@mastersthesis{repoupi137167,
          school = {Universitas Pendidikan Indonesia},
            year = {2025},
            note = {https://scholar.google.com/citations?hl=en\&user=sMa6QGYAAAAJ

ID SINTA Dosen Pembimbing:
Herman Subarjah: 5994028
Agus Mahendra: 5979586},
           month = {August},
           title = {PENGARUH MODEL PEMBELAJARAN INSTRUKSIONAL DAN SELF-EFFICACY TERHADAP KETERAMPILAN TEKNIK KUMITE DALAM BELADIRI KARATE},
        keywords = {Model Pembelajaran, Direct Instruction, Personalized System for Instruction, Self-Efficacy, Keterampilan Teknik Kumite

Learning Models, Direct Instruction, Personalized System for Instruction, Self-Efficacy, Kumite Skills},
             url = {https://repository.upi.edu/},
          author = {Herdiansyah, - and Herman Subarjah, - and Agus Mahendra, -},
        abstract = {Penelitian ini berangkat dari persoalan rendahnya efektivitas pembelajaran keterampilan khususnya pada siswa ekstrakurikuler beladiri karate nomor kumite yang belum sepenuhnya mempertimbangkan perbedaan karakteristik psikologis siswa, seperti tingkat self-efficacy. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran Direct Instruction dan Personalized System for Instruction serta interaksinya dengan tingkat self-efficacy terhadap keterampilan teknik kumite. Metode yang digunakan adalah quasi-experimental dengan factorial design 2x2. Populasi dalam penelitian ini adalah siswa ekstrakurikuler karate di salah satu SMA Negeri di Kabupaten Bandung sebanyak 32 siswa yang dijadikan sampel dengan teknik total sampling. Pengelompokan berdasarkan tingkat self-efficacy dilakukan menggunakan teknik ordinal pairing untuk memperoleh distribusi yang seimbang antar kelompok. Instrumen yang digunakan adalah General Self-Efficacy Scale-12 (GSES-12) dan System for the Technical Assessment of Kumite (STAK). Analisis data dilakukan menggunakan SPSS versi 29 dengan pengajuan hipotesis two-way ANOVA dan uji Tukey. Hasil penelitian menunjukkan: pertama, terdapat perbedaan pengaruh antara model DI dan PSI terhadap keterampilan teknik kumite; kedua, terdapat interaksi antara model pembelajaran dan self-efficacy terhadap keterampilan teknik kumite; ketiga, terdapat perbedaan pengaruh yang signifikan antara model DI dan PSI terhadap keterampilan teknik kumite pada kelompk self-efficacy tinggi, dimana model pembelajaran DI lebih baik; keempat, terdapat perbedaan pengaruh antara kedua model pembelajaran pada siswa dengan self-efficacy rendah namun tidak signifikan, dimana model pembelajaran PSI lebih baik. This study addresses the issue of ineffective skill learning in extracurricular karate programs, especially in the kumite category, which often overlooks students' psychological characteristics such as self-efficacy. The purpose of this research was to examine the effects of Direct Instruction and the Personalized System for Instruction, as well as their interaction with self-efficacy levels, on students' kumite skills. A quasi-experimental method with a 2x2 factorial design was used. The participants were 32 students from a public senior high school in Bandung Regency, selected through total sampling. Grouping based on self-efficacy levels was done using the ordinal pairing technique to ensure balanced group distribution. The instruments used were the General Self-Efficacy Scale-12 (GSES-12) and the System for the Technical Assessment of Kumite (STAK). Data analysis was conducted using SPSS version 29, with hypothesis testing through two-way ANOVA and Tukey's post hoc test. The results showed: (1) a significant difference in kumite skills between students taught with DI and PSI; (2) a significant interaction between instructional model and self-efficacy; (3) the DI model was more effective for students with high self-efficacy; and (4) the PSI model was more effective for students with low self-efficacy. Thus, there was no statistically significant difference between the two models.}
}