LEARNING FOREHAND SERVICE BADMINTON USING TEACHING GAMES FOR UNDERSTANDING (TGFU) STUDENTS

The purpose of this study was to improve learning for badminton services through teaching games for understanding (TGFU) in class IX.1 students of Senior High School 19 Palembang. This research is a Classroom Action Research. The subjects of the classroom action research were 32 students of class IX.1 totaling 32 people. This research starts from initial observation, action planning, action implementation, observation or monitoring (observation), reflection (reflection) on every action taken and evaluation. Initial observations were made to find out the problems that consisted when learning took place including learning outcomes in learning the badminton service material in three domains, namely the affective, cognitive, and psychomotor domains. The results of the pre-test research (preliminary data) were obtained in terms of the affective aspect classically said to be complete, because as many as 23 students (71.87%) had fulfilled the minimum completeness criteria, from the cognitive realm as many as 29 students (90.63%) were very good, and the average score was The class average for the incomplete psychomotor domain was 19 students with a presentation of 59.38 (insufficient). Therefore, cycle I was carried out to improve the average score in the psychomotor domain, the results obtained were a percentage of 84.38 (good category), so that classically the students had completed in the psychomotor domain. This shows that the results of the psychomotor aspect have increased. The implication of this research is learning badminton service can be increased through the TGFU learning model.


INTRODUCTION
Education in schools is an interaction between teachers and students in a learning process. Through education, there is a process of knowledge transfer by the teacher so that the potential of students can be developed. Education has an element of learning between teachers and students. Learning is a learning activity of teachers and students that can be modified intentionally with various conditions. It is aimed at achieving a learning goal (Hardini and Puspitasari, 2012). Corey (Syaiful Sagala, 2011) the concept of learning, namely environmental management is the intentional participation of certain behaviors in special conditions or resulting in responses to certain situations, so that learning is a special part of education.

Learning Physical Education, Sports and Health is found in Elementary
Schools, Junior High Schools, and High Schools. Physical education is an educational process that has elements of physical activity. Physical education aims to provide change and quality of a person from the cognitive, affective and psychomotor aspects. Aryanti (2018) Physical Education, Sports and Health has a goal for students to do it systematically based on the values of faith and piety. Juliantine, et al (2015) when physical education learning objectives are achieved, then physical education teachers must have good knowledge and understanding. PJOK learning in education units uses the 2013 curriculum. According to Zaini (2015) the development of student competencies in the 2013 curriculum can be further analyzed and the demands of teachers to be more creative and innovative in learning. This is because the teacher is able to do everything, thus helping students to develop. Mulyasa (2014) emphasizes character education in the 2013 curriculum, especially at the basic level which will be used as the foundation for the next level. With the development of the 2013 curriculum at the education level, it is hoped that the nation will have a selling point that can be offered to other nations in the world. character-based and competencybased.

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One of the physical education learning materials is a small ball game (badminton service). Basic competence in small ball games in class IX.1 Junior High School Number 9 Palembang 3.2. Understanding the concept of skill variations and combinations, as well as modified rules in small ball games, 4.2. Practice variations and combinations of skills into small ball games in a smooth, controlled, and coordinated manner (Okilanda et al., 2021). Based on the results of observations when learning badminton services in the classroom, it has not been carried out well. It can be seen that students when participating in the implementation of learning in the classroom do not look so enthusiastic. The learning model used when learning is monotonous, less varied so that students look less interested. Most students wait their turn, and are afraid to try to practice badminton serve.
Based on the problems during the learning process of badminton service material both in class and in the field, the right learning model is needed. A good learning model can help teachers achieve learning goals. Bambang (2018) Human resources can be improved through the learning process at school. Quality improvement is supported by the presence of teachers who provide material in the process learn how to teach.Ruslan (2019) Ruslan (2019) Teachers must have the ability to be able to develop learning. This is aimed at increasing success so that learning objectives are achieved. Fathurrohman (2015) in choosing the right learning model, the condition of the students, the nature of the teaching materials, the available media facilities, and the condition of the teacher must be considered.
The selection of the learning model chosen by the teacher, the nature of the material to be studied, the objectives (competencies) greatly affect so that the learning objectives will be achieved. Therefore, the learning model used in this study is Teaching Games for Understanding (TGFU). Pujianto (2014), Teaching Games for Understanding (TGFU) is a physical education learning approach for children to be introduced to understand sports through the basic concepts of playing. Century (2020) 308 | Halaman Olahraga Nusantara copyright@Silvi Aryanti model TGFU as an alternative that focuses on the cognitive development and skills of students through decision making during games. Gil-Arias (2020) the use of the TGfU learning model positions the teacher as a facilitator. while the teacher not only gives students the opportunity to make decisions independently of the teacher in small and/or modified/conditioned games, using questions and debating ideas.
Students are guided, facilitated, and problem solving capacity is strengthened. Miller  The following is an explanation of each activity step in classroom action research:

Preliminary Observation Results
Initial observations were made to find out the problems that consisted during learning which included learning outcomes in learning the badminton service material in three domains, namely the affective, cognitive, and psychomotor domains. Initial observations that have been made obtained the following results: The average value of the affective, cognitive and psychomotor domains with the assessments that have been observed during the learning in the first cycle, shows the assessment as follows.   The results of the qualification for the acquisition of the class average score for the affective domain are in the good category, so there is no need for re-emphasis in the next stage of learning. The qualification of the class average score for the cognitive or knowledge domain is very good. The qualification of the class average score in the psychomotor domain is included in the poor category, so it is necessary to take action to improve students' ability to carry out badminton services.
The learning of badminton service material for class IX.1 students of Junior High School Number 9 Palembang which has been ongoing has not yet entered the indicator of classical learning mastery achievement. This is so that there is a learning action to achieve the achievement indicator target.

Cycle I Research Results
In the psychomotor domain, it was obtained that it was lacking, so it was necessary to take action in cycle I. Based on the results of initial observations, it was found that the average score of class IX.1 students of Junior High School Number 9 Palembang was badminton service material. The following are the results of the badminton serve skills test after the action. After being given the first cycle of student action on the badminton service skills test using the TGFU learning model, it was found that 8 students with a percentage of 25 were included in the very good category, 19 students with a percentage of 59.38 were included in the good category, 3 students with a percentage of 9.37 were included in the enough category, and 2 students with a percentage of 6.25 are included in the less category.

DISCUSSION
The application of the TGFU learning model, from the beginning, students are made to learn game appreciation and tactical awareness (Kinnerk, Harvey, MacDonncha, & Lyons, 2018). Gil-Arias (2020) the application of the TGFU learning model by teachers, a learning environment that is supportive, inclusive, and fair all students have the opportunity to be involved, have fun and social interaction in physical education lessons. Arias (2020) Implementation of TGfU model during student learning must be physically and mentally involved in every task, play active role in communicating with friends. Therefore, automatically students' knowledge is built supported by the design of the learning environment by the teacher.
Munadi (2010)  Based on the research results and relevant research results, the TGFU learning model can improve student learning outcomes. The increase that occurred, especially in terms of the psychomotor aspect of serving badminton forehand. Therefore, it can facilitate students in learning and improve learning outcomes.

CONCLUSION
The implementation of the Teaching Games for Understanding (TGFU) learning model makes the psychomotor abilities of class IX.1 students of Junior High School Number 9 Palembang improve the material for badminton services. This can be seen from the learning outcomes of students who have achieved minimal mastery.
Shows that it is not necessary to continue in the second cycle stage.