Jurnal Olahraga

Jurnal SPORTIF: Jurnal Penelitian Pembelajaran

Vol. 8 No. 3, October 2022, pp. 100 - 118

https://doi.org/10.29407/js_unpgri.v8i3.18873
Problematic analysis of assessment standards in physical education:

Literature study
Dinda Arisetya Purwadi1, Yulingga Nanda Hanief1, Ulma Erdilanita1

1Faculty of Sports Science, Malang State University, Jl. Semarang 5 Malang, East Java,
65145, Indonesia
Received: 26 October 2022; Revised: 30 October 2022; Accepted: 2 November 2022
Abstract
Improving the quality of the assessment is needed because with an assessment
process that meets the standards, student learning outcomes will be measured
accurately. This article aims to analyze several studies on the problem of
assessment standards in the physical education (PE) learning process so that
knowing what factors have a relationship and influence on the occurrence of
problems in physical education assessment standards and solutions that can be
implemented in these problems. The method in this article is a literature review
using flow chart PRISMA to identify articles through process filtering and data
extraction. The results were obtained from 15 articles that meet the criteria, such as
the subjects used are teachers and students in educational institutions and articles
used in at least the last ten years. A total of 15 articles stated that the assessment
process in physical education learning still needs a lot to meet the educational
assessment standards. This is due to a lack of understanding of performance
appraisal because teachers usually only see and use pre-existing assessments
without evaluation and need to be adjusted to the character of student
achievement and teachers' critical thinking without pedagogy.
Keywords: problematic, assessment, physical education.
INTRODUCTION
PE classes must be included in the primary and high school
curriculum (UU RI No. 20 of 2003 concerning the National Education
System article 37). PE sessions aim to help students develop their
knowledge, personalities, skills, health, and physical fitness through PE
and other educational sports. (UU RI No. 3 of 2005 concerning the
National Sports System Article 1, paragraph 11). PE benefits and
positively impact students' academic achievement, readiness, and
perceptual skills (Page et al., 2005). PE goals are classified into three
psychomotor, cognitive, and affective domains (Lieberman & Houston-
wilson, 2018). Accountability in education is increasingly emphasized,
Graduate competency requirements, content standards, process
Correspondence author: Dinda Arisetya Purwadi, Universitas Negeri Malang, Indonesia.

Email: [email protected]
Jurnal SPORTIF: Jurnal Penelitian Pembelajaran is licensed under a Creative Commons

Attribution-ShareAlike 4.0 International License.
Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 8 (3) 2022 | 100 - 118
ISSN : 2477-3379 (Online)
ISSN : 2548-7833 (Print)
standards, and assessment standards make up the national education

