The Influence of Giving Direct Corrective Feddback on Big Task toward Student’s Learning Result
Abstract: This experimental
study aimed to determine the influence of direct corrective feedback on the big
task toward the students’ learning outcomes. The sampling technique usedis
cluster random sampling technique. Methods of data collection are by tests,
they are pretest and posttest, the documentation to determine the amount of
population, observation to determine the learning outcomes of psychomotor
aspect, and a questionnaire to determine the affective aspects of learning
outcomes. Hypothesis test used are differencial test of two average, the
analysis of the influence between variables and the coefficient of determination.
The results of differencial test of two average on posttest shows tvalue4.294
washigher than ttable1.995 with 68 degrees of freedom and a significance level
of 5%, which meansthat an average of learning outcomes in experimental group
was better than the control class. Analysis of influence between variable which
resulted biserial correlation value of0.884. Calculation of the coefficient of
determination showed that the direct corrective feedback on the big task
contributed about 78.15% of the student learningoutcomes. Observation and
questionnaire results showed that the average student learningoutcomes of
psychomotor and affective aspects of the experimental groupwas higher than the control
class. Based on the findings, it is concluded that giving direct corrective
feedback onthe big task shows a positive effect on students’ learning outcomes
of buffer solution and hydrolysis material.
Author: Sri Nurhayati and
Intan Aris Tanti
Journal Code: jpkimiagg170010
