Demonstration Learning Method in Business Multimedia Study:

Practice Approach

Novita Indah Hasibuan

, Thamrin

and Pasca Dwi Putra

Department of Business Education, Universitas Negeri Medan, Medan, Indonesia

Keywords: Multimedia, Demonstration Learning Method, Business Education

Abstract: Business learning multimedia is a subject that is demand for students in making learning media using

software. Lack of understanding in using software as an obstacle in understanding and achieving the

ultimate goal in making business-learning media. This research conducted on students of business

concentration in economic education in the multimedia course of business learning. Students do not have

the basic in making multimedia learning using software so that they have trouble. Therefore, a

demonstration learning method is needed where the lecturer provides theory and exemplifies the

technology-based learning media. Based on testing, it was obtained the results that the use of demonstration

learning methods in courses that require technical is very useful to facilitate students to better understand

and achieve learning objectives. Besides that, it is a technical course that requires skills, with these method

students had better understand the process of making learning media without having to have a basic

programming.

1 INTRODUCTION

In class learning, the use of methods will influence

students' understanding of receiving learning

material. So that the mistakes in choosing will have

an impact on the achievement of the expected

competencies in the subjects taught. The use of

learning methods is based on the characteristics of

the course so that an understanding of the

characteristics and characteristics of the subjects to

be taught is needed. This means that each subject

cannot be treated equally in the use of the learning

method. So that the mastery of learning methods by

educators is very important to understand how the

subjects can be delivered to students well.

One of them is in the business learning

multimedia course. This course aims to enable

students to prepare technology-based learning

media. This course prepares students as educators in

making learning media. This is based on an era of

disruption where every activity that is usually

carried out manually or in the real world and is now

diverted to the digital world according to the goal of

reaching Making Indonesia 4.0. Therefore, this

course is very important in achieving these goals.

But in bringing this course, it takes understanding in

the field of engineering and the use of technology

due to the demands of understanding the

programming language and creativity. Lecturers and

students are required to be able to use technology so

that basic science is needed in its use.

Previously this course was called the learning

media due to technological developments and

market demand, there were adjustments. The

difference is that this course emphasizes the use of

technology in making learning media so that

students are required to produce learning media

using software. Whereas in the learning media

subject, students are only required to produce

creative learning media.

But if we look at the educational background of

students, there are differences where these courses

are taught in study programs that have a social basis.

While this course requires an understanding of

programming and thinking logic. Basically social

science is more demanded for creativity while in this

course more logic is demanded so that there are

problems during the lecture process. Therefore, it is

necessary to choose the right learning method in

delivering material about multimedia business

learning.

196

Hasibuan, N., Thamrin, . and Putra, P.

Demonstration Learning Method in Business Multimedia Study: Practice Approach.

DOI: 10.5220/0009493301960201

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 196-201

ISBN: 978-989-758-432-9

In addition to the current curriculum

development, educators prioritize the use of student

center methods where students are required to be

more active in the teaching and learning process.

During this time in the social field, students are

more active and independent in the teaching and

learning process which emphasizes independence in

learning to find learning material.

This course has a scientific basis so that the right

learning method is needed to convey learning

material. There are problems that occur during the

teaching and learning process in this course. This

course is a new subject in the IQF-based curriculum

so that students do not get basic programming in

making learning media. Different in the subject of

computer applications that have basic competencies

for using Microsoft office where students have

gained knowledge about the use of Microsoft offices

while multimedia courses in business learning have

not yet obtained the basic use of programming. So

that students find it difficult to make learning media.

At the beginning of learning, a general description of

the process of making learning media is given. The

software used to make this learning media is Adobe

Flash Professional. In the initial survey of software

use, students were required to be able to make early

introductions of programming. The method used is

conventional student learning where lecturers give

more lectures and read text books so that students

lack skills. The use of this method causes students to

experience difficulties. In addition, this course is

taught in social fields which basically do not have

knowledge about programming so that most students

experience difficulties.

Therefore, it is necessary to choose the right

method in teaching this course. During this time,

students are more often taught with conventional

methods which are limited to speaking, writing, or

reading text books (Gbamanja, 1999). In addition,

this traditional method also cannot solve problems in

encouraging problem solving, critical thinking, and

creative thinking (Belen, 2014; Wood & Gentle,

2003). The use of traditional methods also causes

learning conditions to be more passive than active

(Bello, 2011). So it is necessary to do an evaluation

in the use of learning methods.

This research was conducted on social study

programs that use more traditional methods.

Students rarely practice directly because most of the

subjects in the social field are cases of everyday life.

On the contrary in the field of science prioritizes

practices where more students are required to

experience directly the process of making.

Initial testing was also carried out by directly

practicing the use of adobe programs to ensure that

the use of the learning method was right because the

subject prioritized practicum. But the results of

using these methods are not effective so students do

not get maximum understanding. This is in line with

(Schaal, 1997) that practicum is better done first by

providing learning material. This has a negative

impact because students have not gained sufficient

understanding and material in solving problems.

