INTRODUCTION
The impact of the outbreak of the corona virus
or what we often know as covid-19 is felt in various
fields throughout the world, one of which is Indonesia. All areas of work and
even life activities have undergone drastic changes. In addition to the
economic and social fields, one of the areas affected is also the field of
education (Bholane, 2020). This drastic
change can be seen in all educational processes that were previously carried
out face-to-face and are required to be carried out online immediately, be it
the administrative process or the learning process. The government itself
recommends that the education process at every level be carried out using the
distance learning method (Mamluah & Maulidi, 2021). So that the
learning process continues and children are not left behind in terms of
lessons, school children are required to study from home only.
All levels of education starting from PAUD to
tertiary institutions carry out the online learning process. The thing that
then becomes an obstacle in the online learning process is that there are
several levels of education in Indonesia that cannot do online learning due to
limited facilities in accessing the internet in their respective areas (Wahad & Kahar, 2021). The United
Nations Educational, Scientific and Cultural Organization (UNESCO) reports that
at least 100 million children worldwide will fall below the minimum level of
reading proficiency (De Amorim, 2022). In addition to students, teachers also
feel the impact of the online learning process, namely the ability to provide
learning media that can be accessed by students easily but is interesting and
understood by students. One of them is the level of Early Childhood Education
(PAUD) in Maluku. Not all PAUD in Maluku can carry out the online learning
process. When you can't do online learning,.This
also happened in several PAUD schools in IndonesiaKairatu
Village Kairatu
District, West Seram Regency, among others, PAUD El-Aye Joyo, PAUD Nurul Aini, PAUD Kairatu Indah and PAUD
Falmen. Although Kairatu
Village is still in the green zone, the impact of the ongoing Covid-19 is also
felt by the four PAUD schools, due to limited internet facilities, the teachers
divide the children in several houses to study together according to a predetermined
day, which is 2 times. in a week, apart from that early childhood learning
which was originally 1 hour 30 minutes, during this covid
pandemic period it was less than 1 hour 30 minutes. Less learning hours, and
meetings that are only 2 times a week, make teachers have to keep thinking so
that learning continues to run well and optimally.
Video learning is one of the audio-visual
learning media that has begun to be used to help the learning process in formal
education (Fuady & Mutalib, 2018). There are various
types of learning videos, one of which is animation-based learning videos. In
simple terms, animation is basically moving objects to make them look more
dynamic and interesting. The use of animation in a learning video, especially
at the level of Early Childhood Education (PAUD) is something that is very
helpful for teachers and interesting for children. With this animated learning
video, it is able to attract attention, and stimulate students' thinking to be
more memorable and comfortable in learning (Hanif, 2020). All of this will
help in the process of reducing the cognitive load of the learner in receiving
a subject matter or message that the teacher wants to convey as a teacher.
Children who are at the PAUD education level
are children who enter Generation Alpha. McCrindle in
Indrayana, Aryanto, and Christianna (2018)
explains that Generation Alpha is a group of people born in the vulnerable
years 2010-2025, or the generation born after Generation Z who was born in
1995-2009. The characteristics possessed by Generation Alpha are not much
different from Generation Z, because Generation Alpha is also born from the
characters of Generation Z parents, namely Generations X and Y which are passed
down to their children. Generation Z is a global, social, visual, and
technological generation (McCrindle & Wolfinger, 2009).
Teaching children at this age with a learning
style that prefers visuals and audio, then learning videos can be one of the
media choices that can be used in the learning process (Kamal & Radhakrishnan, 2019). Based on these
considerations, the researchers developed one of the audio-visual media, namely
the development of learning videos for the introduction of character values
to early childhood during the COVID-19 pandemic.
The introduction of character values to
early childhood is considered important because there is a lot of moral degradation
that has hit this nation (Aulina, 2013). So character
education is an effort designed and implemented to instill character values. By
introducing character values to early childhood
it is useful to prepare children as well as children to be able to develop
positive behaviors that are in accordance with the values of life
that apply both at school, family and society in their daily lives. The basic
thing that must be known before getting to know the character of early
childhood is that the character of each child is unique and special so that is
what distinguishes him from other children. Therefore, the character of the
child should not be compared with the character of other children.
