Implementation of the Teaching Games for Understanding (TGfU) Model to Enhance Students’ Learning Interest in Physical Education: A Classroom Action Research Study
DOI:
https://doi.org/10.36456/j-stand.v7i1.11364Keywords:
Teaching Games for Understanding, Classroom Action Research, Physical Education, Sports, and HealthAbstract
This study aims to enhance students’ learning interest through the implementation of the Teaching Games for Understanding (TGfU) model in Physical Education, Sports, and Health among students of Class VIII F at SMPN 22 Surabaya. The research employed a Classroom Action Research (CAR) approach conducted over two cycles, each consisting of the stages of planning, implementation, observation, and reflection. The participants of the study were 36 students. Data were collected using a learning interest questionnaire based on a Likert scale, which encompassed indicators such as attention, interest, engagement, and enjoyment. The data were analyzed using descriptive quantitative techniques presented in percentage form. The findings indicate a progressive improvement in students’ learning interest across each cycle. In the pre-cycle stage, the percentage of students categorized as having high learning interest was 38%. This figure increased to 61% in Cycle I following the implementation of a 3 vs 3 mini passing game, and further rose significantly to 83% in Cycle II through the application of a 4 vs 4 tactical game with target zones. These results suggest that the TGfU model is effective in fostering a more interactive, enjoyable, and student-centered learning environment, thereby optimizing students’ learning interest. Therefore, the TGfU model can be considered an effective alternative approach in Physical Education, Sports, and Health instruction to improve students’ learning interest.
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Copyright (c) 2026 Radistya Dio Mahendra, Gatot Margisal Utomo, Ismy Latifaty, Roni Soesanto, Muhammad Yusril Saputra, Muchamad Hasan Ashari, Muhammad Mashluh Rohimi, Mufid Dzaki Amrullah, Muhammad Wildan Rifansyah
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