The Improvement of Learning Quality by Multimedia
KARYA TULI S
TH E I M PROVEM EN T OF LEARN I N G QUALI TY
BY M ULTI M ED I A
OLEH :
D I AN A SOFI A H , SP, M P
NI P 132231813
FAKULTAS PERTAN I AN
UN I VERSI TAS SUM ATERA UTARA
2007
1
Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
USU Repository c 2007
KATA PEN GAN TAR
Syukur Alham dulillah, kam i panj at kan kehadlirat Allah SWT yang t elah
m em berikan rahm at dan karunia- Nya, sehingga penulis dapat m enyelesaikan
karya t ulis ini.
Karya t ulis yang berj udul : THE I MPROVEMENT OF LEARNI NG QUALI TY BY
MULTI MEDI A.
Sem oga karya t ulis ini berm anfaat bagi sem ua pihak yang m em erlukan.
Krit ik dan saran unt uk penyem purnaan karya t ulis ini sangat penulis harapkan.
Medan, Juli 2007
Penulis
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Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
USU Repository c 2007
D AFTAR I SI
Kat a Pengant ar ................................................................... ............. i
Daft ar I si ........................................................................... ............. ii
I nt roduct ion ....................................................................... ............. 1
Form ulat ion of Problem s ...................................................... ............. 2
I nt egrat ed of Qualit y Managem ent ......................................... ............. 2
Learning and Learning Process .............................................. ............. 3
Media of Learning ................................................................ ............. 5
Com put er Based Media ....................................................... ............. 6
Conclusion ......................................................................... ............. 8
Bibliography
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Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
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I . I N TROD UCTI ON
Lect urers should const ant ly be chalenged wit h asks t hat refer t o skill and
knowledge j ust beyond t hier current level of m ast ery. This will capt ure t heir
m ot ivat ion and build on previous successes in order t o enhance t he confidence of
learner ( Rogers, 2003) . The inst ruct ion is good only when it proceeds ahead of
developm ent . Then it awakens and rouses t o life an ent ire set of funct ions which
are in t he st age of m at uring. I t is in t his way t hat inst ruct ion plays an ext rem ely
im port ant role in developm ent .
I t is im port ant t o achieve t he right balance bet ween t he degree of st ruct ur
and flexibilit y t hat is built int o t he learning process. A lect urer should st ruct ure
t he leaning experiance j ust enough t o m ake sure t hat t he st udent s get clear
guidance and param et ers wit hin which t o achieve t he learnign obj ect ives. The
learning experience should be open and free enough t o allow for t he learners t o
discover, enj oy, int eract and arrive at t heir own, socially verified version t rut h.
The st rat egy and m et hod learning of t his subj ect is done at learning
process t hat is each of m eet ing t he lect urer give t he t opic m at erial t o st udent s
which is t hen cont inued by t he discussion. Discussion can be in t he form of
quest ion and brain- st orm ing of st udent and lect urer assist t he debat e and t ry t o
ident ify his resolving alt ernat ive. I f in lect uring of unclear, t he st udent regarding
t he t opic given and st udent can enquire and lect urer can explain again in
regarding t he t opic.
At m eet ing t o 5 t h and also m eet ing t o 10
th
, lect urer will
P
P
P
P
perform t he evaluat ion in t he form of quiz.
Learning process in som e cases not yet grat ified. The problem t hat a
lect urer is
t he part icipat ion of st udent t o learning act ivit y st ill lower alt hough
perform ed
by t he discussion. St rat egy of is forwarding of it em s by using t he
convent ional m edia, not yet im proved t he st udent part icipat ion in learning
act ivit y. Hereinaft er, st udent st ill difficult y t o com prehend in lect uring it em s and
happened m isunderst anding. This m at t er show t he exist ence of difference
bet ween what is going on do and what did expect ed.
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Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
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Media t hat is as a m eans of assist t he t eaching never
m iss t o be
discussed as t he shares ought t o use by t eacher in learning process. I n fact , it is
frequent ly uncared in learning process by various reasons.
Benny A.P. and Dewi P.P. ( 2005) said t hat t he t echnology rapidly grow
t hese days, exploit ing of com put er in course of st udy don't can only be used
st and alone but can is also exploit ed in net work. Com put er net work have enabled
t he process learn t o broader, m ore int eract ive and m ore flexible. St udent can do
t he learning process wit hout lim it ed by t he t im e and space fact or, m ean if
available net work facilit y, st udent can do learning process j ust where and any
t im e.
Therefore researcher int erest t o im prove and develop t he qualit y of
learning process by using m ult im edia, so t hat t he st udent s will be able t o
com prehend t he lect uring it em s and forwarding of it em s expect ed can creat e t he
int erest ing learning process, please and m ot ivat e t he st udent .
