Volume, 10 Nomor 3 December 2022 Hal. 185-196 p-ISSN:2541-4232 dan e-ISSN: 2354-7146
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GAMIFICATION-BASED ASSITED LEARNING VIDEO DEVELOPMENT IN BASIC STATISTICS FOR DEAF STUDENTS
Vivi Iswanti Nursyirwan
1, Nisak Ruwah Ibnatur Husnul
21,2 Pamulang University Email: dosen01267@unpam.ac.id
©2022 –Daya matematis: Jurnal inovasi pendidikan matematika. This article open acces licenci by CC BY-NC-4.0 (https://creativecommons.org/licenses/by-nc/4.0/)
Abstract
This study aims to produce gamification-based video assisted learning in basic statistics for deaf students whose validity and reliability have been tested. This research is a development research using the ADDIE model. The subjects in this study were 2 statistical material experts, 2 learning video media experts, 2 practitioners and 15 student responses. The data collection method used an instrument in the form of a rating scale with a gamification-based video-assisted learning validity assessment sheet. The data analysis technique used is the ADDIE method in development research. The data were analyzed using the mean formula to obtain the average score. The average score of material experts is 4.7, media expert is 4.6, practitioner response is 4.66, and response is great 4.72 students with an overall qualification of
"very good" and the reliability test obtained results from material experts, namely 98.6%, media experts 96.3%, practitioners 92.9% and student responses 92.5% with overall qualifications "very high " This research produces gamification-based video assisted learning that has been tested for validity and reliability so that it is suitable for use in the learning process. The results of the scores of deaf students obtained an average of more than 80.
Keywords: assisted learning, gamification, statistics, deaf student.
INTRODUCTION
Article 31 paragraph 1 of the 1945 Constitution stipulates that every citizen has the same right to education and teaching. The fundamental mandate in this pressure is that education is the right of all people, without exception for those with special needs. Education is an important component in the life of society, nation and state which can create superior and competent human resources (Nursyirwan et al., 2022). Education for all without exception is an important part that needs to be followed up.
The meaning of education for all does not only focus on the number of individuals who have access to education and teaching, but also emphasizes the quality of education. Quality education for all is an important concern in today's digital era. Quality education for all, including for children with special needs which are very necessary, this is to increase the productivity and quality of human life, especially in society, nation and state. The policy for students with special needs in Indonesia to be guaranteed equal rights regarding access to quality education is regulated in the National Education System Law No. 20 of 2003 article 5 paragraph 1, which was also confirmed through the Disabilities Law No. 8 of 2016. One of the legal foundations underlying the implementation special education are:
Permenristekdikti Number 46 of 2017 concerning special education and special services in tertiary institutions. This policy reinforces the aim of implementing special education in tertiary institutions which not only emphasizes non-discrimination aspects, but also implements the quality of educational services for students with special needs.
(Received: 13-9-2022; Reviewed: 15-10-2022; Revised: 17-10-2022; Accepted: 14-11-2022; Published: 25-12-2022)
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Permenristekdikti Number 46 of 2017 concerning special education and special services regulates rights and obligations for academics, administration, and students with special needs in tertiary institutions. Regulations have been made, but phenomena related to problems, especially in special education, are still very large. Based on the author's observations, there are several practical problems related to Indonesian special education, including: teaching staff who are less proficient in dealing with students with special needs, lack of knowledge of teaching staff regarding special needs, limited learning media, limited resources, including campus accessibility, limitations financially, not to mention the negative stigma towards those with special needs, it is not uncommon to find them.Special education is education for students who have a level of difficulty in participating in the learning process because of differences in physical, emotional, mental, social, and/or have potential intelligence and special talents. In this case, the students in question are people with disabilities.
Information from (Belmawa, 2018) there are many people with special needs who have academic potential and high motivation to continue their education to the higher education level. This is supported by more than 400 (four hundred) students with special needs who are enrolled in Diploma, Undergraduate and Postgraduate programs. They come from various types of disabilities (blind, deaf, disabled and others) and they are spread across various disciplines.
The Indonesian government is currently working to promote inclusive and easily accessible education for persons with disabilities. However, students with disabilities need more commitment from the government and society in order to create equality and participation of persons with disabilities. A practical example of following up on inclusive education has been carried out by Pamulang University. Publications (Oebaidillah, 2019) in Indonesian media inform that Pamulang University is the largest private university in South Tangerang City, even Banten with more than 85 thousand active students attending lectures. In Indonesia, inclusive education is guided by Law no. 20 of 2003 that the education system must be democratic, fair and non-discriminatory.
