Learning models, self-efficacy, and the influence on students’ learning outcomes of basic techniques in soccer; [Modelos de aprendizaje, autoeficacia e influencia de las técnicas básicas del fútbol en los resultados de aprendizaje de los estudiantes]

Iyan Nurdiyan Haris; Mesa Rahmi Stephani; Ernawati; Tri Maniarta Sari; Riezka Eka Mayasari; Basrawi; Syarif Hidayat Nasir; Irsan Rahman; Syamsul Rijal; Muh Nurtanzis Sutoyo

doi:10.47197/retos.v65.111243

Learning models, self-efficacy, and the influence on students’ learning outcomes of basic techniques in soccer; [Modelos de aprendizaje, autoeficacia e influencia de las técnicas básicas del fútbol en los resultados de aprendizaje de los estudiantes]

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Iyan Nurdiyan Haris, Mesa Rahmi Stephani, Ernawati, Tri Maniarta Sari, Riezka Eka Mayasari, Basrawi, Syarif Hidayat Nasir, Irsan Rahman, Syamsul Rijal, Muh Nurtanzis Sutoyo

2025 Retos Vol. 65 Article Cited by 0 SDG 4

Abstract

Introduction: Whilst many studies have explored various learning models in physical education, their implementation often pays little attention to the development of affective abilities, including the lack of grouping affective skills into different levels. Objective: Therefore, the current work is aimed at analyzing how different learning models affect the learning progress of basic soccer techniques at different levels of self-efficacy ability. Methodology: This study applied a two-way factorial experimental design, dividing learning methods into two groups: peer tutoring and demonstration. In addition, the motor ability level was divided into two categories: high and low. A total of 60 junior high school students, grade 7, were selected through cluster random sampling to participate in the study. The participants in this study were divided into four groups that received treatment for about six weeks. Data regarding self-efficacy ability were collected through a self-efficacy scale, while data regarding basic skills in soccer were taken from the Johnson soccer test, including passing, dribbling, and shooting. Afterwards, the data were analyzed using two-way factorial ANOVA and followed by Tukey's post-hoc test. Results: The results shows that the modeling-based inquiry learning model resulted in higher learning levels than the inquiry learning model (P < 0.05). In addition, there was a significant interaction between the two learning models and the level of self-efficacy ability (P < 0.05). Conclusions: Finally, the modeling-based inquiry learning model proved to be more effective than the inquiry learning model for students with high self-efficacy ability level (P < 0.05). © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Affiliations

Universitas Sembilanbelas November, Indonesia; Universitas Pendidikan Indonesia, Indonesia

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