Enhancing Higher-Order Sociological Reasoning Through Edpuzzle Interactive Videos with Structured Reflective Checkpoints: A Quasi-Experimental Investigation
DOI:
https://doi.org/10.28926/briliant.v11i4.2531Keywords:
Interactive Video, Edpuzzle, Reflective Checkpoints, Sociology Learning Outcomes, Higher-Order ThinkingAbstract
This quasi-experimental study investigated the effect of Edpuzzle interactive videos embedded with structured reflective checkpoints on students' higher-order sociological reasoning. A non-equivalent pretest-posttest control group design was implemented with 64 tenth-grade students (two intact cohorts of 32) at SMA Negeri 1 Ngawi during the 2025/2026 academic year. The experimental group received four sessions of interactive video instruction featuring pause-on-cue checkpoints, while the control group received conventional expository slide lectures. Higher-order thinking was assessed using a validated 5-item case-based analytical essay test aligned with Bloom's C4–C6 cognitive dimensions (Aiken's V = 0.88–0.96; Cronbach's α = 0.74). Inferential analysis demonstrated that the experimental cohort achieved significantly higher posttest scores (M = 82.41, SD = 3.70) than the control cohort (M = 71.44, SD = 3.45; t(62) = 12.264, p < 0.001, Cohen's d = 3.07). The experimental group also exhibited higher learning progression (N-Gain = 0.62 vs. 0.38; t(62) = 10.533, p < 0.001). Structured video segmentation and retrieval prompts scaffolded students in transitioning from moralistic descriptions to disciplined structural sociological analysis.
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