Paper—Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module…

Improving Students' Critical Thinking Skills:

Is Interactive Video and Interactive Web Module
Beneficial?
https://doi.org/10.3991/ijim.v17i03.34699

Asyti Febliza1, Zul Afdal2(), Jimmi Copriady3

1 UniversitasIslam Riau, Riau, Indonesia
2 UniversitasNegeri Padang, Padang, Indonesia
3 Universitas Riau, Riau, Indonesia

[email protected]

Abstract—This study compares students' critical thinking skills through in-

teractive media based on learning phenomena. The phenomenon of learning-
based interactive media used are interactive web modules and interactive videos
on the topic of the colloid system. Comparative research with a quantitative ap-
proach is the method used. In this study's sample, all chemistry education stu-
dents at the University of Riau and the State Islamic University of Sultan Syarif
Kasim Riau in the academic year 2020–2021. Saturated sampling is the method
that is used. There were a total of 68 students used as samples. Each group had
34 students. The control group used interactive video-based learning phenomena,
and the experimental group used interactive web modules based on phenomena
learning. The essay test instrument is used to measure students' critical thinking
skills. We used paired t-tests and N-gain to analyze the data. The results showed
that interactive web modules were better than interactive videos at helping stu-
dents improve their critical thinking skills. So, teachers can think of appropriate
instructional media used in distance learning as a way to help students improve
their critical thinking.

Keywords—phenomenon-based learning, interactive video, interactive web

module, critical thinking skills

1 Introduction

Since learning has become a goal of education in the 21st century, students need to
be able to think critically [1]. Education is a means of preparing students to join the
workforce who can think analytically, solve problems and critically so that they can
become a productive workforce and generate knowledge; be able to exchange infor-
mation and encourage progress that helps the development of community welfare
[2][3][4]. The peak of critical thinking is the ability to make a decision where it works
in the brain; that is, the ability to think convergent because students have to establish
what is best [5][6]. Critical thinking has become one of the tools used in everyday life
to solve a problem because it involves the ability to reason, interpret, and the ability to

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Paper—Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module…

evaluate information to allow making a valid and trusted decision [7][8][9]. Critical
thinking processes can also train students to draw conclusions and synthesize infor-
mation [10][11][12].
The current issue is that Indonesian students still need to be rated as having low
critical thinking skills. The science scores of Indonesian students are ranked 45th out
of 50 countries in the Trends in International Mathematics and Science Study (2018)
[13]. This shows that there is room for growth in Indonesian students' capacity to an-
swer questions requiring critical thinking [14]. Students are still expected to memorize
formulas and answer questions correctly in chemistry class without being encouraged
to think critically and creatively [15]. Learning media is less effective, and understand-
ing leads to memorization [11]. Students are less motivated to develop their thinking
skills using conventional media [10]. Students are more innovative in terms of theory
rather than in practical fields [16][9]. Learning is only directed at memorizing and
hoarding information, so students' critical thinking skills are difficult to develop
[17][18]. The number of students who are weak in critical thinking is a challenge for
teachers in teaching students to have necessary thinking skills [19][20].
Referring to the findings above, implementing chemistry learning should direct stu-
dents to help the critical thinking process. Research results [21][22] indicate that the
student's critical thinking will automatically develop after mastering all the learning
materials. It is necessary to emphasize critical thinking skills to obtain fun and more
meaningful learning experiences for students [23][24]. If educators routinely model
critical thinking at each stage of the teaching and learning process, students are more
likely to acquire these abilities and put them to use in their own lives [25]. [26][27][6]
says that activities that train students' critical thinking skills should be used in the learn-
ing process to give students a chance to improve their critical thinking skills. Students
can improve in school if they learn to think critically [28][29]. Learning media can
make it easier for teachers to explain lessons, and appealing media designs can get stu-
dents to think more critically [30][31][10]. In addition, the learning approach is also the
most important component of learning and must be included in learning
[32][33][34][35].
Using PhenoBL (Phenomenon-Based Learning) media is another way to help stu-
dents improve their critical thinking skills. PhenoBL media is a learning media that uses
phenomena as a learning resource [36][37][38]. Through PhenoBL media, students can
develop the ability to explain causes and connect components of phenomena to the nat-
ural environment [39][40]. Students can also learn 21st-century skills through phenom-
enon-based learning, such as critical thinking, creativity, communication, and working
together [41]. PhenoBL media as a digital module can be used as an alternative to
strengthening students' necessary thinking skills [42]. Interactive modules can improve
students' essential thinking skills [43][87]. Critical thinking and student participation in
interactive video classes are much higher than in typical lecture groups [44]. Based on
the results of previous studies, it is essential to compare two PhenoBL media—interac-
tive web modules and interactive videos—in terms of how well they help students im-
prove their critical thinking skills in distance learning. Based on the results of previous
studies, it is essential to compare two PhenoBL media—interactive web modules and

