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), March- 99 

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), March- 100 

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. 



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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), March- 102 

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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 neuroscience-

based dribbling basketball learning 

model is carried out in 12 meetings with 



Gladi Jurnal Ilmu Keolahragaan, 13 (01), March- 103 

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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), March- 104 

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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 p-

value (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 neuroscience-

based 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 Al-

Fityan 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), March- 105 

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), March- 106 

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), March- 107 

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), March- 108 

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 neuroscience-

based 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. 

 

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