Developing Student Cohesion through Differentiation of Movement Tasks in Physical Education Learning

The problem of student cohesion in high school shows several interrelated aspects. Symptoms of depression often appear among high school students; poor communication between parents and children, negative life experiences, and pressure from academic aspects are closely related to depression. In this study, the author intends to examine the cohesion of students through differentiation of movement tasks in physical education learning for high school students with rhythmic activities. The research design used in this study is a quasi-experimental design. A total of 70 male and female student respondents were selected to be involved in this study, with the experimental group consisting of 34 students (physical education learning differentiation of movement tasks through rhythmic activities) and 36 students in the control group (conventional physical activities without differentiation of movement tasks). The results of this study indicate that the relationship among students has made significant progress thanks to the application of movement task differentiation in sports. The results of the non-parametric Mann-Whitney U test confirmed that there was a difference in the increase in cohesion between the experimental group and the control group, with a value of U = 190 and a p-value of 0.001. In this study, the group using movement task differentiation in rhythmic activities showed a significantly higher increase in cohesion compared to the control group, which followed physical education without movement task differentiation in rhythmic activities. This result provides a new innovation in physical education learning in developing students' attitudes.