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interactive videos—in terms of how well they help students improve their critical think-
ing skills in distance learning. The novelty of this study is to compare the effectiveness
of the two PhenoBL media presented as interactive web modules and interactive videos
in improving students' critical thinking skills. Researchers and teachers can use the re-
sults of this study as a guide to choose the right and most effective learning media to
help students improve their critical thinking skills using the PhenoBL method.
This study aimed to improve student's critical thinking skills using PhenoBL media.
The main problem in the study is "Is there a significant improvement in students' criti-
cal thinking skills through interactive videos compared to interactive web modules?”.

2 Literature review

2.1 The importance of critical thinking skills for students

Critical thinking is one of the higher-level skills that students need to learn [45].
Critical thinking skills are fundamental in learning in the disruption era [25][46]. Crit-
ical thinking skills include accessing, analyzing, and synthesizing information that can
be taught and mastered [47][48]. In order to understand the learning process, students
must develop deep and high-level thinking skills. In order to understand the learning
process, students must develop deep and high-level thinking skills [49]. Critical think-
ing skills become essential for students to have because they can help students make
decisions [50][1][51].
Training students to acquire critical thinking skills can be done on campus through
the learning process because critical thinking can be trained by choosing the right learn-
ing strategies [52]. Without practice and habituation, critical thinking skills can only be
acquired slowly [27]. Student-centered and problem-solving-oriented learning pro-
cesses can help improve critical thinking skills in students [53]. According to [54][29],
several steps need to be taken in developing critical thinking skills, including (a) rec-
ognizing the problem; (b) finding ways you can deal with your problem; (c) collecting
and compiling the necessary information for problem-solving; (d) identify assumptions
and values that are not stated; (e) Talk about an issue or something it accepts in a way
that is clear and easy to understand; (f) evaluate the facts and statements and the data;
(g) figuring out how the problems and answers fit together logically; (h) draw conclu-
sions or form opinions about the topic or topics being talked about.
Thus, critical thinking skills can be learned and developed according to the indicators
of critical thinking skills [55][56][57]. Include: a) provide a simple explanation (ele-
mentary clarification) which includes activities to focus questions, analyze arguments,
ask and answer questions and classify challenging questions; b) building essential sup-
port includes considering whether sources are reliable or not, observing and considering
observation results; c) making inferences related to the activities of deducting and con-
sidering deductions and reviewing the values of the results of consideration; d) making
further explanations (advanced clarification) refers to the activities of defining terms
and considering definitions, identifying assumptions; e) strategies and tactics include
activities to decide on an action and the ability to interact with others.

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2.2 Interactive media based on phenomenon learning

Phenomenon-based interactive media is a media designed based on learning built on
observing phenomena that we often encounter in everyday life [58]—phenomenon-
based learning media (PhenoBL) in the form of interactive videos and digital modules.
The use of this interactive medium aims to overcome the limitations of traditional learn-
ing by exploring natural phenomena from different points of view as a complex process
[59][60][61]. There are five parts to a phenomenon-based education: the whole, the
real, the context, problem-based inquiry learning, and the learning process [62][63].
Holistic education is based on real-world phenomena and looks at them from many
angles [38][64]. Authenticity means using the methods, tools, and materials needed in
real life to solve problems related to student life and the learning community [65][66].
The conceptuality dimension refers to phenomenon-based learning as a systematic unit
in which meaningful learning in a natural context [42][59].
The phenomenon cannot be determined simply as something vague and ambiguous
that the student must have in observing the broader context [67]. Problem-based inquiry
learning is a way for students to learn by asking questions and building knowledge
together. This is a planned way for students to develop hypotheses and theories of work
[68]. Learning tasks help students learn and make them more aware of what they are
learning (knowledge) [69][70]. At the next stage, the student plans the learning process
by creating his tasks and learning tools [71][72]. The learning process framework is
essential for students to acquire knowledge beyond what they currently know and know
what they need to know [73][74].

