Journal articles: 'Teaching-learning media'

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Feinstein, Joel, and Peter Rowlett. "Media Enhanced Teaching and Learning." MSOR Connections 11, no. 3 (September 2011): 37–38. http://dx.doi.org/10.11120/msor.2011.11030037.

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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.

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Mayembe, Emanuel, and Shemme Nsabata. "Print-Based Learning Media." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 1–7. http://dx.doi.org/10.48173/jev.v1i1.23.

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The purpose of this paper is to identify about the print-based media learning. The paper discusses about the development, characteristic, types and the advantages disadvantages of the print based media learning. In a teaching and learning process, two very important elements are teaching methods and learning media. These two aspects are interrelated. The choice of a particular teaching method will affect the appropriate type of learning media, although there are various other aspects that must be considered in choosing learning media, including learning objectives, types of tasks and responses expected by students and student characteristics. Even so, it can be said that one of the main functions of learning media is as a teaching aid that influences the climate, conditions, and learning environment that are organized and created by the teacher.

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Cavus, Nadire, and Ayaz Khalid Mohammed. "Investigating Faculty Members’ Awareness on Social Media Usage in Teaching and Learning." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 221–26. http://dx.doi.org/10.18844/gjhss.v3i3.1556.

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Wagner, Ronald. "Social Media Tools for Teaching and Learning." Athletic Training Education Journal 6, no. 1 (January 1, 2011): 51–52. http://dx.doi.org/10.4085/1947-380x-6.1.51.

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Castro, Juan Carlos. "Learning and Teaching Art through Social Media." Studies in Art Education 53, no. 2 (January 2012): 152–69. http://dx.doi.org/10.1080/00393541.2012.11518859.

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Kirkwood, Adrian. "Convergence and Media for Teaching and Learning." Innovations in Education & Training International 33, no. 1 (February 1996): 41–49. http://dx.doi.org/10.1080/1355800960330106.

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Dvornichenko, Darina, and Vadym Barskyy. "BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY." Science and Education 2021, no. 1 (March 2021): 49–56. http://dx.doi.org/10.24195/2414-4665-2021-1-7.

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This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.

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Arbryan, Anggry. "FLASH MEDIA IMPLEMENTATION IN TEACHING READING." Research and Innovation in Language Learning 1, no. 2 (May 21, 2018): 111. http://dx.doi.org/10.33603/rill.v1i2.1143.

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The media if used in the educational setting will complement the teaching-learning process. It will make the English language teaching better and more effective, and will also ‘enhance the students’ ability and to attract students’ attention in order to understand and experiment with the language. This research aims at: (1) describing how Flash Media used in teaching and learning of reading, (2) describing the other media that are used to support Flash Media in teaching and learning of reading, and (3) describing the difficulties of implementing Macro Media Flash Player in teaching and learning of reading. This research applies a case study method as one of qualitative research. The subject of the research were the English teacher and students on the ninth grade of one junior high school in Wonogiri. The data were collected through non-participant observation, interview, and documentation. In analyzing the data, the researcher used interactive model of analysis data by Miles and Huberman. The findings of the research show that the implementation of the Macromedia Flash Player has shown positive relation in supporting teaching and learning process. The other supporting media were also play the role to complete the teaching and learning experiences. It is hoped that the result can encourage English teachers to explore more medium and implement it in teaching and learning.

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Williamson, Ben. "Viewpoints: Teaching and learning with games?" Learning, Media and Technology 32, no. 1 (February 15, 2007): 99–105. http://dx.doi.org/10.1080/17439880601141492.

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Ahmadi, Ahmadi, and Aulia Mustika Ilmiani. "The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic." Dinamika Ilmu 20, no. 2 (December 1, 2020): 307–22. http://dx.doi.org/10.21093/di.v20i2.2515.

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The characteristic of Arabic Language which is unique and different compared to other foreign languages, has become certain issue for academic society, especially with this actual condition of COVID-19, it gives impact to both teachers and students. In university level, more specifically, in order to maintain teaching – learning process to be held, various kind of media are used to support the teaching and learning activities. This research aims for exploring and describing Arabic language teaching – learning online activities in IAIN Palangka Raya using qualitative method and case study. Data collecting methods used in this research are observations, interview and documentation. Research result shows that Arabic language teaching – learning online activities in IAIN Palangka Raya adopting online technology with platforms which based on social media and e-learning application. Those platforms are categorized into three: 1) WhatsApp Group, used for intensive communications between teacher and students related to teaching – learning activities; 2) Google Classroom, used for collecting assignments; and 3) Zoom Cloud Meeting, used for audio-visual media for learning topics which need significant explanation. These medias are used after consideration on ease of accessibility, hardware compatibility, communication features, process and cost needed to use them. The findings of this research describe that Arabic language teaching – learning online activities in IAIN Palangka Raya collaborate those three aforementioned applications so that creativity, innovation and motivation are growing even during Covid-19 pandemic situation.

