ڈھلتی سی شام کی جو ہوا چل پڑی تو پھر
اک اختتام کی جو ہوا چل پڑی تو پھر
دل کے محل میں چاہے دریچہ تو مت بنا
میرے ہی نام کی جو ہوا چل پڑی تو پھر
واعظ تو حبس وعظ سے جتنا بھی پیدا کر
مینا و جام کی جو ہوا چل پڑی تو پھر
تیرا خیال ہے کہ ہے یہ درد عارضی
درد دوام کی جو ہوا چل پڑی تو پھر
تو نے سمجھ لیا ہے کہ انمول ہے یہ حسن
اور سستے دام کی جو ہوا چل پڑی تو پھر
حاکم تجھے ہے خوف جو سچ کے نظام سے
گر اس نظام کی جو ہوا چل پڑی تو پھر
Berdasarkan hasil observasi dimana hasil belajar siswa SMK Negeri 1 Gunungsitoli Barat Kota Gunungsitoli Barat masih rendah ditentukan banyak faktor, diantaranya adalah penggunaan media pembelajaran masih kurang efektif. Penelitian ini bertujuan untuk: (1) mendeskripsikan penggunaan media pembelajaran dalam proses pembelajaran; (2) mengetahui korelasi secara signifikan antara penggunaan media pembelajaran dengan hasil belajar siswa, (3) besarnya kontribusi penggunaan media pembelajaran terhadap hasil belajar siswa. Penelitian ini dilaksanakan di SMK Negeri 1 Gunungsitoli Barat Kota Gunungsitoli, dengan jumlah sampel 32 orang. Instrumen yang digunakan yaitu: (1) angket model skala Likert yang telah diuji kesahihan dan keandalan. Adapun temuan penelitian ini yaitu: (1) ada korelasi antara penggunaan media pembelajaran dengan hasil belajar siswa; (2) besarnya kontribusi penggunaan media pembelajaran dengan hasil belajar adalah 79%; (3) berdasarkan pengujian hipotesis dimana thitung > ttabel yaitu 3,815 > 1,697, maka dapat disimpulkan bahwa ada hubungan yang signifikan antara penggunaan media pembelajaran dengan hasil belajar siswa.
We are living in a scientific age. The battlefields of today are not in the planes and deserts but in the educational institutions. Pakistan is a developing country. Advancement in the field of science and technology is the only alternative, which can embark upon an era of economic as well as social development. This advancement requires revolutionary improvement in the field of science education at all levels. Keeping in mind the importance of science education, the present research study was undertaken. The objectives of the study were: a) to find the facilities available in the school laboratory for science education at secondary level in the sample institutions. b) To identify the problems in science education program at the secondary level in the sample institutions c) to identify the shortcomings in the pre-service training of science teachers of secondary level. The study was descriptive in nature and survey type. The population of the study was all secondary school science teachers, headmasters, secondary class science students and science experts. The previous education policies, reports, plans, educational documents, research papers and books were also studied. Data were collected through questionnaires. For this purpose, three questionnaires were developed consisting of closed items designed on five-point Likert scale. The last two items in each questionnaire were open ended. One questionnaire was for the science teachers, one for the science students and one for headmasters and science experts. The items in all the questionnaires were mostly the same except that some items were removed from students’ questionnaires such as items on teachers’ pre- service training. Besides, the science teachers’ questionnaire contained items on lab facilities. The sample was randomly selected from ten districts of Punjab province. The questionnaires were administered to the respondents and their responses were statistically analyzed using chi-square test for homogeneity at 0.05 level of significance. The open-ended items were analyzed based on its frequency of occurrences which was converted in to percentages. The findings of the study were that the examination system emphasized on memorization and neglected the application of concepts. The science course content was lengthy and contained irrelevant material. The science course content did not meet the international standards nor did it fulfill the needs of individual and society. Activity oriented method was lacking in science teaching. The pre-service teachers’ training focused more on theory and less on the practical aspect of teaching. The major recommendations of the study were that the examination should equally emphasize recalling, understanding and application of knowledge. The science course content may be reviewed to bring it at par with the international level. Due weightage should be given to the internal assessment. The science teachers should make use of activity methods and should involve the students to participate actively in the class. The teachers may be trained in using modern teaching methodologies and conducting science practical at the required level. The science education program may be regularly monitored and supervised.