Improving Fourth-Grade Science Learning on Force through Demonstration Method: A Classroom Action Research
Keywords:
Classroom Action Research, Demonstration Method, Elementary Education, Force Concept, Science Learning, Student Engagement, Student Learning OutcomesAbstract
This study aimed to improve fourth-grade students’ understanding of the concept of force and their learning outcomes in science through the application of the demonstration method. Using the Classroom Action Research (CAR) approach with the Kemmis and McTaggart model, the research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were 26 fourth-grade students at SD Negeri 002 Sungai Pinang. Data were collected using formative tests to measure students’ achievement and observation sheets to evaluate their engagement during learning. The Minimum Learning Completion Standard (SKBM) was set at 72. Results indicated a significant improvement in student achievement, with the percentage of students meeting the SKBM increasing from 58% in cycle I to 85% in cycle II. This improvement was attributed to the more participatory and interactive strategies implemented in the second cycle, including active student involvement in demonstrations, simple experiments, and group discussions. The findings suggest that demonstration-based teaching not only enhances conceptual understanding but also fosters student motivation and engagement. Therefore, this method is recommended as an effective alternative for improving the quality of science education in elementary schools and can be further integrated with other interactive approaches to optimize learning outcomes.
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