THE EFFECT OF THE IMPLEMENTATION OF TEACHING GAMES FOR UNDERSTANDING (TGFU) ON THE LEVEL OF STUDENT COOPERATION ON FOOTBALL MATERIAL

Abstract

The purpose of this study was to determine how the Teaching Games For Understanding (TGFU) methodology affects the level of student collaboration with soccer material in Physical Education, Sports and Health (PJOK) teaching in elementary schools. This study used a quantitative approach and a quasi-experimental method by creating a one-group pretest-posttest design. The study population consisted of 93 fifth-grade elementary school students, with a sample of 23 students selected through a purposive sampling technique. Data were collected through a cooperation questionnaire that had undergone instrument testing. Based on the test results, 34 of 40 statements were considered valid, and the reliability of the instrument was found to be in the very high category with a Cronbach's Alpha value of 0.904. Data were analyzed using descriptive and inferential statistics. According to the results of the study, the average score of student collaboration increased from 90.48 in the pretest to 126.96 in the posttest. The Wilcoxon Signed Rank Test was used to test the hypothesis because the data did not conform to the assumption of normality, based on the Shapiro-Wilk normality test. The analysis results showed an Asymp. Sig. value. (2-tailed) of 0.000 or less than 0.05. The results indicate that the TGFU model significantly improves student collaboration. This condition supports the creation of a more meaningful educational experience for students. By using this model, a more engaging learning environment can be created, which encourages students to participate in group activities throughout the learning process.