视频分析PGSD学生在学生STKIP花园反腐败教育专业的学生项目

Edy Suparjan, A. Ahmadin, R. Rusdin
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引用次数: 0

摘要

根据STKIP作者Taman Siswa Bima在小学教师教育研究项目中的观察,这是一个研究项目,在为学生提供材料和作业时使用了最多的学习视频媒体,更具体地说,在反腐败课程中,使用视频作为学生作业的模型已经进行了三年。以制作反贪短片为作业形式,让学生有机会在制作作品时发挥创意和创新,并为学生提供动力和自我表达的能力。除了有限的面对面会议之外,学习成果也使用混合方法,即使用谷歌课堂应用程序,并通过在Youtube上上传视频形式的作业来收集作业。本研究的目的是分析反贪腐教育课程中学生学习作业影片。本研究是一种定量和定性描述性研究,旨在分析教学视频,包括;学生制作视频的利弊。使用的方法是用一定的标准观察任务评估,然后数据分析显示频率分布表,图,均值和标准差。分析的重点是寻找在持续时间、录音的独创性、与演示材料的适用性、声音和图像质量方面的错误。使用的评分标准为50-100。研究结果发现,学生视频的平均得分为76分。在标准方面,最低分是材料概念的质量,只有72分。同时,视频的时长和独创性得分最高,分别为79-80分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ANALISIS PROYEK VIDEO MAHASISWA PGSD PADA MATA KULIAH PENDIDIKAN ANTIKORUPSI DI STKIP TAMAN SISWA BIMA
Based on the observations of the author of STKIP Taman Siswa Bima in the Elementary School Teacher Education study program, it is the study program that uses the most learning video media in providing material and assignments for students, more specifically in the Anti-Corruption Course the use of video as a model for student assignments has been carried out for the last three years . Where the form of assignment in the form of making an Anti-Corruption campaign video is expected to provide many opportunities for students to be creative and innovative in producing work and can provide motivation and self-expression abilities for the student in question. Learning outcomes other than limited face-to-face meetings also use the Hibrid method, namely by using the Google Classroom application and collecting assignments by uploading assignments in the form of videos on Youtube. The purpose of this study was to analyze student learning assignment videos in anti-corruption education courses. This research is a type of quantitative and qualitative descriptive research that seeks to analyze instructional videos including; the advantages and disadvantages of videos made by students. The method used is the observation of task assessment with certain criteria then data analysis displays Frequency distribution tables, Graphs, Means and standard deviation. The focus of the analysis is to look for errors in duration, originality of the recording, suitability with the presentation material, sound and image quality. The rating criteria scale used is 50-100. The results of the study found that the average score for student videos was 76. In terms of criteria, the lowest score was the quality of the material concept, which was 72. Meanwhile, the highest score was the duration and originality of the video, which were 79-80 respectively.
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