IJIET 2025 Vol.15(12): 2637-2652
doi: 10.18178/ijiet.2025.15.12.2460
doi: 10.18178/ijiet.2025.15.12.2460
The Effect of Problem-Based Learning Assisted by Video on Student’s Scientific Literacy and Problem-Solving Ability in Eight-Grade of Junior High School
Mariati P. Simanjuntak1,*, Grace A. Manurung2, Halim Simatupang2, and Aristo Hardinata2
1. Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Medan, Indonesia
2. Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Medan, Indonesia
Email: mariatipurnama@unimed.ac.id (M.P.S.); graceangelinemanurun@unimed.ac.id (G.A.M.); halim@unimed.ac.id (H.S.); aristohardinata@unimed.ac.id (A.H.)
*Corresponding author
2. Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Medan, Indonesia
Email: mariatipurnama@unimed.ac.id (M.P.S.); graceangelinemanurun@unimed.ac.id (G.A.M.); halim@unimed.ac.id (H.S.); aristohardinata@unimed.ac.id (A.H.)
*Corresponding author
Manuscript received February 10, 2025; revised February 26, 2025; accepted June 6, 2025; published December 12, 2025
Abstract—This study addresses the persistent issue of low Scientific Literacy (SL) and Problem-Solving (PS) abilities among secondary school students. The research aims to examine the effect of Problem-Based Learning (PBL) assisted by video on students’ SL and PS abilities, assess the improvement in these competencies, and explore their correlation in the context of science learning. A quasi-experimental design with a pretest-posttest nonequivalent control group was applied in two junior high schools in Medan, involving 13–14-year-old students. Two classes from each school were randomly selected, with one class in each school assigned as the experimental group and the other as the control group. Students’ SL and PS were measured using a 20-item multiple-choice test and a five-item essay test, respectively. Multivariate Analysis of Covariance (MANCOVA) results showed a significant effect of video-assisted PBL on both SL and PS. The approach enhanced students’ comprehension by visualizing abstract concepts and engaging them in real-life scientific problems. Cohen’s d effect sizes ranged from 2.18 to 3.81, indicating a strong impact. A positive correlation was observed between SL and PS in both schools, with correlation coefficients of 0.595 in School X and 0.892 in School Y. N-gain analysis also confirmed greater improvements in the experimental group, categorized as high, compared to the low improvement seen in the control group. These findings support the effectiveness of video-assisted PBL in fostering higher-order thinking skills and scientific understanding in junior high school science education.
Keywords—Problem-Based Learning (PBL), video, conventional, scientific literacy, Problem Solving (PS)
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Problem-Based Learning (PBL), video, conventional, scientific literacy, Problem Solving (PS)
Cite: Mariati P. Simanjuntak, Grace A. Manurung, Halim Simatupang, and Aristo Hardinata, "The Effect of Problem-Based Learning Assisted by Video on Student’s Scientific Literacy and Problem-Solving Ability in Eight-Grade of Junior High School," International Journal of Information and Education Technology, vol. 15, no. 12, pp. 2637-2652, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).