PRINSIP DASAR MULTIMEDIA PEMBELAJARAN

A. Pengertian Media Pembelajaran

            Kata media berasal dari bahasa latin medius yang secara harfiah berarti ’tengah’, ’perantara’, atau ’pengantar’. Secara lebih khusus, pengertian media dalam proses belajar mengajar cenderung diartikan sebagai alat-alat grafis, photografis, atau elektronik untuk menangkap, memproses, dan menyusun kembali informasi visual atau verbal. AECT (Association of Education and Communication Technology) memberi batasan tentang media sebagai segala bentuk dan saluran yang digunakan untuk menyampaikan pesan atau informasi. Pengertian media pembelajaran adalah paduan antara bahan dan alat atau perpaduan antara software dan hardware (Sadiman, dkk, 1996: 5). Media pembelajaran bisa dipahami sebagai media yang digunakan dalam proses dan tujuan pembelajaran. Pada hakikatnya proses pembelajaran juga merupakan komunikasi, maka media pembelajaran bisa dipahami sebagai media komunikasi yang digunakan dalam proses komunikasi tersebut.

B.        Prinsip Dasar Multimedia Pembelajaran

            Multimedia adalah penggunaan komputer untuk menyajikan dan mnggabungkan teks, suara, gambar, animasi, audio dan video dengan alat bantu (tool) dan koneksi (link) sehingga pengguna dapat melakukan navigasi, berinteraksi, berkarya dan berkomunikasi. Multimedia sering digunakan dalam dunia informatika. Selain dari dunia informatika, multimedia juga diadopsi oleh dunia game, dan juga untuk membuat website. Pada awalnya multimedia hanya mencakup media yang menjadi konsumsi indra penglihatan (gambar diam, teks, gambar gerak video, dan gambar gerak rekaan/animasi), dan konsumsi indra pendengaran (suara) dan juga berupa ( berwujud). Dalam perkembangannya multimedia mencakup juga kinetik (gerak) dan bau yang merupakan konsumsi indra penciuman. Multimedia mulai memasukkan unsur kinetik sejak diaplikasikan pada pertunjukan film 3 dimensi yang digabungkan dengan gerakan pada kursi tempat duduk penonton. Kinetik, dan film 3 dimensi membangkitkan sense realistis. Berikut ini prinsip multimedia pembelajaran menurut  Mayer dan Clark, yaitu :

1. Prinsip Multimedia

            Prinsip multimedia berbunyi murid bisa belajar lebih baik dari kata-kata dan gambar-gambar daripada dari kata-kata saja. Mayer (2009:93) beralasan bahwa saat kata-kata dan gambar-gambar disajikan secara bersamaan, siswa punya kesempatan untuk mengkonstruksi model-model mental verbal dan piktorial dan membangun hubungan di antara keduanya. Sedangkan jika hanya kata-kata yang disajikan, maka siswa hanya mempunyai kesempatan kecil untuk membangun model mental piktorial dan kecil pulalah kemungkinannya untuk membangun hubungan di antara model mental verbal dan piktorial.

2. Prinsip Keterdekatan

            Prinsip keterdekatan terbagi dua, yaitu keterdekatan ruang atau keterdekatan kata tercetak dengan gambar yang terkait (Mayer, 2009:119; Clark & Mayer, 2011:92) dan keterdekatan waktu atau keterdekatan kata-kata ternarasi dengan gambar yang terkait (Mayer, 2009:141; Clark & Mayer, 2011:102). Prinsip keterdekatan ruang menyatakan bahwa siswa bisa belajar lebih baik saat kata-kata tercetak dan gambar-gambar yang terkait disajikan saling berdekatan daripada disajikan saling berjauhan (Mayer, 2009:119).

3. Prinsip Modalitas

            Prinsip modalitas menyatakan bahwa siswa bisa belajar lebih baik dari animasi dan narasi (kata yang terucapkan) daripada dari animasi dan kata tercetak di layar (Mayer, 2009:197). Berdasarkan teori kognitif dan bukti riset, Clark & Mayer (2011:117) menyarankan untuk menarasikan teks daripada menyajikan teks tercetak di layar saat gambar (statis maupun bergerak) menjadi fokus kata-kata dan saat keduanya disajikan pada waktu yang bersamaan.