I I . FORM ULATI ON OF PROBLEM
This review of background by exist ence of som e problem s:
1. Mat erials and inform at ion of t he subj ect cont ent is lim it ed
2. St udent part icipat ion in act ivit y of learning process st ill lower.
3. St rat egy of forwarding of it em s by using t he m edia in t his t im e not yet drawn
so t hat st udent part icipat ion is low
4. St udent
st ill
difficult
to
com prehend
bet t er
lect uring
t opic
and
m isunderst anding.
5.
The im port ance of effort s im prove t he t opic and st rat egy of forwarding of
lect uring so t hat act ivit y of int erest ing st udy and grat ify.
I I I . I N TEGRATED OF QUALI TY M AN AGEM EN T
I nt egrat ed of Qualit y Managem ent is
learning paradigm newly higher
educat ion m anagem ent , consist of t he accredit at ion, account abilit y, evaluat ion,
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aut onom ous and qualit y. Qualit y is as one paradigm t o be arranged cont inuously
and have cont inuat ion ( Pulungan, 2005) .
Pulungan ( 2005) please express t hat service user of higher educat ion
( pursuant t o im port ance and his part icipat ion) can be classified becom e service
user of educat ion of prim ary, secundary and t ert ier.
1. Service user of educat ion of prim ary is direct consum er and receiver of higher
educat ion service, what consist of t he st udent direct ly accept and use t he
higher educat ion service.
2. Service user of educat ion secondary is int erest ed part ies of service service
user of educat ion of prim ary be like old fellow, st udent , governm ent al,
societ y, inst it ut e and ot hers.
3. Service user of educat ion t ert ier is t he part accept and ut ilize t he graduat e
( out put ) higher educat ion.
One of t he effort t o get t he cert ifiable st udy Pulungan ( 2005) is t o t hrough
cert ifiable lect uring. cert ifiable lect uring is service curriculum highe educat ion.
Process lect uring direct ly ent angle t he st udent
t o part icipat e act ively. I n
cert ifiable lect uring , lect urer have t o creat e t he sit uat ion M- M ( win) , m ean all in
concerned in act ivit y of st udy feel t o like, t reat ed fair, paid at t ent ion and served
bet t er.
I V. LEARN I N G AN D LEARI N G PROCESS
Wibowo ( 2005) express t hat in course of st udy, lect urer dut y is as
planner, execut or and as assessor of efficacy learn t he st udent . All t he dut ies is
execut ed in t he effort t o assist t o learn t he st udent t o get t he knowledge,
deft ness and skill and also value and select ed at t it ude. So t hat st udent have t he
value and select ed at t it ude.
The st udent have t he at t it ude and value expect ed according t o Wibowo
( 2005) is as according t o t he at t it ude expect ed in m eaning as according t o t he
st andard applying t he public in com m unit y, lect urer m ust also execut e t he dut y
pursuant t o select ed et hics and m oral st andard.
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I n t his case, according t o I rawan ( 2005) a lect urer require various
inform at ion concerning som et hing t o be lect uring process t o be done walk in an
opt im al fashion. For exam ple a lect urer m em but hkan enough inform at ion
concerning st udent candidat e t o t each it , t hereby can det erm ine t he knowledge
early t he owned by t he st udent or m iscellaneous precisely.
Wibowo ( 2005) please express t hat st udy which is is good t o be needed t o
do by lect urers t o im prove t he st udy qualit y in college. Because som e cases m et
in course of st udy, for exam ple :
1. Lect urer in learning t he st udent less m ast ering t aught science area and or
t each
inappropriat e it em s t o his m em bership area, so t hat his im pact is
lect urer less providing opport unit y t o st udent s t o give t he inversion t o st udy
it em s which is is st udied. Besides, if ( t here are) any t he st udent raise t he
com m ent or quest ion t o sent t o it em s cont ent , answered t o em ot ionally.
Despit efully lect urer is also lim it opport unit y of st udent t o t he quest ioning wit h
his t im e reason is lim it ed, have [ used up/ finished] or assign t o discuss t he
problem asked t he wit h friend.
2. Lect urer in learning t he st udent is in realized and is not realized peep out t he
ut t erances debase abilit y of st udent , st udent , allude t o t he and t he like
st udent causing in ill part feeling lect urer, what affect inharm onious of lect urer
and st udent .
3. Lect urer can be assum ed m ort ify t he st udent , m om ent adm onish t he assum ed
st udent do t he collision, wit h t he language enough ossify. For exam ple
lect urer m om ent t each is t he st udent t alking wit h t he friend side him aloud, so
t hat lect urer adm onish t he t he st udent hardly.
4. Lect urer can be assum ed by t he low value of ot her science discipline, if
st udent fore part , he say t hat t he insignificant ot her science.
I nt erest
personal
t his
include
abilit y
of
respect ive
person
wit h
underst anding of t heirself, accept ance of t heirself, guidance of t heirself and
m at erializat ion of t heirself. I nt erest professional is various t he abilit y needed can
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realize t heirself as professional lect urer. Professional int erest cover t he expert ise
aspect or m em bership in t he field of it s ( Wibowo, 2005) .
