SCIENTIFIC WORK

SURVEY RESEARCH
“Utilization of Learning Media in Teaching and Learning Activities at the Educational Level”
Arranged to Fulfill the Final Projects of Educational Psychology
Courses With Lecturers Wulan Patria Saroinsong, S.Psi., M.Pd., Ph.D.

By :

Debby Caroline 19080554022 Pendidikan Ekonomi

Idha Rahma Iswianti 19080304009 Pendidikan Akuntansi
Fuad Zuuyina Bardan 19080304039 Pendidikan Akuntansi
Aris Jaka Purnama 19080314047 Pendidikan Administrasi Perkantoran

UNIVERSITAS NEGERI SURABAYA

FACULTY OF ECONOMICS
DEPARTMENT OF ECONOMICS EDUCATION
2020
 PREFACE

Our praise and gratitude for the presence of God Almighty who always protects
us, for the abundance of His grace and love and His gifts so that we can complete the
preparation of a research proposal at Surabaya State University in 2020. The purpose and
objective of the preparation of this proposal is to fulfill final project on educational
psychology courses.

In the process of compiling this task we encountered obstacles, but thanks to

material support from various parties, we were finally able to complete this task quite
well. We express our deepest gratitude to all relevant parties who have helped complete
this task. Especially for Mrs. Wulan Patria Saroinsong, S.Psi., M.Pd., Ph.D. who have
guided in the preparation of the task of this business proposal.

We hope that this research proposal will benefit readers, both now and in the
future. That's all we can say, for more or less we say sorry as much as possible. We are
just ordinary people who are in the process of learning and understanding.

Surabaya, May 4, 2020

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 TABLE OF CONTENTS
PERFACE..............................................................................................................................i
TABLE OF CONTENTS ......................................................................................................ii
CHAPTER I INTRODUCTION
I.1 SWOT Analysis...........................................................................................................1
CHAPTER II THEORY FRAMEWORK
II.1 Economic Theory.......................................................................................................3
II.2 Psychologycal Theory................................................................................................4
BAB III RESEARCH METHODS
III.1 Design Study.............................................................................................................5
III.2 Population and Sample..............................................................................................5
III.3 Data Collection..........................................................................................................5
III.4 Data Analysis............................................................................................................5
BAB IV RESULTS AND DISCUSSION
IV.1 Descriptive Test........................................................................................................7
IV.2 Precentage Test.........................................................................................................11
IV.3 Validity Test..............................................................................................................19
IV.4 Reliability Test..........................................................................................................22
BAB V CLOSING
V.1 Conclusion..................................................................................................................24
BIBLIOGRAPHY..................................................................................................................iii
APPENDIX

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 CHAPTER I
INTRODUCTION
I.1 SWOT Analysis
For this learning system we use SWOT analysis to get the results of strength,
weakness, opportunity, and threats. SWOT is a strategic planning method used to
evaluate strengths, weaknesses, opportunities, and threats in a project or business
speculation. These four factors make up the acronym SWOT :
A. Strength (abbreviated) or abbreviated as "S", namely the characteristics of the
organization or project that gives advantages/advantages compared to the others.
B. Weakness or "W", which is a characteristic associated with weaknesses in an
organization or project compared to others.
C. Opportunities (abbreviated as "O", i.e. Opportunities that can be utilized for
organizations or projects to be able to develop in the future.
D. Threats (abbreviated as "T", i.e. Threats that will be faced by organizations or
projects that can hamper their development
Then our group discusses SWOT in the use of instructional media in teaching and
learning activities at the educational level and how to overcome them.
A. Strength
a. Learning media are always used for teaching and learning activities
b. Learning media facilitate the learning process to teach
c. Save learning time
B. Weakness
a. Too much learning media makes students confused
b. Media in the form of images can reduce students' interest in reading
C. Opportunities
a. social media is an opportunity to make learning media interesting
b. attract learning interest with various learning models
D. Threats
a. laziness of students to find books used for reference in learning media
b. the media used is not a figure with teaching material
c. if learning media is online then there is a lot of temptation to open social
media instead of learning
How to use strengths to develop learning media and overcome threats and
weaknesses. How to harness the power in learning media also continue to use learning
media in all teaching and learning activities to make it easier for students to understand
the material, use a variety of media to attract students' interests.

