Minggu, 31 Mei 2015
Jumat, 29 Mei 2015
Social-Emotional Learning in the Primary Curicculum
Of Primary Interest
Social-Emotional
Learning in the Primary Curriculum
Mary
Mindess, Min-hua Chen, and Ronda Brenner
Every primary grade program needs a carefully planned social-emotional component.
All children—those who enter first or second grade with an ability to control
their emotions and make friends and those for whom these skills are more difficult—benefit
from intentional teaching in this area. A synthesis of research on development
during the early years prepared by the National Scientific Council on the Developing
Child (2007) indicates that emotional well-being and social competence provide
a strong foundation for brain development and emerging cognitive abilities. The
council’s report further indicates that language learning is dependent not only
on the ability to differentiate sounds and the capacity to link meaning to
specific words, but also on the ability to concentrate, pay attention, and
engage in meaningful social interaction. These behaviors influence all areas of
development, including academic, social, physical health, and the immune
system. They also affect how the individual functions later in life both in
personal situations and in the workplace.
Social-emotional development is clearly a key
foundation for school success. The questions for educators are apparent: What
can primary grade teachers do to help children master social-emotional skills?
How do we make these skills an integral part of the curriculum, thereby
supporting academic learning and lifelong development? How best can we
implement social-emotional curricula and thus make a difference in children’s
lives—present and future?
Approaches to building social skills
Some school systems adopt a school wide approach to social-emotional
learning, while others use a particular approach across a grade level. Three
programs that may be implemented at grade level and also lend themselves to school
wide use are Responsive Classroom, Second Step: A
Violence Prevention Curriculum, and Interplay
Solutions. In addition to using one or more of these programs, some school
systems and some teachers develop their own activities for building a
social-emotional curriculum. The sections that follow describe these programs
and a teacher-created activity and indicate how three Massachusetts school
systems have implemented or been impacted by them.
Mary Mindess, MEd, is professor of early childhood education at Lesley
University in Cambridge, Massachusetts. She teaches online and face-to-face
courses related to children with behavior problems. For many years she
organized the New England Kindergarten Conference and Reggio Emilia-inspired
institutes. mmindess@lesley.edu
Min-hua Chen, EdD, is an early childhood education specialist for Elementary
School Services in the Massachusetts Department of Elementary and Secondary
Education. She has been a coordinator for the Massachusetts Kindergarten
Curriculum and Leadership Project and a training consultant for early childhood
programs. Mchen@doe.mass.edu
Ronda Brenner, MEd, is the assistant principal of the Columbus Elementary School
in Medford, Massachusetts. She has worked in the early childhood and elementary
education field for many years as a classroom teacher, teacher specialist, and
educational consultant and currently as an administrator. rbrenner@medford.k12.ma.us
The National Association of Early Childhood Specialists in State
Departments of Education (NAECS/SDE)
works to improve instruction, curriculum, and administration in
education programs for young children and their families. Of Primary
Interest is written by members of NAECS/ SDE for kindergarten and
primary teachers. The column appears in March, July, and November issues
of Young Children and Beyond the Journal.
Responsive Classroom
Many teachers at various grade levels in the Cambridge
Public Schools use the Responsive Classroom, an approach developed by Northeast
Foundation for Children for teaching social-emotional skills. The teachers became
interested in this approach because it emphasizes the link between the
social-emotional realm and academic curriculum. Teachers trained in the
Responsive Classroom approach share a common set of values, vocabulary, and
skills for the social-emotional domain. Teacher language and child language are
important components of the program, and children respond well to the school wide
consistency. Responsive Classroom strategies include engaging children in the
formulation of rules, guided discovery and academic choice, and collaborative
problem solving.
The kindergarten program at the Amigos School, a two way
immersion program in the Cambridge Public Schools, is an example of the
Responsive Classroom in action. As the children prepare for the grand opening
of the water table, which contains materials for scientific exploration of water
flow, the teacher asks, “What rules should we adopt for working at the water
table?” The children respond, “We need to wear smocks to stay dry” and “We need
to keep the water inside the water table.” With the help of one child, the teacher
models the use of equipment, such as plastic tubes and containers, and asks
open-ended questions to guide the discovery process. As the children conduct investigations
at the water table, they collaborate in their explorations and engage in
cooperative problem solving. The social-emotional aspects of the curriculum are
clearly integrated with the academic components.