Pamulang University is part of the education providers that run inclusive schools that have accepted students with special needs, and the number of students with special needs continues to increase every year. Pamulang University has accepted students ranging from blind, deaf to mute. Along with the approach to implementing inclusive schools carried out by Pamulang University, the authors note that more attention is still needed for children with special needs, the focus of the problem in this study is disability in deaf students.
According to Setyawan et al., 2018, a deaf person is someone who has a hearing impairment, which results in not being able to hear sounds perfectly, or even not being able to hear sounds at all. Even so, it is believed that there is not a single human who is unable to hear at all. At least someone is still able to hear, even if only a little, this means that there is residual hearing that can be optimized for the deaf child. Regarding the definition of deaf, the literature explains it vaguely, according to each individual's view. Deafness itself is a condition where a person experiences hearing loss, deafness, difficulty hearing, both partial and total. This problem becomes an obstacle in itself, especially during teaching and learning activities, as well as other complex problems in language development, interaction, and daily communication with the environment.
Literature (Ruwah & Husnul, 2021) states that the development of the education sector in a country is part of measuring the progress of a nation's civilization. The impact of change and development on a person's behavior can be developed through a pattern of education that is carried out deliberately, regularly and planned. Studies (Bhardwaj, 2016) explain that education can be used as a vehicle for knowledge creation, self-existence and can produce success. Furthermore, through education it can not only give birth to material success, but education can produce knowledge related to social behavior, build strength, shape character and self-esteem. The concept of education like this is a challenge for those with special needs. For example, when studying statistics at the undergraduate level, children with special needs, especially those who are deaf, experience many problems. They complained about studying statistics as a subject that was difficult to understand, students felt they could not follow the statistics course properly, because they did not understand what the lecturer meant in the statistics class. Literature (Bull et al., 2011) in (Liantobuliali, 2021) reveals that in learning mathematics, deaf students have problems in terms of cognitive and psychomotor, in the form of: reasoning and numerical operations, besides that students also experience problems in terms of measurement and
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problem solving (Pagliaro & Kritzer, 2013). Statistics itself is part of mathematics. According to (Rahman et al., 2021) mathematics is part of knowledge that can be used in various fields of science, and can be used in all aspects of social life. Starting from simple mathematical concepts, to complex mathematical concepts, which are closely related to life. In relation to teaching and learning activities, students are expected to be able to understand the mathematical material provided, educators are also expected to be able to develop learning methods and use relevant learning media in order to achieve learning objectives.Study (Azizah, 2008) in (Alfiah, 2013) revealed that due to hearing problems, those who are deaf can experience difficulties in receiving information (transfer of knowledge), this is because the information provided is auditive in nature, so this condition hinders the development of aspects cognitive. These obstacles have an impact on low learning outcomes and of course result in low academic achievement. This condition is certainly not an ideal condition, considering that statistics courses are courses that play an important role in building logical thinking tools, and are courses that build problem-solving tools in everyday life.
One of the innovation-based learning methods that can be used for friends with special needs such as the deaf is to use video games. According to (i PERIS, 2008) in (Blanquicett et al., 2022) videogames have positioned themselves as an important source of audiovisual entertainment due to their dynamism and accessibility, as well as being able to increase the imagination of the players. Video game-based learning, besides having an entertaining component, can also improve the ability to distinguish shapes and colors, plus the effectiveness when following several objects (Green & Bavelier, 2006). Video games are part of the didactic tools that can promote interest, motivation, these tools can also facilitate learning by building relationships between games and pedagogical functions, winning against the use of traditional strategies when learning, by giving the feel of a fun teaching and learning process (Tejeiro Salguero et al ., 2009).
The concept of learning innovation in this study is video-assisted learning based on gamification.
Gamification is part of learning media in the form of games that can stimulate students' reasoning power, thinking power to increase concentration and problem solving. Gamification is part of the methodology in modern education. This method can educate students about a number of skills, and can increase active involvement so as to encourage children to learn, games must be quite entertaining (Johansen et al., 2018). Learning while playing can stimulate children to enjoy learning. Furthermore, the literature (Puspitasari & Al-Irsyadi, 2018) explains a supporting method that can be used by teaching staff when explaining teaching materials is by using sign language through clear lip movements so that teaching material can be accepted and can be conveyed properly to students.