standards. In the learning phase, the assessment process is important
because assessment is the education system's focus. To measure the
effectiveness of instruction, subject assessment evaluation activities are
employed. In addition to teachers, students' parents also serve as
evaluators.
However, in PE in schools, The assessment standard has been
disregarded and is even listed as optional, the tool used in evaluating
student PE learning outcomes is not suitable for performance evaluation
because its characteristics need to be adjusted to those in the lesson plan.
In this case, the standards for achievement and evaluation of PE become
a problem. Performance evaluation involves observing and evaluating
students' skills, knowledge, and attitudes in a variety of real-world tasks
and scenarios (Tomlinson, 2006). Through various measurements and
observations, the instructor thoroughly evaluates the students' responses,
products, and behaviour during the performance appraisal process.
Despite such national initiatives, teachers still struggle with classroom
evaluation of PE subjects in their teaching activities (Kang & You, 2013).
Several other countries also experience the same problems. Studies
focusing on PE assessment have often brought up issues, including
teachers' disregard for assessment, their ignorance of assessment, and
their attitude in failing to accept assessment as a component of the PE
learning process (Annerstedt, 2010; Carroll, 2005). PE evaluation presents
a considerable challenge for primary school teachers tasked with teaching
several disciplines, and they play a crucial role in fostering interest in and
study into this topic. There is a need for research on the extent of
teachers' assessment expertise as well as the effectiveness of their
implementation and interpretation (Thompson & Penney, 2015). The many
levels of suggestions made so far addressing the evaluation of PE
learning have been disjointed and do not give a clear indication of the
knowledge, skills, aptitudes, and attitudes required to do so. The teacher's
familiarity with and comprehension of the normative criteria for success or
101 8 (3) 2022 | 100-118
Dinda Arisetya Purwadi, Yulingga Nanda Hanief, Ulma Erdilanita
Problematic analysis of assessment standards in physical education: Literature study
effective evaluation, both of which are crucial skills to master, are tied to
their knowledge of and understanding of the assessment.
Research using a literature review model is important because many
field studies have proven that there are many problems in the PE learning
process, especially in aspects of assessment standards (Sofyan, 2016;
Mustafa, 2021; Gunawan, 2017). Therefore, research with this model can
collect the results of research that has been done previously in order to
underline the findings and combine them into a conclusion. Many studies
on evaluating problems in aspects of assessment standards in PE have
been carried out (Mustafa, 2021; Mustafa et al., 2019; Oktaviani &
Wulandari, 2021; Sofyan, 2016). It is necessary to conduct a review study
to find important findings from these previous studies. In addition, the
results of this review study can be used as evaluation material for teachers
in conducting assessments in accordance with the provisions of national
standards because this article will be explained solutions to different
issues that teachers have while evaluating how well students are learning
PE that can be implemented by teachers when conducting assessment
process.
METHOD
This study is a literature review that uses sources of information
obtained from several research articles that have been published. The
databases used are google scholar and eric. An online search was
conducted to identify the relevant literature. Keywords that are used to
identify relevant articles are "physical education problems", "assessment
standard", "physical education problems", and "assessment standards".
Search data secondary have a limited time certain, so they could
look for novelty, the author limits the time of publication of articles starting
in 2013 to 2022. The diversity in this research is quite a lot of domains,
therefore the researcher limits the articles with a certain design that is
reviewed from the following inclusion criteria: (1) research taken with a
minimal reference list of 50% from articles, (2) study which taken is
research conducted at least ten years final, (3) of course the research
102 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
taken contains relevant references according to the needs of the article,

(4) samples or research subjects, namely students and teachers in school
institutions. Analysis article used for determining the Research question
using the PICo approach. Following framework work, PICo could be seen
on the table lower this.
Table 1. Framework work PICo.

Population/ patient/ problem
Interest (I) Context (Co)
(P)
Factors that influence the occurrence Problems with physical education

Problems with physical education
of problems in physical education assessment standards in educational
assessment standards
assessment standards institutions
The PICo approach aims to define clear objectives and scope so

that it can formulate a research question that is problematic on the
standard of PE assessment and factors that influence the occurrence of
problems in PE assessment standards in educational institutions.
Formulating a research question can facilitate the next step, namely
analyzing the article. The stages of article analysis can be done using the
PRISMA method. According to Swartz (2021), the prism method has four
stages, namely (1) identification, (2) screening, (3) eligibility, and (4)
included (Included). Following the diagram by using the method PRISMA.
103 8 (3) 2022 | 100-118
Figure 1. PRISMA Flow Diagram of the Systematic Search and Data Extraction
In carrying out data extraction, to search for articles with keywords

on easy access, previously mentioned. A total of 849 articles from Google
Scholar and Eric were identified based on year and title. A total of 815
articles were eliminated or screened for reasons of title and abstract.
Thirty-four articles were tested for eligibility, so 19 were excluded due to
the list of references that did not meet the criteria previously mentioned
inclusions. Fifteen articles fall into the required category in this research.
The number of articles database by google scholar is ten, and the
database by eric is five.
104 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
RESULT
After reducing the articles that did not meet the inclusion criteria, 15
studies met the criteria. It can be seen in the picture above, which explains
the PRISMA flow diagram. Delete articles that are not in accordance
generally have a reason because the subject and variable need to follow
criteria. The article study was taken from a number of locations like
Jayakerta (n = 1), East Java (n = 5), Pariaman (n = 1), Cimahi (n = 1),
Yogyakarta (n = 1), Mataram (n = 1), Philippines (n = 1), Turkey (n = 1),
Thailand (n=1), Malaysia (n=1), and South Korea (n=1).
In research that has met the criteria for inclusion, nothing has been
published before 2013. Meanwhile, the most recent research was
published in 2022 by a whole international journal, which was published in
credible journals indexed by Scopus, and all reviewed national journals
were published in credible journals indexed by sinta. The following is the
literature obtained by the author after doing a review.
Table 2. Analysis of the reviewed articles

Problem
No. Author /year Subject Method Solution (Result)
Identification
1 (Gustiawati et al., 60 students Qualitative The learning evaluation Evaluating student

