Evaluation of the Implementation of Field Experience Practice 1 (PPL) PPG for Prospective PJOK Teacher UNY

Low teacher professionalism and the demands for 21st-century learning innovation are crucial issues that must be addressed immediately to ensure the quality of educator graduates. Systemic constraints in the field, such as schedule inconsistencies and minimal lecturer mentoring, often hinder the optimal development of prospective teacher competencies. This study aims to evaluate the effectiveness of the implementation of Field Experience Practice (PPL) I in the Teacher Professional Education Program (PPG) for Prospective Physical Education Teachers (PJOK) at Yogyakarta State University using the CIPP (Context, Input, Process, Product) evaluation model. Mixed methods were applied through questionnaires, interviews, and observations in four partner schools to collect qualitative and quantitative data. The results showed that in terms of context, there was good preparation for provisioning, but in terms of input, there were limitations in space and facilities and a need to improve the quality of mentoring from Field Supervisors (DPL). The process evaluation highlighted the lack of feedback from DPLs, which hampered continuous improvement. The product evaluation confirmed students' ability to design technology-based teaching modules despite time constraints. This study emphasizes the need for more structured communication and mentoring to improve the quality of future practicums. These findings provide a new direction for improving the management of practicums at LPTKs to better align with the actual needs of schools. The study's findings also serve as a foundation for developing a more responsive teacher professional curriculum to produce PE teachers with professional pedagogical skills at the national level.