EDUCATIONAL ELEMENTS

TEACHING LECTURER:

Dr. Fajar Arwadi, S.Pd, M.Sc

Compiled by:

Eva Selya (230101510007)

Husnul Khatimah (230101511001)

Abdulrahman Salam (230101511002)

Widya Aprilya (230101511010)

Class C

Department of Mathematics

Faculty of Mathematics and Natural Education

Makassar State University

 2023/2024

Table Of Content

SUBJECT (STUDENT).......................................................................................................4
Definition of Students....................................................................................................4
Student Needs................................................................................................................5
Characteristics of Learners.............................................................................................5
Students' Rights and Obligations....................................................................................5
EDUCATOR.....................................................................................................................7
Definition of Educators...................................................................................................7
Competency of Occupational Educators (Teachers).......................................................8
4. Social Competence...................................................................................................10
EDUCATIVE INTERACTION............................................................................................12
Definition of Educative Interaction...............................................................................12
Characteristics of Educative Interaction.......................................................................12
Components of Educative Interaction..........................................................................13
Principles of Educative Interaction...............................................................................14
Educative Interaction Stages........................................................................................16
Educational Interaction Model.....................................................................................18
EDUCATIONAL PURPOSE..............................................................................................19
Definition of Educational Purpose................................................................................19
National Education Purpose.........................................................................................19
Educational Purpose according to UNESCO..................................................................20
Educational Purpose According to Educational Ideology Streams................................20
EDUCATIONAL MATERIALS...........................................................................................23
Definition of Educational materials..............................................................................23
Types of Learning Materials.........................................................................................23
TOOL (LEARNING MEDIA).............................................................................................25
Definition of Learning Media........................................................................................25
Characteristics of Learning Media................................................................................25
Learning Media Functions............................................................................................25

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 Learning Media Objectives...........................................................................................27
Benefits of Learning Media..........................................................................................28
Types of Learning Media..............................................................................................28
Learning Media Selection Criteria................................................................................30
LEARNING METHODS...................................................................................................31
Definition of Learning Methods...................................................................................31
Types of Learning Methods..........................................................................................31
EDUCATIONAL ENVIRONMENT.....................................................................................33
Definition of Educational Environment........................................................................33
Various Educational Environments...............................................................................33
BIBLIOGRAFI................................................................................................................38

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 SUBJECT (STUDENT)

Definition of Students

Students are members of society who try to develop their potential through the
learning process available at certain pathways, levels and types of education (UU
No. 20 National Education System. Thus, students are people who have the choice
to pursue education through a learning process that suits their individual desires
and aspirations.

Meanwhile, according to Danim students can also be defined as people who are
not yet mature and have a number of basic potentials that still need to be
developed. The potential in question generally consists of three categories, namely
cognitive (thought), affective (feeling), and psychomotor (muscle
movement/mix).

Meanwhile, according to Hasbullah argues that students are one of the inputs that
determine the success of the educational process. Without students, the learning
process will not occur. This is because it is the students who need teaching and not
the teacher, the teacher is only trying to meet the needs of the students.

Furthermore Ahmadi argues that students are immature people, who need the
effort, help, guidance of others to become adults, in order to be able to carry out
their duties as creatures of God, as human beings, as citizen, as a member of
society and as a person or individual.

From the understanding of students according to the experts above, it can be

concluded that students are people who have basic nature (potential), both
physically and psychologically, which needs to be developed, to develop this
potential really needs education from educators

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Student Needs

1. Intellectual Needs, where students have curiosity, are motivated to

achieve achievements when challenged and are able to think to solve
complex problems.
2. Social Needs, where students have a strong hope of belonging and being
accepted by their peers while looking for their own place in the world.
3. physical Needs, where students “mature” development at different levels
and experience rapid and irregular growth.
4. Emotional And Psychological Needs, where students are vulnerable and
self-aware, and often experience unexpected "mood swings".
5. Moral Need, where students are idealistic and want to have a strong will
to make their world and the world outside themselves a better place.
6. Homodivinous Needs, where students recognize themselves as divine
beings or homoreligious beings, aka religious human beings.

Characteristics of Learners

1. Basic abilities, for example, cognitive or intellectual, affective and

psychomotor abilities.
2. Local cultural background, social status, economic status, religion, and so
on.
3. Personality differences such as attitudes, feelings, interests, etc.
4. Dreams, future outlook, self-confidence, endurance, and so on

Students' Rights and Obligations.

 Right

These rights and obligations are among others regulated in Law no. 20 of 2003
concerning National Education System.

