Jln. Khatib Sulaiman Dalam No. 1, Padang, Indonesia
Website: ijcs.stmikindonesia.ac.id | E-mail: [email protected]
Development of Short Tutorial Video Learning Media Instagram in the Motorcycle Chassis Maintenance Courses at Vocational High Schools
Buala Jefriana Waruwu1, Nizwardi Jalinus2, Rizky Ema Wulansari3, Wawan Purwanto4
[email protected], [email protected], [email protected], [email protected].ac.id
Universitas Negeri Padang
Article Information Abstract Submitted : 8 Aug 2023
Reviewed : 25 Aug 2023 Accepted : 29 Aug 2023
This study uses a Research and Development (R&D) design, with the ASSURE development model. ASSURE development procedures, namely Analyze learner characteristics, State Standards and Objectives, Select Strategies, Technology, Media, and Materials, utilize media and materials, require learner participation, evaluate and revise. The data analysis technique used describes the validity, practicality, and effectiveness of the developed media.
The product results obtained from this development research are video tutorial learning media. Based on the results of this study it was concluded that the developed media was declared "valid" by media experts with an average value of 0.77, and also declared "valid" by material experts with an average value of 0.85. The media developed was declared "practical" with a practicality value from the teacher's response with a result of 96.41% and a student response of 88.10%, and the video tutorials produced were effectively used with the results of a comparison of pretest and posttest learning outcomes seen from students' classical completeness of 100% and a gain score of 0.61 in the medium category. From the results of the research conducted, it can be concluded that short video tutorial learning media via Instagram are valid, practical and effective in the subject of maintaining motorcycle chassis in vocational high schools.
Keywords
Development, Learning Media, Video Tutorials, Instagram, Motorcycle Chasis Maintenance.
A. Introduction
Vocational high school is a secondary education level that prioritizes the development of students' skills to carry out certain types of work. According to the Mandiri Vacational High School education unit written in one school's book, the purpose of Vocational Secondary Education is to increase intelligence, knowledge, personality, noble character, and skills to live independently and attend further education in accordance with their competence.[1] Seeing how specific the educational goals expected of Vacational High School are, it is important to have an active role from every education stakeholder to carry out development and innovation to promote better secondary vocational education so that vocational education goals can be achieved.[2]
Currently, learning in Vacational High School is currently experiencing many changes since the issuance of the national education program on revitalization of Vacational High School through Presidential Instruction No. 9 of 2016. Vocational Revitalization developed into a Center Of Excellence Vocational School in 2020 then continued to develop into a Center of Excellence Vocational School in 2021 and developed again become a Vocational High School of Advanced Scheme Centers of Excellence in 2022.[3] Through the development of these educational programs, Vacational High School units can develop themselves to catch up. One focus of the development of the educational program is learning media.
In the era of the industrial revolution 4.0, information and communication technology is currently offered as the main axis in human daily activities, including in teaching and learning activities in schools. The existence of this information and communication technology can help the continuity of the process of teaching and learning activities in class.[4] Information technology makes teaching and learning activities shift from conventional models which require teachers to conduct face- to-face classes with their students into more flexible learning.[5] Teachers can take advantage of the sophistication of information technology by conducting "online"
learning (in the network) or what is known as e-learning remotely. The system is a learning model by utilizing information and communication technology. [6]
Based on observations made at the Mandiri Vocational School, that the implementation of learning is currently being carried out by the teacher providing learning tools and then sending them to students via Google Classroom. The teacher uses video tutorial learning media by linking video tutorial links sourced from YouTube on Google Classroom. Video tutorials are learning media that are often used by teachers when conducting distance learning. Through video tutorial media, teachers can explain procedural steps visually even from a distance.[7]
The use of tutorial video learning media is very helpful in the learning process, both face-to-face learning and distance learning. According to research conducted by Suci (2022) that tutorial learning media can improve student learning outcomes. [8] Maulidi (2022) in his research results also conveys that video tutorial learning media can significantly increase student learning motivation. [9] Haryanti (2022) also from the results of his research said that video tutorials are very feasible to be applied as learning media with a feasibility value of 76.85%. Utilization of video tutorials as a learning medium has several advantages, including overcoming distance and time, being able to be repeated and being able to develop imagination.[10]
However, the use of video tutorial learning media is not optimal, especially at Mandiri Vocational Schools. Teachers have not attempted to produce tutorial videos themselves, but have only downloaded or shared links from YouTube. The video tutorials used do not go through a research and development methodological process, so their practicality and effectiveness cannot be measured.[11] The video tutorials used are also incomplete and do not refer to industry standard operational procedures and learning objectives so that the teaching material is incomplete.
