The Improvement Of Learning Quality By Multimedia
KARYA TULI S
THE I MPROVEMEN T OF LEARN I N G QUALI TY BY MULTI MEDI A
OLEH : DI ANA SOFI A H, SP, MP
NI P 132231813
FAKULTAS PERTAN I AN UN I VERSI TAS SUMATERA UTARA
2007
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
1
KATA PEN GAN TAR
Syukur Alham dulillah, kam i panj atkan kehadlirat Allah SWT yang telah m em berikan rahm at dan karunia- Nya, sehingga penulis dapat m enyelesaikan karya tulis ini.
Karya t ulis yang berj udul : THE I MPROVEMENT OF LEARNI NG QUALI TY BY MULTI MEDI A.
Sem oga karya tulis ini berm anfaat bagi sem ua pihak yang m em erlukan. Kritik dan saran untuk penyem purnaan karya tulis ini sangat penulis harapkan.
Medan, Juli 2007
Pe n u l i s
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
2
DAFTAR I SI
Kat a Pengant ar ................................................................... ............. i Daftar I si ........................................................................... ............. ii I ntroduction ....................................................................... ............. 1 Form ulat ion of Problem s ...................................................... ............. 2 I nt egrat ed of Quality Managem ent ......................................... ............. 2 Learning and Learning Process .............................................. ............. 3 Media of Learning ................................................................ ............. 5 Com put er Based Media ....................................................... ............. 6 Conclusion ......................................................................... ............. 8 Bib liog r ap h y
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
3
I . I N TRODUCTI 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 otivation and build on previous successes in order to enhance the 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 the stage of m aturing. I t is in this way that instruction plays an extrem ely im portant role in developm ent.
I t is im portant to achieve the right balance between the degree of structur and flexibilit y t hat is built int o the learning process. A lect urer should st ruct ure the leaning experiance j ust enough to m ake sure that the students 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 to allow for the learners to discover, enj oy, interact and arrive at their own, socially verified version truth.
The st rat egy and m et hod learning of t his subj ect is done at learning process that is each of m eeting the lecturer give the topic m at erial to students which is then continued by the discussion. Discussion can be in the form of question and brain- storm ing of student and lecturer assist the debate and try to identify his resolving alternative. I f in lecturing of unclear, the student regarding the topic given and student can enquire and lecturer can explain again in regarding t he t opic. At m eet ing t o 5th and also m eet ing t o 10 th, lect urer will perform the evaluation in the form of quiz.
Learning process in som e cases not yet grat ified. The problem t hat a lecturer is the participation of student to learning activity still lower although perform ed by the discussion. Strategy of is forwarding of item s by using the conventional m edia, not yet im proved the student participation 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 between what is going on do and what did expected.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
4
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 frequently uncared in learning process by various reasons.
Benny A.P. and Dewi P.P. ( 2005) said t hat t he t echnology rapidly grow these days, exploiting of com put er in course of study 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 the process learn to broader, m ore interactive and m ore flexible. Student can do the learning process without lim ited by the tim e and space factor, m ean if available network facility, student 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 ultim edia, so that the students will be able to com prehend the lecturing item s and forwarding of item s expected can creat e the interesting learning process, please and m otivate the student.
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. Student participation in activity of learning process still lower. 3. Strategy of forwarding of item s by using the m edia in this tim e not yet drawn
so that student participation is low 4. Student still difficult to com prehend better lecturing topic and
m isunderstanding. 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 education m anagem ent, consist of the accreditation, accountability, evaluation,
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
5
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 to im portance and his participation) can be classified becom e service user of educat ion of prim ary, secundary and t ert ier. 1. Service user of education of prim ary is direct consum er and receiver of higher
education service, what consist of the student directly accept and use the higher education service. 2. Service user of education secondary is interested parties of service service user of education of prim ary be like old fellow, student, governm ental, societ y, inst it ut e and ot hers. 3. Service user of education tertier is the part accept and utilize the graduate ( output) higher education.
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 activity of study feel to like, treated fair, paid attention and served bet t er .