2019) at SMPN 2 and program conducted by participation in the
Jayakerta quantitative the teacher needs to be learning process
more comprehensive for includes three aspects:
the assessment of each attitudes, knowledge,
material indicator and and accounts of how
cannot be generalized kids' knowledge of PE,
as learning outcomes in sports, and health has
three domains, namely significantly improved.
psychomotor, cognitive,
and affective.
2 (Sugiharto, 2017) 22 PJOK Qualitative The comparison of One of the main things
teachers in research the number of PJOK to worry about should be
Malang City teachers and the teacher-to-student
Elementary students needs to ratio. No matter how well
School be balanced, the teacher understands
making it the PJOK concept and
challenging to curriculum, it will only be
implement effective applied properly in the
learning and learning process if the
105 8 (3) 2022 | 100-118
Problem
Identification
authentic number of students is

assessment. within the capacity of
effective learning
standards.
3 (Parma, 2022) Pariaman Qualitative. During the learning Teachers must act
City process during the creatively and
Elementary pandemic, teachers innovatively in providing
School have difficulty assessing learning.
Students. students' skills and
abilities in carrying out a
movement.
4 (Mustafa, 2021) Teachers Evaluation • The teacher does not • Teachers should take
and Research assess skills into account the
students of according to the amount of study time,
grades VII assessment rubric in school facilities, the
and VIII at the lesson plan. number of students in
nine public • Project and portfolio each class, and the
junior high based in a standard characteristics of
schools in way. students so that the
Malang City planning of skills
assessment can be
carried out.
• Perform various
assessment
techniques in
assessing aspects of
student skills, namely
practical tests,
projects, and
portfolios.
5 (Aji & Winarno, 60 students Research and The teacher's ability to Make criteria for a good
2016) of MTs development make assessment assessment instrument,
Negeri instruments does not namely validity,
Malang meet the criteria for a reliability, and the level
class VIII good test assessment of difficulty of the
because there are still instrument, is evenly
invalid questions, distributed, and the
reliability is still in the cognitive domain is also
sufficient category, the evenly distributed.
level of difficulty of the
questions still does not
meet the standards,
many discrepancies are
in a bad category, and
106 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
Problem
Identification
some are very bad.
6 (Robby Kurniawan Teachers Analytical The implementation of • Using authentic

et al., 2018) from 8 descriptive the assessment carried assessment combines
public high out by the teacher was assessment from
schools in not standardized with aspects of attitude,
Banyuwangi the results of the eight knowledge and skills.
Regency. schools studied only • Carry out the
one school carried out assessment in
the attitude assessment, accordance with
while the the guidelines or
implementation of the lesson plans
skills and knowledge made.
assessment was not in
accordance with the
assessment plan in the
RPP.
7 (Gunawan, 2017) 2 teachers Qualitative The process of Assessment of the

of SMKN in research implementing authentic attitude aspect should
Cimahi assessment for the not be fully charged to
affective domain has not the PE teacher because
gone well and still needs if it is charged to the PE
to be in accordance with teacher to assess the
the assessment attitude domain, it will
guidelines for the impact a biased
attitude domain due to assessment. The
the teacher's lack of assessment of the
understanding, so they attitude domain should
have difficulty in involve classroom
assessing the attitude teachers, religion
aspect. teachers or BK teachers
to help PE teachers
make assessments.
8 (Yuniartik & SLB C Evaluation The learning Learning assessment

Hidayah, 2017) physical research assessment is typically uses tests in written and
education observed from oral forms, non-tests in
teacher observations made the form of work
throughout during the learning observations, attitude
Yogyakarta process and does not measurements, work
integrate the assessments, portfolios,
assessment of attitudes, and self-assessments.
knowledge, and skills as
a whole to evaluate the
input, process, and
107 8 (3) 2022 | 100-118
Problem
Identification
outcomes.
9 (Wardhana et al., Teacher of Evaluation • Teachers rarely Hold oral tests, give
2017) SMPN 6 research conduct oral tests on portfolio assignments,
Malang and students. and urge students not
Deputy Head • Teachers rarely give to abuse self-
of portfolio assignments. assessment and peer
Infrastructure • Self-assessment and assessment.
Affairs peer assessment
should be used more
by students.
10 (Mustafa, 2021) Class XI Descriptive • Teachers need to • There needs to be
Mataram understand how to training in the
analyze assessment preparation of good
instruments, they do assessment
not understand good instruments
assessment • Appropriate
instruments, and the assessment
assessment instruments need to
instruments used be developed to
every year are the measure affective,
same (cognitive). cognitive, and
• The question psychomotor
instrument does not
meet the validity,
reliability, and
practicality
objectives, the level
of difficulty of the
questions still needs
to meet the
standards.
11 (Tabuena, 2021) 20 Manila Pre- Lack of knowledge • Classroom
Middle experimenta about the characteristics assessment
School l of appropriate and good techniques are a
students, evaluative measures in better alternative to
Philippines formative or summative traditional formative or
assessments. Few PE summative tests.
teachers, regardless of
• Find out through
academic discipline, are
assessment and
aware and
evaluation other
knowledgeable of the
classroom
important considerations
assessment
in constructing an
techniques that might
appropriate assessment
help to improve
108 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
Problem
Identification
process. Teachers teaching in the

