated and the learning objectives of throwing and catching are achieved properly. basic movement has an important role in learning physical education in schools, as stated by bnsp (2006) in hanief and sugito (2015) stating that "one of the goals of implementing physical education, sports and health in elementary schools is to improve movement abilities and skills. basis.” (hanief & sugito, 2015:61). basic movement skills or often known as fundamental motor skills are a foundation for special skills that are used for various activities of daily life, especially for children. we can see this from various activities such as playing, sports, social interaction, and so on, which usually each activity has special characteristics of movement skills. williams h. edwards (2011) states that "fundamental motor skills such as walking, running, leaping, jumping, throwing, balancing, and climbing are groos motor skills". (williams h. edward, 2011:56). basic movement skills are not only the foundation of movement skills but also affect the growth and development of children and children's interactions in accordance with their environment. then cain c. and t. clark (2016) stated that "fundamental movement skills are considered the basic building blocks for movement and provide the foundation for specialized and sport-specific movement skills required for participation in a variety of physical activities". fundamentals are considered to be the building blocks for movement and provide the basis for the specific movement skills and sports required to participate in various physical activities (cain c. t. clark, 2016 : 261). gladi jurnal ilmu keolahragaan, 12 (04), september 306 putra arya dinata, widiastuti, hernawan basic movement skills include manipulative motion or object control, locomotor movement skills characterized by body movement, and balance or stability as part of making special skills according to needs, such as sports activities and play activities. hand (2012) states that: fundamental movement skills, usually referred to as fms, are basic building block or precursor patterns or the more specialized, complex skills used in organized and non-organized games, sports, and recreational activities. they may be categorized as body management (such as balance, roll, climb), locomotor (such as run, jump, hop, swim) and object control (such as catch, kick, throw, strike) skills to facilitate evaluation and leson programming” . (beth p. hands, 2012:11). there are several things that must be known about basic movement skills which are more broadly to make human life healthier and better in the present and in the future. besides, if children have good movement skills it will be very useful for children in achieving a healthy life. better, in terms of health and achievement in the future. the following is a picture of the development of basic movement skills. figure 1. long-term atlet development colin higgs dkk, developing physical literacy a guide for parents of children age 0 to 12 (canada: canadian sport center, 2015) learning is an interaction in the educational process between students, teachers, and the surrounding environment, setiawan and triyanto (2014) stated that "learning can involve two parties, namely students as learners and teachers as facilitators" (setiawan & triyanto, 2014:40). the same thing was also conveyed by cepi riyana in setiawan and triyanto (2014) stating that learning is a learning process where in this process a reciprocal relationship occurs, namely providing and obtaining knowledge between teachers and (setiawan and triyanto, 2014). good and correct learning is how an educator is able to create a comfortable, conducive learning atmosphere, attract students' attention and be able to meet the needs of students in the learning process. in physical education in creating a learning atmosphere, the thing that can be done by a teacher is to innovate in the gladi jurnal ilmu keolahragaan, 12 (04), september 307 putra arya dinata, widiastuti, hernawan learning model. learning model can be interpreted as a plan in preparing learning strategies that aim to create an active, appropriate learning atmosphere, and able to meet the needs and tasks of students both theoretically and practically. schmidt in munasih (2016) states that learning motion is a learning process related to training or experience that will cause relatively permanent changes in an individual's ability. movement learning has a very important role in physical education where this learning will involve the psychomotor domain in an effort to achieve the goals: (1) developing body movement skills; (2) mastering the movement patterns of sports skills; (3) expressing patterns of good personal and interpersonal behavior in competitions and dances. then awi muhadi wijaya in rismayanthi (2013) states that childhood is a very ideal period for children to learn motor skills for the following reasons: (1) the child's body is very flexible than the body of adults so this is very helpful for children in learning motor skills, (2) children are still not much in learning motor skills so that things will not clash with what has been learned previously and children will find it easier to learn motor skills. (3) overall, at this time children are more daring to try than after they grow up because children are very curious about new things so that this will lead to motivation for children to learn. (4) children like repetition, so they will be willing to do repetition until they are trained effectively, (5) children at this time have more time to learn motor skills (rismayanthi, 2013:66). throw-and-catch learning which is a manipulative motion is given to students in an effort to form the basic motion foundation of physical education learning. with regard to motor learning, it should be very appropriate if it is started when the child begins to actively move, because the effects of motor learning will be felt for the growth and development of the child as a whole, one of which is for the child's physical and motor development. fikriyanti in hidayat (2013) states that motor skills have a very close relationship with the development of body movement control, this is formed through coordinated motor activities between the nervous system, muscles, brain, and spinal cord (hidayanti, 2013:196). throwing and catching are basic manipulative movements where this manipulative motion is a motor skill movement that involves mastery of objects outside the body by the body or body parts. gladi jurnal ilmu keolahragaan, 12 (04), september 308 putra arya dinata, widiastuti, hernawan hanief and sugito (2015) stated that "throwing is a manipulative motion to keep objects away from the body by using one or two hands. throwing is a basic skill possessed by every sport in general, such as softball. rihatno & djumidar (2015) stated that throwing is an important basis in softball games because every right and hard throw is a good weapon in guarding or fielding. (rihatno & djumidar 2015:34). given that throwing is a very important basic skill in the implementation of motion in sports, throwing must also be done correctly, the good and bad of the throw that is made is also influenced by the way you hold the ball. throwing is divided into two parts as stated fitriani (2016) stating that "on the basis of the high and low of the ball bounce, the throw is divided into two, namely: throwing the ball soaring high, used for long-distance passes. flat ball throws are useful for short-range passes and shooting the ball towards the opponent's body "(fitriani, 2016:4). catching is also a part of manipulative motion where this catch movement in the game is generally done to stop the ball or object being thrown. gallahue and ozmun in widiastuti (2016) states that catching is stopping an object either from below or from above where this catching movement uses the hands to reduce pressure or force that comes from below or from above one's head. (widiastuti, 2016:171). catching is another basic skill apart from throwing which is used in softball, rihatno & djumidar (2015) state that catching the ball is an effort made by players to be able to master the ball thrown by using a glove, catching the ball is divided into three types, namely catching the ball straight, catch the ball, and catch the ground ball. (rihatno & djumidar, 2015). elementary school is the right place to develop children's movement abilities, the same thing was also conveyed by rachnat dody ariesna and kusumawati (2018) stating that "elementary school (sd) students' physical development is a period of very rapid physical growth, which can clearly be seen in the growth of elementary school students. motor skills, very striking muscle coordination”. (dody ariesna & kusumawati, 2018) mustaqim (2016) states that "elementary school is one of the facilities that can facilitate in training and processing children's movements so that children can gladi jurnal ilmu keolahragaan, 12 (04), september 309 putra arya dinata, widiastuti, hernawan have good movement skills and subsequently can have a good level of physical fitness" (mustaqim, 2016:40). based on what mustaqim and rachmat have said, elementary school is the right place for children to develop themselves because in elementary school children will be given learning materials related to training the movement abilities of children. the process of maturity in children can be formed from routines that are often carried out repeatedly so that it becomes a habit pattern for children where in the formation process this is carried out gradually and adjusted to the age conditions of the child. kurnia in rima trianingsih (2016) stated that "elementary school age children are children who are in the age range of 6 to 13 years with unique characteristics and are currently studying at the sd/mi level". (trianingsih , 2016:199). apart from that, there are several views regarding the condition of elementary school-aged children as stated by soeparwant, sohhibin, dwijananti, (2009) stating that "educators give names to children aged 7-10 years with the name "critical period in the drive for achievement" . achievement behavior at this time has a very high correlation with achievement behavior in adulthood” (a. sohhibinp, p. dwijananti, 2009:97). awi muhadi wijaya in rismayanthi (2013) states that childhood is an ideal period for children to learn motor skills for the following reasons: (1) the child's body is very flexible than the body of an adult so that this is very helpful for children in learning abilities. motor skills, (2) children still do not learn much motor skills so that things do not clash with what has been learned previously and children become easier in learning motor skills. (3) overall, at this time children are more daring to try than after they grow up because children are very curious about new things so that this will lead to motivation for children to learn. (4) children like repetition, so they will be willing to do repetition until they are trained effectively, (5) children at this time have more time to learn motor skills (rismayanthi, 2013: 66) a more specific view on the growth of elementary school children is conveyed by rithaudin (2011) stating that there are three characteristics that stand out in children aged 6-10 years, the characteristics of movement and physical growth where children experience a slow growth pattern with an increase that occurs in this period not will be better than the previous period then the proportions of the body will begin to elongate gladi jurnal ilmu keolahragaan, 12 (04), september 310 putra arya dinata, widiastuti, hernawan with the increase in height and weight, large muscles will be more dominant than small muscles in this growth phase there will be a difference in growth between girls and boys where the growth of girls is faster until approaching the puberty phase then the child's eye-hand and eye-foot coordination is not so good and at this time the child begins to be able to master basic movements that are relatively complex or difficult, especially at the end of the phase, the two characteristics of cognitive growth where at this time the child has a high curiosity big and they prefer to study with children who are more mature but still need assistance in decision making, children will prefer to learn something they really like, they will start imagining but are still unable to describe things clearly, the three characteristics of affective growth affective growth where in at this time children have a high interest in doing activities but will be greatly influenced by motivation then children have a high ego, aggressive and critical in dealing with certain situations then they will be very responsive to the punishment given if they are wrong. (rithaudin, 2011) rithaudin's opinion regarding the characteristics of movement growth in elementary school children is reinforced by what mudayat in bustanol arifin (2019) states that there are three periods of basic movement development for elementary school children, the first is the basic movement development phase that occurs at the age of 2-7 years after that the child will enter a transition phase at the age of 7-10 years and the third is the specification phase for children aged 10-13. (arifin, 2019) method the research method in the study of the throw-and-catch learning model for lower grade elementary school children uses research and development (research and development) from borg and gall. this research and development consists of ten steps, including: (1) research and information collecting (2) planning (3) development of the preliminary form of product (4) preliminary field testing (5) main product revision (main field test (7) operational product revision (8) operational field testing (9) final product (10) dissemination and implementation. the research steps are as follows: (1) conducting preliminary studies or research and gathering information (library review, subject observation, and preparation for making the subject matter), (2) making gladi jurnal ilmu keolahragaan, 12 (04), september 311 putra arya dinata, widiastuti, hernawan and carrying out a plan (definition of basic locomotor movements, formulation of learning objectives, determination of tests, expert tests, and small-scale trials), (3) develop initial product development (preparation of materials, preparation of teaching materials/books, videos and evaluation tools), (4) conduct early-stage field trials or small groups. (5) revise the product based on the results of the initial field trial (after input and advice from experts), (6) conduct the main field test or large group trial, (7) revise the operational product (after there is input and feedback). advice from experts), (8) conduct main product tests, (9) revise the final product based on suggestions and results of field trials, (10) make reports on products in the form of journals and collaborate with publishers to carry out commercial distribution. results and discussion the results of the preliminary study or field findings are then described and analyzed with reference to the objectives of the preliminary study. the following will describe the results of the needs analysis and field findings obtained by researchers. first stage results/small group trial in small group trials, data will be obtained about the ease of the throw-andcatch learning model for elementary school students. the results of the observational data collected by the researcher can be seen that: (1) the throwing and catching learning materials are used every semester, (2) the throwing and catching materials are less varied so that students do not focus and get bored quickly. (3) it is necessary to develop a throw-and-catch learning model. the trial subjects in the small group trial were carried out at the state elementary school 02 with a total of 15 subjects. after carrying out the data collection stage and drafting a throwing-catch learning model, the next step is to conduct an expert test where the goal to be achieved is to obtain the feasibility or validity of the model made with direct assessment from experts. based on the expert test conducted, it can be concluded that the variation of the throwing and catch learning model for elementary school students is feasible and can be used in learning. the expert test carried out contained several constructive suggestions to improve the elementary school age balance model, including: (1) the use of media/tools must prioritize the safety and security of students; (2) the use of media/tools used is suitable for gladi jurnal ilmu keolahragaan, 12 (04), september 312 putra arya dinata, widiastuti, hernawan elementary school students (3) the media tools used must be colored; (4) implementation instructions must be made clearly so that they are easy to understand. based on the evaluation of small group trials conducted by researchers, it can be concluded that basically all learning models can be applied but must be interesting and adapted to the child's abilities. results of the second stage/large group trial the next step after the model underwent a phase ii revision from experts, it was continued by testing the product to a large group using research subjects as many as 100 elementary school students consisting of 3 elementary schools, sdn 08 and sdn 04 seberang musi district, sdn 06 kepahiang. kepahiang district. there is a comparison of numbers which shows that the results of the initial test and the final test have developed, from the initial test or pre test before the treatment of throwing and catching learning models with a score of 285.73 was given treatment in the form of a developed learning model and then a final test was held. or post test to determine the effectiveness of the developed model and data obtained amounted to 299.33. in the significant difference test with spss 16, the mean -13.600 showed the difference between the results of the pre-test and the results of the post-test, the results of t-count = 13,377 df = 29 and p-value = 0.00 < 0.05 which means there is a significant difference between before and after being given the treatment of the throw-and-catch learning model to lower grade elementary school age children. for more details, see the table below: table 1. results of pre-test and post-test based on the histogram diagram data, the comparison of the results of the pretest and posttest of throwing and catching skills which has a significant comparison between the pretest and posttest, it can be concluded that the throwing and catching learning model for elementary school students can effectively improve students' abilities in throwing and catching activities. the results of the second phase of the trial using this model were found to be effective for catching and throwing lessons for elementary school students. after reviewing some of the weaknesses that need improvement, some of gladi jurnal ilmu keolahragaan, 12 (04), september 313 putra arya dinata, widiastuti, hernawan the advantages of this product can be conveyed, including increasing students' courage and ability with balls, students becoming more active, and enthusiastic in learning throw catch, throwing and catching learning models for elementary school students are effective and efficient, as a reference for teaching materials for teachers. this development research has been maximally pursued in accordance with the abilities of the researcher but in this study, there are still some limitations that must be acknowledged. the limitations include the following: field trials of this research would be even better if carried out on a wider scope, the products used were far from perfect, the explanations and regulations in the throwing and catching learning model were far from perfect. conclusion based on the data obtained, from the results of small group trials and field trials and discussion of research results, it can be concluded that: (1) through the development of the throwing and catching learning model that has been developed by researchers, student learning outcomes can increase and the throwing and catch learning process becomes varied. and students are passionate about following the lesson. (2) the throwand-catch learning model, effective for improving the learning outcomes of throwing and catching for elementary school students. the development of this throwing and catching learning makes students more active in doing physical education learning and becomes effective and efficient. references a. sohhibinp, p. dwijananti, p. m. (2009). penerapan model pembelajaran inkuiri terpimpin untuk peningkatan pemahaman dan keterampilan berpikir kritis siswa sd. jurnal pendidikan fisika indonesia, 5, 96–101. https://doi.org/10.1063/1.4947087 aeni, a. n. (2016). pendidikan karakter untuk siswa sd dalam perspektif islam. jurnal publikasi online mimbar sekolah dasar, 1(1), 50–58. https://doi.org/10.17509/mimbarsd.v1i1.863 arifin, b. (2019). pengembangan gerak dasar renang untuk anak sekolah dasar. jurnal pemikiran dan pengembangan sekolah dasar (jp2sd), 1(1), 1. https://doi.org/10.22219/jp2sd.v1i1.152 3 burhaein, e. 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(2015). professional development in physical education. journal of physical education, recreation & dance, 86(1), 3–6. https://doi.org/10.1080/07303084.2015. 