The Application of Demonstrated Learning Methods to Increase Primary School Students' Science Learning Results

Authors

Gingga Prananda , Prihantini , Loso Judijanto , Bambang Purwoko , Stavinibelia , Nana Citrawati Lestari , Nofriza Efendi

DOI:

10.29303/jppipa.v9i12.6344

Published:

2023-12-20

Issue:

Vol. 9 No. 12 (2023): December

Keywords:

Demonstration, Elementary School, Learning Results, Science

Research Articles

Downloads

How to Cite

Prananda, G., Prihantini, Judijanto, L. ., Purwoko, B. ., Stavinibelia, Lestari, N. C. ., & Efendi, N. . (2023). The Application of Demonstrated Learning Methods to Increase Primary School Students’ Science Learning Results. Jurnal Penelitian Pendidikan IPA, 9(12), 12175–12181. https://doi.org/10.29303/jppipa.v9i12.6344

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The paper aims to determine the difference in science learning outcomes of students who apply the demonstration method and the science learning outcomes of students who use conventional learning in class IV elementary school. The type of research that the author uses is experimental research. This research uses a group of research subjects from a certain population, then grouped randomly into two groups or classes, namely the experimental class and the control class. The experimental class was treated using the demonstration method and the control class used the conventional method, then both classes underwent the same post-test. The sampling technique used was non-probability sampling with proportional sampling. The same number of students and class average scores that are close to the same are class VA and class VB. After getting the sample class, the two classes were randomly drawn, then class VA was obtained as the experiment and class VB as the control. The results of this research can be seen from the results of the hypothesis test using the t-test which was carried out so that the value of t_count=0 and t_table= 2.02 was obtained. From the distributed table t, we get ttable = 2.02. So, it can be concluded that t_count > t_tabel, where 0 > 2.02, thus the working hypothesis H_1 is accepted, meaning there are significant differences in learning outcomes in the two samples. This research concluded that the science learning results of class IV students who used the demonstration learning method did not have a significant difference because the two sample classes got the same learning results, due to the limited time of the researcher who delivered the material to the experimental class

References

Amala, I. A., Sutarto, S., Putra, P. D. A., & Indrawati, I. (2023). Analysis of Scientific Literacy Ability Junior High School Students in Science Learning on Environmental Pollution. Jurnal Penelitian Pendidikan IPA, 9(3), 1001–1005. https://doi.org/10.29303/jppipa.v9i3.1816

Bälter, O., Zimmaro, D., & Thille, C. (2018). Estimating the minimum number of opportunities needed for all students to achieve predicted mastery. Smart Learning Environments, 5(1), 15. https://doi.org/10.1186/s40561-018-0064-z

Basheer, A., Hugerat, M., Kortam, N., & Hofstein, A. (2016). The Effectiveness of Teachers’ Use of Demonstrations for Enhancing Students’ Understanding of and Attitudes to Learning the Oxidation-Reduction Concept. EURASIA Journal of Mathematics, Science and Technology Education, 13(3). https://doi.org/10.12973/eurasia.2017.00632a

Chafouleas, S. M., & Iovino, E. A. (2021). Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools. Frontiers in Psychology, 12, 758788. https://doi.org/10.3389/fpsyg.2021.758788

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

De Ramos-Samala, H. (2018). Spiral Progression Approach in Teaching Science: A Case Study. KnE Social Sciences, 3(6), 555. https://doi.org/10.18502/kss.v3i6.2404

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?†Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Ernawati, M. D. W., Asrial, A., Perdana, R., Pratama, W. A., & Septi, S. E. (2022). A Scientific Learning Model for Interest and Science Process Skills. Formatif: Jurnal Ilmiah Pendidikan MIPA, 12(2). https://doi.org/10.30998/formatif.v12i2.10149

Faisal, & Martin, S. N. (2019). Science education in Indonesia: Past, present, and future. Asia-Pacific Science Education, 5(1), 4. https://doi.org/10.1186/s41029-019-0032-0

Fauziah, A. N., & Kuswanto, H. (2020). Analysis of Junior High School students’ critical thinking ability on ecosystem materials. Journal of Physics: Conference Series, 1440(1), 012098. https://doi.org/10.1088/1742-6596/1440/1/012098

Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692

Hadzigeorgiou, Y., & Schulz, R. M. (2019). Engaging Students in Science: The Potential Role of “Narrative Thinking†and “Romantic Understanding.†Frontiers in Education, 4, 38. https://doi.org/10.3389/feduc.2019.00038

Haelermans, C. (2022). The Effects of Group differentiation by students’ learning strategies. Instructional Science, 50(2), 223–250. https://doi.org/10.1007/s11251-021-09575-0

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Huang, X., Li, H., Huang, L., & Jiang, T. (2023). Research on the development and innovation of online education based on digital knowledge sharing community. BMC Psychology, 11(1), 295. https://doi.org/10.1186/s40359-023-01337-6

Kang, N.-H. (2019). A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea. Asia-Pacific Science Education, 5(1), 6. https://doi.org/10.1186/s41029-019-0034-y

Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational achievement? Evidence from Contemporary China. The Journal of Chinese Sociology, 5(1), 13. https://doi.org/10.1186/s40711-018-0083-8

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-021-00042-x

Matthews, M. R. (2022). Thomas Kuhn and Science Education: Learning from the Past and the Importance of History and Philosophy of Science. Science & Education, 1-70. https://doi.org/10.1007/s11191-022-00408-1

Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of Digital Game-Based Learning on Student Engagement and Motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177

Ningsih, Y. (2019). The Use of Cooperative Learning Models Think Pair Share in Mathematics Learning. Journal of Physics: Conference Series, 1387(1), 012144. https://doi.org/10.1088/1742-6596/1387/1/012144

Oeschger, T. P., Makarova, E., & Döring, A. K. (2022). Values in the School Curriculum from Teacher’s Perspective: A Mixed-Methods Study. International Journal of Educational Research Open, 3, 100190. https://doi.org/10.1016/j.ijedro.2022.100190

Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641

Payne, H., & Costas, B. (2021). Creative Dance as Experiential Learning in State Primary Education: The Potential Benefits for Children. Journal of Experiential Education, 44(3), 277–292. https://doi.org/10.1177/1053825920968587

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003

Rajapathirana, R. P. J., & Hui, Y. (2018). Relationship between innovation capability, innovation type, and firm performance. Journal of Innovation & Knowledge, 3(1), 44–55. https://doi.org/10.1016/j.jik.2017.06.002

Sandopa, A., Doyan, A., & ‘Ardhuha, J. (2022). The effect of reciprocal teaching-learning model on the mastery of physics concepts and creativity of senior high school. Journal of Physics: Conference Series, 2165(1), 012011. https://doi.org/10.1088/1742-6596/2165/1/012011

Santos Garduño, H. A., Esparza Martínez, M. I., & Portuguez Castro, M. (2021). Impact of Virtual Reality on Student Motivation in a High School Science Course. Applied Sciences, 11(20), 9516. https://doi.org/10.3390/app11209516

Siahaan, P., Suryani, A., Kaniawati, I., Suhendi, E., & Samsudin, A. (2017). Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions. Journal of Physics: Conference Series, 812, 012017. https://doi.org/10.1088/1742-6596/812/1/012017

Wardani, I. U., Arnyana, I. B. P., & Dantes, N. (2023). Analysis of Science Learning Problems in Elementary Schools. Jurnal Penelitian Pendidikan IPA, 9(7), 5645–5652. https://doi.org/10.29303/jppipa.v9i7.4193

Author Biographies

Gingga Prananda, Universitas Nahdlatul Ulama Sumatra Barat

Prihantini, Universitas Pendidikan Indonesia Kampus Cibiru Bandung

Loso Judijanto, IPOSS Jakarta

Bambang Purwoko, Universitas WR. Supratman

Stavinibelia, Universitas Nahdlatul Ulama Sumatra Barat

Nana Citrawati Lestari, Universitas PGRI Kalimantan

Nofriza Efendi, Universitas Nahdlatul Ulama Sumatra Barat

License

Copyright (c) 2023 Gingga Prananda, Prihantini, Loso Judijanto, Bambang Purwoko, Stavinibelia, Nana Citrawati Lestari, Nofriza Efendi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).