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 Table I.1
No Weakness solve

1. Too much learning media makes students confused use one of the learning media
that is suitable for the class
material and conditions

2. Media in the form of images can reduce students' interest add text in pictures or use
in reading other learning media such as
books, videos, audio, and
practice

No Threats

1. laziness of students to find books used for reference in make interesting media such
learning media as learning through
animation, youtube, blogs so
students are enthusiastic, give
rewards if they successfully
answer or complete
assignments properly

2. the media used is not a figure with teaching material choose media that are fun and
interesting for students that
are appropriate to the material

3. if learning media is online then there is a lot of use media such as books so
temptation to open social media instead of learning students focus more on
reading books

CHAPTER II
THEORY FRAMEWORK

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 In the process of learning to teach there are many factors that affect the achievement
of learning objectives, one of which is the use of learning methods and media. With the
media of the defense can be an innovation in the process of learning both orally and
written. Learning Media used can help educator teachers create a variety of classroom
situations, determine teaching methods to be used in different situations, and create a
healthy emotional climate among learners. This use of learning media must be balanced
with purchasing power skills.
Purchasing power is the ability to pay to acquire the desired or necessary goods in
this context is the capacity of perpetrators in the learning process, both educators and
students in providing, utilizing, using and having the learning media. Purchasing power is
closely related to goods or products. There are many factors that influence one's buying
power on learning media one of which is price.
In the mini-research that has been done, we use 2 theoretical foundations that are
seen in terms of economics and psychology. In the economic standpoint will not be
separated from the discussion on the costs incurred in the use of learning media, while in
the corner of psychology will lead to factors that influence a person's tendency in
determining to consume or utilize learning media (the things underlying the
psychological factors of individuals to always be influenced by environmental forces,
which is the application of psychological theories in analyzing the behavior of consuming
media learning).
II.1 Economic Theory
According to Schiffman and Kanuk (2008:6), consumer behaviour describes the
way individuals make decisions to utilize their available resources (time, money,
effort) to purchase goods related to consumption. In this case, things to consider
include :
a. Should pay attention by taking into account the influence and cost of a
medium to be chosen compared to other media learning.
b. If the cost estimate is an important element, then it is considered concerning
the source of humanitarian and technical as well as financial resources, as
opposed to the available sources and the various needs of competing to be
fulfilled. So that it can be concluded, the purchasing power of educational
products must be adjusted with adequate economic ability.

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 II.2 Psychological Theory
The purchasing option of a person is also influenced by four major psychological
factors, namely motivation, perception, knowledge (learning), and beliefs and
attitudes. In addition to these four factors, consumer behaviour can also be
influenced by marketing stimuli in the form of marketing Mix (Kotler, 2000; 34).
In this case, things to consider include:
a. Decisions taken in the selection and determination of the learning media must
be taken into account and rational, not because of the pleasure or compulsion.
b. Prior to deciding the selection and determination of the media should be based
on complete information about its capabilities and effectiveness.
c. Decision makers have had experience or sought to know the use of various
media in the process of learning.

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 CHAPTER III
RESEARCH METHODS
III.1 Research Type
This research is use descriptive research methods cause in implementation inside
includes data, analysis, and interpretation about meaning and data was obtained. This
research was arranged as inductive research which have purpose to find and to collect
data on public for to know factors, to know elements of forms, and to know a
phenomenon of characteristics on public. (Nazir, 1998:51)
III.2 Population and Sample
III.2.1 Population
According to Warsito (1992: 49), population is all of research object who can
consist of humans, plants, or facts which all of them can be sources and they have
current characteristics on a research.
Researcher using around 100 random peoples for research object. It based on data
who was collected by researcher team.
III.2.2 Sample
Sample is a part or all of parts who was researched (Arikunto, 2002: 109). This
research is using random sampling method to collecting data. Cause on collecting
data, researcher is sharing Google Forms Apps website link to all of friends,
teachers, and some families.
III.3 Data Collection
Collecting data methods is one of all aspects who have role on success or not of a
research. On this research methods use are as follows:
III.3.1 Questionnaire is a technique to collecting data with forms who contains written
question and this question will ask to someone or a group to get an answer or all
of information who needed by researcher.
III.3.2 Researcher is use Google Forms Apps to hold this research, who on inside Apps
is multiple choices answer. This method is use for to get a learning media data.
III.4 Data Analysis
On this research, researcher use 4 ways to testing their research, such as descriptive
test, percentage test, validity test, and reliability test. Definition will describe as
follows.
III.4.1 Descriptive Test is an analysis conducted to assess the characteristics of a data.
There are many characteristics, such as Mean, Median, Sum, Variance, Standard
Error of Mean, Mode, Range or Range, Minimum, Maximum, Skewness and
Kurtosis. We can see this test on next chapter, Chapter 4.1. Percentage Test is a
test used to measuring instrument with percentage mode. From percentage test,

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 researcher and all of reader know about results of some parts on questionnaire. On
this test, readers we can see on Chapter 4.2.
III.4.2 Validity Test is a test used to show the extent to which the measuring instrument
used in measuring what is measured. Based on Ghozali (2009), states that the
validity test is used to measure the validity of a questionnaire. On validity test
part, we can applicate this test on Chapter 4.3.
III.4.3 Reliability Test is a test to ascertain whether the research questionnaire that will
be used to collect data on research variables is reliable or not. The questionnaire is
said to be reliable if the questionnaire is re-measured, it will get the same results.
And the last, we can applicate reliability test on Chapter 4.4.

