Abstract

This study examined the effectiveness of integrating Project-Based Learning (PjBL) with a deep learning approach to improve university students’ dribbling skills. A quantitative quasi-experimental method with a nonequivalent control group pretest–posttest design was employed. The participants were 70 students enrolled in the Physical Education Study Program at Universitas Lambung Mangkurat, consisting of 35 students in the experimental group and 35 in the control group. The experimental group received PjBL integrated with mindful, meaningful, reflective, collaborative, and joyful learning principles, whereas the control group received conventional instruction. Dribbling performance was assessed using an instrument adapted from the Modified Illinois Change-of-Direction Test with Ball, measuring change-of-direction speed, ball control, foot–ball contact, visual attention, and the ability to avoid contact with cones. The experimental group’s mean score increased from 69.09 at pretest to 79.69 at posttest, while the control group’s mean score increased from 69.09 to 71.31. Analysis of covariance, with posttest score as the dependent variable and pretest score as the covariate, revealed a significant group effect after controlling for initial ability, F(1, 67) = 287.29, p < 0.001, partial η² = 0.811. The adjusted posttest mean was significantly higher in the experimental group (M = 79.69, SE = 0.35) than in the control group (M = 71.31, SE = 0.35), with an adjusted mean difference of 8.37 points, 95% CI [7.39, 9.36]. These findings indicate that integrating PjBL with a deep learning approach produced a substantial improvement in university students’ dribbling skills.

Keywords

Project-Based Learning, Deep Learning, Dribbling Skills, Football, Physical Education, Quasi-Experimental Study,

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