The Effectiveness of Using Screencast-O-Matic Media in Integral Calculus Courses on Student Learning Outcomes
Article Sidebar
Main Article Content
Abstract
The rapid development of digital technology has transformed higher education, particularly in mathematics instruction, where visual and interactive media can enhance conceptual understanding. This study aims to examine the effectiveness of using Screencast-O-Matic media in integral calculus courses on student learning outcomes. Integral calculus is often perceived as a challenging subject due to its abstract concepts and complex problem-solving procedures. Screencast-O-Matic, a screen recording software, enables lecturers to create video tutorials that combine visual explanations with audio narration, allowing students to review complex materials flexibly and repeatedly. This research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using Screencast-O-Matic media and a control group taught using conventional lecture methods. The sample consisted of 60 university students enrolled in an integral calculus course. Data were collected through pretests and posttests to measure learning outcomes, and analyzed using independent sample t-tests and N-gain score analysis. The results revealed a significant difference in learning outcomes between the experimental and control groups (p < 0.05), with the experimental group demonstrating higher average posttest scores and N-gain scores categorized as moderate to high. Students reported that the screencast videos helped them understand step-by-step problem-solving processes, particularly in topics such as integration techniques and applications of definite integrals. These findings suggest that Screencast-O-Matic is an effective instructional medium for integral calculus, promoting independent learning, increasing student engagement, and accommodating diverse learning paces. This study contributes to the growing body of literature on technology-enhanced mathematics education and provides practical recommendations for educators seeking to integrate digital media into their teaching practices.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
Agung, A.S.N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial dan Humaniora, 10(2), 225-235. https://doi.org/10.31940/soshum.v10i2.1316
Amalyasari, M. R., Mburu, O. K., & Lestari, H. D. (2025). From Silence to Confidence: Improving Students’ Speaking through Word Card Media. Explorations in English Learning, 1(2), 67-77. https://doi.org/10.61277/exel.v1i2.261
Binggo, F. H., & Adipu, I. (2021). Using Audio Visual Screencast-O-Matic Media to Improve Learning Outcomes for PKN Class IV Pkn Students at SDN 05 Botumoito, Boalemo Regency. Journal of Education Review Provision, 1(2), 32-39. https://doi.org/10.55885/jerp.v1i2.96
Bondaryk, L. G., His, S., & Van Doren, S. (2021).Probeware for the Modern Era: IoT Dataflow System Design for Secondary Classrooms. In IEEE Transactions on Learning Technologies (pp. 226-237). IEEE Education Society. DOI: 10.1109/TLT.2021.3061040
Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education, 48(5), 589-610. https://doi.org/10.1007/s11858-016-0798-4
Chattamvelli, R., & Shanmugam, R. (2023). Descriptive statistics for scientists and engineers: Applications in R. Springer. https://doi.org/10.1007/978-3-031-32330-0
Chen, P. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/10.1016/j.compedu.2009.11.008
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Routledge.
Courtney, S. A., Miller, M. E. S., & Gisondo, M. J. (2022). The Impact of COVID-19 on Teachers’ Integration of Digital Technology. Contemporary Educational Technology, 14(4), ep387. https://doi.org/10.30935/cedtech/12420
Dewi, S. V. (2016). Efektivitas penggunaan media Screencast-O-Matic pada mata kuliah kalkulus integral terhadap hasil belajar mahasiswa. Jurnal Penelitian Pendidikan dan Pengajaran Matematika, 2(1), 61-66.