Uce (2017)
explains that from various studies that have been carried out, it is known that
the golden age is a very effective and urgent period for optimizing various
potential intelligences possessed by human children towards quality human
resources. In addition, the golden age is a phase when a child's brain
experiences the fastest development in its growth. Approximately 80% of
children's brains develop at the age of 0-6 years. At this age is called the
golden phase of child growth and development, all information about the words
or behavior of good and bad people around will be absorbed completely and will
be the basis for the formation of character, personality, and cognitive
abilities.
Thus, this is the most important phase that is ready to
respond to the stimulus provided by the surrounding environment, especially the
school and family environment. It is so important that parents and teachers in
schools are required to be maximal in providing useful experiences for
children, one of which is introducing children to character values. Cahyaningrum et al. (2017)
argues that character education for early childhood has a higher meaning than
moral education because it is not only related to the problem of right and
wrong, but how to instill habits about various good behaviors in life. so that
children have awareness and commitment to apply virtue in everyday life.
Character education is an education that teaches
character, morals, behavior and personality. The purpose of the learning
process carried out in educational institutions must be able to direct,
develop, and instill good values to students which can then be
implemented in everyday life (Fadlillah & Khorida, 2013). character education is a process of transforming life
values to be grown and developed in a person's personality so
that they become one in the behavior of that person's life (Hadisi, 2015).
Iswantiningtyas and Wulansari (2018)
concludes that there are 18 values of character education that
need to be internalized in early childhood education, namely: 1) Love for God
Almighty, 2) Honesty, 3) Discipline, 4) Tolerance and Love for Peace, 5)
Confidence, 6) Independent, 7) Creative, 8) Helpful and cooperative, 9) Respect
and courtesy, 10) Responsibility, 11) Hard work, 12) Leadership and Justice,
13) Humble, 14) Care for the Environment, 15 ) Love for the Nation and
Homeland, 16) Democratic, 17) Creative, 18) Likes to Read.
In this study the characterselected by researchersare honest,
disciplined, and empathetic.The reason is that
honest, disciplined and empathetic characters are the characters that are most
often experienced and occur in the daily life of early childhood. In addition,
the characters of honesty, discipline and empathy are seen by researchers as
characters that are easy for early childhood to habituate. Habituation is
repetition. In habituation, it is very effective to use because it will train
good habits for early childhood (Cahyaningrum et al., 2017). Iswantiningtyas and
Wulansari (2018) explains, character
education for early childhood can be done mainly by parents and teachers
through habituation or piloting in various learning activities of storytelling,
drawing, playing with traditional game tools, embroidery, singing.
Through this character learning video,example
of characterrhonest,
disciplined and empathetic candirectly seen by the child through the video
he watched.So even if you study from homeinthe covid-19 pandemic period, peintroduce
valuescharacter to children aged canconducted. From the background above, the formulation of the problem
are: (1) are character learning video
development products for the introduction of character values to
early childhood during the COVID-19 pandemic appropriate to use?, (2) can learning videos help the learning process, especially
for the introduction of character values to early childhood
during the covid-19 pandemic?
METHOD
The type of research used is R
& D (Research and Development), and the development model used is the
ASSURE model. There are 6 stages in this ASSURE development model, namely 1)
Analyze Leaners, 2) States Objectives, 3) Select Methods, Media, and Materials,
4) Utilize Media and Materials, 5) Requeire Leaner
Participation, and 6) Evaluate and Revise. After developing this Learning
Video, it will pass 2 stages of testing, namely 1) expert trial and 2) audience
trial.