Therefore, the choice of learning methods in this

course is very influential on the success in achieving

learning competencies. Because it is a new subject,

it is necessary to test the right learning method. One

of them is the demonstration learning method.

Demonstration learning methods are learning

methods that use teaching aids to facilitate the

delivery of learning material (Fartati, 2014). In this

method, educators are more active in giving

examples to students before they do it (McDermott,

2001). In this method, the participation of students is

very important because they have to replicate what

has been given so that an effective teaching and

learning process will be obtained (Maun &

Winnitoy, 1980; Simarmata, 2018; McDermott,

2001). Lack of student participation results in a lack

of feedback between students and lecturers so that

the use of demonstration methods is expected to

increase feedback, especially students' understanding

of the core competencies of the business learning

multimedia course.

The use of demonstration methods in multimedia

learning has benefits including: saving time and

costs, providing more motivation, providing

feedback, providing real situations and giving

attention and motivation to learning. Previously, that

this course was required to produce technology-

based learning media. The use of technology will

improve students' skills and readiness in increasing

competition. In addition, the use of technology will

make it easier to understand the core of learning.

Such a learning video is very helpful in conveying

learning material (Basheer, Hugerat, Kortam, &

Hofstein, 2017). In addition, the use of this method

also increases creativity and learning outcomes so

that it is very good to be used in multimedia

business learning courses (Sadewa, 2015). It is

expected that the use of this method will improve the

students' skills in achieving the basic competencies

of multimedia courses in business learning and

develop the use of demonstration learning methods

for the better.

There are several studies which show that the use

of demonstration learning methods is useful in

enhancing the abilities and skills and creativity of

students. Like the research conducted by (Ameh &

Dantani, 2012; Basheer et al., 2017; Fartati, 2014;

Giridharan & Raju, 2016; Iqbal, 2017; Maun &

Winnitoy, 1980; Tuah, Harrison, & Shallcross,

2010; Umar, Bala, & Ladu, 2016) which states that

the use of demonstration methods is very good in

Demonstration Learning Method in Business Multimedia Study: Practice Approach

197

improving student learning outcomes. This is also

supported by research conducted (Schaal, 1997) that

demonstration methods can solve learning problems.

But in research conducted by (Iline, 2013; M. Furo,

2014; McKee, Williamson, & Ruebush, 2007; Noah,

2013) show less effective use of demonstration

methods in the learning process. This is because the

demonstration method is more effective if done in

elementary or junior high school (M. Furo, 2014).

Therefore, in this study will be known the benefits

of using demonstration learning methods in the

teaching and learning process in the multimedia

course of business learning.

2 THEORICAL FRAMEWORK

Demonstration Learning Method

Multimedia business learning is one of the

development subjects of the IQF-based curriculum

in the face of an era of disruption. In this course, it is

required to obtain the ability to create learning

media using software. Therefore, we need the right

learning method in the delivery process. One of

them is a demonstration learning method. According

to (Maun & Winnitoy, 1980), the demonstration

method is a technique where the teacher combines

formal learning and personal instruction. Besides

that, according to (Noah, 2013), that the

demonstration method where the instructor is an

actor while the students are observers where in the

end they act. According to (Yamin, 2010) the

method of demonstration can be done by

demonstrating the use or method of doing activities

so that it looks like a real activity.

This method is often done in science learning

where practicum is required to practice the process

of occurring an event (Tuah et al., 2010). This

method is also required to use teaching aids and

teaching materials that serve as proof of theory and

concept (Toernaliyah, 2012). According to

(Djamarah, 2006) there are advantages and

disadvantages of the demonstration method, namely:

the advantages of the demonstration method are as

follows; (a) Can make teaching more clear and

concrete, (b) Students more easily understand what

is learned, (c) The teaching process is more

interesting, (d) Students are stimulated to actively

observe, adjust the theory with reality and try to do it

themselves. While the shortcomings of the

demonstration method are as follows; (a) This

method requires teacher skills specifically, because

without being supported by it, the demonstration is

not effective, (b) Facilities such as equipment, places

and adequate media are not always available. The

demonstration method causes students to be more

active and follow instructions compared to

traditional methods (McDermott, 2001).

3 RESEARCH METHOD

The type of this research is quantitative descriptive.

The location of the study was conducted in the

Business Education Study Program, Faculty of

Economics, Medan State University. The course that

will be conducted is multimedia business learning

which is a new subject based on the IQF-based

curriculum. This study follows a research model

from (Arikunto, 2006) where research between one

cycle and another cycle. The stages are by planning,

implementing, observing, and reflecting. The steps

in this research are by planning which is then

evaluated and revised, implemented, and final

evaluation through reflection. The data used is

activity data during the teaching and learning

process, learning outcome test data.