Following the morning meeting, the kindergartners choose
a learning station at which to work. The water table is one of eight stations.
At the end of the morning, children do an evaluation activity. Each child
writes or draws a report explaining the learning that took place in the morning
activities. Preparing the report engages children in self-reflection and
deepens their understanding of their learning experiences. The reports address
children’s learning in science (discoveries related to how water flows, the size
and position of different containers) and mathematics (observations of and
naming container shapes), and their individual development in the areas of
writing and art. The reports serve as authentic assessments of each child’s progress.
They are evidence of the Responsive Classroom’s support for children’s
social-emotional development.
The focus on open-ended questions, clearly a component of
the Amigos kindergarten program, also pervades an in-service/preservice project
carried out at the Peabody School in Cambridge. In this project, classroom
teachers and Lesley College professors took part in ongoing discussions of
Paula Denton’s book, The Power of Our Words: Teacher Language That
Helps Children Learn (2007), a publication directly related to the
Responsive Classroom approach. One of the themes the book emphasizes is asking open-ended
questions in both the social-emotional and cognitive realms. In-service
teachers’ classroom reflections and preservice teachers’ observation/reflection
assignments attested to the value of the Responsive Classroom experience for
children.
Second Step: A
Violence Prevention Program
The Medford Public Schools adopted Second Step: A Violence
Prevention Curriculum, which integrates socialemotional and academic learning.
Developed by the Committee for Children, the program specifically addresses empathy,
impulse control, problem solving, and anger/emotion management. The committee
grounded the program’s approach in research about cognitive behavioral therapy showing
that thoughts affect people’s social interactions (Committee for Children
2002).
The Second Step program is organized into grade-level kits,
each containing various tools for teaching (for example, puppets, an audio
tape, a video, posters). Every kit includes lesson cards divided into key
units. Lesson cards for the primary grades have a realistic photograph on one side
and a lesson for the teacher’s use on the other side. The lesson includes clear
objectives, a short story about the photograph, discussion questions,
role-play/pretend scenarios and/or activity suggestions, and wrap-up ideas. The
lesson cards offer activities to help children transfer the unit’s skills to
their everyday lives, activities that extend the learning, and take-home
reminders—part of the curriculum’s family connections. The reminders include Take-Home
Letters describing the lesson, what the children are learning, and how families
can help their children use these new skills.
During Lesson 3, the teacher in a first grade classroom
at the Columbus Elementary School facilitates a class meeting in which she
shares three lesson cards with photographs of children in various situations.
The children in the photos display different emotions (a surprised child
opening a present; a disgusted child pulling gum off the bottom of her shoe; a
scared child looking through a rain-soaked window). The teacher leads a
discussion about feelings and situational clues. Holding up one of the
photographs, she asks the children to look carefully at the child’s face and the
situation the child is in. She invites the class to share their thoughts about
what the child in the photograph may be feeling and why. The lesson includes
role-playing and a quick wrap-up.
At the end of the lesson, as part of the transfer of learning,
the teacher challenges students to “Remember the Day”—that is, to remember a
time when they felt a particular emotion. Children identify a feeling and
pretend to feel that way while the teacher snaps their picture. They affix the
photo to their feelings recording sheet and briefly write about the feeling and
the time they remember experiencing it. The children draw pictures to
complement the writing and have the option of finding a picture from a magazine
of a child who appears to be feeling that same emotion.
Since the Columbus Elementary School’s adoption of Second
Step, teachers and families report improvements in children’s behavior. With
initial support from an early childhood mental health grant provided by the
state, Medford has assessed the changes at the school through annual teacher
surveys and focus groups as well as family focus groups. Through pre- and post assessments,
it is clear that teachers and parents observe significantly more children demonstrating
skills that help them to think before impulsively reacting to a situation.
Interplay Solutions
Interplay Solutions offers another approach to helping primary
school children increase their social-emotional skills. This approach,
presented at an Early Childhood Institute held at Lesley University in 2006 and
repeated in 2007, has attracted the attention of many Massachusetts teachers.
In the words of one teacher, the approach, “uses stories, role plays, and
structured activities to develop supportive classroom communities and help
students learn the basic behavioral and social skills necessary for successful group
learning.”
