Interventions to Enhance Self-Efficacy and Impact on Physical Education Learning Outcomes Among Secondary School Students in Indonesia: A Review

Abstrak

Self-efficacy is an important psychological factor influencing students’ engagement and achievement in physical education (PE). This review aimed to synthesize evidence on strategies for enhancing self-efficacy and their effects on PE outcomes among Indonesian junior and senior secondary school students. A narrative literature review with a structured search was conducted using Google Scholar, Garuda, and Semantic Scholar. Eligible articles were published in national or international journals between 2016 and 2025, written in Indonesian or English, involved Indonesian secondary school students, and examined self-efficacy as an outcome, predictor, moderator, or intervention component. Seven articles involving 670 students met the inclusion criteria. Two studies employed observational designs, whereas five used experimental or quasi-experimental designs. The findings consistently indicated positive roles for self-efficacy. Observational evidence associated higher self-efficacy with improved PE learning outcomes. Inquiry learning combined with mastery and coping modeling and PE integrated with Pancasila Student Profile values provided the clearest evidence of directly improved self-efficacy. Integrating self-efficacy into digital physical training and PE was also associated with greater physical activity, motor competence, sport satisfaction, and learning achievement. However, substantial heterogeneity in designs, instruments, interventions, and outcomes prevented statistical pooling and direct comparison of effects. Overall, enhancing self-efficacy appears promising for improving students’ participation and learning in PE. Teachers should provide progressive challenges, mastery experiences, peer modeling, constructive feedback, and collaborative activities. More rigorous multisite trials with validated measures, diverse samples, and follow-up assessments are needed.