b. The Assesment of Accounting Pocket Book
According to experts, the assessment covers these aspects: Table 1 Assessment Aspects for Learning Media According to Arsyad
2014 No
Aspects Information
1 Relevance relevant
to the goal of learning
Relevant to the goal and the syllabus Relevant to the materials, pictures and
materials, chapter title and the contents, and
the students’
level of
comprehension 2
Simplicity Neat, in order, and not combined with
irrelevant materials,
unnecessary objects, or disturbing background
3 Modern updated
Out of date mode will cause students to not get the messages of the pictures.
4 Scale
Relative size of an object has to appear from the picture, usual objects are able
to give comparison of the size of different objects.
5 Technical qualities
Good contrast, sharply focused on the focusing area and clear details, natural
and realistic colors
6 Size
Adequate size, suitable for big and small groups
Table 2 Assessment Aspects for Learning Media According to Rayandra Asyar 2012
No Aspects
Information 1
Clear and near The clarity and neatness cover layout or setting of presentation, audio, writing and picture illustration
formats. Less neat media will diminish the clarity and attractiveness, so the media cannot function
maximally in learning refining.
2 Clean
and interesting
Clean means there is no error in the texts, pictures and videos. Less clean media are not interesting,
because it will diminish its attractiveness.
No Aspects
Information 3
Suitable with the targets
Effective media for big groups are not always as effective as those for small groups or individual.
There are media that are suitable for certain groups.
4 Relevant
to the topic
Media have to be relevant to the characteristics of the content: facts, concepts, principles, procedures or
generals. In order to support the learning processes effectively,
5 Relevant with
the goal of learning
A good media is a media that is relevant with the instructional goal that generally refers to one of the
combination of two or three aspects: cognitive, affective, and psychomotor.
6 Practical,
flexible, and durable
These criteria demand teachers to select available media, easily obtained or made by teachers.
7 Good
in quality
Media have to have good quality, for example, good visual development, pictures or photographs, have to
fulfill certain technical requirements, for example, component, color, materials, and media presentation
choosing.
8 Suitable size
for learning
environments Too big media are difficult to use in small class and
can cause less conducive learning processes.
3. The Models of Learning Tool Development
a. The Model of Learning Tool Development According to Thiagarajan, Semmel, Semmel in 1974
A 4-D model is a development model that consists of 4 stages; Define, Design, Develop, and Disseminate. This model was first
developed by Thiagarajan, Semmel and Semmel in 1974. In Indonesia, a 4-D model is adapted into Define, Design, Develop, and
Disseminate.
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