always face the teaching and learning
challenge of evaluating process.
student success in • Teachers should have
teaching. sufficient background
on how to use
formative assessment.
12 (Özgül et al., Three Quantitative The PE teacher in this • This study can be
2018) hundred study stated that it was reproduced with the
eighty still difficult to implement widespread usage of
physical the assessment platform the Physical Activity
education provided by the Turkish Report Card
teachers in Ministry of National Application. The
Turkey. 116 Education. Even though findings of the study
girls and 264 PE teachers take part in can be compared to
boys the measurement subsequent studies.
training for the Physical
• This research can be
Activity Report Card
applied to a larger
Application, it can be
sample group.
claimed that they do not
• School-based PE
think of themselves as
instruction The
experts in this field.
Physical Activity
Additionally, PE
Report Application is a
instructors who desire to
platform for
advance their
assessments that
knowledge of Physical
educators may
Activity Report
integrate into their
Applications lack the
curriculum.
necessary resources.
13 (Boonsem & 1,000 Survey According to survey Teachers use this study
Chaoensupmanee, students in findings, the analysis of to control instruction
2020) Thailand, measurement and better using the
with 558 evaluation in the research findings.
boys and learning process of PE Activities related to
442 girls receives the lowest teaching and learning
proportion. Has the are done to meet both
lowest percentage of teachers' and students'
45.53%. needs for effectiveness
and benefit.
Management must be
given the findings of the
research.
14 (Zulkifli & Danis, 30 students Quantitative Pre-service PE teachers Enhancing the

in Malaysia and (ages 20-26) often grow development of a
109 8 (3) 2022 | 100-118
Problem
Identification
2021) (i.e., 16 boys qualitative bored with academic combination of student-

and 14 girls material. In addition, the centred approaches,
assessment tools need
Exercise will assist
to be more adequate
and accurate. Most generate meaningful
educators only provide and interesting learning
verbal feedback. As a
experiences, and well-
result, The majority of
students frequently used study tools
need more content, (including mobile
pedagogy, and
devices) will aid in this.
technology-related
information concerning
sports.
15 (Park, 2017) Eight Qualitative Teachers do not The need for
elementary understand the concept diversification of
of assessment, so it is
school teacher education is
difficult to conduct an
teachers in effective assessment, currently directed at
South Korea assessment is carried improving their
out by exchanging and
assessment literacy
imitating what is used in
other classes, thereby skills, providing on-site
reducing its guidance for building
effectiveness, There are
student assessment
teachers that think
critically without using literacy, and evaluating
pedagogy, and there is assessment
a lack of feedback. This procedures.
is a major problem in
the assessment of PE in
primary schools.
110 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
The analysis of the articles that have been carried out shows that
there are still many problems in the PE learning process, especially in
assessment standards. Research conducted by Gustiawati et al. (2019)
states that only some PE teachers, regardless of academic discipline,
know the important considerations in constructing an appropriate
assessment process. Further research by Sugiharto (2017) shows the
need for more training to deepen teachers' understanding of concepts in
this increasingly developing technology era. In the research conducted by
Parma (2022), PE assessment and evaluation criteria had the lowest
percentage, This is because students can see how boring exams are.
(Rama Kurniawan, 2018; Mustafa, 2021; Wardhana et al., 2017) in his
research stated that the teacher did not assess skills according to the
assessment rubric in the lesson plan. Aji & Winarno (2016) explain that
some teachers still need to understand the assessment concept. The
research conducted by Yuniartik & Hidayah (2017) PE assessment has yet
to be carried out comprehensively.
All the problems faced in the PE process will significantly affect the
quality of student learning achievement. Performing various assessment
techniques in aspects of learning is very necessary to be mastered by the
teacher. The use of assessment tools also meets the criteria for validity
and reliability. The instrument's difficulty level is evenly distributed, and the
cognitive domain is also evenly distributed and must be carried out
according to the guidelines or lesson plans.
DISCUSSION
Through the review process that has been carried out, it is found
that there are still many disputes in the PE learning process. PE learning is
still not running as it should, even though PE subjects contribute to making
21st-century skills. As in the research conducted by Park (2017), there are
still teachers who still need to understand the clarity of the assessment
concept. Understanding assessment refers to a teacher's familiarity with
and comprehension of assessment in a learning environment. Assessment
understanding is a fundamental tenet of assessment efficacy. It refers to
111 8 (3) 2022 | 100-118
the degree to which individual teachers are knowledgeable about

