2. Learning Media in Education
Ref. [
7] attempted to identify the media technology medium used in R&D that practically impacts students and educators. This study examines the importance and necessity of the current use of media technology in learning and teaching. The findings of this study help educators and students identify the main medium of use with respect to technological media related to the exploration, mastery, and deepening of knowledge in a more systematic manner. Technology media used in R&D include Facebook, E-learning, online web, video streaming, M-learning, and YouTube. This has shown a difference with this study in which the findings show that students think that the existence of learning media is associated with the quality of their assignments and not quantity. This permitted student engagement in activities such as plagiarism, namely, copying and pasting.
The authors of [
8] even attempted to explore the use of mobile applications on logical thinking and technological advances in education. The technology in mobile learning (m-learning) discusses web-based applications and the advantages of using web-based applications. Logical thinking relates to human life, which always requires decision-making skills, regardless of whether a decision is right or wrong. Nevertheless, an assumption is a decision or opinion of a person that is considered valid, even though it may not necessarily be true. The results show that exploring mobile applications in education facilitates human beings in making decisions. At the same time, the present study is different in that most respondents say that learning media such as mobile applications cause their performance to decline. The authors of [
9] examined a practical example in a mobile comic that can be used as an alternative medium to stimulate sensations of young children. This has included pedagogical instruments. In addition, discussing the use of mobile comics can help teachers improve literature for young people and further hone students’ understanding of literature by making the experience more enjoyable and allowing them to gain more valuable experience when using mobile comics. Previous studies have shown that mobile comics can be an alternative medium. However, other sources such as magazines, newspaper clippings, and journals have affected students who use them for current studies. The study of [
10], which aims to explain various social media, can help students obtain various helpful information in order to engage in teaching and learning activities more actively. In addition, the authors described the advantages and disadvantages of social media in the teaching and learning process in higher education.
According to this study, this study’s findings are related to social media and higher education. Social media is said to disseminate information that is easy to convey and can be accessed. This has been supported in daily activities, especially in the education sector. Through educators, various applications have been applied in learning and teaching processes for students in higher education. Learning and teaching, when applied using social media through mobile phones, have also been made more exciting and effective. Initially, social media was used for communication purposes; however, it has evolved, resulting in various functions. For example, students can communicate regardless of distance, making communication more easily accessible to everyone. It is easy to receive information, files, and send photos and videos, etc. Moreover, social media is a medium of teaching and learning. This is evident in the use of media, as the flow of information is now quicker without hindrance. Thus, social media is very suitable for applications in higher education as a tool to increase the level of teaching and learning. The authors of [
11] attempted to investigate the effectiveness of using various teaching media based on constructivism in science’s teaching and learning process to improve students’ basic Science process skills (KPS). The findings also show significant differences in KPS skills between the groups that follow ICT and environmental strategies with the conventional group. This study can conclude that R&D by using PMP integrated with ICT and the environment has had a positive impact on the development of skills related to the scientific process among students.
4. Results
A total of 201 forms six students were sampled with a simple random technique from 426 form-six students. The number of respondents according to the schools involved is thirty-one people for SMKTIZ (15.4%), fifty-two people for SMKSO (25.9%), seventy-two people for SMKP (35.8%), twenty-one people for SMKDM (10.4%), and twenty-five people for SMKKJ (12.4%), as shown in
Table 1. A total of 101 (50.2%) form-six students were semester-one students, while for semester three, the total was 100 students (49.8%). Only semester-one and -three students were involved because the second semester does not exist in the third term. Second-semester students will only exist from January to June. Data collection was performed in November, when only semester-one and -three students were physically available.
Therefore, the analysis was only conducted for the construct of the level of use of learning media among form-six students. Only the level of use of learning media has sub-constructs such as interactive boards and drills, social networking tools, and public-information storage tools. To facilitate the interpretation of construct levels, the contruct has been divided to low level, medium level, and high level, using the cutoff point recommended by [
16] (
Table 5).
Table 6 shows the percentage of learning media usage.
Table 6 describes the level interpretations for each construct. Questions related to the level of use of learning media are related to students’ knowledge and experience while using this learning media. Based on the data, most students are accustomed to using learning media for their learning. The evidence can be observed in the questions posed to the respondents about the level of use of learning media. For the first question, 55.7% (112 students) chose very often while three chose never with a percentage of 1.5%. For the second question, 144 students used the WhatsApp application to upload and download documents or information by choosing very often, with a percentage of 71.6%. In contrast, none of the students chose the answer never. Next, the third question showed that 62.2% voted very often, with 125 people representing the highest number of respondents, and only 2, equivalent to 1.0%, had never voted.
These results had a connection to the jigsaw-type cooperative-learning model [
17,
18], which is a cooperative-learning model. This is where students learn in small groups and work together to obtain the maximum learning experience and valuable experience through individuals or groups. This model is also related to teaching media through gadget applications. This is where students who engage themselves in seeking this knowledge and type of learning are also more student-centered than teacher-centered. This is evident when the respondents are more independent and use learning media through social networking tools very well. Students can shoulder their responsibilities and acquire knowledge even when absent from the classroom. Therefore, the existence of learning media using such social networking tools can facilitate and attract students in their learning experience.
Table 7 describes the results of the study. The sub-construct levels were divided into interactive boards and drills, social networking tools, and public-information storage tools, and the first sub-construct is an interactive board and drill. In an analysis of the results for item 1, the use of display media, which was a blackboard during group learning, showed that it is at a moderate level (M = 3.03 and SD = 1.06). Many students chose to use occasionally, which includes ninety-one people and is equivalent to 45.3 percent, while only eighteen people, equivalent to 9.0 percent, used it regularly. This result indicates that the blackboard has less use when students study in groups.
