THE INFLUENCE OF INQUIRY METHODS AND MOTOR EDUCABILITY ON DRIBBLING SKILLS IN SOCCER

Research aims toaknow the influenceaMethod of Inquiry and Motor Educability Exerciseaagainst skillsaDribbling in FootballaBengkulu Young Shoots. Research conductsaresearch Experiment withaFactorial design. Sample insideaThis study included 48 athletesaTunas Muda KotaaBengkulu. Data analysis techniqueausing the t-test. The results of the research in this study are: 1. The results of the dribbling skills in soccer for SSB students who are taught using a modelainquiry exerciseaguided moreahigh in comparisonawith students who followainquiry learningafree. 2. Resultsadribbling skills of students have motoraeducability higheraheight than the childawho has a motoraeducabilitylow. 3. Several schoolsahave a workout scheduleaconcurrently between football extracurriculars, so thatadirectly inaimplementation of the exercise sometimes has toado the treetment and testanot simultaneously. This matterabe one of the obstacles in providing treatmentain the form of a training methodato students. 4. Studentsanot quarantined soaresearchers cannot control activityawhateverastudents doaout of scheduleaexercise is a nutritional problemastudents. Notastraightforward this thingacan affectaresearch. 5. Lack of comfortaand the serenity students getaat the time of doing the guided inquiry method and lackathe facility used by researchers to support the provisionathe training method when doing the methodathe free inquiry exercise.


Research aims toaknow the influenceaMethod of Inquiry and Motor Educability
Exerciseaagainst skillsaDribbling in FootballaBengkulu Young Shoots. Research conductsaresearch Experiment withaFactorial design. Sample insideaThis study included 48 athletesaTunas Muda KotaaBengkulu. Data analysis techniqueausing the t-test. The results of the research in this study are: 1. The results of the dribbling skills in soccer for SSB students who are taught using a modelainquiry exerciseaguided moreahigh in comparisonawith students who followainquiry learningafree. 2. Resultsadribbling skills of students have motoraeducability higheraheight than the childawho has a motoraeducabilitylow. 3. Several schoolsahave a workout scheduleaconcurrently between football extracurriculars, so thatadirectly inaimplementation of the exercise sometimes has toado the treetment and testanot simultaneously. This matterabe one of the obstacles in providing treatmentain the form of a training methodato students. 4. Studentsanot quarantined soaresearchers cannot control activityawhateverastudents doaout of scheduleaexercise is a nutritional problemastudents. Notastraightforward this thingacan affectaresearch. 5. Lack of comfortaand the serenity students getaat the time of doing the guided inquiry method and lackathe facility used by researchers to support the provisionathe training method when doing the methodathe free inquiry exercise.

INTRODUCTION
The sport that has become popular in Indonesia is football. Hapsari & Wibowo, (2015) Popular sports soccer sportsain the world, so is inaIndonesia, sportsathis could be saidais the prima donna of Indonesian sportsEveryone knows sportsasoccer. The extent of the development of the world of sports, and as the advancement of science and technology has grownathis, the more complex it isasupporting factors to achieve a high level of achievementain sportsain particular, especially sportsasoccer. According to (Taufik & Guntur, 2019) Every player in the game of soccer is required to be able to work together in a team and must have good basic technical skills. Yasriuddin, (2012) techniqueabasic playasoccerakicking (kicking), stopping the balla (stopping / control), dribbling, headingaball (heading),throwing techniqueaball (throwin), pass (pass), and technique catch the ball (for goalkeepers). Dribblingaballameaning to bring the ball fromaone line to line onesaother by means of controlafrom feet toafeet when roomanarrow, because the opponent close the area (Sapulete, 2012). Activities football at SSB Tunas Mudaahas gone accordinglyawith the exercise program that has beenamade by coach, willabut a builder increaseathese activities are not manyaperceived, this thingaseen at the timeagiven playing practice material, aplayers often loseaball. Problemamajor in the processathe exerciseais in implementationatraining processathe ball dribbling skill hasn't run yetaeffective. Skillsadribble a playerawhich is carried out in the fieldawill be determined byainternal factors and factorsaexternal. Internal factorsausually is relatedaon oneselfaplayer himself as in componentaphysical condition namely coordination of movement andaagility, while the external factor isaall situations that exist around the playerain doing the dribblingathe ball like the opposing playerahead-on, spectators, and everythingathe pressure that comes with itaaffect the results of herding skillsaplayers on the field (Supriadi, 2015).
Byabecause of thatathen, to getaquality of dribbling skillsagood and true needacontinuous exercise effort withamake use of the exercise methodaright. According to (Ridwan, 2020) as a coach must choose bform or the right training method in order to achieve the desired training target.
Exercise methods are often usedaas a means orasolutions for coachesaor education providersaothers to beaincrease yieldalearn againstalearning thatagiven, insideaapplication of the method requiresaeffort for coachesato apply it withatrue order material expectationsalearning can be absorbed well inaplayer and canaget a quality improvementaplayer (Suprianto & Nurwirhanuddin, 2020).
Training methods in dribbling skills can be done, among others, are the guided inquiry training method and the free inquiry practice method. The two training methods are basically to develop the ability to perform dribbling skills in soccer gamesaan engineering skillabasic onesamust haveaby a football player. Factoraother onesaaffect the results of dribbling skills trainingain football among themais a factoraself-confidence, motivation, motor, aand motor educability. This researcharesearchers took the motor factoraeducability because motor educability is aaone's ability to learnamotion and these termsashows a person's capacity to learn skillsamotion which isait is new in natureafast timeawith that qualityagood. Based onabackgroundabackawhich has been statedaabove researchers are interested inaa methodaexercise, namely (1). Methodainquiry guidedaand the free inquiry method, as well (2)

