Development and preliminary evaluation of a storytelling-based instructional video for roof-truss construction in vocational education

Laras Oktavia Andreas; Johandra Fakhriy Rahmadi; Fitra Rifwan; Windry Novalia Jufri

doi:10.24036/jptk.v9i3.51623

Authors

Laras Oktavia Andreas Department of Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Johandra Fakhriy Rahmadi Department of Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Fitra Rifwan Department of Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Windry Novalia Jufri Department of Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.24036/jptk.v9i3.51623

Keywords:

storytelling-based instruction, instructional video, roof-truss construction, vocational education, multimedia learning, ADDIE

Abstract

This study developed and preliminarily evaluated a storytelling-based instructional video for roof-truss construction in vocational education. Using the ADDIE framework, the video integrated a problem-centered narrative with three-dimensional modeling, animation, GIF-based visualization, voice-over narration, and synchronized multimedia elements. The study involved Grade XI Building Modeling and Information Design students at SMK Negeri 1 West Sumatra. Evaluation involved three subject-matter experts, three media experts, 19 students, and five teachers. Expert judgments were analyzed using Aiken's V, inter-rater consistency was summarized using Percentage Agreement, and practicality was assessed descriptively from teacher and student responses. The developed video obtained an overall Aiken's V of 0.94 for subject-matter validity and 0.95 for media-design validity. Pairwise expert ratings produced an average Percentage Agreement of 99.42%. During limited classroom implementation, students reported 91% practicality, while teachers reported 94%. These findings indicate that the instructional video met the predefined developmental criteria for expert-based validity, inter-rater agreement, and preliminary practicality. However, because the study did not include a control group, pretest–posttest comparison, or inferential learning-outcome analysis, the results do not establish instructional effectiveness. Further controlled studies are required to examine learning outcomes. Future research should directly examine conceptual understanding, spatial interpretation, technical reasoning, retention, and transfer.

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