Measuring Learning Outcomes and Softball Skills with Cooperative

Learning Model

Yogi Firmansyah

, Arifin Arifin

, Mustaqim Mustaqim

and Fitri Fitri

School of Postgraduate studies, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No. 229 Bandung, Indonesia

SMK Islam Panglima Besar Soedirman 2, Jln Raya Bogor KM 24 Cijantung, Jakarta Timur

yogi.firmansyah@student.upi.edu

Keywords: Softball, cooperative, learning, learning model.

Abstract: The purpose of this study is to measure the softball learning outcomes and skills using cooperative learning

model. The research design used in this study is one group pretest-posttest design on softball extracurricular

members that were determined based on the saturated sampling. Data were collected from the Game

Performance Assessment Instrument (GPAI) test and The O'Donnell Softball Test, pre and post-test and

processed by using t-tests. In the hypothesis, the tests found a significant difference and better at 34.11% for

the improvement of learning outcomes and there were significant differences amounted to 19.82% for the

improvement of softball skills. This proves that there is significance of cooperative learning model for

learning outcomes and softball skills.

1 INTRODUCTION

Physical education has very strategic (reaching all

aspects of behavior such as physical domain, social,

affective, and cognitive) and unique (have

contributions like no other subjects, such as physical

fitness, motor skills, and active lifestyle) roles. The

existence of physical education within the national

education system cannot be separated from a belief in

the values of physical education contained therein,

which, if maintained in conducive education

circumstances, will contribute significantly on the

overall achievement of educational goals (Alzetta,

Gozzini, Moi and Orriols, 1976). The result of a

learning process is one of the achievements of

educational goals (Bailey, Armour, Kirk, Jess,

Pickup, Sandford and Education, 2009). The learning

result is an ability that is obtained by the students after

going through the learning activities (Blaine and

Crocker, 1993) and is also part of the evaluation

(Bailey, Armour, Kirk, Jess, Pickup, Sandford and

Education, 2009).

One of the subjects taught in high school is

learning the game of small ball on the subject of

physical education and health sports (Penjasorkes) in

accordance with the basic competence curriculum in

2013 (p. 88). There are several types of games and

sports that are included in the small ball games,

namely softball, baseball, rounders, badminton and

table tennis. Learning in school, especially small ball

of softball game, is still very far from expectations

due to a small ball learning in schools is more to

baseball games. So many softball games held in

extracurricular under softball clubs that are located in

major cities. For the selection of methods, strategies,

approaches, or models of learning must be really fit,

so that possible problems that may arise can be

minimized and addressed.

There are several models of learning that are often

used in physical education, including direct

instruction, personalized system for instruction,

cooperative learning, sport education, peer teaching,

inquiry teaching, tactical games and teaching for

personal and social responsibility (Fitts, 1954)

Cooperative learning model (cooperative learning) is

a model with emphasis on students learning in groups,

with the assumption that all students can contribute to

the learning process. Cooperative learning is a set of

teaching strategies where the key is sharing. The most

important thing is the grouping of students into

learning teams for specific amount of time or a

specific task, with the expectation that all students

contribute to the learning process and outcomes

(Fitts, 1954). Cooperative learning model will be able

Firmansyah, Y., Ariﬁn, A., Mustaqim, M. and Fitri, F.

Measuring Learning Outcomes and Softball Skills with Cooperative Learning Model.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 511-514

ISBN: 978-989-758-317-9

511

to provide broad opportunities to students, conducive

learning atmosphere, and ability to develop

knowledge, attitudes, values and social skills for

students (Fraenkel, Wellen, and Hyun, 2012).

Theoretically, several studies have shown that

cooperative learning model affect the results of the

floor gymnastics learning (Johnson and Johnson,

1987). Later, models of direct instruction and inquiry

teaching contribute to the enhancement of softball

skills (Li and Lam, 2013) and learning outcomes of

softball games (Metzler, 2005). Indirectly, these two

studies looked at two aspects (softball learning

outcomes and skills) with the same model but done

separately. Thus, on the basis of those reasons,

cooperative learning model allows obtaining a better

result, however, this model has not been empirically

tested. Conducting research with a different learning

model to both these aspects turn into a novelty idea.

This study is intended to answer some questions

1) How much influence does cooperative learning

model have on softball learning outcomes? 2) How

much influence does cooperative learning model have

on softball skills?

2 METHODS

2.1 Participants

The paper size must be set to A4 (210x297 mm). The

sample set based on saturated sampling because the

population was small, as many as 28 people. Samples

were new members of the Foundation Board of

College’s Softball Extracurricular, SMA BPI 1

Bandung, West Java Province. Based on the

information obtained and surveys conducted, the

samples were still lacking softball skills and

understanding to play softball, though there were

some that have understood. The samples bias is called

heterogeneous.

2.2 Procedures

Method used is experimental method with pretest-

posttest design experimental design (Nashar, 2004).

