Optimizing learning achievements for Generation Z: The impact of video-based instruction in vocational education

Abstract

This study investigates the effects of video-based learning on the academic performance of Generation Z students in vocational education. Generation Z is a technologically savvy population that relies on digital media in their daily activities. The study focused on 60 students participating in Universitas Negeri Medan's Material Technology practical course using the Instructional Development Institute (IDI) paradigm. As part of the development process, team-based project learning-specific video-based learning materials were defined, created and assessed. A quasi-experimental design was used with pre- and post-test data. Data were analyzed using SPSS to perform normality, homogeneity, and t-tests to evaluate learning results between groups using video-based learning material and those who did not. The results showed a significant improvement in learning outcomes for students who used video-based learning media with an average post-test score of 88.57 compared to the control group. The t-test results indicated t_calculated (5.868) > t_table (2.00172) demonstrating that the video-based method considerably boosted student performance with an 88.57% effectiveness rate. Video-based instructional media was an effective technique for improving Generation Z students' learning outcomes in vocational education particularly practical courses. The findings imply that integrating video-based learning in vocational education courses can dramatically improve students' engagement and performance.