INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-13, Impac Fac o : 8.266
Page No. 5603-5612
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5603
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning
Model
Nosa G acia Pu a 1, T i Ani Has u i2 Teddy Giolanda P a ama3
1,2,3 Uni e si as Nege i Yogyaka a, Yogyaka a, DIY, 55281, Indonesia
ABSTRACT: This esea ch aims o: 1) De e mine whe he he applica ion o he coope a i e lea ning model can imp o e
baske ball lea ning ou comes in G ade XI s uden s o Cilacap S a e Senio High School 1, 2) Analyze o wha ex en he
implemen a ion o he coope a i e lea ning model enhances baske ball lea ning ou comes in he same class. This esea ch
employed a Class oom Ac ion Resea ch (CAR) design using wo cycles. The esea ch subjec s we e 30 s uden s o G ade XI a
Cilacap S a e Senio High School 1. In his CAR s udy, all s uden s we e in ol ed as subjec s o he ac ion. The e was no di ision
in o con ol and expe imen al g oups because he objec i e o CAR is no o compa e, bu o con inuously and sys ema ically
imp o e he lea ning p ocess h ough ac ion cycles. The esul s o he s udy show ha he applica ion o coope a i e lea ning in
Physical Educa ion signi ican ly imp o ed he achie emen o he C i e ia o Achie emen o Lea ning Objec i es (KKPP) in he
a ec i e, cogni i e, and psychomo o domains. In Cycle I, s uden s demons a ed low engagemen . The a e age sco es we e 65
o he a ec i e domain, 62 o he cogni i e domain, and 60 o he psychomo o domain, all o which did no mee he minimum
mas e y h eshold (75). This was due o con en ional lea ning ha was less in e ac i e and domina ed by one-way ins uc ion.
A e e lec ion and imp o emen s we e made in Cycle II by inco po a ing isual media, g oup-based lea ning, and in e ac i e
dialogue a signi ican inc ease was obse ed. The a e age sco es ose o 82 o he a ec i e domain, 85 o he cogni i e domain,
and 88 o he psychomo o domain, indica ing he success o he s a egy in os e ing posi i e lea ning esponses. This s udy
con i ms ha lea ning designed wi h ac i e and collabo a i e communica ion p inciples can lead o changes in lea ning beha io
in acco dance wi h he coope a i e lea ning model.
KEYWORDS: Baske ball, Lea ning Ou comes, Coope a i e Lea ning, S uden Skills, Physical Educa ion
I. INTRODUCTION
Educa ion plays a cen al ole in shaping he quali y o indi iduals and de e mining he di ec ion o a na ion's p og ess. Mo e
han jus a p ocess o knowledge ans e , educa ion also se es as a means o cha ac e building, mo al de elopmen , and
imp o emen o social skills ha a e impo an o social li e. John Dewey emphasized ha educa ion is a p ocess o con inuous
econs uc ion o expe ience, enabling lea ne s o de elop in ellec ually, emo ionally, and socially. Recen esea ch suppo s his
iew, o example, he sys ema ic e iew (Jadwiszczak, M., Waw zyniak, S., & Pezdek, 2025), which shows ha physical educa ion
p og ams ha delibe a ely in eg a e mo al and social educa ion can p oduce posi i e mo al and social de elopmen in
adolescen s; also, in e en ions in PE ha ocus on social and mo al compe ence in child en and adolescen s (B onikowska, M.,
2024) ein o ce ha an inclusi e and con ex ual app oach has a s ong impac . This pe spec i e posi ions educa ion as he main
ounda ion in shaping a gene a ion ha no only excels in academic aspec s, bu also has mo al ma u i y, social sensi i i y, and
esponsibili y owa ds hemsel es and hei en i onmen .
Physical educa ion (PE/Spo s & Heal h) is an in eg al elemen o he na ional educa ion sys em ha suppo s hese objec i es.
