Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ISSN(print): 2643-9840, ISSN(online): 2643-9875 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijmra/v8-i12-41, Impact Factor: 8.266 Page No. 6927-6945 IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6927 Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo Hanugrah Johan Pratama1, Hedi Ardiyanto Hermawan2 1,2Universitas Negeri Yogyakarta, Yogyakarta, DIY, 55281, Indonesia ABSTRACT: The research subjects were Physical Education teachers in elementary schools located in Kalibawang District, Kulon Progo Regency. The sampling technique used a total sample of 15 people. The data collection used a questionnaire. The data analysis technique used descriptive quantitative analysis. The research findings indicate that: (1) the overall evaluation of the pedagogical competence of Physical Education teachers in elementary schools located in Kalibawang District, Kulon Progo Regency is in the poor category. (2) The antecedents of the evaluation of the pedagogical competence of Physical Education teachers in elementary schools located in Kalibawang District, Kulon Progo Regency are in the good category. The indicator of mastering the characteristics of students from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects is at 3.31 in the good category, the indicator of mastering learning theory and principles of educational learning is at 3.30 in the good category, the indicator of developing the Physical Education curriculum is at 3.23 in the poor category, the indicator of organizing educational learning is at 3.29 in the good category (3) Transactions of the evaluation of the pedagogical competence of Physical Education teachers in elementary schools located in Kalibawang District, Kulon Progo Regency are in the very poor category. The indicator of utilizing information technology for the benefit of students is at 3.08 in the very poor category, the indicator of facilitating the development of students' potential to actualize various potentials is at 3.28 in the good category, the indicator of communicating effectively, empathetically, and politely with students is at 3.32 in the good category. (4) Outcomes of the evaluation of the pedagogical competence of Physical Education teachers in elementary schools located in Kalibawang District, Kulon Progo Regency are in the very poor category. The indicator for conducting assessments and evaluations of learning processes and outcomes is at 3.27, categorized as good; the indicator for utilizing assessment and evaluation results for learning purposes is at 3.24, categorized as poor; and the indicator for carrying out reflective actions to improve learning quality is at 3.13, categorized as very poor. KEYWORDS: Evaluation, Physical Education Learning, Pedagogical Competence I. INTRODUCTION Education is one of the most important sectors in the development of every country. According to Law No. 20 of 2004, education is a conscious and planned effort to develop all the potential of students through the learning process. Education is a concrete and systematic step to create learning conditions and learning processes so that students can actively develop their potential and have the spiritual strength, self-control, personality, intelligence, noble character, and skills needed by society, the nation, and the state, both now and in the future (Monteiro, A. 2019, pp. 431446). Education plays a very important role in advancing the life of society in this era of disruption. Education plays a very important role in the process of changing the attitudes and behavior of individuals or groups of individuals in an effort to mature humans through teaching and training. Education does not only aim to educate a nation but also encompasses all the values possessed by a human being as a whole so that they can have good attitudes and personalities (Wickman et al. 2022, pp. 717-734). The above opinion is in line with the objectives of education as stated in the National Education System Law System, namely, "Education aims to develop the potential of students to become people who are faithful and devoted to God Almighty, have noble character, are healthy, knowledgeable, skilled, creative, independent, and become democratic and responsible citizens" (Law No. 20 of 2003 on the National Education System of Indonesia, 2003). With this, the quality of education, especially the quality of teachers in Indonesia, plays a very important role in the success of education. Physical Education, Sports, and Health or PJOK is no longer unfamiliar in everyday life. Physical education is a fairly broad field of study, relating to the relationship between human movement and other areas of education, namely the relationship Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6928 between physical development and the mind and soul. PJOK is one of the core subjects that must be taught in schools from elementary to high school levels. The purpose of PJOK is to maintain and preserve health and improve human resources related to physical aspects (Fikri & Hardiyono, 2020, pp. 96-107). PJOK learning has a significant contribution to students because in the learning process, students are given the wides possible opportunity to be directly involved in various learning experiences from physical activities. PJOK learning has a very important contribution for students, because in the learning process students are given the widest possible opportunity to be directly involved in a variety of learning experiences from physical activities to improve physical fitness, motor skills, knowledge, and emotional intelligence (Dayanti & Sumaryanto, 2021, pp. 26-36), (Lemes et al., 2021, pp. 246-252), (Thorburn et al., 2019). In PJOK learning, a high-quality teacher is essential. A qualified teacher is one who is able to teach