Enhancing Theatrical Makeup Competency through Project-Based Learning, Tutorial Videos, and Adaptive Learning Styles

Authors

  • Mimi Yupelmi Universitas Negeri Padang, Padang, Indonesia
  • Ambiyar Universitas Negeri Padang, Padang, Indonesia
  • Nizwardi Jalinus Universitas Negeri Padang, Padang, Indonesia
  • Vici Syahril Chairani Universitas Negeri Padang, Padang, Indonesia
  • Puji Hujria Suci Universitas Negeri Padang, Padang, Indonesia
  • Indra Saputra Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.23887/jlls.v7i1.70098

Keywords:

Theatrical Makeup Competency, Project-Based Learning, Tutorial Video, Learning Style

Abstract

The competency of theatrical makeup is indispensable in the digital learning era, however achieving theatrical makeup competency is still facing barriers and challenges. This research aims to analyze variables influencing theatrical makeup competency achievement. A quantitative survey used as a research method and questionnaire used for collecting data. Respondents are 105 students of Makeup and Beauty Department. Data was analyzed using Structural Equation Model-Partial Least Square (SEM-PLS) with Smart PLS 4.0 software. The prerequisite analysis describe that the measurement model is valid and reliable. Study result describe that project-based learning has a positive and significant impact on theatrical makeup competency with the high effect category. Furthermore, tutorial videos exhibit a positive yet insignificant impact on theatrical makeup competency with low-effect category. Additionally, learning style has a positive and significant effect on theatrical makeup competency with the high-effect range. Learning style as mediator variable performs full mediation in both variable correlations. This result provides alternative factors supporting competency achievement.

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2024-06-04

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Yupelmi, M., Ambiyar, Nizwardi Jalinus, Chairani, V. S. ., Suci, P. H. ., & Saputra, I. (2024). Enhancing Theatrical Makeup Competency through Project-Based Learning, Tutorial Videos, and Adaptive Learning Styles. Journal for Lesson and Learning Studies, 7(1), 69–80. https://doi.org/10.23887/jlls.v7i1.70098

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