Physical ac i i ies a e no me ely physical ac i i ies o spo s, bu also a medium o he men al, emo ional, and social de elopmen
o s uden s. Fo example, h ough PE, s uden s lea n eamwo k, spo smanship in compe i ion, discipline in ollowing ules, and
esponsibili y o hemsel es and hei g oup. Recen esea ch also con i ms he same hing. Fo example, a s udy by (Susan o,
2022) ound ha s uden s expe ienced imp o emen s in cha ac e ai s such as esponsibili y, coope a ion, espec , and
discipline. Fu he mo e, ac ion esea ch conduc ed by (Nu din, E., 2021) e ealed ha when eache s a e able o in eg a e na ional
cha ac e alues ( eligious, na ionalis ic, independen , coope a i e, in eg i y) in o physical ac i i ies, he e is an inc ease in
eache s' pedagogical compe ence as well as s uden s' cha ac e beha io .
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5604
Acco ding o Dewey's heo y and empi ical esea ch, e ec i e physical educa ion design includes se e al elemen s: hands-on
expe ience (lea ning by doing), e lec ion on ha expe ience, in e ac i e and con ex ual ac i i ies, and an a mosphe e ha
suppo s ac i e pa icipa ion. A lea ning en i onmen ha p omo es posi i e dependence, indi idual accoun abili y, and
in e ac ion among s uden s has been shown o suppo cha ac e de elopmen (Casey, A., & Goodyea , 2020). The e o e, he
coope a i e lea ning model is one app oach ha is highly sui able o in eg a ion in o mode n physical educa ion.
Thus, physical educa ion design mus be sys ema ic and comp ehensi e: enjoyable so ha s uden s a e mo i a ed, ac i ely
pa icipa o y, and emphasize he in eg a ion o mo al and social alues. The cu iculum needs o explici ly include cha ac e alues
in he lea ning objec i es, while eache s need o be equipped wi h aining o be able o implemen cha ac e -o ien ed lea ning
s a egies h ough physical ac i i ies. In addi ion, e alua ion should no only ocus on physical aspec s and echnical skills, bu also
on he mo al, social, and emo ional de elopmen o s uden s. In e na ional s udies show ha his app oach is e ec i e. In line
wi h his, (Whi ehead, 2019) emphasizes he concep o physical li e acy as a ounda ion ha no only measu es physical skills bu
also builds iden i y, mo i a ion, and sus ainable heal hy li ing alues. These indings ein o ce ha physical educa ion should no
be iewed me ely as physical ac i i y, bu as a s a egic pilla in building well- ounded indi iduals in ellec ually, emo ionally,
physically, and mo ally.
Many schools s ill adhe e o adi ional physical educa ion eaching me hods, whe e eache s each unila e ally h ough
lec u es and demons a ions. As a esul , s uden engagemen is low because hey only ollow ins uc ions wi hou he oppo uni y
o explo e, discuss, o e lec . Such me hods a e ine ec i e in de eloping c i ical hinking skills, social compe ence, and eamwo k
skills ha a e essen ial in 21s -cen u y educa ion (Joyce, B., Weil, M., & Calhoun, 2015). A Cilacap S a e Senio High School 1 1
Cilacap, o example, baske ball lessons in g ade XI e eal se e al obs acles: basic echniques such as d ibbling, passing, shoo ing,
and de ense ha e no been adequa ely mas e ed by some s uden s; limi ed acili ies ( ew balls and inadequa e cou condi ions)
and sho lea ning ime u he exace ba e he si ua ion.
F om a pedagogical pe spec i e, lea ning is s ill one-way, so s uden s a e a ely ac i ely in ol ed, ei he h ough g oup wo k,
idea exchange, o lea ning om pee s. As a esul , s uden s, especially hose who a e inexpe ienced, de elop a lack o con idence
and ea o ailu e, which leads o a decline in mo i a ion o lea n. This condi ion emphasizes he need o inno a ion in baske ball
lea ning s a egies ha can c ea e a suppo i e a mosphe e and encou age ac i e s uden pa icipa ion. One ele an app oach is
coope a i e lea ning in small g oups, whe e each g oup membe has complemen a y oles and esponsibili ies o achie e common
goals. In line wi h his, a ecen me a-analysis shows ha coope a i e lea ning signi ican ly imp o es s uden lea ning ou comes
in he a ec i e, cogni i e, physical, and social domains compa ed o con en ional me hods (Sánchez-He nández, N., Fe nández-
Río, J., & Ho igüela-Alcalá, 2025). O he s udies also con i m ha inno a i e s a egies in physical educa ion ha encou age
cogni i e ac i a ion, e lec ion, and in e ac i e discussion can inc ease class engagemen and s uden mo i a ion o lea n (Zha, X.,
Ding, Y., & Li, 2025).
