Abstract
This research aimed to determine whether there was an effect of using water cycle animation videos on scientific literacy and learning outcomes for class V students at SDN 01 klopoduwur. This type of research is quantitative, that was experimental research (pre-experimental design) using a one group pretest-posttest design, that was an experiment which in its implementation only involves one class as the experimental class. The independent variable in this research was an animated video of the water cycle, while the dependent variable was students' cognitive learning outcomes. The population in this study were all students at SDN 01 klopoduwur with a total of 149 students, while the sample was class V with a total of 30 students. The data collection techniques used are documentation and tests in the form of essays and multiple choices whose validity has been tested. Data analysis uses descriptive analysis techniques and inferential analysis techniques. The results of descriptive statistics show that the average student scientific literacy pretest score is 60.43 and the average student literacy posttest score was 83.27 with an average N-gain score of 0.57 and an average pretest score for student cognitive learning outcomes of 52.77 and experienced an increase after being given treatment with the average posttest score for students' scientific literacy being 52.77 and the average posttest cognitive learning outcome for students was 74.30 with an N-gain value of 0.43. The results of statistical analysis by conducting hypothesis testing using linear regression found a positive and significant influence, so a significance level of 0.05 was required and comparing Tcount with Ttable so that it could be concluded that the use of water cycle animation videos had a significant effect on scientific literacy and cognitive learning outcomes for students V SDN 01 Klopoduwur. Keywords: Animation Video, Water Cycle, Science Literacy, Cognitive Learning Outcomes.
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