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TPA has a goal to improve students' ability to read, write, understand and practice the Qur'an. At TPA Nurul Huda, which is located in Bendo Hamlet, RT 03, RW 04, Karanganyar Village/Sub-district, Ngawi Regency has a problem, namely the low memorization ability of students. This is caused by several factors, including the heterogeneity of children's ages between 5 and 12 years, unattractive media and teachers who have difficulty finding ways to improve children's ability to memorize the Qur'an. The purpose of this community service PKM activity is to provide solutions to the problems experienced by TPA Nurul Huda. The solution given is an animated video learning media called Al-Qur’an Memorization Animation. Service activities are carried out for 4 months starting from June to September 2021. The methods used in this service are socialization, training (implementation), mentoring, measurement, and regeneration. The result of this activity is that the children of TPA Nurul Huda experienced a significant increase in memorizing the Qur'an as indicated by the pretest and posttest assessments.

Much of the delivery of University education is now by synchronous or asynchronous video. For students, one of the challenges is managing the sheer volume of such video material as video presentations of taught material are difficult to abbreviate and summarise because they do not have highlights which stand out. Apart from video bookmarks there are no tools available to determine which parts of video content should be replayed at revision time or just before examinations. We have developed and deployed a digital library for managing video learning material which has many dozens of hours of short-form video content from a range of taught courses for hundreds of students at undergraduate level. Through a web browser we allow students to access and play these videos and we log their anonymised playback usage. From these logs we score to each segment of each video based on the amount of playback it receives from across all students, whether the segment has been re-wound and re-played in the same student session, whether the on-screen window is the window in focus on the student's desktop/laptop, and speed of playback. We also incorporate negative scoring if a video segment is skipped or fast-forward, and overarching all this we include a decay function based on recency of playback, so the most recent days of playback contribute more to the video segment scores. For each video in the library we present a usage-based graph which allows students to see which parts of each video attract the most playback from their peers, which helps them select material at revision time. Usage of the system is fully anonymised and GDPR-compliant.

feasible to be applied as learning media for C ++ Basic Programming,and knowing the feasibility of interactive video tutorial learning media to be applied as basic programming learning media for the University Hamzanwadi Program Study Education Informatics. This research is a research and development. The development model used is the ADDIE development model. The type of data used is quantitative and data collection techniques using a questionnaire. The data analysis technique in this research is quantitative descriptive. The results showed that the results of interactive tutorial video learning media products stated that it was appropriate to be used according to material experts with a percentage of 85% while according to media experts it was declared very feasible with a percentage of 89% and the results of user responses were stated to be Very High with a percentage of 83%. Thus the interactive video tutorial learning media is very feasible to be used as a learning media.

This study aims to gather information about the needs of elementary school teachers in the application of effective mathematics learning. This research is part of a research entitled Development of Learning Videos Based on Contextual Teaching and Learning Approaches to Improve Student Learning Outcomes of Primary Schools in Palembang City. The method used is research and development in the form of survey data. The survey method was carried out using a questionnaire in the Google form on 39 teachers in Palembang. The results of the distribution of the questionnaire interpreted that elementary school teachers were in dire need of media, especially in the form of contextual based mathematics learning videos. The conclusion of this research is the need for the development of learning videos to facilitate teachers in teaching contextual mathematics so that it will have a good impact on learning outcomes of elementary school students.

Utilization of BLOSSOMS Thermodynamics Energy Conversion video to properly incorporate active learning techniques had been shown to increase the students’ performance in learning introductory Thermodynamics topics. In this study, the effectiveness of using BLOSSOMS Thermodynamics Energy Conver-sion video towards students’ learning in a classroom when adopted by lecturers who is not trained in active learning is investigated. Two groups of undergraduate engineering students from a control class and a treatment class were involved in this study. The students from the treatment class were taught by a lecturer using the BLOSSOMS Thermodynamics Energy Conversion video, while the students from control class underwent conventional lecture style. The students were given pre and post inventory tests and their results were analysed using SPSS. It was found that BLOSSOMS Thermodynamics Energy Conversion video without the proper implementation of active learning technique does not have a significant ef-fect on the individual learning gain of the inventory test among students. The uti-lization of the video could be more effective if the instructor is well-trained in ac-tive learning techniques.

