Needs analysis for animated video development in biology learning among grade X and XII high school students

Marhamah Husnayain; Isah Fitriani Fitriani

doi:10.30872/jsel.v1i2.7036

Authors

Marhamah Husnayain Mulawarman University
Isah Fitriani Fitriani PT. Cakra Pustaka Eduacation

DOI:

https://doi.org/10.30872/jsel.v1i2.7036

Keywords:

Animated video, Biology learning, Mendel’s laws, Needs analysis, Student preferences

Abstract

Some biology material is difficult to understand because it contains many terms, interrelated concepts, and processes that cannot be observed directly. These conditions highlight the need for instructional media that can help students understand the material through clearer and more engaging presentations. This study aims to analyze the need for developing animated video media for biology instruction at SMAN 2 Kota Bangun by identifying student characteristics, material considered difficult, and preferred learning media. This study employed a descriptive cross-sectional survey as part of the needs analysis phase within the ADDIE development framework. Data were collected in July–August 2025 via an online questionnaire administered to 58 Grade X and XII students selected through purposive sampling. The data were analyzed using frequencies, percentages, and thematic grouping of open-ended responses. The results showed that most respondents were Grade XII students (82.8%), female (75.9%), and aged 17 years (50.0%). Mendel's Laws were the most frequently reported difficult topic (39.7%), followed by genetics (24.1%). Learning difficulties were primarily related to dense content, abstract concepts, and scientific terminology. Animated videos were the most preferred learning medium (63.8%), mainly because students perceived them as helpful for understanding and visualizing the material. These findings provide an initial basis for designing animated videos on Mendel's Laws with a systematic presentation of concepts and stages of genetic crosses. However, the findings reflect students' perceived needs and preferences, while the feasibility and effectiveness of the proposed media require further evaluation.

References

[1] Nisak NZ. Analisis Kebutuhan Bahan Ajar Biologi untuk Siswa SMA Ditinjau dari Tingkat Kesulitan Materi , Keterampilan Berpikir Tingkat Tinggi , dan. EduBiologia Biol Sci Educ J 2021;1:128–33.

[2] Çimer A. What makes biology learning difficult and effective : Students’ views 2012;7:61–71. https://doi.org/10.5897/ERR11.205

[3] Mardin H, Nurhayati B. N, Ramlawati R. Analysis of Students Biology Learning Difficulties in Senior High School. J Penelit Pendidik IPA 2025;11:995–1005. https://doi.org/10.29303/jppipa.v11i6.11383

[4] Bahar M, Johnstone AH, Hansell MH. Revisiting learning difficulties in biology. J Biol Educ 1999;33:84–6. https://doi.org/10.1080/00219266.1999.9655648

[5] Lee S, Byun T. Understanding high school students’ errors in solving genetic problems. Int J Sci Educ 2022;44:1143–64. https://doi.org/10.1080/09500693.2022.2068205

[6] Tsui C, Treagust D. Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument. Int J Sci Educ 2010;32:1073–98. https://doi.org/10.1080/09500690902951429

[7] Ojo AT. Examination of secondary school students ’ conceptual understanding, perceptions, and misconceptions about genetics concepts. Pedagog Res 2024;9:2015–21.

[8] Machová M, Ehler E. Secondary school students’ misconceptions in genetics: origins and solutions. J Biol Educ 2023;57:633–46. https://doi.org/10.1080/00219266.2021.1933136

[9] Mardin H, Abdul A, Sado AI. Analysis of Student Learning Difficulties in the Material of Inheritance of Traits. J Penelit Pendidik IPA 2023;9:12018–31. https://doi.org/10.29303/jppipa.v9i12.3473

[10] Zulfikhar R, Hamidah E, Sapulete H, Sitopu JW, Nurmalia M. Dampak Integrasi Teknologi dalam Pembelajaran Terhadap Prestasi Akademis Mahasiswa Perguruan Tinggi. J Educ 2024;06:18381–90.

[11] Silaen R, Aritonang LM, Hasugian FF, Lahagu HM, Br.Sihombing MA. Strategi Pembelajaran Inovatif dalam Meningkatkan Kreativitas Siswa Sekolah Dasar. J Yudistira Publ Ris Ilmu Pendidik Dan Bhs 2024;2:52–8. https://doi.org/10.61132/yudistira.v2i4.1147

[12] McElhaney KW, Chang H-Y, Chiu JL, Linn MC. Evidence for effective uses of dynamic visualisations in science curriculum materials. Stud Sci Educ 2015;51:49–85. https://doi.org/10.1080/03057267.2014.984506

[13] Richard E. Mayer. Multimedia Learning 3rd edition. Multimed Learn 2020.