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 CHAPTER IV
RESULT AND DISCUSSION
IV.1 Descriptive Test
Table IV.1
Descriptive Statistical Results
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
X1 101 2 4 3.10 .480
Valid N (listwise) 101
IV.1.1 Use of Learning Media (X1)
The output table above shows the value of N or the amount of data to be examined
is 101 samples. Many learning media users have an average of 3.10, with a
minimum use of 2 said to rarely use and a maximum of 4 said to always use
learning media. The standard deviation is 0.48, which is smaller than the average
which means that the data is less variable.
Table IV.2
Descriptive Statistical Results
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Y1.1 101 1 4 2.95 .792
Y1.2 101 1 4 2.48 .965
Y1.3 101 1 4 2.49 .976
Y1.4 101 1 4 2.68 .787
Valid N (listwise) 101
IV.1.2 Use The Reference Books When Teaching Results (Y1.1)
The output table above shows the value of N or the amount of data to be examined
is 101 samples. Many respondents who use reference books have an average of
2.95, with a minimum use of 1 said to have never used and a maximum of 4 said
to always use reference books when teaching. The standard deviation is 0.792,
which is smaller than the average which means that the data is less variable.
IV.1.3 Results of Students To Read The Reference Books from Educators (Y1.2)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. Many students reading reference books from educators
have an average of 2.48, with a minimum use of 1 said never and a maximum of 4
said students always read reference books from educators. As well as having a

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 standard deviation of 0.965, which is smaller than the average means that the data
is less variable.
IV.1.4 Results of Students Doing Exercises from Reference Books from Educators
(Y1.3)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. Many students doing exercieses from reference books
from educators have an average of 2.49, with a minimum use of 1 said never and
a maximum of 4 said students always doing execises from reference books from
educators. As well as having a standard deviation of 0.976, which is smaller than
the average means that the data is less variable.
IV.1.5 Results of Educators When Quizzes Implementation In Teaching and Learning
Activities Taking Material from Reference Books (Y1.4)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. The number of educators when quizzes implementation
in teaching and learning activities taking material from reference books has an
average of 2.68, with a minimum use of 1 said never and a maximum of 4 said
educators when quizzes implementation in teaching and learning activities always
take material from books reference. The standard deviation is 0.787, which is
smaller than the average meaning that the data is less variable.
Table IV.3
Descriptive Statistical Results
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Y2.1 101 1 4 2.84 .797
Y2.2 101 1 4 2.86 .722
Y2.3 101 1 4 2.43 .909
Y2.4 101 1 4 2.10 .943
Valid N (listwise) 101
IV.1.6 Results of Educators Ask Students To Look for Material Shortages Through
Social Media When The Material In The Reference Book Lacks (Y2.1)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. Many educators ask students to look for material
shortages through social media when the material in the reference books have an
average of 2.84, with a minimum use of 1 said never and a maximum of 4 is said

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 educators who always ask students to look for material shortages through social
media when the material in the reference book is lacking. The standard deviation
is 0.797, which is smaller than the average meaning that the data is less variable.
IV.1.7 Results of Educators Who Use Social Media As A Media Looking for Additional
References for Teaching Completeness (Y2.2)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. The number of educators who use social media as a
media looking for additional references for teaching completeness has an average
of 2.86, with a minimum use of 1 said never and a maximum of 4 is said
educators who always use social media as a media are looking for additional
references for completeness of teaching. The standard deviation is 0.722, which is
smaller than the average meaning that the data is less variable.
IV.1.8 Results of Educators Who Look for Questions Through Social Media To Be
Tested On Students (Y2.3)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. The number of educators who look for questions
through social media to be tested on students has an average of 2.43, with a
minimum use of 1 said never and a maximum of 4 is said educators who are
always looking for questions through social media to be tested on students. As
well as the standard deviation of 0.909, which is smaller than the average means
that the data is less variable.
IV.1.9 Results of Educators Who Use Social Media for Teaching and Learning Activities
Other Than In Class (Y2.4)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. The number of educators who use social media for
teaching and learning activities other than in class has an average of 2.10, with a
minimum use of 1 said never and a maximum of 4 is said educators who always
use social media for teaching and learning activities other than in class. As well as
the standard deviation of 0.943, which is smaller than the average means that the
data is less variable.
Table IV.4

