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Journal articles on the topic 'Video as learning media'
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Ahmad Syafi'i. "Video Media In Learning Islamic Religion Education." Sinergi International Journal of Islamic Studies 1, no. 2 (2023): 48–54. http://dx.doi.org/10.61194/ijis.v1i2.73.
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Media in Islamic Studies serves to streamline and streamline learning. This paper describes the perspective of video media, types, syntax, characteristics, benefits, and advantages and disadvantages. This paper is a literature research using a content analysis model. The results of this study show that: 1) video is a combined tool of audio and visual media used simultaneously in learning. 2) Types of videos i.e. DVD, computer video, internet video, and streaming video. 3) The syntax of using video media, namely the preparation stage includes checking tools, understanding the relevance of video material and content, directing students to provide stationery. The implementation stage includes designing seating patterns, conveying goals, presenting tasks, presenting videos, monitoring student work, providing opportunities for students to be actively involved in dialogue, ensuring students understand the video, and students doing assignments. 4) Video characteristics are clarity of message, stand-alone, friendly, content representation, visual, and classical as well as individual. 5) The benefits of video are to streamline and streamline learning. 6) Excellence: awaken students' imagination, students learn actively, material is delivered to a large number of students, and encourages students. Weaknesses: the creativity of gur is limited, difficult to present if students cannot think abstractly, and requires special tools in delivery.
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Syarifudin, Achmad. "Optimalisasi Video Pendek Media Sosial dalam Penggunaan Aplikasi Capcut sebagai Media Pembelajaran." Santri : Journal of Student Engagement 3, no. 2 (2024): 63–72. http://dx.doi.org/10.55352/santri.v3i2.1019.
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This community service activity focuses on training on the use of short social media videos as a learning medium. The aim of this service is to develop the skills of lecturers at the Faculty of Social and Cultural Sciences, Trunojoyo University, Madura, to be able to make videos as a good learning medium. The method for implementing this service activity is in the form of training regarding the use of short social media videos and practice in creating video content through the CapCut application. The results of this service show an increase in participants' understanding and skills in creating learning video content and through this activity it is hoped that educators, namely lecturers, can be more effective in providing learning material by utilizing short video content as learning media.
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Fahrurozi, Sslamet Kurniawan, Dwi Maryono, and Cucuk Wawan Budiyanto. "The Development of Video Learning to Deliver a Basic Algorithm Learning." IJIE (Indonesian Journal of Informatics Education) 1, no. 1 (2017): 135. http://dx.doi.org/10.20961/ijie.v1i2.12446.
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The world of education is currently entering the era of the media world, where learning activities demand reduction of lecture methods and Should be replaced by the use of many medias. In relation to the function of instructional media, it can be emphasized as follows: as a tool to make learning more effective, accelerate the teaching and learning process and improve the quality of teaching and learning process. This research aimed to develop a learning video programming basic materials algorithm that is appropriate to be applied as a learning resource in class X SMK. This study was also aimed to know the feasibility of learning video media developed. The research method used was research was research and development using development model developed by Alessi and Trollip (2001). The development model was divided into 3 stages namely Planning, Design, and Develpoment. Data collection techniques used interview method, literature method and instrument method. In the next stage, learning video was validated or evaluated by the material experts, media experts and users who are implemented to 30 Learners. The result of the research showed that video learning has been successfully made on basic programming subjects which consist of 8 scane video. Based on the learning video validation result, the percentage of learning video's eligibility is 90.5% from material experts, 95.9% of media experts, and 84% of users or learners. From the testing result that the learning videos that have been developed can be used as learning resources or instructional media programming subjects basic materials algorithm.
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Purwantini, Marta Ninik, Isti Rokhiyah, and Indri Astuti. "PENGEMBANGAN VIDEO ANIMASI PADA MATA PELAJARAN IPA DALAM MATERI MANUSIA DAN LINGKUNGAN DI KELAS V SDN 09 SEMADAI." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 14, no. 2 (2023): 222–31. http://dx.doi.org/10.31932/ve.v14i2.2246.
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ABSTRAKPenelitian ini bertujuan untuk: 1) menghasilkan desain pengembangan video animasi pembelajaran pada materi manusia dan lingkungan; 2) mengetahui profil video animasi pada pembelajaran manusia dan lingkungan; 3) mengetahui efektivitas media video animasi terhadap hasil belajar siswa pada mata pelajaran IPA dalam materi manusia dan lingkungan; dan 4) Mengetahui efektivitas media video animasi respon siswa pada mata pelajaran IPA dalam materi manusia dan lingkungan. Penelitian ini menggunakan model pengembangan ADDIE. Hasil penelitian menunjukkan bahwa: 1) tahapan dalam pengembangan media video animasi pembelajaran ini dimulai dari menganalisis terlebih dahulu potensi dan masalah, pengumpulan data dan materi produk, desain naskah dan produk media video animasi pembelajaran, pengujian, revisi, validasi, implementasi di sekolah yang diteliti kemudian dievaluasi; 2) pengembangan video animasi pembelajaran ini valid berdasarkan penilaian ahli materi dan ahli media dengan kategori layak; 4) Siswa tertarik dan dapat memahami materi yang disampaikan melalui media video animasi pembelajaran yang didesain secara menarik dan atraktif; 3) media video animasi pembelajaran IPA terbukti efektif dalam meningkatkan hasil belajar siswa dan memicu respon yang positif dari siswa.Kata Kunci: Hasil Belajar, Media Pembelajaran IPA, Respon Siswa, Video Animasi.ABSTRACTThis study aims to: 1) Produce a design for the development of learning animation videos on human and environmental materials; 2) Knowing the profile of animated videos on human and environmental learning; 3) Knowing the effectiveness of animated video media on student learning outcomes in science subjects in human and environmental materials; 4) Knowing the effectiveness of student response animated video media in science subjects in human and environmental materials. This research uses the ADDIE development model (Analysis, Design, Development, Implementation, & Evaluation). The results of the study show that: 1) the stages in the development of learning animated video media start with analyzing potentials and problems first, collecting data and product materials, designing scripts and learning animated video media products, testing, revising, validating, implementing in the schools studied then evaluated; 2) The development of learning animation videos is valid based on the assessment of material experts and media experts in the proper category; 4) Students are interested and able to understand the material presented through learning animated video media that is designed in an attractive and attractive way; 3) Science learning media that was developed, namely in the form of animated videos, proved to be effective in improving student learning outcomes and triggering positive responses from students.Keywords: Learning Outcomes, Science Learning Media, Student Responses, Animated Videos.
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Kusmaryono, Imam, and Mochamad Abdul Basir. "Learning media projects with YouTube videos: a dynamic tool for improving mathematics achievement." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 934–42. https://doi.org/10.11591/ijere.v13i2.26720.
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This research was designed with a descriptive research approach. Theresearch objectives of the study were to: i) investigate the impact of theproject task of learning video media on prospective teachers and students;ii) analyze the important role of instructional video media as a learningassistant for students; and iii) describe the function of instructional videomedia in increasing students’ interest and achievement in learning. Thisresearch involved 100 participants consisting of 10 students of a teachereducation study program (prospective teachers), and 90 junior high schoolstudents. The researchers collected data through tests; questionnaires; andinterviews. Researchers analyzed the data through descriptive statisticalanalysis. The results of the study indicated that the project assignment ofmaking videos for learning (on a YouTube channel) provided a positiveimpact on learning experiences for teachers (prospective teachers) andstudents. Mathematics learning video media has a role as a digital native thatmay help overcome the limitations of students’ knowledge andunderstanding. Mathematics learning videos on the YouTube channel can bea dynamic tool to increase students’ interest (as an attention, and affectivefunction) and to improve students’ mathematics learning achievement (as acognitive function).
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Amrulia, Risma Hesy, Asni Johari, and Pinta Murni. "Pengembangan Media Video Fenomena Predasi Insektivora dalam Pembelajaran Biologi Secara Daring di SMA PGRI 2 Kota Jambi." BIODIK 8, no. 1 (2022): 134–41. http://dx.doi.org/10.22437/bio.v8i1.15499.
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Learning media in the form of video is a medium that can be used by teachers to be used in learning. Video media contains learning materials that are equipped with pictures and videos that make it easier to understand the material. This study aims to develop learning media in the form of videos, determine the feasibility, responses of teachers, students, and the effectiveness of video media that have been developed to improve learning outcomes. Video media development uses the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. Video media products are validated by media experts and material experts with excellent results. The results of the biology teacher's response as well as small group and large group trials obtained very good results. The results of the effectiveness test using the paired-sample t test showed that there was an effect on the use of video media on the insectivorous predation phenomenon in improving student learning outcomes. Based on the results obtained, it is concluded that the media developed is suitable for use in learning. Key words: Video Media, Online Learning, Insectivorous Predation Phenomen Abstrak. Media pembelajaran berupa video merupakan media yang bisa dipakai oleh guru untuk digunakan dalam pembelajaran. Media Video memuat materi pembelajaran yang dilengkapi dengan gambar serta video yang memudahkan dalam memahami materi. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berupa video, mengetahui kelayakan, respon guru, peserta didik, serta efektivitas media video yang telah dikembangkan dalam meningkatkan hasil belajar. Pengembangan media video menggunakan model ADDIE yang terdiri dari tahap analysis, design, development, implementation dan evaluation. Produk media video divalidasi oleh ahli media dan ahli materi dengan perolehan hasil sangat baik. Hasil respon guru biologi serta ujicoba kelompok kecil dan kelompok besar diperoleh hasil sangat baik. Hasil uji efektivitas menggunakan uji paired sample t test menunjukkan terdapat pengaruh pada penggunaan media video pada materi fenomena predasi insektivora dalam meningkatkan hasil belajar peserta didik. Berdasarkan hasil yang diperoleh maka disimpulkan bahwa media yang dikembangkan layak untuk digunakan dalam pembelajaran. Kata kunci: Media Video, Pembelajaran Daring, Fenomena Predasi Insektivora
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Daahiljabir, Muhammad Ainuddin, Masrukan, and Iqbal Kharisudin. "Systematic Literature Review: Utilization of Video Media in Math Learning." Hipotenusa: Journal of Mathematical Society 5, no. 2 (2023): 159–68. http://dx.doi.org/10.18326/hipotenusa.v5i2.415.
