Evaluating the Impact of Audio-Visual Media on Learning Outcomes of Drawing Orthographic Projections

Abstract

This study aimed to evaluate learning outcomes of drawing orthographic projections between two groups of students: one group that learnt orthographic projections via audio-visual media and the other group through written material. An experimental design was used to determine the percentage increase in learning outcomes of both methods with factorial values. The samples were students from State Vocational High School (S-VHS) and Private Vocational High School (P-VHS) of Semarang city, Indonesia. The control group and the experimental group had 30 students each. Data analysis was carried out using two-way ANOVA with interaction and descriptive statistics. The results showed that there were significant differences in learning outcomes in orthographic projections. The findings of the study showed the highest increase in learning outcomes was in S-VHS at 61.06% (high category), followed by P-VHS with 52.04% (high category). The P-VHS students who received written teaching materials scored 43.34% (sufficient category), while S-VHS scored 37.86% (enough category). Based on these results, it was concluded that audio-visual media can be used to improve students' competency drawing orthographic projections.Contribution/Originality: This paper draws the attention of authors and teachers who teach mechanical drawings to help improve learning outcomes. The paper's primary contribution is establishing the use of audiovisual media as a suitable tool to improve the basic competencies of drawing orthographic projection. INTRODUCTIONCurrently, the whole world is the Coronavirus pandemic commonly called COVID-19, which entered Indonesia in March 2020 and has not yet subsided. The Minister of Education and Culture Number 4 of 2020 issued a circular concerning the implementation of educational policies during such an emergency period. The circular laid down that all teaching and learning activities would be carried out individually from home either online or remotely. All teachers were accordingly directed to join online learning. However, due to many challenges, the implementation of these policies proved very difficult. Putri et al. (2020) found that the challenges experienced by students, teachers, and parents regarding online learning include limited communication, lack of discipline and technological skills, as well as high Internet charges. Subsequently, students requested that online lessons and assignments be carried out in groups, to help those facing issues with internet speed, cellphones, laptops, and computers (Allo, 2020).

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