Effectiveness of The Implementation The Demonstration Method To Increase The Result of Physic Study On Electric Resistance

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Journal of Innovative Studies on Character and Education

Volume 1 issue 1, Year 2017
EFFECTIVENESS OF THE IMPLEMENTATION

THE DEMONSTRATION METHOD TO INCREASE
THE RESULT OF PHYSIC STUDY
ON ELECTRIC RESISTANCE
Ilidio Ximenes Moreira1, Celestina Borges Filomeno2
Instituto Superior Cristal- Dili, Timor Leste
nagawe_im@yahoo.co.id
ABSTRACT
The Aim of this research is to discover the ability of the Teachers in implementation the
demonstration method and to discover the sensibility of a student on it. The Method of
this research was descriptive analysis. The Participant of this research was grade 10 of
Science and Technology Class 1, Secondary School of Cristal, composed of 55 students.
The data collection has been done by 3 instruments such as observation forms, the result
of the study, response of the student on the method. The result of the research shown
that the instrument which was used in the demonstration was excellent, was 99, 15%.
On the other hand, the response of student shown that method as the guide was
increased from 0, 17 to 0, 91. Also the response of student shown 58% most happy, 42%
are happy. 64% most interest, 36% interest; 63% most easy to understand, and 37%
understand; in regards to the language (Tetum & Portugues) were 53% most satisfaction
and 47% were satisfaction during the learning process underwent. Therefore be
conclude that demonstration method can increase students’ learning achievement in
Physic.
Keywords: method, demonstration, learning achievement
INTRODUCTION
Education is an ongoing process which oriented and enable the student to
discover science to elevate their capacity to be high human resources quality. There all
the citizen has right to access a good education to strengthen the quality of education in
this country (Const. 59), for guaranteeing the human resources that can compete with
others. Because education is an important key to each country’s clear vision and
mission to achieve, its aims of developing. Education is well planning, the systematic
and ongoing process of transmission of knowledge which is in generally realize in
school.
Therefore government guaranty, its citizen right for education as compulsory
since Primary school to senior high school. The citizen, who is on the school stage has
possibilities to discuss their idea about the discipline which involves in their study. It
means each student has same opportunity to access informal ongoing education through
each stage that implemented in the school.
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The school is the proper place for the teacher for transmitting science to the
student. Student as mind resources, who are observing and learning science to be an
excellent human resource for their nation though formal education. The student has
consciousness in learning science for achieving good academic achievement, which is
able to continue their study at the highest level. Those subject that enables the student to
continue the highest education level such as social science, natural science dan
technology.
On the other hand, Curriculum must have a global rationalization, should not
separate the numbers of learning subjects from the numbers of teachers. The number of
the learning subject should be equivalent to the number of the teachers. The reason is to
achieve the aim of the learning. Education means an application process, teaching and
learning should not be separated. On the same sense of construct and develop the
concept of Physic subject, as the subject of the natural science according to the national
curriculum has been existed since grade third of primary school. It has been a
compulsory subject that student needs to learn for the next education level.
In Timor Leste learning process of natural science use the same process with the
learning of social science, the reason is the limitation of facilities such as laboratorium
for the student to practice. In learning natural science student mostly learn theoretically,
depending on the method that teacher is using. Therefore, it is important for the student
to depend on their knowledge though the implementation of demonstration method.
The methodology that teachers are using to teach student and learning activity
that student is using an external factor. In the learning process, there is an interaction
between students, between students and teachers, and interaction between students and
the learning subjects. Though those interaction students are expected to learn more
actively, so the learning process is more interactive, inspiration, calm and provocative.
Those process for motivating students’ participation to achieve the competence that
student expected to be.
Actually, there are a lot of methodologies that been implemented to increase
student academic achievement. It becomes one indicator for increasing the quality of
education. Therefore, in a learning activity, the teacher acts as a motivator to encourage
students in learning to achieve the aim of the study.

