Increasing of down passing skills for mini volleyball game by using reciprocal teaching model

Syamsuar Abbas(1*), Reflianto Reflianto(2)
  • (1) Universitas Negeri Padang
  • (2) Universitas Negeri Malang
  • (*) Corresponding Author

Abstract

The aim of this study was to increase students’ down passing skill for miny volleyball game at class of elementary school by using reciprocal teaching model. Reciprocal teaching model can increase the activity of students in participating to the teacing-learning process. The implementation of this model gave a positive impact on the students’ agility and physical fitness particularly for increasing students’ down passing skill in the game of mini volleyball. This study used a research and development method. Subjects of this study were fifth grade students from elementary. The result of this result reported that by using reciprocal teaching model can improve students’ down passing skill in the playing of Mini Volleyball game and enhyances students’ physical fitness and health as well as master with basic technique of the mini volleyball game. Sport education teacher could use this model to Elementary students level for improving their down passing skill in the game of mini volleyball.

Keywords

Down passing skills, mini volleyball, reciprocal teaching model

References

  1. Bloom, B. S. (1956). Taxonomy of Educational Objectives : The Classification of Educational Goals, Handbook I Cognitive Domain. New York: Longmans, Green and Co.
  2. Briggs., G. R. M. &. (1977). Principles of Instructional Design. New York: Holt Rinchart and Winston.
  3. Bruffee, K. a. (1973). Collaborative learning: Some practical models. College English, 34(5), 634–643. https://doi.org/10.2307/375331
  4. Cohen, P. A., Kulik, J. A., & Kulik, C.-L. C. (1982). Educational Outcomes of Tutoring: A Meta-analysis of Findings. American Educational Research Journal, 19(2), 237–248. https://doi.org/10.3102/00028312019002237
  5. Creswell W John. (2014). Research Design, Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE Publication, Inc.
  6. Daiute, C., & Dalton, B. (1993). Between Children Collaboration to Write : Learning Can Novices Be Masters ? Cognition and Instruction, 10(4), 281–333. https://doi.org/10.1207/s1532690xci1004
  7. Dougiierty, N., & Bonanno, D. (1979). Contemporary approaches to the teaching of physical education. Minneapolis: MN: Burgess.
  8. Gillies, R. M. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1–2), 35–49. https://doi.org/10.1016/S0883-0355(03)00072-7
  9. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidence During Instruction Does Not Work: An Analysis of the Failure Of Constructivist, Problem-Based, Experiential and Inquiry-Based Teaching. Educational Psycologist, 41(2), 75–86. https://doi.org/10.1207/ s15326985ep4102_1
  10. Moreno, R. (2004). Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia. Instructional Science, 32(1/2), 99–113. https://doi.org/10.1023/B:TRUC.0000021811 .66966.1d
  11. Parr, J. M., & Townsend, M. A. R. (2002). Environments, processes, and mechanisms in peer learning. International Journal of Educational Research, 37(5), 403–423. https://doi.org/10.1016/S0883-0355(03)00013-2
  12. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172

DOI : https://doi.org/10.29210/20181133

International Conferences on Educational, Social Sciences and Technology

International Conferences on Educational, Social Sciences and Technology

Fakultas Ilmu Pendidikan UNP

978-989-758-296-7

978-602-73537-9-4

April 2018

  View Articles

© 2024 GCI, Global Conferences Index, Lda - All rights reserved.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.