The study was conducted within 12 meetings and

through the provision of learning tasks that must be

accomplished, with details of 3 times per week with a

duration of 60-90 minutes/meeting (Alzetta, Gozzini,

Moi and Orriols, 1976).

2.3 Instruments

Game Performance Assessment Instrument (GPAI)

test was first used (Fitts, 1954) to observe and record

the behavior of players during the game, progress of

appearance. The second was The O'Donnell Softball

Test (Oslin, Mitchell, and Griffin, 1998) to measure

the tested items’ softball skills. Processing is done by

using statistical t-test.

3 RESULTS AND DISCUSSION

3.1 Calculation of Learning Outcomes

Table 1: Softball learning outcomes (GPAI).

Experiment Group

Average

± sd

Val

Diff

eren

Improve

ment (%)

Yield

Learning

Softball

Pre

test

1.29

±0.45

0.00

0.44

34.11%

Post

test

1.73 ±

0.42

Table 1 shows the calculation results to measure

softball learning outcomes with GPAI test (Oslin,

Mitchell, and Griffin, 1998). Under the first

hypothesis, which tested that tilapia P-value of 0.000

≤ 0.05, the first hypothesis has been tested and

accepted, which means there are significant

differences between pretest and posttest of softball

learning outcomes from cooperative learning model

(Li and Lam, 2013). Measurement result of this study

is an assessment that reflects the behaviour of a

player's ability to solve problems by taking the

game’s tactical decisions, the movement of the body

in accordance with the demands of the game situation,

carry out the types of skills they choose. There are

three aspects of the focus in assessing the

performance of the play, namely decision-making,

implementing skills (efficient or inefficient), and

support. In this case, the model of cooperative

learning was instrumental in the improvement of

softball learning outcomes (Werner, Jones, Guido and

Brunet, 2006).

This implies that the interaction in cooperative

learning have various positive effects on children's

development including improving learning outcomes,

higher memory and reasoning level (Johnson and

Johnson, 1987). This shows that the influence of

cooperative learning model improves softball

learning outcomes.

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

512

3.1.1 Game Performance Assessment

Instrument (GPAI) Test

Figure 1: The difference in pretest and post-test.

3.1.2 The O'Donnell Softball Test

Figure 2: The difference in pretest and post-test value

average.

3.2 Calculations of Softball Skills

Table 2: Softball skills (the O’Donnell softball test).

Experiment Group

Average

± sd

P-

Val

Differ

ence

Impro

veme

nt (%)

Softball

Skills

pretest

107, 08

22.75±

38.88

21.22

19.82

Posttest

128.30 ±

22.96

Table 2 shows the calculation results to measure

results softball skills with the O'Donnell softball test.

In the second hypothesis, the value of P-value was

0.000 ≤ 0.05. The second hypothesis was tested and

accepted, which means there are significant

differences between pretest and posttest softball skills

with cooperative learning model. There are a number

of test items for softball skills such as speed throw,

fielding fly balls, throw and catch, throw repeated,

fungo batting, and hand over throw accuracy. In this

case, the cooperative learning model also plays a role

in improving skills of softball.

3.3 Differences between the Means of

Scoring on the Implementation of

Character Value between Pre and

Posttest

Figure 1 and Figure 2 show the development of the

average value between pretest and posttest, both types

of tests. There are differences in average of pretest

and posttest. From these images, the difference is

more visible than softball skills tests compared with

the results of learning, but if presented, the softball

learning outcome (GPAI) showed the number of

34.11%, while the percentage increased in softball

skills (The O'Donnell Softball Test) showed the

number of 19.82%.

This means that implementation of cooperative

learning model, one of which, aims to improve

learning outcomes, improve intergroup relations,

accept a friend who experience academic problems

and increase self-esteem (Fraenkel, Wellen, and

Hyun, 2012; Werner, Jones, Guido and Brunet, 2006;

Blaine and Crocker, 1993). As for the results of

softball skills, increase was not too large. This is a

skill that is based on the basic techniques in the sport.

Mastery of proper and perfect techniques can be

earned through specific exercises to shape and

improve motor (movement) or neuromuscular

development (Fitts, 1954).

4 CONCLUSIONS

There is a positive change in the results of student

learning and softball skills after being given treatment

in the form of cooperative learning model which

illustrates the compatibility between existing theories

with research results. The game of softball is one of

difficult and complex learning concepts, which

require quick and precise thinking in taking decisions.

Therefore, this model gives effect to increase learning

outcomes and softball skills. This provides clarity and

evidence that the theory was the result of an

assessment of empirical data through a proving

ground. By that, it can be stated that the results of this

study are in accordance with the theories and research

data which can be proven scientifically. This model

has a theoretical reason and the reference is very

strong, and very well if it is kept being researched and

the developed infrastructures are more complete. In

addition, the number of more samples will also make

the characteristics of the sample more diverse and

varied, as well as deeper study involving other

variables that do not exist in this study.

Measuring Learning Outcomes and Softball Skills with Cooperative Learning Model

513

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