ANALYSIS OF TEACHER PERCEPTION TOWARDS THE USE OF INTERACTIVE LEARNING VIDEOS AND ITS INFLUENCE ON ELEMENTARY SCHOOL STUDENT LEARNING OUTCOMES
Holifah a), Tia Citra Bayuni b*), Julia Anis Handayanic), Titin Sunaryati d), Menilawati Zalukhu e), Nurul Zahratunisa

abcdefg) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia

Abstract

This study explores teachers^ perspectives on the use of interactive learning videos to improve student learning outcomes in elementary schools. Amidst the digital transformation, audio-visual media is key to addressing low learning interest and students^ difficulties in understanding complex material. The purpose of this study was to identify teachers^ perceptions, supporting and inhibiting factors, and the impact of video use on students^ cognitive achievement. This study used a descriptive quantitative method. The results showed that teachers^ perspectives on the use of interactive learning videos were in the good to excellent category for each indicator studied. The average teacher perceptions included the suitability of the learning videos (85%), student conceptual understanding (84%), increased student learning motivation (83.88%), ease of student interaction (82.50%), and increased student learning outcomes (84%). These findings indicate that teachers have sufficient experience in using learning videos with a good level of understanding. Furthermore, the use of interactive learning videos has been proven to significantly increase student engagement and learning outcomes. Therefore, this study recommends the development of a digital education policy that is more inclusive, adaptive, and oriented towards improving teacher competency in designing technology-based interactive learning media in a sustainable manner.

Keywords: Interactive Video, Teacher Perspective, Learning Outcomes, Educational Technology, Dasae School

Topic: Media literacy Ethics Sociology History (MESH) Learning