Instructional media

DISCUSSION
A . DEFINITION OF MEDIA AND LEARNING SOURCES
Learning
Media Media comes from Latin which is the plural form of the word
“medium” which literally means “intermediary” or “introduction”,
namely an intermediary or introduction to the source of the message
with the recipient of the message. Learning media can be regarded
as a tool that can stimulate students for the learning process to
occur. Sanjaya (2008) states that learning media includes hardware
that can deliver messages and software that contains messages.
However, the media is not only in the form of tools or materials, but
also other things that allow students to gain knowledge. Media is not
only in the form of TV, radio, computer, but also includes humans
as a source of learning, or activities such as discussions, simulation
seminars, and so on. Thus, learning media can be concluded as
anything that can channel messages, can stimulate students’
thoughts, feelings, and wills so that they can encourage the creation
of a learning process in students.
At first, learning media only functioned as a tool for teachers to
teach and what was used was only visual aids. Around the middle of
the 20th century, the use of visual aids was complemented by the use
of audio devices, so that audio-visual aids were born. In line with the
development of science and technology (IPTEK), especially in the
field of education, currently the use of learning aids or media is
becoming more widespread and interactive, such as the existence of
computers and the internet.
Learning Resources
AECT (Association for Education and Communication Technology)
states that learning resources (learning resources) are all sources in
the form of data, people and certain forms that can be used by
students in learning, either separately or in combination to make it
easier for students to achieve their goals. learn or achieve certain
competencies. Learning resources are materials that are used and
needed in the learning process, which can be in the form of
textbooks, print media, electronic media, resource persons, the
surrounding environment, and so on that can increase the level of
activity in the learning process.
Learning resources are everything that is available around the
learning environment that functions to help optimize learning
outcomes. Optimizing learning outcomes can be seen not only from
learning outcomes, but also from the learning process in the form of
student interaction with various learning resources that can provide
stimulation to learn and accelerate understanding and mastery of
the field of knowledge being studied
. FUNCTIONS OF MEDIA AND LEARNING SOURCES Learning
Media As previously mentioned, knowledge will be more abstract if
it is only conveyed through verbal language. This will allow the
occurrence of verbalism, namely students only know about the word
without knowing and understanding the meaning of the word. In
addition, the delivery of information only through verbal language,
will reduce students’ enthusiasm in capturing messages during the
learning process. Whereas to understand something ideally requires
direct experience that involves the physical and psychological
students of students
. In fact, providing direct experience to students is not something
easy, because not all experiences can be directly learned by students.
For example, if you want to explain the conditions on the surface of
the moon, it is impossible for students to get this experience directly.
Therefore, here the learning media plays a very important role in a
teaching and learning activity. Teachers can use TV, movies, or
pictures to provide information to students. With learning media,
things that are abstract can become more concrete.
In general, the media has several functions, including :
1 . Can overcome the limitations of the experience possessed by
students. Each student’s experience is different, depending on the
factors that determine the richness of a child’s experience, such as
the availability of books, travel opportunities, and so on. This can be
overcome with learning media. If it is not possible for students to be
brought to the direct object to be studied, then the object is brought
to the student.
2 . Can go beyond classroom boundaries. Many things are not
possible to be experienced directly in class by students about an
object, which is caused, because:
(a) the object is too big; (b) the object is too small; (c) the object
moves too slowly; (d) the object is too small. moving too fast; (e) too
complex objects; (f) objects that sound too soft; 3 . Allows direct
interaction between students and their environment.
4 . Produces uniformity of observations
5 . Instilling the correct, concrete, and realistic basic concepts.
6. Generating new desires and interests.7. Generating motivation
and stimulating children to learn.8. Provide a comprehensive
experience from the concrete to the abstract
. Learning Resources Learning resources also have a very important
function in learning. If the learning media is only a medium to
convey messages, but learning resources do not only have that
function. Learning resources also have strategies, methods, and
techniques. Rusman (2008) states that to optimize learning resources
in solving learning problems there are several questions that can be
used as guidelines, namely: what are the learning problems faced? ;
how can learning resources help him? ; How can these learning
resources be used by students and teachers? ; how long to use? ;
What tools/equipment are needed to use it? ; how can the quality be
determined? ; Can learning resources be replaced? ; and how to get
it? In general, learning resources have the following functions: 1.
