The effectiveness of cooperative learning models in improving physical education learning outcomes in elementary schools: a systematic literature review

Physical education in elementary schools still faces challenges in increasing student engagement and optimizing learning outcomes. This condition is often associated with the use of learning approaches that lack variety, resulting in learning activities that do not fully encourage collaborative student participation. Therefore, a study is needed to provide a comprehensive overview of the effectiveness of learning models that can improve the quality of the learning process. This study aims to analyze, critically review, and synthesize research findings related to the application of cooperative learning models in physical education for elementary school students. The study uses a Systematic Literature Review (SLR) approach by analyzing ten scientific articles published between 2020 and 2024 and obtained through the Google Scholar database. The subjects of this study were research articles discussing the application of various types of cooperative learning models, such as Student Teams Achievement Division (STAD), Teams Games Tournament (TGT), Jigsaw, Numbered Head Together (NHT), and Think Pair Share (TPS). Data collection techniques were carried out through a process of identification, selection, and evaluation of literature based on predetermined inclusion criteria. Data analysis was performed using qualitative descriptive analysis techniques to integrate and interpret the findings. The review shows that all five cooperative models improved physical education learning outcomes at the elementary school level, with the STAD type being the most frequently applied and consistently producing the clearest gains in students' scores and learning completeness. These findings confirm that cooperative learning is an effective and adaptable strategy for improving the quality of physical education in elementary schools.