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EFFECTIVENESS OF MEDIA VIDEO TECHNOLOGY

DEVELOPMENTS IN THE COMMUNITY TOWARDS IPS LEARNING

OUTCOMES STUDENT MOTIVATION

Dian Nur Antika Eky Hastuti

PGRI Madiun University

E-mail: [email protected]

Received: 19

February 2021

Revised: 23

February 2021

Approved: 24

February 2021

Abstract

This research was conducted at SD Negeri 1 Candi, Mlarak

District, Ponorogo Regency. The purpose of this research is to

know media which provide better learning outcomes IPS

between the use of video and non-video media; learning

outcomes IPS is better between the have motivation to learn

high, medium, and low; the results of social studies better

between the use of video and non-video media in each state the

motivation to learn. The method design of this study using a

quantitative approach with the quasi-experimental method with a

factorial design. The sample used in this study were fourth-grade

students of SDN 1 Cand I, Mlarak District, Ponorogo Regency

which consisted of 2 classes, namely class IV A with a total of 20

students and class IV B with a total of 20 students, the total

sample size was 4 0 students. The results showed 1) media video

provides better impact on learning outcomes IPS Elementary

School fourth grade students 1 Candi; 2) learning outcomes IPS

Elementary School fourth grade students 1 Candi who has a high

motivation to learn is better than the one having the motivation

to learn the medium, and; 3) In each class a good use of video

and non-video media, learning outcomes IPS Elementary School

fourth grade students 1 Candi who have high motivation to learn

is better than the one having the motivation to learn the medium

and low; and 4) In each of motivation to learn, the media video

provides better impact on learning outcomes IPS Elementary

School fourth grade students 1, Candi.

Keywords: Media Video , Results Learning, Motivation

This work is licensed under a Creative Commons Attribution-ShareAlike

4.0 International

INTRODUCTION

Social science is one of the subjects that must be studied at the elementary school

level. The implementation process is carried out in the form of learning in every basic

education unit in Indonesia. Social studies education tries to produce reflective, capable

or skilled, and caring citizens. Reflective is being able to think critically and be able to

solve problems based on his point of view and based on the values and morals formed by

himself and his environment. Skilled means being able to make decisions in solving

problems. Caring is being able or sensitive to social life and exercising its rights and

obligations in society. (Rahmad, 2016)

The social studies subjects at the primary school level aim to assist students in

developing the knowledge, skills, attitudes, values needed to participate in community

life at the local, national, and global levels. Its implementation is said to be successful in

achieving the goal if students get learning outcomes by the objectives of the social studies

Dian Nur Antika Eky Hastuti

Effectiveness of media video technology developments in the community

towards IPS learning outcomes student motivation 76

subject described above. However, in reality, many problems occur, such as many

students who have low social skills, littering, being disrespectful with parents and

teachers, speaking dirty in public places, and many more related to social science

problems. These conditions indicate that the achievement of social studies learning

outcomes has not been maximal.

SD Negeri 1 Candi is one of the primary schools in Ponorogo Regency. As

previously explained, this school does not escape learning problems. The social studies

learning outcomes obtained by students are uneven, some get high scores and some get

low. Meanwhile, the average score for the fourth-grade students' social studies test was

less than the minimum criteria score of 70.

Based on the results of observations in the learning process, and interviews with

several teachers and students at the school, several things were found that might influence

the existence of these problems. Such as the ineffective learning process, because

students are passive and only controlled by a few students. Furthermore, seen from the

condition of the students, many give the perception that social studies lessons are boring.

The cause of student boredom is that the social studies material has a lot of reading

material to memorize. This condition of students will affect their motivation or

motivation to learn so that there is no enthusiasm and interest of students to seriously

participate in learning.

Based on the explanation of the causes of these problems, it can be concluded

that the cause of the low social studies learning outcomes of students is due to ineffective

learning and unequal student learning motivation. Such conditions will have an impact on

the level of student learning outcomes because students without learning motivation will

feel forced to carry out their learning activities and cause brain performance to decrease

in understanding the material.

Through an effective learning process will have a positive impact on the process

and student learning outcomes. Effective learning is characterized by active learning from

students. The active process of students in learning is determined by how the teacher

creates learning. One of the things that need attention is to use appropriate learning media

that can attract attention and be able to stimulate student learning motivation. (Sitaresmi

& Cahyani, 2008)

There are many kinds of learning media, so it is necessary to choose the right one

so that it can help students' learning process to achieve their learning goals. If students

easily accept lessons and master them, then students will be motivated to be more active

and more advanced in learning. This is what will have an impact on the effectiveness and

achievement of student learning outcomes.

One of the media that is suitable and influences social studies in the material of

technology development, production, communication, and transportation is video media.