Increase learning productivity by: (a) accelerating the pace of
learning and helping teachers to use time better and (b) reducing the
burden on teachers in presenting information, so that they can
foster more and develop passion.2. Provide the possibility of
learning that is more individual in nature, by: (a) reducing rigid and
traditional teacher control; and (b) provide opportunities for
students to develop according to their abilities.3. Provide a more
scientific basis for learning by:
(a) designing a more systematic learning program; and (b)
development of research-based teaching materials.
4. More solidify learning, by:
(a) increasing the ability of learning resources; (b) presenting
information and materials more concretely.
5. Allows instantaneous learning, namely:
(a) reducing the gap between verbal and abstract learning and
concrete reality; (b) provide direct knowledge.
6. Allows for a wider presentation of learning, by presenting
information that is able to penetrate geographical boundaries.
The functions above also describe the reasons and importance of
learning resources for the benefit of the process and achievement of
student learning outcomes.
C . CLASSIFICATION OF LEARNING MEDIA AND SOURCES
Both media and learning resources in general consist of two types,
namely
1. Designed (by design), namely media and learning resources that
are specifically designed or developed as components of an
instructional system to provide targeted learning facilities. and is
formal.
2. By utilization, namely media and learning resources that are not
specifically designed for learning purposes and whose existence can
be found, applied and utilized for learning purposes
. TYPES OF MEDIA AND LEARNING SOURCES Learning
Media
There are various divisions of types of learning media proposed by
experts, but basically the distribution of these types of media have
similarities. Broadly speaking, learning media are divided into :
1. Audio media, namely media that can only be heard or those that
have sound elements, such as radio and sound recordings.
2. Visual media, namely media that can only be seen and do not
contain sound elements, such as pictures, paintings, photos, and so
on.
3. Audiovisual media, namely media that contains elements of sound
and also has elements of images that can be seen, such as video
recordings, films and so on.
Learning Resources AECT distinguishes six types of learning
resources, namely :
1. Messages, namely learning resources that include formal and nonformal messages. Formal messages are messages issued by official
institutions or messages conveyed by teachers in learning situations,
which are delivered either orally or in the form of documents, such
as government regulations, curriculum, syllabus, lesson materials,
and so on. Non-formal messages are messages that exist in the wider
community that can be used as learning materials, such as folklore,
fairy tales, saga, and so on.
2. People, namely people who store information. Basically everyone
can act as a learning resource, but in general they can be divided
into two groups, namely (a) people who are specially designed as the
main learning resources who are educated professionally, such as
teachers, instructors, counselors, widyaiswara, and others; and (b)
people who have professions other than personnel in the educational
environment, such as doctors, athletes, lawyers, architects, and so
on.
3. Materials , which is a format used to store learning messages,
such as textbooks, teaching aids, transparencies, films,
slides, and so on.
4. Devices, namely physical objects which are often referred to as
hardware, which serve to present learning materials, such as
computers, radio, television, VCD/DVD, and so on.
5. Technique (Technic), namely the method or procedure used by
people in providing learning in order to achieve learning objectives,
such as lectures, discussions, seminars, simulations, games, and the
like.
6. Setting, namely the environment inside the school or outside the
school, whether intentionally designed or not specifically prepared
for learning, such as classrooms, studios, libraries, halls, friends,
gardens, markets, shops, museums, offices and so on.
E . CRITERIA FOR SELECTION OF MEDIA AND LEARNING
SOURCES
The most important criterion in selecting media is that the media
must be with the learning objectives or competencies to be achieved.
For example, if the student’s goal or competence is to memorize
words, of course, audio media is the right one to use. If the goal or
competency achieved is to understand the content of the reading,
then print media is more appropriate to use. If the learning
objectives are motor (movement and activity), then film and video
media can be used. In addition to these considerations, Sanjaya
(2008) reveals a number of other considerations that we can use in
choosing the right learning media, namely by using the word
ACTION (Access, Cost, Technology, Interactivity, Organization,
Novelty).
