The Use of Videos in Improving Middle School Students' Understanding Based on Their Learning Styles During the Covid-19 Pandemic

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Volume 9 Number 1 April 2023 page 28-37 p-ISSN:2460-1497 and e-ISSN: 2477-3840 DOI: https://doi.org/10.26858/est.v9i1.37916

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The Use of Videos in Improving Students' Understanding Based on Their Learning Styles during the Covid-19 Pandemic

Nurdin Kaso¹, Dodi Ilham², Muhammad Iksan³, Andi Muhammad Ajigoena⁴, Nurul Aswar⁵, Hisbullah⁶

1 Education and Teacher Training, Institut Agama Islam Negeri Palopo, Indonesia Email: [email protected]

Abstract. This study aims to determine students' visual, auditory, and kinesthetic understanding after using PAI learning videos for jama' and qasar prayers for 7th-grade students of Junior High School (SMP Negeri 3 Makassar). This type of research uses a mixed method. The research data is divided into primary data and secondary data. Data collection techniques are questionnaires, tests, observations, documentation, and interviews. The research instrument was a learning style questionnaire, comprehension test, interview guide, observation guide, and documentation. Checking the validity of the data using triangulation techniques or methods. Data analysis through the process of data reduction, categorization, and synthesis. The results showed that students with (1) a visual learning style met the indicators of re-explaining, interpreting, classifying, comparing, and concluding well. Meanwhile, the ability to give examples and applications is still not fulfilled. The results of understanding achieved are influenced by the ability of the eye to see information in the learning video. (2) auditory learning style fulfills the re-explaining, interpreting, classifying, and comparing indicators. Meanwhile, giving examples, concluding, and applying is still not fulfilled. The understanding achieved result is influenced by the ear-sharp ability to listen to the explanation of the information in the learning video. (3) the kinesthetic learning style meets the indicators of the ability to re- explain, classify, compare, and conclude, while the ability to interpret and give examples and applications is still not fulfilled.

Keywords: learning video, student learning styles

(Received: 12-01-2022; Reviewed: 20-03-2022; Accepted: 26-03-2023;

Available online: 16-04-2023; Published: 18-04-2023)

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INTRODUCTION

Islamic education is one of the compulsory subjects in the 2013 curriculum at the junior high school level, with a duration of 3 lessons per week. PAI lessons are considered boring for students, so they are less attractive(Maftuh, 2017; Laila, 2021; Nurmiati, 2019). It is because the teacher's presentation is always monotonous and less attractive. As a result, students tend to be sleepy and less attentive in learning, lowering student understanding. PAI learning atmosphere is very influential on the quality of learning if a pleasant learning atmosphere can generate motivation or enthusiasm for student learning(Fakhrurrazi, 2018; Muammar & Suhartina, 2018; Wahyudi &

Azizah, 2016; Salsabila et al., 2020). So that it can make students active in learning and increase their potential to understand the material taught; in this case, the teacher must facilitate learning so that PAI learning objectives can be achieved. So, teachers must always improve their competence to become quality teachers. One of the efforts that must be made to create a pleasant learning atmosphere is to use interesting learning media for students(Nurjanati et al., 2018; Oviyanti, 2017;

Manullang, 2017). In its application in schools, teachers can create an enjoyable learning atmosphere by utilizing creative, innovative, and varied learning media. It aims to optimize the learning process, improve student understanding, and be oriented toward learning achievement. To transfer their knowledge, teachers use various methods and media in learning. One of the learning media that can be used is video learning. Learning videos can be used to convey messages of religious education to students. Video as a learning medium is necessary for stimulating thoughts, feelings, concerns, and interests so that the teaching and learning process occurs and can facilitate the delivery of Islamic education.(Tafonao, 2018;

Zainiyati, nd; Suryadi, 2020; Zenia Kirana Putri, 2018).

Learning style is a person's way of learning or thinking(Karim, 2015; Jaenudin et al., 2017; Nurbaeti et al., 2015). Learning style is how students consistently capture stimulus or information, remember, think, and solve problems (Purbaningrum, 2017; Harmono, 2017; Sunday, 2016; Ahisya et al., 2020). In addition, brain dominance influences learning style (Mursari, 2020; Zagoto et al., 2019;

Rahman & Firman, 2019; Hasanah, 2021).

Learning styles are categorized into three types, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each individual uses the three learning styles, but most tend to have one of the most prominent learning styles.

Every student has a different learning style. Knowing these different learning styles has helped teachers approach all students simply by delivering in different styles. For example, students learn best in bright light, while some study in dim lighting. Some students study best in groups, while others prefer authoritarian figures such as parents or teachers, and others feel that working alone is the most effective for them. Some students need music as a learning accompaniment, while others cannot concentrate unless the room is quiet. Some students need an orderly and neat work situation, but others prefer to demonstrate everything so that the eye can see it. Everyone has and develops their own learning style which is influenced by personality type, habits, and develops over time and experience. The pattern or learning style is influenced by the major or field in which they are involved, which in turn will also affect a person's success in achieving results in learning.

