Efforts to Improve Manipulative Movement Learning Outcomes Through Differentiated Learning Strategies in Big Ball Games for Fifth Grade Students

Abstract

This classroom action research aimed to improve learning outcomes in manipulative movement skills within large ball games among fifth-grade students of SD Negeri 017 Long Kali through the implementation of a differentiated instruction model. The study was conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. The research subjects were 10 fifth-grade students. Data were collected using psychomotor skill observation sheets and documentation of learning outcomes. A skill test was administered through the activity of hitting a ball over the net as an indicator of manipulative movement mastery in the game context. Data were analyzed both quantitatively and qualitatively. The results showed a significant improvement in students' manipulative skills, with mastery learning increasing from 60% in the first cycle to 85% in the second cycle. The application of the differentiated learning model also enhanced students’ active participation, teamwork, and motivation during the learning process. These findings indicate that the differentiated instruction model is effective in improving manipulative movement learning outcomes in large ball games in elementary school physical education.