Effectiveness of Animated Video Assisted Experiential Learning in Improving Elementary Students Learning Outcomes

Regina Elriana Oki Prigiya; Bayu Purwo Adhi; Eko Pujianto

doi:10.58740/juwara.v6i1.778

Authors

Regina Elriana Oki Prigiya Universitas Doktor Nugroho Magetan
Bayu Purwo Adhi Universitas Doktor Nugroho Magetan
Eko Pujianto Universitas Doktor Nugroho Magetan

DOI:

https://doi.org/10.58740/juwara.v6i1.778

Keywords:

Animated Videos, Elementary School, Experiential Learning Model, Learning Outcomes

Abstract

This study examines the effectiveness of the Experiential Learning model assisted by animated videos in improving the learning outcomes of Natural and Social Sciences (IPAS) students at the elementary school level. A quasi-experiment with a Non-Equivalent Control Group Design was used, with purposive sampling selecting students from Presidential Elementary School, Beriwit State Elementary School 1, and Beriwit State Elementary School 2. The experimental group received animated video-assisted learning, while the control group followed conventional methods. Validity and reliability tests were conducted, and data were analyzed using an independent sample t-test. Results showed the experimental class had a significantly higher post-test average score (83.77) compared to the control group (65.00). The hypothesis test yielded a t-value of 2.018, greater than the t-table value of 1.771, with a significance of 0.007 (< 0.05). These findings confirm that the Experiential Learning model with animated videos effectively enhances students' learning outcomes. This model promotes active engagement and can be widely applied in elementary school curricula.

References

Anggraini, D. R., Yahrif, M., & Deani, A. (2026). Integration of technology in differentiated learning to improve student learning outcomes in elementary school. Arshaka: Pedagogy and Learning Review, 1(2), 81–87. https://doi.org/10.65779/arshaka.v1i2.60

Bailey, D. R., Almusharraf, N., & Almusharraf, A. (2022). Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model. Education and Information Technologies, 27(6), 7679–7698. https://doi.org/10.1007/s10639-022-10949-1

Chakra Setiawan, H., Nugroho, W., & Abdur Rofi, H. (2022). The Importance Of Video As Learning Media According To Principle Of Media Production “Visuals.” Asian Journal of Healthy and Science, 1(3). https://doi.org/10.58631/ajhs.v1i3.15

Chang, Y.-S., Chou, C.-H., Chuang, M.-J., Li, W.-H., & Tsai, I.-F. (2023). Effects of virtual reality on creative design performance and creative experiential learning. Interactive Learning Environments, 31(2), 1142–1157. https://doi.org/10.1080/10494820.2020.1821717

Cholifah, T. N., & Saputro, G. I. (2022). Pengembangan Media Pembelajaran Vidam (Video Animasi) Pembelajaran Tematik Untuk Meningkatkan Minat Belajar Siswa Kelas 3 Sekolah Dasar. Primary Education Journals (Jurnal Ke-SD-An), 2(2), 120–130. https://doi.org/10.33379/primed.v2i2.1613

Cholik, M., & Umaroh, S. T. (2023). Pemanfaatan Video Animasi Sebagai Media Pembelajaran Di Era Digital. JIPI (Jurnal Ilmiah Penelitian Dan Pembelajaran Informatika), 8(2), 704–709. https://doi.org/10.29100/jipi.v8i2.4121

Graul, B., Rollins, M. L., Powers, N., & Corte, D. Della. (2022). Student-Created Video Content for Assessment and Experiential Learning. The Physics Teacher, 60(6), 491–495. https://doi.org/10.1119/5.0029343

Khotimah, K., Anam, K., Afifah, M., & Handayani, R. (2026). Learning transformation with digital technology: The era of education 4.0. Arshaka: Pedagogy and Learning Review, 1(2), 73–80. https://doi.org/10.65779/arshaka.v1i2.58

