Technology-Enhanced Collaborative Learning to Develop Students' Chronological Thinking: A Video-Assisted Think–Pair–Share Intervention
Abstract
Students' limited chronological thinking skills remain a major challenge in history education, partly because teacher-centered, one-way instruction continues to dominate classroom practice that limits students' active participation. This study examined the effectiveness of video-assisted Think–Pair–Share (TPS) cooperative learning in improving the chronological thinking skills of eleventh-grade students at SMKN 1 Painan, and compared the outcomes of video-assisted TPS with those of expository instruction. A quantitative, quasi-experimental pretest–posttest control-group design was employed. Using purposive sampling from a population of 218 eleventh-grade students, class XI MP 1 (n = 30) served as the experimental group and class XI MP 2 (n = 30) as the control group. Across five meetings on the Japanese occupation of Indonesia, the experimental group received video-assisted TPS instruction, whereas the control group received expository instruction. Data were collected using a chronological thinking test comprising 20 multiple-choice and seven essay items and analyzed using descriptive statistics, the Shapiro–Wilk test, Levene's test, an independent-samples t-test, and normalized gain (N-gain). The mean posttest score of the experimental class (79.27) was higher than that of the control class (68.43), and the between-group difference was statistically significant (p < .001). The mean N-gain was 0.60 in the experimental class and 0.36 in the control class, with both values in the moderate category. The results suggest that video-assisted TPS is associated with greater improvement in chronological thinking than expository instruction.
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