The Effect of Project-Based Learning through YouTube Presentations on English Learning Outcomes in Physics

Edi Rozal, Rizki Ananda, Aminah Zb, Mohammad Fauziddin, Fauzan Sulman

Abstract


This study aims to analyze the effect of project-based learning with YouTube presentations as a final project on the cognitive domain online learning outcomes in English for Physics subjects. This study used a quantitative approach with a quasi-experimental method. The design of the study was post-test with a non-equivalent design. The populations of this study were the fourth-semester students of Physics Tadris, which amounted to 32 people. The samples were taken by using the saturated sampling technique. The instrument used in this study was 20 multiple-choice questions. in analyzing the data, the researcher used the t-test and correlation test (phi (Φ) test) with a significance level of α = 0,05. The results of the t-test show that there is a difference in learning achievement where the experimental class is better than the control class. Then from the results of the correlation test (phi test (Φ)) shows that project-based learning with YouTube achievement as a final project has a significant effect on the cognitive domain.

Keywords


Virtual Learning, Project-Based Learning, YouTube, Learning Achievement

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References


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DOI: https://doi.org/10.35445/alishlah.v13i3.1241

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