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On the other hand, the teacher plays it rules as a facilitator for students to help
and to guide student for more interaction with their learning environment. In learning
activity, the teacher needs to place in procedural ordering, methodology, and teaching
technique to motivate the student. That motivated student can overcome the learning
problem that they confront. Therefore, the teachers should have the competency to use
various method that relevant to the teaching subjects. There is the ability of the teachers
to increase students’ willingness of learning by innovation process of learning, which
means cooperative learning model.
The learning model is the strategy of teachers to increase learning motivation of
student, students’ behaviors, critical thinking, in social life and in optimal academic
achievement. Implementation demonstrative model is one way to develop the
competence of students and to increase the knowledge of the student in physics, first of
all in the topic of electric resistance in circuit series and parallel.
This study is one necessary alternative to implement demonstration method by
important initiative for developing student’s knowledge and skill in Physic learning in
Timor Leste. Implementation of the demonstrative method is an activity that involved
utilizing laboratory material, to reproduce a factor to analyze a part of the natural world
for study.
Matheus (1994) considered an important part of the complexity of the
relationship dynamic between theory and practice in science and learning process.
Almost school in Timor Leste utilizes expositive way of conducting the class. Teachers
teach physics subject sometime do not implement demonstration method because of no
facility that is able to experiment. It means there are no opportunities for the student to
experience, to see, to touch, to try and to observe. Learning physics science by
laboratory practice be able to help a student in the learning process as an interaction
between student and for developing scientific knowledge.
Therefore, in realization learning process depend on learning method that
teachers utilized in teaching for developing students capacity and knowledge. As a
teacher, our mind concern is how to motivate the student to more active in the class.
Therefore, student as receptors of science information can develop their academical
capacity.

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THEORETICAL FRAMEWORK
According to the Psychological definition, learning is a process of changing.
That process can change students' behavior as result of interaction with the environment
to achieve file necessary. Changing is happing in all aspects of behaviors. Learning
means a process of ability which conducted by each person to achieve fully changing in
all behaviors to be new, as result of self-experience from interaction with the
environment (Slamento, 2003:2).
Skinner (1948) define that: “learning is a process progressive behavior
adaption”. Based on this definition can be said that learning is a behavior adaptation
process by progressive characteristic. According to Ernest (in Anitah, 2008:29) that
learning is a process to change one's behavior by learning. Changing can be existed
because of a positive environment supporting consequences of educative interaction.
Learning is a process of creating new attitude by training and experiencing.
Furthermore, learning is mental and psychology activity, which exists in active
interaction with the environment that creates changing in knowledge, style, value, and
attitude.
Teaching is composition activity of transforming teaching material to the student
so that student can receive, feel, dominate and develop the material (Zainal, 1990).
According to Jarolemek and Fóster (1981), that teaching is counting three mind aspect
such as planning for learning and instruction, facilitators of learning and evaluation of
learning. Teaching does not happen without planning, however, the teacher has the good
basic capacity to teach. It means the method which is used by the teacher in the teaching
process, It must clearly formulate the subject of teaching and promote the objective of
the learning. According to Nasutin (1989), that teaching is an activity that organizes the
good environment in relation to the student so the process of learning and teaching can
exist.
Learning is combined with the human element, material, facility, equipment and
procedural which related to achieving the objective (Hamalik, 2008). According to
Sugiyanto, (2008) learning means improving the concept that describes systematically
and well organizes procedure of the student who is experiencing in learning to achieve

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any objective. Its function as guidance for learning plan and teachers include in the
planning to learn. Supriyono (2009) state that learning is based on classical articulation
means process, instrument and learning attitude. The focus of learning is students’
participation in the interactive dialogue between student and its environment. Learning
is an organic process and constructive, rather than a mechanism of teaching.
The method is taken from the Latin word “method” and Greek “Methods” which
consist of “Metha” means beyond and “todos” means way. Therefore those two words
mean a way to get its destination; it means the method of learning. Learning is a way to
reach the object of learning. In specific education case, the method becomes the last
instrument of learning. The method becomes the means that were used to implement the
well-organized plan in concrete activities to reach any objective. Bisno (1968) states
that a method becomes an excellent general technique that can be explained in practical
terms. Demonstration method becomes a way that teachers used to look at a way of
working that related to learn (Djamarah, 2000). Those teachers that have applied the
learning type, considered that demonstration method improves big approach and
interaction between teachers and student for sharing knowledge to develop student
personality (Lambros, 2003). Syah (2000) declares that demonstration method becomes
a way that shows practice material so that student can utilize in learning media which is
relating to the topic that would be applied. Demonstration method indicates for teaching
student by demonstration. Implementing this method there are two steps that are (a)
teachers directly indicate the material that should be used in demonstration and explain
the steps of implementation, and (b) teachers determine, analysis differences each step
and the challenges that they face.
Hodson (1993) state that advantage of the demonstration method, there are
possibilities to motivate student; strengthen learning conceptual knowledge; learning
competence laboratory through scientific methodology and develop a scientific attitude.
Contain, the frequency of demonstration course and its type of activities existed in
school manual that contributes to developing procedural knowledge.
Furthermore, vintage of the demonstration method becomes attitudes to deepen
students’ knowledge through the implementation of the technique applied to develop
scientific competence, the meanwhile capacity of observation, hypothesis test, planning

