Enhancing Teacher Competency in Interactive Video Development for Speech-Delayed Children through Guided Project-Based Learning Training
DOI:
https://doi.org/10.56916/jirpe.v4i4.2285Keywords:
project-based learning, speech delay, interactive video media, teacher training, professional developmentAbstract
Speech delay affects 5-10% of preschool children, requiring specialized educational interventions. However, kindergarten teachers often lack competencies in creating appropriate interactive video media for these children. This study investigated the effectiveness of guided Project-Based Learning (PjBL) training in enhancing teacher capabilities for developing interactive video media specifically designed for speech-delayed children. An action research design using the Kemmis and McTaggart model was implemented over two cycles at AN-NUR Kindergarten, East Kalimantan. Ten kindergarten teachers participated in guided PjBL training focusing on interactive video creation using Canva application. Data collection employed pre-test/post-test assessments, structured observations, interviews, and product documentation. Cycle II incorporated expert collaboration and artificial intelligence features to enhance training effectiveness. Teacher competency showed substantial improvement from baseline scores of 46.5 to final scores of 83.5, representing a 79.6% overall increase. Cycle I achieved 32.3% improvement (46.5 to 61.5), while Cycle II demonstrated 35.7% enhancement (61.5 to 83.5). Design appropriateness improved by 183% and audio integration by 140% in Cycle II. Nine participants (90%) achieved competency thresholds by study completion, compared to 50% in Cycle I. Qualitative observations revealed enhanced confidence, collaboration, and creative expression among participants. Guided PjBL training effectively enhances teacher competencies for creating interactive video media for speech-delayed children. The structured, collaborative approach combining theoretical knowledge with hands-on practice proves superior to traditional training methods. The integration of expert collaboration and advanced technological features significantly accelerates competency development. These findings support the implementation of PjBL-based professional development programs for specialized educational populations.
References
Aparicio, F., De Buenaga, M., Rubio, M., & Hernando, A. (2012). An intelligent information access system assisting a case based learning methodology evaluated in higher education with medical students. Computers & Education, 58(4), 1282-1295. https://doi.org/10.1016/j.compedu.2011.12.021
Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of advances in medical education & professionalism, 5(2), 51. https://pmc.ncbi.nlm.nih.gov/articles/PMC5346168/
Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23. https://doi.org/10.1002/tea.21465
Bertucci, A., Conte, S., Johnson, D., & Johnson, R. (2010). The impact of size of cooperative group on achievement, social support, and self-esteem. The Journal of General Psychology, 137(3), 256–272. https://doi.org/10.1080/00221309.2010. 484448
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398. https://doi.org/10.1207/s15326985ep2603&4_8
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5(4), 1725-1746. https://doi.org/10.3390/su5041725
Čapek, R. (2019). Moderní didaktika – lexicon výukových a hodnoticích metod. Grada Publishing, a.s. ISBN 978-80-247- 3450-7.
Chen, C. H., & Yong, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev. 2018.11.001
Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of projectbased learning in korea. Teaching and Teacher Education, 85, 45–57. https://doi.org/10.1016/j.tate.2019.05.005
Chu, R. H., Minasian, R. A., & Yi, X. (2012). Inspiring student learning in ICT communications electronics through a new integrated project-based learning approach. International Journal of Electrical Engineering Education, 49(2), 127-135. https://doi.org/10.7227/IJEEE.49.2.3
Chu, S. K. W., Zhang, Y., Chen, K., Chan, C. K., Lee, C. W. Y., Zou, E., & Lau, W. (2017). The effectiveness of wikis for project-based learning in different disciplines in higher education. The internet and higher education, 33, 49-60. https://doi.org/10.1016/j.iheduc.2017.01.005
Darwanis, D., Daulay, M. I., & Ediputra, K. (2024). Pengaruh Pelatihan Terbimbing Terhadap Minat Dan Kemampuan Guru Dalam Penggunaan Media Kumpulan Instrument Terpadu Ipa Di Sd Negeri 12 Topang. Jurnal Intelek Dan Cendikiawan Nusantara, 1(5), 7559-7566. https://jicnusantara.com/index.php/jicn/article/view/1303
Dehdashti, A., Mehralizadeh, S., & Kashani, M. M. (2013). Incorporation of Project‐based Learning into an Occupational Health Course. Journal of occupational health, 55(3), 125-131. https://doi.org/10.1539/joh.12-0162-OA
Duffy, P. (2012). Engaging the YouTube Google-eyed generation: Strategies for using Web 2.0 in teaching and learning. Leading Issues in e-Learning Research. Academic Publishing International Limited. United Kingdom, 47-70.
