Trends in the Development of Learning Videos for Strengthening Science Literacy in Elementary School Science Education: A Systematic Literature Review and Empirical Study of Teachers
DOI:
https://doi.org/10.51278/bse.v6i2.2063Keywords:
Learning Videos, Science Literacy, Principal Leadership, Teacher Professional DevelopmentAbstract
The development of digital technology has fundamentally changed the practice of science learning in elementary schools, especially through the use of learning videos as a medium to support the strengthening of science literacy. This study aims to map research trends, thematic structure, and direction of learning video development for science literacy, as well as identify the empirical conditions and needs of teachers in elementary school science learning. An integrative approach is used by combining a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol and a quantitative survey. The literature for the period 2021–2025 was systematically selected based on relevance and indexation criteria, with 18 articles indexed in grades 1–3 designated as the study corpus. Meanwhile, the survey involved 70 elementary school teachers to identify the use practices and needs of learning video development. The mapping shows the trend of research towards the development of learning videos that are interactive, contextual, and oriented towards science literacy. The survey findings show that teachers need videos that not only present science concepts, but also facilitate students in observing phenomena, analyzing information, evaluating evidence, and solving problems. The study contributes by integrating literary and empirical evidence to provide a conceptual basis for the development of science learning videos that are more geared towards strengthening the science literacy of elementary school students.
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