Analysis of PJOK Learning Implementation to Increase Enthusiasm Among Upper-Grade Students at Cibungur Elementary School

Amar Amar; Ayi  Suherman; Tedi  Supriyadi

doi:10.31599/1vmmmp31

Authors

Amar Amar Universitas Pendidikan Indonesia
Ayi Suherman Universitas Pendidikan Indonesia
Tedi Supriyadi Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.31599/1vmmmp31

Keywords:

Adaptation, physical education learning, enthusiasm for learning, elementary school, limited facilities

Abstract

The implementation of Physical Education, Sports, and Health (PJOK) learning in elementary schools may be constrained by limited facilities and infrastructure, potentially affecting students’ learning experiences and enthusiasm. This study aims to examine the implementation of PJOK learning and identify factors supporting and inhibiting students’ learning enthusiasm at Cibungur Elementary School, Rancakalong District. A qualitative descriptive design was employed. Data were collected through classroom and field observations, semi-structured interviews with the principal, PJOK teacher, and students in grades 4–6, and documentation. Data were analyzed thematically using NVivo 12, followed by triangulation across data sources. The findings indicate four major supporting factors: students’ internal motivation, teacher creativity and commitment, school and community support, and adaptive teaching methods. Three major inhibiting factors were identified: limited facilities and infrastructure, unfavorable physical and environmental conditions, and psychological barriers. The school and teacher responded through short-term adaptive strategies, including equipment modification and the use of community fields, while long-term strategies focused on infrastructure advocacy and collaboration with relevant stakeholders. Based on the synthesis of the findings, this study proposes the Triadic Adaptation Model, consisting of structural resilience, pedagogical creativity, and student agency. The model suggests that sustaining PJOK learning in resource-limited settings requires the interaction of institutional support, teacher adaptability, and active student participation.

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