PENGARUH METODE ICE BREAKING TEHADAP DAYA SERAP SISWA DI SDN WIYUNG I SURABAYA
THE EFFECT OF THE ICE BREAKING METHOD ON STUDENTS' ABSORPTION POWER AT SDN WIYUNG I SURABAYA
Penerapan metode ice breaking dalam pembelajaran PJOK materi sepak bola dipercaya mampu mengatasi kejenuhan belajar yang sering muncul akibat dominasi metode ceramah. Suasana kelas yang monoton membuat siswa kurang fokus dan sulit menyerap materi secara optimal. Untuk membuktikan efektivitas ice breaking, digunakan pendekatan kuantitatif dengan desain quasi experimental tipe Nonequivalent Control Group Design, melibatkan dua kelompok siswa: kelompok eksperimen yang diberikan perlakuan ice breaking dan kelompok kontrol dengan pembelajaran konvensional. Data diperoleh melalui tes pre-test dan post-test. Uji normalitas (Shapiro-Wilk) dan homogenitas (Levene’s Test) menunjukkan bahwa seluruh data berdistribusi normal dan memiliki varians yang homogen. Analisis dilanjutkan menggunakan Independent Sample t-test. Hasil pengujian menunjukkan bahwa nilai Sig. (2-tailed) pada pretest sebesar 0,357 (> 0,05) yang menandakan kemampuan awal kedua kelompok setara. Namun, pada posttest diperoleh nilai Sig. (2-tailed) sebesar 0,002 (< 0,05), yang membuktikan adanya perbedaan signifikan setelah perlakuan diberikan. Hasil tersebut menegaskan bahwa ice breaking efektif meningkatkan daya serap siswa terhadap materi pembelajaran. Selain menciptakan suasana yang lebih menyenangkan, metode ini juga memberikan stimulus psikologis dan kognitif yang mendorong siswa lebih fokus dan responsif dalam menerima pelajaran.
Kata Kunci: Ice Breaking, Daya Serap Siswa, PJOK, Sepak Bola
The application of ice breaking methods in physical education classes on soccer is believed to be able to overcome learning boredom that often arises due to the dominance of lecture methods. A monotonous classroom atmosphere makes students less focused and difficult to absorb the material optimally. To prove the effectiveness of ice breaking, a quantitative approach was used with a quasi-experimental design of the Nonequivalent Control Group Design type, involving two groups of students: an experimental group that was given ice breaking treatment and a control group with conventional learning. Data were obtained through pretest and posttest tests. The normality (Shapiro-Wilk) and homogeneity (Levene's Test) tests showed that all data were normally distributed and had homogeneous variance. The analysis was continued using an Independent Sample ttest. The test results showed that the Sig. (2-tailed) value in the pretest was 0.357 (> 0.05), indicating that the initial abilities of the two groups were equivalent. However, in the posttest, a Sig. (2-tailed) value of 0.002 (< 0.05), proving that there was a significant difference after the treatment was given. These results confirm that ice breaking is effective in improving students' absorption of learning material. In addition to creating a more enjoyable atmosphere, this method also provides psychological and cognitive stimuli that encourage students to be more focused and responsive in receiving lessons.
Keywords: Ice Breaking, Student Absorption, PJOK, Soccer