Drost , Sj .J. ( 1999) t elt t hat professional qualit y shown by five, t hat is: ( 1)
desire t o always t o present t he behavior com e near t he ideal st andard, ( 2)
im prove and look aft er t he profession im age, ( 3) desire t o always t o pursue
opport unit y of developm ent of professional able t o im prove and im prove t he
knowledge qualit y and skill, ( 4) pursue t he profession aspirat ion and qualit y, and
( 5) have pride t o profession.
At t it ude in general cont ain t he elem ent s kognit ive, afect ive and t reat m ent
t o st ood by obj ect ( Prayit no and Erm an Am t i, 1999) . Elem ent kognit ive relat e t o
knowledge,
confidence,
underst anding,
considerat ion
and
idea
of
lect urer
concerning st udent realit y, environm ent al influence and st udy realit y.
V. M ED I A OF LEARN I N G
Media as a m eans of assist t he t eaching have never m issed t o be
discussed as t he shares ought t o be exploit ed by lect urer in course of lear ning,
but pract ically t his shares frequent ly uncared rill wit h various reason be like t he
lim it ed t im e t o m ake preparat ion t each, difficult look for t he correct m edia, cost
is
not available and ot her reason. The m ent ioned be in fact not necessarily
em erge, caused by m any m edia t ypes able t o be used, adapt ed for t he t im e
condit ion,
t he it em s and
finance subm it t ed.
Each
m edia t ype have t he
charact erist ic and abilit y in displaying inform at ion and m essage ( Kem p, 1985) . I n
inform at ion era in t his t im e, nat ural com m unicat ions t echnology m ushroom
growt h, specially com m unicat ions m edia. Affect from t his growt h can be felt by
educat ion world t hat is m ore and m ore of m edias pem eblaj aran t he availableness
and applicable t o subm it inform at ion of lect urer t o st udent or on t he cont rary (
Benny A.P. and Dewi P.P., 2005) .
Benny A.P. and Dewi P.P. ( 2005) please ex press t hat accuracy choose t he
m edia in st udy very depend on knowledge and experience of lect urer concerning
m edia m anner, st art from sim ple m edia shall sophist icat ed.
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VI . COM PUTER BASED M ED I A
Com put er is t hese days no longger represent t heir consum pt ion are
peripat et ic in t he field of act ivit y world or business, but is also exploit ed widely
by educat ion world. Hannafin and Peck ( 1998) com put er m edia pot ency able t o
be exploit ed t o im prove t he effect iveness process t he st udy for exam ple : a.
Enabling t he happening of direct int eract ion am ong st udy it em s and st udent s, b.
Process learn can t ake place individuallyly down alley learn t he st udent , c. Can
present t he visual audio elem ent t o im prove t he ent husiasm learn, d. Can give
t he feed back t o respond st udent im m ediat ely, and e. Can creat e t he pr ocess
learn chronically.
Heinrich et . al. ( 1996) t elling six applicat ion int eract ion form able t o in
designing a t he st udy m edia being based on t he com put er, in t he form of :
pract ice and pract ice ( drill and pract ice) , t ut orial gam e ( gam e) , sim ulat ion
( sim ulat ion) , t rouble- shoot ing and invent ion ( discovery) .
The program in form of drill and pract ice is gener ally used if st udent
assum ed have st udied t he concept , principal and procedure as st udy it em s.
I nt ent ion of t his program form is t rain efficiency and and skill. Hereinaft er Benny
A.P. and Dewi P.P. ( 2005) please express t hat form t he differ from present at ion
of com put er program is program t ut orial. This program present t he inform at ion
and knowledge in
select ed t opics followed wit h pract ice resolving of case and
problem . Gam e is always draw and please t o be followed, t hat way also t he
t hings of wit h t he is com put er program inform at ion gold in t he form of gam e.
Cont aining program gam e can give t he m ot ivat ion for st udent t o st udy t he
inform at ion in it . As for sim ulat ion program is st riving t o ent angle t he st udent in
t he problem looking like wit h sit uat ion t hat be in fact but wit hout real risk. I n
program in form of invent ion ( discovery) com put er program can display t he
problem t o be broken by st udent by t rial and error. Form t he differ from
displaying com put er int erakt if is problem solving or t rouble- shoot ing ( Benny A.P.
and Dewi P.P., 2005) .
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Growt h of rem arkable t echnology have been able t o realize nam ed m edia
form m ult i m edia. Mult i m edia is t he m edia t hat t he hardware and t he soft ware
being
based
on
to
use
com put er
t echnology.
Com put er
m ult i
m edia
is
com binat ion bet ween com put er t echnology wit h various good it em s source in t he
form
of t ext ,
pict ure,
present ed voice and graph
passing t he com put er
[ screen/ sail] ( Heinrich, 1996) .
Heinrich ( 1996) please express t hat conducive com put er t echnology,
configurat ion form t he present at ion in a m ult i m edia peep out t he different
nam ing for exam ple hyperm edia, video int eract ive, CD- ROM, digit al video
int eract ive and virt ual realit y.
