Improving academic learning time effectiveness through lesson study in elementary physical education
DOI:
https://doi.org/10.17977/um086v4i12026p117-126Keywords:
Academic learning time, lesson study, physical education, teacher effectiveness, time managementAbstract
Background: Academic Learning Time in Physical Education (ALT-PE) is a key indicator of instructional effectiveness, reflecting the time students spend actively engaged in meaningful learning activities. However, PE lessons often involve excessive Management and waiting time, reducing opportunities for active participation. Although Lesson Study (LS) is recognized as a collaborative professional development approach that can improve instructional quality, its impact on ALT-PE remains underexplored. Objective: This study examined the effectiveness of Lesson Study (LS) in improving instructional effectiveness and optimizing ALT-PE among elementary school PE teachers. Methods: A qualitative-dominant mixed-methods action research design was employed involving 10 PE teachers from six public elementary schools. Participants were purposively selected based on their involvement in a school-based LS program. The intervention consisted of three LS cycles, including planning, implementation, observation, and reflection. Quantitative data were collected through video-based observations using the revised ALT-PE system and analyzed with descriptive and inferential statistics. Qualitative data were obtained from interviews, reflection notes, and lesson documents, and were analyzed thematically. Result: Following the LS intervention, Activity time increased from 20.63% to 50.96%, while Waiting time decreased from 23.13% to 0.51%. Management time decreased from 43.49% to 37.26%, whereas Instruction time remained relatively stable. Paired-sample t-tests indicated significant improvements in Activity (p < .001), Waiting (p < .001), and Management (p = .012), but not in Instruction time (p = .576). Qualitative findings revealed improved classroom organization, greater teacher awareness of instructional efficiency, and stronger collaborative pedagogical reflection. Conclusion: Lesson Study significantly enhanced ALT-PE effectiveness by increasing meaningful activity time, reducing non-productive instructional time, and strengthening instructional practices, highlighting its potential as a sustainable professional development model for elementary PE teachers.
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Copyright (c) 2026 Nora Antika, Meirizal Usra, Wahyu Indra Bayu, Iyakrus Iyakrus, Herri Yusfi, Arizky Ramadhan, Asha Hasnimy Mohd Hashim, Japhet Ndayisenga, José Vicente García-Jiménez
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