This law states that every student in an education unit has the right to:

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 1. Receiving religious education in accordance with the religion one
adheres to and taught by educators of the same religion;
2. Obtain educational services according to their talents, interests and
abilities;
3. Get scholarships for high achievers whose parents cannot afford to
pay for their education;
4. Get education fees for those whose parents cannot afford to pay for
their education;
5. Move to educational programs on other educational lines and units
that are equivalent.

 Obligation

Accordingly, each learner must fulfill certain obligations. Act. 20 of 2003

concerning the National Education System has regulated the obligations of
students which include the following.

1. maintain educational norms to ensure the continuity of the process

and the success of education.
2. share in the costs of providing education, except for students who
are exempt from this obligation in accordance with the applicable
laws and regulations.
3. foreign citizens can become students in educational units held
within the Territory of the Unitary State of the Republic of
Indonesia.

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 EDUCATOR

Definition of Educators

Educators are all people or anyone who tries and influences the development of
other people (students) so that their potential grows and develops towards
perfection Thus, true educators are not only limited to teachers or lecturers, but
can be parents, facilitators, or other names according to their specialty.

Meanwhile, based on Republic of Indonesia Law Number 20 of 2003 concerning

the National Education System Chapter especially for educators in tertiary
institutions.

In practice educators who organize education in educational institutions are

referred to as educators. In the Republic of Indonesia Law Number 20 of 2003
concerning the National Education System Chapter I article 1, educators include
teachers, lecturers, counselors, tutors, widyaiswara, tutors, instructors, facilitators,
and other designations according to their specialty, and participate in organizing
education.

These educators are divided into two, namely natural educators and occupational
educators with the following explanation.

1. Natural Educator

The adults who have the main responsibility for children are their parents. Parents
are called natural educators because they have a blood relationship with their
children. However, because parents lack the ability, time and so on to provide the
education their children need, they hand over some of their responsibilities to
other adults to guide them such as teachers at school, religious teachers at
mosques, scout leaders and community leaders.

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Based on the above, parents are the main and most important educators for their
children. He must accept, love, encourage and help children to be active in life
together (kinship) so that children have life, physical values, beauty values, truth
values, moral values, religious values and act in accordance with these values as
an embodiment and their role as educator

2. Job Educator

Educators in schools such as teachers, counselors and administrators are called

educators by virtue of their position. This title is because they are assigned to
provide education and teaching in schools, namely transforming culture in an
organized manner for the development of students, especially in the fields of
science and technology.

According to Umar) occupational educators are other people (not including family
members) who because of their expertise are assigned to educate in order to
continue the education that has been carried out by parents in the family. In
essence, positional educators help parents in educating children because parents
have various limitations. Different from natural educators, occupational educators
are required to have various competencies according to their duties.

Competency of Occupational Educators (Teachers)

1. Pedagogical Competence

Pedagogic competence is the ability to manage students, which includes:

1. Teacher's understanding of the foundation and philosophy of education;

2. Teachers understand the potential and diversity of students, so that
learning service strategies can be designed according to the uniqueness of
students;
3. Teachers are able to develop a curriculum/syllabus in the form of a
document or implement it in the form of learning experiences.

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 4. Teachers are able to develop learning plans and strategies based on
competency standards and basic competencies;
5. Able to carry out educational learning in a dialogic and interactive
atmosphere;
6. Able to evaluate learning outcomes by fulfilling the required procedures
and standards;
7. Able to develop students' talents and interests through extracurricular and
extracurricular activities to actualize their various potentials

2. Personality Competence

The National Education Standards, explaining article 28 paragraph (3) point b,

states that what is meant by personality competency is a personality ability that is
steady, stable, mature, wise and authoritative, being a role model for students, and
having noble character. Personality competency as referred to in paragraph (2) of
the Republic of Indonesia Government Regulation No. 74 of 2008 at least
includes personalities who:

1. believe and fear;

2. noble character;
3. wise and prudent;
4. democratic;
5. Excellent;
6. authoritative;
7. stable;
8. mature;
9. Honest;
10. sporty;
11. be a role model for students and society;
12. objectively evaluate one's own performance; And

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 13. develop yourself independently and sustainably.

3. Professional Competence

The National Education Standards, explaining Article 28 paragraph (3) point c

stated that what is meant by professional competence is the ability to master
learning material broadly and in depth which allows guiding students to meet the
competency standards set out in the National Education Standards.