Kian, M., Ehsangar, H., & Izanloo, B. (2020). The Effect of Hidden Curriculum on Creativity and Social Skills: The Perspective of Elementary Schools. Social Behavior Research & Health. https://doi.org/10.18502/sbrh.v4i1.2828

Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom Engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.771272

Kristiari, S. P., & Cahyadi, F. (2023). Pengembangan Media Video Animasi Pembelajaran IPA Materi Perubahan Cuaca Untuk Meningkatkan Hasil Belajar Siswa Berbasis Canva Pendidikan. Jurnal Dimensi Pendidikan Dan Pembelajaran, 11(1), 78–84. https://doi.org/10.24269/dpp.v11i1.8102

Kuhail, M. A., ElSayary, A., Farooq, S., & Alghamdi, A. (2022). Exploring Immersive Learning Experiences: A Survey. Informatics, 9(4), 75. https://doi.org/10.3390/informatics9040075

Lia, L. K. A., Atikah, C., & Nulhakim, L. (2023). Pengembangan Media Pembelajaran Video Animasi Berbasis Animaker Untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar. Jurnal Ilmiah Pendidikan Citra Bakti, 10(2), 386–400. https://doi.org/10.38048/jipcb.v10i2.1634

Maria, E., Friani, D. A., & Setiati, A. D. (2026). Implementation of project-based collaborative learning models to improve students’ social skills in elementary schools. Arshaka: Pedagogy and Learning Review, 1(2), 103–109. https://doi.org/10.65779/arshaka.v1i2.62

Motta, V. F., & Galina, S. V. R. (2023). Experiential learning in entrepreneurship education: A systematic literature review. Teaching and Teacher Education, 121, 103919. https://doi.org/10.1016/j.tate.2022.103919

O’Connor, C., Mullane, K., & Luethge, D. (2021). The Management and Coordination of Virtual Teams in Large Classes: Facilitating Experiential Learning. Journal of Management Education, 45(5), 739–759. https://doi.org/10.1177/1052562921995550

Pole, K., & McGee, M. (2025). Experiential Learning. In Teaching and Learning in Higher Education (pp. 51–63). Springer Nature Singapore. https://doi.org/10.1007/978-981-95-2415-0_4

Prihatmojo, A., Sartono, E. K. E., Wibawa, L., Ardiansyah, A. R., Elmiati, E., Maharromiyati, M., Purwandari, S., Al Fuad, Z., Hartono, D. P., Yarid, H., & Susanti, E. (2026). Investigating the Growth of Nationalism Character in Indonesian Elementary School Students: A Case Study. Journal of Ethnic and Cultural Studies, 13(1), 166–184. https://doi.org/10.29333/ejecs/2703

Sae, H., & Radia, E. H. (2023). Media Video Animasi Dalam Pembelajaran IPA Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SD. Indonesian Journal of Education and Social Sciences, 2(2), 65–73. https://doi.org/10.56916/ijess.v2i2.474

Tazkia, H. A., & Darmiyanti, A. (2024). Perkembangan Sosial Emosional Anak Usia Dasar di Lingkungan Sekolah. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), 8.

Usmaedi. (2021). Education Curriculum for Society 5.0 in The Next Decade. Jurnal Pendidikan Dasar Setiabudhi, 4(2), 63–79. https://stkipsetiabudhi.e-journal.id/jpd

Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb´s Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation. Journal of Medical Education and Curricular Development, 9. https://doi.org/10.1177/23821205221091511

Wu, S. (2024). Application of multimedia technology to innovative vocational education on learning satisfaction in China. PLOS ONE, 19(2), e0298861. https://doi.org/10.1371/journal.pone.0298861

Ye, J.-H., Wu, Y.-T., Wu, Y.-F., Chen, M.-Y., & Ye, J.-N. (2022). Effects of Short Video Addiction on the Motivation and Well-Being of Chinese Vocational College Students. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.847672