The stories and related role-playing activities are
springboards for exploring social-emotional attitudes and skills. The stories’
characters model the process of change as they adopt effective behaviors to
meet and overcome challenges. For example, in the story “Quiet Hawk,”
first-graders hear about a child learning to hunt. In the story, a young pioneer
boy struggles to learn a new skill. The boy develops the skill to tune in and pay
attention. As the children listen, they learn that paying attention leads to
success (Shub & De Weerd 2006). Children have multiple opportunities to act
out the adventure. The related activities give the entire class a chance to master
the metaphorical lesson: We all have the power to tune in and pay attention.
The unusual feature of “Quiet Hawk” is the
action-oriented detail it provides to help children understand what it means to
tune in and pay attention. The Interplay Solutions program uses many strategies
to assess children’s mastery of the social skills emphasized in the units. With
the “Quiet Hawk” story, children create their own shields and earn a feather
for their shield each time the teacher notices them focusing on their work.
Another strategy is the Pal Bulletin Board. Children write and post pal notes
describing how others have helped them master the strategy on which the class
is working.
A teacher-developed
activity
In Hudson Public Schools Kindergarten Center, children create
books as part of a system wide literacy effort. One such book commemorates the
100th day of school. It focuses on 100 Acts of Kindness and is part of a
community service project that integrates academic curriculum (literacy, mathematics,
and art) with the nurturing of social consciousness (kindness). The children
interview family and friends and identify kind acts they can do. Then they record
their acts in the heart shape on the paper provided by the teacher.
Before the book is put together, a preview goes home to
each family, so they can write comments. The comments, along with a copy of the
“I Love You” song the children have been singing, are added to the children’s
pages. School staff, with assistance from the parents, assemble the pages, and
the teacher presents a spiral-bound copy of the book to each child. It becomes
one of the child’s (and the family’s) favorite books to read. The total
experience integrates academic learning and social skills development.
To
Learn More . . .
Read
online about these three programs:
Interplay Solutions,
Valatie, New York—
www.interplaysolutions.com
Responsive Classroom, Northeast Foundation for Children Inc.,
Turner Falls, Massachusetts—
www.responsiveclassroom.org
Second Step: A Violence Prevention Curriculum, Committee for
Children, Seattle, Washington—
www.cfchildren.org/index.cfm
And find online additional information about and support for
developing children’s social-emotional skills:
Center for Mental Health in Schools, Gateway to a World of
Resources for Enhancing Mental Health in Schools: Positive Social/Emotional
Development and Prevention of Psychosocial/ Mental Health Problems—
http://smhp.psych.ucla.edu/gateway/cativa.htm
The Child Mental Health Foundations and Agencies Networks, A
Good Beginning: Sending America’s Children to School with the Social and
Emotional Competence They Need to Succeed (2000), full report
available through ERIC, ED 445810; report summary—
www.naeyc.org/ece/research/beginnings.asp
Ewing Marion Kaufmann Foundation, Set for Success: Building a
Strong Foundation for School Readiness Based on the Social-Emotional
Development of Young Children (2002)—
http://nieer.org/docs/index.php?DocID=41
Illinois Early Learning Project, Resources on Early Learning: Early
Learning Web Links—
http://ecap.crc.uiuc.edu/cgi-bin/iel/searchiel.cgi
Pellegrini, A.D., & C.D. Glickman, Measuring
Kindergartners’ Social Competence (1991), ERIC Clearinghouse on Elementary
and Early Childhood Education, Illinois Early Childhood Project, ERIC
Digest, ED 327314—
www.ericdigests.org/pre-9218/social.htm
Raver, C.C., Young Children’s Emotional Development and School
Readiness (2003), Clearinghouse on Early Education and Parenting
(CEEP), Early Childhood and Parenting (ECAP) Collaborative, EDO-PS-03-8—
http://ceep.crc.uiuc.edu/eecearchive/digests/2003/
raver03.html
Conclusion
Primary grade teachers continually develop school wide efforts to
intentionally help children acquire social emotional skills. In addition, they
use programs such as Responsive Classroom, Second Step: A Violence Prevention Curriculum,
and Interplay Solutions, which are often supported by careful research. The
programs and the teacher efforts described here are examples of ways to
incorporate social-emotional learning into the primary curriculum. Programs
like these help teachers move away from a fragmented and often reactive
approach to children’s social emotional well-being to a proactive approach and
a shared responsibility for children’s social-emotional health.
References
Committee for Children. 2002. Second Step: A Violence
Prevention Curriculum. 3rd ed.
