Maximizing the Potential of Multimedia in Indonesia: Enhancing Engagement, Accessibility, and Learning Outcomes

2017

The use of interactive-based instructional materials for teaching Bahasa Indonesia enables students to develop their cognitive skills. The current research is a development study which consists of four steps: definition, design, development, and dissemination. The definition stage is conducted based on the needs analysis, both for students and for teachers. Data were collected using student response questionnaire. The purpose of the needs analysis was to determine the tendency of student and teacher response to use instructional media. Subjects in this research are students of grade V SD Padang Timur academic year 2016/2017. The result of the of the research shows that the tendency of teacher and student response to the use of instructional media for leaning Bahasa Indonesia are diverse. The analysis of tendency using media by teacher indicates that basically, the teachers have positive response toward the benefits of using instructional media, while the tendency of students show their interest in using instructional media since they can access the media via the android program. Based on the analysis of the requirement, it is designed interactive multimedia-based media for learning Bahasa Indonesia to be used by teachers and students, both at home and at school.

2004

In recent years, with the infusion of the multimedia technology into the education arena, traditional educational materials can be translated into interactive electronic form through the use of multimedia authoring tools. This has allowed teachers to design and incorporate multimedia elements and choreograph them in an orderly sequence to convey the message in an interactive and multi-sensory learning environment. The focus in education is thus moving away from the conventional "chalk-and-talk" method to one which uses multimedia as the instructional media and a platform in teaching and learning. This presentation focuses on using the multimedia design process (MDP) to enable educators to re-design their educational curricula into an interactive and media-rich learning environment. This multimedia educational design process will reinforce and strengthen the traditional instructional communication process (ICP) and foster a number of innovative methods to communicate knowle...

Interactive multimedia in education and …, 2005

Toward Effective Use of Multimedia Technologies in Education 25 Chapter II Toward Effective Use of Multimedia Technologies in Education Geraldine Torrisi-Steele, Griffith University, Australia Abstract While multimedia technologies are being used in educational contexts, the ...

Student engagement is crucial to the success of education at all levels but sometimes is not easy to achieve in practice. Students learn more when they are intensely involved in their education; are asked to think about what they are learning and apply it in different settings. Multimedia applications together with individual approaches within the didactics process can help in this direction.

Journal of Physics: Conference Series (Vol. 1363, No. 1, p. 012060). IOP Publishing, 2019

When identifying the learning strategies to be used, the teacher must choose two types of teacher-centered strategies or student-centered strategies. The selection of this strategy is closely related to the integration of technology and media in a learning process. Specifically this integration becomes the presentation of a concept by displaying a video or reading a story, or showing how to conjure up a verb. The student-centered strategy is an activity that involves students in active learning, while the teacher's position is more on the facilitator who will ensure that the learning objectives will be achieved. Integrating technology and media in a learning process will provide convenience and benefits not only to teachers but also students. Both teachers and students will be facilitated in learning that involves reading, writing, listening and listening to a material. Improving the quality of learning outcomes resulting from integrating technology and media will provide color for the development of Indonesia's human resources in the future.

Jurnal Penelitian Pendidikan IPA (JPPIPA), 2023

Utilization of multimedia facilities and internet media in the learning process has a significant advantage. Learning that uses multimedia technology and internet media can increase student effectiveness, creativity, and motivation. Although, this requires management and presentation of material according to the needs and characteristics of students. This study aims to determine the use of multimedia and internet media as effective learning tools. In writing this article, the researcher uses a qualitative method of literature study, namely searching for documents, articles, and previous research to examine references and research results related to the use of multimedia and internet technology in learning. The results of the study show that multimedia and internet technology can be effective learning tools with more interactive and interesting learning experiences. This increases students' motivation and interest in learning, thereby helping to create a more creative and innovative learning environment. In conclusion, the use of multimedia and internet technology in learning can improve the quality of learning and provide a more positive learning experience for students. Therefore, it is necessary to pay more attention to the management and presentation of appropriate material so that multimedia and internet technology can become effective learning tools.

Ndagijimana Jean Baptiste , 2022

Research has confirmed several benefits of using multimedia in teaching and learning including increased students' interest in the lesson, and widening students' knowledge and understanding. Multimedia teaching is credited to create a context for subject teaching as it stresses the role of students and enhances the importance of "interaction" between teachers and students. In addition, also promotes the capacity of students to communicate, trains and improves their ability to listen and speak, and to develop the communicative competence, a process during which, the teacher's important role becomes that of a facilitator. In addition, using multimedia in teaching is also flexible; and the context can be created not only in the classroom but also after class. In a bid to improve the quality of education, the Government of Rwanda introduced the Competence-based curriculum in 2015; and rolled out a series of reforms to ensure the use of ICT and multimedia in teaching and learning in the country. Key initiatives for the high school education system included the creating smart classrooms in 2016, as well as the one-laptop per teacher program kicked-off in 2021. However, proper implementation relies on several factors such as availability and access to ICT and multimedia resources for teachers and students, as well as their expertise in using such tools. This study evaluates the challenges facing the use of multimedia in teaching and learning in Muhanga District, Rwanda; and draws pertinent recommendations to improve the quality of education through the use of multimedia in teaching and learning in Rwanda.

Proceeding of the 6th WSEAS/IASME International …, 2010

In recent years there has been a visible change in the university student's profile. More and more students juggle their studies with work and other activities. Students have less time for their studies and are spending less time on campus attending lectures and tutorials and interacting with their peers and teachers. However, student engagement is crucial for successful education. Students learn more when they are intensely involved in their education; are asked to think about what they are learning and apply it in different settings. This should be made possible. Multimedia applications can be of great assistance in achieving active engagement. Multimedia provides teachers with an excellent chance to demonstrate and visualize the subject matter more clearly and comprehensibly, as well as enabling them to prepare study material that optimizes students' study habits. Moreover, various multimedia applications appropriate to course subject matter may be created by students themselves based on a script given by the teacher and this close cooperation between teacher and students can deepen students' interest in the subject.

Journal of Instructional …, 2010

The typical undergraduate student of today is accustomed to receiving information on a daily basis in a variety of formats, i.e. multimedia channels. This can present a challenge to educators wishing to engage students in the classroom while still providing required content in order to enhance learning outcomes. Although technological tools purporting to aid in the delivery of educational content are expanding at an ever-increasing rate, supporting research of their effectiveness has been limited and scattered. In order to assist educators in choosing from the myriad of multimedia options available, this paper provides an overview of what constitutes educational "multimedia" and presents research evaluations of their effectiveness. These research findings consider not only the educational content being delivered, but also variables associated with the receivers, i.e., the student audience. The paper concludes with suggestions for new research areas that consider variables and environments not previously studied.

SAR Journal - Science and Research

The purpose of this study is to reveal students’ perspective of the online learning media during the Covid-19 pandemic. This study is conducted in the University Negeri Surabaya with 118 respondents. A questioner used a Likert scale that can reflect the students’ perception on difficulties of media, attractiveness of media, convenience of media, easiness of material understanding, and satisfaction of media. This study shows that the tendency of lecturers to carry out online learning in the Covid-19 pandemic era is achieved through assignments and online meetings. Also, students’ assessments of online learning media used in this study fall into the good category, so the chosen online learning media are suitable for use in learning. This study implies that learning media combination is needed during the Covid-19 pandemic since not every student can effectively learn by the online system.