students effectively despite all the constraints of resources and the environment that exist. On the other hand, the effort to produce qualified teachers is also not an easy task. Permana (2017, pp. 1-8) states that to improve the quality of education, the government has made various efforts to develop teacher competency standards. Among other things, the Teacher and Lecturer Law has been passed, followed by the development of a Draft Government Regulation (RPP) on teachers and lecturers, all of which are aimed at improving the competence and professionalism of teachers. Teachers are crucial to the success of a country's education system. Teachers have the primary task of educating. A teacher must be a professional educator who can guide, train, and teach in a formal educational institution. Teachers play a vital role in the implementation of formal education to achieve quality education. To provide quality education, teachers must possess good competencies so that they have the quality and performance to effectively implement the education system. Good learning is largely determined by the performance of teachers as educators. The principal is one of the factors that influence teacher performance because the principal is tasked with guiding teachers through supervision. Low motivation and achievement among teachers, which affect the teaching profession, are inseparable from the low contribution of principals in guiding teachers at school through supervision activities. In teaching, PJOK teachers must have four competencies, namely: first, pedagogical competence, teachers are required to be able to design learning, implement learning, and evaluate learning. Second, personality competence, teachers are required to teach students to be selfdisciplined, read, love books, respect time, and be aware of rules and regulations. The third is social competency, where teachers are required to be able to adapt to the school community. And the fourth is professional competency, where teachers must master the ability to manage learning supported by classroom management, mastery of learning materials, teaching strategies, and the use of learning media. The high expectations placed on teachers are not yet fully in line with the current reality. According to Watini & Kristianty (2022, pp. 71-77), in the field, there are still many teachers who do not meet the expected competency standards. First, teachers lack the knowledge and skills to manage students. For example, there are many cases of teachers giving excessive punishment to their students, even to the point of hurting them. Second, the ability of educators as part of the community is still low. For example, the poor relationship between teachers and students as well as the community means that teachers are unaware of the problems faced by their students. Third, teachers' mastery of learning materials is still superficial. For example, teachers still find it difficult to apply the material they teach to the daily lives of their students. The above problems clearly indicate that the competence of some teachers is still low. Of the four competencies that teachers must master, pedagogical competence is considered to be the competency that has not yet shown encouraging results to date. This is indicated by the still low ability of teachers to manage learning. Teachers are considered unable to manage learning optimally, both in terms of understanding students, designing and implementing learning, evaluating learning outcomes, and developing students to actualize their various potentials. In learning activities at school, a teacher's pedagogical competence does indeed play a very important role, because this competence is a skill that teachers must have, especially in relation to how teachers manage student learning in the classroom. Meanwhile, the complexity of problems and learning conditions in schools, whether related to learning planning, learning implementation, or learning outcome evaluation, certainly needs serious attention. Moreover, with the change in curriculum, it will certainly cause confusion for teachers. As explained by the government through Government Regulation Government Regulation Number 19 of 2005 concerning National Education Standards article 28, pedagogical competence is the ability to manage student learning, which includes understanding students, designing and implementing learning, evaluating learning outcomes, and developing students to actualize their various potentials Thus, teachers, as one of the components in education, must continue to improve their abilities and skills in the learning process so that they have insight and an attitude of professionalism. The intended improvement will be achieved if teachers have the means to exchange information and experiences, as well as to help each other solve the challenges faced by each teacher at school. In this situation, teachers who are professional in carrying out their duties and responsibilities are greatly needed. The professionalism of a teacher is very important for students because teachers have a very heavy responsibility in educating, guiding, and motivating students to Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6929 become intelligent and moral individuals. To achieve good education, educators should also be able to possess good character. Based on observations conducted during an internship at one of the public elementary schools in Kapanewon Kalibawang Kulon Progo, it was found that there are still teachers who have not mastered how to properly plan, implement, and evaluate learning during the learning process. Additionally, teachers only use monotonous learning models, and there are still teachers who only give balls to their students to play on their own on the field. This makes PJOK learning less than optimal in its implementation. Furthermore, teachers are not yet ready to implement the teaching and learning process using other methods, while currently teachers are required to be creative in choosing strategies and methods that are appropriate for learning. This results in many students not receiving optimal PJOK learning. There are so many obstacles faced by teachers and students, especially in PJOK learning. Therefore, a form of evaluation is needed that can assess everything. A program can be said to be good if it has been thoroughly evaluated and produces a product with good qualifications (Gören et al. 2020, pp. 69-94). Therefore, a competency evaluation is needed that can be used to see the whole picture, including preparation, implementation process, input from resources, and to see the results or products of the learning program implemented by PJOK teachers (Ghimire. 