Johan Andric Aprilian, Wirawan Sumbodo, Yeri Sutopo

The Implementation of the Peer Teaching Learning Model Using the Demonstration Method to Improve Advanced Turning Skills

Introduction

The implementation of the peer teaching learning model using the demonstration method to improve advanced turning skills. Discover how peer teaching with demonstration significantly improves advanced turning skills. This study validates its effectiveness in vocational technical education for practical competency development.

Abstract

This study aims to determine the effect of the peer teaching model combined with the demonstration method on improving students’ skills in stepped turning (membubut bertingkat). The research was conducted on two groups: an experimental class using the peer teaching and demonstration approach, and a control class using conventional teaching methods. The research employed a quasi-experimental method with a pretest-posttest control group design. Data collection techniques included practical skill tests and documentation of student work. Data analysis was carried out using N-Gain scores and independent sample t-tests. The results showed that the experimental class achieved an average N-Gain of 79.02%, with most students falling into the “effective” category, while the control class reached an average of only 62.56%. The homogeneity test confirmed that the data variance was homogeneous. The t-test revealed a significance value of 0.000 < 0.05, indicating a statistically significant difference between the experimental and control groups. Thus, it can be concluded that the application of the peer teaching model with the demonstration method is significantly more effective in enhancing stepped turning skills than conventional teaching methods. This study recommends the implementation of collaborative and hands-on learning strategies in vocational technical education to improve practical competencies.

Review

This paper presents a timely and relevant investigation into enhancing advanced turning skills, a critical competency in vocational technical education. The study specifically examines the implementation of a peer teaching model integrated with the demonstration method, positing it as an alternative to conventional teaching. The research employs a robust quasi-experimental design with a pretest-posttest control group, which is appropriate for evaluating educational interventions. A key strength of the study lies in its clear objective and the statistically significant findings, indicating that the combined peer teaching and demonstration approach substantially improves students' stepped turning skills, achieving an impressive N-Gain of 79.02% compared to 62.56% in the control group. While the methodological approach is generally sound, utilizing practical skill tests and N-Gain scores for detailed analysis, the abstract could benefit from more specific details that would typically be expected in a full manuscript. For instance, information regarding the sample size, the specific academic level and prior experience of the students involved, and a more explicit definition of the 'conventional teaching methods' employed in the control group would strengthen the context and generalizability of the findings. Nonetheless, the inclusion of homogeneity testing and independent sample t-tests demonstrates a thorough statistical evaluation, confirming a significant difference between the experimental and control groups (p < 0.000). The conclusion that the peer teaching model combined with the demonstration method is significantly more effective than conventional methods in enhancing practical skills is well-supported by the data. This study provides valuable evidence advocating for the integration of collaborative and hands-on learning strategies within vocational technical education, directly addressing the need for improved practical competencies. Future research could further explore the long-term retention of these skills, investigate the model's applicability across a broader range of advanced technical skills, or delve into qualitative aspects to understand student and instructor perceptions of this innovative teaching approach. The findings offer a strong recommendation for educators and curriculum developers to consider adopting such pedagogical models.

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