Implementasi Metode Pembelajaran Fun Learning dalam Menumbuhkan Minat Belajar Peserta Didik Atlet di PKBM Homeschooling Daya Kreasi Prima Surabaya

Abstract

This study was prompted by the circumstances of student-athletes at the PKBM Homeschooling Daya Kreasi Prima in Surabaya, who have a rather demanding training schedule and consequently often experience fatigue, a lack of focus, and a decline in their interest in learning. These circumstances highlight the need for a teaching method capable of creating a learning environment that is enjoyable, flexible, and tailored to the students’ needs. This study aims to describe the implementation of the fun learning method, the learning interest of student-athletes, as well as the supporting and inhibiting factors in the implementation of the fun learning method in fostering the learning interest of student-athletes at the Daya Kreasi Prima Homeschooling PKBM in Surabaya.

This study employs a qualitative approach using a case study design, with data collection conducted through in-depth interviews, participant observation, and documentation. The research subjects consisted of administrators, tutors, and student athletes. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, and also utilized data validity tests, namely credibility, dependability, confirmability, and transferability tests.

The research findings indicate that the implementation of the fun learning method involves the stages of preparation, delivery and evaluation of the learning process. This is achieved through a relaxed learning atmosphere, the use of varied learning materials, educational games, quizzes, simple practical exercises, and a tutoring approach tailored to the circumstances of the student-athletes. The students’ interest in learning is evident through their enjoyment, engagement, acceptance of the learning process, and active participation throughout the learning process. Supporting factors include the tutors’ competence, learning media and facilities, support from management, an understanding of the students’ personalities, and a good relationship between tutors and students. Inhibiting factors include the students’ physical condition, fluctuating moods, an unpredictable study schedule, time constraints, demands on the tutor’s creativity, and the potential for monotonous learning. Thus, the fun learning method can foster learning interest among student-athletes if applied flexibly, adaptively, and in accordance with the students’ circumstances.