Gamification according to (Hamari, 2019) is broadly related to the use of technology, economic development, culture and social life where reality becomes more enjoyable. To a greater extent, gamification is capable of producing skills (for example, skills related to problem solving, organization, mood regulation, leadership, and empathy); motivational benefits (eg, intrinsic motivation, goal commitment, self-regulation, and developing a long-term view); gamification will breed creativity, engagement, and overall positive growth and happiness.
Based on the description of the phenomenon above, an idea emerged from the author to produce gamification-based assisted learning videos in statistics courses that can be used for deaf students.
Through gamification-based video assisted learning, it is hoped that it can increase student active participation, learning achievement and academic participation, and ultimately be able to increase student competency, at least for statistics courses. Statistical learning according to (James et al., 2013) relates to a broad set of tools for understanding data. Tools in this context can be classified either under supervision or not. In general, statistical learning is supervised by involving the development of statistical models, both for predictions, estimates, or outputs based on one or more inputs.
Unsupervised statistics learning, there are inputs but no supervised outputs, but scholars can study the relationships and structure of the data. In learning statistics, learning refers to a set of modeling tools and understanding complex data sets.
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According to (Cameron, 2008) in (Wu et al., 2012) assisted learning is the result of integrating effective learning principles into games in the environment, with the aim of utilizing interesting elements from games as part of a means of improving the quality of education. Play-assisted learning offers an evolutionary way to “increase engagement in learning and motivation to expand and challenge the ways in which learning takes place” (Condie & Munro, 2007) in (Wu et al., 2012).Based on the learning theory orientation described above, Assisted Learning in games must include the following components: (a) the game environment must integrate the principles of effective learning, (b) the game environment must involve interaction between students and the game, (c) ) games must be a means to increase learning, (d) games must increase learner motivation, (e) games must be fun, and (f) games must provide opportunities for learning through trial and error.
The research objectives of this research include the following: 1. Implementing the development of gamification-based video assisted learning for deaf students, especially in statistics courses. 2.
Producing gamification-based assisted learning videos to improve the learning of deaf students for statistics courses. 3. Provide opportunities for deaf students to maximize the process of learning statistics.
METHODS
This study uses research methods and steps, including the following: This research uses a research and development (R&D) approach. R&D research according to (Sugiyono, 2009: 407) in (Haryati, 2012) explains that: research and development methods are research methods used to produce certain products, and test the effectiveness of these products. Furthermore, it was explained that to be able to produce certain products, needs analysis research was used (survey or qualitative methods), and to test the effectiveness of products whether they function in society, research was needed to test the effectiveness of related products (experimental methods). This study uses a needs analysis with a qualitative method, and testing product effectiveness with an experimental method through the ADDIE model.
The purpose of this research is to develop innovative learning statistics for deaf students based on gamification-based video assisted learning. Development of learning innovations using the Addie model. The ADDIE model is a dominating framework for use by instructional designers (Morrison et al., 2010) in (Sharifah & Faaizah, 2015). In the ADDIE model there are guidelines that are dynamic, flexible, which can assist designers in forming effective support tools, into 5 phases, including:
analysis, design, development, implementation, and evaluation. The following is an R&D approach using the ADDIE model:
Figure.1 ADDIE Model
ANALYSIS STAGE
In the early stages, the analysis phase of this study used needs analysis for students with special needs, it was found that: Deaf children are children who experience hearing loss, either partially or completely which has a complex impact on their lives. Deaf children physically look like normal
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children, but if they are invited to communicate, then it will be seen that the child has a hearing loss.Deaf children do not mean that children are mute, but in general deaf children experience secondary impairment, namely speech impairment. The reason is that children have very little vocabulary in the brain system and children are not used to speaking. Deaf children have varying levels of intelligence from low to genius. Deaf children who have normal intelligence generally have a low level of achievement in school. This is caused by the acquisition of information and understanding of language less when compared to children who are able to hear. Deaf children get information from senses that are still functioning, such as the senses of sight, touch, taste and smell. Implementation of learning for deaf children must start from things that are experienced by children in everyday life.
Deaf students actually cognitively have no barriers in processing information and providing responses, but due to differences in how to provide responses, it is a challenge in interacting between deaf students and their lecturers or hearing friends. Limitations of deaf students in participating in the learning process in class, can be allegedly due to the lack of support from the surrounding environment regarding the process of language input through various appropriate media and methods, as well as the required communication patterns, such as: non-verbal communication, including: sign language, body -language, gestures, and reading materials that are easy to understand.