978677 kurniawan, m. i. (2016). tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. pedagogia, 4(1), 41. https://doi.org/10.21070/pedagogia.v4i 1.71 rismayanthi, c. (2013). mengembangkan keterampilan gerak dasar sebagai stimulasi motorik bagi anak taman kanak-kanak melalui aktivitas jasmani. pendidikan jasmani indonesia, 9(1), 64–72. surya, y. f. (2017). penggunaan model pembelajaran pendidikan karakter abad 21\ pada anak usia dini. jurnal obsesi journal of early childhood education, 1(1), 52–61. rithaudin, a. (2011). survei model aktivitas pengembangan keterampilan gerak dasar di sekolah dasar se-kecamatan pengasih kulon progo. jurnal pendidikan jasmani indonesia, 8(april), 31–37. trianingsih, r. (2016). pengantar praktik mendidik anak usia sekolah dasar. al ibtida, 3(2), 197–211. https://doi.org/2442-5133 widiastuti, nhirman bagja hamdallah, k. p. (2018). model pembelajaran lempar tangkap untuk siswa. jurnal pendidikan dasar, 1(2), 166–176. https://doi.org/10.21009/jpd.citatio ns william h. edward (2010) motor learnibg and control. usa: cengage, inc available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 10 (02) 2019, 99-111 permalink/doi: https://doi.org/10.21009/gjik.102.04 pengembangan model pembelajaran atletik berbasis permainan di sekolah dasar putri cicilia kristina1, reza resah pratama1 1 pendidikan jasmani, universitas sriwijaya, jl. masjid al gazali, bukit lama, kec. ilir bar. i, kota palembang, sumatera selatan 30128 corresponding email. putrickupgripalembang@gmail.com abstrak. penelitian ini bertujuan untuk mengembangkan model pembelajaran atletik berbasis permainan di sekolah dasar (sd), guna memperoleh data hasil efektivitas pengembangan model pembelajaran atletik berbasis permainan pada anak usia sekolah dasar. penelitian ini adalah penelitian pengembangan menggunakan research and development dari sugiono. subjek penelitian adalah anak sekolah dasar usia 7 s.d 12 tahun di kota palembang. berdasarkani hasil uji coba skala kecil dilakukan kepada 20 anak subjek. sedangkan pada hasil uji coba skala besar dilakukan kepada 40 anak subjek. sedangkan pada hasil uji efektivitas produk utama dilakuan kepada 80 anak. permainan secara keseluruhan dinyatakan layak dan efektif dalam mengembangkan gerak dasar atletik melalui permainan kecil untuk anak usia 7 s.d 12 tahun. produk hasil penelitian berupa buku pedoman gerak dasar atletik berbasis permainan kecil dan tradisional. hasil penelitian membuktikan bahwa, pengembangan model pembelajaran gerak dasar atletik berbasis permainan, untuk anak usia 7 s.d 12 tahun telah dinyatakan valid oleh ahli belajar motorik, ahli aktifitas fisik dan praktisi pendidikan anak usia sekolah dasar (sd). dengan demikian dapat disimpulkan bahwa model pembelajaran gerak dasar berbasis permainan kecil dan tradisonal terbukti 85% dapat meningkatkan kemampuan gerak dasar atletik sekaligus meningkatkan motivasi, mebangun rasa percaya diri serta keberanian. kata kunci: pengembangan model, pembelajaran atletik, berbasis permainan. abstract. this study aims to develop a game-based athletic learning model in elementary school (sd), in order to obtain data on the effectiveness of the development of a game-based athletic learning model in elementary school age children. this research is a development study using research and development from sugiono. research subjects were elementary school children aged 7 to 12 years in the city of palembang. based on the results of small-scale trials conducted on 20 subject children. whereas the results of large-scale trials were conducted on 40 subject children. whereas the results of the main product effectiveness test were carried out on 80 children. the game as a whole was declared feasible and effective in developing basic athletic motion through small games for children aged 7 to 12 years. the product of the research was in the form of a basic athletics manual based on small and traditional games. the results of the research prove that, the development of a gamebased athletic basic motion learning model, for children aged 7 to 12 years has been declared valid by motor learning experts, physical activity experts and education practitioners of elementary school age children. thus it can be concluded that the basic learning model of motion based on small and traditional games is proven to be 85% able to increase the ability of basic athletic movements while increasing motivation, building self-confidence and courage. keywords: development, model, athletic learning, base on game. gladi jurnal ilmu keolahragaan, 10 (2), oktober 100 putri cicilia kristina, reza resah pratama pendahuluan anak usia sekolah dasar merupakan usia yang sedang tumbuh pesat baik pertumbuhan fisik maupun kognitifnya, untuk meningkaatkan proses pertumbuhan tersebut, maka perlu dibantu melalui berbagai keterampilan gerak, terutama pada pengembangan gerak dasar yang terdapat pada nor-nomor atletik. untuk itu pengembangan gerak dasar yang terdapat pada cabang atletik harus sudah diberikan sedini mungkin pada anak. balesteros dikutif (sukirno, 2017) menyatakan bahwa anak usia 7 s.d 8 tahun sangat pekak diberikan berbagai latihan ketangkasan dalam membantu pertumbuhan fisik anak. dimana gerakan atletik merupakan gerak yang sangat alami setiap orang pasti mengalaminya seperti jalan, lari, lompat dan lempar. gerakan tersebut sudah terbiasa dilakukan dalam kehidupan seharihari. tetapi gerakan yang dilakukan oleh orang pada umumnya tidak mengikuti gerakan yang sesuai dengan gerak anatomis manusia, sehingga gerakannya tidak efektif. untuk mendapatkan gerakan yang efektif, maka perlu dikenalkan sejak dini melalu pengembangan gerak yang berkaitan dengan anatomis manusia. berdasarkan masing-masing komponen gerak tersebut harus sesuai degan ilmu gerak (kinesiologi). seperti pengembangan gerak jalan, pengembangan gerak lari, pengembangan gerak lompat dan pengembang gerak lempar & tolak, agar mereka tumbuh secara harmonis. gerak dasar yang dimaksud pada penelitian ini adalah pondasi gerak untuk belajar berbagai pengembangan nomornomor pada atletik, yang terdiri dari cara jalan, lari, lompat dan lempar. berkaitan dengan ayunan tangan dan kaki, termasuk keseimbangan tubuh yang sangat penting dalam melakukan gerakan yang efektif dari semua nomor yang terdapat pada atletik. sikap dasar yang dibentuk melalui pengembangan gerak dasar, dibarengi untuk berani, mematuhi peraturan, dan mendorong anak untuk partisipasi aktif, dalam melakukan semua gerakan yang dipelajari. pemahaman gerak dasar yang dilakukan diharapkan dapat dicapai anak melalui permainan kecil dan tradisional sebagai materi pengembangan pembelajaran atletik. dimana anak harus memahami terhadap prosedur pelaksanaan permainan, peraturan pada setiap permainan, instruksi guru, dan pelaksanaan pengembangan gerak dasar itu sendiri. pengembangan gerak dasar atletik melalui permainan sudah tercantum pada kurikulum 13 (k.13) melalui pembelajaran pendidikan jasmani olahraga kesehatan (pjok), bahwa pembelajaran atletik di gladi jurnal ilmu keolahragaan, 10 (2), oktober 101 putri cicilia kristina, reza resah pratama sekolah dasar harus dilakukan melalui bentuk-bentuk permainan yang disesuaikan dengan karater anak. hal tersebut mengindikasikan bahwa guru sd maupun orang tua murid menyadari kebutuhan untuk mengenalkan pada anak, melalui lingkungan bermain. adapun bentukbentuk permainan yang digunakan adalah permainan tradisional sebagai kearifan lokal, yang selama ini sudah membumi ditengah-tengah masyarakat setempat, seperti hijau hitam, bentengan gobag sodor dan lainnya. permainan kecil dan permainan tradisonal sangat tepat diberikan pada anak usia sekolah dasar, karena permainan merupakan dunia anak. balesteros (1998) menyatakan bahwa, anak usia 7 s.d 12 tahun sangat tepat diberikan latihan ketangkasan (bentuk-bentuk permainan). bentuk-bentuk permain yang mengutamakan gerak fisik juga akan membantu percepatan pertumbuhan anak. dimana pertumbuhan anak lakii-laki pada usia sekolah dasar (sd) 7 s.d 12 tahun sudah mencapai 81, %. sedngkan pertumbuhan anak laki-laki terhenti pada usia 20 tahun, jadi pertumbuhan anak lakiilaki pada usia 12 tahun pertumbuhannya tinggal 19%. pertumbuhan anak perempuan pada usia 12 tahun sudah mencapai 88,4%. dimana pertumbuhan anak perempuan terhenti pada usia 19 tahun. jadi pertumbuhan anak perempuan pada usia 12 tahun tinggal 11,6%. berdasarkan rumus tersebut, maka untuk meningkatkan pertumbuhan anak perlu dirangsang melalui gerak tubuh yang berkaitan dengan ketangkasan melalui berbagai permainan anak, untuk mempercepat pertumbuahan, dimulai pada usia 6 sampai dengan 12 tahun. untuk memaksimalkan pertumbuhan anak agar lebih meningkat, maka perlu dilakukan melalui gerakan-gerakan yang efektif, seperti melalui bentuk-bentuk permainan yang memerlukan ketangkasan guna merangsang tulang anak, yang digerakan oleh otot, merangsang persendian melalui bonggol sendi, maka tulang akan tumbuh memanjang akibat rangsangan tersebut. sehingga membantu pertumbuhan anak lebih maksimal pertumbuhannya (meninggi), baik anak perempuan maupun laki-laki untuk itu guru pendidikan jasmani dalam pelaksanaan kbm (kegiatan belajar mengajar) atletik lebih menekankan pada bentuk-bentuk permainan yang dinamis. balesteros dikutif (sukirno, 2017) menyatakan bahwa anak usia 7 s.d 12 tahun perlu diberikan latihan ketangkasan. karena permainan yang menekankan kinerja fisik dengan gerakan explosif, akan meningkatkan (mempercepat) pertumbuhan anak, juga menanamkan gladi jurnal ilmu keolahragaan, 10 (2), oktober 102 putri cicilia kristina, reza resah pratama nilai-nilai moral yang terdapat didalam permainan tersebut. seperti sifat rendah hati (tidak sombong), norma, kejujuran, etika, kesopanan dan memiliki sifat sportifitas. pada waktu wawancara berlangsung, peneliti menanyakan tanggapan guru yang ada di ketiga sekolah termasuk guru pendidikan jasmani. berkaitan dengan pelaksanaan pembelajaran atletik yang berbasis pada permainan. terdapat dua macam jawaban dari total 15 guru yang berasal dari tiga sekolah, yaitu; setuju dan tidak setuju. (1) pertama jawaban tidak setuju diberikan oleh 3 guru (20%), sedangkan 12 guru (80%) menjawab setuju. alasan ketiga guru tidak setuju karena guru tidak memiliki keterampilan berkaitan dengan penjas. oleh karena itu banyak sekolah yang tidak melaksanakan pembelajaran pengembangan gerak dasar atletik berbasis permainan. sedangkan pada model yang akan dikembangkan mengarah dengan jelas kepada tujuan yang akan dicapai. penelitian ini akan mengembangkan model pembelajaran pengembangan gerak dasar atletik yang disesuaikan dengan karakteristik anak usia 7 s.d 12 tahun. model yang dihasilkan diharapkan mampu merangsang perkembangan fisik-motorik, kognitif, sosio-emosional anak untuk mendukung perkembangan dan pertumbuhan anak, membentuk manusia seutuhnya sehat jasmani maupun rohaninya, dengan memilikim karakter yang baik. konsep pengembangan model model adalah representasi, formalisasi atau visualisasi. model juga dapat menunjukkan gambaran utuh dari sesuatu yang akan dikerjakan dan hasil yang akan dicapai. menurut harjanjo, (2011; 122) model adalah sesuatu yang menggambarkan pola berpikir. sebuah model biasanya menggambarkan keseluruhan konsep yang saling berkaitan. model bisa dianggap sebagai suatu upaya mengkonkretkan sebuah teori sekaligus juga merupakan sebuah analogi dan representasi dari variabel-variabel yang terdapat dalam teori tersebut. dalam pengembangan model terdapat beberapa model yang sering digunakan dalam penelitian pengembangan (research and development). adapun model yang sering digunakan dalam penelitian sebagai berikut: (1) model pengembangan dick dan carey, (2) model pengembangan perangkat meurut kemp, (3) model pengembangan instructional (mpi), (4) model pengembangan addie, (5) model pengembangan idi, (6) model pengembangan assure, (7) model pengembangan 4d, (8), model gladi jurnal ilmu keolahragaan, 10 (2), oktober 103 putri cicilia kristina, reza resah pratama pengembangan borg dan gall dan (9) model pengembangan sugiyono (rusman,2011 ; 148). berangkat dari teori dan beberapa model yang telah dijelaskan maka peneliti memilih rancangan model pengembangan dari sugiyono dengan alasan sebagai berikut: (1) mampu mengatasi kebutuhan nyata dan mendesak melalui pengembangan solusi atas suatu masalah sembari menghasilkan pengetahuan yang bisa digunakan di masa datang; (2) mampu menghasilkan suatu produk/model yang memiliki nilai validasi tinggi, karena melalui serangkaian uji coba lapangan dan divalidasi oleh ahli; (3) mendorong proses inovasi/model yang tiada henti sehingga diharapkan akan selalu ditemukan model/produk yang selalu aktual dengan tuntutan kekinian; dan (4) merupakan penghubung antara penelitian yang bersifat teoritis dan lapangan. prosedur pengembangan dapat diartikan sebagai langkah-langkah penelitian atau proses untuk mengembangkan suatu produk tertentu. menurut sogiyono terdapat 10 langkah dalam prosedur pengembangan diantaranya : (1) potensi dan masalah (2) pengumpulan data (3) desain produk (4) validasi produk (5) revisi desain (6) ujicoba produk (7) revisi produk (8) ujicoba pemakaian (9) revisi produk (10) produk masal.berdasarkan prosedur pengembangan langkah-langkah tersebut dapat disesuaikan dengan kebutuhan dalam penelitian model pengembangan pembelajaran atletik berbasis permainan tradisional untuk anak sekolah dasar. konsep model yang dikembangkan konsep pengembangan model adalah sebuah ide proses pengembangan untuk menghasilkan sesuatu. menurut (tangkudung, 2016, p. 14) konsep model yang dikembangkan yakni merupakan konsep dasar seseorang peneliti untuk mendasari pengembangan model yang akan dilakukan. dalam penelitian dan pengembangan ini, ide yang akan dibuat atau dihasilkan berupa buku model dalam pembelajaran atletik berbasis permainan, yang selanjutnya diistilahkan model pengembangan gerak dasar atletik berbasis permainan. model pengembangan gerak dasar berbasis permainan, baik permainan kecil maupun tradisional adalah permainanpermainan yang harus tersusun dalam suatu urutan sesuai dengan kebutuhan anak, serta pola perkembangan anak. untuk memadukan dua gerakan atau lebih, gerakan dasar seperti berjalan, berlari, melempar, melompat, dan tolak. dimana ayunan ayunan tangan mengimbangi gerakan tubuh, bertujuan untuk meningkatkan keterampilan motorik anak. pengembangan keterampilan motorik gladi jurnal ilmu keolahragaan, 10 (2), oktober 104 putri cicilia kristina, reza resah pratama pada anak usia 7 s.d 12 tahun melalui aktivitas jasmani, seperti berjalan, belari, melompat, melempar serta kegiatan bermaina lainnya yang menggunakan otototot besar dan kecil (schmidt & wrisberg, 2004; 64). dengan demikian pembelajaran fisikmotorik anak usia sekolah dasar sebagai salah satu satu stimulus/ rangsangan kepada anak agar anak dapat bergerak aktif berdasarkan usia dan tahap perkembangannya. rangsangan pertumbuhan dan perkembangan pada anak usia 7 s.d 12 tahun dapat dilakukan dengan bermain. konsep permainan anak usia 7 s.d 12 tahun diterapkan dengan konsep permainan yang meberikan kesempatan kepada anak untuk bergerak bebas. konsep dari perkembangan model pembelajaran gerak dasar berbasis permainan adalah menggunakan permaian yang ada pada masyarakat setempat sebagai kearipan lokal, yang dijadikan sebagai salah satu alat/ media dalam proses permainan. perminan kecil dan permainan tradisonal digunakan sebagai media yang baik dalam merangsang perkembangan anak, baik itu dalam membangun kepercayaan diri, keterampilan motorik, koordinasi mata tangan, dan meningkatkan kebugaran, termasuk penanaman nilai karakter yang terdapat di dalam permainan tersebut. konsep dari pengembangan model ini adalah menggunakan alat-alat yang sederhana, yang tersedia di lingkungan sekitar. misalnya penggunaan kardus bekas, ring rotan ring besi, bola plastik, ban bekas, tongkat, pita bola tenis, bendera, dan alat lainnya yang dapat dimanfaatkan sebagai peralatan atau media pembelajaran, kemudian dikombinasikan dengan permainan yang akan dikembangkan. dalam pengembangan model permainan tersebut menggunakan konsep model sugiyono. kelebihan dari sugiono mudah dipahami dan sangat akurat karena setiap tahap uji coba selalu dilakukan evaluasi secara menyeluruh, bahkan uji cobanya dilakukan dengan beberapa tahaptahap yang dimulai dari tahap subjek paling kecil sampai kepada subjek yang paling besar. maka dengan melalui proses pengembangan seperti ini produk yang dihasilkan tidak diragukan lagi kebermaknaannya. hakikat gerak dasar gerak fundamental merupakan dasar gerak manusia yang terus berkembang sesuai dengan pertumbuhan, pengalaman, adaptasi dan kematangan seorang individu. dalam buku sport new zealand dijelaskan bahwa (sport new zealand, 2012, p. 3) “this resource groups skills and activities under three fundamental movement skill categories: gladi jurnal ilmu keolahragaan, 10 (2), oktober 105 putri cicilia kristina, reza resah pratama 1) locomotor skills involve the body moving in any direction from one point to another.locomotor skills in this resource include walking, running, dodging, jumping, hopping and skipping. 2) stability skills involve the body balancing either in one place (static) or while in motion (dynamic). stability skills in this resource include landing, balance (static and dynamic) and rotation. 3) manipulative skills involve handling and controlling objects with the hand, the foot or an implement (stick, bat or racquet). manipulative skills in this resource include throwing and catching, striking with the hands, feet and an implement (e.g. kicking, volleying, batting and dribbling).” pernyataan di atas menjelaskan bahwa fundamental skill merupakan kemampuan gerak dasar yang terdiri dari gerak lokomotor, non lokomotor (stability) dan manipulatif. gerak lokomotor terdiri dari walking, running, dodging, jumping, hopping and skipping. gerak non lokomotor terdiri dari landing, balance (static and dynamic) and rotation.sedangkan gerak manipulatif terdiri dari throwing and catching, striking with the hands, feet and an implement. gallahue menyatakan bahwa keterampilan gerak dasar lokomotor, yaitu: “total body movement in wich the body is propelled in an upright posture from one point to the onother in a roughly horizontal or vertical direction, movement such walking, running, hopping, galloping, leaping, sliding and jumping” (gallahue & ozmun, 2006, p. 13) maksudnya dari keterampilan dasar lokomotor adalah gerakan tubuh yang terjadi, dimana gerakan tersebut memindahkan posisi badan dari satu tempat ketempat lain, dengan arah gerak baik itu gerak horizontal maupun gerak vertical. seperti berjalan, berlari, melonjat dan melompat. sedangkan gerak non lokomotor gerakan yang dilakukan dimana poisi tubuh tetap tidak berpindah tempat, seperti meliukan badan, membungkuk, menegadah dan jongkok. gerakan menipulatif menggabungkan beberapa gerakan menjadi satu rangkain gerak, seperti melakukan lempar tangkap bola, menendang bola. jadi dapat disimpulkan bahwa gerak dasar merupakan gerak yang terdiri dari gerak lokomotor, nonlokomotor, dan manipulative. 4. hakikat belajar gerak belajar gerak pada dasarnya adalah suatu proses belajar yang memiliki tujuan untuk mengembangkan berbagai keterampilan gerak yang optimal secara efektif dan efisien. edward mengatakan bahwa belajar gerak itu adalah belajar motorik adalah suatu proses dalam memperoleh keterampilan motorik. dalam mempelajari keterampilan motorik ini melalui pertumbuhan dan perkembangan yang normal. banyak faktor yang mempengaruhi keterampilan motorik dan dapat diklasifikasikan menjadi tiga kategori, yaitu (1) pelajar/subjeknya, (2) gladi jurnal ilmu keolahragaan, 10 (2), oktober 106 putri cicilia kristina, reza resah pratama keterampilan yang akan dipelajari, dan (3) kondisi dimana keterampilan yang dipelajari. ketiga faktor tersebut memainkan peran penting dalam meningkatkan kemampuan motorik (edwards, 2011, pp. 9–10) menurut (magill, 2011, p. 3) belajar motorik merupakan studi tentang kemampuan motorik, peningkatan kinerja belajar keterampilan motorik untuk meningkatkan pengalaman gerak, atau memperoleh kembali keterampilan yang sulit untuk dilakukan atau tidak dapat dilakukan karena cedera, penyakit dan sejenisnya, yang menarik adalah perubahan perilaku dan/atau neurologis yang terjadi pada se-seorang saat mempelajari keterampilan motorik dan variabel lain yang mempengaruhi perubahan tersebut proses belajar motorik yang terjadi antara lain: (1) tahap menerima dan memproses masukan, (2) proses kontrol dan keputusan, dan (3) unjuk kerja keterampilan motoric (gallahue & ozmun, 2006, p. 10). pelaku gerak sedang mempelajari cara melakukan suatu tugas gerak. tahap latihan merupakan tahap mengekspresikan pola gerak yang telah terbentuk dalam sistem memori. ekspresi gerak yang ditampilkan secara bertahap akan mengalami peningkatan efektivitas dan stabilitas apabila terus dilatih dengan frekuensi, intensitas, dan tempo yang tepat. secara fisiologis, intensitas pengulangan gerak akan menentukan masa ketetapan hubungan antara dendrit dan axon pada sistem saraf yang merupakan penghubung reseptor dengan efektor. dapat disimpulkan bahwa, tahap akhir proses pembelajaran motorik adalah tahap otonomi. ciri khas tahap otonomi, yaitu sudah terbentuk gerak otomatis karena pelaku gerak telah menguasai keterampilan gerak. pemikiran urutan gerak yag harus dilakukan sudah tidak diperlukan sehingga pelaku gerak dapat menerima tugas lain. keterampilan gerak masih memiliki kemungkinan untuk ditingkatkan. latihan tetap diperlukan pada tahap otonomi untuk meningkatkan kualitas gerak. hakikat pembelajaran pembelajaran anak usia sekolah dasar pada hakikatnya adalah pembelajaran yang berorientasi pada kegiatan bermain (belajar sambil bermain dan bermain sambil belajar), pembelajaran yang berorientasi pada pembelajaran, yang lebih banyak memberi kesempatan kepada anak untuk dapat belajar dengan cara-cara yang tepat yang sesuai dengan kebutuhan anak. dimana pembelajaran tersebut menggunakan pendekatan yang berpusat pada anak. menurut (majid, 2014, p. 15) pembelajaran pada hakikatnya adalah suatu gladi jurnal ilmu keolahragaan, 10 (2), oktober 107 putri cicilia kristina, reza resah pratama proses interaksi antara anak dengan anak, anak dengan sumber belajar, dan anak dengan pendidik. kata pembelajaran merupakan terjemahan dari “instruction”, yang banyak dipakai dalam dunia pendidikan di amerika serikat. istilah ini banyak dipengaruhi oleh aliran psikologi, yang menempatkan anak sebagai sumber dari kegiatan (sanjaya, 2011, p. 3). pembelajaran adalah suatu proses interaksi anak dengan pendidik dengan sumber belajar pada suatu lingkungan belajar(rahyubi, 2012, p. 4). menurut (rosdiani, 2013, p. 45) mendefinisikan “pembelajaran adalah proses interaksi anak dengan lingkungannya, sehingga terjadi perilaku ke arah yang lebih baik. sedangkan menurut (dwiyogo, 2010, p. 45) menyatakan bahwa, pembelajaran merupakan “bagian dari pendidikan dan spesifik, proses dimana lingkungan seseorang dengan sengaja dikelola, agar ia dapat belajar atau melibatkan diri dalam perilaku yang spesifik dengan kondisi tertentu ataupun mereka dapat memberikan respons terhadap situasi yang spesifik. pengembangan model pembelajaran merupakan salah satu bentuk dari penerapan pedekatan sistem dalam kegiatan pembelajaran yang notabene adalah suatu proses sistematis yang menghasilkan suatu sistem pembelajaran yang siap untuk digunakan dengan tepat. model pembelajaran merupakan rangkaian komponen-komponen strategi pembelajaran yang terintegrasi dalam beberapa komponen diantaranya yaitu: (1) pentahapan dan urutan ide isi materi; (2) penggunaan contoh; (3) penggunaan praktik; dan (4) penggunaan strategi yang berbeda-beda. hakikat permainan menurut santrock permainan adalah bagian mutlak dari kehidupan anak dan permainan merupakan bagian integral dari proses pembentukan kepribadian anak (santrock, 2007, p. 35). selanjutnya (furqon, 2006, p. 12) menyatakan, bahwa permainan ada dua pengertian. pertama, prmainan adalah sebuah aktifitas bermain yang murni mencari kesenangan tanpa mencari menang atau kalah. kedua, permainan diartikan sebagai aktifitas bermain yang dilakukan dalam rangka mencari kesenangan dan kepuasan, namun ditandai pencarian menang-kalah. menurut (andang, 2009, p. 34) menyatakan bahwa, definisi permaina adalah usaha olah diri (olah pikiran dan olah fisik) yang sangat bermanfaat bagi peningkatan dan pengembangan motivasi, kinerja, dan prestasi dalam melaksanakan tugas dan kepentingan organisasi dengan lebih baik. lain halnya dengan (s.tedjasyaputra, 2006, p. 26) http://belajarpsikologi.com/metode-permainan-dalam-pembelajaran/ http://belajarpsikologi.com/metode-permainan-dalam-pembelajaran/ http://belajarpsikologi.com/metode-permainan-dalam-pembelajaran/ http://belajarpsikologi.com/cara-meningkatkan-motivasi-belajar-anak/ gladi jurnal ilmu keolahragaan, 10 (2), oktober 108 putri cicilia kristina, reza resah pratama mendefinisikan bahwa, permainan sebagai suatu aktifitas yang membantu anak mencapai perkembangan yang utuh, baik fisik, intelektual, sosial, moral, dan emosional. dengan demikian permainan adalah suatu kegiatan yang dilakukan oleh anak untuk mencari kesenangan untuk meningkatkan kesehatan, kesegaran. sekaligus membantu percepatan pertumbuhan dan perkembangan fisik, serta meningkatkan intelektuan, sosial, moral dan emosional. dapat dipastikan setiap anak akan menyukai permainan, termasuk permainan kecil dan tradisonal dan radisional. bermain akan memberikan manfaat dalam kehidupan sosial. karena permain akan melibatkan orang banyak yang saling berhubungan. belajar permainan baru mengembangkan keterampilan anak-anak mendengarkan dan perkembangan kognitif. permainan juga menyediakan lingkungan yang positif dalam membantu anak-anak bahkan anak yang pemalu, serta meningkatkan interpersonal anak. berhasil berinteraksi dengan orang lain membantu anak memperoleh kepercayaan diri. selain itu permainan yang membutuhkan anakanak untuk menggunakan imaginasi mereka mendorong peserta untuk mengekspresikan ide-ide dan berbagi kreativitas dengan anak lain. metode penelitian rancangan penelitian ini peneliti mengacu pada model pengembangan (research and development) sugoyono, memiliki sepuluh langkah yang ada, dari komponen dimodifikasi oleh peneliti sesuai kebutuhan. langkah-langkah yang diambil yaitu: (1) analisis kebutuhan dan observasi lapangan, (2) menyusun rencana penelitian, (3) pengembangan produk awal, (4) uji coba tahap awal, (5) revisi produk awal, (6) uji lapangan utama (7) revisi produk (8) uji utama untuk melihat hasil efektivitas produk, (9) revisi akhir dan (10) diseminasi dan implementasi. subjek penelitian ini adalah diambil dari 3 (tiga) sekolah dasar dengan menggunakan teknik random sampling. jenis data yang dihasilkan berupa data kuantitatif dan data kualitatif. data kualitatif diperoleh dari data hasil dari tinjauan saran dan masukan para ahli. data kuantitatif menggunakan teknik analisis kuantitatif deskriptif dengan persentase dan statistik uji t pada uji efektifitas produk. subjek yang terlibat dalam pengembangan ini adalah sebagai berikut: (1) subjek sebagai penelitian awal (analisis kebutuhan) dilakukan wawancara terhadap 15 orang guru dari tiga sekolah, (2) subjek evaluasi ahli terdiri dari 2 (dua) orang ahli motorik, 2 (dua) orang ahli pendidikan jasmani (3) subjek uji coba adalah 20 anak gladi jurnal ilmu keolahragaan, 10 (2), oktober 109 putri cicilia kristina, reza resah pratama dari sd. negeri 115 (4) subyek uji coba lapangan adalah 60 anak dari dua sekolah, sd. negeri 116 dan sd negeri 117 (5) subjek uji utama pada uji efektifitas adalah 80 anak dari tiga sekolah, sd negeri 115, sd negeri 116 dan sd negeri 117. pada uji efektifitas tes yang digunakan adalah penilaian gerak dasar. hasil dan pembahasan hasil peneliti melakukan penelitian awal atau analisis kebutuhan berdasarkan observasi dan wawancara dapat diketahui bahwa; pada waktu wawancara berlangsung, peneliti menanyakan tanggapan guru kelas apabila diadakan pengembangan model pembelajaran pengembangan gerak dasar atletik dengan ketentuan guru kelas sebagai pengajar. terdapat dua macam jawaban dari total 15 guru yang berasal dari tiga sekolah, yaitu; setuju dan tidak setuju. (1) pertama jawaban tidak setuju diberikan oleh 3 guru (20%), sedangkan 12 guru (80%) menjawab setuju. alasan ketiga guru tidak setuju karena guru tidak memiliki keterampilan dalam penjas. setelah melakukan tahap pengumpulan data dan pembuatan draf model pembelajaran, langkah selanjutnya adalah dengan melakukan uji ahli. pendapat ahli dikumpulkan dengan meggunakan angket yang berisi pertanyaan dan saran. berdasarkan uji ahli yang dilakukan dapat ditarik kesimpulan bahwa variasi model pembelajaran gerak dasar berbasis permainan layak dan dapat digunakan dan mengahasilkan 20 variasi model pembelajaran. setelah mendapatkan hasil analisis kebutuhan dan temuan di lapangan, langkah selanjutnya adalah tahap perencanaan model (setyantoko, widiastuti, & hernawan, 2019). langkah selanjutnya setelah 20 model mengalami revisi dari ahli maka di lanjutkan dengan uji kecil terbatas dengan menggunakan subjek penelitian sebanyak 20 anak yang berasal dari taman kanak-kanak di kota palembang berdasarkan evaluasi uji coba terbatas yang dilakukan dapat disimpulkan: 1) penyusunan tingkat kesulitan dimulai dari gerakan dan permainan dari yang mudahke yang sulit, dari hal yang ringan ke berat, dan sederhana ke komplek. 