The effectiveness of video-based interaction on professional science teachers to improve elementary school students achievements

Abstract

The process of interaction as a follow-up package in the process of video-based tutorials effectively toward professional teachers. This study aimed to analyze the effectiveness of VBI in Teacher Working Group (TWG) forums to improve elementary school students' achievements. Interaction is the follow-up phase of effective teaching and learning activities using video by professional teachers. This study analyzed the effectiveness of Video-Based Interaction (VBI) in a teacher forum in improving elementary school students' outcomes in science learning. This study was carried out in the context of distance learning by applying the inquiry approach to support teachers' pedagogical competence. The samples were 36 professional teachers and 432 students who were purposively selected. This study used one group pretest-posttest quasi-experimental design. N-gain was employed to analyze the learning process in improving students' learning outcomes. The results of the analysis indicated significant and consistent increases in students' learning outcomes of high, high, high, and moderate scores for n-gain categories of memorizing, understanding, applying, and analyzing, respectively. Teacher professionalism also contributed to students' excellent learning outcomes. Positive teacher and student responses to the effectiveness of VBI helped teachers and students to improve competencies that have to be achieved by describing video-based interaction and inquiry-based learning in general.