Exploring the Demonstration Method in Archival Learning: A Descriptive Approach
DOI:
https://doi.org/10.70188/pxwkbz97Keywords:
demonstration method, archival studies, learning motivation, active engagement, practical skillsAbstract
This study aims to describe the effectiveness of the demonstration method in archival learning in terms of content understanding, learning motivation, active engagement, and students’ practical skills. The study employed a quantitative descriptive approach. The population consisted of 88 students, with a sample of 44 students selected using simple random sampling. Data were collected through a Likert-scale questionnaire and analyzed using descriptive percentage techniques. The results indicate that the demonstration method has a positive impact on archival learning. In terms of learning motivation and active engagement, most students fall into high and very high categories, suggesting that the method effectively enhances students’ interest and participation. For content understanding, the majority of students are in the moderate category with a tendency toward higher levels, indicating that the method is sufficiently effective in supporting students’ comprehension of archival concepts and procedures. Meanwhile, in terms of practical skills, the results are dominated by the moderate category, suggesting that students are able to follow demonstrated procedures but have not yet achieved optimal mastery. Overall, the demonstration method is effective as an instructional strategy for enhancing motivation and engagement, as well as supporting basic understanding in archival learning. However, to achieve higher-order understanding and optimal practical skill development, this method should be integrated with approaches that emphasize hands-on practice and active student involvement.
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