Hyperm edia is com put er soft ware using t he t ext , graph, t he audio and
video each ot her relat ed/ relevant and connect ed in such a m anner so t hat t he
inform at ion can is easily used according t o desire user. Video int eract ive is one of
[ t he] form m ult i t he m edia all t he present ed video record int eract ively by using
com put er t echnology. CD- ROM is form ing disc which is have capacit ies t o m ore
t han 650 m egabyt es can saving various digit al inform at ion form be like : t ext ,
graph, anim at ion and phot o ( Heinrich, 1996) .
As for virt ual realit y is newest form usage of com put er t echnology in
conducive t hree dim ension his consum er part icipat e act ively. I n 5. I nt ernet and
Mult i Media Kit by t he t echnology rapidly, exploit ing of com put er in course of
st udy don't can only be used st andly alone but can is also exploit ed in a net work.
Com put er net work or com put er net work have enabled t he pr ocess learn t o
broader, m ore int eract ive and m ore flexible. St udent can do t he process learn
wit hout lim it ed by t he t im e and space fact or, m ean if available net work facilit y,
st udent can do process learn j ust where and any t im e ( Benny A.P. and Dewi P.P.,
2005) .
Benny A.P. and Dewi P.P. ( 2005) excess of is differ from com put er
net work as educat ion m edia is t o enabling for st udent t o do t he int eract ion wit h
st udent hum anit y and wit h lect urer out side lect ure hall. Abilit y int eract ive t his
can m ake t he process learn t o becom e efekt ive t he lect urer conduciveness give
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t he feed back ( feedback) t o process and result learn t he st udent . t he Com put er
net work is m ost com m only used is int ernet .
Exploit ing of com put er can be used vary, lect uring can dofully wit h
com binable com put er but by looking in t he face which have becom e t he shares
process t he st udy. Com binat ion am ong exploit ings of com put er by looking in t he
face m ore feasible.
Mult i m edia kit int erpret ed as t he t eaching m at erials package consist ing of
som e used m edia t ypes t o explain a t opics select ed, which provided wit h st udy
guide, t he spread sheet m oduler ( Heinrich, 1996) . Usage m ult i m edia kit
designed by lect urer require t o pay at t ent ion t he especial purpose from it s use
t hat is : giving opport unit y of st udent t o learn direct ly t o know, experim ent t o
im prove, t o feel, t o like, t o know and t o give sat isfact ion t o what have is t rying.
VI I . CON CLUSI ON
1. I nt egrat ed of Qualit y Managem ent is
educat ion
m anagem ent ,
consist
of
learning paradigm newly higher
t he
accredit at ion,
account abilit y,
evaluat ion, aut onom ous and qualit y.
2. Using m ult i m edia by lect urer require t o pay at t ent ion t he especial purpose
from it s use t hat is giving opport unit y of st udent t o learn direct ly t o know,
experim ent t o im prove, t o feel, t o like, t o know and t o give sat isfact ion t o
what have is t rying.
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BI BLI OGRAPH Y
Benny, A.P. and Dewi, P.P. 2005. Manner Media in Learning. Teach in College.
PAU DI RJEN DI KTI , DEPDI KNAS.
Drost , Sj .J. 1999. Process Pem belaj aran as Proses Pendidikan. Jakart a :
Grasindo.
Glick, B.R. and Past ernak J.J. 1994. Molecular Biot echnology, Principles and
Applicat ions of Recom binant DNA. Am erican Societ y for Microbiology,
Press, Washingt on D.C.
Green, L 1986. Creat ive Slide/ Tape Program s. Colorado: Libraries Unlim it e, I nc.
Lit t let on.
Hannafin, M.J., Peck, L.L. 1998. The design, Developm ent and Evaluat ion of
I nst ruct ional Soft ware. New York: Mc.Millan Publ., Co.
Heinrich, et . al. 1996. I nst ruct ional Media and Technologies for Learning.ew
Jersey : Prent ice Hall, Engelwood Cliffs.
Hillis, D.M., Morit z C., and Mable B.K. ( Eds.) . 1996. Molecular Syst em at ic,
Second Edit ion. Sinawer Associat es, I nc., USA.
I rawan, P. 2005. Evaluat ion of Learning Process. Teach in College. PAU DI RJEN
DI KTI , DEPDI KNAS.
Prayit no and Erm an Am t i. 1999. Dasar- Dasar Bim bingan and Konseling. Jakart a:
Rineka Cipt a.
Pulungan, I . 2005. I nt egrat ed Qualit y Managem ent . Teach in College. PAU
DI RJEN DI KTI , DEPDI KNAS.
Rogers, A. 2003. What is t he difference? A new art icle of adult learning and
t eaching, Leicest er: NI ACE.
Wibowo, M.E. 2005. Et hics and Moral in Learning. Teach in College. PAU DI RJEN
DI KTI , DEPDI KNAS.
