PJOK LEARNING MODEL ON PENCAK SILAT MATERIAL: LITERATUR REVIEW

learning model, pencak silat material Abstract _________________________________________________ The learning process that has been going on so far for PJOK teachers in classroom management still tends to be centered on the teacher as the main learning resource (teacher centre). In the physical education learning process, there are various sports that can be used as a means to improve students' psychomotor aspects. One of them is pencak silat. Learning material for Pencak Silat is still limited to direct teacher demonstrations or models. Therefore, an appropriate learning model is needed to be applied in the learning of pencak silat material. Learning models in the pencak silat material include project based learning (PBL) learning models assisted by picture cards, multimedia learning models, move color learning models, jigsaw cooperative learning, NHT type cooperative learning models, and also direct instruction learning models.


INTRODUCTION
The learning process that has been going on so far for PJOK teachers in classroom management still tends to be centered on the teacher as the main learning resource (teacher centre). In the physical education learning process, there are various sports that can be used as a means to improve students' psychomotor aspects. One of them is pencak silat (Ginanjar & Ramadhan, 2021).
Learning material for Pencak Silat is still limited to direct teacher demonstrations or models. Whereas pencak silat is a very complex learning because it consists of various basic techniques and takes a long time to learn (Prathami, Suwiwa, & Astra, 2017). This is a fundamental problem in education, especially in learning the material for pencak silat.
Education, especially in schools, will not be far from the name of the learning process. The learning process in which there is a process of interaction between teachers and students and between students to achieve a goal, namely changes in student attitudes and behavior. In the learning process, learning outcomes can be seen directly. Therefore, in order to be controlled and developed optimally through the learning process in the classroom, the learning program must be designed in advance by the teacher by taking into account various principles that have been proven empirically superior. (Putu Ryan Dharma Putra, Artanayasa, & Spyanawati, 2017). This should get special attention for a teacher. At the education unit level, especially in the subjects of Physical Education, Sports and Health (PJOK), Pencak silat is one of the materials taught in schools. Considering that the material for pencak silat is very important to be mastered by students at the education unit level, a teacher must try to create a conducive learning atmosphere or conditions so that learning achieves goals effectively and efficiently.
PJOK teachers should no longer teach only as an activity to convey knowledge, skills, and attitudes to students. Learning material for pencak silat should require students to be able to develop their own knowledge, learn independently, while the teacher acts as a facilitator, mediator, and manager of the learning process. Optimizing movement activities, creativity, and the role of students are expected to be able to develop their potential and learning capacity, as well as the potential of learning resources around them (Prathami, Suwiwa, & Astra, 2017).
Previous research stated that the application of the project-based learning model with the aid of picture card media had a significant effect on improving learning outcomes for the basic techniques of pencak silat (Prathami, Suwiwa, & Astra, 2017 On the basis of the above background, it is necessary to conduct a literature review review of the PJOK Learning Model on the Pencak Silat Material.

METHODS
The purpose of the study was to determine the PJOK learning model on the material of Pencak Silat. This type of research uses qualitative research with literature review methods. The literature selection technique is based on the keywords of the pencak silat learning model. The literature comes from national journals on Google Scholar with a publication limit of the last 10 years. The literature study technique uses a synthetic matrix based on reference sources, sample types, methods, interventions, and findings.

RESULT
A total of 7 national journals have been reviewed based on reference sources, sample types, research methods, interventions provided and findings. The review process aims to find and analyze the PJOK Learning Model on the Pencak Silat Material.

DISCUSSION
The results of the study obtained several learning models, including project based learning (PBL) learning models assisted by picture cards, multimedia learning models, move color learning models, jigsaw cooperative learning, NHT cooperative learning models, direct instruction learning models. Based on these results indicate that there are several methods that can be applied in learning pencak silat.
The project-based learning model requires students to produce a project or work so that students will become more active in learning and students can also remember the material longer. (Mudianti, Astra, & Suwiwa, 2018). The DI learning model has the theme "teacher as instructional leader". So the teacher can be said to be a full instructional leader. The purpose of this model is to use the time as efficiently as possible in the available study time and increase the use of study time by students in carrying out various tasks and skills, so the teacher helps students to have high responsiveness, feedback, and to make appropriate learning steps. stable and positive towards the desired learning content. With the physical education paradigm more often it focuses on the use of sports as a means of fulfilling the psychomotor aspects of students, plus teachers more often use conventional learning, so that students do not get feedback from the learning process. Then this DI learning model can be used as a tool that can help teachers further improve physical education learning outcomes, especially pencak silat learning materials (Ginanjar & Ramadhan, 2021).
Multimedia or audio-visual learning models provide a lot of stimulus to students because the nature of audiovisual or images can encourage students to develop communication skills and express their thoughts (Fitriyani, 2019). Audio visual media can train students' concentration and focus on the material being taught but it can also attract students' attention (Susilo, 2020). Video is a medium that can be seen and heard by the human senses that is effectively used en masse, individually or in groups (Hadi, 2017).
In learning pencak through Jigsaw type cooperative learning, a conducive learning atmosphere will be created communicative communication between students with one another so that social communication occurs which is expected to foster student collaboration skills both when learning takes place at school or outside school. In addition, students who have low abilities will feel cared for so that there is no longer a sense of awkwardness. Feelings of inferiority or reluctance to join high-skilled students, thus the learning expected by the teacher, namely interactive and communicative learning can be created and the goals of physical education can be achieved as a whole (Fajari & Suhendi, 2017).
In addition, the NHT type of cooperative learning model is also suitable in improving students' learning outcomes of basic pencak silat stroke techniques (Suriantika, Rai, & Suwiwa, 2019).

CONCLUSION
The learning models in the pencak silat material are project based learning (PBL) learning models assisted by picture cards, multimedia learning models, move color learning models, jigsaw cooperative learning, NHT cooperative learning models, and also direct instruction learning models.

ACKNOWLEDGEMENT
Thank you to the team who helped in the completion of this article. And don't forget to thank the family who always provide support.