Penggunaan video YouTube bagi Meningkatkan Minat dan Pencapaian murid dalam Pembelajaran Geografi Fizikal di Sekolah Menengah

Ishak, Nor Shahila; Khalid, Fariza

doi:10.47405/mjssh.v6i3.708

Cited by 7 publications

(7 citation statements)

References 19 publications

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“…Although there is no study of using YouTube videos to increase the appreciation of patriotism, this study is in line with research on the use of YouTube videos to support student learning in terms of interest, understanding, skills, knowledge, and achievement of the topics studied. This is supported by Nor Shahila and Fariza [27], who found a significant increase in score achievement for the treatment group due to their eagerness to use YouTube videos in Physical Geography compared to the control group. This shows that teaching materials such as YouTube videos can improve achievement, and many students are interested in studying Geography or other potential subjects.…”

Section: Discussionmentioning

confidence: 55%

Use of YouTube Videos as a New Technology in Teaching and Learning Malaysian Nationhood Study

Jazliza Jamaluddin,

Syahrul Faizaz Abdullah

2024

ARASET

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Malaysian Nationhood is a core subject in public universities offered to undergraduate students and is a compulsory subject to pass. The main learning outcome of this subject is to produce a young generation with a spirit of patriotism. The content in Malaysian Nationhood is compiled to discuss the concepts of the nation-state, history of the country, and government of Malaysia so that students have a feeling of love for the homeland. However, it is fairly difficult to know the students' appreciation of patriotism in the teaching and learning process. Therefore, this study highlights an unconventional alternative method by using videos from YouTube to help increase students’ appreciation of patriotism. The objective of this study is to identify learning and teaching methods using YouTube videos, study their effects, and recommend YouTube videos to facilitate the teaching and learning of Malaysian Nationhood. This study applies the Action Research approach with three Cycles. Cycle 1 - self-observation of conventional methods and reflection, Cycle 2 - using YouTube videos (black and white and long duration) and reflection, and Cycle 3 - continuing the use of YouTube videos (short and in colour). The analysis of the study is based on the rubric of patriotism and descriptive narration in assessing students’ reflection. This study found that students are more inclined to use YouTube videos as a teaching and learning method in helping them to increase their appreciation of patriotism compared to the conventional method alone. An additional finding was that the YouTube videos must be shorter in time, fewer than five minutes, and in colour so that students could focus better.

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Section: Discussionmentioning

confidence: 55%

Use of YouTube Videos as a New Technology in Teaching and Learning Malaysian Nationhood Study

Jazliza Jamaluddin,

Syahrul Faizaz Abdullah

2024

ARASET

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“…In the education sector, online learning has become a new norm among educators and students alike, providing a magnitude of positive impacts. YouTube's videos are beneficial in teaching and learning various subjects, aside from their ability to increase focus, interest, and student achievement (Nacak et al, 2020;Ishak & Khalid, 2021). Furthermore, Mir and Ur Rehman (2013) conceded that the comments given by viewers might increase the credibility of a given message, indirectly enhancing the influence given by the videos.…”

Section: The Roles Of Skill Training Programmes In Improving Youth's ...mentioning

confidence: 99%

Empowering underachieving youths in producing videos on social media: a study on the effectiveness of the BE:GINOW Training Programme

Che Nooryohana,

Nur Afiqah,

Melati

et al. 2024

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This study conducted a detailed analysis of how academically underachieving youth use technology and social media to create videos as part of a training programme called BE:GINOW. A mixed study design that combined a quantitative method using questionnaires and qualitative methods through interviews was used. The questionnaires were distributed through two phases: pre-BE:GINOW programme (Phase 1) and post-BE:GINOW programme (Phase 2), which intended to compare the videos produced by the participants before and after the programme. We also conducted two interview sessions to obtain feedback from external facilitators and participants on the effectiveness of the programme. The results show that BE:GINOW has successfully helped the participants produce more quality videos after eight months of participating in the programme. Respondents agreed that the post-programmed videos were better in terms of presentation structure, message delivery, language use and presentation style. The external facilitators and participants also confirmed the effectiveness of BE:GINOW in motivating and guiding the underachieving youth to improve their skills in the production of videos. It is envisaged that a programme like BE:GINOW will serve as a model for future technology-based training, acting as a catalyst for academic underachievers to expand their life skills and become active content creators.