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Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
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TH E I M PROVEM EN T OF LEARN I N G QUALI TY
BY M ULTI M ED I A
OLEH :
D I AN A SOFI A H , SP, M P
NI P 132231813
FAKULTAS PERTAN I AN
UN I VERSI TAS SUM ATERA UTARA
2007
1
Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
USU Repository c 2007
KATA PEN GAN TAR
Syukur Alham dulillah, kam i panj at kan kehadlirat Allah SWT yang t elah
m em berikan rahm at dan karunia- Nya, sehingga penulis dapat m enyelesaikan
karya t ulis ini.
Karya t ulis yang berj udul : THE I MPROVEMENT OF LEARNI NG QUALI TY BY
MULTI MEDI A.
Sem oga karya t ulis ini berm anfaat bagi sem ua pihak yang m em erlukan.
Krit ik dan saran unt uk penyem purnaan karya t ulis ini sangat penulis harapkan.
Medan, Juli 2007
Penulis
2
Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
USU Repository c 2007
D AFTAR I SI
Kat a Pengant ar ................................................................... ............. i
Daft ar I si ........................................................................... ............. ii
I nt roduct ion ....................................................................... ............. 1
Form ulat ion of Problem s ...................................................... ............. 2
I nt egrat ed of Qualit y Managem ent ......................................... ............. 2
Learning and Learning Process .............................................. ............. 3
Media of Learning ................................................................ ............. 5
Com put er Based Media ....................................................... ............. 6
Conclusion ......................................................................... ............. 8
Bibliography
3
Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
USU Repository c 2007
I . I N TROD UCTI ON
Lect urers should const ant ly be chalenged wit h asks t hat refer t o skill and
knowledge j ust beyond t hier current level of m ast ery. This will capt ure t heir
m ot ivat ion and build on previous successes in order t o enhance t he confidence of
learner ( Rogers, 2003) . The inst ruct ion is good only when it proceeds ahead of
developm ent . Then it awakens and rouses t o life an ent ire set of funct ions which
are in t he st age of m at uring. I t is in t his way t hat inst ruct ion plays an ext rem ely
im port ant role in developm ent .
I t is im port ant t o achieve t he right balance bet ween t he degree of st ruct ur
and flexibilit y t hat is built int o t he learning process. A lect urer should st ruct ure
t he leaning experiance j ust enough t o m ake sure t hat t he st udent s get clear
guidance and param et ers wit hin which t o achieve t he learnign obj ect ives. The
learning experience should be open and free enough t o allow for t he learners t o
discover, enj oy, int eract and arrive at t heir own, socially verified version t rut h.
The st rat egy and m et hod learning of t his subj ect is done at learning
process t hat is each of m eet ing t he lect urer give t he t opic m at erial t o st udent s
which is t hen cont inued by t he discussion. Discussion can be in t he form of
quest ion and brain- st orm ing of st udent and lect urer assist t he debat e and t ry t o
ident ify his resolving alt ernat ive. I f in lect uring of unclear, t he st udent regarding
t he t opic given and st udent can enquire and lect urer can explain again in
regarding t he t opic.
At m eet ing t o 5 t h and also m eet ing t o 10
th
, lect urer will
P
P
P
P
perform t he evaluat ion in t he form of quiz.
Learning process in som e cases not yet grat ified. The problem t hat a
lect urer is
t he part icipat ion of st udent t o learning act ivit y st ill lower alt hough
perform ed
by t he discussion. St rat egy of is forwarding of it em s by using t he
convent ional m edia, not yet im proved t he st udent part icipat ion in learning
act ivit y. Hereinaft er, st udent st ill difficult y t o com prehend in lect uring it em s and
happened m isunderst anding. This m at t er show t he exist ence of difference
bet ween what is going on do and what did expect ed.
4
Diana Sofia : The Improvement of Learning Quality by Multimedia, 2007
USU Repository c 2007
Media t hat is as a m eans of assist t he t eaching never
m iss t o be
discussed as t he shares ought t o use by t eacher in learning process. I n fact , it is
frequent ly uncared in learning process by various reasons.
Benny A.P. and Dewi P.P. ( 2005) said t hat t he t echnology rapidly grow
t hese days, exploit ing of com put er in course of st udy don't can only be used
st and alone but can is also exploit ed in net work. Com put er net work have enabled
t he process learn t o broader, m ore int eract ive and m ore flexible. St udent can do
t he learning process wit hout lim it ed by t he t im e and space fact or, m ean if
available net work facilit y, st udent can do learning process j ust where and any
t im e.
Therefore researcher int erest t o im prove and develop t he qualit y of
learning process by using m ult im edia, so t hat t he st udent s will be able t o
com prehend t he lect uring it em s and forwarding of it em s expect ed can creat e t he
int erest ing learning process, please and m ot ivat e t he st udent .