assessments and how they decide on the overall assessment process and
outcome (Hay & Penney, 2009). It is the starting point that determines the
extent to which the assessment results in impact students.
One must first comprehend what "assessment" means before
having proper assessment knowledge. Due to a complete lack of
understanding of performance appraisal caused by this lack of
understanding of appraisal, measurement-oriented evaluation has come to
be prioritized in culture even after performance appraisal was introduced.
Common issues include sports teachers needing more opportunities than
educators of knowledge-based disciplines. Teachers have been unable to
improve their assessment literacy due to such issues with teacher
education. As a result, teachers engaged in "teaching without assessment"
and gave assessment skills a lower rating than instruction. The training
programs now offer one-day training sessions with thorough instruction-
oriented PE content (Henze & Driel, 2009).
Assessment is a procedure that collects data on both instructor and
student teaching behaviour in addition to student learning behaviour
(Tomlinson, 2006; Apthorp et al., 2022). As a result, effective assessment
procedures can enhance teachers' capacity to instruct. In addition, there
are strong connections between instruction (or pedagogy) and various
assessment types in South Korea, where the national-level PE curriculum
is defined in terms of its design, planning, and evaluation. This is so that
curriculum conformity tests can closely match educational programs,
classes, and evaluations to actively embrace what national education
programs intend to achieve (Penney et al., 2009).
The lack of interpretive feedback in the assessment is also a
problem in the standard of PE assessment. Teachers must be proficient in
assessment literacy in order to gauge their student's proficiency, design a
course for their future involvement, and serve as a foundation for the
necessary curricular and pedagogical modifications. The process of
analyzing the data acquired during the execution of the assessment is
112 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
known as assessment interpretation. Students receive the outcomes of the

assessment interpretation as feedback, so teachers must provide timely
feedback that contains these indications. When given promptly, feedback
is most effective. The feedback that is given on time and in the right
context improves students' performance abilities and helps teachers
decide what to teach, how to teach it, and how to assign future
assignments to students. It is possible to establish timely and suitable
feedback when teachers use a formative assessment viewpoint to record
student achievement and give feedback to their pupils in each unit (Earl,
2014). When a teacher develops into an effective mentor, a good mentor,
and an accurate reporter, an assessment can have an impact.
Teachers must engage critically with assessment, but many PE
teachers still need to engage critically with pedagogy. Recognizing the
significance and influence of assessment is the major goal of teacher
literacy with regard to crucial PE assessments. "Process-oriented
assessment" needs more attention. The emphasis should be on how far
pupils have come since their first behaviour in the assessment process,
even though it is not part of the assessment outcomes (Gaetano, 2016).
Assessment for learning is a requirement for true process-oriented
evaluation. To develop classroom activities for students with no prior
experience, one must think pedagogically from the assessment-to-learn
perspective. This will enable the students to participate in their
performance improvement assessment. It is also possible to use peer
assessment, self-assessment will enable learners to engage in critical
thinking, and deliberate self-reflection about their learning (Gordon, 1992;
Wiggins, 1991), and peer assessment can strengthen the relationship
between the evaluation and learning process (Layne et al., 2016). Making
pupils assessment literate is an alternative to addressing teachers'
scepticism of student-led assessment (Gillespie, 2013). Teachers should
work to increase the literacy of their students' assessments because of
this. It is crucial to give students more opportunities for peer assessment
113 8 (3) 2022 | 100-118
and include them in every step of the assessment process, from

