ABSTRAK
Performa akademik siswa dipengaruhi oleh faktor eksternal dan internal. Penelitian eksperimendilakukan untuk mengetahui apakah ada pengaruh antara jenis pemberian umpan balik sebagaifaktor eksternal dan academic self-efficacy sebagai faktor internal terhadap performa akademiksiswa. Penelitian eksperimen terhadap 101 siswa SMA kelas X dalam setting alamiah di kelas.Siswa diminta untuk mengerjakan soal ulangan harian pelajaran Kewarganegaraan.Selanjutnya, hasil ulangan harian akan dikoreksi dan diberikan umpan balik. Siswa dibagimenjadi dua kelompok secara acak yaitu sebagian mendapat umpan balik deskriptif berisitentang informasi spesifik mengenai apa yang sudah benar dan kurang dari hasil ulanganharian yang dikerjakan dan siswa lainnya akan mendapat umpan balik evaluatif berisi tentangringkasan mengenai seberapa baik siswa dalam mengerjakan ulangan, diberikan dalam bentukpoin nilai dan komentar singkat. Selanjutnya siswa diminta untuk merevisi hasil ulanganberdasarkan umpan balik yang diberikan. Setelah melakukan revisi, siswa diminta untukmengisi kuesioner yang mengukur academic self-efficacy dari skala Academic Self-EfficacySubscale from Self-Efficacy Questionnaire for Children (SEQ-C) dengan koefisien Cronbach?sAlpha sebesar α = 0.725. Hasil penelitian menunjukkan bahwa jenis umpan balik signifikanmempengaruhi performa akademik siswa F (101)= 45.28, p < .05. Sedangkan, tidak ditemukanpengaruh yang signifikan dari academic self-efficacy terhadap performa akademik siswa F(101)= 0.01, p > .05, begitu juga interaksi antara jenis umpan balik dan academic self-efficacyterhadap performa akademik F (101)=0.146, p>.05. Hasil analisis tambahan menunjukkanjenis kelamin, durasi belajar, nilai UAS semester lalu, dan kesukaan terhadap pelajarankewarganegaraan berkorelasi dengan performa akademik.

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ABSTRACT
Student's academic performance is influenced by external and internal factors. Experimentalresearch was conducted to determine whether there is influence between the type of feedbackas external factors and academic self-efficacy as an internal factor of the student's academicperformance. The participants of this experiment are 101 high school students of class Xconducted in a natural setting. Students were asked to do an essay test of Citizenship lessons.Furthermore, the results of tests will be corrected and given feedback. Students were dividedinto two groups randomly, students who get descriptive feedback contains specific informationabout how to improve the answer and the others receive evaluative feedback contains a briefcomment and point on each answers. Furthermore, students were asked to revise the test basedon the feedback given. Once revised, students were asked to fill out questionnaires that measureacademic self-efficacy on a scale of Academic Self-Efficacy subscale from Self-EfficacyQuestionnaire for Children (SEQ-C) with Cronbach's Alpha coefficient of α = 0.725. Theresults showed that the type of feedback significantly effect a student's academic performanceF (101) = 45.28, p <.05. Meanwhile, there was no significant effect on academic self-efficacyon student's academic performance F (101) = 0.01, p> .05. Also, there is no significant effectinteraction between the type of feedback and academic self-efficacy on academic performanceF (101) = 0146, p> .05. Results of additional analyzes indicate gender, duration of study, scorefinal exam in last semester, and interest in Citizenship lessons correlated with academicperformance.