2) pengoptimalan waktu pelaksanaan dan keamanan. 3) pengembangan gerak dasar dari pengembanan jalan, lari, lompat dan lempar dilakukan melalui 20 permainan yang dilakukan oleh anak. langkah selanjutnya setelah 20 permainan mengalami revisi dari ahli maka di lanjutkan dengan uji coba utama dengan menggunakan subjek penelitian sebanyak 30 anak yang berasal dari sekolah dasar menurut pendapat dari para ahli pada pengembangan model pembelajaran yang gladi jurnal ilmu keolahragaan, 10 (2), oktober 110 putri cicilia kristina, reza resah pratama telah diujicobakan dalam uji coba utama (field testing), ternyata penggunaan model yang telah dikembangkan tidak ada yang perlu direvisi karena semua aspek sudah memenuhi standar untuk digunakan sehingga dapat dilaksanakan uji coba produk dengan menguji efektifitas dan efisiensi dalam proses pembelajaran langkah selanjutnya uji coba operasional (uji coba efektivitas) uji ini melibatkan khalayak lebih luas. tujuan utama langkah ini yaitu: seberapa efektifkah hasil penerapan desain model tersebut terhadap tujuan penelitian. penelitian pada tahap ini menggunakan pendekatan kuantitatif, dengan rancangan penelitian pra-eksperimen berbentuk the one group pretest-postest design. tabel 1. desain penelitian dalam uji efektifitas model subyek pre-test perlakuan posttest r o1 p o2 hasil uji efektifitas model yang dilakukan dalam penelitian ini adalah dengan melakukan tes unjuk kerja terhadap 3 sekolah dasar (sd) yaitu: sd negeri 115, sd negeri 116 dan sd negeri 17, yang total berjumlah 80 anak diberikan perlakuan dengan menggunakan model pembelajaran pengembangan gerak dasar atletik berbasis permainan untuk anak usia 7 s.d 12 tahun. diberikan selama 5 lima kali pertemuan. berdasarkan hasil uji statistik nilai rata-rata hasil skor tes berdasarkan observasi sebelum diberikan model pembelajaran gerak dasar berbasis permainan air untuk anak usia 7 s.d 12 tahun adalah 7.2850 sebelum postest dan setelah diberikan perlakuan peningkatan menjadi 9.5750. percentase sebelum perlakuan 15% (12 anak) yang dapat mengikuti tes, sedangkan sesudah perlakukan 85% (68 anak) yang berhasil mengikuti tes. hal ini membuktikan bahwa model pembelajaran gerak dasar berbasis permainan dapat mendekati sasaran yang telah ditentukan dan tujuan dari permainan ini tercapai. kesimpulan berdasarkan hasil uji coba lapangan dan pembahasan hasil penelitian model pembelajaran pengembangan gerak dasar berbasis permainan pada anak usia 7 s.d 12 tahun disimpulkan sebagai berikut: 1. penelitian ini telah menghasilkan sebuah produk berupa panduan model pembelajaran pengembangan gerak dasar atletik berbasis permainan pada anak usia 7s.d 12 tahun 2. berdasarkan hasil uji efektifitas model pembelajaran pengembangam gerak gladi jurnal ilmu keolahragaan, 10 (2), oktober 111 putri cicilia kristina, reza resah pratama dasar aletik berbasis permainan , terbukti bahwa hasil produk memiliki efektifitas yang sangat baik sesudah perlakuan. hal ini dapat terlihat dari hasil persentase keberhasilan sebesar 85% artinya 68 anak berhasil dalam tes yang diberikan. hal tersebut juga dapat ditunjukkan dengan hasil uji-t menunjukkan adanya peningkatan yang sangat signifikan. 3. pada umumnya anak memiliki semagat tinggi untuk melakukan bentuk-bentuk pengembangan gerak dasar atletik berbasis pada permainan 4. pada umumnya anak sangat menyenangi pembelajaran atletik berkaitan dengan pengembangan gerak dasar berbasis permainan. 5. jadi, model pengembangan pembelajaran gerak dasar atletik berbasis permainan untuk anak usia 7 s.d 12 tahun sangat efektif. daftar pustaka andang, i. 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(2011). strategi pembelajaran: berorientasi standar proses pendidikan. jakarta: kencana predana media. santrock, j. w. (2007). perkembangan anak. boston: mc graw hill. setyantoko, m., widiastuti, w., & hernawan, h. (2019). the gamebased abc running exercise model for children ages 6-12 years. budapest international research and critics in linguistics and education (birle) journal, 2(3), 506–518. https://doi.org/10.33258/birle.v2i3.42 2 sport new zealand. (2012). fundamental movement skills among children in new zealand. wellington: sport new zealand. sukirno. (2017). dasar-dasar atletik dan latihan fisik menuju prestasi tinggi. palembang: unsri press. tangkudung, j. (2016). macam-macam metodologi penelitian uraian dan contohnya. jakarta: lensa media pustaka idonesia. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 78-90 permalink/doi: https://doi.org/10.21009/gjik.112.01 model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar bambang triaji asnoto 1.2 , firmansyah dlis 2 , sri nuraini 2 1 sdn tebet timur 17, jl. tebet timur dalam ii, rt.1/rw.4, tebet tim., kec. tebet, kota jakarta selatan, daerah khusus ibukota jakarta 12820 2 pendidikan olahraga, pascasarjana universitas negeri jakarta, komplek universitas negeri jakarta gedung m. hatta jl. rawamangun muka, jakarta timur, indonesia 13220 corresponding author. email: asnoto250392@gmail.com abstrak , tujuan penelitian ini adalah untuk memberikan gambaran model variasi latihan teknik dasar passing sepakbola putra yang efektif untuk usia kelas tinggi pada sekolah dasar. berdasarkan data yang diperoleh, dari hasil penelitian yang terdiri dari validasi ahli, uji coba kelompok kecil dan uji coba kelompok besar serta pembahasan dari hasil penelitian dapat disimpulkan bahwa model variasi latihan teknik dasar passing sepakbola putra dapat dikembangkan dan diterapkan dalam ekstrakurikuler sekolah serta efektif untuk mengingkatkan kemampuan teknik dasar passing sepakbola usia kelas tinggi pada sekolah dasar. subyek penelitian dalam uji coba kelompok kecil sebanyak 20 siswa kelas tinggi sdn tebet timur 15 dan subyek penelitian dalam uji coba kelompok besar sebanyak 30 siswa kelas tinggi sdn tebet timur 07, serta subyek penelitian pada uji efektivitas sebanyak 40 siswa kelas tinggi sdn tebet timur 17. metode penelitian yang digunakan adalah model penelitian dan pengembangan dari borg and gall. teknik pengumpulan data yang digunakan adalah hasil validasi pakar dan uji efektivitas melalui instrument penilaian posisi kaki tumpu, ayunan kaki yang menendang, posisi kaki yang menendang, posisi lutut, posisi tangan, pandangan mata, impact, posisi badan, dan follow through dengan analisis data statistik uji-t. hasil penelitian dan pengembangan model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar menunjukkan bahwa (1) setelah dilakukan uji coba kelompok kecil dan besar terdapat perubahan yang semula 36 item model menjadi 30 item model yang dapat diterapkan dalam meningkatkan keterampilan teknik dasar passing sepakbola siswa (2) berdasarkan analisis data diperoleh nilai t hitung 20.800 > t tabel 2.02 taraf signifikansi 0.05, maka dapat disimpulkan bahwa h0 ditolak dan ha diterima. berdasarkan keterangan tersebut dapat dikatakan bahwa model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar dapat meningkatkan keterampilan teknik dasar passing serta efektif untuk diterapkan dalam proses latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. kata kunci: model variasi latihan; passing sepakbola; sekolah dasar abstract. the research purpose is to provide the overview of variations model training of basic passing techniques in boys soccer which effective for high-grade ages in elementary school. based on the data from research, small groups trials and large group trials also the discussion of result, it conclude that the variations model of passing basic techniques training of high-grade ages boys in elementary schools could be develop and apply on extracurricullar also the effectiveness of increasing the skill technique on basic passing training. the research subject on small group trial are 20 high-grade ages students of sdn tebet timur 15 and the largest one are 30 high-grade ages students of sdn tebet timur 07 also the effectivenest trials are 40 high-grades ages students from sdn tebet timur 17. the research method is the research and development model from borg and gall. the collection data techiniques is the validation result and effectiveness trial through instruments for assessing fulcrum positions, kicking leg swings, kicking foot positions, eye views, impact, body position, and follow through with t-test statistical data analysis. the research result and model improvement shows (1) after the small group and large group trials are done there are changes from 36 model items to 30 model items that could be applied to increase the skill technique of basic passing student soccer (2) based on the data analysis, the t value is 20,800 > t table 2.02 with a significance level of 0.05, it could be conclude that h0 is rejected and ha is accepted. based on this information, it could be said that the variations model of the passing basic technique high-grade ages students in elementary school could be improve the basic skills of passing and be effective to applied in training process of the passing basic technique of high-grade ages student in elementary schools. keywords: variations model training; soccer passing; elementary school gladi jurnal ilmu keolahragaan, 11 (02), oktober79 bambang triaji asnoto, firmansyah dlis, sri nuraini pendahuluan sepakbola adalah salah satu cabang olahraga yang sangat digemari oleh masyarakat. sepakbola merupakan olahraga permainan yang dimainkan secara beregu, dimana setiap regu terdiri dari sebelas pemain. dalam sebelas pemain tersebut ada beberapa posisi yaitu penjaga gawang, pemain belakang, pemain tengah, dan pemain depan. tujuan permainan sepakbola adalah mencetak gol ke gawang lawan untuk memenangkan pertandingan. pengamat sepakbola tanah air berpendapat bahwa salah satu penyebab utama kegagalan manajemen sepakbola nasional kita adalah kurangnya perhatian pada perkembangan anak usia dini (akar rumput) dan usia yang lebih muda (kelompok umur) (syukur & soniawan, 2015, p. 73). salah satu penentu keberhasilan menciptakan pemain-pemain handal dalam sepakbola adalah dengan pembinaan yang benar pada usia sekolah dasar. keterampilan gerak dasar dapat dimiliki serta dikuasai pemain secara maksimal melalui latihan-latihan yang di program dan direncanakan dengan baik serta didukung dengan pertandingan-pertandingan yang terencana. dalam memberikan latihan fisik dan keterampilan gerak dasar agar dapat lebih mudah dipahami dan dikuasai oleh pemain, maka pemberian latihan ini harus diberikan sejak usia dini (ibtidayah et al., 2012, p. 34). pembinaan sepakbola pada usia sekolah dasar sangatlah penting untuk mempelajari teknik-teknik dasar sepakbola yang benar dan untuk mengembangkan potensi yang dimiliki oleh seseorang. pembinaan sepakbola pada usia sekolah dasar bisa dilakukan di sekolah sepakbola maupun pada ekstrakurikuler sekolah. di sebuah sekolah dasar biasanya terdapat ekstrakurikuler untuk beberapa cabang olahraga sebagai kegiatan pendukung di luar jam pembelajaran, bagi siswa yang memiliki minat dan bakat dalam cabang olahraga tertentu dapat ikut serta dalam kegiatan ekstrakurikuler di sekolah. development of student positive characters can be implemented in teaching learning process, school culture, extracurricular activities, and community involvement (marini, 2019; oktarina, widiyanto, and soekardi, 2015). pengembangan karakter positif siswa dapat diimplementasikan dalam proses belajar mengajar, budaya sekolah, kegiatan ekstrakurikuler, dan keterlibatan masyarakat (rihatno et al., 2020, p. 103). ekstrakurikuler sepakbola menjadi salah satu kegiatan yang sangat diminati oleh siswa. mereka mengikuti kegiatan tersebut karena pada saat jam pembelajaran pendidikan jasmani sangat kurang waktunya gladi jurnal ilmu keolahragaan, 11 (02), oktober80 bambang triaji asnoto, firmansyah dlis, sri nuraini untuk berlatih sepakbola, oleh karena itu mereka ingin menambah porsi latihan sepakbola di kegiatan ekstrakurikuler agar dapat melakukan teknik-teknik dasar sepakbola dengan baik dan benar. tujuan kegiatan ekstrakurikuler sepakbola selain untuk kebugaran jasmani juga bertujuan sebagai wadah siswa menyalurkan minat dan potensi diri siswa untuk mencapai prestasi di bidang non akademik. ekstrakurikuler merupakan proses kegiatan belajar mengajar yang dilakukan diluar jam sekolah. ekstrakurikuler bertujuan untuk mengembangkan bakat minat, kemampuan, dan kerjasama peserta didik secara optimal dalam rangka mendukung pencapaian tujuan pendidikan nasional (uu ri nomor 62 tahun 2014, n.d.). kegiatan ekstrakurikuler adalah kegiatan pendidikan diluar mata pelajaran untuk membantu pengembangan peserta didik sesuai dengan kebutuhan, potensi, bakat, dan minat melalui kegiatan yang secara khusus diselenggarakan oleh pendidik atau tenaga kependidikan yang berkemampuan dan berkewenangan di sekolah (wardana et al., 2018, p. 194). bermain sepakbola secara baik dan selalu memenangkan pertandingan dapat memperbesar peluang untuk berprestasi. untuk memenangkan pertandingan dalam sepakbola diperlukan teknik-teknik dasar sepakbola yang baik dan benar. dalam sepakbola terdapat tiga momen penting yang biasa di sebut three main momment yaitu menyerang, transisi, dan bertahan. sebaiknya para pemain khususnya pemain usia sekolah dasar harus di latih kemampuan teknik dan taktik baik secara bertahan ataupun menyerang serta kemampuan para pelatih juga harus ditingkatkan dalam memahami taktik sehingga mampu mentransfer pengetahuan kepada para pemain sehingga pada level professional para pemain indonesia sudah siap dan mampu bersaing. dalam sepakbola terdapat beberapa teknik dasar yaitu control, dribbling, passing, dan shooting. teknikteknik tersebut dapat di latih sejak usia sekolah dasar agar pada tahapan usia selanjutnya hingga dewasa dapat bermain sepakbola dengan baik dan benar agar dapat berprestasi mengharumkan nama bangsa. pemain dapat melakukan teknik dasar sepakbola dengan benar jika memiliki keterampilan motorik yang baik pula. menurut fitts dan posner membagi tahapan belajar gerak menjadi tiga tahapan yang menjadi menjadi model standar tahapan pembelajaran keterampilan gerak. ketiga tahapan tersebut adalah kognitif, asosiatif, dan otonom (edwards, 2011, p. 251). jika seseorang sudah melewati tiga tahapan tersebut bisa dikatakan seseorang sudah mahir dalam melakukan keterampilan. keterampilan merupakan suatu perbuatan atau tugas yang berorientasi terhadap suatu gladi jurnal ilmu keolahragaan, 11 (02), oktober81 bambang triaji asnoto, firmansyah dlis, sri nuraini tujuan yang memerlukan pergerakan badan dan atau pergerakan anggota badan yang harus melalui proses berlatih (coker, 2017, p. 5). dengan demikian keterampilan merupakan suatu perbuatan yang melibatkan seluruh bagian tubuh untuk menyelesaikan tugas atau mencapai tujuan tertentu melalui sebuah proses latihan. menurut ahmad atiq, siswa mengalami kesulitan pada pelaksanaan passing kaki bagian dalam. passing kaki bagian dalam memang tidak semudah apa yang dibayangkan siswa pada saat pelaksanaan jauh berbeda dengan apa yang di lihat dan diucapkan saat hasil penelitian menunjukkan bahwa masih banyak yang belum paham tentang pola gerak passing bagian dalam dan belum dapat dilakukan secara sempurna (atiq, 2013, p. 47). passing adalah cara untuk menghubungkan sesama pemain dalam satu tim sepakbola di lapangan. keakuratan, kecepatan, dan waktu pelepasan bola adalah bagian penting dari transfer bola dengan sukses (syukur & soniawan, 2015). guru dan pelatih dari beberapa sekolah dasar yang telah saya survey berpendapat bahwa mayoritas siswa atau pemain masih sangat kurang menguasai teknik dasar passing sepakbola. hal tersebut disebabkan karena siswa di sekolah dasar adalah awal mereka mengenal sepakbola dan mereka belum banyak mengenal teknikteknik dasar passing sepakbola serta cara melakukannya dengan benar, selain itu mereka juga belum mengetahui detail peraturan permainan sepakbola. pada usia sekolah dasar inilah para pelatih maupun guru harus mampu memperkenalkan permainan sepakbola beserta teknik-teknik dasar passing sepakbola dengan baik dan benar, karena pada usia sekolah dasar anak lebih mudah menerima informasi dan merekamnya di otak agar untuk tahapan usia selanjutnya mereka semakin mahir dalam melakukan teknik dasar sepakbola dan menjadi suatu gerakan otomatisasi. jika sudah sampai tahapan otomatisasi dalam melakukan teknik dasar passing sepakbola maka dapat dikatakan bahwa siswa atau pemain tersebut sudah mahir dalam melakukan keterampilan tertentu. latihan sejak usia sekolah dasar sangat diperlukan agar dapat menguasai teknik-teknik dasar passing dalam sepakbola. sesi pelatihan dilakukan untuk mempersiapkan pemain agar dapat menunjukkan perkembangan teknik, taktik, fisik, dan mental yang telah di latih pada sesi latihan dalam pertandingan di sebuah kompetisi. permainan sepakbola juga sama seperti halnya semua kegiatan hidup manusia yang membentuk sikap jujur terhadap diri sendiri, sportivitas, fair play, bertangung jawab dan memberanikan diri untuk mengambil keputusan (atiq, 2013). gladi jurnal ilmu keolahragaan, 11 (02), oktober82 bambang triaji asnoto, firmansyah dlis, sri nuraini tahapan pada sepakbola usia sekolah dasar adalah fun phase dimana setiap sesi latihan siswa atau pemain harus merasakan kesenangan dan kenyamanan. pelatih usia sekolah dasar harus dapat memberikan materi latihan yang mudah dan selalu memberikan motivasi, serta dapat menciptakan suasana latihan yang menyenangkan agar mereka tidak merasa jenuh dan selalu bersemangat dalam berlatih. model-model latihan merupakan salah satu media pembelajaran yang dapat menunjang pemain untuk menguasai materi latihan, dengan media ini seorang pelatih dapat memberikan latihan secara baku dan rinci sesuai dengan tujuan latihan, sehingga pemain dapat mudah menguasai materi latihan, selain itu dengan model latihan memudahkan bagi pelatih untuk dapat memberikan materi latihan kepada pemainnya, secara tidak langsung tujuan pembelajaran akan tercapai. secara umum semua tim sepakbola baik dari sekolah, universitas, klub amatir, klub profesional bahkan sampai tim nasional berupaya untuk meningkatkan prestasi. dalam upaya meningkatkan prestasi khususnya di cabang olahraga sepakbola, hendaknya terus melakukan aktivitas latihan secara berkesinambungan, dan juga dikolaborasi melalui pendidikan dan pelatihan olahraga yang didasarkan pada ilmu pengetahuan dan teknologi secara efektif dan efisien, serta peningkatan kualitas lembaga dan organisasi keolahragaan baik tingkat pusat maupun daerah. permainan sepakbola banyak menuntut pergerakan yang dinamis dan energik, karena setiap waktu dapat silih berganti bertahan dan menyerang. sebagai olahraga yang di anggap populer, sekolah sudah memasukkan olahraga sepakbola sebagai materi permainan bola besar dalam kurikulum pendidikan jasmani. pelatih yang memiliki program latihan ini kadang merasa kesulitan tentang materi yang akan diajarkan, dikarenakan beragam macam teknik dan taktik. kendala-kendala tersebut secara nyata telah menghalangi upaya meningkatkan perkembangan dan kemajuan prestasi cabang olahraga sepakbola untuk dapat berkembang di tingkat nasional maupun internasional. pengembangan latihan untuk meningkatkan keterampilan teknik dasar passing sepakbola sudah ada di setiap tim sekolah, universitas, klub amatir, klub profesional bahkan tim nasional tetapi model-model latihan tersebut sudah lama tidak dikembangkan dan menjadikan model latihan yang tidak bervariatif sehingga para pemain yang ingin mempelajari cabang olahraga sepakbola merasa bingung, kesulitan dan tidak berkembang, sehingga mempengaruhi penampilan. gladi jurnal ilmu keolahragaan, 11 (02), oktober83 bambang triaji asnoto, firmansyah dlis, sri nuraini berdasarkan hal-hal yang dikemukakan di atas maka dalam upaya meningkatkan keterampilan teknik dasar passing sepakbola, penulis tertarik untuk mengembangkan beberapa model variasi latihan teknik dasar passing sepakbola yang bervariasi dan mudah dipahami oleh anakanak usia 10 sampai 12 tahun, karena model variasi latihan teknik dasar passing sepakbola ini dibuat agar anak-anak tidak jenuh dalam mengikuti latihan, dan bisa lebih tertarik serta bisa lebih mudah untuk mengingat gerakan-gerakan latihannya sehingga dalam situasi permainan semua pemain dapat melakukan teknik dasar passing yang baik. metode salah satu tujuan dari model variasi latihan teknik dasar passing sepakbola ini dapat dijadikan acuan dan contoh variasi latihan bagi pelatih sepakbola dalam menyusun program latihan. pengembangan ini bertujuan antara lain : 1. memberikan gambaran mengenai bagaimana proses latihan teknik dasar passing dalam olahraga sepakbola putra kelas tinggi pada sekolah dasar. 2. untuk mengetetahui efektifitas hasil model variasi latihan teknik dasar passing untuk cabang olahraga sepakbola putra usia kelas tinggi pada sekolah dasar. tujuan akhir dari penelitian ini diharapkan dapat menghasilkan suatu produk model variasi latihan yang sesuai dengan kebutuhan dalam situasi permainan sepakbola dalam bentuk buku pedoman yang berisikan variasi atau hasil pengembangan model variasi latihan teknik dasar passing untuk cabang olahraga sepakbola, sehingga dapat melengkapi variasi latihan teknik dasar passing sepakbola yang ada pada saat ini. pelaksanaan penelitian ini akan dilaksanakan di sdn tebet timur 15, sdn tebet timur 07, dan sdn tebet timur 17, kecamatan tebet jakarta selatan dan memerlukan waktu 3 bulan lebih, mengacu pada penelitian riset dan pengembangan dari borg and gall. adapun timeline penelitian model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar sebagai berikut: analisis kebutuhan dilakukan pada bulan oktober 2018, perancangan pengembangan model (draft) pada bulan januari 2019, validasi ahli dan revisi tahap satu pada bulan maret 2019, uji kelompok kecil dan revisi tahap dua pada bulan april 2019, uji kelompok besar dan revisi tahap tiga pada bulan juli 2019, serta uji efektivitas pada bulan agustus 2019. proses perencanaan dan penyusunan dibuat agar dapat membantu keberhasilan penelitian yang akan dilakukan, memberikan gladi jurnal ilmu keolahragaan, 11 (02), oktober84 bambang triaji asnoto, firmansyah dlis, sri nuraini petunjuk dan tuntunan yang jelas dalam pelaksanaan penelitian nantinya dalam proses suatu latihan. pengembangan model latihan yang akan disusun dan dikembangkan berupa model baru dan modifikasi dalam bentuk latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar yang terdiri dari 30 (tiga puluh) model variasi latihan. sasaran karakteristik penelitian ini adalah model latihan passing dalam olahraga sepakbola untuk anak usia sekolah dasar. menurut fifa grassroots indonesia handbook, program fifa grassroots football menyasar pada anak laki-laki berusia 10-12 tahun melalui inisiatif sekolah, komunitas dan klub. grassroots football berfokus pada aktivitas rekreatif dan program ini merupakan program yang terstruktur untuk berlatih, dengan latihan dan pertandingan, di dalam kerangka sekolah atau klub. oleh karena itu, sesi pelatihan yang intensif dan taktik yang rumit tidak dibutuhkan dalam grassroots football. pengembangan model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar menggunakan subyek penelitian dalam uji coba kelompok kecil sebanyak 20 siswa kelas tinggi sdn tebet timur 15 dan subyek penelitian dalam uji coba kelompok besar sebanyak 30 siswa kelas tinggi sdn tebet timur 07, serta subyek penelitian pada uji efektivitas sebanyak 40 siswa kelas tinggi sdn tebet timur 17. ditinjau dari tujuannya untuk menghasilkan atau mengembangkan suatu produk, penelitian ini dapat digolongkan sebagai penelitian pengembangan. penelitian pengembangan adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji keefektifan produk tersebut (sugiyono, 2016, p. 407). pengembangan meliputi kegiatan percobaan dan penyempurnaan terhadap suatu produk pengembangan. dalam pengembangan penelitian ini peneliti menggunakan model penelitian dan pengembangan dari borg and gall yang terdiri dari 10 langkah dalam penelitian. 