Differences between Educating, Teaching, Guiding, and Coaching

Understanding Educating, Teaching, Guiding, and Train

What is educational understanding? Is it as educational as teaching? Then how to train and guide? Perhaps the difference between the four words (which is very closely related to the world of teachers, the world of education) is rather vague and unclear. Drs. Suparlan, M.Pd. in his book titled Becoming an Effective Teacher has listed the differences between educating, mentoring and training and teaching. Here are the four differences according to him:

Educate

Educate: In terms of content, education is strongly related to morality and personality. If viewed from the aspect of the process, then educate related to provide motivation to learn and follow the rules or order that has become mutual agreement. Then when judging in terms of strategies and methods used, educate more using exemplary and habituation.

Guide

Guiding: When viewed in terms of content, then guiding relating to norms and order. Viewed from the aspect of the process, then educate can be done by delivering or transferring teaching materials in the form of science, technology and art by using strategies and teaching methods in accordance with individual differences of each student. Then when viewed from the strategies and methods used, then guide more form of motivation and coaching.

Train

Train: Train when viewed in terms of content is in the form of skills or life skills (life skills). When viewed from the process, then the train is done by being an example (role model) and role models in terms of morals and personality. Meanwhile, when viewed from the strategies and methods that can be used, namely through work practices, simulations, and internships.

Teach

Teaching: When viewed in terms of content, then teaching in the form of teaching materials in the form of science. The process is done by giving examples to students or practicing certain skills or applying concepts given to students in order to become proficiency that can be used in everyday life. Strategies and methods that can be used for teaching such as expository and inquiry.

What A Good Test...?

A colleague asked that question the other day. What is a good test? It is a really difficult question to answer. There are a number of properties that hold true for a good test. I will list some of them and discuss why I think they are important. Others may think that the order of importance is different or that other properties are more important then those that I list.

I will show some examples using Java and JUnit of what I think are bad tests and how they can be refactored to something better.

Tests are automated in my world. I always try to avoid manually testing. The main reason for this is that manual testing is slow and hard to repeat arbitrary many times. Therefore, test should be read as automated test in for the rest of this text.

Different types of tests

Tests come in many different shapes and forms. They have different purposes. Putting them in different categories is difficult and dangerous. A lot of people have opinions on the subject so it is like stepping in a mine field. Never the less, one way to categorise different tests may be this one (as suggested by Alexandru Bolboaca):

• Acceptance
• Integration
• System
• Unit

A good acceptance test is written in the domain language and clearly communicates the intent of a feature or story. The purpose is to have a way to measure when a feature can be considered done. It is formulated and understood by a domain expert rather than a developer struggling with the domain knowledge. It is expected to have a life time that is as long as the life time for product.

An integration test is usually slow. The purpose is to verify the integration between components that makes up the system. One such component could be a database.

A system test is usually very slow and could involve operations in GUI. The purpose is to verify that things that are expected to be possible to do actually is possible to do as a normal user. It could be a Selenium script that exercises the GUI through a browser by adding things to the database and then retrieve them.

A unit test must be blazing fast, running in milliseconds. The purpose is to develop the functionality incrementally and in a testable way. It is only using the core classes of the system and everything is executed in memory. This is where the use of tools like JUnit started and normally the result of test driven development, TDD. Unit tests will only test one thing by following the Single Responsible Principle, SRP.

Dividing test into these classes may differ from your opinion. Please suggest an alternative division if you think there may be a need for it.

One common thing for all categories above is that they follow the three R’s of automated tests:

• Rapid
• Reliable
• Relevant

Character Education Role In Completing Personality

In the beginning, man was born only bring "personality" or personality. In general, there are four kinds of human personality and there are a lot of theories that use different terms even use color, but the pattern remains the same. In general, there are four personality, namely:

1. Koleris: This type is characterized by personal who like independence, assertive, fiery, like challenges, boss of himself.
2. Sanguinis: This type is characterized by practical things like, happy and cheerful always, like surprises, like all social activities and fun.
3. Plegmatis: This type is characterized by like cooperation, avoid conflict, do not like the sudden change, the interlocutor is good, like a sure thing.
4. Melancholy: This type is characterized by love with detail, save anger, Perfection, like clear instructions, highly favored routine.

On top of this is that the classical theory and the theory now growing a lot, and is still widely used as an assay to measure human potential.

Personality is not a character. Everyone has a different personality. Well from 4 to these personalities, each personality has weaknesses and advantages of each. Eg type koleris identical to the person who spoke "rough" and sometimes it does not matter, which is often difficult personal sanguine invited to serious, often difficult plegmatis invited definite step and impress passive, melancholy stuck with a personal dilemma "yes" in the mouth and "no" hearts, and tend perfectionis in detail the life and this is what sometimes makes others quite hassles.

Every man can not choose his personality, personality has a gift of God the creator when men are born. And every person who has a definite personality flaw and advantages in aspects of social life and each individual. Easy yes, this explanation.

Well, his character where? As each man learns to overcome his weaknesses and improve his weaknesses and bring a new positive habit that is called character. For example, a pure koleris but very polite in expression and instructions to others, a sanguine able to bring himself to be serious in a situation that requires calmness and focus attention. That character. Character education is the provision of views on the various types of life values, such as honesty, intelligence, and a concern for others. And that is the choice of each individual to be developed and need in building, from an early age (ideally).

Character can not be inherited, the character can not be bought and character can not be exchanged. Character must be consciously built and developed day by day by means of a PROCESS that is not instant. Character is not something innate that can not be changed again as fingerprints.

I noticed that many people with bad character likely to blame their circumstances. They often claim that they brought up the wrong way, financial difficulties, treatment of others or other conditions that make them like this. It is true that in life, we have to face a lot of things beyond our control, but your character is not the case. Your character is always the result of your choice.

Know that you have the potential to become a person of character, Earn the it. Character, more than anything and will make you a person who has added value. Character will protect everything that you value in life.

Each person is responsible for his character. You have full control over your character, meaning that you can not blame others for your bad character because you are entirely responsible. Develop character is your personal LIABILITY.

