The Effect of Using Edpuzzle-Based Video in Electrolyte and Nonelectrolyte Solutions Learning on Student Learning Outcomes

The limitation learning media causes the learning of electrolyte and nonelectrolyte solutions to be less interesting and effective in SMAN 1 Kalasan. Therefore, learning can be supported by attractive video design in the form of Edpuzzle which has the potential to build better learning processes and outcomes. This research aims to evaluate the effect of Edpuzzle-based video implementation in electrolyte and nonelectrolyte solutions lessons on student learning outcomes. In form of a Quasi-Experimental Design, this research was carried out by One-Group Pretest-Posttest Design. The research sample is students of 10 th grade MIPA 2 that selected by simple random sampling. The instruments used were validation sheets, lesson plans, pretest, and posttest items, questions in Edpuzzle video, an observation sheet of Edpuzzle-based video implementation, and a students’ response questionnaire. Research data were analyzed by SPSS 25, Aiken’s Statistics, and descriptively. The results showed that using Edpuzzle-based video had an influence on students’ learning outcomes that support by Sig value. (2-tailed) < 0.05 and the average of N-Gain is 0.8 (high). The average post-test is 96.7 (excellent). During Edpuzzle video implementation on learning, the cognitive achievement of C1, C2, and C3 respectively level completed are 100%, 100%, and 91.66%, while, C4 and C5 are respectively 22.22% and 41.66%, In addition, the achievement of learning outcomes indicator is also supported by observation for psychomotor and affective domains, with average scores 96.06% and 95.48% respectively. Edpuzzle-based video can be used to support electrolyte and nonelectrolyte learning in senior high school.


INTRODUCTION
Chemistry is one of the branches of science that includes a variety of abstract terms and concepts that make chemistry often considered difficult.Chemistry learning activities can be stopped if chemistry terms and concepts cannot be understood correctly (Sunyono et al., 2009).Research conducted by Lukman (2015) about the learning outcomes of students in chemistry lessons are still relatively low.This can happen probably because the characteristics of chemistry itself seem abstract and complex, so many students are not interested in deepening chemistry.Learners find it difficult to compare the knowledge gained with what is encountered in everyday events.This causes the main concepts that are expected to be achieved to be unattainable.In other words, the learning process still does not reach the learning objectives.
One of the chemical materials studied by 10 th grade students is electrolyte and nonelectrolyte solutions.Rahmawati (2018) states that electrolyte and nonelectrolyte solution materials are materials capable of covering conceptual, factual and procedural.Some parts in the conceptual that combine macroscopic, microscopic, and symbolic aspects sometimes make students feel difficult.Students need to observe the phenomenon and identify it, explain the ionization process microscopically and relate it to the conductivity of the solution symbolically and the challenge of conceptual understanding of electrolyte and nonelectrolyte solutions (Herda dkk., 2014).Understanding of these three representations will be maximized if supported by good visualization, one of which can be through the use of learning videos.As one of the audiovisual media, learning videos are able to present subject matter, information, explain concepts and teach skills to students in the form of images and sounds.Further, Syamsidah (2018) states that learning videos can attract attention that can stimulate the attention of students, demonstrations that are difficult to prepare and record in advance, so that at teaching time, teachers can focus students' attention on the presentation, save time and recordings can be played over and over again.
Based on the results of an interview that has been conducted with one of the chemistry teachers at SMAN 1 Kalasan, information was obtained that the average daily test (UH) scores of students on electrolyte and nonelectrolyte solution topic in the 2020/2021 school year are still below minimum completeness criteria (KKM), namely 75.Teachers assess that students' understanding in the representation of macroscopic, microscopic, and symbolic aspects has not been maximized.In addition, online learning is carried out only using media in the form of Microsoft Power Point (PPT) and learning videos from YouTube, as well as a lack of studentscentered learning.One alternative that can be offered to solve this problem is the use of Edpuzzle-based learning videos.This audio-visual website-based learning media is able to make the learning process more interesting.Teachers can see students' ability to understand conceptual representations and questions inserted in learning videos (Amaliah, 2020).

METHOD
This research is a quantitative study with Quasi-Experimental: One-Group Pretest-Posttest Design (Creswell, 2015).Samples selected through simple random sampling technique.This research only involved one group called the experimental class, 10 th grade MIPA 2 class at SMAN 1 Kalasan.The treatment given to the experimental class was in the form of using Edpuzzle-based electrolyte and nonelectrolyte learning video.In addition to referring to the Lesson Plan (RPP) which was carried out as many as 2 meetings, the instruments used in this study were in the form of pretest and posttest questions, question items in the Edpuzzle video, observation sheet, and students' response questionnaire.The data analysis technique in this study uses SPSS 25 to test hypotheses, Aiken's Statistical V to calculate the validity of all question items, and descriptive to analyze the observation results and responses of students.