4 RESULT AND DISCUSSION

This study looks at the difference in treatment

between before and after an action is given. The

comparison is also made to the difference between

the sexes to the value so that a comparison between

the sexes is obtained before and after the treatment.

Pre Test

Table 1: Average Value

Group Statistics

Gender

Mean Std.

Deviation

Std.

Error

Mean

Male 22 67.4545 8.55641 1.82423

Female 70 70.5286 8.85425 1.05829

Based on table 1 above can be seen the average

value of men and women before being given

treatment. It can be seen that the number of men as

many as 22 people with an average value before

being given treatment amounted to 67.45 while the

number of women as many as 70 people had a

greater average value of 70.52.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

198

Table 2: Results of Levene's Test

Independent Samples Tes

Levene's

Test for

Equality

Variances

t-test for Equality of

Means

F Sig. t df Sig.

(2-

tailed)

Equal

variances

assume

.032 .859 -1.432 90 .156

Equal

variances

not

assume

1.458

36.263 .154

Based on the results of Levene's Test, the

significant value of F is 0.859 or above 5%, so it can

be concluded that there is no difference or has the

same variance between men and women before

being treated. While the average value of students

before being given treatment there was no difference

between men and women seen from the t value of

0.156 or greater than 5%.

Post Test

Table 3: Treatment

Group Statistics

Gender

Mean Std.

Deviation

Std.

Error

Mean

Post

Male 22 80.8182 6.09946 1.30041

Female 70 84.9429 4.80605 .57443

Based on Table 3 above, after the treatment,

there was an increase in the average value obtained

by students, which was 67.45 men before being

80.81 while the previous 70.52 women became

84.94.

Table 4:. Independent Samples Test

Independent Samples Tes

Levene's

Test for

Equality of

Variances

t-test for Equality of

Means

F Sig. t Sig. (2-

tailed)

Post

Equal

variances

assume

8.622

004

3.285

.001

Equal

variances

not

assume

2.901

.007

Based on the results of Levene’s Test obtained a

significant F value of 0.004 or less than 5% so that

the results obtained are differences after being

treated between men and women. While the

significant t test value was 0.001 or less than 5% so

that the average score between men after being

given treatment had differences with women.

Same Sample Difference Test

Table 5: differences and increases

Paired Samples Statistics

Mean

Std.

Deviation

Std.

Error

Mean

Pair

Pre 69.7935 92 8.83616 .92123

Post

83.

9565

92 5.40637 .56365

From table 5 above, the results show that there

are differences and increases in values between

before and after treatment. Before being treated,

students obtain an average score of 69.79. After

being given treatment there is an increase in value to

83.96.

Demonstration Learning Method in Business Multimedia Study: Practice Approach

199

Table 6: Significant result

Paired Samples Test

Paired Differences t

Sig.

(2-tailed)

Mean

Std.

Deviation

Pair

Pre -

Post

14.16304 9.12342 14.890 1 .000

Based on table 6 above, it is obtained a significant

result of 0,000 or smaller than 5% so that there is a

difference between before being treated with after

being treated.

Based on the results of the above research, it was

concluded that before being given treatment there

was no difference between male and female

students. So it can be concluded using conventional

methods that there is no variance that is different and

students do not get graduation in multimedia

courses. Whereas after being given treatment there is

a difference in value between men and women

where the value obtained also increases from before

being given treatment (Crouch, Fagen, Callan, &

Mazur, 2004). These results indicate that the use of

demonstration methods in business learning

multimedia learning leads to an increase in student

learning outcomes (Basheer et al., 2017; Fartati,

2014). In addition, the use of demonstration learning

methods enhances students' creativity and their

learning outcomes so as to produce interactive

learning media (Basheer et al., 2017; Iqbal, 2017;

Sadewa, 2015; Tuah et al., 2010; Umar et al., 2016).

In addition, the use of this method in the teaching

and learning process requires educators to play an

active role in the learning process (McDermott,

2001; Tuah et al., 2010). In this method it is also

useful in giving students a sense of thinking so that

they make them more creative (Maun & Winnitoy,

1980). The use of this method must be based on

planning and must be adapted to the needs and

characteristics of the course so that effective value

and learning enhancement for students will be

produced. Like the research conducted by (Iline,

2013) that the use of demonstration methods that

lack planning will lead to less effective results. This

result is also supported by research conducted by

(M. Furo, 2014; McKee et al., 2007).

5 CONCLUSIONS

Based on the results and discussion above, it can be

concluded that the use of demonstration learning

methods in which the teaching staff gives examples

and then the students pay attention and take actions

taken by the teacher will lead to an increase in the

value of learning and student creativity. The use of

this method also requires students to be more active

in the learning process in class. The results of this

study also provide suggestions for some subjects that

prioritize practitioners more recommended the use

of demonstration methods to increase creativity and

ease in receiving material. In addition, in the use of

demonstration methods it is recommended that the

material be given beforehand before carrying out the

practice.

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