Exploring the Role of Self-Efficacy in Station Rotation: Enhancing Critical Thinking and Literacy Skills Among Primary Learners

Abstract

This study focused on examining how the Station Rotation model and self efficacy in their abilities affect their critical thinking and literacy skills in primary schools. The study engaged 217 students from 5 schools in Malang City, Indonesia. They were divided into an experimental cohort (n=105) and a control cohort (n=112), with ages ranging from 10 to 11 years. 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 from both the pre-test and post-test 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 = 0.000); (2) varying self-efficacy levels notably impacted learning results in critical thinking (sig = 0.044) and literacy (sig = 0.043); and (3) no discernible correlation existed between the teaching models and self-efficacy regarding critical thinking (sig = 0.715) and literacy abilities (sig = 0.219). This teaching methodology offers valuable insights for educators, highlighting its feasibility for full online application, particularly during challenging periods like pandemics where resources might be constrained.