Design Stage
The principle of learning for deaf children starts with easy things and then gradually progresses to more difficult levels. Learning for deaf children can be done by providing real experiences and repeatedly. Deaf children lack understanding of verbal information. This makes it difficult for children to accept material that is abstract in nature, so media is needed to facilitate the understanding of a concept in deaf children. Image media that are interesting and popular with students are considered as relevant media to help deaf children overcome learning problems that have abstract material.
One of the main learning is learning mathematics, especially statistics. Mathematics is an exact science subject. Through mathematics natural phenomena can be observed and generalized in various patterns, relationships or axioms. The results of the generalization are then written in symbolic language. Mathematics can be said to be an abstract subject. Deaf children experience difficulties with abstract learning. Numbers are an abstract symbol from the language of mathematics, namely the conversion of number symbols. Learning with an abstract nature is difficult for deaf children to accept who tend to have low abstract power. For this reason, media is needed to bridge the thinking of deaf children in learning mathematical concepts.
This stage is the stage of designing video assisted learning and gamification which is used as a tool for learning statistics for deaf students.
Development Stage
The development procedure used in this learning innovation model:
a. After the design and gamification-based assisted learning videos and usage guides have been created,
b. Trial from side:
-Eligibility from the expert side
-Feasibility in terms of technology for blind students Implementation Stage
Stages of implementing the use of gamification-based video assisted learning.
Evaluation Stage
The stages of checking whether the resulting output meets the quality standards of the expected development results, with indicators of success: the development of innovative learning is said to be feasible to use if it meets valid, practical and effective criteria. Valid criteria are obtained from the results of technology validation by two experts. The effective criterion is if the results of using innovative learning are able to lead to student success in understanding statistical material, namely
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students achieving a learning completeness score of at least 70. Practical criteria are obtained from the results of questionnaire data processing to teaching lecturers and deaf students as users.RESULT AND DISCUSSION Result
Gamification-based video assisted learning in basic statistics courses was developed using the ADDIE model which contains stages in it. The 5 stages of the ADDIE model are analysis, design, development, implementation, and evaluation. These five stages are interrelated and related to one another.
Table 1. Research Instrument
Aspect Indicator
Language Use Clarity of use of language
Clarity in the arrangement of words and sentences
LearningThe suitability of the material with the competencies to
be achieved
The suitability of the material with the indicators to be achieved
Providing training
Media Expert InstrumentText and picture
The clarity of the displayed text The clarity of the displayed image
Aspect Indicator
Color accuracy of text and images
Material Material accuracy
Clarity of material in the media
Attractiveness The attractiveness of media appearances
Ease of Use Ease of use of media
Language Use Clarity of use of language Clarity of use of words Clarity of use of sentences
Practitioner InstrumentsText and picture
The clarity of the displayed text The clarity of the displayed image Color accuracy of text and images Attractiveness The attractiveness of media appearances
Material
Material accuracy
Language Use
Clarity of use of language
Clarity of use of words Clarity of use of sentences
Student InstrumentsMaterial Material selection
Ease of use Ease of use of media
The analysis phase is carried out by needs analysis, curriculum analysis and analysis of student characteristics. In the needs analysis, it is known that the problem is the lack of varied learning media in statistics learning, especially for deaf students, which causes students' interest in learning to decrease. At this stage, deaf students cannot understand learning without using interesting methods and media that can support the learning process. Therefore the need for learning media as a tool that supports the learning process in the delivery of material. The data that has been obtained at this stage is collected to become a reference in the media development process. The curriculum analysis shows that the material used as a reference in making gamification-based assisted learning videos is calculation material, namely single data and group data on the size of concentration,
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location, distribution of data in basic statistics courses.The design stage is the design stage of the product that is developed based on the results of the analysis that has been collected. This stage is carried out by compiling four assessment instruments for gamification-based video assisted learning consisting of material expert validation instruments, media expert validation instruments, practitioner response validation instruments and student response instruments. Of the four instruments, content validity and instrument reliability tests have been carried out. Instrument content validation obtained results in the range of 0.80-1.00 so that the gamification-based video assisted learning assessment instrument was declared valid with a content validity level of "very high".
