ALGEBRA : JURNAL PENDIDIKAN.
SOSIAL DAN SAINS
ISSN : 2807-663X
e-ISSN : 2807-629X Journal Homepage : https://ejournal.
id/index.
php/algebra Volume 5 Number 3 .
APPLICATION OF VIDEO TUTORIAL ON NAPKIN FOLDING TO IMPROVE LEARNING
OUTCOMES OF CLASS XI CULINARY STUDENTS
Ananda Aulia Devy1.
Mein Kharnolis2.
Asrul Bahar3.
Mauren Gita Miranti4 134Program Studi Pendidikan Tata Boga.
Fakultas Teknik.
Universitas Negeri Surabaya.
Surabaya.
Indonesia 2Program Studi Pendidikan Tata Busana.
Fakultas Teknik.
Universitas Negeri Surabaya.
Surabaya.
Indonesia Correspondence Email: anandaaulia.
21026@mhs.
ABSTRACT
The Independent Curriculum provides flexibility for teachers ini designing learning that is in accordance with the characteristics of students, one of which is in the napkin folding material in class XI Culinary at SMK Negeri 6 Surabaya.
This study aims to determine the effect of the use of video tutorials on student learning outcomes in the cognitive, affective and psychomotor domains.
The research method use is quantitative with a quasi-experimental design.
Data collection techniques include tests and Data analysis techniques use the independent t-test and effect size (Cohens'.
The results of the study showed: .
Cognitive learning outcomes were in the very good category with a significance value of 0.
000 and CohensAod 0.
Affective learning outcomes were in the very good category with a significance value of 0.
000 and CohensAod 10.
ery larg.
Psychomotor learning outcomes had a significance value of 0.
000 and CohensAod 7.
ery larg.
It can be concluded that the use of video tutorials has a significant influence and has a large influence on student learning Keywords: video tutorials, napkin folding, learning outcomes Yayasan Amanah Nur Aman Ananda Aulia Devy et.
all | Application of Video Tutorial on Napkin Folding to Improve Learning Outcomes of Class XI Culinary Students INTRODUCTION The Independent Curriculum policy adopts the concept of freedom and changes in learning principles with the aim of providing more flexibility for teachers and schools to improve the learning environment, evaluate, and develop student learning outcomes (Rahmafitri et al.
, 2.
This policy has impacted the improvement of learning quality in vocational high schools (SMK), including State Vocational High School 6 Surabaya.
Students are granted the freedom to learn in ways that allow their imagination to develop more freely, unbound by rigid teacher-imposed limitations, while still integrating the values of the Pancasila student profile and aligned with the expected learning outcomes.
Learning outcomes refer to studentsAo abilities to communicate and reason in accordance with academic goals (Safira et al.
In Class XI Culinary, specialization is determined at the beginning of Phase F, allowing students to acquire more specific competencies and better prepare for careers or entrepreneurship after graduation.
During Phase F, students learn the elements of food and beverage presentation, including napkin folding.
Napkins function as table decorations, are used to cover guestsAo laps during meals, and for wiping the mouth (Tangian et al.
, 2.
Due to their importance, waitstaff in restaurants must be able to create various attractive napkin folds to enhance table aesthetics (Suyadnya, 2.
This knowledge enables students to master the arrangement of tableware in accordance with the dishes served, which is essential before undertaking internships in the hospitality industry(Rosita et , 2.
The learning process consists of both theory and practice.
However, the lack of innovation in napkin folding instruction often results in low student engagement, leading to unsatisfactory learning This is due to studentsAo limited interest and attention during learning activities(Erniasih et al.
, 2.
When teachers use traditional one-way lectures, students have limited opportunities to revisit the material, particularly for practical learning.
Instructional media serve as intermediaries to deliver learning concepts and help create conducive learning conditions (Tarihoran et al.
, 2.
Schools now allow the use of technological devices such as smartphones and laptops during learning activities.
Teachers must therefore be able to utilize technology to enhance learning quality and broaden access to education for students (Cholilah et al.
, 2.
Interviews with Class XI Culinary students revealed increased interest when learning was supported by videos and audio.
Video tutorials can convey information through images, text, and sound, allowing students to absorb the material more easily, as the videos can be replayed anytime and downloaded for flexible use (Helsa Marsella Putri & Siti Aisyah, 2.
The advantages of video tutorials are expected to have a positive impact on students by improving their learning RESEARCH METHODS This study employed a quasi-experimental method with a non-equivalent control group design to examine the learning outcomes of students taught through different instructional treatments (Pratiwi, 2.