Social studies learning about technology, production, communication, and transportation

is material in which it is explained about technology, production tools, communication

tools, and transportation tools so that with the help of video media in the form of

examples of these tools it will make it easy for students to understand them. , even though

the tool is not available in the local area. The condition of students who can understand

the material they are learning will have a positive impact on the student learning process.

One of the effects is that students can achieve good learning outcomes. (Yumarlin, 2012)

Apart from the form of learning, one of the factors that influenced the low social

studies learning outcomes of grade IV students at SD Negeri 1 Candi was the lack of

student motivation towards social studies material. Therefore, motivation is closely

related to the student learning process. Apart from this, motivation can also affect the

quality of achievement of student learning outcomes in certain fields of study including

Dian Nur Antika Eky Hastuti

Effectiveness of media video technology developments in the community

towards IPS learning outcomes student motivation 76

social studies learning outcomes. A student who has the motivation to learn in social

studies will

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Automatically take a great interest in social studies and will try to focus more on

understanding and mastering any social studies material.

Furthermore, with the learning motivation, students will be able to overcome all

the things that can hinder or prevent them from learning. (Nasution, 2019) Students who

are studious and earnest in participating in learning will have a good level of

understanding. On the other hand, students who are not diligent and do not take the

learning seriously will have a poor level of understanding. This will have an impact on

the achievement of learning objectives. (Darmawati, 2017) Thus, through the learning

process using video media and supported by high learning motivation, it will be able to

significantly influence student learning outcomes.

Departing from the background of this problem, this study aims to determine the

significant difference between learning using video and non-video learning in the control

class with learning motivation limited to the moderator variable which distinguishes

students in high, medium, and low levels of learning motivation. The subjects studied are

limited to the fourth grade social studies subject with material on technological

developments, production, communication, and transportation, the respondents or the

subjects studied are limited to fourth grade students of SD Negeri 1 Candi.

Previous research that is relevant to this research is the research written by (Hadi,

2017) with the title Effectiveness Of Using Video As A Learning Media For Primary

School Students. This study aims to examine the effectiveness of video as a learning

medium for elementary school students. The results of this study found that the

advantages of video include being fun for students, being able to provide concrete

information, and being able to present learning experiences that are impossible for

students outside the school environment, such as the history of independence for

example. These three advantages make videos considered effective for improving

students' ability to understand concepts, increasing student motivation and being able to

improve student learning outcomes. This study will complement the previous research by

linking learning questions using video with student motivation and learning outcomes.

RESEARCH METHODS

This research is a quantitative type of research, because the primary data used is

numerical data derived from the value of learning outcomes and learning motivation of

fourth-grade students of SD Negeri 1 Candi.

This study used a quantitative approach and the method used was quasi-

experimental. (Sugiyono, 2019) states "the quasi-experimental has a control group, but it

cannot fully function to control external variables that affect the implementation of the

experiment". In this study, there was an experimental group, namely students who

received video learning media treatment, and a control group, namely students who did

not receive video learning media treatment.

In this research design, researchers used a 2x3 factorial research design.

(Setyosari, 2010) says factorial design is used when researchers consider other

independent variables (usually moderator variables) in their research". By thus intended

use of the factorial design is intended to determine the effectiveness of video media

technology developments in society to the learning outcomes IPS reviewed of student

motivation. The research design can be described as follows:

Table 1 Factorial Research Design

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Effectiveness of media video technology developments in the community

towards IPS learning outcomes student motivation 78

Media

Motivation

Treatment

With

Media

Video

Without

Media

Motivation

to learn

High

















Moderate

















Low

















The population in this study were all fourth-grade students of SD Negeri 1 Candi,

Mlarak District, Ponorogo Regency, which consisted of 3 elementary schools, namely

SDN 1 Candi, SDN 2 Candi, and SDN 3 Candi.

The sample used in this study were fourth-grade students of SDN 1 Cand I,

Mlarak District, Ponorogo Regency which consisted of 2 classes, namely class IV A with

a total of 20 students and class IV B with a total of 20 students, the total sample size was

4 0 students. The sampling technique in this study was cluster random sampling.

(Nawawi, 2015) states "the cluster sampling technique is also called the group technique,

which is done by selecting samples based on the group not on the individual". (Nawawi,

2015) states "the random sampling technique is carried out by providing the same

possibility for individuals who are members of the population to be selected as members

of the research sample, three ways that can be done, namely by drawing, ordinal and

using random number tables".

From the above understanding, it can be concluded that the cluster random

sample technique is the taking of sample members from the population randomly by

drawing members of the population based on the group.

In this study, there are three kinds of variables, namely the independent variable,

the dependent variable, and the moderator variable. The independent variable is a video

and non-video media, the dependent variable is social studies learning outcomes, while

the moderator variable is learning motivation. Data collection techniques using the

method of documentation, tests, and questionnaires (questionnaires).