1. Access, meaning that ease of access is the first consideration in
media selection. Is the required media available, easy and usable ?
Access is also a policy aspect, is the media allowed to be used?
2. Cost , this concerns cost considerations. The costs incurred
for the use of a media must be balanced with the benefits.
3. Technology , in the selection of media, it is necessary to consider
the availability of the technology and the ease of use.
4. Interactivity , a good media is a media that is able to present
two-way communication or interactivity.
5. Organization , concerning consideration of organizational or
institutional support and how it is organized.
6. Novelty , concerning the consideration of the novelty aspect of the
selected media. Newer media are usually more interesting and
better.
The above criteria may also apply to considering the selection of
learning resources. Sudrajat (2008) further suggests five criteria in
the selection of learning resources, namely :
1. Economical, the learning resources used do not have to be pegged
at an expensive price.
2. Practical , the selected learning resources do not require
complicated, difficult and scarce management.
3. Easy , learning resources must be close and available around
our environment.
4. Flexible , meaning that learning resources can be used for various
instructional purposes5. In accordance with the objectives, learning
resources must be able to support the process and achievement of
learning objectives, can generate motivation and interest in student
learning.
F . UTILIZATION OF MEDIA AND LEARNING RESOURCES
IN CURRICULUM IMPLEMENTATION
Implementation is a process of applying ideas, concepts, policies, or
innovations in the form of practical actions so that they have an
impact, either in the form of changes in knowledge, skills, as well as
values and attitudes. Curriculum implementation can be interpreted
as the actualization of a written curriculum in the form of learning,
according to what Miller and Seller (1985) stated: “In some cases,
implementation has been identified with instruction
“. Curriculum implementation is an attempt to transfer curriculum
planning into operational action. In other words, curriculum
implementation is an application, idea, concept, program, or
curriculum arrangement into learning practices or new activities, so
that the expected changes occur.
Thus, curriculum implementation is the application or
implementation of curriculum programs that have been developed
in the previous stage, then tested with implementation and
management, and adjustments are always made to the situation in
the field and the characteristics of students, both intellectual,
emotional, and physical development.
The curriculum is structured taking into account the learning
resources and learning media that are needed and available, thus
enabling students to gain real, meaningful, broad, and deep learning
experiences in learning activities. In essence, learning is a process of
interaction between students and their environment, resulting in
changes in behavior for the better. In this learning, the main task of
the teacher is to condition the environment to support behavior
change for students.
Hamalik (2008) states three factors that influence the success of a
curriculum implementation, namely the support of the principal, the
support of fellow teachers, and internal support in the classroom. Of
these factors, the teacher is the main determining factor in the
success of curriculum implementation, because it is the teacher who
acts as the main implementer in learning, namely as a learning
manager in the classroom.
Teachers as good learning managers in the learning process must of
course have high creativity in managing their classes, one of which is
in the selection and use of media and learning resources for the
benefit of the learning process. Many people assume that to provide
media and learning resources requires high costs and is difficult to
obtain. In fact, armed with creativity, teachers can create and
provide learning resources that are simple and inexpensive. For
example, how teachers and students can use used materials. Used
materials, which are widely scattered in schools and homes, such as
paper, toys, wrapping boxes, used packaging often escape our
attention. With a touch of creativity, used materials that are usually
thrown away for free can be modified and recycled into valuable
learning media and resources
. Likewise, in utilizing the environment as a source of learning, it is
not necessary to have to go far at an expensive cost, the environment
adjacent to schools and homes can also be optimized to become a
learning resource that is very valuable for students’ learning
interests. Not a few schools in us that have a yard or yard that is
quite large, but its existence is often neglected and neglected. If only
these lands are optimized, it is not impossible that they will become
a very valuable learning media or learning resource.