I V. LEARN I N G AN D LEARI N G PROCESS
Wibowo ( 2005) express that in course of study, lecturer duty is as planner, executor and as assessor of efficacy learn the student. All the duties is executed in the effort to assist to learn the student to get the knowledge, deftness and skill and also value and selected attitude. So that student have the 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 to the attitude expected in m eaning as according to the standard applying the public in com m unity, lecturer m ust also execute the duty pursuant to selected ethics and m oral standard.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
6
I n this case, according to I rawan (2005) a lecturer 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 student candidate to teach it, thereby can determ ine the knowledge early the owned by the student or m iscellaneous precisely.
Wibowo ( 2005) please express that study which is is good to be needed to do by lecturers to im prove the study quality in college. Because som e cases m et in course of study, for exam ple : 1. Lect urer in learning t he st udent less m ast ering t aught science area and or
teach inappropriate item s to his m em bership area, so that his im pact is lect urer less providing opport unity t o st udent s t o give t he inversion t o st udy item s which is is studied. Besides, if ( there are) any the student raise the com m ent or question to sent to item s content, answered to em otionally. Despitefully lecturer is also lim it opportunity of student to the questioning with his tim e reason is lim ited, have [ used up/ finished] or assign to discuss the problem asked the with friend. 2. Lect urer in learning t he st udent is in realized and is not realized peep out t he utterances debase ability of student, student, allude to the and the like student causing in ill part feeling lecturer, what affect inharm onious of lecturer and student. 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 lecturer m om ent teach is the student talking with the friend side him aloud, so that lecturer adm onish the the student 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 nterest personal this include ability of respective person with understanding of theirself, acceptance of theirself, guidance of theirself and m aterialization of theirself. I nterest professional is various the ability needed can
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
7
realize t heirself as professional lect urer. Professional int erest cover t he expert ise aspect or m em bership in the field of its ( Wibowo, 2005).
Drost , Sj .J. ( 1999) t elt t hat professional qualit y shown by five, t hat is: ( 1) desire to always to present the behavior com e near the ideal standard, (2) im prove and look after the profession im age, (3) desire to always to pursue opportunity of developm ent of professional able to im prove and im prove the knowledge quality and skill, ( 4) pursue the profession aspiration and quality, and ( 5) have pride to profession.
Attitude in general contain the elem ents kognitive, afective and treatm 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, understanding, consideration and idea of lecturer concerning student reality, environm ental influence and study reality.
V. MEDI 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 the shares ought to be exploited by lecturer in course of learning, but pract ically t his shares frequent ly uncared rill wit h various reason be like t he lim ited tim e to m ake preparation teach, difficult look for the 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 types able to be used, adapt ed for the tim e condit ion, t he it em s and finance subm it t ed. Each m edia t ype have t he characteristic and ability in displaying inform ation and m essage ( Kem p, 1985) . I n inform ation era in this tim e, natural com m unications technology m ushroom growth, specially com m unications m edia. Affect from this growth can be felt by education world that is m ore and m ore of m edias pem eblaj aran the availableness and applicable to subm it inform ation of lecturer to student or on the contrary ( 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 study very depend on knowledge and experience of lecturer concerning m edia m anner, start from sim ple m edia shall sophisticated.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
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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 peripatetic in the field of activity world or business, but is also exploited widely by educat ion world. Hannafin and Peck ( 1998) com put er m edia pot ency able t o be exploited to im prove the effectiveness process the study 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) telling six application interaction form able to in designing a the study m edia being based on the com puter, in the form of : practice and practice (drill and practice), tutorial gam e ( gam e) , sim ulation ( sim ulation), trouble- shooting and invention ( discovery). The program in form of drill and pract ice is generally used if st udent assum ed have studied the concept, principal and procedure as study item 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 selected topics followed with practice resolving of case and problem . Gam e is always draw and please t o be followed, t hat way also t he things of with the is com puter program inform ation gold in the 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 ation in it. As for sim ulation program is striving to entangle the student 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 invention (discovery) com puter program can display the 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) .
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
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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 t o use com put er t echnology. Com put er m ult i m edia is com bination between com puter technology with various good item s source in the form of text, picture, presented voice and graph passing the com puter [ screen/ sail] ( Heinrich, 1996) .
Heinrich ( 1996) please express that conducive com puter technology, configuration form the presentation in a m ulti m edia peep out the different nam ing for exam ple hyperm edia, video int eract ive, CD- ROM, digit al video interactive and virtual reality.
