This research aims to: 1) Determine whether the application of the cooperative learning model can improve basketball learning outcomes in Grade XI students of Cilacap State Senior High School 1, 2) Analyze to what extent the implementation of the cooperative learning model enhances basketball learning outcomes in the same class. This research employed a Classroom Action Research (CAR) design using two cycles. The research subjects were 30 students of Grade XI at Cilacap State Senior High School 1. In this CAR study, all students were involved as subjects of the action. There was no division into control and experimental groups because the objective of CAR is not to compare, but to continuously and systematically improve the learning process through action cycles. The results of the study show that the application of cooperative learning in Physical Education significantly improved the achievement of the Criteria for Achievement of Learning Objectives (KKPP) in the affective, cognitive, and psychomotor domains. In Cycle I, students demonstrated low engagement. The average scores were 65 for the affective domain, 62 for the cognitive domain, and 60 for the psychomotor domain, all of which did not meet the minimum mastery threshold (75). This was due to conventional learning that was less interactive and dominated by one-way instruction. After reflection and improvements were made in Cycle II by incorporating visual media, group-based learning, and interactive dialogue a significant increase was observed. The average scores rose to 82 for the affective domain, 85 for the cognitive domain, and 88 for the psychomotor domain, indicating the success of the strategy in fostering positive learning responses. This study confirms that learning designed with active and collaborative communication principles can lead to changes in learning behavior in accordance with the cooperative learning model.
Putra et al. (Wed,) studied this question.