Development of a Critical Thinking-Based Assessment Instrument for Physical Education in High School Students

Abstract

This study was motivated by the inadequate condition of physical education facilities and infrastructure in elementary schools following flood disasters, which potentially disrupts the implementation of effective Physical Education, Sports, and Health (PJOK) learning. Post-disaster conditions often damage sports equipment, playgrounds, and supporting learning environments, thereby reducing the quality of physical education activities and limiting students’ opportunities to engage in safe and meaningful learning experiences. Therefore, this study aimed to analyze the level of availability and adequacy of elementary school physical education facilities and infrastructure after flood disasters. This study employed a quantitative descriptive approach using survey methods. Data were collected through observation sheets, documentation, and structured interviews conducted in several flood-affected elementary schools. The assessment focused on the availability, condition, feasibility, and adequacy of sports facilities and infrastructure based on national physical education standards. The collected data were analyzed using descriptive percentage techniques to determine the categories of adequacy and availability. The findings revealed that the majority of physical education facilities and infrastructure experienced moderate to severe damage after the flood disaster. Several schools showed limited availability of essential sports equipment, damaged playing fields, and inadequate storage facilities. Overall, the level of adequacy was categorized as “moderate,” indicating that many facilities still require rehabilitation and replacement. These results highlight the importance of immediate recovery efforts and sustainable infrastructure management following natural disasters. In conclusion, post-flood conditions significantly affect the availability and adequacy of elementary school physical education facilities and infrastructure. Therefore, collaborative efforts among schools, local governments, and communities are necessary to restore and improve physical education learning environments to ensure the continuity and quality of PJOK instruction.