<![CDATA[This study aims to analyze student participation in Physical Education, Sports, and Health (PJOK) learning on rhythmic gymnastics through the implementation of peer assessment using the Academic Learning Time in Physical Education (ALT-PE) instrument. This study uses a descriptive quantitative approach with a systematic observation method. The subjects were eighth-grade junior high school students. Data collection was carried out using the ALT-PE observation sheet that classifies learning activities into four categories: activity, instruction, management, and waiting. Data were analyzed descriptively quantitatively by calculating the frequency and percentage of each activity category. The results showed that the activity category obtained the highest percentage at 45%, followed by the waiting category at 16%, instruction at 11%, and management at 28%. These findings indicate that peer assessment can increase active student participation by providing learning opportunities through more movement activities than other activity categories. The implementation of peer assessment also supports more active, enjoyable, and student-centered learning in accordance with the characteristics of the Independent Curriculum. However, the relatively high waiting time indicates that learning management still needs to be optimized to increase students' opportunities for active learning. Therefore, peer assessment can be recommended as an effective learning strategy to increase student participation in physical education (PJOK) learning.]]>