articulating the exam's goals to using the results.
Several studies raised concerns about assessing students' PE,
especially on neutrality-related problems (Brennan, 1992; Freeman, 2015;
Judith, 1990). Research (Tabuena, 2021) states that few PE teachers,
regardless of academic discipline, are aware and knowledgeable of the
important considerations in constructing an appropriate assessment
process. Lack of knowledge about the characteristics of various
appropriate and good evaluative measures in the assessment is also an
obstacle. (Tabuena, 2021) explains that Classroom evaluation is an
advanced continuous feedback technique with particular consequences for
teaching and learning. Effective teaching is a systematic process that uses
the analysis and interpretation of data gathered via specific procedures to
provide advice for the teaching process. Basic assessment and evaluation
of learning and teaching play a significant part in this.
Further research by (Özgül et al., 2018) found the lack of training to
deepen teachers' understanding of the concept of assessment in this era
of increasingly developing technology. The intensity of training needs to be
added, such as "tutorial training" for the head teacher of PE in schools with
training videos. In the research conducted by (Boonsem, 2020), The
lowest percentage was found in the measuring and evaluation criteria for
PE, This is because students can see how boring exams are. To develop
evaluation skills and abilities, to evaluate the outcomes of improving the
quality of students and ensure their success, the evaluation criteria must
be transparent, equitable, and consistent with the learning content created
by students. The primary goals in measuring and evaluating learning at all
levels are to educate students and conduct assessments in accordance
with indicators to accomplish learning standards, representing significant
competencies and desired student characteristics. To effectively create
and implement a PE curriculum or to work with athletes, instructors and
coaches must be ready to meet their individual learning needs. In other
words, once the needs of young people are recognized, they can
114 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
determine what inspires them to participate, taking into account the impact
and reality of their participation in physical activity in daily life. In terms of
promoting or discouraging involvement in physical activity and sports,
there is a strong correlation between youth. (Wright et al., 2010).
CONCLUSION
From the results of the review, it can be concluded that the
assessment process in PE learning still needs to meet the educational
assessment standards. Many educational institutions still need to apply the
five assessment criteria, which include assessment principles,
mechanisms, procedures, and instruments. This is due to a lack of
understanding of performance appraisal because teachers usually only
see and use pre-existing assessments without evaluation and are not
adjusted to the character of student achievement, and the lack of
pedagogy in teachers' critical thinking. This review process adds to the
evidence supporting the need to develop quality assessments for teachers
and students in PE. The standard of assessment is very influential in the
learning process because it determines the next learning. Improving the
quality of the assessment is needed because with an assessment process
that meets the standards, student learning outcomes will be measured
accurately.
REFERENCES
Aji, B. S., & Winarno, M. E. (2016). Pengembangan Instrumen Penilaian

Pengetahuan Mata Pelajaran Pendidikan Jasmani Olahraga dan
Kesehatan (PJOK) Kelas VIII Semester Gasal. April 2015, 21–22.
Annerstedt, C. (2010). ‘ I have My Own Picture of what the Demands are .
. . ’: Grading in Swedish PEH – Problems of Validity , Comparability
and Fairness. https://doi.org/10.1177/1356336X10381299
Apthorp, H. S., D’Amato, E. D., & Richardson, A. (2022). Effective
Standards-Basedpractices for Native Americanstudents: A Review of
Research Literature.
Boonsem, A., & Chaoensupmanee, T. (2020). Determining the Factors of
Teaching Effectiveness for Physical Education. 13(3), 43–50.
https://doi.org/10.5539/ies.v13n3p43
Brennan, R. L. (1992). Generalizability Theory. 27–35.
115 8 (3) 2022 | 100-118
Carroll, B. (2005). Assessment in Physical Education: A Teacher’s Guide