The focus of analysis for item 2 is the use of slideshows in the classroom teaching process and during facilitation (TPF). This statement is at a moderate level (M = 2.74 and SD = 1.01). Eighty-nine people, equivalent to 44.3 percent of students, voted occasionally, and only twelve people, equivalent to 6.0 percent, used slideshows often. This result shows that most teachers do not use slideshows frequently, and this may be because students also will not be directly involved in its application. Therefore, it is appropriate that these slideshows are at a moderate level of use. Next, the analysis of item 3 shows that teachers use various multimedia materials (video presenter, LCD projector, and many others), and this statement is high (M = 4.30 and SD = 0.84). A total of 103 people, equivalent to 51.2 percent, voted very often, while only 2 people, equivalent to 1.0 percent, voted never. By examining a selection of answers, teachers often use these multimedia materials during TPF sessions and because students always want use it.
Moreover, the next sub-construct is a social networking tool. In item 4, the use of the WhatsApp application for forming class groups showed that it was at a high level at 112 people, equivalent to 55.7 percent, and they all voted very often with respect to the application’s utilization. There were only two people, equivalent to 1.0 percent, that occasionally used it. From the selection of these answers, it can be concluded that the students are familiar with the WhatsApp application, which causes them to use it very often to connect with their friends and teachers by communicating through existing groups. Item 5 uses the WhatsApp application to upload and download documents or information. This statement is at a high level (M = 4.62 and SD = 0.67). The number of students who voted for this statement reached 144 people, equivalent to 71.6 percent, while no student voted for never. As is well known, WhatsApp is important in one’s life, especially as a student. Students can share information easily and quickly through this application. It is not surprising that this usage is at a high level.
The statement of item 6 uses the Facebook application to post information, ideas, and files. This is the highest level obtained (M = 2.38 and SD = 1.25). One hundred twenty-five people, equivalent to 62.2 percent, voted very often, while only two people, equivalent to 1.0 percent, voted never. This result shows that Facebook is also the student’s choice in presenting and finding information about their learning. The analysis for item 7 involved using the Telegram application to communicate with friends or teachers. This application is only at a moderate level (M = 2.38 and SD = 1.25). The choice of answers for occasionally is the highest, with seventy-three people, equivalent to 36.3 percent, having voted. At the same time, only fourteen people, equivalent to 7.0 percent, are said to use it regularly. By a selection of answers, it is not surprising that this application is only at a moderate level because students do not use this Telegram application.
The analysis of item 8 used the Facebook application to follow the relevant groups of the subjects taken. The average level for this statement is high (M = 4.33 and SD = 0.93). Students numbering 116 selected this statement, equivalent to 57.7 percent, while only 2 people, equivalent to 1.0 percent, had never used it. It is not surprising that this Facebook platform is prevalent among website users, and students use it to find information about their learning processes. Item 9 comprises the use of Instagram to communicate with teachers, and it is at a low level. Many students have never used it, amounting to seventy-three people and is equivalent to 36.3 percent, compared to those that use it often, which includes thirteen people, equivalent to 6.5 percent. This value is because Instagram is unsuitable for communicating with teachers. After all, this application requires high internet speeds. Therefore, most students never use it.
The analysis of item 10 refers using e-mail to send homework to teachers. The results of this analysis are low (M = 1.71 and SD = 1.06). The majority of students also voted never, which includes 127 people, equivalent to 63.2 percent, while only 5 people, equivalent to 2.5 percent, voted very often. The results of this answer selection prove that students are more motivated to submit homework in person than online using e-mails. The last sub-construct is a public-information storage tool. In item 11, the use of laptops to keep brief notes is at a moderate level (M = 2.58 and SD = 1.20). The number of students selecting this sub-construct comprised sixty-six people, equivalent to 32.8 percent, compared to those who selected very often, which included thirteen people, equivalent to 6.5 percent. Through this statement, students do not always use laptops frequently. Students may prefer traditional methods such as making brief notes in a notebook or paper.
Item 12 refers to using laptops to download files or documents related to a subject, and this item is also at a moderate level (M = 3.37 and SD = 1.30). The majority of students also chose once in a while, which included 55 people, equivalent to 27.4 percent, compared to never, which included 23 people, equivalent to 11.4 percent. This result clearly shows that students are also not interested and less interested in using laptops. The reason may be because the cost of owning laptops is high. The analysis of item 13 includes using a smartphone to download files or documents related to a subject. The mean level for this statement was moderate (M = 3.66 and SD = 1.31). The choice of the answer very often is the highest, including seventy-one people equivalent to 35.3 percent, compared to sometimes, which included nineteen people equivalent to 9.5 percent. Although a smartphone is an essential tool in one’s daily routine, students do not like to download files or documents related to a lesson using a smartphone because the space required is insufficient, and there is not enough memory size in the phone.
The analysis of item 14 refers to using Google Drive to store all files in one place, and the average level is high (M = 4.56 and SD = 0.76). The majority of students chose very often, which includes 142 people, equivalent to 70.46 percent, compared to never, which included one person equivalent to 0.5 percent. Many students choose to use it because Google Drive does not require much space and memory. The app is also easy to store and can be easily searched for. It is not surprising that students love to use it. The last analysis is item 15, which involves using Google Photos as unlimited photo storage, and it was chosen at a moderate level. A total of sixty-one people, equivalent to 30.3 percent, voted occasionally, and only twenty-one people, equivalent to 10.4 percent, chose to use it occasionally. This application is less attractive to students because students are unaware of benefits of this application and have yet to explore its benefits. This item is at a modest level.