Improving Student Participation Through the Implementation of a Target-Based Javelin Throwing Game at SMPN 1 Gambut
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Student engagement remains a critical factor in achieving meaningful learning outcomes in Physical Education, Sports, and Health (PJOK). Limited participation during instructional activities may reduce learning effectiveness and restrict opportunities for students to develop both physical and social competencies. This study investigated changes in student participation following the integration of a target-based javelin throwing game into PJOK instruction at SMPN 1 Gambut. A quantitative pre-experimental approach was adopted using a one-group pretest–posttest design. The study involved 30 students who were selected through total sampling. Student participation was measured using a validated questionnaire with acceptable internal consistency (Cronbach’s Alpha = 0.768). Data were analyzed through descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test using SPSS version 25. The findings revealed a substantial increase in participation levels after the intervention. Prior to the implementation of the target-based javelin throwing activity, most participants were categorized as having low (63.3%) or very low (16,7%) levels of participation. Following the intervention, participation improved markedly, with 90.0% of students classified in the very high category and the remaining 10.0% in the high category. Assumption testing confirmed that the data met the normality requirement (p > 0.05). Furthermore, the paired-samples t-test demonstrated a statistically significant difference between pretest and posttest participation scores (p < 0.001). These results suggest that incorporating a target-oriented javelin throwing game into PJOK lessons was associated with higher levels of student participation. The activity appears to provide a more engaging learning environment that encourages active involvement during instruction. Nevertheless, because the study employed a single-group design without a comparison group, the findings should be interpreted as evidence of improvement following the intervention rather than definitive proof of causality. Future studies using more rigorous experimental designs are recommended to further examine the effectiveness of this instructional approach.
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