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and implementing their experiences. The experiences that enable the student to more
investigate the new phenomenon and the way solving daily problems.
Based on the above theory, it can be concluded that the demonstration method
makes students more focussing on their study and the subject that they are studying in
the learning process. Beside that their experiences and understanding become the result
of learning that each student has to increase their personal capacity.
Demonstration method also faced a lot of disadvantages, any demonstration
attitude becomes main necessary planning, difficult to orient student that has various
level of quality. In this cause teacher determined to be facilitators of learning. Teachers
should an organized student in the group and dynamic attitude which is more autonomy
but proportionate of the student. Present the activity are an investigation experiment, by
the student according to their planning, discussion, and be able to organize their proper
learning.
Those disadvantage of demonstration method such as: spend a lot of time for
realization, for realization demonstration method there are a lot of challenges to control
the numbers of student that involve in. It means that there are unbalance between time
and the numbers of student, who are participating in the learning. The further
consequences are student do not fully understand the challenges that they faced.
Based on the above theory, can be concluded that there are disadvantage of
implementing demonstration method namely (a) student get difficult to see dan to
observe the material that be used as instrument to demonstrate, (b) the bigest number of
student make difficult for the each student to see clearly the implementation the
demonstration method which related to the concept of study, (c) every object of learning
should be able to show to the student, however there are some part do not permite to
show to the student, and (d) sometimes student do not comprihend when teachers do not
dominate the way of implementing the demonstration method.
Procedure of implementation demonstrative method are (a) before
implementation: prepare the necessary material that use for demonstration, define the
objectives, motivate the participant, inform the objective of demonstration, and explain
about procedure of working, (b) during implementation: teachers explain each step,
teacher decide the equal time to observe, and teacher determine the points, (c) after

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implementation: explaining about any doubt or questions and evaluation on result. The
principal of demonstration method is (a) it spent a lot of time than another method of
learning, (b) it will be function in small group because it needs more interaction
between teachers and student, (c) teacher is always leading the group, for fully
understanding the theme of demonstration method in electric resistance and parallel, and
(d) the principal of procedure that implementing in demonstration in regard to how
connection between counting about circuit and parallel.
Therefore procedure of implementing demonstrative method means a student
may use the simple counting, such as manipulating the material and equipment, observe,
measure, count the data, data analysis, and the last is making a conclusion. The research
activity refers to identify the problems of using logic and critical thinking and consider
an alternative explanation.
Meanwhile, the procedure of implementing demonstrative method follows the
steps such as: knowing the topic and objectives of practicing, distributing the material,
practice and observe, writing the data, collecting the data, analyzing the data, a
procedure such as preparing instrument and the technique that been used. It means in
the future student may be able to apply this learning more contextual. This type of
teaches permits the student to develop the necessary capacity with relating to the social
life and others. It can help to know the ability than learning (David et al, 1999; Grow &
Plucker, 2003).
METHOD
This research has been done in Ensino Secundario Cristal, Balide Dili, Timor
Leste, the subject of the research are student grade 10 of Science Technology 1. Those
participants are 69 students. The data collection used observation and test. To test
students’ learning activity using those instrument that has been mention above such as
the form of observation, the result of the test, and using the technique to collect data are
documentation, Pre-test and post-test, and observation. Analysis descriptive has been
used to analyze the data. The objective of the analysis is to describe the capacity of
teachers in implementing learning process by demonstration method to teach the
student.

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Confibility of observation instrument is counted by technique percentage of

agreement. During the learning process was going to the class there is two observers
using the same instrument to observe the same variable. To determine the completion of
specific objective and completion the result of learning is using the test to know the
result of student learning.

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FINDINGS AND DISCUSSION

Attribute that used in the learning process is teaching material (TM), unit of
teaching (UT), planning of teaching (PT) and form of student activity (FSA). Unit and
planning of teaching become a procedure for teachers in the learning process in the
classroom. It composes of specific and general objects. Teaching material composes a
summary of the learning material was taken from the references (book) for the student
during the learning process in the classroom. Teaching material composes of material
that is given to student and schedule of teaching, that were used in the learning process
by demonstration method.
A form of student activity (FSA) become a way for a student to analysis and to
train critical thinking to solve any learning problems. FSA was contained by questions
that need to be answered by the student in pretest and posttest. Those questions become
a parameter to measure students’ understanding. The keys to the answer held by the
teacher. The result of testing become indicators of development of the student during
the learning process.
Capacity of teachers in learning process