Greenier, V. T. (2020) The 10Cs of project-based learning tesol curriculum. Innovation in Language Learning and Teaching, 14(1), 27–36. https://doi.org/10.1080/17501229.2018.1473405
Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education–theory, practice and rubber sling shots. Higher education, 51(2), 287-314. https://doi.org/10.1007/s10734-004-6386-5
Herniyastuti, H., Yusdarwati, A., & Kadir, A. (2025). Optimalisasi Pelatihan Mandiri Terbimbing untuk Meningkatkan Penilaian Awal Literasi Membaca Guru Kelas di SDN 276 Latappere. DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra, 5(1), 1-6. https://doi.org/10.53769/deiktis.v5i1.1280
Holmes, V. L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449-463. https://doi.org/10.1080/00220671.2014.979911
Klopfenstein, B. J. (2003). Empowering learners: Strategies for fostering self-directed learning and implications for online learning [Master’s thesis]. University of Alberta.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19 (3). https://doi.org/10.1177/1365480216659733
Krajcik, J., & Shin, N. (2023). Student conceptions, conceptual change, and learning progressions. In Handbook of research on science education (pp. 121-157). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780367855758-7/student-conceptions-conceptual-change-learning-progressions-joseph-krajcik-namsoo-shin
Lohrmann, D. K. (2011). Thinking of a change: Health education for the 2020 generation. American Journal of Health Education, 42(5), 258–269. http://dx.doi.org/10.1080/19325037.2011.10599196
Lu, H. H., Tsao, F. M., & Tsai, J. D. (2020). Behavioral problems of Mandarin-speaking late-talking toddlers and preschool aged children: A prospective case–control study in Taiwan. Medicine, 99(48), e23341. https://doi.org/10.1097/MD.0000000000023341
Macias, M. M., & Twyman, K. A. (2011). Speech and language development and disorders. Developmental and Behavioral Pediatrics, 201-220. https://doi.org/10.1542/9781581105506-ch11
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147-4155. https://doi.org/10.1080/10494820.2021.1954036
McCauley, J., Jenckes, M. W., & McNutt, L. A. (2003). ASSERT: the effectiveness of a continuing medical education video on knowledge and attitudes about interpersonal violence. Academic medicine, 78(5), 518-524. https://journals.lww.com/academicmedicine/abstract/2003/05000/assert__the_effectiveness_of_a_continuing_medical.17.aspx
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational psychology review, 19(3), 309-326. https://doi.org/10.1007/s10648-007-9047-2
Mulyanah, N., & Andriani, A. (2021). Strategi Bimbingan dan Pelatihan Guru Dalam Pembelajaran Menggunakan Aplikasi Google Pada Pembelajaran Daring Untuk Meningkatkan Efektifitas Belajar Siswa Dimasa Pandemi Covid-19. Jurnal Riset Pendidikan Dasar (JRPD), 2(1), 67. https://doi.org/10.30595/jrpd.v2i1.9229
Mumtaz, F. (2019). Bahasa Indonesia Untuk Perguruan Tinggi Terampil Berbahasa, Menulis, Dan Berbicara Di Depan Umum. PT. Pustaka Baru.
Nelson, H. D., Nygren, P., Walker, M., & Panoscha, R. (2006). Screening for speech and language delay in preschool children: systematic evidence review for the US Preventive Services Task Force. Pediatrics, 117(2), e298-e319. https://doi.org/10.1542/peds.2005-1467
Öndin, Z. (2008). İnteraktif Videonun Egitimde Kullanılmasını Saglayan Bir DVD Uygulaması. Yayımlanmış Yükseklisans Tezi. İstanbul: Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
Robertson, J. (2011). The educational affordances of blogs for self-directed learning. Computers & Education, 57(2), 1628– 1644. https://doi.org/10.1016/j.compedu.2011.03.003
Shiani, A., Mansouri, B., Kiani, A., Massahi, T., Khalid Omer, A., Sharafi, K., & Tavakol, K. (2025). Effect of exposure to toxic compounds on developmental language disorder (DLD)-a narrative review. Iranian Journal of Toxicology, 19(1), 37-44. http://dx.doi.org/10.32592/IJT.19.1.37
Sujuti, S. R. (2022). Meningkatkan kompetensi profesional guru bk dalam menyusun program melalui bimbingan dan pelatihan dengan metode workshop di mgbk. MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan, 2(2), 213-221. https://doi.org/10.51878/manajerial.v2i2.1300
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while teamteaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48–59. https://doi.org/10.1016/j.tate.2018.12.006
Turek, I. (2008). Didaktika. Iura Edition, ISBN 978-80-8078-198-9.
Wang, R., Do Dange, M., & Izadpanah, S. (2024). The effect of animated movies on speaking skills among motivated English foreign language learners: Elementary level. European Journal of Education, 59(3), e12665. https://doi.org/10.1111/ejed.12665
Yang, H. L., & Cheng, H. H. (2010). Creativity of student information system projects: From the perspective of network embeddedness. Computers & Education, 54(1), 209-221. https://doi.org/10.1016/j.compedu.2009.08.004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Diastuti Kartikasari, Ishartiwi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
