The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes
DOI:
https://doi.org/10.22373/p-jpft.v12i2.31850Keywords:
Videoscribe Media, Guided Inquiry, Learning OutcomesAbstract
This research is motivated by the low learning outcomes in physics among students, which are influenced by the teacher-centered learning model and the limited use of innovative learning media. The aim of this study is to determine the effect of the guided inquiry model assisted by Videoscribe media on students’ physics learning outcomes. This research employed a quantitative approach with a quasi-experimental design involving two classes: an experimental class (XI Science 1) that used Videoscribe media within the guided inquiry model, and a control class (XI Science 2) that used the guided inquiry model without media assistance. The experimental and control classes consisted of 23 and 26 students, respectively. The instrument used in this study was a learning outcome test in the form of a pre-test and post-test. The average pre-test score in the experimental class was 39.13, which increased to 78.26 after treatment. In the control class, the average pre-test score was 34.61, increasing to 66.53 after treatment. Data analysis involved normality testing, homogeneity testing, and hypothesis testing, which showed a significant improvement in the learning outcomes of students in the experimental class compared to the control class. The results indicate that the guided inquiry learning model assisted by Videoscribe media has a positive effect on students’ physics learning outcomes on the topic of heat.
References
Ariyati, Y. (2021). Sparkol Videoscribe sebagai media pembelajaran pada mata pelajaran konstruksi jalan jembatan untuk meningkatkan hasil belajar siswa. Jurnal Kajian Pendidikan Teknik Bangunan, 7(1), 1–8.
Astiti, N. D., Mahadewi, L. P. P., & Suarjana, I. M. (2021). Faktor mempengaruhi hasil belajar IPA. Jurnal Mimbar Ilmu, 26(2), 193–203.
Basri, S., & Khatimah, H. (2019). Efektivitas penggunaan media pembelajaran Sparkol Videoscribe terhadap hasil belajar fisika peserta didik kelas XI SMA Negeri 6 Jeneponto. Karst: Jurnal Pendidikan Fisika dan Terapannya, 2(2), 85–90.
Gravetter, F. J., & Wallnau, L. B. (2016). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
Hake, R. R. (1998). Interactive engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hajratun, Sri, Susilawati, S., & Ayub, S. (2022). Validitas perangkat pembelajaran hukum Newton menggunakan model concept attainment untuk meningkatkan pemahaman konsep peserta didik. Jurnal Ilmiah Profesi Pendidikan, 7(2b), 480–485. https://doi.org/10.29303/jipp.v7i2b.485
Kartini, K. S., & Putra, I. N. T. A. (2020). Respon siswa terhadap pengembangan media pembelajaran interaktif berbasis Android. Jurnal Pendidikan Kimia Indonesia, 4(1), 12–19. https://doi.org/10.23887/jpk.v4i1.24981
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, Article 863. https://doi.org/10.3389/fpsyg.2013.00863
Listari, A., Doyan, A., Ayub, S., & Hikmawati, H. (2023). Pengembangan media pembelajaran fisika berbasis Videoscribe pada materi momentum dan impuls untuk meningkatkan pemahaman konsep. Jurnal Ilmiah Profesi Pendidikan, 8(1), 22–28. https://doi.org/10.29303/jipp.v8i1.1140
Liza, S. (2021). Upaya peningkatan minat dan hasil belajar fisika siswa kelas XII IPA 3 SMAN 3 Muaro Jambi melalui media pembelajaran animasi 3 dimensi tahun pelajaran 2018/2019. SCIENCE: Jurnal Inovasi Pendidikan Matematika dan IPA, 1(2), 170–176. https://doi.org/10.51878/science.v1i2.522
Nurfarida, N., Bahtiar, B., & Ernita, N. (2019). Pengaruh model pembelajaran inkuiri terbimbing pada pembelajaran fisika untuk meningkatkan hasil belajar siswa. Jurnal Riset Inovasi Pembelajaran Fisika, 2(1), 9–19. https://doi.org/10.29303/jripf.v2i1.16
Purwaningsih, P. (2022). Peningkatan hasil belajar melalui model pembelajaran penemuan pada peserta didik kelas VIII SMP Negeri 8 Cikarang Utara Kabupaten Bekasi. EDUCATOR: Jurnal Inovasi Tenaga Pendidik dan Kependidikan, 2(4), 422–427. https://doi.org/10.51878/educator.v2i4.1929
Sarumaha, M., & Harefa, D. (2023). Model pembelajaran inquiry terbimbing terhadap hasil belajar IPA terpadu siswa. NDRUMI: Jurnal Ilmu Pendidikan dan Humaniora, 5(1), 27–36. https://doi.org/10.57094/ndrumi.v5i1.517
Sukarelawan, M. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs stacking: Analisis perubahan abilitas peserta didik dalam desain one group pretest-posttest. Penerbit Suryacahy.
Sullivan, G. M., & Feinn, R. (2012). Using effect size—or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279–282. https://doi.org/10.4300/JGME-D-12-00156.1
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Vashya Cheryl Bervilza, Evendi Evendi, Ahmad Farhan, Agus Wahyuni, Zainuddin Zainuddin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with Jurnal Phi agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
