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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 | 10.68536/pelta |
Current Issue
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.
Original Research
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1
Improving short-distance sprint performance through the Teaching at the Right Level approach
Putri Diana Sari1, Wahyu Indra Bayu1, Herri Yusfi1, Meirizal Usra11. Sriwijaya UniversityAbstractBackground: 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 StyleSari, 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://doi.org/10.68536/pelta.v1i1.5 -
2
Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency
Ropik Hidayat1, Heny Setyawati1, Siti Baitul Mukarromah11. State University of SemarangAbstractBackground: 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 StyleHidayat, 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://doi.org/10.68536/pelta.v1i1.17 -
3
Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students
Muharam Ahmad Aulian11. Universitas Muhammadiyah IndonesiaAbstractBackground: 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 StyleAulian, 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://doi.org/10.68536/pelta.v1i1.14 -
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 Rochman21. Sekolah Menengah Pertama Negeri 1 Cireunghas2. Universitas SuryakancanaAbstractBackground: 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 StyleMutakien, 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://doi.org/10.68536/pelta.v1i1.15 -
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 Amiriyadi11. State University of MalangAbstractBackground: 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 StyleMinerva, 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://doi.org/10.68536/pelta.v1i1.11 -
6
Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study
Frederich Moses Dawa1, I Gst Ngr Agung Cahya Prananta1, I Gede Agus Adi Saputra11. Universitas PGRI Mahadewa IndonesiaAbstractBackground: Low proficiency in volleyball forearm passing and limited active student participation are important challenges in physical education, particularly when opportu-nities for practice are constrained by limited equipment.
Objective: This study aimed to improve students’ volleyball forearm-passing learning outcomes through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model.
Methods: A classroom action research design was employed across two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 36 tenth-grade students, including 14 boys and 22 girls. Instruction was organized into nine heterogeneous groups, while data were collected through observation, a forearm-passing performance test, and documentation. The data were analyzed descriptively using the number and percentage of students who met the mastery criterion.
Results: During the pre-action stage, 11 students (30.56%) achieved mastery. This num-ber increased to 16 students (44.44%) after Cycle I. Following instructional improvements in Cycle II, including the addition of practice aids to increase opportunities for practice, 33 students (91.67%) achieved mastery, exceeding the predetermined classical mastery crite-rion of 75%.
Conclusion: These findings indicate that the progressive implementation of STAD, ac-companied by reflection and instructional modification, was associated with improved volleyball forearm-passing performance. Future research should include comparison groups, larger samples, and measures of skill retention to provide stronger evidence re-garding the effectiveness of STAD.APA Citation StyleDawa, F. M. , Prananta, I. G. N. A. C. , & Saputra, I. G. A. A. (2026). Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study. Physical Education Learning, Teaching, and Assessment, 1(1), 33-38. https://doi.org/10.68536/pelta.v1i1.13 -
7
Comparison of changes in estimated VO₂max following fartlek and continuous running training in adolescent pencak silat practitioners
Muhammad Rivandy1, Dani Nur Riyadi11. Universitas Muhammadiyah IndonesiaAbstractBackground: Cardiorespiratory endurance is an important component of performance in pencak silat because competition requires athletes to sustain high-intensity activity across repeated bouts interspersed with recovery periods. However, evidence comparing changes in aerobic capacity following fartlek and continuous running training among adolescent pencak silat practitioners remains limited.
Objective: This study aimed to compare changes in estimated VO₂max following fartlek and continuous running training among students participating in a pencak silat extracurricular program.
Methods: A two-group pretest–posttest design was used involving 24 students from SMP Darul Ikhlas Cikarang. Participants were selected using total sampling and were equally allocated to a fartlek group (n = 12) and a continuous running group (n = 12) through ordinal pairing. Estimated VO₂max was assessed using the 20-m Multistage Fitness Test before and after the training program. Data were analyzed using assumption tests, paired-samples t-tests to evaluate within-group changes, and an independent-samples t-test to compare changes between groups at a significance level of 0.05.
Results: Estimated VO₂max in the fartlek group increased from 33.48 to 40.10, while the continuous running group increased from 33.20 to 38.50. Both groups showed significant improvements; however, no significant difference was found in the change in estimated VO₂max between the fartlek and continuous running groups (t = 0.693, df = 22).
Conclusion: These findings indicate that both training programs were associated with improvements in estimated VO₂max, but the study did not provide evidence that one method produced a greater improvement than the other.APA Citation StyleRivandy, M. , & Riyadi, D. N. (2026). Comparison of changes in estimated VO₂max following fartlek and continuous running training in adolescent pencak silat practitioners. Physical Education Learning, Teaching, and Assessment, 1(1), 39-44. https://doi.org/10.68536/pelta.v1i1.7
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