<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui perbandingan self-efficacy dan hasil belajar pada hukum dasar kimia antara siswa yang diberi immediate feedback dan yang diberi delay feedback di kelas X MIPA SMA Negeri 1 Pontianak, dengan metode penelitian yaitu eksperimen semu dan rancangan penelitian nonequivalen control group. Sampel penelitian adalah 35 siswa kelas X MIPA 7 sebagai kelas eksperimen dan 34 siswa kelas X MIPA 4 sebagai kelas kontrol. Hasil analisis data menunjukkan rata-rata skor angket kelas eksperimen 80,11 dan kelas kontrol 75,35. Sedangkan rata-rata posttest kelas eksperimen 56,54 dan kelas kontrol 46,21. Berdasarkan uji U-Mann Whitney dengan SPSS 21 for windows terhadap angket dan posttest diperoleh nilai Asymp.Sig(2-tailed) masing-masing sebesar 0,034 dan 0,037. Hal ini menunjukkan terdapat perbedaan self-efficacy dan hasil belajar kimia siswa yang diajarkan menggunakan immediate feedback dengan yang menggunakan delay feedback. Effect-size terhadap self-efficacy dan hasil belajar siswa masing-masing sebesar 0,56 dengan pengaruh 21,23% dan 0,59 dengan pengaruh 22,24%, keduanya berkategori sedang. Kata Kunci: immediate feedback, delay feedback, self-efficacy, hasil belajar Abstract: This research aims to investigate the comparison of self-efficacy and learning outcomes of chemistry basic law between students which were given immediate feedback and delay feedback on X MIPA students of SMAN 1 Pontianak. The sample of this research were 35 students from X MIPA 7 as experimental class and 34 students from X MIPA 4 as control class in this quasi-experimental research with nonequivalent control group design. The result showed that the average score of questionnaire in experimental class was 80,11 and the control class was 75,35, while the average score of posttest in experimental class was 56,54 and the control class was 46,21. Based on U-Mann Whitney test by using SPSS 21 for windows, the Asymp.Sig(2-tailed) value for the questionnaires and the posttest were 0,034 and 0,037. This results indicates that immediate feedback and delay feedback influence the self-efficacy and students outcomes in chemistry learning. Effect-size value for the self-efficacy and students outcomes were 0,56 with influence 21,23% and 0,59 with influence 22,24%.Both are categorized medium. Keywords: immediate feedback, delay feedback, self-efficacy, learning Outcomes]]>