Professional competence as referred to in paragraph (2) of Republic of Indonesia

Government Regulation No. 74 of 2008 is the teacher's ability to master
knowledge in the fields of science, technology, and/or arts and culture that he/she
holds, which at least includes mastery of:

1. subject matter in breadth and depth in accordance with the program

content standards of the educational unit, subject, and/or group of subjects
to be taught; And
2. and relevant scientific, technological or artistic disciplinary methods,
which conceptually cover or are coherent with the educational unit
program, subject and/or group of subjects to be taught.

4. Social Competence

The National Education Standards, explaining article 28 paragraph (3) point d,

states that what is meant by social competence is the ability of teachers as part of
society to communicate and interact effectively with students, fellow educators,
education staff, parents/guardians of students, and the surrounding community.

Social competency as referred to in paragraph (2) of Republic of Indonesia

Government Regulation No. 74 of 2008 is the ability of teachers as part of society
which at least includes competence for:

1. communicate verbally, in writing, and/or gestures politely;

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2. use communication and information technology functionally;
3. socialize effectively with students, fellow educators, educational staff,
heads of educational units, parents or guardians of students;
4. get along politely with the surrounding community by heeding the
prevailing norms and value system; And
5. apply the principle of true brotherhood and the spirit of togetherness.

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 EDUCATIVE INTERACTION

Definition of Educative Interaction

Educative interactions are interactions that take place in a relationship for

educational and teaching purposes. Educational interaction is actually reciprocal
communication between one party and another, already containing certain
intentions, namely to achieve goals (in learning activities means to achieve
learning goals). Interactions that are said to be educative interactions, if
consciously have a goal to educate, to lead students towards maturity.
Communication activities for humans are an essential part of their lives. If it is
connected with the term educational interaction, actually reciprocal
communication between one party and another already contains certain purposes.
Not all forms and activities of interaction in life take place in an educational
interaction atmosphere, which is designed for a specific purpose. Likewise, of
course, the relationship between teachers and students, subordinates and their
leaders, between workers and their leaders and so on.

Characteristics of Educative Interaction

The characteristics of educational interactions are as follows:

1. There is a goal to be achieved

2. There is material or message that becomes the content of the interaction
3. There are students who are actively experiencing
4. There are teachers who do
5. There are methods to achieve the goal
6. There are situations that enable a good teaching and learning process
7. There is an assessment of the results of the interaction

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Components of Educative Interaction

In the teaching and learning process as an interaction system, we will be faced

with a number of components. Without these components, there will actually be
no process of educational interaction between teachers and students. Here are
these components:

 Objective

Goals are the first thing that must be formulated in educational interaction
activities. Because, objectives can provide clear and definite direction to where
learning activities are taken by the teacher. By referring to the goals, the teacher
can select which actions to take and which actions to abandon.

 Lesson material

Learning materials are the core element in educational interaction activities,

because without learning materials the educational interaction process will not
run, the selection of lessons must be adjusted to the conditions of the level of
students who will receive the lessons. In addition, the absolute subject matter must
be mastered by the teacher well.

 Method

A method is a method used to achieve a predetermined goal. The characteristics of

methods have advantages and disadvantages, so teachers use a variety of methods.
Factors that need to be considered when choosing a teaching method are as
follows (Djamarah, 1996:184):

 Purpose with various types and functions.

 Students with various levels of maturity.
 Situations with various circumstances.
 Facilities of various qualities and quantities.

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  Teachers' personalities and professional abilities vary.

 Tool

Tools are anything that can be used in order to achieve learning objectives. Non-
material and material tools are usually used in the power of educational
interaction. Non-material tools in the form of commands, commands, prohibitions
and advice. Material tools in the form of globes, blackboards, limestone, pictures,
diagrams, paintings and videos.

 Source

Learning resources can be obtained at school, in the yard, in the city center, in the
countryside and so on. Utilization of teaching resources depends on teacher
creativity, time, costs, and other policies

 Evaluation

Evaluation is an activity carried out to obtain data about the extent of students'
success in learning and teachers' success in teaching. The evaluation is carried out
by the teacher using a set of data mining instruments such as action tests, written
tests and oral tests.

Principles of Educative Interaction

1. Principles of Motivation

So that every child can have motivation in learning. If students have motivation
within themselves, it is called intrinsic motivation, it makes it very easy for the
teacher to provide lessons, but if the child does not have it, the teacher will
provide extrinsic motivation, namely motivation that comes from outside the
student and can take the form of rewards, praise, prizes and so on.

2. The Principle of Departing from Perceptions

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If you want learning materials to be easily mastered by some or all children,
teachers must pay attention to the apperception materials that students bring from
their living environment. The explanation given relates to the students' experience
and knowledge, it will make it easier for them to respond and understand new
experiences and even make students focus their attention.