Validation of Edpuzzle-Based Learning Video
Edpuzzle video validation results are based on the assessment of 3 validators.The validity assessment component of Edpuzzle video consists of 4 aspects, namely clarity (2 statements), material quality (3 statements), material systematics (1 statement), and language and typography (2 statements).Validation results can be seen in Table 1.It was obtained that the average validity of the video was 86.45%, so this product is included in the excellent validity criteria because the average percentage is above 85.01 (Akbar, 2013).Based on Table 2, the average percentage of validity of RPP, observation sheet, and response questionnaire has been more than 85.01%, so all three are categorized as very valid and suitable for use.

Test Item Validation Results
The question items were developed for pretests, posttests, and Edpuzzle-based learning videos that refer to KD 3.8 electrolyte and nonelectrolyte solutions in the 10 th grade High School Chemistry Syllabus Curriculum 2013.Pretest and posttest contain 10 items of multiple choice questions, while Edpuzzle-based learning videos contain 5 points of description questions.The question items are assessed in 5 aspects, namely the aspect of clarity (2 items of statements), relevance (1 item of statement), validity of content (1 item of statement), no bias (2 items of statement), and accuracy of language (3 items of statement).The results of the validation of the question items are shown in Tables 3 and 4. Based on Table 3, question items number 1, 4, 5, and 6 fall into the valid category.Meanwhile, question items number 2,3, 7, 8, 9, and 10 are classified as very valid.All of these questions are worth testing.
Based on Table 4, all question items are classified as very valid and worthy of trial.Aiken's coefficient V > 0.8 includes very valid criteria (Retnawati, 2016).

