PERBEDAAN IMMEDIATE FEEDBACK DAN DELAYED FEEDBACK PADA TES ESAI TERHADAP SELF-EFFICACY DAN HASIL BELAJAR SISWA SMP PADA MATERI SISTEM PEREDARAN DARAH MANUSIA

• Main Author: Vivi Yunia Anggraeni, - (Author)
• Format: Book
• Published: 2022-10-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/85965/2/S_BIO_1801086_Title.pdf; http://repository.upi.edu/85965/1/S_BIO_1801086_Chapter1.pdf; http://repository.upi.edu/85965/3/S_BIO_1801086_Chapter2.pdf; http://repository.upi.edu/85965/4/S_BIO_1801086_Chapter3.pdf; http://repository.upi.edu/85965/5/S_BIO_1801086_Chapter4.pdf; http://repository.upi.edu/85965/6/S_BIO_1801086_Chapter5.pdf; http://repository.upi.edu/85965/7/S_BIO_1801086_Appendix.pdf
• Keywords: L Education (General); QH301 Biology

Pemberian umpan balik (feedback) diyakini dapat memberikan pengaruh terhadap self-efficacy siswa dan hasil belajar siswa. Umpan balik dapat diberikan dengan segera (immediate feedback) atau diberikan dengan tertunda (delayed feedback). Tujuan dari penelitian ini adalah: 1) memberikan informasi mengenai perbedaan pemberian feedback yang diberikan secara immediate feedback dan delayed feedback pada tes esai terhadap hasil belajar siswa pada materi Sistem Peredaran Darah Manusia; 2) memberikan informasi mengenai perbedaan pemberian feedback yang diberikan secara immediate feedback dan delayed feedback pada tes esai terhadap self-efficacy siswa pada materi Sistem Peredaran Darah Manusia; 3) memberikan informasi mengenai peningkatan hasil belajar siswa setelah diberikan umpan balik pada tes esai materi Sistem Peredaran Darah Manusia; dan 4) mengidentifikasi respon siswa terhadap umpan balik pada tes esai materi Sistem Peredaran darah. Penelitian ini dilakukan karena masih adanya perbedaan pendapat mengenai keefektifan immediate feedback dengan delayed feedback terhadap self-efficacy dan hasil belajar siswa. Metode penelitian yang digunakan adalah quasi-experimental design dengan desain penelitian berupa non-equivalent control group design. Sampel yang digunakan sebanyak 69 siswa kelas VIII yang dibagi ke dalam kelas eksperimen 1 dan kelas eksperimen 2. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan dari pemberian feedback yang diberikan secara immediate feedback dan delayed feedback pada tes esai terhadap hasil belajar (nilai signifikansi 0,978 > 0,05) dan self-efficacy siswa (nilai signifikansi 0,884 > 0,05). Selain itu, respon siswa menunjukkan hasil positif terhadap umpan balik yang diberikan oleh guru. Kata Kunci: Immediate feedback, delayed feedback, hasil belajar siswa, self-efficacy, materi Sistem Peredaran Darah Manusia Giving feedback is believed to influence self-efficacy and student learning outcomes. Feedback can be given immediately (immediate feedback) or delayed (delayed feedback). The aims of this study were: 1) to provide information about the differences in giving immediate feedback and delayed feedback on essay tests on student learning outcomes on the Human Circulatory System topics; 2) to provide information about the differences in giving immediate feedback and delayed feedback on essay tests on self-efficacy on the Human Circulatory System topics; 3) to provide information about the improvement on student learning outcomes after being given feedback on essay test on the Human Circulatory System topics; and 4) to identify students' responses to feedback on the Circulatory System essay test. This research was conducted because there are still differences of opinion regarding the effectiveness of immediate and delayed feedback on self-efficacy and student learning outcomes. The research method used is quasi-experimental with a non-equivalent control group design. The sample used was 69 class VIII students divided into experimental class 1 (IF class) and experimental class 2 (DF class). The results showed that there was no difference between giving immediate feedback and delayed feedback on essay tests on student learning outcomes (significance value 0,978 > 0,05) and self-efficacy (significance value 0,884 > 0,05). In addition, student responses showed positive results to the feedback given by the teacher. Keywords: Immediate feedback, delayed feedback, student learning outcomes, self-efficacy, Human Circulatory System topics