The Effect of the Discovery Learning Model Assisted by Animated Video Media on Students' Cognitive Learning Outcomes Regarding Environmental Pollution

Le résumé fourni par la source

This study aimed to determine the effect of the Discovery Learning model assisted by animated video media on students' cognitive learning outcomes regarding environmental pollution. The study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The research was conducted at SMA Negeri 2 Mutiara, with a population of 115 students. Two classes were selected based on the results of a placement test consisting of 30 multiple-choice questions. The experimental class received instruction using the Discovery Learning model assisted by animated video media, whereas the control class received the Discovery Learning model without animated video assistance. Data were collected through pretests and posttests measuring students' cognitive learning outcomes. Before being administered, the test instrument was subjected to validity and reliability testing. Data analysis involved normality and homogeneity tests as prerequisite analyses, followed by analysis of covariance (ANCOVA) using SPSS. The results showed that the mean cognitive learning outcome in the experimental class increased from 41.00 in the pretest to 81.40 in the posttest, representing an increase of 50%. Meanwhile, the control class increased from 39.82 to 60.86, representing an increase of 34.57%. The ANCOVA results indicated a significant effect of class treatment on students' cognitive learning outcomes (F = 223.908; Sig. = 0.000 < 0.05). Furthermore, the adjusted mean score of the experimental class (81.493) was higher than that of the control class (60.782), and the LSD test showed a significant difference between the two groups. Therefore, the Discovery Learning model assisted by animated video media was more effective than Discovery Learning in improving students' cognitive learning outcomes on environmental pollution.

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