CHAPTER I

PREFACE

A. Background
The development of science and technology increasingly encourage renewal
efforts in the utilization of technology results in teaching and learning process.
Teachers are required to be able to use the tools that can be provided by the school,
and it is not possible that the tools are in accordance with the development and
demands of the times. Teachers may at least be able to use existing tools. Besides
being able to use the tools available, teachers are also required to be able to develop
the tools available, teachers are also required to be able to develop skills to make
instructional media that will be used if the media is not yet available.
In relation to learning, the role of the teacher is as a facilitator, mediator, and
motivator. The role is very necessary to motivate and provide guidance, so that
students have more role than the teacher itself. If the learning process that happens
like that, then the learning followed by students will affect the activities and student
learning outcomes in a better direction. Therefore, teachers as facilitators need a
medium to build the spirit of learning their students.
Instructional media is an integral part of learning activities in schools. The use
of instructional media is a creative and systematic effort to create experiences that can
membelajarkan students. Learning media is used as a tool to simplify and assist the
task of teachers in delivering various materials and subject matter, and to streamline
and streamline students in understanding the materials and materials. With the
learning media, students can learn easily understand the lesson.
But in order to achieve maximum learning, in the selection of learning media
there are some things to consider. Basic considerations in the selection of media is the
fulfillment of needs and achievement of learning objectives. If not in accordance with
the needs and learning objectives, then the media is not relevant to use. Therefore, the
authors will discuss more about Instuctional Media Selection Techniques in this
paper.
B. Formulation of Problems

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 Based on the background that has been described, then the formulation of the
problem of this paper are:
1. What is the basic consideration in selecting instructional media?
2. How is the selection criteria for instructional media?
3. What is the procedure for selecting instructional media?
C. Purposes
Based on the formulation of problems that has been described, then the
purposes of this paper are:
1. To know whether the basic considerations in the selection of instructional
media.
2. To know the selection criteria of instructional media.
3. To know the procedure of selecting instructional media.

CHAPTER II
LITERATURE REVIEW

A. Basic Considerations of Instructional Media Selection

1. Theoritical Reasons for Instructional Media Selection
Effective learning requires good planning. So, the instructional media
to be used in the learning process also requires good planning so that the
teachers should need to know how to choose the suitable one. To overcome
this, the teachers should understand the concept of procedures and the
suitable models in choosing instructional media because there are so many
different types of instructional media that can be utilized in teaching and

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learning activities. The process of selecting the instructional media becomes
important because of the instructional media’s position is starategic for the
success of learning.
The main reason for the selection of instructional media in learning
because it is based on the learning there are a number of interrelated
components to achieve the goal. The efforts to realize the purpose of
learningis supported by the instructional media in accordance with the
strategy, the materials, and the characteristics of students. The causes could
be because the goals set did not match to the ability of the students, the
materials is less appropriate to the purpose, too complex, too difficult to not
be fully mastered by the students.
If the two components have been analyzed ie the objectives and the
material turned out not to be followed further needs to be studied the
application of the strategies and the use of the instructional media. If it is
appropriate, it is necessary to review the evaluation used whether the form is
correct, the type of the evalution instrument, and the evaluation procedures.
The mechanism clearly shows the system approach in learning are
interrelated with each other, interacting, interconnecting, and interdependent.
In addition, the above description describes the position of the media in
learning which can not be separated from the whole learning system. The use
of media will increase meaningful learning (meaningful learning) learning
outcomes. Thus, the selection of media becomes important and this becomes
the fundamental theoretical basis in media selection.
The importance of media selection by looking at the media position in
learning can be seen by the model proposed by Gerlach and Elly as follows:

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 Learning System by Gerlach and Elly.

The learning development procedure according to Gerlach and Elly

using the system approach can be explained that the formulation of the
instructional objective is the first step in planning the learning as the

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 formulation of behavior that must be possessed by the students after
completion of the learning. The second step is to detail the learning materials
that are expected to support the achievement of the goals that have been
determined. It is also necessary to conduct a " entering behavior level" test
that is to determine the initial ability of students who are in accordance with
the learning objectives as the basis for determining where teachers should start
learning.
Objectives, content and entry behavior levels serve as a basis for
establishing other learning components, which are: to determine strategies that
must match the characteristics of the objectives as well as the material
provided also includes organizing and grouping students. Student groupings
are synchronized with the time available, and the learning space is available.
Determination of media to be used is the next step. Determining suitable
media used in learning tailored to the objectives, strategies, available time,
and other support facilities. All learning activities end with an assessment of
the performance (performance) of students tailored to the goals set, from this
assessment the teacher can determine feedback to revise the plan and
implementation of learning.
Assessment of the learning system developed by Gerlach and an E lly
puts en media compounds as an integral part of the whole learning system.
Thus theoretically the model becomes the basis of the reason why we need to
make the selection of the media, in order to have specificity of objectives , the
specification of content, the determination of strategy and the available time
(allocation of time).
2. Practical Reasons for Instructional Media Selection
Practical reasons relate to the considerations and reasons of the user such as
teachers, lecturers, instructors why use the media in learning. There are several
reasons why people choose the media, among others explained by Arif Sadiman
(1996: 84) as follows:

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a. Demonstration. In this case the media can be used as a tool to demonstrate a
concept, tools, objects , usability, how to operate and others. Media serves as a
teaching and learning tool. For example: a chemistry teacher will explain
process changes substances using measuring cups, before practicum,
especially formerly the teacher demonstrates how to use measuring cup
well.
b. Familiarity. The use of learning media has a personal reason why the
teachers uses the media, that is because she is used to using the media, feel
that she has mastered the media, if using other media, she can not operate it
and it takes time, energy and cost, so that she continuously use the same
media. Good instructional media that is contextual in accordance with the
reality of learning needs faced by the students. The reason of familiarity is
certainly not always right, if we not pay attention to the goal. Yet this reason
is happen quite a lot in learning process.
c. Clarity. To further clarify the message of learning and provide a more
concrete explanation. In the practice of learning, many teachers do not use
media or without media, the method used with the method of lecture
(expository), the way as it is mastered the material, then the learning can take
place, but whether this kind of learning will work? This way of learning is
verbalistic. Information submitted by teachers is not concrete, if teachers are
unable to specifically and detail explain the message of learning, then
verbalistic will happen. For example: an science teacher in Elementary School
explains the characteristics of living things, including that living things can
breathe with gills and lungs. If the teacher is deliver the information only by
talking then the students would never know the form gills and lungs, and they
will imagine forms that do not fit to reality. This is where the role of the media
to make information more clear and concrete according to reality.
d. Active Learning. The teacher strives for students to play an active role
physically, mentally and emotionally. Teachers are not always able to make

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 students active just by way of talking in front of class, questions and answers
and others but the media needed to attract interest and passion of the student
in learning. Lesle J. Briggs (1979) states that learning media as "the physical
means of conveying instructional content ..... books, films, videotapes, etc.
Briggs also stated that the instructional media is a tool to stimulate students in
learning process. As for the effectiveness of learning, Brown (1970) argue that
the media used by teachers or students can influence the effectiveness of the
teaching and learning program. For example, teachers use Interactive CD
media to teach biology materials . With Interactive CDs a student can more
actively study the material and fostering learning independence, the teachers
only observing, and review the mastery of material by students.
The existence of media can be obtained by utilizing the existing
instructional media whether reality media that is natural media which is
available in the natural surroundings. Media is also obtained by buying.
Buying means no design is happening by the user, existing media directly
utilized by users. The task of the user is to choose the right media with the
learning needs in accordance with the characteristics of students and material
characteristics.

B. Instructional Media Selection Criteria

1. General Criteria for Instructional Media Selection
Previously it has been explained that some considerations why the people
do the instructional media selection. Briefly, it can be said that the basic
considerations in the selection of media is to meet the needs and achievement of
learning objectives, if not in accordance with the needs and objectives of learning
then the media is not used. Mc.M. Connel (1974) explicitly implies "if the
medium fits use it" means if the media is appropriate then use it. So simple
enough isn’t it? However, in the application is not as simple as it is? However, in
its application it is not that simple, it takes a deep assessment to arrive at the

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 accuracy in selecting the media. The basic question then is to get the suitability,
what is the indicator or the criteria? The answer to that question is not easy, but
analysis of the factors that affect media conformity is required. Among the
factors that need to be considered include : learning objectives, students’
characteristics, learning styles of the students (auditive, visual, and kinestetic),
environment, availability of supporting facilities and others.
There are several criteria that need to be considered in the selection of
media. But theoretically that every media has advantages and weaknesses that
will give effect to affectivity of learning program. In line with this, the approach
taken is to study the media as an integral part of the educational process whose
study will be strongly influenced by several general criteria as follows:
1. Conformity with purpose
2. Compatibility with learning materials
3. Compatibility with students
4. Compatibility with theory
5. Conformity with student learning styles
6. Compliance with the environmental conditions, facilities, supporters,
and available time.
Explanation :
 First criterion, conformity with purpose (instructional goals). It should be
reviewed what learning objectives to be achieved in a learning process. From
the assessment of general purpose or special instructive purposes this can be
analyzed what media are suitable to achieve that goal. In addition, the analysis
can be directed to the axis of purpose of the Bloom et al whether the goal is
cognitive, affective, and psychomotor. Once only in the competition-based
curriculum (2006), media selection criteria are based on compliance with
competency standards, basic competencies, especially indicators..
 Second criterion, conformity with the instructional content (instructional
content), ie what materials or study will be taught on the learning program.

