Improving the Professional Competence of Economic Educators in Developing Learning Videos through Online Training Scenarios during a Pandemic

Abstract

This article aims to determine the effectiveness of online training scenarios in improving the professional competence of teachers in developing learning videos. The article also analyzes the applied online training scenarios to find out the performance of the training that has been carried out. The approach used in this research is a mixed-method (Mixed Methods Research) as a form of combination between quantitative research methods and qualitative research methods. Qualitative research uses an effectiveness test through a pair sample t-test, while the qualitative method is SWOT analysis to describe the process of running online training scenarios. The sampling technique used is Cluster Random Sampling and data collection by observation, interviews, documentation, and questionnaires. From the paired samples test results, it is known that the value of sig (2-tailed) is 0.000 < 0.05. So it can be concluded that there is an average difference between the teacher's ability to develop learning videos before and after participating in online training. The SWOT analysis carried out is also known for the strength of online training scenarios having easy access, the efficiency of use, material wealth, and creating a sense of security during a pandemic. In terms of opportunities, teachers can improve technological literacy, and there are opportunities to develop new training scenarios that online training scenarios can integrate into the education system. Weaknesses to watch out for include participants' unrepresented emotions, boredom arising, and the need for standardization of the required facilities. The challenges that online training scenarios must prepare for the best solution are the disruption of the internet network, the need for appropriate devices, and the need for an understanding of digital citizenship ethics.