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Fitrawati, Fitrawati. "IMPROVING STUDENTS’ SPEAKING ABILITY BY USING INSTRUCTIONAL MEDIA FOR ADVANCED LEARNERS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 9, no. 1 (December 10, 2015): 12. http://dx.doi.org/10.24036/ld.v9i1.6256.

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Nowadays, the use of media in language learning is very important. It will make the teaching and learning process be more attractive and effective. Instructional media is an aid which is able to help teacher in their teaching activity. There are many kinds of media that can be used in teaching and learning process, especially in teaching speaking. This article will discuss the use of video as one of instructional medias to teach speaking for advanced learners. A video can be used for presenting the content, starting conversation and providing illustration for concept. By applying the steps of using video in teaching speaking, hopefully, teachers can take benefit from it. There are three steps of using video in speaking activities; namely: choosing the video, preparing the viewing guide and speaking task.Key word: instructional media, video, teaching speaking

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John H, Newman. "Enhanced Teaching and Learning in Media Richness and Media Synchronicity Environments." Computer Science and Information Technology 2, no. 4 (April 2014): 189–91. http://dx.doi.org/10.13189/csit.2014.020401.

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Sutiyarti, Ulfah, Ive Emaliana, and Edy Putra. "Kumori: Teaching Media for Interactive Japanese Language Learning." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 2 (December 29, 2019): 74–83. http://dx.doi.org/10.17509/japanedu.v4i2.18060.

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This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

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Yancey, Nan Russell. "Social Media and Teaching-Learning: Connecting or Distancing?" Nursing Science Quarterly 30, no. 4 (September 21, 2017): 303–6. http://dx.doi.org/10.1177/0894318417724470.

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As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.

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Gehlen-Baum, Vera, and Armin Weinberger. "Teaching, learning and media use in today’s lectures." Computers in Human Behavior 37 (August 2014): 171–82. http://dx.doi.org/10.1016/j.chb.2014.04.049.

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Asmi Rusmanayanti and Nasrullah. "TEACHING-21ST CENTURY LEARNING-MEDIA INNOVATION FOR EFL TEACHING AND LEARNING: PRE-SERVICE TEACHERS PERSPECTIVE." Getsempena English Education Journal 7, no. 2 (November 19, 2020): 200–213. http://dx.doi.org/10.46244/geej.v7i2.1199.

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Nowadays, EFL teachers are benefited by the abundance of technological resources that enable them to provide learners with sufficient comprehensible input. Yet, not all of them are literate to the available supported devices neither in the form of webs nor other internet applications. Therefore, this study aims at describing a view toward a trend of ICT use as learning resources both in a form of web and internet based applications used by pre-service teachers.This research employed mix-method research by using an open-ended questionnaire and interview with 24 pre-service teachers as participants who study in English department, Lambung Mangkurat University. The finding of this study revealed that even there are several pre-service teachers who encountered problems when using the available applications, nevertheless, most of them have a positive perspective on ICT use in teaching and learning activities. Moreover, it is found that mostly MALL (Mobile Assisted Language Learning) applications have familiar to be used during the learning time especially out of the class rather than CALL applications.

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Salehi, Fateme Jamshidian, Hadi. "Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects." Journal of Critical Studies in Language and Literature 1, no. 1 (May 20, 2020): 22–34. http://dx.doi.org/10.46809/jcsll.v1i1.3.

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This review sets out to summarize studies that consist of research-based evidence indicating the effect of social media on language teaching and learning .We probed Information and Communication Technology (ICT), social media, different social networks, and language teaching and learning in academic databases such as ERIC, Springer, Taylor and Francis, Sciencedirect, ProQuest, Elsevier, Scopus, Wiley, and Google Scholar. From 350 studies related to the effects of ICT and social networks on language teaching and learning in the literature, 9o Iranian and international core papers were reviewed. This meticulous review showed that SNSs positively influence the process of the teaching and learning foreign language.

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Wahidin, Unang, and Ahmad Syaefuddin. "Media Pendidikan Dalam Perspektif Pendidikan Islam." Edukasi Islami : Jurnal Pendidikan Islam 7, no. 01 (April 16, 2018): 47. http://dx.doi.org/10.30868/ei.v7i01.222.

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The development of science and technology increasingly encourage renewal efforts in the utilization of technology results in teaching and learning process. One of the technology that can be used in teaching and learning process is education media. Educational media used must be adapted to the development and demands of the times. Support the right educational media used in teaching and learning process will facilitate the achievement of learning objectives can be. Therefore, the education media will affect the absence of a complete and appropriate learning information target, and affect the outcome of the learning process. At the beginning of the spread of Islam has been known teaching and learning activities, when the media has been there and education has been applied by the Prophet Muhammad SAW in teaching science and Islamic law to the friends. Some educational media clusters expressed in the Qur'an and al-Hadith, among others: Audio education media contained in al-Qur'an letter al-'Alaq (96) verse 1; Al-Isra '(17) verse 14; Al-Ankabut (29) verse 45; Al-Muzammil (73) verse 20. In addition, in the hadith there are several terms used to indicate the use of visual media in learning, such as drawings, gravel and fingers. Keyword: Media, Education, Islam, Al-Qur’an

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Putri, Astrini Eka, Sariyatun Sariyatun, and Nunuk Suryani. "Media Pembelajaran Sejarah di SMK Negeri Pontianak." Yupa: Historical Studies Journal 1, no. 1 (August 11, 2017): 73. http://dx.doi.org/10.26523/yupa.v1i1.8.