Hyperm edia is com puter software using the text, graph, the audio and video each other related/ relevant and connected in such a m anner so that the inform at ion can is easily used according t o desire user. Video int eract ive is one of [ the] form m ulti the m edia all t he presented video record interactively by using com put er t echnology. CD- ROM is form ing disc which is have capacit ies t o m ore than 650 m egabytes can saving various digital inform ation form be like : text, graph, anim ation and photo (Heinrich, 1996).
As for virtual reality is newest form usage of com puter technology in conducive three dim ension his consum er participate actively. I n 5. I nternet and Mult i Media Kit by t he t echnology rapidly, exploit ing of com put er in course of study don't can only be used standly alone but can is also exploited in a network. Com put er net work or com put er net work have enabled t he pr ocess learn t o broader, m ore interactive and m ore flexible. Student can do the process learn without lim ited by the tim e and space factor, m ean if available network facility, 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 network as education m edia is to enabling for student to do the interaction with 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 to becom e efektive the lecturer conduciveness give
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
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t he feed back ( feedback) t o process and result learn t he st udent . t he Com put er network is m ost com m only used is internet.
Exploit ing of com put er can be used vary, lect uring can dofully wit h com binable com puter but by looking in the face which have becom e the 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 types to explain a topics selected, which provided with study guide, t he spread sheet m oduler ( Heinrich, 1996) . Usage m ult i m edia kit designed by lecturer require to pay attention the especial purpose from its use that is : giving opportunity of student to learn directly to know, experim ent to im prove, to feel, to like, to know and to give satisfaction to what have is trying.
VI I . CON CLUSI ON
1. I nt egrat ed of Qualit y Managem ent is learning paradigm newly higher education m anagem ent, consist of the accreditation, accountability, evaluation, autonomous and quality.
2. Using m ult i m edia by lect urer require t o pay at t ent ion t he especial purpose from its use that is giving opportunity of student to learn directly to know, experim ent to im prove, to feel, to like, to know and to give satisfaction to what have is trying.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
11
BI BLI OGRAPHY
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 : Gr asi n d o .
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.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
12
THE I MPROVEMEN T OF LEARN I N G QUALI TY BY MULTI MEDI A
OLEH : DI ANA SOFI A H, SP, MP
NI P 132231813
FAKULTAS PERTAN I AN UN I VERSI TAS SUMATERA UTARA
2007
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
1
KATA PEN GAN TAR
Syukur Alham dulillah, kam i panj atkan kehadlirat Allah SWT yang telah m em berikan rahm at dan karunia- Nya, sehingga penulis dapat m enyelesaikan karya tulis ini.
Karya t ulis yang berj udul : THE I MPROVEMENT OF LEARNI NG QUALI TY BY MULTI MEDI A.
Sem oga karya tulis ini berm anfaat bagi sem ua pihak yang m em erlukan. Kritik dan saran untuk penyem purnaan karya tulis ini sangat penulis harapkan.
Medan, Juli 2007
Pe n u l i s
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
2
DAFTAR I SI
Kat a Pengant ar ................................................................... ............. i Daftar I si ........................................................................... ............. ii I ntroduction ....................................................................... ............. 1 Form ulat ion of Problem s ...................................................... ............. 2 I nt egrat ed of Quality Managem ent ......................................... ............. 2 Learning and Learning Process .............................................. ............. 3 Media of Learning ................................................................ ............. 5 Com put er Based Media ....................................................... ............. 6 Conclusion ......................................................................... ............. 8 Bib liog r ap h y
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
3
I . I N TRODUCTI 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 otivation and build on previous successes in order to enhance the 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 the stage of m aturing. I t is in this way that instruction plays an extrem ely im portant role in developm ent.
I t is im portant to achieve the right balance between the degree of structur and flexibilit y t hat is built int o the learning process. A lect urer should st ruct ure the leaning experiance j ust enough to m ake sure that the students 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 to allow for the learners to discover, enj oy, interact and arrive at their own, socially verified version truth.