4. Prinsip Koherensi

            Prinsip koherensi menyatakan bahwa siswa bisa belajar lebih baik jika hal-hal ekstra disisihkan dari sajian multimedia (Mayer, 2009:167). Prinsip koherensi terbagi atas tiga versi, yaitu pembelajaran siswa terganggu jika gambar-gambar menarik namun tidak relevan ditambahkan (Mayer, 2009:170; Clark & Mayer, 2011:159), pembelajaran siswa terganggu jika suara dan musik menarik namun tidak relevan ditambahkan (Mayer, 2009:181; Clark & Mayer, 2011:153), dan pembelajaran siswa akan meningkat jika kata-kata yang tidak dibutuhkan disisihkan dari presentasi multimedia (Mayer 2009:188; Clark & Mayer, 2011:166).

5. Prinsip Redundansi

            Prinsip redundansi menyatakan bahwa siswa belajar lebih baik dari gambar dan narasi daripada dari gambar, narasi, dan teks tercetak di layar. Clark & Mayer (2011:135) mengemukakan alasan bahwa siswa akan lebih memperhatikan teks tercetak di layar daripada ke gambar yang berkaitan. Saat mata mereka fokus di kata-kata tercetak, siswa tidak bisa melihat ke gambar yang sedang dinarasikan. Juga, siswa berusaha membandingkan teks tercetak dengan narasi yang diucapkan sehingga membebani proses kognitif. Karena itulah, untuk gambar yang sedang dinarasikan, hendaknya tidak ditambahkan teks tercetak di layar.

6. Prinsip Personalisasi

            Prinsip personalisasi menyarankan agar pengembang multimedia menggunakan gaya percakapan dalam narasi daripada gaya formal (Clark & Mayer, 2011:182). Gaya percakapan di antaranya dicapai dengan menggunakan bahasa orang pertama dan orang kedua serta dengan suara manusia yang ramah.

Clark & Mayer (2011:184) menyatakan bahwa riset dalam proses diskursus menunjukkan bahwa manusia bekerja lebih keras untuk memahami materi saat mereka merasa berada dalam percakapan dengan seorang teman, daripada sekadar menerima informasi.

7. Prinsip Segmentasi dan Pra Latihan

            Prinsip segmentasi menyarankan untuk memecah materi pelajaran yang besar menjadi segmen-segmen yang kecil (Clark & Mayer, 2011:207). Saat sebuah materi pembelajaran kompleks, materi itu perlu dibuat menjadi sederhana dengan dibagi-bagi menjadi beberapa bagian yang dapat diatur kemunculannya.

Prinsip pra-latihan menyarankan untuk memastikan siswa mengetahui nama dan karakteristik konsep-konsep penting. Clark & Mayer (2011:215) menyatakan bahwa pra latihan dapat membantu pemula untuk mengelola pemrosesan materi kompleks dengan mengurangi jumlah pemrosesan esensial yang mereka lakukan saat presentasi disajikan.

 C. Macam-macam Media Pembelajaran

            Media pembelajaran banyak sekali jenis dan macamnya.

Sebagai seorang guru, perlu mengikuti perkembangan teknologi khususnya yang berkaitan dengan media pembelajaran. Sehingga paling tidak kita dapat lebih mengenalnya. Beberapa jenis media tentu pernah Anda gunakan, beberapa jenis yang lain mungkin juga sudah Anda kenal meskipun belum pernah menggunakannya dalam pembelajaran. Jenis media mana yang akan kita gunakan, sangat tergantung pada kebutuhan dan kondisi yang ada di lapangan.

Permasalahan

1. kita tahu bahwa media itu sangat berperan penting dalam penunjang proses pembelajaran. Untuk itu maka seorang guru akan terbantu dalam mentransfer ilmu pengetahuan kepada peserta didik, namun apakah disini peran guru dalam proses pembelajaran hanya sebagai fasilitator?