Character Building Education

Understanding Character Education According to Expert

Strengthening moral education (moral education) or educational character (character education) is very relevant in the present context to address the moral crisis that has engulfed our country. The crisis, among others, in the form of increased promiscuity, rampant levels of violence children and adolescents, crimes against friends, teenagers theft, cheating habits, drug abuse, pornography, and the destruction of property of others has become a social problem that until now have not been able to completely resolved, therefore, the importance of character education.

Expert Told . . .

According Lickona, related to the concept of moral character (moral knowning), moral attitudes (moral felling), and moral behavior (moral behavior). Based on these three components can be stated that the characters are well supported by the knowledge of the good, the desire to do good, and do deeds of kindness. Outlined below is a chart of the third link this framework.

Character Education According Lickona

Simply put, character education can be defined as any business that can be done to influence the character of the students. But to know the proper sense, it can be noted here that the definition of character education delivered by Thomas Lickona. Lickona stated that the definition of character education is a deliberate attempt to help someone so that he can understand, pay attention, and do the ethical values that core.

Character Education According to Suyanto

Suyanto (2009) defines the character as a way of thinking and behaving that is characteristic of each individual to live and work together, both within the family, community, nation, and state.

Character Education According Kertajaya

Character is the hallmark of which is owned by an object or individual. Characteristic is genuine and rooted in personality or individual objects, as well as an "engine" that drives how an act, behave, say, and respond to something (Kertajaya, 2010).

Character Education According to the Dictionary of Psychology

According to the dictionary of psychology, personality character is to be reviewed from the standpoint of ethical or moral, for example a person's honesty, and is usually associated with the properties of the relatively fixed (Dali Gulo, 1982: p.29).

The values in character education

There are 18 grain values of character education that, Religious, Honest, Tolerance, Discipline, Work Hard, Creative, Independent, Democratic, Curiosity, Excitement Nationality, Love homeland, Appreciating the achievements, Friendly / communicative, Love Peace, Joy of reading , Care for the environment, social Caring, responsibility.

More details on the values of character education can be seen in the chart below

Read more: CHARACTER EDUCATION: Understanding Character Education

Character values based culture of the nation

18 values of character education

1. religious
2. honest
3. tolerance
4. discipline
5. toil
6. creative
7. independent
8. democratic
9. curiosity
10. national spirit
11. love of the homeland
12. appreciate achievements
13. friends / communicate
14. love peace
15. like to read
16. environmental care
17. social care
18. responsibility

Character education has become a concern to many countries in order to prepare the next generation of quality, not only for the benefit of individual citizens, but also for the citizens as a whole. Character education can be defined as the deliberate us of all dimensions of school life to foster optimal character development (we deliberately efforts of all dimensions of the life of the school / madrasah to assist the formation of character optimally.

Character education requires special methods appropriate for the purpose of education can be achieved. Among the appropriate learning method is exemplary method, the method of habituation, and methods of praise and punishment.

Well so is some sense of character education, according to experts, may be useful.

6 New Teaching Techniques You Should Know!

Teaching techniques Education, like almost every other area of our society, has evolved in leaps and bounds in recent years. Traditional teaching techniques, based mainly on a teacher explaining a topic and students taking notes, may still be useful on occasion, but education today revolves more around encouraging the student to awaken their curiosity and desire to learn. 

A number of different teaching techniques have emerged due to this change in education. Many of these teaching techniques are not actually new however! The use of technology in the classroom has simply given education a new lease of life allowing us to approach old ideas in new ways.

Outlined below are some popular teaching techniques that have arisen from the integration of technology in education.

6 Teaching Techniques You Should Know:

1. Flipped Classroom (Inverting your class):

The Flipped Classroom Model basically involves encouraging students to prepare for the lesson before class. Thus, the class becomes a dynamic environment in which students elaborate on what they have already studied. Students prepare a topic at home so that the class the next day can be devoted to answering any questions they have about the topic. This allows students to go beyond their normal boundaries and explore their natural curiosity.

ExamTime’s free online learning tools can be integrated into the Flipped Classroom teaching model. Using ExamTime, you can easily share resources with a group, in this case a class, allowing students to study these resources from home and prepare for the next class.

2. Design Thinking (Case Method):

This technique is based on resolving real-life cases through group analysis, brainstorming, innovation and creative ideas. Although “Design Thinking” is a structured method, in practice it can be quite messy as some cases may have no possible solution. 

However, the Case Method prepares students for the real world and arouses their curiosity, analytical skills and creativity. This technique is often used in popular MBA or Masters classes to analyze real cases experienced by companies in the past.

Ewan McIntosh, an advocate of Design Thinking, created The Design Thinking School as part of his “No Tosh” consulting group. No Tosh harnesses the creative practices of some of the best media and tech companies in the world to coach educators methods to implement the concept. Design Thinking for Educators also provides teachers with an online toolkit with instructions to explore Design Thinking in any classroom. Click here to download the free toolkit now.

3. Self-learning:

Curiosity is the main driver of learning. As a basic principle of learning, it makes little sense to force students to memorize large reams of text that they will either begrudgingly recall or instantly forget. The key is to let students focus on exploring an area which interests them and learn about it for themselves.

A perfect example of a teaching technique based on self-learning is outlined by Sugata Mitra at the TED conference. In a series of experiments in New Delhi, South Africa and Italy, the educational researcher Sugata Mitra gave children self-supervised access to the web. The results obtained could revolutionize how we think about teaching. The children, who until then did not even know what the internet was, were capable of training themselves in multiple subjects with unexpected ease.

A common technique for exploring self-learning is the use of Mind Maps. Teachers can create a central node on a Mind Map and allow students the freedom to expand and develop ideas. For example, if the focus is the Human Body, some students may create Mind Maps on the organs, Bones or Diseases that affect the human body. Later the students would be evaluated according to the Mind Maps they have created and could collaborate with each other to improve each others Mind Maps and come to a more comprehensive understanding of the Human Body.

