Animated Videos as Pedagogical Tools for First-Grade Classrooms: Insights from SDN 4 Wonoboyo
DOI:
https://doi.org/10.64538/pathalogy.v1i2.138Keywords:
Animated video-based learning; , multimedia learning; , motivation; , primary education; , self-regulated learning; , student engagement.Abstract
Animated video-based learning has emerged as an innovative pedagogical strategy for enhancing engagement in early primary education. This study explored the use of animated videos to improve learning motivation, participation, and comprehension among first-grade students at SDN 4 Wonoboyo, Indonesia. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with students and teachers, and document analysis. Findings revealed that animated videos created an interactive and enjoyable classroom environment, significantly improving attentiveness, curiosity, and active participation. Students reported greater motivation and deeper comprehension of abstract concepts such as mathematics and language, facilitated by visual and auditory integration. The role of repetition and independent review proved critical in reinforcing retention and supporting self-regulated learning. Teachers highlighted clear pedagogical benefits, including inclusivity across diverse learning styles, though challenges related to limited resources, training, and potential distractions were noted. This study concludes that animated video-based strategies are effective tools for enhancing early primary education, offering both immediate improvements in engagement and long-term implications for fostering autonomy and motivation in learners. The findings contribute to international scholarship on multimedia learning by providing contextual insights from Indonesian classrooms, emphasizing the importance of resource availability, teacher preparedness, and curricular integration for sustainable implementation
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