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Learning media plays an important role for teachers in carrying out learning activities in the classroom. Video-based learning media is one of the learning media that makes students able to understand the material presented by the teacher, because videos can show more real objects. Video-based learning media is also widely used by teachers because it has a good and successful influence on mathematics learning activities in the classroom. Making learning video media can use several applications such as powerpoint, videoscribe, canva, vegaspro, geogebra, powtoon, and others. The purpose of this study was to determine that video-based mathematics learning media has a positive effect on mathematics learning. This research is looking for several articles related to the use of video media in learning mathematics. The method used in this research is SLR (Systematic Literature Review). SLR is a technique of systematically collecting data, critically testing data, and collecting results that are in accordance with the topics used in the study. Research results from several accredited international and national journals show that the use of media in the form of learning videos in mathematics learning can help teachers and students in carrying out mathematics learning activities.
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Amir, Day Ramadhani. "Techniques for Taking Pictures of Learning Videos in Learning Media." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 4, no. 1 (2024): 21–28. https://doi.org/10.57235/aurelia.v4i1.3098.
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This research aims to find out an explanation of video shooting techniques in learning media in the form of learning videos. This type of research uses a qualitative descriptive research approach. This research uses a literature study method from various journal literature and books which can strengthen material about video shooting techniques. The data collection technique in this research uses library research and internet searching to find supporting data or information. The results of the research show that the learning video shooting techniques in the form of Extreme Long Shot, Very Long Shot, Long Shot, Knee Shot, Medium Shot, Medium Close Up, Close Up, Big Close Up, Extreme Close Up and Low Angle, Eye Level, High Angle are correct and in accordance with applicable rules
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NORMA, NORMA. "MENINGKATKAN HASIL BELAJAR PESERTA DIDIK MELALUI MEDIA VIDEO PEMBELAJARAN PADA PEMBELAJARAN JARAK JAUH DI MASA PANDEMI COVID-19." SOCIAL : Jurnal Inovasi Pendidikan IPS 1, no. 2 (2021): 101–15. http://dx.doi.org/10.51878/social.v1i2.697.
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The objectives of this literature review are; (1) To create real learning conditions for students during the Covid-19 Pandemic; (2) To find out the role of learning video media in the distance learning process; (3) To find out the effect between the use of learning video media on student learning outcomes during the Covid-19 Pandemic. This study uses quantitative research methods. The results of this study indicate that: (1) The implementation of distance learning processes during the Covid-19 Pandemic through learning videos. The results of the data showing the implementation of the learning process based on the student's attendance rate of 94% and the results of the pre-learning video media data, especially on the interest in social studies lessons by 42% after using the learning video media increased to 77%; (2) Learning video media can help teachers deliver material and create a learning situation that is not monotonous. The results of pre-learning video media data showing that learning video media can help teachers deliver material is 42% and after using learning video media it increases to 94%; (3) Learning video media can help students understand the subject matter and complete the tasks given by the teacher. The data from the pre-learning video media showing that students can answer questions through online learning is 19% after using the learning video media, increasing to 94%; (4) Appropriate and effective learning video media in increasing motivation and learning outcomes for students during the Covid-19 Pandemic. The results of pre-learning video media data showing the subject matter given to students online are very clear at 42% after using learning video media, increasing to 94%.
 ABSTRAKTujuan dari kajian pustaka ini adalah ; (1) Untuk menciptakan kondisi belajar yang nyata terhadap peserta didik di masa Pandemi Covid-19; (2) Untuk mengetahui peran media video pembelajaran dalam proses pembelajaran Jarak Jauh; (3) Untuk mengetahui pengaruh antara penggunaan media video pembelajaran terhadap hasil belajar peserta didik di masa Pandemi Covid-19. Kajian ini menggunakan metode penelitian kuantitatif. Hasil kajian ini menunjukkan bahwa : (1) Terselenggaranya proses belajar jarak jauh di masa Pandemi Covid-19 melalui video pembelajaran. Hasil data yang menunjukan terselenggaranya proses pembelajaran bedasarkan tingkat kehadiran peserta didik 94% dan hasil data pra media video pembelajaran khususnya pada minat pelajaran IPS sebesaar 42% setelah menggunakan media video pembelajaran meningkat menjadi 77%; (2) Media video pembelajaran dapat membantu guru menyampaikan materi dan menciptakan situasi pembelajaran yang tidak monoton. Hasil data pra media video pembelajaran yang menunjukan media video pembelajaran dapat membantu guru menyampaikan materi sebesar 42% dan setelah menggunakan media video pembelajaran meningkat menjadi 94%; (3) Media video pembelajaran dapat membantu peserta didik untuk memahami materi pelajaran dan menyelesaikan tugas yang di berikan guru. Data hasil pra media video pembelajaran yang menunjukan peserta didik dapat menjawab pertanyaan melalui pembelajaran daring sebesar 19% setelah menggunakan media video pembelajaran meningkat menjadi 94%; (4) Media video pembelajaran yang layak dan efektif dalam meningkatkan motivasi dan hasil belajar bagi peserta didik dimasa Pandemi Covid-19. Hasil data pra media video pembelajaran yang menunjukan materi pelajaran yang diberikan kepada peseta didik melalui daring sangat jelas sebesar 42% setelah menggunakan media video pembelajaran meningkat menjadi 94%.
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Dimas Qondias, Dominika Elviana Kale, Elisabeth Susanti Tawa, Elisabeth Tantiana Ngura, and Veronika Owa Mere. "Effectiveness of Animated Video Learning Media on Science Learning Outcomes of Elementary School Students." International Journal of Instructions and Language Studies 2, no. 2 (2024): 1–10. https://doi.org/10.25078/ijils.v2i2.4208.
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This study aims to examine the utilization of video media, specifically the effectiveness of animation media in improving science learning outcomes. The research method used in this article is qualitative descriptive research, where data is collected through literature reviews. The literature used in this research includes scientific articles related to the effectiveness of animated video learning media in enhancing the science learning outcomes of elementary school students. Data collection was conducted by searching for articles from national and international journals related to the research topic published between 2020 to 2024. This study identified 10 articles that align with the research focus, demonstrating the effectiveness of animated video learning media in improving science learning outcomes for elementary school students. Animated videos in science learning have been developed according to student needs, and currently, the effectiveness of animated videos yields positive results in supporting learning. Animated videos can increase student engagement and provide a more enjoyable learning experience. Therefore, the integration of animated videos into the learning process is an important step to support innovative and effective educational development.
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Delti Kurnia, Septika Rudiamon, and Ramesh Prasad Adhikary. "Utilizing the Inshot Application as A Distance Learning Video." Journal International Inspire Education Technology 1, no. 1 (2022): 11–20. http://dx.doi.org/10.55849/jiiet.v1i1.28.
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Distance learning at this time results in low delivery of learning materials and learning objectives are not achieved optimally, because teachers only give assignments without learning video learning media, so students do not really understand the learning material, teachers must make learning media at the same time. distance learning by utilizing advanced technology such as using inshot editing applications in learning videos. The goal is for teachers to better know, understand, and increase knowledge about the use of the inshot video editing application as a learning video editing application during the pandemic, because by knowing how to activate learning videos in the inshot application, teachers or it will be easy to make easy, interesting learning videos. , simple, simple. This inshot application has enough features, various features that can be tried for free without paying, this application can be downloaded via the Google Play store on smartphones. And there are several existing features of the inshot application that can be used such as video, split video in two parts or on several clips, adjust video speed, can speed up or slow down video editing, feature to add live audio recording, can control video volume, can rotate videos, Export video files with HD quality, and can crop or remove watermarks on videos. the advantage of the inshot application in video is that it is easy to find information, many interesting features, and can also set the size of the canvas or video size, can share to social media, the inshot application is very suitable for beginners or make simple videos without being complicated and will not interfere when uploading videos.
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Anrayani, Anrayani, and Badruddin Kaddas. "Peran Media Elektronik Berbasis Video Pembelajaran Melalui Aplikasi Kinemaster. Studi Kasus pada Siswa Kota Makassar." AIJER: Algazali International Journal Of Educational Research 4, no. 1 (2021): 91–103. http://dx.doi.org/10.59638/aijer.v4i1.361.
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Abstract: The Role of Video-Based Electronic Media Learning Through Kinemaster Applications. Case Study in Makassar City Students. This study aims to describe (1) the role of learning video-based electronic media through the Kinemaster application, (2) inhibiting and supporting factors for learning video-based media through the Kinemaster application in the midst of a pandemic and, (3) the application of learning video-based electronic media through the Kinemaster application in terms of planning, implementation, and evaluation related to the role of video-based electronic media learning through the Kinemaster application of students in the city of Makassar. The results showed that the role of video-based electronic media learning through the Kinemaster application in the midst of a pandemic can be said to play a very important role, because with the existence of electronic media, humans can provide communication between each other both between individuals and individuals with a group of humans. Likewise with learning videos that play an important role in the field of education during the Covid-19 pandemic, because learning videos made by teachers through the Kinemaster application are one of the media that is very suitable for teachers to use as an intermediary for the teaching and learning process delivered to students during the implementation of online learning during the pandemic.
