Analysis of Students' Academic Learning Time in Physical Education (ALT-PE) Based on PJOK Teachers' Competence in Pasuruan Regency

Abstract

Academic Learning Time in Physical Education (ALT-PE) indicates teaching effectiveness in Physical, Sport, and Health Education (PJOK), yet its attainment depends heavily on teacher competence. This study described ALT-PE levels among elementary school students in Pasuruan Regency and examined differences across three categories of PJOK teacher competence: certified, non-certified, and non-linear (out-of-field). A quantitative comparative, descriptive-inferential design involved 15 PJOK teachers (five per category) and 75 students from 15 public elementary schools. Data were collected through video observation using the ALT-PE Coding Manual with interval recording, then analyzed using descriptive statistics, One-Way ANOVA, and the Games-Howell post-hoc test. The overall mean ALT-PE was 39.69%, below the recommended minimum standard of 50%. Certified teachers achieved the highest mean (66.32%) and were the only group meeting the standard, followed by non-certified (33.68%) and non-linear teachers (19.08%). ANOVA revealed a significant difference among the groups (F = 312.47; p < .001; η² = .956), with all pairwise comparisons significant in the Games-Howell test. These findings confirm that teacher competence, particularly certification status and educational-background alignment, is the principal determinant of effective student learning time in physical education. The study recommends accelerated certification, intensive training for non-linear teachers, and field-aligned teacher placement policies.  Keywords: Academic learning time; ALT-PE; Pasuruan Regency; PJOK teacher competence; teacher certification