3. The Principle of Leading to a Specific Point of Attention or a Specific

Focus

Lessons that are planned in a certain pattern will be able to link separate parts in a
lesson. Without a pattern, lessons can be fragmented and students will find it
difficult to concentrate. The center point will be created through the following
efforts:

 Formulate the problem to be solved

 Formulate the question to be answered
 Formulate the concept to be discovered
 Limiting the breadth and depth of learning objectives as well
 Give direction to the goal

4. The Principle of Integration

Integration in discussion and review will help students integrate learning gains
into educational interaction activities.

5. Principles of Problem Solving

One indicator of many students' abilities is their ability to solve the problems they
face. Problem solving can encourage students to be more resilient in dealing with
various learning problems and students will be responsive and creative.

6. Principles of Searching, Discovering and Developing Yourself

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A wise teacher will encourage and provide opportunities for students to seek and
find information for themselves. Students' belief in always seeking and finding
information for themselves is the gateway to CBSA, which is an independent
learning concept that aims to produce active - creative students.

7. Principle of Learning While Working

This means that learning while doing activities brings more results for students
because the impressions that students get are stored longer in the students' minds.

8. Principles of Social Relations

This is to educate students to get used to working together for good. Collaboration
gives the impression that conditions for socialization are also created in the
classroom which will familiarize students' relationships with other students in
learning.

9. The Principle of Individual Differences

The viewpoints for looking at aspects of student differences are biological,

intellectual and psychological. All of these differences make it easier for teachers
to take an educational approach to each student. Many teachers fail to complete
students' mastery of learning materials, one of which is because teachers fail to
understand the nature of students individually.

Educative Interaction Stages

According to RD Conners, identifying successive teacher teaching tasks is divided

into three stages:

 Pre-Teaching Stage

In this stage the teacher must compile an annual curriculum implementation

program, a semester or quarterly program (cawu), a study unit program (satpel),

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and planning a teaching program. In planning the programs mentioned above,
aspects related to:

 Provisions for students

 Formulation of learning objectives
 Method selection
 Selection of learning experiences
 Selection of learning materials and equipment
 Consider the number and characteristics of students
 Consider the number of hours available
 Consider grouping patterns
 Consider the principles of learning.

 Teaching Stage

In this stage, interaction takes place between teachers and students, students with
students, students in groups or students individually. This stage is the stage of
implementing what has been planned. There are several aspects that need to be
considered in this teaching stage, namely:

1. Class management and control

2. Delivery of information
3. Use of non-verbal verbal behavior
4. Stimulate feedback from students
5. Consider the principles of learning
6. Diagnosing learning difficulties
7. Consider individual differences
8. Evaluate interaction activities.
9. Stage After Teaching

This stage is an activity or action after face-to-face meetings with students. Some
of the teacher's actions that appear at the post-teaching stage include:

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 1. Assessing students' work
2. Assessing teacher teaching
3. Make plans for the next meeting.

Educational Interaction Model

The methods or models that exist in educational interactions, as follows:

1. Model of educational interaction in the classroom

 Lecture method
 Question and answer method
 Discussion Method or Deliberation Method
 Demonstration or Experiment Method
 Problem solving method
 Sociodrama and Role Playing Method (Role Playing Method)

2. Educational interaction models outside the classroom

 Field trip method

 Method of giving assignments and recitations

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 EDUCATIONAL PURPOSE

Definition of Educational Purpose

Educational objectives are a set of educational outcomes achieved by students

after educational activities are held. All educational activities, namely teaching
guidance or training, are directed at achieving educational goals.

Meanwhile, according to Syam, et al educational objectives are a factor that really

determines the course of education so they need to be formulated as well as
possible before all educational activities are carried out, and the formulation of
educational objectives will be appropriate if it is in accordance with its function.
The function of educational goals themselves includes:

1. Providing direction for the educational process,

2. Providing motivation in educational activities,
3. Educational objectives are criteria or measures in educational evaluation

Meanwhile, according to Maunah the aim of education is the change that is

expected in the student subject after experiencing the educational process, both
individual behavior and personal life as well as the life of the community in the
natural surroundings where the individual lives.

National Education Purpose

The aim of National Education is to educate the life of the nation and develop the
Indonesian human being as a whole, namely a human being who has faith and is
devoted to God Almighty and has noble character, has knowledge and skills,
physical and spiritual health, a stable and independent personality as well as a
sense of social responsibility and nationality

Based on Law. No. 20 of 2003 concerning the National Education System in

article 3, that the aim of national education is to develop the potential of students

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so that they become human beings who believe and are devoted to God Almighty,
have noble character, are healthy, knowledgeable, capable, creative, independent,
and become democratic and responsible citizens.

