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Journal of Education, Teaching, and Learning

Volume 5 Number 1 March 2020. Page 163-167

p-ISSN: 2477-5924 e-ISSN: 2477-4878

163

Journal of Education, Teaching, and Learning is licensed under

A Creative Commons Attribution-NonCommercial 4.0 International License.

EFFECTIVENESS INTERACTIVE DEMONSTRATIONS METHOD ON

TEMPERATURE AND CALOR IN THE TENTH-GRADE STUDENTS

Ira Nofita Sari
1)

, Dwi Fajar Saputri
2)

, Helmiyanti
3)

IKIP PGRI Pontianak, Pontianak, Indonesia
E-mail: iranofitasari87@gmail.com

IKIP PGRI Pontianak, Pontianak, Indonesia
E-mail: dwifajar24@gmail.com

IKIP PGRI Pontianak, Pontianak, Indonesia
E-mail: helmiyanti11@gmail.com

Abstract. This study aims to determine the effectiveness of the interactive demonstration method on the discussion of
temperature and heat in the tenth-grade students of the Segedong Number 1 Senior High School. The method used is a

pre-experimental design with the design of the one-shot case study. Data collection techniques used in this study include

measurement techniques, direct communication techniques, and indirect communication techniques. The data analysis

technique used in this study is quantitative data analysis. Based on data analysis, it is known that the average student

learning outcomes reached completeness of 86.67%, and is classified as complete in classical, student learning activities

classified as good with a percentage of 67.65%, and student responses are classified as very strong with a percentage of

82.58%, so the interactive demonstration method is effective at the temperature and heat of the material in the tenth-

grade students of the Segedong Number 1 Senior High School.

Keywords: Interactive Demonstrations Method; Effectiveness; Learning Outcomes; Activity; Responses

I. INTRODUCTION

Physics is one of the subjects of natural science and is a

science that was born and developed through the steps of

observation, the formulation of the problem of preparing

hypotheses, testing hypotheses through experiments,

conclusions, and the discovery of theories and concepts.

According to Trianto (2008), the main purpose of learning

physics is knowledge (cognitive). This type of knowledge is a

basic knowledge of principles and concepts that are useful for

everyday life. Broadly speaking knowledge is the knowledge

of facts that exist in nature to be able to understand and

deepen further and see the existence of information and order.

Physics learning is also expected to provide skills

(psychomotor), the ability of scientific attitude (affective),

understanding, habits, and appreciation.

In reality, students only memorize concepts and are less

able to use concepts if they encounter real-life problems

related to concepts. Furthermore, even students are less able to

determine the problem and formulate it. Related to students'

understanding of teaching materials, there should be many

students who have a good level of memorization of the

material received so that the learning outcomes are good. This

is seen through the results of student learning on physics

subjects in the tenth grade of Segedong Number 1 Senior High

School students not yet maximal. Evident from the student

learning outcomes on the subject of temperature and heat only

reached an average of 20.00. While the minimum

completeness criteria set by the school is 70.00. Based on this

fact it is clear that there is a very significant gap.

Further investigation of the possible causes of the problem,

namely by conducting classroom observations and interviews

with teachers and some students. Based on the results of

classroom observations, it appears that students are less

enthusiastic about participating in ongoing learning. This is

evident from the majority of students being passive, listening

to the teacher's explanation, not asking questions about

concepts that are not understood, only wanting to answer the

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Journal of Education, Teaching, and Learning

Volume 5 Number 1 March 2020. Page 163-167

p-ISSN: 2477-5924 e-ISSN: 2477-4878

164

teacher's questions when appointed, and lack of interaction

among fellow students during the discussion. In line with the

results of the observations, based on the results of interviews

with physics subject teachers, it is known that students are less

active in learning, students are less interested in the concepts

delivered even though they have something to do with the

material. Besides, students are also less able to use the

concepts obtained in new situations. According to Trianto

(2008) students who are less able to connect between what

they learn and how knowledge is applied to new situations can

influence learning outcomes. After interviewing students, it

turns out that one of the causes of low student learning

outcomes is due to a lack of students' understanding of the

concepts presented, besides students also feel the concept is

not valid, so it is less useful. Even though physics material,

especially temperature and heat are materials that are close to

the daily lives of students. According to Trianto (2009), the

subject matter will add meaning if students learn the subject

matter presented through the context of their lives, and find

meaning in the learning process, so that learning will become

more meaningful and enjoyable.

