<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh pemberian corrective feedback pada PR terhadap kemampuan menyelesaikan soal-soal termodinamika siswa kelas X SMA PGRI 1 Pontianak. Bentuk penelitian yang digunakan adalah quasy experimental design dengan rancangan nonequivalent control group design. Teknik pengambilan sampel menggunakan intact group. Sampel penelitian ini adalah 28 siswa kelas eksperimen dan 30 siswa kelas kontrol. Hasil analisis data menunjukkan bahwa skor rata-rata kemampuan siswa dengan corrective feedback sebesar 37,11 dan tanpa corrective feedback sebesar 31,87. Persentase rata-rata kemampuan siswa berdasarkan tahapan pemecahan masalah dengan corrective feedback sebesar 71,43% dan tanpa corrective feedback sebesar 60,83%. Hasil perhitungan uji t-test polled varians menunjukkan terdapat perbedaan kemampuan menyelesaikan soal-soal termodinamika antara kedua kelas dengan thitung > ttabel (2,08 > 2,00). Corrective Feedback memberikan pengaruh yang positif dengan ES = 0,64 berkategori sedang dan memberikan kontribusi sebesar 23,89%. Berdasarkan penelitian, corrective feedback sebaiknya diberikan pada materi, jenis tes dan permasalahan yang berbeda. Kata Kunci : Corrective Feedback, Kemampuan Menyelesaikan Soal Abstract: This research aims to find out about the effect of corrective feedback to homework on the ability of solving problems of thermodynamics in class X of SMA PGRI 1 Pontianak. This research was a quasi-experimental design with a nonequivalent control group design. The sampling technique used the intact group. The samples were 28 students in the experimental class and 30 in control class. The results show that the average score of students with corrective feedback is 37.11 and without corrective feedback was 31.87. The average percentage of students? ability in the problem solving stages with corrective feedback was 71.43% and without corrective feedback was 60,83%. The results of calculations using polled variance t-test show that there are differences in the ability of solving problems of thermodynamics between the two classes with t-count > t-table (2.08 > 2.00). Corrective feedback had a positive effect with ES = 0.64 and categorized as moderate and gave a contibution of 23.89%. Based on the research, corrective feedback should be given to materials, types of test and different problem. Keywords: Corrective Feedback, Problem Solving Ability]]>
Copyrights © 2017
