Project-Based Learning with Interactive Video: Effects of Fifth-Grade Science Literacy Viewed from Self-Regulation

Authors

  • I Putu Eka Sugiantara Universitas Pendidikan Ganesha, Indonesia
  • Ida Bagus Putu Arnyana Universitas Pendidikan Ganesha, Indonesia
  • I Ketut Gading Universitas Pendidikan Ganesha, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i2.19670

Keywords:

project based learning model, interactive video, science literacy, IPAS, self regulated learning

Abstract

This study aims to examine the effect of a Project-Based Learning (PjBL) model assisted by interactive video on elementary students’ science literacy, with self-regulated learning as a moderating variable in the IPAS subject. A quasi-experimental design with a pretest–posttest control group was employed. The population consisted of all fifth-grade students in Cluster IV, Sukawati District, during the 2025/2026 academic year (N = 260). The sample was selected through simple random sampling and comprised 39 students from SD Negeri 1 Batubulan Kangin and 40 students from SD Negeri 2 Batubulan Kangin. Science literacy data were collected using a test instrument, while self-regulated learning was measured using a non-test instrument. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS. The results indicated that the PjBL model assisted by interactive video had a statistically significant main effect on students’ science literacy (F(1,76) = 249.416, p < 0.001). Additionally, a significant interaction effect was observed between the learning model and students’ self-regulated learning on science literacy outcomes (F(1,76) = 6.363, p = 0.015). These findings suggest that interactive video–assisted Project-Based Learning is an effective instructional approach for enhancing science literacy in elementary education.

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Published

2026-04-01

How to Cite

Sugiantara, I. P. E., Arnyana, I. B. P., & Gading, I. K. (2026). Project-Based Learning with Interactive Video: Effects of Fifth-Grade Science Literacy Viewed from Self-Regulation . Jurnal Paedagogy, 13(2). https://doi.org/10.33394/jp.v13i2.19670

Issue

Vol. 13 No. 2 (2026): April (IN PRESS)

Section

Articles

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