This research is motivated by a problem found in class VII SLB Negeri 2 Padang in moderate retardation students in January 2019. Researchers found a student who could not wash their hands properly. This study aims to determine whether the training method using effective learning videos to improve the ability to wash hands. This study uses a class action research method consisting of two cycles, each cycle consisting of planning, action, observation and reflection. The results of the study in the initial conditions were 12.90%. After the first cycle, the results of the first meeting (22.58%), the second meeting (32.25%), the third meeting (38.70%) and the fourth meeting (48.38). The results of the second cycle of the first meeting (58.06%), the second meeting (67.74%), the third meeting (74.19%) and the fourth meeting (77.41%). These results indicate that the training method using video learning can improve the ability to wash hands for mentally retarded students in the moderate category. From these results it can be seen that the training method with learning videos can improve the ability to wash hands.

In material social problems, students have difficulty digesting and identifying social problems in their surrounding environment. One alternative so that learning can take place efficiently and easily understood is to use learning video media. The subjects of this study were all fourth grade students of Public Elementary School (SDN) 135911 Tanjungbalai. The result shows that the development of learning video media was validated by 3 experts namely material experts, linguists and media experts. Appraisal by material experts obtained a value with a very good category (93%), the assessment by linguists obtained a value with a very good category (92.22%) and the assessment by media experts obtained a value with a good category (87.37%). A total of 9 students (45%) gave a very good assessment of the learning videos developed and as many as 11 students (55%) gave a good assessment of the learning videos developed and the learning video media were considered to be feasible to be developed.

The learning process is the most important activity. Therefore, the success of achieving learning objectives depends on how the learning process takes place effectively. In improving the effectiveness of learning, one of them uses learning media in the form of learning videos. This study aims to see the effectiveness of the announcing learning video development model to improve student's learning outcomes. The research method used is research and development with qualitative descriptive data analysis techniques and descriptive statistical analysis. The assessment rubric is used as a performance assessment test to see learning outcomes. The results of this study indicate that student's learning outcomes after using announcing learning videos are as much as 84% increase compared to students who do not use announcing learning videos as much as 16%. Thus, the development of announcing learning videos is considered effective in improving student's learning outcomes.

This research is an experimental study with a type of True Experimental research. The design carried out in this study was the design of the pretest-posttest control group design. Determination of the sample using a random sampling system while the data-collection technique was using test, that are pre-test and post-test. The class XII AK 1 as the experimental class 1 (video media) and class XII AK II (powerpoint media) as the experimental class 2. The normality test data was analyzed by using the pretest value on the use of video media with a significant level of 0.388 and on the use of a significant level powerpoint media of 0.059, it was stated that the two significant levels were normally distributed because they were greater than 0.05 . The homogeneity test results show that a significant level of pretest for both classes (video media and powerpoint media) is 0.436 and more than 0.05. It also shows that the sample used has the same or homogeneous variance. The results of the statistical test with the Independent Sample T-test showed a significance level of 0.001

The aim of this study was to retrospective analyzed improvement of technical skills after 30 consecutive videos cases during young surgeons training or training during a novel procedure using YouTube and other platforms such as a potential training aid for young surgeons. Since 1999, when DiNucci et al coined the term ‘Web 2.0’, surgeons have used online platforms to interact with each other, YouTube is one of these platforms and is becoming one of the most important sources of internet-based medical information. The use of interactive videos has changed teaching of surgery. Videos should be used in addition to standard techniques in the surgical education and seem to reduce learning curves for complex procedures, seem to have the potential to identify variations in operative technique as well as their impact on patient outcomes. In this way, surgical training is evolving and Surgical Video Learning (SVL) is became an emerging concept in surgery. YouTube is a potential training aid for young surgeons, but it is important to assess the quality of videos and to use a video-learning criteria to do this. During Literature research we noticed that assessment of the quality of videos and video-learning criteria were necessary. SVL has advantages on the teaching but has many disadvantages because the use of very short videos, not step by step procedures, not correct procedure and because of low quality video. For these reasons, some authors talked about if video learning is a foe not a friend in learning point for surgeons. We selected videos based on number of views, on lengths of the videos between 5 and over 10 minutes; sources of the videos (primary center), quality of view. We reviewed the current evidence for the video-based surgical education methods, discussing the advantages and disadvantages on the teaching of technical and nontechnical surgical skills and propose a criteria of 30 videos for each surgical procedure to improve learning curve, called “Virtual Learning Curve” (VLC).