3 Methods

3.1 Type of study

This is a comparison study that uses quantitative methods [75]. This study will com-
pare how two different phenomenon-based learning media help students improve their
critical thinking skills. The first is an interactive web module based on a phenomenon,
and the second is an interactive video based on a phenomenon. Critical thinking is the
dependent variable, and the two media are independent variables. The research design
is presented in Table 1.

Table 1. Research design

Pretest Learning Process Posttest
Phenomenon Based learning with
O1 O2
interactive video
O3 Phenomenon-Based learning with the interactive web module O4

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3.2 Participants
All chemistry education students at the University of Riau and the State Islamic Uni-
versity of Sultan Syarif Kasim Riau during the 2020–2021 school year were included
in this study. Saturated sampling is used, where the number of samples equals the num-
ber of people in the population [76][77]. Sixty-eight students were used as samples.
There were four boys and 64 girls. The sample was split into two groups of 34 students
each. The control group used interactive videos to learn about phenomena, while the
experimental group used interactive web modules to learn about phenomena. All re-
spondents had enrolled in introductory chemistry courses and were taught by female
lecturers with more than 14 years of teaching experience in chemistry education.

3.3 Data collection instrument

The instrument used in this study was an essay test to measure critical thinking skills
consisting of 10 items with assessment indicators, namely a) inducing and considering
the results of induction, b) identifying assumptions, c) concluding and evaluating de-
duction results, d) interacting with other people, e) observing and considering observa-
tion reports, f) analyzing arguments [10]. Critical thinking skills assessment instru-
ments are presented in Table 2.

Table 2. Indicators of critical thinking skills

Learning Indicators Critical Thinking Indicator Items
Inducing and considering the results of induc-
Distinguishing colloidal systems 1
tion
Explain the characteristics of colloids Identify assumptions 2
Identify the colloidal phase Deduce and evaluate the results of the deduction 3
Analyzing colloidal properties Interacting with other people 4
Explain the benefits of colloid systems in
Identify assumptions 5
everyday life
Applying colloidal principles in daily life Observing and considering observation reports 6
Analyzing colloid creation Analyzing argument 7
Analyze colloid properties Identify assumptions 8
Making colloid system products with several
Identify assumptions 9
types of colloids
Apply the application of colloids in everyday
Identify assumptions 10
life

With the help of SPSS 26, this study verifies the tools used to test students' critical
thinking skills. As shown in Table 3, the validation test results show that the ten items
are the valid criteria.

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Table 3. The instrument validity from critical thinking skills

Item-Total Statistics
Scale Mean if Scale Variance if Corrected Item- Squared Multiple Cronbach's Alpha
Items
Item Deleted Item Deleted Total Correlation Correlation if Item Deleted
Item_1 22.94 29.809 .686 .707 .844
Item _2 23.00 29.375 .697 .783 .843
Item _3 22.82 32.278 .473 .589 .862
Item _4 22.67 33.042 .569 .568 .856
Item _5 22.70 32.155 .624 .592 .851
Item _6 23.06 31.559 .439 .354 .867
Item _7 23.30 31.093 .541 .496 .857
Item _8 23.00 31.625 .639 .603 .850
Item _9 23.24 30.689 .597 .531 .852
Item _10 23.45 30.256 .614 .552 .851

Cronbach's alpha reliability coefficient was found to be 0.866, which is very high.
This is shown in Table 4.

Table 4. The instrument reliability from critical thinking skills

Reliability Statistics
Cronbach's Alpha Based on
Cronbach's Alpha N of Items
Standardized Items
.866 .871 10

3.4 Procedure

The treatment was carried out for six meetings (6 x 50 minutes = 400 minutes), in-
cluding two sessions for the pretest and posttest and four meetings to study the material
on the colloid system. The media used in this research is a phenomenon-based learning
media presented in two types: interactive videos and web modules. The description of
the media used in the study is shown in Table 5.

