Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs)

https://doi.org/10.25299/sportarea.2022.vol7(1).7737

Authors

  • Gita Febria Friskawati Department of Physical Education, Health and Recreation, STKIP Pasundan, Cimahi, Indonesia https://orcid.org/0000-0001-6575-6341
  • Dedi Supriadi Department of Physical Education, Health and Recreation, STKIP Pasundan, Cimahi, Indonesia

Keywords:

Video analysis, youtube flatform, HOTs

Abstract

Learning using technology-based media has become the main thing in learning in the 4.0 era to support high-level life skills, one of which is thinking skills. The purpose of this study is to re-prove the use of video analysis, especially using the Youtube platform for students' Higher Order Thingking Skills (HOTs). The study used an experimental design with a factorial design in a population of 312 PJKR level IV students who were taking Sports Pedagogy lectures. The sample consisted of 79 people in the experimental group and 80 people in the control group who were taken using cluster random sampling technique. The research was conducted from April 2020 to July 2020 when online lectures were conducted during the Covid 19 Pandemic with 12 meetings. The results show that there are differences in student HOTs in the group that uses video analysis with the Youtube platform and those that do not. The difference in HOTs is also seen in gender groups. HOTs in students can be improved through video analysis on the Youtube platform with learning stages that contain the HOTs concept, namely Concept, Analitycal, Understanding Knowlede, and Create.

Downloads

Download data is not yet available.

References

Andrist, L., Chepp, V., Dean, P., Miller, M. V, Andrist, L., Chepp, V., Dean, P., & Miller, M. V. (2014). Toward a Video Pedagogy: A Teaching Typology with Learning Goals. Teaching Sociology, 42(3), 34-44. https://doi.org/10.1177/0092055X14524962

Azor, R. O., Asogwa, U. D., Ogwu, E. N., & Apeh, A. A. (2020). YouTube audio-visual documentaries: Effect on Nigeria students’ achievement and interest in history curriculum. The Journal of Educational Research, 113(5), 1–10. https://doi.org/10.1080/00220671.2020.1819182

Barnett, J. E., & Francis, A. L. (2018). Using higher order thinking questions to foster critical thinking: a classroom study. Educational Psychology : An International Journal of Experimental Educational Psychology. 32(2), 37–41. https://doi.org/10.1080/01443410.2011.638619

Brown-Kramer, C. R. (2020). Improving Students’ Study Habits and Course Performance With a “Learning How to Learn” Assignment. Teaching of Psychology, 48(1), 48-54. https://doi.org/10.1177/0098628320959926

Calderon, O., & Sood, C. (2018). Evaluating learning outcomes of an asynchronous online discussion assignment : A post-priori content analysis. Interactive Learning Environments, 28(1), 1–15. https://doi.org/10.1080/10494820.2018.1510421

Carroll, K. A., Harris, C. M., & Carroll, K. A. (2020). Using a Repetitive Instructional Intervention to Improve Students’ Higher-Order Thinking Skills. College Teaching, 69(2), 45–57. https://doi.org/10.1080/87567555.2020.1823310

Chan, S. (2016). Using videos and multimodal discourse analysis to study how students learn a trade U sing videos and multimodal discourse analysis to study how students learn a trade. International Journal of Training Research, 11(l), 77-85. https://doi.org/10.5172/ijtr.2013.11.1.69

Coogle, C. G., Nagro, S., Regan, K., Brien, K. M. O., & Ottley, J. R. (2019). The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice. Topics in Early Childhood Special Education, 41(4), 50-62. https://doi.org/10.1177/0271121419857142

Cousins, J. B., & Ross, J. A. (2014). Computing in education improving higher order thinking skills by teaching “With” the Computer. Journal of Research on Computing in Education, 26(1), 56-70. https://doi.org/10.1080/08886504.1993.10782080

Deschryver, M. (2016). Using the Web as a Higher Order Thinking Partner : Case Study of an Advanced Learner Creatively Synthesizing Knowledge on the Web. Journal of Educational Computing Research, 55(2), 23-30. https://doi.org/10.1177/0735633116667356

