*corresponding author
E-mail addres: [email protected] (R. Nurhidayah)
1. Introduction
Education
is the most important component in realizing the development and progress of a
nation. The higher the level of public education, the higher the quality of
Indonesian educators. Education is a conscious, planned effort to create a
learning atmosphere or learning process so that students actively develop their
potential to have religious spiritual strength, self-knowledge, personality,
intelligence, noble character, and skills needed by themselves, society, nation
and state (Nasional, 2003).
Education that is
currently feeling the impact of the COVID-19 is elementary school. Coronavirus
Disease (covid-19) is a virus that attacks our immune system, this virus is a
contagious virus, with a weakened immune condition, this virus will quickly
attack our bodies.This virus attacks through the
respiratory system such as the nose, throat, and lungs. And this virus is a big
problem for people all over the world. Covid-19 first entered Indonesia on
March 2, 2020 (Syafi�i et al., 2020). To prevent
Covid-19, the government issued a strict policy to break the chain of spread by
Indonesian citizens, namely social restrictions, prohibiting people from
gathering, maintaining physical distance (physical), wearing masks, and always
washing hands.
The impact of the
COVID-19 on the education sector from the preschool and tertiary levels
experienced changes in applicable policies including students experiencing
difficulties in learning without adequate facilities and infrastructure at
home, students have never experienced distance learning activities, if schools
are closed for too long so that it makes students bored at home, there are
additional costs in purchasing internet quotas, teachers are also required to
adapt quickly to technology and have adequate facilities and infrastructure (Purwanto et al., 2020). Students who
attend school will increase their memory capacity (Jonsson et al., 2017). So to improve the
memory of students in learning materials during the COVID-19, learning is
replaced using a distance learning system (online) with parental guidance. The
teacher's online learning system uses videos to deliver learning materials.
Video is everything that
can be used to channel information and can stimulate the mind, arouse
enthusiasm, attention and willingness of students so that it can encourage the
learning process in students (Suryani & Agung, 2012). Videos make it
easier for teachers to explain learning materials during the COVID-19, so they
can foster a sense of enthusiasm for learning in students. In the 21st century,
everyone can get information about learning materials through videos.
Based on interviews with
fifth grade teachers at SD Negeri Pebatan 03 that the lack of students in
mastering ecosystem material, makes students tend to be bored or bored, and
lack enthusiasm for learning. Therefore, teachers are required to be able to
create good teaching techniques, and make interesting videos so that students
actively participate in the learning process.
Based on these problems,
researchers want to conduct in-depth research to find solutions regarding the
use of ecosystem videos as a learning tool during the COVID-19 in elementary
schools. Therefore, this study was conducted to describe the use of ecosystem
videos as a learning tool during the covid-19 in elementary schools which
consisted of using ecosystem videos during the covid-19 in elementary schools,
the importance of using ecosystem videos for students during the covid-19 pandemic . -19 in elementary schools and the meaning of
ecosystem videos for students in elementary schools.
2. Methodology
This study used a qualitative
approach with a case study design. This study focuses on the use of ecosystem
videos during the covid-19 in elementary schools, the importance of using
ecosystem videos for students during the covid-19 in elementary schools and the
meaning of ecosystem videos for students in elementary schools. The data
sources of this research are primary data and secondary data. Primary data were
obtained from research in the field using interview and observation techniques,
while secondary data were in the form of reference books in the library,
previous research, photos related to the problems studied. Data collection
techniques using non-participant observation, interviews and documentation. The
validity of the data is done by triangulation of sources and triangulation of
techniques. The data analysis technique uses data collection, data reduction,
data presentation, and drawing conclusions.
3. Results and Discussion
The use of ecosystem videos during the
covid-19 in elementary schools
The video displays information, the information
conveyed is ecosystem material. Ecosystem material studied by fifth grade
students. In this condition, it is difficult to interact between teachers and
students, because socializing or gathering is prohibited. The reason teachers
apply ecosystem videos during the covid-19 pandemic COVID-19 there is a
prohibition on gathering and socializing.
Constraints for students who feel bored with the
current condition of online learning, the teacher finally held PTM
(Face-to-Face Learning) divided into 2 sessions, the first session of students
departed at 08.00-09.00, the second session students departed at 09.00-10.00,
but it doesn't go well because the students are scheduled to leave in the
afternoon but come in the morning. Online learning is used as an alternative to
learning during the COVID-19. This is in accordance with the government's
recommendation to break the chain of spread.
Online learning which is a learning process is only
one-way with current conditions that are not conducive for teachers to explain
material using videos. Videos have a difficulty level of lack of feedback with
learners. Teachers have difficulty in using ecosystem videos, namely teachers
find it difficult to measure the ability level of students, are constrained by
quota fees, and there are some students who do not have cellphones
, but students use cellphones , students are also less monitored from
teachers and parents who busy trading, farm laborers, and other professions. In
addition to teachers, students experience difficulties in using (understanding)
the video ecosystem, namely when students watch videos that they do not
understand or are clear, students have difficulty or lack of response between
students and teachers.
