PEMANFAATAN MEDIA DAN SUMBER BELAJAR ABAD 21

ABSTRAK Artikel ini bertujuan  untuk mendeskripsikan tentang pemanfaatan sumber dan media belajar di era modernisasi dan globalisasi seperti di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta didik memiliki keterampilan (life skills). Hal ini sesuai dengan tuntutan abad 21 dimana peserta didik harus memiliki kompetensi berpikir dan belajar. Kompetensi-kompetensi tersebut diantaranya adalah kompetensi komunikasi (communication), kolaborasi (collaboration), berpikir kritis dan memecahkan masalah (critical thinking and problem solving) kreatif dan inovatif (creativity and innovation). Dalam  pesatnya perkembangan IPTEK menuntut berbagai perubahan mendasar termasuk perubahan dalam memanfaatkan penggunaan media dan sumber belajar. Sehingga dengan adanya media dan sumber belajar yang lebih bervariatif, maka akan menjawab berbagai permasalahan pembelajaran sehingga akan menciptakan tujuan hasil pembelajaran yang lebih maksimal. Kata kunci: Media, Sumber, Belajar   ABSTRACT   This article aims to describe the use of learning resources and media in the era of modernization and globalization such as in this 21st century, Education to be more and more important to guarantee the member of education to have skills (life skills). It is in accordance with the 21st century pursuit, where they should have the competence of thinking and learning. Those competences are such as competence to communicate, collaborate, think critically, solve problems, and to be creative and innovative. Along with rapid development of Science and Technology it pursue many basic – changes including the changes in utilizing the use of media and learning resources. So that with the media and learning resources that are more varied, it will answer various learning problems so that it will create a goal of learning outcomes that is more leverage. Keyword: Media, Resources, Learning

Classroom Action Research and Teacher Development

Action research is one of the educational research paradigms which, according to educational literature, seem to be winning the hearts of many educationists. It is a research approach which is increasingly becoming valued in in-service teacher education. Success in implementing action research in education has been recorded from some of the large scale projects done in developed countries, usually involving many participants and lasting for long periods of time. But there is no evidence to suggest that strategies used in these projects could be replicated without adaptation in developing countries like Tanzania. This study was carried out in Pakistan, a developing country, in which the socio-economic and educational situations are different from countries where those projects were carried out. The purpose of this study, therefore, was to determine the dynamics involved in introducing, facilitating and institutionalizing educational action research in schools in a developing country through the mentoring process. Two teachers - one from primary and the other from secondary sections of Aga Khan Educational Services (AKES) (Pakistan) schools in Karachi city were involved in the study. The teachers were inquiring about their teaching practice and I, as a second order researcher, was studying teachers in the process of doing research while at the same time inquiring into my own process of mentoring. Teachers were given the freedom to innovate, decide and act according to their understanding, experience and the situation in which their practice was conducted. In this process I was a facilitator providing moral and technical support. In spite of problems and constraints that teachers faced in doing action research (including their lack of research skills, poor pedagogical content knowledge and problems related to institutional pressures) the study has revealed some promising insights into the possibility for teachers being involved in doing action research in their classrooms. However, in order to be able to do it, according to the study, teachers need to be provided with appropriate environments, which include professional freedom to explore.