Evaluation of Critical Thinking Skills and Student Learning Outcomes through Demonstration and Experimental Learning on Photosynthesis

Abstract

Mastery of appropriate learning methods plays a crucial role in enhancing students understanding of photosynthesis concepts. The development of critical thinking skills is essential for enabling students to analyze information, construct logical arguments, and interpret scientific data effectively. This study aimed to evaluate the critical thinking skills and learning outcomes of eighth-grade students at Muhammadiyah Mamala Junior High School. The research involved two classes, namely class VIII-A and VIII-B. A quasi-experimental design was employed, where class VIII-A was taught using the demonstration method, while class VIII-B applied the experimental method. The research instruments included critical thinking worksheets, pre-test–post-test assessments to measure learning outcomes, affective observation sheets, and psychomotor assessment sheets. Data were analyzed using the Independent Sample t-test with SPSS v.20. The findings revealed that both instructional methods significantly improved students’ learning outcomes and critical thinking skills. However, the experimental method showed a slightly higher impact compared to the demonstration method. This novelty indicates that both demonstration and experimental approaches are effective in promoting active learning and improving students’ cognitive, affective, and psychomotor domains. Therefore, teachers are encouraged to integrate these methods into science instruction to enhance students overall learning performance.