Dorogan-Pisarenko, L., Kantsedal, N., Krasota, O., Leha, O., Pryidak, T., & Yaloveha, L. (2024). Screen Cast Creation via Bandicam Tools for Supporting Future Economists’ Education During Crisis Events. Information Technologies and Learning Tools, 100(2), 53-71. https://doi.org/10.33407/itlt.v100i2.5542
Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75, 213-234. https://doi.org/10.1007/s10649-010-9254-5
ElGamal, H. (2022). Is Flipped Approach a Panacea? A Systematic Review of Trends, Conceptions, and Practices of a Decade of Research. Asian Journal of Distance Education, 17(2). https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/668
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. https://doi.org/10.1016/j.compedu.2007.09.016
Foong, W. S., & Mahmud, M. M. (2019). I can learn calculus virtually: Personalizing eLearn and Screencast-O-Matic in a blended learning environment. In ICFET’19: Proceedings of the 5th International Conference on Frontiers of Educational Technologies (pp. 13-19). Association for Computing Machinery. https://doi.org/10.1145/3338188.3338192
Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of Screencast Technology: Connecting the Perception of Usefulness and the Reality of Performance. Journal of Engineering Education, 101(4), 717-737. https://doi.org/10.1002/j.2168-9830.2012.tb01126.x
Griffin, D. K., Mitchell, D., & Thompson, S. J. (2009). Podcasting by synchronising PowerPoint and voice: What are the pedagogical benefits? Computers & Education, 53(2), 532-539. https://doi.org/10.1016/j.compedu.2009.03.011
Guglielmetti, L.C., Faber-Castell, F., Fink, L., & Vuille-dit-Bille, R. N. (2022). Statistics decrypted – a comprehensive review and smartphone-assisted five-step approach for good statistical practice. Langenbeck’s Archives of Surgery, 407, 529-540. https://doi.org/10.1007/s00423-021-02360-0
Harper, F., Green, H., & Fernandez-Toro, M. (2018). Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments. The Language Learning Journal, 46(3), 277-292. https://doi.org/10.1080/09571736.2015.1061586
Huang, R., Barlow, A. T., & Haupt, M. E. (2017). Improving core instructional practice in mathematics teaching through lesson study. International Journal for Lesson and Learning Studies, 6(4), 365-379. https://doi.org/10.1108/IJLLS-12-2016-0055
Husain, B., Wardiman, S. S., & Abasa, Z. (2025). Flip-Book Based on Screencast-O-Matic (SoM) Video as An Asynchronous System: The Impact on University Students’ English Learning Outcomes. Journal of Pedagogy and Education Science, 4(1), 24-35. https://doi.org/10.56741/jpes.v4i01.649
Irawan, A. W., Dwisona, D., Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI : Jurnal Bimbingan dan Konseling, 7(1), 53-60. https://doi.org/10.24042/kons.v7i1.6389
Jelita, Anggreni, F., & Mazlan. (2021). The student responses to the use of automatic Screencast-O-Matic in online learning. In Proceedings of the 2nd International Conference on Science, Technology, and Modern Society (pp. 369-374). Atlantis Press. https://doi.org/10.2991/assehr.k.210909.082
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831. https://doi.org/10.1016/j.chb.2012.01.011
Khotijah, K., Munawwaroh, M., Hidayatulloh, M. R., Syadiyah, H., & Fithriyah, A. (2026). The Effectiveness of Fraction Wheel Media in Improving Mathematics Learning Outcomes among Third-Grade Primary Students. International Journal of Multidisciplinary Sciences and Arts, 5(1), 180-188. https://doi.org/10.47709/ijmdsa.v5i1.7839
Lloyd, S. A., & Robertson, C. L. (2012). Screencast Tutorials Enhance Student Learning of Statistics. Teaching of Psychology, 39(1), 67-71. https://doi.org/10.1177/0098628311430640
Loch, B., Jordan, C. R., Lowe, T. W., & Mestel, B. D. (2014). Do screencasts help to revise prerequisite mathematics? An investigation of student performance and perception. International Journal of Mathematical Education in Science and Technology, 45(2), 256-268. https://doi.org/10.1080/0020739X.2013.822581
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Mlotshwa, N., Tunjera, N., & Chigona, A. (2020). Integration of MOODLE into the classroom for better conceptual understanding of functions in Mathematics. South African Journal of Education, 40(3), 1-14. https://doi.org/10.15700/saje.v40n3a1570
Muman, M., & Husnussalam, H. (2025). Improving Students’ Pronunciation Accuracy through Shadowing Technique combined with minimal pairs in An English Pronunciation Class. Journal of Linguistics, Literature and Language Teaching, 11(2), 200-212. https://doi.org/10.32505/jl3t.v11i2.12783
Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education – A Teacher’s Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1845. https://doi.org/10.29333/ejmste/7803
Phiakoksong, S., Noimano, S., & Pentamwa, P. (2022). Does the Choice of Teaching Approach and ICT affect Teaching Quality During the Global COVID-19 Pandemic? A Case Study from Suranaree University of Technology. Asia Social Issues, 16(2), e251455. https://doi.org/10.48048/asi.2023.251455
Piaget, J. (1973). To Understand Is to Invent: The Future of Education. Grossman.
Schwab, K. (2017). The fourth industrial revolution. Crown Publishing Group.