Before the instrument is used, a learning motivation questionnaire instrument is

tested and a learning outcome test is conducted.

The learning motivation questionnaire instrument trial was conducted to

determine the validity of the product-moment and its reliability. While testing

achievement test is performed to determine the validity of product-moment, reliability,

level of difficulty, and different power items.

This hypothesis test using ANOVA two different cell, with further test ANOVA

two different cell or test Scheffe previously to test for normality using the test Lilliefors

and test the homogeneity using Bartlet test.

RESULTS AND DISCUSSION

A. Research result

The learning outcome data and the learning motivation questionnaire were taken

from class IV SDN 1 Candi which consisted of two classes, namely class IV A which

amounted to 20 students as an experimental class using video learning media, and class

IV B with 20 students as the control class without using video media.

The normality test is used to find out the data taken from a population that is

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normally distributed or not. The normality test in this study used the Liliefors method to

achieve the IPS test scores for class IV A, which totaled 20 students, and grade IV B,

which amounted to 20 students at SDN 1 Candi.

Table 2 Recapitulation of Data Normality Test

Class

Conclusion

Experiment

0.18

0.189

Data is normally

distributed

Control

0.18

0.198

Data is normally

distributed

Table 2, the results of the analysis of the normality test, shows that the samples

from the experimental and control classes came from normally distributed populations.

The homogeneity test is used to determine whether or not the variances of several

populations are the same. The study tests the homogeneity of the experimental and

control classes using the Barlet- test formula. The results of the homogeneity test data

analysis of the student learning outcomes are presented in the following table:

Table 3 Recapitulation of Data Homogeneity Test

Su mber

obs

Ex. Class

(A)

1957.04

978.52

66.90

3.28

<0.05

Motiv (B)

701.63

47.97

4.11

<0.05

Interaction

(AB)

192.53

96.26

6.58

3.28

<0.05

Error

497.27

14.63

Total

3348.46

Based on the table above, it can be concluded that the sample from the

experimental class totaling 20 students and the control class totaling 20 students came

from a population that had homogeneous variance.

The hypothesis test used in this study is a two-way variance analysis of different

cells. This two-way ANOVA test with different cells was conducted to test the

significance of the effect of the two independent variables on the dependent variable.

From the results of data analysis on hypothesis testing, it is obtained:

Table 4 Recapitulation of Anova Test Two Different Cell Pathways

Data



obs



Conclusion

Learning

Outcomes with

video media,

learning

outcomes

without video

media

1.75

3,841

Homogeneous

Based on table 4 above, it can be seen that the value of F obsand the value of F α,

thus it can be concluded that FA = 66.90> F α = 3.28, then H0 is rejected, meaning that

there is a difference between video and non-video media on learning outcomes; F B =

47.97> F β = 4.11, then H0 is rejected, meaning that there are differences in learning

Dian Nur Antika Eky Hastuti

Effectiveness of media video technology developments in the community

towards IPS learning outcomes student motivation 80

motivation high, medium and low on learning outcomes; and F AB = 6.84> F αβ = 3.28,

then there is an interaction between video media and learning motivation on learning

outcomes.

If the results of the two-way variance analysis of the cells are not the same, it

shows that H0 is rejected, then a post-ANOVA multiple comparison test is performed

using the Scheffe method. Scheffe's method produces the least significant mean

difference count compared to other methods. The main objective of post-ANOVA

multiple comparisons is to determine the mean difference in each row, each column, and

each cell pair.

The two-way ANOVA test for different cells or the Scheffetest resulted in inter-

column and row test results.

a. Scheffe test between columns

F 1-2 = 923.28> Fα = 2.49, then µ 1 ≠ µ 2, meaning that students who learn with

video media have a better impact on learning outcomes than non-video media.

b. Interline Scheffe Test

F 1-2 = 166.96> Fα = 2.49, then µ 1 ≠ µ 2, meaning that in each class both video

and non-video students who have high learning motivation have better learning outcomes

than students with moderate learning motivation; F 1-3 = 485.08> Fα = 2.49, then µ 1 ≠ µ

3, meaning that in each class both video and non-video students who have high learning

motivation have better learning outcomes than students with low learning motivation; and

F 2-3 = 127.69> Fα = 2.49, then µ 2 ≠ µ 3, meaning that in each class both video and

non-video students who have moderate learning motivation have better learning outcomes

than students with learning motivation low.

c. Scheffe Test Between Cells in the Same Column

F 11-12 = 59.91> Fα = 2.49, then µ 11 ≠ µ 12 , in video media class students who

have high learning motivation have better learning outcomes than students with moderate

learning motivation ; F 11-13 = 79.92> Fα = 2.49, then µ 11 ≠ µ 13 , in video media class

students who have high learning motivation have better learning outcomes than students

with low learning motivation ; F 12-13 = 8.99> Fα = 2.49, then µ 12 ≠ µ 13 , meaning

that in the video media class students who have moderate learning motivation have better

learning outcomes than students with low learning motivation; F 21-22 = 3.20> Fα =

