Development of Animated Video Learning Media on Value Comparisons and Value Reversals

Development of Animated Video Learning Media on Value Comparisons and Value Reversals

Sintia Agustin, Andinasari*, Risda Intan Sistyawati

Department of  Mathematics Education, Sjakhyakirti University, South Sumatera, Indonesia

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2024.803282S

Received: 20 August 2024; Accepted: 27 August 2024; Published: 27 September 2024

ABSTRACT

The background of this research is that technology in education has increased, including the creation of animation-based learning media. However, the use of animated videos in learning mathematics at SMP Negeri 12 Prabumulih has never existed, so there is a need for innovation in the use of learning media to create a pleasant learning atmosphere for students when learning mathematics. This research aims to develop animation videos that are valid, practical, and have potential effects. The Research and Development method is used with the ADDIE development model. Data collection techniques included interviews, expert validation questionnaire sheets, student responses, and student learning outcomes tests. The research subjects were 2 media experts and 24 seventh-grade students. The results showed that the learning animation video on comparable and inverse value material was declared valid by expert validation with very valid criteria. Practicality was assessed based on student response questionnaires, which showed very practical results and potentially affected student learning outcomes.

Keywords: Animation Videos; Plotagon; CapCut; Value Comparisons And Value Reversals

INTRODUCTION

Advances in educational technology have become innovations in learning, helping to understand material independently (Sriyanah & Rahmawati, 2023). The use of technology needs to be considered as a method to improve the quality of education, especially in mathematics learning (Fredlina et al., 2021). Mathematics is essential in life and closely relates to daily activities (Delima et al., 2022). However, many students do not like mathematics because of a lack of interest and understanding of basic concepts (Sugianto et al., 2023). The main factor is the perception that mathematics is rigid, theoretical, and full of complex symbols and formulas (Mashuri & Budiyono, 2020). This low interest can be seen from research, which shows that many students hesitate about studying mathematics (Novanti & Budiman, 2023). This is in line with the results of the researcher’s interview with a mathematics teacher at SMP Negeri 12 Prabumulih, who stated that students’ interest in learning mathematics is relatively low. Students tend to be passive and consider maths as a boring subject. Students also need help understanding mathematical concepts, including valued comparison and inverse value.

To overcome this problem, learning media is needed that can help students understand the material better. Firdaus et al (2023) suggest visual media that can improve understanding of concepts, provide detailed explanations, and be fun for students. The development of visual learning media can be used in various types of material, such as geometry material and the development of PISA questions on Cube Building material for junior high schools (Sistyawati & Apriani, 2023). According to Mellawaty et al (2022), learning videos are an effective medium to use. Learning videos combine audio and visual signals that support students in achieving learning goals (Fauzi et al., 2022; Nuritha & Tsurayya, 2021). Animated videos, which attract students’ attention with moving images, can help explain complex material (Eka et al., 2022; Permatasari et al., 2019).

Research shows that animated videos effectively improve students’ mathematical understanding (Aurellia et al., 2023; Nasution & Lailia, 2023; Suhra et al., 2023). Plotagon and CapCut will be used to develop animation-based learning videos. Plotagon provides animations with vivid graphics and music, creating an engaging learning experience (Ailulia et al., 2022). CapCut is a video editing application that improves student learning outcomes (Suryaman & Suryanti, 2022; Tiwi & Mellisa, 2023). Plotagon animated videos have been proven to be effective in teaching mathematics (Mubarok & Setiawan, 2023), so using this media is the optimal option to support mathematics learning.

Based on this description, the researcher will develop a learning video based on Plotagon and CapCut animation on equal and inverse value comparison material. The novelty of this research can be seen from the material presented. This study aims to determine the validity, practicality, and potential effects of Plotagon and CapCut-based animated learning videos on comparable and inverse-value materials.

LITERATURE REVIEW

Dewayanti et al (2021) found that the animated form of animated videos facilitates teachers in conveying material, enhances students’ imagination, motivates them to learn, and aids in memory retention. Saputra et al (2022) researched the development of learning media using Plotagon software on circle material. They found that mathematics, which is often considered difficult, could be more engaging for students through the use of Plotagon. The results show that Plotagon-based animated videos are suitable for learning mathematics and can increase high school students’ interest in learning. This research is in line with our study, which also developed Plotagon-based animated videos, but we added the use of CapCut to improve the animation. Perangin-angin & Hutagalung (2022) highlight that CapCut has various interesting features, such as cutting videos, adding text, photos, animations, overlays, as well as music and stickers.

