The Development of Video on Pickled Fruit Production for Flipped Classroom

Undergraduate students are categorized as Generation Z. They prefer learning using video rather than the book. Demonstration videos are suitable for productive courses because they show step by step of product making. This study aimed to 1) develop a video of pickled fruit production for the Food P...

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Autores principales:	Andian Ari Anggraeni, Sumaryana Sumaryana, Wika Rinawati, Dewi Eka Murniati
Formato:	article
Lenguaje:	EN
Publicado:	International Association of Online Engineering (IAOE) 2021
Materias:	m-learning multimedia learning demonstration video food science learning food science education Telecommunication TK5101-6720
Acceso en línea:	https://doaj.org/article/de24b2b9ce68487188d8886850ca48b0
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spelling	oai:doaj.org-article:de24b2b9ce68487188d8886850ca48b02021-12-02T16:57:42ZThe Development of Video on Pickled Fruit Production for Flipped Classroom1865-792310.3991/ijim.v15i19.22695https://doaj.org/article/de24b2b9ce68487188d8886850ca48b02021-10-01T00:00:00Zhttps://online-journals.org/index.php/i-jim/article/view/22695https://doaj.org/toc/1865-7923Undergraduate students are categorized as Generation Z. They prefer learning using video rather than the book. Demonstration videos are suitable for productive courses because they show step by step of product making. This study aimed to 1) develop a video of pickled fruit production for the Food Preservation Technology course, Universitas Negeri Yogyakarta (UNY), Indonesia and 2) determine the video's feasibility. This study was a research and development (R&D) performed by ten steps, namely information collecting, planning, developing initial products, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, as well as dissemination and implementation. Data analysis was performed descriptively. The video feasibility analysis was conducted by one material expert, one media expert, two teachers, two peer reviewers, four students in one-on-one testing, and 36 students in classroom testing. Based on the feasibility test, the video was declared very feasible as learning media. Text, images, animations, and effects appeared in several parts of the video, making it easier for the students to understand the content. This video can be embedded in the learning management system (LMS) such as Google Classroom, Moodle, and others to facilitate mobile learning, and implemented in a flipped classroom design. Pre-test and post-test were then performed on 29 students in operational field testing. The post-test was significantly higher than the pre-test (p<0.05), so the video was able to improve the students' cognitive skills.Andian Ari AnggraeniSumaryana SumaryanaWika RinawatiDewi Eka MurniatiInternational Association of Online Engineering (IAOE)articlem-learningmultimedia learningdemonstration videofood science learningfood science educationTelecommunicationTK5101-6720ENInternational Journal of Interactive Mobile Technologies, Vol 15, Iss 19, Pp 118-135 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	m-learning multimedia learning demonstration video food science learning food science education Telecommunication TK5101-6720
spellingShingle	m-learning multimedia learning demonstration video food science learning food science education Telecommunication TK5101-6720 Andian Ari Anggraeni Sumaryana Sumaryana Wika Rinawati Dewi Eka Murniati The Development of Video on Pickled Fruit Production for Flipped Classroom
description	Undergraduate students are categorized as Generation Z. They prefer learning using video rather than the book. Demonstration videos are suitable for productive courses because they show step by step of product making. This study aimed to 1) develop a video of pickled fruit production for the Food Preservation Technology course, Universitas Negeri Yogyakarta (UNY), Indonesia and 2) determine the video's feasibility. This study was a research and development (R&D) performed by ten steps, namely information collecting, planning, developing initial products, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, as well as dissemination and implementation. Data analysis was performed descriptively. The video feasibility analysis was conducted by one material expert, one media expert, two teachers, two peer reviewers, four students in one-on-one testing, and 36 students in classroom testing. Based on the feasibility test, the video was declared very feasible as learning media. Text, images, animations, and effects appeared in several parts of the video, making it easier for the students to understand the content. This video can be embedded in the learning management system (LMS) such as Google Classroom, Moodle, and others to facilitate mobile learning, and implemented in a flipped classroom design. Pre-test and post-test were then performed on 29 students in operational field testing. The post-test was significantly higher than the pre-test (p<0.05), so the video was able to improve the students' cognitive skills.
format	article
author	Andian Ari Anggraeni Sumaryana Sumaryana Wika Rinawati Dewi Eka Murniati
author_facet	Andian Ari Anggraeni Sumaryana Sumaryana Wika Rinawati Dewi Eka Murniati
author_sort	Andian Ari Anggraeni
title	The Development of Video on Pickled Fruit Production for Flipped Classroom
title_short	The Development of Video on Pickled Fruit Production for Flipped Classroom
title_full	The Development of Video on Pickled Fruit Production for Flipped Classroom
title_fullStr	The Development of Video on Pickled Fruit Production for Flipped Classroom
title_full_unstemmed	The Development of Video on Pickled Fruit Production for Flipped Classroom
title_sort	development of video on pickled fruit production for flipped classroom
publisher	International Association of Online Engineering (IAOE)
publishDate	2021
url	https://doaj.org/article/de24b2b9ce68487188d8886850ca48b0
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The Development of Video on Pickled Fruit Production for Flipped Classroom

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