Furthermore, Rusman (2008) suggests that in order to be able to
empower media and learning resources effectively and efficiently in
learning, it is impossible for teachers to implement them
individually. Functional collaboration with other education
personnel, both in the school environment and with various
potential resources in the school environment will greatly help
improve the quality of the learning process. To be able to realize this
collaboration, it is necessary to have initiatives and coordination
programmed institutionally and become the authority and
responsibility of the principal, because basically implementing the
curriculum or learning requires the commitment of all parties
involved, and is supported by the professional ability of the teacher
as one of the curriculum implementers and learning managers. .
CLOSING. CONCLUSION By paying attention to the definition
stated above, it can be concluded that what is meant by learning
media in general are all teaching tools used to assist teachers in
delivering subject matter to students in the teaching and learning
process so as to facilitate the achievement of the learning objectives
that have been formulated.
Learning media in schools are used with the following objectives:
1 . Provide convenience for students to better understand certain
concepts, principles, and skills by using the most appropriate media
according to the nature of teaching materials.
2 . Provide a different and varied learning experience so that it
stimulates the interest and motivation of students to learn.
3 . Cultivate certain attitudes and skills in technology because
students are interested in using or operating certain media.
4 . Creating a learning situation that students cannot forget.
5 . Clarify learning information or messages.
6 . Improving the quality of teaching and learning.
In using learning media in the classroom, a teacher must
understand well the principles of choosing learning media:
1) Choosing media must be based on the teaching objectives to be
delivered. 2) Selecting media must be adjusted to the level of
development of students. 3) Selecting media must be adjusted with
the ability of the teacher both in its
procurement and use.
4) Choosing media must be adjusted to the right time, place, and
situation. Choosing
media must understand the characteristics of the media itself B.
SUGGESTIONS AND CRITICISM
With the media as a source of learning, it is necessary to provide
counseling given to all education/learning personnel, which if this is
fulfilled , an advanced generation will be born. Therefore, we are
the authors of this paper so that all parties can use the media as a
source of learning.
Suggestions for all parties, use this media as well as possible to build
this beloved nation.
REFERENCES
Hamalik, Oemar, Prof. Dr. (2007). Curriculum Implementation,
Bandung: Integrated Al-Madani Foundation. Hamalik, Oemar,
Prof. Dr. (2008). Fundamentals of Curriculum Development,
Bandung: PT. Rosdakarya Youth. Munir. (2008). Information and
Communication Technology based curriculum, Bandung: CV.
Alfabeta, Sanjaya, Vienna. (2008). Learning System Planning and
Design, Jakarta: Kencana Prenada Media Group. Rusman. (2008).
Curriculum Management, Jakarta: Rajawali Press.
Sudrajat, Ahmad. (2008).
Learning Resources to Make Student Learning Effective.
[ online ]. Available: http://
akhmadsudrajat.wordpress.com /2008/04/15/source-learning-toeffectively-pembelajaran-siswa/. [Date accessed: January 14, 2009]
Sudrajat, Akhmad. (2008).
Instructional Media.
[ online ]. Available: http://
akhmadsudrajat.wordpress.com/2008/01/12/mediapembelajaran/.[Date accessed: January 14, 2009]
DISCUSSION
A . DEFINITION OF MEDIA AND LEARNING SOURCES
Learning
Media Media comes from Latin which is the plural form of the word
“medium” which literally means “intermediary” or “introduction”,
namely an intermediary or introduction to the source of the message
with the recipient of the message. Learning media can be regarded
as a tool that can stimulate students for the learning process to
occur. Sanjaya (2008) states that learning media includes hardware
that can deliver messages and software that contains messages.
However, the media is not only in the form of tools or materials, but
also other things that allow students to gain knowledge. Media is not
only in the form of TV, radio, computer, but also includes humans
as a source of learning, or activities such as discussions, simulation
seminars, and so on. Thus, learning media can be concluded as
anything that can channel messages, can stimulate students’
thoughts, feelings, and wills so that they can encourage the creation
of a learning process in students.
At first, learning media only functioned as a tool for teachers to
teach and what was used was only visual aids. Around the middle of
the 20th century, the use of visual aids was complemented by the use
of audio devices, so that audio-visual aids were born. In line with the
development of science and technology (IPTEK), especially in the
field of education, currently the use of learning aids or media is
becoming more widespread and interactive, such as the existence of
computers and the internet.
