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Various advantages are offered by technology to improve the quality of learning, including physics learning. The use of technology in learning physics can make students more productive than the lecture method. This study aimed to determine the effectiveness of the use of video-based laboratory on the discovery learning model to enhance physics learning outcomes. The design used in this study was a nonequivalent pre-test and post-test control group design. The research used a purposive sampling technique to obtain two groups. One experimental group applied discovery learning with video-based laboratory and one control group applied conventional learning. The statistical analysis used was ANCOVA, with an error rate of 5%. The results of the analysis show that there is an influence of discovery learning assisted with a video-based laboratory. In this study, it also appears that there is an interaction between learning models and learning styles. Students experiencing discovery learning with a video-based laboratory have higher learning outcomes than those experiencing a conventional one. In general, this research can contribute to the field of education, especially physics learning, to optimize the use of technology as a learning medium. This learning strategy allows students to participate directly in proving the concept of the material. Besides, this model can be active alternative learning in improving student learning outcomes.

The Effectiveness of a Video-based Laboratory on Discovery Learning to Enhance Learning Outcomes