In the 21st century, a teacher must be able to make teaching and learning activities conductive, fun That can improve students’ learning interest. Fibonacci sequence material is one of the materials that is difficult for Junior High school students to master. Based on this problem, the focus of this research is to create video learning on Fibonacci sequence material using Hawgent. This research is developed in Guangxi Normal University, China. This research is a research and development (RnD) using 4D model. 4D model consists of Defining, Design, Development, Dissemination. Video learning is made using interesting animations that are easy for students to understand. The results of this study indicate that the video learning has passed validation and can be sent to schools to help students understand Fibonacci sequence

In democracy education, determining how best to teach young children about democracy and how to measure the effect of such learning is difficult, as “democracy” is a subjective and intangible concept. Given the challenge that this presents to educational planners, the author has created a cartoon video about democracy accompanied by an opportunity for children who watch the video to “mock vote.” The author used the video in a series of elementary school visits with the aim of teaching the children the meaning of democracy. The effects of the video learning were assessed through an analysis of the children’s questionnaire responses before and after the class using text data mining. It was found that the children were able to assimilate not only the contents of the video but also the themes behind the story; that is, they were able to understand the meaning of democracy and democratic elections.

Video has become an essential medium for learning. However, there are challenges when using traditional methods to measure how learners attend to lecture videos in video learning analytics, such as difficulty in capturing learners’ attention at a fine-grained level. Therefore, in this paper, we propose a gaze-based metric—“with-me-ness direction” that can measure how learners’ gaze-direction changes when they listen to the instructor’s dialogues in a video-lecture. We analyze the gaze data of 45 participants as they watched a video lecture and measured both the sequences of with-me-ness direction and proportion of time a participant spent looking in each direction throughout the lecture at different levels. We found that although the majority of the time participants followed the instructor’s dialogues, their behaviour of looking-ahead, looking-behind or looking-outside differed by their prior knowledge. These findings open the possibility of using eye-tracking to measure learners’ video-watching attention patterns and examine factors that can influence their attention, thereby helping instructors to design effective learning materials.

Background Both simulation-based training and video-based training serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training. Methods A total of 120 4th-year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture and a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, 1 week and 1 month later, respectively. The performance for each test was evaluated by five views, which were selected randomly and, respectively, from a set of 20 cross-sectional views. The primary outcome was the performance of the retention-test 1. Secondary outcomes included: (1) comparison the performances of the pre-test, post-test, and retention-test 2 between two groups; (2) comparison the performances of pre-test and post-test in the same group; (3) comparison the performances of retention-test 1, and retention-test 2 in the same group. Results Better performances were observed in Group S in both retention-test 1 (Group V: 63.2 [52.6, 77.6] vs. Group S: 89.5 [68.4, 100.0], P P P = 0.825) or post-test (Group V: 46.2 [38.5, 57.7] vs. Group S: 44.2 [38.5, 56.7], P = 0.694) between the two groups. The improvement had been observed in the post-test, compared with pre-test in the same group, respectively (Group V in post-test: 46.2 [38.5, 57.7] vs. Group V in pre-test: 8.3 [4.2, 12.5], P P P = 0.005; Group S in retention-test 2: 74.0 [64.0, 80.0] vs. Group S in retention-test 1: 89.5 [68.4, 100.0], P Conclusions Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training. Trial registration http://www.chictr.org.cn (ChiCTR2000033519, 3/June/2020).

Objective To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. Methods Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. Results FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. Conclusion This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.

This paper examines the effect of explicitly presenting types of questions to students in an online learning environment. In our setting, people are shown online videos for lectures and then asked to raise questions. We compare the collected questions with those collected in the same situation but without presenting types of questions. We find that presenting types of questions improves the quality of questions, but does not increase the number of questions raised.

