Need Analysis for the Development of Learning Video Based on Explaindio in Physics Lesson of Senior High School to Improve Learning Outcomes During the Covid-19 Pandemic

Received: 31 Dec 2020 Revised: 16 June 2021 Accepted: 20 June 2021 Published online: 24 July 2021 During the Covid-19 pandemic, learning is no longer undertaken offline (outside the network) but online (in the network). This condition demands the informative and communicative media for learning activities. One of the media that can be directly interacting with students is learning video. The teacher needs to conduct a needs analysis to ensure the use of learning videos, especially those based on Explaindio. The research was conducted in a correlational quantitative approach. The action research was undertaken at SMA Negeri 4 Pekanbaru with a sample of 36 students. The data collected from the questionnaire consisted of 10 items. Data analysis by substituting respondents’ results through descriptive statistics, Product Moment correlation, and t-test. The results of the analysis indicated that the importance of utilizing meaningful videos to meet the learning needs of students. Learning videos based on Explaindio provide space for teachers to design videos in accordance with their needs. Complete and communicative learning videos can provide meaningful information and experiences to students so that they have a positive impact on student learning progress.

During the Covid-19 pandemic, learning is no longer undertaken offline (outside the network) but online (in the network). This condition demands the informative and communicative media for learning activities. One of the media that can be directly interacting with students is learning video. The teacher needs to conduct a needs analysis to ensure the use of learning videos, especially those based on Explaindio. The research was conducted in a correlational quantitative approach. The action research was undertaken at SMA Negeri 4 Pekanbaru with a sample of 36 students. The data collected from the questionnaire consisted of 10 items. Data analysis by substituting respondents' results through descriptive statistics, Product Moment correlation, and t-test. The results of the analysis indicated that the importance of utilizing meaningful videos to meet the learning needs of students. Learning videos based on Explaindio provide space for teachers to design videos in accordance with their needs. Complete and communicative learning videos can provide meaningful information and experiences to students so that they have a positive impact on student learning progress.

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Learning is a complex process. In its implementation, the various facilities and infrastructure are needed to support the success of learning outcomes. One of these facilities is learning media. Learning media is a means that is able to facilitate teachers and students during the process of teaching and learning activities that have been undertaken. Several existing studies indicate that learning media can be useful if it is used appropriately by teachers when the implementation of learning begins with accuracy in planning, using, and evaluating and the right media can certainly present good learning outcomes (Budiyono, 2020;Ekayani, 2017). At the point of this success, the media used as a learning tool must be ensured that the media can be used proficiently by the teacher (Falahudin, 2014).
During the Covid-19 pandemic, learning is no longer undertaken offline (outside the network) but online (in the network) (Zulhafizh, 2020a;Zulhafizh & Permatasari, 2020). This condition demands teachers to think about media that can be used in learning activities. The selected media definitely can facilitate all student learning activities during face-to-face learning activities cannot be implemented. One of the media that can be directly interacting with students is learning video. Students can indirectly interact with the teacher. However, the concept of this video is one way.
The existence of a video enables students to notice the teacher's explanation. Students can measure the speed and slowness of existing explanations, so then it is easier to understand the material or explanation presented. On the other hand, the existence of learning videos has assisted students to repeat explanations when they forget or hesitate (Salmina, 2019;Al-Tabany, 2017). Learning videos that meet learning content standards are certainly very helpful for students in learning (Hamdanillah, Harjono, & Susilawati, 2017). In accordance with this explanation, a teacher needs to conduct a review of the things that need to be done for the manufacture or development of learning media.
A review of the development of learning videos as an initial step before the design is technically undertaken. A teacher can ask students directly or indirectly what they want if a teacher provides a learning video. This learning video is a real teacher representative. Thus, it is in line with this explanation, this article seeks to analyze the need for developing explaindio-based learning videos, especially in physics subjects. The analysis of the need for developing the learning video is an important note for teachers (Ichsan et al, 2018) to create the design. The appropriate design can certainly help and maximize learning activities.
Explaindio itself is a device that can assist teachers in presenting learning videos. This device is easy and interesting to learn. Explaindio has the advantage to be used in presentation activities, promotions, animations, and so on. With these advantages, Explaindio can be used for learning activities, such as: providing learning with an attractive design and appearance, providing learning motivation, it facilitates to create of various illustrations so that learning objectives are directed and can be achieved properly.
In line with its advantages, the use of learning videos based on Explaindio is expected to encourage and motivate students in learning. Motivation can encourage students to act (as movers) and direct students to achieve learning goals (Putri & Isnani, 2015) so that if students have acted as movers or are motivated in learning, they definitely can increase their learning motivation and improve learning outcomes, especially during this Covid-19 pandemic. The development of learning media such as learning videos is an important part to direct students' enthusiasm for learning. Creative use of explaindio is able to present designs and illustrations that can strengthen knowledge and learning experiences.

