The Effect of Problem Based Learning Assisted by Instructional Video on Student Learning Outcomes

Titik Khoiroh

doi:10.47239/drkrhe58

Authors

Titik Khoiroh SMKN 1 Sepuluh, Bangkalan, Indonesia

DOI:

https://doi.org/10.47239/drkrhe58

Keywords:

problem-Based Learning, instructional video, science education, learning outcomes, vocational education

Abstract

This study examined the implementation and effect of Problem-Based Learning (PBL) assisted by instructional video on vocational high-school students’ science learning outcomes. A quantitative quasi-experimental design was used with Grade X students at SMKN 1 Sepuluh, Bangkalan. Class X-A served as the comparison group and received Project-Based Learning (PjBL) assisted by instructional video, whereas Class X-B served as the experimental group and received PBL assisted by instructional video. Learning outcomes were measured using a teacher-validated achievement test. The source manuscript reports normality and homogeneity testing followed by hypothesis testing in SPSS 21. The reported between-subjects analysis indicated significant effects for learning model (F = 17.004, p < .001), instructional video (F = 28.015, p < .001), and the model-by-video term (F = 3.572, p = .002), with R² = .779 and adjusted R² = .760. The experimental class was reported to achieve higher learning outcomes than the comparison class. These findings support the pedagogical value of combining problem-centered inquiry with audiovisual scaffolding; however, inconsistencies in the reported ANOVA degrees of freedom and the absence of group means and standard deviations limit effect-size interpretation. Future studies should report complete descriptive statistics, validated instruments, and a fully specified factorial or two-group analysis.

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