The st rat egy and m et hod learning of t his subj ect is done at learning process that is each of m eeting the lecturer give the topic m at erial to students which is then continued by the discussion. Discussion can be in the form of question and brain- storm ing of student and lecturer assist the debate and try to identify his resolving alternative. I f in lecturing of unclear, the student regarding the topic given and student can enquire and lecturer can explain again in regarding t he t opic. At m eet ing t o 5th and also m eet ing t o 10 th, lect urer will perform the evaluation in the form of quiz.
Learning process in som e cases not yet grat ified. The problem t hat a lecturer is the participation of student to learning activity still lower although perform ed by the discussion. Strategy of is forwarding of item s by using the conventional m edia, not yet im proved the student participation 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 between what is going on do and what did expected.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
4
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 frequently uncared in learning process by various reasons.
Benny A.P. and Dewi P.P. ( 2005) said t hat t he t echnology rapidly grow these days, exploiting of com put er in course of study 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 the process learn to broader, m ore interactive and m ore flexible. Student can do the learning process without lim ited by the tim e and space factor, m ean if available network facility, student 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 ultim edia, so that the students will be able to com prehend the lecturing item s and forwarding of item s expected can creat e the interesting learning process, please and m otivate the student.
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. Student participation in activity of learning process still lower. 3. Strategy of forwarding of item s by using the m edia in this tim e not yet drawn
so that student participation is low 4. Student still difficult to com prehend better lecturing topic and
m isunderstanding. 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 education m anagem ent, consist of the accreditation, accountability, evaluation,
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
5
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 to im portance and his participation) can be classified becom e service user of educat ion of prim ary, secundary and t ert ier. 1. Service user of education of prim ary is direct consum er and receiver of higher
education service, what consist of the student directly accept and use the higher education service. 2. Service user of education secondary is interested parties of service service user of education of prim ary be like old fellow, student, governm ental, societ y, inst it ut e and ot hers. 3. Service user of education tertier is the part accept and utilize the graduate ( output) higher education.
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 activity of study feel to like, treated fair, paid attention and served bet t er .
I V. LEARN I N G AN D LEARI N G PROCESS
Wibowo ( 2005) express that in course of study, lecturer duty is as planner, executor and as assessor of efficacy learn the student. All the duties is executed in the effort to assist to learn the student to get the knowledge, deftness and skill and also value and selected attitude. So that student have the 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 to the attitude expected in m eaning as according to the standard applying the public in com m unity, lecturer m ust also execute the duty pursuant to selected ethics and m oral standard.
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
6
I n this case, according to I rawan (2005) a lecturer 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 student candidate to teach it, thereby can determ ine the knowledge early the owned by the student or m iscellaneous precisely.
Wibowo ( 2005) please express that study which is is good to be needed to do by lecturers to im prove the study quality in college. Because som e cases m et in course of study, for exam ple : 1. Lect urer in learning t he st udent less m ast ering t aught science area and or
teach inappropriate item s to his m em bership area, so that his im pact is lect urer less providing opport unity t o st udent s t o give t he inversion t o st udy item s which is is studied. Besides, if ( there are) any the student raise the com m ent or question to sent to item s content, answered to em otionally. Despitefully lecturer is also lim it opportunity of student to the questioning with his tim e reason is lim ited, have [ used up/ finished] or assign to discuss the problem asked the with friend. 2. Lect urer in learning t he st udent is in realized and is not realized peep out t he utterances debase ability of student, student, allude to the and the like student causing in ill part feeling lecturer, what affect inharm onious of lecturer and student. 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 lecturer m om ent teach is the student talking with the friend side him aloud, so that lecturer adm onish the the student 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 nterest personal this include ability of respective person with understanding of theirself, acceptance of theirself, guidance of theirself and m aterialization of theirself. I nterest professional is various the ability needed can
Diana Sofia : The Improvement of Learning Quality By Multimedia, 2007 USU Repository © 2008
7
realize t heirself as professional lect urer. Professional int erest cover t he expert ise aspect or m em bership in the field of its ( Wibowo, 2005).
Drost , Sj .J. ( 1999) t elt t hat professional qualit y shown by five, t hat is: ( 1) desire to always to present the behavior com e near the ideal standard, (2) im prove and look after the profession im age, (3) desire to always to pursue opportunity of developm ent of professional able to im prove and im prove the knowledge quality and skill, ( 4) pursue the profession aspiration and quality, and ( 5) have pride to profession.