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 Descriptive Statistical Results
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Y3.1 101 1 4 2.72 .862
Y3.2 101 1 4 2.35 1.043
Y3.3 101 1 4 2.17 1.030
Y3.4 101 1 4 2.51 .832
Valid N (listwise) 101

IV.1.10 Results of Educators Who Use Video Learning When Teaching and Learning
Activities To Increase The Enthusiasm of Students (Y3.1)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. The number of educators who use video learning when
teaching and learning activities to increase the enthusiasm of students has an
average of 2.72, with a minimum use of 1 said never and a maximum of 4 is said
educators who always use video learning when teaching and learning activities to
increase the enthusiasm of students. The standard deviation is 0.862, which is
smaller than the average meaning that the data is less variable.
IV.1.11 Results of Educators Who Use Learning Videos To Facilitate Their Work (Y3.2)
The output table above shows the value of N or the amount of data to be examined
is 101 samples. The number of educators who use learning videos to facilitate
their work has an average of 2.35, with a minimum use of 1 said never and a
maximum of 4 is said educators who always use learning videos to simplify their
work. The standard deviation is 1.043, which is smaller than the average meaning
that the data is less variable.
IV.1.12 Results of Educators Who Ask Students To Search and View Learning Videos
When Educators Are Not Able to Attend Teaching and Learning Activities (Y3.3)
The output table above shows the value of N or the amount of data to be examined
is 101 samples. The number of educators who ask students to search and view
learning videos when educators are not able to attend teaching and learning
activities has an average of 2.17, with a minimum use of 1 said never and a
maximum of 4 said educators who always ask students to search and view videos
learning when educators are not able to be present in teaching and learning

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 activities. The standard deviation is 1.030, which is smaller than the average
meaning that the data is less variable.
IV.1.13 Results of Educators Who Give Reflections To Students Through Video When
Teaching and Learning Activities (Y3.4)
The output table above shows the value of N or the amount of data to be
examined is 101 samples. The number of educators who give reflections to
students through video when teaching and learning activities have an average of
2.51, with a minimum use of 1 said never and a maximum of 4 said educators
who always provide reflection to students through video when teaching and
learning activities. The standard deviation is 0.832, which is smaller than the
average meaning that the data is less variable.
IV.2 Percentage Test
Table IV.5
Frequency Distribution
X1
Frequency Percent Valid Percent Cumulative
Percent
Valid 2 7 6.9 6.9 6.9
3 77 76.2 76.2 83.2
4 17 16.8 16.8 100.0
Total 101 100.0 100.0
IV.2.1 Distribution of Respondents Based On Learning Media Users Results (X1)
Distribution of respondents based on learning media users is intended to find out
how many educators use learning media. From the results of the processed data
obtained, 17% of educators who always use learning media. Whereas educators
who most rarely use learning media were 7 peoples and the percentage obtained
was 6.9%. In total, there are 77.2% educators who frequently use learning media.
Table IV.6
Frequency Distribution
Y1.1
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 3 3.0 3.0 3.0
2 25 24.8 24.8 27.7
3 47 46.5 46.5 74.3
4 26 25.7 25.7 100.0
Total 101 100.0 100.0

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 IV.2.2 Distribution of Respondents Based On Educators Who Use Reference Books
When Teaching Results (Y1.1)
Distribution of respondents based on educators who use reference books when
teaching. From the results of the data obtained, 3% of educators who have never
used reference books when teaching. While the educators who most rarely and
always use reference books when teaching as many as 25 people and 26 people
get a percentage of 24.8% and 25.7%. In total, there were 47.5% of educators who
often used reference books when teaching.
Table IV.7
Frequency Ditribution
Y1.2
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 15 14.9 14.9 14.9
2 42 41.6 41.6 56.4
3 25 24.8 24.8 81.2
4 19 18.8 18.8 100.0
Total 101 100.0 100.0
IV.2.3 Distribution Results of Respondents Based On Educators Who Ask Students To
Read Reference Books from Him When Teaching and Learning.
Distribution of respondents is based on educators who ask students to read
reference books from them when teaching and learning activities take place. From
the results of data processing obtained, 19% of educators who always ask students
to read reference books from him when teaching and learning activities take place.
Whereas educators who most often and never asked students to read reference
books from him when teaching and learning activities took place were 25 people
and 15 people got percentages of 24.8% and 14.9%. If added together, the
majority of educators who rarely asked students to read reference books from
them when teaching and learning took place were 41.6% as many as 42 people.
Table IV.8
Frequency Distribution
Y1.3
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 17 16.8 16.8 16.8
2 36 35.6 35.6 52.5
3 30 29.7 29.7 82.2