Seattle, WA:
Author.
Denton, P. 2007. The power of our words: Teacher language that
helps children learn.
Turners Fall,
MA: Northeast Foundation for Children.
Feinburg, S., & M. Mindess. 1994. Eliciting children’s full
potential. Pacific Grove, CA:
Brooks/Cole.
Massachusetts Department of Elementary and Secondary Education. 2008.
Kindergarten
learning experiences.
www.doe.mass.edu/ess/reports/0408kle.doc
National Scientific Council on the Developing Child. 2007. The
science of early childhood
development:
Closing the gap between what we know and what we do. Cambridge,
MA: Harvard University.
Shub, J., & A. DeWeerd. 2006. Ready to learn: How to
overcome social and behavioral
issues in the
primary classroom. Portsmouth,
NH: Heinemann.
DAFTAR
PUSTAKA
Rabu, 06 Mei 2015
Alamat Jurnal UMY, Jurnal Ilmiah Internasional dan Jurnal Ilmiah Nasional
Jurnal UMY
v Library.umy.ac.id
Jurnal Ilmiah Internasional
Jurnal Ilmiah Nasional
Kalau mencari E-book dapat mengunjungi en.bookfi.org
Minggu, 03 Mei 2015
Komputer dan Multimedia
A. KOMPUTER
1. Pengertian
Komputer
Kemajuan
kemampuan komputer untuk secara cepat berinteraksi dengan individu, menyimpan
dan memproses sejumlah besar informasi, dan bergabung dengan media lain untuk
menampilkan serangkaian besar stimulasi audio visual, menjadikan komputer media
yang dominan dalam bidang pembelajaran. Dengan cepat komputer menjadi sesuatu
yang lumrah digunakan di dalam berbagai kegiatan instruksional. Beberapa dari
kegiatan instruksional ini termasuk produksi grafis dan media audio visual
lainnya, serta pengembangan, penyampaian, dan pengelolaan bahan – bahan
instruksional.
2. Pemakaian Komputer
dalam Proses Belajar
Untuk mencapai tujuan bab ini, istilah CAI
(Computer Assiated Instruction) dan CMI (Computer Managed Instruction) akan
digunakan untuk menjelaskan peranan yang berbeda dari komputer dalam proses
intruksional.
CAI secara luas, CAI ialah penggunaan komputer
secara langsung dengan siswa untuk menyampaikan isi pelajaran, memberikan
latihan – latihan dan mengetes kemajuan belajar siswa. CAI dapat bermacam –
macam bentuknya bentuknya, ini tergantung dari kecakapan pengembang dan
kemampuan sistem komputer yang berbeda – beda; satu sistem dapat membatasi para
siswa untuk mempelajari suatu teks terprogram pada terminal “hard copy” atau
CRT.
CMI (Computer Managed Instruction) pada mulanya
memasuki bidang pembelajaran / instruksional sebagai alat untuk membantu para
pengajar mengerjakan fungsi administrasi yang meningkat. Karena minat terhadap
belajar mandiri semakin tumbuh, maka demikian juga tuntutan akan waktu dan
usaha untuk mencatat nilai, menyimpan catatan pribadi dan membuat ringkasan
mengenai prestasi siswa dan kelas.
3. Bentuk – bentuk
Sistem Penyampaian
Sistem komputer
instruksional dapat digolongkan menjadi tiga kategori :
a.
Sistem jaringan tujuan tunggal (“Dedicated network System”, DNS).
Kekhususan sistem ini ialah terdiri dari sejumlah besar terminal untuk siswa
yang dihubungkan dengan sebuah komputer sentral yang besar (biasanya mahal)
dengan telepon atau sistem kabel lainnya.
Kelebihan DNS, antara lain :
1. Bahan pelajaran dan
catatan siswa secara maksimal terjamin keseluruhannya.
2. Bahan pelajaran dan
catatan dapat ditingkatkan mutunya dengan cepat.
3. Masing – masing
terminal biasanya dapat saling berhubungan dari jarak jauh.
4. Waktu untuk menjawab
biasanya lebih cepat dibandingkan dengan sistem gabungan (shared system), karena prosesornya
dikhususkan hanya untuk pembelajaran saja.
5. Perangkat keras yang
dipakai untuk mengoperasikan sistem ini umumnya lebih murah dari dari yang
digunakan dalam sistem gabungan.
