Developing a Learning Video for Food Preservation Course on The Crispy Boneless Milkfish Topic

Andian Ari Anggraeni1,*, Titin Hera Widi Handayani1, Mutiara Nugraheni1, Rizqie Auliana1 and Ichda Chayati1

1Faculty of Engineering, Universitas Negeri Yogyakarta

*Corresponding author: Andian Ari Anggraeni; Email: andian_ari@uny.ac.id

AbstractThis study aimed to: 1) develop a learning video for food preservation course on crispy boneless milkfish (Indonesian: bandeng) topic, 2) determine the feasibility of the learning video for food preservation course on crispy boneless milkfish topic, and 3) examine the improvement of students’ learning achievement before and after the use of the learning video. This research was a research and development type, using the Borg and Gal model. The feasibility of learning video was assessed using questionnaires that involved learning material expert, learning media expert, peer reviewers, teachers and students. The students assesment consisted of one on one testing, classroom testing and operational field testing. The improvement of learning achievement was assessed using a single group pre-test and post-test design in the operational field testing stage. Data collection instruments were in the form of questionnaires and tests. The students’ learning achievement were then analyzed using descriptive qualitative method with paired T-test. The results are as follows: 1) the learning video is 11 minutes and 21 seconds long; it is divided into several sections (opening, preparing cooking utensils, preparing ingredients, making the product, testing the expiration date, and closing); it is uploaded to the YouTube channel of Boga UNY with URL https://youtu.be/ksc1mj_o90Q, and 2) the learning video is considered feasible recieving 95.0% mark from learning material experts, 91.7% mark from media experts, 90.3% mark from peer reviewers, 87.2% mark from teachers, 99.6% mark from the students using one on one testing, 83.0% mark from students in classroom testing, and 85.9% from students in operational field testing stage, (3) the learning video helps in improving students’ learning achievement significantly at p<0.05.

Keywords: learning video, food preservation course, crispy boneless milkfish

1. IntroductionIn recent years, the Teacher’s Center Learning (TCL), a one way learning where lecturer or

instructor becomes the center of learning achievement while the students act as the receiver of the message, begins to be replaced by the Student’s Center Learning (SCL) approach. It is important that the learning process use the constructivism approach, in which the learning process puts the emphasis on how students must participate actively in the learning process in order to build their knowledge individually, and not just receive the lesson impetuously [1]. The constructivism learning theory is supported by Piaget through the cognitive development theory, which states that knowledge should not be obtained passively, but actively and through actions [2]. The SCL learning media is learning media that allows students to study independently [3] and assists the SCL approach, as students are able to develop new knowledge and skills by looking at texts and pictures, as well as listening to the sound in the learning media [4].

The Food Preservation Technology course is a mandatory course in the Food Engineering Education study program in Semester 5. This course has two credits of practice learning which discusses the principle theories of preservation, packaging, marketing, and selling price, as well as preservation practice on meat, fish, egg, milk, vegetables, cereals, nuts, candy and beverage making. Crispy boneless milk fish is one of the learning topics or materials on fish in the food preservation

learning. Although this course uses e-learning in the learning process, for the crispy boneless milk fish learning, the media still comes from an open source video so that the recipe and production process have not entirely addressed the practice directions in the lab-sheet. For this reason, the learning video needs to be developed further. This study aims to develop practice tutorial learning video in order to supplement the existing learning video.

2. Methods 2.1 Development Model

This study employed a research and development (R&D) design. This means that the design is used to generate a particular product, and assess the product’s effectiveness. The research stages in the video development used the Borg and Gal model [5]. The development model made up 10 stages, that are 1) information collecting, 2) planning, 3) product development, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision and 10) dissemination and implementation.2.2 Research Duration and Setting

This research was conducted in the Chemical Laboratory and Television Laboratory of the Faculty of Engineering, at the Universitas Negeri Yogyakarta from July 2017 to September 2018. 2.3 Data Collection

The research data were obtained from 1 learning material expert, 1 learning media expert, 3 peer reviewers, 3 teachers, 6 students for one on one testing, 30 students for classroom testing, and 45 students for operational field testing. Learning material expert and teachers involved assistant professors majoring in Food Science. Learning media expert and peer reviewers were assistant professors in the field of learning technology.

