Learning Improvement in Elementary Physical Education Through the Use of PowerPoint-Supported Teaching Practices
DOI:
https://doi.org/10.64780/ijos.v1i2.175Keywords:
Classroom Action Research; , Elementary Physical Education; , Learning Outcomes; , PowerPoint-supported Instruction; , Big Ball Games;Abstract
Abstrak
Background: Learning challenges in elementary physical education often result from limited instructional media and monotonous teaching practices that reduce student engagement. PowerPoint-supported teaching offers a simple and accessible approach to presenting learning materials more clearly and systematically.
Aims: This study aims to examine learning improvement in elementary physical education through the use of PowerPoint-supported teaching practices implemented in classroom instruction.
Methods: The study employed classroom action research conducted in two instructional cycles involving fourth-grade elementary students. Data were collected through learning outcome tests, classroom observations, and documentation. The analysis focused on identifying changes in learning mastery and classroom participation across instructional cycles using descriptive comparison.
Results: The findings show a gradual improvement in student learning outcomes after the implementation of PowerPoint-supported teaching practices. The proportion of students achieving learning mastery increased from the first cycle to the second cycle, accompanied by improved classroom engagement and more focused participation during learning activities. The reflective cycle-based approach also supported the refinement of instructional practices.
ConclusionThe study concludes that PowerPoint-supported teaching practices can contribute to learning improvement in elementary physical education when applied consistently through reflective classroom cycles. This approach provides a practical instructional option for teachers seeking to enhance learning outcomes using readily available digital media.
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