Based on the explanation above, a direct learning method is

needed that connects material concepts with real experiences

in everyday life. This method is an interactive demonstration

method. The interactive demonstration method is one solution

offered so students understand concepts, facts, and principles

and facilitate teachers in teaching concepts, facts, and

principles. The interactive demonstration method is one of the

methods developed by Wenning. Wenning (2005) states that

interactive demonstration methods generally contain teacher

demonstrations of science experiments or events that are

common in everyday life. It is said to be interactive because

there are interactions between students and students, as well as

students and teachers. Students are allowed to predict how

experiments can occur. Through the interactive demonstration,

the method will create a classroom where students will

become active participants not only passive observation, and

responsible for learning. The use of interactive demonstration

methods will greatly help teachers to connect the material to

real-world situations and motivate students to form a

relationship between knowledge and application to everyday

life so that it will bring up a positive response and will have

an impact on the achievement of student learning outcomes.

The results of Annisa, Karim, and Aminudin (2014) note

that student learning outcomes have increased in each learning

series after the application of interactive demonstration

teaching methods. The profile of student activity on average

motoric activity is sufficient, good visual activity, good oral

activity. Students also provide a positive response to learning

through interactive demonstration methods. Therefore, based

on the explanation above, the researcher was interested in

knowing the effectiveness of the interactive demonstration

method in the temperature and heat of the tenth-grade students

of the Segedong Number 1 Senior High School.

II. METHODOLOGY

The research method used in this research is the

experimental method. The form of research used is pre-

experimental designs. This form of research is used because

this design is not yet a true experiment. There are still many

external variables that contribute to the formation of the

dependent variable. The result of the experiment which is the

dependent variable is not solely influenced by the independent

variable (Sugiyono, 2012).

The research method used in this study is the experimental

method. The form of research used is a pre-experimental

design. This study uses a type of quantitative research.

the research was conducted in the high school number 1

Segedong, Mempawah Regency, West Kalimantan Province.

The population in this study were the tenth-grade students of

the Segedong Number 1 Senior High School which consisted

of two classes namely MIA 1 and MIA 2. Determination of

the study sample was conducted by cluster random sampling

technique. The requirement for selecting samples with this

technique is that the population is homogeneous. Then to find

homogeneity data then tested using the Bartlett test. Based on

the calculation of the average student learning outcomes in

some previous physics material, χ2 count = 2.30 and χ2table =

3.84, where χ2 count ≤ χ2table, so that the population variance

is homogeneous. Next, determining the experimental class is

carried out by lottery. Based on the results of the draw, the

samples obtained in this study were class X MIA 2.

This research was conducted through three stages, namely

introduction, implementation, and end. In the initial stage,

observations were made to find problems that occurred in the

tenth-grade students of the Segedong Number 1 Senior High

School, prepare research instruments, validate instruments,

conduct test instruments in the form of tests, and analyze the

results of instrument tests. Furthermore, at the implementation

stage researched in the experimental class to find out the

activities of students during learning takes place through

observation sheets of student activities, student responses to

the learning methods used through the questionnaire response,

and knowing student learning outcomes through posttest. The

final stage of this research is analyzing the data that has been

obtained and concluding.

Based on the form of research used, the research design is

One-Shot Case Study. Data collection techniques used in this

study include measurement techniques, direct communication

techniques, and indirect communication techniques. The data

collection tool used is a test of student learning outcomes in

the form of post-test, observation sheet, and questionnaire

responses of students to the learning methods used.

Data collection techniques used in this study include

measurement techniques, direct communication techniques,

and indirect communication techniques. The data collection

tools used are (1) test of student learning result in the form of

posttest in essay form, (2) observation sheet to know student

activity during learning, and (3) questionnaire of student

response to learning method used.

Data analysis techniques in quantitative research are ways

that are directed to answer the problem formulation or test

hypotheses that have been formulated. To answer the first

problem about student learning outcomes is to calculate the

post-test results statistically by changing the score to a value,

looking for the percentage of students who achieve

Journal of Education, Teaching, and Learning

Volume 5 Number 1 March 2020. Page 163-167

p-ISSN: 2477-5924 e-ISSN: 2477-4878

165

completeness which is then compared with the percentage of

completeness in classical. The second problem about student

learning activities is answered by calculating the activities of

all students according to Annisa, Karim, and Aminudin (2014)

use the following equation (1).