In addition, the content design contained in the learning video is carried out using the help of storyboards. The application used is Adobe Premier Pro and sound editing and recording is done via the microphone. This learning video is 24 minutes long with lecturer interaction with students through the gamification method. At this stage the researcher makes a learning video design consisting of opening, core, and closing. The designed learning videos have a resolution of 720p with a ratio of 16:9. There is one talent who functions as a lecturer in voicing in this designed assisted learning video and one Sign Language Interpreter (JBI) in translating languages to make it easier for deaf students to receive learning. Furthermore, when the learning video design has been made, it is then consulted with the reviewer in order to obtain the maximum results of the assisted learning video being developed. After the video design has been approved by the reviewer lecturer, then the research can proceed to the development stage.
Stage of development (development). At this stage product development is carried out, namely video assisted learning based on gamification. The development of this video is carried out according to the product design that has been approved by researchers, lecturer reviewers and mathematicians. After the gamification-based assisted learning video is developed, its validity is tested, because the requirements of a product's worth can be seen from its validity and reliability tests. The product validity test was carried out through review activities by several experts, namely 2 material expert lecturers, 2 media expert lecturers and 2 practitioner lecturers. This review activity is carried out to find out the shortcomings of the product developed through input, suggestions and comments.
The average score obtained from the validity test by experts, namely material experts obtain an average of 4.7 when converted into a scale of five tables in the range of scores 4.0<X≤5.0 with the qualification "very good". Media experts get an average of 4.6 and if it is converted into a five scale table it is in the range of scores 4.0<X≤5.0 with the qualification "very good". Practitioners' responses obtained an average of 4.66 and when converted into a five scale table it is in the range of scores 4.0<X≤5.0 with the qualification "very good". Student responses obtained an average of 4.72 and when converted into a table on a scale of five it is in the range of scores 4.0<X≤5.0 with the qualification "very good".
The results obtained from the reliability test, namely the subject matter expert obtained a result of 98.6% when converted into the criteria for the degree of reliability in the range of 81-100% with the qualification "very high". Media experts obtain a result of 96.3% when converted into the criteria for the degree of reliability in the range of 81-100% with a "very high" qualification.
Practitioners' responses obtained results of 92.3% when converted into criteria for the degree of reliability in the range of 81-100% with a "very high" qualification. Student responses obtained 92.5% results when converted into criteria for degrees of reliability in the range of 81-100% with a
"very high" qualification.
The implementation stage in this case is to apply gamification-based video assisted learning to deaf students in basic statistics courses. The stages in implementing the learning are the lecturer giving a pre test before being given gamification-based video assisted learning, then during the implementation of the method, and finally the post test after getting the gamification-based video
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assisted learning treatment. The test results for deaf students are as follows:Table 2. Deaf Student Test Results
Name Pre test Treatment Post test
Resti 56 75 84
Zulkifli 40 70 82
Tahap evaluasi merupakan tahapan akhir dari metode ADDIE. Dalam hal ini, evaluasi dalam video assisted learning berbasis gamification dilakukan dengan harapan mahasiswa tunarungu yang menjadi sasaran dapat menerima dan memahami pembelajaran statistika dasar dengan baik sesuai dengan tujuan pembelajaran.
Disscussion
This development research produces gamification-based assisted learning video products in basic statistics courses for deaf students. The video developed in this study is a YouTube-assisted learning video, meaning that the video is developed and then uploaded in the Google service application, namely YouTube. The hallmark of this YouTube-assisted learning video uses the gamification method to attract students in the process of understanding the material. The product developed has been declared valid and reliable based on the results of the validity and reliability tests from the material expert test, media expert test, practitioner response and student response.
The analysis phase is carried out by needs analysis, curriculum analysis and analysis of student characteristics. Based on the results of the needs analysis, it is known that there are problems in the implementation of learning where lecturers do not use learning media due to the limitations of existing learning media, especially for deaf students. The results of the curriculum analysis show that the availability of instructional media in basic statistics courses is still lacking.
The results of the analysis of student characteristics show that deaf students are at the concrete operational stage (Hardani & Akmal, 2017; Maryani & Sumiar, 2018). Students who are at the concrete operational stage really need learning media to help students understand learning material (Saputri et al., 2018; Sukmanasa et al., 2017). Using interesting media and methods can provide concrete explanations to students which will make it easier to understand the material (Asmara et al., 2018; Hilmy & Niam, 2020). The results that have been obtained become a reference in media development.
