Relationship Between Theoretical Knowledge and Practical Skills to Wards Learning Outcomes of Rhythmic Gymnastics of Students at the Muhammadiyah 2 Semarang High School

Abstract

Physical Education, Sports, and Health emphasizes comprehensive student development through the integration of cognitive and psychomotor domains. In rhythmic gymnastics  learning, academic achievement is influenced by both theoretical knowledge and practical skills simultaneously. This study aimed to analyze the relationship between theoretical knowledge and practical skills with rhythmic gymnastics learning outcomes among eleventh-grade students of SMA Muhammadiyah 2 Semarang. A quantitative non-experimental approach with a two-predictor correlational design was employed. The sample consisted of 30 students selected using total sampling. Data were collected through Likert-scale questionnaires with high reliability (Cronbach’s Alpha > 0.90). Results revealed a strong positive and significant relationship between theoretical knowledge and learning outcomes (r = 0.648; p < 0.05), and a moderate significant relationship between practical skills and learning outcomes (r = 0.516; p < 0.05). Simultaneously, both variables contributed 45.4% to the variance of learning outcomes (R = 0.674; R² = 0.454). These findings highlight the importance of systematically integrating conceptual learning and structured practice to enhance rhythmic gymnastics learning outcomes.