Electrolyte and NonElectrolyte Solution Learning Using Edpuzzle-Based Video
Learning was carried out during two meetings.Students are asked to create an Edpuzzle account and follow the learning process of electrolyte and nonelectrolyte solutions through Edpuzzle-based video.Students also work on 5 points of description questions.The value of the results of the work on the question items in the Edpuzzle Video can be seen in Table 5.Based on Table 5, the average score of students obtained during the work of the question items in the Edpuzzle-based learning video was 79.44 which was included in the high criteria (Riduwan, 2010).There is 1 student who is included in the sufficient criteria, 24 students are included in the high criteria, and 11 students are included in the very high criteria.
Item number 1 asks students to be able to remember the meaning of the ability to conduct electricity.Electrical conductivity is a measure of how strongly a solution can conduct electricity.The value of electrical conductivity is a measure of the total concentration of electrolytes in water (Sofiah et al., 2016).Based on the results of the analysis of students' answers, it was obtained that all learners were able to achieve the indicator "understand (C2)".
The results of the analysis showed that all students were able to re-explain the meaning of the ability to conduct electricity in accordance with what was expected.The achievement of the indicator of understanding by all learners in question point number 1 is influenced by initial knowledge and logical intelligence.This statement is supported by research conducted by Irawan et al., (2016), who found that if students can make good use of initial knowledge in understanding new material, then this will affect the ability to solve problems in the given question items.Item number 2 asks learners to remember the characteristics of a nonelectrolyte solution.A nonelectrolyte solution is a solution that cannot conduct electric current, since its solutes in the solvent cannot produce ions (do not ionize).In the experiment, it was found with experimental data in the form of a light bulb that does not light up and no gas bubbles arise around the electrodes (Brady, 1999).The results of the analysis of students' answers obtained that as many as 32 students were able to achieve the indicator "understand (C2)".Students with codes A2, A13, A20, and A29 described incomplete answer results.Students only explain that a nonelectrolyte solution is a solution that cannot conduct electric current.The results of the analysis showed that as many as 32 students were able to achieve the "understand (C2)" indicator.
Furthermore, in question point number 3 in the video Edpuzzle interprets the learning outcome indicator, namely "applying (C3)".In this case, students are expected to show the relationship between the observed phenomenon and what is studied by comparing the two things (Hamdani, 2010:151).Item number 3 asks students to be able to analyze the relationship between the phenomenon of lights on and gas bubbles in the table salt solution with the degree of ionization.
A salt solution is a strong electrolyte solution that has a strong electric current conductivity that causes the light bulb to light up and gas bubbles to arise around the electrode.The degree of ionization (α) is the quotient of the total number of electrolyte molecules ionized into ions.That is, this degree of ionization indicates the number of molecules of the electrolyte compound that turn into ions.The strong electrolyte has an ionization degree of 1 (α=1), which means that the salt solution is perfectly ionized in the water solvent.The results of the analysis of students' answers showed that only 3 learners were able to achieve the "applying (C3)" indicator.
Learners with codes A14, A22, and A27 are able to connect between the phenomena that occur in salt solutions with the degree of ionization.Meanwhile, students who do not reach the indicators are caused by incomplete answers and have not connected the phenomenon with the degree of ionization, namely A1, A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, A12, A13, A15, A16, A17, A18, A19, A20, A21, A23, A24, A25, A26, A28, A29, A30, A31, A32, A33, A34, A35, and A36.The low achievement of learners on applying indicators can be influenced by the learning model applied.Learning models that do not involve students make students' ability to understand and apply weak.This is supported by research conducted by Boakye (2014), who found that the use of appropriate learning models (involving learners) could improve students' critical thinking, analysis, and application skills.
Item number 4 interprets the learning outcome indicator, namely "analyzing (C4)".This indicator expects learners to be able to provide explanations or descriptions of things that have been learned using their own language.Item number 4 asks learners to understand the intention of electrode immersion treatment with aqueous in the lamp flame test experiment.In the electrical conductivity test, each solution is carried out by dipping the two copper electrodes into the solution alternately, then washing them with aqueous until clean.This is done so that the solution test can obtain accurate results (the experimental data are valid), if before washing it is used for testing the results will be different from expected because it has mixed with other substances (impurities) (Suyanta, 2013).
In question point number 5, one indicator of learning outcomes is described, namely "analyzing (C4)".Students are expected to be able to show the relationship between the observed phenomenon and what is studied by comparing the two things (Hamdani, 2010:151).Item 5 asks students to analyze the relationship of the vinegar acid solution lamp flame test phenomenon (CH3COOH) with the electrolyte properties of the vinegar acid solution (CH 3 COOH).Vinegar acid solution (CH 3 COOH) is a polar covalent compound that is classified as a weak electrolyte solution, because when the vinegar acid solution (CH3COOH) is dissolved into water it is not fully ionized so that in solution there are only a few ions that can conduct electric current.This can be proved from the small number of gas bubbles and unlit lamps (Petrucci, 1985).Based on the results of the analysis of the answers of the participants, as many as 15 students were able to achieve the learning outcome indicator "analyzing (C4)".The learners have codes A2, A3, A7, A8, A10, A12, A15, A19, A22, A26, A27, A28, A30, A31, and A32.In question number 5, 21 students also obtained answers that were not appropriate or did not match the questions given.This is in line with question point number 4 where students have a relatively low ability to analyze.Low ability to analyze students because students have never been trained and given questions or problems that are analytical (Setiawaty et al., 2019).
Suharwati ( 2014) has proven that learning using audio-visual media such as Edpuzzle videos can help provide real and clear concepts, so as to increase interest and learning outcomes from learners.Other research conducted by Silverajah & Govindaraj (2018) found that Edpuzzle activities have good potential to develop students' self-study skills and support chemistry learning outcomes especially in low-skilled learners.

Student Activities In Terms of Psychomotor and Affective Aspects during Learning using Edpuzzle-Based Videos
Student activity is seen based on observations during the learning process from several indicators including affective, cognitive, and psychomotor (Fauhah & Brillian, 2021).The learning process is carried out as many as 2 meetings with a duration of 90 minutes in each meeting.The results of the observation analysis at meetings 1 and 2 can be seen in Figure 1 and Figure 2. Based on Figure 1, a percentage of psychomotor indicators of 90.97% was obtained which is classified as an excellent criterion (Arikunto, 2013:89).The psychomotor indicators on the observation sheet are interpreted through statement items number 3, 4, and 5. Based on the results of observations that have been made, 17 students were obtained (A3, A4, A6, A7, A8, A13, A17, A18, A21, A23, A25, A26, A27, A32, A33, A34, and A35) did not reach psychomotor indicators and as many as 19 students (A1, A2, A5, A9, A10, A11, A12, A14, A15, A16, A19, A20, A22, A24, A28, A30, A31, A32, and A36) is able to achieve psychomotor indicators.Psychomotor indicators are said to be achieved when there is physical activity and work skills shown by students while using Edpuzzle video.
Based on the average percentage of each indicator obtained, the average percentage for all indicators of 90.85% is obtained which is classified as an excellent criterion (Arikunto, 2013:89).
In addition, through the results of the analysis of the results of observations at the first and second meetings, it can be concluded that all students have an increasing involvement.This is evidenced by the average percentage of observation results which increased from 90.85% to 98.72% which was included in the excellent criteria (Arikunto, 2013:89).