Suryaman & Suryanti (2022) conducted research on the development of animated videos based on Plotagon and CapCut to improve the cognitive learning outcomes of second grade elementary school students. By using the ADDIE development model, they found that this medium was effective and suitable for use in mathematics learning, which was proven by increasing student learning outcomes. This research is similar to our study, but our focus is on mathematical material about comparisons of worth and reciprocal values. Dewi & Nuraeni (2022) stated that comparative material is often used in everyday life, but class VII students still face difficulties in understanding this concept. These difficulties include identifying and distinguishing between value comparisons and value reversals, as well as understanding the concept as a whole (Haqq et al., 2023).

Based on a literature review, our research is focused on developing animated videos based on Plotagon and CapCut for Value Comparisons And Value Reversals, with the aim of evaluating validity, practicality, and potential effects, as well as contributing to improving the quality of mathematics learning through educational technology innovation.

Theoretical Framework

Learning Video Theory 

According to (Kurniasi & Vebrian, 2019), video functions as a learning medium that combines audio and visual elements to present information. Parlindungan et al (2020) emphasize that learning videos act as a tool to convey various types of information in the learning process. Putri & Fitri (2021) added that learning videos are technology that can be used to communicate educational material. Riyana (2017) identified several important characteristics of learning videos that make them effective, including: clarity of message, ability to stand alone, user affordability, content representation, visualization with high-quality media, and ability to be used individually or classically.

Learning Animation Video 

Animated video is a type of learning media that combines documents, images, and audio to present material in a more interesting way through visualization (Artayasa et al., 2022). Yusuf & Zuliani (2022) define animated video as media that integrates video elements and visual elements with the aim of attracting students’ attention and displaying images visually. Irawan et al (2021) explain the characteristics of animated learning videos as follows: Combination of Audio and Visual, which presents information through audio and visual elements simultaneously; Ability to Play on Various Devices, including gadgets, projectors, and laptops, and can be played repeatedly; Content Suitability, where the animated video content must be relevant to the material and student characteristics; and Ability to Attract Attention, where animated videos must be designed to attract student interest and increase enthusiasm for learning.

METHODS

This research uses the research and development method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model (Winaryati et al., 2021). The flow of the ADDIE development model can be seen in Figure 1:

Figure 1. The flow of development (Winaryati et al., 2021)

Based on the development flow in Figure 1, the first analysis stage includes needs analysis, student characteristics, and curriculum. Design includes source collection, content outline, and storyboarding. The development stage includes making videos, expert validation, and one-to-one. Implementation includes small group and field tests, evaluation measures, and the development of animated videos.

The instruments Data collection in this development research is interviews, questionnaires, and tests.

1. Interview: Conducted to identify the needs of teachers and students regarding mathematics learning videos.
2. Questionnaire: Validation questionnaire from material experts and media experts to evaluate the validity of the animated video being developed. Student response questionnaire to assess the practicality of animated learning videos.
3. Test: The test is in the form of practice questions, which include description questions used to measure the potential effect of animated videos on student learning outcomes.

The data that has been collected will be analyzed using the following data analysis techniques:

1. Expert Validation Data Analysis

Data from validation results by media experts and theorists were analyzed by considering the scores given using a Likert A scale, which ranges from 1 to 5. To see the validity of animated videos, researchers calculated the average percentage of product validation test scores using the following formula:

Information:

V = Product Validation Percentage

Table 1. Product Validity Categories

(Source: Rosdiana et al., 2022)

2. Data Analysis of Product Practicality

The practicality of the product is seen from the results of the analysis of student responses based on the questionnaire that was given to students. The following is the calculation of product practicality data:

Information

X = Average percentage of student responses

∑ x = Total score of student responses

n = Many students

Table 2. Student Response Questionnaire Criteria

(Source: Nesri & Kristanto, 2020)

3. Analysis of Test Data

Test data analysis was conducted by calculating the total final scores of students obtained from practice questions. The formula for calculating the percentage of completeness is as follows:

Information:

𝑝 = Percentage of completion

𝑡 = Many students have completed

𝑛 = Number of students

The percentage of completeness categories can be seen in table 3 below:

Table 3.  Categories of Completion Percentage

(Source: Shandy et al., 2023)

RESULTS

The development research was conducted at SMP Negeri 12 Prabumulih. The result of this development is a learning animation video product using Plotagon and CapCut, focusing on the material of equal and inverse value comparison. The steps of animated video development follow ADDIE (Analysis, Design, Development, Implementation, and Evaluation) stages.