The video tutorial used does not have a duration limit, causing many students to feel bored, so they often skip and speed up videos when using this media. The duration of the video tutorial is an important reason behind this research. The attachment of students to video tutorials is influenced by several factors, one of which is the duration factor. Apart from having to be interesting, video tutorials must also pay attention to the long and short duration of the video without neglecting the material conveyed through the video tutorial.[12] According to Philip J.Guo (2014) that videos with a duration of more than 6 minutes (360 seconds) are categorized as long videos. Meanwhile, videos with a duration of less than 6 minutes are categorized as short videos. Philip J.Guo said from the results of his research that the highest level of attachment to a video is on videos that are under 6 minutes long.[13] Brame (2013) also argues the same thing. Brame argues that the ideal length of a video for student engagement is 6 minutes. It is this level of student attachment to videos that is the background for researchers to conduct research and develop video tutorial learning media with short durations.[14]
Social media can also be used in this distance learning process, one of which is the use of video tutorial learning media publications for teachers for their students.[15] Various kinds of social media platforms can be utilized such as Instagram, Facebook, Twitter, Whatsapp, Youtube, and so on. Based on data from the Research and Development Center for Aptika IKP Kominfo (2022) that 97.5%
of high school/equivalent students are active users of social media with a total usage duration of 5-10 hours per day. The active potential of adolescent children must be utilized in the teaching and learning process. The use of social media that is of interest to students as a medium for publication of learning videos is expected to help the teaching and learning process become more effective, flexible and fun.[16]
Instagram is a social media platform that is very popular with teenage students. This is due to its practical use and being able to get information quickly.[17] Apart from that, Instagram is also equipped with complete features for publishing videos and photos using a unique template design so that it is attractive when used as learning media. According to statistical data released by the Global Web Index (2021), the most social media used by children aged 13-15 years is Instagram, which is as much as 58%. In second place is Facebook with statistics of 52%, then there is Tiktok with 46% and Twitter with 45%. Therefore, utilizing Instagram social media as a media for publishing video tutorials will be a learning medium that is suitable for students and is expected to help the teaching and learning process by presenting practical and effective video tutorial learning media.[18]
B. Research Method
The research carried out is a type of research and development or Research and Development (R&D). Research and Development aims to discover, develop and validate a product. The research and development model used in this study is the ASSURE model.
The ASSURE development model involves all parties in it, researchers not only design and implement media, but also require the participation of students in the application of media in the teaching and learning process.[19] The ASSURE development model consists of analyzing learner characteristics (Analyze learner characteristics), formulating goals (State Standards And Objectives), selecting strategies, technology, media and teaching materials (Select Strategies, Technology, Media, and Materials), using media (utilize media and materials), participation from students (requires learner participation), evaluation and revision (evaluate and revise).[20]
Figure 1. Conceptual Framework C. Result and Discussion
Based on the research objectives and procedures that have been carried out, a short tutorial video learning media via Instagram is produced in the subject of motorcycle chassis maintenance. This research was designed using research and development (R&D) and using the ASSURE development model, namely the following stages.
1. Analyze Learner Characteristic
The subjects in this study were even semester students of class XII TBSM 1 in the motorcycle chassis maintenance subject, who were generally 17-18 years old. Researchers have collected data and conducted an analysis of student learning styles on research subjects by using a questionnaire. The results of the analysis of student learning styles that have been carried out can be seen in the following table:
Table 1. Results of Analysis of Student Learning Styles
No V A K NVAK Percentage (%) of
N=30
1 Visual 15 Student 50 %
2 Auditory 5 Student 17 %
3 Kinesthetic 10 Student 33
2. State Standards and Objectives
At this stage the researcher analyzed the syllabus together with the subject teachers to determine the learning outcomes that would be carried out in class when using video tutorial learning media via Instagram during field tests. This stage produces provisions that basic competence and competency achievement indicators that will later be achieved are KD 3.10/4.10 and 3.11/4.11 where the KD contains material on hydraulic brake systems and mechanical brake systems. This KD contains many work procedures that are suitable when using learning media such as video tutorials.