[14] Höffler TN, Leutner D. Instructional animation versus static pictures: A meta-analysis. Learn Instr 2007;17:722–38. https://doi.org/10.1016/j.learninstruc.2007.09.013

[15] Berney S, Bétrancourt M. Does animation enhance learning? A meta-analysis. Comput Educ 2016;101:150–67. https://doi.org/10.1016/j.compedu.2016.06.005

[16] Kotimah EK. Efektivitas Media Pembelajaran Audio Visual Berupa Video Animasi Berbasis Powtoon Dalam Pembelajaran IPA. J Pelita Ilmu Pendidik 2024;2:1–18.

[17] El Hammoumi S, Zerhane R, Janati Idrissi R. The impact of using interactive animation in biology education at Moroccan Universities and students’ attitudes towards animation and ICT in general. Soc Sci Humanit Open 2022;6:100293. https://doi.org/10.1016/j.ssaho.2022.100293

[18] O’Connor C, Jordan K, Vagg T, Murphy CE, Barry DS, Toulouse A, Fletcher JM, Downer EJ. Animated teaching improves student learning of human gastrulation and neurulation. Ann Anat - Anat Anzeiger 2023;247:152057. https://doi.org/10.1016/j.aanat.2023.152057

[19] Brame CJ. Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sci Educ 2016;15:es6. https://doi.org/10.1187/cbe.16-03-0125

[20] Branch RM. Instructional Design: The ADDIE Approach. Boston, MA: Springer US; 2009. https://doi.org/10.1007/978-0-387-09506-6

[21] Fitriani I, Trisnowati H, Djannah NS. The Development of Health Promotion Media for the Prevention of Adolescent Smoking Behavior through Anti-Smoking Animation Video. J Med Sci Sport Heal 2025;1:87–97. https://doi.org/10.21831/jomassh.v1i2.1162

[22] Adeoye MA, Adrian K, Indra S, Satya MS, Septiarini NI. Revolutionizing Education : Unleashing the Power of the ADDIE Model for Effective Teaching and Learning 2024;13:202–9.

[23] Wulandari V, Astuti I, Tanjungpura U. Analysis of android-based interactive multimedia needs analysis in learning biology in high school. JPBIO (Jurnal Pendidik Biol 2023;8:134–41.

[24] Magfiroh SL, Murtini I. Membangun Ekosistem Pembelajaran Digital : Analisis Kebutuhan Media Pembelajaran Biologi Bagi Siswa SMA. Biodik J Ilm Pendidik Biol 2026;12:19–32.

[25] Yeung MWL, Yau AHY. A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support. Educ Inf Technol 2022;27:181–208. https://doi.org/10.1007/s10639-021-10656-3

[26] GH M, Irfan M. ANALISIS KEBUTUHAN BAHAN AJAR MATA KULIAH BIOLOGI DASAR. BIOMA J Biol Dan Pembelajarannya 2024;6:105–18. https://doi.org/10.31605/bioma.v6i1.3598

[27] Delgado P, Anmarkrud Ø, Avila V, Altamura L, Chireac SM, Pérez A, Salmerón L. Learning from text and video blogs: comprehension effects on secondary school students. Educ Inf Technol 2022;27:5249–75. https://doi.org/10.1007/s10639-021-10819-2

[28] Orraryd D, Tibell LAE. What can student-generated animations tell us about students’ conceptions of evolution? Evol Educ Outreach 2021;14:14. https://doi.org/10.1186/s12052-021-00153-z

[29] Mnguni L, Moyo D. An Assessment of the Impact of an Animation on Biology Students ’ Visualization Skills Related to Basic Concepts of Mitosis. Eurasia J Math Sci Technol Educ 2021;17.

[30] Harefa F, Yogica R, Atifah Y, Gumarni T. Hasil Validitas Pengembangan Media Pembelajaran Video Animasi Menggunakan Adobe Flash Sebagai Suplemen Praktikum Uji Kandungan Makanan Untuk Peserta Didik SMA: (Results of the Validity of the Development of Animated Video Learning Media Using Adobe Flash . BIODIK 2023;9:135–142. https://doi.org/10.22437/biodik.v9i2.21137

[31] Zhuang Q, Liu X. Comparison of graph and animation: An unbalanced battle over two decades. Front Psychol 2022;Volume 13. https://doi.org/10.3389/fpsyg.2022.810557