Siregar, T. (2023). Stages of Research and Development Model Research and Development (R&D). DIROSAT: Journal of Education, Social Sciences & Humanities, 1(4), 142-158. https://doi.org/10.58355/dirosat.v1i4.48
Siregar, T. (2025). Analysis of Mathematical Literacy Skills through the Think-Talk-Write (TTW) Model Assisted by GeoGebra in Terms of Students’ Self-Efficacy. Preprints. https://doi.org/10.20944/preprints202510.2072.v1
Siregar, T., Fauzan, A., Yerizon, Y., & Syafriandi, S. (2025). Designing Mathematics Teaching through Deep Learning Pedagogy: Toward Meaningful, Mindful, and Joyful Learning. Journal of Deep Learning, 1(2), 188-202. https://doi.org/10.23917/jdl.v1i2.11969
Siskawati, F. S., & Zayyadi, M. (2023). Development and evaluation of the PIKIBAR game: A gamified approach to reducing math anxiety in university students. Jurnal Pendidikan MIPA, 26(3), 1796-1812. https://doi.org/10.23960/jpmipa.v26i3.pp1796-1812
Siskawati, F. S., Irawati, T. N., & Salsabila, S. Z. (2024). The development of learning videos with the problem-solving approach by using Screencast-O-Matic. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(1), 25-33. https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/8478
Snead, S. L., Loch, B., & Keane, T. (2023). Teacher perspectives on adoption of student-made screencasts as a peer learning approach in secondary school mathematics. International Journal of Mathematical Education in Science and Technology, 54(10), 2086-2102. https://doi.org/10.1080/0020739X.2023.2204106
Soesanto, R. H., & Dirgantoro, K. P. S. (2021). Calculus Learning via Screencast-O-Matic During the Pandemic: An Exploration towards Students’ Perception of Math Anxiety. MaPan: Jurnal Matematika Dan Pembelajaran, 9(2), 260-279. https://doi.org/10.24252/mapan.2021v9n2a5
Soffer, T., & Cohen, A. (2019). Students’ engagement characteristics predict success and completion of online courses. Journal of Computer Assisted Learning, 35(3), 378-389. https://doi.org/10.1111/jcal.12340
Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. The International Review of Research in Open and Distributed Learning, 11(3), 1-20. https://doi.org/10.19173/irrodl.v11i3.851
Tall, D. (2013). How Humans Learn to Think Mathematically: Exploring the Three Worlds of Mathematics. Cambridge: Cambridge University Press.
Voronina, M. V., Ignatiev, S. A., Merkulova, V. A. (2019). Systematic Review of a Flipped Learning Model for the Courses of Descriptive Geometry, Engineering and Computer Graphics. In L. Cocchiarella (eds) ICGG 2018 – Proceedings of the 18th International Conference on Geometry and Graphics. ICGG 2018. Advances in Intelligent Systems and Computing, vol 809. Springer. https://doi.org/10.1007/978-3-319-95588-9_158
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wan, X., Wang, W., Liu, J., & Tong, T. (2014). Estimating the sample mean and standard deviation from the sample size, median, range and/or interquartile range. BMC Medical Research Methodology, 14, 135. https://doi.org/10.1186/1471-2288-14-135
Weinhandl, R., Lavicza, Z. & Süss-Stepancik, E. (2018). Technology-enhanced Flipped Mathematics Education in Secondary Schools: A Synopsis of Theory and Practice. K-12 STEM Education, 4(3), 377-389.
Wong, S. F., & Mahmud, M. M. (2019). I can learn calculus virtually: Personalizing eLearn and Screencast-O-Matic in blended learning environment. In ICFET’19: Proceedings of the 5th International Conference on Frontiers of Educational Technologies (pp. 13-19). Association for Computing Machinery. https://doi.org/10.1145/3338188.3338192
Wong, S. F., Mahmud, M. M., & Wong, S. S. (2024). Innovative approaches: Advancing calculus learning through hands-on modelling and CalcPlot3D integration. In ICDEL’2024: Proceedings of the 2024 9th International Conference on Distance Education and Learning (pp. 94-101). Association for Computing Machinery. https://doi.org/10.1145/3675812.3675823
Yalova, K. M., & Yashyna, K. V. (2021). Flipped Learning for Students in Software Engineering. Information Technologies and Learning Tools, 83(3), 324-338. https://doi.org/10.33407/itlt.v83i3.3371
Yoon, C., & Sneddon, J. (2011). Student perceptions of effective use of tablet PC recorded lectures in undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 42(4), 425-445. https://doi.org/10.1080/0020739X.2010.543165
Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013). Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers. Journal of Research on Technology in Education, 46(2), 173-206. https://doi.org/10.1080/15391523.2013.10782618
Zhurakovskaya, V., Sichinava, A., Simakova, T., Olicheva, O., Rykov, S., Valeeva, J., Kulachinskaya, A., & Ilyashenko, S. (2020). Innovations in Education – The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students. Journal of Open Innovation: Technology, Market, and Complexity, 6(4), 123. https://doi.org/10.3390/joitmc6040123