Coope a i e lea ning models ha e been ex ensi ely esea ched in he con ex o physical educa ion and ha e been p o en o
ha e a posi i e impac on s uden s' academic and social de elopmen . This app oach allows s uden s o lea n collabo a i ely,
suppo each o he , and ake esponsibili y o he success o he g oup. In baske ball lea ning, coope a i e lea ning no only
imp o es echnical skills such as d ibbling, passing, and shoo ing, bu also os e s sel -con idence, c i ical hinking skills, and social
in e ac ion skills. Recen s udies show ha he applica ion o coope a i e lea ning in physical educa ion signi ican ly inc eases
s uden lea ning mo i a ion and ac ion skills (Zhou, S., Li, J., & Xu, 2021). Ano he s udy ound ha he STAD model is mo e
e ec i e han di ec eaching me hods in imp o ing basic baske ball echniques a he junio high school le el (E soz, Y., Sahin,
M., & Goce , 2024). Fu he mo e, a sys ema ic e iew by (Rod íguez-Gómez, I., Manzano-Sánchez, D., Vale o-Valenzuela, A., &
López-Ga cía, 2024) con i ms ha coope a i e lea ning p omo es cul u al di e si y and indi idual accoun abili y, as well as
suppo ing s uden s' cogni i e, a ec i e, and social de elopmen in a ious educa ional con ex s. This ein o ces he a gumen
ha coope a i e lea ning is highly ele an o baske ball ins uc ion o building bo h echnical skills and cha ac e in s uden s.
Resea ch by (Pu i, 2017) shows ha he use o he Numbe ed Heads Toge he model has a signi ican e ec on imp o ing
lea ning ou comes in baske ball passing echniques. Simila s udies by (Pu a, H. A., & Nug oho, 2023) also show ha he Teams
Games Tou namen and NHT models can imp o e lea ning ou comes in shoo ing and passing echniques among junio high and
high school s uden s. These esul s suppo he idea ha coope a i e lea ning is highly ele an o eaching spo s skills, including
baske ball. Conside ing he p oblems and po en ial solu ions o e ed, he esea che s el he need o ake mo e inno a i e
lea ning ac ions. The e o e, his s udy is en i led “E o s o Imp o e Baske ball Lea ning Ou comes Th ough he Coope a i e
Lea ning Model in Class XI o Cilacap S a e Senio High School 1.” This s udy is expec ed o con ibu e o imp o ing he quali y o
physical educa ion, especially in baske ball.
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5605
II. METHOD
This esea ch me hod uses a Class oom Ac ion Resea ch (CAR) model wi h wo cycles. B oadly speaking, acco ding o Kemmis
and McTagga in (A ikun o, 2008) he CAR design is di ided in o ou main s ages: planning, implemen a ion o ac ions,
obse a ion, and e lec ion. Each cycle was ca ied ou wi h he aim o imp o ing and pe ec ing he lea ning p ocess h ough he
in e en ion o a coope a i e lea ning model applied in baske ball game lea ning. Recen shows ha he coope a i e lea ning
me hod has a mode a e o la ge posi i e e ec in he physical, cogni i e, social, and a ec i e domains in he con ex o PE, which
ein o ces he a ionale o using his me hod. Addi ionally, (Fe nández-Río, J., Cecchini, J. A., Méndez-Giménez, A., Méndez-
Alonso, D., & P ie o, 2023) p o ides e idence ha coope a i e lea ning in e en ions a e also highly e ec i e in inc easing
s uden s' in insic mo i a ion, which is impo an o he success ul implemen a ion o ac ions and e lec ion in PTK.