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Sofia, Evi, and Cepi Riyana. "Effectiveness of learning videos on language skills in learning Indonesia." Inovasi Kurikulum 22, no. 1 (2025): 307–18. https://doi.org/10.17509/jik.v22i1.75866.
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Oral language skills are important in basic education, especially in learning Indonesia. Interactive learning, such as learning videos, educational applications, and interactive simulations, are expected to increase student engagement and facilitate mastery of language skills. This research examines the effectiveness of using learning videos in improving students' language skills in Indonesia. The research method used is a quantitative method with a quasi-experiment design. The research subjects were 63 grade V elementary school students in one of the schools in Bandung Regency. This research was divided into two groups consisting of 33 class Va students as the experimental group who used learning videos and 30 class Vb students as the control group who did not use learning videos. The data was collected through language skills tests before and after treatment, observation sheets, and student response questionnaires. The research showed that students who studied using instructional videos significantly improved their language skills compared to those without this media. These findings indicate that learning videos can be an effective alternative media for improving students' language skills in elementary schools. AbstrakKeterampilan berbahasa lisan merupakan komponen penting dalam pendidikan dasar, khususnya dalam pembelajaran bahasa Indonesia. Pembelajaran interaktif seperti video pembelajaran, aplikasi edukasi, dan simulasi interaktif diharapkan dapat meningkatkan keterlibatan peserta didik dan memudahkan penguasaan keterampilan berbahasa. Penelitian ini bertujuan untuk mengkaji keefektifan penggunaan video pembelajaran dalam meningkatkan keterampilan berbahasa peserta didik pada pembelajaran Bahasa Indonesia. Metode penelitian yang digunakan adalah metode kuantitatif dengan desain eksperimen semu (quasi-experiment). Subjek penelitian yaitu peserta didik kelas V sekolah dasar di salah satu sekolah di Kabupaten Bandung sejumlah 63 peserta didik. Penelitian ini dibagi menjadi 2 kelompok yang terdiri dari peserta didik kelas Va sejumlah 33 peserta didik sebagai kelompok eksperimen yang menggunakan video pembelajaran dan peserta didik kelas Vb sejumlah 30 peserta didik sebagai kelompok kontrol yang tidak menggunakan video pembelajaran. Kemudian data dikumpulkan melalui tes keterampilan berbahasa sebelum dan sesudah perlakuan, lembar observasi, dan angket respons peserta didik. Hasil penelitian menunjukkan bahwa peserta didik yang belajar dengan menggunakan video pembelajaran menunjukkan peningkatan keterampilan berbahasa yang signifikan dibandingkan dengan peserta didik yang belajar tanpa media tersebut. Temuan ini menunjukkan bahwa video pembelajaran dapat menjadi alternatif media yang efektif dalam meningkatkan keterampilan berbahasa peserta didik di sekolah dasar.Kata kunci: keterampilan berbahasa; pembelajaran bahasa Indonesia; video pembelajaran
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Zunita, Irma, and Asmendri Asmendri. "Desain Pembelajaran Model Assure Berbasis Media Video Pembelajaran pada Mata Pelajaran Fiqih di MI." Pendekar: Jurnal Pendidikan Berkarakter 6, no. 1 (2023): 17. http://dx.doi.org/10.31764/pendekar.v6i1.9562.
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Abstrak: Penelitian ini bertujuan untuk melihat seberapa efektif penggunaan media pembelajaran berbasis video pada mata pelajaran Fiqh khususnya pada anak kelas 2 Madrasah Ibtidaiyah. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian studi literatur atau biasa disebut dengan studi literatur. Studi literatur ini dilakukan untuk melihat keterkaitan penggunaan media pembelajaran berbasis video dengan model Assure. Dari hasil penelitian yang telah dilakukan mengenai penggunaan video pembelajaran dalam proses PBM, hal ini menunjukkan bahwa penggunaan video pembelajaran dapat meningkatkan minat belajar siswa antara sebelum dan sesudah menggunakan media video pembelajaran. Peningkatan ini terlihat pada prestasi belajar siswa dalam satu kelas. Dengan demikian, model pembelajaran ASSURE berbasis video learning sangat efektif dalam meningkatkan minat belajar siswa madrasah ibtidaiyah.Abstrak: This study aims to see how effective the use of video-based learning media is in Fiqh subjects, especially in grade 2 children at Madrasah Ibtidaiyah. This research uses a qualitative approach with a literature study research method or commonly referred to as a literature study. This literature study was conducted to see what is related to the use of video-based learning media with the Assure model. From the results of studies that have been carried out regarding the use of learning videos in the PBM process, this shows that the use of learning videos can increase students' interest in learning between before and after using instructional video media. This increase can be seen in the learning achievement of students in one class. Thus, the ASSURE learning model based on video learning is very effective in increasing the learning interest of madrasah ibtidaiyah students.
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Dumbre, Aditya. "Deepfake Video Detection using Machine Learning." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 04 (2025): 1–9. https://doi.org/10.55041/ijsrem46035.
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Abstract - The rise of DeepFake (DF) technology poses a significant threat to the authenticity and reliability of digital media. While such videos once required expert skills and high-end software, the recent advancement of deep learning tools has made the generation of hyper-realistic synthetic media widely accessible. This paper presents a robust and efficient deep learning-based solution for detecting DeepFake videos by combining spatial and temporal analysis using a Convolutional Neural Network (CNN) and a Long Short-Term Memory (LSTM) based Recurrent Neural Network (RNN). Our final system leverages a ResNeXt50 CNN for frame-level feature extraction and an LSTM layer to model temporal inconsistencies across sequential video frames. Extensive experiments conducted on a balanced dataset—comprising both real and manipulated videos sourced from FaceForensics++, YouTube, and the DeepFake Detection Challenge dataset—demonstrate the high accuracy and reliability of our model. Additionally, the developed solution is deployed as a web-based platform allowing real-time DeepFake video detection with user-friendly interaction. This paper outlines the design, implementation, results, and scope of our complete DeepFake detection system. Keywords: DeepFake Detection, CNN, LSTM, ResNeXt, Temporal Analysis, Video Forensics, Media Authenticity, Deep Learning, Media Verification, Face Forensics
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Chakra Setiawan, Heru, Widyo Nugroho, and Habib Abdur Rofi. "The Importance Of Video As Learning Media According To Principle Of Media Production “Visuals”." Interdiciplinary Journal and Hummanity (INJURITY) 1, no. 3 (2022): 92–97. http://dx.doi.org/10.58631/injurity.v1i3.24.
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Video is an electronic medium that capable of combining audio technology and visually together. This research aim to video as learning media as media production of visual. The selection of video can also be packaged in various forms, for example combining face-to-face with group communication, using text, audio and music. Therefore, the educator must be efficiently master how to product the video as learning media, the principle of media production using VISUALS (Visible, Interesting, Simple, Useful, Accurate, Legitimate, Structured) is used to produce a video, as the result, the video media which is the product of VISUAL, This principle helps educators to better understand the essence of making video by paying attention to the visibility side, so that, it can be viewed by many levels of student, as well as attracting the attention of students, simple videos while still providing significant understanding to students, accurate in delivering material, and also remind video educators to pay attention in terms of structure so that the resulting video product is a video that can take the attention of students to the fullest. This paper is a qualitative type with library research whereas the main data is obtained from various journal articles with a content analysis approach.
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Ekayana, Anak Agung Gde. "Development of Microlearning-Oriented Explainer Videos on Robotics Learning in Higher Education." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 15, no. 1 (2023): 69–83. http://dx.doi.org/10.37640/jip.v15i1.1788.
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The digital era triggers innovation in the learning process where currently, students prefer to find and learn learning resources through the internet/online technology. Microlearning-oriented explainer video media is one solution to accommodate changes in the current way of learning. This research aims to develop and implement microlearning-oriented explainer videos in robotics courses in higher education on a limited scale. The research used the Plomp development model to create explainer videos. The resulting explainer video media is tested for validity, practicality, and effectiveness. The results revealed that the explainer video media that had been developed got excellent results in the aspects of validity and practicality, while the results of testing the effectiveness of the media in the classroom and tested statistically that there were differences in learning achievement between before and after using explainer video media in robotics learning materials. Increased learning achievement of robotics learning materials is evidence of increased student activity and enthusiasm in learning so that learning outcomes can be fulfilled.
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Sari, Made Ratna Permata, and I. Gede Astawan. "Learning Heat Conductors and Insulators Using Video-Based Learning Media." International Journal of Elementary Education 5, no. 1 (2021): 70. http://dx.doi.org/10.23887/ijee.v5i1.34442.
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Less material exposure makes learning less effective, therefore innovations such as learning videos are needed, so that learning becomes interesting. The purpose of this study was to produce a demonstration-based learning video media on the topic of heat conductors and insulators in class V whose validity had been tested. This research is a development research (R&D). This study uses a 4D model consisting of four stages: define, design, development, and disseminate. The subjects of this research trial consisted of 2 material experts, 2 media experts, and 2 practitioners. The research data was collected by using a questionnaire method. The instrument used to measure the validity of the media is a rating scale with a scale of 4. The data were analyzed using the mean formula to determine the average media validity score. The results of the media validity in terms of material experts are 3.92, from media experts are 3.78, and in terms of practitioners are 3.78, with very good qualifications. So, the demonstration-based learning video media that was developed was declared valid. Democracy-based learning video media can be used as a solution in implementing innovative and interesting learning.
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Dikananda, Arif Rinaldi, Iin Iin, Saeful Anwar, Raditya Danar Dana, and Kanda Muhamad Ishak. "Media Pembelajaran Video Animasi Organ Tubuh Manusia." Jurnal Accounting Information System (AIMS) 4, no. 2 (2021): 19–28. http://dx.doi.org/10.32627/aims.v4i2.243.
