Main Article Content
Abstract
This study aims to determine: (1) differences in learning outcomes for students who are taught by PBL and direct teaching methods, low and high cognitive abilities. (2) the interaction between learning methods and cognitive abilities on learning outcomes of sprints. (3) differences in learning outcomes of sprinting with the PBL and direct teaching methods in terms of high cognitive ability. (4) the difference in learning outcomes of sprinting with the PBL and direct teaching methods in terms of low cognitive ability. This research is a quasi-experimental research with a factorial design. The research sample was taken using random sampling technique, the number of samples used was 50 students of SMP Negeri 8 Tasikmalaya. Analysis of the data used is the requirements test and hypothesis testing. The results of the study show: (1) there are differences in learning outcomes between students taught by PBL and direct teaching methods, (2) there is an interaction between learning methods and cognitive abilities on learning outcomes of sprints. (3) there are differences in learning outcomes between students who are given learning using the PBL Model and the Direct Instruction Model in groups of students who have high cognitive, (4) there is no difference in the learning outcomes of sprints between students who are given learning using the PBL Model and the Direct Instruction Model in groups of students who have low cognitive abilities.
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Copyright (c) 2023 Arif Rahman Hakim, Ayi Suherman, Anggi Setia Lengkana, Sri Maryati

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References
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References
Sendaug, S., & Odabacsi, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141.
Alif, M. N., & Lengkana, A. S. (2022). Motor Cognitive Coordination Training Program Based Android Apps. Journal of Physical Education Health and Sport, 9(1), 1–6.
Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New Directions for Teaching and Learning, 2011(128), 21–29.
Arikunto, S. (2012). Prosedur Penelitian Suatu Pendekatan Praktek. Rineka Cipta.
Barnett, L. M., Stodden, D., Cohen, K. E., Smith, J. J., Lubans, D. R., Lenoir, M., Iivonen, S., Miller, A. D., Laukkanen, A., Dudley, D., & others. (2016). Fundamental movement skills: An important focus. Journal of Teaching in Physical Education, 35(3), 219–225.
Čuljak, Z., Kalinski, S. D., Kezić, A., & Miletić, DJurdjica. (2014). Influence Of Fundamental Movement Skills On Basic Gymnastics Skills Acquisition. Science of Gymnastics Journal, 6(2).
Dohmen, T., Falk, A., Huffman, D., & Sunde, U. (2010). Are risk aversion and impatience related to cognitive ability? American Economic Review, 100(3), 1238–1260.
Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Williamson, A., Paton, J. Y., & Grant, S. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine & Science in Sports & Exercise, 37(4), 684–688.
Gijbels, I., & Verhasselt, A. (2010). Regularisation and P-splines in generalised linear models. Journal of Nonparametric Statistics, 22(3), 271–295.
Hidayat, C., Rohyana, A., & Lengkana, A. S. (2022). Students’ Perceptions Toward Practical Online Learning in Physical Education: A Case Study. Kinestetik: Jurnal Ilmiah Pendidikan Jasmani, 6(2), 279–288.
Hung, W., Jonassen, D. H., Liu, R., & others. (2008). Problem-based learning. Handbook of Research on Educational Communications and Technology, 3(1), 485–506.
Lengkana, A. S. (2013). Pengaruh Kids’athletics Terhadap Self-Esteem Dan Kebugaran Jasmani: Studi Ex Post Facto pada Siswa Sekolah Atletik Pajajaran. Universitas Pendidikan Indonesia.
Lengkana, A. S. (2016). Didaktik metodik pembelajaran (DMP) aktivitas atletik. Salam Insan Mulia.
Lengkana, A. S., Rahman, A. A., Alif, M. N., Mulya, G., Priana, A., & Hermawan, D. B. (2020). Static and Dynamic Balance Learning in Primary School Students. International Journal of Human Movement and Sports Sciences, 8(6), 469–476. https://doi.org/10.13189/saj.2020.080620
Lengkana, A. S., & Sofa, N. S. N. (2017). Kebijakan Pendidikan Jasmani dalam Pendidikan. Jurnal Olahraga, 3(1), 1–12.
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427.
Marker, C., Gnambs, T., & Appel, M. (2022). Exploring the myth of the chubby gamer: a meta-analysis on sedentary video gaming and body mass. Social Science & Medicine, 301, 112325.
Metzler, M. (2017). Instructional Models in Physical Education. In Instructional Models in Physical Education. Routledge. https://doi.org/10.4324/9781315213521
Mubarok, H., Dinangsit, D., & Lengkana, A. S. (2022). The Relationship Of Self Esteem And Physical Fitness To Learning Achievement In Jabal Toriq Boarding School Students. JUARA: Jurnal Olahraga, 7(3).
Muhtar, T., & Irawati, R. (2009). Atletik. UPI Sumedang Press.
Muhtar, T., Supriyadi, T., & Lengkana, A. S. (2020). Character Development-based Physical Education Learning Model in Primary School. 8(6), 337–354. https://doi.org/10.13189/saj.2020.080605
Mulya, G., & Lengkana, A. S. (2020). Pengaruh Kepercayaan Diri, Motivasi Belajar Terhadap Prestasi Belajar Pendidikan Jasmani. COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga, 12(2), 83–94.
Mulya, G., Lengkana, A. S., & Agustryani, R. (2021). TennBasTech: A Scientific Approach to Teach Tennis.
Perdana, N. S., & Puslitjak Dikbud, B.-K. (2017). The Utilization of Learning Multimedia As Strategies To Increase Students Learning Achievement (Pemanfaatan Multimedia Pembelajaran Sebagai Strategi Peningkatan Prestasi Belajar Siswa). Edutech, 15(3), 199.
Purwanto, P., Utaya, S., Handoyo, B., Bachri, S., Astuti, I. S., Utomo, K. S. B., & Aldianto, Y. E. (2021). Spatiotemporal analysis of COVID-19 spread with emerging hotspot analysis and space--time cube models in East Java, Indonesia. ISPRS International Journal of Geo-Information, 10(3), 133.
Redhana, I. W. (2010). Pengaruh model pembelajaran berbasis peta argumen terhadap keterampilan berpikir kritis siswa pada topik laju reaksi. Jurnal Pendidikan Dan Pengajaran, 43(2).
Reta, I. K. (2012). Pengaruh model pembelajaran Berbasis masalah terhadap keterampilan berpikir Kritis ditinjau dari Gaya kognitif siswa. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 2(1).
Samsudin, A. R., Haryono, A., Hamzah, U., & Rafek, A. G. (2008). Salinity mapping of coastal groundwater aquifers using hydrogeochemical and geophysical methods: a case study from north Kelantan, Malaysia. Environmental Geology, 55(8), 1737–1743.
Shah, S. M. S. A., Nazâ, M., & others. (2021). The trend of big data in workforce frameworks and occupational standards towards an educational intelligent economy. Journal of Technical Education and Training, 13(1), 176–184.
Sugiyono. (2008). Metode penelitian pendidikan:(pendekatan kuantitatif, kualitatif dan R&D). Alfabeta.
Widjayana, L., Asmawi, M., Tangkudung, J., & Lengkana, A. S. (2022). Club Licencing Regulations (CLR) on Infrastructure Aspect in PSSI Bandung and Persib Bandung Football Club: An Evaluation Study. Kinestetik: Jurnal Ilmiah Pendidikan Jasmani, 6(3), 417–432.