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 Other considerations, from the material or subject matter to the extent to
which the depth should be achieved, thus we can consider what media are
appropriate for the delivery of the material.
 Third criterion, conformity with students’ characteristics, in this case the
media should be familiar with students’ characteristics/teachers. Namely the
properties and characteristics of media that will be used. Another thing the
characteristics of students, either quantitatively or qualitatively (the quality,
characteristics, and habits ain) of students against the media to be used. There
is a medium suitable for a group of students, but not suitable for other
students. For example, a teacher will not use video or film media even though
the media is generally considered good if it will be taught to students who
have a visual impairment. Similarly for audio media for students with hearing
impairment. Thus the selection of media should look at the student's physical
condition, especially the functioning of the sense device he dimiikinya. In
addition to these considerations should also be considered aspects of students'
early skills, cultural and student habits. This needs to be considered to avoid
the negative responses of students, as well as understanding gaps between the
understanding of the pesi learners as a result of learning with the content of
material contained in the media..
 Fourth criterion, onformity with theory. The choice of media should be based
on conformity with theory. The media chosen is not because of the fanaticism
of the teacher to a media that is considered the most like and the best, but
based on the theory raised from research and research so that has been tested
its validity. The choice of media is not for the sake of distraction or
entertainment alone. Rather the media must be part of the whole learning
process, whose function is to improve the efficiency and effectiveness of
learning.
 Fifth criterion, conformity with student learning style. This criterion is based
on the psychological condition of students, that the students learn is also

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 influenced by the learning style of students. Bobbi De Poer (1999: 117) in the
book "quantum learning suggests there are three learning styles of students,
namely: visual type, auditorial, and kinestetic.
 Sixth cirterion, conformity with environmental conditions, supporting
facilities and time available. How good a media if not supported by facility
and time available, hence less effective. Mass l his ipa teacher plans to hold
learning by utilizing education television, of course the teacher must allocate
appropriate time in accordance with the air time in tv edu. Media is also
associated with the user or user in this case the teacher, if the teacher does not
have kamanpuan to use the media well, it will be in vain, so only with other
facilities. For example, a school in a remote village gives a computer device
for ICT courses, but it does not work properly, as it turns out that the diagram
has not been installed.
2. Spesific criteria for Instructional Media Selection
Ericson (1993) advises on developing criteria for selecting media in the
form of check list as follows:
No. Pertanyaan Ket.
1. Apakah materinya penting dan berguna bagi siswa?
2. Apakah dapat menarik minat siswa untuk belajar?
3. Apakah ada kaitannya dan mengena secara langsung dengan

tujuan pembelajaran?
Bagaimana format penyajiannya diatur? Apakah memenuhi
4.
tata urutan yang teratur?

5. Bagaimana dengan materinya, mutakhir dan autentik?

6. Apakah konsep dan kecermatannya terjamin secara jelas?

7. Apakah isi dan presentasinya memenuhi standar?

8. Apakah penyajiannya objektif?

9. Apakah bahannya memenuhi standar kualitas teknis?

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 Apakah bahan tersebut sudah melalui pemantapan uji coba
10.
atau validasi?

A number of other specific criteria in choosing the right learning media can be
formulated in one word "ACTION", which is an acronym of; access, cost,
technology, interactivity, organization, and novelty.
ACCESS
Kemudahan akses menjadi pertimbangan pertama dalam memilih media.
Apakah media yang kita perlukan itu tersedia, mudah, dan dapat dimanfaatkan
oleh murid? Misalnya, kita ingin menggunakan media internet perlu
dipertimbangkan terlebih dahulu apakah ada saluran untuk koneksi ke internet?
Akses juga menyangut aspek kebijakan misalnya apakah murid diijinkan untuk
menggunakannya? Komputer yang terhubung ke internet jangan hanya digunakan
untuk kepala sekolah, tapi juga guru, dan yang lebih penting untuk murid. Murid
harus dapat memperoleh akses. Dalam hal ini media harus merupakan bagian
dalam interaksi dan aktifitas siswa, bukan hanya guru yang menggunakan media
tersebut.
COST
Costs should also be considered. Many types of media that can be our
choice, in general, sophisticated media usually tend to be expensive, but the high
cost should we count with the benefits aspects. The more you use, the unit cost of
a media will decrease. Effective media is not always expensive, if the teachers are
creative and master the true subject matter then it will utilize the objects to be used
as media with a cheap but effective cost.
TECHNOLOGY
We may be interested in a particular media. But we need to note whether the
technology is available and easy to use it? Let's say we want to use class audio-
visual media. We need to consider whether there is electricity, sufficient and
appropriate electrical voltage?