1. Planning
a. P oblem Iden i ica ion: Teache s iden i ied ha s uden s' baske ball lea ning ou comes we e low based on es sco es,
class oom obse a ions, and in e iews; he dominan lec u e me hod was no su icien o build ac i e pa icipa ion and
echnical skills.
b. Goal Fo mula ion: To imp o e s uden s' baske ball echnique lea ning ou comes, unde s anding o game s a egies, and
in insic mo i a ion h ough he coope a i e lea ning model.
c. Ac ion Plan:
1) De elop a lea ning plan wi h coope a i e lea ning s a egies such as STAD, Jigsaw, Think-Pai -Sha e, ailo ed o he
cha ac e is ics o spo s and baske ball classes.
2) P epa e p ocess and ou come assessmen ins umen s, including obse a ion, e lec ion jou nals, echnical and
heo e ical p ac ice es s, and mo i a ion ques ionnai es.
3) Design an ac ion scena io wi h clea g oup di isions, oles o each s uden , and adequa e ime and acili y
a angemen s.
4) S akeholde In ol emen : Discuss/ e iew wi h physical educa ion eache s, spo s coo dina o s, and/o ela ed
pa ies o ensu e ha he plan is ealis ic and applicable.
2. Implemen a ion o Ac ions
a. Fi s Cycle: Applica ion o coope a i e lea ning in baske ball echnique aining such as d ibbling, passing, and shoo ing;
s uden s a e di ided in o small g oups (4-5 people), he e a e demons a ions, isual media, and di ec eedback; g ouping
me hods may be he e ogeneous o lexible as sugges ed by ecen me a-analyses.
b. Second Cycle: Based on e lec ions om he i s cycle, s a egies a e imp o ed, o example, g oups a e made mo e
dynamic, game simula ions a e added, o g ouping me hods a e changed o be mo e e ec i e in social and echnical
aspec s.
3. Obse a ion
a. Obse a ion shee s o echnical indica o s, ac i e pa icipa ion, coope a ion be ween s uden s, unde s anding o game
s a egies, and mo i a ional/in insic aspec s.
b. Da a Collec ion: Di ec obse a ion, ideo eco dings, p e es -pos es o echnical and heo e ical lea ning ou comes,
mo i a ion ques ionnai es.
c. Measu emen : A combina ion o quan i a i e ( es ) and quali a i e (in e iews, discussions, e lec ion jou nals) me hods,
in acco dance wi h ecommenda ions om me a-analysis s udies.
4. Re lec ion
a. E alua ion o esul s by eache s and s uden s; compa ing obse a ion da a, es esul s, and s uden mo i a ion wi h ini ial
goals.
b. Iden i ica ion o weaknesses and s eng hs; obs acles in each cycle a e discussed and imp o emen s a egies a e
de eloped.
c. Ac ion imp o emen : modi ica ion o g ouping me hods, lea ning s a egies, and acili a ion aspec s and media i needed.
d. S uden pa icipa ion: s uden s a e in ol ed in g oup discussions and w i en e lec ions o exp ess hei expe iences. This
is impo an so ha he coope a i e lea ning me hod uly has a posi i e a ec i e and social impac . Coope a i e lea ning
no only encou ages s uden s o app ecia e di e si y bu also s eng hens indi idual accoun abili y in g oup ac i i ies.
When applied in physical educa ion, his app oach enhances emo ional engagemen , social bonding, and inclusi i y wi hin
he class oom. S uc u ed coope a i e asks also p o ide oppo uni ies o s uden s o de elop sel - egula ion, empa hy,
and p osocial beha io s ha a e essen ial o bo h cha ac e o ma ion and skill mas e y.
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5606
III. RESEARCH RESULT
1. Obse a ion Resul s
a. Cycle I
The ollowing able shows he esul s o obse a ions conduc ed by esea che s on baske ball lea ning among Yea 11 s uden s a
Cilacap S a e Senio High School 1 in Cycle 1.