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 4 18 17.8 17.8 100.0
Total 101 100.0 100.0
IV.2.4 Distribution Results of Respondents Based On Students Working On Questions
from Reference Books from Educators (Y1.3)
Distribution of respondents based on students working on questions from
reference books from educators. From the results of the processed data obtained
by the percentage, 16.8% and 17.8% of students who have never and always work
on questions from reference books from educators. While students who most often
work on questions from reference books from educators as many as 30 people
obtained a percentage of 29.7%. In total, the majority of educators who rarely
work on questions from the reference book of 35.6% are 36 people.
Table IV.9
Frequency Distribution
Y1.4
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 3 3.0 3.0 3.0
2 43 42.6 42.6 45.5
3 38 37.6 37.6 83.2
4 17 16.8 16.8 100.0
Total 101 100.0 100.0

IV.2.5 Distribution Results of Respondents Based On Educators Who Carry Out Quizzes
In Teaching and Learning Activities Taking Material from Reference Books
(Y1.4)
Distribution of respondents based on educators who carry out quizzes in teaching
and learning activities taking material from reference books. From the results of
the data obtained, 3% of educators who have never conducted quizzes in teaching
and learning activities take material from reference books. While the educators
who most often and always carry out quizzes in teaching and learning activities
take material from reference books as many as 38 people and 17 people get a
percentage of 37.6% and 16.8%. In total, there were 42.6% of educators who
rarely conducted quizzes in teaching and learning activities taking material from
reference books.
Table IV.10

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 Frequency Distribution
Y2.1
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 1 1.0 1.0 1.0
2 38 37.6 37.6 38.6
3 38 37.6 37.6 76.2
4 24 23.8 23.8 100.0
Total 101 100.0 100.0
IV.2.6 The Distribution Results of Respondents Is Based On Educators Who Ask
Students To Look For Material Shortages Through Social Media When The
Material In The Reference Book Is Lacking (Y2.1)
The distribution of respondents is based on educators who ask students to look for
material shortages through social media when the material in the reference book is
lacking. From the results of the data obtained, 1% of educators who have never
asked students to look for material shortages through social media when the
material in the reference book is lacking. Whereas the educators who most rarely
and often ask students to look for material shortages through social media when
the material in the reference book lacks the same percentage that is 37.6% there
are 38 peoples. In total, there were 42.6% of educators who always asked students
to look for material shortages through social media when the material in the
reference books was lacking.
Table IV.11
Frequency Distribution
Y2.2
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 1 1.0 1.0 1.0
2 31 30.7 30.7 31.7
3 50 49.5 49.5 81.2
4 19 18.8 18.8 100.0
Total 101 100.0 100.0
IV.2.7 Distribution of Respondents Based On Educators Who Use Social Media As A
Medium Looking for Additional References for Completeness of Teaching (Y2.2)
Distribution of respondents based on educators who use social media as a medium
looking for additional references for completeness of teaching. From the results of
the data obtained, 1% of educators who have never used social media as a medium
are looking for additional references for completeness of teaching. While the

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 educators who most rarely and always use social media as a media looking for
additional references for completeness of teaching have a percentage of 30.7%
and 18.8% there are 31 peoples and 19 peoples. In total, the majority of educators
who often use social media as a medium looking for additional references for
completeness of teaching have half a percentage of the overall 49.5%.
Table IV.12
Frequency Distribution
Y2.3
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 12 11.9 11.9 11.9
2 51 50.5 50.5 62.4
3 21 20.8 20.8 83.2
4 17 16.8 16.8 100.0
Total 101 100.0 100.0

IV.2.8 Distribution Results of Respondents Based On Educators Looking For Questions

Through Social Media To Be Tested On Students (Y2.3)
Distribution of respondents based on educators looking for questions through
social media to be tested on students. From the results of the data obtained, 11.9%
and 16.8% of educators have never and are always looking for questions through
social media to be tested on students. While the educators who most often look for
questions through social media to be tested on students have a percentage of
20.8% there are 21 people. In total, 50.5% of the majority of educators rarely seek
questions through social media to be tested on students.
Table IV.13
Frequency Distribution
Y2.4
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 32 31.7 31.7 31.7
2 35 34.7 34.7 66.3
3 26 25.7 25.7 92.1
4 8 7.9 7.9 100.0
Total 101 100.0 100.0
IV.2.9 Distribution of Respondents Based On Educators Who Use Social Media For
Teaching And Learning Activities Other Than In The Classroom (Y2.4)

