A Descriptive Analysis of the Implementation Video-Based Module to the Student through Active Learning in Project

Project development is a vital component contributing to the continuous assessment marks for some courses in Institutions of Higher Learning. This study was conducted to develop video-based modules to reference students during the development of the database project used as active learning in the classroom. Video-based modules are suitable for learning approaches toward students in Gen-Z. ADDIE model has been used for the video-based module development. The video module development consists of several phases that have been set according to the topic of database project development. This study involved 104 students in year two who will need to develop the database project individually. The results of the study found that the video-based module had a positive impact on the students. The descriptive analysis has shown that 101 (97.1%) students agreed that the video-based module produced is easier to understand. Meanwhile, 100 (96.2%) students found that this video-based module helps them complete the given project. This active learning approach can be used for other courses that involve project development and having a class with a large number of Gen-Z students.


Introduction
Education plays a vital role in producing a generation that can meet the needs of today's industry.The 4.0 Industrial Revolution indirectly influenced and impacted the field of education.Education 4.0 is one of the consequences of the Industrial Revolution that is happening nowadays and will influence the teaching and learning methods (Shahrina et al., 2019).Institutions of higher learning are also affected by this educational revolution.In line with the revolution in education, teaching and learning methods also need to change.Traditional teaching and learning methods need to be changed to attract current Gene-Z students who are more vulnerable and inclined to use the latest technology.
There are two main objectives in this study.The first is to develop the video-based modules, and the second is to conduct a descriptive analysis to see students' responses to the video-based module developed.The learning sessions of some courses in Institutions of Higher Learning involve lectures, tutorials, laboratories, and assignments either in groups or individuals, such as project development.
Individual project development is one of the components taken as a continuous assessment and is the final output of Advanced Database courses.Each of the students will be given different titles of the project, and there are six lab modules as a guideline in project development.The development of this project is split into three phases, according to the lab module.In phase 1 are a database development and system interface basics.Meanwhile, phase 2 is data entry and data manipulation, while phase 3 is a transaction and software installation.Each phase is a combination of several laboratory modules.Students are given a certain period to complete each phase in project development.
The development process of this project is learned in each lab session using the modules provided.Previous lab sessions used the traditional method of using text-based modules, and the instructor will teach each instruction from the module in front of the class.This learning method creates a passive environment in the lab session.Based on observations, students are less focused on the explanation given by the instructor.Students are not interested in the text-based modules provided and are often left behind in the laboratory because they cannot follow the steps described by the instructor.Visual learning methods, the use of technology as a medium of interaction, and rapid knowledge transfer are among the new learning methods for Gen-Z students (Ruzzakiah et al., 2019).Text-based learning materials are less attractive to Gen-Z students than visual, infographic, and video-based teaching materials.Thus, the video-based lab module is the best alternative for Gen-Z students to strengthen their understanding and assist them in the given project assignments.
Active learning methods are suitable to be implemented for Gen-Z students.This method can attract their interest in the learning process.Lab sessions conducted using video-based modules create an active learning environment among students.The video-based module provided in advance makes it easier for students to try first on their own before attending the lab session.Students will actively interact with instructors and friends during the lab session if there is an unresolved problem.Students are encouraged to discuss with friends to get ideas and solutions to their problems.This method is appropriate for the characteristics of Gen-Z students who like independent and self-directed learning (Moore et al., 2017).

Current Work 2.1 Active Learning
Active learning is one of the learning methods that are suitable for current Gen-Z students.This learning method encourages students to be actively involved in the learning process and activities.Various activities in active learning methods can be done to encourage student involvement and participation in the learning process, such as engaging them with course material and enhancing their critical thinking as they make applications beyond the classroom (Lumpkin et al., 2015).Giannakos et al. (2016) also stated that active learning is a teaching model that focuses on students' learning responsibilities.Meanwhile, according to Brame, C. (2016), students involved in building and enhancing understanding and knowledge are also among the definitions of active learning.The activities may vary but require students to do higher-order thinking.According to Cattaneo, K.H (2017), one active learning style approach is project-based learning that focuses on students' main output, which is a project.Various learning techniques and tools that can be used to create active learning sessions, including discussion, reflection, problem-solving, using video, and so on, refer to the course requirement as well as the availability of the tools, software, and hardware.Implementing this active learning method is very suitable for classes with a large number of students because it helps in the teaching and learning process.A study from Aji et al. (2019) found an improvement in student academic performance as an effect of the implementation of active learning methods.

