Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

Abstract

An instructional video might help learners to conceive learning attainment better or acquire specific skills. This study aimed to describe video quality, metacognitive skills, and responses of pre-service teachers. The video was developed using ASSURE model consisted of six stages; analyzing learner, stating objectives, selecting materials or designs, utilizing materials, requiring learner’s response, and evaluating product. The metacognitive skills measured in the present study included monitoring and evaluation skills. The design of this research was one-shot case study to address objectives. Three experts of biology education were invited to examine the quality of the video. There were 138 pre-service teachers majoring in biology education at Universitas Negeri Surabaya and Universitas Negeri Malang, Indonesia as research participants. Results showed that video quality was good on the stage of metacognitive learning strategy. Another finding was the fact that pre-service teachers’ metacognitive skills were excellent and they also showed positive response towards video, especially in learning stages, learning strategies, and metacognitive skills. This study suggests that the video can be used as a standardized modelling video to teach metacognitive skills. Keywords— instructional video, metacognitive skills, preservice teacher