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“…Tidak boleh dinafikan bahawa guru-guru merupakan kunci kepada kejayaan penerapan teknologi. Sekiranya guru-guru dapat menggabungkan pengaplikasian alat TMK dengan pedagogi yang sesuai dan relevan, maka beberapa isu popular yang sering kali berlaku dan berkaitan dengan pendidikan matematik dapat diatasi (Ishak & Khalid, 2021;Mesman & Abd. Majid, 2021;Gnanasagaran et al, 2019).…”

Section: Pembelajaran Matematik Berasaskan Teknologiunclassified

“…Secara keseluruhannya, para pendidik haruslah bijak merancang PdP harian mereka yang interaktif dan berkesan tanpa membezakan kelas dan juga jantina. Kepelbagaian kaedah pengajaran dan pembelajaran serta penglibatan unsur teknologi dapat menghasilkan pelajar yang berakhlak serta berprestasi tinggi dalam subjek Matematik (Ishak & Khalid, 2021).…”

Section: Perbincanganunclassified

Pelaksanaan Pendekatan Sosial Konstruktivisme Menggunakan Google Jamboard dalam PdP Matematik Terhadap Pelajar Tahun 4

Subramaniam

Mahmud²

2022

MJSSH

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Pelaksanaan pengajaran dan pembelajaran (PdP) atas talian membawa banyak perubahan dalam sektor pendidikan terutamanya kepada para guru dan para pelajar. Walau bagaimanapun, didapati ramai guru matematik masih kurang pendedahan dalam aspek penguasaan ilmu, pengkaedahan PdP, pengintegrasian dan penggunaan serta sikap terhadap Teknologi Maklumat dan Komunikasi (TMK) dalam pendidikan. Tujuan kajian ini dijalankan adalah untuk menjawab tiga objektif kajian iaitu: Persepsi pelajar Tahun 4 dalam pengajaran dan pembelajaran Matematik melalui aplikasi Jamboard dengan menggunakan pendekatan Sosial Konstruktivisme, pelaksanaan kaedah konstruktivisme dan Google Jamboard terhadap Matematik Pelajar tahun 4 dan perbezaan Faktor jantina dan kelas pelaksanaan kaedah konstruktivisme dan Google Jamboard terhadap Matematik Pelajar tahun 4 juga diambil kira dalam kajian ini. Responden kajian ini terdiri daripada 60 pelajar Tahun 4. Instrumen kajian ini ialah soal selidik yang merangkumi 12 item. Data yang dikumpulkan dalam kajian ini telah diperolehi dan dianalisis dengan menggunakan perisian “Stastistical Package for The Social Sciences”. Penghuraian dalam kajian ini dibuat berdasarkan soal selidik serta Ujian Anova bagi menjawab persoalan kajian yang diterakan. Analisis kajian dibuat berdasarkan statistic deskriptif dan statistik inferensi.

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Penggunaan video YouTube bagi Meningkatkan Minat dan Pencapaian murid dalam Pembelajaran Geografi Fizikal di Sekolah Menengah

Cited by 7 publications

References 19 publications

Use of YouTube Videos as a New Technology in Teaching and Learning Malaysian Nationhood Study

Use of YouTube Videos as a New Technology in Teaching and Learning Malaysian Nationhood Study

Empowering underachieving youths in producing videos on social media: a study on the effectiveness of the BE:GINOW Training Programme

Pelaksanaan Pendekatan Sosial Konstruktivisme Menggunakan Google Jamboard dalam PdP Matematik Terhadap Pelajar Tahun 4

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