Pemanfaatan Umpan Balik Formatif Dalam Pembelajaran Interaktif Untuk Mendukung Konsentrasi Dan Keterlibatan Belajar Siswa di SMA Negeri 2 Tenggarong

Abstract

This study examines the use of formative feedback in interactive learning to support students' concentration and learning engagement at SMA Negeri 2 Tenggarong, Indonesia. It employs a qualitative case study approach using a pre-cycle questionnaire and classroom observations conducted across two instructional cycles. The pre-cycle questionnaire involved 37 students, while observations in Cycles I and II included 31 and 29 students, respectively. Data were analyzed descriptively and thematically to examine learning difficulties, feedback practices, students' responses, and instructional adjustments. The initial questionnaire indicated that 40.5% of students struggled to maintain concentration, 37.8% had difficulty understanding the material, and 91.9% reported receiving explanations or feedback from their teachers. Interactive activities included question-and-answer sessions, short quizzes with immediate feedback, group discussions, guided practice, and visual learning media. The proportion of observed students meeting the sustained-attention indicator increased from 64.5% in Cycle I to 100% among those present in Cycle II. These findings suggest an association between formative feedback, instructional follow-up, and improvements in observed learning behaviors. However, because multiple instructional strategies were implemented simultaneously and attendance differed between cycles, the independent effect of formative feedback cannot be established. The study contributes an integrated framework linking the identification of learning difficulties, feedback delivery, instructional follow-up, and evaluation of students' learning progress.