Developing Pastry Vocational Learning Videos for Students with Mild Intellectual Disabilities
DOI:
https://doi.org/10.59944/postaxial.v4i3.1845Keywords:
ADDIE; intellectual disability; learning video; pastry; vocational skillsAbstract
This study developed and evaluated a pastry vocational-skills learning video for students with mild intellectual disabilities. The research used a Research and Development approach organized through the ADDIE stages: analysis, design, development, implementation, and evaluation. The product reported in the main study was a 5-minute-54-second chocochips-cookie learning video designed with simple language, strong visual cues, repeated explanations, clear audio, subtitles, and practical demonstrations. Product validation involved one material expert and one media expert; limited evaluation involved 10 culinary teachers, while student responses were collected from 20 learners. The material expert produced a mean score of 3.7 and the media expert 3.8, both above the report's >3.4 threshold for the very-feasible category. All 30 teacher-questionnaire items were reported valid against an r-table value of 0.532, and reliability reached Cronbach's alpha = 0.982. Student-response scores ranged from 81 to 104, with a mean of 91.00 and a standard deviation of 6.61; the largest category reported in the source was feasible. Classroom implementation also showed that students were attentive to the video and could recall its sequence with teacher prompting during pastry practice. The findings support a visually explicit, repetitive, practice-oriented learning video as a feasible vocational-learning medium within the context studied.
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