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Research is expected could become the foundation of renewal in the use of media teaching history in state vocational schools in Pontianak. Based on it, then the researcher wants to describe about media learning customarily using by teachers in the process teaching history. Researcher interested to arrange research with a title “Media Teaching History in State Vocational Schools in Pontianak“. Media uses teaching history in state vocational schools Pontianak has been good enough, since on average teachers using the existing facilities at the school in order to support learning activity. Learning activity history done by the teacher in this has been good enough, because it is already employing variations learning that are attractive. In the teaching process in two classes not only uses the media learning of a textbook, but had done some innovation that is by using media Microsoft Office PowerPoint.

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Putri, Astrini Eka, Sariyatun, and Nunuk Suryani. "Media Pembelajaran Sejarah di SMK Negeri Pontianak." Yupa: Historical Studies Journal 1, no. 1 (December 19, 2019): 73–82. http://dx.doi.org/10.30872/yupa.v1i1.92.

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Research is expected could become the foundation of renewal in the use of media teaching history in state vocational schools in Pontianak. Based on it, then the researcher wants to describe about media learning customarily using by teachers in the process teaching history. Researcher interested to arrange research with a title “Media Teaching History in State Vocational Schools in Pontianak“. Media uses teaching history in state vocational schools Pontianak has been good enough, since on average teachers using the existing facilities at the school in order to support learning activity. Learning activity history done by the teacher in this has been good enough, because it is already employing variations learning that are attractive. In the teaching process in two classes not only uses the media learning of a textbook, but had done some innovation that is by using media Microsoft Office PowerPoint.

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Kodrle, Svetlana, and Anna Savchenko. "Digital educational media in foreign language teaching and learning." E3S Web of Conferences 273 (2021): 12018. http://dx.doi.org/10.1051/e3sconf/202127312018.

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The article considers the ways of exploiting digital educational media in foreign language teaching at Kuban State University. The authors propose a comprehensive definition of digital educational media, which is an umbrella term for Internet-based media, computer-based media and mobile media used for educational purposes. The digital educational media exploited in foreign language teaching are classified into narrative, interactive, adaptive, communicative and productive according to the function they fulfil and the learning experience they support. The article outlines effective ways of incorporating podcasting, multimedia presentations, digital storytelling and other Internet-based media in foreign language teaching. The authors demonstrate that the ways modern media are applied in teaching English are determined by the teacher and depend on the learning objectives. The findings indicate that modern media can be effectively exploited for curricular purposes and assist in developing both foreign language skills and general learning skills. The research done shows that integration of media education and foreign language teaching proves to be the most promising innovative educational technology employed in modern universities today.

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Putra, Yupi Kuspandi, Muhamad Sadali, and Irwan Hadi. "Media Pembelajaran Interaktif Matematika Berbasis Flash Pada Siswa Kelas 1 MI NW Liqaul Amal." Infotek : Jurnal Informatika dan Teknologi 4, no. 2 (July 31, 2021): 163–73. http://dx.doi.org/10.29408/jit.v4i2.3564.

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The purpose of this study is to facilitate teaching and learning activities, so that it can improve students' understanding of the mathematics material presented by the teacher and can be used as a medium to increase interest and interest in the learning process. Learning media plays an important role in teaching and learning activities so that the teaching and learning process becomes effective and easy to apply, but in reality in the world of education learning media is often not paid attention to because of limited time to make teaching preparation and it is difficult to find the right media. At MI NW Liqaul Amal still using manual learning media using books, writing and other teaching aids as student learning tools, learning media like this still cannot increase student interest, especially in mathematics lessons. One of the learning methods used to overcome these problems is to create interactive learning media in mathematics subjects. This learning media starts with a needs analysis process that will be used in making flash-based interactive learning media and making concepts or designs according to the results of the analysis. The results to be achieved in making interactive learning media on mathematics subjects are that students can understand the material and increase student interest in learning, so that the teaching and learning process becomes more effective

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Garcia, Antero, Robyn Seglem, and Jeff Share. "Transforming Teaching and Learning Through Critical Media Literacy Pedagogy." LEARNing Landscapes 6, no. 2 (June 2, 2013): 109–24. http://dx.doi.org/10.36510/learnland.v6i2.608.

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This article provides a framework and examples for critical media literacy pedagogy. More than simply guiding how students read and interpret the texts they encounter, critical media literacy pedagogy pushes to illuminate the underlying power structures that are a part of every media text. Throughout this article, examples from working with high school youth and preservice teachers are provided. In recognizing recent shifts in media production as a result of participatory culture, this article focuses on how youth-created media products are an integral part of a 21st century critical media literacy pedagogy.

