Online training for physical education teachers: Knowledge gains, assessment design gaps

Dian Budiana; Gifran Rihla Gifarka Latief; Achmad Syakur Fahri; Gano Sumarno

doi:10.17509/abmas.v26i2.780

Online training for physical education teachers: Knowledge gains, assessment design gaps

Dian Budiana ^{Universitas Pendidikan Indonesia,} ^Indonesia , Gifran Rihla Gifarka Latief ^{Universitas Pendidikan Indonesia,} ^Indonesia , Achmad Syakur Fahri ^{Universitas Pendidikan Indonesia,} ^Indonesia , Gano Sumarno ^{Universitas Pendidikan Indonesia,} ^Indonesia ,

11 December 2026 · Vol. 26 No. 2 (2026): Jurnal Abmas · Articles

https://doi.org/

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Abstract

Indonesia's Deep Learning policy, in force nationally since the 2025/2026 school year, requires physical education teachers to redesign their teaching within a short policy deadline. Online training is the main way to reach a dispersed teaching workforce, yet its learning outcomes are rarely evaluated with measurable data. This community service activity aimed to establish how far a single-session online training changed teachers' knowledge of deep learning instructional design, which content domains were most resistant to change, and how teachers articulated plans for implementing authentic assessment. A university and a teachers' professional association delivered the activity. They evaluated it using an embedded mixed-methods design: 95 school teachers completed a 29-item knowledge test before and after the session and wrote implementation plans for their own schools. Knowledge increased significantly but only slightly, and only six teachers exceeded the individual reliable change threshold. Authentic assessment knowledge did not move, while only 32.6% of teachers named a concrete assessment mode in their plans. Knowledge tests may therefore overstate teachers' readiness to design assessment.

Keywords : authentic assessment , deep learning , mixed methods , physical education , teacher training

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