Implementation of the Individualized Program Teaching Style to Improve Soccer Dribbling Learning Outcomes among Vocational High School Students

Abstract

The purpose of this study was to determine the improvement in students' learning outcomes in soccer dribbling through the implementation of the Individual Program Teaching Style among tenth-grade students of SMKN 38 Jakarta. This study employed a classroom action research method using the Kemmis and McTaggart model, carried out in two cycles, with each cycle consisting of two meetings. The sample was determined using purposive sampling, involving 34 students (13 males and 21 females). Instruments used were skill tests, knowledge tests, and observation sheets. Data were analyzed descriptively using percentage techniques. The results showed that student mastery increased from 29% at baseline to 68% in Cycle I, and reached 100% in Cycle II, with the high category rising from 0% to 26% and the low category decreasing from 71% to 0%. It can be concluded that the Individual Program Teaching Style through a differentiated learning model can improve soccer dribbling learning outcomes among tenth-grade students of SMKN 38 Jakarta.