Students' responses when the teacher delivered
ecosystem materials using video responses, students felt happy, but students
said they were more happy with face-to-face learning
because if there was material they did not understand, they could be asked
directly with the teacher. This is the lack of interaction between teachers and
students. In addition, video is a tool for teachers to convey learning messages
or information to students.
In the condition of the COVID-19 teachers have
difficulty delivering learning materials, including ecosystem materials studied
by class V students. The teacher initiates online learning using video. Videos
make it easier for teachers to convey information on ecosystem materials and
videos are said to be a learning tool during the COVID-19. Teachers use
ecosystem videos as a learning tool, namely videos to facilitate or make it
easier for teachers to streamline the learning process. In addition, the
teacher took the initiative to use ecosystem videos to add variety so that the
learning process in the Covid-19 did not bore students, the video has a nature
that can be played at any time. This means that videos make it easier for
teachers to facilitate or simplify the learning process, because videos have
properties that can be replayed by students, video media does streamline the
learning process during current conditions, and videos make it easier for
students to understand ecosystem material.
The use of video material on ecosystems is
important for students during the COVID-19 in elementary schools,
SD Negeri Pebatan 03 is an elementary school that has
experienced the impact of the COVID-19. This school since the Covid-19 replaced
learning using online learning.condition the Covid-19
teachers use cellphones to learn, besides that teachers use video media to
deliver ecosystem materials. Students are assigned from the teacher to watch
ecosystem videos, the teacher will share youtube link
via the WhatsApp in the class group. Students who are interested in the
material presented via video.
Videos attract students' attention to the material
because the videos attract students' attention such as moving images or
animations and language that is easy for students to understand. While the
explanation from Mr. Kanapi, the fifth grade teacher, the video attracted the
attention of students, the teacher has also been looking for video sources
whose language is concise and clear enough for students to understand,
depending on the students who are diligent in watching the ecosystem videos
will be more diligent in answering questions from the teacher. In addition to
attracting attention, the video is enough to direct the concentration of
students. Video can provide a new experience for students. Students who always
want to know with curiosity, videos provide new experiences for students.
Students who are thirsty for curiosity, videos provide new experiences or
students gain new knowledge, and it all depends on students who are really
diligent in watching ecosystem videos, understanding every material described
in the video will definitely get new insights.
The meaning of ecosystem material videos for
students
Humans who act on something based on meaning, meaning
that teachers are humans who act important or have an important role in the
Covid-19, so that students are always enthusiastic and active in learning.
Teachers as an important role in every learning process, teachers take action
based on meaning by encouraging students during the COVID-19 by advising,
using� cellphones as learning media. And,
when there is one student who does not understand the explanation of the
ecosystem material through the video, the teacher takes action by sending
messages one by one to the contact of the students.
Ecosystem material is material that students learn in
class V, because it is included in the material in LKS in semester 1 theme 5.
So important is action based on meaning, such as teachers giving students
enthusiasm for learning during the covid-19, the importance of teachers
understanding students' difficulties inunderstand ecosystem material, the
importance of student knowledge on ecosystem material, and it has become an
obligation for students.
Discusssion
The use of ecosystem videos during the
covid-19 pandemic in elementary schools
SDN Pebatan 03 is an elementary school affected by the
covid-19 pandemic.Learning as a process of activities carried out consciously
so that it causes changes in a person's self (Saefuddin & Berdiati,
2014). During the COVID-19
learning uses online learning, due to the Covid-19 teachers deliver learning
materials via video, due to the limited availability of school time facilities
(tools and resources), teachers must consider time in determining the learning
strategies that will be applied (Anitah, 2007). The use of ecosystem
videos during the covid-19 in elementary schools was carried out well and the
ecosystem videos studied by class V students.
Video is said to be a learning tool aimed at
streamlining the learning process during the covid-19. The current condition
for interaction between teachers and students is difficult, socializing or
gathering is prohibited, with social restrictions. To reduce the boredom of
students studying at home, the teacher applies PTM (Face-to-Face Learning) by
dividing into 2 sessions or has been scheduled, but over time PTM does not run
conducive. The use of ecosystem videos is also constrained by students who do
not have cellphones , there are students who have cellphones but belong to
their parents, or older siblings. Online learning learning is only one-way.
Other than the difficulties experienced by teachers, students also experience
problems in using ecosystem videos. The use of teacher ecosystem videos is
difficult to measure the ability level of students, constraints with quota
fees, and there are some students who do not have cellphones , learning
students are not monitored by teachers and parents. There are some students
whose parents are busy at work, and it is difficult to contact the teacher.