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Aisyah, Silvi, and Acep Haryudin. "INSTRUCTIONAL MEDIA USED IN TEACHING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 6 (November 13, 2020): 737. http://dx.doi.org/10.22460/project.v3i6.p737-742.

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This study investigates (1) the use of instructional media by teachers in teaching English to students. This research was conducted at a private elementary school in Cimahi, namely the Harapan Bangsa Creative Elementary School. To collect data, researchers used a case study approach with observation and interview techniques. The results showed that there are three types of learning media that are generally used by teachers, consisting of: (1) books (2) pictures and (3) videos. Each of these media is used in many different ways according to the needs of teaching and learning activities. In this case the teacher feels difficult to face challenges in the process of selecting and using instructional media due to lack of resources and enthusiasm from students so that teaching and learning activities become less effective and efficient. The solution used to solve the problem of learning media during the selection process is to utilize the media available at school. In the field observation process, the media that has been used by the teacher is a textbook. From the use of instructional media using textbooks only 75% of students are able to survive with these media. Keywords: Instructional Media, English

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Nicolaou, Constantinos, Maria Matsiola, and George Kalliris. "Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media." Education Sciences 9, no. 3 (July 24, 2019): 196. http://dx.doi.org/10.3390/educsci9030196.

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Contemporary rapid advancements in science and technology have brought about and continue to convey change in all sectors of everyday life. Education as one of the institutions of utmost importance is directly and indirectly affected by these changes and needs to redefine its role to keep pace. Nowadays, information and communications technologies (ICTs), in which audiovisual media technologies are encompassed, are omnipresent in all educational levels and disciplines, including media studies. New approaches in traditional teaching methodologies, which demand many skills and abilities by the educators, are reformulated through utilization of audiovisual media technologies, aiming at administering enriched outcomes that support the objectives that are set, especially in the field of media studies, where audiovisual media technologies are an integral part and even inherent in many of the courses (journalism, radio, television, social media, public relations, communication). The purpose of this paper is to summarize, through a theory and bibliographic review, the various implementations of audiovisual media as the educational techniques and tools that will provide technology-enhanced learning. As this paper is an investigation of the effects of audiovisual media in technology-enhanced learning and teaching methodologies, the contribution to the discipline of media studies is straightforward.

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Alvarado-Miquilena, Morella. "Learning to watch TV: the experience of teaching a media through another media." Comunicar 12, no. 24 (March 1, 2005): 90–96. http://dx.doi.org/10.3916/c24-2005-14.

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This paper makes a brief description of a distance learning experience. It has been promoted by some research of the Institute of Communication (ININCO) based on the project named «Media, Education and Communication». The purpose of the virtual lesson «Learning to watch TV» is to train primary school teachers from an educommunicative perspective. It is part of the curriculum of education for the creative use of television. En el presente trabajo se hace una breve descripción de una experiencia de educación a distancia, promovida por el Instituto de Investigaciones de la Comunicación (ININCO), y que pertenece a la línea de investigación «medios, educación y comunicación». El aula virtual «Aprender a ver TV», se propone capacitar docentes de educación básica desde una perspectiva edu-comunicativa y se imparte dentro del bloque de materias de la especialización: «Educación para el uso creativo de la televisión».

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Umarova, Zakhro. "Pedagogical Opportunities of Media Resources in a Digital Media Educational Environment." Journal La Edusci 1, no. 5 (December 31, 2020): 1–5. http://dx.doi.org/10.37899/journallaedusci.v1i5.252.

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Today, in XXI century using digital media and media resources in learning and teaching process become a vital. Media become powerful tool in educational process and it gives opportunities gaining effectiveness of teaching and learning process. Majority surveys, which were held in different countries and regions, are showing high quality education results proving that digital media and media resources are effective means in educational process. This article reveals the pedagogical possibilities of media resources in the digital media educational environment.

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Nasution, Abdul Khaliq R. "YouTube as a Media in English Language Teaching (ELT) Context: Teaching Procedure Text." Utamax : Journal of Ultimate Research and Trends in Education 1, no. 1 (July 14, 2019): 29–33. http://dx.doi.org/10.31849/utamax.v1i1.2788.

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Media is the one of tools that can help teacher in teaching and learning process in a class, especially in EFL classrooms. There are two kinds of media, such as visual and audio.In this article, the writer wants to use video as media in teaching-learning process, especially videos in YouTube. YouTube isn’t only have about fun videos, in YouTube can also use as learning media, in there we also can find so many education videos in every level, start from beginner, intermediate, and also for advanced level. In line with that, the writer wants to give video about how to make or do something or the other word we can say it “procedure”. The learning outcome is to make the students know about procedure text, especially in how to make and how to identify. Then, this article also wants to know YouTube is useful or not as learning media if we make it to support us in teaching and learning process.

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Kasman, Dr Adi. "وسائل التعليم واستخدامه فى تعليم اللغة العربية." 'ARABIYYA: JURNAL STUDI BAHASA ARAB 10, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.47498/arabiyya.v10i1.471.

