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Physical Education Learning, Teaching, and Assessment (PELTA)

Physical Education Learning, Teaching, and Assessment (PELTA) is a peer-reviewed scholarly journal published by Pengelola Jurnal Keolahragaan Indonesia (PJKI), an organization registered with the Ministry of Law and Human Rights of the Republic of Indonesia on August 15, 2023, under registration number AHU-0006893.AH.01.07.TAHUN 2023.

PELTA focuses exclusively on research concerning physical education as an educational discipline, including teaching and learning, pedagogy, curriculum, assessment, physical education teacher education, physical literacy, inclusive physical education, technology-enhanced learning, student development, and educational policy. The journal does not cover general sport science or competitive sports research unless the study has a direct and explicit connection to physical education teaching and learning.

PELTA accepts and publishes manuscripts in both Indonesian and English, providing authors with opportunities to disseminate scholarly work to national and international audiences. Manuscripts submitted in either language are expected to comply with the journal’s academic, ethical, and formatting standards.

PELTA is published twice a year, in March and September.

Journal Information

Journal Title Physical Education Learning, Teaching, and Assessment
Journal Initials PELTA
Abbreviation Phys. Educ. Learn. Teach. Assess.
Editor in Chief Prof. Dr. M. E. Winarno, M.Pd.
Publisher Pengelola Jurnal Keolahragaan Indonesia (PJKI)
Frequency Biannually (March & September)
Country Indonesia
ISSN 3164-7987
DOI Prefix 10.xxxxxx/pelta

Current Issue

Vol. 1 No. 1 (2026): September
View Vol. 1 No. 1 (2026): September

This issue has been available online since September 10, 2026, for the September issue. It features contributions from 15 authors representing Indonesia. The issue comprises five Original Research articles, covering various topics in physical education, including cardiovascular endurance training, flipped classroom learning, project-based learning, educational technology, and cooperative learning. These contributions reflect the journal’s commitment to advancing research and innovation in physical education learning, teaching, and assessment.

Published: 2026-09-30

Original Research

  • 1

    Improving short-distance sprint performance through the Teaching at the Right Level approach

    Putri Diana Sari1, Wahyu Indra Bayu1, Herri Yusfi1, Meirizal Usra1
    1. Sriwijaya University
    doi DOI not yet available
    Published Online: 10 September 2026
    View PDF
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    1 views | 0 downloads | page 1-7
    Abstract

    Background: Physical literacy encompasses motivation, confidence, physical competence, knowledge, and understanding that support lifelong engagement in physical activity. Assessing physical literacy in children requires instruments that are contextually relevant and demonstrate adequate psychometric properties.
    Objective: This study aimed to provide preliminary psychometric evidence for culturally adapted versions of PLAYfun and PLAYself in the Indonesian context by examining item–total relationships and internal consistency among elementary school students.
    Methods: A total of 71 fifth-grade students aged 10–11 years from three elementary schools in Pekalongan Regency participated in the study. PLAYfun comprised 18 motor-skill assessment items, whereas PLAYself consisted of 21 self-report items. Two PLAYself activities were modified to improve their geographical and cultural relevance to the Indonesian context. Item–total relationships were examined using Pearson correlations and corrected item–total correlations (CITC), while internal consistency was assessed using Cronbach’s alpha.
    Results: For PLAYfun, item–total correlations ranged from 0.504 to 0.893, with very high internal consistency (α = 0.955). For PLAYself, item–total correlations ranged from 0.265 to 0.912, with high internal consistency (α = 0.895). However, five PLAYself items (PS5, PS6, PS7, PS8, and PS19) showed CITC values below 0.30, indicating relatively weak contributions to scale consistency and suggesting the need for further evaluation.
    Conclusion: These findings provide preliminary psychometric support for PLAYfun and PLAYself within the elementary-school context examined; however, further validation involving larger and more diverse samples, factor-structure analyses, and additional reliability testing is required before broader use.