I I . FORM ULATI ON OF PROBLEM
This review of background by exist ence of som e problem s:
1. Mat erials and inform at ion of t he subj ect cont ent is lim it ed
2. St udent part icipat ion in act ivit y of learning process st ill lower.
3. St rat egy of forwarding of it em s by using t he m edia in t his t im e not yet drawn
so t hat st udent part icipat ion is low
4. St udent
st ill
difficult
to
com prehend
bet t er
lect uring
t opic
and
m isunderst anding.
5.
The im port ance of effort s im prove t he t opic and st rat egy of forwarding of
lect uring so t hat act ivit y of int erest ing st udy and grat ify.
I I I . I N TEGRATED OF QUALI TY M AN AGEM EN T
I nt egrat ed of Qualit y Managem ent is
learning paradigm newly higher
educat ion m anagem ent , consist of t he accredit at ion, account abilit y, evaluat ion,
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aut onom ous and qualit y. Qualit y is as one paradigm t o be arranged cont inuously
and have cont inuat ion ( Pulungan, 2005) .
Pulungan ( 2005) please express t hat service user of higher educat ion
( pursuant t o im port ance and his part icipat ion) can be classified becom e service
user of educat ion of prim ary, secundary and t ert ier.
1. Service user of educat ion of prim ary is direct consum er and receiver of higher
educat ion service, what consist of t he st udent direct ly accept and use t he
higher educat ion service.
2. Service user of educat ion secondary is int erest ed part ies of service service
user of educat ion of prim ary be like old fellow, st udent , governm ent al,
societ y, inst it ut e and ot hers.
3. Service user of educat ion t ert ier is t he part accept and ut ilize t he graduat e
( out put ) higher educat ion.
One of t he effort t o get t he cert ifiable st udy Pulungan ( 2005) is t o t hrough
cert ifiable lect uring. cert ifiable lect uring is service curriculum highe educat ion.
Process lect uring direct ly ent angle t he st udent
t o part icipat e act ively. I n
cert ifiable lect uring , lect urer have t o creat e t he sit uat ion M- M ( win) , m ean all in
concerned in act ivit y of st udy feel t o like, t reat ed fair, paid at t ent ion and served
bet t er.
I V. LEARN I N G AN D LEARI N G PROCESS
Wibowo ( 2005) express t hat in course of st udy, lect urer dut y is as
planner, execut or and as assessor of efficacy learn t he st udent . All t he dut ies is
execut ed in t he effort t o assist t o learn t he st udent t o get t he knowledge,
deft ness and skill and also value and select ed at t it ude. So t hat st udent have t he
value and select ed at t it ude.
The st udent have t he at t it ude and value expect ed according t o Wibowo
( 2005) is as according t o t he at t it ude expect ed in m eaning as according t o t he
st andard applying t he public in com m unit y, lect urer m ust also execut e t he dut y
pursuant t o select ed et hics and m oral st andard.
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I n t his case, according t o I rawan ( 2005) a lect urer require various
inform at ion concerning som et hing t o be lect uring process t o be done walk in an
opt im al fashion. For exam ple a lect urer m em but hkan enough inform at ion
concerning st udent candidat e t o t each it , t hereby can det erm ine t he knowledge
early t he owned by t he st udent or m iscellaneous precisely.
Wibowo ( 2005) please express t hat st udy which is is good t o be needed t o
do by lect urers t o im prove t he st udy qualit y in college. Because som e cases m et
in course of st udy, for exam ple :
1. Lect urer in learning t he st udent less m ast ering t aught science area and or
t each
inappropriat e it em s t o his m em bership area, so t hat his im pact is
lect urer less providing opport unit y t o st udent s t o give t he inversion t o st udy
it em s which is is st udied. Besides, if ( t here are) any t he st udent raise t he
com m ent or quest ion t o sent t o it em s cont ent , answered t o em ot ionally.
Despit efully lect urer is also lim it opport unit y of st udent t o t he quest ioning wit h
his t im e reason is lim it ed, have [ used up/ finished] or assign t o discuss t he
problem asked t he wit h friend.
2. Lect urer in learning t he st udent is in realized and is not realized peep out t he
ut t erances debase abilit y of st udent , st udent , allude t o t he and t he like
st udent causing in ill part feeling lect urer, what affect inharm onious of lect urer
and st udent .
3. Lect urer can be assum ed m ort ify t he st udent , m om ent adm onish t he assum ed
st udent do t he collision, wit h t he language enough ossify. For exam ple
lect urer m om ent t each is t he st udent t alking wit h t he friend side him aloud, so
t hat lect urer adm onish t he t he st udent hardly.
4. Lect urer can be assum ed by t he low value of ot her science discipline, if
st udent fore part , he say t hat t he insignificant ot her science.
I nt erest
personal
t his
include
abilit y
of
respect ive
person
wit h
underst anding of t heirself, accept ance of t heirself, guidance of t heirself and
m at erializat ion of t heirself. I nt erest professional is various t he abilit y needed can
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realize t heirself as professional lect urer. Professional int erest cover t he expert ise
aspect or m em bership in t he field of it s ( Wibowo, 2005) .
