Hubungan Strategi Umpan Balik (Feedback), Motivasi Berprestasi dan Hasil Belajar Dalam Pembelajaran PPKn di SMK

  • Sumarno Sastro Slamet SMK Negeri 5 Malang
Abstract views: 2489 , PDF (Bahasa Indonesia) downloads: 5064
Keywords: Feedback, achievement motivation and learning outcom

Abstract

Gagne (1985) and Marzano (2004), state that one of the important activities in effective learning is giving feedback on the results of evaluations or assignments that students work on. This study aims to examine the effect of providing feedback on learning outcomes (understanding and application of concepts) to students who have different achievement motivations in learning Pancasila and Citizenship Education in SMK. This study uses a quasi-experimental research design (Quasi Experiment). The subjects of this study were 126 students of SMK Negeri 5 Malang. The research instrument used to collect data was an achievement motivation questionnaire and a test of understanding and applying concepts. The research data were analyzed using the MANOVA (Multivariate Analysis of Variance) method with 2x2 factorial. The research findings are: (1) there are differences in learning outcomes (understanding and application of concepts) between groups of students who are given direct (immediate) and indirect (delayed) feedback treatment; (2) there are differences in learning outcomes (understanding and application of concepts) between groups of students who are low and high achievers and (3) the interaction of feedback with achievement motivation does not have a simultaneous effect on the learning outcomes of understanding and application of concepts in teaching PPKn in SMK.

Downloads

Download data is not yet available.

References

Anderson, L.W. Krathwohl, D.R. 2001. A Taxonomy for Learning,Teaching, and Assessing. New York: Logman.

Arends, R.L. 2008. Learning To teach. Seventh Edition. New York: McGraw Hill Companis.Inc.

Atmadi, A & Setyaningsih, Y. 2004. Transformasi Pendidikan Memasuki Milenium Ketiga. Yogyakarta: Penerbit Kanisius Universitas Sanata Dharma.

Birgit Harks. 2014. The effects of feedback on achievement, interest and self-evaluation: the role of feedbacks perceived usefulness.Educational Psychology, (OnlineVol. 34, No. 3, pp 269–290.(https://www.google.co.id/?gws_rd=ssl#q=the+effect+of+feedback+on+achievement%2C+interest+and+selfbevaluation:+the+role+of+feedback%27s+pdf), diakses 18 April 2016.

Butler, R. (1987). Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, (Online79(4), 474–482(https://www.google.co.id/?gws_rd=ssl#q=Effects+of+different+feedback+conditions+on+motivational+perceptions%2C+interest%2C+and+performance.Journal+of+Educational+Psychology),diakses 20 April 2016.

Butler, Andrew C, dkk. 2007. The Effect of Type and Timing of Feedback on Learning From Multiple-Choice Tests, Journal of Experimental Psychology, (Online), Vol. 13, No. 4, pp 273–281(https://www.google.co.id/?gws_rd=ssl#q=the+effect+of+type+and+timing+of+feedback+on+learning+from+multiple-choice+tests+pdf), diakses 18 April 2016.

Brookart, Susan,M. 2006. How to give effective feedback to your students. Alexandra Virginia USA: Association for supervision and Curriculum Development (ASCD).

Degeng, Nyoman. S. 2013. Ilmu Pembelajaran. Bandung: Kalam Hidup.

Gagne, R.M. 1985. The Conditions of Learning. Fourth edition. New York: CBS College Publishing.

Gopal and Patil, S.S. 2015.Effectiveness of Juriprudential Inquiry Model of Teachhing on The Academic Achievement of Social Science Among secondary School Student.International Multidciplinary Research Journal, (Online), Vol. 4. Nomor.12 Hal.1-5, (https://www.google.co.id/?gws_rd=ssl#q=.Effectiveness+of+Juriprudential+Inquiry+Model+of+Teachhing+on+The+Academic+Achievement+of+Social+Science+Among+secondary+School+Studentisrj.org/Article.aspx?ArticleID=5886), diakses 10 April 2016.

Joyce. B dan Weil. M. 2003. Models of Teaching. Fith Edition.New Delhi: Prentice-Hall of India.

Hatie, J. and Helen Timperley. 2007. The Power of Feedback. Review of Educational Research, (Online), Vol. 77, No. 1, pp. 81–112, (https://www.google.co.id/education.qld.gov.au/staff/development/.../power-feedback.pdf), diakses 12 April 2016.

