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Regional development in the research of R amp D Research and Development is one area that has several stages in the planning process of a product The term R amp D work research and development work indicates that there are at least two processes that occur at the same time practice both explored and developed Postholm amp Moen 2011
Journal of Education and Practice www iiste org,ISSN 2222 1735 Paper ISSN 2222 288X Online. Vol 8 No 6 2017, course prepares students to be able to manage learning from the planning implementation and evaluation. especially in children with special needs, We don t doubt that teachers are always trying to develop their own practice but it is difficult to claim. that these development processes based on focused practice have been studied systematically A systematic. approach means that the researcher s insight menurut Postholm and Tiller in Postholm Moen 2011 is. focused on activities in practice and it is insight that represents the systematic part of the work The teacher is a. professional job that requires four competencies namely 1 The ability of professionals 2 Ability pedagogical. 3 social skills and 4 personal ability With the competence that teachers will do the best for students and for. Teachers can formulate a research question like this without any input from researchers However. whether this research question is created incooperation with researchers or by teachers working on their own our. experience indicates that it must be created from below and from within Postholm Moen 2011. Professional teachers are able to develop the ability to teach a pleasant and qualified motivated and. ensure students can learn and every time learning, Traditional learning is an activity occurring at the classroom where teachers deliver learning material to. students Because of dependence on teachers students should attend in every learning process and can t access. learning material anytime and anywhere Astra Nasbey Nugraha 2015. All requires earnestness and sincerity are part and effective teaching Another capability that is the. reflection allows us to learn and experience Reflection allows teachers to describe and think about what they are. doing know in advance the way out issues of class and professional experience continuous and personal. development Research to advise that the Reflection associated with effective teaching especially in the habit of. teaching classroom management and teacher expectations In general this course is a micro teaching activities. naturally implemented gradually With the emergence of digital technologies technology has become an. indispensible part of educators and students live changing the way teachers and students interact and learn in a. technology rich environment Baran Chuang Thompson 2010. Students had fairly high expectations that they would benefit from digital media learning going into. these courses with 68 reporting strong or very strong agreement for expectation of a positive learning. experience At the end of the course 58 reported that media used in the courses positively affected their. learning experience Tabor S W and Minch R P 2013, In Research Research and Development using the method of observation interviews and documentation. 2 1 Evaluation and Revision Model, Early trials small classes audio visual learning model field project program based SEL evaluated by a friend. of one class and observer, The focus of the evaluation include 1 content 2 instructional design Revised product the main. program This revision will be conducted in accordance with the input or correction of the evaluation results. 2 2 R D Developed Model, Model studies Research and Development Borg and Gall in 1998 There are three stages introduction. development and implementation Regional development in the research of R D Research and Development. is one area that has several stages in the planning process of a product. The term R D work research and development work indicates that there are at least two processes. that occur at the same time practice both explored and developed Postholm Moen 2011. According to Clarence Schauer defining an instructional development planning is common sense to. identify learning problems and seek solution by using a plan for the implementation evaluation testing. feedback and the result Suparman 2011, In the area of research and development are complex relationship between the use of technology and. theory that encourages both the design of the message and its learning strategy Seels Richey that regional. development can be explained by the presence of a message that is driven by the contents b learning strategy. that is driven by the theory c the physical manifestations of technology hardware software and learning. materials Seels 2000, Regional development in technology education rooted in media production and can be organized into. four categories Seels 2000, 1 The development of printing technology 2 audio visual technology is a way of producing and. delivering the material using mechanical equipment and electronic messages to present audio and visual 3. Development of computer based technology means producing and delivering materials by using a device that. originates in the microprocessor 4 Integrated Development of integrated technology is a way to produce and. Journal of Education and Practice www iiste org,ISSN 2222 1735 Paper ISSN 2222 288X Online. Vol 8 No 6 2017, deliver materials by combining several types of computer controlled media. Research and development is a systematic effort to make or create a program or system that is expected. to achieve the learning objectives and the end result of a process of developing a product. 