Application of The Edutok Method (Education by Tiktok) in The Osmosis Pressure Learning
Abstract
The purpose of this research for describing student performance learning of osmosis pressure material by online learning assisted by social media in TikTok Apps here in after referred to as the EduTok method (Education by TikTok). The method of this research use pre-experiment with the research design of the One-Shot Case Study. The subject of this research is 39 students of Chemistry Education Study students 3rd semester in the Capita Selecta Chemistry 1 course. Data were collected by instrument using performance sheets. The result shows that in learning activities at the pre-virtual class meet session, students make a resume of material from the learning video. In the virtual meet class, students conduct discussions and work on practice questions. Students design the EduTok video project at the out-of virtual class meet session. The proportion of student performance in the pre-class virtual meeting session was 88%, the virtual class meeting session was 100%, while out-of virtual class meeting was 98% so that the average proportion of student performance, in general, was 95% classified as a very good category. Thus, the EduTok Method can be used in learning chemistry online and can measure student performance.
Keywords: osmosis pressure material, online learning, social media, tiktok
References
[1] W. Darmalaksana, R.Y.A. Hambali, A. Masrur, and Muhlas, “Analisis pembelajaran online masa wfh pandemic covid-19 sebagai tantangan pemimpin digital abad 21.,” Masa Work From Home (WFH) Covid-19 UIN Sunan Gunung Djati Bandung. vol. 1, no. 1, pp. 1–12, 2020.
[2] Supiandi U, Sari S, Subarkah CZ. “Enhancing students higher order thinking skill through instagram based flipped classroom learning model.,” Proceedings of the 3rd Asian Education Symposium. vol. 253, no. Aes 2018, pp. 233–237, 2019.
[3] S. Fayanto, R. Herawati, and D. Sulisworo, “The development of learning videos on powtoon-based work and energy topics to support flipped classroom learning.,” IOSR Journal of Research & Method in Education (IOSR-JRME). vol. 9, no. 4, pp. 51–58, 2019.
[4] W.N. Aji, “Aplikasi tik tok sebagai media pembelajaran bahasa dan sastra indonesia.,” Pertemuan Ilmiah Bahasa dan Sastra Indonesia. vol. 431, p. 136, 2018.
[5] Hasiholan TP, Pratami R, Wahid U. Pemanfaatan media sosial tik tok sebagai media kampanye gerakan cuci tangan di indonesia untuk mencegah covid-19. Communiverse : Jurnal Ilmu Komunikasi. 2020;5(2):70–80.
[6] Rahayu S. Mengoptimalkan aspek literasi pembelajaran kimia abad 21. Prosiding Seminar Nasional Kimia UNY. 2017;21:1–4.
[7] Joe J. In support of online learning: a covid-19 one shot case study. Codex: the Journal of the Louisiana Chapter of the ACRL. 2020;5(4):54–69.
[8] Sari M. Pengembangan vlog (video blog) channel youtube berbasis stem pada materi laju reaksi kelas XI SMA/MA. Journal of Research and Education Chemistry. 2020;2(2):73.
[9] Chandra FH, Nugroho YW. Peran teknologi video dalam flipped classroom. Dinamika Teknologi. 2016;8(1):15–20.
[10] Novanti SK, Yulianti E, Mustikasari VR. “Pengembangan instrumen tes literasi sains siswa smp materi tekanan zat dan penerapannya dalam kehidupan sehari-hari.,” Jurnal Pembelajaran Sains. vol. 2, no. 2009, p. 7, 2018.
[11] Kohen Z, Herscovitz O, Dori YJ. How to promote chemical literacy? On-line question posing and communicating with scientists. Chem Educ Res Pract. 2020;21(1):250–66.
[12] Mayra G. Peningkatan literasi sains calon guru kimia pada aspek konteks aplikasi dan proses sains. J Chem Inf Model. 2013;53(9):1689–99.