From passive to critical consumption: The role of educational content in short videos to improve students' critical thinking skills

Fathir Aspar; Refdinal Refdinal; Nelvi Erizon; Jasman Jasman; Irzal Irzal; Yufrizal A

doi:10.24036/jptk.v8i1.42323

Authors

Fathir Aspar Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Refdinal Refdinal Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Nelvi Erizon Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Jasman Jasman Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Irzal Irzal Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Yufrizal A Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.24036/jptk.v8i1.42323

Keywords:

Vocational education, Quality education, Critical thinking, Short videos, Educational intervention

Abstract

The engaging and personalized nature from short video makes it quickly popular, yet concerns persist about their potential to diminish critical thinking skills. This study investigates whether short videos with educational content can improve students' critical thinking skills. Using a quasi-experiment method, Thirty-three participants were divided into control and experimental groups, with critical thinking measured using the Holistic Critical Thinking Scoring Rubric (HCTSR) based on essay analysis in pretest and posttest. After administering educational short videos to the experimental group, the results showed that there was an increase in students' critical thinking skills, shown by the result of controlling the pretest variable through the ANCOVA test with a p-value of <0.001. The result highlights the potential of educational short videos as tools for fostering critical thinking by providing interventions which prioritize treatment fidelity through standardized protocols (SOPs) for content delivery, validating assessment tools, and structuring content design. Recommendations for future research include larger sample sizes, repeated data collection at strategic intervals, and rigorous validation of question complexity.

Downloads

Download data is not yet available.

References

Aldosemani, T. I. (2019). Microlearning for Macro-outcomes: Students’ Perceptions of Telegram as a Microlearning Tool (pp. 189–201). https://doi.org/10.1007/978-981-13-7361-9_13

Andrade, C. (2020). Sample size and its importance in research. Indian Journal of Psychological Medicine, 42(1), 102–103. https://doi.org/10.4103/IJPSYM.IJPSYM_504_19

Bonovas, S., & Piovani, D. (2023). On p-Values and Statistical Significance. In Journal of Clinical Medicine (Vol. 12, Issue 3). MDPI. https://doi.org/10.3390/jcm12030900

Bulca, Y., Bilgin, E., Altay, F., & Demirhan, G. (2022). Effects of a Short Video Physical Activity Program on Physical Fitness Among Physical Education Students. Perceptual and Motor Skills, 129(3), 932–945. https://doi.org/10.1177/00315125221088069

Dimitrov, D. M., & Rumrill, P. D. (2003). Pretest-posttest designs and measurement of change. In Work (Vol. 20), 159-165. IOS Press. https://content.iospress.com/download/work/wor00285?id=work%2Fwor00285

Elgaaied-Gambier, L., & Mandler, T. (2021). Me trying to talk about sustainability: Exploring the psychological and social implications of environmental threats through user-generated content. Ecological Economics, 187. https://doi.org/10.1016/j.ecolecon.2021.107089

Facione, P. A., & Facione, N. C. (1994). The Holistic Critical Thinking Scoring Rubric - Insight Assessment. Insight Assessment. https://insightassessment.com/iaresource/the-holistic-critical-thinking-scoring-rubric/

Faria, A., & Lobato Miranda, G. (2024). The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design. Information (Switzerland), 15(9). https://doi.org/10.3390/info15090566

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale, 41–50. https://doi.org/10.1145/2556325.2566239

Kayaalp, F., Meral, E., Şimşek, U., & Şahin, I. F. (2020). A search for a method to improve critical thinking skills in social studies teaching: Writing-to-learn. Review of International Geographical Education Online, 10(3), 400–430. https://doi.org/10.33403/rigeo.719222

Krass, I. (2016). Quasi experimental designs in pharmacist intervention research. International Journal of Clinical Pharmacy, 38(3), 647–654. https://doi.org/10.1007/s11096-016-0256-y

Leong, K., Sung, A., Au, D., & Blanchard, C. (2021). A review of the trend of microlearning. Journal of Work-Applied Management, 13(1), 88–102. https://doi.org/10.1108/JWAM-10-2020-0044

Liao, M. (2024). Analysis of the causes, psychological mechanisms, and coping strategies of short video addiction in China. In Frontiers in Psychology (Vol. 15). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2024.1391204

Maciejewski, M. L. (2018). Quasi-experimental design. Biostatistics and Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468

Mishra, P., Singh, U., Pandey, C. M., Mishra, P., & Pandey, G. (2019). Application of student’s t-test, analysis of variance, and covariance. Annals of Cardiac Anaesthesia, 22(4), 407–411. https://doi.org/10.4103/aca.aca_94_19

Prasetyo, M. J., Rifelino, R., & Fauza, A. N. (2024). Development and effectiveness of short video tutorials in basic turning learning to enhance students’ cognitive ability. Journal of Engineering Researcher and Lecturer, 3(3), 159–180. https://doi.org/10.58712/jerel.v3i2.161

Royall, R. M. (1986). The Effect of Sample Size on the Meaning of Significance Tests. In Source: The American Statistician, 40 (4), 313-315. https://doi.org/10.2307/2684616

Skvarc, D. R., & Fuller-Tyszkiewicz, M. (2024). Calculating Repeated-Measures Meta-Analytic Effects for Continuous Outcomes: A Tutorial on Pretest–Posttest-Controlled Designs. Advances in Methods and Practices in Psychological Science, 7(1). https://doi.org/10.1177/25152459231217238

Stanley, P. (2022). Analysis of covariance: A useful tool for the pharmacologist to reduce variation and improve precision using fewer animals. In British Journal of Pharmacology (Vol. 179, Issue 14, pp. 3645–3650). John Wiley and Sons Inc. https://doi.org/10.1111/bph.15855

Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4

Zhang, T. (2020). A Brief Study on Short Video Platform and Education. 543. https://doi.org/https://doi.org/10.2991/assehr.k.201215.494

Zheng, Y., & Yan, Q. (2023). Effect of application of short-form video health education on the health knowledge and satisfaction with nursing care of patients with lower extremity fractures. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-023-01530-3

Zhu, J., Yuan, H., Zhang, Q., Huang, P. H., Wang, Y., Duan, S., Lei, M., Lim, E. G., & Song, P. (2022). The impact of short videos on student performance in an online-flipped college engineering course. Humanities and Social Sciences Communications, 9(1). https://doi.org/10.1057/s41599-022-01355-6