2. Sekarang ini dapat kita amati, walaupun seorang guru sudah melibatkan media dalam proses belajar, namun banyak siswa yang masih acuh tidak acuh dalam proses pembelajara, banyak anak kurang tertarik dan jenuh dalam proses pembelajaran. Di sini bagaimana kemantapan guru menyesuaikan media dengan bahan ajar yang akan dia sampaikan agar semua siswa dapat tertarik dan ikut terlibat dalam proses pembelajaran?

THE USE OF HYDROCARBON COMPOUNDS IN EVERYDAY LIFE

Before that, what is hydrocarbon intake?

            Hydrocarbons are carbon compounds that are composed only of carbon and hydrogen elements. Grouped into two groups, namely:

1. Aliphatic hydrocarbons include alkanes, alkenes and alkynes.

2. The aromatic hydrocarbons include benzene and its derivative compounds.

            The main sources of hydrocarbons are all fossil fuels (coal, oil and gas). Hydrocarbons have a very large compound derivatives, and it is arguable that all carbon compounds or organic compounds are hydrocarbon derived compounds because the major constituents are hydrogen and carbon.

Here are some useful hydrocarbons in everyday life:

A. In the field of Clothing

            From hydrocarbon materials that can be used for clothing is PTA (purified terephthalic acid) made from para-xylene where the basic ingredient is kerosene (kerosene). From this Kerosene all the ingredients are formed into aromatics, namely para-xylene. It is a benzene compound (C6H6), but there are two methyl groups on C1 and C3 atoms of the benzene molecule.

B. In the Board field
1. Wood               

           Our house is built using wood that comes from trees. Wood is made up of various molecules, such as cellulose, lignin, tannins, and resins. Cellulose is the main constituent of wood consisting of tightly bound glucose molecules. Lignin is a form of hard structure in wood. The structure is very complex and large include the incorporation of protein and sugar molecules. Tannins are widely present in wood and can be used for the skin equation industry. Resins are often found in certain wooden bases and the types are different. For example balm, turpentine, and oil. The oil produced by pine trees can be used as a disinfectant. Resins are easily obtained from tree sap and some of them have a sweet smell.
2. Plastic pipe          

     

           To drain the excess water, an efficient and strong drainage channel is required. These plastic pipes are now widely used in homes for waterways. The type used is, PVC (polyvinylchloride) and PE (polyethene) both are produced in industrial synthesis. Both are resistant to heat and not easily cracked because the constituent molecules are strongly bonded. The molecular formula of PVC (C2H3Cl) n 'whereas PE is (C2H4) n'. 

C. Trade field
1. Paper

               Paper industry is one of the industries that have an important role in the economy in Indonesia. Indonesia is a country that supplies paper raw materials. Because Indonesia has a vast forest. The supply of paper for the country has been sufficient and currently attempted to export paper abroad.
2. Coal and natural gas

               Indonesia's coal production in 2005 reached 150 million tons. Most of the production is used to meet the needs of exports to other countries. The rest is used domestically, for example for power plants, cement plants, and pulp industries. Coal contains a lot of hydrocarbons and some minerals, such as pyrite and headache.

D. The Use of Hydrocarbon Compounds in the Field of Food

            Some chemicals consist only of carbon and hydrogen (hydrocarbons). Hydrocarbons are used in industry, especially in the petroleum and asphalt industries. Chemical energy stored in hydrocarbons, the constituent elements are carbon and hydrogen. Hydrocarbons derive energy from the sun when plants use sunlight during photosynthesis to produce glucose (food) Glucose, the simplest carbohydrates flow in the bloodstream making it available to all body cells. U8

               Please watch my video below.

https://www.youtube.com/watch?v=Yu5ebm2sKSg

Lesson Plan of Classroom Learning (RPP) of Chemistry Class XII

(Implementation of Curriculum 2013)

A. Identity

School Identity:  SMA N 1 DOLOK PANRIBUAN

Subject: Chemistry

Class / Semester: XII / 1

Basic Material: Chemical Elements

Time Allocation: 1 meetings (1 x 45 Minutes)

B. Core Competence

KI  1 : Living and practicing the religious teachings it embraces.
KI 2: Living and practicing honest, disciplined, responsible, caring (polite, cooperative, olerant, peaceful) behavior, courteous, responsive and proactive and showing attitude as part of the solution to problems in interacting effectively with the social environment and Nature and in placing ourselves as a reflection of the nation in the association of the world.
KI 3: Understand, apply, analyze and evaluate factual, conceptual, procedural, and metacognitive knowledge based on their curiosity about science, related causes of phenomena and events, and apply procedural knowledge to specific areas of study according to their talents and interests to solve problems .
KI 4: Cultivate, reason, present, and create in the realm of concrete and abstract realms related to the development of the self-study in schools and act effectively and creatively, and able to use methods according to scientific.

