Analysis of the Suitability of Science Content in YouTube Learning Videos for Elementary School Students
DOI:
https://doi.org/10.62872/m1nm0616Keywords:
YouTube Education , Elementary Science, Curriculum Suitability, Content AnalysisAbstract
This study aims to analyze the suitability of Natural Science (IPA) learning video content available on the YouTube platform with the elementary school (SD) curriculum in Indonesia. This study used a descriptive qualitative method with a content analysis approach to a number of science learning videos selected based on certain criteria, such as theme relevance, number of views, and age segmentation. The analysis instrument was compiled based on the core competency indicators in the 2013 Curriculum and the Independent Curriculum. The results showed that most videos were thematically aligned with the curriculum, but still found inaccurate scientific concepts, language use that was not appropriate to students' cognitive levels, and minimal relevance to everyday life contexts. Videos from official or verified channels generally showed better content quality. This study recommends the need for evaluative guidelines for teachers and parents in selecting digital learning media, as well as encouraging improvements in the quality of YouTube-based educational content to support meaningful science learning at the elementary school level
Downloads
References
Anggraini, P. A. D., & Putra, D. K. N. S. (2021, April). Developing learning video with addie model on science class for 4th grade elementary school students. In 2nd International Conference on Technology and Educational Science (ICTES 2020) (pp. 413-421). Atlantis Press.
Azak, M., Korkmaz, N., Şahin, K., & Gözen, D. (2023). Evaluation of YouTube videos on complementary feeding: Content quality and reliability analysis. Appetite, 188, 106766.
Bidarra, J., & Rusman, E. (2017). Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach. Open Learning: the journal of open, distance and e-learning, 32(1), 6-20.
Curran, V., Simmons, K., Matthews, L., Fleet, L., Gustafson, D. L., Fairbridge, N. A., & Xu, X. (2020). YouTube as an educational resource in medical education: a scoping review. Medical science educator, 30(4), 1775-1782.
Hayat, F., Khan, M., Ahmad, S., Kamran, M., & Maleeha. (2024). Exploring the Characteristics of Concrete Operational Stage among Primary School Students. Qlantic Journal of Social Sciences and Humanities, 5(1), 124–132. https://doi.org/10.55737/qjssh.786349315
Helming, A. G., Adler, D. S., Keltner, C., Igelman, A. D., & Woodworth, G. E. (2021). The content quality of YouTube videos for professional medical education: a systematic review. Academic Medicine, 96(10), 1484-1493.
Leal Filho, W., Kovaleva, M., Tsani, S., Țîrcă, D.-M., Shiel, C., Dinis, MAP, Nicolau, M., Sima, M., Fritzen, B., Lange Salvia, A., Minhas, A., Kozlova, V., Doni, F., Spiteri, J., Gupta, T., Wakunuma, K., Sharma, M., Barbir, J., Shulla, K., … Tripathi, S. (2023). Promoting gender equality across the sustainable development goals. Environment, Development and Sustainability, 25(12), 14177–14198. https://doi.org/10.1007/s10668-022-02656-1
Lin, C. Y., & Wu, H. K. (2021). Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning. Chemistry Education Research and Practice, 22(3), 786-801.
Mady, M.A., & Baadel, S. (2020). Technology-Enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid. Journal of Information & Knowledge Management, 19(01), 2040007. https://doi.org/10.1142/S0219649220400079
Mönch, C., & Markic, S. (2022). Science teachers’ pedagogical scientific language knowledge—A systematic review. Education Sciences, 12(7), 497.
Peláez-Sánchez, I. C., Velarde-Camaqui, D., & Glasserman-Morales, L. D. (2024, June). The impact of large language models on higher education: exploring the connection between AI and Education 4.0. In Frontiers in Education (Vol. 9, p. 1392091). Frontiers Media SA.
Putri, S. A., & Putri, B. E. (2025). Analysis of the Effectiveness of Using YouTube Applications in Science Learning in Elementary Schools: A Systematic Literature Reviews. International Journal of Education and Learning Assessment, 1(01), 13-22.
Setiana, D. S., Purwoko, R. Y., & Sugiman, S. (2021). The application of mathematics learning model to stimulate mathematical critical thinking skills of senior high school students. European Journal of Educational Research, 10(1), 509-523.
Sütcüoğlu, O., Özay, Z. İ., Özet, A., Yazıcı, O., & Özdemir, N. (2023). Evaluation of scientific reliability and quality of YouTube videos on cancer and nutrition. Nutrition, 108, 111933.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Firayani Firayani (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
