M. Luthfi Oktarianto, Arif Hidayat, Abdul Gofur, I. Wayan Dasna
The aim of the research is examining how the Station Rotation model and self efficacy in their abilities affect their critical thinking and literacy skills in primary schools. The Station Rotation model allows students to engage in various learning activities across different stations. Self-efficacy, the belief in one's abilities to achieve tasks, both are examined for their influence on educational outcomes. The study engaged 203 students with ages ranging from 10 to 11 years from 5 schools in Malang City, Indonesia. The research was facilitated online via Zoom Meeting: the experimental group was exposed to the Station Rotation model, while the control group underwent traditional teaching. The participants were chosen through cluster random sampling based on geographic locations. The study employed a quasi-experimental structure with both pre-test and post-test control group configurations. Instruments used included 30 self-efficacy queries, 5 critical thinking assessments, and 20 literacy evaluations. Reading scores were further examined using the SMOG formula. The gathered data underwent manual multivariate examination using Hahs-Vaughn's formula. Key findings indicated: 1) the Station Rotation model significantly boosted students' critical thinking (sig=0, 000) and literacy abilities (sig=0, 002); 2) varying self-efficacy levels notably impacted learning results in critical thinking (sig=0, 044) and literacy (sig=0, 046); and 3) no discernible correlation existed between the teaching models and self-efficacy regarding critical thinking (sig=0, 691) and literacy abilities (sig=0, 262). This methodology provides insights for educators, emphasizing its suitability for online use, especially during resource-limited times like pandemics. © 2024 Moscow State University of Psychology and Education. All rights reserved.
State University of Malang, East Java, Indonesia
