The Effect Of Video-Based Learning Media On Student Learning Motivation Indicators

Abstract

Physical Education, Sports, and Health (PJOK) theory lessons at the elementary school level are often delivered through conventional and text-dominated approaches that may reduce students’ attention, interest, and willingness to participate actively in learning. Video-based learning offers a more concrete and engaging alternative by combining visual demonstrations, audio explanations, and movement representations. This study aimed to examine the effect of video-based learning media on students’ learning motivation and to identify changes across specific motivational indicators. A quantitative pre-experimental method with a one-group pretest–posttest design was employed. The participants were 29 fourth-grade students of SDN Beringin 477 Surabaya, selected through purposive sampling. Students received four PJOK learning sessions using video-based media on physical fitness material. Learning motivation was measured before and after the intervention using a validated 30-item dichotomous questionnaire covering Attention and Interest, Autonomous Learning, Achievement, and Persistence. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed-Rank Test. The mean motivation score increased from 23.97 ± 4.395 at pretest to 25.90 ± 4.186 at posttest, representing an improvement of approximately 8.05%. The Wilcoxon test confirmed a significant difference between measurements (Z = −3.593, p < .001). Indicator-level analysis showed the greatest improvement in Attention and Interest (11.17%), followed by Autonomous Learning (9.33%), Achievement (7.57%), and Persistence (2.91%). These findings indicate that video-based learning media effectively enhance elementary students’ motivation in PJOK, particularly by strengthening attention, interest, and independent learning, although teacher guidance remains important for developing persistence in physically challenging activities.