Animal usage plays a central role in Veterinary Sciencewhere millions of animals are used to train students. TeachingVeterinary Anatomy involves sacrificing live animals andembalming them for dissection. It is a highly controversialissue unique to modern science though it lead to many scientificbreakthroughs. A major ethical controversy in this regard is thatit mostly involves pain, suffering and discomfort. Compassionand respect for animals have to be an integral part of veterinaryeducation. Animal welfare encompasses both the physical andpsychological states of the animal. Humane Education was along felt valued need, and teaching objectives need to be metusing non-animal alternatives. This study proposes to phase outsacrifice of animals for teaching, set up an ethically sourcedcadaver-donation programme, develop humane embalmingtechniques, prepare humane non-animal alternatives anddigitalize laboratories to improve teaching-learning skills.Willed-Body Programme as an alternative to healthy animalsacrifice with dissections on ethically sourced donated cadaverswas established. Alternate modes for dissection and humaneexperimental embalming techniques were conducted onethically sourced cadavers using different embalming fluids.Cadaver storage in hazardous formalin was minimized byusing freezers. Innovative teakwood non-animal educationalmodels and video learning resources were prepared. Digitalizedgross anatomy & histology laboratories were established usingHDMI technology. An anatomy youtube channel was launched.A national workshop as an outreach programme was organizedand feedback was obtained. Our studies showed that learningoutcomes generated through humane alternatives were aseffective as those achieved through traditional methods.

This study aims to determine the feasibility of learning media, students' mastery of concepts and scientific literacy. The research design uses the ADDIE development design. The feasibility of the media is seen based on the validation results of media experts and material experts. The results showed that the dynamic electric scribe video learning media that had been developed had the following characteristics: 1) the product validation test was obtained from the results of the media expert and material expert score of 3.67 with a proper classification. 2) the readability test was obtained from the results of the teacher response questionnaire and student responses of 3.58 with a proper classification. Based on the data above, it can be concluded that the Scribe video learning media is suitable for use as a physics learning medium., Penelitian ini bertujuan untuk mengetahui kelayakan media pembelajaran, penguasaan konsep dan literasi sains siswa. Desain penelitian menggunakan desain pengembangan ADDIE. Kelayakan media dilihat berdasarkan hasil validasi ahli media dan ahli materi. Hasil penelitian menunjukkan bahwa media pembelajran video scribe lisrik dinamis yang telah dikembangkan memiliki karakteristik: 1) uji validasi produk diperoleh dari hasil nilai ahli media dan ahli materi sebesar 3,67 dengan klasifikasi layak. 2) uji keterbacaan diperoleh dari hasil angket respon guru dan respon siswa sebesar 3,58 dengan klasifikasi layak. Berdasarkan data di atas maka dapat disimpulkan bahwa media pembelajaran video scribe layak digunakan sebagai media pembelajaran fisika.

Reflection on teaching practice is a challenging activity. Often, reflection does only take part on a superficial level. The present contribution describes the creation and first testing of a Social Video Learning (SVL) setting by means of Learning Analytics (LA) for a teacher education course. Furthermore, a theoretical foundation for SVL was tried to create to design the course adequately. Key findings are that (I): SVL has the potential to increase the level of depth in reflection processes, (II): A collaborative and learner centered design is important to benefit from SVL, (III): The use of Learning Analytics in SVL scenarios potentially fosters coaching and learning outcomes of the students.

