doi: 10.18178/ijiet.2023.13.4.1863
VideoScribe’s Sparkol-Based Learning to Improve Learning Outcomes: A Classroom Action Research
Bambang Saptono1,*
, ,
- 1Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Indonesia.
- 2Faculty of Human Science, Universiti Pendidikan Sultan Idris, Malaysia.
- Manuscript receivedNovember 18, 2022
- revisedDecember 20, 2022
- acceptedJanuary 10, 2023
Abstract
This study aims to improve student learning outcomes by applying VideoScribe’s Sparkol media. This study uses a type of classroom action research. This classroom action research went through two cycles in which the researcher acted as an observer. Each cycle consists of planning, implementing, observing and reflecting. The research subjects were Grade IV students. Data collection techniques are carried out by observation and learning achievement tests. Data were analyzed using descriptive analysis. The findings obtained in Cycle I indicate that the actions taken have not been successful. This is evidenced by the absorption of students who have not reached the expected completeness criteria. After reflection and implementation of Cycle II, the action shows an increase. This can be seen after the learning outcomes test shows that students’ absorption has reached the expected minimum mastery. Based on these findings it can be concluded that VideoScribe’s Sparkol media can improve student learning outcomes in elementary schools and it is recommended to be applied on an ongoing basis in learning activities to hone students’ cognitive intelligence so as to obtain maximum learning outcomes.
Keywords
- VideoScribe’s Sparkol
- learning outcomes
- classroom action research
How to Cite
Bambang Saptono, Herwin Herwin, and Shakila Che Dahalan, "VideoScribe’s Sparkol-Based Learning to Improve Learning Outcomes: A Classroom Action Research," International Journal of Information and Education Technology, vol. 13, no. 4, pp. 749-756, 2023. https://doi.org/10.18178/ijiet.2023.13.4.1863
Copyright & License
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).