Educational Purpose according to UNESCO

According to UNESCO, in an effort to improve the quality of a nation, there is no

other way except through improving the quality of education. Starting from this
idea, the United Nations (UN) through the UNESCO (United Nations,
Educational, Scientific and Cultural Organization) launched four pillars of
education for both the present and the future, namely as follows.

1. Learningto know
2. Learningto do
3. Learningto be
4. Learningto live together

It was also added that the four pillars of education combine the goals of IQ
(thinking intelligence), EQ (emotional intelligence), and SQ (social intelligence).

Educational Purpose According to Educational Ideology Streams

1. Ideology of Educational Fundamentalism

According to the views of followers of this ideology, the purpose of
education is to revive and reinforce old ways that are considered better
than current methods. According to this ideology, the aim of the school is
to rebuild society by encouraging it to return to its original aims.
2. Intellectualism Ideology
Education According to the ideological view of intellectualism, education
aims to recognize, preserve and transmit truth. In this case, schools are
organized to teach students how to reason.
3. Conservatism Ideology
Education The purpose of education according to conservative ideology is

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 to preserve and continue established patterns of social behavior. Along
with this, the aim of the school is to encourage students' understanding of
and appreciation for time-tested (generally old) institutions, traditions and
cultural processes, including a deep respect for law and order. .
4. Educational Liberalism Ideology
The purpose of education in view of the ideology of educational liberalism
is to promote effective personal behavior. While the purpose of organizing
a school is to provide the information and skills needed by students so that
they can learn on their own effectively.
5. Educational Liberationism Ideology
Supporters of the ideology of educational liberationism are of the view
that education aims to encourage necessary social reform/reshuffle by
maximizing personal freedom in schools and by promoting more humane
and humanizing conditions in society at large. Schools aim to help
students recognize and respond to the need for social renewal.
6. Ideology of Educational Anarchism
According to this ideology, education aims to bring about immediate and
large-scale, humanistic changes in society by abolishing compulsory
schooling. Schools aim to completely obliterate the existing formal
education system, and replace it with voluntary individual self-determined
patterns of learning, providing free and universal access to educational
materials and educational opportunities, but not featuring compulsory
education or lessons. must.
7. Islamic Education Ideology
According to Omar Muhammad Attoumy Asy-syaebani, the objectives of
Islamic education have four main characteristics, namely:

a) Religious and moral characteristics;

b) Its overall nature includes all personal aspects of students and all
aspects of development in society;

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c) The nature of balance, clarity, the absence of conflict between the
elements and the way they are implemented;

d) Realistic and implementable characteristics, emphasis on desired

changes in behavior and life, taking into account personal differences
between individuals, communities and cultures everywhere and their
ability to change and develop when necessary

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 EDUCATIONAL MATERIALS

Definition of Educational materials

Educational materials are teaching materials provided by teachers to students In

the school education system, material is formulated in the curriculum. The
curriculum is a guideline for learning activities. Each learning process must
follow a curriculum that has been designed to achieve goals, both goals in
teaching and learning activities, as well as overall educational goals.

Educational materials are in the form of study materials consisting of study

materials or subject topics that can be studied by students in the learning and
learning process.

Educational material refers to achieving the goals of each educational unit.

differences in the scope and sequence of learning materials are caused by
differences in the objectives of the educational unit.

Educational materials are directed at achieving national education goals. In this

case, the National education goal is the highest target to be achieved through the
delivery of educational material.

Types of Learning Materials

The types of learning materials can be classified as follows.

1. Fact

Facts are anything that has the form of reality and truth, including names of
objects, historical events, symbols, names of places, names of people, names of
parts or components of an object, and so on. Keywords are Name, Number, Place,
Symbol. Examples: Names of obligatory prayers, names of Apostles, names of
Angels, Isra' Mikraj events, names of independence heroes, etc.

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 2. Draft

A concept is anything that takes the form of new understandings that can arise as a
result of thinking, including definitions, meanings, special characteristics, essence,
essence/content and so on. The keywords are Definition, Classification,
Identification, and Characteristics. Examples of the definition of prayer according
to language and terms, characteristics of living things, and others.

3. Principle

Principles are in the form of main things, main things, and have the most
important position, including propositions, formulas, adages, postulates,
paradigms, theorems, as well as relationships between concepts that describe
causal implications. Key words are: Relationship, Cause and Effect, then.