Students for classroom testing were the students who took the Food Preservation Technology class in the even semester of 2017/2018, namely the Class A of the Food Engineering Education study program, consisting of 30 students. And students for operational field testing stage were the students of that in the even semester of 2018/2019.

The research instruments were questionnaires consisting of a series of written questions or statements for the research participants to answer [6]. In this study, the questionnaires were used as the research instruments in order to examine and assess the feasibility level of the learning video prior to being distributed. The feasibility assessment used the 1 – 4 Likert scale, from not feasible to very feasible. In order to examine how much the learning outcomes improve, a set of formative tests, namely the pretest and posttest, were used. The pretest was conducted prior to watching the video, while the posttest was administered afterwards.2.4 Data Analysis

The feasibility percentage in the Likert scale was calculated using the following formula [6]:

(1)

The obtained feasibility percentage was classified into qualitative data with four scale points, i.e. very feasible (75.1-100%), feasible (50.1-75%), less feasible (25.1-50%), and not feasible (0-25%). The learning video will be deemed feasible if the minimum feasibility level reaches a minimum of 50.1%.

The data from the formative tests were assessed with paired t-test using the plug-in data analysis in the Microsoft Excel 2013 program. If the significance level is less than 0.05, it can be concluded that the learning video improves the students’ learning achievement.

3. Results and DiscussionThe learning video for the Food Preservation Technology course on the crispy boneless milkfish

is developed using the R&D with Borg and Gall approach. The research stages are detailed as follows.3.1 Information collecting

In this stage, needs analysis was conducted. Based on the lecturer’s observation, students were often not prepared for the practice activities, and as a result, there was a decrease in the independent

feasibility percentage= ∑ meanof the obtained score

∑ themaxixmal score of all itemsx100 %

attitude during the practice. Prerecorded experiment video can be used to replace demonstration method by the teacher. Two groups of students was examined to study the difference of student attitude and learning achievement. Control group was applied learning method using teacher demonstration. The learning method for the other group was delivered with prerecorded experiment video. The result showed that there was no significance difference between those groups. Therefore, prerecorded experiment video could replace teacher demonstration method [7].

Therefore, since the 2016/2017 school year, the learning of Food Preservation Technology course was carried out using a flipped classroom approach using LMS (Learning Management System) to improve student independence. The learning media that had been used are handouts, presentation slides, jobsheets and learning videos. All these learning media were uploaded in the e-learning course. Before attending the laboratory session, students were asked to read the labsheet, view videos, and work on quizzes.

The practice learning was conducted according to the principles of group learning model in a chemistry laboratory. Students were randomly divided into groups of three. Each group consisted of students A, B, and C. There were 6-7 groups in total. During practice sessions, each group worksed on a different product. At the end of the session, each group presented their works and discussed with the other groups the processes they did. In this way, all groups understood the making processes of all products. However, not all students could grasp the other groups’ presentations easily. Therefore, a tutorial video is needed to support the flipped classroom approach.3.2 Planning

The jobsheet for crispy boneless milkfish was available. The jobsheet was then transformed into a video script. The script covered information on scenes, time, video insert, narration, music, and shooting locations. The video script was assessed by learning material expert.3.3 Product Development

This stage covers the whole processes of shooting, editing, and finishing the video. This video was produced in collaboration with Television Laboratory of Universitas Negeri Yogyakarta. The video shows the tutorial on making crispy boneless milkfish which consists of 6 steps, i.e. opening, preparing cooking utensils, preparing ingredients, making the product, testing the expiration date, and closing.