Indicators:1. Identify the existence of elements that exist in Indonesia, especially Indonesia.2. Identify products that contain these elements.Identify the physical properties of the main elements and transition elements (boiling point, melting point, hardness, color, solubility and specific properties of each element).3. Identify the chemical properties of the main elements and transition elements (reactivity to other elements).Indicators:
1. Identify the existence of elements that exist in Indonesia, especially Indonesia.2. Identify products that contain these elements.Identify the physical properties of the main elements and transition elements (boiling point, melting point, hardness, color, solubility and specific properties of each element).3. Identify the chemical properties of the main elements and transition elements (reactivity to other elements).

C. Learning Objectives1.By observing the demonstration or experiment activities, students can independently identify the abundance of elements in nature and the properties of the elements.
2. Given experimental data, students can independently make experimental reports about the physical properties and chemical properties of alkaline element elements, earth-algae, noble gases, halogens, third period elements and elements of the fourth period.
3. Through exercises and discussions, students can analyze the abundance of elements in Nature, especially in Indonesia, as well as the physical and chemical properties of alkaline element elements, earth-algae, noble gases, halogens, third period elements as well as elements of the fourth period.
4. Developing curiosity, thoroughness, diligence / tenacity, and mutual respect for opinions through group discussion, question and answer, and individual assignments.
5.Growing self-awareness of God's majesty and awareness of God's ordinance YME is the best determination for human life through demonstration activities, watching video or animation, and imaginative group / individual exercises.
 D. Learning MaterialsAbundance of Elements in NaturePhysical properties and chemical properties of the elements E. Learning Approach and MethodApproach: scientificModel: Cooperative Learning TPS type (Think Pair and Share), Discovery LearningMethod: Discussion, guided discovery, question and answer, practice questions  F. Media and Learning Resources· LCD projector· Media Power Point· Student Discussion Sheet· High School Chemistry Book Class X

G. Learning Steps 

1. Meeting 1

Activities


Event Descrition




TimeAllocation





preliminary





The teacher creates a religious class atmosphere by greeting the opening, praying with the students prior to the lesson, and checking the attendance of the students.1. Apperception  The teacher explains the purpose of learning / basic competencies that must be achieved by students communicatively.2. Motivation  The teacher asks motivational questions to the students.





10 meinutes


core



                                 













                           











                                                    
















·        
Observe  

Observe
the literature on the abundance of elements in nature, especially in Indonesia.

·        
Questioning
 

The
teacher asks the students questions, "What is the meaning of the element?
How is the abundance in nature? 

·        
Data
collection

T Teachers divide their students into groups to discuss the
abundance of elements / compounds in nature, especially in Indonesia. 

Teachers
provide some practice questions to be done by students through discussion 

·        
Associating

Recognize
the existence of order in the properties of the elements obtained thanks to the
creative discrateful for the abundance of elements in nature as a gift of God
YME.ommunicate Some students come forward to do the exercises on the board.

   Teachers
provide feedback and review on student work on the board.

      The
teacher discusses the exercises together with the students and answers the
students' questions.


70 minutes


Cover




· The teacher guides the students in concluding what has been discussed.· Teachers provide homework in the form of exercise questions.· Teacher informs the student of material to be discussed at next meeting.· The teacher closes the learning activities by saying hello.