1. research and information – includes review of literature, classroom observations, and preparation of report of state of the art. pada tahap pertama ini menentukan masalah atau potensi yang menjadi dasar pengembangan model dengan pengumpulan informasi. 2. planning – includes defining skills, stating objectives determing course sequence, and small scale feasibility testing. pada tahap kedua ini merencanakan konsep yang berkaitan dengan permasalahan dan tujuan yang akan dicapai pada setiap tahapan. gladi jurnal ilmu keolahragaan, 11 (02), oktober85 bambang triaji asnoto, firmansyah dlis, sri nuraini 3. develop preliminary form of product – includes preparation of instructions materials, handbook, and evaluation devices. pada tahap ketiga mengembangkan rancangan produk berupa model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar sebanyak 36 item model. 4. pr-eleminary field testing – conducted in from 1-3 schools using 612 subjects. interview, observational and questionnaire data collected and analyzed. pada tahap ini melakukan uji coba lapangan awal dengan subjek 20 siswa kelas tinggi sdn tebet timur 15 menggunakan produk awal sebanyak 36 item model. 5. main product revision – revision of product as suggested by the preliminary field test results. pada tahap ini melakukan perbaikan terhadap produk awal berdasarkan hasil uji coba awal. 6. main field testing – conducted in 5 to 15 schools with 30 to 100 subjects. quantitative data on subject’ precourse and post course performance are collected. results are evaluated with respect to course objectives and are compared with control group data, when appropriate. pada tahap ini melakukan uji coba yang lebih besar dengan subjek 30 siswa kelas tinggi sdn tebet timur 07 menggunakan produk awal yang telah di revisi sebanyak 32 item model. 7. operational product – revision of product as suggested by the preliminary field-test results. pada tahap ini melakukan perbaikan berdasarkan hasil uji coba yang lebih luas. 8. operational field testing – conducted in 10 to 30 school involving 40 – 200 subject. interview, observational and questionnaire data collected and analyzed. pada tahap ini melakukan uji efektivitas dengan subjek 40 siswa kelas tinggi sdn tebet timur 17 terhadap model yang telah di revisi sebanyak 30 item model. 9. final product – revision of product as suggested by operational field-test results. pada tahap ini melakukan perbaikan akhir terhadap model yang dikembangkan, sehingga menghasilkan produk final sebanyak 30 item model. 10. dissemination and implementation – report on product at professional. pada tahap ini melakukan langkah menyebarluaskan produk atau model yang dikembangkan berupa buku gladi jurnal ilmu keolahragaan, 11 (02), oktober86 bambang triaji asnoto, firmansyah dlis, sri nuraini model latihan. (borg & meredith d, 1983). hasil akhir dari kegiatan penelitian dan pengembangan adalah model variasi latihan passing pada olahraga sepakbola putra usia kelas tinggi pada sekolah dasar. tentunya hasil akhir penelitian dan pengembangan ini akan menghasilkan desain model variasi latihan baru yang lengkap dengan spesifikasi produknya, sehingga dapat digunakan sebagai pegangan dalam proses latihan. hasil dan pembahasan hasil pengembangan model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar ditulis dalam bentuk naskah atau pedoman pelaksanaan yang dapat disajikan dan dibaca oleh guru atau pelatih untuk dijadikan sebagai pedoman dan bahan referensi dalam melakukan latihan teknik dasar passing sepakobola putra usia kelas tinggi pada sekolah dasar dengan harapan dapat meningkatkan kemampuan teknik dasar passing khususnya pada siswa usia kelas tinggi pada sekolah dasar. teknik dasar passing sepakbola ini dapat digunakan saat latihan berpasangan maupun kelompok. model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar yang dikembangkan oleh peneliti berawal dari analisis kebutuhan yang dilakukan dengan berbagai cara sehingga memunculkan beberapa pertanyaan terkait dengan pengembangan yang dilakukan. secara keseluruhan terdapat dua tujuan umum yang hendak diungkap dalam studi pendahuluan atau analisis kebutuhan, yaitu : a. seberapa penting model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar dengan model pengembangan variasi latihan dalam proses latihan yang efektif dan efisien, serta menarik. b. kendala dan dukungan apakah yang dijumpai dalam model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. tujuan umum diatas kemudian menjadi dasar penelitian melakukan studi pendahuluan dengan menggunakan instrument wawancara yang mendalam (indepth interview) kepada guru pendidikan jasmani serta melakukan survey karena tujuan utamanya adalah melakukan persiapan teknis dengan mengenali lebih dahulu karakteristik subyek penelitian dan tempat yang akan dilakukan penelitian, peneliti melakukan diskusi wawancara dan survey dengan guru pendidikan jasmani sdn tebet timur 01 jakarta, sdn tebet timur 07 jakarta, sdn tebet timur 15 gladi jurnal ilmu keolahragaan, 11 (02), oktober87 bambang triaji asnoto, firmansyah dlis, sri nuraini jakarta, dan sdn tebet timur 17 jakarta pada bulan oktober 2018. menurut guru dari beberapa sekolah dasar yang telah saya survey berpendapat bahwa mayoritas siswa atau pemain masih sangat kurang menguasai teknik dasar passing sepakbola. hal tersebut dilakukan untuk mengetahui seberapa penting model latihan yang akan dikembangkan peneliti. hasil studi pendahuluan atau temuan lapangan selanjutnya dideskripsikan dan dianalisis sehingga hasil ini bersifat deskriptif dan analitis, dengan mengacu pada tujuan studi pendahuluan. berdasarkan dari analisis kebutuhan tersebut dapat diketahui bahwa : (1) pelatih sangat membutuhkan inovasi baru untuk melatih teknik dasar passing sepakbola (2) pelatih memerlukan model latihan teknik dasar passing sepakbola yang lebih bervariatif, menyenangkan dan mampu mengaktifkakan para atlet dalam proses latihan (3) pelatih setuju jika dikembangkan model pengembangan latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar (4) pelatih membutuhkan referensi media berupa buku elektronik atau non elektronik guna menunjang proses latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. setelah model mengalami revisi tahap ii dari hasil ujicoba kelompok kecil dan kelompok besar. maka dilanjutkan dengan menguji efektifitas model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar yang telah disusun dan disempurnakan melalui beberapa tahapan yang telah dijelaskan. efektifitas model yang dikembangkan ini dilakukan pada siswa kelas tinggi pada sekolah dasar dengan subyek sebanyak 40 siswa. dari data hasil latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar di atas maka didapatkan nilai sebagai berikut: tabel 1. paired samples statistics mean n std. deviation std. error mean pair 1 pre test 14.38 40 2.272 .359 post test 20.03 40 1.833 .290 berdasarkan hasil output dengan menggunakan spss bahwa nilai rata-rata hasil latihan teknik dasar passing sepakbola putra sebelum diberikan perlakuan adalah 14,38 dan setelah diberikan perlakuan dengan model latihan 20,03 artinya bahwa nilai rata-rata tingkat kemampuan anak meningkat. gladi jurnal ilmu keolahragaan, 11 (02), oktober88 bambang triaji asnoto, firmansyah dlis, sri nuraini tabel 2. paired samples correlations n correlati on sig. pair 1 pre_test & post_test 40 .669 .000 berdasarkan hasil output tabel diatas bahwa koefisiensi korelasi latihan sebelum dan sesudah diberikan model latihan teknik dasar passing sepakbola adalah 0,669 dengan p-value 0,00 < 0,05 jadi kesimpulannya signifikan. dalam uji signifikan perbedaan dengan spss didapatkan hasil t-hitung = 20.800, df = 39 dan p-value = 0,00 < 0,05 yang berarti terdapat perbedaan yang signifikan latihan teknik dasar passing sepakbola sebelum dan sesudah adanya perlakuan model latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. berdasarkan keterangan tersebut dapat dikatakan bahwa model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar yang dilakukan atau diterapkan efektif dan meningkatkan kemampuan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar. berikut perbandingan hasil dari kemampuan siswa sekolah dasar sebelum pemberian treatment dan sesudah pemberian treatment dengan model-model latihan passing sepakbola usia sekolah dasar dengan diagram batang: kesimpulan berdasarkan data yang diperoleh, dari hasil penelitian yang terdiri dari validasi ahli, uji coba kelompok kecil dan uji coba kelompok besar serta pembahasan dari hasil penelitian, maka peneliti dapat menarik kesimpulan bahwa: model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi pada sekolah dasar dapat dikembangkan dan diterapkan dalam ekstrakurikuler sepakbola serta meningkatkan kemampuan teknik dasar passing sepakbola. model variasi latihan teknik dasar passing sepakbola putra efektif untuk pemain usia kelas tinggi pada sekolah dasar. model variasi latihan teknik dasar passing sepakbola putra usia kelas tinggi gladi jurnal ilmu keolahragaan, 11 (02), oktober89 bambang triaji asnoto, firmansyah dlis, sri nuraini pada sekolah dasar dapat memberikan kontribusi yang positif dalam menunjang pencapaian tujuan latihan, karena selain dapat meningkatkan kemampuan teknik dasar passing, pemain juga dapat tertarik dengan model variasi latihan teknik dasar passing sepakbola. pemain dapat lebih mudah menerima materi latihan dengan gerakangerakan yang mudah dipahami oleh siswa sekolah dasar. model variasi latihan teknik dsaar passing ini juga efektif, karena terdapat koreksi dan progress dalam setiap materi latihan yang disampaikan pelatih, serta sesuai dengan kebutuhan latihan di sekolah dasar. dengan demikian tidak menutup kemungkinan model variasi latihan ini dapat pula diterapkan oleh pelatih dan guru pendidikan jasmani untuk meningkatkan kemampuan teknik dasar passing sepakbola. daftar pustaka atiq, a. (2013). pendekatan skill time tehnik dasar passing sepakbola pada kelas 1 sd islamiyah pontianak. 3, 1– 3. borg, w. r., & meredith d, g. (1983). educational research: an introduction, 4th edition (4th ed.). longman inc. coker, c. (2017). motor learning and control for practitioners. in motor learning and control for practitioners. https://doi.org/10.4324/97813152132 55 edwards, w. h. (2011). motor learning and control: from theory to practice. in sas for epidemiologists. http://www.springerlink.com/index/ m368g660j3244576.pdf ibtidayah, m., ma, a. l., tanjung, a., muliyadi, h., rif, m., & kunci, k. (2012). upaya meningkatkan teknik dasar bermain sepak bola dengan metode modifikasi peraturan permainan pada siswa kelas vi madrasah ibtidayah al ma’arif 03 tanjung paoh hendra muliyadi 1 , m. rif’at 2 , wakidi 3. rihatno, t., safitri, d., nuraini, s., marini, a., ferdi fauzan putra, z. e., & wahyudi, a. (2020). the development of character education model using stop motion animation for elementary school students in indonesia. international journal of advanced science and technology, 29(8 special issue), 103–109. sugiyono, p. d. (2016). metode penelitian kuantitatif, kualitatif,dan r&d. in alfabeta, cv. syukur, a., & soniawan, v. (2015). the effects of training methods and achievement motivation toward of football passing skills. jipes journal of indonesian physical education and gladi jurnal ilmu keolahragaan, 11 (02), oktober90 bambang triaji asnoto, firmansyah dlis, sri nuraini sport, 1(2), 73. https://doi.org/10.21009/jies.012.07 uu ri nomor 62 tahun 2014, pub. l. no. 64, 53 1689. https://doi.org/10.1017/cbo97811074 15324.004 wardana, c. r., setiabudi, m. a., & candra, a. t. (2018). pengaruh latihan smallsided games terhadap keterampilan passing, controlling dan shooting peserta ekstrakurikuler sepakbola smk negeri 1 tegalsari kabupaten banyuwangi. jurnal kejaora (kesehatan jasmani dan olahraga). https://doi.org/10.36526/kejaora.v3i 2.212 available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (01) 2020, 01 21 permalink/doi: https://doi.org/10.21009/gjik.111.01 analisis motor ability terhadap keterampilan teknik permainan futsal pada anak usia 11 tahun habibi sutirta 1 , abdurrauf abdul karim 1 1 program studi pendidikan jasmani, stkip hermon timika, jl budiutomo ujung, jalur sp1 timika jl. nawaripi baru, kamoro jaya, kec. mimika baru, kabupaten mimika, papua 99971 corresponding email : sutirta.habibi@yahoo.co.id abstrak. tujuan penelitian ini untuk mengetahui nilai kontribusi kekuatan, kecepatan, kelincahan dan daya ledak terhadap keterampilan teknik pada permainan futsal murid usia 11 tahun. lokasi penelitian di sd rama sejahtera kecamatan panakukang kota makassar dengan jumlah sampel sebanyak 30 orang. hasil penelitian menunjukkan bahwa (1) ada kontribusi kekuatan terhadap keterampilan teknik permainan futsal siswa sd rama sejahtera kecamatan panankukang kota makassar sebesar 53,8%. terbukti dari hasil analisis diperoleh nilai regresi observasi (ro) = 28,903 (p<0,05) dengan koefesien determinasi 0,508. (2) ada kontribusi kecepatan terhadap keterampilan teknik permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar sebesar 38,8%. terbukti dari hasil analisis diperoleh nilai regresi observasi (ro) = 17,730 dengan koefesien determinasi 0,388. (3) ada kontribusi kelincahan terhadap keterampilan teknik permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar sebesar 28,0%. terbukti dari hasil analisis diperoleh nilai regresi observasi (ro) = 10,914 dengan nilai koefesien determinasi 0,280. (4) ada kontribusi daya ledak terhadap keterampilan teknik permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar sebesar 62,3%. terbukti dari hasil analisis diperoleh nilai regresi observasi (ro) = 46,194 dengan nilai koefesien determinasi 0,623. (5) ada kontribusi kekuatan, kecepatan, kelincahan dan daya ledak terhadap keterampilan teknik permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar 66,9%. terbukti dari hasil analisis diperoleh nilai regresi observasi (ro) = 12,619 dengan nilai koefesien determinasi 0,669. kata kunci : motor ability, teknik futsal, futsal abstract: the purpose of this study was to determine the value of the contribution of strength, speed, agility and explosive power to technical skills in futsal games for 11years old students. the research workshop at sd rama sejahtera, panakukang district, makassar city with a total sample of 30 people. the results of the research reveal that (1) there is significant contribution of strength towards students' technical skillin futsal at sd rama sejahtera kecamatan panakukang kota makassar by 50,8% proved from the result of analysis which obtained observation regression value (ro) = 28,903 (p<0,05) with determination coeffiecient by 0,508. (2) there is significant contribution of speed towards students' technical skill in futsal at sd rama sejahtera kecamatan panakukang kota makassar by 38,8% proved from the result of analysis which obtained observation regression value (ro) = 17,730 (p<0,05) with determination coeffiecient by 0,388. (3) there is significant contribution of agility towards students' technical skill in futsal at sd rama sejahtera kecamatan panakukang kota makassar by 28,0% proved from the result of analysis which obtained observation regression value (ro) = 10,914 (p<0,05) with determination coeffiecient by 0,280. (4) there is significant contribution of explosive power towards students' technical skill in futsal at sd rama sejahtera kecamatan panakukang kota makassar by 62,3% proved from the result of analysis which obtained observation regression value (ro) = 46,194 (p<0,05) with determination coeffiecient by 0,623. (5) there are strength, speed, agility, and explosive power contribution towards students' technical skill in futsal at sd rama sejahtera kecamatan panakukang kota makassar by 66,9% proved from the result of analysis which obtained observation regression value (ro) = 12,619 (p<0,05) with determination coeffiecient by 0,699. the conclusion of this study is that the explosive power of the limbs has the greatest contribution compared to the strength, speed and agility of the technical skills in futsal. key words: motor ability, technique futsal, futsal gladi jurnal ilmu keolahragaan, 11 (01), april2 habibi sutirta, abdurrauf abdul karim pendahuluan perkembangan olahraga sekarang ini semakin berkembang pesat sesuai dengan perkembangan zaman. semakin pesat perkembangan zaman turut pula mempengaruhi munculnya berbagai jenis olahraga yang baru, salah satunya adalah olahraga futsal. perkembangan olahraga futsal saat ini semakin pesat, keunikan olahraga futsal mendapat perhatian dari seluruh lapisan masyarakat dipelosok tanah air khususnya dan diseluruh penjuru dunia pada umumnya, sehingga olahraga futsal menjadi daya tarik tersendiri bagi masyarakat untuk menekuni olahraga ini (priyono, 2012). permainan futsal menjadi bagian penting dalam proses pemberdayaan murid melalui aktivitas-aktivitas jasmani sesuai dengan potensi dan kondisinya melalui pendidikan – pendidikan yang manusiawi dan terarah. melalui permainan futsal diharapkan murid dapat tumbuh dan berkembang sebagai manusia yang memiliki kualitas, moral dan tanggung jawab. untuk dapat menguasai teknik dasar para murid harus dibina dan dilatih secara spesifik dan sistematis sehingga dapat melakukan teknik dasar bermain futsal dengan baik. oleh karena itu, diperlukan pemberian metode atau bentuk-bentuk latihan yang tepat, dan mengetahui komponen kondisi fisik yang mendukung terhadap kemampuan murid dalam bermain futsal(jones & drust, 2007). dalam pelaksanaannya pada permainan futsal terlibat beberapa unsur penguasaan keterampilan diantaranya penguasaan keterampilan teknik, keterampilan taktik, keterampilan fisik, serta mental sehingga mempunyai dasar yang kuat dalam pencapaian prestasi. berdasarkan pada pemahaman di atas, dapat diamati bahwa dalam permainan futsal terlibat beberapa aspek keterampilan yang kompleks dengan demikian dalam pelaksanaannya menuntut akan adanya penguasaan keterampilan fisik. dalam sebuah aktivitas fisik beberapa indikator yang dapat diamati salah satunya adalah aspek gerak. kemampuan gerak dasar yang dimiliki seorang pemain dapat berfungsi sebagai faktor untuk mempermudah penguasaan keterampilan fisik dalam aktivitas berolahraga (hoffmann, reed, leiting, chiang, & stone, 2014). penguasaan setiap keterampilan gerak dasar berhubungan erat dengan kemampuan motorik (motor ability). motor ability merupakan kemampuan umum seseorang untuk bergerak atau kemampuan seseorang dalam gladi jurnal ilmu keolahragaan, 11 (01), april3 habibi sutirta, abdurrauf abdul karim mempelajari suatu gerakan. kemampuan gerak dasar yang baik pada anak relatif melekat pada perkembangan keterampilan teknik dasar olahraga yang ditekuninya (noé, garcía-massó, delaygue, melon, & paillard, 2020). kemampuan motorik merupakan landasan bagi perkembangan keterampilan, sedangkan keterampilan banyak tergantung pada kemampuan dasar selanjutnya kemampuan dasar inilah yang nanti akan berperan melaksanakan berbagai keterampilan dalam olahraga. sehingga dapat dikatakan bahwa kian tinggi tingkat general motor ability seseorang maka kian mudah dan cepat orang tersebut menguasai suatu keterampilan. maksudnya semakin murid menunjukkan kemudahan ketika murid tersebut mempelajari suatu gerakan, maka hal tersebut menunjukkan semakin tinggi derajat motor ability yang dimilikinya. motor ability mempunyai peranan yang sangat penting dalam proses pembelajaran gerak, terutama ketika murid diperkenalkan pada suatu keterampilan gerak dalam cabang olahraga khususnya olahraga futsal. motor ability basically is motion ability which is brought since birth that is general or fundamental that plays role in doing motion both sports movement and non sports (nusufi, 2016). hal tersebut diperjelas oleh pendapat yang menyatakan motor ability is a person's general ability that includes various factors that exist in various types of physical activities. the students who have high motor ability level will be easier to learn new movement and develop their ability (saputra, sugiharto, & soekardi, 2018). berdasarkan pada batasan tersebut penjelasan tersebut, maka dapat dipahami bahwa pembelajaran gerak merupakan suatu proses awal menguasai gerak dalam berolahraga. pembelajaran gerak tersebut selanjutnya akan berkembang ke arah keterampilan gerak seiring dengan pertumbuhan usia atau perkembangan usia anak tersebut. proses perkembangan pembelajaran gerak ke arah keterampilan gerak seseorang dapat terjadi melalui proses pelatihan atau pembelajaran. hal tersebut bertujuan agar anak dalam perkembangannya memiliki kemampuan gerak yang relatif efektif serta efesien sesuai dengan tujuan dari proses gerak yang dilakukan. sd rama sejahtera kota makassar merupakan salah satu sekolah yang memiliki kegiatan ekstrakurikuler futsal dan masih aktif dalam melakukan gladi jurnal ilmu keolahragaan, 11 (01), april4 habibi sutirta, abdurrauf abdul karim latihan selama tiga kali dalam seminggu, dalam peningkatan prestasi yang berkesinambungan pelatih sekaligus guru penjas merasa kurang dalam hal teknik dasar yang dimiliki oleh murid sd rama sejahtera dan menjadi masalah besar dalam penampilan murid didalam mengikuti setiap kejuaraan pertandingan futsal. ketika dalam pertandingan yang sesungguhnya nampak bahwa masih rendahnya tingkat kondisi fisik dan kemampuan gerak dasar (motor ability) didalam memberikan kontribusi pada tingkat keterampilan mereka dalam bermain futsal pada saat bertanding, sehingga sangat penting dipahami bahwa pembelajaran gerak merupakan suatu proses awal menguasai gerak dalam berolahraga. disamping itu masih kurangnya keterampilan gerak yang dikuasai oleh murid tidak lepas dari peran pelatih itu sendiri. dimana peneliti sekaligus pelatih belum begitu maksimal dalam menerapkan program latihan yang sesuai dengan kebutuhan murid dalam berlatih. peneliti menyadari hal tersebut sehingga kedepannya peneliti sekaligus pelatih pada tim futsal sd rama sejahtera akan lebih mendalami dan mempelajari lagi hal tentang metode pelatihan serta program latihan dengan lebih baik lagi. motoric ability is defined as a stable situation of motoric system related to the implementation and demonstration of a relatively inherent skill after childhood phase, this motoric ability plays a role as a foundation for one’s skills (lutfi nur, 2019). perkembangan motor ability seseorang akan lebih optimal jika mendapat kesempatan seluas–luasnya. berikut bagan tentang elemen – elemen fisik pada kemampuan motorik yang diperlukan setiap anak pada masa tumbuh kembangnya. dimana element tersebut membantu dalam mengunakan gerakan – gerakan dalam olahraga. motor ability pada dasarnya merupakan kemampuan dasar dari gerak yang dibawa sejak lahir yang bersifat umum atau fundamental yang berperan untuk melakukan gerak baik gerakan olahraga maupun non olahraga. motor ability adalah salah satu kajian yang terus dilakukan oleh manusia, karena motor ability merupakan potensi yang dimiliki dan harus dikembangkan berdasarkan kebutuhan profesi. menurut giri (2015): “kemampuan motorik adalah kwalitas umum yang ditingkatkan melalui latihanlatihan. kemampuan motorik merupakan faktor fisik yang dapat dikembangkan melalui belajar gerak”. gladi jurnal ilmu keolahragaan, 11 (01), april5 habibi sutirta, abdurrauf abdul karim dengan demikian bisa ditarik kesimpulan bahwa kemampuan motorik adalah suatu kemampuan yang diperoleh dari keterampilan gerak umum, yang menjadi dasar untuk meningkatkan pertumbuhan dan perkembangan, keterampilan gerak. seseorang yang memiliki tingkat kemampuan motorik yang tinggi dapat diartikan bahwa orang tersebut memiliki potensi atau kemampuan untuk melakukan keterampilan gerak yang