Development of Interactive Articulate Storyline-Based Science Learning Videos to Improve Critical Thinking Skills of Junior High School

Abstract

The purpose of developing Interactive Articulate Storyline-Based Science Learning videos is to evaluate their applicability while producing learning videos that are valid and effective. The study uses the five-stage ADDIE model analysis, design, development, implementation, and evaluation to accomplish this aim. A panel of validators evaluates the IPA learning video once it was created to ascertain its authenticity. With a validation score of 87.94% from three validators, the validation process' outcomes demonstrate a high degree of validity. Furthermore, the Interactive Articulate Storyline-Based Science Learning Videos' practicality assessment shows a score of 92.47%, highlighting its applicability. Regarding efficacy, the instructional video exhibits noteworthy progress, as demonstrated by an impressive N-gain score of 0.74 between the pretest and posttest, when students' performance increasing to 82.86%. Overall, the produced videos improve both the understanding and delivery of instructional information and is a useful learning tool for high school students.