The Effect of Self-Video Task on Students Conceptual Understanding of a Function and Its Derivative

Abstract

This study examines the impact of student self-video on the attainment of conceptual understanding of function. A total of 40 Mathematics Education students at Universitas Muhammadiyah Sumatera Utara participated in the study. Half of the participants were taught with regular practical teaching, whilst the other half supplemented the teaching with a self-video task aimed at promoting reflection on performance. Students' conceptual understanding was measured in an objective structured examination. Students received significantly higher scores in the examination when the teaching had been supplemented with a self-video task.