METHODS
This research method is an experimental methodawith a factorial design. Sugiyono, (2018), Factorial designais a modificationafrom design trueaexperimental, that isaby paying attention to the moderator variables that influenceatreatment (dependent variable).
Populationais a group of people withathe occurrence of everythingawhich has certain characteristics. Population inaresearch is all overaTunas Muda SSB athletesaBengkulu U-13 years.

Sampling Procedures
The samples in this study were all athletes of SSB Tunas Muda Under 13 years, the sample selectionain this researchadone byadrawing soaobtainedathe results of 48 athletes.
After determining 2 groups as the research sample, a motor ability test and dribling test were carried out for all SSB Tunas Muda athletes under 13 years of age. Then, after all the tests have been carried out, the motor skills test is done by conducting 10 types of tests in the guided group and the free group. Motor ability is categorized into two, namely high motor ability and motor skills.

Materials and Apparatus
In accordance with the research design, thenathere are twoakinds of dataathat shouldaCollected: (1) Data on the results of dribbling skillsain football, and (2). Motor dataaeducability. To get aboutathat data as well as dataaabout motor educability using the testaand measurement. To measureadribbling skills in football withathe dribbling instrument alreadyais inameasurement test.

Procedures
Research procedureathis is done withahow to provide students with a way of carrying out a motor ability test, and then dividing the students into motor bikegroupsaeducability high. After that students are given exercises with guided inquiry methods and free inquiry.

RESULT
1. The difference between the guided inquiry training method and students who take free inquiry learning on dribbling skills in football.
The hypotheses used in this study are: H0: It is accepted that there is no difference between the guided inquiry training method and students who take free inquiry learning on dribbling skills in football. H1: It is accepted if there is a difference between the guided inquiry training method and students who take free inquiry learning on dribbling skills in football.

The difference between high motor
ability and low motor ability on dribbling skills in football.
Hypothesisacarried out in this studyaare: H0 : Accepted otherwiseathere isadifference betweenamotor educabilityaheight and motoraeducability lowaagainst dribbling skills in football. H2 : It is accepted if there is a difference between the motorsaeducability height and motoraeducability lowaagainst dribbling skills in football.
Fromaresults of data testingaso, at canaFcount results foralearning modelainquiry namely 163.11 with levelasignificance of 0.00 which is moreasmaller than (0.05) soaH0 is rejected and H1 is acceptedawhich meanaThere is a differenceabetween motor educabilityahigh andamotor educability lowatoadeep dribbling skillsasoccer. In the second hypothesis the results of the student dribbling testawho have high reasoningahigherafrom studentsawhich is low reasoning. Sadiq, (2014) explainareasoning (way of thinkingaor reasoning) as: "the process of thinking that tries to link known facts or evidences to a conclusion".

