Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal EDUKASI
Uus Ruswandi
Sunan Gunung Djati State Islamic University Bandung
Religion Humanities Education Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Enhancing Students' Cognitive Learning Outcomes through the Demonstration Method Assisted by Interactive PowerPoint in Islamic Religious Education and Character Education Cecep Anwar; Akmal Septian Mawardi; Uus Ruswandi; Sani Insan Muhamadi
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examined the effectiveness of the demonstration method assisted by Interactive PowerPoint in improving students' cognitive learning outcomes in Islamic Religious Education and Character Education at SMKN 13 Bandung. Guided by Piaget's Cognitive Development Theory and Mayer's Cognitive Theory of Multimedia Learning, the study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The participants were 64 Grade XI Chemical Analysis students assigned to experimental and control groups. Data were collected through achievement tests, questionnaires, observations, interviews, and documentation, and analyzed using descriptive statistics, N-Gain, and independent-samples t-tests. The results showed that the Interactive PowerPoint-assisted demonstration method achieved higher instructional implementation (90–94%) than conventional instruction (80–87%). The experimental group demonstrated significantly greater improvement in cognitive achievement (84.38–97.03; N-Gain = 0.76) than the control group (78.44–86.72; N-Gain = 0.38), with a significant difference (p < 0.001). Students also reported more positive learning experiences, indicating that the approach effectively enhanced both cognitive achievement and classroom engagement.
Co-Authors Akmal Septian Mawardi Cecep Anwar Sani Insan Muhamadi