Effectiveness of Using Demonstration and Experiment Methods on Learning Outcomes

Abstract

The purpose of this study was to determine and measure the differences in the effects of the demonstration method and the experimental method on the learning outcomes of fourth-grade elementary school students in the Gebog Kudus sub-district. This research employed a quasi-experimental design with a pretest-posttest control group format. The population consisted of all fourth-grade students in the Gebog District, with a sample of 52 students, divided equally into an experimental group (26 students) and a control group (26 students). Nonprobability sampling was used to select participants. Data were collected using multiple-choice tests and questionnaires, and analyzed through descriptive analysis, validity and reliability testing of questions, item difficulty level tests, different tests, normality tests, homogeneity tests, t-tests, and N-gain score tests. The results indicate: (1) a significant difference in the effects of the demonstration and experimental methods, with a sig (2-tailed) value of 0.000 < 0.05. The average scores were 71.96 for the control group (demonstration method) and 81.38 for the experimental group (experimental method); (2) the demonstration method was found to be less effective, with an effectiveness value of 11.78% or 0.1178, while the experimental method was categorized as quite effective, with an N-gain of 41.35% or 0.4135. The study suggests that teachers should consider using experimental methods in science subjects to enhance student learning outcomes, especially in science.