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 Distribution of respondents based on educators who use social media for teaching
and learning activities other than in the classroom. From the results of the data
obtained, 31.7% and 34.7% were 32 and 35 educators who had never and rarely
used social media for teaching and learning activities other than in the classroom.
Whereas the educators who most often use social media for teaching and learning
activities other than in class have a percentage of 25.7%. In total, 8 people with a
percentage of 7.9% of educators who always use social media for teaching and
learning activities other than in class.
Table IV.14
Frequency Distribution
Y3.1
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 4 4.0 4.0 4.0
2 43 42.6 42.6 46.5
3 31 30.7 30.7 77.2
4 23 22.8 22.8 100.0
Total 101 100.0 100.0
IV.2.10 The distribution Results of Respondents Is Based On Educators Who Use Video
Learning To Increase The Enthusiasm Of Students (Y3.1)
The distribution of respondents is based on educators who use video learning to
increase the enthusiasm of students. From the results of the data obtained, 4%
who never use video learning to increase the enthusiasm of students. While the
educators who most often and always use learning videos to increase the
enthusiasm of students have a percentage of 30.7% and 22.8%. In total, the
majority of educators who rarely use video learning to increase the enthusiasm of
students have a percentage of 42.6%.
Table IV.15
Frequency Distribution
Y3.2
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 21 20.8 20.8 20.8
2 46 45.5 45.5 66.3
3 12 11.9 11.9 78.2
4 22 21.8 21.8 100.0
Total 101 100.0 100.0

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17
 IV.2.11 Distribution Results of Respondents Based On Educators Who Use Learning
Videos To Simplify Their Work (Y3.2)
Distribution of respondents based on educators who use learning videos to
simplify their work. From the results of the data obtained, 11.9% most often use
learning videos to simplify their work. While educators who have never and
always use learning videos to facilitate their work have a percentage of 20.8%
and 21.8%. In total, the majority of educators who rarely use video learning to
facilitate their work have a percentage of 45.5%
Table IV.16
Frequency Distribution
Y3.3
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 33 32.7 32.7 32.7
2 31 30.7 30.7 63.4
3 24 23.8 23.8 87.1
4 13 12.9 12.9 100.0
Total 101 100.0 100.0
IV.2.12 Distribution Results of Respondents Based On Educators Who Ask Students To
Find and View Learning Videos When They Are Unable To Attend Teaching
and Learning Activities (Y3.3)
Distribution of respondents based on educators who ask students to find and
view learning videos when they are unable to attend teaching and learning
activities. From the results of the data obtained, 12.9% of educators who always
ask students to find and view learning videos when they are unable to attend
teaching and learning activities. While the educators who most often ask
students to look for and view learning videos when they are unable to attend
teaching and learning activities have a percentage of 23.8%. In total, educators
who have never and rarely ask students to find and view learning videos when
they are unable to attend teaching and learning activities have a percentage of
32.7% and 30.7%.

Table IV.17

18
 Frequency Distribution
Y3.4
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 7 6.9 6.9 6.9
2 50 49.5 49.5 56.4
3 29 28.7 28.7 85.1
4 15 14.9 14.9 100.0
Total 101 100.0 100.0
IV.2.13 Distribution of Respondents Based On Educators Who Provide Reflection To
Students Through Video When Teaching and Learning Activities (Y3.4)
Distribution of respondents based on educators who provide reflection to
students through video when teaching and learning activities. From the results of
the data obtained, 6.9% of educators who have never given a reflection to
students through video when teaching and learning activities. While the
educators who most often and always provide reflection to students through
video when teaching and learning activities have a percentage of 28.7% and
14.9%. In total, the majority of educators who provide reflection to students
through video when teaching and learning activities have a percentage of 49.5%.
IV.3 Validity Test
Table IV.18
Validity Table
Correlations
X1 Total_X1
X1 Pearson Correlation 1 .247*
Sig. (2-tailed) .013
N 101 101
Total_X1 Pearson Correlation .247* 1
Sig. (2-tailed) .013
N 101 101

*. Correlation is significant at the 0.05 level (2-tailed).

19
 IV.3.1 The Results Of The Validity Test Of Educators Who Use Learning Media
The observations on rTable obtained the value of the sample (N) = 100 of 0.3.
Referring to the results of the validity test produced that all instruments starting
from the educator variable using learning media (X1) consisting of X1 all produce
rCalculate> rTable. So it can be concluded that all instruments in this study can be
said to be valid.
Table IV.19
Validity Table
Correlations
Y1.1 Y1.2 Y1.3 Y1.4 Total_Y1
** ** **
Y1.1 Pearson Correlation 1 .685 .639 .568 .810**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y1.2 Pearson Correlation .685** 1 .804** .727** .918**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y1.3 Pearson Correlation .639** .804** 1 .802** .926**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y1.4 Pearson Correlation .568** .727** .802** 1 .873**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Total_Y1 Pearson Correlation .810** .918** .926** .873** 1
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101

**. Correlation is significant at the 0.01 level (2-tailed).

IV.3.2 The Results Of The Validity Test Of Educators Who Use Book Learning Media
The observations on rTable obtained the value of the sample (N) = 100 of 0.3.
Referring to the results of the validity test produced that all instruments starting
from the educator variable using instructional media through books (Y1) consisting
of Y1.1, Y1.2, Y1.3 and Y1.4 all produce rHit> rTable. So it can be concluded that
all instruments in this study can be said to be valid.