4. Gamification:

teaching techniquesLearning through the use of games is a method that has already been explored by some teachers, especially in elementary and preschool education. By using games, students learn without even realizing. Therefore, learning through play or ‘Gamification‘ is a learning technique that can be very effective at any age. It is also a very useful technique to keep students motivated.

The teacher should design projects that are appropriate for their students, taking into account their age and knowledge, while making them attractive enough to provide extra motivation. One idea may be to encourage students to create quizzes online on a certain topic. Students can challenge their peers to test themselves and see who gets a higher score. In this way, students can enjoy the competition with peers while also having fun and learning.

5. Social Media:

 A variant of the previous section is to utilize social media in the classroom. Students today are always connected to their social network and so will need little motivation to get them engaged with social media in the classroom. The ways you can use this method of teaching are quite varied as there are hundreds of social networks and possibilities. 

A good example is the initiative carried out by the Brazilian Academy of Languages ​​”Red Ballon“, which encouraged students to review the tweets of their favorite artists and correct grammatical errors that they committed in an effort to improve their English language skills!

6. Free Online Learning Tools:

There is an array of free online learning tools available which teachers can use to encourage engagement, participation and a sense of fun into the classroom. Teachers can create an interactive and dynamic classroom environment using, for example, online quizzes to test student’s knowledge. 

If you haven’t used ExamTime’s free online learning tools yet, sign up now to create Mind Maps, Flashcards, Quizzes & Notes. Encourage your students to sign up to ExamTime too so you can create a Group and invite each of your students to become a member. This means you can share study resources directly with each student online and even apply the Flipped Classroom Model to your method of teaching.

Alternative Strategies and Active Learning # 2

As you consider various modes of instruction, keep in mind that student learning depends primarily on what the students do, both in and out of class, rather than what the teacher does. Your task is to select activities through which students can master course objectives. Lectures, discussions, written exercises, reading assignments, tests, group work, individualized instruction, field trips, observations, experiments, and many other kinds of experiences may be necessary for students to learn the things you want them to learn. Your choice of strategies is affected by a number of considerations: the level of the objectives, the abilities of the students, your teaching skills and preferences, the size of the class. However, since college is supposed to help students sharpen their higher-order thinking skills, strategies that promote active involvement in learning should be the goal of every teacher.

Simulations

Like case studies, simulations provide students with practice in decision making, but in a different, more engaging, format. Since simulations are based on real-life situations, they present students with choices and constraints that reflect real-world problems. For example, a class in political science might simulate a city council meeting to decide on the location of a halfway house for juvenile offenders. Students are given particular roles to play: members of the police department, representatives of neighborhood associations, social workers trying to reintegrate juvenile offenders into society, and others with conflicting concerns. The task facing the class is to come to agreement about the placement of the halfway house. The instructional objectives are to practice negotiation skills, engage in proble solving, and discover techniques for reaching compromise.

Simulations are more difficult and time-consuming to write than case studies, and they usually take more time in class, although the teacher’s role is less directive than in the case study method. They also require more explanation before the exercise and, when completed, a careful exposition of what has been learned by relating students’ experiences to the general principles involved. Nonetheless, simulations can be very effective in teaching problem solving and in developing students’ self-confidence.

Games

Games and simulations are closely related, and there are mixed varieties: simulation games, nonsimulation games, and non-game simulations. Games are activities in which there are winners and

losers, definite sets of rules for “moves,” and frequent use of props or other paraphernalia. For example, in a game used in sociology classes, players are randomly assigned to several different groups and provided with colored markers that represent money. They are told to maximize their cash through negotiations and trade with other groups, but the rules for trading markers are actually stacked against certain groups — they literally cannot win. This game allows students to experience in a small way life in a rigid class society in which improvement of one’s condition is made difficult or impossible by the society’s economic rules.Although it is possible to devise games yourself, hundreds of instructional games and simulations have been published by organizations involved in education and training.

Written Assignments and Out-of-Class Exercises

Written assignments can be more original and exciting than the usual term papers, book reports, and homework assignments. Students are capable of producing fairly sophisticated work if the assignment is clearly explained and carefully structured. For example, you might require students to observe and report on a city council meeting, fundamentalist revival, ballet, construction site, archeological excavation, bus station, or protest march. Of course, you would need to teach them how to take observational notes and suggest an organizational framework for the final report.

To help students sharpen writing skills, you may decide to assign shorter papers and allow rewrites until their work is acceptable. In general, many short writing assignments are preferable to a single long paper, depending upon the goals of the course and the level of student skills. Regardless of the length of the assignment, clearly written instructions are indispensable (giving such assignments orally is usually not effective). For more on using writing in your teaching, see pages 76-79.

Class time can be used for focused activities in which students can practice essential skills. For example, in math-related subjects, after fifteen to twenty minutes of instruction on a particular kind of problem, you could require students to work examples alone for fifteen minutes. This technique forces them to try to apply the concepts that have just been taught, and usually produces questions they didn’t think to ask during the lecture (and also provides a powerful antidote to boredom). Since students typically defer their homework problems until the night before the next class, they often lose the thread of the explanation by that time - immediate practice in class helps reinforce the explanation. Also in math-related courses, requiring students to work homework problems on the chalkboard provides an opportunity to correct their errors and misconceptions and to ask questions about other homework problems while they are at the board.

In the social sciences and humanities, requiring short in-class writing exercises is analogous to working math problems in class. These exercises can take many different forms - for example: a paragraph defending or attacking a particular point of view, a one-page analysis of a reading assignment, or a short essay summarizing the student’s impression of a class discussion. The variety of these short writing  assignments is endless, and they need not take huge amounts of class time — many can be accomplished in ten minutes or less.