Methodology
The research was undertaken with a correlational quantitative approach. The study was conducted at SMA Negeri 4 Pekanbaru with a sample of 36 students. Each consisted of 14 men and 22 women. The data used to collect data is in the form of a questionnaire with open ended questions. The results of the analysis of validity and reliability, all data were valid with Cronbach's Alpha 0.746. The questionnaire used was 10 items. The process of data collection by utilizing google forms. Data analysis was undertaken by substituting respondents' results through descriptive statistics, followed by correlation analysis through Product Moment correlation and then t-test. The correlative decision used a significance level between +1.00 and -1.00 refer to Zulhafizh (2020) as in Table 1.

Demographics
Demographic data from research results can be mapped based on gender, namely male and female. The data can be seen in table 2.  Each respondent has characteristics in responding to the data analysis, especially if it is associated with gender.

Descriptive Data
Research data consists of 10 questions. Each question has several alternative answers that vary. This has been adjusted to the pattern or form of the question. The data can be seen in table 3.  The diversity of answers is part of the perception data felt by respondents related to the analysis of the need for developing learning videos, in this context based on explaindio.

Contribution of Needs Analysis
Contribution analysis was carried out to see the level of relationship between each question in measuring the level of need for the development of learning videos. The data can be seen in table 4. Table 4. Correlation Distribution Table 4 shows that all observational variables are correlated with the analysis of the needs for developing instructional videos. Based on the results of the correlation table substitution, it shows that all data are strongly correlated, P1 has a significance of 0.000 with a correlation of 0.563** in the strong category; P2 has a significance of 0.000 with a correlation of 0.703** in the strong category; P3 has a significance of 0.000 with a correlation of 0.483** in the strong category; P4 has a significance of 0.000 with a correlation of 0.531** in the strong category; P5 has a significance of 0.000 with a correlation of 0.587** in the strong category; P6 has a significance of 0.000 with a correlation of 0.597** in the strong category; P7 has a significance of 0.000 with a correlation of 0.622** in the strong category; P8 has a significance of 0.000 with a correlation of 0.548** in the strong category; P9 has a significance of 0.000 with a correlation of 0.622** in the strong category; and P10 has a significance of 0.000 with a correlation of 0.583** in the strong category. When viewed with the mean approach, the correlation value is 0.582 with a strong category, at a significance level of 0.000.

Decision Analysis
After the correlation analysis was carried out, the t-test analysis was continued to ensure that the question data could provide meaningful information for decisions in the development of explaindio-based learning videos, especially in physics learning. The data can be seen in table 5.  Table 5 shows that all data are acceptable as observations of the analysis of the needs for developing learning videos. The data characterized by a significant level is not more than 0.000. This means that there is no difference between one data and another. All data have the same position so that the questionnaire and this data are worthy of being used for making a decision.

Distract
During the Covid-19 pandemic, almost all learning is undertaken online (Zulhafizh, 2020a). Various learning alternatives are carried out so that students can still get information and develop their experience and knowledge. The challenges faced during distance learning include students' attention to the explanations that presented by the teacher. Students who are already bored with the activities they are going through and it contains of unfocused learning activities (Syaparuddin, Meldianus, & Elihami, 2020;Kadir, 2014). This is an important note for teachers so that students can participate in intensive learning during class hours.
Students who have experienced boredom in learning can be known by looking at the clock. Data analysis shows that all students look at the clock when learning activities take place, even up to 9-10 times. Another behavior shown by students is to leave learning activities (video conference). Almost all students have left learning activities. This behavior is a form of diverting his attention to others. This situation illustrates that students are not concentrating or bored in learning (Lamba et al, 2014). Students whose learning concentration is disturbed or bored can have an impact on their learning achievement or success (Aviana & Hidayah, 2015). As students, they need to think of alternatives that can encourage students to continue to give maximum attention to learning.

