Enhancing Primary School Students’ Social Skills through TGT and STAD Cooperative Learning in Physical Education
DOI:
https://doi.org/10.64538/pathalogy.v1i2.147Keywords:
cooperative learning; , physical education; , social skills;, socio-emotional development; , scaffolding; , STAD; , TGT.Abstract
This study explores the implementation of cooperative learning in Physical Education, Sports, and Health (PJOK) lessons and its impact on developing social skills among primary school students at SD Kanisius Wonogiri. Using a qualitative descriptive approach, data were gathered through observations, semi-structured interviews, and documentation, focusing on two cooperative models: Team Game Tournament (TGT) and Student Teams Achievement Division (STAD). Findings show that TGT, through structured game rules, ice-breaking activities, ongoing feedback, and post-activity reflections, strengthened teamwork and active engagement. STAD fostered group accountability, peer support, and appreciation of diverse contributions. Across both models, teacher facilitation played a central role by providing scaffolding, modeling collaboration, and resolving group challenges. The use of learning aids and digital tools further enhanced participation and inclusivity. The discussion, grounded in Vygotsky’s social constructivism, highlights how peer interaction within structured group activities supports both cognitive and socio-emotional growth. The study emphasizes the Zone of Proximal Development (ZPD) and scaffolding as mechanisms enabling skill transfer beyond the sports context. In conclusion, integrating TGT and STAD into PJOK effectively cultivates communication, empathy, tolerance, responsibility, and leadership among students. The results underscore the dual function of PE as a platform for physical fitness and socio-emotional learning. Policy and practice should incorporate social skills assessment within PE curricula using holistic and diverse evaluation methods to support well-rounded student development
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