*Adapted from Teaching at Carolina (1998). Chapel Hill: Center for Teaching and Learning, University of North Carolin

Alternative Strategies and Active Learning # 1

As you consider various modes of instruction, keep in mind that student learning depends primarily on what the students do, both in and out of class, rather than what the teacher does. Your task is to select activities through which students can master course objectives. Lectures, discussions, written exercises, reading assignments, tests, group work, individualized instruction, field trips, observations, experiments, and many other kinds of experiences may be necessary for students to learn the things you want them to learn. Your choice of strategies is affected by a number of considerations: the level of the objectives, the abilities of the students, your teaching skills and preferences, the size of the class. However, since college is supposed to help students sharpen their higher-order thinking skills, strategies that promote active involvement in learning should be the goal of every teacher.

Peer teaching

Research has shown that students who are required to teach something learn concepts better than if they are taught the material in conventional ways. In other words, teaching is a more effective learning strategy than being taught, and it makes sense to use this principle in the classroom to increase learning. Pairing students atlearning tasks is more effective than having students work alone (a good reason for having lab partners in the natural sciences).Peer teaching can easily be incorporated in most classes. For example, you could make an assignment in which students must prepare their own questions on the main points of a reading selection; in class, have students work in pairs or small groups, alternately asking and answering questions they have prepared.

During the session, you can move from group to group, giving feedback and asking and answering questions yourself. Students are more willing to share their views in small groups and often develop deeper insights about the material than they would working alone. In math-related courses, students could be required to make up original problems to solve (after completing a regular homework assignment). Instead of the dreary oral report so often used in social science classes, why not require students to prepare a lesson on the topic? Their grades could depend, in part, on how well the class answers test questions on that topic. Exercise caution in using this strategy, however, for undergraduates not only need instructions about how to teach a lesson, they also should know the criteria you will use for evaluating their performance.

Cooperative Learning Groups

Many teachers will occasionally break their classes into small groups for discussions, but only a few use the technique as a fundamental teaching tool. A class can be divided into learning teams that are periodically given instructional tasks to complete, either in or out of class. Research has shown that, with careful planning, this technique increases the efficiency and effectiveness of learning. 

Groups of six or seven work best because this size is small enough for everyone to participate in problem solving or debate, yet large enough for a spectrum of views to be represented. To work successfully, groups require a wide variety of viewpoints and intellectual skills, so it is important to make them as heterogeneous as possible. The individual data cards you collect on the first day of class can yield important information about your students’ backgrounds and preparation and make it easier to create heterogeneous groups. 

A professor of political science who uses long-term groups in his class tries to insure that each team has someone with a math background and at least one political science major. He creates groups with maximum diversity with respect to major, gender, race, and other characteristics. The tasks you assign for group work should challenge students to analyze phenomena, solve problems, apply theories, exercise judgment, or perform some combination of these activities. Clearly written instructions are vital to the success of this kind of exercise, which means the teacher must analyze the task carefully and break it down into its component parts. 

During the exercise, the teacher moves from group to group, answering questions, clarifying instructions, giving advice, and observing the group process. Group exercises can be designed for 15- to 20-minute periods, and need not consume an entire class period.In a well-designed group activity, there should be little need for direct intervention by the teacher. It is true that many teachers are uncomfortable with the loss of direct control that accompanies small-group work, but you still govern the process and outcome by the instructions you provide for the groups. Small groups can be used with a variety of other techniques, such as peer teaching, case studies, and simulations; imaginative teachers are discovering new ways to use the technique every day.

Case Studies

Case studies are appropriate for learning about information analysis, decision making, or problem solving. The method, made famous by the Harvard Business School, requires the development of a set of cases that reflect problems or issues in the course material. For example, in an anthropology course, a case might describe the artifacts discovered in a real or hypothetical excavation. The students, as a group, would be expected to infer information about the life and culture of the people who lived at the site, based on knowledge and techniques they had learned in other parts of the course.

Depending upon the nature of the material and the sophistication of the students, cases can be quite lengthy and complex. You can divide the class into small groups to work on the case and circulate among them to facilitate the process. Over the semester, cases can be made more complex and challenging as students become more knowledgeable.

The development of case studies for an entire course requires research into the method to master its subtleties. Cases must provide enough information to elicit analytical thought, but not so much that the solutions are obvious. This process can be very time-consuming, but once the cases are written, they may need only a few revisions to run successfully semester after semester. Remember that students need to master a common knowledge base before they will be ready to tackle a case study, and they need to understand clearly the steps in the analytical process they will use. Finally, managing the discussion of case studies requires techniques that differ from generalized discussion methods, and it would be helpful to observe a teacher experienced in the method before trying it yourself.

*Adapted from Teaching at Carolina (1998). Chapel Hill: Center for Teaching and Learning, University of North Carolin

CLASSIFICATION AND CHARACTERISTICS OF LEARNING MEDIA

INTRODUCTION 

In essence, learning is a conscious effort of teachers or students or teachers to help their students so that they can learn according to their needs and interests. Learning is an activity that aims. This goal must be in line with the objectives of student learning and curriculum. The purpose of learning the student is achieving the optimal development, which includes cognitive, affective, and psychomotor. While the purpose of the curriculum is the fulfillment of all targetan goals in a written document to achieve the learning objectives based on defined levels. 

Learning activities carried out by the teacher. Therefore, teachers must demonstrate and develop dynamic elements when membelajarkan to students. Many of us have encountered, students are not interested in learning the material because the subject matter is boring. To avoid these symptoms, the teacher must select and organize the subject matter in such a way, that stimulate and challenge students to learn. 

In this case, the teacher is required to utilize the results of the technology, this connection is able to understand the medium (intermediate) so that the achievement of learning goals in the learning process. 

Further in this paper will explain the classification and also the characteristics of instructional media.

