Exploration of PJOK Teachers' Understanding and Perception of Physical Literacy in Physical Education Learning

Abstract

Physical literacy is an important concept in the learning of Physical Education, Sports, and Health (PJOK) because it places physical activity not only as the mastery of movement skills, but also as a process of forming motivation, confidence, knowledge, attitudes, and habits of active life throughout life. This study aims to analyze PJOK teachers' understanding and perception of physical literacy and interpret how the concept is applied in physical education learning. The research uses a descriptive qualitative approach with a case study design. The research participants consisted of nine PJOK teachers, namely six teachers from SMPN 1 Kempo and three teachers from SDN 2 Cakranegara, who were selected purposively. Data were collected through semi-structured interviews, observations, and documentation, then analyzed interactively through data reduction, data presentation, thematic categorization, and conclusion drawn. The results of the study show that teachers have a positive understanding of physical literacy as the ability to move competently supported by motivation, confidence, knowledge about the benefits of physical activity, and active participation. Teachers view physical literacy as relevant to be applied in PJOK because it can increase student involvement, courage to try, cooperation, sportsmanship, and awareness of a healthy lifestyle. The implementation of physical literacy is seen through modified games, active learning, group activities, motivation, learning reflection, and assessments that include skills, attitudes, participation, and cooperation. However, its implementation is not fully optimal due to limitations in infrastructure, learning time, differences in students' abilities, and teachers' lack of strong understanding of physical literacy assessment. This study concludes that physical literacy has the potential to be an important orientation in strengthening PJOK learning but requires facility support, continuous training, and more systematic assessment guidance.

 Keywords: physical literacy; PJOK teachers; teacher perception, physical education; learning.