2026-05-10T09:26:44Z https://jpmipa.fkip.unila.ac.id/index.php/jpmipa/oai

oai:ojs.jpmipa.fkip.unila.ac.id:article/349 2025-05-04T10:47:30Z jpmipa:ART

Biology YouTube Videos with Focus Questions: Effects on Student Concept Understanding and Media-literacy Skills Capati, Ariel Tacluyan This research determined the effects of Biology YouTube videos with focus questions on the concept understanding and media-literacy skills of students aged fifteen in the topic areas of Human Digestion, Heredity, Biodiversity and Interactions. A quasi-experimental research design using pretest-posttest was utilized. Students were divided into two randomly selected groups: experimental and control. Results revealed that Biology YouTube videos with focus questions (M = 10.68 ± 2.93) were as good as conventional teaching in enhancing student conceptual understanding (M = 10.69 ± 2.94) of Biology topics (p = .496). The study also showed that the strategy also developed media-literacy skills of the students (p = .000). Furthermore, it was found that conceptual understanding positively and significantly influenced media-literacy skills of students (r = .459; p = .003) and vice-versa (r = .459; p = .003). It is recommended that the strategy introduced in this study be used in facilitating media literacy in other allied science subjects, in other subjects, and in the teaching of media-literacy education to educators and students of different year levels. Keywords: biology youtube videos with focus questions, concept understanding, media-literacy skills. DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp01-11 FKIP Universitas Lampung 2025-05-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jpmipa.fkip.unila.ac.id/index.php/jpmipa/article/view/349 Jurnal Pendidikan MIPA; Vol 21, No 1 (2020): Jurnal Pendidikan MIPA; 01-11 2685-5488 1411-2531 eng https://jpmipa.fkip.unila.ac.id/index.php/jpmipa/article/view/349/245 Copyright (c) 2025 Ariel Tacluyan Capati https://creativecommons.org/licenses/by-sa/4.0