The opening section takes 1 minutes and 59 seconds. Animated titles (the university, the faculty, the study program, the course’s names, the video topic as well as the author) are used in this part. Figure 1 is the screen capture of the opening section. In this section, a presenter greets the audiences (students) and convey the learning objectives. The narator gives a detailed explanation of the superior quality of milkfish, its limitations and how to overcome these limitations, packaging process, and labelling process. The narator's explanation is also supported with caption and animation. The caption and animation are to provide the target audiences (students) with the ability to understand the video content easily and they are also designed to prevent boredom.

Figure 1. The screen capture of the opening section.

The cooking utensils preparation section takes 36 seconds. The narator provides information on food-preparation utensils required for making crispy boneless milkfish and at the same time a student points out the utensils. At the end of this section, a list of the required utensils appeared on screen. Figure 2 (a) is the screen capture of this section.

The ingredient preparation takes 53 seconds. The narrator mentions information on ingredients required for making crispy boneless milkfish and at the same time a student points out the mentioned ingredient. At the end of this section, a list of the required ingredients appeared on screen. Figure 2 (b) is the screen capture of this section.

a. b.Figure 2. The screen capture of the food-preparation utensils (a) and ingredients preparation (b) to

make crispy boneless milkfish.

The production process section takes the longest screen time (5 minutes and 37 seconds). The dubber provides instructions on how to make crispy boneless milkfish and a student shows the actual process. Figure 3 (a) is the screen capture of this section. The next section is testing expiration date. It takes 1 minute 52 seconds long. The expiration date is determined using organoleptic test, as can be seen in Figure 3 (b). The student must complete an organoleptic test tables. All tables used in the organoleptic test are also presented in this video. The expiration date is marked by the changes in color/ appearance, smell, texture, and taste of the product. The product is considered expired when there are molds on the food, the smell is unpleasant, the texture is not crisp anymore, and the taste goes bad.

a. b.Figure 3 The screen capture of production process of crispy boneless milkfish (a) and expiration date

test (b)

The last section is closing section (Figure 4), which takes 23 seconds of the screen time. In this section, the narrator encourages the students to try making this product.

Figure 4. Screen capture of the closing section.

Tabel 2. Data hasil penilaian kelayakan ahli materi

No Indikator Prosentase Keterangan 1. Pembelajaran 93 % Sangat Layak

2. Materi 93 % Sangat Layak

3. Manfaat 96 % Sangat Layak

Rerata 94 % Sangat Layak

3.4 Preliminary field testingThe learning video that has been developed was then assessed for its feasibility by learning

material expert and media expert. The results of the assessment can be seen in Table 1 and Table 2. Based on the assessments by learning material and media experts as presented in Tables 1 and 2, this video is considered very feasible in terms of learning material’s quality and media’s quality.

Table 1. Assesment by a learning material expert

No Aspects Score Maximal Score Feasibility, % Category1. Learning 26 28 92.9 Very appropriate2. Material 49 52 94.2 Very appropriate3. Usefulness 19 20 95.0 Very appropriate4. Usage 20 20 100.0 Very appropriate

Total 114 120 95.0 Very appropriate

Table 2. Assesment by a learning media expert

No Aspects Score Maximal Score

Feasibility, % Category

1. Media quality 70 76 92.1 Very appropriate2. Usage 23 24 95.8 Very appropriate3. Usefulness 10 12 83.3 Very appropriate4. SCL media appropriatness 18 20 90.0 Very appropriate

Total 121 132 91.7 Very appropriate

3.5 Main Product RevisionIn this stage, the learning video was revised accroding to the learning material expert and learning

media suggestion. The revision was including to shorten the video duration and to reduce noise. The video was then retested in the next stage.3.6 Main Field Testing

In this stage, the video was assesed by peer reviewers, teachers and students. The students assesment consisted of one on one testing and classroom testing.

