The rapid development of digital technology has transformed higher education, particularly in mathematics instruction, where visual and interactive media can enhance conceptual understanding. This study aims to examine the effectiveness of using Screencast-O-Matic media in integral calculus courses on student learning outcomes. Integral calculus is often perceived as a challenging subject due to its abstract concepts and complex problem-solving procedures. Screencast-O-Matic, a screen recording software, enables lecturers to create video tutorials that combine visual explanations with audio narration, allowing students to review complex materials flexibly and repeatedly. This research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using Screencast-O-Matic media and a control group taught using conventional lecture methods. The sample consisted of 60 university students enrolled in an integral calculus course. Data were collected through pretests and posttests to measure learning outcomes, and analyzed using independent sample t-tests and N-gain score analysis. The results revealed a significant difference in learning outcomes between the experimental and control groups (p < 0.05), with the experimental group demonstrating higher average posttest scores and N-gain scores categorized as moderate to high. Students reported that the screencast videos helped them understand step-by-step problem-solving processes, particularly in topics such as integration techniques and applications of definite integrals. These findings suggest that Screencast-O-Matic is an effective instructional medium for integral calculus, promoting independent learning, increasing student engagement, and accommodating diverse learning paces. This study contributes to the growing body of literature on technology-enhanced mathematics education and provides practical recommendations for educators seeking to integrate digital media into their teaching practices.
