Educational Management Strategies and Athletic Achievement in Supporting Academic Completion among Physical Education Students at FKIP USK

Abstract

Objectives. This study aims to analyze the problems encountered in Physical Education, Sports, and Health (PJOK) learning among students. PJOK plays a critical role in shaping students' character and promoting their physical health. The research seeks to identify key factors contributing to the challenges in PJOK learning, with the goal of providing data-driven recommendations for improvement.

Materials and Methods. A descriptive quantitative approach was employed in this study. The population consisted of 269 students, with 68 students randomly selected as the sample. Data were collected using a validated questionnaire consisting of various items related to PJOK learning challenges, along with direct classroom observations to gain contextual insight. The responses were analyzed using descriptive statistics to determine the influence of four main indicators: facilities, assessment, teaching methods, and motivation.

Results. The analysis revealed four primary indicators affecting PJOK learning problems: facilities, assessment, teaching methods, and motivation. Regarding facilities, 157 respondents (46%) agreed or strongly agreed that adequate facilities were an issue, 78 respondents (22.9%) were neutral, and 105 respondents (31.7%) disagreed or strongly disagreed. In terms of assessment, 188 respondents (55.1%) agreed or strongly agreed, 80 (23.4%) were neutral, and 72 (21%) disagreed or strongly disagreed. For teaching methods, 174 respondents (51%) agreed or strongly agreed that teaching methods contributed to learning challenges, 85 (24.9%) were neutral, and 81 (23.6%) disagreed or strongly disagreed. Lastly, in the indicator of motivation, 139 respondents (40.7%) agreed or strongly agreed, 89 (26.1%) were neutral, and 112 (32.7%) disagreed or strongly disagreed. Overall, the findings indicated that facilities, assessment, and teaching methods were considered moderate factors in influencing PJOK learning challenges, while motivation was identified as a weak contributing factor.

Conclusions. Based on the findings, the study concludes that PJOK learning problems among students are influenced primarily by facilities, assessment systems, teaching methods, and student motivation. Facilities, assessment, and teaching methods are at a moderate level, while motivation is relatively weak. It is recommended that schools improve infrastructure, adopt more innovative teaching strategies, encourage teachers to integrate technology into their instruction, and enhance transparency in assessment practices to boost student motivation and learning outcomes.