Improvement Of Kicking Movement Results Through Guided Discovery Style In Intellectual Students

This study aims to determine the improvement in kicking movement results among intellectually gifted students through the Guided Discovery Style. This research is guided by the action research model developed by Kemmis and McTaggart (2005). This research was conducted in two cycles, each consisting of four main components: planning, action, observation, and reflection. The procedure of this research is divided into two cycles, the first cycle The core activity of the teacher is to teach the material on kicking a ball in various ways, including using the inside, outside, and the back of the foot. In the second cycle, the teacher can modify the material by providing more opportunities for students or demonstrating skills that are not yet proficient in the kicking activity assignment. The kicking movement learning strategy can be provided after identification is carried out in the first cycle. The participants of this study were 4 third-grade students aged 9 and 10 years (M=9.5) at SLB Tamanwinangun. The instruments used in this study are the kicking movement learning outcome test, student participation observation guidelines, teacher performance observation guidelines, and learning process documentation. the data analysis used in the research is as follows (Sanjaya, 2009): The first stage is data reduction based on the focus of the problem, form of description, and conclusion accompanied by success indicators. The application of learning through the Guided Discovery Style, especially in adaptive physical education. This also affects the kicking movement ability of the intellectual students in the 3rd grade of SLB Tamanwinangun, which also improved. This research was conducted in 2 cycles. The results of the first cycle showed an improvement in kicking movement skills, but it has not yet reached the KKM of 75%. The next step is to take action in the second cycle. The results of the score acquisition in the second cycle have improved, with 4 students achieving the Minimum Completeness Criteria (KKM) of 75%. "B" scored 78%, "S" scored 80%, "K" scored 82%, and "M" scored 88%.