4. Procedure

Procedures are systematic or sequential steps in carrying out an activity and the
chronology of a system. Example: social research practice, and so on. The key
words are Steps to Doing a Task in Sequence. Example: Steps for carrying out
obligatory prayers.

5. Attitudes or Values

Attitudes or values are the result of learning aspects of attitudes, for example the
values of honesty, compassion, mutual help, enthusiasm and interest in learning,
and working, and so on. Example: the application of sociology in everyday life in
the form of an attitude of tolerance in dealing with various social phenomena

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 TOOL (LEARNING MEDIA)

Definition of Learning Media

Learning media is a teaching aid in the form of a vehicle that contains learning
material and distributes it in a more effective and efficient way, so that it can
stimulate students to absorb it better. In essence, learning media is something that
can change the learning environment to be more effective so that the learning
process can run more efficiently

Characteristics of Learning Media

1. Educational media has a physical meaning which today is known as

hardware, namely an object that can be seen, heard or touched with the
five senses.
2. Educational media has a non-physical meaning known as software, namely
the message content contained in the hardware which is the content that
you want to convey to students.
3. The emphasis on educational media is on visuals and audio.
4. Educational media has the meaning of aids in the learning process both
inside and outside the classroom.
5. Educational media is used in the framework of communication and
interaction between teachers and students in the learning process.
6. Educational media can be used en masse (e.g. radio, television), large
groups and small groups (e.g. films, slides, videos, OHP), or individually
(e.g. modules, computers, radio tapes/cassettes, video recorders).
7. Attitudes, actions, organization, strategy and management related to the
application of knowledge.

Learning Media Functions

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 1. A tool to clarify teaching material when the teacher delivers lessons. In
this case, the teacher uses media as a variation of verbal explanations
regarding teaching materials.
2. A tool to raise or raise problems to be studied further and solved by
students in their learning process. At the very least, teachers can place
media as a source of questions or stimulation for student learning.
3. Learning resources for students. This means that the media contains
materials that students must study, both individually and in groups.

Meanwhile, according to Gerlach & Ely in the function of learning media in

general is to strengthen various learning delivery capabilities as follows.

1. Fixative abilityThis means that the media can capture, store and display
an object or event again. Through this capability, learning can be
drawn/recorded, then saved and shown again when needed as the original
event.
2. Manipulative abilitiesThis means that the media can reproduce objects or
events with various changes (manipulation of speed, color, etc.) as needed.
3. Distributive abilityMedia is able to reach a large audience in one
simultaneous presentation, for example TV, video or radio broadcasts.

Still in a general paradigm that is similar but not the same, Lentz in suggests four
media functions, namely as follows.

1. attention function,

which means attracting students' attention to concentrate on the content of the

lesson being displayed.

2. Affective Function,

This means that media can arouse students' emotions and attitudes, and students
can enjoy learning.

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 3. Cognitive Function,

namely media facilitates the achievement of goals to understand and remember

information or messages contained in images (visual media).

4. Compensatory Function,

The media accommodates students who are weak and slow to accept and
understand the content of lessons presented in text/verbally.

Learning Media Objectives

1. The delivery of subject matter becomes more standard, the interpretation

of the material presented will be consistent and unambiguous.
2. Learning can be more interesting, media can be associated as attracting
attention so that students can continue to focus on learning.
3. Learning becomes more interactive, thereby making students more active
and participative in class.
4. The length of learning time can be shortened.
5. The quality of learning outcomes can be improved if there is synergy and
integration between material and media.
6. Learning can be provided anytime and anywhere, especially if the media
designed can be used independently.
7. Students' positive attitudes towards what they learn and towards the
learning process can be improved.
8. The teacher's role can change in a more positive direction, the teacher's
burden can be slightly reduced and the possibility of repeating
explanations over and over again can be reduced.

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Benefits of Learning Media

The benefits of learning media mean the results that can be achieved when the
function and objectives have been determined. Some of the benefits of learning
media according to Sudjana and Rivai are as follows.

1. Learning will attract more students' attention so that it can foster higher
learning motivation.
2. The meaning of learning materials will become clearer so that it can be
better understood by students and enable students to master the learning
objectives better.
3. Learning methods will be more varied, not just verbal communication
through the teacher telling words (lectures), so that students don't get
bored and teachers don't run out of energy.
4. Students do more learning activities, because they not only listen to the
teacher's explanations, but there are other activities such as observing,
practicing, demonstrating, etc.

Meanwhile, suggests that the benefits of learning media are as follows.

1. Clarify the presentation of messages and information so as to expedite and

improve the process and learning outcomes.
2. Increase learning motivation.
3. Overcoming the limitations of the senses, space, and time.
4. Provide a common experience to students about events in their
environment.

