THE EFFECTIVENESS OF GIVING CORRECTIVE FEEDBACK TO IMPROVES LEARNING ACHIEVEMENT AND REDUCES STUDENTS’ TASK AVERSIVENESS IN BASIC ACCOUNTING SUBJECT

Abstract

The Fffectiveness of Giving Corrective Feedback to Improves Learning Achievement and Reduces Students’ Task Aversiveness in Basic Accounting Subject. The purposes of the study are to determine: (1) the effectiveness of giving corrective feedback in decreasing task aversiveness of students in basic accounting subjects at SMK Negeri 1 Yogyakarta academic year 2021/2022 and (2) the effectiveness of giving corrective feedback in improving learning achievement of students in basic accounting subjects at SMK Negeri 1 Yogyakarta academic year 2021/2022. This research is experimental research that uses quasi-experimental design. Data collection techniques in this study used questionnaires and tests. The data collection instrument has proven its validity and measured its reliability estimate. Data analysis used Mann U Whitney test. The results showed that: (1) giving corrective feedback not effective in decreasing task aversiveness of students in basic accounting subjects at SMK Negeri 1 Yogyakarta academic year 2021/2022, (2) giving corrective feedback is effective in improving learning achievement of students in basic accounting subjects at SMK Negeri 1 Yogyakarta academic year 2021/2022.

Keywords: corrective feedback, task aversiveness, learning achievement