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Interactive video is a technology for sending electronic signals from a moving image that can describe information which in the process occurs 2-way communication between multimedia and users. This research started from the problems encountered, namely the number of elementary school students who still do not know and do not understand the human organs. The method used is the ADDIE method (Analysis, Design, Development, Implementation, Evaluation). The use of interactive video based on 2D animation is expected to attract students so they don't get bored while learning using video. The applications used to create these interactive learning videos are Corel Draw X7 for creating digital sketches and Adobe After Effects for editing digital sketches into a video. The results in this study are interactive learning videos about human organs. Learning videos can be used by students so that they can increase student interest in learning because there are 2D animations and interactions with users and can be used anytime and anywhere. So it can be concluded that this learning video received a very good response from students because it is effectively used when studying at school and at home. Respondents were taken as many as 50 students. The results of this study obtained an increase in student understanding from 40% of students or as many as 20 students to 76% or as many as 38 students. There was an increase of 36%.
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Mudrikah, Mudrikah, Trian Pamungkas Alamsyah, Sigit Setiawan, and Ana Nurhasanah. "Analysis of the Use of Thematic Learning Video Media on the Learning Interest of Fifth-Grade Students at SDN Serang 10." EduBasic Journal: Jurnal Pendidikan Dasar 4, no. 2 (2022): 159–68. http://dx.doi.org/10.17509/ebj.v4i2.47105.
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This study discusses the use of thematic learning video media on the learning interest of fifth-grade students at SDN Serang 10. This research focuses on three things: planning in the use of thematic learning videos, implementation of thematic learning videos for fifth grade, and students' learning interests after using thematic learning video media. The method used was descriptive qualitative with data collection techniques of interview, observation, questionnaire, and documentation. This research was carried out at SDN Serang 10 from April to June 2022, with 27 students in the fifth grade as the research subjects. This study’s results revealed that the planning of using instructional video media was good. Educators made their learning video media by improving their abilities, with three stages: pre-production, production, and post-production. Then, implementing the use of learning video media was considered good and effective as a solution to the challenges of educators creating effective learning and realizing students' learning interests. Even though there were obstacles, educators tried to overcome them and find solutions so that learning could be carried out optimally. The instructional video media use also showed that students' learning interest was very good, assessed from the student learning interest questionnaire results with a score of 80.98%. Besides, interviews and observations uncovered a sense of pleasure, interest, attention, and involvement in learning activities. This implementation can be good practice for using media for elementary school teachers
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Oya, Abas, Nurfidah Nurfidah, and Arwan Arwan. "Video-Based Learning Media Development Training (Learning Videos and Video Assignment Recordings) Flipped Learning Model For Teachers at SMAN 2 Madapangga." Abdi Masyarakat 5, no. 2 (2023): 2294. http://dx.doi.org/10.58258/abdi.v5i2.6039.
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Learning methods and media are very influential for successful learning. Many teachers at SMAN 2 Madapangga do not apply technology to participate in learning. Lack of skills in the use of technological devices to support the teaching and learning process. Lack of utilization of adequate school facilities and infrastructure to support the learning process. One of the efforts offered is to conduct training on the development of flipped learning model video-based learning media for teachers of SMAN 2 Madapangga. Training on the development of learning media based on learning videos and training on the application of assignments based on video task recordings. The aim of the dedication is to increase the potential of teachers in developing learning media based on learning videos and training in the application of assignments based on video task recordings with a flipped learning model approach. This program is carried out in three stages. The preparation stage is conducting initial observations and designing various conceptual and administrative matters. Implementation is a learning model training (flipped learning) and video-based learning media. Finally, the evaluation stage is evaluating the implementation of the beginner community service program. The training and mentoring programs for teachers at SMAN 2 Madapangga ran smoothly and achieved the set objectives. This is indicated by an increase in teacher understanding of the learning model (Flipped Learning) by 55%, an increase in skills in making learning media with MC. Power Point, Canva and KineMaster applications by 66%, and an increase in the ability to develop learning media by 77%.
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Ayunda, Yuanda, Difa’ Isabitul Azmi, and Suhartatik Suhartatik. "ANALYSIS OF THE USE OF ANIMATED VIDEO LEARNING MEDIA ON THE SCIENCE LEARNING MOTIVATION JUNIOR HIGH SCHOOL STUDENT." Jurnal Pembelajaran Sains 8, no. 2 (2024): 94. https://doi.org/10.17977/um033v8i2p94-101.
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Animated videos in learning can increase students' learning motivation. This study aims to analyze the impact of using animated video learning media on the science learning motivation of 8th-grade students in Nasional Junior High School Malang. The research employed a descriptive qualitative method with data collection techniques through questionnaires. The research subjects consisted of 32 students who participated in learning sessions using animated video media on the topic of the human organ system. The findings revealed that most students responded positively to the use of animated video media. Students felt more motivated, enthusiastic, and found it easier to understand the material compared to conventional teaching methods such as lectures. The combination of visual and audio elements in the animated videos successfully created a more interactive and enjoyable learning atmosphere, thus increasing students' interest and engagement in the learning process. Therefore, animated video media is recommended as an effective alternative learning tool to enhance students' learning motivation in science subjects.
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Ningrum, Fhela Vhantoria. "ANALISIS KEBUTUHAN VIDEO PEMBELAJARAN STATISTIKA BERBANTU PROSHOW." Eksponen 11, no. 1 (2021): 28–32. http://dx.doi.org/10.47637/eksponen.v11i1.369.
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Online learning during the COVID-19 pandemic demands quality learning media. One of the learning media is video. Video quality can be improved by editing and setting after the recording is complete. Interesting video shows can eliminate the boredom of online learning for a long period. Especially in learning statistics that require complicated calculations. The purpose of this study is to analyze the needs of statistical learning videos assisted by proshow. This research method is descriptive exploratory. The data comes from the results of a questionnaire of 32 students of SMPN 7 Kotabumi. The results of the study are that students need learning media in the form of learning videos that are easily accessible and interesting so that statistics are easy to understand. The Proshow application can make learning videos give impressive effects.
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Aldira, Ardiani Ivon, Rismiyanto Rismiyanto, and Ahmad Hilal Madjdi. "THE TENTH GRADE STUDENTS’ PERCEPTION OF ANIMATION VIDEO AS MEDIA FOR LEARNING LISTENING AT SMK AL-HIKMAH JEPARA." Prominent 7, no. 1 (2024): 29–36. https://doi.org/10.24176/pro.v7i1.10870.
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In this advanced information and communication era, technology can influence the educational practices of teachers and students. Watching Animation Video is one of the ways to develop listening skill and in this case, it refers to students’ perception of Animation Video as media for learning listening at SMK Al-Hikmah Jepara to gives them the authority to their listening skill. The objective of this research is aimed to know the students’ perception of Animation Video as media for learning listening at SMK Al-Hikmah Jepara. This kind of research is qualitative with a descriptive qualitative design. The participants of this research are 25 tenth grade students of AKL 1 at SMK Al-Hikmah Jepara. The instruments used in this study were questionnaires and interviews. The result of this study shows that the perception of the tenth grade AKL 1 students of SMK Al-Hikmah Jepara toward using Animation Video as media for learning listening, it can be concluded that most of the students agree to use Animation Video as media for learning listening. It means that the use of Animation Video as media for learning listening gives a potentially positive contribution to developing listening skills. Most students are enjoy and interested in using Animation Video as media for learning listening. Not only that the use of Animation Videos does not make students bored, but students become more active so they are more interested and of course, Animation Videos also help students in increasing vocabulary and developing listening skills. Therefore, hopefully, this research will help students improve their listening skills, especially through the use of Animation Video as listening learning media. Besides that, the researcher also suggests teachers be able to use Animation Videos as media for learning listening in class. Then the researcher suggests for the next researcher, in order to be able can explore more information about the students' perceptions of using Animation Video as media for learning listening in different methods.
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Irawan, Arnanda, and Agus Kamaludin. "Development of Online Learning Videos Using Animiz Software on Hydrocarbon Topics." JTK (Jurnal Tadris Kimiya) 7, no. 2 (2022): 287–99. http://dx.doi.org/10.15575/jtk.v7i2.20353.
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Animated videos as interactive learning media are rarely made using animation software. The study aims to develop online learning videos using Animiz Animation Maker Software on hydrocarbon material and analyze video quality based on assessing material experts, media experts, reviewers, and student responses. The research is development research (R&D) with development model consisting of the define, design, develop, and disseminate stages, but is limited to the developing stage. The final product is an animated video of hydrocarbon topics. The result of product quality assessment by material experts, media experts, and reviewers, respectively 84%, 95%, and 87% with very good category. The video was responded positively by students with an ideal percentage of 97%. Based on the assessment results, this learning video can be used as alternative chemistry learning media for online learning.
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Haq, Risma Rizqiana, and Lies Diana Dwi Irawati. "Influence of using animated video media in online learning at junior high school." Curricula: Journal of Curriculum Development 1, no. 1 (2022): 51–60. http://dx.doi.org/10.17509/curricula.v1i1.47790.
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Learning is an activity that combines various things, namely humans, facilities, and procedures so that all parties are related to one another to achieve a goal. The facilities include learning media, including animated video media used in online learning during the COVID-19 pandemic. This research aims to see the influence and effectiveness of animated video media in online learning. This research uses a quantitative approach with descriptive methods. The study results show that animated videos can improve the quality of the learning process; the material presented using animated media becomes more straightforward and more accurate, so students understand the material more easily. The obstacle is online access to watch or download animated videos. Therefore, it can be concluded that animated video media is effectively used as a learning medium for distance or online learning.
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Safaruddin, Safaruddin, Amran Amran, Jenita Triandana, Muhammad Arif, and Yusuf Rahman. "Penggunaan Media Pembelajaran Berbasis Video pada Mata Pelajaran PAI di Sekolah Dasar." Journal of Instructional and Development Researches 4, no. 1 (2024): 11–17. http://dx.doi.org/10.53621/jider.v4i1.280.