The design stage was carried out by compiling four assessment instruments for gamification-based video assisted learning which consisted of material expert validation instruments, media expert validation instruments, practitioner response validation instruments and student response instruments. Of the four instruments, content validity and instrument reliability tests have been carried out. The design stage is planning learning video media using the Adobe Premier Pro application and sound editing and recording is done through a microphone.
This learning video is 24 minutes long with the gamification method in which there are elements of games, so it will be an attraction for students. At this stage the researcher makes a learning video design consisting of opening, core, and closing. By developing gamification-based video assisted learning media which is designed with images added with interesting game elements as well as the presence of a narrator and JBI can increase student interest in participating in learning so that the problems mentioned above can be solved (Istuningsih et al., 2018; Saputri et al. , 2018).
The development stage is carried out to make media that has been previously designed into real media and has been tested for validity. The media that has been made is then subjected to a validation test conducted by 2 media experts, 2 material experts, 2 practitioners, and 15 students.
Based on the results of the validity and reliability of the material expert test, media expert test, practitioner responses and student responses to the development of gamification-based assisted learning video it was declared feasible. The feasibility of the learning video media being developed can be seen from the aspect of suitability with student characteristics, aspects of media design, and
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aspects of use. Viewed from the aspect of suitability with student characteristics, learning video media is developed based on the characteristics of deaf students which are still based on the concrete operational stage.The use of learning media that is appropriate to the characteristics of students in learning can help students understand abstract material and can improve student learning outcomes and achievements (Ekayani, 2017; Novita et al., 2019). The feasibility of learning video media can also be viewed from the aspect of media design which displays material that is abstract in nature presented in animated form so that it can attract students' interest in learning. Displaying animation in the learning process will give an interesting impression to students so they can make learning active, creative, fun and effective (Novita et al., 2019; Panjaitan et al., 2020). The existence of learning video media can give the impression of ideal, meaningful and fun learning (Andrian, 2017). With this in mind, instructional video media can be said to be appropriate for use in a learning process because it can attract students' interest in learning so as to create an impression of ideal, meaningful, and enjoyable learning. The feasibility of learning video media can also be seen from the aspect of use, where learning video media is designed so that it can be accessed via YouTube media so that students can watch it repeatedly. Videos that students can watch repeatedly can make it easier for students to understand the material better because students can replay the material delivered on the video (Fedistia & Musdi, 2020; Hamid & Effendi, 2019).
In the implementation stage, the results obtained are relevant to previous research regarding instructional video media. Research that has found that the instructional video media developed is stated to be very suitable for use in the learning process (Suratun et al., 2018). In addition, research has found that instructional video media with animation are declared valid and suitable for use in the learning process (Kafah et al., 2020). Other studies have found that instructional video media developed on the basis of YouTube are declared valid and very suitable for use in further learning and research (Yudela et al., 2020).
The implication in this study is that gamification-based assisted learning videos are learning videos that can help achieve the learning process and can be accessed anywhere and anytime. In addition, with the development of gamification-based assisted learning videos, it adds to the attractiveness and enthusiasm of students, especially deaf students, in learning both in receiving and understanding learning material, because the learning videos contain material in the form of text, images, sound, animation, music and video. in learning videos. With the existence of gamification- based video assisted learning videos can motivate students in learning so that learning objectives can be implemented and have a good effect on learning outcomes.
The evaluation stage where the stage of checking is whether the output produced meets the quality standards of the expected development results. The advantages of gamification-based video assisted learning are that videos contain material in the form of text, images, sound, animation, music and videos in learning videos, and can be accessed anywhere and anytime. Using YouTube-assisted learning media can also increase student interest in participating in learning because learning video media can create an interesting impression of learning for students (Akmal et al., 2020; Pham et al., 2020). The weakness of gamification-based video assisted learning is that it requires a gadget to access learning videos and requires a data quota/package to access it. In addition, the weakness of the instructional video media developed in this study is that the scope of the material developed is still narrow, namely only single data and group data in basic statistics. Based on these weaknesses, it is necessary to carry out similar research to develop learning video media with a wider range of material and be developed with better assistance or other bases.
CONCLUSIONS AND SUGGESTIONS
This development research produces gamification-based assisted learning video products in basic statistics courses for deaf students. The product developed has been declared valid and reliable based on the results of the validity and reliability tests from the material expert test, media expert test, practitioner response and student response. Based on this, gamification-based video assisted learning is suitable for use in the learning process, especially for deaf students in basic statistics
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courses. The average value of deaf students after being given a gamification-based video assisted learning resulted in a score of > 80.REFFERENCE
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