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All Journal Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi (Penjaskesrek) SPRINTER: Jurnal Ilmu Olahraga
Moh Alfi Mabruri
Universitas Negeri Surabaya
Education Physics Other

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EVALUASI CONSTRUCTIVE ALIGNMENT DAN ASSESSMENT FOR LEARNING PADA MODUL AJAR PJOK FASE D Yonantha Aji Dharma; Achmad Falikhul Nova Isbah; Moh Alfi Mabruri; Advendi Kristiyandaru
Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi (Penjaskesrek) Vol 13 No 2 (2026)
Publisher : STKIP Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/jpjkr.v13i2.5320

Abstract

Abstract: This study aims to analyze constructive alignment and identify formative assessment (Assessment for Learning/AfL) gaps in Physical Education (PE) lesson planning documents for Phase D Junior High School. A qualitative document analysis method was employed on two teaching modules alongside the Annual Program (Prota) and Semester Program (Promes) for the 2025/2026 academic year. Three key findings were revealed. First, an administrative mismatch exists between teaching modules that adopted Kurikulum Merdeka structures and Prota/Promes documents that still use the 2013 Curriculum's Basic Competency framework. Second, a pseudo-alignment was identified in learning steps that remained teacher-centered and lacked differentiated instruction. Third, an assessment gap was found as available instruments are oriented toward final outcomes without AfL mechanisms for diagnosis and process feedback. The study concludes that the analyzed documents do not fully reflect comprehensive constructive alignment and have not integrated AfL as a diagnostic tool for learning improvement. Keywords: formative assessment, Kurikulum Merdeka, physical education, constructive alignment Abstrak: Penelitian ini bertujuan menganalisis penyelarasan konstruktif (constructive alignment) dan mengidentifikasi kesenjangan asesmen formatif (Assessment for Learning/AfL) pada dokumen perencanaan pembelajaran PJOK jenjang SMP Fase D. Metode yang digunakan adalah kualitatif dengan pendekatan analisis dokumen terhadap dua Modul Ajar serta dokumen Program Tahunan (Prota) dan Program Semester (Promes) tahun ajaran 2025/2026. Hasil penelitian mengungkap tiga temuan. Pertama, terdapat ketidaksesuaian administrasi antara Modul Ajar yang telah menggunakan struktur Kurikulum Merdeka dengan Prota dan Promes yang masih menggunakan Kompetensi Dasar Kurikulum 2013. Kedua, ditemukan keselarasan semu pada langkah pembelajaran yang masih berpusat pada guru dan belum mengakomodasi diferensiasi. Ketiga, terdapat kesenjangan asesmen karena instrumen yang tersedia berorientasi pada hasil akhir tanpa mekanisme AfL untuk diagnosis dan umpan balik proses. Penelitian menyimpulkan bahwa dokumen modul ajar belum mencerminkan penyelarasan konstruktif yang utuh dan belum mengintegrasikan AfL sebagai alat diagnosis pembelajaran. Kata Kunci: asesmen formatif, Kurikulum Merdeka, pendidikan jasmani, penyelarasan konstruktif
Mengimplementasikan Pengetahuan Konten Pedagogis dalam Pendidikan Jasmani: Mengintegrasikan TGfU dan GPAI dalam Kerangka Tinjauan Sistematis Alfina Wahyu Fernanda; Moh Alfi Mabruri; Dimas Candra Rahma Wiguna; Suroto
SPRINTER: Jurnal Ilmu Olahraga Vol. 7 No. 2 (2026): SPRINTER: Jurnal Ilmu Olahraga
Publisher : MAN Insan Cendekia Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46838/spr.v7i2.1135

Abstract

The low quality of learning experiences in Physical Education, Sports, and Health (PE) is currently a crucial issue exacerbated by the dominance of traditional, mechanistic learning models. In fact, the implementation of the PE curriculum in Indonesia is heavily dominated by game-based activities, where the implementation rate of big ball games reaches 60% to 76%, far exceeding other sports materials. This article aims to analyze the development of Pedagogical Content Knowledge (PCK) studies in the context of Physical Education to map conceptual trends and identify implementation gaps in the literature. This study used the Systematic Literature Review (SLR) method with the PRISMA protocol on 24 articles indexed by Scopus between 2016 and 2025. The findings indicate that PCK develops through three main axes: mastery of specific content (SCK), embodiment in practice (enacted PCK), and technology integration (TPACK). However, the literature identifies obstacles in the form of low teacher SCK and research focuses that remain conceptually partial. In response, this article offers an integrative framework that connects PCK with the Teaching Games for Understanding (TGfU) model and the Game Performance Assessment Instrument (GPAI). The synergy of these three elements creates a learning design that aligns with the principle of constructive alignment, resulting in a more meaningful, structured, and accountable PE instructional process in measuring student performance.
Co-Authors Achmad Falikhul Nova Isbah Advendi Kristiyandaru Alfina Wahyu Fernanda Dimas Candra Rahma Wiguna Suroto Yonantha Aji Dharma