Peer-reviewed article
Assessment of The Learning Outcomes of Physical Education in Children with Intellectual Disabilities
Andry Akhiruyanto, Taufiq Hidayah, Dewangga Yudhistira, Harinda Fahmi ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how physical education teachers in special schools in Semarang, Indonesia assess learning outcomes for children with intellectual disabilities. Teachers conducted assessments across cognitive, affective, and psychomotor domains but faced challenges in applying standard assessment methods. Teachers adapted assessment indicators to match students' individual abilities rather than using uniform standards.
Key points
- Teachers assess physical education learning across cognitive, affective, and psychomotor perspectives
- Teachers modified assessment indicators to find appropriate standards for students with intellectual disabilities
- Assessment was conducted based on individual students' abilities rather than standardized benchmarks
- Teachers reported difficulty making assessments for students with intellectual disabilities despite attempting to follow proper assessment procedures
Limitations
This is a descriptive qualitative study with no comparison group or control condition, based on interviews and observations with teachers in one city. It does not test the effectiveness of any particular assessment approach or provide outcome data on student learning or development.
Abstract
Adaptive physical education is a type of physical education geared toward children with special needs, such as intellectual disabilities. Of course, there must be an assessment in learning to see if the results taught from the cognitive, affective, and psychomotor perspectives were achieved. The goal of this research was to learn more about how physical education learning outcomes were assessed in schools for students with intellectual disabilities in Semarang. The research method used was descriptive. This method aims to describe the events and circumstances that occurred. The research approach used was qualitative. Data were gathered through observation, interviews, and documentation. The informant for this study was a Semarang-based special school teacher (SLB) who teaches physical education classes. The findings revealed that teachers had difficulty making assessments for mentally retarded students even though the assessment was still conducted as it should. It was determined that the teacher conducted a cognitive, affective, and psychomotor assessment of physical education learning and modified the assessment indicators to find appropriate standards. Meanwhile, the assessment was carried out based on the students' abilities.