Table IV.20
Validity Table
Correlations
Y2.1 Y2.2 Y2.3 Y2.4 Total_Y2
** ** **
Y2.1 Pearson Correlation 1 .518 .605 .660 .819**
Sig. (2-tailed) .000 .000 .000 .000

20
 N 101 101 101 101 101
Y2.2 Pearson Correlation .518** 1 .624** .520** .767**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y2.3 Pearson Correlation .605** .624** 1 .766** .897**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y2.4 Pearson Correlation .660** .520** .766** 1 .889**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Total_Y2 Pearson Correlation .819** .767** .897** .889** 1
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101

**. Correlation is significant at the 0.01 level (2-tailed).

IV.3.3 The Results Of The Validity Test Of Educators Who Use Instructional Media
Through Social Media
The observations on rTable obtained the value of the sample (N) = 100 of 0.3.
Referring to the results of the validity test produced that all instruments starting
from the educator variable using instructional media through social media (Y2)
consisting of Y2.1, Y2.2, Y2.3 and Y2.4 all produce rHit> rTable. So it can be
concluded that all instruments in this study can be said to be valid.

21
 Table IV.21
Validity Table
Correlations
Y3.1 Y3.2 Y3.3 Y3.4 Total_Y3
** ** **
Y3.1 Pearson Correlation 1 .786 .616 .675 .890**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y3.2 Pearson Correlation .786** 1 .606** .668** .897**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y3.3 Pearson Correlation .616** .606** 1 .551** .820**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Y3.4 Pearson Correlation .675** .668** .551** 1 .828**
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101
Total_Y3 Pearson Correlation .890** .897** .820** .828** 1
Sig. (2-tailed) .000 .000 .000 .000
N 101 101 101 101 101

**. Correlation is significant at the 0.01 level (2-tailed).

IV.3.4The Results Of The Validity Test Of Educators Who Use Instructional Media
Through Instructional Videos.
The observations on rTable obtained the value of the sample (N) = 100 of 0.3.
Referring to the results of the validity test produced that all instruments starting
from the educator variable using instructional media through learning videos (Y3)
consisting of Y3.1, Y3.2, Y3.3 and Y3.4 all produce rHit> rTable. So it can be
concluded that all instruments in this study can be said to be valid.
IV.4 Reliability Test
Table IV.22
Reability Table
Reliability Statistics
Cronbach’s N of Items
Alpha
.356 2

IV.4.1 The Results Of The Reabilty Test Of Educators Who Use Learning Media
The reliability test data obtained all values from the X1 resulted in Alpha
Crobach’s < 0.6 which means the reliability value is low.
Table IV.23
Reability Table
Reliability Statistics

22
 Cronbach's N of Items
Alpha
.904 4
IV.4.2 The Results Of The Validity Test Of Educators Who Use Book Learning Media
The reliability test data obtained all values of the Y1 variable resulted in Alpha
Crobach's > 0.6. So it can be concluded that all instruments in this study are
reliable.
Table IV.24
Reliability Table
Reliability Statistics
Cronbach's N of Items
Alpha
.865 4
IV.4.3 The Results Of The Validity Test Of Educators Who Use Instructional Media
Through Social Media
The reliability test data obtained all values of the Y2 variable resulted in Alpha
Crobach's > 0.6. So it can be concluded that all instruments in this study are
reliable.
Table IV.25
Reliability Table
Reliability Statistics
Cronbach's N of Items
Alpha
.877 4
IV.4.4 The Results Of The Validity Test Of Educators Who Use Instructional Media
Through Instructional Videos
The reliability test data obtained all values of the Y2 variable resulted in Alpha
Crobach's > 0.6. So it can be concluded that all instruments in this study are
reliable.
CHAPTER V
CLOSING
V.1 Conclusion
Based on the validity and reliability test, the results of all the variables studied
were the reference book media, social media and video media valid and reliable
learning. Based on simultaneous tests (F test), the value of Fcount (92,935) > Ftable

23
 (2,32) was obtained. This test proves that the reference books, social media and
learning video variables influence or contribute to teaching and learning activities at
the educational level. of the four variables, it can be concluded that the book is the
most significant variable influencing teaching and learning activities at the
educational level.