The Effect of the Interaction of the
Inquiry Training Model and the motor ability on the student's dribbling ability.
This hypothesis testing showsathat it's notathere is an interactionabetween Inquiry and motor training modelsaeducabilityaagainst students' dribbling abilities. Novriansyah, Irianto, D, Rahmat, Y, & Nanda, F, (2019) in his research stated that there was no interaction between the inquiry training method and the motor ability becauseanot yetaaccustomed to studentsawith these exercisesaandalessaunderstand the importance of modelsapracticeainquiryaand motoraeducability. Besidesathatacan also be causedafor not taking longatime of givingaprogramaexercises given to students soastudentsanot very adaptableawell and causesathe absence of interaction between modelsainquiry exerciseaand motor educability.
Thingathis is supportedaopinion from Kuspriyani & Setyawati, (2014) in his research which states that the lack of inquiry practice is influenced byapractice frequency, practiceaInqury will be ableadid betteraif trainedaevery day. studentsawho are not used to itaand not perseveringaarises boredom.
This resultaalso reinforced by opinionaLutan, (2005: 126) "The testers of prospective students in sports teacher schools such as FPOK-IKIP Bandung, for example, repeatedly apply the motor ability test at the beginning of each year of admission of prospective students. But unfortunately the results are not satisfactory due to external factors. "athe pictureathen it affectsainteraction resultsafrom the answerahypothesis. 4. The difference in the results of the dribbling skills with high motor ability by following the guided inquiry and free inquiry training models In this hypothesis there is no difference in dribbling skills with high motoreducability by following the guided inquiry and free inquiry training model, based on direct observations in the students' field.awhich hasamotor educability thatahigh withacan easily perform football dribbling skillsawell.
The potential quality of motor educability will beaprovide an overview ofaone's abilitiesain learning movementsathatanew withaeasy. Getting higherapotential levelamotorcycleaeducability, means the degree of masteryatoanew movementsamore and moreaeasy So that ifasomeone has a level of motor educability (ME)ahigh then it can be withaeasy, fast to master engineering skillsabasic and playing skillsafootball (passingastopping, dribbling, heading and shoting) with quantityaand the quality of movementaits better thanapeople who have the level of motor educability (ME)alow. Besides, the ability of motor skillsais the basis of skill formationamotion, resulting in deep learningabasic techniques and skills to play soccerathe ball will be fasterabe mastered if it is supported by motor abilityatall one.
Based onafindingsapractically from the resultsaauthor's research andasupported by severalafindings from previous research. on an increasing basisafrom the gain it turns out to be the resultalearn football dribbling skillsawho was taught to useamore guided inquiry practice methodsabetter than any group of studentsawho was taught to useafree inquiry practice method onagroup of students who haveamotor educability high.
Mahardhika, (2016)provides a definition that "students who have high motor ability tend to master dribbling skills more easily than students who have low motor ability". Therefore, if the football teachers and coaches want to improve their football dribbling skills, it would be good to consider the motor ability of each student, so that they can speed up the process of improving their dribbling skills. 5. The difference in the results of dribbling skills with low motoreducability following the guided inquiry and free inquiry training models Based on the research that has been conducted, it is known that there are differences in dribbling skills with low motoreducability by following the guided inquiry and free inquiry training models so thatathis result can beainterpretedathat the guided inquiry training method and free inquiry given are proven to be able to improve dribbling skills for students who have low motor ability. Because there are differences in the characteristics of the training method, the instructor and trainer must know and understand these differences and have broad insight into the method and motor ability of each student. Because of qualityamotor potentialaeducability will provide an overview of capabilitiesasomeone in learning new movementsathe easier it is. Getting higherapotential ability, meansamastery of movementsajust getting onaeasy (Nurhasan, 2011).
Providing Serving Methods of ExerciseAThatAAppropriate Can Give Significant EffectAAgainst the Dribbling Skills That Students Will Do Later. By paying attention to these differences, it is also expected that you can maximize your football dribbling skills.

CONCLUSION
Based onaanalysis resultsadata and its discussionahas done, the conclusionathis researchais the result of dribbling skills in soccer for SSB students who are taught with the guided inquiry training modelahighacomparedawith studentsathatafollowthe lessonainquiryfree. Results of students' dribbling skillsawhich hasamotorcycleaeducability highahigherathan the childathatahave motor educabilityalow. NotaThere is an interaction of the inquiry exercise model and the motor ability of students' dribbling abilities. There is no difference in the results of dribbling skills which have a high reducability motto by following the guided inquiry and free inquiry training models. There is a difference in the results of dribbling skills which have high motoreducability following the guided inquiry and free inquiry training models