Mila
Fenika1, Zakiatussoleha2, Oot
Khotimah3, Muhammad Zid4
Magiester of
Geography Education, Universitas Negeri Jakarta
Email: [email protected]1,
[email protected]2
|
Abstract |
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This research aims to determine the learning
motivation of students who use YouTube as a learning resource. This research
uses qualitative methods in the Geography learning material "Atmospheric
Dynamics" in class X-1 MA-Al-Khairiyah Jakarta. Data sources include
sources and documents as supporting data. Based on research results, the
majority of respondents (75%) often use YouTube to study geography, and
almost all respondents (99%) stated that geography subjects' videos on
YouTube helped them understand the material. Various variations of learning
videos attract students' attention, and repetition of material that can be
done at any time can increase motivation. Learning motivation has a role in
fostering enthusiasm, creating feelings of joy and enthusiasm for learning so
as to increase knowledge of the natural environment and increase student
achievement and interest in learning Geography. Keywords: YouTube, Learning
Resources, Geography and Motivation |
Corresponding
Author: Mila Fenika
E-mail:
[email protected]
Introduction
The
development of the 21st-century world is marked by the use of information and
communication technology in all aspects of life (Saeed & Ahmed, 2017). Technology
connects the world beyond geographical barriers so that the world becomes
borderless. The 21st century is the century of knowledge, a century where
information is widely spread and technology develops. The importance of
learning resources in learning activities cannot be denied. However, learning
resources in madrassas and schools generally have not been managed and utilized
optimally (Prayogi et al., 2022). Explicitly,
learning resources are components of the learning system that need to be
developed. From this explanation, the development of learning resources is a
necessity (Sanabria-Z et al., 2024).
Learning
resources are data, people, and/or matches that enable students to learn.
Learning resources include all sources related to data, people, and possible
items that can be used separately or in combination, which students usually use
optimally to facilitate learning activities. It is implicit that learning
resources are deliberately created to support students' independent learning (Boud, 2012). From these
explanations, it can be understood that the existence of learning resources in
learning activities has benefits, including (1) facilitating students to carry
out learning activities and (2) supporting independent learning for students
(Prastowo, 2018).
In this
dynamic digital era, parents and teachers must apply the concept of
multi-channel learning that treats children as dynamic learners who can learn
anywhere, anytime, from anyone, from various sources anywhere. In this case,
teachers should act as facilitators who show the competencies that children
must possess and open opportunities for children to learn from various digital
learning sources in the global world. In the digital era, the learning
environment must be aligned with the use of information and communication
technology into learning aids independently, dynamically and not bound by only
one place and one learning resource, not even depending on the teaching teacher
but students can learn from many teachers, various sources in cyberspace that
are now facing the impact of digital self-control. Therefore, all elements of
teacher competence that tend to treat children only based on the experience,
abilities, knowledge, and learning resources that a teacher has, or in short
measure the child's potential and abilities only with the brain of a teacher
concerned, are irrelevant.
The
development of information technology can ideally be utilized by education
managers to improve the quality of learning. Some research results suggest the
benefits that can be taken from the use of YouTube in learning. "the use
of YouTube can play a vital role in helping pupils understand the lessons and
improve their performance." The findings explain that the use of YouTube
has an important role in helping students understand learning and improve
student performance (Saputra et al., 2020).
YouTube is
a site that provides various information in the form of video images. YouTube
is part of a social networking site that is currently the most widely accessed
site by people in various parts of the world (Oktavia et al., 2017). YouTube is
a video-sharing site that is uploaded by users and allows users to watch and
share video clips. Online videos such as YouTube are widely used in classroom
learning and in courses in addition to podcasts, wikis and blogs. YouTube is
also used by school students for collaborative learning purposes, promoting
self-learning, helping online learning and becoming an educational instrument
that improves learning innovatively and creatively (Ishak & Khalid, 2021).
Utilizing YouTube videos can improve students' cognitive learning outcomes, so
the existence of YouTube social media will increase student interest and
motivation (Fatma & Atmojo, 2020).
The
subject of geography contains elements of dynamic science, especially
geography, so it causes students to feel bored quickly. In addition, the role
of teachers in learning also affects student interest through the effectiveness
of learning strategies and teaching aids used. The use of YouTube videos is
considered an effective learning aid, but care needs to be taken when choosing
learning videos so that the video content coincides with the will and
objectives of learning. Learning videos must have various multimedia elements,
such as audio and visual exposure so that the delivery is clearer and can be
interactive and effective.
