<![CDATA[This study aims to analyze the ability of Elementary Teacher Education students in designing Physical Education (PJOK) lesson plans for elementary schools. Employing a mixed-method approach with a sequential explanatory design, the study involved 35 students as subjects. Quantitative data were collected from rubric scores across five lesson plan components: Learning Outcomes, Time Management, Procedures & Strategies, Formative Assessment, and Learning Resources. Analyzed using descriptive statistics. Qualitative data were obtained through content analysis of six lesson plan documents: two high-scoring, two moderate-scoring, and two low-scoring. The results revealed an overall mean score of 83.09 (SD=7.53) with a range of 60–93, indicating a significant competence gap among students. The Learning Outcomes (2.83) and Procedures & Strategies (2.77) components demonstrated the highest achievement, while Learning Resources (2.06), Time Management (2.23), and Formative Assessment (2.57) emerged as the weakest areas. Qualitative analysis uncovered that the inability to formulate the "Degree" component within the ABCD framework creates a cascading effect, leading to inaccuracies in time allocation, ineffectiveness of formative assessment instruments, and irrelevance of selected learning resources. The study concludes by emphasizing the critical need to equip students with a comprehensive understanding of the ABCD framework, particularly the "Degree" and "Condition" aspects, within the Physical Education Learning Planning course.]]>
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