Kelayakan Media Video Pembelajaran pada Submateri Sistem Endokrin

Abstract

<p class="StyleAuthorBold"><strong>Abstrak</strong></p><p>Penelitian bertujuan mengetahui kelayakan video sebagai media pembelajaran pada submateri Sistem Endokrin kelas XI SMA. Penelitian menggunakan metode penelitian deskriptif. Tahapan penelitian meliputi tahap penyusunan materi isi media video dan validasi media video. Validasi dilakukan oleh lima validator. Instrumen penelitian menggunakan lembar validasi. Penilaian lembar validasi menggunakan skala Likert. Aspek yang dinilai yaitu aspek format, isi, dan bahasa. Data dianalisis menggunakan formula Lawshe. Hasil validasi menunjukkan rata-rata CVR pada aspek penilaian format, isi, dan bahasa lebih besar dari batas minimum Lawshe. Berdasarkan hasil penelitian, maka disimpulkan bahwa media video dapat digunakan sebagai media pembelajaran pada submateri Sistem Endokrin pada kelas XI SMA.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstract</em></strong></p><p><em>The research aimed to determine the feasibility of video as a learning medium in the Endocrine System submaterial in class XI senior high school. The research used descriptive method. The research stages include the stage of compiling the video media content material and the video media validation stage. Validation was carried out by five validators. The research instrument used a validation sheet. The validation sheet assessment used a Likert scale. The aspects that assessed were format, content, and language. Data were analyzed using Lawshe's formula. The validation results showed that the average CVR in the aspect of format, content, and language assessment was greater than the Lawshe minimum limit. Based on the results of the study, it can be concluded that video media can be used as a learning medium in the Endocrine System submaterial in class XI senior high school.</em></p>

Classical Services Using HOTS-Based Interactive Multimedia for Fifth-Grader of Elementary School

“…Fifth-graders in elementary school require concrete objects, allowing the five senses to access them. When the five senses work well, the developed media assist students in getting specific information, especially the formation of new schemes that are useful for developing the schemes they have obtained and will store them in their long-term memory (Astuti et al, 2021).…”

“…If they receive new information, there will be an accommodation process synchronizing the old schema to new information. (Andriyani et al, 2020) The brain will sort out whether the new information can support old-stored information in long-term memory or even be in the form of new information stored in other brain branches (Astuti et al, 2021) (Ambarsari & Harun, 2018).…”

“…For the five senses to be accessed, fifth graders in primary school need basic things. When the five senses function correctly, the produced media help students get technical information, particularly the creation of new schemes that help develop the schemes they have gotten and store them in their long-term memory (Astuti et al, 2021).…”

“…If they do, an accommodation procedure will take place to adapt the existing schema to the new data. In 2020, Andriyani et al According to Astuti et al (2021) and Ambarsari & Harun (2018), the brain will determine if the new knowledge can support previously stored information in long-term memory or even take the shape of new information stored in other brain branches.…”

Effectiveness of Android-Based Mobile Learning (M-Learning) on Molecular Shape Sub-Materials to Improve Students' Visual-Spatial Intelligence

“…The results of construct validity relate to the physical and linguistic qualities of M-Learning so that it can attract students' attention. The integration of all visual elements such as letters, images, videos will function together to make the media more interesting when observed (Arsyad, 2015;Astuti et al, 2021;Fadli et al, 2017;Sarip et al, 2022).…”