The Covid-19 pandemic has become a world problem now. The pandemic has affeected a lot of core sectors including the education sector. Students are not able to go to school to study and have to do a social distancing by staying at home. What the government did so that students will still be able to study at home is by developing a long-distance learning media. In this research, we will get to know more about how students in China learn mathematics at home and their learning attitude towards the learning video. This research will use a qualitative and quantitative research method. The researchers gave out questionnaires to 408 students in Guangxi province, China. The researchers also did an interview on the parents and students to know the advantages and disadvantages of using the learning video during this covid-19 pandemic. The research result shows that there is a good student learning attidude towards the learning video. Students feel that the learning video is very interesting yet effective as they were able to understand the concept taught., La pandemia de Covid-19 se ha convertido en un problema mundial hoy día. La pandemia ha afectado a muchos sectores esenciales, incluido el sector educativo. Los estudiantes no pueden ir a la escuela para estudiar y se impone un distanciamiento social al quedarse en casa. Lo que hizo el gobierno para que los estudiantes continuaran estudiando en casa fue desarrollar medios de aprendizaje a distancia. En esta investigación, conoceremos más sobre cómo los estudiantes en China aprenden matemáticas en casa y quéactitud presentan ante el aprendizaje a distancia a través de Vídeo e-learning. Este estudio empleará un método de investigación cualitativa y cuantitativa. Losinvestigadores entregaron unos cuestionarios a 408 estudiantes en la provincia de Guangxi, China. También realizaron entrevistas a los estudiantes y a sus padres para conocer las ventajas y desventajas de usar vídeos para el aprendizaje durante esta pandemia de la Covid-19. El resultado de la investigación muestra que hay una buena actitud de aprendizaje de los estudiantes hacia esta metodología. Los estudiantes destacan que el aprendizaje a través de Vídeos e-learning es muy interesante y además efectivo,ya que pudieron entender perfectamente el concepto que se quería transmitir., Universidad Pablo de Olavide

Because of the rapid aging of the world's population, the educational resources available to the future elderly are expected to become increasingly stretched, while their educational needs will continue to rise. The development of the mobile Internet will, therefore, be an important breakthrough in our attempts to solve this problem. In the context of mobile Internet, this research was meant to probe the extent to which elderly people in the future are likely to accept short-video learning that uses IBM SPSS Statistics26 software by analyzing the correlation between influencing factors and acceptability, based on the collected data from quantitative questionnaires (124 copies). The results show that the future elderly will remain neutral and will neither accept nor reject learning through short videos. What we have found is that the main factor affecting the future of online learning for the elderly is unskilled use of smartphones. The most important thing for the future elderly is to familiarize themselves with the content of what they are going to learn and the cost of the learning time involved. The research results deepen our insight in the attitudes of the future elderly with regard to learning through short videos, and may be used as a foundation for the design and development of short-video learning platforms for them.

The purpose of this study is to describe the results of the results of the analysis of the ability to understand social science concepts in the material "economic activity" when using video learning with an online system in class IV.3 SDN Pakujajar CBM. The research method used is descriptive qualitative method. Data collection techniques used were interviews and documentation. The writer acts as an instrument of data collection.Data analysis techniques used are according to Miles and Huberman, namely data reduction, data display, and conclusion drawing / verification. The research subjects used were grade IV.3 students in the 2019/2020 school year. The number of students is 25 people. The results showed that the ability to understand social science concepts in economic activity material, 7 students got the highest score, while 1 student got a grade less than KKM. All indicators can be mastered by students, but there are several categories, namely high to very high. The very high category can be combated as much as 96% in the exemplary indicator.

The purpose of this study is to describe the results of the analysis of the ability to understand cognitive mathematics in the material "angles" when using video learning with an online system in class IV B SDN Pintukisi Sukabumi City. The research method used is descriptive qualitative method. Data collection techniques used were interviews and documentation. The writer acts as an instrument for collecting data. Data analysis techniques used are according to Miles and Huberman which consists of data reduction, data display, and Conclusion Drawing/Verification. The research subjects used were grade IV B students in the 2019/2020 school year. The number of students is 20 people. The results showed how to understand mathematics in the angles material, 2 students got the highest grades and 12 students got grades less than KKM.The results revealed that the cognitive understanding ability of students in class IV B based on the first indicator can be categorized high, the second indicator is categorized high, and the third indicator can be said to be very low.