According Asher and Vockel, .
to (Abraham & Supriyati, 2.
, the design used in the non-equivalent control group design in Table 1:
Table 1.
Non-equivalent control group design Pre-test Treatments Post-test The population of this research consisted of class XI culinary students at State Vocational High School 6 Surabaya.
The sample was taken from Class XI Culinary 1 and Class XI Culinary 5, with a total of 63 students as research subjects.
The cognitive learning outcomes were measured using multiple-choice test items administered as a pretest and posttest.
The affective and psychomotor domains were assessed using teacher-rated observation sheets based on a Likert scale, evaluating students' attitudes and performance during practical activities.
The learning materials used included self-developed instruments such as test items and assessment rubrics for affective and psychomotor domains.
These instruments were previously validated by expert validators to ensure their relevance and reliability.
Data analysis included prerequisite tests such as normality and homogeneity tests, followed by independent sample t-tests Yayasan Amanah Nur Aman Ananda Aulia Devy et.
all | Application of Video Tutorial on Napkin Folding to Improve Learning Outcomes of Class XI Culinary Students for hypothesis testing.
Additionally, effect size was calculated using CohenAos d, with the help of SPSS This study was conducted in the schoolAos culinary laboratory, and all teaching and assessment procedures were implemented under the supervision of culinary subject teachers.
The cognitive learning outcome refers to students' ability to recall and apply theoretical knowledge as measured by multiple-choice tests.
Affective outcomes refer to students' attitudes, motivation, and participation, while psychomotor outcomes focus on students' practical performance during napkin folding RESULTS AND DISCUSSION This section presents an overview of the data obtained from a study conducted at SMK Negeri 6 Surabaya, which investigated the effect of using napkin folding tutorial videos on studentsAo learning outcomes during practical sessions in both the experimental and control classes.
The results of the descriptive statistical analysis are presented in the following Table 2.
Table 2.
Descriptive Statistic of Students Learning Outcomes in the Experimental and Control Groups Learning Cognitive Affective Psychomotor Description Mean Min Max Range Mean Min Max Range Mean Min Max Range Experimental Description Mean Min Max Range Mean Min Max Range Mean Min Max Range Control Based on Table 1, the learning outcomes of napkin folding between the experimental and control classes indicate that the experimental class outperformed the control class across all assessed The average cognitive learning score in the experimental class was 87, compared to 73 in the control class.
In the affective domain, the experimental class achieved an average score of 85, while the control class scored 68.
Similarly, the average psychomotor score in the experimental class was 84, exceeding the control class's score of 74.
In terms of the cognitive domain, the highest score in the experimental class was 95, and the lowest was 77.
Meanwhile, the control class recorded a highest score of 85 and a lowest score of 60.
For the affective domain, the highest and lowest scores in the experimental class were 88 and 82, respectively, whereas the control class ranged from 71 to In the psychomotor domain, scores in the experimental class ranged from 80 to 84, while the control class ranged from 70 to 77.
These findings suggest that the use of video tutorials in the experimental class contributed to improved learning outcomes in cognitive, affective, and psychomotor aspects compared to conventional instruction in the control class.
The cognitive learning outcome profiles of the experimental and control classes are as follows Tabel 3.
Yayasan Amanah Nur Aman Ananda Aulia Devy et.
all | Application of Video Tutorial on Napkin Folding to Improve Learning Outcomes of Class XI Culinary Students Table 3.
Learning Outcomes Profiles Learning Outcomes Control Pretes Control Posttes Experiment Pretes Experiment Posttes Control Affective Experiment Affective Control Psychomotor
Experiment Psychomotor
Value 39 - 61
64 - 83
Frequency Percentage Criteria Fair Good Fair Excellent Poor Excellent Fair Excellent The cognitive scores in the control class showed that 70% of students were in the Fair category in the pre-test, and 83% were in the Good category in the post-test.
In the experimental class, 78% of students were in the Fair category in the pre-test, while 100% were in the Excellent category in the post-test.
The affective score in the control class was 91%, categorized as Poor, while the affective score in the experimental class was 97%, categorized as Excellent.
For psychomotor scores, the experimental class achieved 94% in the Excellent category, while the control class scored 88% in the Fair category.
Assumption test for analysis Prior to hypothesis testing, the research data must undergo assumption testing, including tests of normality and homogeneity.
The results of the assumption tests are presented in the following Table 3.
Table 4.