lebih baik dibandingkan dengan orang yang memiliki kemampuan motorik rendah. keterampilan bermain futsal dalam permainan futsal, pergerakan bola dan pemain harus berlangsung dengan cepat. seorang pemain tidak disarankan untuk menguasai bola berlama-lama seperti dalam sepakbola. yang perlu diperhatikan oleh pemain adalah terus bergerak mencari tempat, mengumpan bola dan bergerak lagi. oleh karena itu, keterampilan teknik mutu tinggi merupakan kemampuan gerak yang sangat spesifik yang harus dikuasai oleh para pemain. keterampilan teknik yang dimaksud disini ialah kemampuan melakukan gerakan-gerakan keterampilan suatu cabang olahraga dan mulai gerak keterampilan yang paling sederhana sampai gerak keterampilan yang tersulit, termasuk gerak tipu yang menjadi cabang olahraga itu. seorang pemain futsal dituntut memiliki intelegensi yang tinggi agar pemain mampu memutuskan dengan cepat setiap keputusan yang diperlukan selama permainan berlangsung. dan hal lain yang menuntut kecepatan berpikir dan bertindak (rosita, 2019) keterampilan teknik yang dimaksud disini antara lain menggiring bola, mengoper bola dan menahan bola serta keterampilan menembak bola termasuk gerak tipu yang menjadi ciri permainan futsal. keterampilan teknik yang bermutu tinggi merupakan kemampuan gerak yang sangat spesifik yang menjadi ciri suatu kecabangan olahraga khususnya olahraga futsal yang lebih mengedepankan tentang keterampilan, kecepatan dan kerjasama tim dalam lapangan. hal ini sangat dibutuhkan agar pemain dan pelatih mendapatkan hasil yang diinginkan yaitu kemenangan. metode penelitian jenis penelitian yang digunakan adalah penelitian deskriptif korelasi dan inferensial dengan lokasi penelitian yang dilaksanakan di sd rama sejahtera kecamatan panakkukang kota makassar. gladi jurnal ilmu keolahragaan, 11 (01), april6 habibi sutirta, abdurrauf abdul karim populasi dan sampel populasi adalah keseluruhan subjek penelitian (arikunto, 2006) di tambahkan lagi menurut sugiyono (2013) “populasi adalah wilayah generalisasi yang terdiri atas: obyek/subyek yang mempunyai kualitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulan.” berdasarkan panduan mi, maka populasi daiam penelitian ini adalah murid sd rama sejahtera kecamatan panakukang kota makassar yang mengikuti ekstrakurikuler futsal yaitu 40 murid. pengambilan sampel secara simple random sampling. desain penelitian setiap penelitian membutuhkan desain penelitian tertentu. desain penelitian adalah suatu cetak biru (blue print) dalam hal bagaimana data dikumpulkan, diukur dan dianalisis. dengan demikian, desain penelitian dapat digambarkan sebagai berikut: gambar 3 desain penelitian sumber: (sugiyono, 2013) keterangan: x1 = kekuatan otot tungkai x2 = kecepatan lari x3 = kelincahan x4 = daya ledak r = kontribusi bersama-sama y = keterampilan teknik pada permainan futsal teknik pengumpulan data teknik pengumpulan data merupakan langkah yang paling utama dalam penelitian, karena tujuan utama dan penelitian adalah mendapatkan data. setelah mendapat izin melakukan penelitian dan kepala sd rama sejahtera kecamatan panakukang kota makassar maka dilakukan persiapan tentang jadwal pelaksanaan penelitian, panitia pelaksana penelitian, dan pelaksanaan rancangan penelitian. adapun hal-hal yang dilaksanakan dalam penelitian ini untuk mengumpulkan data adalah sebagai berikut: tes keterampilan teknik pada permainan futsal a. tes menggiring bola (dribbling ball) tujuan : mengukur keterampilan menggiring bola dengan cepat yang disertai perubahan arah. pelaksanaan : pada aba-aba “siap” murid berdiri dibelakang garis start dengan bola dalam penguasaan kakinya. pada aba-aba x1 x2 x3 x4 y gladi jurnal ilmu keolahragaan, 11 (01), april7 habibi sutirta, abdurrauf abdul karim “ya”, murid memulai menggiring bola kearah kiri melewati rintangan pertama dan selanjutnya menuju rintangan berikutnya sesuai dengan arah panah yang telah ditetapkan dimana jarak antara rintangan yang satu dan rintangan berkutnya adalah 5 m, begitu seterusnya sampai ia melewati garis finish. bila salah arah dalam menggiring bola, ia harus memperbaikinya tanpa menggunakan anggota badan selain kaki ditempat kesalahan terjadi dan selama itu pula stopwatch tetap jalan. bola digiring oleh kaki kanan dan kiri secara bergantian, atau paling tidak salah satu kaki pernah menyentuh bola satu kali sentuhan. penilaian : waktu yang ditempuh oleh murid dari mulai aba-aba “ya” sampai ia melewati garis finish. setiap murid diberi kesempatan 2 kali, waktu pencapaian terbaik maka itulah yang dicatat. b. tes sepak dan tahan bola (passing and stopping ball) tujuan : mengukur keterampilan menyepak dan menahan bola. pelaksanaan : murid berdiri dibelakang garis tembak yang berjarak 4 meter dari sasaran dengan posisi kaki kanan atau kiri siap menembak sesuai dengan kebiasaan pemain. pada aba-aba “ya” murid mulai menyepak bola kesasaran, pantulannya ditahan kembali dengan kaki dibelakang garis tembak. lakukan tugas ini secara bergantian antara kaki kiri dan kaki kanan selama 30 detik. apabila bola keluar dari daerah sepak, maka murid menggunakan bola cadangan yang telah disediakan. penilaian : jumlah menyepak dan menahan bola secara sah selama 30 detik. hitungan 1, diperoleh dari satu kali kegiatan menendang dan menahan bola. tes kekuatan otot tungkai tujuan : mengukur kekuatan otot tungkai dengan leg press pelaksanaan : kegiatan ini dilaksanakan dengan mesin press untuk kaki. jangan melakukan beban dibawah sepatu besi, sangat tidak mungkin untuk menjaga keseimbangan kecuali di dalam mesin, kemudian duduk di bawah mesin dengan sejumlah beban yang tepat sesuai porsi angkatan. rentangkan kaki panjangpanjang dan tahan posisi ini sampai hitungan 3 kemudian kembali pelan-pelan ke posisi awal kemudian rentangan kaki serta punggung betul-betul diperhatikan untuk mencegah cedera dan kecelakaan lutut. gerakan: tekuk kaki bawah dalam posisi mengangkat, kemudian pelan–pelan dorong beban keatas sehingga kedua kaki benar-benar lurus,kebalikan ke posisi awal. ulangi gerakan 5 kali. gladi jurnal ilmu keolahragaan, 11 (01), april8 habibi sutirta, abdurrauf abdul karim tes kecepatan lari 40 meter (run test 40 m) tujuan : untuk mengukur kecepatan lari seseorang pelaksanaan: murid berdiri dibelakang garis start setelah mendengar aba-aba “ya” muridberlari secepat mungkin sepanjang lintasan 40 meter sampai melewati garis finish, stopwatch dihentikan. waktu tidak diambil apabila murid berhenti atau berjalan. penilaian : skor hasil tes yaitu waktu yang dicapai oleh pelari untuk menempuh jarak 40 meter. tes kelincahan dengan side stepping tujuan : untuk mengukur kelincahan seseorang pelaksanaan : perintahkan kepada muriduntuk berdiri di posisi tengah/ center line, kedua kaki tidak memotong garis lurus antara beam dan reflector. lakukan pemanasan dan ajarkan teknik gerakan side stepping yang benar. muridharus diingatkan agar tidak melompat/mengangkat kaki dari lantai, sebab jika melompat, maka langkah dilakukan tidak akan dihitung oleh alat. setelah muridpaham, perintahkan agar bersiap. tekan tombol start, dan perintahkan agar muridmemulai gerakan side step secepat mungkin. buzzer berbunyi untuk kedua kali, p erintahkan muriduntuk berhenti. catat hasil yang muncul di display ke posisi 0. ulangi prosedur dari point 1 untuk murid berikutnya. tes lompat jauh tanpa awalan (standing board jump) tujuan : untuk mengukur daya ledak otot tungkai pelaksanaan : peserta berdiri sedikit kangkang ± 10 cm pada papan tolakan (garis start), lutut ditekuk ± 45°, kedua lengan lurus kebelakang. kemudian mengayunkan kedua lengan kedepan sambil meloncat sejauh mungkin dan mendarat dengan kedua kaki. hasil loncatan diukur dan garis tepi luar papan tolakan (garis start), sampai bekas kaki yang terdekat (tancapkan bendera). hasil dan pembahasan data hasil tes kekuatan otot tungkai, kecepatan lari,kelincahan, daya ledak tungkai dan keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar yang diperoleh dalam penelitian, akan dianalisis dengan teknik statistik deskriptif maupun inferensial dalam kaitannya dengan teori yang mendasari penelitian ini untuk memberikan interpretasi dari hasil analisis data. gladi jurnal ilmu keolahragaan, 11 (01), april9 habibi sutirta, abdurrauf abdul karim penyajian hasil analisis data 1. analisis deskriptif analisis deskriptif (gambaran umum) data penelitian yang terdiri dari nilai tes kekuatan otot tungkai, kecepatan lari, kelincahan, daya ledak tungkai dan keterampilan teknik pada permainan futsal dapat dilihat dalam rangkuman hasil analisis deskriptif dibawah. berdasarkan hasil penelitian hasil analisis deskriptif dilihat bahwa: a. untuk data kekuatan otot tungkai yang diukur dengan leg press, dari 30 jumlah sampel diperoleh nilai ratarata sebesar 50,0033. sedangkan nilai minimumyang dicapai muridyaitu 35,57 sampai dengan nilai maksimum 65,88, dengan nilai variansi 99,994 serta nilai standar deviasi 9,99971. adapun median atau nilai tengah dari 30 jumlah sampel ini adalah 48,5600. b. untuk data kecepatan lari yang diukur dengan lari 40 meter, dari 30 jumlah sampel diperoleh nilai rata-rata sebesar 49,9997. sedangkan nilai minimum yang dicapai murid yaitu 28,83 sampai dengan nilai maksimum 67,49, dengan nilai variansi 100,011 serta nilai standar deviasi 10,00055. adapun median atau nilai tengah dari 30 jumlah sampel ini adalah 50,5050. c. untuk data kelincahan yang diukur dengan menggunakan alat side stepping, dari 30 jumlah sampel diperoleh nilai rata-rata sebesar 50,0000. sedangkan nilai minimum yang dicapai murid yaitu 40,07sampai dengan nilai maksimum 59,93, dengan nilai variansi 41,585 serta nilai standar deviasi 6,44865. adapun median atau nilai tengah dari 30 jumlah sampel ini adalah 50,0000. d. untuk data daya ledak tungkai yang diukur dengan menggunakan standing board jump, dari 30 jumlah sampel diperoleh nilai rata-rata sebesar 50,0010. sedangkan nilai minimum yang dicapai murid yaitu 32,39 sampai dengan nilai maksimum 67,52, dengan nilai variansi 100,000 serta nilai standar deviasi 10,00001. adapun median atau nilai tengah dari 30 jumlah sampel ini adalah 51,9850. e. untuk data keterampilan teknik bermain futsal yang diukur dengan dua tes yaitu tes menggiring bola dan tes sepak dan tahan bola, dari 30 jumlah sampel diperoleh nilai ratarata sebesar 100,0003. sedangkan nilai minimum yang dicapai murid yaitu 66,45 sampai dengan nilai maksimum 125,27, dengan nilai variansi 236,139 serta nilai standar gladi jurnal ilmu keolahragaan, 11 (01), april10 habibi sutirta, abdurrauf abdul karim deviasi 15,36682. adapun median atau nilai tengah dari 30 jumlah sampel ini adalah 105,4150. 2. uji persyaratan analisis suatu data penelitian yang akan dianalisis secara statistik harus memenuhi syarat – syarat analisis. untuk itu setelah data kekuatan otot tungkai, kecepatan lari, kelincahan, daya ledak tungkai, dan keterampilan teknik pada permainan futsal pada penelitian ini terkumpul, maka sebelum dilakukan analisis statistik untuk pengujian hipotesis, terlebih dahulu dilakukan uji persyaratan yaitu normalitas dengan uji kolmogorovsmornov test. dari hasil uji kolmogorov-smornov test yang dilakukan,diperoleh hasil sebagaimana yang terlampir. hasil uji normalitas data kekuatan otot tungkai, kecepatan lari,kelincahan,daya ledak tungkai, dan keterampilan teknik pada permainan futsal maka rangkuman hasil pengujian normalitas data pada tiaptiap variabel penelitian, dapat diuraikan sebagai berikut: a. dalam pengujian normalitas data kekuatan otot tungkai diperoleh nilai kolmogorof-smirnov test = 0,647 dengan hasil uji probabilitas nilai asymp. sig. (2 tailed) = 0,796 dimana nilai tersebut lebih besar daripada nilai α 0,05 atau pada taraf signifikan 95%. dengan demikian data kekuatan otot tungkai yang diperoleh berdistribusi normal. b. dalam pengujian normalitas data kecepatan lari diperoleh nilai kolmogorof-smirnov test = 0,644 dengan hasil uji probabilitas nilai asymp. sig. (2 tailed) = 0,801 dimana nilai tersebut lebih besar dari pada nilai α 0,05 atau pada taraf signifikan 95%. dengan demikian data kecepatan lari yang diperoleh berdistribusi normal. c. dalam pengujian normalitas data kelincahan diperoleh nilai kolmogorof-smirnov test = 0,570 dengan hasil uji probabilitas nilai asymp. sig. (2 tailed) = 0,902 dimana nilai tersebut lebih besar dari pada nilai α 0,05 atau pada taraf signifikan 95%. dengan demikian data kelincahan yang diperoleh berdistribusi normal. d. dalam pengujian normalitas data daya ledak tungkai diperoleh nilai kolmogorof-smirnov test = 0,650 dengan hasil uji probabilitas nilai asymp. sig. (2 tailed)= 0,791 dimana nilai tersebut lebih besar dari pada nilai α 0,05 atau pada taraf signifikan 95%. dengan demikian data daya gladi jurnal ilmu keolahragaan, 11 (01), april11 habibi sutirta, abdurrauf abdul karim ledak tungkai yang diperoleh berdistribusi normal. e. dalam pengujian normalitas data keterampilan teknik pada permainan futsal diperoleh nilai kolmogorofsmirnov test= 0,887 dengan hasil uji probabilitas nilai asymp. sig. (2 tailed)= 0,412 dimana nilai tersebut lebih besar dari pada nilai α 0,05 atau pada taraf signifikan 95%. dengan demikian data keterampilan teknik bermain futsal (keterampilan menggiring bola dan passing & stopping ball) yang diperoleh berdistribusi normal. 3. hasil pengujian hipotesis a. kontribusi kekuatan otot tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar. hasil analisis regresi diperoleh nilai f = 28,903 (p < 0,05). ini berarti hasil regresi adalah signifikan. dengan demikian perlu dilihat persamaan regresinya. berdasarkan persamaan regresi y = 45,236 + 1,095 x1 dapat dikemukakan bahwa setiap peningkatan skor rata-rata kekuatan otot tungkai sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 1,095 pada konstanta 45,236. hal ini menunjukkan bahwa terdapat keeratan hubungan hubungan yang kuat antara kekuatan otot tungkai dengan keterampilan teknik pada permainan futsal (lihat interpretasi tabel 4.3). sedangkan nilai koefisien determinan (r 2 ) sebesar 0,508 atau 0,508 x 100% = 50,8%. memiliki makna bahwa kekuatan kekuatan otot tungkai memiliki kontribusi terhadap keterampilan teknik pada permainan futsal sebesar 50,8% dan sisanya 49,2% dipengaruhi faktor lain. tabel 1. interpretasi koefisien korelasi interval nilai r interpretasi antara 0,800-1,00 sangat tinggi atau kuat antara 0,600-0,800 tinggi atau kuat antara 0,400-0,600 sedang antara 0,200-0,400 rendah antara 0,000-0,200 sangat rendah (tidak berkorelasi) sumber: (arikunto, 2006) selanjutnya untuk melihat apakah regresi dan koefisien korelasi memiliki tingkat signifikansi (keberartian) maka akan digunakan nilai t hitung. berdasarkan t hitung diperoleh 5,376 (p < 0,05) maka dapat disimpulkan bahwa regresi dan koefisien korelasi variabel kekuatan otot tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera gladi jurnal ilmu keolahragaan, 11 (01), april12 habibi sutirta, abdurrauf abdul karim kecamatan panakukang kota makassar adalah signifikan. b. kontribusi kecepatan lari terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar hasil analisis regresi diperoleh nilai f = 17,730 (p < 0,05). ini berarti hasil regresi adalah signifikan. dengan demikian perlu dilihat persamaan regresinya. berdasarkan persamaan regresi y = 52,162 + 0,957 x2 dapat dikemukakan bahwa setiap peningkatan skor rata-rata kecepatan lari sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 0,957 pada konstanta 52,162. hal ini menunjukkan bahwa terdapat keeratan hubungan yang kuat antara kecepatan lari dengan keterampilan teknik pada permainan futsal (lihat interpretasi tabel 4.3). sedangkan nilai koefisien determinan (r 2 ) sebesar 0,388 atau 0,388 x 100% = 38,8%. memiliki makna bahwa kecepatan lari memiliki kontribusi terhadap keterampilan teknik pada permainan futsal sebesar 38,8% dan sisanya 61,2% dipengaruhi faktor lain. selanjutnya untuk melihat apakah regresi dan koefisien korelasi memiliki tingkat signifikansi (keberartian) maka akan digunakan nilai t hitung. berdasarkan t hitung diperoleh 4,211(p< 0,05) karena nilai p < 0,05 maka dapat disimpulkan bahwa regresi dan koefisien korelasi variabel kecepatan lari terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar adalah signifikan. c. kontribusi kelincahan terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar hasil analisis regresi diperoleh nilai f = 10,914(p < 0,05). ini berarti hasil regresi adalah signifikan. dengan demikian perlu dilihat persamaan regresinya. berdasarkan persamaan regresi y = 112,620 -1,262 x3 dapat dikemukakan bahwa setiap peningkatan skor rata-rata kelincahan sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 1,262 pada konstanta 112,620. hal ini menunjukkan bahwa terdapat keeratan hubungan hubungan yang kuat antara kelincahan dengan keterampilan teknik pada permainan futsal (lihat interpretasi tabel 4.3). sedangkan nilai koefisien determinan (r 2 ) sebesar 0,280 atau 0,280 gladi jurnal ilmu keolahragaan, 11 (01), april13 habibi sutirta, abdurrauf abdul karim x 100% = 28,0%. memiliki makna bahwa kelincahan memiliki kontribusi terhadap keterampilan teknik pada permainan futsal sebesar 28,0% dan sisanya 72,0% dipengaruhi faktor lain. selanjutnya untuk melihat apakah regresi dan koefisien korelasi memiliki tingkat signifikansi (keberartian) maka akan digunakan nilai t hitung. berdasarkan t hitung diperoleh -3,304(p< 0,05) karena nilai p < 0,05 maka dapat disimpulkan bahwa regresi dan koefisien korelasi variabel kelincahan terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar adalah signifikan. d. kontribusi daya ledak tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar hasil analisis regresi diperoleh nilai f = 46,194(p < 0,05). ini berarti hasil regresi adalah signifikan. dengan demikian perlu dilihat persamaan regresinya. berdasarkan persamaan regresi y = 39,373 + 1,213 x2 dapat dikemukakan bahwa setiap peningkatan skor rata-rata daya ledak tungkai sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 1,213 pada konstanta 39,373 . hal ini menunjukkan bahwa terdapat keeratan hubungan yang kuat antara daya ledak tungkai dengan keterampilan teknik pada permainan futsal (lihat interpretasi tabel 4.3). sedangkan nilai koefisien determinan (r 2 ) sebesar 0,623 atau 0,623 x 100% = 62,3%. memiliki makna bahwa daya ledak tungkai memiliki kontribusi terhadap keterampilan teknik pada permainan futsal sebesar 62,3% dan sisanya 37,7% dipengaruhi faktor lain. selanjutnya untuk melihat apakah regresi dan koefisien korelasi memiliki tingkat signifikansi (keberartian) maka akan digunakan nilai t hitung. berdasarkan t hitung diperoleh 6,797(p< 0,05) karena nilai p < 0,05 maka dapat disimpulkan bahwa regresi dan koefisien korelasi variabel daya ledak tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar adalah signifikan. e. kontribusi kekuatan otot tungkai, kecepatan lari, kelincahan dan daya ledak tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera gladi jurnal ilmu keolahragaan, 11 (01), april14 habibi sutirta, abdurrauf abdul karim kecamatan panakukang kota makassar hasil analisis regresi diperoleh nilai f = 12,619(p < 0,05). ini berarti hasil regresi adalah signifikan. dengan demikian perlu dilihat persamaan regresinya. berdasarkan persamaan regresi y = 49,922+0,404x1+0,002x20,238 x3+0,833x4 dapat dikemukakan bahwa setiap peningkatan skor rata-rata kekuatan otot tungkai sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 0,404. setiap peningkatan skor rata-rata kecepatan lari sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 0,002. setiap peningkatan skor rata-rata kelincahan sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 0,238. setiap peningkatan skor rata-rata daya ledak tungkai sebesar 1 unit maka akan diikuti oleh keterampilan teknik pada permainan futsal sebesar 0,833 pada konstanta 49,922. demikian pula hasil analisis korelasi diperoleh nilai sebesar 0,821 (p < 0,05). hal ini menunjukkan bahwa terdapat keeratan hubungan secara bersama-sama yang kuat antara kekuatan otot tungkai, kecepatan lari, kelincahan, dan daya ledak tungkai dengan keterampilan teknik pada permainan futsal. sedangkan nilai koefisien determinan (r 2 ) sebesar 0,669 atau 0,669 x 100% = 66,9%. memiliki makna bahwa kekuatan otot tungkai, kecepatan lari, kelincahan, dan daya ledak tungkai memiliki kontribusi terhadap keterampilan teknik pada permainan futsal sebesar 66,9% dan sisanya 33,1% dipengaruhi faktor lain. selanjutnya untuk melihat apakah regresi dan koefisien korelasi memiliki tingkat signifikansi (keberartian) maka akan digunakan nilai t hitung. berdasarkan variabel kekuatan otot tungkai diperoleh t hitung sebesar 1,511 (p< 0,05), variabel kecepatan lari diperoleh t hitung sebesar 0,007 (p< 0,05), variabel kelincahan diperoleh t hitung sebesar -0,710 (p< 0,05) dan variabel daya tungkai diperoleh t hitung sebesar 2,398 (p< 0,05). karena keempat koefisien p value untuk setiap variabel lebih kecil daripada 0,05 maka dapat disimpulkan bahwa setiap koefisien regresi adalah signifikan sehingga secara parsial kekuatan otot tungkai, kecepatan lari, kelincahan, dan daya ledak tungkai dapat digunakan untuk memprediksi keterampilan teknik pada permainan futsal murid sd rama sejahtera gladi jurnal ilmu keolahragaan, 11 (01), april15 habibi sutirta, abdurrauf abdul karim kecamatan panakukang kota makassar adalah signifikan. pembahasan hasil analisis data telah dikemukakan menunjukkan ada kontribusi. dari hasil tes kekuatan, kecepatan, kelincahan dan daya ledak tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar pada penelitian ini relevan dengan kerangka pikir yang telah dikembangkan berdasarkan teori-teori yang mendukung penelitian. menurut giri (2015) mengemukakan bahwa: “kekuatan adalah kemampuan sekelompok otot untuk menimbulkan tenaga sewaktu kontraksi. kekuatan otot harus dipunyai oleh anak-anak usia dini apabila anak tidak mempunyai kekuatan tentu dia tidak dapat melakukan aktivitas bermain yang menggunakan fisik seperti berjalan, berlari, melompat, melempar, memanjat, bergantung dan mendorong”. kekuatan adalah komponen yang sangat penting guna meningkitkan keterampilan teknik dalam permainan futsal, oleh karena kekuatan merupakan daya penggerak setiap aktivitas fisik. dengan kekuatan otot tungkai yang baik diharapkan dapat meningkatkan serta memberikan kontribusi yang baik pula dalam melakukan berbagai macam teknik dalam permainan futsal. kekuatan sangat dibutuhkan dalam melakukan tembakan kegawang dengan keras dan terarah sehingga memungkinkan terciptanya gol. kekuatan sangat dibutuhkan dalam permainan futsal yaitu pada teknik melakukan tembakan kegawang lawan untuk menciptakan gol. menembak merupakan teknik dasar yang harus dikuasai oleh setiap pemain, teknik ini merupakan cara untuk menciptakan gol dalam memenangkan pertandingan. menembak bola kearah gawang merupakan salah tujuan dari menendang dalam permainan futsal. shooting atau tembakan salah satu unsur penting dalam futsal dan kita sering mendengarkannya, misalnya seorang mengatakan bahwa pemain itu memiliki tembakan yang keras dan terarah dan lain sebagainya. kekuatan otot tungkai seseorang berperan penting dalam meningkatkan frekuensi langkah lari seseorang, karena frekuensi langkah adalah perkalian antara kekuatan otot tungkai dan kecepatan otot dalam melangkah. (rosita, 2019) kekuatan sangat dibutuhkan pemain pada waktu melakukan gerakan-gerakan baik dalam proses penyerangan maupun bertahan untuk menampilkan keterampilan teknik pada permainan futsal yang maksimal. dengan harapan gladi jurnal ilmu keolahragaan, 11 (01), april16 habibi sutirta, abdurrauf abdul karim bahwa kekuatan otot tungkai memiliki peranan yang cukup penting dalam melakukan berbagai teknik dalam permainan futsal. kekuatan merupakan aspek dasar dalam komponen fisik didadam mengembangkan keterampilan teknik dasar pada cabang olahraga khususnya pada permainan futsal. dalam mengembangkan teknik dasar permainan hendaknya kekuatan dilatihkan dan diperbaiki terlebih dulu. menurut (mulyono, 2014) “seorang pemain harus memiliki kecepatan baik saat bertahan maupun menyerang, selain itu seorang pemain futsal diharuskan bereaksi dengan cepat dalam kesempatan apapun”. dalam permainan futsal kecepatan sangat menunjang beberapa teknik dalam perminan futsal. oleh karena itu pemain harus memiliki kecepatan untuk menunjang teknik dalam teknik pada permainan futsal. menurut tenang (2008) “bahwa futsal merupakan permainan yang cepat dengan waktu yang pendek dan ruang gerak yang sempit. hal ini menuntut pemain untuk melatih kecepatan, kegesitan (agility) dan kelincahan. permainan futsal membutuhkan keterampilan teknik yang matang. untuk itu, membutuhkan beberapa atau bahkan