Physical Fitness Learning and Assessment Alignment in Junior High Schools: A Descriptive Study of Merdeka Curriculum Implementation

Abstract

This study aimed to analyze the suitability between physical fitness materials and assessment forms implemented by Physical Education, Sport, and Health teachers under the Merdeka Curriculum. This study used a descriptive quantitative design with a survey approach. Data were collected through observation, documentation, and interviews with teachers from selected junior high schools in Cimahi City. The analysis focused on the correspondence between physical fitness indicators, learning materials, assessment instruments, and the cognitive, affective, and psychomotor domains. The data were analyzed using descriptive percentage analysis to identify suitable and unsuitable material-assessment alignment. The findings indicate that material-assessment alignment was generally evident across the observed schools, although the degree of suitability varied by school and grade level. Psychomotor assessment showed the strongest consistency because teachers commonly used direct movement-performance tests to evaluate endurance, flexibility, speed, agility, balance, and muscular strength. However, weaknesses were found in cognitive and affective assessment, particularly when conceptual understanding was not assessed, written tests were not differentiated across grade levels, or attitude indicators were not clearly connected to specific physical fitness materials. These findings suggest that assessment practices were often more performance-oriented than comprehensive. The study concludes that physical fitness assessment in junior high school has achieved partial alignment with learning materials but still requires stronger integration of knowledge, attitudes, and movement competence. The findings provide empirical guidance for improving assessment validity and curriculum implementation in Physical Education under the Merdeka Curriculum.