Differences in Civic Education Learning Outcomes Between the Use of Animated Videos and Conventional Methods Among Fourth-Grade Students at MI Al Islam Mranggen

Abstract

This study aims to analyze differences in student learning outcomes between the use of animated video media and conventional methods in Civic Education (PKn) instruction in the fourth grade at MI Al Islam Mranggen for the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental design involving two groups—an experimental group and a control group—each consisting of 30 students. The experimental group received instruction using animated video media, while the control group used conventional methods. Learning outcome data were collected through documentation of daily test scores and were analyzed using data categorization, descriptive statistics, and an independent samples t-test after meeting the criteria for normality and homogeneity. The results of the data categorization analysis showed that most students in the experimental group fell into the moderate category (63.3%) and the high category (36.7%), while most students in the control group fell into the low category (56.7%) and the moderate category (43.3%). The results of the hypothesis test using the independent samples t-test showed that the calculated |t-value| of 6.707 was greater than the critical t-value of 2.001 at a 5% significance level; therefore, H₀ was rejected and H₁ was accepted. These results indicate that there is a significant difference in learning outcomes between the experimental group and the control group. Thus, the use of animated video media yields better learning outcomes compared to conventional methods in Civic Education instruction. Therefore, animated video media can serve as an alternative instructional medium to improve students’ learning outcomes in Civic Education at the elementary school level.