Learning Resources AECT (Association for Education and
Communication Technology) states that learning resources are all
sources in the form of data, people and certain forms that can be
used by students in learning, either separately or in combination so
as to make it easier for students to achieve learning goals. or achieve
certain competencies. Learning resources are materials that are
used and needed in the learning process, which can be in the form of
textbooks, print media, electronic media, resource persons, the
surrounding environment, and so on that can increase the level of
activity in the learning process.
Learning resources are everything that is available around the
learning environment that functions to help optimize learning
outcomes. Optimizing learning outcomes can be seen not only from
learning outcomes, but also from the learning process in the form of
student interaction with various learning resources that can provide
stimulation to learn and accelerate understanding and mastery of
the field of knowledge being studied
. FUNCTIONS OF MEDIA AND LEARNING SOURCES Learning
Media
As previously mentioned, knowledge will be more abstract if it is
only conveyed through verbal language. This will allow the
occurrence of verbalism, namely students only know about the word
without knowing and understanding the meaning of the word. In
addition, the delivery of information only through verbal language,
will reduce students’ enthusiasm in capturing messages during the
learning process. Whereas to understand something ideally requires
direct experience that involves the physical and psychological
students of students
. In fact, providing direct experience to students is not something
easy, because not all experiences can be directly learned by students.
For example, if you want to explain the conditions on the surface of
the moon, it is impossible for students to get this experience directly.
Therefore, here the learning media plays a very important role in a
teaching and learning activity. Teachers can use TV, movies, or
pictures to provide information to students. With learning media,
things that are abstract can become more concrete.
In general, the media has several functions, including :
1 . Can overcome the limitations of the experience possessed by
students. Each student’s experience is different, depending on the
factors that determine the richness of a child’s experience, such as
the availability of books, travel opportunities, and so on. This can be
overcome with learning media. If it is not possible for students to be
brought to the direct object to be studied, then the object is brought
to the student.
2 . Can go beyond classroom boundaries. Many things are not
possible to be experienced directly in class by students about an
object, which is caused, because:
(a) the object is too big;
(b) objects that are too small; (c) objects that move too slowly; (d)
objects that move too fast; (e) objects that are too complex; (f)
objects that sound too soft; 3 . Allows direct interaction between
students and their environment.
4 . Produces uniformity of observations
5 . Instilling the correct, concrete, and realistic basic concepts.
6. Generating new desires and interests.7. Generating motivation
and stimulating children to learn.8. Provide a comprehensive
experience from the concrete to the abstract. Learning Resources
Learning resources also have a very important function in learning.
If the learning media is only a medium to convey messages, but
learning resources do not only have that function. Learning
resources also have strategies, methods, and techniques. Rusman
(2008) states that to optimize learning resources in solving learning
problems there are several questions that can be used as guidelines,
namely: what are the learning problems faced? ; how can learning
resources help him? ; How can these learning resources be used by
students and teachers? ; how long to use? ; What tools/equipment
are needed to use it? ; how can the quality be determined? ; Can
learning resources be replaced? ; and how to get it? In general,
learning resources have the following functions: 1. Increase learning
productivity by: (a) accelerating the pace of learning and helping
teachers to use time better and
(b) reducing the burden on teachers in presenting information, so
that they can foster more and develop passion
.2. Provide the possibility of learning that is more individual in
nature, by: (a) reducing rigid and traditional teacher control; and
(b) provide opportunities for students to develop according to their
abilities.3. Provide a more scientific basis for learning by: (a)
designing a more systematic learning program; and (b) development
of research-based teaching materials.
4. More solidify learning, by:
(a) increasing the ability of learning resources; (b) presenting
information and materials more concretely.
5. Allows instantaneous learning, namely:
(a) reducing the gap between verbal and abstract learning and
concrete reality; (b) provide direct knowledge.
6. Allows for a wider presentation of learning, by presenting
information that is able to penetrate geographical boundaries.