The result of the observation that been done in the learning process during
learning ongoing by instrument been described in the following table:
Capacity of Teachers in Managing Class
No Observable aspect Marks Media PA marks Media categoria
1 Inicial activity 3.63 3.63 Good
2 Nucleus activity 3.71 3.71 Good
3 Final activity 3.50 3.50 Good
4 Class environment 4.00 4.00 Good
5 Enthusiasm of student 3.50 3.50 Good
The table showed that media mark of teacher capacity in observing learning
activity based on each category Inicial activity, Nucleus activity, Final activity, Class
environment, Enthusiasm of a student by using demonstration method was good,
including the capacity of teachers. This observation has been done by teachers of
physics and researcher. It means the result of the research is valid through counting of
confiability on the instrument, including analysis accuracy of teacher’s capacity.

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According to the theory were coefficient confiability ≥ 65% is good. The result of the
research was confiability teachers for PA were 99,15% means excellent.
Test on Result of Study (TRS)

TRS is an instrument to discover the result of the learning process, the result of
the three specific object; according to the role that being established in Timor Leste.
One of the specific object that been achieved when the proportion of student response
are P≥ 0.65. The result of specific studying and sensibility test result study by
demonstration method can be shown in the following table.
Completion of Specific Object Learning and Test Sensibility of Learning Result
P each
Questions P. completion P≥
Specific Object Questions Sensitivity
SO 0,65
U1 U2
Student achievement after learning process
Explaination the concept 1 0.20 0.93 0.73
1 eletric resistence and the rule 7 0.15 0.95 0.80 0.91 C
of Ohm 12 0.16 0.85 0.69
2 0.18 0.87 0.69
4 0.18 0.89 0.71
Undertanding on 11 0.13 0.85 0.73
2 characteristic of 0.87 C
Resistence serie and paralel 5 0.16 0.87 0.71
8 0.16 0.85 0.69
13 0.20 0.89 0.69
10 0.16 0.91 0.75
Counting of electric 6 0.15 1.00 0.85
3 resistance in series and 0.96 c
3 0.22 0.98 0.76
parallel
9 0.20 0.96 0.76
Total 0,17 0,91 0.74
Based on the test result of specific object study, can be said that achieved
completely. It means using the demonstration method can help student know and
success in 3 specific object proportion which has been compared. The result was higher
than 0,65. Sensibilities of each question shown that all the positive.
The implementation of demonstration method is able to increase the proportion of
the student answering. IT showed the result of the pretest and posttest. The above table

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showed that proportion marks of the posttest of each species object can be seen in the
next table:
Elevating the percentage of student response on each specific object (SO)
SO Pretest Posttest
SO 1 0.17 0.91
SO 2 0.17 0.87
SO 3 0.18 0.96
Total 0.17 0.91
Completion of a test of each student learning results can be seen in the following
table.
Completion of Test of the Each Student Learning Results
completion Completion
No. Subject Proportion No. Subject Proportion
> 0.65 > 0.65
ECT10001 0.92 C ECT10029 0.85 C
ECT10002 0.85 C ECT10030 0.92 C
ECT10003 1.00 C ECT10031 1.00 C
ECT10004 1.00 C ECT10032 1.00 C
ECT10005 0.85 C ECT10033 1.00 C
ECT10006 1.00 C ECT10034 0.92 C
ECT10007 0.92 C ECT10035 0.77 C
ECT10008 0.77 C ECT10036 1.00 C
ECT10009 0.92 C ECT10037 0.85 C
ECT10010 0.92 C ECT10038 0.92 C
ECT10011 0.85 C ECT10039 0.92 C
ECT10012 0.85 C ECT10040 0.92 C
ECT10013 1.00 C ECT10041 0.92 C
ECT10014 1.00 C ECT10042 1.00 C
ECT10015 0.85 C ECT10043 1.00 C
ECT10016 0.92 C ECT10044 0.77 C
ECT10017 0.85 C ECT10045 1.00 C
ECT10018 0.92 C ECT10046 0.85 C
ECT10019 0.85 C ECT10047 0.85 C
ECT10020 0.92 C ECT10048 0.77 C
ECT10021 0.92 C ECT10049 0.92 C
ECT10022 0.92 C ECT10050 0.77 C
ECT10023 0.92 C ECT10051 0.92 C
ECT10024 1.00 C ECT10052 0.92 C
ECT10025 0.92 C ECT10053 0.77 C
ECT10026 1.00 C ECT10054 0.85 C
ECT10027 1.00 C ECT10055 0.92 C
ECT10028 0.85 C Total 0.91 C
Students’ responses on leaning attribute

