INSTRUCTIONAL MEDIA

MID SEMESTER EXAMINATION

Kurnia Ika Pangesti

4201413077

JURUSA FISIKA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI SEMARANG
2015

Mid Semester Examination

Rules:

Answer all questions!

For question number 3, there should be different type of media choosen by
every student.
Your answer should be well typed using Times New Roman font, font size 12,
A4, single line spacing.
The soft copy should be submitted via email langlangharyono@gmail.com at
the same time (point 4).

Questions:
1. What do you know about instructional media? Explain it in detail and show
refference(s) supporting your answer!
2. A field trip can provide a learning experience relatively high in concreteness,
but it also takes up a good deal of instructional time and limited resources in
school distric often make it difficult to arrange.
What kind(s) of media can be used as solution for this problem? Explain your
reason of choosing the media! Support with refference(s)!
3. Define any type of a visual media.! Describe specific situation in which media
would be specially usefull! Describe the characteristics and operation of the
media! Support your answer with appropiate refference(s)!
Answer:
1. There are so many definition of instructional media and these are definitions of
instructional media according to some expert:
Gagne(1971)
Media are various components in learners environtment which support
learning process.
Briggs (1970)
Media are physical means to deliver the message from teacher to student
and stimulate student to learn.
The National Educational Association
Media are the froms of communication either printed or audiovisual .
Scanlan
Instructional media are all the materials and physical means which are used
to implement instructionand facilitate learners achievement of
instructional objectives (Ruis, et.al, 2009).
From some definition above, we can conclude that instructional media are
tools, instruments or everythings to deliver information or message from
teacher as a sender to student as a recipient to reach the learning goals.
In other hand, there are teaching aids which are used by teacher for
imparting and emphasizing information, stimulating students interest, and
facilitating the learning process (Ruis, et.al, 2009).

When teacher use things to help them to deliver the learning material, they
will talk about instructional media and teaching aids in same time. It because
both of them have function to make teaching material can be understood by
student easily. We can see that both of them have similarity function. But, we
still have to differentiate between instructional media and teaching aids. Based
on that explanation, we can conclude that teaching aids are the objects and
content of the objects is the instructional media (Naz, et.al,-).
Because instructional media are the means for delivering message to the
students, it provide with the tools to engage student powerfully in the learning
process. It greatly improve the effective communication. It can be used
effectively in formal situation where students are working independenly or
teacher working with other group of students (Seth, 2009). If it is properly
designed, skillfuly produced and effectivelly used, it will produces impact of:
Save time
Increase interest
Hold attention
Clarify ideas
Reinforce concepts
Add tone
Prove a point
Aid memory (Mohan, T. et.al, 2001)
Refferences
Mohan, T. et al. (2001). Communicating Theory & Practice. Australia:
Thomson.
Naz, Ahsan A., and R.A. Akbar. -. Use of Media for Effective Instruction its
Importance: Some Consideration. Jurnal Elementary Education.
18(1-2): 35-40.
Ruis, N., Muhyidin, & T. Waluyo. 2009. Instructional Media. Jakarta:
Ministry of National Education.
Seth, O.K. 2009. Instructional Media As a Tool for Ensuring Quality Teaching
and Learning for Pupils in The Junior High Schools (Selected Schools
in The Kumasi Metropolis). Thesis. Kwame Nkrumah University.
2. Explanation
In early education, multisensory or hands-on learning is essential. One of
learning media which is used multisensory learning is field trips. Traditional
field trips allow students to discover and expand their social world beyond their
family, school, and community. Field trips are valuable learning experiences
in the exploration process and can provide many benefit (Kirchen, 2011). But
in some case, field trips cant be held.
To anticipate this situation, we can use a technology or another instructional
media which are possible to use for replacing field trips. One of technology
that allows students to take an educational journey without leaving the
classroom is Virtual Field Trips (Cox and Su, 2004). Virtual field trips vary
in complexity, they can bring the sights, sounds, and descriptions of distance

place to students. Virtual field trips can be done by using some instructional
media. These are some instructional media which can be used for doing virtual
field trips:

Powerpoint Presentation
Powerpoint can be used as media for virtual field trips because it possible
to be used in the classroom. Powerpoint is multimedia which could include
media audio, text, graphics, video or films (Seth, 2009). For example when
teacher want to make a virtual field trip to a farm, teacher can put picture
of farm equipment with simple text into powerpoint, teacher also can put
some video related to planting or harvesting crops into powerpoint, etc
(Kirchen, 2011).

Video or Film
Either video or film remains a potent medium capable of bringing into the
teaching situation. Video or film may be a highly effective instructional
media because it can show both of visual and audio (Seth, 2009). So, the
student can imagine the learning material clearly. By using video or film
teacher can show some activity related to the material, for example teacher
can show video clip of harvesting crops, video clip of milking, video clip
of sheep shearing and wool processing, etc (Kirchen, 2011).

Photos or Pictures
Photos or pictures is a media that add a visual dimention to instruction. It
can capture rich detail and depict objects and events more exactly. Using
photos or pictures in teaching process not only for cognitive content, but
also to developing attitudes and to phsycomotor skills (Locatis and
Atkinson, 1984). Teacher can make visual field trip using photos or
pictures by showing some photo or picture related to the material, for
example teacher can show photos of animal being fed, photos of wild
animals in the barn, photos of farm animals, etc (Kirchen, 2011).