According to Kolb, there are five different levels that underlie a person having a particular learning style, namely personality type, chosen major, career or profession,

So far, students are studying PAI using direct learning methods that make students feel bored with the teacher's teaching style. It is due to online learning during the Covid-19 pandemic, limiting teachers' role to explore their knowledge directly. Learning activities using the lecture method through Google Meet and Zoom applications did not leave a digital footprint that could be replayed. Furthermore, the duration of time is very limited, inflexible, network access constraints, and less familiar, considering that some students do not have a master of cellphones independently but are still under parental control or supervision. So many students cannot take lessons because of the constraints mentioned above. As a result, students get low scores during school exams.

On the other hand, the teacher delivers the material with the lecture method without practice. In addition, the material is rarely applied to everyday life. So that students find it difficult to solve problems related to the material jama' and qașar.

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Audio-visual media has sound and image elements (Manshur & Ramdlani, 2019;

Setyawan, 2016; Fitria, 2014). This type of media has better capabilities because it includes sound and images. Using audio-visual media in the form of learning videos is believed to increase students' understanding of PAI lessons.

The learning video used in this study is a powerpoint-based video given to students during the learning process. Learning videos adapted to students' learning styles are shared via WhatsApp groups (WAG). Using a PowerPoint- based video, students can directly see the teacher's explanation with the messages in the PowerPoint slide, and a digital trail can be replayed flexibly.

METHOD

This type of research is mixed methods.

This research approach uses quantitative and qualitative data collection in the same study.

The research model used is the participant selection model. This model begins with collecting quantitative data; then, the data is analyzed quantitatively to determine students' learning styles and understanding abilities. From these results, a qualitative selection of participants was carried out to obtain data through qualitative data collection; then, the

collected data were analyzed qualitatively so that the results were qualitative. This research was conducted at SMP Negeri 3 Makassar, the female section, having its address at Jalan Puang H. Daud No. 5 Palopo City.

The data used in this study are qualitative data and quantitative data, which the data sources consisted of two types, namely primary and secondary data sources. The instruments used in this study were questionnaires or learning style questionnaires, comprehension tests, interview guidelines, observation guidelines, and documentation guidelines. Quantitative research instruments include questionnaires or questionnaires on student learning styles and student understanding tests; before being used, quantitative research instruments were validated by experts. This study's data collection techniques used questionnaires, tests, interviews, observation, and documentation techniques.

Data analysis in this study includes data reduction, categorization, and synthesis.

RESULTS AND DISCUSSION Result

1. Description of Understanding Students Who Have Visual Learning Style Table 1. Checking the Data Validity of High Visual Comprehension Students

Questions Students' Answers

Interview result Triangulation Results

High Moderate Low

1 Right Right Right Accordingly the test Valid

11 Right Right Wrong Accordingly the test Valid

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Based on Table 1, valid data were obtained that students with a visual learning style with a high level of understanding meet all indicators of applying șalat jama' and qașar.

Furthermore, based on checking the validity of

each indicator's data on student comprehension test results and interview results, valid data were obtained that 79 students with a visual learning style with a high level of understanding meet all indicators of comprehension ability.

2. Description of Understanding Students who have an Auditorial learning style Table 2. Checking the Validity of Student Data Visual Understanding Moderate

Questions Students' Answers

Interview result Triangulation Results

High Moderate Low

4 Wrong Wrong Right Accordingly the test Valid

8 Wrong Wrong Wrong Accordingly the test Valid

Based on Table 2, valid data were obtained that students with a visual learning style with a moderate level of understanding met all indicators of applying șalat jama' and qașar.

Furthermore, based on checking the validity of each indicator's data on student comprehension test results and interview results, valid data were obtained that students with a visual learning style with a moderate level of understanding meet all indicators of comprehension ability.

Based on Table 3, valid data were obtained that students with a visual learning style with a low level of understanding met some indicators of applying șalat jama' and qașar. Based on the results of engineering triangulation of student comprehension test results in data in Table 3, valid data were obtained that students who have a visual learning style with a low level of understanding meet 5 of the seven indicators of comprehension ability, namely the ability to re-explain, interpret, classify, compare and conclude.

Students do not fully understand the indicators in question number 11 on the example of the implementation of șalat jama'. However, it shows that students with a visual learning style with a low level of comprehension meet some of the indicators of giving examples. Meanwhile, question number 17 on prayer intention readings and number 19 on how to do 'how to do 'șalat jama' while traveling shows that students with a visual learning style with a low level of comprehension meet some indicators of applying.

