YouTube-Assisted Project-Based Learning and Student Creativity in Islamic Cultural History at Madrasah Aliyah
DOI:
https://doi.org/10.32729/edukasi.v24i1.2405Keywords:
Project-Based Learning, YouTube Media, Student Creativity, Islamic Cultural History, Digital LearningAbstract
This study examines the effectiveness of a YouTube-assisted Project-Based Learning (PjBL) model in enhancing students' creativity in Islamic Cultural History (ICH) at the madrasah aliyah level. Using a quasi-experimental non-equivalent control group design, the study involved 32 tenth-grade students divided into experimental (PjBL+YouTube) and control (conventional) classes. The creativity instrument was developed specifically for ICH, covering three indicators: originality of historical narrative, ability to connect Islamic values with contemporary contexts, and ethical multimedia production skills. Assessment combined a multiple-choice test and a project rubric for YouTube videos. Results show a medium N-Gain score (0.40) in the experimental class, higher than the control class (0.30), with statistical significance (p = 0.001). Despite limitations of small sample size and single-site setting, the study offers a practical video-based project model for ICH teachers. Theoretical implications are offered tentatively as suggestions for future adaptation.
ABSTRAK
Studi ini menguji efektivitas model Project-Based Learning (PjBL) berbantuan YouTube dalam meningkatkan kreativitas siswa pada mata pelajaran Sejarah Kebudayaan Islam (SKI) di tingkat madrasah aliyah. Dengan desain kuasi-eksperimen non-equivalent control group, penelitian ini melibatkan 32 siswa kelas sepuluh yang dibagi menjadi kelas eksperimen (PjBL+YouTube) dan kelas kontrol (konvensional). Instrumen kreativitas dikembangkan khusus untuk SKI, mencakup tiga indikator: orisinalitas narasi sejarah, kemampuan menghubungkan nilai-nilai Islam dengan konteks kontemporer, serta keterampilan produksi multimedia yang etis. Penilaian menggabungkan tes pilihan ganda dan rubrik proyek video YouTube. Hasil menunjukkan skor N-Gain sedang (0,40) pada kelas eksperimen, lebih tinggi dibandingkan kelas kontrol (0,30), dengan signifikansi statistik (p = 0,001). Meskipun memiliki keterbatasan ukuran sampel kecil dan lokasi tunggal, studi ini menawarkan model proyek berbasis video yang praktis bagi guru SKI. Implikasi teoretis disajikan secara tentatif sebagai saran untuk adaptasi di masa mendatang.
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