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Learning media has a very important role as part of learning. Without using media, the learning process cannot take place optimally. The use of video-based learning media as a student learning resource in PAI learning that takes place in the classroom can stimulate students' creativity and enthusiasm to participate in learning. This research uses qualitative descriptive methods and data collection through literature reviews. The results of this research are the impact of using video media on teachers, including encouraging teachers to use media more creatively, it is easier for teachers to explain subjects, teachers can save more energy when explaining material, and teachers can learn more about the material in the video. the. In addition, the use of video-based learning environments can also encourage active and collaborative learning. Students can directly interact with the video, for example by answering questions, discussing or watching simulation videos.
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Kurniawan, Elfahmi Dwi, Nopriyanti Nopriyanti, Harlin Harlin, and Rudi Hermawan. "Pelatihan Pembuatan Video Pembelajaran Berbasis Media Sosial Menggunakan Smartphone bagi Guru UPT SMK Negeri 8 Banyuasin." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 5, no. 2 (2023): 1126. http://dx.doi.org/10.20527/btjpm.v5i2.8384.
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Proses pembelajaran saat ini tidak berjalan dengan baik dan tidak sesuai rencana dikarenakan wabah covid-19. Berdasarkan pengamatan dan wawancara dengan kepala sekolah UPT SMK Negeri 8 Banyuasin, kemampuan guru dalam membuat bahan ajar berupa video pembelajaran masih sangat terbatas. Pembuatan video pembelajaran merupakan solusi yang cukup strategis dalam memecahkan permasalahan keterbatasan waktu pada pembelajaran praktik selama covid-19. Berdasarkan latar belakang di atas, maka tujuan pelatihan ini adalah memberikan keterampilan pembuatan video pembelajaran berbasis media sosial menggunakan smartphone dan peningkatan keterampilan guru-guru dalam membuat video pembelajaran menggunakan smartphone, keterampilan tersebut meliputi pengambilan video dan pengeditan video, Meningkatkan keterampilan dan persepsi guru tentang video pembelajaran yang kreatif dan bermanfaat. Metode yang digunakan adalah presentasi dan diskusi, demonstrasi, serta pendampingan. Kegiatan dilaksanakan pada tanggal 29 September-1 Oktober 2022, melibatkan 25 guru produktif UPT SMK Negeri 8 Banyuasin. Materi yang akan disampaikan adalah pengertian media pembelajaran, jenis media pembelajaran, pemilihan media pembelajaran yang tepat dan sesuai, serta prosedur pembuatan media pembelajaran video berbasis media sosial menggunakan smartphone. Terdapat peningkatan pengetahuan yang diperoleh guru. Rata-Rata skor pretest yang diperoleh adalah 58,25 poin dan meningkat menjadi 72 poin pada posttest. Terdapat peningkatan sebesar 13,75 point. Tingkat pemahaman yang diharapkan dikuasai oleh guru berada pada point 72 itu artinya telah memenuhi kriteria awal penguasaan materi.The learning process is currently not going well and not according to plan due to the covid-19 outbreak. Based on observations and interviews with UPT SMK Negeri 8 Banyuasin principals, the ability of teachers to make teaching materials in the form of learning videos is still very limited. Making learning videos is a strategic solution to solving the problem of limited time in practical learning during Covid-19. Based on the background above, the purpose of this training is to provide skills in making social media-based learning videos using smartphones and increase the skills of teachers in making learning videos using smartphones; these skills include video capture and video editing, Improving teacher skills and perceptions about video creative and useful learning. The methods used are presentations and discussions, demonstrations, and mentoring. The activity was conducted from 29 September to 1 October 2022, involving 25 productive UPT teachers at SMK Negeri 8 Banyuasin. The material to be conveyed is the understanding of learning media, types of learning media, selection of appropriate and appropriate learning media, and procedures for making social media-based video learning media using smartphones. There is an increase in knowledge obtained by the teacher. The average pretest score obtained was 58.25 points, increasing to 72 points in the posttest. There was an increase of 13.75 points. The level of understanding expected to be mastered by the teacher is at point 72, meaning they have met the initial criteria for mastering the material.
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Hidayat, Rahmat, Arif Rahmatul Aji, and Halimah Syutri. "Utilization of Learning Videos Using Canva in Learning Social Studies." International Journal of Language and Ubiquitous Learning 1, no. 2 (2023): 120–34. http://dx.doi.org/10.70177/ijlul.v1i2.562.
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Background. This discussion is about the use of canva software as a thematic learning video for Class V Semester I Theme two Subtheme 1 Learning three at State Elementary School 05 IX Koto, Dharmasraya Regency Purpose The purpose of this research is to find out the development of students' needs for learning media in the form of animated videos using the Canva application in learning Social Studies (IPS). Method. The analysis carried out is to find out the use of media at the time of the teaching and learning process in Social Studies lessons online or virtually. The instrument used in this study uses a questionnaire or questionnaire with quantitative data types and is a closed questionnaire. This questionnaire is distributed via google form in the form of a link that students must fill out virtually. Results. The results of this analysis show that from 10 educators and 163 students in class IV (four) in nine elementary schools (SD) in Jakarta and Wonogiri prove that 90% of teachers state that they need and agree to use animated video media based on canva applications that are interesting, 90% of educators say they need and agree to use animated video media based on canva applications that are good and 83.4% of students say they need to use canva application video media in learning social studies (Social Studies). Conclusion. Based on the research, it can be concluded that there should be a development of animated video media based on the canva application in social studies learning.
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Amelia, Amelia, Yazeed Amri, and Juneed Ali. "How to Apply of Design Application as A Medium for Learning Arabic." Journal International of Lingua and Technology 1, no. 1 (2022): 15–26. http://dx.doi.org/10.55849/jiltech.v1i1.58.
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This article aims to determine the effectiveness of the design application as a learning medium at MTs Pariangan. which in the use of learning videos will feel fun. In addition, with video media, students can witness an event that cannot be witnessed directly, is dangerous, or past events that cannot be brought directly into the classroom. Students can also play back the video according to their needs and needs. Learning with video media fosters interest and motivates to always pay attention to lessons. Video media is the most appropriate and accurate learning media in conveying messages and will greatly help students' understanding. With the video media, students will understand more about the material presented by the teacher through the screening of a film.
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Abirami.R, Ms, Bharath G, and Jathin Viswa Sesha Sai G. "Identifying Social Media Deepfake Videos Using Deep Learning Algorithms." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 03 (2025): 1–9. https://doi.org/10.55041/ijsrem43283.
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Deepfake videos are becoming more and more common on social media, endangering privacy, security, and the dissemination of accurate information. The project "Identifying Social Media Deepfake Videos Using Deep Learning Algorithms" attempts to address this issue. The system analyzes video frames using sophisticated deep learning methods, including Convolutional Neural Networks (CNNs), to identify minute alterations typical of deepfakes. The model is trained and evaluated using a carefully selected dataset of genuine and deepfake videos, guaranteeing reliable and accurate performance. To protect digital spaces and preserve the legitimacy of online information in a time of growing manipulation, this project offers a useful tool for social media companies, law enforcement, and the general public to recognize and lessen the effects of deepfakes. Keywords—Identification of Deepfakes,CNN for Social Media Security,Analysis of Video Frames,Digital Trickery,Deep Learning Methodologies,Mitigation of Misinformation,Training using Datasets,Instantaneous Video Evaluation Recognizing False Media
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Arinna, Oktaffi, and Emy Fauzyah. "THE EFFECTIVENESS OF VIDEO MEDIA ON LEARNING OUTCOMESCLASS VII STYLE MATERIAL." NUKLEO SAINS : JURNAL PENDIDIKAN IPA 2, no. 1 (2023): 1–8. http://dx.doi.org/10.33752/ns.v2i1.3617.
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Media is the most important thing in the success of the learning process. Video media is very liked by students because learning becomes fun. But there are advantages and disadvantages in using video media in class. Style material is material with many abstract concepts so that media is needed to facilitate learning concepts including videos. This study aims to determine the effect of video media on student learning outcomes at SMP A. Wahid Hasyim Tebuireng. The sample in this study was class VII – I students as the control class and students in class VII – D as the experimental class with 31 students each. Data collection was obtained by random method. This study used a quasi-experimental study with a pretest-posttest control group design. The collected data were analyzed in the form of descriptive statistics. The results showed that the cognitive learning outcomes of students using power point media were in the moderate category. The learning outcomes of students using learning video media show a high category.
 Keywords: Video Media, Learning Outcomes, Style
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Widhiyanti, Komang Ayu Tri, I. Made Bagia, I. Ketut Sumerta, Maryoto Subekti, I. Gst Ngurah Agung Cahya Prananta, and I. Kadek Suryadi Artawan. "Pengembangan Media Video Pembelajaran pada Materi Masase Olahraga." Jurnal Pendidikan Kesehatan Rekreasi Vol.9, No.2 (June 1, 2023): 252–61. https://doi.org/10.5281/zenodo.8115267.
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<em>This study aims to explain : 1) the design of the development of learning videos on sports massage material, 2) student responses to the developed learning videos. This research is a development research that uses the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The data collection instrument used was a questionnaire. The data analysis used was quantitative descriptive analysis and qualitative descriptive analysis. The results of this study are a description of the process of developing instructional video media and the feasibility of instructional video media on sports massage material in the sports massage subject semester VI Penjaskesrek Universitas PGRI Mahadewa Indonesia 2022/2023 academic year. The feasibility of learning videos was obtained based on data from a questionnaire which was then analyzed descriptively quantitatively and converted into a PAP conversion level of attainment with a scale of five. The content/material review reached 92% in the very good category, individual validation reached 92% in the very good category, small group validation reached 93.5% in the very good category, and large group validation reached 92% in the very good category. From research on the development of learning videos, it is hoped that they will become an effective, efficient learning resource, and make it easier for students to understand subject matter.</em>
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Diana Rahmawati. "Penggunaan Media Pembelajaran Aplikasi Video Dalam Meningkatkan Minat Belajar Siswa Di MIN 7 Nganjuk." Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra 1, no. 3 (2023): 256–65. http://dx.doi.org/10.61132/bima.v1i3.173.
