The Effectiveness E-Learning Videos on Psychomotor and Cognitive Skills in Psychiatric Nursing Care of The Risk of Violent Behavior for Nursing Students: a Study Comparative
DOI:
10.29303/jppipa.v11i11.13001Published:
2025-11-25Downloads
Abstract
This study aimed to analyze the comparative effectiveness of e-learning videos created by course lecturers versus externally produced videos in enhancing nursing students' cognitive and psychomotor skills regarding psychiatric nursing care for clients at risk of violent behavior. A quasi-experimental design with a pretest-posttest approach was employed. Student cohorts were divided into an intervention group, which used lecturer-made videos, and a control group, which used externally made videos. The findings revealed a substantial improvement in the intervention group, with cognitive skills increasing by 86.5% and psychomotor skills by 69.77%. In contrast, the control group showed no significant increase. This indicates that lecturer-created videos, likely due to their tailored relevance to the specific curriculum and learning context, are a more potent educational tool. It is concluded that e-learning videos developed by the course lecturers are significantly more effective than external videos in improving both the knowledge and practical skills of nursing students. The use of curated, internally developed video media is therefore highly recommended for optimizing learning outcomes in specialized nursing education.
Keywords:
Cognitive Skills, E-Learning, Nursing Education, Psychiatric Nursing, Psychomotor Skills, Video LectureReferences
Ajhuri, K. F. (2019). Psikologi perkembangan pendekatan sepanjang rentang kehidupan. Yogyakarta: Penebar Media Pustaka.
Anggreini, Y. S., & Situmorang, P. (2022). Efektivitas Online Peer Assisted Learning (OPAL) Dengan Pendekatan Model Attention Relevance Confidence Satisfaction (ARCS) Terhadap Pencapaian Kompetensi Perawatan Luka Mahasiswa Keperawatan. Malahayati Nursing Journal, 4(3), 653–662. https://doi.org/10.33024/mnj.v4i3.6047
Antonenko, P., Paas, F., Grabner, R., & Van Gog, T. (2010). Using electroencephalography to measure cognitive load. Educational Psychology Review, 22(4), 425–438. https://doi.org/10.1007/s10648-010-9130-y
Astra, R. R. S., Vilela, A., Pereira, J., Zou, S., & others. (2022). Pengaruh Gender terhadap kemampuan berpikir kreatif siswa SMP yang telah memperoleh pendekatan RME. JPMI (Jurnal Pembelajaran Matematika Inovatif), 5(1), 307–316. Retrieved from https://journal.ikipsiliwangi.ac.id/index.php/jpmi/article/view/9929
Avelina, Y., & Pora, Y. D. (2021). Efektivitas video edukatif terhadap keterampilan mahasiswa pada program studi S1 keperawatan dalam melakukan komunikasi terapeutik. Jurnal Keperawatan Jiwa (JKJ): Persatuan Perawat Nasional Indonesia, 9(3), 711–718. Retrieved from https://shorturl.asia/wX7Z5
Bahar, A., Kocaçal, E., & Maraş, G. B. (2022). Impact of the peer education model on nursing students’ anxiety and psychomotor skill performance: a quasi-experimental study. Nigerian Journal of Clinical Practice, 25(5), 677–682. https://doi.org/10.4103/njcp.njcp_1905_21
Bandura, A. (1986). Social foundations of thought and action. In Englewood Cliffs, NJ (Vol. 1986, Issues 23–28). Englewood Cliffs, NJ.
Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. https://doi.org/10.1080/0729436990180105
Biggs, J., & Tang, C. (2003). Teaching for quality learning. Buckingham: Society For. https://shorturl.asia/gS2Lb
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning (Vol. 18, Issue 1, pp. 32–42). Retrieved from https://library.oapen.org/bitstream/handle/20.500.12657/24125/1/1006006.pdf#page=313
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & sons.
