Moral Awareness after Digital Video Learning in Fourth Grade

Abstract

Digital media have increasingly been used to support value-based learning in elementary education, yet empirical evidence regarding their contribution to students’ moral awareness remains limited. This study aimed to examine changes in fourth-grade students’ moral awareness after the implementation of digital video-based instructional media. A pre-experimental one-group pretest-posttest design was employed involving 21 students from a public elementary school in Cikarang, Bekasi Regency, West Java, Indonesia. Data were collected using a 16-item Moral Awareness Questionnaire covering recognition of right and wrong, awareness of behavioral consequences, empathy, and responsible decision-making. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, a paired-samples t-test, and Cohen’s dᶻ. The mean score increased from 37.00 (SD = 3.24) in the pretest to 41.38 (SD = 5.28) in the posttest. The difference was statistically significant, t(20) = 7.21, p < .001, with a large effect size (dᶻ = 1.57). These findings indicate that digital video-based instruction can support students’ moral awareness by presenting concrete moral situations and modeled behavior. However, the absence of a control group limits causal interpretation.