Learn through Learning Videos
One of the interactive learning media with students is a learning video. This encourages educators to present various learning videos that can facilitate students. In order to complement their curiosity and creativity, they also look at various other means such as youtube or social media. Youtube or social media is part of the platform that can be filled with learning videos. Almost 83.33% of students use this pathway to broaden their horizons. However, videos that created by teachers will certainly be more focused on learning targets and achievements (Nurseto, 2011;Tafonao, 2018). The teacher can design the video in accordance with the learning framework that has been designed and planned.

Critical Learning and Comprehension
Learning through video can help students be critical of the various problems presented. Students can understand the information in detail according to the capacity of the video. A critical attitude in learning is highly expected during the COVID-19 pandemic (Zulhafizh & Permatasari, 2020). This is due to learning activities are not direct and it demands the independence. Responding to this issue, it is expected that the quality of student learning outcomes will not decrease and can be improved with their respective learning styles. An independent learning attitude followed by high learning motivation can improve learning outcomes (Hendrawan & Sirine, 2017).
The properly designed learning videos can improve the quality of students' comprehension. Data analysis shows 50% of students find it helpful in learning. The explanations in the video are able to accelerate students' comprehension and they are also helped in answering questions in the LKPD (Student Worksheet). As a teacher, you have an important task in presenting interesting and communicative videos so that student learning activities can run well (Nurrohma & Purnomo 2020). Communicative learning videos encourage the students to be more interactive to participate in learning so that they can lead to maximum learning outcomes (Buchner, 2018;Hadijah, 2016).

Fulfillment of Purpose and Information
Learning that implement video, it can meet learning objectives if it is well designed and complete. Before the video is created, the ideal step of the teacher is to map the learning objectives to be achieved. It means that the presentation of information or illustrations in the video cannot be separated from the stated objectives. Most of the existing videos do not meet the learning objectives but are more of a theoretical orientation. Meanwhile, learning aims to provide theoretical and practical information so that students' skills can increase (Sani, 2013).
Besides the learning objectives, the teacher pays attention to, the way to convey the information must be communicative so that students can understand. The choice of diction and speed of delivery are important notes in presenting information. Improper or difficult and fast diction can interfere with students understanding the information conveyed by the teacher through learning videos. Data analysis shows that 69.44% can sometimes understand the information presented and 30.56% can and some cannot understand the information. Teachers must be careful in managing information and the rhythm of information presentation so that the video provides significant benefits and contributions to improve learning outcomes (Hadijah, 2016).

Grab Attention
Display and icon in learning videos can entertain and attract students' attention in learning. Icons or animations can attract the attention of students up to 58.33%. This situation encourages teachers to design models and animations in the video that are not original but provide illustrations that support the presentation of information. On the other hand, the inappropriate animation can have an impact on the perspective for understanding the information (Mustafa, Hermandra, & Zulhafizh, 2019). It implies that the teacher as the maker and presenter of information can think or make a design before the video is presented to students. Yunita & Wijayanti (2017) and Araya, Farsani, & Hernández (2016) argue that the display of learning video content can attract students' attention to learn. The current analysis data 44.44% find it interesting with the presentation of learning videos. This emotionally attractive display can direct the perspective of students in learning. As a teacher, you must take this into account in order to motivate students to continue learning so that their learning outcomes can also increase. The existence of good learning motivation helps students in achieving maximum learning outcomes. Thus, various considerations must still be undertaken by the teacher so that the learning videos presented really make a meaningful contribution.

Conclusion
Analysis of the need for developing learning videos for physics subjects at SMA during the Covid-19 period is an important part that must be undertaken by the teacher to improve the quality of learning. Learning by utilizing video will be meaningful if it meets the learning needs of students. Explaindio-based learning videos provide space for teachers to design videos according to learning needs. The videos presented are still based on learning objectives that can meet theoretical and practical goals by paying attention to the appearance and rules of communicative language. Complete and communicative learning videos can provide meaningful information and experiences to students so that it can bring a positive impact on student learning progress.