PROBLEM FORMULATION 

A. Definition of instructional media. 

B. Classification of instructional media. 

C. Characteristics of instructional media. 

D. The election procedure appropriate learning media.

DISCUSSION 

A. Definition of Learning Media 

The word comes from the Latin media medius, which literally means the middle, intermediate or introduction. In Arabic, the media is an intermediate (وسائل) or introductory message from the sender to the receiver of the message. Association for Education and Communication Technology (AECT) defines all forms of media that is used for the information distribution process. Gerlach and Ely (1971) says that if the media is understood broadly human, material, or events that establish the conditions that enable the child to acquire the knowledge, skills, or attitudes. In this sense, teachers, textbooks, and school environment is the media. More specifically, the notion of media in teaching and learning tends to be interpreted as graphical tools, photographic, or electronically to capture, process, and reconstruct visual or verbal information. [1] 

It can be concluded that the definition of media is something that is delivering the message and can stimulate thoughts, feelings, and willingness audience (students) so as to encourage the learning process in itself. Creative use of media will allow the audience (students) to learn better and can improve the performance of them in accordance with the objectives to be achieved. [2] 

B. Classification of Instructional Media 

Along the way, the development of instructional media with the current technological developments. The oldest technology that is utilized printing system that works on the basis of the mechanistic principles. Then the audio-visual technology combine mechanistic and electronic discovery for the purpose of learning. Last emerging technology is a micro processor that spawned the use of computers and interactive activities. Based on these developments, the learning media can be classified into 4 groups, namely: the result of printing technology media, audio-visual media technology results, media results are based on computer technology, print media merge results and computer technology. [3] 

According to Rudi Bretz classify the main characteristics of media on the following principal elements: sound, visual, and motion. To visually distinguished itself again in three forms, namely: visual images, line (graphic liner), and symbols. He also distinguishes broadcast media and recording media, so there are eight classifications of media; 

1. Audio-visual motion media
2. Audio-visual media silent 
3. Audio spring motion media
4. Visual motion media
5. Visual media silent 
6. Visual media spring motion 
7. Audio media
8. Print 

Meanwhile, according to Oemar H. Malik, there are four classifications of teaching media, namely: 

1. Visual tools that can be seen, 
2. The tools that are auditory or that can only be heard, 
3. Tools that can be seen and heard, 
4. Dramatization. 

But according to Gagne, there are seven kinds of media classification, namely: object to demonstrated, oral communication, print images, still images, motion pictures, silent films, machine learning. Seven kinds of media classification is then linked with its ability to meet the function according to the development level of the hierarchy learning stimulus learning thrower, towing interest in learning, learning behavior instances, given the external conditions, demanding way of thinking, rather incorporate knowledge, assess the achievements and give feedback behind. 

Based on some of the above classification can be concluded in general there are five, namely learning media: print-based media, visual-based media, audio-visual media-based, computer-based media, human-based media.

C. Characteristics of Learning Media 

Classification as described in the preceding description describes the characteristics or specific traits of each medium differ from one another in accordance with the object and purpose of the grouping. We can determine the characteristics of the media according to their economic review, the scope of covered targets, ease of control by the wearer and so on. Also can be seen from the ability of stimulation evokes the senses of sight, hearing, touch, conversation, or smell, or compliance with the hierarchy level of learning. As stated by Kemp (1975) is the basis for selecting the media in accordance with a particular learning situation. As was said by Arief S. Sadiman (1986) that the classification of the media, media characteristics, and media selection are inseparable in the determination of learning strategies. [4] Here is a further explanation of the characteristics of instructional media. 

1.Human-Based Media 

Among some human-based media media is the oldest media to transmit and communicate a message or information. This media is helpful, especially if our goal is to change attitudes or want to be directly involved with monitoring student learning. Media man can direct and influence the process of learning through guided exploration by analyzing from time to time what is happening in the learning environment. Often in an atmosphere of learning, the students have had a bad learning experience and see learning as something negative. Human instructor "as a media" can intuitively feel the needs of their students and gave pengalamn learn that will help achieve the learning objectives. 

Human-based media filed two effective techniques, the design is centered on the problem and asking Socratic. The design-centered learning problems constructed based on the problem to be solved by the student. With the following steps: 

1. Formulate relevant issues. 
2. Identify the knowledge and skills related to problem solving. 
3. Teach why knowledge is important and how that knowledge can be applied to solving the problem. 
4. Guided exploration of students. 
5. Develop problem in the context of the diverse stages of difficulty levels. 
6. The value of the student's knowledge by giving a new problem to be solved.

While the Socratic asked: 

1. Identify questions that ask students to share, analyze, evaluate, and synthesize their work or task. 
2. The lesson might begin with a large group discussion as a discussion of exploration. Students can then be grouped in small groups to explore issues and ideas that appear in a large group discussion. 
3. Determining whether students have to learn or to work together in groups, individually, one by one, or freely. 

One of the important factors in learning with human-based media is an interactive lesson plans.

1. Based Print Media 

Media-based mold is most commonly known textbooks, handbooks, journals, magazines, and a sheet of paper. In the print-based media are six things to consider when designing, namely: consistency, format, organization, attractiveness, font size, and the use of empty space. [5] 

Text-based interactive learning became popular in the 1960s with the terms of programmed learning materials for independent study. With this format, for each small unit of information is presented and student response prompted either by answering questions or participating in training activities. [6] 

Materials-based print media is the basis of development and use of most other learning materials. Which has the following characteristics: 

1. The text is read in a linear fashion. 
2. The text displays one-way communication and receptive.
3. Display static text. 
4. Development is highly dependent on the principles of language and visual perception. 
5. The text is oriented toward students. 
6. Information can be arranged and rearranged by the user. [7] 

Print-based media has the advantages of: 

• Message or information can present in significant amounts. 
• Message or information can be learned by the students according to the needs, interests, and speed respectively. 
• Can be studied anytime and anywhere, because it is easy to carry 
• Even more interesting if it is equipped with an image and color. 
• Repair or revision easy to do. 