Table 1. D ibbling quali y
No
S uden Name
D ibbling Quali y
Good
Poo
1
S uden 1
ⱱ
2
S uden 2
ⱱ
3
S uden 3
ⱱ
4
S uden 4
ⱱ
5
S uden 5
ⱱ
6
S uden 6
ⱱ
7
S uden 7
ⱱ
8
S uden 8
ⱱ
9
S uden 9
ⱱ
10
S uden 10
ⱱ
11
S uden 11
ⱱ
12
S uden 12
ⱱ
13
S uden 13
ⱱ
14
S uden 14
ⱱ
15
S uden 15
ⱱ
16
S uden 16
ⱱ
17
S uden 17
ⱱ
18
S uden 18
ⱱ
19
S uden 19
ⱱ
20
S uden 20
ⱱ
21
S uden 21
ⱱ
22
S uden 22
ⱱ
23
S uden 23
ⱱ
24
S uden 24
ⱱ
25
S uden 25
ⱱ
26
S uden 26
ⱱ
27
S uden 27
ⱱ
28
S uden 28
ⱱ
29
S uden 29
ⱱ
30
S uden 30
ⱱ
To al amoun
12
18
The able abo e shows ha 12 people ha e good d ibbling skills, while 18 people ha e d ibbling skills ha a e conside ed poo .
b. Cycle 2
The ollowing able shows he esul s o obse a ions made by esea che s ega ding baske ball lea ning among 11 h g ade
s uden s a Cilacap Senio High School 1 in cycle 2:
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5607
Table 2. Passing quali y
No
S uden Name
D ibbling Quali y
Good
Poo
1
S uden 1
ⱱ
2
S uden 2
ⱱ
3
S uden 3
ⱱ
4
S uden 4
ⱱ
5
S uden 5
ⱱ
6
S uden 6
ⱱ
7
S uden 7
ⱱ
8
S uden 8
ⱱ
9
S uden 9
ⱱ
10
S uden 10
ⱱ
11
S uden 11
ⱱ
12
S uden 12
ⱱ
13
S uden 13
ⱱ
14
S uden 14
ⱱ
15
S uden 15
ⱱ
16
S uden 16
ⱱ
17
S uden 17
ⱱ
18
S uden 18
ⱱ
19
S uden 19
ⱱ
20
S uden 20
ⱱ
21
S uden 21
ⱱ
22
S uden 22
ⱱ
23
S uden 23
ⱱ
24
S uden 24
ⱱ
25
S uden 25
ⱱ
26
S uden 26
ⱱ
27
S uden 27
ⱱ
28
S uden 28
ⱱ
29
S uden 29
ⱱ
30
S uden 30
ⱱ
To al amoun
24
6
The able abo e shows ha 24 people ha e good d ibbling skills, while 6 people ha e poo d ibbling skills. Based on he esul s o
obse a ions conduc ed by esea che s, i can be concluded ha he use o coope a i e lea ning me hods can imp o e s uden s'
baske ball skills, as seen om he aspec o d ibbling quali y.
2. Lea ning Ou comes
a. Cycle 1
The ollowing a e he lea ning ou comes o s uden s in cycle 1
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5608
Table 3. S uden lea ning ou comes o cycle 1
S uden Name
lea ning ou comes
desc ip ion
S uden 1
55
I
S uden 2
65
I
S uden 3
60
I
S uden 4
75
C
S uden 5
55
I
S uden 6
65
I
S uden 7
70
I
S uden 8
55
I
S uden 9
40
I
S uden 10
55
I
S uden 11
50
I
S uden 12
50
I
S uden 13
60
I
S uden 14
75
C
S uden 15
70
I
S uden 16
75
C
S uden 17
55
I
S uden 18
75
C
S uden 19
65
I
S uden 20
45
I
S uden 21
75
C
S uden 22
50
I
S uden 23
40
I
S uden 24
75
C
S uden 25
50
I
S uden 26
60
I
S uden 27
55
I
S uden 28
70
I
S uden 29
50
I
S uden 30
60
I
Desc ip ion:
C: Comple e
I : Incomple e
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5609
The able abo e shows ha he a e age sco e o s uden s' lea ning ou comes in baske ball is 80, which means ha
mos s uden s ha e lea ning ou comes in baske ball ha a e classi ied as incomple e because he a e age sco e is less han 75,
which is he s anda d o comple ion. The ollowing is a p esen a ion o he da a in he able abo e in he o m o a equency
dis ibu ion able:
Table 4. F equency dis ibu ion o cycle 1
Lea ning Ou comes
Numbe (People)
Pe cen age (%)
Comple e
6
20%
Incomple e
24
80%
To al amoun
30
100%
The da a in he able and g aph abo e show ha he numbe o s uden s who did no comple e Cycle I was 24 (80%), while he