Haiti, J. and Mark Gan, 2011. Intruction Based on Feedback Hanbook Research on Learning and Instrauction, Chapter 13, pp. 249-270

Hailikari, Telle. 2009. Assessing University Students Prior Knowledge Implications for Theory and Practice.University of Helsinki Deparement of Education. Research Report 227, (Online), Halaman:6, (https://helda.helsinki.fi/bitstream/handle/10138/19841/assessin.pdf), diakses 20 April 2016.

Kulik, J. A., & Kulik, C. C. 1988. Timing of feedback and verbal learning. Review of Educational Research, (Online),58(1), 79–97, (www.epsteineducation.com/home/articles/file/research/RoleFeedback.pdf), diakses 18 April 2016.

Marieke Thurlings, at.all. 2013. Understanding feedback: A learning theory perspective. Journal homepage:Computers &Education9 , (Online), pp. 1-15, (www.sciencedirect.com/science/.../S1747938X12000656), diakses 10 April 2016.

Marzano,R.J, Pickering,D.J dan Pollock, J.E.2004.Classroom Instruction that Works: Reseacrh-Based Strategies For Increasing Student Achievement. Chapter 8.Halaman.92

Moreno, R. 2004. Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, (Online),32,99113(https://books.google.co.id/books?isbn=0521838738diakses 21 April 2016.

Mory, E. Holland. 2011. Feedback Research Rivisited. Handbook of Research for Educational Communication and Technologi, (AECT) T, Chapter 29, pp 919-956, (www.aect.org/edtech/ed1/29.pdf), diakses 14 April 2016.

Narciss, Susanne. 2010. Feedback Strategies for Interactive Learning Tasks. Handbook of Research for Educational Communication and Technologi, (OnlineChapter 11, pp 126-140 , (www.aect.org/edtech/ed1/11.pdf), diakses 13 April 2016.

Nwafor,C.E. 2014. Use of Jurisprudential Innovative Approach in teaching Basic Science: An alternative to Lecture Methode. International researchers, (Online), Vol. 3.Nomor.1.Hal. 62-67, (http://iresearcher.org/Current%20Issue%20Volume%20No.3%20Issue%20No.1.html), diakses 9 April 2016.

Santoso, S. 2014. Statistik Parametrik: Konsep dan aplikasi SPSS. Jakarta: PT. Elex Media Komputindo.

Setyosari, P.2013.Strategi penelitian Pendidikan dan Pengembangan. Jakarta: Kencana prenadamedia Group.

Sichinga, K.T. dkk. 2014. Factors Influencing quality of Feedback in Teaching in Botswana Senior Secondary Schools. International Journal of Research In Social Sciences, (OnlineVol. 4, No.1, pp. 26-37, (www.ijsk.org/uploads/3/1/1/7/3117743/3_feedback_and_learning.pdf), diakses 16 April 2016.

Sugiyono, 2014. Statistika untuk Penelitian. Bandung: Alfabeta.

Shute, Valerie. J. 2008. Focus on Formative Feedback. Review Of Educational Research, (Online), Vol.78, No.1, pp. 153-159, (https://www.ets.org/Media/Research/pdf/RR-07-11.pdf), diakses 15 April 2016.

Veer Pal, Singh. 2010. Effectiveness of Jurisprudential Inquiry Model of Teaching on Value Inclination of School Students, Journal of Educational Research.,(Online), Volume 47 Number 2 Hal. 45-71, (https://www.google.com/search?q=Veer+Pal%2C+Singh.+2010. Journal+of+Educational+Research.%2C+Volume+47++Number+2%2C++Hal.+45-71.&ie=utf-8&oe=utf-8), diakses 17 April 2016.

Voerman, L. at.al. 2012. Types and frequencies of feedback interventions in classroom interaction in secondary education. Journal hompage: Teaching an Teacher education, (Online), xxx.1-9(https://www.google.com/search?q=Voerman%2C+L.+at.al.+2012.+Types+and+frequencies+of+feedback+interventions+in+classroom+interaction+in+secondary+education), diakses 16 April 2016.

PlumX Metrics

Published
2020-10-11
How to Cite
Sastro Slamet, S. (2020). Hubungan Strategi Umpan Balik (Feedback), Motivasi Berprestasi dan Hasil Belajar Dalam Pembelajaran PPKn di SMK. PINUS: Jurnal Penelitian Inovasi Pembelajaran, 5(2). https://doi.org/10.29407/pn.v5i2.14539