2.49, then µ 21 ≠ µ 22 , meaning that in non-video media classes students who have high

learning motivation have better learning outcomes than students with moderate learning

motivation ; F 21-23 = 40.20> Fα = 2.49, then µ 21 ≠ µ 23 , meaning that in non-video

media classes students who have high learning motivation have better learning outcomes

than students with low learning motivation ; and F 22-23 = 25.03> Fα = 2.49, then µ 22 ≠

µ 23 , meaning that in non-video media classes students who have moderate learning

motivation have better learning outcomes than students with low learning motivation.

d. Scheffe Test Between Cells on the Same Row

F 11-21 = 48.18> Fα = 2.49, then µ 11 ≠ µ 21, this means that for each high

learning motivation, students who learn with video media have better learning outcomes

than those who learn using non-video media; F 12-22 = 4.38> Fα = 2.49, then µ 12 ≠ µ

22, meaning that for each learning motivation, students who learn using video media have

better learning outcomes than those who learn using non-video media; and F 13-23 =

8.82> Fα = 2.49, then µ 13 ≠ µ 23, meaning that for each of the low learning motivation

students who learn with video media have better learning outcomes than those who learn

with non-video media.

B. Discussion

The implementation of this research shows that the use of video learning media,

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the students' social studies learning outcomes are better than without video media for

students who have high, medium, and low motivation. (Widiyasanti & Ayriza, 2018) This

shows that the two treatments have different effects or effects. This is also supported by

the value of data analysis that video media has more influence on student social studies

learning outcomes than without video media.

The influence of video media on social studies learning outcomes is because

students in this class appear to be more active in learning, this can be seen with the

condition that the average value of the video media class motivation tends to be superior.

Because with video media, students will learn easily because through video media

students will focus their attention on the media and try to understand it, so that learning

runs effectively.(Prasmono, 2011)

This study, also shows that learning motivation influences learning outcomes as

evidenced by the results of data analysis. Students who have high motivation have better

learning outcomes than students with moderate and low motivation, both who learn with

video media and without video media. This is by the results of research in the place of

research that students who have high motivation, especially those who have intrinsic

motivation, tend to be superior because they without external encouragement are already

diligent in learning so that with learning motivation students can learn well. A child who

has been motivated to learn something will try to study it well and diligently, in the hope

of getting good results.

Therefore, through this strong desire and supported by appropriate learning

media, it will be able to have a positive influence on learning persistence and especially

on the achievement of student learning outcomes. (Kartika, Husni, & Millah, 2019) While

students who have motivation are in a position of wanting to learn that is not optimal but

are still able to pay attention to learning with encouragement from outside, be it friends,

teachers, or video media who are finally able to understand the material even though it is

below students with high motivation. Students with low motivation tend to be passive and

rely only on the ability of their friends to face oral tests during learning so that their level

of understanding is also low compared to students who have high and moderate

motivation. Thus, the results of these studies are following the real conditions in the

research place, namely, motivation has a significant effect on student learning outcomes.

The comparison results from the social studies learning experiment with video

media and without video media show that students who learn with video media have

superior learning outcomes, both in the high, medium, and low motivation group of

students. Based on the value of social studies learning outcomes, it can be seen that the

condition of the video media class is higher than the class without video media both in

terms of average scores, maximum scores, and lowest scores. This means that video

media is more effective on social studies learning outcomes than without video media.

Furthermore, the interaction of video media with learning motivation influencing

student social studies learning outcomes. Learning media is a means of supporting

learning and motivation is a factor that affects learning outcomes. The findings at the

research site also showed that students who initially had more motivation increased their

motivation with the form of video media learning, so that students who were not

motivated would be affected, which in turn, the two variables were interrelated and both

affected student learning outcomes.

CONCLUSION

Based on the research results, it can be concluded that video media has a better

impact on social studies learning outcomes for fourth-grade students of SD Negeri 1

Candi;

Dian Nur Antika Eky Hastuti

Effectiveness of media video technology developments in the community

towards IPS learning outcomes student motivation 82

The social studies learning outcomes of fourth-grade students of SD Negeri 1

Candi who has high learning motivation is better than those who have moderate and low

learning motivation. And those who have moderate learning motivation are better than

those with low motivation; In each class using both video and non-video media, the social

studies learning outcomes of grade IV SD Negeri 1 Candi students who have high

learning motivation are better than those who have moderate and low learning motivation.

And those who have moderate learning motivation are better than those with low

motivation; and for each learning motivation, video media had a better impact on social

studies learning outcomes for fourth-grade students of SD Negeri 1 Candi.

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