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Media of learning or learning tools are very significant and one of critical factors that contribute to meeting learning outcomes and achieving successful teaching and learning process. Hence, media are the integral part of all teaching and learning developments process. In a broader understanding, media of learning can generally be understood as all of the resources; power, data and finance.All of these can indeed support and complete the learning process so that the objectives can be more easily, effectively, and efficiently realized. Media development is a must-be-met demand in the world of teaching and learning, and because media is also a part of educational technology, it always develops, changes, and increases along with the development of knowledge and technology. Nevertheless, developing media of learning is not that easy, especially when the media are expected to turn the teaching and learning process of Arabic language become more effective.

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Mweene, Patson, and Gideon Muzaza. "Implementation of Interactive Learning Media on Chemical Materials." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 8–13. http://dx.doi.org/10.48173/jev.v1i1.24.

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This paper aims to identify the implementations of interactive learning media on chemical materials based onf android, web and software to improve the learning media in the class. Learning media is one of the learning components that has an important role in Teaching and Learning Activities. The use of media should be a part that must get the attention of the teacher/facilitator in every learning activity. Therefore, the teacher/facilitator needs to learn how to determine learning media in order to make the achievement of learning objectives effective in the teaching and learning process.

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Hendrayana, Dian. "METODE TIGA LANGKAH: MENGAJAR BAHASA SUNDA DENGAN MATERI KAWIH ASUH BARUDAK." LOKABASA 8, no. 1 (March 15, 2019): 22. http://dx.doi.org/10.17509/jlb.v8i1.15963.

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Hampir di seluruh tingkatan (SD, SMP/MTs, SMA/SMK/MA) di Jawa Barat, para guru mata pelajaran Bahasa Sunda kerap mengeluhkan minimnya media pembelajaran dalam melaksanakan kegiatan belajar mengajar. Seperti diketahui, dalam Kurikulum 2013 perkakas yang disebut sebagai media pembelajaran sangat dibutuhkan demi membangun kegiatan belajar-mengajar yang kreatif, inovatif, dan menyenangkan. Media pembelajaran boleh jadi bisa berbentuk alat peraga, gambar-gambar, media audio, media audio-visual, pertunjukan, serta media lainnya yang mampu mebantu para guru terhadap kelancaran kegiatan belajar-mengajar. Untuk memenuhi kebutuhan media pembelajaran bahasa Sunda tersebut, dalam empat tahun terakhir muncul salah satu bentuk media pembelajaran yang disebut ‘Kawih Asuh Barudak’. Media ini berbentuk media audio yang berupa nyanyian berbahasa Sunda dengan peruntukan para siswa di tiga tingkatan. Atas rekomendasi Dinas Pendidikan Provinsi Jawa Barat, dalam satu setengah tahun terakhir, media pembelajaran ‘Kawih Asuh Barudak’ telah disosialisasikan melalui kegiatan pelatihan terhadap para guru di seluruh Jawa Barat, sehingga media pembelajaran ini hingga saat ini sudah mulai dimanfaatkan sebagai bahan penunjang dalam pembelajaran Bahasa Sunda.ABSTRACTAlmost in all school levels (SD, SMP/MTs, SMA/SMK/MA) in West Java, Sundanese language teachers often complain about the lack of teaching-learning media in carrying out teaching and learning activities. As it is known, in the Curriculum 2013 teaching-learning media is needed to build creative,innovative, and fun teaching and learning activities. Teachinglearning media can be designed in the form of teaching media, pictures, audio media, audiovisual media, performances, and other media that can help teachers to smooth teaching and learning activities. To meet the needs of teaching-learning Sundanese language media, in the last four years appeared one teaching-learning media called 'Kawih Asuh Barudak'. The form of this media is audio media in the form of Sundanese language song designed for students devided in three levels. On the recommendation of West Java Provincial Education Office, in the last one and a half years, the teaching-learning media 'Kawih Asuh Barudak' has been socialized through training activities for teachers throughout West Java, so this teachinglearning media has been utilized as a supporting material in Sundanese language learning Sunda.

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Burkšaitienė, Nijolė, Jolita Šliogerienė, and Giedrė Valūnaitė - Oleškevičienė. "Factors Influencing Lecturer Creativity While Using Social Media." Pedagogika 125, no. 1 (April 13, 2017): 21–36. http://dx.doi.org/10.15823/p.2017.02.

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The article examines lecturer creativity in the context of social media use in the process of teaching and learning. Social media have been recently extensively used in educational settings, including higher education, and are becoming an integral part of the process of teaching and learning. Learning supported by the use of modern technologies has made creativity and its expression particularly important. The concept of creativity is multifaceted and still under development. Applying social media in the process of teaching and learning, mastering social media and using them for teaching, lecturers get involved in the continuous process, the success of which is determined by creative personal characteristics and the creativity-supportive environment. Lecturer creativity determined by the intertwined factors of the environment and personal characteristics stands out as the impetus of social media use in the process of teaching and learning. The present qualitative phenomenological research focuses on the factors influencing lecturer creativity while using social media in the process of teaching and learning at the university. The study of the phenomenon is based on lecturers’ “lived” experience while using social media in this process. Two major categories related to the factors affecting lecturer creativity were established, including external factors that promote lecturer creativity and internal factors that predetermine successful use of social media by lecturers in the process of teaching and learning.

