<![CDATA[This study aims to analyze student participation in Physical Education, Sports, and Health (PJOK) lessons—specifically floor gymnastics—through the implementation of relay games, utilizing the Academic Learning Time in Physical Education (ALT-PE) instrument as administered by a trainee teacher from the PPG (Teacher Professional Education) program. The study employs a descriptive quantitative approach using a systematic observation method. The research subjects were 7th-grade junior high school students. Data collection was conducted using an ALT-PE observation sheet that classifies learning activities into four categories: activity, instruction, management, and waiting. The data were analyzed using descriptive quantitative methods by calculating the frequency and percentage of each activity category. The results indicate that the "activity" category accounted for the highest percentage at 43%, followed by "waiting" at 22%, "instruction" at 20%, and "management" at 15%. These findings demonstrate that relay games can enhance active student participation by providing learning opportunities through movement-based activities to a greater extent than the other categories. The implementation of relay games also supports a learning environment that is more active, enjoyable, and learner-centered, aligning with the characteristics of the *Kurikulum Merdeka* (Independent Curriculum). However, the relatively high percentage of time spent "waiting" suggests that lesson management still requires optimization—such as through game modifications, the addition of equipment, and adjustments to group arrangements—to further increase opportunities for active student learning. Thus, relay games can be recommended as an effective instructional strategy to enhance student participation in PJOK lessons.]]>
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