Human Centered Interactive Animated Video to Enhance Primary Students' Learning Enthusiasm in Human Digestive System Instruction: A Classroom Action Study in an Indonesian Islamic Elementary School
DOI:
https://doi.org/10.70211/wesw.v3i2.526Keywords:
Classroom Action Research, Digital Learning Media, Human-Centered Learning, Interactive Animated Video, Learning Enthusiasm, Primary ScienceAbstract
Elementary science teachers need digital media that are not only visually attractive but also instructionally meaningful for young learners who often struggle with abstract biological processes. This classroom action study examined how an interactive animated video could improve fifth-grade students' learning enthusiasm in human digestive system instruction at an Indonesian Islamic elementary school. The study involved 21 students and was implemented through two action cycles consisting of planning, action, observation, and reflection. Data were collected through student enthusiasm questionnaires, classroom observation sheets, teacher implementation observation, interviews, and documentation. The intervention used a short animated video showing the digestive pathway from the mouth to the anus, embedded with guiding questions, student worksheets, and group discussion. The findings show a consistent improvement in learning enthusiasm. The questionnaire mean increased from 2.26 in the pre-cycle to 3.00 in Cycle I and 3.39 after Cycle II, while classroom observation scores increased from 2.00 to 3.00 and then to 4.00. Students became more attentive, more willing to ask and answer questions, and more positive toward science learning. These results suggest that interactive animated video, when combined with teacher facilitation and reflective classroom improvement, can create a more engaging, enjoyable, and student-centered elementary science learning environment.
References
[1] R. E. Mayer, “Applying the science of learning: Evidence-based principles for the design of multimedia instruction,” American Psychologist, vol. 63, no. 8, pp. 760–769, 2008. https://doi.org/10.1037/0003-066X.63.8.760
[2] R. E. Mayer and R. Moreno, “Nine ways to reduce cognitive load in multimedia learning,” Educational Psychologist, vol. 38, no. 1, pp. 43–52, 2003. https://doi.org/10.1207/S15326985EP3801_6
[3] R. Moreno and R. E. Mayer, “Interactive multimodal learning environments,” Educational Psychology Review, vol. 19, no. 3, pp. 309–326, 2007. https://doi.org/10.1007/s10648-007-9047-2
[4] L. Fiorella and R. E. Mayer, “Eight ways to promote generative learning,” Educational Psychology Review, vol. 28, pp. 717–741, 2016. https://doi.org/10.1007/s10648-015-9348-9
[5] T. N. Höffler and D. Leutner, “Instructional animation versus static pictures: A meta-analysis,” Learning and Instruction, vol. 17, no. 6, pp. 722–738, 2007. https://doi.org/10.1016/j.learninstruc.2007.09.013
[6] S. Berney and M. Bétrancourt, “Does animation enhance learning? A meta-analysis,” Computers & Education, vol. 101, pp. 150–167, 2016. https://doi.org/10.1016/j.compedu.2015.10.005
[7] R. Ploetzner, S. Berney, and M. Bétrancourt, “When learning from animations is more successful than learning from static pictures: Learning the specifics of change,” Instructional Science, vol. 49, pp. 497–514, 2021. https://doi.org/10.1007/s11251-021-09541-w
[8] C. J. Brame, “Effective educational videos: Principles and guidelines for maximizing student learning from video content,” CBE—Life Sciences Education, vol. 15, no. 4, Art. no. es6, 2016. https://doi.org/10.1187/cbe.16-03-0125
[9] M. Noetel et al., “Video improves learning in higher education: A systematic review,” Review of Educational Research, vol. 91, no. 2, pp. 204–236, 2021. https://doi.org/10.3102/0034654321990713
[10] B. B. de Koning, H. K. Tabbers, R. M. J. P. Rikers, and F. Paas, “Improved effectiveness of cueing by self-explanations when learning from a complex animation,” Applied Cognitive Psychology, vol. 25, no. 2, pp. 183–194, 2011. https://doi.org/10.1002/acp.1661
[11] C. I. Johnson and R. E. Mayer, “Applying the self-explanation principle to multimedia learning in a computer-based game-like environment,” Computers in Human Behavior, vol. 26, no. 6, pp. 1246–1252, 2010. https://doi.org/10.1016/j.chb.2010.03.025
[12] M. T. H. Chi and R. Wylie, “The ICAP framework: Linking cognitive engagement to active learning outcomes,” Educational Psychologist, vol. 49, no. 4, pp. 219–243, 2014. https://doi.org/10.1080/00461520.2014.965823
[13] A. W. Lazonder and R. Harmsen, “Meta-analysis of inquiry-based learning: Effects of guidance,” Review of Educational Research, vol. 86, no. 3, pp. 681–718, 2016. https://doi.org/10.3102/0034654315627366
[14] E. M. Furtak, T. Seidel, H. Iverson, and D. C. Briggs, “Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis,” Review of Educational Research, vol. 82, no. 3, pp. 300–329, 2012. https://doi.org/10.3102/0034654312457206
[15] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, 2014. https://doi.org/10.1073/pnas.1319030111