Table 5. Phenomenon-based learning media description

PhenoBL Media Description
Content: Environmental and industry phenomena relating colloid with 3D vid-
eos, namely; the red sky phenomenon during a forest fire, the process of pearl
formation, the process of cloud formation, the movement of milk solution par-
ticles visible under a microscope, and the appearance of dust particles when ex-
posed to sunlight ht, the process of paint formation, manufacture whipped
Interactive Video
cream, making brass sculptures, making latex mattresses, the phenomenon of
sky colour differences, the process of absorption of body lotion on the skin,
formation of deltas, filtering systems on masks, DNA identification, blood fil-
tering processes and how soap works in killing the covid-19 virus. Practical
simulation video about the concept of colloid material.

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PhenoBL Media Description

Interactivity: A quiz with direct feedback during the video (screencast), ques-
tions that help students find personal meaning, and quiz grading sent to the lec-
turer via email.
Presentation: Published in Camtasia screencast.
Content: Environmental and daily life phenomena relating to colloids, such as
the phenomenon of differences in the properties of the types of solutions, pro-
jectors in cinemas, the phenomenon of disagreements in sky colour, the manu-
facture of jelly, the movement of particles of milk solution visible under a mi-
croscope, the process of separating metals, adsorption processes, how deter-
Interactive Web Module
gents and water cleaning process—practical simulation video about the con-
cept of colloid material with user control.
Interactivity: simulation with user control, questions that help students to find
personal meaning, and quizzes with direct feedback (Moodle quiz).
Presentation: Learning source of Moodle.

The appearance of the two media is presented in Figures 1(a,b) and 2 (a,b).

a b
Fig. 1. (a,b). Interactive video-based learning phenomena

a b
Fig. 2. (a,b). Interactive web module-based learning phenomena

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3.5 Data analysis

The normality test was used to see if the distribution of the data to be analyzed was
expected, and the homogeneity test was used to see how similar normally distributed
population variants were. A significant value (p=0.08) > 0.05 from the Kolmogorov-
Smirnov test means that the data is normally distributed. On the other hand, the homo-
geneity test uses the Levene test, and a significant value (p =0.336) > 0.05 means that
the data is homogeneous. The average score on the pretest differs from the average
score on the posttest. The N-gain test measures how much the students' critical thinking
skills scores improve before and after the intervention. The results of the calculations
are then broken down into three groups, which are:

Table 6. Gain value classification[76]

Average Gain Criteria
0.00 <g ≤ 0.30 Low
0.30 <g ≤ 0.70 Medium
0.70 <g ≤ 1.00 High

4 Results and discussions

In this meeting, the results of the t-test analysis were shown. There is no statistically
significant difference in post-test scores between the control and experimental groups
(t=-5.659; p= 0.191). The results can be seen in Table 7.

Table 7. T-test result

Independent Samples Test
Levene's Test for
Equality of t-test for Equality of Means
Variances
95% Confidence
Mean Std. Er- Interval of the
Sig. (2-
F Sig. T Df Differ- ror Dif- Difference
tailed)
ence ference
Lower Upper
Equal
variances 1.744 .191 -5.659 66 .000 -12.559 2.219 -16.989 -8.128
Critical assumed
Thinking Equal
Skills variances
-5.659 62.702 .000 -12.559 2.219 -16.994 -8.124
not
assumed

According to Table 7, there is no statistically significant difference between the ex-

perimental and control classes regarding students' ability to think critically. This is be-
cause phenomenon-based learning media, like web modules and interactive videos,
positively impact the development of students' capacity for critical thinking. This is

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reinforced by [39][40][62] that through PhenoBL media, students can develop the abil-
ity to explain causes and connect components of phenomena to the natural environment.
Students' critical thinking, imagination, communication, and teamwork abilities can all
benefit from being exposed to real-world phenomena in the classroom [41]. A digital
module like PhenoBL media can replace traditional methods of teaching critical think-
ing to students [42][78]. Interactive modules can significantly enhance students' ability
to think critically [43]. Compared to traditional lecture classes, those taught using in-
teractive video encourage significantly more critical thinking and active student partic-
ipation [44].
Improving students' critical thinking skills through interactive video and inter-
active web modules Students' critical thinking skills were measured with the N-gain
test after being exposed to learning phenomena-based interactive video and web mod-
ules. Specifically, Tables 8-9 display the results of the analysis.