10 minutes

H. Assessment (instrument attached)
1. Cognitive2. Presentations and discussions3. PsychomotorExercises :1. The flame test for Cl2 salt gives a green color. From the analysis data specify the name of Cl2's salt?2. The calcium metal can be prepared by electrolysis of fused calcium chloride with graphite electrode. Write down the reaction that occurred?3. How to separate Mg2 + and Ca 2+ ions from a solution containing Mg2 +, Ba2 + and Ca2 + ions?Procedure for flame retardation of alkaline earth elements1. Tools and materialsReaction glass test tubeWire nikrom burnerCrystal CaCl2 Crystal SrCl2Hydrochloric acid chloride BaCl22. Ways of working1. sample the sample crystals on the watch glass2. pour concentrated HCl solution in two test tubes3. Dip the nichrome wire on the HCl and heat it in a bunsen flame4. dip the nikrom wire back into the second reaction tube then into the next sample crystals heated over the flame bunsen and observe the flame color that occurs.               The experimental procedure of precipitation reaction of calcium, strontium, and barium compounds
1. Tools and materialsTest tube measuring glassPipette drops test tubeCaCl2 solution solution SrCl2BaCl2 solution of NaOH solutionNa2CO3 solution Na2SO4 solutionNa2SO4 solution Na2C2O4 solutionK2CrO4 solution

2. Ways of working

a. input the sample solution into 5 test tubesb. add into it each ion OH-, CO32-, SO42-, C2O42-, CrO42-c. observe the precipitate that occurred

I. Assessment of Learning Outcomes
1. Test the learning outcomes (mastery of the concept) using a chemical peskoran (each question is given a score of 1 if the answer is correct, and the score is zero if wrong).2. Assessment Attitude (behavior) using the rubric of behavior assessment3. Assessment of data processing skills of experimental results using performance rubric.

Behavioral Observations

No.	Rated aspect	SCOR			Information
		1	2	3
1.	Curiosity
2.	Accuracy in using experimental data and perform data processing
3.	Perseverance / tenacity in learning both in groups and individuals in solving problems that exist in the LKS.
4.	Honesty in processing data to identify carbon compounds and in solving problems in LKS

PREDICT RENDEMENT OF PRODUCT A REACTION

    In chemistry, the chemical yield, the yield of the reaction, or only the rendement refers to the amount of reaction product produced in the chemical reaction. Absolute rendement can be written as weight in grams or in moles (molar yield). The relative yield used as a calculation of the effectiveness of the procedure is calculated by dividing the amount of product obtained in moles by the theoretical yield in moles

 I. Estimated Formation of Deposition Based on Ksp Price

            The solubility product is generally denoted by Qc and the method of calculating Ksp is the product of the concentration of dissolved ions in a soluble salt. The difference is that the Qc value shows the solubility product in the unconfirmed state whether the solution is unsaturated, precisely saturated or saturated (precipitated) while Ksp is the product of the concentration of ions decomposed in a soluble salt at the maximum saturated). To determine the state of the solution, we must know the value of Ksp first.

If the value of Qc <Ksp then the solution is not saturated.

If the value of Qc = Ksp then the solution is exactly saturated.

If the value of Qc> Ksp then the solution is saturated (characterized by the formation of the precipitate because the solvent is no longer able to dissolve the solute which in this case is the soluble salt).

Problems example:

500 mL of Pb (NO 3) 2 10-3 M solution mixed with 1 liter of 10-2 M NaI solution. If Ksp PbI2 = 6 is known. 10-9, Determine whether sediment is formed or not?  

Answer:

Mol Pb2 + = V. M

                 = 0.5 liters × 10-3 M

= 5. 10-4 mol   Mol I-

= V. M = 1.0 liter × 10-2 M

= 1. 10-2 mol  

Concentration after mixing:

[Pb2 +] = mol Pb2 + / total volume

= 5. 10-4mol / 1.5L

= 3.33. 10-4 M [I-]

= total mole / total volume

= 1. 10-2 mol / 1.5 L

= 6.67. 10-3M  

Qc = [Pb2 +] [I-]

= (3.33.10-4) (6.67.10-3)

= 1.5.10-8 M

Price Qc> Ksp then PbI2 deposition occurs.

II. Predicting Chemical Reaction Balance Products

            Some rules that apply in determining the value of chemical equilibrium constant when the equilibrium reaction is manipulated (modified) include:

1. If the reaction can be expressed in the sum of two or more reactions, the equilibrium constant value of the whole reaction is the product of the equilibrium constant equilibrium of each reaction.