Whatever media that used to make virtual field trips, using virtual field trip for
learning process in generaly offer some benefit, these are:

Student can visit site witout leaving classroom.

Students can access a virtual tour any time they feel it is convenient and
spend as much, or as little, time as they want there.
Actual field trip sites may be unsafe, difficulty in travel and physical
exertion, inaccessible in bad weather, etc. Virtual field trip offer a safe and
practical way to visit sites that may not otherwise be possible to visit.
Reusable.
Increase student centeredness (Elleven, et,al, 2006).

Refferences
Elleven, R., M. Wircenski, J. Wircenski, & K.Nimon. 2006. CurriculumBased Virtual Field Trips: Career Development Opportunities for
Students with Disabilities. The Journal for Vocational Special Needs
Education. 28(3):4-11.

Kirchen, Dennis J. 2011. Making and Taking Virtual Field Trips in Pre-K and
the Primary Grades. https://www.naeyc.org. Accessed on Tuesday,
October 21th 2015.
Locatis, Craig N., F.D Atkinson. 1984. Media and Technology for Education
and Training. USA: A Bell & Howell Company.
Seth, O.K. 2009. Instructional Media As a Tool for Ensuring Quality Teaching
and Learning for Pupils in The Junior High Schools (Selected Schools
in The Kumasi Metropolis). Thesis. Kwame Nkrumah University.
3. Example of visual media: Chart
Chart is a kind of graphic media (Naz and Akbar,-). It can be defined as
drawing which show information in the form of diagram, a map, etc (Ruis, et.al,
2009). Charts are intended to communicate in a concise format and illustrate
how one piece of information is related to another (Wathore, 2012). It can be
used for serving or explaining data. By using chart, teacher can talk about
numbers, percentages, and relationships of some information
(www.mindtools.com).
There are some kind of chart which can be used for learning process. These
are some example of charts:

T Chart
T chart can have two, three, or more coloumn. It can be valuable tools for
creating visual pictures. It can help student organizing their knowledge
and ideas, understanding relatioships between pieces of information and
can also be used to compare and contrast different situations (Alberta
Learning Team, 2002).

Picture 1. The Example of T Chart.

P-M-I Chart
PMI or Plus, Minus and Interesting chart give students a format for
organizing information, and evaluating their knowledge and ideas. It can
be used by students to compare and contrast situations, ideas or positions.
It also can be used as precursor for making decisions (Alberta Learning
Team, 2002).

Picture 2. The Example of P-M-I Chart.

K-W-L Chart
KWL (Know, Want, Learning) chart is an effective visual tool to tap
into students prior knowledge. It can generate questions that create a
learning goal. I can help students to understand what they know (K), what
they want to know (W) and what they learned (L) about a certain topic or
issue. It can be used to introduce new topics or concepts, or when reading,
viewing videos, preparing for guest speakers or going on field trips. And
can also be a guide for research projects (Alberta Learning Team, 2002).

Picture 3. The Example of K-W-L Chart.

Pie Charts
Pie chart is a circular statistical graphic, which is divided into slices to
illustrate numerical proportion. In a pie chart, the arc length of each slice
(and consequently its central angle and area), is proportional to the quantity
it represents (www.wikipedia.org). Pie chart can be used by teacher to
inform some information which use numbers or precentages into the
students.

Picture 4. The Example of Pie Chart.

Bar Chart
A bar chart is a chart that presents grouped data with rectangular bars with
lengths proportional to the values that they represent. It cen be used either
horizontal or vertical bars to show comparisons among categories. One
axis of the chart shows the specific categories being compared, and the
other axis represents a discrete value. Some bar graphs present bars
clustered in groups of more than one (grouped bar graphs), and others
show the bars divided into subparts to show cumulative effect (stacked bar
graphs) (www.wikipedia.org). Pie chart can be used by teacher to inform
some information which use numbers or precentages into the students.

Picture 5. The Example of bar Chart

Refferences
Alberta

Learning
Team.
2002.
Instructional
Strategies.
https://education.alberta.ca/media/352984/is.pdf.
Accessed
on
th
Tuesday, October 21 2015.

Mind

Tool
Editorial
Team.
2015.
Charts
and
Graphs.
www.mindtools.com/pages/article/Charts_and_Diagrams.htm.
Accessed on Tuesday, October 21th 2015.

Naz, Ahsan A., and R.A. Akbar. -. Use of Media for Effective Instruction its
Importance: Some Consideration. Jurnal Elementary Education.
18(1-2): 35-40.
Ruis, N., Muhyidin, & T. Waluyo. 2009. Instructional Media. Jakarta: Ministry
of National Education.

Wathore, Nitin G. Utility Of Instructional Materials In The Teaching Of

Geography At Higher Secondary Level. International education EJournal. I(III):115-122.
Wikipedia Team. 2015. Bar Chart. https://en.wikipedia.org/wiki/Bar_chart.
Accessed on Tuesday, October 21th 2015.
Wikipedia Team. 2015. Pie Chart. https://en.wikipedia.org/wiki/Pie_chart.
Accessed on Tuesday, October 21th 2015.