    APA Citation Style
    Sari, P. D. , Bayu, W. I. , Yusfi, H. , & Usra, M. (2026). Improving short-distance sprint performance through the Teaching at the Right Level approach. Physical Education Learning, Teaching, and Assessment, 1(1), 1-7. https://ejournals.pjki.or.id/index.php/pelta/article/view/5
  • 2

    Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency

    Ropik Hidayat1, Heny Setyawati1, Siti Baitul Mukarromah1
    1. State University of Semarang
    doi DOI not yet available
    Published Online: 30 September 2026
    View PDF
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    0 views | 0 downloads | page 8-14
    Abstract

    Background: Physical literacy encompasses motivation, confidence, physical competence, knowledge, and understanding that support lifelong engagement in physical activity. Assessing physical literacy in children requires instruments that are contextually relevant and demonstrate adequate psychometric properties.
    Objective: This study aimed to provide preliminary psychometric evidence for culturally adapted versions of PLAYfun and PLAYself in the Indonesian context by examining item–total relationships and internal consistency among elementary school students.
    Methods: A total of 71 fifth-grade students aged 10–11 years from three elementary schools in Pekalongan Regency participated in the study. PLAYfun comprised 18 motor-skill assessment items, whereas PLAYself consisted of 21 self-report items. Two PLAYself activities were modified to improve their geographical and cultural relevance to the Indonesian context. Item–total relationships were examined using Pearson correlations and corrected item–total correlations (CITC), while internal consistency was assessed using Cronbach’s alpha.
    Results: For PLAYfun, item–total correlations ranged from 0.504 to 0.893, with very high internal consistency (α = 0.955). For PLAYself, item–total correlations ranged from 0.265 to 0.912, with high internal consistency (α = 0.895). However, five PLAYself items (PS5, PS6, PS7, PS8, and PS19) showed CITC values below 0.30, indicating relatively weak contributions to scale consistency and suggesting the need for further evaluation.
    Conclusion: These findings provide preliminary psychometric support for PLAYfun and PLAYself within the elementary-school context examined; however, further validation involving larger and more diverse samples, factor-structure analyses, and additional reliability testing is required before broader use.

    APA Citation Style
    Hidayat, R. , Setyawati, H. , & Mukarromah, S. B. (2026). Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency. Physical Education Learning, Teaching, and Assessment, 1(1), 8-14. https://ejournals.pjki.or.id/index.php/pelta/article/view/17
  • 3

    Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students

    Muharam Ahmad Aulian1
    1. Universitas Muhammadiyah Indonesia
    doi DOI not yet available
    Published Online: 30 September 2026
    View PDF
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    0 views | 0 downloads | page 15-20
    Abstract

    Background:  Low student engagement and learning outcomes in SKJ Student Gymnastics remain a challenge in physical education, particularly when instruction is dominated by teacher-centered approaches.
    Objective:  This study aimed to describe changes in SKJ Student Gymnastics learning outcomes following the implementation of an audiovisual-based flipped classroom among Grade X DKV students at SMK Insan Cendikia Srengseng.
    Methods:  The study employed a Classroom Action Research design conducted over two cycles, each comprising planning, action, observation, and reflection. Participants were 15 students, including eight females and seven males. Audiovisual learning materials were provided through instructional videos that students studied independently at home via a WhatsApp group, while classroom sessions were used for movement practice, discussion, and direct teacher feedback. Learning outcomes were assessed across affective, cognitive, and psychomotor domains and analyzed descriptively using mean scores and learning-mastery percentages.
    Results:  The mean learning outcome score increased from 65.0 in the pre-cycle to 72.6 in Cycle I and 81.9 in Cycle II. Learning mastery also increased from 20.0% in the pre-cycle to 46.7% in Cycle I and 86.7% in Cycle II.
    Conclusion:  These findings indicate that the implementation of an audiovisual-based flipped classroom was accompanied by progressive improvements in SKJ Student Gymnastics learning outcomes across the action cycles. This approach may support students’ preparation before class while allowing more classroom time for movement practice and teacher feedback. Future studies should employ comparative designs and larger samples to provide stronger evidence regarding its effectiveness.

