PENYUNTINGAN VIDEO INTERAKTIF DALAM PENDIDIKAN SEKOLAH MENENGAH DARI PERSPEKTIF INOVASI CABARAN DAN IMPLIKASI

ABSTRAK Penyuntingan video kini berkembang sebagai medium pedagogi interaktif yang berpotensi memperkasa pembelajaran abad ke-21, khususnya dalam konteks pendidikan menengah. Cabaran seperti kurangnya penglibatan murid dan jurang digital menuntut pendekatan baharu yang lebih responsif dan berpusatkan murid. Kajian ini bertujuan meneroka bagaimana penyuntingan video interaktif berasaskan teknologi inovatif seperti kecerdasan buatan (AI), realiti terimbuh (AR) dan platform berasaskan awan dapat meningkatkan keberkesanan pengajaran serta penglibatan murid. Menggunakan reka bentuk kualitatif kajian kes berganda, dua konteks dianalisis (1) penggunaan video eksperimen interaktif dalam pengajaran Sains dan (2) pelaksanaan modul STEAM dalam Pendidikan Seni Visual berasaskan dokumentasi video. Data dikumpul melalui temu bual separa berstruktur bersama guru, refleksi murid dan penilaian prestasi menggunakan rubrik kemahiran abad ke-21. Dapatan menunjukkan bahawa teknik penyuntingan yang mengandungi elemen interaktif seperti kuiz, suara AI, naratif bercabang serta visualisasi seperti green screen dan animasi grafik dapat meningkatkan minat, motivasi dan kefahaman murid. Guru turut melaporkan bahawa video yang disusun secara sistematik menyokong pembelajaran kendiri dan pengulangan fleksibel. Secara keseluruhan, penyuntingan video yang dirancang secara pedagogi mampu menyokong pembelajaran berpusatkan murid, membina metakognisi dan menjembatani jurang akses pendidikan di kawasan kurang berkemampuan. Artikel ini turut membincangkan cabaran pelaksanaan seperti kemahiran guru, akses teknologi dan keperluan latihan berterusan. Kata Kunci: Penyuntingan Video, Pendidikan Interaktif, Inovasi Digital, Kecerdasan Buatan   ABSTRACT  Video editing has evolved beyond a technical process into an interactive pedagogical medium with strong potential to enhance 21st-century learning, particularly in secondary education. Challenges such as limited student engagement and digital access disparities call for new approaches that are more responsive and learner-centered. This study aims to explore how interactive video editing, supported by innovative technologies such as artificial intelligence (AI), augmented reality (AR) and cloud-based platforms, can improve teaching effectiveness and student engagement. Using a qualitative multiple-case study design, the research examines two instructional contexts: (1) the use of interactive experiment videos in Science teaching and (2) the implementation of a STEAM-based visual arts module through structured video documentation. Data were collected through semi-structured interviews with teachers, student reflections and performance assessments based on 21st-century skills rubrics. Findings reveal that editing strategies incorporating interactive elements such as in-video quizzes, AI narration and branching narratives along with dynamic visuals like green screen effects and animation, significantly enhance student interest, motivation  and understanding. Teachers also reported that well-structured videos support self-directed learning and flexible revision. Overall, pedagogically designed video editing strategies can foster learner-centered education, strengthen metacognitive development and help bridge educational access gaps, particularly in under-resourced rural schools. This paper also highlights implementation challenges, including limited teacher skills, inadequate technological infrastructure and the need for ongoing professional development in educational video production.  Keywords: Video Editing, Interactive Education, Digital Innovation, Artificial Intelligence, Interactive Video