Discussion

Data analysis in this study through the stages of data reduction, data categorization, and data synthesis from the results of data descriptions was checked for data validity using technical triangulation.

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1. An overview of the understanding of students who have a visual learning style

Based on the results of the data description, after checking the validity of the data through technical triangulation, the researchers conducted data reduction. Data reduction is made by systematically compiling a summary of notes to provide a sharper picture that describes students' understanding abilities based on visual learning styles.

Based on the data, there is an increase in the understanding of students with a visual learning style. Students with a high understanding of visual learning style before learning to use learning videos only meet 6 of 7 indicators, experiencing increased understanding after learning to use videos that meet all understanding indicators. Students who moderate understanding of visual learning style before learning to use learning videos only meet 6 of 7 indicators, experiencing increased understanding after learning to use learning videos meeting all indicators of understanding.

At the same time, students with a common understanding of visual learning style before learning to use learning videos meet 1 of 7 indicators.

After making data reduction, the researcher carried out a categorization process, sorting out each part with similarities to make it easier to analyze the data. Based on the data, students with a visual learning style with high, medium, and low understanding meet the re- explaining, interpreting, classifying, comparing, and concluding indicators. Due to the explanation, understanding of the proposition, the various types of 'alat jama' and qa'ar, the timing of 'alat jama' and qasar, and the wisdom of performing, 'alat jama' and qa'ar written in the video slides provided by the researcher.

Thus, students with a visual learning style rely on eye sharpness or understanding of what they see. In De Potter's opinion, visual learners learn through what they see.

The indicator gives examples and applies only to students with a visual learning style with high and moderate understanding who can meet these indicators. Students with a visual learning style with a common understanding only fulfill some indicators by giving and applying examples. Students with a visual learning style with a low understanding only fulfill some indicators of giving examples because they are confused and cannot give examples. After being explained by the

researcher, the students felt they had understood.

Based on the results of triangulation, reduction, and categorization of data, it is obtained that students with a visual learning style rely on eye acuity or understand through what they see, namely the slides in the learning video. However, students with a learning style with low understanding have an easy forgetting attitude even though the researcher has given examples and re-explained. In addition, students with a common visual learning style find it difficult to receive information in audio. The information conveyed by the researcher at the time of the interview is difficult to remember.

Visual learning style is done by someone to obtain information such as pictures, diagrams, maps, posters, graphs, etc. You can also see text data such as writing and letters. So, students with a visual learning style train their brains with the visualization process, then describe the visualization results until they want increased understanding abilities according to the visible learning video content. Therefore, they will remember more by watching learning videos and easily forget spoken information.

2. An overview of the understanding of students who have an auditory learning style

Based on the results of the data description, after checking the validity of the data through technical triangulation, the researchers conducted data reduction. Data reduction is made by systematically compiling a summary of notes to provide a sharper picture that describes students' understanding abilities based on auditory learning styles. Based on the data obtained, there is an increase in students' understanding of an auditory learning style.

Students with a high understanding of auditory learning style before learning to use learning videos only meet 4 of 7 indicators, experiencing increased understanding after learning to use videos that meet 6 of 7 indicators. Students with an auditory learning style of moderate understanding before learning to use learning videos only meet 2 of 7 indicators, experiencing increased understanding after learning to use videos that meet 5 of 7 indicators. In comparison, students with a common understanding of auditory learning style before learning to use learning videos meet 1 of 7 indicators.

After making data reduction, the researcher carried out a categorization process,

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sorting out each part with similarities to make it easier to analyze the data. Based on the data, students with auditory learning styles with high, medium, and low understanding meet the re- explaining, interpreting, classifying, and comparing indicators. It is due to the explanation, the meaning of the daily proposition, the various types of 'alat jama' and qa'ar, and the timing of their implementation are explained through a detailed voice narration in the video provided by the researcher. Thus, students who have an auditory learning style rely on hearing acuity or understanding through what they hear.

In the conclusion indicator, only students with high and medium auditory learning styles can meet these indicators. For example, only students with a high auditory learning style can fulfill the indicator by giving an example. Furthermore, all students with an auditory learning style can only fulfill some indicators in applying indicators. For example, students with an auditory learning style with a high understanding only fulfill some indicators because they still do not understand how to apply the time to perform congregational prayers while traveling. Based on the results of triangulation, reduction, and categorization of data, it is found that students who have an auditory learning style rely on hearing acuity or understanding through what they hear. If you forget, after being reminded and explained, you will quickly realize your mistake and then immediately revise your understanding. Some students have an auditory learning style, and some persist with their wrong understanding, but after their understanding is straightened, they will quickly realize their mistakes and immediately revise their understanding.