Table 3. Assesment by peer reviewer and teachers

No Aspects Maximal Score

Peer Reviewers Teachers CategoryScore Feasibility,

%Score Feasibility,

%1. Learning 20 18.0 90.0 17.3 86.7 Very appropriate2. Media

quality44 38.7 87.9 36.3 82.6 Very appropriate

3. Material 16 15.3 95.8 13.6 85.4 Very appropriate4. Usefulness 32 29.0 90.6 30.3 94.8 Very appropriate5. Usage 8 7.3 91.7 7.0 87.5 Very appropriate

Total 120 108.3 90.3 104.7 87.2 Very appropriate

Table 4. Assesment by students

No Aspects Maximal Score

One-on-one testing Classroom testing CategoryScore Feasibility,

%Score Feasibility,

%1. Learning 20 18.3 80.7 16.9 84.5 Very appropriate2. Media

quality44 38.3 74.7 34.6 78.7 Very appropriate

3. Material 16 13.7 73.2 13.6 85.0 Very appropriate4. Usefulness 32 30.3 81.3 27.9 87.2 Very appropriate5. Usage 8 7.3 78.6 6.5 81.7 Very appropriate

Total 120 108.5 77.5 99.6 83.0 Very appropriate

3.7 Operational Product RevisionBased on peer reviewer, teachers and students’ assesment result, the video was the revised. The

revision consisted of spelling and noise.3.8 Operational Field Testing

After underwent minor revision, the videw was assesed by the students in the classroom to measure the feasibility and the effectivity of the video to improve students’ learning achievement. The average feasibility of the video in operational field testing was 85.9%. The feasibility of learning material was 86.9%, media quality was 82.8%, material was 86.1%, usefulness was 88.5% and usage was 89.4%. The pre-test and post-test result can be seen in Table 5. It can be concluded that the learning video sigficantly improve students’s learning achievement (p<0.05). Therefore, the video is very feasible to be used as a learning media, in terms of the learning processes, media, learning material, benefits, and use.

Table 5. The paired t-test between pre-test and post-test

Pre-test Post-testMean 8.8695 21.5870Variance 4.2493 5.5367Observations 46 46

Hypothesized Mean Difference 0df 45

t Stat -33.2222P(T<=t) two-tail 2.6530. 10-33

t Critical two-tail 2.0141

3.9 Final Product RevisionThe product was revised for the last time and the final product was obtained.

3.10 Dissemination and ImplementationVideo sharing sites such as YouTube, Khan Academy, TED-Ed, Vimeo, EdX, Coursera, Iversity

and Udacity are very popular nowadays [8]. In the United States, university owned YouTube channel as education channel. YouTube is the fourth website mostly visited in Indonesia in 2018 [9]. Thefore, university in Indonesia is encouraged to own education channel in YouTube. The video was uploaded on the YouTube channel of Boga UNY in the URL of https://youtu.be/ksc1mj_o90Q. The video was then embedded in the e-learning course of Food Preservation Technology. This video can be accessed by all students and public. The video has been granted for copyright from the goverment of Indonesia.

4. ConclusionThe learning video for Food Preservation Technology course on crispy boneless milkfish topic has been developed using mp4 format. The duration of the video is 11 minutes and 21 second. The video was uploaded in the YouTube channel of Boga UNY with URL of https://youtu.be/ksc1mj_o90Q. According to the learning material expert, learning media expert, peer reviewers, teachers and students, the video is very feasible as a learning media. According to the field testing result, the video is proved to improve students’ learning achievement.

Funding This research was funded by the research grant from Faculty of Engineering, Universitas Negeri Yogyakarta, specially 2017 DIPA BLU Fund with Contract Number: 1065d.20 / UN34.15 / PL / 2017.

AcknowledgementOur greatest thanks also goes to Ponco Walipranoto for helping us making this video.

Conflict of InterestThe authors have no conflict of interest to declare

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