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The aim of this research is to determine the use of video application learning media in increasing student interest in learning at MIN 7 Nganjuk. The results of the research show that the implementation of the use of Video Application Learning Media at MIN 7 Nganjuk involves planning, implementation and evaluation. Initial, initial, and final activities are the beginning of the implementation process. The learning process then takes the form of an animated video based on the learning material and equipped with cartoon images, sound and writing. Compared to before using animated learning videos, learning with these videos will be better and run more smoothly. Increasing students' interest in learning by using animated videos in learning shows that students respond more quickly to the material taught by the teacher. An animated video is displayed when the teacher finishes showing the video to students and asks questions about it. As a result, students participate actively in class and the atmosphere is pleasant. The number of students who answer the teacher's questions after the animated learning video is shown shows an increase in students' interest in learning. Apart from that, participating in the learning process can excite students.
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April Lailia, Shinta, Fuaddilah Ali Sofyan, Selfina Gusniawati, Lailatul Mukjizat, Indriani Indriani, and Adesta Syafitri. "ANALYSIS OF LEARNING STRATEGIES IN "FUN MATH VIDEO" TO INCREASE CHILDREN'S INTEREST IN LEARNING MATHEMATICS." Jurnal Multidisipliner Kapalamada 1, no. 04 (2022): 524–32. http://dx.doi.org/10.62668/kapalamada.v1i04.414.
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Penelitian ini dilakukan dengan tujuan untuk menganalisis isi dari video dari channel youtube Homeschool Pop, dengan video yang berjudul "Fun Math Videos!" di dalam video tersebut mengandung strategi pembelajaran yang dapat menarik minat anak untuk belajar matematika. Penelitian ini menerapkan metode deskriptif, dimana metode ini digunakan untuk menganalisis isi. Penelitian ini juga menggunakan metode observasi dan bersumber dari video youtube berjudul "Fun math videos”. Kebanyakan orang tidak menggemari matematika dan beranggapan matematika sesuatu yang membosankan dan tidak menyenangkan. Bayangan mereka tentang matematika adalah angka-angka yang rumit, rumus-rumus yang sulit dihapal dan susah dimengerti. Namun dengan adanya pembelajaran Matematika menggunakan media audio visual dapat mempermudah anak memahami pembahasan tersebut dengan mudah. Jadi, pembelajaran Matematika menggunakan media audio visual ini sangat direkomendasikan untuk menemani anak dalam belajar Matematika, karena pembahasannya lebih mudah dimengerti. Dalam kemajuan teknologi yang terus berkembang seperti saat ini, di butuhkan berbagai sarana dan prasarana yang mampu menunjang proses pendidikan agar pembelajaran berjalan maksimal. Kemajuan teknologi saat ini dapat dilihat dari berkembangnya aplikasi-aplikasi yang mendukung kegiatan sehari-hari. Salah satu aplikasi yang banyak digunakan oleh banyak masyarakat khususnya di Indonesia, adalah Youtube. Salah satu cara untuk mencapai hasil belajar yang maksimal yaitu dengan cara memanfaatkan media yang ada di youtube sebagai metode pembelajaran yang menyenangkan. Media pembelajaran yang ada di youtube merupakan solusi terbaik dalam mengatasi kesulitan anak selama kegiatan pembelajaran. Karena belajar menggunakan tambahan media youtube, pembelajaran akan menjadi lebih menarik sehingga dapat menumbuhkan minat belajar anak dalam belajar matematika dan dan dapat memperlancar pemahaman anak dalam mengingat materi pelajaran, Dengan media youtube pembelajaran matematika menjadi menyenangkan. Seperti di dalam video "Fun Math Videos!" Yang di upload oleh channel youtube Homeschool Pop Terdapat ilustrasi dan gambar yang berwarna, sehingga dapat menarik perhatian anak, materi yang disampaikan lebih mudah dimengerti dan anak anak dapat memahami caranya lebih mudah.
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Bakri, F., A. H. Permana, and R. P. Ardiati. "The TPACK Physics Learning Video: Forming 21st Century Skills in Physics Learning." Journal of Physics: Conference Series 2866, no. 1 (2024): 012119. http://dx.doi.org/10.1088/1742-6596/2866/1/012119.
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Abstract The 21st century learning process in schools emphasizes soft skills. To support the learning process in schools, learning videos are needed that present physics content in a learning process. This article publishes the results of research and development of physics learning videos. This physics learning video presents physics learning in stages that train creativity and critical thinking skills. The physics content is a Static Fluid presented with the TPACK framework. This physics learning video uses Lee & Owens research and development stages. Product feasibility is assessed using a questionnaire by experts. The components assessed are the suitability of physics content, the suitability of the learning process, the suitability of physics learning media on static fluid concepts. Sequentially, it received an assessment of 95.0% for physics content, 98.0% for the learning process, 100.0% for video media. The implementation of TPACK for the learning process in learning video products has made it easier for students to practice their critical thinking skills and increase their creativity.
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Yunita, Eva, and Nadi Suprapto. "Analisis Kelayakan Video Pembelajaran Fisika Berbasis Platform Youtube pada Materi Usaha dan Energi." IPF: Inovasi Pendidikan Fisika 10, no. 1 (2021): 21–31. http://dx.doi.org/10.26740/ipf.v10n1.p21-31.
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Abstrak
 Media pembelajaran online sangat penting untuk menunjang pembelajaran daring (dalam jaringan) terutama di kala pandemi COVID-19. Pembelajaran daring memiliki keterbatasan ruang dan waktu, sehingga menuntut kemandirian siswa dan juga guru. Dengan menggunakan eksistensi sosial media salah satunya adalah Youtube, media pembelajaran online akan mudah diakses oleh siswa. Namun kurangnya penelitian tentang kelayakan media pembelajaran pada platform Youtube mendorong peneliti untuk melakukan penelitian yang bertujuan untuk menganalisis video pembelajaran Fisika berbasis platform Youtube guna mengetahui seberapa layak video pembelajaran digunakan oleh siswa sebagai tambahan materi. Penelitian menggunakan metode penelitian studi dokumentasi dengan teknik pengumpulan data yang dilakukan adalah data sekunder, yaitu data yang dikumpulkan secara tidak langsung terhadap objek yang sedang diteliti berupa sejumlah video pembelajaran dari platform Youtube. Video yang diambil akan di validasi oleh 3 dosen ahli Fisika. Pemilihan video pembelajaran menggunakan kata kunci materi Usaha dan Energi untuk SMA kelas X. Hasil penelitian menunjukkan bahwa dari 30 video yang diambil menunjukkan persentase antara 61%-79%. Dengan demikian, video pembelajaran Fisika materi Usaha dan Energi berbasis Youtube termasuk dalam kategori layak untuk digunakan sebagai tambahan materi dengan beberapa catatan sebagai koreksi kedepannya.
 Kata Kunci : video pembelajaran, Youtube, pembelajaran daring
 
 Abstract
 Online learning media is really important to support online learning, especially during the COVID-19 pandemic. Online learning has limited space and time, so it demands the independence of students and also teachers. By using the existence of social media, one of it is Youtube, online learning media will be easily accessed by students. But the lack of research on the validity of learning media on the Youtube platform encourages researchers to do research aimed at analyzing Physics learning videos based on the Youtube platform in order to find out how appropriate the learning videos are used by students as additional subject. The research used the research method of documentation study with the data collection technique used was secondary data, it was data that collected indirectly on the object that being studied in the form of several learning videos from the Youtube platform. The videos that had been taken will be validated by 3 physics expert lecturers. The selection of learning videos used the keywords of Work and Energy for class X senior high school. From the 30 videos that had been taken, the results showed that the videos’ percentage were 61% -79%. Thus, the Physics learning videos for Work and Energy subject based on Youtube are categorized as appropriate additional subject to be used with a few notes as future correction.
 Keywords : learning videos, Youtube, online learning
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Maarif, A. Samsul, Nurul Qonita, Wahyu Satria Nur Anwar, Intan Kharismatul Mufidah, and Muhammad Nouval Robbani Zuhri. "The Use of Video as a Learning Medium to Increase Interest in Learning English for Students of SDN 01 Wonorejo." International Journal of Language and Teaching 1, no. 1 (2023): 27–36. http://dx.doi.org/10.61231/ijlt.v1i1.60.
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Currently, there are many learning media that are very innovative, one of which is video learning media, either videos obtained from Youtube or self-downloaded.The purpose of this study was to determinethe use of video learning media in increasing students' interest in learning at SDN 01 Wonorejo inEnglish lessons.The instruments in this study are in the form of observations and interviews and the analysis techniques are in the form of verbal data, such as notes, suggestions, and comments from students.The result of this study is that the interest in learning and learning motivation of SDN 01 Wonorejo students emerged with the existence of video learning media, because according to them, learning by video seems more interesting and they easily understand the lessons delivered
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Rasiwan, Rasiwan, Hartanto Wahyu Sasongko, Robby Mauludy Arif, Randy Setiawan, Etty Rabihati, and Iwan Supardi. "Learning media development based on 3D (3D) animation videos in courses mechanics technique." International research journal of engineering, IT & scientific research 9, no. 2 (2023): 1–10. http://dx.doi.org/10.21744/irjeis.v9n2.2274.