    APA Citation Style
    Aulian, M. A. (2026). Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students. Physical Education Learning, Teaching, and Assessment, 1(1), 15-20. https://ejournals.pjki.or.id/index.php/pelta/article/view/14
  • 4

    Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students

    Iin Mutakien1, Eneng Fitri Amalia2, Taupik Rochman2
    1. Sekolah Menengah Pertama Negeri 1 Cireunghas
    2. Universitas Suryakancana
    doi DOI not yet available
    Published Online: 30 September 2026
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    0 views | 0 downloads | page 21-26
    Abstract

    Background:  Learning the forward roll in junior high school physical education is often challenged by limited technical proficiency, restricted movement exploration, and the continued use of teacher-centered instructional approaches.
    Objective:  This study aimed to examine changes in forward-roll performance following the implementation of Project-Based Learning (PjBL) and to investigate the relationship between movement creativity and forward-roll skill outcomes among junior high school students.
    Methods:  A pre-experimental one-group pretest–posttest design was employed involving 32 eighth-grade students selected through purposive sampling. Data were collected using a questionnaire assessing students’ perceptions of PjBL implementation, a movement creativity performance rubric, and a forward-roll performance rubric. Data analysis included descriptive statistics, a paired-samples t-test, normalized gain (N-Gain), simple linear regression, and multiple linear regression.
    Results:  The mean forward-roll score increased from 55.19 at pretest to 88.25 at posttest, with an N-Gain of 0.74. The pretest–posttest difference was statistically significant, t(31) = 18.542, p < 0.001. Movement creativity was also strongly associated with forward-roll performance, with R² = 0.982, while the regression model including perceived PjBL implementation and movement creativity showed a significant simultaneous association with skill outcomes.
    Conclusion:  These findings indicate that PjBL implementation was accompanied by improved forward-roll performance and that movement creativity was closely associated with students’ skill achievement. Future studies should employ control groups and larger samples to provide stronger evidence regarding causal effects.

    APA Citation Style
    Mutakien, I. , Amalia, E. F. , & Rochman, T. (2026). Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students. Physical Education Learning, Teaching, and Assessment, 1(1), 21-26. https://ejournals.pjki.or.id/index.php/pelta/article/view/15
  • 5

    Task submission patterns in Edu-Tech-supported physical education among seventh-grade students

    Maulana Minerva1, Astagina Arif Bima Sakti1, Zihan Novita Sari Sukarno1, Nurahmad Amiriyadi1
    1. State University of Malang
    doi DOI not yet available
    Published Online: 30 September 2026
    View PDF
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    0 views | 0 downloads | page 27-32
    Abstract

    Background:  The integration of educational technology into physical education offers opportunities to support instructional delivery and students’ learning activities. However, evidence regarding students’ participation patterns in completing assigned tasks within technology-enhanced physical education, particularly at the junior secondary school level, remains limited.
    Objective:  This study aimed to describe students’ task-submission patterns in Edu-Tech-supported Physical Education, Sports, and Health (PESH) learning and to compare submission proportions between two Grade VII classes.
    Methods:  A descriptive observational design was employed using administrative records of task submissions collected over a three-month period. A total of 65 students from Class VII B (n = 31) and Class VII F (n = 34) were included through total sampling. Task-submission participation was determined based on students’ submission status for kasti and pencak silat assignments and analyzed using frequencies and percentages.
    Results:  The results showed that task-submission rates for kasti were 48.39% in Class VII B and 76.47% in Class VII F, whereas the corresponding rates for pencak silat were 41.94% and 70.59%, respectively. Overall, the task-submission rates were 63.08% for kasti and 56.92% for pencak silat.
    Conclusion:  These findings indicate descriptive variation in task-submission participation between classes in Edu-Tech-supported physical education. However, because the study did not include a comparison group, baseline measurements, or validated instruments for assessing student engagement, the findings should not be interpreted as evidence of the effectiveness of Edu-Tech. Future research should employ experimental or longitudinal designs and incorporate validated measures of student engagement.

    APA Citation Style
    Minerva, M. , Sakti, A. A. B. , Sukarno, Z. N. S. , & Amiriyadi, N. (2026). Task submission patterns in Edu-Tech-supported physical education among seventh-grade students. Physical Education Learning, Teaching, and Assessment, 1(1), 27-32. https://ejournals.pjki.or.id/index.php/pelta/article/view/11
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