The Effectiveness of Differentiated Learning in Physical Education, Sports, and Health Subject on Long Jump Material

Abstract

This study aims to analyze the effectiveness of differentiated instruction in Physical Education, Sports, and Health (PJOK) classes on the long jump material by implementing three distinct approaches: kinesthetic, visual (image-based), and audio-visual learning. The research employed a quantitative method with a quasi-experimental design using a pretest–posttest model involving three treatment groups, each consisting of eight students. The research instrument was a long jump skill test covering the phases of approach run, flight, and landing, which had been validated by experts. Data were analyzed using paired sample t-tests and one-way ANOVA to determine differences among groups. The results revealed that all differentiated learning approaches significantly improved students’ long jump performance. However, the kinesthetic group demonstrated the greatest improvement compared to the visual and audio-visual groups. These findings indicate that direct physical engagement through practice exerts the most substantial impact on mastering motor skills. Nevertheless, integrating the three approaches proved effective in creating a more holistic learning experience that accommodates students’ diverse learning styles.