The effectiveness of video-based interaction on professional science teachers to improve elementary school students achievements

Year 2020, Volume: 8 Issue: 3, 1291 - 1304, 15.09.2020

A. A. Ketut Budiastra , Iwan Wicaksono , Nıa Erlina

https://doi.org/10.17478/jegys.715139

Cited By: 2

Abstract

The process of interaction as a follow-up package in the process of video-based tutorials effectively toward gifted teachers. This study aimed to analyze the effectiveness of VBI in Teacher Working Group (TWG) forums to improve elementary school students achievements. Interaction is the follow up phase of an effective teaching and learning activities using video by gifted teachers. This study analyzed the effectiveness of video-based interaction (VBI) in a teacher forum in improving elementary school students’ outcome in science learning. This study was carried out in the context of distance learning by applying the inquiry approach to support teachers’ pedagogical competence. The samples were 36 gifted teachers and 432 students who were purposively selected. This study used one group pretest - posttest quasi-experimental design. N-Gain was employed to analyze the learning process in improving students’ learning outcome. The results of the analysis indicated significant and consistent increases in students’ learning outcome of high, high, high and moderate scores for N-gain categories of memorizing, understanding, applying and analyzing respectively. Teacher professionalism also contributed to students' excellent learning outcomes. Positive teacher and student responses to the effectiveness of VBI helped teachers and students to improve competencies that have to be achieved by describing video-based interaction and inquiry-based learning in general.

Keywords

video-based interaction, gifted science teacher, elementary school students’ achievements, inquiry

Supporting Institution

Universitas Terbuka

Project Number

2814/UN31.2/DN/2016

Thanks

The writers would like to thank the Government of the Republic of Indonesia especially the Ministry of Finance and Universitas Terbuka Research Center. The writers also would like to extend our gratitude to several elementary schools in Tabanan, Bali and East Belitung, Bangka Belitung Islands, Indonesia for the support in the implementation of VBI in the context of distance learning. At last, the writers also thank validators who made this study can be carried out properly.

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