Development of Scientific Approach-Based Learning Videos to Improve Student Learning Outcomes on Cell Biology
), Miza Nina Adlini(2)
| 
Country:
(1) North Sumatra State Islamic University, Indonesia
(2) North Sumatra State Islamic University, Indonesia
Corresponding Author
10.23960/jpmipa/v23i3.pp844-853
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Adiba Nazila Hazeina Nasution, Miza Nina Adlini
The use of learning video media can attract students' attention so that it fosters curiosity and is motivated to learn. This study aims to determine the level of feasibility of learning video media based on the scientific approach that was developed. The eligibility criteria for the learning video used is validity. The development model used refers to the Borg and Gall model, where there are two main criteria, namely the design of learning videos and validation of learning videos. Assessment of the validity of the instructional video was evaluated by material experts and media experts. The test results are declared valid with an average percentage of 90% material experts, the average percentage of media experts is 90.8%. And the average percentage of the results of the limited field trial is 91.55%. The student learning outcomes have an N-Gain score of 0.60, this indicates a moderate category, the percentage of N-Gain Score is 60.09% with a fairly effective category. The overall results indicate that the learning video media based on a scientific approach is very feasible to be used as a medium for learning biology on cell material. The results of this study are expected to improve students' scientific thinking skills so that students have the ability to solve any problems they face and have high learning outcomes.
Keywords: learning videos, scientific approach, research and development.
Ahlam, E. S., & Gaber, H. (2014). Impact of problem-based learning on students' critical thinking dispositions, knowledge acquisition and retention. Journal of Education and Practice, 5(14), 74–83.
Alberida, H., Festiyed, L., & Barlian, E. (2022). Problem solving for science learning. Journal of Materials Science and Engineering, 335(1), 1–13.
Ananga, P. (2020). Pedagogical considerations of e-learning in education for development in the face of COVID-19. International Journal of Technology in Education and Science, 4(4), 310–321.
Borhan, M. T. (2014). Problem-based learning (PBL) in teacher education: A review of the effect of PBL on pre-service teachers' knowledge and skills. European Journal of Educational Sciences, 1(1), 76–87.
De, S. C. (2014). Problem-based learning in teacher education: Trajectories of change. International Journal of Humanities and Social Science, 4(12), 17–29.
Dianing, E., Amin, M., & Lukiati, B. (2016). Development of a cell biological text-based in silic textbook [Development of the teach book of advanced biological cells based in silic]. Education Journal, 1(19), 1836–1847.
Ferri, F., Griffoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situation. Journal of Societies, 10(4), 1–18.
Fonda, A., & Sumargiyani, S. (2018). The developing math electronic module with scientific approach using Kvisoft Flipbook Maker Pro for XI grade of senior high school students. Infinity Journal, 7(2), 109–122.
Hala, Y., Saenab, S., & Kasim, S. (2015). Development of a scientific-based biology learning device on ecosystem concepts for junior high school students. Journal of EST, 1(3), 85–96.
Handziko, R. C., & Suyanto, S. (2015). Development of ecosystem succession learning videos to improve learning motivation and mastery of biology student concepts [The development of ecosystem's succession of learning videos to enhance the learning motivation and mastery of biology student concepts]. Science Educational Innovation Journal, 1(2), 212–224.
Irawan, A., Sihkabuden, & Sulthoni. (2017). Development of video media for biology learning for tempe and yogurt making [Development of a new medium-biology study tempe and yogurt]. Journal of Innovation and Learning Technology, 3(2), 105–109.
Krisnawati, N. M., Tjandakirana, & Soetjipto. (2014). Development of cooperative model biology learning devices with scientific approach to train high school students' critical thinking [The development of a coopportunistic biological learning device with a scientific approach to the critical thinking of high school students]. Science Pen Journal, 1(1), 49–59.
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 18–34.
Magner, U. I. E., Schwonke, R., Alaven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustration both fosters and hinders learning in computer-based learning environments. Learning and Instruction, 29, 141–152.
