The Effectiveness of the Dilemma-STEAM Learning Model Based on Motion Graphic Videos in the Subject of Parabolic Motion

Abstract

This study aims to develop and evaluate the feasibility and effectiveness of the Dilemma-STEAM learning model using motion graphic videos in teaching Parabolic Motion. The developed motion graphic videos incorporate five Dilemma-STEAM learning syntaxes: Reflection, Exploration, Elaboration, Integration, and Transformation, which address the topic of Parabolic Motion. The development model utilized in this Research and Development (R&D) method follows the 4D model (Define, Design, Develop, and Disseminate) with the following stages: 1. Needs analysis, 2. Product design, 3. Product development, 4. Feasibility testing and product trials. Based on needs analysis conducted through field observations, it was found that students require learning media in the form of motion graphics for the subject of Parabolic Motion using the Dilemma-STEAM learning model. Feasibility tests by subject matter experts, media experts, and learning experts were conducted using feasibility questionnaires, yielding an average feasibility percentage of 92% for subject matter experts, 89% for media experts, and 78% for learning experts. Additionally, readability tests and trials of the Dilemma-STEAM learning model were conducted with eleventh-grade students, with average effectiveness percentages of 78% and 75%, respectively. Based on the obtained average percentages, it is concluded that the Dilemma-STEAM learning model based on motion graphic videos is feasible and effective as a learning medium for eleventh-grade Physics.