Determinants of Physical Education, Sports, and Health (PJOK) Learning Outcomes: An Analysis of Teacher Performance, Learning Models, and Evaluation Systems

Abstract

This study aims to analyze the partial and simultaneous effects of Physical Education, Sports, and Health (PJOK) teacher performance, learning models, and learning evaluation systems on the PJOK learning outcomes of elementary school students. This quantitative research was conducted utilizing a total sampling technique, which involved a sample of 43 public elementary school PJOK teachers in Geyer District, Grobogan Regency. Data were collected through validated questionnaires and the odd semester learning outcomes scores of fifth-grade students for the 2025/2026 academic year. The data were statistically analyzed using multiple linear regression tests, t-tests, F-tests, and coefficient of determination analysis. The results of the study showed that: (1) teacher performance has a positive and significant effect on learning outcomes, evidenced by a calculated t-value of 6.104 (greater than the t-table of 2.022) with a significance of 0.000; (2) learning models have a positive and significant effect on learning outcomes with a calculated t-value of 4.167 (greater than the t-table of 2.022) and significance of 0.000; (3) the learning evaluation system has a positive and significant effect on learning outcomes, showing a calculated t-value of 4.784 (greater than the t-table of 2.022) with significance of 0.000; and (4) simultaneously, the three variables significantly affect learning outcomes with a calculated F-value of 111.473 (significance 0.000). Furthermore, the coefficient of determination of 0.896 indicates that these variables explain 89.6 percent of the total learning variance.