<![CDATA[This study aimed to analyse differences in learning outcomes between university students who participated in the ASIK (Asynchronous Online Learning Based on Constructivist Theory) model assisted by multimedia and those who participated in learning without the ASIK model, and to describe the implementation of learning activities in the experimental group. The study employed a post-test-only quasi-experimental design involving 38 students of the Educational Technology Study Programme at Universitas Negeri Padang, comprising 19 students in the experimental group and 19 in the control group. The ASIK model was implemented through four stages, namely Pelajari, Dalami, Terapkan, and Evaluasi, supported by e-modules, videos, Case-Based Learning (CBL), and Project-Based Learning (PjBL). Data were analysed using descriptive statistics, normality and homogeneity tests, and an independent-samples t-test at ? = 0.05. The results showed a mean learning outcome score of 85.16 (SD = 10.71) for the experimental group and 77.05 (SD = 8.65) for the control group. There was a statistically significant difference between the groups, t(36) = 2.566, p = 0.015, with a mean difference of 8.11 points and Cohen’s d = 0.83. The implementation of learning activities in the experimental group reached 97.14%. The findings indicate that implementation of the multimedia-assisted ASIK model was associated with higher learning outcomes under the conditions of this study. The study was limited by the sample size, the context of a single institution and course, the duration of the intervention, and the post-test-only design.]]>
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