The Effectiveness of Using Animated Videos as A Learning Medium to Reduce Student Misconceptions About Reaction Rate Material
Keywords:
Animated Video, Effectiveness, Misconceptions, Reaction RateAbstract
This study aimed to investigate the effectiveness of animated video media in reducing students’ misconceptions about the factors influencing the rate of chemical reactions. The research employed a quasi-experimental design using a One Group Pretest–Posttest approach involving 20 eleventh-grade senior high school students who were identified as having misconceptions through a three-tier diagnostic test. The intervention consisted of remedial instruction utilizing animated video media, followed by a posttest to assess changes in conceptual understanding. The results revealed that the average misconception rate decreased from 65% in the pretest to 21.25% in the posttest, indicating a reduction of 43.75% in the moderate category. Furthermore, the students’ conceptual understanding improved significantly, with an average N-gain score of 0.67, categorized as medium–high. These findings demonstrate that the use of animated videos is effective in facilitating conceptual change and enhancing students’ comprehension of abstract chemical concepts. Therefore, animation-based instructional media can serve as an innovative alternative strategy to address misconceptions and improve the overall quality of chemistry learning.
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