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This study aims to: (1) produce 3-dimensional (3-D) animated video-based learning media in the Engineering Mechanics course. (2) Knowing the feasibility level of 3-dimensional (3-D) animated video-based learning media in the Engineering Mechanics course. This research employed to research and development methods to develop learning media based on 3-dimensional (3-D) animation videos. The learning media development procedure is carried out through (1) the preliminary study stage, which consists of a literature review and a field study; and (2) the development stage, which is carried out by making a draft of a model design that is divided into three parts, including: compiling materials, making scripts, preparing 3-dimensional (3-D) animation videos, and editing animation videos. Furthermore, validation of assessments by material experts, media experts, and learning experts, as well as limited trials to assess the feasibility of the learning media created; (3) The evaluation stage is the final stage of the development process related to the final model of 3-dimensional (3-D) animated video-based learning media in the Engineering Mechanics course.
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Putri, Juita Cahyani, Novi Nitya Santi, and Sutrisno Sahari. "THE INFLUENCE OF WATER CYCLE VIDEO LEARNING MEDIA ON THE UNDERSTANDING OF GRADE V STUDENTS OF SDN TAROKAN 3 ON WATER CYCLE MATERIAL." JURNAL EDUSCIENCE 10, no. 3 (2023): 679–85. http://dx.doi.org/10.36987/jes.v10i3.4750.
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This research was motivated by the lack of learning media used by teachers when delivering material. The solution to overcome this problem is to use learning video media. The aims of this research are (1) To find out how the use of water cycle video learning media affects the understanding of class V students at SDN Tarokan 3 in the experimental class, (2) To find out how learning without using learning media affects the understanding of class V students at SDN Tarokan 3 in the control class , (3) To determine the difference between the use of water cycle video learning media and without the use of media on the understanding of class V students at SDN Tarokan 3 regarding the water cycle material. This research is a type of quantitative research with experimental techniques. The conclusion of this research is that the water cycle video learning media has a greater role in increasing students' understanding compared to delivering material without using learning media.Keywords: learning media, videos, water cycles, student understanding. Abstrak Penelitian ini dilatarbelakangi oleh kurangnya media pembelajaran yang digunakan guru saat meyampaikan materi. Solusi untuk mengatasi masalah ini adalah dengan menggunakan media video pembelajaran. Tujuan penelitian ini adalah (1) Untuk mengetahui bagaimana penggunaan media pembelajaran video siklus air terhadap pemahaman siswa kelas V SDN Tarokan 3 di kelas eksperimen, (2) Untuk mengetahui bagaimana pembelajaran tanpa menggunakan media pembelajaran terhadap pemahaman siswa kelas V SDN Tarokan 3 di kelas kontrol, (3) Untuk mengetahui adanya perbedaan penggunaan media pembelajaran video siklus air dan tanpa penggunaan media terhadap pemahaman siswa kelas V SDN Tarokan 3 terhadap materi siklus air. Penelitian ini merupakan jenis penelitian kuantitatif dengan teknik eksperimen. Simpulan penelitian ini adalah media pembelajaran video siklus air memiliki peran lebih dalam meningkatkan pemahaman siswa dibandingkan dengan penyampaian materi tanpa menggunakan media pembelajaran.Kata Kunci: media pembelajaran, video, siklus air, pemahaman siswa.
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Andra, Andra, Jaenam Jaenam, and Indra Rahmat. "Implementasi Media Video dalam Meningkatkan Motivasi Belajar Pendidikan Pancasila dan Kewarganegaraan pada Peserta Didik Kelas XI IPS di SMA Negeri 1 Lunang." Asian Journal of Early Childhood and Elementary Education 1, no. 1 (2023): 1–9. http://dx.doi.org/10.58578/ajecee.v1i1.1695.
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The background of this research is to improve the quality of student learning and student achievement in Pancasila and civic education lessons by using video media that can be used to channel messages so that it can stimulate thoughts, feelings, concerns, and interests, students' attention so that students' motivation in learning increases. This study aims to: 1) Describe the teacher's process in implementing video media in Civics learning. 2) Knowing the obstacles faced by teachers in implementing video media in Civics learning 3). Describes students' motivation in using video media in Civics learning. This study uses behavioristic theory, this theory examines human behavior. The type of research used is descriptive with a qualitative approach. The informants in this study were teachers of Pancasila and Citizenship Education at SMAN 1 Lunang, Deputy Curriculum at SMAN 1 Lunang and students from class XI Social Sciences at SMAN I at Lunang. Data collection techniques in this study are observation, interviews and documentation. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of the research that has been done, found: 1) In implementing video media in Civics learning, the teacher first looks for learning videos on YouTube and then adjusts them to the lesson plans and modules, after that the teacher plays the videos in class according to the appropriate methods and procedures. So as to produce effective, efficient learning and increase student motivation. This is because the enthusiasm of students in learning increases. 2) Obstacles that are often experienced in using video media are teachers who have difficulty managing learning time with the duration of the video, with the duration of lesson hours. 3) The motivation of students in using video media in Civics learning is able to make students' attention focus on learning so that all questions given by the teacher are answered by students.
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Nabila, Nabila, Marisa Christina Tapilouw, and Sucahyo Sucahyo. "Biology learning innovation in the water pollution sub material based on sustainable development goals (SDGs) using the problem-based learning." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 5, no. 3 (2023): 297. http://dx.doi.org/10.20527/bino.v5i3.16718.
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Sustainable Development Goals (SDGs) are a global issue initiated by the United Nations. One goal of SDGs is "clean water and sanitation" regarding water pollution issues. This research aims to develop learning media on the material "Water pollution" in the form of 360° Videos and water purification tools to introduce Sustainable Development Goals (SDGs), determine the effectiveness of learning innovations in improving learning outcomes, and also determine the feasibility of 360° Video learning media and water purification tools. This research is developing learning media with 4D models (Define, Design, Development, and Disseminate). The media developed are 360° Video and water purification devices. The value of 360° video validation is 93.3%, and the water purification device is 91.25% with the very valid category. The learning media developed was able to improve learning outcomes with an N-Gain value of 0.508 in the medium category. The value of effectiveness is 80.66% with the effective category. 360° Videos and water purification tools improved student learning outcomes, SDGS understanding of the clean water and sanitation goals, and student enthusiasm.Abstrak Sustainable Development Goals (SDGs) merupakan isu global yang diinisiasi oleh PBB. Salah satu tujuan SDGs yaitu Clean water and Sanitation, berdasarkan masalah pencemaran air. Tujuan penelitian ini yaitu untuk mengembangkan media pembelajaran pada materi “pencemaran air” dalam bentuk Video 360° dan alat penjernihan air untuk memperkenalkan Sustainable Development Goals (SDGs), dan menentukan efektivitas inovasi pembelajaran dan kelayakan Video 360° dan alat penjernihan air. Penelitian ini merupakan pengembangan media pembelajaran dengan model 4D (Define, Design, Development, dan Disseminate). Media yang dikembangkan yaitu Video 360° dan alat penjernihan air. Hasil validasi video 360 yaitu 93,3% dan alat penjernihan air yaitu 91,25% dengan kategori sangat valid. Media pembelajaran yang dikembangkan mampu meningkatkan hasil belajar dengan nilai N-Gain sebesar 0,508 pada kategori sedang. Pada aspek efektivitas, mendpatkan nilai 80,66% dengan kategori efektif. Video 360° dan alat penjernihan air mampu meningkatkan hasil belajar siswa, pemahaman SDGs Clean water and Sanitation dan antusiasme siswa.
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Rafiqurrahman, Muhammad Rois, Wahyuni Suryaningtyas, and Sandha Soemantri. "Studi Meta Analisis: Pengaruh Media Pembelajaran Berbasis Video Sebeum dan pada Waktu Pandemi Covid 19." Journal of Education and Instruction (JOEAI) 5, no. 2 (2022): 617–30. http://dx.doi.org/10.31539/joeai.v5i2.4829.
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This study aims to determine the effect of video-based learning media before and during the pandemic. The method used is the systematic literature review method by reviewing and analyzing 6 articles related to the influence of video-based learning media before the pandemic and 6 articles during the pandemic on mathematics learning. The results of the meta-analysis using the effect size show that the influence of pre-pandemic video-based learning media has an influence on trigonometry material, flat sided geometric material, social arithmetic material, set material, and circle material and also has an influence on the dependent variable problem solving ability, understanding of mathematical concepts, learning outcomes, and creative thinking skills. The effect of video-based learning media during a pandemic had an influence on SPLDV material, number pattern material, statistics material, transformation material, straight line equation material and circle material and also had an influence on the dependent variable of learning outcomes, understanding of mathematical concepts, problem solving abilities. In conclusion, the effect of video-based learning media during a pandemic has an average effect size that is larger than the influence of video-based learning media before the pandemic.
 
 Keywords: Learning media, Learning videos.
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Kurnia, Rayandra Asyhar, and Haryanto. "Development Of Learning Video Based Problem To Attract High School Students' Learning Interest On The Material Of Green Chemistry Principles." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 3, no. 3 (2025): 235–41. https://doi.org/10.31004/jerkin.v3i3.387.
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Video is an audio visual media that displays images and sound. Learning videos present material, information and explain complex concepts to students in a more interesting way. This learning video is channeled using a problem-based approach. This study aims to determine the feasibility of problem-based learning videos according to the validation of material experts and media experts, to find out teacher assessments and student responses to the media developed. This study is a development research using the Lee & Owens model which consists of the stages of analysis, design, development, implementation and evaluation. The development product was validated by material experts and media experts and assessed by chemistry teachers who were then tested in small groups. The data analysis techniques used were qualitative and quantitative data analysis. The results showed that the learning video obtained a percentage of 87.8% with very decent qualifications from two material experts, 87.8% with very decent qualifications from two media experts and 96% with very good qualifications from chemistry teachers. Meanwhile, in the small group trial, the learning video obtained a percentage of 90.5% with very good qualifications. Based on these results, it can be concluded that the problem-based learning video developed is suitable for use as a medium in the chemistry learning process.