The functions above also describe the reasons and importance of
learning resources for the benefit of the process and achievement of
student learning outcomes.
C . CLASSIFICATION OF LEARNING MEDIA AND SOURCES
Both media and learning resources in general consist of two types,
namely
1. Designed (by design), namely media and learning resources that
are specifically designed or developed as components of an
instructional system to provide targeted learning facilities. and is
formal.
2. By utilization, namely media and learning resources that are not
specifically designed for learning purposes and whose existence can
be found, applied and utilized for learning purposes
. TYPES OF MEDIA AND LEARNING SOURCES Learning
Media There are various divisions of the types of learning media
proposed by experts, but basically the distribution of these types of
media have similarities. Broadly speaking, learning media are
divided into :
1. Audio media, namely media that can only be heard or those that
have sound elements, such as radio and sound recordings.
2. Visual media, namely media that can only be seen and do not
contain sound elements, such as pictures, paintings, photos, and so
on.
3. Audiovisual media, namely media that contains elements of sound
and also has elements of images that can be seen, such as video
recordings, films and so on.
Learning Resources AECT distinguishes six types of learning
resources, namely :
1. Messages, namely learning resources that include formal and nonformal messages. Formal messages are messages issued by official
institutions or messages conveyed by teachers in learning situations,
which are delivered either orally or in the form of documents, such
as government regulations, curriculum, syllabus, lesson materials,
and so on. Non-formal messages are messages that exist in the wider
community that can be used as learning materials, such as folklore,
fairy tales, saga, and so on.
2. People, namely people who store information. Basically everyone
can act as a learning resource, but in general they can be divided
into two groups, namely (a) people who are specially designed as the
main learning resources who are educated professionally, such as
teachers, instructors, counselors, widyaiswara, and others; and (b)
people who have professions other than personnel in the educational
environment, such as doctors, athletes, lawyers, architects, and so
on.
3. Materials , which is a format used to store learning messages,
such as textbooks, teaching aids, transparencies, films,
slides, and so on.
4. Devices, namely physical objects which are often referred to as
hardware, which serve to present learning materials, such as
computers, radio, television, VCD/DVD, and so on.
5. Technique (Technic), namely the method or procedure used by
people in providing learning in order to achieve learning objectives,
such as lectures, discussions, seminars, simulations, games, and the
like.
6. Setting, namely the environment inside the school or outside the
school, whether intentionally designed or not specifically prepared
for learning, such as classrooms, studios, libraries, halls, friends,
gardens, markets, shops, museums, offices and so on.
E . CRITERIA FOR SELECTION OF MEDIA AND LEARNING
SOURCES
The most important criterion in selecting media is that the media
must be with the learning objectives or competencies to be achieved.
For example, if the student’s goal or competence is to memorize
words, of course, audio media is the right one to use. If the goal or
competency achieved is to understand the content of the reading,
then print media is more appropriate to use. If the learning
objectives are motor (movement and activity), then film and video
media can be used. In addition to these considerations, Sanjaya
(2008) reveals a number of other considerations that we can use in
choosing the right learning media, namely by using the word
ACTION (Access, Cost, Technology, Interactivity, Organization,
Novelty).
1. Access, meaning that ease of access is the first consideration in
media selection. Is the required media available, easy and usable ?
Access is also a policy aspect, is the media allowed to be used?
2. Cost , this concerns cost considerations. The costs incurred
for the use of a media must be balanced with the benefits.
3. Technology , in the selection of media, it is necessary to consider
the availability of the technology and the ease of use.
4. Interactivity , a good media is a media that is able to present
two-way communication or interactivity.
5. Organization , concerning consideration of organizational or
institutional support and how it is organized.
6. Novelty , concerning the consideration of the novelty aspect of the
selected media. Newer media are usually more interesting and
better.
The above criteria may also apply to considering the selection of
learning resources. Sudrajat (2008) further suggests five criteria in
the selection of learning resources, namely :
1. Economical, the learning resources used do not have to be pegged
at an expensive price.
2. Practical , the selected learning resources do not require
complicated, difficult and scarce management.