The Effect of Using Edpuzzle-Based Videos on Learning Outcomes
A total of 36 students took part in pretest and posttest activities.The total number of questions is 10 multiple-choice questions.There is no difference in the question items used during the pretest and posttest.The overall pretest and posttest results can be seen in Table 6.Based on Table 6, it was obtained that there was an increase in student learning outcomes referring to the average score when doing pretests and posttests.The average learning outcomes of students before using Edpuzzle videos are 90 with a minimum score of 70 and a maximum of 100.As for after using Edpuzzle video, it changes to 96.7 on average with a minimum value of 80 and a maximum value of 100.Giyanto et al. (2020) states that using of Edpuzzle during the chemistry learning process is effective in improving students' problem-solving abilities characterized by an increase in scores from pretest to posttest.
Furthermore, an N-Gain test was carried out to prove an improvement in cognitive learning outcomes of students (Siswadi, 2019).N-Gain test results can be seen in Table 7.  (Fauhah & Brillian, 2021).The results of the analysis of student response questionnaires can be seen in Figure 3.
Figure 3. Results of student response analysis through questionnaires Based on Figure 3, a percentage score on the responding indicator of 76.94% was obtained according to the good criteria (Widoyoko, 2012).This shows that students respond well to learning using Edpuzzle videos.In the second indicator, knowledge obtained a percentage score of 77.91% is included in the good criteria (Widoyoko, 2012).This shows that the use of Edpuzzle videos is able to increase the knowledge of students.In the applying indicator, a percentage score of 72.91% was obtained in the good criteria (Widoyoko, 2012).This shows that students have a desire to use Edpuzzle videos as a supporting medium during the learning process.
The questionnaire response through the three indicators used obtained an average overall percentage of 75.92% which is included in the good criteria (Widoyoko, 2012).This percentage is a benchmark that the use of Edpuzzle-based learning video on electrolyte and nonelectrolyte materials has received a good response from students.This is in line with the research conducted by Sirri & Lestari (2020), which states that learners enjoy using Edpuzzle in learning.Therefore, Edpuzzle videos can be used as one of the alternative learning media to improve student learning outcomes, especially in electrolyte and nonelectrolyte solutions materials.

CONCLUSION
Based on the results of the research and data analysis carried out, it can be concluded that the use of Edpuzzle-based video has an influence on student learning outcomes on electrolyte and nonelectrolyte solution materials.This is proven through hypothesis tests that show a Sig.(2tailed) value of 0.000, which means a Sig.(2-tailed) value < 0.05, meaning that H1 is accepted and H0 is rejected.In addition, the use of Edpuzzle-based videos is able to increase student learning outcomes as seen from the average N-Gain score of 0.8 (high).
During the learning of electrolyte and nonelectrolyte solutions using Edpuzzle-based videos, the achievement of cognitive

RECOMMENDATIONS
This research has investigated the effect of the use of Edpuzzle-based learning video on learning outcomes and the achievement of student learning outcomes through using of Edpuzzle-based videos on electrolyte and nonelectrolyte solution materials.The advice that researchers can give for future research to other researchers and teachers, it is hoped that they will be able to master and understand very well in the operation of Edpuzzle-based video media that will be used so that media use can be maximized.For students, it is expected to be able to improve learning outcomes and activity through the use of Edpuzzle-based video in the learning process.Schools are expected to be able to facilitate and provide training to teachers to be able to create and utilize media in the form of Edpuzzle-based learning videos to provide a new nuance during the learning process.

Figure 1 .
Figure 1.Results of Observations at The First Meeting

Table 4 .
Validation Results of Problem Items in Edpuzzle-Based Learning Video

Table 5 .
Results of Working on Problem Items in Edpuzzle Video

Table 6 .
Student Pretest and Posttest Score

Table 7 .
N-Gain Test Result Studentsresponding, knowledge, and applying domain learning outcome indicators at level C2 in question point 1 as many as 36 people (100%), C2 level learning outcome indicators in question number 2 as many as 36 people (100%), C3 level learning outcome indicators in question number 3 as many as 33 people (91.66%),C4 level learning outcome indicators in question number 4 as many as 8 people (22.22%), and indicators of C4 level learning outcomes in question number 5 as many as 15 people (41.66%).The achievement of learning outcomes indicators is also supported by observations in terms of the psychomotor and affective realms with successive average percentages of 94.55% and 95.01%respectively.