Keterbatasan
DNS, antara lain :
1. Karena pemakaian yang
terbatas, sistem ini biasanya sukar untuk disesuaikan dengan prinsip
penghematan biaya.
2. Setiap perubahan di
prosesor pusat akan mempengaruhi setiap siswa dalam jaringan itu.
3. Perubahan di bagian –
bagian yang terpencil dari jaringan itu dapat menimbulkan penanggulangan dalam
program intruksional.
4. Terminal khusus yang
mahal mungkin diperlukan agar dapat memanfaatkan sepenuhnya kemampuan sistem
itu.
b.
Sistem Jaringan Gabungan (“Shared Network System”, SNS). Sistem
ini mirip benar dengan Sistem Jaringan Tunggal (DNS) kecuali penggunaan
prosesor pusatnya yang memenuhi fungsi lain seperti pembayaran, ringkasan
laporan dan pencatatan pembayaran.
Kelebihan SNS, antara lain :
1. Biasanya, untuk
pelaksanaan pembelajaran lebih hemat biaya.
2. Bahan pelajaran dan
catatan siswa dapat ditingkatkan atau diperbaiki dengan cepat.
3. Penyimpanan data yang
terpusat memungkinkan terjaminnya bahan pelajaran dan catatan siswa.
4. Masing – masing
terminal dapat saling berinteraksi sehingga para siswa, petugas pengembangan,
dan pengajar dapat berkomunikasi.
Keterbatasan SNS, antara lain :
1. Karena adanya
perubahan prioritas di pusat prosesing, perubahan dalam isi pelajaran dan
peningkatan pencatatan dapat tertunda.
2. Setiap perubahan
terjadi dalam komputer akan mempengaruhi setiap siswa dalam jaringan itu.
3. Perubahan dalam
bagian – bagian yang terpecil dari jaringan itu dapat menyebabkan penundaan
dalam program intruksional.
4. Karena waktunya
digunakan bersama dengan kegiatan lain, waktu untuk respon lebih lambat dari
sistem lain.
c.
Sistem Independen atau Berdiri Sendiri (“Independent or Stand Alone System,”
SAS). Ini merupakan terminal yang lengkap (self - contained) yang
biasanya dijalankan oleh suatu unit microprossessor.
Kelebihan SAS, antara lain :
1. Biasanya merupakan
sistem yang paling murah.
2. Karena tidak ada
jaringan, suatu kerusakan pada salah satu prosesor tidak akan mempengaruhi
semua siswa, dan terminal seorang siswa tidak dapat mempengaruhi yang lain.
3. Waktu responnya lebih
cepat dari pada sistem jaringan.
4. Sejumlah besar bahan
– pelajaran – jadi, dapat dibeli atau disewa secara bebas di pasaran.
Keterbatasan
SAS, antara lain :
1. Tidak ada lokasi yang
terpusat untuk mengumpulkan, menerima, dan memperbaharui data.
2. Perbaikan perangkat
lunak harus dibagikan kepada masing – masing siswa.
3. Mengumpulkan hasil
tes akan berat dan memakan waktu.
4. Tidak ada komunikasi
antara siswa, pengembangan (penulis), dan pengajar.
B. MULTIMEDIA
1. Pengertian
Multimedia
Apa itu
multimedia ?
Istilah “multimedia” bisa punya makna berlainan
bagi lain orang. Bagi sejumlah orang, multimedia berarti sesorang duduk di
terminal komputer dan menerima presentasi yang terdiri atas ; teks on –
screen, grafik atau animasi on -
scren, dan suara yang datang dari speaker komputer, misalnya : saat
membuka ensiklopedi multimedia on – line. Bagi sekalangan orang lain,
multimedia bisa berarti presentasi “live” saat sekelompok orang duduk
dalam suatu ruangan sambil memandang gambar –gambar yang disajikan dalam satu
atau lebih layar lebar dan medengar musik atau suara lain yang disampaikan oleh
pembicara. Menonton video di layar televisi juga bisa disebut sebagai
pengalaman multimedia karena adanya gambar dan suara yang disajikan. Contoh
lain dari multimedia adalah presentasi Power Point di mana seseorang menyajikan
slide – slide dari komputer yang diproyeksikan ke layar lebih besar lalu
membicarakan isi masing – masing slide.
