Phenomenological Study of Student Social Interaction through a Collaborative Approach in PJOK Learning (Study on SMPN 2 Raha Students)

Abstract

Abstract: This study aims to analyze the forms and patterns of student social interaction, the strategies used by physical education teachers in implementing a collaborative approach, and the factors that influence social interaction in physical education learning at SMPN 2 Raha. The background of this study stems from the reality that physical education learning is often perceived as focusing only on improving physical skills, even though these activities also have great potential to foster positive social interaction among students. The research used a case study approach with qualitative methods, involving PJOK teachers and students in grades VII–IX as subjects. Data were obtained through participatory observation, in-depth interviews, and documentation. Data analysis was conducted using Miles and Huberman's interactive model, which included the stages of data reduction, data presentation, and repeated drawing of conclusions to obtain valid and comprehensive findings. The results show: (1) The pattern of social interaction among students in PJOK learning is still not optimal, as seen from uneven cooperation, negative communication, unhealthy competition, limited empathy, and immature conflict resolution. (2) PJOK teachers' strategies were implemented through collaborative planning that emphasized social indicators in lesson plans, heterogeneous grouping, group assignments that encouraged active participation, and social reflection at the end of learning activities. (3) Factors influencing social interaction include external factors such as the role of the teacher, communication style, and role modeling, as well as internal factors such as motivation, participation, social skills, and differences in student character within the group.