<![CDATA[Interactive video can support the presentation of visually rich learning content by integrating audiovisual information with opportunities for learner interaction. This study examined differences in students’ IPAS learning outcomes before and after the use of interactive video media among fourth-grade students at SD Negeri 57 Banda Aceh. A quantitative pre-experimental one-group pretest-posttest design was employed with 27 students. Students’ cognitive learning outcomes were measured using a 22-item multiple-choice test that had undergone item validity and reliability testing, with a Cronbach’s alpha coefficient of .744. Descriptive statistics were used to summarize pretest and posttest performance, while differences between the paired scores were analyzed using the Wilcoxon Signed-Rank Test because the posttest scores did not meet the stated normality criterion. The mean score increased from 49.556 on the pretest to 86.741 on the posttest. All 27 participants obtained higher posttest scores, with no negative ranks or ties. The Wilcoxon analysis showed a statistically significant difference between pretest and posttest learning outcomes, Z = −4.544, p < .001. These findings indicate that students demonstrated substantially higher IPAS learning outcomes after instruction supported by interactive video media. Nevertheless, the findings provide context-specific evidence supporting the potential use of interactive video as an instructional medium for visually oriented IPAS content in elementary education and underscore the need for further controlled studies to establish its comparative effectiveness.]]>
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