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Andriani, Rini. "DEVELOPMENT OF INFANTS’ ANTHROPOMETRIC MEASUREMENTS VIDEO FOR KNOWLEDGE IMPROVEMENT." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 12, no. 2 (2023): 234. http://dx.doi.org/10.22146/jpki.80196.
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Background: Video is one of learning media that is very useful in explaining various basic clinical skills, infant anthropometric measurements, especially in distance learningLearning Media Review: The video is structured into two parts, namely the provision of short visual material and demonstration of clinical skills in infant anthropometric measurements in audio and visual form. Validation by media experts, material experts, and teaching lecturers stated that video was appropriate for use as a learning media. Small group trials found that video provide knowledge that can be understood by the target audience.Conclusion: Preparation of videos with validation by experts can produce appropriate learning media and increase the target audience's knowledge
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Benson-Allott, Caetlin. "Learning from Horror." Film Quarterly 70, no. 2 (2016): 58–62. http://dx.doi.org/10.1525/fq.2016.70.2.58.
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In July 2016, Diamond Reynolds broadcast the murder of her boyfriend, Philando Castile, by Minnesota police using Facebook Live, a new video-streaming service. Facebook had begun offering live video streaming in order to increase its market share and profits, but Reynolds's video radicalized the platform while also exposing several myths undergirding viewers’ investment in live media, notably the fantasy of shared experience across distance. Reynolds's FB feed is but one of a great many recent videos of black men and women suffering and dying from police violence, yet its platform invests it with a unique feeling of immediacy. This pain and shock might best be described as horror, were it not for the ongoing commercial misuse of that term. This article investigates horror as an affect in order to understand the profound impact that Reynolds's video has had upon U.S. media and politics.
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Chahyadi, Abdiel Bobi, Harun Sitompul, and Keysar Panjaitan. "PENGEMBANGAN MEDIA VIDEO PEMBELAJARAN MERAKIT PERSONAL KOMPUTER." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 6, no. 2 (2020): 117. http://dx.doi.org/10.24114/jtikp.v6i2.16955.
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Abstrak: Penelitian ini bertujuan untuk (1) Untuk menghasilkan media video pembelajaran perakitan personal komputer yang berkualitas dan layak dijadikan acuan bagi siswa, mudah dipelajari, dipahami dan dapat digunakan secara individual, (2) Untuk mengetahui keefektifan penggunaan media video pembelajaran pada mata pelajaran Produktif Teknik Komputer dan Jaringan pada materi perakitan komputer. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan produk Borg and Gall yang dipadu dengan model desain pembelajaran dari Dick and Carey. Subjek uji coba produk dalam penelitian ini terdiri dari dua ahli materi pelajaran dengan Standar Kompetensi Merakit Personal Komputer, dua ahli desain pembelajaran, dua ahli media pembelajaran, tiga orang peserta didik untuk uji coba perorangan, sembilan peserta didik untuk uji coba kelompok kecil, dan tiga puluh orang peserta didik untuk uji coba lapangan terbatas. Produk akhir dari pengembangan video ini dilanjutkan dengan uji keefektifan produk. Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar peserta didik yang dibelajarkan menggunakan video dengan hasil belajar peserta didik yang dibelajarkan tanpa menggunakan video. Dari hasil tersebut dapat disimpulkan bahwa hasil belajar peserta didik yang dibelajarkan dengan menggunakan video sebesar 83,66% lebih tinggi dari pada peserta didik yang dibelajarkan tanpa menggunakan video sebesar 69,46%. Kata Kunci: pengembangan, media video pembelajaran, merakit personal komputer Abstract: This study aims to (1) To produce quality personal computer learning instructional video media as a reference for students, easy to learn, understand and can be used individually, (2) To determine the effectiveness of the use of instructional video media on Productive subjects Computer and Network Engineering on computer assembly material. This type of research is development research that uses the Borg and Gall product development model combined with a learning design model from Dick and Carey. The product trial subjects in this study consisted of two subject matter experts with Personal Computer Assembling Standards Standards, two learning design experts, two instructional media experts, three students for individual trials, nine students for small group trials, and three twenty students for limited field trials. The final product of the development of this video is followed by a product effectiveness test. Hypothesis testing results indicate that there are significant differences between the learning outcomes of students who are taught using video and learning outcomes of students who are learned without using video. From these results it can be concluded that the learning outcomes of students who were taught using videos amounted to 83.66% higher than those of students who were learned without using videos of 69.46%. Keywords: development, learning video media, assembling personal computers
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Maulana, Taufik, Andrizal, Hasan Maksum, and Irma Yulia Basri. "Pengembangan Media Video Pembelajaran Sensor Throttle Position Sensor pada Mata Kuliah Sensor Tranduser di Departemen Teknik Otomotif." JTPVI: Jurnal Teknologi dan Pendidikan Vokasi Indonesia 3, no. 1 (2024): 565–74. https://doi.org/10.24036/jtpvi.v3i1.263.
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Penelitian didahului dengan observasi kepada mahasiswa departemen teknik otomotif UNP yang tidak memahami tentang sensor throttle position sensor terutama cara diagnosis dan cara pengukurannya. Tujuan riset pengembangan media video pembelajaran throttle position sensor pada mata kuliah sensor tranduser. Melakukan pembuatan video pembelajaran yang dapat membantu mahasiswa dan dapat mudah dipahami. Media video pembelajaran dikembangkan dengan metode Analysis, Design, Development, Implementation, Evaluation (ADDIE). Analisis yang dilakukan berupa valid dan praktis dari media video pembelajaran yang dikembangkan. Hasil validasi oleh ahli materi memperoleh nilai CVI 0,9123, dan oleh ahli media memperoleh nilai sebesar 0,8125 . Hasil nilai praktikalitas dari mahasiswa sebesar 85,33%, maka video pembelajaran yang telah dikembangkan adalah video pembelajaran yang valid dan praktis serta layak digunakan dalam pembelajaran. The research was preceded by observing students from the UNP automotive engineering department who did not understand the throttle position sensor, especially how to diagnose it and how to measure it. The aim of the Throttle Position Sensor learning video media research in the transducer sensor course is to create learning videos that can help students and are easy to understand. Learning video media was developed using the Analysis, Design, Development, Implementation, Evaluation (ADDIE) method. The analysis carried out was in the form of valid and practical of the developed learning video media. The validation results by material experts obtained a CVI value of 0.9123, and by media experts obtained a value of 0.8125. The results of the practicality value from students were 85.33%, so the learning video that has been developed is a valid and practical learning video and is suitable for use in learning.
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Wahrini, Retyana, and Chua Gim Peng. "Development of Interactive Learning Media in Occupational Health and Safety Subjectin Vocational High School." Jurnal Pendidikan Teknik Sipil 5, no. 1 (2023): 31–41. http://dx.doi.org/10.21831/jpts.v5i1.59820.
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Background: This research and development study aims to develop media in the form of learning videos on Occupational Safety and Health (K3) and to determine the feasibility of K3 learning videos in the Building Department of SMKN 5 Makassar.Methods: The development model used in this study is 4D (Four-D), namely the stages of defining, designing, developing, and disseminating. In this case, the learning video feasibility assessment data collection was carried out using a questionnaire as the research instrument. This study further involved 2 material experts and 2 media experts to assess the feasibility of the video. Students were also involved in getting responses to the Occupational Safety and Health (K3) learning video. Results: This study obtained interactive learning media through research and development methods with 4-D (Four-D) model development. Another result obtained is interactive learning media in the form of learning videos on occupational safety and health subjects in the Buildings Department of SMK N 5 Makassar. Furthermore, the results of the feasibility level of learning videos according to the material experts obtained a value of 89.13% which is categorized as very feasible. Meanwhile, the media experts gave a feasibility level of 89.84%, which is categorized as very feasible. In addition, the student responses as the users of learning video media gave value of 89.89%, which is categorized as very good.Conclusion: Based on this research, it is concluded that interactive learning media in the form of learning videos on Occupational Safety and Health subjects in the Building Department od SMK N 5 Makassar are suitable for use as a learning resource for students in the Building Department of SMK N 5 Makassar.
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Herlinawati, Fitri, Widayanti Widayanti, and Effendi Effendi. "Pengembangan Media Pembelajaran Video Animasi Berbasis Discovery Learning SMP untuk Membangun Minat Belajar Siswa." U-Teach: Journal Education of Young Physics Teacher 3, no. 2 (2022): 45–51. http://dx.doi.org/10.30599/uteach.v3i2.170.
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This study aims to (1) develop animated video learning media in Sciences (IPA) subject matter on global warming, (2) find out the validator's response to discovery learning based video animation learning media on global warming material in Junior High Schools (SMP) class VII , (3) knowing the feasibility of discovery learning based animation video learning media. This research is an R&D research with the design of the DDD-E development model which includes Decide, Design, Develop, Evaluate which is carried out until the fourth stage. The data collection instrument used in this study was a validation sheet given to 3 material expert validators and 3 media expert validators. The type of data generated is quantitative data which is analyzed with the guidelines of the assessment category criteria to determine product quality. The results of the analysis obtained in this study were: (1) video animation learning media, (2) discovery learning based animation video learning media the final product that was produced met the validity criteria with an average score from the assessment of material experts, 0.91% and media experts 0.88% in the high validity category, (3) Product feasibility in discovery learning-based video animation learning media with a field trial percentage of 88.09% in the very high category where these results show that animated videos can foster student learning interest