Although students with common understanding easily forget, they will quickly understand after being given a re-explanation at the interview. It is because the information the researcher conveys during the interview is easy to remember. After all, students with an auditory learning style can easily understand the sound they hear. Students with an auditory learning style rely on their learning process through hearing. They listen to the teacher's explanation in the learning video compared than paying attention to the written summary of the material in the learning video. In Robert Steinbach's opinion, they learn by listening and interacting with others. They listen to the teacher's explanation in the learning video compared than

paying attention to the written summary of the material in the learning video. In Robert Steinbach's opinion, they learn by listening and interacting with others. They listen to the teacher's explanation in the learning video compared than paying attention to the written summary of the material in the learning video.

In Robert Steinbach's opinion, they learn by listening and interacting with others.

Students with an auditory learning style are generally easily distracted by noise or noise.

In Robert Steinbach's opinion, they cannot ignore voices, so they must program themselves to listen only to the teacher's voice or thoughts.

Students with auditory learning styles process their learning quickly by listening to oral explanations, talking, or discussing. They must repeatedly play the learning video to listen to the teacher's explanation to improve their understanding. So, students with an auditory learning style train their brains by relying on their hearing, then describe the results of their hearing until they want an increase in understanding abilities, according to the explanation in the learning video. They will remember more by listening to the explanation in the learning video rather than seeing the summary of the material in the learning video.

3. An overview of the understanding of students who have a kinesthetic learning style

Based on the results of checking the validity of the data through technical triangulation, data that describes students' understanding abilities based on kinesthetic learning styles can be obtained. Based on the data obtained, there is an increase in students' understanding of kinesthetic learning styles. For example, students with a high understanding of kinesthetic learning style before learning to use learning videos only meet 6 of 7 indicators, experiencing increased understanding after learning to use videos that meet all indicators of understanding. On the other hand, students who have a moderate understanding of kinesthetic learning style before learning to use learning videos only meet 3 of 7 indicators and experience an increase in understanding after learning to use learning videos meet 4 of 7 indicators of understanding.

After making data reduction, the researcher carried out a categorization process, sorting out each part with similarities to make it easier to analyze the data. Based on the data,

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students with a kinesthetic learning style with high, medium, and low understanding fulfill the re-explaining, classifying, comparing, and concluding indicators. It is due to the student's ability to imagine the information seen in the picture and what is heard in a movement activity in their minds. Thus, students with a kinesthetic learning style rely on the sharpness of the ability to manipulate information in the form of sound and images into a motion activity in their minds and try to apply the information received.

Students with a kinesthetic learning style with a moderate understanding only fulfill some indicators of interpreting, giving examples, and applying. It is due to the inability to manipulate the information in his mind. For example, students only remember the naqli proposition 'alat jama' in the form of hadith but forget its meaning. Students with a kinesthetic learning style cause failure to understand the material always given to use and utilize their limbs in the learning process or explore something. They sometimes read and listen to the material but cannot last long because they are bored. As a result, materials in written and verbal explanations are often easily forgotten.

They learn by looking at the material or listening to explanations while practicing or imagining doing the jama' and quasar prayers.

Then, they store it in their memory by mentally converting it into a series of moving videos in the brain to recall material because they will forget if they do not practice or have experienced it. So students with a kinesthetic learning style train their brains to manipulate information into something that must be done, then describe the results of their imaginations until they achieve what they want, increasing understanding abilities according to the explanations in the learning videos.

CONCLUSION AND SUGGESTION After learning to use learning videos, students with a visual learning style meet five indicators of understanding: the ability to re- explain, interpret, classify, compare, and conclude well, while the indicators of the ability to give examples and apply are still not met.

Students with a visual learning style train their brains with the visualization process, then describe the visualization results until they want an increase in understanding abilities according to the content of the visible learning video. As a result, they will remember more by watching

learning videos and easily forget spoken information. After learning to use learning videos, students with an auditory learning style meet four indicators of understanding: the ability to re-explain, interpret, classify, and compare. At the same time, the indicators of the ability to give examples, conclusions, and applications are still not fulfilled. Students with an auditory learning style train their brains by relying on their hearing, then describe the results of their hearing until they want an increase in understanding abilities, according to the explanation in the learning video. They will remember more by listening to the explanation in the learning video rather than seeing the summary of the material in the learning video.

After learning to use learning videos, students with a kinesthetic learning style meet four indicators of understanding: the ability to re-explain, classify, compare, and conclude.

While the indicators of the ability to interpret, give examples, and apply are still not fulfilled.

Students with a kinesthetic learning style train their brains to manipulate information into something that must be done, then describe the results of their imagination until they achieve what they want, increasing understanding abilities according to the notes and explanations in the learning video. In addition, they will remember more by practicing the material in the learning video rather than seeing the summary or listening to the explanation in the learning video.

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