Opinions
differ about the advantages of using YouTube in learning activities, but many
past studies can prove that YouTube videos are very popular among Generation Z
in finding sources of knowledge. However, at the secondary school level, the
study of the use of YouTube as the main medium in teaching and learning
activities is still lacking, especially in a detailed study of the point of
learning Geography in secondary schools in an effort to add environmental
knowledge and increase student achievement and interest in learning Geography.
This is because Geography education at the secondary school level is more about
proficiency and developing knowledge related to Geography. However, the reality
that occurs in schools is that teaching aids sourced from media technology are
less used by teachers and students, especially in learning Geography (Ishak
& Khalid, 2021).
Based on
the above, there needs to be something that can bridge the gap between student
needs and material that must be delivered through YouTube videos as a learning
resource. Relevant learning resources can support student learning outcomes in
any condition. Youtube is one of the learning resources that need to be
developed because it helps students obtain information and data to improve
learning effectiveness both at school and at home. Learning resources should be
appropriate to student characteristics, the nature of learning, classroom
problems, and the context of daily life. Learning resources must be arranged
according to the needs of its users, namely geographical background,
ethnography, and the needs of its users. In addition, the selection of video
learning resources on YouTube channels is based on the potential that exists in
schools and teaching teachers (Sugianto, 2023).
Methodology
This
research uses a qualitative approach. The focus of this study is to analyze the
Use of YouTube in Class X-1 MA Al-Khairiyah Jakarta Students as a learning
resource. This research was conducted on Jl. Mampang Prapatan IV No.74,
RT.6/RW.2, Tegal Parang, Kec. Mampang Prpt, South Jakarta City, Special Capital
Region of Jakarta. The research subjects consisted of 10 students in class X-1
MA Al-Khairiyah Jakarta. Data sources include resource persons and documents as
supporting data. The type of data used is primary data. Data collection
techniques involve observation, interviews, and documentation.
Results and Discussion
Based on the results of interviews, YouTube is a
popular and effective source of Geography learning for students. The majority
of respondents (75%) often use YouTube to study Geography, and almost all
respondents (99%) stated that Geography videos on YouTube help them understand
the material. Some of the factors that make Youtube preferred for learning
Geography are:
1.Large
variety of learning videos: Students have many choices of videos to choose
according to their needs and learning goals.
2.
Ease of access and use: youtube is easily accessible and used by anyone,
including students with varying levels of technological ability.
3.
Interesting content on YouTube that is packaged in an interesting and
informative way so that it is easily understood by students.
4.
Interactive comment and discussion feature: Students can interact with teachers
and other friends through comments and discussion features on youtube.
5.
Youtube also helps increase motivation to learn Geography in students. The ease
of accessing interesting information and content makes students more interested
in studying Geography. In addition, complete youtube features such as video
repetition and comments help students to better understand the material and
increase their learning motivation.
6.
The type of Geography video most liked by students is animated videos (88%).
Animated videos are considered interesting and easy to understand by students.
Other preferred types of videos include simulation videos (55%), documentary
videos (44%), and experiment videos (33%).
Figure
1. YouTube channel used Figure ����������������������������������Figure 2.
Materials displayed
While YouTube is
an effective source of learning, it's important to remember that it's wise and
responsible to use. Students should choose quality and reliable videos, and use
YouTube as an alternative learning resource. Overall, youtube can be a useful source
of Geography learning for students. The ease of access, variety of content, and
various interesting features make YouTube the right choice to help students
understand Geography material and increase learning motivation.
Based on the
theory of learning motivation according to W.S Winkel (2004) learning
motivation is the overall driving force within students that causes learning.
When discussing the issue of learning motivation, it is discussed only from two
aspects, namely motivation that comes from within the individual called
intrinsic motivation, and motivation that comes from outside oneself called
extrinsic motivation. Youtube is one of the learning resources used by teachers
to provide learning materials in the form of videos. To provide material that
needs to be explained through videos, teachers provide videos from Youtube that
are uploaded to personal channel accounts as learning materials for students.
The material provided is not in the form of material in all chapters of the
Geography subject, but only in accordance with the learning outcomes in each
phase.
Figure 3. YouTube Video Playback����������������������������������������������������
Figure
4. Classroom atmosphere
The results of the
study (Tohari et al., 2019) stated that there is a significant influence from
using Youtube as a very significant learning resource. Based on this exposure
that the use of Youtube can increase student learning motivation. Therefore, teachers
can use Youtube videos as a learning resource to make learning more interesting
and increase student motivation in learning in class.
Conclusion
Learning motivation of grade X1 MA
Al-Khairiyah Jakarta students who use Youtube as a learning resource on
Geography subjects in the good category. There is a significant motivation from
using Youtube as a learning resource, so that students feel enthusiastic in
following the learning process. Through this research, it is hoped that
teachers can use the delivery of material supported by learning videos on the Youtube
application.
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