3. Easy , learning resources must be close and available around
our environment.
4. Flexible , meaning that learning resources can be used for various
instructional purposes5. In accordance with the objectives, learning
resources must be able to support the process and achievement of
learning objectives, can generate motivation and interest in student
learning.
F . UTILIZATION OF MEDIA AND LEARNING RESOURCES
IN CURRICULUM IMPLEMENTATION
Implementation is a process of applying ideas, concepts, policies, or
innovations in the form of practical actions so that they have an
impact, either in the form of changes in knowledge, skills, as well as
values and attitudes. Curriculum implementation can be interpreted
as the actualization of a written curriculum in the form of learning,
according to what Miller and Seller (1985) stated: “In some cases,
implementation has been identified with instruction
“. Curriculum implementation is an attempt to transfer curriculum
planning into operational action. In other words, curriculum
implementation is an application, idea, concept, program, or
curriculum arrangement into learning practices or new activities, so
that the expected changes occur.
Thus, curriculum implementation is the application or
implementation of curriculum programs that have been developed
in the previous stage, then tested with implementation and
management, and adjustments are always made to the situation in
the field and the characteristics of students, both intellectual,
emotional, and physical development.
The curriculum is structured taking into account the learning
resources and learning media that are needed and available, thus
enabling students to gain real, meaningful, broad, and deep learning
experiences in learning activities. In essence, learning is a process of
interaction between students and their environment, resulting in
changes in behavior for the better. In this learning, the main task of
the teacher is to condition the environment to support behavior
change for students.
Hamalik (2008) states three factors that influence the success of a
curriculum implementation, namely the support of the principal, the
support of fellow teachers, and internal support in the classroom. Of
these factors, the teacher is the main determining factor in the
success of curriculum implementation, because it is the teacher who
acts as the main implementer in learning, namely as a learning
manager in the classroom.
Teachers as good learning managers in the learning process must of
course have high creativity in managing their classes, one of which is
in the selection and use of media and learning resources for the
benefit of the learning process. Many people assume that to provide
media and learning resources requires high costs and is difficult to
obtain. In fact, armed with creativity, teachers can create and
provide learning resources that are simple and inexpensive. For
example, how teachers and students can use used materials. Used
materials, which are widely scattered in schools and homes, such as
paper, toys, wrapping boxes, used packaging often escape our
attention. With a touch of creativity, used materials that are usually
thrown away for free can be modified and recycled into valuable
learning media and resources
. Likewise, in utilizing the environment as a source of learning, it is
not necessary to have to go far at an expensive cost, the environment
adjacent to schools and homes can also be optimized to become a
learning resource that is very valuable for students’ learning
interests. Not a few schools in us that have a yard or yard that is
quite large, but its existence is often neglected and neglected. If only
these lands are optimized, it is not impossible that they will become
a very valuable learning media or learning resource.
Furthermore, Rusman (2008) suggests that in order to be able to
empower media and learning resources effectively and efficiently in
learning, it is impossible for teachers to implement them
individually. Functional collaboration with other education
personnel, both in the school environment and with various
potential resources in the school environment will greatly help
improve the quality of the learning process. To be able to realize this
collaboration, it is necessary to have initiatives and coordination
programmed institutionally and become the authority and
responsibility of the principal, because basically implementing the
curriculum or learning requires the commitment of all parties
involved, and is supported by the professional ability of the teacher
as one of the curriculum implementers and learning managers. .
CLOSING. CONCLUSION By paying attention to the definition
stated above, it can be concluded that what is meant by learning
media in general are all teaching tools used to assist teachers in
delivering subject matter to students in the teaching and learning
process so as to facilitate the achievement of learning objectives that
have been formulated. Learning media in schools used for the
following purposes :
1 . Provide convenience for students to better understand certain
concepts, principles, and skills by using the most appropriate media
according to the nature of teaching materials.
2 . Provide a different and varied learning experience so that it
stimulates the interest and motivation of students to learn.
3 . Cultivate certain attitudes and skills in technology because
students are interested in using or operating certain media.
