According to Arsyad (2003), in teaching and learning activities using the media said the teaching was replaced by terms such as tool of view heard, teaching materials, communication of view heard, educational teaching aids of view, educational technology, teaching aids, and explanatory media.
But some of the terms of the educational media have limitations therein include: (1) educational media has a physical sense that is known as the hardware, (2) educational media that have non-physical sense, known as soflware, (3) emphasis on the visual and educational media audio, (4) educational media have understanding aids in the learning process both inside and outside the classroom, educational media used in the context of communication and interaction between teachers and students in the learning process.
The following will be explained about, (a) the characteristics of educational media, (b) the benefits and functions of educational media, and (c) visual-based media (the teaching of media). The following explanation:
1. Characteristics of Media Education
According to Gerlach & Ely (1971), there are three characteristics of the media which is a clue why the media is used and what can be done by the media that teachers may not be able to do so. The characteristics include: (a) the characteristics fixative, (b) manipulative traits, and (c) distributive characteristics.
a. Feature fixative (Fixative Property)
These characteristics are developing the ability of media to record, store, preserve, and reconstruct an event or object. With the characteristics of this fixative, the media allows a recording events or objects that occur in a certain time to be transported without knowing the time.
These characteristics are very important for teachers because the events have been recorded with the existing media formats can be used at any time. Similarly, student activities can be recorded for later analyzed and criticized by fellow students either individually or group.
b. Manipulative traits (Manipulative Property)
Transformation of an event or object was possible because the media has a manipulative traits. The incident, which took several days, can be presented to students within two or three minutes with the media-making techniques of teaching time-lapse recording.
Media capabilities of the characteristics of manipulative require earnest attention because in case of an error in setting back the sequence of events or cutting the wrong parts, there will be also an error of interpretation which of course will be confusing and even misleading, so can change their attitude towards the undesirable.
c. Distributive characteristics (Distributive Property)
This characteristic allows an object or event to be transported through space, these events are presented simultaneously to a large number of students to experience the same relative stimulus of events.
Once the information recorded in any media format, information can be reproduced several times and ready to be used simultaneously in different places or used repeatedly in one place.
2. How to Choose Media teaching?
Some media selection criteria derived from the concept that the media is part of the overall instructional system. For that there are several criteria that should be considered in selecting media. Among them:
a. In accordance with the objectives to be achieved.
Media are selected based on instructional goals have been established which generally refers to one or a combination of two or three domains of cognitive, affective, and psychomotor. This goal can be mediated pengajarankan in the form of work to be done or performed by students, such as memorizing, doing activities that involve physical activity or the use of principles such as cause and effect, performing a task that involves understanding the concepts or relationships change, and tasks that involve thinking at higher levels.
b. Appropriate to support the contents of the lessons that nature facts, concepts, principles, or generalizations.
Different media, such as films and graphic symbols and codes that require different, and therefore require different mental skills and to understand them. In order to assist the learning process effectively, the media must be aligned and fit with the task of learning and mental abilities of students. Television, for example, just to demonstrate the processes and transformations that require the manipulation of space and time.
c. Practical, flexible, and enduring.
If not available time, funding or other resources to produce, does not need imposed. Media is expensive and time consuming to produce it is not guaranteed as the best medium. These criteria guided the teachers / instructors to select existing media, easily obtained, or easily made by teachers. Preferred media should be used wherever and whenever with the equipment available in the surroundings, and be easily moved and taken anywhere.
d. Skilled teachers to use them.
This is one of the main criteria. Whatever the media, teachers must be able to use them in the learning process. Values and benefits so the media is determined by the teacher who uses it. Transparency projector (OHP), slide and film projectors, computers and other sophisticated equipment will not have any meaning if teachers can not use them in the learning process ssebagai efforts to enhance quality and learning outcomes.
e. Grouping targets.
Effective media for large groups may not be as effective if used in small groups or individuals. There is an excellent medium for this type of large groups, groups of medium, small groups and individuals.
f. Technical Specification.
The development of good visual teaching media and photograph must meet certain technical requirements. For example, visually on a slide should be clear and to be conveyed should not be disturbed by other elements which form the background.