While the weakness of the print-based media: 

• The manufacturing process requires considerable time. 
• Bold print materials that may be boring and deadly motivate students to read. 
• If the volumes and ugly paper, printed materials will be easily damaged and torn. [8]

2. Based Visual Media 

As well as print-based media, visual media is not much different from the print-based media. That is also the basis for the development and use of most other learning materials that have these characteristics: 

• Visually observed by space. 
• Visual displays are also one-way communication and reseptic. 
• Also displayed visually static. 
• Visual perception is used as a reference in the principles of linguistic text-based media.
• Visual media are also student oriented. 
• Information can be reorganized and governed by the user. [9] 

Visual-based media (image / metaphor) holds a very important role in the learning process. Visual media can facilitate comprehension (eg through elaboration and organizational structure) and strengthen memory. Visual can also cultivate students' interest and may give the relationship between the content of the subject matter to the real world. In order to be effective at, the visual should be placed in a meaningful context and students should interact with it to convince any visual information processing. [10] 

The advantages of visual-based media:

• More interesting because there is an image, thus providing a real experience for students. 
• It is easier to remember with a visual concept map, mapping maid and abbreviations. 
• Visual media can facilitate comprehension (eg through elaboration and organizational structure) and strengthen students' memories. 
• Visual can also cultivate students' interest and may give the relationship between the content of the subject matter to the real world. 

Shortage of Visual-Based Media: 

• There will be difficulties if students have problems in eyesight. 
• Students will not understand the picture if the picture is not clear or does not match the shape reality. 
• Can not serve students with auditory and kinesthetic learning styles. 
• Takes a long time to create images and specialized skills to present an image corresponding original form. [11]

3. Based Audio-Visual Media 

Audio-visual technology is a means to produce or deliver materials by using mechanical machinery and electronics, for presenting audio messages and visual. Characteristics-based audio-visual media are: 

• Linear 
• Presenting a dynamic visualization 
• Used in a manner predetermined by the designer or manufacturer
• Is a physical representation of the idea of ​​real or abstract ideas 
• Developed according to the tenets of cognitive psychology and behaveiorisme. 
• Generally oriented to teachers, the level of student involvement interaktivnya low. [12] 

Teaching through audio-visual, has a consumption characteristics of hardware during the learning process, such as the use of projectors, tape recorders, projectors visual width. So is teaching through audio-visual production and use of materials, applicability through sight and hearing, and was not entirely dependent on understanding words or symbols that are similar. [13] 

Excess-based audio-visual media: 

• More effective in receiving learning style because it can serve students auditory and visual language. 
• Can provide a more real experience than that delivered the audio and visual media. 
• Students will be quickly understood by hearing accompanied seen directly, so it is not just imagine. 
• More interesting and fun to use audio-visual media. 

Disadvantages-based audio-visual media: 

• Audio-visual media production requires a long time, because it combines two elements of the audio and visual. 
• Requires skill and precision in its manufacture. 
• Costs used in the manufacture of audio-visual media is quite expensive. 
• If there is no device manufacturing will be difficult to make it (hit tool manufacture). [14]

4. Computer-Based media

Computer-based technology is a way of resulting in or presenting the material using sources based micro-processor. Computer-based media have the characteristics:

a. Can be used at random, non-sequential, or linear fashion.

b. Can be used based on the desire of the student or by the desire of the designer or developer as planned.

c. Usually the ideas presented in abstract style with words, symbols, graphics.

d. The principles of cognitive science to develop this medium.

e. Learning-oriented students and involve high student interaction. [15]

Computer simulation provides the opportunity to learn in a dynamic, interactive, and individuals. The success of the simulation is influenced by three factors, namely: the scenario, the base model, and a layer of teaching. [16]

D. Selection Procedures Appropriate Learning Media

In the selection of instructional media should pay attention to effectiveness and efficiency. There are four criteria for media selection in operlu notice how proposed by Dick and Carrie:

1. Availability of local sources, if the media in question is not present in the existing sources then it should be bought or made ​​yourself. 
2. Availability of funds, personnel and facilities. 
3. Factors related to flexibility, practicality, and durability of the medium used for long periods of time; when used with devices anywhere and anytime around it as well as portability. 
4. Effectiveness and cost efficiency in a fairly long period of time, even if it seems expensive, but cheaper than other media which only use disposable. 

Media selection procedure as presented by Arif S Sadiman there are three models that can be used as a procedure in the selection of media to be used, namely:

1. Model 1 is a flow chart of the model using the elimination in the selection decision.
2. Matrix model, the form of deferred decision making model, the selection until all selection criteria were identified.
3. Model check list, the decision to suspend the election until all the criteria to be considered. [17]

Source :

[1] Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), hlm. 3

[2] Asnawir dan M. Basyirudin Usman, Media Pembelajaran,(Jakarta: Ciputat Pers, 2002), hlm. 11

[3] Cecep Kustandi dan Bambang Sudjipto, Media Pembelajaran, (Bogor: Ghalia Indonesia, 2011), hlm. 33

[4] Asnawir dan M. Basyirudin Usman, Media Pembelajaran,...hlm. 32

[5] Azhar Arsyad, Media Pembelajaran, (Jakarta: Rajawali Pers, 2010), hlm. 82-87.

[6] Azhar Arsyad, Media Pembelajaran,... hlm. 90

[7] Cecep Kustandi dan Bambang Sudjipto, Media Pembelajaran,...hlm.33-34.

[8] Kurtek.upi.edu/media/sources/2-klasifikasi media.pdf. 3/4/2013.pkl11:56.

[9] Cecep Kustandi dan Bambang Sudjipto, Media Pembelajaran,...hlm. 36.

[10]  Azhar Arsyad, Media Pembelajaran,... hlm. 91.

[11] http://gtnheni.blogspot.com/2011/12/kelebihan-dan-kekurangan-jenis-jenis.html.3/4/2013.pkl11:56.

[12]  Cecep Kustandi dan Bambang Sudjipto, Media Pembelajaran..., hlm. 34

[13]  Azhar Arsyad, Media Pembelajaran,..., hlm. 30.

[14] http://gtnheni.blogspot.com/2011/12/kelebihan-dan-kekurangan-jenis-jenis.html, 3/4/2013.pkl.11:50

[15]  Cecep Kustandi dan Bambang Sudjipto, Media Pembelajaran..., hlm. 34

[16]  Azhar Arsyad, Media Pembelajaran,...hlm. 98.

[17] Asnawir dan M. Basyirudin Usman, Media Pembelajaran,...hlm. 126-127

The types and characteristics LEARNING MEDIA

Media in the learning process can be grouped into three major groups, namely audio media, visual media, audio-visual media.