4 . Creating a learning situation that students cannot forget.
5 . Clarify learning information or messages.
6 . Improving the quality of teaching and learning.
In using learning media in the classroom, a teacher must
understand well the principles of choosing learning media:
1) Choosing media must be based on the teaching objectives to be
delivered. 2) Selecting media must be adjusted to the level of
development of students. 3) Selecting media must be adjusted with
the ability of the teacher both in its procurement and use. 4)
Selecting media must be adjusted to the right time, place and
situation.
Selecting media must understand the characteristics of the media
itself B. SUGGESTIONS AND CRITICISM
With the media as a source of learning, there needs to be an
extension given to all education/learning personnel which if this is
fulfilled , an advanced generation will be born. learning.
same as with other learning media. The only difference is that the use of media and the way of
learning must be more interesting and make students more comfortable in learning.
Understanding learning media itself is something that is used to help channel information from
the sender to the recipient. So that it will make students more sensitive in thinking, feeling, and
can prioritize their interests and attention in the learning process that occurs. For early childhood
, a different way of learning is needed, because the child needs a concrete way of thinking in
order to accept the learning.
The principle of kindergarten learning media uses a reality that actually occurs, so that the child
can learn with real things. And of course in the learning process using real media. Child
usia dini selalu aktif dalam setiap situasi, tidak heran jika banyak guru yang akhirnya tidak kuat
untuk mengajar kepada anak tersebut. Aktifnya seorang anak memang terjadi pada saat usia di
bawah lima tahun hingga kelas enam SD. Dan akan berakhir ketika lulus sekolah menengah.
Manfaat yang didapatkan jika menggunakan media didalam pembelajaran adalah sang murid
akan mendapatkan informasi yang jelas dan nyata, karena lebih kepada benda dan bukan katakata saja yang disampaikan. Kemudian akan meningkatkan keaktifan seorang siswa divdalam
proses belajar, contohnya anak tersebut dapat menjawab pertanyaan dengan tegas dan berani
untuk tampil di depan kelas. Hal yang paling penting dalam penggunaan media adalah,
menjadikan siswa lebih berinteaksi langsung dengan lingkungan atau siswa lainnya, jadi akan
lebih sosial dalam pergaulan. Dan terakhir akan membuat sang anak lebih gairah dalam belajar.
Keterampilan dan kecerdasan anak dapat disalurkan dengan baik jika diarahkan dengan baik
pula. Contoh media pembelajaran TK adalah menggambar sesuatu yang ia sukai dan jika sudah
selesai akan diberi nilai. Media yang digunakan bisa menggunakan keadalan alam, atau
lingkungan sekitar. Contoh lainnya dengan selalu mengajarkan murid menggunakan nyanyian.
Selain dapat diserap dengan cepat, nyanyian akan membuat suasana kelas lebih nyaman dan
senang, anak-anak tidak akan bosan untuk belajar.
Suggestions for all parties, use this media as well as possible to build
this beloved nation.
REFERENCES
Hamalik, Oemar, Prof. Dr. (2007). Curriculum Implementation,
Bandung: Integrated Al-Madani Foundation. Hamalik, Oemar,
Prof. Dr. (2008). Fundamentals of Curriculum Development,
Bandung: PT. Rosdakarya Youth. Munir. (2008). Information and
Communication Technology based curriculum, Bandung: CV.
Alfabeta, Sanjaya, Vienna. (2008).
Learning System Planning and Design
, Jakarta: Kencana Prenada Media Group. Rusman. (2008).
Curriculum Management, Jakarta: Rajawali Press. Sudrajat,
Akhmad. (2008).
Learning Resources to Make Student Learning Effective.
[ online ]. Available: http://
akhmadsudrajat.wordpress.com /2008/04/15/source-learning-toeffectively-pembelajaran-siswa/. [Date accessed: January 14, 2009]
Sudrajat, Akhmad. (2008).
Instructional Media.
[ online ]. Available: http://
akhmadsudrajat.wordpress.com/2008/01/12/media-pembelajaran/.
[Date accessed: January 14, 2009]
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