24
25
 Bibliography

Amalia, Rina Ulfa. 2002. DATA, UNTUK MENGOLAH. Metode Statistika.

Kotler, Philip dan Kevin Lane Keller. 2008. Manajemen Pemasaran, Jilid 1. Jakarta:
Erlangga.
Nursalim Mochammad,dkk. 2007. Psikologi Pendidikan. Surabaya: Unesa University
Press.
Sampel, P. P., & Jumlah, K. 2005. A. Statistik Deskriptif.
Sufa, F., & DWIYANTO, B. M. 2012.  Analisis Pengaruh Daya Tarik Iklan, Kualitas
Pesan Iklan, dan Frekuensi Penayangan Iklan Terhadap Efektivitas Iklan Televisi
Mie Sedap (Survei Pemirsa Iklan Mie Sedap Pada Mahasiswa Kost di sekitar Undip
Tembalang, Semarang) (Doctoral dissertation, Fakultas Ekonomika dan Bisnis).

iii
 Appendix

Survey “Pemanfaatan Media Pembelajaran Dalam Kegiatan Belajar Mengajar di

Jenjang Pendidikan” Selamat bergabung dengan projek penelitian kami.
Kami selaku mahasiswa jurusan Pendidikan Ekonomi angkatan 2019 Universitas
Negeri Surabaya. Berikut ini adalah tugas mata kuliah Psikologi Pendidikan dengan
tujuan untuk mengetahui respon pemanfaatan media pembelajaran dalam kegiatan belajar
mengajar di jenjang pendidikan. Kuesioner ini bersifat RAHASIA hanya digunakan
untuk tujuan akademik. Untuk itu jawablah pertanyaan di bawah ini sesuai dengan
keadaan anda sebenarnya. Terima kasih atas partisipasinya, semoga penelitian ini dapat
bermanfaat bagi kita semua. Anjuran pengisian survey :
Saya meminta partisipasi Anda untuk mengisi Kuesioner dengan link berikut ini:
https://drive.google.com/open?id=1RQknkBfe33LJjVicNlum_ZXMAl70Tz2OxBuNsr-
ptBQ
Atas partisipasinya, kami ucapkan terimakasihm Semoga Tuhan membalas kebaikan
Anda.
Kuesioner
1. Alamat Email

2. Jenis Kelamin
 Laki-laki
 Perempuan
3. Usia
 <20 Tahun
 21-30 Tahun
 31-40 Tahun
 >40 Tahun
4. Jenis media pembelajaran
 Buku
 Media Sosial
 Video Pembelajaran
5. Penggunaan media pembelajaran
 Tidak pernah
 Jarang
 Sering
 Selalu
6. Ketika saya mengajar, saya menggunakan buku referensi.
Rentang 1 – 4
1. Tidak Pernah
 4. Selalu
7. Ketika Kegiatan Belajar Mengajar (KBM) sedang berlangsung, saya meminta
peserta didik untuk membaca buku referensi dari saya.
Rentang 1- 4
1. Tidak Pernah
4. Selalu
8. Ketika mengerjakan soal, peserta didik mengerjakan soal dari buku referensi dari
saya.
Rentang 1- 4
1. Tidak Pernah
4. Selalu
9. Saat pelaksanaan kuis dalam KBM, saya mengambil bahan materi dari buku
referensi.
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
10. Ketika materi dalam buku referensi kurang, saya meminta peserta didik untuk
mencari kekurangan materi melalui media sosial.
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
11. Saya menggunakan media sosial sebagai media mencari tambahan referensi untuk
kelengkapan pengajaran
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
12. Saya mencari soal-soal melalui media sosial untuk diujikan kepada anak didik
saya.
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
13. Saya menggunakan media sosial untuk kegiatan belajar mengajar selain di kelas
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
14. Ketika kegiatan belajar mengajar, saya menggunakan video pembelajaran untuk
menambah semangat peserta didik.
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
15. Saya menggunakan video pembelajaran untuk mempermudah pekerjaan saya.
 Rentang 1 - 4
1. Tidak Pernah
4. Selalu
16. Saya meminta peserta didik untuk mencari dan melihat video pembelajaran
apabila saya sedang tidak bisa hadir dalam kegiatan belajar mengajar.
Rentang 1 - 4
1. Tidak Pernah
4. Selalu
17. Ketik kegiatan belajar mengajar, saya memberikan refleksi kepada peserta didik
melalui video.
Rentang 1 - 4
1. Tidak Pernah
4. Selalu