to the Issues.
Earl, L. M. (2014). Assessment as Learning.
Freeman, M. (2015). Assessment & Evaluation in Higher Education Peer
Assessment by Groups of Group Work. February 2015, 37–41.
https://doi.org/10.1080/0260293950200305
Gaetano, A. (2016). Relationship between Physical Inactivity and Effects
on Individual Health Status. 2, 1069–1074.
https://doi.org/10.7752/jpes.2016.s2170
Gillespie, L. (2013). Assessment in Physical Education: A Sociocultural
Perspective. 0602. https://doi.org/10.1080/13540602.2013.754983
Gordon, M. J. (1992). Self-Assessment Programs and Their Implications
for Health Professions Training.
Gunawan, A. S. S. J. G. (2017). Penilaian Autentik (Authentic Assesment)
dalam Pembelajaran Penjas. Penjakora, 103–116.
Gustiawati, R., Kurniawan, F., Indah, E. P., Jasmani, P., Karawang, U. S.,
Jasmani, P., Lambung, U., & Banjarmasin, M. (2019). Pengembangan
Pendekatan Evaluasi The Most Significant Change Technique dalam
Pembelajaran Pendidikan Jasmani Olahraga dan Kesehatan. 18(2),
125–129.
Hay, P., & Penney, D. (2009). Proposing Conditions for Assessment
Efficacy in Physical Education. 15(3), 389–405.
https://doi.org/10.1177/1356336X09364294
Henze, I., & Driel, J. H. Van. (2009). Experienced Science Teachers ’
Learning in the Context of Educational Innovation. 411.
Judith, A. (1990). Using Portfolios in Intruction and Assessment.
Kang, S., & You, J. (2013). Developing a Challenge Program in School
Physical Education.
Kurniawan, Rama. (2018). Penerapan SEM (Sport Education Model)
dalam Konteks Kurikulum 2013. https://doi.org/10.31227/osf.io/vgua7
Kurniawan, Robby, Winarno, M. E., & Dwiyogo, W. D. (2018). Evaluasi
Pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan pada
Siswa SMA Menggunakan Model Countenance. 1253–1264.
Layne, T. E., Layne, T. E., Chapatte-ramos, B., & Irwin, C. C. (2016). An
Evaluation of Teachers’ Knowledge and Use of Physical Education
Instructional Models. JPES, 16(5), 1310–1315.
https://doi.org/10.7752/jpes.2016.04208
Lieberman, L. J., & Houston-wilson, C. (2018). Strategies for Inclusion
Physical Education for Everyone (Third). Human Kinetics.
Mustafa, P. S. (2021). Problematika Rancangan Penilaian Pendidikan
Jasmani, Olahraga, dan Kesehatan dalam Kurikulum 2013 pada
116 8 (3) 2022 | 100-118
ISSN : 2548-7833 (Print)
Kelas XI SMA. Pendidikan Edumaspul, 5(1), 184–195.

Mustafa, P. S., Winarno, M. E., & Supriyadi, S. (2019). Penilaian
Pendidikan Jasmani, Olahraga, dan Kesehatan pada Sekolah
Menengah Pertama Negeri Kota Malang. Jurnal Pendidikan: Teori,
Penelitian, Dan Pengembangan, 4(10), 1364.
https://doi.org/10.17977/jptpp.v4i10.12845
Oktaviani, N. M., & Wulandari, I. (2021). Implementasi Standar Penilaian
dalam Kurikulum 2013 di Sekolah Dasar. Musamus Journal of
Primary Education, 4(1), 77–86.
https://doi.org/10.35724/musjpe.v4i1.3892
Özgül, F., Kangalgil, M., Çalı, O., & Yıldız, R. (2018). Investigation of
Physical Activity Report Card Applications by Physical Education and
Sport Teachers. 6(8), 44–51. https://doi.org/10.11114/jets.v6i8.3217
Page, R. M., Ph, D., Taylor, J., Suwanteerangkul, J., Sc, M., & Novilla, L.
M. (2005). The Influence of Friendships and Friendship-Making Ability
in Physical Activity Participation in Chiang Mai , Thailand High School
Students. 95–103.
Park, Y. (2017). Examining South Korea’s Elementary Physical Education
Performance Assessment Using Assessment Literacy Perspectives.
International Electronic Journal of Elementary Education, 10(2).
https://doi.org/10.26822/iejee.2017236116
Parma, R. (2022). Evaluasi Pembelajaran Pendidikan Jasmani Olahraga
dan Kesehatan pada Masa Pandemi. 7, 31–38.
Penney, D., Brooker, R., Hay, P., Gillespie, L., Penney, D., Brooker, R., &
Hay, P. (2009). Curriculum, Pedagogy and Assessment: Three
Message Systems of Schooling and Dimensions of Quality Physical
Education. 3322. https://doi.org/10.1080/13573320903217125
Sofyan, M. (2016). Studi Implementasi Sistem Penilaian terhadap Mata
Pelajaran Pendidikan Jasmani Olahraga dan Kesehatan pada
Sekolah Inklusi di Kabupaten.
Sugiharto, S. Y. R. (2017). Analisis Perubahan Kurikulum pada Proses
Pembelajaran Pendidikan Jasmani Olahraga dan Kesehatan di
Sekolah Dasar. 130–140.
Swartz, M. K. (2021). Editorial Prisma 2020 : An Update. Journal of
Pediatric Health Care, 35(4), 351.
https://doi.org/10.1016/j.pedhc.2021.04.011
Tabuena, A. C. (2021). A Pre-Experimental Research on the
Implementation of Selected Classroom Assessment Techniques for
Music, Arts, Physical Education, and Health. 2(2), 99–107.
https://doi.org/10.11594/ijmaber.02.02.03
Thompson, M. D., & Penney, D. (2015). Assessment Literacy in Primary
Physical Education. 21(4), 485–503.
https://doi.org/10.1177/1356336X15584087
117 8 (3) 2022 | 100-118
Tomlinson, C. A. (2006). Reconcilable Differences ? Standards-Based

