Muhammad Regi Agus Pratama

Perbandingan Efektivitas Metode Konvensional dan Video Demonstrasi Terhadap Pemahaman Konsep Fisika Peserta Didik di Man Insan Cendekia Jambi

Introduction

Perbandingan efektivitas metode konvensional dan video demonstrasi terhadap pemahaman konsep fisika peserta didik di man insan cendekia jambi. Studi membandingkan efektivitas video demonstrasi dan metode konvensional dalam pembelajaran fisika. Video demonstrasi terbukti lebih efektif meningkatkan pemahaman konsep fisika siswa.

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar fisika antara peserta didik yang memperoleh pembelajaran dengan metode konvensional dan peserta didik yang mengikuti pembelajaran menggunakan video demonstrasi di MAN Insan Cendekia. Penelitian ini menggunakan metode kuasi-eksperimen dengan desain pretest–posttest control group. Data dikumpulkan melalui tes hasil belajar yang diberikan sebelum dan sesudah perlakuan. Uji normalitas dilakukan menggunakan Kolmogorov–Smirnov dan Shapiro–Wilk, sedangkan uji homogenitas menggunakan Levene’s Test. Hasil analisis menunjukkan bahwa salah satu kelompok tidak berdistribusi normal, namun kedua kelompok memiliki varians yang homogen sehingga analisis dapat dilanjutkan dengan Independent Samples t-Test. Hasil uji t menunjukkan nilai signifikansi 0,002 yang lebih kecil daripada 0,05, sehingga terdapat perbedaan signifikan antara kedua kelompok. Rerata hasil belajar menunjukkan bahwa peserta didik yang mengikuti pembelajaran melalui video demonstrasi memiliki capaian yang lebih tinggi dibandingkan peserta didik yang belajar menggunakan metode konvensional. Dengan demikian, video demonstrasi terbukti efektif dalam meningkatkan pemahaman konsep fisika peserta didik.

Review

This study investigates the comparative effectiveness of conventional teaching methods versus video demonstrations on students' understanding of physics concepts at MAN Insan Cendekia Jambi. The research addresses a pertinent question in educational pedagogy, aiming to identify instructional strategies that optimize learning outcomes in a crucial STEM subject. The clear objective—to discern differences in physics learning achievement between these two distinct approaches—is well-articulated, setting a focused scope for the investigation. Methodologically, the study employed a quasi-experimental design with a pretest-posttest control group, a robust framework for comparing instructional interventions in educational settings. The data collection relied on standardized learning outcome tests administered before and after the treatment period. The abstract details appropriate preliminary statistical checks, including tests for normality (Kolmogorov–Smirnov and Shapiro–Wilk) and homogeneity (Levene’s Test). Despite one group not meeting the normality assumption, the presence of homogeneous variances allowed for the appropriate application of an Independent Samples t-Test. The significant p-value of 0.002 strongly indicates a statistically significant difference between the two groups, with the video demonstration group exhibiting higher mean learning achievements. The findings unequivocally suggest that learning through video demonstrations significantly enhances students' understanding of physics concepts compared to conventional methods, as evidenced by the superior performance of the video demonstration group. This conclusion holds significant practical implications for physics educators, advocating for the integration of video-based resources to improve pedagogical effectiveness. While the abstract effectively conveys the study's core methodology and compelling results, a full paper would benefit from elaborating on the specific content of the video demonstrations, the duration of the intervention, sample size, and a discussion of the effect size to provide a more comprehensive understanding of the practical magnitude of this observed difference.

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