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The Effect of Animated Videos on Fourth-Grade Elementary School Students’ Understanding of the Concept of Changes in the State of Matter
Abstract
Background: Conceptual understanding is an important aspect of science education in elementary schools, particularly in learning abstract concepts such as changes in the state of matter. Students often experience difficulties in understanding these concepts because the processes cannot always be directly observed. This study aims to determine the effect of animated video media on fourth-grade elementary school students’ conceptual understanding of changes in the state of matter. Methodology: This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 50 fourth-grade students at SDN Warakas 06, with 25 students assigned to the experimental class and 25 students to the control class. Data were collected using an essay test administered as a pretest and posttest. Before implementation, the instrument was validated through expert judgment and a field trial. The experimental class received instruction using animated video media for three meetings, with each video lasting approximately 15 minutes and presenting visual and narrated explanations of melting, freezing, and evaporation. Meanwhile, the control class received conventional learning media for the same number of meetings. Data analysis included the Shapiro-Wilk normality test, Levene’s homogeneity test, independent-samples t-test, and Cohen’s d effect size analysis. Findings: The results showed that the experimental class mean increased from 64.20 to 74.40, while the control class increased from 64.40 to 72.60. The hypothesis test produced a significance value of 0.001 < 0.05, with a calculated t-value of 5.524 exceeding the critical t-value of 2.010. The effect size was 0.709, indicating a medium-to-large effect. Contributions: This study contributes empirical evidence on the effectiveness of animated videos in facilitating elementary students’ understanding of changes in the state of matter
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DOI: https://doi.org/10.36987/jpbn.v12i3.9644
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