semua elemen komponen fisik dalam menunjang penguasaa teknik dalam permainan futsal. latihan fisik harus didahulukan sebelum melatih teknik permainan seperti kecepatan dalam berlari, kelincahan dalam menggiring bola serta latihan yang dapat menunjang keterampilan dalam bermain futsal. setelah mematangkan latihan kondisi fisik, barulah diberikan latihan teknik seperti melakukan tendangang, menahan bola, mengumpan dan menggiring bola. kecepatan merupakan komponen fisik yang harus dimiliki oleh semua pemain untuk menunjang teknik dalam teknik pada permainan futsal. kecepatan dibutuhkan dalam permainan futsal diantaranya kecepatan dalam menggiring bola, kecepatan dalam mengambil posisi, dan kecepatan kaki pada saat melakukan tembakan. dalam permainan futsal kecepatan harus dimiliki oleh setiap pemain, tanpa adanya latihan kecepatan pemain tidak akan teknik pada permainan dengan baik. kecepatan merupakan kondisi fisik yang memperngaruhi seorang pemain ketika melakukan teknik dribbling dengan menggunakan kaki bagian mana saja untuk melakukan sebuah akselerasi serta memberikan suatu kontribusi kepada tim pada sebuah pertandingan (gunawan, suherman, & sudirjo, 2016) gladi jurnal ilmu keolahragaan, 11 (01), april17 habibi sutirta, abdurrauf abdul karim teknik permainan yang paling banyak membutuhkan kecepatan adalah menggiring bola. semakin cepat dalam menggiring bola maka semakin sulit pun lawan akan merebut bola dari penguasaan sehingga peluang menciptakan gol sangat besar. menggring bola harus menjadi perhatian penting untuk semua pemain, karena pemain akan menemukan situasi dimana harus membuat suatu keputusan untuk menggiring agar lawan tidak mudah merebut bola. hal ini menunjukkan bahwa kecepatan memiliki peranan yang sangat penting dalam meningkatkan teknikteknik dalam permainan futsal. oleh karena itu didalam meningkatkan keterampilan teknik dalam bermain terlebih dahulu kecepatan harus diperbaiki. kecepatan merupakan aspek yang tidak kalah penting dalam meningkatkan keterampilan teknik permainan futsal. selain itu hasil penelitian juga menunjukkan bahwa kelincahan bagi seorang pemain futsal dibutuhkan untuk meningkatkan keterampilan pemain. pemain yang lincah adalah pemain yang bergerak tanpa kehilangan keseimbangan dan kesadaran akan posisi tubuhnya. sesuai degna batasan kelincahan sebagaimana yang telah dikemukakan, untuk itu pergerakan yang dilakukan dalam menggirimg bola dalam permainan futsal sangat membutuhkan kelincahan tubuh dan pergerakan anggota badan untuk menampilkan pola permainan yang lebih baik. kelincahan merupakan unsur potensi fisik yang harus diperhatikan dalam mengembangkan tingkat prestasi siswa. kelincahan merupakan salah satu komponen potensi fisik yang sangat diperlukan untuk semua aktivitas yang membutuhkan kecepatan perubahan posisi tubuh dan bagian-bagiannya. di samping itu kelincahan merupakan prasyarat untuk mempelajari dan memperbaiki keterampilan gerak dan teknik olahraga, terutama gerakangerakan yang membutuhkan koordinasi gerakan. lebih lanjut, kelincahan sangat penting untuk nomor yang membutuhkan kemampuan adaptasi yang tinggi terhadap perubahan-perubahan situasi dalam pertandingan termasuk permainan futsal. kondisi fisik secara fungsional yaitu kelincahan, hal ini juga berpengaruh terhadap kemampuan dribbling seorang atlet karena dibutuhkan koordinasi antara keseimbangan dan kecepatan ketika mengubah arah bola untuk melewati lawan dan mempertahankan laju bola gladi jurnal ilmu keolahragaan, 11 (01), april18 habibi sutirta, abdurrauf abdul karim ketika pemain berlari dan mendorong bola sehingga bisa mempertahankan bola tersebut (gunawan, suherman, & sudirjo, 2016) dalam permainan futsal kelincahan sangat dibutuhkan sehingga setiap pemain harus mempunyai kelincahan yang baik. kelincahan digunakan dalam permainan futsal seperti dalam menggiring bola melewati lawan, kelincahan mengambil posisi dalam permainan dan yang tak kalah penting yaitu kelincahan dalam melakukan sepak dan tahan bola. pemain yang memiliki kelincahan yang baik akan dapat meningkatkan teknik menggiring bola yang baik pula sehingga dapat melakukan penetrasi ke daerah pertahanan lawan. pemain yang lincah akan memungkinkan menggiring yang sangat cepat sehingga menciptakan peluang untuk mencetak bola dalam usahanya memenangkan pertandingan. kontribusi kelincahan sangat menentukan kualitas teknik setiap pemain dalam teknik pada permainan futsal. karena tanpa kelincahan yang baik maka keterampilan dalam menggiring bola akan muda direbut oleh lawan dikarenakan kurang lincahnya dalam melewati lawan pada saat menggiring bola. kelincahan sangat memberikan kontribusi yang besar dalam mengembangkan teknik permainan dalam permainan futsal. oleh karena itu kelincahan harus dimiliki oleh setiap pemain karena tanpa melatih dan mengembangkan kelincahan terlebih dahulu maka teknik dalam permainan futsal akan sulit berkembang terutama teknik menggiring bola. jadi kelincahan merupakan aspek potensi fisik yang harus dimiliki oleh para siswa dalam peningkatan prestasi siswa. di dalam olahraga futsal, khususnya dalam usaha untuk mencapai jarak tendangan yang maksimal juga dipengaruhi oleh daya ledak. daya ledak merupakan gerak yang sangat penting dalam menunjang aktivitas fisik yang bersifat eksplosif seperti gerakan lompat karena daya ledak tungkai merupakan salah satu komponen fisik yang sangat dominan peranannya dalam setiap gerakan-gerakan eksplosif tubuh. latihan kombinasi antara kekuatan dan kecepatan merupakan latihan untuk meningkatkan kualitas kondisi fisik dengan tujuan utama meningkatkan daya ledak. latihan tersebut memberikan pengaruh yang lebih baik terhadap nilai dinamis jika dibandingkan dengan latihan kekuatan saja. adapun dalam mengembangkan gladi jurnal ilmu keolahragaan, 11 (01), april19 habibi sutirta, abdurrauf abdul karim daya ledak, beban latihan tidak boleh terlalu berat sehingga gerakan yang dilakukan dapat berlangsung cepat dan frekuensinya banyak. makin tinggi tingkat power tungkai seseorang, berarti makin baik penguasaan terhadap gerakan yang membutuhkan kecepatan maksimal yang kuat dalam bergerak. oleh karena itu, power tungkai yang baik harus dimiliki seorang pemain futsal guna menciptakan gerakan yang maksimal. (gunawan g. , 2018) permainan futsal membutuhkan skill dan teknik penguasaan bola yang matang. untuk itu, butuh kekuatan, stamina, akselerasi, dan pergerakan kaki yang lincah dan cepat” (tenang, 2008). oleh sebab pemain futsal harus memiliki keterampilan teknik yang sangat baik. beberapa teknik dalam permainan diantaranya keterampilan menggiring bola, keterampian menendang dan menahan bola, keterampilan melakukan tembakan kegawang dan keterampilan menyundul bola. untuk menunjang semua keterampilan teknik dalam permainan futsal maka harus didukung oleh komponen-komponen fisik ditambah dengan kondisi mental pemain. dari beberapa komponen-komponen fisik diharapkan dapat memberikan kontribusi yang nyata dalam melakukan keterampilan teknik permainan. gerakan bisa dilakukan semakin lancar dan terkontrol, pola atau bentuk gerakan semakin bervariasi, gerakan semakin bertenaga, kecepatan perkembangannya dipengaruhi oleh kesempatan untuk melakukan berulangulang aktivitasnya. secara mekanika faktor yang mempengaruhinya adalah: koordinasi tubuh, ukuran tubuh dan kekuatan otot (siswanto, 2017) oleh karena itu, kekuatan, kecepatan, kelincahan dan daya ledak tungkai tidak dapat diabaikan dalam peningkatan prestasi khususnya dalam permainan futsal. keempat unsur tersebut merupakan faktor yang memberikan kontribusi dalam membantu meningkatkan prestasi dalam permainan futsal. sebab kekuatan, kecepatan, kelincahan, dan daya ledak tungkai merupakan komponen fisik yang paling dominan kontribusinya dalam menunjang keterampilan siswa dalam teknik pada permainan futsal dan sangat dibutuhkan oleh setiap pemain baik dalam berlatih maupun dalam suasana pertandingan. kesimpulan setelah melakukan penelitian, telah diperoleh hasil-hasil yang telah diungkapkan dari kontribusi kekuatan, gladi jurnal ilmu keolahragaan, 11 (01), april20 habibi sutirta, abdurrauf abdul karim kecepatan, kelincahan dan daya ledak tungkai terhadap keterampilan teknik pada permainan futsal murid sd rama sejahtera kecamatan panakukang kota makassar maka disimpulkan bahwa daya ledak tungkai memiliki kontribusi yang paling besar dibandingkan dengan kekuatan, kecepatan dan kelincahan terhadap keterampilan teknik pada permainan futsal sebesar 62,3%. daftar pustaka arikunto, s. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: pt asdi mahasatya . darmawan, g. e. (2013). perbedaan pengaruh metode latihan dan kemampuan gerak (motor ability) terhadap peningkatan keterampilan menembak (jump shoot) bola basket. jurnal sains dan teknologi, 2(2), 238-243. giri, w. (2015). inovasi pembelajaran dalam pendidikan jasmani . yogyakarta: laksitas. gunawan, g. (2018). hubungan power tungkai dan kelincahan dengan keterampilan menggiring bola pada permainan futsal. jurnal speed, 1(1) 30-39. gunawan, y. r., suherman, a., & sudirjo, e. (2016). hubungan kecepatan dan kelincahan terhadap kemampuan dribbling bola futsal pada atlet o2sn kecamatan sumedang utara. jurnal pendidikan jasmani, 1(1), 1-11. hoffmann, j. j., reed, j. p., leiting, k., chiang, c. y., & stone, m. h. (2014). repeated sprints, highintensity interval training, smallsided games: theory and application to field sports. international journal of sports physiology and performance, 9(2), 352–357. https://doi.org/10.1123/ijspp.20130189 jones, s., & drust, b. (2007). physiological and technical demands of 4 v 4 and 8 v 8 games in elite youth soccer players. kinesiology, 39(2), 150–156. lutfi nur, a. h. (2019). basic motor ability: aquatic learning for early childhood. journal of physical education, sport,health and recreations, 8(2), 51-54. mulyono, a. (2014). buku pintar panduan futsal . jakarta timur: laskar aksara. nusufi, m. (2016). hubungan kemampuan motor ability dengan keterampilan bermain sepak bola pada klub himadirga unsyiah. jurnal pedagogik keolahragaan, 2(1), 1-10. noé, f., garcía-massó, x., delaygue, p., melon, a., & paillard, t. (2020). the influence of wearing ski-boots with different rigidity characteristics on postural control. sports biomechanics, 19(2), 157–167. https://doi.org/10.1080/14763141.20 18.1452973 priyono, b. (2012). pengembangan pembangunan industri keolahragaan berdasarkan pendekatan pengaturan manajemen pengelolaan kegiatan olahraga, 2. gladi jurnal ilmu keolahragaan, 11 (01), april21 habibi sutirta, abdurrauf abdul karim sahda, h. (2009). 1 hari pintar main futsal. jakarta: pt buku kita. saputra, d., sugiharto, & soekardi. (2018). the influence of teaching style and motor ability level toward pencak silat learning results on the fifth grade students of sd hj isriati baiturrahman 2 semarang city. journal of physical education and sports, 7(2), 100-105. siswanto, t. r. (2017). hubungan kelincahan, kelentukan togok dan daya ledak otot tungkai terhadap kemampuan smash kedeng sepaktakraw pada siswa ekstrakurikuler sd negeri margomulyo pegandon kendal. journal of physical education and sports, 6(1), 88-94. sugiyono. (2013). metode penelitian kuantitatif, kualitatif, dan r & d. bandung: alfabeta 2013. bandung: alfabeta. tenang, j. d. (2008). mahir bermain futsal (dilengkapi teknik dan strategi bermain) . bandung: mizan. tita rosita, h. f. (2019). pengaruh keseimbangan, kekuatan otot tungkai dan koordinasi terhadap ketepatan shooting futsal. jurnal terapan ilmu keolahragaan, 4(2), 117-126. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 11 (02) 2020, 165-175 permalink/doi: https://doi.org/10.21009/gjik.112.08 passing futsal berbasis small sided games dimas prabowo1, yasep setiakarnawijaya1, nofi marlina siregar1 1 pendidikan olahraga, universitas negeri jakarta, komplek universitas negeri jakarta, jalan rawamangun muka, jakarta timur 13220 correspondiing author. email : dimaspra19@gmail.com abstrak tujuan penlitian ini untuk menghasilkan model-model latihan passing futsal berbasis small sided game pada club lampung dan untuk menguji keefektifan dari model yang dihasilkan. metode penelitian yang digunakan dalam penelitian ini yaitu metode pengembangan brog dan gall dengan menggunakan 10 tahapan dan dengan subjek penelitian adalah atlet futsal u-16 tahun di akademi futsal lampung. penelitian ini diawali dengan analisis kebutuhan, perencanaan, membuat produk, uji coba, revisi dan produk final. uji efektifitas passing dengan instrumenn yang digunakan untuk mengetahui tingkat kemapuan passing atlet sebelum dan sesudah pemberian perlakuan model latihan ini layak digunakan. pada hasil uji coba kelompok kecil dalam kelompok besar menerangkan bahwa model tersebut signifikan perbedaan dengan perbedaan dengan spss 16 independent samples test didapat hasil pada uji signifikan perbedaan dengan spss 16 didapatkan nilai rata-rata =8,067 menunjukan selisih dari hasil pre-test dan post-test, df= 29, hasil t tabel =24,558 > t hitung 1,69913 (dari n=30) dan p-value = 0,00 < 0,05 yang berarti terdapat perbedaan yang signifikan antara sebelum dan sesudah diberi perlakuan model latihan passing futsal berbasis small sided games untuk u-16 tahun. hal tersebut menunjukan bahwa perlakuan yang diberikan pada kelompok eksperimen yaitu model passing futsal berbasis small sided games untuk u-16 tahun memiliki efektifitas yang lebih tinggi dan dapat meningkatkan keterampilan passing pada atlet u-16 tahun. kata kunci: passing, futsal; small sided games; jurnal olahraga abstrak the purpose of this research to generate models drills passing based futsal small sided game in club lampung and to test the effectiveness of the resulting model. the research method used in this research is the borg and gall development method using 10 stages and the subject of the research is the u16 futsal athlete in lampung futsal academy. this research begins with a needs analysis, planning, making products, trials, revisions and final products. test the effectiveness of passing with an instrument used to determine the level of passing ability athletes before and after the treatment of this exercise model is appropriate to use. in the results of small group trials in large groups explained that the model is significant difference with the difference with spss 16 independent samples test obtained results in a significant test difference with spss 16 obtained an average value = 8.067 shows the difference from the results of pre-test and post-test , df = 29, the results of t table = 24.558> t arithmetic 1.69913 (from n = 30) and p-value = 0.00 <0.05 which means there is a significant difference between before and after being given a futsal passing training model based on small sided games for u 16 years. this shows that the treatment given to the experimental group, namely the futsal passing model based on small sided games for u 16 years, has a higher effectiveness and can improve the passing skills of u 16 athletes. keywords: passing, futsal, small sided games, sports journal mailto:dimaspra19@gmail.com gladi jurnal ilmu keolahragaan, 11 (02), oktober166 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar pendahuluan olahraga merupakan bagian dari kehidupan sehari-hari yang tidak dapat dipisahkan dan menjadi bagian dari masyarakat serta salah satu dari kebutuhan jasmani yang penting bagi manusia. olahraga juga sebagai wadah pengembangan pertumbuhan fisik untuk menuntaskan tugas tubuh kembang anak. perkembangan dunia olahraga hingga saat ini sangat pesat, terutama pada olahraga futsal. bermain futsal meberikan sensasi tersendiri bagi orang yang memainkannya, dalam jurnal prastyo (2017) bermain futsal selain harus memiliki teknik bermain yang baik juga harus memiliki kecepatan, daya tahan dan berfikir cepat dalam setiap pengambilan keputusan. akan tetapi dalam bermain futsal hal yang sering dilakukan seorang pemain adalah passing cepat yang baik saat bermain. mendapatkan tujuan akhir dan hasil yang sesuai diinginkan untuk membentuk atlet yang baik dalam bermain futsal, maka diperlukan program latihan dan model latihan yang baik pula untuk mencetak dan menghasilkan pemain berkualitas. . teknik dasar bermain futsal yang perlu dikuasai pemain adalah teknik dasar mengumpan (passing), teknik dasar menahan bola (control), teknik dasar menggiring bola (dribbling), teknik dasar lambung (chipping) dan teknik dasar menembak (shooting) diantara teknik dasar yang disebutkan tadi teknik passing termasuk paling banyak digunakan dalam bermain futsal, sehingga teknik passing peneliti anggap paling vital dan wajib dikuasai dengan baik pada seorang permain futsal. penelitian dilakukan pada klub futsal, masih banyak kekurangan dan kesalahan passing yang masih lemah dan ketepatan teknik dasar tersebut. hal tersebut di perkuat hasil wawancara dan pernyataan dari beberapa pelatih futsal di kota lampung, kekurangan dan kesalahan tersebut sering terjadi dikarnakan kurangnya model latihan dan variasi latihan passing futsal dan pelatih masih menggunakan model-model latihan yang konvensional (umum) yang diterapkan dapat dilihat pada table berikut: tabel. 1 keterbaruan penelitian passing futsal berbasis small-sided games yang dilakukan dilampung latihan (konfensional) umum latihan smallsided games (ssg) • pelatih hanya mengarahkan seperti yang sudah-sudah • model mudah di pelajari • latihan tidak sesuai usia yang dilatih • model sudah sesuai dengan karakter siswa • pelatih menerapkan berdasarkan pengalaman • hasil lathan ssg menarik dilakukan • tidak efektif tdan tidak efisien • hasil latihan ssg efektif dilakukan • latihan cenderung monoton • hasil latihan ssg bervariasi peneliti ingin mengembangkan model passing futsal berbasis smallsided games untuk meningkatkan keterampilan passing permain futsal dengan harapan semakin kecil lapangan saat latihan semakin pasih dalam permainan sebenarnya. dilihat dari penelitian sebelumnya (komarudi 2013) gladi jurnal ilmu keolahragaan, 11 (02), oktober167 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar small-sided games sebagai sarana mengembangkan kemampuan pengabilan keputusan dalam permainan sepakbola dengan harapan akan mengasah keterampilan bermain sepakbola baik secara individu maupun tim.didalam small-sided games dapat disisipkan ke anak didik yang berupa nilai-nilai kerjasama, kemampuan menyelesaikan masalah saat menghadapi tekanan, dan kemampuan mengambil keputusan dengan cepat dan tepat. hasil dari penelitian (safaat cahyana 2018) menjelaskan bahwa penggunaan small-sided games berpengaruh signifikan terhadap hasil keterampilan passing dengan demikian dapat disimpulkan latihan small sided games berpengarus terhadap skill passing atlet. sejalan dengan penelitian (waliyandi 2018) hasil penelitian adanya pengaruh latihan smallsided games terhadap teknik dasar sepak bola. hasil penelitian (armandya arizal 2018) tentang evaluasi keterampilan passing dalam small-sided games menjelaskan hasil peneliaian denga 3 orang judge terdapat 20 sampel menunjukan bahwa 2 orang (10%) memperoleh katagori baik sekali, 1 orang (5%) dengan katagori baik, 9 orang (45%) dengan katagori sedang, 4 orang (20%) dengan katagori kurang dan 4 orang (20%) dengan katagori kurang sekali dengan kata lain dapat disimpulkan teknik dasar passing sepakbola ssb putra wujaya di kota padang termasuk katagori cukup. dari beberapa refrensi diatas dapat disimpulkan bahwa latihan smallsided games berpengaruh pada teknik dasar futsal maupun sepakbola karna bentuk latihan seperti aslinya dengan model bervariasi, menciptakan latihan dengan model-model yang tidak membuat bosan dan inofatif disusaikan dengan karakter atlet baik itu usia maupun daerah itu sendiri (ilham n.d.) latihan small sided game merupakan suatu latihan yang berkembang dengan menyajikan situasi permainan yang membuat pemain mendapatkan penguasaan aspek tiknik, taktik, dan fisik sekaligus, yang berarti pemain dituntut untuk menghadapi situasi tekanan seolah-olah dalam situasi permainan sesungguh nya. (safaat cahyana 2018) menyatatakan bahwa “small-sided games (ssg) kini menjadi metode latihan yang ngetren. menurut tony charles dalam jurnal ( ridlo 2018) small sided game merupakan situasi tepat yang dikembangkan dengan menyajikan situasi tepat yang dikembangkan untuk para pemain muda supaya mereka bisa belajar dan berkembang baskoro dalam (wardana et al. 2018) latihan small-sided games adalah bentuk permainan seperti sebenarnya akan tetapi skala lapangan kecil merupakan situasi tepat yang dikembangkan untuk para pemain muda, setiap permainan merupakan gabungan dari teknik khusus dalam sepakbola, misalnya menggiring, mengoper, atau menembakkan bola atau berfokus pada kerjasama team dan strategi, misalnya bertahan, menyerang, menciptakan ruang gerak atau bergantian tugas, latihan small side game dilakukan dilapangan berukuran 20x10 meter. (wahyu rinaldi 2019) small side game adalah permainan sepakbola kecil tidak membutuhkan pemain yang banyak karna permainan ini dibuat untuk menyiasati saat tidak ada lapangan yang sesuai standar, setiap peserta tampil dalam empat format ssg yang berbeda: 3 vs 3 mm dengan dan tanpa gol dan 3 lawan 3 nmm dengan dan tanpa gol. setiap ssg berlangsung 3 x 4 menit diselingi dengan 4 menit pemulihan pasif. cadangan persentase denyut jantung (% hrreserve) dicatat secara terus menerus selama ssg dan penilaian gladi jurnal ilmu keolahragaan, 11 (02), oktober168 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar sesi penguasaan tenaga (session-rpe) setelah ssg. latihan menggunakan small side game bertujuan untuk mengasah skill teknis maupun taktis dalam setiap pengambilan keputusan untuk menimalisisrin kesalahan dalam melakukan passing. keterampilan dasar futsal futsal berasal dari kata fut di ambil dari futbol (sepak bola) dari bahasa spanyol atau futebol (portugal) kemudian sal di ambil dari kata sala, salao dan salón (perancis). jadi bisa di simpulkan bahwa olaharaga futsal merupakan olahraga sepak bola yang di mainkan di dalam ruangan. menurut halim sebelum fifa sebelum mengeambil alaih futsal padatahun 1989 ada beberapa nama yang di pakai untuk olahraga ini diantaranya adalah fiveaside-game, mini soccer ataupun indoor soccer. secara resmi, badan sepakbola dunia fifa menyebutkan futsal pertama kali dimainkan di montevideo, uruguay tahun 1930. versi lain mengatakan bahwa tahun 1854 permainan sejenis sudah dilakukan di kanada. pada tahun 1935 dibuatlah kesepakatan dan penetapan aturan tentang cara futsal dimainkan, akhirnya pada pertengahan 1936 dikeluarkan peraturan futsal yang tidak berbeda jauh dengan peraturan permainan futsal yang berlaku saat ini. kira-kira dua puluh tahun kemudian tepatnya tahun 1954 peraturan futsal dibakukan. piala dunia futsal pertama kali diselenggarakan di belanda tahun 1989. halim futsal adalah permainan sejenis sepak bola yang di mainkan dalam lapangan yang berukuran lebih kecil. sepak bola pada umumnya di mainkan di dalam lapangan yang berukuran besar. (lhaksana 2006) menyatakan futsal adalah suatu permainan dengan menggunakan lapangan relatif lebih kecil dengan permainan yang sangat cepat dan dinamis diikuti dengan aturan yang lebih ketat. salah satu dari perbedaan futsal dengan depak bola adalah futsal mempunyai perarturan yang sangat ketat seperti basket. lhaksana menyatakan futsal adalah permainan yang sangat cepat dan dinamis. fusal merupakan salah salah satu bentuk permainan menggunkan bola besar yang dimainkan sangat cepat dan dinamis agar bola tidak terebut lawan karena range lapangan yang sangat sempit. oleh karena itu pemain futsal tidak boleh diam terlalu lama membawa bola harus cepat memutuskan apakah bola akan dribble, passing atau shooting dan bergerak lagi mencari posisi. timo menyatakan bahwa saat bermain futsal, pemain di tuntut untuk banyak bergerak maju-mundur,kekanan dan kekiri begitu cepat (agilitas) pemain futsal yang baik tentunya dia mempunyai kemampuan merubah arah dengan cepat untuk mengecoh lawan dengan bergerak maju, mundur, ke kanan-kiri dengan cepat tanpan kehilangan penguasaan bola. laksana menyatakan bahwa futsal adalah membutuhkan daya tahan kecepatan, daya tahan kekuatan, dan kelincahan dalam waktuyang relative lama. yang artinya futsal membutuhkan daya tahan untuk bergerak, kekuatan untuk menendang bola, dan kelincahan untuk merebut bola dang mengecoh lawan ketika dalam pertandingan. dari beberapa pendapat yang di uraikan di atas, dapat ditarik kesimpulan bahwa futsal adalah olaharaga yang kompleks yang membutuhkan kecepatan,kekuatan dan kelincahan dengan jumlah pemain 5 orang diselenggarakan dilapangan sempit dan dalam ruangan dengan cara memasukan bola ke lawan