3. Select strategies, Technology, Media, and Materials
At this stage the researcher designs lesson plans, selects teaching materials and produces short video tutorials via Instagram which will later be used in the teaching and learning process in class.
a. The process of producing short video tutorials via Instagram.
1) Writing the script
Manuscripts are written and arranged using language that is in accordance with what is contained in the book (teaching materials).
So that later it is hoped that students will not feel foreign to the words and sentences in the video tutorial.
2) Preparation of video capture equipment (shooting) 3) Video tutorial shooting
The video was taken at the Vacational School Mandiri motorbike workshop, assisted by a video taker.
Figure 2. The Process of Taking a Video Tutorial
Video tutorials are designed to be short in duration with a maximum duration of 6 minutes. To achieve the completeness of the video tutorial learning, 6 video parts were produced, each of which has a duration as shown in table 2.
Table 2. List of Video Tutorials Developed as a Result
No Video Duration Access Links
1 Part. 1 Mechanical Brake
System 5 Minutes 27
Seconds https://tinyurl.com/ysdwtcwb 2 Part. 2 Mechanical Brake
System 4 Minutes 54
Seconds https://tinyurl.com/3w68tewm 3 Part. 3 Mechanical Brake
System 3 Minutes 17
Seconds https://tinyurl.com/mu82rhyd 4 Part. 1 Hydraulic Brake
System 4 Minutes 52
Seconds https://tinyurl.com/ms4sezw9 5 Part. 2 Hydraulic Brake
System 4 Minutes 35
Seconds https://tinyurl.com/2tcwxxp4 6 Part. 3 Hydraulic Brake
System 4 Minutes 5
Seconds https://tinyurl.com/yc5j2kbx
4) Editing Video Tutorial
After the video capture is complete, the next step is video editing.
Editing this video tutorial uses a computer application, namely Adobe Premiere Pro CC 2020. Video editing is intended to make the video tutorial more attractive by adding a background and backsound.
b. Preparation of learning implementation plans
The preparation of lesson plans is carried out by considering the characteristics of basic competencies, student characteristics, student learning styles, learning media, and teaching aids. The learning model used in the preparation of this lesson plan is the Problem Based Learning model. For more details, the learner implementation plan that has been prepared can be seen in the attachment.
4. Untilize Media and materials
Short video tutorials that have been produced are then tested through validation tests on experts and small group field tests. The video tutorial validation test was carried out on 2 material experts and 2 media experts through questionnaire distribution.
a. Media validity test results by material experts
After collecting data and processing data, the researcher concluded that the level of validation of short video tutorials via Instagram developed in this study indicated that the learning media was declared "valid" with an average score of 0.85. The details of the results of the data processing in question can be seen in the following table.
Table 3. Recapitulation of Validation Results by Material Experts
No. Respondent Rating Category
1. Material Expert 1 0,74 Valid
2. Material Expert 2 0,96 Valid
Average Value 0,85 Valid
b. Media validity test results by media experts
After collecting data and processing data, the researcher concluded that the level of validation of short video tutorials via Instagram developed in this study indicated that the learning media was declared "valid" with an average score of 0.77. The details of the results of the data processing in question can be seen in table 4 below
Table 4. Recapitulation of Validation Results by Media Experts
No. Respondent Rating Category
1. Media Expert 1 0,74 Valid
2. Media Expert 2 0,80 Valid
Average Value 0,77 Valid
c. Small group trial results
Furthermore, the researcher conducted a small group field trial to further ensure the practicality of this short video tutorial learning media via Instagram. The results of this small group try out were 2 respondents who stated "practical" (61% -80%) and 7 people stated
"very practical" (81% - 100%) of a total of 9 students.
Table 5. Recapitulation of Small Group Field Test Results
N Skor (%) Category
Respondent 1 61 93.85 Very Practical
Respondent 2 49 75.38 Practical
Respondent 3 53 81.54 Very Practical
Respondent 4 53 81.54 Very Practical
Respondent 5 63 96.92 Very Practical
Respondent 6 52 80.00 Practical
Respondent 7 55 84.62 Very Practical
Respondent 8 53 81.54 Very Practical
Respondent 9 58 89.23 Very Practical
Average 55,22 84,95 Very Practical
5. Require Learner Parcipation
After the short tutorial video learning media via Instagram was declared valid, the researcher then conducted a large group field trial. The data obtained at this stage is the learning outcome data through the pre-test and post-test. To carry out the pre-test and post-test the researcher first compiled the instrument items and tested the validity, reliability, level of difficulty and discriminatory power of the items.
a. Pre-Test
Pre-test was carried out at the beginning of the study in class XII TBSM 1 using item instruments that had passed the validity test, reliability test, difficulty level test and differential power test at the previous stage.