Drost , Sj .J. ( 1999) t elt t hat professional qualit y shown by five, t hat is: ( 1)
desire t o always t o present t he behavior com e near t he ideal st andard, ( 2)
im prove and look aft er t he profession im age, ( 3) desire t o always t o pursue
opport unit y of developm ent of professional able t o im prove and im prove t he
knowledge qualit y and skill, ( 4) pursue t he profession aspirat ion and qualit y, and
( 5) have pride t o profession.
At t it ude in general cont ain t he elem ent s kognit ive, afect ive and t reat m ent
t o st ood by obj ect ( Prayit no and Erm an Am t i, 1999) . Elem ent kognit ive relat e t o
knowledge,
confidence,
underst anding,
considerat ion
and
idea
of
lect urer
concerning st udent realit y, environm ent al influence and st udy realit y.
V. M ED I A OF LEARN I N G
Media as a m eans of assist t he t eaching have never m issed t o be
discussed as t he shares ought t o be exploit ed by lect urer in course of lear ning,
but pract ically t his shares frequent ly uncared rill wit h various reason be like t he
lim it ed t im e t o m ake preparat ion t each, difficult look for t he correct m edia, cost
is
not available and ot her reason. The m ent ioned be in fact not necessarily
em erge, caused by m any m edia t ypes able t o be used, adapt ed for t he t im e
condit ion,
t he it em s and
finance subm it t ed.
Each
m edia t ype have t he
charact erist ic and abilit y in displaying inform at ion and m essage ( Kem p, 1985) . I n
inform at ion era in t his t im e, nat ural com m unicat ions t echnology m ushroom
growt h, specially com m unicat ions m edia. Affect from t his growt h can be felt by
educat ion world t hat is m ore and m ore of m edias pem eblaj aran t he availableness
and applicable t o subm it inform at ion of lect urer t o st udent or on t he cont rary (
Benny A.P. and Dewi P.P., 2005) .
Benny A.P. and Dewi P.P. ( 2005) please ex press t hat accuracy choose t he
m edia in st udy very depend on knowledge and experience of lect urer concerning
m edia m anner, st art from sim ple m edia shall sophist icat ed.
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VI . COM PUTER BASED M ED I A
Com put er is t hese days no longger represent t heir consum pt ion are
peripat et ic in t he field of act ivit y world or business, but is also exploit ed widely
by educat ion world. Hannafin and Peck ( 1998) com put er m edia pot ency able t o
be exploit ed t o im prove t he effect iveness process t he st udy for exam ple : a.
Enabling t he happening of direct int eract ion am ong st udy it em s and st udent s, b.
Process learn can t ake place individuallyly down alley learn t he st udent , c. Can
present t he visual audio elem ent t o im prove t he ent husiasm learn, d. Can give
t he feed back t o respond st udent im m ediat ely, and e. Can creat e t he pr ocess
learn chronically.
Heinrich et . al. ( 1996) t elling six applicat ion int eract ion form able t o in
designing a t he st udy m edia being based on t he com put er, in t he form of :
pract ice and pract ice ( drill and pract ice) , t ut orial gam e ( gam e) , sim ulat ion
( sim ulat ion) , t rouble- shoot ing and invent ion ( discovery) .
The program in form of drill and pract ice is gener ally used if st udent
assum ed have st udied t he concept , principal and procedure as st udy it em s.
I nt ent ion of t his program form is t rain efficiency and and skill. Hereinaft er Benny
A.P. and Dewi P.P. ( 2005) please express t hat form t he differ from present at ion
of com put er program is program t ut orial. This program present t he inform at ion
and knowledge in
select ed t opics followed wit h pract ice resolving of case and
problem . Gam e is always draw and please t o be followed, t hat way also t he
t hings of wit h t he is com put er program inform at ion gold in t he form of gam e.
Cont aining program gam e can give t he m ot ivat ion for st udent t o st udy t he
inform at ion in it . As for sim ulat ion program is st riving t o ent angle t he st udent in
t he problem looking like wit h sit uat ion t hat be in fact but wit hout real risk. I n
program in form of invent ion ( discovery) com put er program can display t he
problem t o be broken by st udent by t rial and error. Form t he differ from
displaying com put er int erakt if is problem solving or t rouble- shoot ing ( Benny A.P.
and Dewi P.P., 2005) .
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Growt h of rem arkable t echnology have been able t o realize nam ed m edia
form m ult i m edia. Mult i m edia is t he m edia t hat t he hardware and t he soft ware
being
based
on
to
use
com put er
t echnology.
Com put er
m ult i
m edia
is
com binat ion bet ween com put er t echnology wit h various good it em s source in t he
form
of t ext ,
pict ure,
present ed voice and graph
passing t he com put er
[ screen/ sail] ( Heinrich, 1996) .
Heinrich ( 1996) please express t hat conducive com put er t echnology,
configurat ion form t he present at ion in a m ult i m edia peep out t he different
nam ing for exam ple hyperm edia, video int eract ive, CD- ROM, digit al video
int eract ive and virt ual realit y.