Types of Learning Media

1. Media resulting from print technology

Media resulting from print technology is a way to produce or convey material

through a mechanical or photographic printing process. The media group resulting

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from print technology includes text, graphics, photos and photographic
representations. Printed and visual materials are an extension and use of most
other teaching materials. In essence, this printing technology produces material in
the form of a printed copy. Various examples of printed learning media include
textbooks, hand-outs, modules, instruction books, graphs, diagrams, photos, loose
sheets, worksheets, etc.

2. Media resulting from audio-visual technology

Media resulting from audio-visual technology produces or conveys material using

mechanical and electronic machines to present audio and visual messages such as
film, television, video projectors, etc.

Examples of audio-visual technology include: learning recordings (audio only),

learning videos, learning music video clips, LCD projectors to display images
(visual only), educational films, audio-visual suggestions for imagination
(generating learning motivation), etc.

3. Media resulting from computer-based technology

Media produced by computer-based technology is a way of producing or

delivering material using micro-processor-based sources. Various types of
computer-based technology applications in teaching are generally known as
computer-assisted instruction.

Various types of computer-based learning media include: ICT or Informatics-

based media that can be accessed online, interactive websites, Android
applications, video games, interactive videos, etc.

4. Combined media

Combined technological media is a way to produce or convey material that

combines several forms of computer-controlled media. The combination of
several technologies is considered the most sophisticated technique.

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For example: teleconference (zoom/google meet), learning video games,
interactive video mapping, augmented reality, etc.

Learning Media Selection Criteria

There is no best media, there is appropriate learning media based on context and
specific criteria based on various learning circumstances. in selecting media, the
following criteria should be considered.

1. Ability to accommodate presentation of appropriate stimulus (visual

and/or audio).
2. Able to accommodate appropriate student responses (written, audio, and/or
physical activities).
3. Ability to accommodate feedback.
4. Selection of main media and secondary media for presenting information
or stimulus, and for practice and tests (it is best for practice and tests to use
the same media).
5. Level of enjoyment (institution, teacher, and student preferences) and cost
effectiveness.

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 LEARNING METHODS

Definition of Learning Methods

Learning methodsis a systematic method in concrete form in the form of steps to

make the implementation of learning more effective.

It can be concluded that the learning method is a systematic way of working that
facilitates the implementation of learning in the form of specific implementation
of concrete steps so that an effective learning process occurs to achieve a certain
goal such as positive changes in students.

Types of Learning Methods

learning methods are classified into three types, namely:

a) Based On Organizational Strategy, Means the type of learning method

that specifically utilizes ways of organizing learning to be more effective
and have an impact on students. “Organizing” refers to actions such as
selecting content, arranging content, creating diagrams, and other similar
formats. Organizing strategies can be further divided into two types,
namely:

1. Micro Strategy, refers to a method for organizing learning content that

revolves around one concept, procedure, or principle.

2. Macro Strategy, refers to a method for organizing learning content that

involves more than one concept, procedure, or principle.

b) Based On Learning Delivery, Is a type of method that focuses on preparing

learning delivery strategies that usually use learning media as the main tool.
Media is used to convey learning to students more effectively and efficiently.
Apart from that, media can also stimulate more responses and input from

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students. Learning media is the main field of study for this type of method.
Therefore, there are at least five principles that must be considered in making
learning media as a learning delivery strategy, namely:

1. The level of accuracy in describing something.

2. The level of interaction it is capable of eliciting.
3. His level of special abilities.
4. The level of motivation it can generate.
5. Required fee level.

c.) Based On Learning Management Strategies. This is a type of

method that specifically organizes interactions between students and
other learning method variables. The strategy in this type of method
relates to making decisions about which organizational strategy and
delivery strategy to use in the learning process. Apart from that, the
types of learning methods can also be classified as simply as:

1. Based on the provision of information, examples of types:

lecture method, question and answer method, demonstration
method.
2. Based on problem solving: brainstorming method, group
discussion method, lovebirds discussion method, small group
discussion method (buzz group), panel method, debate forum
method, seminar method, symposium method.
3. Based on assignment: training method (drill), assignment method
(recitation), game method (diad, broken cube, role playing,
sociodrama, simulation), group work method (workshop), case
study method, field trip method.