numbe o s uden s who comple ed Cycle 1 was 6 (20%). b. Cycle 2
The ollowing a e he s uden s' lea ning ou comes in Cycle 2:
Table 5. S uden lea ning ou comes o cycle 2
S uden Name
lea ning ou comes
desc ip ion
S uden 1
80
C
S uden 2
85
C
S uden 3
80
C
S uden 4
85
C
S uden 5
90
C
S uden 6
85
C
S uden 7
90
C
S uden 8
95
C
S uden 9
90
C
S uden 10
80
C
S uden 11
75
C
S uden 12
70
I
S uden 13
65
I
S uden 14
70
I
S uden 15
60
I
S uden 16
80
C
S uden 17
85
C
S uden 18
80
C
S uden 19
85
C
S uden 20
90
C
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5610
S uden 21
85
C
S uden 22
90
C
S uden 23
95
C
S uden 24
90
C
S uden 25
80
C
S uden 26
75
C
S uden 27
70
I
S uden 28
65
I
S uden 29
70
I
S uden 30
60
I
Desc ip ion:
C: Comple e
I : Incomple e
The able abo e shows ha he a e age sco e o s uden s' lea ning ou comes in baske ball is 80, which means ha mos s uden s
ha e lea ning ou comes in baske ball ha a e classi ied as incomple e because he a e age sco e is less han 75, which is he
s anda d o comple ion. The ollowing is a p esen a ion o he da a in he able abo e in he o m o a equency dis ibu ion
able:
Table 6. F equency dis ibu ion o cycle 2
Lea ning Ou comes
Numbe (People)
Pe cen age (%)
Comple e
22
73%
Incomple e
8
27%
To al amoun
30
100%
The da a in he able and g aph abo e show ha he numbe o s uden s who did no comple e cycle 2 lea ning was 8 (27%), while
he numbe o s uden s who comple ed cycle 1 was 24 (80%)
IV. DISCUSSION
The indings om cycle 2 e ealed ha he a e age sco e o s uden s’ baske ball lea ning ou comes eached 80, su passing
he minimum comple eness c i e ia (MCC) o 75. Based on he equency dis ibu ion, 22 s uden s (73%) achie ed comple ion,
while 8 s uden s (27%) emained incomple e. These esul s indica e ha he majo i y o s uden s eached he expec ed le el o
mas e y, ye a subs an ial p opo ion s ill ell sho . Compa ed wi h cycle 1, whe e 24 s uden s (80%) achie ed comple ion, cycle
2 displayed a sligh decline. This sugges s ha while o e all pe o mance emains sa is ac o y, lea ning ou comes a e no ye ully
s able ac oss all pa icipan s, equi ing u he ins uc ional e inemen .
The pe sis ence o incomple e ou comes in nea ly one- hi d o he class unde sco es he impo ance o di e en ia ed
ins uc ional app oaches. Resea ch emphasizes ha adap ing ins uc ion o s uden s’ di e se needs can signi ican ly enhance
lea ning ou comes. (Özbal, A., Sağlam, M., & Ca kay a , 2019) demons a ed ha di e en ia ed ins uc ion s a egies such as
s a ions and cen e s imp o ed ac i e pa icipa ion and s uden a i udes in physical educa ion, he eby suppo ing mo e equi able
achie emen le els. In line wi h hese indings, employing a ied ins uc ional designs in baske ball lessons may help add ess he
speci ic needs o s uden s who a e s uggling o achie e mas e y.
Ano he c i ical ac o in luencing s uden achie emen is o ma i e assessmen , which enables educa o s o moni o p og ess
and p o ide imely eedback. (Slinge land, M., Weeldenbu g, G., & Bo ghou s, 2024) epo ed ha o ma i e assessmen in
physical educa ion inc eased anspa ency in lea ning objec i es, s uden engagemen , and unde s anding o success c i e ia.