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 INTERACTIVITY
A good medium is what can lead to two-way communication or
interactivity. Each learning activity that is developed of course requires a media
that suits the purpose of learning. Make it a tool for students on the move, such as
puzzles for elementary school students, students can use them on their own,
arrange pictures to complete, flash cards can be conditioned in the form of games
and all students are physically, intellectually and mentally involved.
ORGANIZATION
An important consideration is organizational support. For example, do
school leaders or foundations support? How to organize it. Does this school have
one unit called a learning resource center?
NOVELTY
The novelty of the selected media should also be a consideration. Newer
media are usually better and more appealing to students. Among the relatively new
media are media that utilize information and communication technology especially
internet usage..

C. Instructional Media Selection Procedure

1. Instructional Media Selection Format
Procedure in choosing media in General is divided in two formats, Arif
Sadiman (1996:87) posited two formats, i.e. flowchart, matrix and checklist.
Flowchart format using the system or the Elimination of abortion in decision
making the election, if one have an option not then fall and move on to the next
step. Format matrix selection decision process to suspend until all message
considered. Checklist format same as format matrix, i.e., suspend the process of
decision of the election until all the message be considered. Viewed from its use
in field, a model checklist is used more as a form of raw as a guide in the
selection of media. Fortunately, more details, see the examples of each format
below.

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a. Flowchart Format
Cabaceiros in Arif Sadiman (1996: 87) gives an example of a flowchart
model.

Explanation:
Media selection process by following the flow / flow with the abort system to a
final decision to buy or not the media. For example on a chart there is a demand
for media procurement of film form or the school wants for the procurement of
film media. The first step is to question whether or not the media, if it turns out
the school already has it then by itself the school does not buy film media, but
there is a question to buy other media, if it is not approved means media
purchases are not so. and approved by the head of the school then the next entry
in the groove that questioned the existence of funds owned by the school, if there
is sufficient funds and then subsequently filed a purchase request with meimilih
media film through media catalog. The school should ask the seller for a media
review to be evaluated, and the result of the evaluation becomes the final
decision between buying and not. If the evaluation results show the suitability of
the media then direct school proposes to be bought, if the evaluation results show

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mismatch, it does not need to buy, even need to be prevented for, because if not
so dibelipun school losses and inefficient .
To clarify your understanding of the Flowchart model in media
selection, we look at the Gagne and Reiser models in Arif Sadiman (2004).
Unlike the first example above, this model starts from the effort to achieve the
learning objectives.
Selection of Media for Independent Learning ( Gagne and Reiser)

Explanation:
Gagne argues that media selection should be based on an analysis of the learning
objectives. Based on the above study shows that the selection of media is based
on the characteristics of purpose, whether the goal is the mastery of verbal
attitudes? If yes, then we should choose a media oriented for planting attitudes,
such as: film, film frame, cassette and video. If the purpose of learning is not on
mastery of the verbal attitude, then the choice is whether it is visual or not. If
visual then suitable media is terks pictorial, film frame, movie series, and film. If
not in visual form then the choice of audio with print media. In addition to the

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purpose of mastery of attitude and skills. If the skills are physical then suitable
media is a tool of practice, whereas if the skills are not physical then the media
choice is computer, programmed learning, CBI, and interactive TV.
Primary school learning is possible to use self-directed learning, for
example by using interactive learning CDs with simple packaging and teacher
supervision. If there is a request to use the media, it needs to be analyzed with the
pattern.
b. Matrix Format
A column-shaped matrix format that associates and matches one media
variable to another. For example, the type of media to be selected is seen
condition with other variables such as its properties, advantages, functions of its
use and others. For more details, Wilbur Schram (1977) provides an example of
media analysis in terms of control or media suitability by means of control.
Explanation:
In the table above, the
aspect analyzed is the
media suitability with
the control. Variables
that include control are
portable. Portable is the
convenience of the
media to be moved, in
other words / portable means the practicality of the media to be used. Other
aspects that include media control is ready for use at any time meaning
independent of other aspects, controlled, can be used independently means that
students when using the media are not always dependent on the teacher but can
be used by students.
The first thing to look at when using a matrix is the controlling aspect of
the media. The second way can also depart from the selected media, then in skew

15
with its characteristics, especially the control aspects of the media, by itself if the
media was not in accordance with the characteristics required then will not be
selected and used. In addition to media selection using matrix formats can also
use other indicators / variables, such as making media indicators viewed in terms
of excess media in order to achieve learning objectives.
c. Checklist Format
Media evaluation formats may use checklists (provide ratings by marking
and scoring in media scores). We just fill in the available data, select the
evaluated medium and circle scale numbers that are close to assessing media
needs that can be tailored to specific school requirements.