3. Media Education Benefits and Functions
Educational media used in teaching and learning activities have the benefits and functions in achieving optimal learning outcomes. The benefits and functions of teaching media can be explained as follows:
a. Media Education Benefits
According Sudjana & Rival (1992), some benefits of teaching media in the process of student learning. Among them, (1) teaching will attract more students so that they can motivate learning, (2) teaching materials will be more clear meaning in order to be more understood by students and enable it to master and achieve the objectives of teaching, (3) the method will be more varied, not only eye-verbal communication through the narrative of words by the teacher, so students are not bored and the teachers do not run out of steam, especially if teachers teach in each lesson, and (4) students can be more engaged in learning because teachers do not just listen to the description, but also other activities such as observing, doing, demonstrate, portray, and so forth.
Similar opinions are given by the Encyclopedia of 'Educational Research, quoted by Hamalik (1994), detailing the benefits of educational media. Among them, (a) laid the concrete foundations for thinking, therefore reducing the verbal, (2) expand students' attention, (3) lay the groundwork necessary for the development of learning, therefore making the lessons more stable, (4 ) provides real-life experience that can grow their own business activities among students, (5) foster an orderly and thoughts constantly, especially through the medium of teaching life, (6) helps the growing understanding that can help the development of language skills, and (7) provide experience which is not easily obtained in other ways, and helps the efficiency and the performance is more in learning.
From some of these opinions, it can be concluded that the benefits from the use of teaching media in teaching and learning are as follows:
1) Media presentation and teaching can clarify the information so it can expedite and improve the processes and learning outcomes.
2) Media can enhance teaching and directing children's attention so that it can cause learning motivation, a more direct interaction between students and their environment, and allows students to study independently in accordance with the abilities and interests.
3) Media teaching can overcome the limitations of the senses, space and time: (a) the object or objects too large display, it can be replaced with the media, teaching, slides, and models, (b) the object or objects that are too small can be displayed with the teaching of media, slides , and models, (c) events that have taken place in the past can be shown via video recordings, slides as well as verbally, (d) a complex object can be displayed in a concrete way through the medium of instruction, slides, etc., (e) the events that can harm can be simulated by computer media, and (f) natural events can be presented through films, videos, slides and so forth.
4) Media to provide similar instruction to the student experience of the events in their environment.
b. Function Media Education
According to Kemp & Dayton (1985), teaching media can fulfill three main functions of the media when it is used for individuals, groups, or groups to a substantial amount, namely (a) motivating interest and action, (b) provide information, and (c) give instructions .
To fulfill the function of motivation, the media can be realized with the technique of teaching drama or entertainment. The expected result is the birth of interests and stimulate the students to act. Achieving this goal will affect the attitudes, values and emotions.
Information purposes, meaning that teaching media can be used in order to present the information in front of a group of students. This presentation can also shape entertainment, drama, or motivational techniques. Participation is expected of students is limited to approval or disapproval them mentally, and vice versa.
Media serves as a medium of instruction, where the information contained in such media must involve students both from the mind or mental or tangible form of activity so that learning can occur. In addition to fun, media, teaching must be able to provide an enjoyable experience and to meet the individual needs of students.
4. Media-Based Visual
Visualization of messages, information or concepts to be conveyed to students can be developed in various forms. One of them is in the form of teaching media. If the observed object lesson in the form of teaching media, will find ideas for designing visual materials pertaining to the arrangement of visual elements that will be displayed. Order of the elements that should be an interesting visual display and can be clearly understood, and attracted the attention thus able to convey the message desired by the user.
There are some things that should be considered in the planning process visualisaisi teaching media, among others, (a) simplicity, (b) alignment, (c) suppression, and (d) balance.
a. Simplicity
Submission of the teaching of visual media, should be easier for students to understand the purpose and content contained in these visuals. Form of brief sentences, but solid and clear, and easy to understand.
b. Alignment
Alignment refers to the relationship between the visual elements were observed. These elements should be interrelated and unified as a whole so that visually it is a comprehensive form that can be known and may help understanding the message and the information it contains.
c. Suppression
Although the visual presentation is designed as simple as possible, often presented the concept to require an emphasis on one element that will become the center of attention of students. Using size, relationship, perspective, color, or space can be given emphasis to the most important element.
d. Balance.
Shape and pattern selected should occupy the delivery room to give the perception of balance, although not entirely symmetrical.
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