Enhancing Basketball Chest Pass Skills through Student Teams–Achievement Divisions Cooperative Learning

Abstract

Mastery of fundamental basketball skills requires instructional strategies that promote active participation, peer interaction, and repeated motor practice. This study aimed to improve students’ basketball chest pass skills through the Student Teams–Achievement Divisions (STAD) cooperative learning model. A Classroom Action Research (CAR) design was employed involving 28 eleventh-grade students at PGRI 4 Senior High School Denpasar during the 2025/2026 academic year. The study was conducted in one cycle consisting of two meetings following the Kemmis and McTaggart model, which included planning, action, observation, and reflection. Data were collected using a chest pass performance test assessed by two independent evaluators across three components: preparatory stance, execution, and follow-through. The data were analyzed using descriptive quantitative analysis by calculating mean scores, frequencies, percentages, and classical learning mastery based on the predetermined minimum achievement criterion. The results showed that classical learning mastery increased from 21.43% in the preliminary assessment to 82.14% after the implementation of STAD, exceeding the predetermined success criterion of 75%. The mean performance score also increased from 65.68 to 81.25. Improvements were observed across all components of chest pass performance. These findings indicate that STAD cooperative learning can effectively enhance students’ fundamental basketball chest pass skills by facilitating peer tutoring, individual accountability, positive interdependence, and active collaborative practice. The STAD model may therefore serve as an alternative student-centered instructional strategy for developing fundamental motor skills in physical education.