This study generally aims to determine the effect of the use of learning media on the learning outcomes of the "events in life" theme of Class V students of SD Negeri 3 Muntoi, and specifically aims to find out the differences in learning outcomes of groups of Class V students of SD Negeri 3 Muntoi who use video learning media compared to the learning outcomes of groups that did not use video learning media on the themes of "events in life" of the sub-themes "nationalism events of colonialism". This study uses an experimental method with dependent variable (Y) is the result of learning the theme of events in the lives of fifth grade elementary school students, and the independent variable (X) is the use of instructional media. Learning outcomes data were collected through learning outcomes tests. Learning outcomes tests are carried out in written form. Data analysis technique is hypothesis testing using a two-tailed test with the t-test formula with pooled variants. Based on the results of research and discussion, it can be concluded that there are differences in learning outcomes of groups of students who use computer-assisted learning media, in this case video compared to learning outcomes of groups of students who do not use computer-assisted learning media, where the average learning outcomes of groups of students in grade V SD in learning the themes of events in the life of the sub-nationalism event themes of colonialism using video learning media is higher than the average learning outcomes of groups of students in the class who do not use video learning.Keywords: learning outcomes, video learning media

This research purposed to analyze the effect of video learning of civic education about state which was manipulated by experiment group (audio visual method use video) and control group (conventional method use teacher) to gain students knowledge. The samples of the study were fourty students in Satu Atap Lontar Junior High School who had not implemented the audio visual (video) learning method. This study applied an experimental design with pretest and posttest design. The results score of experiment group pretest means are 5.35 and posttest means are 6.2. The increase of knowledge generated from this method was 8.8%, after that, we do the paired t test and did not show any significance at all. Different results were obtained by the control group, with a pretest means are 7.65 and posttest means are 9.1. The increased of this method was 19.7%, after that, we do the paired t test and show the real significant with p

This work demonstrated shows the use of the Cozmo robot as a tool to engage and teach about traffic rules to younger children in a fun and interactive manner in Pakistan. This was the first effort of its kind to encourage traffic rules learning in children through using the social robot in the schools of Pakistan. Our ongoing work is towards understanding the social impact of this effort, mainly, finding whether children post-learning question parents about the traffic violation. We achieve this by creating a curriculum for social robots to teach about traffic rules at schools in Pakistan.

Latar belakang penelitian ini adalah banyaknya guru yang mengajar menggunakan metode pembelajaran konvensional tanpa memanfaatkan perkembangan teknologi. Peneliti berupaya melakukan workshop untuk meningkatkan kreativitas guru dalam membuat video pembelajaran. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan pada guru SDN 006 Mandau pada semester ganjil tahun pelajaran 2019-2020. Instrumen yang digunakan adalah lembar observasi. Hasil penelitian pada siklus I menujukkan persentase kreativitas guru dalam membuat video pembelajaran adalah sebesar 56,24% dengan kategori sedang, setelah dilakukan perbaikan maka pada siklus II meningkat menjadi 76,03% yang termasuk dalam kategori tinggi. Berdasarkan hasil penelitian dapat disimpulkan bahwa kreativitas guru dalam membuat video pembelajaran mengalami peningkatan melalui workshop.

Previous research in Chinese L2 learning has shown that video learning is an effective way to engage students, especially for learning social realities such as cultural values (e.g., dating practices). Chinese L2 learners commonly have experience with learning social realities from videos, including textbook videos, television dramas, music clips and talk shows Using the lens of internalization, this qualitative study provides a detailed interpretation of what video offered its Chinese L2 participants and what challenges the participants experienced learning about social realities. This article discusses three focused cases with 12 interviews, 30 observations, 3 clip-elicitation conversations, and documents (including memos and field notes). Use of a three-phase Constant Comparative Method (CCM) revealed that the learning processes of Chinese L2 learners displayed similarities and differences. Participants had distinctive trajectories in their learning of social realities. Implications for Chinese L2 research and education are discussed.

The purposes of this study are to identify the dynamics of geography learning in SMA Negeri 9 Takalar, and to describe what factors are to be supporters of the quality of geography learning in SMA Negeri 9 Takalar. This study used a qualitative approach involving teachers at SMAN 1 Takalar as informants. The results showed that the dynamics of learning geography are of less conducive in terms a) learners are less involved in the learning process, b) teachers of geography subject facilitate and motivate learners in the learning process at the minimum degree, c) the teachers do not develop models of innovative learning, and d) in the learning process, teachers rely much on teacher-centered approach. In addition, factors supporting the quality of learning of geography comprise of a) teachers and learners collaborate for the achievement of improved learning outcomes, b) multiple sources a reading and video learning about learning models and developed in geography learning have been used, and c) the teacher is able to understand the characteristics of learners by using a learning model in variety and innovative manners.