(1)

Furthermore, the value of P is compared with the

interpretation of student learning activities based on Table I.

TABLE I

INTERPRETATION OF STUDENT LEARNING ACTIVITY

Number Percentage Criteria

1. ≥80% Very high

2. 60% - 79% High

3. 40% - 59% Enough

4. 21% - 39% Low

5. 0% - 20% Very low

The third problem related to student responses to the

interactive demonstration learning method can be known

through (2).

X% =

(2)

Referring to "(2)", X is the percentage of student responses,

n is the number of actual scores, and N is the maximum

number of scores. After obtaining X%, then compared with

the criteria of student responses according to Riduan (2010) as

in Table II.

TABLE II

CRITERIA FOR STUDENT RESPONSE

No. Range Criteria

1. 0% - 20% Very weak

2. 21% - 40% Weak

3. 41% - 60% Enough

4. 61% - 80% Strong

5. 81% - 100% Very strong

The general problems regarding the effectiveness of the

learning methods used can be answered if the three previous

problems, namely learning outcomes, student activities, and

student responses have been answered. Learning is said to be

effective if: (1) student learning outcomes reach minimum

mastery criteria ≥ 70 and the number of students who

complete more than 75%; (2) student activities are classified

as active during learning using interactive demonstration

methods; and (3) student responses are classified as strong

during learning using interactive demonstration methods.

III. RESULTS AND DISCUSSION

A. Result

Based on the result of posttest data analysis, it is Based on

the results of the posttest data analysis, it is known that the

average student learning outcomes are 85.17. Students who

achieve completeness scores as many as 26 students from all

students totaling 30 students, or if the percentage then students

who achieve completeness are 86.67%. From these data said

students complete classically because ≥75% of students

achieve completeness.

Student learning activities can be seen from each lesson,

namely four times learning by paying attention to several

aspects, including (1) paying attention to the teacher's

explanation and answering the teacher's question at the

perception stage, (2) paying attention to the teacher's

explanation and answering the teacher's questions at the

motivation stage, (3) paying attention to the teacher's

explanation and answering teacher questions during the

demonstration stage, (4) discussing with group mates and

finding solutions for completion of prediction sheets, (5)

asking questions to teachers about unknown things, and (6)

giving opinions when concluding. More clearly the percentage

of student activity in each meeting can be seen in Fig. 1.

Based on Fig. 1, it is known that in each learning for aspects

one to six, the average student activity has increased. If all the

percentage of student activities are averaged then the activity

of students is included in the high category, namely with an

average percentage of 67.65%, where the average activity in

the first to fourth learning is 56.81%, 60.90%, 77.59%, and

75.29%.

Student responses to learning methods can be seen from

student response questionnaires with 20 statement items using

a Likert scale, where the statements are given are related to

the use of interactive demonstration teaching methods.

Fig. 1 Summary of Students Activities

Observed aspects include (1) students 'interest in learning

using interactive demonstration methods, (2) understanding

concepts through interactive demonstration methods, (3)

students' interest in learning temperature and heat material,

and (4) student learning activeness. In more detail, the

students' responses to the interactive demonstration method

can be seen in Fig. 2.

Based on the results of the student response questionnaire

analysis, it is known that the percentage of students' responses

using interactive demonstration methods on the subject of

temperature and heat material is 82.58% classified as very

strong.

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Aspect

First meeting

Second meting

Third meeting

Fourth meeting

Journal of Education, Teaching, and Learning

Volume 5 Number 1 March 2020. Page 163-167

p-ISSN: 2477-5924 e-ISSN: 2477-4878

166

Fig. 2 Summary of Students Respons

According to the data that has been obtained from (1)

mastery of learning outcomes that achieve classical

completeness is 86.67%, (2) student activities are classified as

active during learning using interactive demonstration

methods, and (3) student responses are very strong during

learning using the method interactive demonstration, the use

of interactive demonstration methods is classified as effective,

used in the discussion of heat and calor in the tenth-grade

students of the Segedong Number 1 Senior High School.