[16] E. J. Theobald et al., “Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and mathematics,” Proceedings of the National Academy of Sciences, vol. 117, no. 12, pp. 6476–6483, 2020. https://doi.org/10.1073/pnas.1916903117
[17] J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, “School engagement: Potential of the concept, state of the evidence,” Review of Educational Research, vol. 74, no. 1, pp. 59–109, 2004. https://doi.org/10.3102/00346543074001059
[18] J. J. Appleton, S. L. Christenson, D. Kim, and A. L. Reschly, “Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument,” Journal of School Psychology, vol. 44, no. 5, pp. 427–445, 2006. https://doi.org/10.1016/j.jsp.2006.04.002
[19] E. A. Skinner, C. Furrer, G. Marchand, and T. Kindermann, “Engagement and disaffection in the classroom: Part of a larger motivational dynamic,” Journal of Educational Psychology, vol. 100, no. 4, pp. 765–781, 2008. https://doi.org/10.1037/a0012840
[20] R. Azevedo, “Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues,” Educational Psychologist, vol. 50, no. 1, pp. 84–94, 2015. https://doi.org/10.1080/00461520.2015.1004069
[21] E. R. Kahu, “Framing student engagement in higher education,” Studies in Higher Education, vol. 38, no. 5, pp. 758–773, 2013. https://doi.org/10.1080/03075079.2011.598505
[22] N. Nafi’a and T. Taufiqurrahman, “Development of interactive learning media for natural science based on Adobe Flash for elementary school,” Jurnal Pendidikan IPA Indonesia, vol. 9, no. 4, pp. 567–577, 2020. https://doi.org/10.15294/jpii.v9i4.25718
[23] D. R. Dewi, A. S. Egok, and R. Febriandi, “Pengembangan multimedia interaktif berbasis Powtoon pada pembelajaran tematik di sekolah dasar,” Jurnal Basicedu, vol. 5, no. 5, pp. 3799–3813, 2021. https://doi.org/10.31004/basicedu.v5i5.1382
[24] M. Lubis, “Digital learning media in elementary science: Stimulating or demotivating?,” Assyfa Journal of Multidisciplinary Education, vol. 1, no. 1, pp. 18–26, 2024. https://doi.org/10.61650/ajme.v1i1.497
[25] B. S. Sinambela and I. Pratiwi, “The effect of interactive media based on animated video on natural science process skills in elementary school,” Edunesia: Jurnal Ilmiah Pendidikan, vol. 5, no. 3, 2024. https://doi.org/10.51276/edu.v5i3.921
[26] D. U. N. Diah, A. F. Surya, and E. Susiloningsih, “Application of animated video learning media to enhance elementary students’ ability to understand intrinsic elements of short stories,” EduStream: Jurnal Pendidikan Dasar, vol. 8, no. 2, pp. 100–112, 2024. https://doi.org/10.26740/eds.v8n2.p100-112
[27] L. A. Caella and S. Yulianto, “The effectiveness of animation video media to increase interest and learning outcomes in science subjects,” Jurnal Penelitian Pendidikan IPA, vol. 10, no. 9, pp. 6621–6630, 2024. https://doi.org/10.29303/jppipa.v10i9.8445
[28] N. P. G. Rutten, W. R. van Joolingen, and J. T. van der Veen, “The learning effects of computer simulations in science education,” Computers & Education, vol. 58, no. 1, pp. 136–153, 2012. https://doi.org/10.1016/j.compedu.2011.07.017
[29] L. K. Smetana and R. L. Bell, “Computer simulations to support science instruction and learning: A critical review of the literature,” International Journal of Science Education, vol. 34, no. 9, pp. 1337–1370, 2012. https://doi.org/10.1080/09500693.2011.605182
[30] J. L. Plass, S. Heidig, E. O. Hayward, B. D. Homer, and E. Um, “Emotional design in multimedia learning: Effects of shape and color on affect and learning,” Learning and Instruction, vol. 29, pp. 128–140, 2014. https://doi.org/10.1016/j.learninstruc.2013.02.006
[31] E. R. Um, J. L. Plass, E. O. Hayward, and B. D. Homer, “Emotional design in multimedia learning,” Journal of Educational Psychology, vol. 104, no. 2, pp. 485–498, 2012. https://doi.org/10.1037/a0026609
[32] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemporary Educational Psychology, vol. 61, Art. no. 101860, 2020. https://doi.org/10.1016/j.cedpsych.2020.101860
[33] A. Bandura, “Social cognitive theory: An agentic perspective,” Annual Review of Psychology, vol. 52, pp. 1–26, 2001. https://doi.org/10.1146/annurev.psych.52.1.1
[34] S. Kemmis, R. McTaggart, and R. Nixon, The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer, 2014. https://doi.org/10.1007/978-981-4560-67-2
[35] A. R. Artino Jr., J. S. La Rochelle, K. J. Dezee, and H. Gehlbach, “Developing questionnaires for educational research: AMEE Guide No. 87,” Medical Teacher, vol. 36, no. 6, pp. 463–474, 2014. https://doi.org/10.3109/0142159X.2014.889814
[36] G. O. Boateng, T. B. Neilands, E. A. Frongillo, H. R. Melgar-Quiñonez, and S. L. Young, “Best practices for developing and validating scales for health, social, and behavioral research: A primer,” Frontiers in Public Health, vol. 6, Art. no. 149, 2018. https://doi.org/10.3389/fpubh.2018.00149
[37] A. R. Saavedra and V. D. Opfer, “Learning 21st-century skills requires 21st-century teaching,” Phi Delta Kappan, vol. 94, no. 2, pp. 8–13, 2012. https://doi.org/10.1177/003172171209400203
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Fitria Fathkul Khotimah, Tabroni, Pauzan Azim
This work is licensed under a Creative Commons Attribution 4.0 International License.