The Development of Video on Pickled Fruit Production for Flipped Classroom

Anggraeni, Andian Ari; Sumaryana, Sumaryana; Rinawati, Wika; Murniati, Dewi

doi:10.3991/ijim.v15i19.22695

Cited by 8 publications

(3 citation statements)

References 34 publications

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“…This is also found relevant to the findings of many previous studies. Most learners preferred instructional videos that lasted between three and six minutes [40,41], with the preferred length of videos for online learning at six minutes and no longer [42,43], as the average length of engagement was six minutes. Moreover, shorter videos were more persuasive and effective than longer ones, as learners tended to lose concentration and interest after six minutes of viewing an instructional video [44].…”

Section: Discussionmentioning

confidence: 99%

Opinions of Pre-Service Teachers Toward Positions of Visual Elements in Instructional Videos

Nonthamand

2022

Int. J. Interact. Mob. Technol.

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This study aims to explore the opinions of pre-service teachers toward various positions of visual elements in instructional videos using a survey method. The samples were 240 undergraduate pre-service teachers at the University of Phayao. The data were collected using a questionnaire to survey pre-service teachers’ opinions on visual elements placed at different positions in instructional videos. The questionnaire’s face validity ranged from .600 to 1.000, and the overall face validity of the questionnaire was .840, while using the Alpha Cronbach test, the questionnaire’s reliability ranged from .754 to .925, with an average reliability of .878. The findings from descriptive statistical analysis were as follows: (1) Regarding the opinions of the pre-service teachers toward different templates of instructional videos, it was found that they preferred instructional videos that contained presentation graphics and a lecturer video with a transparent background. (2) Concerning the opinions of the pre-service teachers toward specific positions of visual elements in instructional videos, it appeared that they preferred instructional videos containing presentation slides and a lecturer video with a transparent background in the bottom right corner. (3) In terms of the appropriate lengths of instructional videos, the pre-service teachers felt that the appropriate length of an instructional video for each topic was between 3-5 minutes.

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Section: Discussionmentioning

confidence: 99%

Opinions of Pre-Service Teachers Toward Positions of Visual Elements in Instructional Videos

Nonthamand

2022

Int. J. Interact. Mob. Technol.

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“…Not only can they increase students' interest in learning, but they also are not outdated and ready to change. The interactive module is an evolution of the print module commonly found in learning (Anggraeni, Sumaryana, Rinawati, & Murniati, 2021). Having an interactive module can make it easier for students to understand the chapters of the material taught by the teacher and for teachers to provide the material.…”

Section: Interactive Module Based On Qr Codementioning

confidence: 99%

Interactive Module Based on QR Code to Increase Learning Interest in Entrepreneurship Course for College Students

Dewiyani,

Marini,

Khairunnisa

et al. 2024

JHETP

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This study examined the effect of an interactive module based on a QR Code on increasing the learning interest of college students at Universitas Muhammadiyah Jakarta in Indonesia. This study used the Research and Development (R&D) method to develop an interactive module based on a QR Code product and to test the effectiveness of the resulting product, and the researcher used an experimental form of one group pretest and post-test design. This research and development used the ADDIE model, which consists of 5 stages, analysis, design, development, implementation, and evaluation. The population in this study are college students at Universitas Muhammadiyah Jakarta in Indonesia. This study used simple random sampling with the Slovin formula consisting of 56 college students at Universitas Muhammadiyah Jakarta in Indonesia. In addition, the researcher used the paired sample t-test to test the hypothesis and the Kolmogorov-Smirnov t-test to test normality in this study. This study concludes that the interactive module based on QR codes increases the learning interest of college students at Universitas Muhammadiyah Jakarta in Indonesia.

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“…So far, the reasons why teaching entrepreneurship is important in the university have been viewed primarily from an economic standpoint (Lackeus, 2015). In the current challenge the evolution of educational technology, educators can utilize a range of media to deliver the learning effectively (Anggraeni et al, 2021). In the university, students can be strongly motivated by providing value to others with the knowledge they gain, which can allow deeper learning and relevant practices.…”

Section: Entrepreneurship Educationmentioning

confidence: 99%

The Influence of Final Project Product Development on Students’ Entrepreneurial Motivation

Murniati¹,

Purwanti²,

Handayani³

et al. 2022

JTET

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While entrepreneurship education in the university gained its importance as an effort to develop the entrepreneurship of the younger generation, the majority of unemployed in Indonesia are undergraduate graduates. The students of the Culinary study program of Universitas Negeri Yogyakarta (UNY) are required to take the Final Project course in the form of Project-based learning. In this course, each student is given a project to develop a new food product innovation following the rules of Research and Development (R&D) steps with the 4 D method, namely define, design, develop, and disseminate. This product is expected to be a superior product for culinary students so that students can become entrepreneurs by making a real business venture after graduating. This study aims to: 1) examine the student's business orientation in the product development of the Final Project of Culinary, 2) investigate the entrepreneurial motivation of students, 3) determine the effect of student business orientation in the product development of the Final Project of Culinary on student entrepreneurial motivation. Survey research was employed in the study using quantitative descriptive methods and regression analysis to achieve the research objectives. The sample was calculated using the Slovin formula from a total population of 120 people in order to obtain a sample count of 103 people. The results show that: 1) the student's final project product development business orientation was in the good and moderate categories. The highest mean is obtained in the aspect of product formulas and ingredients for the product, while the lowest mean is obtained in the aspects of technology used for product manufacture, 2) the student entrepreneurial motivation is in the medium and high category in the general motivation aspect, while in the specific motivation aspect there are low, medium and high category results. The highest mean is in the need for achievement while the lowest mean is in the goal setting, 3) the final project product development has a positive and significant effect of 28% on students' entrepreneurial motivation. Suggestions based on the findings are also discussed.

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The Development of Video on Pickled Fruit Production for Flipped Classroom

Cited by 8 publications

References 34 publications

Opinions of Pre-Service Teachers Toward Positions of Visual Elements in Instructional Videos

Opinions of Pre-Service Teachers Toward Positions of Visual Elements in Instructional Videos

Interactive Module Based on QR Code to Increase Learning Interest in Entrepreneurship Course for College Students

The Influence of Final Project Product Development on Students’ Entrepreneurial Motivation

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