1. Audio Media

Audio media is media that involves only the sense of hearing and is only able to manipulate sound capabilities alone. 

Characteristics audio media 

The main characteristic of this medium is the message that is routed through the audio medium is poured in the auditory symbol, both verbal and nonverbal. 

2. Visual Media 

Visual media is media that involves the sense of sight. 

Characteristics of visual media 

a. picture 

Images can be broadly divided in three types, namely sketches, paintings and photographs. 

b. graphs 

The graph is a simple image that is more or less an accurate depiction of the quantitative data in the form of an attractive and easy to understand. 

c. diagram 

Diagrams are often also used to describe the location of the parts of a tool or machine as well as the relationship with the other parts. 

d. Chart 

Chart is similar to the diagram. The difference is more emphasis on a chart or a development process or an organizational arrangement. Chart sometimes accompanied by symbols or pictures, then this pictorial nature. There is also a chart that is coupled with a brief description. 

e. map 

Map is a picture of the earth's surface or part thereof. Actually, the map can be called as well as charts. 

3. Media Audio Visual 

Audio-visual media is media that involves the senses of hearing and sight. 

Characteristics of audio-visual media: Media that involve images and sound.

Methods Of Teaching Fellow (Peer Teaching Methods)

There was the time a teacher suffered a deadlock in choosing effective methods for applied learning process in order to achieve the expected competencies mastered by students. Although various learning methods, determine which method is most suitable to be applied is not easy work. This is actually a teacher prosecuted keprofesionalannya as educators, counselors, and teachers

In General, students are very interested in new things. On the basis that a teacher must jelly in select the learning method to students staying motivated and keen to learn. Methods of teaching fellow (peer teaching methods) can be used as an option to meet it. Just don't get too often applied due to the effect, the study will ultimately monotonous and boring student.

Peer teaching method is a technique of delivering learning through peer or help themselves. Starting from the discussion of the matter until an assessment is also made of and by the students in the group itself (self assessment and peer assessment). As for the value of the end is a merger between the assessment by teachers and peers. From the defenisi, the teacher should be able to modify the method of peer teaching to fit the student applied for SD (high grade) especially on the part of his assessment.

Cooperative learning with this technique can be implemented in conjunction with the method of discussion. Prerequisites for implementing learning with peer teaching method in the class, there are some students who have to fast (smart) and all students are likely to have relevant knowledge base.

Step-by-step method teaching fellow (peer teaching methods) 

1. Teacher explains the topic, learning objectives, and measures/activities that will be undertaken by students 
2. to divide students into several groups of 4-6 students evenly (each group there is a clever student)
3. in the company of his students learn from and with another fellow in a way of mutual benefit as well as the sharing of knowledge, ideas, and experiences of each. 
4. Each Member of the group being sued gave their own opinions as well as responses that will be merged in a single conclusion. 
5. Each group formulated the results of its discussions in one conclusion on the basis of mutual agreement. 
6. A few minutes later (about 20 minutes) one of the members of each group are taking turns teaching the results of his findings in the presence of other groups. 
7. Each group was asked to give a response (criticism, suggestions, opinions, questions, comments, etc.) and discuss differences of opinion until the problem is resolved every 
8. problem that comes up is noted by teachers and given the solution 
9. Teachers give conclusion problems and solving them, so each student's understanding of the uniform. 
10. The assessment is done by teachers during the learning process is ongoing (especially in step 3)

Benefits of peer teaching method 

• Improving students ' learning motivation
• Improve the quality of the learning process 
• Enhances the interactive social learning 
• Encourages students in students towards higher-order thinking skills are 
• Developed to work in groups
• Improve the sense of responsibility for their own learning 
• Build a spirit of working together
• Train the skills of communicating 
• Improve the results of learning

Disadvantages of peer teaching method 

• Requires a relatively long time 
• If students do not have the relevant knowledge base then this method ineffective 
• Likely dominated by students who love to talk, clever, or who want to accentuate themselves 
• Not all teachers truly understand how each students work in groups 
• Need to be modified to fit applied to students (this technique is usually applied in college) 
• Requires extra strict teacher attention

Reference:

Research results Lyn Longaretti, et al (The University of Melbourne)-Centre for Development of Teaching and Learning (CDTL). National University of Singapore, at: http://www.cdtl.nus.edu.sg/

Advantages and Disadvantages of Online Learning

Today we recognize the internet as a source of information that is in demand by today's modern society. In the internet we can find a wide range of interesting information about a case in a more complete and easier. For example, when a run into trouble on a difficult question about a lesson that one can easily find the answer over the internet. With facts about the ease and completeness of the information contained in the internet and after seeing the amount of media that can now be used to access the Internet especially also on the rise in the love of the people accessing the internet today and more people are increasingly developing the internet for learning purposes.

Learning activities contained in this internet often we refer with this online learning activity did not escape from a variety of problems that eventually arise with it. The problems associated with benchmarking more about where the advantages and drawbacks of these online learning activities. That with these two below I have summarized about the various advantages and disadvantages are present in online learning activities. Happy reading, I hope you get the information you need here.

The advantages of online learning. The first thing we will discuss here is about excess. In this online learning activity interesting is about time more flexible. A person who wants to learn on the internet does not necessarily have to be based on the specific time that is important because there is internet access they had to learn anytime and anywhere. Range of learning activities is also infinite place, at home anywhere in the world there is internet access, learning can still take place.

Disadvantages of online learning activities. Because of the ease of dissemination of this information by all parties involved then it is very likely the occurrence of errors in the material contained on the internet. Also there are likely many crimes such technologies on the dangers of pornography on the internet there is a stout that had been troubling the parents.

Assesing Computer Based-Learning

Nowadays the world is experiencing with is called globalization. With this raises quite serious impacts felt by the people in the world. The first thing that is felt at this time is to begin the loss of the limits of state which resulted in many people getting easier in terms of communicating around the world. One of the things that led to this globalization is growing rapidly with the emergence of a wide range of communications technologies available today that make a variety of things can be done easily.