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 EDUCATIONAL ENVIRONMENT

Definition of Educational Environment

Literally the environment can be interpreted as everything that surrounds life,

whether physical, such as the natural universe with all its contents, or non-
physical, such as the atmosphere of religious life, values and customs that apply in
society, science and culture. developing, these two environments exist by chance,
that is, without being asked or planned by humans

Furthermore, according to Sartain the environment is all the conditions in this

world which in certain ways influence our behavior, growth, development or life
processes except genes and even genes can also be seen as preparing the
environment for other genes. . That is, behavior can be passed on through genes
outside of our biological conditions. This also strengthens the argument that an
individual's attitude or personality is not or is not completely biologically
inherited from his parents, but rather from his environment

It can be concluded that the educational environment is everything that includes

climate, geography, customs, place of residence, culture, knowledge, and all
things both physical and non-physical that can influence a person's behavior,
growth and development.

Various Educational Environments

1. Family environment

The family is the earliest social environment which is then complemented by the
educational environment at school and the broader community environment.
Some experts even argue that human behavior is not inherited genetically. A child
behaves like his parents because parents are the closest and largest environment

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he encounters every day. Of course, this only happens if parents carry out their
role well in an ideal family situation.

The family is the smallest unit in human life as social beings in a society. It is in
the family unit that the initial stage of the process of socialization and individual
development is formed .The family is a natural society whose association between
groups is distinctive or unique from other families. Within the family
environment, education also takes place by itself in accordance with the typical
social order that prevails within it.

In other words, every individual (especially children) will receive the first
developmental adjustments which will later be developed in society and at school.
There are several characteristics that will affect this adjustment, namely:

1. Arrangementfamily, regarding the size of the family, who is more

powerful, the number of children, the ratio of girls and boys, etc.;
2. Role,namely how the social roles played by each family member are
influenced by the parents' attitudes and expectations towards their
children, factors such as age, gender, etc.;
3. Membershipgroup, namely the extent to which family members feel part
of the group;
4. Family cohesion, namely the strength of the bond (bond) between one
family member and another.

These various aspects will have a big influence on how family education will
work. Some aspects can and should be maximized to support education in the
family environment. Some may very much depend on the circumstances of the
family itself and may not be changed significantly.

2. School environment

The school environment is an environment where children are in a learning

situation and have an atmosphere, responsibility and freedom that is different

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from other environments. Therefore, this environment is very influential on the
growth and development of intelligence (cognitive), skills, and personality
(affective).

A good school environment can support children's growth and development to

form learning discipline, school discipline which will ultimately be reflected in
their own discipline in other environments, including the community and work
industry.

the school environment includes:

1. School physical environment, including the school atmosphere (noise or

not, etc.), learning facilities and infrastructure, learning resources, and
learning media;
2. Social environment, regarding the student's relationship with his friends,
teachers and other school staff;
3. EnvironmentAcademic, namely the atmosphere of teaching and learning
activities and various extracurricular activities.

A conducive school environment, both physical, social and psychological, can

foster and develop motives to work well and productively. For this reason, it is
best to create a very good physical environment in schools which can include
clean rooms, ideal layout, complete facilities, and so on.

The social and psychological environment of the school is also very important to
pay attention to. For example, schools must be able to provide harmonious
interpersonal life, harmonious group life, firm and empathetic leadership, as well
as ensuring supervision, guidance and opportunities for advancement for each
individual in a family atmosphere.

Apart from that, the academic environment must be conditioned because it is a

school environment that is directly involved with the development of students'
potential and competencies. A good academic environment will ensure that

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teaching and learning activities at school run in a disciplined, orderly manner and
in accordance with learning objectives and educational goals in general.

3. Community Environment

Society is defined as a group of people who occupy an area, are bound by the
same experiences, have a number of similarities and are aware of their unity, and
can act together to meet the crises of their lives.

The community environment is the third educational institution after the family
and school which has different characteristics and functions with a scope with
unclear boundaries and a diversity of forms of social life and various cultures.

A good social environment will have good influences on the individual. For
example, if the local community is active in holding various positive activities
such as community service, youth organizations, religious studies, etc. However,
if the community environment is less than ideal and filled with various negative
influences, of course this will risk having a negative influence as well.

Positive influences from the community environment are anything that brings
good influence to children's education and development, namely influences that
lead to things that are good and useful for the child himself or good and useful for
all together. Meanwhile, negative influences are influences which in terms of
numbers are usually not too many, but usually these negative influences are very
easily accepted by individuals, especially children.

In addition, the relationship between the community environment and education

can be seen from three sides, which include the following.

1. Society as the organizer of education, both institutionalized (school and

out-of-school) and non-institutionalized (out-of-school)
2. Community institutions and/or social groups in society, either directly or
indirectly, also have an educational role and function.

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3. In society, various learning resources are available, both designed (by
design) and utilized (utility)

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