Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

Saiboon, Ismail Mohd; Musni, Nurmaimun; Daud, Noriani; Shamsuddin, Nurul Shaliza; Jaafar, Mohd Johar; Hamzah, Faizal Amri; Bakar, Afliza Abu

doi:10.1016/j.ecns.2021.02.006

Cited by 26 publications

(24 citation statements)

References 29 publications

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“…It can be seen from the first assessment using learning videos by 65.43%, and in the second learning, it increases to 84.18%. It is line with some studies that stated the learning video developed is feasible to use (Batubara & Ariani, 2016;Gayathri et al, 2021;Saiboon et al, 2021). Developing this learning video is limited to counting material, especially comparing concrete objects to find out which objects have a greater score, so developing other materials requires adjustments.…”

Section: Introductionsupporting

confidence: 80%

Improve Students' Numeracy Skills Using Learning Videos

Apriliawan

Parmiti

2021

IJEE

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The Covid-19 pandemic requires elementary school students to carry out online learning, but there are many obstacles to online learning, one of which is the mathematics learning process. This study aims to create a learning video to count and develop a learning video to count for elementary school students whose validity has been tested using the ADDIE development model. The subjects in this study were two media experts, two material experts, and two practitioners. The data collected are qualitative and quantitative. The data collection method used is a questionnaire method and measures the validity of the video learning counting using a rating scale instrument. This research produces a numeracy learning video tested for validity with an overall average validation score for learning videos is 4.78, and the average material validation score is 4.87. It means that the counting learning videos developed are classified as very good. Therefore, numeracy learning for first-grade elementary school students is valid and feasible to develop and taught to students.

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Section: Introductionsupporting

confidence: 80%

Improve Students' Numeracy Skills Using Learning Videos

Apriliawan

Parmiti

2021

IJEE

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“…Despite that, SIV was capable of imparting psychomotor skills to the participants as shown by the marks obtained, which were better than the control group albeit statistically insignificant. This evidence was previously supported by the advantage of SIV in teaching the complex skills of endotracheal intubation among medical students (27).…”

Section: Discussionmentioning

confidence: 59%

The Effectiveness of Self-Instructional Video vs. Classroom Teaching Method on Focused Assessment With Sonography in Trauma Among House Officers in University Hospital

et al. 2021

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Background: The aim of this study was to compare the effectiveness of self-instructional-video (SIV) and classroom training method (CTM) in learning Focus-Assessment with Sonography-in-Trauma (FAST) among house officers (HO).Method: A randomized controlled study involving house officers working in the university hospital in Malaysia was conducted where participants were randomized into SIV group (intervention) and CTM group (control). Each group had to undergo a 4 h hands-on training. The intervention group has undergone self-training using the video material without any facilitation while the control group received lecture and hands-on training with facilitators. Participants' performance was assessed using a validated Objective Structured Clinical Examination checklist for landmark identification and interpretation of images generated. Learning preference and confidence level were also assessed.Result: A total of 33 HO were enrolled in this study. Marks obtained in image acquisition by the intervention and control were 25.3 (SD = 5.3) and 25.6 (SD = 2.3) p > 0.05, respectively. While in image interpretation, the mean score for the intervention and control group was 10.3 (SD 1.7) and 9.8 (SD = 1.7) p > 0.05, respectively. Overall performance assessment, showed the intervention group obtained 35.6 (SD = 5.9) compared to control 35.3 (SD = 3.4), p > 0.05. Based on pre-specified determinant these scores difference falls within the 10% of non-inferiority margin. The absolute difference between both groups was 0.3 (CI = −3.75 to 3.21, p = 0.871), which proves non-inferiority but not superiority. In terms of learning preference and confidence to perform FAST, most of the participants preferred the control group approach.Conclusion: The SIV method is as effective as the CTM for learning FAST among the house officers and served as an alternative to classroom teaching. However, this technique needs improvement in promoting their confidence and preference. Perhaps incorporating a feedback session after going through the SIV would improve the confidence.

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“…Temuan penelitian sebelumnya menyatakan bahwa video pembelajaran dapat memudahkan siswa dalam memahami materi yang disampaikan oleh guru (Saiboon et al, 2021;Yendrita & Syafitri, 2019). Penelitian lainnya juga menyatakan bahwa media video pembelajaran dapat meningkatkan semangat serta hasil belajar siswa (Fadillah & Bilda, 2019;Krisna et al, 2013).…”

Section: Nounclassified

Pengembangan Video Pembelajaran Berbasis Pendekatan Kontekstual Pada Mata Pelajaran Matematika Kelas IV SD

Octavyanti

Wulandari

2021

j. edutech.

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Penelitian Pengembangan ini dilatarbelakangi oleh kesulitan siswa dalam memahami materi pembelajaran dan kebutuhan media pembelajaran khususnya dalam pembelajaran matematika. Penelitian ini bertujuan untuk (1) mendeskripsikan rancang bangun pengembangan video pembelajaran berbasis pendekatan kontekstual pada mata pelajaran matematika (2) mengetahui kelayakan pengembangan video pembelajaran berbasis pendekatan kontekstual yang dikembangkan menurut review para ahli dan uji coba produk. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Subyek penelitian ini adalah ahli isi pembelajaran, ahli desain pembelajaran, ahli media pembelajaran, dan siswa kelas IV SD. Jenis data yang dikumpulkan adalah data kuantitatif kualitatif. Pengumpulan data dilakukan dengan metode kuesioner/angket. Instrumen yang digunakan pada penelitian berupa lembar kuesioner/angket. Video pembelajaran berbasis pendekatan kontekstual ini dinyatakan layak berdasarkan hasil penilaian (a) ahli isi pembelajaran memperoleh persentase skor 91,67% dengan kualifikasi sangat baik, (b) ahli desain pembelajaran memperoleh persentase skor 79,54% dengan kualifikasi baik, (c) ahli media pembelajaran memperoleh persentase skor 93,33% dengan kualifikasi sangat baik, (d) hasil uji coba perorangan memperoleh persentase skor 93,74% dengan kualifikasi sangat baik, dan (e) hasil uji kelompok kecil memperoleh persentase skor 90,62% dengan kualifikasi sangat baik. Berdasarkan hasil validasi dan uji coba produk, maka dapat disimpulkan media video pembelajaran berbasis pendekatan kontekstual pada mata pelajaran matematika layak untuk digunakan di kelas IV SD.

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Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

Cited by 26 publications

References 29 publications

Improve Students' Numeracy Skills Using Learning Videos

Improve Students' Numeracy Skills Using Learning Videos

The Effectiveness of Self-Instructional Video vs. Classroom Teaching Method on Focused Assessment With Sonography in Trauma Among House Officers in University Hospital

Pengembangan Video Pembelajaran Berbasis Pendekatan Kontekstual Pada Mata Pelajaran Matematika Kelas IV SD

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