Marjan, J., Arnyana, P., & Setiawan, N. (2014). Biology learning outcomes and science process skills of MA Mu'allimat NW Pancor Selong students, East Lombok Regency, West Nusa Tenggara [The effect of the scientific approach learning on the result of the biology and science process skills of the student Mu'allimat Pancor Selong District of Lombok East Nusa West]. Journal of the Masters of Ganesha's University of Education, 4(1).
Maureur, T. W., Allen, D., Gatch, D. B., Shankar, P., & Sturges, D. (2013). A comparison of student academic motivations across three course disciplines. Journal of the Scholarship of Teaching and Learning, 13(5), 77–89.
Mendoza, G. L. L., Caranto, L. C., & David, J. J. T. (2015). Effectiveness of video presentation to students' learning. Scientific & Academic Publishing, 5(2), 81–86.
Miarso. (2011). Sowing the seeds of educational technology [Spraying educational technology]. Jakarta: Prenada Media Group.
Mohamed, M. E. (2015). An investigation into pre-service teachers' perceptions of learning primary school science using the method of problem-based learning (PBL). World Journal of Education, 5(3), 44–60.
Morris, N. P., & Lambe, J. (2017). Multimedia interactive ebooks in laboratory bioscience education. Higher Education Pedagogies, 2(1), 28–42.
Octaberlina, L. R., & Muslimin, A. I. (2020). Student perspective towards online learning barriers and alternatives using Moodle/Google Classroom during the COVID-19 pandemic. International Journal of Higher Education, 9(6), 1–9.
Rahmawati, N. R., Rosida, F. E., & Kholidin, F. I. (2020). Analysis of basic learning during pandemic in Madrasah Ibtidaiyah SITTAH. Journal of Primary Education, 8(1), 15–25.
Rasyid, M., Aziz, A. A., & Saleh, A. R. (2016). Development of multimedia-based learning media in the concept of the sensory system in class XI SMA [Multimedia development of learn-based learning media in the concept of the sensory system in sophomores]. Biology Education Journal, 7(2), 69–80.
Reiss, N., Diestmann, G., Inkermann, D., Albers, A., & Vietor, T. (2017). Understanding design methods using exploratory videos for knowledge transfer in engineering disciplines. ScienceDirect, 60, 518–523.
Saptono, S. N. Y., Rustaman, N., Saefudin, & Widodo, A. (2013). Teachers: A model of formative assessment attributed integration in the study of cell biology to develop the ability of analytic reasoning and thinking in a prospective. Indonesian Science Education Journal, 2(1), 31–40.
Shintya, & Putri, A. (2022). Development of teacher-based creative biology videos on excretion system materials for high school seniors. Scientific Journal of the Educational Profession, 7(1), 123–129.
Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching Journal, 1(2), 86–103.
Sufairoh. (2016). Scientific approach & learning model K13 [K13 & learning approach]. Journal of Professional Education, 5(3), 116–125.
Sugiyono. (2019). Qualitative and R&D research methods [Quantitative, qualitative and R&D research methods]. Bandung: Alphabeta.
Temel, S. (2014). The effect of problem-based learning on pre-service teacher's critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), 1–20.
Puslitjaknov Team. (2008). Development [Breeding research methods]. Jakarta: Ministry of National Education.
Trianto. (2008). Designing classroom contextual teaching learning. Jakarta: Publisher Library Achievement.
Ursavas, N. (2012). Student teachers' ways of thinking and ways of understanding digestion and the digestive system in biology. International Education Studies, 5(3), 1–14.
Utami, I. N. P., Rostikawati, R. T., & Lathifah, S. S. (2021). The effect of discovery learning model towards biology problem solving. Journal of Biology Education Research, 2(1), 14–20.
Wiana, W. (2017). Interactive multimedia-based animation: A study of effectiveness on fashion design technology learning. Journal of Physics Conference Series, 953(012024), 1–8.
Yu, K., Tang, H., & Gong, R. (2018). Effects of the application of multimedia to library use education on learning motivation and learning satisfaction. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2987–2994.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.