Simila ly, (He e o-González, D., López-Pas o , V. M., Man ique-A ibas, J. C., & Mou a, 2024) highligh ed ha o ma i e and
Imp o ing Baske ball Lea ning Ou comes Th ough he Coope a i e Lea ning Model
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5611
sha ed assessmen os e ed collabo a i e lea ning and imp o ed pe o mance. In he p esen s udy, he absence o mas e y
among some s uden s may be linked o insu icien eedback cycles, sugges ing ha mo e sys ema ic o ma i e assessmen
s a egies should be in eg a ed in o u u e ins uc ional designs.
Mo i a ion and lea ning a i udes also play a i al ole in shaping ou comes in physical educa ion. A sys ema ic e iew by (Chen,
W., De , R. O., Soh, K. G., Nasi uddin, N. J. M., & Wang, 2022) e ealed ha blended lea ning app oaches, which combined a ied
me hods and echnologies, enhanced s uden mo i a ion and i ness le els. Addi ionally, esea ch on he Spo Educa ion Model
(SEM) indica es ha s uc u ed and s uden -cen e ed pedagogies posi i ely in luence lea ne s’ enjoymen and mo i a ion in
spo s con ex s. These indings imply ha beyond skill acquisi ion, baske ball ins uc ion should cul i a e in insic mo i a ion and
posi i e lea ning expe iences o suppo long- e m engagemen and achie emen .
O e all, he esul s o cycle 2 highligh ha he implemen ed ins uc ional s a egies had a gene ally posi i e impac , as seen
in he a e age sco e su passing he MCC. Howe e , he 27% o s uden s who emained incomple e signal he need o mo e
adap i e pedagogical in e en ions. Inco po a ing di e en ia ed ins uc ion, consis en o ma i e assessmen , and mo i a ional
s a egies g ounded in e idence om in e na ional esea ch may u he educe dispa i ies in achie emen . Fu u e s udies could
explo e in eg a ing blended lea ning componen s and spo educa ion models o op imize lea ning ou comes in baske ball and
physical educa ion mo e b oadly.
V. CONCLUSIONS
Based on he esul s o he esea ch ha has been conduc ed, i can be concluded ha he applica ion o he coope a i e
lea ning model has a signi ican posi i e impac on imp o ing baske ball lea ning ou comes, pa icula ly in d ibbling skills, among
11 h g ade s uden s a Cilacap 1 High School. This is demons a ed by an inc ease in he a e age s uden sco e om 60 in he i s
cycle wi h a mas e y le el o 20% o an a e age o 80 wi h a mas e y le el o 80% in he second cycle. This imp o emen e lec s
ha he coope a i e lea ning model is able o c ea e a mo e collabo a i e and in e ac i e lea ning a mosphe e ha suppo s
ac i e s uden in ol emen in he lea ning p ocess, he eby di ec ly impac ing he imp o emen o basic baske ball skills.
P oduc Recommenda ions
The esul s o his s udy indica e ha he coope a i e lea ning model is e ec i e in imp o ing s uden s' baske ball d ibbling
skills. Fo physical educa ion eache s, his model can be an al e na i e s a egy ha is mo e in e ac i e and collabo a i e. Schools
a e expec ed o suppo he implemen a ion o his ac i e lea ning model h ough eache aining in o de o imp o e he quali y
o lea ning. Fo spo s educa ion s uden s and esea che s, hese indings can be used as a e e ence in de eloping inno a i e,
coope a ion-based lea ning app oaches. F om a cu iculum pe spec i e, he coope a i e lea ning app oach should be conside ed
in he design o mo e con ex ual and pa icipa o y physical educa ion lessons. Meanwhile, o s uden s, his model no only
imp o es mo o skills bu also os e s a i udes o coope a ion and esponsibili y in lea ning.
ACKNOWLEDGMENT
The au ho s would like o exp ess hei deepes g a i ude o he Facul y o Spo s Science and Heal h, Yogyaka a S a e
Uni e si y (UNY), o hei suppo , guidance, and acili ies p o ided h oughou his esea ch. Special hanks also go o he
p incipal and eache s o Cilacap 1 High School. Wi hou hei suppo , his wo k would no ha e been possible.
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