Normality Data of Learning Outcomes Control Pretes Control Posttes Experiment Pretes Experiment Posttes Control Affective Experiment Affective Control Psychomotor Experiment Psychomotor Shapiro-Wilk Statistic Sig.
Based on Table 4, the experimental class pretest yielded a t-value of 0.
543, and the experimental class posttest yielded a t-value of 0.
212 with a significance level of = 0.
The normality test for the affective domain in the experimental class resulted in a t-value of 0.
057, while the control class yielded a t-value of 0.
133 with a significance level of = 0.
For the psychomotor domain, the experimental class obtained a t-value of 0.
061 and the control class obtained a t-value of 0.
313 with the same significance level ( = 0.
Therefore, it can be concluded that the cognitive, affective, and psychomotor data in both the experimental and control classes are normally distributed.
The homogeneity test can be conducted if the data are normally distributed, indicated by a significance value greater than 0.
05 (Usmadi, 2.
The data analysis was continued with a homogeneity test.
Table 5.
Homogeneity Data of Learning Outcomes Ranah Sig P-value Cognitive > 0.
Affective Psychomotor > 0.
> 0.
Kriteria Keterangan P-value > Based on Table 5, the cognitive domain obtained a significance value of 0.
the affective domain obtained a significance value of 0.
and the psychomotor domain obtained a significance value of 0.
Since all three significance values are greater than the probability level of 0.
050, it can be concluded that the data are homogeneous.
The assumption tests have been conducted, indicating that the data from both the experimental and control groups are normally distributed and Therefore, hypothesis testing can be performed using the independent t-test, with the Yayasan Amanah Nur Aman Ananda Aulia Devy et.
all | Application of Video Tutorial on Napkin Folding to Improve Learning Outcomes of Class XI Culinary Students decision criteria being: Ha is accepted if the significance value is less than 0.
05, and H0 is accepted if the significance value is greater than 0.
Hypothesis Test Result The hypothesis testing was conducted using SPSS version 26, based on the following decision Ha = Sig.
value < 0.
05 Ie the video tutorial has a significant effect on learning outcomes H0 = Sig.
value > 0.
05 Ie the video tutorial does not have a significant effect on learning outcomes The independent t-test, according to Rozak and Hidayati .
s cited in(Izazayyah, 2.
), is used to determine the significance of the mean difference between two independent samples.
Before performing the independent t-test, the data must meet the assumptions of normality and homogeneity tests, which can be assessed using SPSS version 26.
Based on the analysis of learning outcomes between the control and experimental groups, the output is as follows.
Table 6.
Hypothesis Test of Learning Outcomes Independent t Test Mean Std.
Deviation Pre_Control & Post_Control Pre_Experiment Post_Experiment Affective_Control Affective_ Experiment Psychomotor_Control Psychomotor_Experiment Based on Table 6, the significance value obtained from the SPSS output is 0.
000, which is lower than the significance threshold of 0.
This indicates that there is a significant difference in learning outcomes between the control group and the experimental group.
This difference can be attributed to the different treatments given to each group.
Cohen's d test was conducted to determine the magnitude of the effect or difference resulting from the t-test on the learning outcome scores (Umayrah et al.
, 2.
Based on the calculation of Cohen's d, the following results were obtained:
Table 7.
CohensAod of Learning Outcomes Ranah
Cognitive Affective Psychomotor
Hasil Uji CohensAod
7,09
Based on the output Table 7 of the effect size calculation using Cohen's d formula to measure the magnitude of the influence of the video tutorial implementation on learning outcomes, the cognitive learning outcome obtained a d value of 0.
050, which falls into the small category.
affective learning outcome obtained a d value of 10.
8, categorized as very large.
and the psychomotor learning outcome obtained a d value of 7.
09, also categorized as very large.
Discussion In this study, the dependent variable targeted in this study is the studentsAo cognitive, affective, and psychomotor learning outcomes in Grade XI Culinary class.
Based on the descriptive data calculations presented in the frequency table, cognitive learning outcomes were in the Augood to very goodAy category for 58% of students in the control class .
, 83% in the control class .
, 59% in the experimental class .
, and 100% in the experimental class .
The calculated effect size was 0.
050, which falls into the small category, indicating that the difference in studentsAo Yayasan Amanah Nur Aman Ananda Aulia Devy et.
all | Application of Video Tutorial on Napkin Folding to Improve Learning Outcomes of Class XI Culinary Students cognitive scores before and after the treatment had a very small impact from the implementation of the video tutorial.
In the frequency table for affective learning outcomes, 91% of students in the control class fell into the AupoorAy category, whereas 97% of students in the experimental class were categorized as Auvery Ay The effect size was 10.
