Exploration of Professional and Pedagogical Competencies of PJOK Teachers Towards the Quality of Physical Education Learning in Elementary Schools
Abstract
Abstract: This study aims to investigate the professional and teaching competencies of Physical Education, Sports, and Health (PJOK) teachers and their relationship with the quality of physical education learning in Elementary Schools within the framework of the Merdeka Curriculum. A qualitative approach with an interactive case study design was applied in three Elementary Schools in Beji District, Pasuruan Regency. The research subjects consisted of three PJOK teachers selected through purposive sampling (SDN Sumber Sari 1, SDI Azzahra, and SDN Beji 1). Data were collected through classroom and field observations, in-depth structured interviews, and review of portfolio documents. Data analysis techniques utilized the interactive model developed by Miles, Huberman, and Saldana, consisting of three main stages: data reduction, data display, and drawing conclusions. The results showed that the professional competence of PJOK teachers was classified as good, as reflected in their mastery of subject matter substance, variety of teaching methods, and high creativity in modifying limited facilities and infrastructure. Their pedagogical competence was also very strong, evidenced by a deep understanding of students' motor characteristics, systematic differentiated learning planning, and the implementation of process-based authentic evaluation. The main supporting factors included visionary support from the school principal and active involvement in the Physical Education Teacher Working Group (KKGO) forum. Meanwhile, the main inhibiting factors included limited physical sports facilities in peripheral areas and a high teaching workload (managing classes 1 to 6 independently). Overall, the linear integration between professional and pedagogical competence significantly improves the quality of PJOK learning, characterized by high active student participation (85–95%), effective allocation of movement time (70–80%), and the creation of an inclusive, safe, and enjoyable learning atmosphere.