The expert trial consists of 2,
namely media experts and content experts, while the audience trial will be
carried out through 3 stages, namely individual trials, small group trials, and
field trials. Individual trialthis was done by 7
children at PAUD EL-Aye Joyo, this small group trial was carried out on 12
children who were at the Nurul Aini PAUD school and
this field trial was carried out in 2 PAUD schools namely PAUD Kairatu Indah and PAUD Falmen.
Instruments for collecting data in this research and
development are in the form of assessment questionnaires, interview guidelines,
and field notes (Creswell, 2012).
Assessment questionnaires were used to collect data from experts and teachers.
Interview guides were used to collect initial and final information from
teachers, parents, and children. Furthermore, field notes were used to record
the field situation during the video trial. The
product trial results are tabulated to classify how video is used as a learning
medium.
1.
Data formula per item
P =
X��� x 100%
�� �� X1
Information :
P = Percentage
(%)
X = total answer scores of
all respondents in one item
X1 = the
number of ideal scores in one item
2.
The formula for managing overall data items is:
P =
∑X x 100%
����� ��
∑X1
Information :
P = Percentage
(%)
∑X = Total score of respondents'
answers
∑X1 = Total ideal score
After obtaining the results
from the data processed above, the results are converted to the
following eligibility criteria:
Table 1
Eligibility Criteria for Developing
Learning Videos for Introduction of Character Values
to early childhood during the covid 19 pandemic
|
No
|
Range
|
Criteria
|
Qualification
|
|
1
|
81%-100%
|
Excellent
|
Very
Worthy
|
|
2
|
61%-80%
|
Very
good
|
Worthy
|
|
3
|
41%-60%
|
Good
|
Decent
enough
|
|
4
|
21%-40%
|
Fair
|
less
worthy
|
|
5
|
0%-20%
|
Poor
|
Not
feasible
|
Source:
(Riduwan, 2012)
���������
Description of the
table of eligibility criteria:
a) If the media being tested reaches
a percentage level of
81%-100%, then the media is classified as a very feasible qualification.
b) If the tested
media reaches a percentage
level of 61% -80%, then the media is classified
as a proper qualification.
c) If the media being tested reaches
a percentage level of
41%-60%, then the media is classified as a fairly decent qualification.
d) If the media being tested reaches
a percentage level of 21%
-40%, then the media is classified as less qualified.
e) If the tested
media reaches a percentage
level of 0% -20%, then the media is classified
as not qualified.
The learning video media that will be developed
will be said
to be successful
and can be
used as a learning medium if it reaches
the appropriate criteria (61% -80%)
RESULTS AND DISCUSSION
The results of the Research and Development of
this video media are:
A. Student
Analysis
1. General
Characteristics
Characteristics
of early childhood, especially those aged 5-6 years in PAUD schools studied,
they are children whose emotions are not too stable, still like to play,
sometimes it is still difficult to focus, and they have begun to understand
which good characters they must have and do , and
which characters are not good.
2. Initial
Ability
Children
aged 5-6 years in PAUD schools studied, on average they can understand what
honest, disciplined, and empathetic characters are if they are explained using
simple examples, and in accordance with their surroundings, these children are
not yet Too many hear the words Empathy and Discipline, while the word Honest
has been heard a lot, so when they explain the Characters of Empathy and
Discipline using everyday examples they can understand.
3. Learning
Style
Children
at the age of 5-6 years in early childhood are studied, sometimes it is still
very difficult to concentrate. So that PAUD teachers must teach using media
that can attract their attention, as well as creative teaching methods so that
they can focus, be interested, and understand.