menahan bola (control) keterampilan menerima bola kemudian mengontrol bola yang baik akan lebih mudah untuk melakukan kerjasama guna melakukan serangan dan bertahan. untuk menerima dan gladi jurnal ilmu keolahragaan, 11 (02), oktober169 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar mengontrol bola diharuskan anda untuk membuat tubuh sebagai “target yang lunak” dengan menarik bagian tubuh yang akan menerima bola datang untuk mengurangi benturan. setiap permainan futsal menuntut pemain harus dapat menerima dan mengontrol bola dengan baik, karena kondisi dan situasi yang lebih kompleks dibandingkan dengan permainan sepakbola. dengan datangnyabola yang deras maka pemain harus mengontrol bola dengan baik dan menguasai selama mungkin. menggiring bola (dribbling) teknik menggiring bola merupakan kemampuan dengan bola dimana pemain yang menguasai bola, sebelum bola tersebut diberikan kepada temannya atau menciptakan peluang untuk mencetak gol yang akan melakukan gerakan dengan bola, baik itu berupa “berlari dengan bola” atau gerakan menggiring bola. menggiring bola sangat penting dan banyak gunanya dalam permainan futsal sebagaimana diketahui bahwa dalam situasi tertentu tidak ada lawan yang menghalangi atau tidak ada yang berdiri bebas maka pemain dapat menggiring bola, bisa juga dalam situasi melakukan serangan balik menggunakan teknik menggiring bola. kesulitannya adalah bagaimana menggiring bola bila ada lawan yang menghalangi dan mengejar mengumpan lambung (chiping) (narlan 2017) menjelaskan keterampilan chipping ini sering dilakukan delama permainan futsal untuk mengumpan bola dibelakang lawan atau dalam situasi lawan bertahan satu lawan satu. teknik ini hampir seama dengan teknik passing, perbedaannya terlektak pada saat chipping menggunakan kaki bagian atas ujung sepatu dan perkenaannya tepat dibawah bola. adapun langkah-langkah dalam melakukan teknik dasar chipping sebagai berikut: (a) tepatkan kakii tumpuan disamping bola, bukan kaki yang melakukan chipping. (b) gunakan ujung sepatu untuk diarahkan kebagian bawah bola agar bola melambung passing dalam permainan futsal pergerakan pemain yang cepat juga menyebapkan pemain harus tepat melakukan passing tak heran jika dalam permainan futsal passing memiliki peran penting melewati lawan atau membongkar pertahanan lawan, hal tersebut disebabpkan dalam permainan futsal pemain selalu berangkat dengan falsafah 100% ball possession (syarifudin 2018) passing dilapangan yang datar dan rata dengan ukuran lapangan kecil dibutuhkan passing yang tepat karna bola meluncur sejajar dengan tumit pemain. passing dalam permainan futsal dianggap begitu vital dalam keberlangsungan permainan, untuk memulai permainan dan mengatur ritme permainan sehingga dapat dikatan passing merupakan teknik yang banyak digunakan dan penting dikuasai pemain pada saat bermain futsal untuk terus melakukan operan dalam permainan, sehingga dalam permainan futsal yang paling banyak digunakan dalam permainan adalah menggunakan passing. sedangkan untuk mengetahui bagus tidak nya suatu tendangan dapat dilihat dari indikator tendangan sepakbola yaitu dari akurasi dan kecepatan laju bola. sejalan dengan pendapat (gifford 2003) passing yang akurat adalah passing yang dpat mengarahkan bola ke arah yang diinginkan tanpa adanya penyerobotan oleh pihak lawan dan operan juga harus mencapai sasaran yang sedemikian rupa sehingga penerimanya mudah mengendalikannya. sebuah permainan adakala nya menggunkan passing sekali sentuhan melihat situasi permainan, namun dalam pelaksanaan akan muncul teknik control gladi jurnal ilmu keolahragaan, 11 (02), oktober170 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar bola yang akan mengarahkan ke rangkaian permainan selanjutnya. teknik passing yang baik dimulai ketika tim sedang menguasai bola menciptakan ruang diantara lawan dengan bergerak dan membuka ruang di sekeliling pemain (gutomo harianto, et al. 2016). shooting (a. irawan 2006) shooting merupakan teknik dasar yang harus di kuasai oleh setiap pemain, teknik ini merupakan cara untuk menciptakan gol, karena seluruh pemain mendapatkan kesempatan untuk menciptakan gol dalam memenangkan pertandingan. sedangkan dalam jurnal (utomo 2017) shooting adalah suatu kemampuan individu dalam permainan seapakbola dengan tujuan memasukan bola kedalam gawang . teknik dasar menendang bola dengan kaki kura-kura penuh bisa digunakan para pemanin sepak bola dengan tujuan memasukan bola kedalam tiang gawang. sejalan dengan pendapat aji dalam jurnal (risqi, 2018:24) teknik shooting yang efektif dalam permainan futsal adalah menendang bola dengan ujung kaki atau sepatu karna dengan teknik ini bola akan melesat cukup kencang dan bola akan tetap bergerak lurus, teknik shooting dilakukan pada kaki bagian dalam (inside of the foot), kaki bagian luaar, punggung kaki, tumit kaki ujungk kaki dan mengakat dengan ujung kaki. dalam teknik shooting terdapat fase-fase menedang yang harus di perhatikan yaitu; 1). posisi kepala yang dimaksud dengan posisi kepala adalah sebelum melakukan tendangan pada bola kita merekam/memperhatikan kondisi lapnagan, dimana posisi lawan dan kawan berada, agar dapat menetukan arah bola yang akan ditendang. 2). posisi kaki yaitu nentukan dimana posisi kaki berada didepan bola, posisi kaki berada disamping bola atauposisi kaki berada dibelakang bola. 3). posisi bagian yang akakn ditendang yaitu menedang dibagian sisi kiri bola, sisi kanan bola, sisi tengah bola, sisi atas bola. sedangkan dalam jurnal (rajidin 2014) shooting adalah langkah atau perubahan dalam pertandingan sepak bola yang merupakan serangkaian usaha untuk memasukan bola kegawang lawan tanpa menggunakan tangan dengan tujuan untuk meraih kemenangan, yang diperlukan dalam sebuah akhir serangan adalah bagaimana seorang pemain dapat melakukan tembakan kegawang lawan dengan baik sehingga akan tercipta sebuah gol.. small side games (azi faiz ridlo 2018) tony carles menjelaskan permainan di lapangan skala kecil (small sided game) merupakan situasi tepat yang dikembangkan untuk para pemain muda, supaya mereka bisa belajar dan berkembang, (laela 2018) small sided games atau permainan sisi kecil banyak digunakan untuk sekaligus meningkatkan kebugaran, keterampilan dan dinamika permainan, jika di bandingkan dengan permainan lengkap dengan tim yang lebih besar, lapangan yang digunakan ini lebih kecil dari pada ukuran lapangan yang sebenar nya. sependapat dengan jurnal (laela 2018). small side games (permainan sisi kecil) adalah permainan sepak bola yang dimainkan pada bidang yang lebih kecil dan dengan pemain yang lebih sedikit dari pada permainan small side games memberikan tugas yang lebih sulit dibandingkan dengan latihan driil karna latihan small sided game pemain harus melakukan umpan dengan bola hidup sehingga tingkat kesulitan umpan lebih besar selain itu pemain harus mampu melakukan teknik lain agar mampu mempertahankan bola selama mungkin gladi jurnal ilmu keolahragaan, 11 (02), oktober171 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar secara berkelompok. (komarudin n.d.) latihan small side games dapat digunakan dalam proses latihan peningkatan daya tahab aerobik dalam permainan sepak bola karna dalam latihan small sided games mencakup aspek teknik, taktik dan fisik dengan harapan akan mengasah keterampilan bermain sepakbola baik secara individu maupun tim. senada dengan pendapat nya (fadchurrohman. 2016) small sided games merupakan suatu metode latihan dengan menyajikan situasi permainan yang seperti permainan sesungguhnya yang membuat pemain mendapatkan penguasaan aspek teknik, taktik dan fisik. (ridlo 2018) dalam penelitian nya permainan lapangan kecil (small sided game) merupakan latihan yang menggunakan lapangan lebih kecil, pemain lebih sedikit dan tidak mempunyai peraturan yang baku, baik mengenai peraturan permainan, alat yang digunakan, ukuran lapangan maupun durasi permainan karna bentuk permainan lapangan kecil ini menjadi alternatif mengindari kejenuhan dalam latihan akan tetapi bentuk permainan lapangan kecil ini juga dapat disesuaikan tetapi tetap tidak merubah tujuan utama dalam latihan. iwan menjelaskan dalam jurnal (ronim aris dan iyan. 2018) small sided games adalah suatu metode latihan sepak bola menggunakan lapangan yang lebih kecil dan pemain yang lebih sedikit. pendapat lain dikemukakan oleh makalah yang dikeluarkan west contra cosa youth soccer league (wccysl) small sided game adalah bentuk permainan dengan jumlah pemain kurang dari 11 pemain dalam satu lapangan tanpa penjaga gawang. small side games memungkinkan pemain untuk mengalami situasi yang mereka hadapi selama memainkan pertandingan yang sebenarnya, hal ini dikarenakan dalam permainan small side games hampir mirip dengan pertandingan yang sebenarnya. sesuai kutipan “small side games are widely used during football practice. these games enable players to experience situations that they encounter during actual match play. by experiencing these situations during practice, players are able to improve technical, tactical and physiological aspects of their game” (owen et al., 2004). dengan mengalami situasi ini selama latihan, pemain dapat meningkatkan teknis, taktis dan aspek fisiologis permainan mereka. dibandingkan dengan latihan game ukuran lebih besar, latihan dengan ukuran lebih kecil sangat efektif untuk melatih sentuhan bola setiap pemain. menurut almeida dkk (2012), dalam bentuk permainan kegiatan (game sisi kecil/ketentuan bermain dan fase permainan pembelajaran) lebih relevan dengan perolehan keterampilan dan kemampuan jenis-jenis kegiatan yang melibatkan pelatihan fisik dan praktek keterampilan teknis. metode penelitian ini dilaksanakan di provinsi lampung dengan 3 klub futsal yang berada dilampung dengan lama pengambilan data 3 bulan 15 hari. metode dalam penelitian ini pengembangan ini menggunakan model pengembangan borg dan gall (1983: 775) dengan langkah sebagai berikut : (1) research and information collecting (melakukan penelitian pendahuluan, kajian pustaka, pengamatan lapangan) analisis kebutuhan pengembangan dan observasi awal tentang latihan paassing pada atlet di akademi/club). (2) planning (perencanaan model passing futsal untuk u-16 tahun rencananya akan disusun dan dikembangkan berupa model passing futsal berbasis small sided games yang terdiri dari 30 model yang akan digunakan dalam latihan passing futsal gladi jurnal ilmu keolahragaan, 11 (02), oktober172 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar yang terbagi dalam tiga bagian mudah, sedang dan sulit. (3) development of the preliminary from of product (membuat produk awal berupa rangkaian pengembangan model yang nantinya dapat dijadikan sebagai pedoman atau petunjuk untuk meningkatkan kualitas, keterampilan, dan akurasi. produk awal tersebut dituangkan dalam model latihan. (4) preliminary field testing (para ahli telah melakukan revisi terhadap model passing secara komperatif, maka langkah selanjutnya adalah meperkenalkan dan mempraktekan model passing futsal berbasis small sided games untuk u-16 tahun. pelaksanaan uji coba kelompok kecil dengan responden 30 atlet hasil uji coba kelompok kecil oleh ahli futsal dan dosen olahrga dianalisis untuk selanjutnya dijadikan sebagai landasan untuk merevisi model passing futsal berbasis small sided games sebelum dilakukan). (5) main product revision (setelah dilakukan revisi dari 30 model passing, terdapat 6 model latihan yang tidak layak digunakan untuk atlet, mulai dari kesulitan dan jarak begitu jauh sehingga membuat produk tidak layak digunakan dan dipraktekan). (6) main field testing (uji coba kelompok besar dilakukan pada akademi belut lampung dengan jumlah subjek 40 atlet. hasil dari uji coba lapangan merupakan kesimpulan akhir atau landasan akhir dari perbaikan dan penyusunan produk model baru passing futsal berbasis small sided games.respon dari para atlet setelah melakukan penelitian dan latihan secara langsung dijadikan sebagai masukan evaluasi perbaikan pengembangan model). (7) operational product revision (evaluasi pada tahap ini merupakan evaluasi tahap akhir dari model passing futsal, setelah semua diperbaikian sesuai dengan masukan uji lapangan maka, produk model passing futsal berbasis small sided games di aggap layak untuk disebar luaskan atau digunakan.melakukan). (8) operational field testing (uji coba ini bertujuan untuk (1) untuk mengetahui apakah desain model telah diterapkan dengan baik dan benar oleh pelatih, dan (2) seberapa efektifkah hasil penerapan model terhadap tujuan penelitian ini menggunakan subjek 30 atket bina latih karya (9). final product revision (melakukan revisi terhadap produk akhir, berdasarkan saran dalam uji coba lapangan). (10). disseminationand implementation (mendesiminasi dan mengimplementasikan produk, melaporkan dan menyebarluaskan produk melalui pertemuan dan jurnal ilmiah, bekerjasama dengan penerbit unuk sosialisasi produk untuk komersial, dan memantau distribusi dan kontrol kualitas). dengan demikian penelitian pengembangan model dapat disimpulkan bahwa penelitian yang menghasilkan suatu produk dengan tingkat keefektifan yang lebih baik diawali analisis, merancang, mengevaluasi dan merevisi dengan oarientasi hasil pengembangan pada model. hasil berdasarkan hasil validasi ahli uji coba kelompok kecil dengan jumlah subjek 30 dapat ditarik kesimpulan model latihan 4,6,19,21,22 dan 30 model latihan tidak layak diberikan oleh pemain dan menghasilkan 24 model latihan untuk ke uji coba kelompok besar. hasil dari uji coba kelompok kecil selanjutnya dievaluasi model, baik berupa masukan dan saran dari uji ahli. selanjutnya setelah model-model gladi jurnal ilmu keolahragaan, 11 (02), oktober173 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar direvisi oleh para ahli lalu di uji coba kekelompok besar dengan subjek 40 atlet akademi belut futsal lampung dapat disimpulkan semua model latihan dapat diterapkan karna model latihan mudah dimegerti, menarik dan bermanfaat oleh atlet. setelah melalui ujicoba kelompok kecil dan revisi tahap kedua produk model latihan passing futsal dilanjutkan dengan uji lapangan dan revisi tahap ketiga pada produk model latigan passing futsal. maka untuk mengetahui efektifitas produk dilakukan proses implementasi dengan menggunakan rancangan penelitian praeksperimen berbentuk pre-test dan posttest, uji coba produk ini dilakukan dilampung pada atlet u 16 tahun dengan jumlah 30 atlet futsal. tabel 2 hasil uji efektifitas passing paired samples statistics mean n std. deviati on std. error mean pair 1 pretest passing 9.73 30 2.690 .491 postest passing 17.80 30 2.369 .433 berdasarkan tabel diatas yang telah dihitung menggunakan spss 16 hasil dari uji t-test diperoleh nilai ratarata pretest sebesar 9,73 sebelum diberi perlakuan dan setelah diberi perlakuan model latihan small sided games dengan nilai rata-rata posttest sebesar 17,80 sedangkan nilai standar deviasi sebesar 2,690 pretest dan nilai standar deviasi posttest sebesar 2,369 sedangkan data pretest passing diperoleh nilai standar eror 0,491 dan data posttest passing standar eror sebesar 0,433. tabel 3 hasil uji korelasi passing dengan uji-t paired samples correlations n correlation sig. pair 1 pretest passing postest passing 30 .754 .000 koefisien hasil sebelum dan sesudah diberi perlakuan yaitu 0.754 pvalue < 0,05. kesimpulannya adalah terdapat hubungan yang signifikan.berdasarkan nilai dalam tabel diatas, dapat tabel 4 hasil pre-test dan post-test pada kelompok eksperimen passing pada uji signifikan perbedaan dengan spss 16 didapatkan nilai ratarata =8,067 menunjukan selisih dari hasil pre-test dan post-test, df= 29, hasil t tabel =24,558 > t hitung 1,69913 (dari n=30) dan p-value = 0,00 < 0,05 yang berarti terdapat perbedaan yang signifikan antara sebelum dan sesudah diberi perlakuan model latihan passing-futsal berbasis small sided games untuk u-16 tahun. paired samples test paired differences t df sig. (2tailed) mean std . de via tio n std . error mean 95% confidence interval of the difference lowe r upper pa ir 1 pretes t passing – postes t passing 8.067 1.7 99 .328 8.738 7.395 24.558 29 .000 gladi jurnal ilmu keolahragaan, 11 (02), oktober174 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar kesimpulan berdasarkan data yang diperoleh, tahapan penelitian serta uji coba lapangan produk model passing futsal berbasis small sided games untuk u-16 tahu didapat bahwa secara keseluruhan produk ini baik dan efektif. hal ini dilihat dari hasil uji coba lapangan yang menunjukan pelatih dengan mudah memberikan materi serta pemain mudah menjalankannya pada setiap model yang diberikan. berdasarkan uji efektifitas model keterampi;an passing futsal berbasis small sided games untuk u-16 tahun secara empiris memiliki efektifitas yang baik untuk meningkatkan keterampilang passing peamain u-16 tahun, hal ini ditunjukan dari hasil uji-t terhadap hasil tes passing yang menunjukan peningkatan secara signifikan. dengan demikian maka dapat disimpulkan bahwa model latihan passing futsal berbasis small sided games untuk u-16 tahun layak digunakan dan efektif untuk meningkatkan keterampilan passing futsal u-16 tahun. saran produk model passing futsal berbasis small sided games untuk u-16 tahun adalah model passing yang mana dijalankan dengan metode latihan small sided gamess. pemanfaatannya perlu memperhatikan sarana dan prasarana yang ada dan dapat menggunakan saran prasarana yang tersedia namun dengan bentuk manfaat yang sama dengan sesungguhnya, oleh karna itu produk ini bisa digunakan sebagai umpan kepada pelatih untuk menjalankan model latihan ini guna meningkatjan keterampilan passing atlet futsal. daftar pustaka a. irawan. 2006. teknik dasar modern futsal. jakarta. armandya arizal. 2018. “evaluasi keterampilan passing dalam small sided game sepakbola.” patrio: 63–70. azi faiz ridlo. 2018. “pengaruh metode latihan small sided game terhadap kemampuan passingstopping permainan sepakbola.” ix(2): 116–21. gifford, c. 2003. sepakbola: panduan lengkap untuk permainan yang indah. jakarta. ilham. “pengaruh latihan small sided-games terhadap keterampilan the influence of smallsided games exercise against the basic skills in.” 10: 2–8. komarudi. 2013. “small -sided games sebagai sarana untuk mengembangkan kemampuan pengambil keputusan dalam permainan sepakbola.” jurnal pendidikan jasmani indonesia 9: 58. komarudin. “small sided games sebagai sarana untuk mengembangkan kemampuan dalam permainan sepak bola.” pendidikan jasmani indonesia 9: 58–63. laela. 2018. “jurnal mitra pendidikan ( jmp online ).” 2(1): 11–22. lhaksana, justinus. 2006. futsal coaching clinic kelme futsalismo. jakarta. narlan. 2017. “seri pendidikan issn 2476-9312 kata kunci : pengembangan , instrumen , futsal seri pendidikan issn 2476-9312.” 3(2): 241–47. prastyo, bagus wahyu. 2017. “european gladi jurnal ilmu keolahragaan, 11 (02), oktober175 dimas prabowo, yasep setiakarnawijaya, novi marlina siregar journal of physical education and sport science the development model of the basic techniques of exercise and physical exercise on.” : 50–59. rajidin. 2014. “model latihan shooting ke gawang pada mahasiswa ukm sepak bola ikip-pgri pontianak.” jurnal pendidikan olah raga 3(2): 192–201. safaat cahyana. 2018. “pengaruh small sided game ( ssg ) terhadap keterampilan passing.” : 631–40. utomo, eko budi. 2017. “ketepatan shooting futsal ( studi pada peserta ekstrakulikuler futsal smp pgri 7 sedati tahun ajaran 2015 / 2016 ) eko budi utomo abstrak.” 07(3): 1–5. wahyu rinaldi. 2019. “jurnal endidikan olahraga dan kesehatan.” 7: 14550. waliyandi. 2018. “pengaruh latihan small sided games terhadap teknik dasar permainan sepakbola.” : 1–10. wardana, charaka raga, moh agung setiabudi, arya t candra, and olahraga kesehatan. 2018. “pengaruh latihan small-sided games terhadap keterampilan passing , controlling dan shooting peserta ekstrakurikuler sepakbola smk negeri 1 tegalsari kabupaten banyuwangi.” 3(november): 194– 201. available online at : http://journal.unj.ac.id/unj/index.php/gjik gladi : jurnal ilmu keolahragaan 12 (02) 2021, 115-127 permalink/doi: https://doi.org/10.21009/gjik.122.04 learning outcomes of physical education for eleventh grade students of senior high school asep hasbullah 1 , a. sofyan hanif 2 , yasep setiakarnawijaya 2 , ramdan pelana 2 1 senior high school 1 cikarang, jl. beruang raya no.9, jayamukti, kec. cikarang pusat, bekasi, jawa barat, indonesia, 17530 2 physical education, postgraduate universitas negeri jakarta, universitas negeri jakarta complex jl. rawamangun muka east jakarta indonesia 13220 corresponding author. email: asephasbullah_7216110059@mhs.unj.ac.id abstract this study aims to analyze and determine the effect of physical activity, learning environment, and learning motivation on physical education, sport. this study used quantitative approach with a descriptive method. this research was conducted at senior high school 1 cikarang timur with a sample of 90 students of eleventh grade through simple random sampling technique. the data analysis technique used is path analysis. the results of this study indicate that (1) there is a positive direct effect of physical activity on physical education learning outcomes with a calculation of 0.258, (2) there is a positive direct influence of the learning environment on physical education learning outcomes with a calculation of 0.212, (3) there is a positive direct effect of learning motivation on physical education learning outcomes with a calculation of 0.288, (4) there is a direct positive effect of physical activity on learning motivation with a calculation of 0.325, and (5) there is a direct positive effect of the learning environment on learning motivation with a calculation of 0.334. thus, the conclusion shows that physical activity, learning environment, and learning motivation are important factors to improve learning outcomes at senior high school 1 cikarang timur. keyword : learning outcomes, activity, physical education. mailto:asephasbullah_7216110059@mhs.unj.ac.id gladi jurnal ilmu keolahragaan, 12 (02), june116 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana introduction education is the main vehicle for the development of the quality of human resources. with education, people are increasingly aware of the importance of the thought process to determine the quality of their future. through education a person can determine his future starting from school. many also believe that education and science are absolutely necessary to survive in the era of global competition that is happening in every nation. education is not only obtained from school but from various sources including the social environment, family environment and from the news media, both print and electronic. one of the efforts to create a human form that has knowledge, skills, physical and spiritual health is physical education. physical education, sports, and health is one of the subjects carried out at the elementary, secondary, and even higher education levels. the purpose of physical education is to develop aspects of physical fitness, movement skills, critical thinking skills, social skills, reasoning, emotional stability, moral action and aspects of a healthy lifestyle. physical education is a medium to encourage physical growth, psychological development, motor skills, knowledge and reasoning, appreciation of values. physical education is an integral part of the total educational process, and therefore physical education is included in the educational curriculum. campos (2014) said "physical education is an integral part of the overall education that aims to improve individuals organically, neuromuscular, intellectually through physical activity." while the teacher in learning physical education as a motivator and facilitator who has an important role in giving meaning. the implementation of large-scale social restrictions to break the chain of the spread of covid-19 requires teachers to carry out wfh (work from home) in carrying out their duties as educators. the condition of teaching activities that suddenly changed drastically has become a challenge for teachers, especially physical education teachers, so that the goals and objectives of sports and health physical education can be achieved. although through the circular letter of the minister of education and culture no. 4 of 2020 regarding home learning guidelines during the pandemic period, it requires teachers not to burden students through demands for curriculum achievements as a condition for grade promotion. physical education subjects, sports and health are very important subjects for students to learn today, because