The Effect of Interactive Media Based on Animated Video on Natural Science Process Skills in Elementary School

Abstract

This research aims to describe interactive media for enhancing student learning outcomes and to analyze the impact of animated video-based interactive media on science process skills. The study utilized a quantitative Nonequivalent Control Group Design with a pretest-posttest involving two classes, IV-A and IV-B, each consisting of 26 students. The instrument used in this study was a multiple-choice test obtained from a test bank. Quantitative data analysis employed statistical procedures, including descriptive and inferential statistics. Based on the research findings, the significance value obtained from the Independent Sample T-Test was 0.00, which is less than 0.05. This indicates that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected, concluding that animated video-based interactive media significantly influences science process skills. The analysis also revealed that animated video-based interactive media has an 80% impact on science process skills, demonstrating that this type of media effectively enhances science process skills in fourth-grade elementary school students.