Attitude in general contain the elem ents kognitive, afective and treatm 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, understanding, consideration and idea of lecturer concerning student reality, environm ental influence and study reality.
V. MEDI 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 the shares ought to be exploited by lecturer in course of learning, but pract ically t his shares frequent ly uncared rill wit h various reason be like t he lim ited tim e to m ake preparation teach, difficult look for the 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 types able to be used, adapt ed for the tim e condit ion, t he it em s and finance subm it t ed. Each m edia t ype have t he characteristic and ability in displaying inform ation and m essage ( Kem p, 1985) . I n inform ation era in this tim e, natural com m unications technology m ushroom growth, specially com m unications m edia. Affect from this growth can be felt by education world that is m ore and m ore of m edias pem eblaj aran the availableness and applicable to subm it inform ation of lecturer to student or on the contrary ( 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 study very depend on knowledge and experience of lecturer concerning m edia m anner, start from sim ple m edia shall sophisticated.
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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 peripatetic in the field of activity world or business, but is also exploited widely by educat ion world. Hannafin and Peck ( 1998) com put er m edia pot ency able t o be exploited to im prove the effectiveness process the study 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) telling six application interaction form able to in designing a the study m edia being based on the com puter, in the form of : practice and practice (drill and practice), tutorial gam e ( gam e) , sim ulation ( sim ulation), trouble- shooting and invention ( discovery). The program in form of drill and pract ice is generally used if st udent assum ed have studied the concept, principal and procedure as study item 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 selected topics followed with practice resolving of case and problem . Gam e is always draw and please t o be followed, t hat way also t he things of with the is com puter program inform ation gold in the 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 ation in it. As for sim ulation program is striving to entangle the student 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 invention (discovery) com puter program can display the 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 t o use com put er t echnology. Com put er m ult i m edia is com bination between com puter technology with various good item s source in the form of text, picture, presented voice and graph passing the com puter [ screen/ sail] ( Heinrich, 1996) .
Heinrich ( 1996) please express that conducive com puter technology, configuration form the presentation in a m ulti m edia peep out the different nam ing for exam ple hyperm edia, video int eract ive, CD- ROM, digit al video interactive and virtual reality.
Hyperm edia is com puter software using the text, graph, the audio and video each other related/ relevant and connected in such a m anner so that the inform at ion can is easily used according t o desire user. Video int eract ive is one of [ the] form m ulti the m edia all t he presented video record interactively by using com put er t echnology. CD- ROM is form ing disc which is have capacit ies t o m ore than 650 m egabytes can saving various digital inform ation form be like : text, graph, anim ation and photo (Heinrich, 1996).
As for virtual reality is newest form usage of com puter technology in conducive three dim ension his consum er participate actively. I n 5. I nternet and Mult i Media Kit by t he t echnology rapidly, exploit ing of com put er in course of study don't can only be used standly alone but can is also exploited in a network. Com put er net work or com put er net work have enabled t he pr ocess learn t o broader, m ore interactive and m ore flexible. Student can do the process learn without lim ited by the tim e and space factor, m ean if available network facility, 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 network as education m edia is to enabling for student to do the interaction with 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 to becom e efektive the lecturer 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 network is m ost com m only used is internet.
Exploit ing of com put er can be used vary, lect uring can dofully wit h com binable com puter but by looking in the face which have becom e the 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 types to explain a topics selected, which provided with study guide, t he spread sheet m oduler ( Heinrich, 1996) . Usage m ult i m edia kit designed by lecturer require to pay attention the especial purpose from its use that is : giving opportunity of student to learn directly to know, experim ent to im prove, to feel, to like, to know and to give satisfaction to what have is trying.
VI I . CON CLUSI ON
1. I nt egrat ed of Qualit y Managem ent is learning paradigm newly higher education m anagem ent, consist of the accreditation, accountability, evaluation, autonomous and quality.
2. Using m ult i m edia by lect urer require t o pay at t ent ion t he especial purpose from its use that is giving opportunity of student to learn directly to know, experim ent to im prove, to feel, to like, to know and to give satisfaction to what have is trying.
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