Examining Interaction Patterns Between Teaching Approaches and Self-efficacy in Karate Kumite Skill Acquisition

Herdiansyah Herdiansyah, Devtio Dwiwahyudi

Abstract


This study examines how teaching approaches interact with students’ self-efficacy in influencing karate kumite skill acquisition. Instructional effectiveness in physical education is often treated as uniform, despite differences in learner characteristics. This study aims to analyze interaction patterns between teaching approaches and self-efficacy to provide a more precise understanding of learning outcomes. A quasi-experimental design with a 2x2 factorial structure was used, involving 32 students divided into Direct Instruction (DI) and Personalized System for Instruction (PSI) groups, each categorized into high and low self-efficacy levels. Data were collected using a self-efficacy questionnaire and a standardized kumite skill assessment instrument. The results showed that DI produced the highest improvement among students with high self-efficacy, while its effectiveness decreased in the low self-efficacy group. In contrast, PSI demonstrated more consistent outcomes across both levels. A significant interaction effect was identified, indicating that instructional effectiveness varies depending on students’ psychological conditions. The study concludes that teaching approaches should be adapted based on self-efficacy to optimize learning outcomes in karate kumite.

Keywords


Karate kumite; Self-efficacy; Interaction effect; Sport pedagogy

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References


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DOI: https://doi.org/10.17509/jopes.v6i1.99459

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