B. Discussion

According to research data analysis that has been done, it is

known that the effective interactive demonstration method is

used in the discussion of temperature and heat in tenth level

students in high school number 1 Segedong. The use of

interactive demonstration methods is effective because, from

the results of the analysis of student learning outcomes data, it

is known that the average student learning outcomes are 85.17,

with a percentage of completeness of 86.67%, so students are

said to complete classically. The results are due to the activity

of students during the learning process. This can be seen from

observing student activities during learning. Most students pay

attention to the teacher's explanation and answer the teacher's

questions at the apperception stage, pay attention to the

teacher's explanation and answer the teacher's questions at the

motivation stage, pay attention to the teacher's explanation

and answer the teacher's questions at the demonstration stage,

discuss with group friends and find solutions for completion

of the prediction sheet. asking questions to the teacher about

material that has not been understood, and conveying opinions

when concluding. This is also reinforced from the results of

student questionnaire responses to the fourth aspect that

measures student learning activeness. Based on student

questionnaire responses to aspects it is known that students

feel activated during the learning process, for example

through apperception, motivation, demonstration, prediction,

the conclusion. This is because the interactive demonstration

method requires students to be more active in learning

activities. According to Rafasah (2010), this interactive

demonstration was introduced as an activity that allowed

students to be more active and to be fun learning for students.

In the apperception stage, the concepts to be conveyed are

related to the real world or the daily lives of students. One of

them is the habit of parents who measure body temperature

when they have a fever with their palms. Unlike doctors who

always measure body temperature using a thermometer.

According to Trianto (2009), the subject matter will add

meaning if students learn the subject matter presented through

the context of their lives, and find meaning in the learning

process, so that learning will become more meaningful and

enjoyable. This can be seen from student activities, as many as

63.07% of students are quite active. Through the motivation

stage, the concept to be conveyed is also related to the

previous concept of a temperature measuring device such as a

thermometer. Meanwhile, temperature gauges using the palm

is not a standard measuring instrument. According to Trianto

(2008) students who are less able to connect between what

they learn and how knowledge is applied to new situations can

influence learning outcomes. By linking what they learn with

how knowledge is applied to new situations can influence

students. Evident from the activities of students at the

motivation stage of 6.36% classified as quite active.

The next step is to pay attention to the teacher's explanation

and answer the teacher's questions during the demonstration

phase. At this stage, active students are 98.44%. Here is the

essence of the interactive demonstration method. Almost all

students are directly involved in learning activities. At this

stage, students are asked to consider and respond to the

teacher's demonstration of the experiments relating to

temperature and heat. Demonstrations relating to common

events in everyday life. The demonstration then takes place

interactively between the teacher and the students and

between the students in the group in making predictions about

the experiments that will occur.

The next step is to ask the teacher questions about material

that is not yet understood. At this stage, student activity is at

the smallest percentage of 35.55%. Some students ask at this

stage. After crosschecking with students by giving several

questions related to the concept that has been conveyed, it can

be seen that most students understand the concepts that have

been conveyed. That is, at least students who don't ask are

because students already understand the concept. The last step

is to conclude. At this stage, students are assisted by the

teacher to make conclusions related to the learning that has

taken place. As many as 58.00% of students together with

teachers conclude. Overall students respond to learning with

very strong criteria for the learning method used, students are

active in learning, and students understand the concept so that

ultimately student learning outcomes reach the minimum

mastery criteria set by the school.

IV. CONCLUSIONS

Based on the results of data analysis, in general, can be

concluded that the effectiveness of interactive demonstration

methods on temperature and calor in the tenth-grade students

of the Segedong Number 1 Senior High School is classified as

effective. Average student learning outcomes using interactive

demonstration methods on temperature and calor in the tenth-

grade students of the Segedong Number 1 Senior High School

reached completeness of 86.67% and is classified as complete

in classical. Student learning activity when following the

process of interactive demonstration method on temperature

100

Aspect 1 Aspect 2 Aspect 3 Aspect 4

Journal of Education, Teaching, and Learning

Volume 5 Number 1 March 2020. Page 163-167

p-ISSN: 2477-5924 e-ISSN: 2477-4878

167

and calor material in the tenth grade students of the Segedong

Number 1 Senior High School amounted to 67.65%, classified

as active. Student response when following the process of

interactive demonstration method on temperature and in the

tenth-grade students of the Segedong Number 1 Senior High

School of 82.58% is very strong.

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