We feel a great influence in this era of globalization is about the transfer of technology from abroad into the country. Evident from the many people today are more aggressively using sophisticated gadgets in passing life. Well this would be a positive thing as improving standards of living. Various methods are increasingly carried out by all people to the existence of technology such as the effects of globalization can be perceived more benefits. One of them is lifting technology as one of the very important component in today's modern learning activities.

Comes the computer-based learning as one of the most advanced learning is increasingly perceived by the public. The presence of computer technology can be used as a base from which other sciences. An educator should be able to innovate with think more creatively to the development of computer technology can be used as a growing medium of learning fun.

Basically this computer-based learning demands that every person involved in the learning activities to not only get to learn about the teaching materials alone but more than that they are required to be able to operate a computer. With the ability to operate a computer and thereby obtained mastery of material in this learning activity the learning activities that will happen even more effective because it will set the party that is in it for more than ready da sensitive to each of the possible associated with the development of technology in the world later on eventually.

Thus some of the reviews that I present to you on this computer-based learning, I hope him able to provide many benefits for those of you who need the information.

How Teachers Teach...?

How to be a critical success teachers teaching and learning process. Teachers who have the ability to teach can feel that wherever he teaches is fun. The role of a teacher should be able to make an impact on his students through personality.

A teacher who wants his students to experience growth should make observations and research on the theory and practice of teaching so that he can always improve the way in teaching. If a teacher understands clearly lessons to be delivered, then he can convince the students that they believe what the teacher presented. Students can also be attracted to teaching teachers how to present it depends. 

Good way teachers teach is to know clearly the object of teaching. If the clear teaching of the target it will make the student can see clearly the intention of the subject. Pupils can catch all subjects, even those making progress in learning.

Things to consider when choosing and write down goals is a core teaching objectives should be clearly stated, an important expression of the target subjects should starts from the concept disciples, learning objectives should include learning outcomes and most importantly, the results of the target can be achieved. 

The essence of teaching should be organized and systematic. Expand using the example of the life time of teaching, multiply the examples or figures wearing everyday life or what you've experienced. In learning to use the encyclopedia. Encyclopedia is a book that is used by scientists, which in the encyclopedia there are many explanations that use images.

Understanding between a teacher and student communication is an important requirement above. With good communication will be more effective distribution of knowledge. Use the best way of teaching. Make changes so that students do not get bored. How teachers teach best way is to use teaching that have the variety and flexible so that the learning process is more fresh. 

Effective way of teaching is to make oneself as a living example to tell the truth. This method is the most influential. Someone will be authoritative if there is harmony between theory and practice.

Direct Learning Model

Direct instructional model, known as direct instruction is a teaching model that focuses on mastering concepts and also change the behavior of a deductive approach. Here the role of the teacher is very important as a transmitter of information, so it's been a teacher should take advantage of existing facilities such as tape recorders, films, demonstrations, drawings and so on. The information presented can be knowledge of procedural and declarative knowledge in nature. Despite this drawback, namely learning models such as this can not be used at all times and can not be applied in all the learning objectives.

In the syntax of direct instructional model, there are seven steps where at each step there are stages in the delivery of material. For more details, refer to the following:

Delivering orientation lessons and learning objectives to students. 

So at this stage the teachers convey some things to learn and also the expected performance of learners. 

Conduct a review of knowledge and skills of pre-requisites. 

Here the teacher will ask questions to determine the skills and knowledge students already mastered. 

Delivering course material. 

In this stage the teacher will deliver the materials and information as well as provide a variety of examples and so on

Implement guidance. 

So the guidance is done by asking questions aimed at assessing the level of understanding of the students and try to correct the misconceptions that exist. 

Provide opportunities for students to continue to practice. 

Here teachers provide opportunities for students to continue to practice skills and use new information in groups or individually. 

Assess the performance of each student and give him feedback. 

In this stage the teacher will give a review of everything that has been done the student, then the teacher will provide feedback on the student's response correctly.

Provide independent practice. 

So teachers can give assignments independently for the students in order to increase understanding of the material that has been submitted. 

In addition, the direct instructional model can basically and very suitable to be applied if found in situations that allow them as follows:

• When teachers want to try to introduce new areas of learning. 
• When teachers want to try to teach skills to students or teaching procedures that have a clear structure. 
• When the students find difficulties can be overcome with a structured explanation. 
• When the teacher wants to convey a particular technique before the students do practice activities. 
• When the teacher wants the students interested in the topic.

So the direct instructional model should be applied when it is already found several conditions such as those described, so that the learning process and the delivery of content to students can be more effective.

Innovation Learning for Teachers

At the time of the learning method has been determined, the expectation of the result will always eagerly anticipated by all the supporting elements in the learning process. If the expectations of the journey does not go there tends to be confusion even then it takes an innovation for the teaching ranks. Innovation is needed to find a better way or another way to get good results from the learning process. In the innovation itself has some significant value in learning include:

1. There is improvement in the quality of learning start in terms of planning, and evaluation processes 
2. An increase student graduation. 
3. Improvement in the quality of education provision

In the above 3 points is the purpose of doing innovation. To get a good result there are several ways in which you can use innovation. One of them is the way ICT is Information, communication and technology. In the learning process also takes ICT to manage information with the aim that can be managed easily. This method has the properties of an effective and efficient for the management could be stored in the form of voice, text and images that would later become a science. With the use of ICT in the learning process will be more interesting and not monotonous. Why does this happen? Due to the use of ICT that has been well planned and systematic manner then the learning process will be more interesting and dynamic.

As actors educational use of ICT in learning should be supported. Because ICT can also have positive effects in the form of students' ability to think better. Slain was to increase the value of effectiveness, efficient and how interesting the learning process. The use of ICT as one of the innovations in education have been implemented in recent years. This innovation is very suitable when viewed from the ability of some areas to meet the needs of information providers is minimal because the teacher learning also need to be an expert in this innovation. Enough with the computer but also the role of the desert is not always well executed.