Instructional Videos for Strengthening Students’ Understanding in Social Studies: Evidence from a Quasi-Experimental Study

Abstract

This study examines the effect of using instructional video on improving students' understanding in Social Studies learning at MTs Mursyidul Awwam Cenrana. The study employed a quantitative quasi-experimental method with a pretest-posttest control group design. The population consisted of all eighth-grade students, while the sample involved 28 students divided into an experimental class and a control class, each containing 14 students. The experimental class learned through instructional video, whereas the control class received conventional teaching. Data were collected using multiple-choice pretest and posttest instruments and supported by documentation. The data were analyzed through descriptive statistics, normality testing, homogeneity testing, independent sample t-test, and normalized gain analysis. The results show that the experimental class mean score increased from 40.00 to 91.07, while the control class increased from 40.36 to 70.71. The independent sample t-test produced a significance value of 0.001, indicating a significant difference between the two classes. The N-Gain score was 0.85 for the experimental class and 0.51 for the control class. The findings indicate that instructional video has a positive, significant, and more effective effect on students' understanding than conventional learning.