Table 8. Student critical thinking skills through using interactive video

Indicators Pretest Posttest Gains Score
Identify assumptions 5.3972 7.6618 0.4920
Inducing and considering the results of induction 4.8529 8.1618 0.6429
Deduce and evaluate the results of the deduction 6.9118 8.6765 0.5714
Interacting with other people 7.0588 8.75 0.5750
Observing and considering observation reports 3.3824 7.2794 0.5889
Analyzing argument 3.4559 7.5375 0.6237
All indicators 0.5823

Table 9. Student critical thinking skill through using interactive web module
Indicators Pretest Posttest Gains Score
Identify assumptions 5.8676 8.75 0.6975
Inducing and considering the results of induction 5.2941 8.6029 0.7031
Deduce and evaluate the results of the deduction 5.7353 8.0882 0.5517
Interacting with other people 6.8382 8.75 0.6047
Observing and considering observation reports 4.6324 8.3088 0.6849
Analyzing argument 4.4853 7.7206 0.5867
All indicators 0.6381

Table 8-9 shows that the average N-gain score in the interactive web module group
is higher than in the interactive video group. These results indicate that interactive web
modules improve students' critical thinking skills more than interactive videos. This is
because interactive web modules are equipped with video content, simulations with
user control, and questions with live feedback. Based on the findings of previous re-
search, it was revealed that the use of interactive web modules could increase students'
self-confidence in completing case studies and improve students' critical thinking skills
and increase competence [79][80][39]. According to the cone theory of role-playing
experience, conducting simulations and doing real things can absorb learning up to 90%
of what has been learned [81]. Other research reveals that using interactive modules

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Paper—Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module…

can facilitate students in improving critical thinking skills [82]. Additional effects of
the web module videos' interactivity on critical thinking development [83]. This is even
more important now that search engines are the only ones who use content knowledge
[84].
Several studies have revealed that through PhenoBL, students can develop the ability
to explain causes and relate them to non-phenomenon components. Zhukov says phe-
nomenon-based learning can help students develop 21st-century skills like critical
thinking, creativity, communication, and working with others [38]. Also, Habash shows
that putting fun activities into phenomena and project-based learning can significantly
improve students' analytical thinking, knowledge creation, reflective judgment, self-
efficacy, and, most importantly, their ability to do graduate work [85]. Also, the re-
search shows that using phenomenon-based learning in science classes with the help of
videos has positive effects on students, such as helping them improve their critical
thinking, conceptual understanding, and scientific argumentation skills and letting them
ask questions about what they saw on film or video [86][58]. Also, Slemmons backed
up the research findings that using video content will affect the development of critical
thinking skills [79]. In the digital age, thinking skills become more critical when infor-
mation can be found with a search engine [81].
The results of this study can be used as a guide for teachers who want to use instruc-
tional media to help their students improve their critical thinking skills. Phenomenon-
based learning media in interactive web modules with content, user-controlled simula-
tions, and interactive quizzes are better at helping students improve their critical think-
ing skills than interactive videos with content, pre-screen simulations, and interactive
quizzes. In the future, this media can be used to enhance students' creative thinking
skills. Furthermore, this research has limitations in the form of a slow internet network,
so access to videos and modules is slow.

5 Conclusion

The study shows that interactive web modules are better than interactive videos at
helping students improve their critical thinking skills. The impact of this research is
that it can provide a reference in choosing an appropriate and effective PhenoBL-based
interactive media for teaching students critical thinking skills. Future researchers
should prepare excellent and smooth internet access to avoid obstacles in accessing the
media used during the learning process.

6 Acknowledgement

Thanks to Indonesia's Ministry of Education and Culture for funding this study.

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8 Authors

Asyti Febliza is a Lecturer in the Chemistry education program at Universitas Islam

Riau, Kaharuddin Nasution 113, Riau-Indonesia. She also works as a teacher training
instructor for teachers in the school in Riau (Email: [email protected]).
Zul Afdal is an Assistant Professor in the Economic education program at Univer-
sitas Negeri Padang, Prof. Dr Hamka Street, Air Tawar Barat, Padang-Sumatera Barat
Indonesia, 25135. He is a scientific researcher in education and economics (Email: zu-
[email protected]).
Jimmi Copriady is a Professor in the Chemistry education program at Universitas
Riau, Bina Widya KM 12.5 Riau-Indonesia. He is a Deputy Academic Dean at Univer-
sitas Riau. He is a scientific researcher in education and chemistry (Email:
[email protected]).

Article submitted 2022-08-14. Resubmitted 2022-12-12. Final acceptance 2022-12-12. Final version pub-
lished as submitted by the authors.

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