Development of the Volleyball Passing Concept through a problem-based learning approach Awaluddin Awaluddin,(a)*, Samsudin Samsudin (b), Wahyuningtyas Puspitorini (b)
a) Doctoral Program, Universitas Negeri Jakarta, Indonesia
Jalan Rawamangun Muka RT. 11/RW 14 Rawamangun. Pulo Gadung Kota Jakarta Timur, DKI Jakarta, 13220.
b) Faculty of Sports Science, Universitas Negeri Jakarta
Abstract
Background: Problem-Based Learning (PBL) is a learning approach that focuses on problem-solving by working collaboratively with students in groups, which can be beneficial for learning volleyball passing skills.
Purpose: This study aims to develop a problem-based learning model for basic volleyball passing techniques to enhance students^ volleyball passing skills.
Methods: The development focuses on studying the model for basic passing techniques. The innovation of the developed concept model lies in utilizing Problem-Based Learning to solve problems and reflect on the overhead and underhand passing techniques for students.
Results: The results of this research are the development of a problem-based learning model for basic passing techniques with the following stages: (1) Problem Identification, where the instructor identifies inaccurate or improper passing techniques and practices them with students, forming student groups to solve the identified problems. (2) Each group conducts initial research on how to perform volleyball passing through direct observation or text sources. (3) Students explore various ways to solve the problem, and then they are directed to find the accuracy or precision of the passing technique. Each group analyses the solutions found, assesses the benefits and shortcomings of each solution. (4) Each group practices using the techniques considered to improve passing accuracy, and implementing the solution, the group evaluates whether it successfully solves the problem. This evaluation is conducted objectively and based on measurable data. (5) Student groups engage in reflection to consider what they have learned, the difficulties they encountered, and how to improve their mistakes. Then, each group is encouraged to share their learning outcomes with other groups to learn from the thoughts and experiences of others.
Conclusion: Students gain a deeper understanding and improved skills in volleyball passing techniques and actively participate in practical problem-solving through the application of the PBL stages.