The results of the pre-test can be seen in table 6 below.
Table 6. Recapitulation of Pre-Test Results
No Recapitulation of Pre-Test Results
1 The number of students 30
2 Completed Number (students) 7
3 Total Not Completed (students) 23
4 The highest score 82,14
5 Lowest Value 28,57
Average value 53,21
b. Application of short video tutorials via Instagram in learning
The use of short tutorial video learning media via Instagram was carried out in 4 meetings with a total of 32 study hours. To make it easier for teachers to use this short video tutorial learning media, the researcher provides instructions for use. The instructions for use can be seen in the attachment.
Figure 3. Display Instagram Story
Figure 4. Display of the Teacher Instagram Profile
c. Post-Test
The post-test was carried out at the end of the study in class XII TBSM 1 using item items that had been previously validated. The results of the post-test can be seen in the following table.
Table 7. Recapitulation of Post-Test Results No Recapitulation of Pre-Test Results
1 The number of students 30
2 Completed Number (students) 26 3 Total Not Completed (students) 4
4 The highest score 96,43
5 Lowest Value 57,14
Average value 81,55
6. Evaluate and Revise
This stage is the final stage in this research and development. This stage is intended to assess the effectiveness and practicality of the developed learning media.
a. Practicality Power Assessment
The next step is to carry out a practicality test. Practicality tests were carried out on teachers and students through the distribution of questionnaires. The data from the distribution of the practicality questionnaire will be analyzed. The results of the practicality analysis of short video tutorials via Instagram in this study were that 3 out of 3 respondents (teachers) stated "very practical". While the results of the assessment analysis of students were 7 out of 30 students stated
"Practical" and 23 out of 30 students stated "Very Practical.
Table 8. Results of Practicality Assessment by the Teachers
N Total Score % Category
Respondent 1 64 98,46 Very Practical
Respondent 2 61 93,85 Very Practical
Respondent 3 63 96,92 Very Practical
Average 62,67 96,41 % Very Practical
Table 9. Results of Practicality Assessment by the Students
N Total
Score % Category
Average Respondents 1 - 30 57,26 88,10 % Very Practical
b. Assessment Power Effectiveness
Testing the effectiveness of Pendel video tutorial learning media via Instagram in this study used the N-Gain Score with 30 respondents. The results of evaluating the effectiveness of short tutorial video learning media via Instagram in this study resulted in a conclusion of N-Gain score = 0.61 with the category of "Medium" level of effectiveness. For more details can be seen in the table.
Table 10. Results of Effectiveness Analysis
Highest 100
No N S pre S post S post - S
pre 100 - S
pre Gain Score Average Respondents 1
- 30 53,21 81,55 28,33 46,79 0,61
Category Currently
D. Conclusion
Short video tutorial learning media via Instagram obtained the results of a validity assessment from media experts of 0.77 and from material experts of 0.85, then video tutorial learning media was declared "Valid". Testing the practicality level of this short tutorial video via Instagram obtained an assessment result by the teacher of 96.41% and an assessment result by students of 88.10%, so the short tutorial video via Instagram was declared "Very Practical". Testing the level of effectiveness has also shown that this learning media is declared effective with the acquisition of an effectiveness value of 0.61, then it is stated that the level of effectiveness is "Medium". From all the tests carried out by video tutorial learning media in the subject of motorcycle chassis maintenance it is very feasible to use and has positive implications when compared to learning media commonly used in schools such as textbooks and the like.
E. Acknowledgment
Thank you to the Technology and Vocational Education Study Program, Padang State University and Mandiri Percut Seituan Vocational School, Deliserdang Regency, North Sumatra Province, which have contributed a lot to this research,
especially to the supervisors, discussants and validators who have provided many suggestions and inputs in this research so as to produce an article that can be a reference for educators in the learning process.
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