Open AccessDevelopment of Video Education using Problem-Based Learning (PBL) to Support M-Learning on the Kinetic Gas
Author(s) -
Raihanati,
Hadi Nasbey
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/2019/1/012061
Subject(s) - addie model , interpretation (philosophy) , process (computing) , computer science , mobile device , artificial intelligence , educational technology , project based learning , mathematics education , multimedia , psychology , curriculum , world wide web , pedagogy , programming language , operating system
The teaching materials in the form of video education using problem-based learning models (PBL) accessible via smartphones to support mobile learning (M-Learning) is developed. the kinetic theory of gases is chosen after analysing the needs of the students in the development of this teaching material. The Research and Development (R&D) and refers to the ADDIE development model (Analysis-Design-Development-Implementation-Evaluation) are used as the method of research. The learning videos that are applied in the smartphone apps conform to the stages of the problem-based learning model. The sequences are basic concept, problem definition, self-learning, knowledge exchange and evaluation. In the activities of the learning process, the steps carried out which are orienting problems, organizing students to learn, guiding individual / group experiences, develop and presenting work, analysing and evaluating problem-solving processes. The teaching material in the form of videos that has been developed is accessible via smart devices (smartphones) in the hope that they can be a source of learning in the process of mobile learning (M-Learning). The videos produced are validated by material experts, media experts and learning experts. The Materials Expert gave a score of 95.83 out of a maximum score of 100 with a very good interpretation. Media experts gave a score of 83.6 out of a maximum score of 100 with a very good interpretation. The learning expert gave a score of 89.4 out of a maximum score of 100 with very good interpretation. In addition to being validated, the resulting video was tested for the feasibility of its use by teachers and students. The teacher’s feasibility test scored 90.5 out of a maximum score of 100 with very good interpretation. The students gave a usability score of 87 out of a maximum score of 100 with very good interpretation. Based on the validation and feasibility tests, it can be said that the videos developed as learning material can be used for classroom learning.