Maukah Anda Mengerjakan Tugas Yang Lebih Sulit? Melihat Pengaruh Jenis Umpan Balik Terhadap Performa Dalam Mengerjakan Tugas (Task Performance)

Grin Rayi Prihandini

Abstract


Our performance in carrying out tasks can be different for each task. This is experienced by college students, where performance in completing assignments in certain courses can be different from other courses. In the process, students receive feedback from lecturers regarding their performance in completing the task, which is then expected to be a way of correcting mistakes and show an improved performance. Even so, previous studies have seen that effect of feedback on performance is still inconsistent. Feedback intervention theory shows that feedback on performance can be seen from a person's motivation to do tasks at a higher level of difficulty. This research is an experimental study with a randomized-blocked two group design (post-test only). This study replicate previous research. The aim of the study was to see the effect of the type of feedback (positive and negative) on performance as seen from the motivation to do task at a higher level of difficulty. The results of the analysis of the chi square test were significant χ2 (1, n = 60) = 8.864, p <0.05. This shows that there is a difference in the task performance between the group that receive positive feedback and the group that receive negative feedback. The results of the study are in line with previous research that there is an effect of the type of feedback on college students’ task performance. The implications of this research can be applied to the field of education in providing feedback to college students regarding their task performance.

Keywords: feedback; task-performance; college students

Keywords


Psychology

Full Text:

PDF

References


Ashford, S. J., & De Stobbeleir, K. E. M. (2013). Feedback, Goal Setting, and Task Performance Revisited. In E. A. Locke & G. P. Latham (Eds.), New Developments in Goal Setting and Task Performance (pp. 287–310). Routledge: Taylor & Francis Group. https://doi.org/10.4324/9780203082744

Baranczyk, M. C., & Best, C. A. (2020). How does instructor feedback help and hurt students’ academic performance? Scholarship of Teaching and Learning in Psychology, 6(1), 1–14. https://doi.org/10.1037/stl0000169

Baron, R. M., & Ganz, R. L. (1972). Effects of locus of control and type of feedback on the task performance of lower-class black children. Journal of Personality and Social Psychology, 21(1), 124–130. https://doi.org/10.1037/h0032099

Damri, Engkizar, & Anwar, F. (2017). Hubungan Self-Efficacy Dan Prokrastinasi Akademik Mahasiswa Dalam Menyelesaikan Tugas Perkuliahan. JURNAL EDUKASI: Jurnal Bimbingan Konseling, 3(1), 74. https://doi.org/10.22373/je.v3i1.1415

Febriyanti, C. (2015). Pengaruh Bentuk Umpan Balik dan Gaya Kognitif terhadap Hasil Belajara Trigonometri. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(3), 203–214. https://doi.org/10.30998/formatif.v3i3.125

Jabri, U., & Ismail, I. (2021). Dampak Peer Review dan Lecturer Corrective Feedback pada Kinerja Penulisan Artikel Ilmiah Mahasiswa. Edumaspul: Jurnal Pendidikan, 5(2), 579–592. https://doi.org/10.33487/edumaspul.v5i2.2182

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254

Krenn, B., Würth, S., & Hergovich, A. (2013). The impact of feedback on goal setting and task performance: Testing the feedback intervention theory. Swiss Journal of Psychology, 72(2), 79–89. https://doi.org/10.1024/1421-0185/a000101

Lestari, S., Supriyati, Hermawan, D., & Destrado, C. (2021). Tujuan Umpan Balik. L, 5(2020), 43–52.

Motro, D., Comer, D. R., & Lenaghan, J. A. (2021). Examining the effects of negative performance feedback: the roles of sadness, feedback self-efficacy, and grit. Journal of Business and Psychology, 36(3), 367–382. https://doi.org/10.1007/s10869-020-09689-1

Oktaria, D., & Soemantri, D. (2018). Undergraduate medical students’ perceptions on feedback-seeking behaviour. Malaysian Journal of Medical Sciences, 25(1), 75–83. https://doi.org/10.21315/mjms2018.25.1.9

Qian, J., Song, B., Jin, Z., Wang, B., & Chen, H. (2018). Linking empowering leadership to task performance, taking charge, and voice: The mediating role of feedback-seeking. Frontiers in Psychology, 9(OCT), 1–11. https://doi.org/10.3389/fpsyg.2018.02025

Seruni, & Hikmah, N. (2015). Pemberian Umpan Balik Dalam Meningkatkan Hasil Belajar dan Minat Belajar Mahasiswa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 4(3), 227–236. https://doi.org/10.30998/formatif.v4i3.158

Siagian, C. E. M., & Pinem, S. H. (2021). Persepsi Mahasiswa Terhadap Umpan Balik Korektif Dosen Pada Mata Kuliah Speaking. Jurnal Darma Agung, 29(2), 287. https://doi.org/10.46930/ojsuda.v29i2.1087

Sumarno. (2016). Pengaruh Balikan (Feedback)Guru Dalam Pembelajaran Terhadap Motivasi Dan Hasil Belajar Peserta Didik (Suatu Kajian Teoritis Dan Empirik). Jurnal Ilmiah Pendidikan Pancasila Dan Kewarganegaraan, 1(2), 115–125. https://doi.org/10.17977/um019v1i22016p115

Warrilow, G. D., Johnson, D. A., & Eagle, L. M. (2020). The Effects of Feedback Modality on Performance. Journal of Organizational Behavior Management, 40(3–4), 233–248. https://doi.org/10.1080/01608061.2020.1784351

Williams, S., & Luthans, F. (1992). The impact of choice of rewards and feedback on task performance. Journal of Organizational Behavior, 13(7), 653–666. https://doi.org/10.1002/job.4030130703

Zhou, J. (1998). Feedback valence, feedback style, task autonomy, and achievement orientation: Interactive Effects on Creative Performance. Journal of Applied Psychology, 83(2), 261–276. https://doi.org/doi.org/002I-9010/98/S3.00




DOI: http://dx.doi.org/10.24042/ajp.v5i2.15714

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2022 ANFUSINA: Journal of Psychology