Abstract
The purpose of this study is to produce sparkol videoscribe-based learning video products that are suitable to be used in journalizing trade accounting journals with a spreadsheet program. The type of research used was research and development. The development procedure in this study was the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation. This research was conducted in two stages, namely a limited trial phase and an experimental stage to a larger class. This sparkol videoscribe learning video contained tutorial material for journalizing trade accounting with a spreadsheet program. Before conducting trials and experiments with students, this learning video has been assessed for eligibility by material experts and media experts. The results of the material experts obtained a final score of 3.47 (very feasible), while the media experts obtained a score of 3.2, which means feasible. The results of the researchers tested the feasibility of learning media obtained from the distribution of questionnaires to students that at the trial stage, the average questionnaire score was 3.05 (feasible). In addition, at the experimental stage, the results obtained an average questionnaire score of 3.07 (feasible). The results of the research development process have proven that sparkol videoscribe is feasible to be used in learning spreadsheets for accounting.
Highlights
The effects of globalization have led to the development of science and technology
Based on the existing problems, this study aims to produce a product in the form of learning videos based on sparkol videoscribe in journalizing trade accounting that is feasible to use, and to improve the quality of learning and learning outcomes of studying Accounting in Indonesia
The results of research and development of sparkol videoscribe-based learning media contained tutorials on journalizing trade accounting through spreadsheet courses
Summary
The effects of globalization have led to the development of science and technology. There is a cohesiveness and integrity of the world that requires in-depth study, allocation of resources, and facilities to encourage innovation, creativity, and high social mobility in improving the global education system (Assare, Mohammadi, Foroufan, & Salehizadeh, 2016). Various countries compete with each other to improve the quality of their education system. Other countries should adapt to the progress at the global level, especially in the fields of education, science, and technology. One of the breakthroughs in the development of science and technology today is the renewal of the use of technology in the learning process in elementary schools, secondary schools, and tertiary institutions (Trepule, Tereseviciene, & Rutkiene, 2015; Goldie, 2016). The renewal is to improve the quality of global education. Educators are required to have digital skills associated with the learning process. According to (Youssef, Dahmani, & Omrani, 2013), the involvement of students in the use and utilization of technology in the learning process can improve their electronic skills. Teachers as the educators who have full responsibility must have digital skills, which in turn create appropriate learning strategies in digital-based learning processes so that they can achieve
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