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Sari Puspita, L. P. Ayu, N. N. Padmadewi, and L. G. Eka Wahyuni. "Instructional Teaching Media to Promote Autistic Student’s Learning Engagement." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 58. http://dx.doi.org/10.23887/jere.v3i2.20975.

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The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher’s speech.

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Nurjamal, Imashbekova. "TEACHING PRODUCTIVE SKILLS THROUGH MEDIA." Vestnik Bishkek Humanities University, no. 49 (November 29, 2019): 76–79. http://dx.doi.org/10.35254/bhu.2019.49.26.

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Abstract: The article presents using Media is one of the world spread method of teaching. Nowadays everything is connected with technology. Day by day our life is changing, new things are being created. Media is used in every sphere. The aim of the article is to show effectiveness of the teaching productive skills through Media in teaching English. English is also a language used to give expression of thoughts and feelings of a social group, but it is a foreign language for Kyrgyz learners. So, it is not easy to teach English where it is taught as a foreign as well as a second language. But with the help of technological media, this job can be smoothed down with fruitful results. A variety of tech tools and methods out there for teaching writing that can make the process easier and more fun for both teachers and students. Speaking is very important it is as communication in giving opinion and emotion to share with others. One of the effort is carried out by English teacher is using of visual media in teaching learning process of speaking. It means that, the use of visual media mentioned to increase the students learning success,especially in speaking aspect. Key words: Productive skills, visual media, teaching writing and speaking, blog, high-tech innovations, multimedia, collaborate, writing projects, to construct, fruitful results.

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Ediyani, Muhammad, Ulfi Hayati, Salwa Salwa, Samsul Samsul, Nursiah Nursiah, and M. Bahriza Fauzi. "Study on Development of Learning Media." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1336–42. http://dx.doi.org/10.33258/birci.v3i2.989.

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The development of science and technology is increasingly encouraging renewal efforts in the use of technological outcomes in the teaching and learning process. The teachers are required to be able to use the tools that can be provided by the school, and it is also possible that the tools are in accordance with the development and demands of the times. The teachers can at least use inexpensive and unpretentious tools but is a necessity in the effort to achieve the expected learning goals. The development of instructional media is a plan to develop existing media or intermediary tools in order to improve the quality of information delivery in the teaching-learning process. Development activities learning media in broad outline must go through three major steps namely planning, production and penialian activities.

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Wardoyo, Galeh Aji, Syubhan Annur, and Abdul Salam M. "PENGEMBANGAN MEDIA AJAR BERBASIS MULTIMEDIA AUDIO VISUAL PADA POKOK BAHASAN TEKANAN DI SMP." Jurnal Ilmiah Pendidikan Fisika 1, no. 2 (June 28, 2017): 86. http://dx.doi.org/10.20527/jipf.v1i2.1969.

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Low student learning outcomes of students allegedly did not follow the learning process because the media used is not attractive, so it is necessary to study development aimed at generating media-based teaching with audio-visual multimedia on the subject of pressure. The specific objective of research is to explain: (1) the validity of teaching media, (2) the practicality of teaching media views of enforceability to the lesson plan, (3) the effectiveness of teaching media. This study refers to the model ADDIE (Analysis Design, Development, Implement, and Evaluate). Data collection techniques such as teaching media validation, observation enforceability of the lesson plan, and achievement test. Data analysis techniques in the form of qualitative and quantitative descriptive. The results showed: (1) the validity of teaching media rated on validation by two validator with excellent category, (2) the practicality of teaching media rated executed very well, (3) the effectiveness of teaching media is considered effective. Be concluded that the teaching media based multimedia developed eligible for use in learning.

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Hayati, Miratul, and Ahmad Syaikhu. "Project-based learning in Media Learning Material Development for Early Childhood Education." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 2 (December 31, 2020): 147–60. http://dx.doi.org/10.14421/al-athfal.2020.62-05.

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This study aims to create and develop teaching materials for early childhood education (PAUD) media units to facilitate learning processes. The teaching materials developed are compiled with a project-based learning approach. The research was conducted on the PAUD media unit in the Early Childhood Islamic Education (PIAUD) undergraduate program at UIN Syarif Hidayatullah Jakarta. This research is following Dick and Carey’s model of Research and Development. The development stage focuses on determining instructional goals, analyzing learning materials, analyzing student abilities in the learning context, determining learning targets, developing instruments, developing project-based learning strategies, and applying them to learning. The results showed that students could develop media in line with learning needs and aspects of children’s development using teaching materials.

