THE EFFECT OF USING CONTEXT-BASED INSTRUCTIONAL VIDEOS ON STUDENTS’ PROBLEM-SOLVING SKILLS IN THE TOPIC OF MOMENTUM AND IMPULSE

Abstract

Problem-solving skills are crucial in 21st-century learning. However, preliminary test results at Padang State High School 7 indicate that these skills are still not optimal, particularly in the stage of evaluating solutions. This study aims to analyze differences in students’ problem-solving abilities between the use of context-based instructional videos and conventional instructional videos on the topics of momentum and impulse. This study employed a quantitative approach using a quasi-experimental method and a control group design without a pre-test. The sample consisted of 78 11th-grade students in Phase F, with 39 students each in the experimental and control groups. Both groups participated in instruction using the Problem-Based Learning (PBL) model, while the type of video served as the treatment variable. Data were collected through an essay test based on Polya’s four stages of problem-solving and analyzed using descriptive statistics, normality tests, homogeneity tests, and an independent samples t-test at a significance level of 0.05. The results showed that the average score for the experimental group was 72.18 and 65.77 for the control group. The t-test results showed a significant difference of 0.042 (p < 0.05) with a Cohen’s d effect size of 0.47 (moderate category). Thus, the group that used context-based instructional videos demonstrated higher problem-solving skills compared to the group that used instructional videos.