B. Declare
Purpose
1. General
purpose
The
general objectives of learning are formulated based on what is expected when
young children watch videos and learn about honest, empathetic and disciplined
character materials. So that the general purpose of learning is "Through
Video Media, Children can understand the character of being honest, empathetic
and disciplined in everyday life"
2. Special
purpose
The
specific learning objectives are
a) Subject:
Honest Character������
The
purpose:�
1) Children
can give an example of the attitude of people who have honest character
2) Children
can practice honest attitude in everyday life
3) Children
can sing the song "I'm an Honest Child" correctly���
b) Subject:
Empathy Character
The
purpose:�
1) Children
can give examples of the attitude of people who have an empathetic character
2) Children
can practice empathy in everyday life
3) Children
can sing the song "Like Butter and Bread" correctly
c) Subject:
Discipline Character���
The
purpose:�
1) Children
can give an example of the attitude of people who have a disciplined character
2) Children
can practice discipline in everyday life
3) Children
can show discipline in playing
C. Choosing
Strategy, Technology and Material
1. Strategy
The
strategy used in learning by using this media is learning while playing. After
the child watches the video, the child is invited to do some game activities,
and also sing while making movements. This is so that children are more
interested in and understand the material taught in the videos they watch.
2. Technology
and Media
The media chosen
in this learning is audio-visual media in the form of animation-based
learning videos. This media was chosen because of the characteristics
and learning styles of children
aged 5-6 years. They are children who are developing with increasingly sophisticated technology that also affects their
learning style, but on the
other hand they are also children
who are sometimes still difficult to concentrate, so we need
a media to help learning to make
them interested in paying attention and following learning.
In addition, this animation-based learning video
media was also chosen by paying
attention to:
a)
Alignment with learning
objectives to be achieved.
b)
Age-appropriate language. The language used in the learning
video can be understood by children
aged 5-6 years
c)
Attractiveness Level. The content of this learning
video can attract children's attention.
d)
Level of convenience. This learning video is easy for PAUD teachers
to use.
In addition
to the main media, namely learning videos used, there
are also several game media and songs that are used to reflect
on the material that has been taught
through learning videos.
3. Theory
The material chosen is material about characterthat isare honest,
disciplined, and empathetic.The reason is that
honest, disciplined and empathetic characters are the characters that are most
often experienced and occur in the daily life of early childhood. In addition,
the characters of honesty, discipline and empathy are seen by researchers as
characters that are easy for early childhood to habituate.
D. Use
of Technology, media and materials
Based
on the chosen strategy, technology, and materials, the use of technology,
media, and materials is arranged as follows:
1. Overview
of Technology, media and materials
Things that are done in this section
include (1) making a storyboard
for the storyline
that will be delivered on
the learning video so that the
contents of the learning video are in accordance with the general goals
and specific objectives that have been made,
(2) Designing animated images, and narratives
that easy for children to
understand and interesting to display in learning videos.
2. Preparing
Technology, Media, and Materials
The things
that are done in this section are (1) combining all animated
images, and narration according to the storyboard
that has been made, so that
it becomes an animation-based character learning video, (2) creating a manual for using animation-based character learning videos that can
used by teachers
to find out
how to use
media, and what are the steps taken
when delivering the three materials,
(3) preparing activities that will be
carried out by children in the form of
games and songs after watching
the video.
3. Setting
Up the Environment
The learning process for each
material will take place in the classroom.
In the classroom, LCD projectors, LCD screens, laptops, and speakers
are available as supporting
tools for video playback.
4. Preparing
the Learners
The
things that are done in this section are (1) the teacher introduces the
material to be taught at that time, (2) the teacher invites the children to pay
attention to the video that will be played.
5. Providing
Learning Experience
The
things that are done in this section are (1) the teacher gives initial
questions about examples of honest, empathetic, and disciplined characters that
children do in daily life (2) the teacher provides activities for children
every time they finish watching, (3) the teacher gives feedback
E.
Require student participation
The
things that are done in this section are (1) the children are asked to answer
the teacher's questions related to the videos they watch. (2) children are
invited to play games and sing songs that have been prepared, after watching
the video
F.
