ISSN: 2226-6348
Open access
The aim of this study is to identify if learning using video for sharing agricultural activities through YouTube can increase young farmers’ interest and skills. Now the concept of video in social media provides a self-learning environment with the help of information and communication technology tools. This tool is a simulation that allows farmers to experience a real learning experience and be able to interact with other farmers without having face-to-face encounters. This facility becomes the best expansion agent that demands farmers to constantly update their knowledge and skills throughout their lives. The studies carried out the survey method using a questionnaire to collect research data. A total of 66 young farmers consisting of farmers in the districts of Jeli, Kuala Krai, and Gua Musang in the Kelantan, Malaysia was selected as respondents. Data for this study analyzed descriptively by using SPSS ver22 software. The findings show the use of learning materials such as videos give the positive impact that can improve the skills and knowledge of farmers in agricultural activities. The finding also showed that video can reduce cognitive load as well as save time, energy and cost to obtain something new information in the field of agriculture. The findings of this study are expected to help individuals who want to venture into the field of agriculture to increase the level of knowledge, understanding, and readiness for self-learning farming methods. It is clear that this video-based learning technology opens up many new opportunities to be explored by change agents in enhancing the learning potential of youth. Therefore, proposed that further research is related to the potential and impact of the latest technologies that can add value from the perspective of Risale-i Nur to existing video technologies.
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In-Text Citation: (Paudi et al., 2022)
To Cite this Article: Paudi, M. H., Din, R., & Othman, N. (2022). Agricultural Video as A Learning Medium for Young Farmer. International Journal of Academic Research in Progressive Education and Development, 11(1), 729–742.
Copyright: © 2022 The Author(s)
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