Integrating Parody Video in Audio and Video Courses: Enhancing Creativity and Critical Thinking among Diploma Multimedia in UIS

Abstract

This paper examines the use of the parody video project as a method of teaching Audio and Video in Multimedia for Diploma in Multimedia students at Universiti Islam Selangor (UIS). Basically, students who learn audio and video can operate, edit clips and use the software, but they do not know how to transform ideas into meaningful and creative content. This study explores creative parody works as a pedagogy to engage learners critically through audio-visual learning. Within the framework of project-based learning (PBL), students must create parodies based on existing films or use humorous storytelling as an amusing and critical vehicle. The data collection was gathered using class observation and the criteria of assessment rubrics on 15 students in Diploma Multimedia. However, the results of this study demonstrate that students' use of audio-visual and critical thinking skills is lacking when creating parody videos. The study's findings indicate that students' critical thinking skills need to be improved when it comes to project development.