with knowledge about health and sports practice students can fortify themselves, one of which is by increasing body resistance (immunity) to prevent the corona virus. regular exercise is one way to maintain health. gladi jurnal ilmu keolahragaan, 12 (02), june 117 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana however, the pattern of learning at home certainly has its own challenges, especially for teachers of physical education, sports and health, learning carried out from home of course must be able to improve the level of student fitness, motor skills and values that include cognitive, affective, and social aspects. social education, so that the subject matter must be carefully rearranged so that the physical education learning experience is obtained by students, but adjusted to the ability to carry out student learning at home. based on the results of previous observations, it can be seen that student learning outcomes in physical education, sports and health lessons are not very encouraging. from the results of the evaluation of physical education learning in semester 1 of the 2018/2019 academic year, out of 419 students in eleventh grade, only 54.93% of students scored completely. the reason is, this lesson is considered only a lesson that prioritizes movement activities, so only a few students are interested in participating in the lesson. then also, the learning hours in the classroom are not conducive, the learning materials are less attractive to students, so the learning objectives for students are not clearly explained by the teacher. thus, causing student learning outcomes that have not achieved maximum results. learning outcomes are a series of sentences consisting of two words, namely results and learning. where the two words are interrelated between the two and have different meanings.taylor (2019)defines learning as a relatively steady change in behavior thanks to practice and experience. learning is actually the difference between humans and animals. learning that is done by humans is a part of life, lasts a lifetime, anytime and anywhere whether at school, in class, on the road, or in a predetermined time.baser and kilink (2015) explaining that learning is a change in behavior or appearance with a series of activities, for example by reading, observing, listening, imitating. achievement is always associated with the implementation of an activity or activity. learning outcomes are things that cannot be separated from learning activities, because learning activities are a process, while learning outcomes are the output of the learning process. learning is the process of people acquiring various skills, skills, and attitudes(tartari, 2015). learning can also be interpreted as an effort process carried out by a person to obtain a new behavior change as a whole as a result of his own experience in interaction with his environment. learning outcomes are often referred to as academic achievement. physical education is an educational process that utilizes physical activity and is gladi jurnal ilmu keolahragaan, 12 (02), june 118 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana planned systematically aimed at improving individuals organically, neuromuscular, perceptually, cognitively, socially and emotionally, with a focus on developing aspects of physical fitness, movement skills, critical thinking skills, emotional stability, social skills, reasoning and moral action through physical activity. physical education is one of the subjects that must be taught in secondary schools. physical education plays an important role in coaching and personal development both individually and in groups in supporting physical and spiritual growth and development. students in school play activities are part of most activities at school. furthermore, the factor that is considered capable of determining the success of student learning outcomes is students' physical activity (hamed and hassan, 2019). learning activity is an activity carried out in the process of interaction (students and students, students with teachers, and students with learning resources) in order to achieve learning objectives. the activity referred to here is the emphasis on students, because with the activities of students in the learning process, an active, creative, and fun learning is created. active learning is a learning system that emphasizes the activeness of students both physically, mentally and emotionally in order to obtain learning outcomes in the form of a combination of cognitive, affective, and psychomotor aspects. physical activity is any body movement that requires energy to do it. while exercise is a physical activity that is planned and structured and involves repeated body movements and aims to improve physical fitness(edwards, 2011). physical activity is any body movement that increases energy and energy expenditure or burning calories (ministry of health, 2015). physical activity is defined as any physical movement produced by skeletal muscles that requires energy expenditure. this term covers the full range of all movements of the human body ranging from competitive sports and physical exercise to hobbies or activities carried out in everyday life. on the other hand, physical inactivity can be defined as a condition in which body movement is minimal and energy expenditure is close to resting metabolic rates (who, 2015). kayal (2016) physical activity is a physical movement carried out by the body's muscles and supporting systems. physical activity is any bodily movement produced by skeletal muscles that requires energy expenditure. absent physical activity (lack of physical activity) is an independent risk factor for chronic disease, and overall is estimated to cause death globally (who, 2010). so, the conclusion from the notion of physical activity is the movement of the body by the muscles of the body and its supporting systems that require energy expenditure. gladi jurnal ilmu keolahragaan, 12 (02), june 119 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana lees, (2016)said that "activity means activity or activity. so everything that is done or activities that occur, both physical and non-physical, is an activity". furthermore, it is revealed that "activity is any activity that is carried out either physically or spiritually." thus, activities are activities that are carried out both physically and non-physically. teenagers need physical activity because there are benefits for them in the long term and benefits for them, especially in the years or periods of growth so that their growth can be optimal. next, the learning environment is one of the learning resources that affect student learning outcomes and in the learning process. according tohopkins (2019)said that the environment is something that exists in the natural environment that has a certain influence on individuals. this means that an effective learning condition is a condition that is truly conducive and supports the smoothness and continuity of the teaching and learning process. the learning environment is one part of the learning process to achieve learning goals, where the environment will affect teaching and learning activities in schools (winarno, 2012). according to danilewicz (2018) the learning environment is an environment that affects the learning process, both the physical environment and the social environment. the environment will affect the individual and vice versa, the individual can also affect the environment(lisa, 2017). the learning environment such as facilities and infrastructure, the size of the environment, lighting and noise have a great influence on the assessment of whether the learning environment is pleasant or not so that it can affect motivation and the learning process. comfortable classroom conditions will help students to concentrate more easily, obtain maximum learning outcomes and be able to enjoy learning activities well (stanojevic, 2018). the learning environment is a place where teaching and learning activities and processes occur. the learning environment is everything that is used in the learning process which includes the conditions, circumstances and facilities that exist in the environment. through the learning environment, a person can get an education either directly or indirectly which is influenced by the natural environment and social environment. it is a challenging and stimulating environment for learning as well as a sense of security and satisfaction so that it can achieve the expected learning goals. overall, the learning environment includes physical, social, intellectual, values and relationships with educators (yuda, 2015). the learning environment is divided into the physical environment, socio-emotional relationships, peer and community environments and influences from the foreign environment. the gladi jurnal ilmu keolahragaan, 12 (02), june 120 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana learning environment is not only classrooms but also includes room designs such as laboratories, libraries, tutorial rooms and non-formal learning places (united nations of educational, scientific and cultural organization (unesco), 2012). the learning environment can affect the success of a learning process. the learning environment is not only inanimate objects that are around the learning place, but the people who are in that place also include the learning environment. the next suspected factor is the learning conditions that have not been able to build student motivation. as said by ohuruogu (2016)the learning process in educational units is held interactively, inspiring, fun, challenging, motivating students to participate actively. therefore, teachers need to make learning interesting and fun for students. kendal and widodo (2018)that "human behavior is essentially goal-oriented in other words that a person's behavior is generally stimulated by the desire to achieve some goal." motivation, sometimes this term is used interchangeably with other terms, such as needs, desires, urges, enthusiasm or impulses. learning motivation is one of the factors that determine effectiveness in learning. a student will learn well if there is a motivating factor, namely learning motivation. students will study seriously if they have high learning motivation. according to al-omari and okasheh (2017)learning motivation is internal and external encouragement to students who are learning to conduct behavior, generally with several indicators or supporting elements. these indicators include: the desire and desire to succeed, the drive and need for learning, hopes and aspirations for the future, appreciation in learning, and a conducive learning environment.” other than that, arthur et al (2015)states that learning motivation is the overall psychic driving force in students that causes learning activities to achieve a goal. in line with the opinion aboveanggraini, kusumawardhana and ramadhan (2019) explained that learning motivation is the entire driving force in students who lead to learning activities that ensure the continuity of learning activities that provide direction to learning activities so that the goals desired by the learning subject can be achieved. method this study uses a quantitative approach with descriptive methods and path analysis techniques. the path analysis is used to analyze the effect of physical activity, learning environment, learning motivation, and physical education learning outcomes. this research was conducted at senior high school 1 cikarang timur. the population in this study were 419 students of eleventh grade, with a sample of 90 through gladi jurnal ilmu keolahragaan, 12 (02), june 121 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana random sampling technique (sugiyono, 2014). data collection techniques using documentation study for variable y, and questionnaire instrument, where each variable x1, x2 and x3 the number of instrument items is 30 statements. data analysis techniques used for this research are descriptive statistics and inferential statistics. to test the analysis requirements test, namely normality test, homogeneity test and linearity test. as for testing the hypothesis using path analysis. results and discussion results based on the description of the results of data analysis and hypothesis testing of the research that has been carried out, it can be explained as follows: table 1. mean value and standard deviation variable mean standard deviation physical activity 19.89 2,488 learning environment 116.57 5.178 motivation to learn 104.79 7,656 physical education learning outcomes 81,12 5,771 after the average value and standard deviation are known, the next step is to test the normality of the data and test the homogeneity of the data. test results can be seen in the following table: table 2. normality test results n lo count sig. (2tailed) results y over x1 90 0.054 0.200 normal y over x2 90 0.062 0.200 normal y over x3 90 0.042 0.200 normal x3 over x1 90 0.049 0.200 normal x3 over x2 90 0.083 0.169 normal from the list of table 2 above, overall sig.2 = 0.200 > 0.05, so the null hypothesis is accepted, thus the data on physical activity, learning environment, learning motivation, and physical education learning outcomes are normally distributed. after knowing the data from each test is normally distributed, then the steps the next step is to test the hypothesis and the path coefficient can be seen in the following table. table 3. hypothesis testing results path coefficien t thit y over x1 0.258 2.58 y over x2 0.212 3.16 y over x3 0.288 2.54 x3 over x1 0.325 3.36 x3 over x2 0.334 3.45 discussion based on the research results, it can be discussed that: 1. the effect of physical activity on physical educationlearning outcomes gladi jurnal ilmu keolahragaan, 12 (02), june 122 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana based on the results of the study, the effect of physical activity on learning outcomes of physical education for eleventh grade students of senior high school 1 cikarang timur was 25.8%. these results indicate the analysis that the physical activity of eleventh grade students is needed to improve learning outcomes. the results of this study are in line with the opinion of several experts that appropriate physical activity can increase cognitive in the process of receiving information during learning. by doing physical activities, the brain's ability to supply oxygen to translate knowledge transfer information is maximized(anderson, 2011). the recommended activities must be in accordance with the needs of students so that the maturity of the brain will be more dynamic and develop perfectly. by doing a routine of moving for motoric freshness, fitness is avoided from apathy towards the environment, so that students who feel they are doing enough movement will look healthier and more active when in the school environment. the explanation is as dadge and casey (2015) that, “. . . doing a moving routine for freshness causes fitness to avoid apathy towards the school environment”. activities cause flexibility of movement so that it can lead to motor development of students. motor development makes innovative and creative maturity, it makes students look more active in positive things and boosts the immune system. increasing the immune system makes students more confident and more ready to accept more complex material. this will support the value of learning outcomes to be more leverage so as to improve learning outcomes. sudino (2018) that, "increasing the immune system makes students more confident and more prepared to accept more complex material". the increase applies to all subjects even though lesson one cannot be the same because of the difference in the character of the subjects(miles, 2018). with sufficient activity and appropriate intensity, students feel fit and will have a significant effect on grades in a more systematic learning process. 2. the effect of learning environment on physical education learning outcomes based on the results of the study, the effect of the learning environment on the learning outcomes of physical education for eleventh grade senior high school 1 cikarang timur students was 21.2%. these results indicate the analysis that a conducive learning environment is needed to improve student learning outcomes in eleventh grade of senior high school 1 cikarang timur. gladi jurnal ilmu keolahragaan, 12 (02), june 123 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana the results of this study are in line with the opinions of several experts including those who state that a positive environment will lead to an increase in learning outcomes indirectly or directly, it is evident that students will feel more comfortable, conducive and able to control all needs that if used for the learning process. (welser, 2016). a conducive, comfortable, orderly, supportive learning environment will have a significant effect on learning outcomes. not only movement learning but also other learning, especially in physical education subjects that must be carried out systematically with the support of a positive environment (danilewicz, 2018). therefore, the learning environment will greatly affect learning. a positive environment causes the use value or final value in the physical education learning process to be maximized. physical education learning focuses on fine and gross motor skills, all of which are supported by a positive learning environment. among them, the environment causes changes in the character of the participants from negative to positive by touching several affective aspects which are supported by existing cognitive and motor aspects.(ekawati, hakim, & noor, 2016). 3. the effect of learning motivation on physical education learning outcomes based on the results of the study, the effect of learning motivation on the learning outcomes of physical education for eleventh grade students of senior high school 1 cikarang timur was 28.8%. this result shows the analysis that the existence of learning motivation given to eleventh grade students of senior high school 1 cikarang timur can improve learning outcomes. gleave et al (2016) states that all aspects of educator support for students make a positive influence on students. the influence of positive learning motivation will make students more enthusiastic and participate in learning maximally with certain goals( koenig et al., 2014). the students have a tendency to compete with each other against other students, therefore learning motivation is important for students. jakovina and jakovina (2017) which explains learning motivation is very influential on learning outcomes. physical education learning that has a character in its lawyer has a different character from other learning. with the motivation to learn by educators, it will make the spirit that is many times more challenging towards the learning objectives of physical education and gladi jurnal ilmu keolahragaan, 12 (02), june 124 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana sports(gomez, mendoza, & paino, 2016). like teachers or researchers, they must have motivation and motivate their students so that the learning process takes place optimally and with benchmarks, student learning outcomes will be better and maximal. encouragement of students is needed for smoothness in the learning process. it can also be from educators that motivation for students greatly affects student learning outcomes, it is proven that in sports education learning, teachers will be required to have creativity in motivating participants. this will have an effect if the participant is not able to perform a certain movement which will affect the learning outcomes at the end. based on, “motivation for students greatly impacts the learning outcomes of students, it is proven that in sports education learning, teachers will be required to have creativity in motivating participants”. 4. the effect of physical activity on learning motivation based on the results of the study, the effect of physical activity on the learning motivation of eleventh grade students of senior high school 1 cikarang timur was 32.5%. these results indicate an analysis that physical activity carried out by eleventh students of senior high school 1 cikarang timur can improve learning outcomes. masolo et al (2015), "learning motivation is directly influenced by physical activity which can increase physical activity will result in an increase in learning motivation". physical activity is closely related to the influence of student learning. an educator must be able to make a learning concept by inserting a physical aspect in it, this is intended to attract the interest and motivation of students to learn. learning motivation occurs because students and teachers have a synergistic bond because both have comfort in carrying out their respective roles and duties. physical activity has a close relationship with learning motivation. it was further explained by miles (2018) that physical activity that can make learning motivation will affect all aspects of students' lives, this affects the character of participants to be able to protect and adapt to the new environment in school. learning motivation is closely related to the physical activity that has been done (osburn, 2011). a teacher sometimes has a deficiency in providing a stimulus in the form of motivation to students. it should be noted that not all students have gladi jurnal ilmu keolahragaan, 12 (02), june 125 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana the confidence to carry out an instruction given by the teacher. 5. the effect of learning environment on learning motivation based on the results of the study, it showed that the influence of the learning environment on the learning motivation of eleventh grade students of senior high school 1 cikarang timur was 33.4%. these results indicate an analysis that a conducive learning environment can improve student learning outcomes in eleventh grade students of senior high school 1 cikarang timur. increased learning environment will result in increased motivation to learn. the results of this study are in line with the opinion ryan (2015) which states, “the learning environment has a tendency to influence some students who do not have special characters. the learning environment has a character that can shape the personality of students”. the learning environment has a tendency to affect some students who do not have a special character. the learning environment has a character that can shape the personality of students, this will have an impact on student achievement so that it can provide a positive stimulus to student achievement. student achievement is also determined from the learning motivation that has been given by the teacher to the students. a teacher must have an encouragement in providing knowledge to students in today's students concerned(deakin, fraser & co, 2014). the learning environment is a supporting factor for learning motivation which will later become an indicator of learning outcomes. a positive learning environment will make students' abilities more optimal in digesting information. students' abilities as measured by grades make students motivated to get the greatest value and will feel unworthy to get a less score. learning motivation is important in this case to lift mentally if students feel that they have fallen with the treatment or some systematic teaching carried out by the teacher(saracho et al., 2017). physical education learning has an important role in motivating a student to follow certain lessons. if students feel confident and also feel given responsibility by other students or teachers, the motivation in students will be higher. if this happens continuously automatically student learning motivation will continue to increase this will have an impact on student achievement. gladi jurnal ilmu keolahragaan, 12 (02), june 126 asep hasbullah, a. sofyan hanif, yasep setiakarnawijaya, ramdan pelana conclusion based on the results of hypothesis testing and discussion of research results, it can be concluded as follows: learning motivation has the greatest influence on learning outcomes of physical education in eleventh grade students of senior high school 1 cikarang timur by 28.8%. in addition, the learning environment has a significant influence on learning motivation by 33.4%. references al-omari, k., & okasheh, h. 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