8, which is categorized as very large.
This indicates that the difference in studentsAo affective scores before and after the treatment had a very strong impact from the use of the video tutorial.
As for the psychomotor learning outcomes, 88% of students in the control class were in the Aufairly goodAy category, while 94% of students in the experimental class were in the Auvery goodAy category.
The effect size was 7.
09, which is also categorized as very large, suggesting that the difference in studentsAo psychomotor scores before and after the treatment was greatly influenced by the implementation of the video tutorial.
According to Ananda Aditya Sari Harahap et al.
, several factors contribute to the low improvement in learning outcomes, which can be classified into internal and external factors such as environment, child development, family, school, and communityAiall of which require support to enhance and optimize student academic achievement.
In an effort to improve the quality of learning, teachers must be able to utilize technology and expand access to learning for students (Cholilah et , 2.
The findings of this study support the hypothesis that the use of video tutorials can improve the learning outcomes of Class XI Culinary students, particularly in the affective and psychomotor domains during practical learning.
The effect size (CohenAos .
in the psychomotor domain was 7.
09, categorized as a very large This aligns with the findings of (Tani et al.
, 2.
who stated that Auwatching the multimedia presentation raised the probability of correctly answering questions on a mid-term exam, with the strongest statistical improvement being studentsAo procedural knowledge,Ay and that students appreciated the use of video tutorials, expressing a desire for them to be used in other subjects as This is supported by the study of (Mangesa et al.
, 2.
, which highlights the benefits of video from a psychomotor perspective.
One of the advantages of video tutorials is their ability to demonstrate actions in motion and record these activities, thereby providing students with the opportunity to observe and re-evaluate them.
In the affective domain, the use of video tutorials influenced studentsAo motivation, learning interest, and attitudes.
This is reflected in the CohenAos d value of 10.
8, which is also classified as a very large effect, further reinforcing the evidence that video tutorials have a positive impact on learning, as also expressed in the aforementioned study.
These results are supported by (Indah Kholila.
Rusydi Ananda, 2.
, who found that learning media utilizing video allows students to hear and see explanations similar to those delivered by the teacher in classAiat any time and from any placeAiand enables them to repeat the material whenever they do not fully understand it.
The results of this study are in line with affective assessments using the Pancasila Student Profile, as stated by (Darmayanti et al.
, 2.
The Pancasila Student Profile has been implemented since the adoption of the Merdeka Curriculum in schools, which provides teachers and students with the flexibility to engage in and carry out learning activities.
This initiative is expected to improve the quality of education and human resources, equipping them with the competitiveness required to meet the demands of the times.
Regarding the cognitive domain, the use of video tutorials led to an increase in studentsAo learning outcomes, although the effect was small with a CohenAos d value of 0.
50, but still statistically This finding is also supported by (Nazilah et al.
, 2.
who demonstrated that the use of animated videos resulted in a significantly higher average cognitive score in the experimental group compared to the control group, with a difference of 11 points, indicating the effectiveness of visual media in aiding studentsAo conceptual understanding of the subject matter.
The study conducted by (Ardiyono et al.
, 2.
showed that students' cognitive learning outcomes improved after the implementation of video tutorials, with the average pre-test score increasing from 71.
40 to a posttest average of 91.
5, which falls into the good category.
CONCLUSIONS
The overall profile of studentsAo cognitive outcomes in the control class showed that 58% were in the Fair category in the pre-test and 83% were in the Good category in the post-test.
In the experimental class, 59% were in the Fair category in the pre-test, while 100% were in the Excellent category in the post-test.
The CohenAos d value was 0.
050, indicating that the difference in studentsAo cognitive scores before and after the treatment had a very small effect on the application of the tutorial video.
The Yayasan Amanah Nur Aman Ananda Aulia Devy et.
all | Application of Video Tutorial on Napkin Folding to Improve Learning Outcomes of Class XI Culinary Students overall profile of studentsAo affective outcomes showed that 91% of the control class were in the Poor category, while 97% of the experimental class were in the Excellent category.
The CohenAos d value was 8, indicating that the difference in studentsAo affective scores before and after the treatment had a very large effect on the application of the tutorial video.
The overall profile of studentsAo psychomotor outcomes showed that 88% of the control class were in the Fair category, while 94% of the experimental class were in the Excellent category.
The CohenAos d value was 7.
09, indicating that the difference in studentsAo psychomotor scores before and after the treatment had a very large effect on the application of the tutorial video.
BIBLIOGRAPHY