<![CDATA[This study was motivated by the low level of students’ communication skills and learning outcomes in Islamic Cultural History (SKI) learning. Students were still less active in expressing opinions, engaging in discussions, and understanding learning materials optimally. In addition, teacher-centered learning tended to limit students’ active involvement in the learning process. This study aims to analyze the effect of the video-assisted Value Clarification Technique (VCT) learning model on students’ communication skills and learning outcomes in SKI learning. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The population consisted of eighth-grade students at MTsN 4 Pasaman Barat in the 2025/2026 academic year. The sample was selected using cluster random sampling, resulting in class VIII.3 as the experimental class and VIII.4 as the control class. Data were collected using questionnaires to measure communication skills and objective tests to measure learning outcomes. The data were analyzed using MANCOVA with SPSS 20. The results showed that the video-assisted VCT learning model had a significant effect on students’ communication skills and learning outcomes, with a significance value of 0.000 < 0.05. The novelty of this study lies in integrating the VCT learning model with instructional video to simultaneously develop students’ communication skills and cognitive learning outcomes in SKI learning. The findings indicate that video-assisted VCT can create a more active, communicative, and meaningful learning environment, enabling students to express opinions, respect others’ perspectives, and understand learning materials more effectively.]]>
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