This article explores the use of video as an experiential learning tool in planning education. We report on the design of a video learning assignment for undergraduate community planning students and the results of a pre- and postsurvey used to gauge the student learning experience. Results show that video-making can be an effective tool to inspire students to make connections between complex urban theory and planning content and their everyday surroundings. This approach may be a useful support for future planners whose roles will involve community engagement and developing scenarios for community change.

In recent years, laparoscopic procedures have developed rapidly, and the reports of laparoscopic pancreatic resection including laparoscopic pancreaticoduodenectomy (LPD) have increased in number. Although LPD is a complex procedure with high mortality, the training system for LPD remains unestablished. Ensuring patient safety is extremely important, even in challenging surgeries such a LPD. At present, several tools have been developed for surgical education to ensure patient safety preoperatively, such as video learning, virtual reality simulators, and cadaver training. Although LPD is reported as a safe and feasible choice, LPD is still a challenging operation. An LPD training system should be established with a board-certified system.

As the use of videos for learning increases, the need to better use the viewing experience also increases. EDpuzzle is a video-sharing program that offers instructors a way to enhance the use of online videos for learning. It allows instructors to ensure that students have viewed the lesson in its entirety and determine whether they understood its content. The author has used EDpuzzle in undergraduate general business and entrepreneurship classes for homework assignments and has received positive feedback from students about it. Discussions with students have indicated that the use of EDpuzzle helped them focus more on the important aspects of the videos and that they were more confident of their learning after taking embedded quizzes. The qualities EDpuzzle offers are discussed here with particular emphasis on understanding how the application can be used to enhance the use of online videos along with its advantages and disadvantages.

The objectives of this research are: (1) developing video media teaching materials of Bhagavad Gita, (2) to analyze the effectiveness of Bhagavad Gita video media use, (3) to analyze the efficiency of Bhagavad Gita video media, (4) to analyze the attractiveness of Bhagavad Gita video media. This research uses a research and development approach, conducted in religious high school hindu (STAH) Lampung. Data collection using tests and questionnaires and analyzed quantitatively and qualitatively. The conclusions of the study were (1) to produce teaching material of Bhagavad Gita video media consisting of eight elements, namely: (a) opening greetings, (b) introduction, (c) parts of Bhagavad Gita, (d) how to read, (e) types of mentrum, (f) examples, (g) self-assessment and (h) closing greetings. (2) video media teaching materials Bhagavad Gita effective with the average of the gain value in sequence is 0.71; 0.77; and 0.77. (3) Bhagavad Gita video media is efficient as a learning media of 1.7. (4) The video media instructional Bhagavad Gita is attractive in used as media video learning Bhagavad Gita with the consecutive average percentage being 91%, 91%, and 92%.

The aim of this research is to know the improvement of student learning outcomes in science subjects using the cooperative model type TGT-assisted video learning media at grade IV SDN 02 Lebak Grobogan. This type of research is Research Action class. The subject of this research is the grade IV. Data collection used are tests, documentation, and observations. Data analysis technique used is the comparative descriptive analysis of quantitative data, i.e., Comparing test scores initial conditions, test scores after the cycle I and cycle II after the test value. The results of this study showed that after given learning by applying a model of education occurs learning video rocks TGT improved preconditions from cycle to cycle I and cycle II. An increase in the application of the model proves that media video-assisted learning TGT can improve the learning results of IPA students 4th grade State 02 Lebak Grobogan.

This research is aimed to identify the effect of advance organizer learning model through video learning towards physics learning outcome of second grade students MIA SMAN 2 Labuapi. Advance Organizer is a learning model which consists of 3 phases: presentation of Advance Organizer, presentation of learning assignment or learning of material, and strengthen the cognitive structure. There are three domains of learning objective concerned in the study, which are, first cognitive aspect from C1 until C6 (knowledge, comprehension, application, analysis, synthesis and evaluation), second is affective aspect and the last is psychomotor aspect. The student cognitive learning outcome was done by using objective test. Based on data analysis, t count > t table, as the result, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted that there was the influence of advance organizer learning model through video learning towards physics learning outcome of second grade students MIA SMAN 2 Labuapi.