2 3 Development of Teaching Ability, The ability to analyze the curriculum determining the theme of learning formulate conformity between the. standards of competence and basic capabilities and indicators and learning target to select and organize the. material determine methods or learning strategies learning resources media props learning preparing the. assessment classroom management to allocate time designing lesson plans designing instructional materials. and conduct peer teaching, That is it can t replace the teacher because it can only teach things which is recorded on and this. makes the learning foreign language attractive It is certain that the teacher s as effective as the video film in. teaching through video because he is the only person who enables learners to comprehend what they watch and. hear by using some of the communicative techniques The teacher can be a controller an assessor on organiser a. prompter and a participant as well AKIR 2006, Microteaching is practicing and applying the appropriate teaching skills In this unit there are four. microteaching lesson that is expected to help implement and refine the capabilities and attributes of the. professional educators Microteaching implemented in phases The first focuse on how well you convey the. attributes that professionals about effective teachers planning use and evaluate the lessons in question within a. lesson is short and brief provide clear instructions to the students to ideas or concepts in a way that can be easily. understood by them, Reflective teaching in practice to make more prudent implementation Teaching is an experience that. condition with happines shock frustration and pleasure The use of reflective subjects each contain a reflective. teaching objectives the resources you need to find a target and a description of how to measure student learning. and satisfaction A teacher is person change with the responbility of helping other to learn and to behave in. diffrent ways That s why teachers are professional jobs that require special skills results of the educational. process conducted by teacher colleges, Table 1 Instrument Evaluation Practices Peer Teaching Learning. No Criteria Based on,1 Phase Pre a Asking the student presence absence. Instructional b Asking earlier material appersepsi. c Giving students the opportunity to ask about the subject matter that has not been. d Repeat the material that was previously, 2 Phase a Explaining the purpose of teaching to be achieved by students. Instructional b Explain the subject matter to be discussed. c Discussing the subject that has been written, d Give concrete examples questions tasks on each subject material covered. e Using tools media instruction to clarify the discussion on any subject matter. f Summing up the results of the discussion of all the subject matter. 3 Evaluation and a Asking questions about all aspects of the subject matter covered. follow up Phase b Repeating a lesson that can not be answered. c Giving assignment PR to enrich the knowledge, d Notice that the subject will be discussed in the next lesson. Source Instruments Research Subjects CPT by Nana Sudjana in Suryosubroto 2002 36 37. Stage Learning Process in higher education includes learning that occurs in a person who is learning. progresses through six stages namely 1 motivation 2 attention to the lesson 3 accept and remember 4. reproduction 5 generalization and 6 carry out the task of learning and feedback Suprijanto 2005 40. Learning for students already lead to adults learner Characteristics of learning that distinguishes. between student learning and the student can be considered from the characteristics of adult learners among. others 1 allow the emergence of exchange of opinions demands and values 2 allowing occur mutual. communication 3 learning environment expected the atmosphere that s fun and challenging 4 prioritize the. role of learners 5 adults will learn if his opinion is respected 6 of adult learning is unique 7 the need for. mutual trust between the mentor and the learner 8 adults generally have different opinions 9 adults have. intelligence that is diverse 10 the possibility of a variety of learning styles 11 adults learn to know the pros. and cons 12 the orientation of adult learning centered on life real and 13 the motivation comes from himself. Direct Instruction is knowledge about how someone did something The method used in this model is. the more dominant FAQ methods methods Lectures and others This model should be packed involve. Journal of Education and Practice www iiste org,ISSN 2222 1735 Paper ISSN 2222 288X Online. Vol 8 No 6 2017,multidirectional interaction, Problem Based Instruction is a method taught by the fact that the developing or under the existing. problems would follow the discussion and problem solving. Theoretical studies on model CPT Audio Visual, PKM Learning Approach basically a type of learning management and development conducted on the above. learning opinian component is essentially how to manage and develop a learning component in a design that is. planned by watching the actual condition of the supporting elements in the implementation of learning to be. Table 2 Standard Design of Model Competence Practice Teaching CPT used Audio Visual. No Study Materials Needed, 1 Development of observation instruments to school with special needs Literatur. 2 Development of observation instruments to school with special needs Literatur Observation. 3 Development of raw instrument Literatur Observation. 4 Observations to special needs schools Observation. 5 Implementation of appropriate observation and interview studies assess Observation. appropriate case studies discussions preparatory teaching practice with the. team of researchers, 6 Learning model development CPT conceptually Literatur review. 