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Napratilora, Martina, Hendro Lisa, and Indra Bangsawan. "Using WhatsApp as a Learning Media in Teaching Reading." MITRA PGMI: Jurnal Kependidikan MI 6, no. 2 (July 9, 2020): 116–25. http://dx.doi.org/10.46963/mpgmi.v6i2.129.

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Dalam mendukung keberhasilan proses pembelajaran dan pengajaran, para pendidik tentunya tidak asing lagi dengan penggunaan berbagai media pembelajaran dalam pembelajarannya seperti media audio dan visual atau menggunakan cards, kertas karton, stik, maupun gambar. Saat ini dunia lagi dilanda musibah yang mengakibatkan ssemua lapisan masyarakat harus terkena social distancing. Demikian juga dengan dunia pendidikan. Para siswa tidak diperbolehkan melakukan pendidikan di sekolah demi terhidar dari covid-19 atau menekan penyebaran covid-19. Agar pendidikan tetap bias dilakukan maka pemerintah menganjurkan para pendidik untuk melaukan pengajaran secara daring menggunakan technology. Technology yang terus berkembang mengakibatkan bermunculannya aplikasi-aplikasi yang bias digunakan dengan smart phone seperti ruang guru, zoom, google meet, whatsapp, facebook dan yang lainnya. Diantara semua aplikasi tersebut whatsapp adalah aplikasi yang terpopuler dan mudah digunakan. Melalui whatsapp kita bisa mengirim foto, audio, dokumen, video bukan hanya secara individu namun bias juga dilakukan secara group dengan berbagai kemudahan yang tersedia difitur whatsapp maka sangat layaklah para pendidik dan siswa menggunakan whatsapp sebagai salah satu media pembelajaran apalagi dimasa covid-19 ini.

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Lumby, Catharine, Nicole Anderson, and Sky Hugman. "Apres Le Deluge: social media in learning and teaching." Journal of International Communication 20, no. 2 (July 3, 2014): 119–32. http://dx.doi.org/10.1080/13216597.2014.926283.

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Sakat. "Educational Technology Media Method in Teaching and Learning Progress." American Journal of Applied Sciences 9, no. 6 (June 1, 2012): 874–78. http://dx.doi.org/10.3844/ajassp.2012.874.878.

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O'Neill, Stephen. "Teaching and Learning Guide for: “Shakespeare and Social Media”." Literature Compass 12, no. 7 (July 2015): 360–61. http://dx.doi.org/10.1111/lic3.12237.

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Hikmah, Durratul. "Media For Language Teaching and Learning in Digital Era." International Journal of English Education and Linguistics (IJoEEL) 1, no. 2 (December 30, 2019): 36–41. http://dx.doi.org/10.33650/ijoeel.v1i2.963.

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Learning a new language is considered as difficult task because it needs more exercises in various skills. Media plays the important role in increasing the learners’ desire to learn by creating the atmosphere of fun. In this digital era, learning models utilize technology as leaning media to provide wider access and opportunities for students in building their own knowledge. The availability of technology in education enables educators to plan and implement innovative and interactive learning model. The main goal of this paper is to suggest the current media for teaching and learning language in digital era.

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Dewantari, Fiorentina. "Use of Recycled Objects as English Teaching Media for Young Learners." Art of Teaching English as a Foreign Language 1, no. 2 (May 31, 2021): 71–74. http://dx.doi.org/10.36663/tatefl.v1i2.106.

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This study is a library study about the use of recycled object as teaching media. The use of teaching media is one of the supporting components in teaching. Especially for young learners, the choice of media is an important thing to support them in learning English. Several media can be selected by teachers to be given to young learners. One of them is disposable media in the form of recycled objects that use objects around us. The teacher must be able to create the media to make the learning process more fun and informative. Through recycled objects as teaching media, young learners can learn how to use objects around them without having to use expensive media for learning. Therefore, this article was aimed at sharing the use of recycled objects as English teaching media for young learners. So that, young learners are expected to be motivated in the learning process.

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Laba, I. Wayan. "Media Kartu Derivatif dalam Pembelajaran Turunan." Idealmathedu: Indonesian Digital Journal of Mathematics and Education 7, no. 2 (December 1, 2020): 61–69. http://dx.doi.org/10.53717/idealmathedu.v7i2.234.

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This study describes an alternative strategy in mathematics teaching and learning on derivative topic using derivative card-based media, which refers to constructivism view. Mathematics teaching and learning using constructivism principles will enable the students to construct their own knowledge/understanding so that their conceptual knowledge becomes more resistant. Meanwhile, derivative card media is an alternative media to help students understand the concepts of differential/derivative through games so that it emerges a meaningful learning.

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Rosada, Rosada. "Increasing Speaking Ability Using Visual Media." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 2 (July 11, 2020): 101. http://dx.doi.org/10.32493/ljlal.v2i2.9309.

