Lutfi Nur, Nurhasan, Muchamad Arif Al Ardha, Ahmad Chaeroni, Gita Febria Friskawati, Heri Yusuf Muslihin, Ade Yulianto, Arief Abdul Malik
Introduction: Physical literacy assessments should be conducted at the primary school level as early as possible to facilitate the development of further treatments. Objective: This research aimed to analyze datasets to identify the physical literacy profile of primary school students, their strengths and weaknesses in specific aspects of physical literacy, and to assess the suitability and reliability of the physical literacy measurement instruments employed in the study. Methodology: The research method utilized was a cross-sectional survey, gathering data from 60 primary school students across various locations throughout the same timeframe. Students between the ages of 8 and 12 filled out a physical literacy questionnaire. The data was then analyzed using Rasch modeling with the help of the WinStep 5.7.3 application for validation, data cleaning, calibrating item difficulty and individual abilities, and describing the relationship between item difficulty levels and individual abilities using the same unit scale (logit). Results: Based on the mapping results, there is a classification of physical literacy for primary school students: the high category at 46.7%, the medium category at 33.3%, and the low category at 20%. The item difficulty levels are classified into three categories: difficult at 16.7%, medium at 73.3%, and easy at 10%. Conclusions: This analysis offers insight into the variability of students' understanding of physical literacy and the potential direction of interventions to enhance their skills. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.
Universitas Pendidikan Indonesia, Indonesia; Universitas Negeri Surabaya, Indonesia; Universitas Negeri, Padang, Indonesia; Sekolah Tinggi Keguruan dan Ilmu Pendidikan Pasundan, Indonesia; Universitas Siliwangi, Indonesia
