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

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.

Students Responses to New Learning Environmental Using Canva Application at the Newton Law’s

“…Learning that can foster creativity and collaboration visually and through communication to make learning fun. This is consistent with the claim of(Ricu & Najuah, 2020), (Budiastra et al, 2020) and (Pelangi, 2020) that Android-based interaction can activate students to learn with high motivation because they are interested in multi-product systems (audio-visual integration in the form of videos), high interactivity, and multi-source learning (connections to the Internet) so that it can complete the gaps in the textbook. (Amikratunnisyah & Sedya 2018) stated that a Canva page can be opened not only on a computer but also on a mobile phone so it can be used anywhere and anytime as long as there is a network or internet quota.…”

Teaching Challenges In The Senior Phase Natural Sciences Classroom in South African schools

“…This means that there is a relationship between teacher content knowledge and performance of the learners at school. Budiastra, Wicaksono & Erlina (2020) state that teachers play a central role in the effective dispensation of the curriculum.…”

“…Teaching and learning of Natural Sciences (NS) can be effective if a well-trained qualified teacher is available at school to offer the subject. Budiastra, Wicaksono & Erlina (2020) indicated that teachers are supporting factors for a good education and quality of education cannot exceed the quality of a teacher. However, Budiastra, Erlina & Wicaksono (2019a) shows that there are still large numbers of unqualified teachers who teach science at schools.…”

“…Observation is a systematic process of recording the behavioural patterns of participants, objects and occurrences without necessarily questioning or communicating with them (Budiastra, Wicaksono & Erlina, 2020). Observational tool was used to collect data during teacher classroom practices of natural sciences and the entire lesson was videorecorded to ensure accuracy of the data collected.…”