A + B <===> C + D  Kc '

C + D <===> E + F  Kc ''

A + B <===> E + F  Kc = Kc 'x Kc' '

2. If the reaction is written in reverse of the original reaction, the equilibrium constant value becomes the inverse of the original equilibrium constant value.

A + B <===> C + D  Kc '= [C] [D] / [A] [B]

C + D <===> A + B  Kc = [A] [B] / [C] [D] = 1 / Kc ' 3.

If an equilibrium reaction is multiplied by a factor n, the equilibrium constants value becomes the original equilibrium constant value raised by a factor of n.

A + B <===> C + D Kc '= [C] [D] / [A] [B]

2 A + 2 B <===> 2 C + 2 D Kc = [C] 2 [D] 2 / [A] 2 [B] 2 = {[C] [D] / [A] [B] 2 = (Kc ') 2

               One useful use of chemical equilibrium constant is to predict the direction of the reaction. To study the tendency of the reaction direction, the quantity Qc is used, ie the product of the initial concentration of the product is divided by the multiplication of the initial concentration of the reactant, each of which is removed by the reaction coefficient. If the value of Qc is compared to the value of Kc, there are three possible relationships that occur, among others:

A. Qc <Kc, Reversible reaction system excess reactants and product deficiencies. To achieve equilibrium, a number of reactants are converted into products. As a result, the reaction tends toward the product (to the right).

B. Qc = Kc, The system is in an equilibrium state. The reaction rate, both toward reactants and products, is the same.

C. Qc> Kc, Reversible reaction system of excess product and lack of reactants. To achieve equilibrium, some products are converted into reactants. As a result, the reaction tends toward the reactant (to the left).

Problems example:

Consider the following reaction: H2 (g) + I2 (g) <===> 2HI (g) Kc = 49.5 (4400C). For example in a closed container there is H2 0.1 mol; I2 0.2 mol; And HI 0.1 mol. Has the equilibrium been achieved?

Solution:

Calculate quota of reaction Q.

Q = [HI] 2 / [H2] [I2] = [0.1 mol] 2 / [0.1 mol] [0.2 mol] = 0.5

Since Q <Kc then the reaction is not balanced. The reaction will proceed to the right until equilibrium is obtained.

 III. Calculating Percentage of Results
When you do Stoichiometric Calculations to determine how many products are produced by the reaction, this is called "Theoretical Results". The expected number will be generated if everything goes right in the reaction but "Science" is like "alive" and not always right and something can happen is not as it should be And when it does, the results can be reduced, this is called "The Real Results ". So what could be wrong in chemical reactions to reduce the results?               
The reaction is not always complete and the dynamic balance is achieved which makes the reaction stop before all reactants are used.
Some products or reactants may be lost during filtering or moving from one container to another.The reactants may also be impure. Quantity can also be wrong measured. Sometimes the actual results can be greater than the theoretical results. This is usually due to the weight of an improper reactor or a mixed product,Percentage of Results = (Actual Results / Results in theory) x 100 
To calculate Percentage of Results from a reaction the following steps should be followed:
Step 1: Calculate the results theoretically. Theoretical results are what is expected from stoichiometric calculations using chemical equations.Step 2: Determine the actual result. This will usually come from doing experiments and measuring the amount of each product. But here you will get is quantity, like mass, volume or mole.Step 3: Percentage of Results = (Actual Results / Results in theory) x 100
Example 1:
Two other students did a burning reaction by burning 1.0kg of charcoal according to C (s) + O2 (g)> CO2 (g) reaction. They get 1050 liters of carbon dioxide on LTP.What Percentage of Results from CO2 (g)(RAM C = 12.0 and 1 mol of gas is 24.5 liters in LTP)
Step 1: The Results TheoryReacted mol C = mass / RMM C = 1000 / 12.0 = 83.3 mol.Mol Theory of CO2 (g) produced = Mol C x CO2 / C ratio = 83.3 x 1/1 = 83.3 mol.Volume Theory of CO2 generated on LTP = Mol CO2 x 24.5 = 83.3 x 24.5 = 2.041 liter
Step 2: Actual yield 1050 liters CO2 (g)
Step 3: Percentage of Results = (Actual Results / Theory Results) x 100 = (1050/2041) x 100 = 51.4%