Dede, C. (1996). The evolution of distance education: Emerging technologies and distributed learning. American Journal of Distance Education, 10(2), 4–36. https://doi.org/10.1080/08923649609526919
Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
Fatimah, S., Situmorang, R., Sukarjo, S., Mottershead, R., & Subu, M. A. (2024). Exploring Nursing Students’ Perceptions of Using Video-Assisted In Basic Nursing Skills Teaching And Learning: A Qualitative Study. Pakistan Journal of Life & Social Sciences, 22(2). https://doi.org/10.57239/PJLSS-2024-22.2.00700
Fidan, M., & Debbag, M. (2023). Comparing the effectiveness of instructional video types: An in-depth analysis on pre-service teachers for online learning. International Journal of Human Computer Interaction, 39(3), 575–586. https://doi.org/10.1080/10447318.2022.2041905
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Ilmudinulloh, R., & Kamaru, F. F. (2024). Pengembangan Video Pembelajaran Berbasis Syafi’iyah Pada Mata Kuliah Fiqih Ibadah. Muróbbî: Jurnal Ilmu Pendidikan, 8(1), 1–16. https://doi.org/10.52431/murobbi.v8i1.1689
Jasmin, S. M., Sjachrun, R. A. M., Patang, H., & Syukur, A. (2024). Students’ Perception on English Learning Videos in Improving Vocabulary Mastery. Indonesian Journal of Learning Studies (IJLS), 4(1), 14–23. Retrieved from https://dmi-journals.org/ijls/article/view/882
Johnson, W. L., Rickel, J. W., Lester, J. C., & others. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificial Intelligence in Education, 11(1), 47–78. Retrieved from https://shorturl.asia/04JZf
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lawson, A. P., Mayer, R. E., Adamo-Villani, N., Benes, B., Lei, X., & Cheng, J. (2021). Do learners recognize and relate to the emotions displayed by virtual instructors? International Journal of Artificial Intelligence in Education, 31(1), 134–153. https://doi.org/10.1007/s40593-021-00238-2
Lee, N.-J., Chae, S.-M., Kim, H., Lee, J.-H., Min, H. J., & Park, D.-E. (2016). Mobile-based video learning outcomes in clinical nursing skill education: a randomized controlled trial. CIN: Computers, Informatics, Nursing, 34(1), 8–16. https://doi.org/10.1097/CIN.0000000000000183
Li, S. (2025). Application of entertainment e-learning mode based on genetic algorithm and facial emotion recognition in environmental art and design courses. Entertainment Computing, 52, 100798. https://doi.org/10.1016/j.entcom.2024.100798
Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171–173. https://doi.org/10.1016/j.learninstruc.2013.04.003
Netland, T., von Dzengelevski, O., Tesch, K., & Kwasnitschka, D. (2025). Comparing human-made and AI-generated teaching videos: An experimental study on learning effects. Computers & Education, 224, 105164. https://doi.org/10.1016/j.compedu.2024.105164
Nur, R. R., Latipah, E., & Izzah, I. (2023). Perkembangan Kognitif Mahasiswa Pada Masa Dewasa Awal. ARZUSIN, 3(3), 211–219. https://doi.org/10.58578/arzusin.v3i3.1081
Perry, W. G. (1999). Forms of ethical and intellectual development in the college years. JB.
Piaget, J. (2005). The Psychology of Intelligence. Journal of Developmental Psychology, 45(2), 215–232. https://doi.org/10.1037/dev0001112
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140. https://doi.org/10.1016/j.learninstruc.2013.02.006
Plass, J. L., Homer, B. D., MacNamara, A., Ober, T., Rose, M. C., Pawar, S., Hovey, C. M., & Olsen, A. (2020). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. Learning and Instruction, 70, 101194. https://doi.org/10.1016/j.learninstruc.2019.01.005
Ramsden, P. (2003). Learning to teach in higher education. Routledge.
Sadeghi, M., Nematollahi, M., Farokhzadian, J., Khoshnood, Z., & Eghbalian, M. (2023). The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study. BMC Nursing, 22(1), 475. https://doi.org/10.1186/s12912-023-01442-2
Salmon, G. (2003). E-moderating: The key to teaching and learning online. Psychology press.
Siemens, G. (2005). Connectivism: A learning Theory fir the Digital Age. https://shorturl.asia/q9Tvn
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115–121. https://doi.org/10.1080/00461520701263426
Um, E., Plass, J. L., Hayward, E. O., Homer, B. D., & others. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485. Retrieved from https://psycnet.apa.org/fulltext/2011-29380-001.html
Van Merriënboer, J. J. G., Kirschner, P. A., & Frèrejean, J. (2024). Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge.
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., McIntyre, R. S., Choo, F. N., Tran, B., Ho, R., Sharma, V. K., & others. (2020). A longitudinal study on the mental health of general population during the COVID-19 epidemic in China. Brain, Behavior, and Immunity, 87, 40–48. https://doi.org/10.1016/j.bbi.2020.04.028
Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79–89. https://doi.org/10.1016/j.chb.2017.01.049
Weller, M. (2011). The digital scholar: How technology is transforming scholarly practice. Bloomsbury Academic.
Yudiyanto, Y., Hakim, N., Hayati, D. K., & Carolina, H. S. (2020). Pengembangan video pembelajaran ipa terpadu pada tema konservasi gajah berkarakter peduli lingkungan. Journal of Natural Science and Integration, 3(2), 187–195. https://doi.org/10.24014/jnsi.v3i2.8959
License
Copyright (c) 2025 Nur Sriyanti, Novita Ranti Muntiari, Rosaleni Rejin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