Hyperm edia is com put er soft ware using t he t ext , graph, t he audio and
video each ot her relat ed/ relevant and connect ed in such a m anner so t hat t he
inform at ion can is easily used according t o desire user. Video int eract ive is one of
[ t he] form m ult i t he m edia all t he present ed video record int eract ively by using
com put er t echnology. CD- ROM is form ing disc which is have capacit ies t o m ore
t han 650 m egabyt es can saving various digit al inform at ion form be like : t ext ,
graph, anim at ion and phot o ( Heinrich, 1996) .
As for virt ual realit y is newest form usage of com put er t echnology in
conducive t hree dim ension his consum er part icipat e act ively. I n 5. I nt ernet and
Mult i Media Kit by t he t echnology rapidly, exploit ing of com put er in course of
st udy don't can only be used st andly alone but can is also exploit ed in a net work.
Com put er net work or com put er net work have enabled t he pr ocess learn t o
broader, m ore int eract ive and m ore flexible. St udent can do t he process learn
wit hout lim it ed by t he t im e and space fact or, m ean if available net work facilit y,
st udent can do process learn j ust where and any t im e ( Benny A.P. and Dewi P.P.,
2005) .
Benny A.P. and Dewi P.P. ( 2005) excess of is differ from com put er
net work as educat ion m edia is t o enabling for st udent t o do t he int eract ion wit h
st udent hum anit y and wit h lect urer out side lect ure hall. Abilit y int eract ive t his
can m ake t he process learn t o becom e efekt ive t he lect urer conduciveness give
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t he feed back ( feedback) t o process and result learn t he st udent . t he Com put er
net work is m ost com m only used is int ernet .
Exploit ing of com put er can be used vary, lect uring can dofully wit h
com binable com put er but by looking in t he face which have becom e t he shares
process t he st udy. Com binat ion am ong exploit ings of com put er by looking in t he
face m ore feasible.
Mult i m edia kit int erpret ed as t he t eaching m at erials package consist ing of
som e used m edia t ypes t o explain a t opics select ed, which provided wit h st udy
guide, t he spread sheet m oduler ( Heinrich, 1996) . Usage m ult i m edia kit
designed by lect urer require t o pay at t ent ion t he especial purpose from it s use
t hat is : giving opport unit y of st udent t o learn direct ly t o know, experim ent t o
im prove, t o feel, t o like, t o know and t o give sat isfact ion t o what have is t rying.
VI I . CON CLUSI ON
1. I nt egrat ed of Qualit y Managem ent is
educat ion
m anagem ent ,
consist
of
learning paradigm newly higher
t he
accredit at ion,
account abilit y,
evaluat ion, aut onom ous and qualit y.
2. Using m ult i m edia by lect urer require t o pay at t ent ion t he especial purpose
from it s use t hat is giving opport unit y of st udent t o learn direct ly t o know,
experim ent t o im prove, t o feel, t o like, t o know and t o give sat isfact ion t o
what have is t rying.
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BI BLI OGRAPH Y
Benny, A.P. and Dewi, P.P. 2005. Manner Media in Learning. Teach in College.
PAU DI RJEN DI KTI , DEPDI KNAS.
Drost , Sj .J. 1999. Process Pem belaj aran as Proses Pendidikan. Jakart a :
Grasindo.
Glick, B.R. and Past ernak J.J. 1994. Molecular Biot echnology, Principles and
Applicat ions of Recom binant DNA. Am erican Societ y for Microbiology,
Press, Washingt on D.C.
Green, L 1986. Creat ive Slide/ Tape Program s. Colorado: Libraries Unlim it e, I nc.
Lit t let on.
Hannafin, M.J., Peck, L.L. 1998. The design, Developm ent and Evaluat ion of
I nst ruct ional Soft ware. New York: Mc.Millan Publ., Co.
Heinrich, et . al. 1996. I nst ruct ional Media and Technologies for Learning.ew
Jersey : Prent ice Hall, Engelwood Cliffs.
Hillis, D.M., Morit z C., and Mable B.K. ( Eds.) . 1996. Molecular Syst em at ic,
Second Edit ion. Sinawer Associat es, I nc., USA.
I rawan, P. 2005. Evaluat ion of Learning Process. Teach in College. PAU DI RJEN
DI KTI , DEPDI KNAS.
Prayit no and Erm an Am t i. 1999. Dasar- Dasar Bim bingan and Konseling. Jakart a:
Rineka Cipt a.
Pulungan, I . 2005. I nt egrat ed Qualit y Managem ent . Teach in College. PAU
DI RJEN DI KTI , DEPDI KNAS.
Rogers, A. 2003. What is t he difference? A new art icle of adult learning and
t eaching, Leicest er: NI ACE.
Wibowo, M.E. 2005. Et hics and Moral in Learning. Teach in College. PAU DI RJEN
DI KTI , DEPDI KNAS.
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