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The response of the student in regard to learning attribute was using the
questioner. The result of the observation on students’ response can be seen in the
following table:
The response of student in regards to demonstration method
No Students’ response on Respond %
a happiest 42
Learning material bt b. happy 58
1
Demonstration Method c. not happy 0
d. most unhappy 0
a happiest 58
Form of student attitudes b. happy 42
2 (FSA) been prepared by
c. not happy 0
teachers
d. most unhappy 0
a happiest 64
Learning process with b. happy 36
3
Demonstration Method c. not happy 0
d. most unhappy 0
a happiest 64
Language (tetun no
Portuguese) that been used b. happy 36
4
during learning process c. not happy 0
d. most unhappy 0
a happiest 53
Explanation and orientation b. happy 47
5
during learning process c. not happy 0
d. most unhappy 0
Based on the current table showed that response to question number 1 there was
42% student is most happy and 58% was happy, in regard to the learning material by
demonstration method. Answering the question number 2 shown that 58% student was
most happy and 42% of the student was happy on students’ activities form. In regards to
the students’ response to question number 3 show that 64% student was most happy and
36% student was happy on the learning process by demonstration method. In responding
to the question number 4 shown that 64% student was most happy and 36% student was
happy on the language that been used in the learning process. In responding to question
number 5 shown that 53% student was most happy and 47% student was happy with
regard to explanation and orientation during the learning process.

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Based on the implementation learning attribute can be discussed that the result of
the analysis that was done by using implementation of demonstration method in
learning process has been done from one stage to the nest. It means that instruments that
been used can be measured and be applied in learning attitude by using demonstration
method. Subject learning has been well prepared by the teacher. It well-facilitated
teacher to implement successful learning the process. Another important factor is the
ability to prepare the students’ learning activity form. It motivated student more active
in the learning process and also it helped the student to understand the learning subjects.
Based on the result of the research shown that the instrument which was used is
good. The instrument that can develop learning when the demonstration method been
implemented the marks of confirmabilities ≥ 0,65. The result of testing learning
instrument which developed in positive sensibility to measure learning activity.
According to descriptive analysis on Pretest and posttest on the proportion of the student
response shown there are developing in student knowledge from 0, 17 (pretest)
increased to 0,91 (posttest). Signifying that after student involving in the learning
process by implementing demonstration method was increased to ≥ 0, 65 or more than
65%. It could be said that learning process by using demonstration method is
successfully achieved the object of learning. It can be concluded that using
demonstration method be able to increase the quality of learning and achieved the best
result on topic electric resistance in series circuit and parallel.
The result of testing learning shown of the three point of the specific object was
completed because the result of pretest and posttest point was increased from 0, 17 ba 0,
91. The result of the analysis of student responses in regards to implementation of
demonstration method was good. The student was most happy and happy on teaching
and learning process. It is shown that student was motivated and involved actively in the
learning process to increase the knowledge and to elevate their skill.
CONCLUSION
Implementation of demonstration method on subtopic electric resistance and
parallel were effective to increase students’learning achievement. It indicated from the
result of pre-test was 0.17 to the 0.91 was the result of posttest. The teachers have

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capacity in developing attribute that been used in demonstration method. It has been
determined by marks that each student achieved in learning process was ≥ 0, 65.
The capacity of the teachers to actualize learning attitude on subtopic electric
resistance series and parallel which been taught in demonstration method was good. It
was determined by data that been obtained from teachers and two observers that
conducted observation during the process of learning going on in the classroom. The
result of each observer on learning achievement was 99,17%.
By implementing the learning model of demonstration method to increase the
result of the physic subject especially in subtopic electric resistance series and parallel.
Student achieved the object of the study. It was indicated by developing a result of
learning attitude and been achieved by ≥ 0, 65%. The student was most happy in
responding the learning mode of implementation of the demonstration method on
subtopic electric resistance series and parallel. It indicated in student response which
was most happy and happy are 100%.
Based on the conclusion can be suggested that learning attribute must be
developed; implementation of learning model by demonstration mothed should be done
in the classroom; Teachers must use educated methods to convey learning subject in the
classroom. So that teaching and learning attitude can be well implemented in the
classroom.
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Journal of Innovative Studies on Character and Education

EFFECTIVENESS OF THE IMPLEMENTATION

Keywords: method, demonstration, learning achievement

104 | ISCE : Journal of Innovative Studies on Character and Education

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Confibility of observation instrument is counted by technique percentage of

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FINDINGS AND DISCUSSION

Capacity of teachers in learning process

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Test on Result of Study (TRS)

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Students’ responses on leaning attribute

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