Gonza, C. S. (2015). Framework Based on Motor Play to Categorize and Analyze Active Video Games. Games and Culture, 11(7), 20–30. https://doi.org/10.1177/1555412015576613

Hockicko, P., Krišt, L., & Miroslav, N. (2014). Development of students’ conceptual thinking by means of video analysis and interactive simulations at technical universities. European Journal of Engineering Education, 40(2), 37–41. https://doi.org/10.1080/03043797.2014.941337

Hopson, M. H. (2014). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills. Journal of Research on Technology in Education, 34(2), 23-33. https://doi.org/10.1080/15391523.2001.10782338

Hopson, M. H., Simms, R. L., & Gerald, A. (2001). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills. Journal of Research on Technology in Education, 34(2), 37–41. https://doi.org/10.1080/15391523.2001.10782338

Ibrahim, A., & Elfeky, M. (2018). The effect of personal learning environments on participants’ higher order thinking skills and satisfaction participants ’ higher order thinking skills and satisfaction. Innovations in Education and Teaching International, 56(4), 1–12. https://doi.org/10.1080/14703297.2018.1534601

Ichsan, I. Z., Sigit, D. V., & Miarsyah, M. (2019). Environmental Learning Based on Higher Order Thinking Skills : A Needs Assessment. International Journal for Educational and Vocational Studies, 1(1), 21–24. https://doi.org/10.29103/ijevs.v1i1.1389

Johnson, H. J., Mawyer, K. K. N., & Johnson, H. J. (2019). Teacher Candidate Tool-Supported Video Analysis of Students’ Science Thinking. Journal of Science Teacher Education, 30(5), 528–547. https://doi.org/10.1080/1046560X.2019.1588630

Kemendikbud. (2018). Pembelajaran Kurikulum 2013. Kemendikbud.

Koekoek, J., Mars, H. Van Der, Kamp, J. Van Der, Walinga, W., & Hilvoorde, I. Van. (2018). Aligning Digital Video T echnology with. Journal of Physical Education, Recreation & Dance. 89(1), 24-35. https://doi.org/10.1080/07303084.2017.1390504

Laughlin, M. K., Hodges, M., & Iraggi, T. (2019). Deploying Video Analysis to Boost Instruction and Assessment in Physical Education. Journal of Physical Education, Recreation & Dance, 90(5), 32-40. https://doi.org/10.1080/07303084.2019.1580637

Lee, J., & Choi, H. (2017). What affects learner’s higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, 143-152. https://doi.org/10.1016/j.compedu.2017.06.015

Lestari. (2018). Peran teknologi dalam pendidikan di era globalisasi. EDURELIGIA: Jurnal Pendidikan Agama Islam, 2(2), 94–100. https://doi.org/10.33650/edureligia.v2i2.459

Liao, W. (2020). Using Collaborative Video-Cued Narratives to Study Professional Learning : A Reflective Analysis. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406920949335

Loughlin, J. O., Nı, D., & Grady, D. O. (2013). Digital video: The impact on children’s learning experiences in primary physical education. European Physical Education Review, 19(2), 165–182. https://doi.org/10.1177/1356336X13486050

Mahoney, J. W., & Harris-reeves, B. (2017). The effects of collaborative testing on higher order thinking : Do the bright get brighter ?. Active Learning in Higher Education, 20(1), 25-37. https://doi.org/10.1177/1469787417723243

Mcloughlin, C., Oliver, R., Mcloughlin, C., & Oliver, R. (2016). Planning a telelearning environment to foster higher order thinking higher order thinking. Distance Education, 19(2), 24-35. https://doi.org/10.1080/0158791980190205

Mooney, A., & Hickey, C. (2017). ‘(Dis) empowered by what we see … ’: exploring the use of video-stimulated reflection in physical education pedagogy and practice. Asia-Pacific Journal of Health, Sport and Physical Education, 8(3), 1–16. https://doi.org/10.1080/18377122.2017.1366684

Nachiappan, S., Damahuri, A. A., & Ganaprakasam, C. (2018). Application of Higher Order Thinking Skills (hots) in teaching and learning through communication component and spiritual, attitudes and values. Southeast Asia Early Childhood Journal, 7, 24–32.

Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020). Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 1–13. https://doi.org/10.1080/18117295.2020.1818042

Nowels, R. G., & Hewit, J. K. (2018). Improved Learning in Physical Education through Immediate Video Feedback. Strategies, 31(6), 57-68. https://doi.org/10.1080/08924562.2018.1515677

Permana, I., Handayani, Y., & Ratnasari, N. (2018). Higher Order Thinking Skills (HOTS) Ability of Student High School, Colleg, and Physics Teacher on Physics Lesson Materials. In International Conference on Education in Muslim Society (ICEMS 2017) (pp. 317-320). Atlantis Press.

Peterson, D., Kromrey, J., Borg, J., Lewis, A., Peterson, D., Kromrey, J., Borg, J., Lewis, A., Peterson, D., & Lewis, A. (2016). Defining and Establishing Relationships Between Essential and Higher Order Teaching Skills. The Journal of Educational Research, 84(1). https://doi.org/10.1080/00220671.1990.10885985

Rangarajan, K., Begg, K., & Somani, B. (2019). Online Digital Media: The Uptake of YouTube-based Digital Clinical Education (DCE) Online Digital Media : The Uptake of YouTube-based Digital. American Journal of Distance Education, 33(2), 142–150. https://doi.org/10.1080/08923647.2019.1582308

Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. WIREs Climate Change, 6(2), 177-192. https://doi.org/10.1002/wcs.1336

Rump, W. D., Schlichter, C. L., Palk, B. E., Schlichter, C. L., & Palk, B. E. (2016). Teaching HOTS in the middle and high school: A district ‐ level initiative in developing higher order thinking skills. Roeper Review, 10(4), 20-32. https://doi.org/10.1080/02783198809553131

Schieble, M., Vetter, A., & Meacham, M. (2015). A Discourse Analytic Approach to Video Analysis of Teaching : Aligning Desired Identities With Practice. Journal of Teacher Education, 66(3), 13-24. https://doi.org/10.1177/0022487115573264

Supianti, I. I. (2018). Pemanfataan Teknologi Informasi dan Komunikasi (TIK) dalam Pembelajaran Matematika. Mendidik: Jurnal Kajian Pendidikan dan Pengajaran, 4(1), 63–70. https://doi.org/10.30653/003.201841.44

Tella, A., Bode-obanla, O., & Age, A. S. (2020). The perspective of undergraduate students on information needs and seeking behavior through YouTube. Journal of Electronic Resources Librarianship, 32(2), 94–109. https://doi.org/10.1080/1941126X.2020.1739826

Vidergor, H. E. (2017). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. The Curriculum Journal, 29(1), 95-115. https://doi.org/10.1080/09585176.2017.1318771

Wan, Z. H., Hung, M., & Cheng, M. (2018). Classroom learning environment, critical thinking and achievement in an interdisciplinary subject: a study of Hong Kong secondary school graduates. Educational Studies, 5698, 1–21. https://doi.org/10.1080/03055698.2018.1446331

Yeung, S. S. (2016). Conception of teaching higher order thinking : perspectives of Chinese teachers in Hong Kong. The Curriculum Journal, 26(4). https://doi.org/10.1080/09585176.2015.1053818

Zhang, Y., & Chan, K. K. (2020). Infusing visual analytics technology with business education: An exploratory investigation in fostering higher-order thinking in China. Innovations in Education and Teaching International, 58(5), 1–10. https://doi.org/10.1080/14703297.2020.1793799

Published

2022-04-23

How to Cite

Friskawati, G. F., & Supriadi, D. (2022). Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs). Journal Sport Area, 7(1), 96–103. https://doi.org/10.25299/sportarea.2022.vol7(1).7737

Issue

Vol. 7 No. 1 (2022): April

Section

RESEARCH ARTICLES
Copyright & Licensing

This is an open-access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium. Copyrights of all materials published in Journal Sport Area are freely available without charge to users or / institution. Users are allowed to read, download, copy, distribute, search, or link to full-text articles in this journal without asking by giving appropriate credit, provide a link to the license, and indicate if changes were made. All of the remix, transform, or build upon the material must distribute the contributions under the same license as the original. 

Received 2021-09-17
Accepted 2022-01-24
Published 2022-04-23