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The present study was conducted in order to describe the implementation of visual media in teaching speaking. The researcher used Classroom Action Research design and applied it in teaching of speaking at ten grade of Madrasah Aliyah Kepahiang. The finding of this research indicated that the visual media was successful in increasing students’ speaking ability. In cycle I the score was 68.50 and in cycle II 76.33. Besides, the students have the positive response toward the implementation of visual media. Rapid development of science and technology today has demanded all parties to adjust and follow these developments. Nowadays, the use of media in language learning is very important. It will make the teaching and learning process be more attractive and effective. In learning, media is an aid which is able to help teacher in their teaching activity.

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Fahrurozi, Sslamet Kurniawan, Dwi Maryono, and Cucuk Wawan Budiyanto. "The Development of Video Learning to Deliver a Basic Algorithm Learning." IJIE (Indonesian Journal of Informatics Education) 1, no. 1 (December 1, 2017): 135. http://dx.doi.org/10.20961/ijie.v1i2.12446.

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The world of education is currently entering the era of the media world, where learning activities demand reduction of lecture methods and Should be replaced by the use of many medias. In relation to the function of instructional media, it can be emphasized as follows: as a tool to make learning more effective, accelerate the teaching and learning process and improve the quality of teaching and learning process. This research aimed to develop a learning video programming basic materials algorithm that is appropriate to be applied as a learning resource in class X SMK. This study was also aimed to know the feasibility of learning video media developed. The research method used was research was research and development using development model developed by Alessi and Trollip (2001). The development model was divided into 3 stages namely Planning, Design, and Develpoment. Data collection techniques used interview method, literature method and instrument method. In the next stage, learning video was validated or evaluated by the material experts, media experts and users who are implemented to 30 Learners. The result of the research showed that video learning has been successfully made on basic programming subjects which consist of 8 scane video. Based on the learning video validation result, the percentage of learning video's eligibility is 90.5% from material experts, 95.9% of media experts, and 84% of users or learners. From the testing result that the learning videos that have been developed can be used as learning resources or instructional media programming subjects basic materials algorithm.

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Marsa, Putri Bullquis, and Desnita Desnita. "Analisis Media, Sumber Belajar, dan Bahan Ajar Yang Digunakan Guru Fisika SMA Materi Gelombang Di Sumatera Barat Ditinjau Dari Kebutuhan Belajar Abad 21." JURNAL EKSAKTA PENDIDIKAN (JEP) 4, no. 1 (May 27, 2020): 81. http://dx.doi.org/10.24036/jep/vol4-iss1/422.

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This study aims to look at the media, learning resources, and teaching materials used by physics teachers of high school for wave material. In accordance with the learning needs of 21st century, the media used must be IT-based. To see how important the use of IT media in learning process is conducted research with descriptive analysis research type. The data of this study were obtained with interview guidelines, directly with teachers distributing questionnaires the availability of media, learning resources, and teaching materials in schools to respondents, namely teachers in seven schools, and distributing questionnaires for learning resources and teaching materials consisting on identity and indicators of aspects reviewed in learning resources and teaching materials. Based on results of data acquisition, it was found that teacher has not used much media in the learning process. In fact, for 21st century learning, IT-based learning media are needed so students can practice 4C skills (critical thinking, creativity, communication, and collaboration).

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Noviyanti, Dwi Ganis. "Improving PPKN Learning Outcomes using Audio Visual Media." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 919. http://dx.doi.org/10.20961/shes.v3i3.46092.

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<pre>The use of appropriate media in the teaching and learning process will create a pleasant learning atmosphere. In the teaching and learning process, teachers are expected to provide teaching that is easily understood by students. One of the learning media that can be used to improve learning outcomes of PPKN subjects in the precepts of Pancasila is audio visual media. This research is a classroom action research conducted in three cycles consisting of the stages of planning, action, observation, and reflection. Data obtained from teacher observations in managing learning, observations of student activities in the learning process, and student learning test results. The data analysis technique used is quantitative techniques. The results showed that the students' learning outcomes using audio-visual media in the first cycle had an average value of 76. In the second cycle the average value was 84 and in the third cycle the average value was 86. Based on the results of data analysis, it can be concluded that the use of audio media visuals are very suitable for use in learning and can improve learning outcomes.</pre>

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Oc, Jasri, and Harianja Harianja. "PERANCANGAN MEDIA PEMBELAJARAN PADA UNIVERSITAS ISLAM KUANTAN SINGINGI." JURNAL TEKNOLOGI DAN OPEN SOURCE 3, no. 1 (June 14, 2020): 60–68. http://dx.doi.org/10.36378/jtos.v3i1.432.

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With the advancement of information and communication technology, especially in learning that is not an expert causing technological lags, so the lecturers think the teaching and learning process is more difficult, the huge cost of instructing lecturers to use teaching and learning methods is not in accordance with the times so students are bored with the lecture process. By modeling instructional media, it will be easier for lecturers of the Kuantan Singingi Islamic University to carry out the teaching and learning process, using learning media more easily, using low costs and students will not feel bored. The results of this research can be a facility for lecturers to deliver material and students become active in learning independently both at home and in campus.

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Journal articles on the topic 'Teaching-learning media'

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