Teaching and Differentiation Differentiation : A Way of Thinking about
the Classroom Standards-Based Teaching. 58(1), 6–11.
Wardhana, S. A., Asim, & Heru Widijoto. (2017). Evaluasi Pelaksanaan
Kurikulum 2013 pada Matapelajaran Pendidikan Jasmani Olahraga
dan Kesehatan di SMPN 6 Malang dengan Menggunakan Analisis
SWOT. Gelanggang Pendidikan Jasmani Indonesia, 1, 87–102.
Wiggins, G. (1991). The Case for Authentic Assessment. 2(1990), 1990–
1991.
Wright, J., Macdonald, D., & Groom, L. (2010). Physical Activity and
Young People : Beyond Participation. 3322.
https://doi.org/10.1080/1357332032000050042
Yuniartik, H., & Hidayah, T. (2017). Evaluasi Pembelajaran Pendidikan
Jasmani Olahraga dan Kesehatan di SLB C Se-Kota Yogyakarta.
Journal of Physical Education and Sports, 6(2), 148–156.
Zulkifli, A. F., & Danis, A. (2021). Exploration of CoachEye Application
Features to Improve Feedback During Physical Education.
118 8 (3) 2022 | 100-118

Jurnal Olahraga

Uploaded by

Copyright:

Available Formats

Jurnal Olahraga

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Jurnal Olahraga

Uploaded by

Copyright:

Available Formats

Jurnal SPORTIF: Jurnal Penelitian Pembelajaran

Vol. 8 No. 3, October 2022, pp. 100 - 118

Problematic analysis of assessment standards in physical education:

Dinda Arisetya Purwadi1, Yulingga Nanda Hanief1, Ulma Erdilanita1

Received: 26 October 2022; Revised: 30 October 2022; Accepted: 2 November 2022

Correspondence author: Dinda Arisetya Purwadi, Universitas Negeri Malang, Indonesia.

Jurnal SPORTIF: Jurnal Penelitian Pembelajaran is licensed under a Creative Commons

standards, and assessment standards make up the national education

taken contains relevant references according to the needs of the article,

Table 1. Framework work PICo.

Factors that influence the occurrence Problems with physical education

The PICo approach aims to define clear objectives and scope so

In carrying out data extraction, to search for articles with keywords

Table 2. Analysis of the reviewed articles

1 (Gustiawati et al., 60 students Qualitative The learning evaluation Evaluating student

authentic number of students is

some are very bad.

6 (Robby Kurniawan Teachers Analytical The implementation of • Using authentic

7 (Gunawan, 2017) 2 teachers Qualitative The process of Assessment of the

8 (Yuniartik & SLB C Evaluation The learning Learning assessment

process. Teachers teaching in the

14 (Zulkifli & Danis, 30 students Quantitative Pre-service PE teachers Enhancing the

2021) (i.e., 16 boys qualitative bored with academic combination of student-

the degree to which individual teachers are knowledgeable about

known as assessment interpretation. Students receive the outcomes of the

and include them in every step of the assessment process, from

Aji, B. S., & Winarno, M. E. (2016). Pengembangan Instrumen Penilaian

Carroll, B. (2005). Assessment in Physical Education: A Teacher’s Guide

Kelas XI SMA. Pendidikan Edumaspul, 5(1), 184–195.

Tomlinson, C. A. (2006). Reconcilable Differences ? Standards-Based

You might also like