7 Evaluation Lecture of CPT Instrument Evaluation,Teaching Children with Special Needs. Specific learning disability doesn t include learning problems that are primarily the result of visual hearing or. motor disabilities of mental retardation of emotional disturbance or of environmental cultural or economic. disadvantage Gr nke Cavendish 2016, Teaching children with special needs are closely related to the assessment or monitoring before. determining the appropriate learning for the child Every child with special needs have different characteristics. even though they have similar shortcomings Learning disabilities result from impairments in one or more. processes related to perceiving thinking remembering or learning These include but are not limited to. language processing phonological processing visual spatial processing processing speed memory and. attention and executive functions e g planning and decisionmaking Calder 2016. For success individuals with learning disabilities require early identification and timely specialized. assessments and interventions involving home school community and workplace settings The interventions. need to be appropriate for each individual s learning disability subtype and at a minimum include the provision. of specific skill instruction accommodations compensatory strategies and self advocacy skills. Official definition of learning disabilities Adopted by the Learning Disabilities Association of Canada. January 30 2002 and Re Endorsed on March 2 2015 Calder 2016. 4 Discusscion,4 1 Prosedure Use of Audio Visual Media. Any software or collection of software components that authors can use to create or modify multimedia content. for use by other people is a multimedia authoring tools Sethi 2005 Babiker 2015. Audio visual media that contain messages in auditory form that can stimulate the mind feelings. concerns and the ability of students to study teaching materials. The declared video outcome categories are divided into two styles the outcomes that can be described. in terms of specific learning objectives and the outcomes achievable with video usage that address Winslett. Audio visual media is the media used to help with not only listened but can be seen visually Students. interested and motivated to learn the material more The audio visual media is the media contain messages in. auditory form that can only be heard and be able to create for the listener s imagination Media that projected. can be still images still pictures and moving images motion picture can provide a snapshot of every activity. that were photographed, The images were meant to be eye catching the sight of students socially engaged serves both an. emotive and pragmatic function The images were coloured centrally framed and designed to enhance. inspiration and dedication to the website Films and pods were also available through links on the website. representing academic work in other modes moving images and speech berg St hle Engdahl Knutes. Nyqvist 2016,Journal of Education and Practice www iiste org. ISSN 2222 1735 Paper ISSN 2222 288X Online,Vol 8 No 6 2017. 4 2 Learning Audio visual as a Self Reflection, In the process of learning to improve themselves in the practice of CPT then later aired video footage to be. evaluated friend of one class of each learner then they watched their videos back Competence Practice Teaching. CPT after that they did Self Reflection to correct deficiencies in peer teaching. Table 3 Design Development Model CPT Audio Visual Large Classes. No Stage Instrumen Needed,1 analysis Introduction, PKM module created for the implementation of this learning analysis Empirical. activity during conventional means in learning activities is still Introduction Database. common the lack of media support learning It required a learning Library Database. innovation with the help of audio visual media and the need for. self reflection to assess the participants ability CPT. 2 Discussion Competence Practice Teaching CPT, At the beginning of learning activity of CPT needed introduction Instrument of CPT participants. CPT discussion of learning materials and manufacture of Teaching Field. instrument observations interviews assessment and assessment Learning Observations. evaluation,3 Competence Practice Teaching practice. Peer teaching practice with the camera recorded Instrument Audio Visual. Evaluation Media,4 Evaluation at Class, Video recordings peer teaching practices rotated and displayed for Video capture Audio Visual. evaluation and improvement then the results of the final evaluation procedures Media. obtain satisfactory value,5 The Observer, Observer team composed of 2 experts in accordance with the study Instrument Audio Visual. of duty to observe and assess Evaluation Media,6 Self Reflection. Video footage taken of each learner then they watched the video Reflection Audio Visual. again at home Media, 1 Chapter 1 Teacher Professionalism Disabilities School Competence. 2 Chapter 2 Ability to Teach Teachers Disabilities School Design Modul Competence. 3 Chapter 3 Teaching Skills Teachers Disabilities School Competence. 4 Chapter 4 Development of audio visual needed Competence Audio Visual. Practice Teaching, 4 3 The Process of Develop Model of Competence Practice Teaching. Analysis Introduction process of develop model Competence Practice Teaching CPT module created for the. implementation of this learning activity during conventional means in learning activities is still common the. lack of media support learning It required a learning innovation with the help of audio visual media and the. need for self reflection to assess the participants ability Competence Practice Teaching. Discussion Competence Practice Teaching at the beginning of learning activity of CPT needed. introduction CPT discussion of learning materials and manufacture of instrument observations interviews. assessment and assessment evaluation, PKM practice Peer teaching practice with the camera recorded using hidden action cam. Evaluation at class Video recordings peer teaching practices rotated and displayed for evaluation and. improvement then the results of the final evaluation obtain satisfactory value. The Observer Observer have a team composed of 2 experts in accordance with the study of duty to. observe and assess, Self Reflection Video footage taken of each learner then they watched the video again at home. Journal of Education and Practice www iiste org,ISSN 2222 1735 Paper ISSN 2222 288X Online. Vol 8 No 6 2017, Figure 1 Development model of Competence Practice Teaching. 