Instructional Videos for Distance Fine Arts Learning in Islamic Primary Teacher Education
Abstract
Instructional video is particularly relevant to distance fine arts learning because practical art techniques require visible and repeatable demonstrations. This study examined whether instructional-video-supported online project-based learning was associated with stronger fine arts learning outcomes and practical skills among pre-service primary teachers. A quasi-experimental pretest-posttest control-group design involved 66 Primary School Teacher Education (PGSD) students at Universitas Terbuka in Bengkulu, divided into an experimental group (n = 33) and a control group (n = 33). The experimental group learned through online project-based activities supported by instructional videos, whereas the control group received conventional online instruction. Learning outcomes were summarized using pretest, posttest, and normalized gain (N-Gain), while practical skills were assessed from project performance. The experimental group increased from 66.42 to 90.54 (N-Gain = 0.69) and achieved a practical-skill mean of 90.61; the control group increased from 66.09 to 80.64 (N-Gain = 0.38) and achieved 68.50. The descriptive pattern indicates stronger improvement in the video-supported group. The findings have pedagogical relevance for Islamic primary teacher education, although Islamic values were not measured directly.
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