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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 1st, 2026, for the September issue. It features contributions from 12 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 1-12
    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), 1-12. 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
    |
    0 views | 0 downloads | page 13-24
    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), 13-24. 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 25-34
    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), 25-34. https://ejournals.pjki.or.id/index.php/pelta/article/view/14
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