Analysis

At the analysis stage, researchers carried out several activities, including (1) needs analysis, which is based on interviews with mathematics teachers, showing that teachers have never used learning media such as learning videos in learning mathematics. In response, researchers tried to make animated videos as learning media. (2) analysis of students’ characteristics obtained from interviews with the mathematics teacher and three students showed that students’ interest in learning mathematics was still low, and they needed help understanding mathematical concepts, especially in the material of equal and inverse value comparison. This evidence shows that the material could be more accessible for students. The results of interviews with three seventh-grade students at SMP Negeri 12 Prabumulih showed that students need learning media that can help them understand the material topics more excitingly and less tediously than using textbooks. (3) curriculum analysis involved analyzing the “standalone” curriculum used at SMP Negeri 12 Prabumulih. The researcher conducted the analysis by adjusting learning animation video media development with Learning Outcomes (CP) and Learning Objectives (TP) in phase D related to the material of value and value comparison.

Design

At the design stage, (1) the researcher collected sources, which involved searching for references relevant to the learning video and value and reverse value comparison material. (2) compiling a video content framework involves arranging the elements in the learning animation video. This preparation was carried out based on the results of the analysis stage. The animated video will contain material about value comparisons and reversals in this analysis stage. This animated video will include the title of the material, learning objectives, discussion of comparable and inverse value material displayed through an animated video script, practice questions, conclusions, and closing. (3) Product design (Storyboard) is making a series of pictures or sketches to illustrate the sequence of scenes and content in the animated video.

Development

In developing animated videos, researchers are involved in several activities, including making animated videos, obtaining validation from experts, and doing one-to-one activities. The results of making animated videos that have not been validated are called prototype I, which can be seen in Table 4 below:

Table 4. Description of the results of making animation learning video media

No	Appearance	Information
1		The initial display of the animated video media for learning worth and inverse value comparisons includes an intro or introduction to the opening of the video which contains the title of the material, a greeting display, and an animation of a teacher’s self-introduction. Next, the learning objectives are presented, and ends with a message that the animated video will begin.
2		The video content display contains an explanation of comparable and inverse value material, and contains practice questions on comparable and inverse value.
3		The final display of the learning video includes presenting the conclusion of the material, and a closing display with the words “The End” which indicates that the learning animation video is complete.

In expert validation, there are two types of validation carried out for the development of Plotagon and CapCut-based learning animation videos, namely media validation and material validation. The validators for the learning animation video in this study were Mrs Dr Ely Susanti, M.Pd. as a media expert validator and Prof. Dr Yusuf Hartono, M.Sc. as a material expert validator. Validation by experts aims to find out the advantages and disadvantages of prototype I video media and make revisions according to expert suggestions. The following are the results of validation from media experts in Table 5, while the results of validation from material experts can be seen in Table 6:

Table 5. Media Expert Validation Results

Table 6. Material Expert Validation Results

Based on the validation results by both material and media experts, the Plotagon and Capcut-based animation products or videos on the value and reverse value comparison materials met the minimum and even reached very valid criteria. After validation by media experts and materials experts, it was decided that adjustments needed to be made based on the recommendations of the media experts. Table 7 below shows the results of the revisions made in response to suggestions from media experts:

Table 7. Revisions from Media Experts

Before Revision	Suggestion	After Revision
	There is a need to improve the mathematical writing for the symbols , , , and  because they are blurry and illegible, and the type of letters is not the same as other writing.

One to One or individual trials carried out in conjunction with expert validation. At this stage, the first prototype was given to three students outside the research sample, with each student representing a high, medium, and low level of ability. Individual trials are carried out to identify deficiencies that may appear in learning animation videos based on the students’ point of view, so that it can be seen whether the media needs to be revised or not. After testing the animated video, the researchers conducted interviews with students to obtain comments on the animated video-based learning of Plotagon and CapCut on comparative value and inverse value material. The results of each student’s comments are shown in Table 8:

Table 8.  Student Comments on One to One

Based on Table 8, all the comments from the three students indicate that the video based animation Plotagon and CapCut for material comparison of values and reverse values helps them to understand the material and attracts their interest in learning mathematics. This shows that the animated video does not require revision at any stage one to one because all student responses were positive and there were no suggestions for improvement.

IMPLEMENTATION

Implementation, occurs once expert validation results have been obtained and one-to-one fulfills acceptable requirements. The implementation step is a trial stage involving users in small groups and field tests, which are as follows:

Small Group involving 9 students including 5 male students and 4 female students from Class VII.1 at SMP Negeri 12 Prabumulih. The results of the small group trials are presented in Table 9 below:

Table 9. Results of Student Response Questionnaire

Based on Table 9, the results of the student response questionnaire at stage Small Group involving 9 students produced an average percentage of student responses of 88.44% with the criteria “Very Practical”. It can be concluded that animated video-based learning Plotagon and CapCut for material comparisons of value and reverse value have proven to be very practical. The students’ comments at the small group stage can be seen in Figure 2:

Figure 2. The students’ comments at the small group

Based on Figure 2, it can be seen that students’ comments show that the animated video is interesting and makes it easier for them to learn mathematics, but the video is too fast so it needs to be revised. Results of the revision stage Small Group found in Table 10:

Table 10. Revision Results Small Group

Before Revision	Comment	After Revision
	The animated video is too fast

Table 10 shows the animated video before and after revision. Based on student comments at stage Small Group, the initial animated video is too fast with a duration of 09.05 minutes. After revision, the duration of the animated video has been extended to 11.23 minutes. The results of this revision are called prototype III which will be tested at the stage Field Test.