2. Tiga Pandangan
Tentang Pesan – Pesan Multimedia
Istilah “multimedia” bis ditilik dari tiga
pandangan; didasarkan pada alat – alat yang digunakan untuk mengirimkan pesan
instruksional (yakni, media pengirimnya), format – format representasional yang
digunakan untuk menyajikan oesan intruksional (yakni, mode – mode
presentasinya), dan modalitas indrawi yang digunakan murid untuk menerima pesan
intruksional itu (yakni, pancaindra).
a.
Media Pengiriman
Pandangan yang paling jelas adalah multimedia itu
berarti presentasi materi dengan menggunakan dua atau lebih alat pengiriman.
Fokusnya adalah pada sistem fisik yang digunakan untuk mengirimkan pesannya –
misalnya, layar komputer, amplified speaker, proyektor, video
recorder, papan tulis, serta kotak suara manusia.
b.
Mode Presentasi
Pandangan kedua adalah, multimedia berarti
presentasimateri dengan menggunakan dua atau lebih mode representasi. Fokusnya
pada cara bagaimana materi itu disajikan, bagaimana pengetahuan kata dan
gambar. Dalam multimedia berbasis – komputer, misalnya, materi bisa disajikan
secara verbal sebagai narasi atau teks on – screen dan secara pictorial sebagai
grafik statis atau animasi. Dalam multimedia berbasis ceramah, materi bisa
disajikan secara verbal sebagai pidato secara pictorial sebagai proyeksi grafis
atau video. Dalam buku teks, materi bisa disajikan secara verbal sebagai teks
cetak dan secara pictorial sebagai grafik statis.
c.
Modalitas Sensori
Menurut pandangan modalitas sensori, multimedia
berarti dua atau lebih sistem sensor (alat indera) yang dilibatkan dalam diri
si murid. Sudut pandang ini adalah learner – centered karena
memperhitungkan aktivitas pemrosesan informasi di pihak murid. Namun, tidak
seperti sudut pandang mode presentasi, sudut pandang modalitas sensori adalah
bahwa multimedia melibatkan melibatkan penyampaian materi yang di proses secara
visual maupun auditori.
3. Dua Pandangan
Tentang Desain Multimedia.
Pesan – pesan instruksional multimedia menawarkan
teknologi pembelajaran yang berpotensi sangat kuat – yakni, sistem untuk
meningkatkan pembelajaran manusia. Tujuan praktis dari riset tentang multimedia
adalah merencanakan prinsip – prinsip desain untuk presentasi multimedia. Maka
dari itu, akan sangat berguna jika kita membedakan dua pendekatan terhadap
desain multimedia – pendekatan yang berpusat ke teknologi (technology -
centered) dan pendekatan yang berpusat ke murid (learner - centered).
a. Pendekatan Berpusat
ke teknologi
Pendekatan yang paling langsung terhadap desain
multimedia adala pendekatan berpusat ke teknologi. Pendekatan ini dimulai
dengan kapabilitas – kapabilitas fungsional dari multimedia. Pendekatan ini
menanyakan ,” bagaimana kita menggunakan kapabilitas – kapabilitas ini dalam
mendesain presentasi multimedia?” pendekatan ini umumnya berfokus pada kecanggihan
dalam teknologi multimedia.
Suatu kajian terhadap teknologi – teknologi
pendidikan pada abad ke – 20 menunjukkan, pendekatan berpusat ke teknologi ini
pada umumnya gagal membawa ke perkembangan abadi dalam pendidikan (Cuban,
1986).
b. Pendekatan Berpusat
ke Murid
Pendekatan berpusat ke murid memberi alternatif
penting terhadap pendekatan berpusat ke teknologi. Pendekatan yang berpusat
pada mereka yang sedang belajar ini dimulai dengan pemahaman bagaimana otak
manusia bekerja. Pendekatan ini menanyakan, “ Bagaimana kita bisa mengadaptasi
multimedia untuk meningkatkan pembelajaran manusia?” fokusnya adalah
menggunakan teknologi multimedia sebagai alat bantu terhadap kognisi manusia.
DAFTAR PUSTAKA
Anderson, Ronald H. 1987. Pemilihan dan
Pengembangan Media untuk
Pembelajaran. Jakarta: Rajawali
Mayer E, Richad. 2009. Multimedia learning
Prinsip Prinsip dan Aplikasi.
Yogyakarta: Pustaka Pelajar
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