Evaluation Of The Effectiveness The Use Of Capcut-Based Video Learning Media In Improving Student Understanding And Engagement In Physical Education And Sports

Epi Supriyani Sirregar, Ika Purnama Sari, Alwi Fahruzy Nasution, Elce Purwandari, Sehat Muliyadi Daulay

Abstract


The use of technology in education has grown rapidly, with video-based learning media becoming one of the effective tools in improving the quality and effectiveness of teaching. The CapCut application, known as a video editing platform, offers features that can be used to develop interesting and informative learning videos. This study focuses on the use of CapCut in creating video learning media for Physical Education and Sports subjects, with the aim of evaluating its effectiveness in improving student understanding and engagement. The purpose of this study was to evaluate the effectiveness of using CapCut-based video learning media in improving student understanding and engagement in Physical Education and Sports subjects. This study aims to explore how videos made with CapCut can affect the way students understand the concepts of sports and physical activity and the extent to which this media can increase student motivation and engagement in the learning process. This study uses a mixed research method, namely a combination of quantitative and qualitative. The results of the study showed that the use of CapCut-based video learning media significantly improved students' understanding of Physical Education and Sports materials. Videos developed with CapCut were able to present information visually and auditorily that clarified complex concepts. In addition, students showed increased engagement and motivation in the learning process, as reflected in class activities and their responses to video materials. Educators also reported that this media facilitated the delivery of materials and increased interaction with students. This study concludes that the use of CapCut in developing video learning media has a significant positive impact on students' understanding and engagement in Physical Education and Sports. CapCut provides a tool that allows educators to create engaging and interactive learning videos, which in turn improves the quality of learning and student motivation. Therefore, the application of this technology can be an effective solution to improve the learning process in schools. Further research is recommended to explore other aspects of the use of digital media in education and to identify best practices in its implementation

Full Text:

PDF

References


Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890

Bates, A. T. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Tony Bates Associates Ltd. https://opentextbc.ca/teachinginadigitalage/

Becker, K., & Park, K. (2011). Effects of integrating multimedia on student learning in higher education. Journal of Educational Technology & Society, 14(1), 24–37.

Berge, Z. L., & Clark, T. (2005). The Role of the Teacher in E-Learning. Education and Information Technologies. Springer. https://doi.org/10.1007/s10639-005-7920-2

Cunningham, D. J., & Duffy, T. M. (1996). Constructivism: Implications for the Design and Delivery of Instruction. Educational Technology. https://doi.org/10.1007/BF02504036

Dickey, M. D. (2005). The role of multimedia in enhancing learning and the potential for its use in education. Educational Technology Research and Development, 53(3), 63–78. https://doi.org/10.1007/BF02504881

Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design. Harcourt Brace Jovanovich College Publishers.

Garner, H., & Alexander, K. (2016). Multimedia learning: A review of the research and applications in education. Journal of Educational Multimedia and Hypermedia, 25(1), 1–23.

Jonassen, D. H. (1999). Designing Constructivist Learning Environments. Educational Technology Publications. https://doi.org/10.1207/s15327888mse0202_4

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.

Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing Effective Instruction. Wiley.

Moursund, D. G. (2005). Introduction to Computer-Based Instructional Systems. International Society for Technology in Education.

Palloff, R. M., & Pratt, K. (2013). Lessons from the Cyberspace Classroom: The Realities of Online Teaching. Jossey-Bass.

Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.

Perraton, H. (2000). Open and Distance Learning in the Developing World. Routledge.

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching. Pearson.

Rosenberg, M. J. (2001). E-Learning: Strategies for Delivering Knowledge in the Digital Age. McGraw-Hill.

Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory: Vol. II (pp. 135–161). Lawrence Erlbaum Associates.

Schneider, C., & Pugh, K. (2013). Multimedia learning in higher education: The case of instructional design. Educational Technology Research and Development, 61(4), 689–703. https://doi.org/10.1007/s11423-013-9313-3

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.

Tella, A., & Tella, A. (2007). The impact of multimedia on learning outcomes. Journal of Educational Multimedia and Hypermedia, 16(2), 113–125.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Weller, M. (2011). The Digital Scholar: How Technology Is Transforming Scholarly Practice. Bloomsbury Academic.

Wheeler, S. (2011). The Digital Classroom: How Technology Can Transform Learning. Routledge.

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 11–21. https://doi.org/10.1016/j.im.2005.01.006

Zhang, L., & Zheng, Y. (2018). Effects of video-based instruction on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 66(4), 807–832. https://doi.org/10.1007/s11423-018-9600-3

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: A Guide to Self-Regulated Learning. Jossey-Bass.




DOI: https://doi.org/10.31004/jele.v10i3.991

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Epi Supriyani Sirregar, Ika Purnama Sari, Alwi Fahruzy Nasution, Elce Purwandari, Sehat Muliyadi Daulay

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.