PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP PENINGKATAN MOTIVASI DAN HASIL BELAJAR SISWA PADA MATERI PASSING BAWAH BOLAVOLI

THE EFFECT OF DIFFERENTIATED LEARNING ON THE IMPROVEMENT OF STUDENTS MOTIVATION AND LEARNING OUTCOMES IN UNDERHAND PASS VOLLEYBALL SKILLS

Wahyu Hidayat. Pengaruh Pembelajaran Berdiferensiasi Terhadap Peningkatan Motivasi dan Hasil Belajar Siswa Pada Materi Passing bawah bolavoli. Tesis, Program Studi S2 Pendidikan Olahraga, Fakultas Ilmu Keolahragaan dan Kesehatan, Universitas Negeri Surabaya, Surabaya, 2025. Pembimbing: (I) Prof. Dr. Drs. Abdul Rachman Syam Tuasikal, M. Pd. dan (II) Dr. Taufiq Hidayat, S.Pd., M.Kes

Penelitian ini dilatarbelakangi oleh rendahnya motivasi dan hasil belajar siswa pada materi passing bawah bolavoli di sekolah dasar. Salah satu upaya untuk mengatasi masalah tersebut adalah dengan menerapkan pembelajaran berdiferensiasi, yaitu pendekatan yang menyesuaikan strategi, konten, dan proses belajar berdasarkan kebutuhan, minat, serta profil belajar siswa. Tujuan penelitian ini adalah untuk menganalisis pengaruh penerapan pembelajaran berdiferensiasi terhadap motivasi dan hasil belajar siswa pada materi passing bawah bolavoli kelas V SD.

Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental berupa pretest–posttest control group design. Subjek penelitian terdiri dari 40 siswa kelas V SDN 2 Tambakrigadung, yang dibagi menjadi dua kelompok: kelompok eksperimen dengan pembelajaran berdiferensiasi dan kelompok kontrol dengan pembelajaran konvensional. Pengumpulan data dilakukan melalui angket motivasi belajar, tes hasil belajar kognitif dan keterampilan, serta observasi selama proses pembelajaran. Data dianalisis menggunakan SPSS versi 25 dengan uji statistik Paired Sample t-Test, Independent Sample t-Test, Wilcoxon, dan Mann-Whitney U, tergantung pada hasil uji normalitas dan homogenitas.

Hasil penelitian menunjukkan adanya pengaruh signifikan terhadap peningkatan motivasi dan hasil belajar siswa setelah penerapan pembelajaran berdiferensiasi, dibuktikan dengan keterpautan rata-rata nilai posttest yang lebih tinggi pada kelas eksperimen dibandingkan rata-rata nilai pretest sebelum menerapkan penerapan pembelajaran berdiferensiasi. Hasil uji Mann-Whitney U menunjukkan nilai Sig. (2-tailed) hasil belajar sebesar 0,019. Nilai Sig. (2-tailed) motivasi siswa sebesar 0,019. Sedangkan hasil uji Independent Samples t-test menunjukkan nilai Sig. (2-tailed) sebesar 0,000. Hal ini berarti nilai sig<0,05 sehingga disimpulkan bahwa adanya pengaruh penerapan pembelajaran berdifensiasi terhadap motivasi dan hasil belajar siswa pada materi passing bawah bolavoli dalam pembelajaran PJOK pada materi kebugaran jasmani di sekolah dasar.

Kata kunci: pembelajaran berdiferensiasi, motivasi belajar, hasil belajar, bola voli, sekolah dasar

Wahyu Hidayat. The Effect of Differentiated Learning on the Improvement of Students’ Motivation and Learning Outcomes in Underhand Pass Volleyball Skills. Thesis, Master’s Program in Physical Education, Faculty of Sports and Health Sciences, Universitas Negeri Surabaya, Surabaya, 2025. Advisors: (I) Prof. Dr. Drs. Abdul Rachman Syam Tuasikal, M.Pd., and (II) Dr. Taufiq Hidayat, S.Pd., M.Kes.

This research was motivated by the low levels of students’ motivation and learning outcomes in the underhand volleyball passing material at the elementary school level. One of the efforts to address this issue is through the implementation of differentiated learning, an approach that adapts teaching strategies, content, and learning processes based on students’ needs, interests, and learning profiles. The purpose of this study was to analyze the effect of implementing differentiated learning on students’ motivation and learning outcomes in the underhand volleyball passing material for fifth-grade elementary school students.

This study employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group format. The research subjects consisted of 40 fifth-grade students from SDN 2 Tambakrigadung, divided into two groups: an experimental group that received differentiated learning and a control group that received conventional instruction. Data were collected through learning motivation questionnaires, cognitive and skill-based achievement tests, and classroom observations during the learning process. Data analysis was conducted using SPSS version 25 with statistical tests including the Paired Sample t-Test, Independent Sample t-Test, Wilcoxon, and Mann-Whitney U tests, depending on the results of normality and homogeneity tests.

The findings revealed a significant influence of differentiated learning on improving students’ motivation and learning outcomes. This was evidenced by the higher average posttest scores in the experimental group compared to the pretest scores before the implementation of differentiated learning. The Mann-Whitney U test results showed a Sig. (2-tailed) value of 0.019 for learning outcomes and 0.019 for student motivation. Meanwhile, the Independent Samples t-test yielded a Sig. (2-tailed) value of 0.000. Since all Sig. values were less than 0.05, it can be concluded that the implementation of differentiated learning had a significant positive effect on students’ motivation and learning outcomes in the underhand volleyball passing material within Physical Education learning on physical fitness topics at the elementary school level.

Keywords: differentiated learning, learning motivation, learning outcomes, volleyball, elementary school