The use of video as a teacher's tool for teaching
media and provides an important role in the learning process (Yudianto, 2017). Ecosystem videos include
tools for teachers to make it easier to convey learning and videos as learning
tools during the covid-19. Ecosystem video as a learning tool, which makes it
easier for teachers to streamline the learning process and add variety so that
the learning process in the Covid-19 not bore students. The teacher revealed
that video was a teacher's tool to make it easier to convey material, and using
video during the COVID-19 more effective. Teachers are aware that videos have
an important role, without the help of videos the learning process in the
Covid-19 will be difficult for students to understand, so teachers use
ecosystem videos as a learning tool during the COVID-19. Learning facilities
are tools that consider the learning process carried out by students so that it
causes changes in a person.
According to Herbert Blumer's theory, social thought influences
the social theory. One thought that might influence social theory is
rationalism. Rationalism is explained rationally, factually proven, so that the
actions taken by humans must be factual. Through this approach, researchers can
conclude that the use of ecosystem videos during the COVID-19 is limited
(sphere of social reality). Teachers (who are autonomous actors) are human
beings who carry out social actions, namely autonomous actors, teachers act as
motivators for the teaching and learning process, act as facilitators who try
to create effective learning conditions. Therefore, teachers supporting the
implementation of the learning process need facilities.
Video ecosystem is said to be a learning tool that
aims to streamline the learning process during a pandemic, the teacher takes
action based on assumptions about something that is absolute or cannot be
changed (Assumptions about individuals and society), teachers find it difficult
to measure the level of students' abilities (types of social reality) which
means that the teacher's actions are the result of interpretation of roles,
ideas, and objects, besides the use of student ecosystem videos is constrained
by quota fees and there are some students who do not have cellphones their own
(influence of thought and theory) which means explanations of ecosystem videos
can factually proven, so that every teacher taking action must be factual. As
for students who are far from the monitoring of parents who are busy working
(the social context behind).
The use of ecosystem videos is important for
students during the covid-19 in elementary schools
The importance of ecosystem videos is important for
students during the covid-19� in
elementary schools who are experiencing the impact of the covid-19 teachers use
cellphones to learn from home. The teacher shares the youtube link via
whatsapp. The use of ecosystem videos is important for students because the
language videos are concise enough to make it easier for students to understand
the material, so the teacher must create creative videos in providing the
learning process so that students are interesting. The purpose of creating an
interesting learning process is so that students in the learning process are
not easily bored, bored because studying in a forced state, students find it
difficult to concentrate, especially with the Covid-19. With the teacher
creating an interesting learning process atmosphere, students will grow a sense
of enthusiasm for learning.
Ecosystem videos can attract the attention of students
to seek new information or insights, because videos are moving images that are
more attractive to students and videos are more effective than other media.
Which means that the role of video in learning enters students more quickly,
because the viewing makes students focus, so that it can affect students'
thoughts and emotions.
Figure 1. Video Ecosystem
�
Ecosystem videos can attract attention and direct the
concentration of students, the use of videos can provide new experiences,
namely gaining new knowledge for students. If it can help students hone the
emotional development of students to find out ecosystem material, and provide
experiences to students visually. Ecosystem videos provide new experiences,
namely new knowledge of students who initially did not know ecosystem material
by watching ecosystem videos, students gained new knowledge. The use of
ecosystem videos can attract students' attention to ecosystem materials. The
video ecosystem directs concentration, depending on students who pay attention
to the video seriously or not and the importance of the teacher to assess the
ability of students through question and answer sessions in class groups,
paying attention to students who are concentrating and those who are not, the
purpose of the previous explanation, the teacher monitoring students who are
not. diligently watching the video will be able to answer questions from the
teacher.
Figure 2. Students with the use of ecosystem
videos
�
Students who are using mobile phones to watch
ecosystem videos. Videos can attract attention for any brief period of other
stimuli (Arief, 2009). Learners by watching
ecosystem videos will concentrate without any outside interference. Ecosystem
videos that attract the attention of students because of animation and teachers
look for videos whose language is concise enough for students to understand.
Watching ecosystem videos, students can gain new knowledge of what they have
learned, videos have properties that can be replayed by students at any time to
be studied.
According to Herbert Blumer's theory, the use of
ecosystem videos can direct concentration and attract students depending on the
seriousness of the students (self) paying attention to the ecosystem videos, it
can be concluded that the teacher (actor) summarizes the ecosystem video in
interesting language. ecosystem so that human action is a result of
interpretation of roles, ideas, and objects (types of social reality), besides
that the teacher monitors the concentration of students through question and
answer sessions, so that asking questions that teachers do to students tends to
ask questions about intentional (good society) in fact has meaning obtained
from social interaction (the social context behind it).