2013, pp. 6574). The Stake Evaluation Model (Antecedents, Transactions and Outcomes) was chosen by the researcher because this evaluation model considers evaluation as a system, and the accuracy of using the evaluation model to deepen the pedagogical competence of PJOK teachers in managing their classes and administration. This approach is very suitable as a method in this study, because this study reveals the extent to which local wisdom-based education programs are implemented in PJOK subjects by analyzing the Antecedents, Transactions, and Outcomes components. Thus, the researcher will evaluate all aspects of PJOK learning, starting from planning, implementation, and results. Based on initial observations, the researcher needs to conduct a more in-depth study for the research entitled "Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools inKapanewon Kalibawang Kulon Progo." II. MATERIAL AND METHODS This type of research is evaluative research that uses a mixed quantitative and qualitative method. Evaluation is a series of processes that determine the extent to which objectives can be achieved. Evaluation provides information for decision making. Evaluation is also a process of seeking information about an object or subject carried out with the aim of making decisions about that object or subject (Sukardi., 2015, pp. 169-176). This study evaluates the pedagogical competence of PJOK teachers at public elementary schools in Kapanewon Kalibawang Kulon Progo. The research location was at 15 public elementary schools in Kapanewon Kalibawang Kulon Progo. This research was conducted in June-July 2025. III. RESULTS AND DICUSSION 1. Evaluation of Antecedents a. Mastering student characteristics from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects Table 7. Mastering Student Characteristics Indicator Physical Education Teacher Category Teachers understand the characteristics of students related to physical, intellectual, social-emotional, moral, spiritual, and socio-cultural backgrounds. 3,32 Good Teachers identify students' potential in physical education 3,37 Very Good Teachers identify students' initial learning resources in physical education, health, and sports subjects. 3,26 Good Teachers identify learning difficulties among students in physical education classes. 3,31 Good Average 3,31 Good When presented in a bar chart, the antecedents of the pedagogical competency evaluation of Physical Education and Health Teachers at Public Elementary Schools in Kapanewon Kalibawang Kulon Progo can be seen in Figure 3 as follows. Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6930 Figure 3. Mastering Student Characteristics Based on Table 9 and Figure 4 above, it shows that the indicator of understanding student characteristicsrelated to physical, intellectual, socio-emotional,moral, spiritual, and socio-cultural background aspects is 3.32in the Good category, identifying the potential ofstudents inPJOK subjects at 3.37 in the Very Good category, identifyingstudents' initial learning resources in PJOK subjects at 3.26 in theGood category, and identifying students' learning difficultiesin PJOK subjects at 3.31 in theGood category.The results of the analysis of the data obtained from the previous table show that the average score for the indicators of understanding student characteristics related to physical, intellectual, socio-emotional, moral, spiritual, and socio-cultural background indicators is 3.32 b. Mastering learning theories and educational learning principles. Table 8. Mastering Learning Theories and Educational Learning Principles Indicator Physical Education Teacher Category Teachers understand various learning theories and educational principles related to physical education subjects. 3,25 Less Teachers implement various strategies for creative teaching in physical education, health, and sports subjects. 3,34 Good Teachers apply various creative teaching methods in physical education, health, and sports subjects. 3,32 Good Teachers apply various creative teaching techniques in physical education, health, and sports subjects. 3,30 Good Average 3,30 Good When presented in a bar chart, the antecedents of the pedagogical competency evaluation of physical education and health teachers in public elementary schools in Kapanewon Kalibawang, Kulon Progo, can be seen in Figure 4 as follows. Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6931 Figure 4. Mastery of Learning Theory and Educational Learning Principles Based on Table 10 and Figure 5 above, it shows that the indicator of understanding various learning theories and educational learning principles related to PJOK subjects is 3.25 in the Poor category, applying various creative educational learning strategies in PJOK subjects is 3.34 in the Good category, applying various creative educational learning methods in PJOK subjects at 3.32 in the Very Good category, and applying various creative educational learning techniques in PJOK subjects at 3.30 in the Good category. c. Developing a curriculum related to the subjects taught. Table 9. Developing a Curriculum Indicator Physical Education Teacher Category Teachers understand the principles of curriculum development. 