4 4 Contents of the module, First phase Analysis Introduction PKM module created for the implementation of this learning activity during. conventional means in learning activities is still common the lack of media support learning It required a. learning innovation with the help of audio visual media and the need for self reflection to assess the participants. ability PKM, Second Phase Discussion PKM At the beginning of learning activity of PKM needed introduction. PKM discussion of learning materials and manufacture of instrument observations interviews assessment and. assessment evaluation, Trird phase PKM practice Peer teaching practice with the camera recorded. Fourth Phase Evaluation at class Video recordings peer teaching practices rotated and displayed for. evaluation and improvement then the results of the final evaluation obtain satisfactory value. Five Phase The Observer Observer team composed of 2 experts in accordance with the study of duty. to observe and assess, Six Phase Self Reflection Video footage taken of each learner then they watched the video again at. Seven Phase Modul with 4 chapter inside Chapter 1 Teacher Professionalism SLB Chapter 2 Ability. to Teach Teachers SLB Chapter 3 Teaching Skills Teachers SLB Chapter 4 Development of audio visual. needed PKM,5 Conclusion, Based on the research that the development of teaching competence coaching model using media Audio Visual. conceptually formulated and available used Preliminary results showed that the competence to teach students. using the conventional PKM module is still low especially in the ability to assess assessment Furthermore the. study continued to make a coaching module teaching competencies based on Audio Visual The results of this. study suggested 1 Learning PKM using audio visual media to allow students to identify the weaknesses and. strengths 2 In the practice of teaching and can improve Develop learning modules Teaching Competency. Journal of Education and Practice www iiste org,ISSN 2222 1735 Paper ISSN 2222 288X Online. Vol 8 No 6 2017,Development CPT,References, Postholm M Moen T 2011 Communities of development A new model for R D work Journal of. Educational Change 12 4 385 401 doi 10 1007 s10833 010 9150 x. AKIR I 2006 The Use Of Video As An Audio Visual Material In Foreign Language Teaching Classroom. Journal Of Distance Education TOJDE October 5 4 Article 9 67 72. Babiker M A B 2015 For Effective Use of Multimedia in Education Teachers Must Develop their Own. Educational Multimedia Applications Journal Of Distance Education TOJDE October 14 4 62 68. berg E S St hle Y Engdahl I Knutes Nyqvist H 2016 Designing a Website to Support Students. Academic Writing Process Journal Of Distance Education TOJDE January 15 1 33 42. Tabor S W Minch R P 2013 Student Adoption Development of Digital Learning Media Action. Research and Recommended Practices Journal of Information Technology Education 12203 223. Winslett G 2014 What counts as educational video Working toward best practice alignment between video. production approaches and outcomes Australasian Journal of Educational Technology 30 5 487. Astra I M Nasbey H Nugraha A 2015 Development of an Android Application in the Form of a. Simulation Lab as Learning Media for Senior High School Students Eurasia Journal Of Mathematics. Science Technology Education 11 5 1081 1088 doi 10 12973 eurasia 2015 1376a. Calder Stegemann K 2016 Learning Disabilities in Canada Learning Disabilities A Contemporary Journal. 14 1 53 62, Gr nke M Morrison Cavendish W 2016 Learning Disabilities around the Globe Making Sense of the. Heterogeneity of the Different Viewpoints Learning Disabilities A Contemporary Journal 14 1 1. Seels Barbara B dan Rita C Richey Teknologi Pembelajaran Definisi dan Kawasannya Terjemahan Dewi. S Prawiradilaga Raphae Jakarta UNJ 2000, Suprijanto Pendidikan Orang Dewasa Dari Teori Hingga Aplikasi Jakarta Penerbit Bumi Aksara 2005. Iqbal M Hasan Pokok Pokok Materi Metodologi Penelitian dan Aplikasinya Penerbit Ghalia Indonesia. Jakarta 2002, Tri Sediyani M 82 SM 80 F 82 Born in Lamongan 8 february 1955 the Graduate Program Department of. Education at the Jakarta State University in 1979 then went on Master Programs Early Childhood Education in. the Graduate Program State University of Jakarta in 2010 Lecturer Department of Special Education State. University of Jakarta the post of Associate Professor Began teaching at the University since 1980 until now is. active as Chairman of the Special Education Laboratory in collaboration with the Hospital that is handling the. development of the child, Yufiarti M 96 SM 86 F 96 Born in Jakarta on February 17 1964 1991 completed the Master of Education. Educational Psychology later in 1996 Education Doctorate of Education at the Jakarta State University and earn. a degree in the field of Educational Psychology Professor State University of Jakarta Currently a lecturer at the. Graduate Program Study Program Early Childhood Education in addition to actively teaching active also in the. field of education and in the Association of Educational Psychology. Eko Hadi Prayitno M 2011 SM 2014 F 2012 Born in Jakarta October 16 1981 Completed undergraduate. program majoring in Fine Arts Education in 2006 and then went on the Master program in Educational. Technology Department State University of Jakarta in 2011 and the current members of the Association of. Indonesian Education Technology Expert Multimedia active as a lecturer in the Department of Information. Technology at the Polytechnic LP3I Jakarta Some community service activities conducted to enhance the.