DIFFERENCES OF THE EFFECT OF COOPERATIVE AND EXPOSITORY LEARNING MODELS ON THE MASTERING OF BASIC TECHNIQUES OF RUNNING ELEMENTARY SCHOOL STUDENTS

Abstract

This study aims to determine whether: (1) the cooperative learning model significantly affects the mastery of elementary school students' basic running technique skills, (2) the expository learning model significantly influences the elementary school students' mastery of basic running technique skills, (3) the learning model cooperative learning has a significantly greater effect than the expository learning model on the mastery of elementary school students' basic running technique skills. This study used a randomized control-group pretestposttest design. The sample units from three schools (SDN 28, SDN 30, and SDN 63) were fifth grade students with a total sample of 90 students taken randomly from each sample unit of 30 students. This research was conducted for two months or 12 meetings. The results of data analysis show that: (1) learning physical education using cooperative learning models has a significant effect on the mastery of basic running technique skills for elementary school students, with the results of calculating the t-test to increase the pretest score against the posttest in mastering basic running technique skills, namely the value of t = 32.57; (2) learning physical education using expository learning model has a significant effect on the mastery of basic running technique skills of elementary school students, with the results of calculating the t-test to increase the pretest score against the posttest in mastering basic running technical skills, namely the value of t = 34, 99; (3) the application of the cooperative learning model has a better effect on the mastery of basic running technique skills compared to the application of the expository learning model. This is proven by the results of the t-test calculation, namely the value of t = 2.01.