3,17 Very Less Teachers determine the learning objectives of PJOK (Physical Education, Health, and Sports). 3,31 Good Teachers determine the appropriate learning experiences to achieve the learning objectives of PJOK. 3,23 Less Teachers organize learning materials correctly in accordance with the chosen approach and the characteristics of the students. 3,24 Less Average 3,23 Less When presented in a bar chart, the antecedents of the pedagogical competency evaluation of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo can be seen in Figure 5. Developing the Curriculum Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6932 Based on Table 11 and Figure 5 above, it can be seen that the indicator of understanding of curriculum development principles is in the very poor category with a score of 3.17, the determination of PJOK learning objectives is in the good category with a score of 3.31, the determination of learning experiences appropriate for achieving PJOK learning objectives is in the poor category with a score of 3.23, and the organization of learning materials in accordance with the chosen approach and student characteristics is in the inadequate category with a score of 3.24. d. Conducting educational learning. Table 10. Conducting Educational Learning Indicator Physical Education Teacher Category Teachers Understand the principles of educational learning design. 3,21 Very Less Teachers develop comprehensive learning plans for both classroom and field activities. 3,24 Less Teachers implement educational learning in the classroom and in the field with attention to the required safety standards. 3,41 Very Good Teachers use learning media and learning resources that are relevant to the characteristics of the students and the subjects taught to achieve the overall learning objectives. 3,32 Good Average 3,29 Good When presented in a bar chart, the antecedents of the pedagogical competency evaluation of physical education and health teachers in public elementary schools in Kapanewon Kalibawang Kulon Progo can be seen in Figure 6 as follows. Figure 6. Conducting Educational Learning Based on Table 12 and Figure 6 above, it shows that the indicator Understanding the principles of educational learning design scored 3.21 in the Very Poor category, developing a complete learning design, both for classroom and field activities, with a score of 3.24 in the “Poor” category, implementing educational learning in the classroom and in the field by paying attention to the required safety standards with a score of 3.41 in the “Very Good” category, and using learning media and learning resources that are relevant to the characteristics of the students and the subjects taught to achieve the learning objectives as a whole with a score of 3.32 in the “Good” category. 2. Transactions Evaluation e. Utilizing Information and Communication Technology for Learning Purposes. Table 11. Utilizing Information and Communication Technology for Learning Purposes Indicator Physical Education Teacher Category Teachers use instructional videos in physical education classes 3,21 Very Less Teachers use LCD/projectors in PJOK teaching 3,24 Very Less Menggunakan Media dan Sumber Melaksanakan Pembelajaran yang Mendidik Prinsip Perancangan Menyusun Rancangan Pembelajaran Pembelajaran 0 1 2 3 3.32 3.41 3.24 3.21 4 Menyelenggarakan Pembelajaran Yang Mendidik Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6933 Teachers use social media for PJOK teaching 3,41 Very Less Average 3,32 Very Less When presented in a bar chart, the antecedents of the pedagogical competency evaluation of physical education and health teachers in public elementary schools in Kapanewon Kalibawang Kulon Progo can be seen in Figure 8 as follows. Figure 7. Utilizing Information and Communication Technology for Learning Based on Table 13 and Figure 8 above, it shows that the indicator of using learning videos in PJOK learning is 3.12 in the Very Poor category, using LCD/Projectors in PJOK learning is 3.03 in the Very Poor category, and using social media for PJOK learning is 3.11 in the Very Poor category. f. Facilitating the development of students' potential to actualize their various potentials. Table 12. Facilitating the Development of Students' Potential to Actualize Their Various Potentials Indicator Physical Education Teacher Category Teachers provide various learning activities to encourage students to achieve optimal performance 3,29 Good Teachers provide various learning activities to actualize students' potential, including their creativity. 3,20 Very Less Teachers encourage students to actively participate in competitions 3,36 Very Good Average 3,28 Baik When presented in a bar chart, the antecedents of the pedagogical competency evaluation of physical education and health teachers in public elementary schools in Kapanewon Kalibawang Kulon Progo can be seen in Figure 8 as follows. Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6934 Figure 8 Facilitating the Development of Students' Potential to Actualize Their Potential Based on Table 14 and Figure 9 above, it shows that the indicator provides various learning activities to encourage students to achieve optimal performance of 3.29 in the Good category, provides various learning activities to actualize students' potential, including their creativity of 3.20 in the Very Poor category, and encourages students to actively participate in competitions of 3.36 in the Very Good category. g. Communicate effectively, empathetically, and politely with students Table 13. Communicating Effectively, Empathetically, and Politely with Students Indicator Physical Education Teacher Category Teachers Understand various effective, empathetic, and polite communication strategies, verbally, in writing, and/or other forms 3,33 Good Teachers pay attention and listen to all questions and responses from students 3,36 Very Good Teachers present lessons that can foster good cooperation among students 3,33 Good Teachers respond to students' questions appropriately and correctly 3,28 Good Average 3,32 Good When presented in a bar chart, the antecedents of the pedagogical competency evaluation of physical education and health teachers in public elementary schools in Kalibawang Kulon Progo can be seen in Figure 9 as follows. Figure 9 Communicating Effectively, Empathetically, and Politely with Students Based on Table 15 and Figure 9 above, it shows that the indicator of Understanding various effective, empathetic, and polite communication strategies, verbally, in writing, and/or other forms, is 3.33 in the Good category, paying attention and listening to all questions and responses from students is 3.36 in the Very Good category, presenting learning that can foster good cooperation B erkomunikas i Secara Efektif, Empatik, dan Santun dengan Pesert Didik 4 3.33 3.36 3.33 3.28 3 2 Memahami Berbagai Memberikan Perhatian, Strategi Berkomunikasi Mendengarkan, dan Menumbuhka n Kerjasama Menanggapi Perta nyaan Secar a Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6935 among students is 3.33 in the Good category, and responding to students' questions appropriately and correctly is 3.28 in the Good category. 4. Outcome Evaluation h. Conducting assessment and evaluation of the learning process and outcomes Table 14. Conducting Assessment and Evaluation of the Learning Process and Outcomes Indicator Physical Education Teacher Category Teachers understand the principles of assessment and evaluation of learning processes and outcomes in accordance with the characteristics of the subjects they teach. 3,26 Good Teachers determine procedures for assessing and evaluating learning processes and outcomes. 3,28 Good Teachers analyze the results of assessments of learning processesand outcomes for various purposes. 3,20 Very Less Teachers evaluate learning processes and outcomes. 3,35 Good Average 3,27 Good When presented in a bar chart, the antecedents of the pedagogical competency evaluation of Physical Education and Health Teachers in public elementary schools in Kalibawang Kulon Progo can be seen in Figure 11 below. Figure 10 above, it shows that the indicator of understanding the principles of assessment and evaluation of learning processes and outcomes in accordance with the characteristics of the subject taught is 3.26 in the Good category, determining procedures for assessing and evaluating learning processes and outcomes at 3.28 in the Good category, analyzing the results of learning process and outcome assessments for various purposes at 3.20 in the Very Poor category, and conducting evaluations of learning processes and outcomes at 3.35 in the Good category. i. Utilizing assessment and evaluation results for learning purposes Table 15. Utilizing Assessment and Evaluation Results for Learning Purposes Indicator Physical Education Teacher Category Teachers use assessment and evaluation results to determine learning completeness. 3,26 Good Teachers determine procedures for assessing and evaluating learning processes and outcomes. 3,23 Less Menyelenggarakan Penilaian dan Evaluasi Proses dan Hasil Belajar 4 3.26 3.28 3.35 3.20 3 2 1 Memahami Prinsip Menentukan Prosedur Menganalisis Hasil Melakukan Evaluasi Penilaian Penilaian Penilaian Proses dan Ha sil Belajar Evaluation of the Pedagogical Competence of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6942 a. Utilizing information technology for learning purposes scored 3.08 in the very poor category, because PJOK teachers still rarely use the LCD projector facilities owned by the school. Teachers are still trying to utilize information and communication technology in learning, such as using laptops and LCD projectors. Facilitating the development of students' potential to actualize their various potentials by 3.28 in the good category, because learning is an activity of exploration, elaboration, and confirmation to transform, preserve, and criticize. Science and technology and culture carried out inside and outside the classroom. Efforts to provide learning outside the classroom can encourage students to be more creative in the learning process. b. Communicating effectively, empathetically, and politely with students at a level of 3.32 in the good category, because teachers must master teaching skills in terms of opening and closing lessons, asking questions, providing reinforcement, and varying teaching methods. This ensures that in the teaching process both inside and outside the classroom, students will easily grasp the material presented. 3. The results of the Pedagogical Competency Evaluation of Physical Education and Health Teachers in Public Elementary Schools in Kapanewon Kalibawang Kulon Progo were 3.21 in the very poor category. a. The indicator of conducting assessments and evaluations of the learning process and outcomes was 3.27 in the good category, because teachers conducted tests to determine student mastery and administered them in accordance with school rules. With the administration of assessments and portfolio assessments, the development of students in learning can be seen. b. Utilizing the results of assessments and evaluations for learning purposes scored 3.24 in the poor category because there are still teachers who rarely provide remedial lessons for those who have not achieved learning completeness/minimum competency standards (KKM) and enrichment for those who have achieved learning completeness/KKM. c. 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