The meaning of ecosystem videos for students
The meaning of ecosystem videos during the covid-19,
teachers are humans who act or have an important role in the conditions of the
covid-19, so that students are always eager to learn. Teachers who act as
motivators for the learning process, act as facilitators who try to create
effective teaching and learning conditions, always encourage students through
motivation. Teachers always encourage students through advice. Take advantage
of gifts from parents, for example, mobile phones as learning media. In
addition to encouraging the teacher to provide action based on meaning when
there are students who do not understand the video explanation.
The meaning of the ecosystem video for students in
elementary school, the teacher helps explain that when there are participants
who are difficult, the teacher helps answer those who ask via Whatsapp, so that
it is clearer for students who visit the teacher's house to submit assignments
and the teacher provides an explanation of the material. do not understand students.
The meaning of ecosystem videos for students, teachers have an important role
to act on the basis of meaning, so that students are always eager to study hard
through the motivation of teachers and teachers who always pay attention when
there are students who have difficulty understanding the explanation of the
ecosystem video, the teacher will provide an explanation directly when they are
studying. PTM or are submitting assignments.
Face-to-face learning, teachers who act as motivators
for the learning process during the COVID-19 act as facilitators who try to
create effective learning conditions and always provide encouragement through
interaction with students. During PTM, the teacher helps explain when there are
students who have difficulty understanding the material in the ecosystem video.
Figure 3. Face-to-face
Learning
�
According to Herbert Blumer's theory, humans act on
something based on meaning, and that meaning is obtained from social
interactionism carried out with others so that meaning is perfected by ongoing
social interactionism. Society is an actor who acts. Through this approach,
researchers can conclude that the meaning of ecosystem videos can help students
(self) be more enthusiastic about learning during the covid-19, teachers (actors)
who act on something based on meaning, teachers play an important role as
motivators, act as facilitators trying to provide information. the spirit of
learning to students through advice or through motivation so that every action
taken by humans has meaning obtained from social interaction (questions asked)
and increases the ability of students to master the goals of educators to be
achieved, due to the covid-19 limitedthere should be no crowds (sphere of
social reality) the teacher gives the enthusiasm of the participants directly
or indirectly.
The Study of Symbolic Interactionism
Herbert Blumer's theory which was influenced by Mead
regarding social interactionism, Blumer draws the conclusion that humans act on
something based on meaning, and that meaning is obtained from social
interactionism carried out with other people so that meaning is perfected by
ongoing social interactionism. The teacher (actor) is the one who acts (Derung, 2017). Actions taken by
students (individuals) are not only for themselves but are social actions.
Teachers who play an important role in the learning
process, the teacher should create a good and interesting learning atmosphere
so that students in the learning process are not easily bored, bored because
studying in a forced state, students find it difficult to understand the
material presented. During the COVID-19 pandemic, it is difficult for teachers
to interact with students, because socializing or gathering is prohibited. So
the teacher uses ecosystem videos as a tool to make it easier to convey
information on ecosystem materials, ecosystem materials that are important for
fifth grade students to learn because they are included in the material in the
LKS.
The role of the video ecosystem in the learning
process goes into the students more quickly because the video shows that
attract students to be the focus so that it can affect the thoughts and
emotions of students. Ecosystem videos are said to be a learning tool because
of the limited availability of school time due to the COVID-19, and ecosystem
videos as a learning tool have the meaning of making it easier for teachers to
streamline the learning process, adding variety so that the learning process is
not boring. Although teachers find it difficult to measure the ability of
students due to limitations, teachers still monitor the progress of
students.����
The conclusion from the results of the research above,
that the use of ecosystem videos as a learning tool during the covid-19 has
meaning for students, teachers (actors) who take every action that must be
factual, indirectly the teacher provides enthusiasm for learning through
factual advice. and has meaning derived from social interactions (questions
asked) between teachers and students. With limited conditions due to the
COVID-19 pandemic (sphere of social reality) the results of the study are not
generally applicable but apply in a limited scope, teachers provide enthusiasm
for learning and the importance of teachers understanding the difficulties of
students in understanding ecosystem material.
4. Conclusion
Based on the
results and research and discussion of the use of ecosystem videos as a
learning tool during the covid-19 in elementary schools, conclusions were
obtained including, The use of ecosystem videos for assistive devices for
teachers makes it easier to convey learning and videos as learning tools during
the covid-19and makes it easier for teachers to streamline the learning process
and add variety so that the learning process in the Covid-19. The use of
ecosystem videos is important, because it can attract the attention of students
to seek new information or insights, because videos are moving images that are
more interesting to students and videos are said to be more effective than
other media. The meaning of the video ecosystem for students in elementary
school, the teacher (actor) is a human being who plays an important role in
always giving the spirit of learning to students.
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