At the level of Field Test, Researchers tested prototype III animated video learning media on 24 students in class VII.3 at SMP Negeri 12 Prabumulih. After testing the animated learning video, students were given practice questions to determine the potential effect of using Plotagon and CapCut based animated videos on learning outcomes. Completeness of student learning outcomes is determined based on the minimum completeness criteria, namely 70 for mathematics subjects in accordance with school regulations. Based on student learning results, it can be seen that 20 students are in the completed category and 4 students are in the incomplete category. So the results of calculating the percentage of completeness, obtained a value of 83.33%, which is included in the “Very Good” category. Therefore, it can be concluded that animated learning videos based on Plotagon and CapCut for comparing materials’ worth and inverse value have significant potential effects.

Evaluation

In the evaluation, researchers assessed the quality of animated video learning using validation questionnaires from media and material experts and student practicality questionnaires. The results of questionnaire validation from media experts show a percentage of 96%, which is in the “Very Valid” category. The validation results of the material expert questionnaire obtained a percentage of 93.75%, which was also categorized as “Very Valid.” Apart from that, the questionnaire filled out by students showed an average rate of 88.44% with the qualification “Very Practical.” The potential effect of animated learning videos on student learning outcomes. During field tests, students are given practice questions to help measure the learning results of the students. The results of calculating the percentage of completeness show a value of 83.33%, classified as “Very Good.” The development of animated learning videos is valid and practical and potentially affects student learning outcomes.

DISCUSSION

After developing Plotagon and CapCut based learning animation videos, through the expert, one to one, small group and field test validation stages, the results were obtained that the animation videos developed were declared valid, practical and had a potential effect on student learning outcomes.

Learning media is considered appropriate and suitable for use in the learning process if experts declare it valid (Nursy et al., 2023). The validity of Plotagon and CapCut-based animated videos on comparison and reverse value material is valid and suitable for use as a mathematics learning media in terms of material and media quality. This finding aligns with research by Saputra et al (2022), which shows that video-based learning media Plotagon The Circle material has met the standards of validity and suitability for use in mathematics learning. Besides that, Mindrianingsih & Yanti (2021) stated that animated video media made with Plotagon and Kinemaster are suitable for use in education.

On the development of video-based learning animations Plotagon and CapCut In the comparison of value and reverse value material, practicality is measured through the results of student response questionnaires at stage Small Group. According to Marthalena et al (2021) the average score of student responses obtained must be at least in the good category to consider the product practical. Video based learning animation Plotagon and CapCut for material comparisons of value and reverse value have proven to be very practical. This finding is in accordance with research by Mubarok & Setiawan (2023) which shows students’ positive response to the use of animated videos based on Plotagon on opportunity material. Apart from that, Ailulia et al (2022) stated that the use of animated video-based learning media Plotagon can make it easier for students to learn mathematics material, as well as making it easier to create learning videos because it can be used practically on Android devices.

The learning media that has been developed is considered to have a potential effect by researchers if it meets the “good” criteria and students’ learning outcomes achieve completeness (Sholihatun et al., 2021). In research on the development of video-based learning animations Plotagon and CapCut, the potential effect is measured at stage Field Test. Based on the field test stage, it was stated that the use of animated video-based learning Plotagon and CapCut for value comparison and value reversal material has the potential to have a positive impact on student learning outcomes. This finding is in line with research by Suryaman & Suryanti (2022), which shows that using Plotagon and CapCut Making animated learning videos can improve students’ cognitive learning outcomes. Apart from that, Mubarok & Setiawan (2023) stated that animated videos plotagon very effective in teaching mathematics in the classroom.

CONCLUSION

The conclusion from the research results shows that the development of plotagon and capcut-based learning animation videos on value comparison and value reversal material is declared valid, practical, and has potential effects. Based on the results of the validity of media and material experts, the learning animation videos developed meet the criteria of being very valid in content, construction, and language. Learning animation videos also meets practical criteria based on the results of student response questionnaires. This means that the animated learning video is considered exciting and can facilitate students’ understanding of learning mathematics. Learning animation videos on value comparison and value reversal material has a proven potential effect in that the students’ average percentage of completeness results is included in the very good category. Using animated learning videos has the potential to have a positive impact on student learning outcomes. For this reason, it is hoped that other research can develop animated video-based learning of Plotagon and CapCut using different materials.

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