2. ASSURE Model Selection Procedure

The media selection can use ASSURE model patterns from Heinich,
Molenda and Russel. According to this model if we want to follow the ASSURE
model we must meet the following stages of procedure.
a. Analisis Learner Characteristics
This is the first stage. The first stage is to analyze the characteristics of
students. Characteristics of students is divided into two, namely general and
special. These general characteristics relate to age, learning experience, family
background, socio-cultural and economic. This particular characteristic is
concerned with the knowledge, skills and attitudes of the student.
Psychologically, in primary school children, children demand concrete, clear,
simple information with enjoyable learning. This fun lesson is very influential on
students' thinking skills. These thinking skills are divided into two: basic thinking
skills (rational thinking from simple mental processes to more complex ones) and
complex thinking skills (a combination of rational thinking and complex
thinking).
b. State Objectives

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 The next step is to determine the learning objectives or competencies that
are expected to be achieved. Objectives or basic competencies are: (1)
Competency Standards Learners (size of the ability to drink that includes the
ability). (2) Basic Competence (the elucidation of the competence of learners
whose coverage of the material is narrower). (3) Indicators of achievement (an
achievement of learning outcomes).
Competence is divided into five kinds:
 Cognitive competence
 Affective competence
 Competence of appearance
 Product competence
 explorative competence
c. Select, Modify or Design materials
Next is the activity of selecting media, modification of existing media
or designing itself as needed. Type the selected media are: audio, printed, audio-
print visual projection silent, silent visual project with audio, motion visuals,
motion visuals with audio, objects and computers.
d. Utilize Materials
Once the media is selected which is appropriate to the characteristics of
students, in accordance with the learning objectives and then the next step used
in learning. Things to consider in using media: prepare enough time for the
installation of media tools, make sure that the media can be used by first trying.
e. Require Learner Response
Next to note how the response of students to the learning media. We must
remember that the making of the media is thirst that is understood, understood
and facilitates the student. Media is not only packaged, but must be able to
deliver the message. This student's response is negative and positive. Student
response can be seen from his expression. To know the response of students,
teachers can ask directly or share questionnaires about the learning media.

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f. Evaluate
The final stage in the ASSURE model media selection is to evaluate.
Evaluation is essentially a process of making a certainty about the value of an
object. Evaluations were conducted to measure students' ability to where they
understood. The evaluation aims to:
1. know the level of achievement of student competence
2. measure student growth and development
3. diagnose student learning difficulties
4. know the learning outcomes
5. know the curriculum achievement
6. encourage students to learn
7. encourage teachers to learn better.
Thus, the assessment serves the interests of students and teachers.

3. Anderson Model Selection Procedure

Media is an integral part of learning, as one component of several
components in the learning system, thus the selection procedure of the media
should refer to the interrelationship with other components. This is what
underlies Anderson (1976) to create a model of media selection that refers to his
association with other components.
The components that are the focus of attention are the goals, methods, and
characteristics of the media itself. Objectives related to the effectiveness of media
made, meaning whether or not a media is selected can be seen from the
achievement of the goal, the more learning objectives are achieved the better the
media, and vice versa.

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 Methods regarding the delivery of the media to students. In this case, it is
necessary to note the number of students, the state of the learning facility, the
means of support, and the time available . The steps are:
 The first step is to determine the characteristics of the message to be
conveyed, whether the message in the form of facts, concepts, ideas, laws,
theory that is conceptual.
 Phase two, examines how the methods are in accordance with the
characteristics of learning.
 Message learning needs to be analyzed more operational especially relation
with goal characteristic.
 Determining learning media that match the objectives that match the
characteristics of students.
 Evaluation of whether the media is suitable or not for students.
 Planning for media development and production.

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Susilana Rudi, Riyana Cepi. 2008. Media Pembelajaran. Bandung: CV Wacana.

Satrianawati. 2018. Media dan Sumber Belajar. Yogyakarta: CV. Budi Utama.

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