Evaluation and Improvement
Based
on the questionnaire that has been given to experts consisting of material
experts and media experts, as well as individual, small group, and field test
processes, the results obtained are:
Table
2
Expert
Validation Test Results
|
No
|
Character Recognition Videos
|
Average Yield Percentage
|
Criteria
|
|
CONTENTS EXPERT
VALIDATION
|
|
1
|
HONEST
(Let's
Learn To Be Honest)
|
96.11%
|
Very
good
|
|
2
|
EMPATHY
(Lending
Colored Pencils)
|
91.67%
|
Very
good
|
|
3
|
DISCIPLINE
(Late
Waking Up Early)
|
94.07%
|
Very
good
|
|
MEDIA EXPERT
VALIDATION
|
|
1
|
HONEST
(Let's
Learn To Be Honest)
|
91.11%
|
Very
good
|
|
2
|
EMPATHY
(Lending
Colored Pencils)
|
86.67%
|
Very
good
|
|
3
|
DISCIPLINE
(Late
Waking Up Early)
|
91.11%
|
Very
good
|
Table
3
Product
Trial Results
|
No
|
Character
Recognition Videos
|
Average
Yield Percentage
|
Criteria
|
Qualification
|
|
INDIVIDUAL
TRIAL
|
|
1
|
HONEST
(Let's
Learn To Be Honest)
|
86.81%
|
Very
good
|
Very
Worthy
|
|
2
|
EMPATHY
(Lending
Colored Pencils)
|
85.93%
|
Very
good
|
Very
Worthy
|
|
3
|
DISCIPLINE
(Late
Waking Up Early)
|
85.05%
|
Very
good
|
Very
Worthy
|
|
SMALL
GROUP TRIAL
|
|
1
|
HONEST
(Let's
Learn To Be Honest)
|
87.44%
|
Very
good
|
Very
Worthy
|
|
2
|
EMPATHY
(Lending
Colored Pencils)
|
85.26%
|
Very
good
|
Very
Worthy
|
|
3
|
DISCIPLINE
(Late
Waking Up Early)
|
89.87%
|
Very
good
|
Very
Worthy
|
|
FIELD
TRIAL
|
|
1
|
HONEST
(Let's
Learn To Be Honest)
|
87.14%
|
Very
good
|
Very
Worthy
|
|
2
|
EMPATHY
(Lending
Colored Pencils)
|
90.11%
|
Very
good
|
Very
Worthy
|
|
3
|
DISCIPLINE
(Late
Waking Up Early)
|
87.46%
|
Very
good
|
Very
Worthy
|
Judging
from the results obtained, it can be concluded that this character recognition
video is good and suitable for use at the level of early childhood education.
CONCLUSION
Learning media is one of the tools in the learning process
that occurs in education. The learning process using learning media will be
more interesting because it is different from the delivery of material that is
only with lectures, especially for dealing with today's children who belong to
generation z children, or children whose learning styles have been influenced
by technological advances. . One example of learning
media that has been widely used in the learning process is video learning.
This learning video developed can help children aged 5-6
years in PAUD schools in understanding the material being taught. The results
of the development of this learning video are in the form of learning videos
for the introduction of character values to early childhood. The
character materials taught in this learning video are honest, empathetic and
disciplined characters
The learning videos developed are designed for offline
learning and the videos are stored on DVD, so they can be reproduced so that
children as users can take advantage of these videos. This media has been
validated by 2 experts, namely a material expert who is a lecturer at the
Teacher Training and Education Faculty who also has expertise in the field of
character education, a media expert who is a lecturer at the Ambon State
Christian Institute (IAKN) who has expertise in the field of character
education. learning technologies. This learning video has also been tested
through 3 stages, namely individual trials at the El-Aye Joyo PAUD school,
small group trials at Nurul Aini PAUD, field trials
at Kairatu Indah PAUD and Falmen
PAUD.
The results of all the data that have been obtained both
through expert instruments, questionnaires, for children and teachers, it can
be said that this character learning video is included in very good criteria
and the qualifications are very suitable to be used to help the learning
process. Although overall the learning videos including qualifications are very
decent, there are some aspects that need to be revised. For this reason,
revisions are made based on the suggestions given.
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DEVELOPMENT OF LEARNING VIDEOS FOR
INTRODUCING CHARACTER VALUES TO EARLY CHILDHOOD