YouTube Video Application in Mathematical Physics 1 Lecture: Effectiveness on Students' Conceptual Understanding
DOI:
https://doi.org/10.20415/iconphyedu.v1i1.76Keywords:
YouTube, Mathematical Physics, video learning, Conceptual understandingAbstract
This study investigates the effectiveness of YouTube videos in enhancing students' conceptual understanding in a Mathematical Physics course. Mathematical Physics concepts, particularly Multiple Integrals, are often challenging for students due to their abstract nature. Thus, digital video-based learning is proposed to improve student comprehension. The study employs an experimental design with two groups: an experimental group using YouTube videos and a control group using conventional methods. The YouTube videos used in this study featured animated visual explanations, step-by-step problem-solving demonstrations, and real-world applications of Multiple Integrals. The intervention was conducted over five sessions, integrating structured video lessons with guided problem-solving activities. Data collection involved pretests and posttests to assess improvements in conceptual understanding. Statistical tests included normality, homogeneity, and t-tests. Results showed a significant improvement in the experimental group, with a posttest mean of 82.75 compared to the control group's 67.57. A t-test revealed an essential difference between the groups (p < 0.001), indicating that YouTube videos significantly contribute to students' understanding. These findings highlight the potential of digital media, particularly YouTube, in addressing conceptual difficulties in Mathematical Physics and fostering more engaging learning experiences. The study provides practical recommendations for integrating video-based learning into physics education to improve student outcomes.
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