Instructional Models and Self-efficacy in Karate Training: A Factorial Study of Kumite Skill Development

This research was conducted to investigate the influence of instructional models and self-efficacy on the development of kumite technique skills in karate practice. An experimental approach with a 2×2 factorial design was implemented. The instructional model served as the independent variable, comprising Direct Instruction (DI) and the Personalized System for Instruction (PSI), while self-efficacy was treated as a moderating variable. The participants included 32 students involved in a karate extracurricular activity at a public senior high school in Bandung Regency. The assessment of kumite technique performance was carried out using the System for the Technical Assessment of Kumite (STAK). In contrast, students’ self-efficacy levels were measured through the General Self-Efficacy Scale (GSES-12). The collected data were examined using two-way ANOVA. The analysis revealed that the instructional model significantly affected the enhancement of kumite technique skills. Self-efficacy was also found to have a significant impact on the improvement of kumite performance. Moreover, a statistically significant interaction emerged between the instructional model and self-efficacy. These results suggest that the application of Direct Instruction combined with a high level of self-efficacy resulted in the greatest improvement in kumite technique skills.