Video
Video is an audio-visual medium used as entertainment, marketing, information, music, and learning materials.Nowadays, learning videos have been widely produced in line with the development of educational technology.Teachers' teaching medium is often used by teachers in learning videos (Syamsulaini et al., 2016).Video-based learning is a method that has a very positive effect on students, especially Gene-Z students who were born and are in the age of the latest technology.Online encyclopedias, videos, and various internet resources are learning methods within technology preferred by Gen-Z students (Moore et al., 2017).They are a Generation that is very vulnerable to technology and gadgets.Ruzzakiah (2019) states that smartphone technology and social media are standard for the current Gen Z students and become the leading platform and an effective mobile learning method.According to Cilliers (2017), the Gen-Z is surrounded by the virtual environment makes them consider that the learning and teaching environment is like in the virtual world.Therefore, they are less focused and quickly bored when learning sessions are traditionally implemented, especially when the learning materials used are text-based.The production of learning materials in the form of video aims to meet their needs, especially in terms of flexibility where they can watch the video using gadgets, anytime and anywhere.Using video as a learning method is very significant in the teaching and learning process (Syamsulaini et al., 2016).The use of video in learning has a positive impact and impact on students.Compared to traditional lecture-based teaching, students' performance improves with video-based teaching methods (Murthykumar et al., 2015).According to Syaripuddin et al. (2019), video is one of the media that becomes the best medium in the teaching process to deliver information to the students.

Methodology
The video-based module development process that has been done is guided by the ADDIE model introduced by Rossett (1987).ADDIE is commonly used to produce effective design and modules created using the ADDIE model suitable for use in any environment, either online or face to face (Nada Aldoobie, 2015).The ADDIE model has five main components in developing video-based modules: analysis, design, development, implementation, and evaluation.Figure 1 shows the ADDIE module used in video-based module development.Figure 2 shows the implementation process of using video-based modules to help strengthen students' understanding of self-laboratory sessions and assist in developing a given database project.Each lab session will work on Lab Module 1 that has been split into several videos module.Each video-based module is produced according to the topics for database project development.Figure 3 shows the previous text-based lab module's appearance, and Figure 4 shows a video-based module that has been developed based on the text-based module.Several video-based modules were generated from each text-based lab module.This approach ensures that the display time for each video module developed is not too long and prevents students from losing focus.

Result
The descriptive analysis in this context, focusing on the year two students from the Faculty of Information Science and Technology, University Kebangsaan Malaysia.The result cannot be generalized to the whole population of students in Malaysia.However, the analysis result is a good indicator of understanding video acceptance among the undergraduates' students in Malaysia.The targeted response for this analysis focusing on year two students who registered for the advanced database subject.
This study focused on 104 Year 2 students who need to develop projects individually to meet the Advanced Database course requirements.Questionnaires were given to students to get feedback on the effectiveness of the video-based modules as teaching materials that can help in project development and obtain feedback related to the content of the video-based module produced.

Demographic Analysis
Based on Figure 6, from 104 respondents, 60.6% of them are female, and 39.4% are male.The result showed that probably due to the higher number of females than male students in this faculty's general population.2016), who explained that the learning video developed must be short and have a display time of fewer than 6 minutes to ensure students can focus on the video.Besides the time limit, a clear video display is also one of the influencing factors in ensuring that the module's content can be seen clearly by students.The production of some critical steps will be zoomed in to make it more visible and understandable to the students.This video-based module allows students to repeatedly try each problematic step and indirectly improve student understanding in each process.This method has a perfect effect on student understanding.It is more effective in helping students develop a given project assignment because they can focus on one topic at one time.As a result, students can complete and produce projects on time.

Future Work
From the analysis result, the video-based module has an impact on students' project development.
According to Azniza et al. (2017), learning videos increase students' understanding of some challenging topics and significantly impact student achievement.This active learning approach can be used for other courses involved in project development and having a class with many Gen Z students.It is hoped that further studies can be continued by studying the relationship and the impact of the video-based module on student performance and achievement in this course.

Conclusion
There are several limitations to this study.This study has a limit of respondents consisting of only year two UKM students only.This study also focuses on specific courses only, which is an advanced database.However, this study found that the video-based module helped students complete advanced database projects individually.Students can learn and understand the project development processes using the video-based module provided.The video-based module has positive effects and impact on the students.Video content is one of the best learning materials suitable for Gen-Z students.The video-based module helps in the teaching and learning activities of laboratory sessions involving many students.Laboratory sessions have been implemented in an active learning environment.This situation indirectly helps students think more creatively, increase self-confidence, and improve students' communication skills.

Figure 1 :
Figure 1: ADDIE Model (Source: Development of massive open online course (MOOC) based on Addie model for catering courses, 2018)

Figure 2 :
Figure 2: Implementation of a video-based module for advanced database project development

Figure 6 :
Figure 6: Percentage of respondents according to Gender

Figure 7 :
Figure 7: Percentage of respondents according to their feedback of the video-based module content

Figure 8 :
Figure 8: Percentage of respondents according to their feedback on the effectiveness of the video-based module