<![CDATA[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.]]>
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