Annisa Nadiya Fauziyah Shubhiy, Masriyah Masriyah, Yurizka Melia Sari

Validitas Konten Video Pembelajaran Matematika Berbasis Digital Storytelling Topik Data dan Ketidakpastian

Introduction

Validitas konten video pembelajaran matematika berbasis digital storytelling topik data dan ketidakpastian. Penelitian ini menguji validitas konten video pembelajaran Matematika berbasis digital storytelling untuk meningkatkan numerasi topik data dan ketidakpastian. Divalidasi ahli, video ini terbukti valid dan siap digunakan.

Abstract

Mathematics learning videos are audio visual media that make lessons more engaging by aligning with students’ audio-visual learning styles and illustrating real-life applications through digital storytelling. However, numeracy performance remains low—only 19% (4 of 21 students) mastered topics like mean, median, mode, and range. Efforts to address this problem are to use mathematics learning videos based on digital storytelling to strengthen students’ numeracy. This study aims to describe the content validity making such a video for strengthening students’ numeracy skills. In this research used the ADDIE development model, which focuses on three stages: Analyze, Design, and Develop with evaluations at each stage. However, this article focuses on the validation assessment of mathematics learning videos based on digital storytelling. The instruments used consist of a material expert validation instrument and a learning video validation instrument. The media was validated by three experts in the field of learning media, visual programming, and digital storytelling. The data analysis technique uses the Aiken V formula. Based on this, the results of the validation analysis are shown by obtaining a score of 0.854 from video experts (highest in usefulness) and 0.83 from material experts (highest in learning objectives) both were categorized as valid. The assessment by experts shows that the mathematics learning video is suitable for use with revisions. Several revisions were made to mathematics learning video based on digital storytelling to make it more interesting. Further research is recommended to develop the mathematics learning video into an application that can be used offline and allows for automatic answer storage settings.

Review

This study presents a focused investigation into the content validity of mathematics learning videos integrating digital storytelling, specifically targeting the topic of Data and Uncertainty. Motivated by concerningly low student numeracy performance, the research aimed to determine if these innovative instructional materials are structurally and pedagogically sound. Employing stages from the ADDIE development model, the core of the article details an expert validation process. The findings indicate strong content validity, with scores of 0.854 from video experts and 0.83 from material experts, both categorized as valid, suggesting the videos are suitable for use after minor revisions. A significant strength of this research lies in its attempt to address a pressing educational challenge—low numeracy—through a contemporary and engaging medium. The use of digital storytelling with audio-visual elements is a promising approach to make abstract mathematical concepts more relatable and accessible, aligning with modern student learning preferences. The systematic methodology, involving validation by a diverse panel of experts (media, visual programming, and digital storytelling) and the application of the Aiken V formula, enhances the credibility of the content's quality and instructional design. The positive validation results provide a solid foundation for the potential deployment of these learning videos. While the content validity is a crucial initial step, the study's primary limitation is its lack of empirical evidence regarding the actual impact on student learning outcomes and engagement. The abstract mentions revisions were made to make the videos "more interesting," but a more detailed account of these revisions and the specific feedback that necessitated them would provide valuable insights. Future research, as recommended, should certainly focus on developing these videos into more accessible formats like offline applications. However, it is imperative that subsequent work prioritizes rigorous testing of these materials in authentic classroom settings to evaluate their effectiveness in truly strengthening students' numeracy skills and addressing the identified learning gap.

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