THE DEVELOPMENT OF MULTIMEDIA-BASED MATHEMATICS TEACHING LEARNING MODEL : A Step to Education in the Future

Rahayu Kariadinata

Lecturer of Mathematics Education Departement, Faculty of Tarbiyah,

Islamic State University (UIN)- Bandung. E-mail : rahayu61@yahoo.com

ABSTARCT

An acceleration of global trends has fundamentally altered late twentieth century life. These trends have a profound significance for all levels of education. Great possibilities now exist in mathematics education for using these trends to dramatically impact on societies, with respect to the teaching and learning of mathematics. Mathematics has been more than just an important subject in education, but also a means of access to further education, mobility and professional development. Education in this globalization is also marked by the change of teaching-learning paradigm – from ‘teacher-centered’ to ‘student-centered’. The latter paradigm focuses on learning, and provides a framework of preparing students to be a independent learners, so that they have sufficient knowledge in facing this globalization era, which require them to have ‘competitive advantages’. Future education also indicates the use of technology in the teaching-learning process, such as The Information, Communication, and Technology (ICT). One of the form of ICT in education is multimedia, which has the interactive capability, consists of several components such as texts, graphs, pictures, animation, sound, video, and data controlled by a computer program. In the teaching-learning process, these components support the need of students’ learning, which have different cognitive capability. In learning mathematics where several topics are difficult to explain conventionally, or it has to be highly accurate, multimedia or computer technology has these capability, for example making graph or diagram, coloring, visualization, animation, which optimized the role of senses in order to receive information into the memory system, such as through the animation of geometry form, a picture can be transformed, rotated, or separated, so that it generates faster the structure of students’ understanding. Definitely it will help in teaching, in developing a multimedia-based mathematics learning, teachers can used several models, such as selective model, sequential model and laboratory model. Each model has its advantages and disadvantages, and it depends on the infrastructure and tools available in school.

Keyword: Multimedia, Multimedia-Based Mathematics Teaching Learning Model.

I. INTRODUCTION

A learning paradigm should be needed in facing the future, so that students have sufficient basic knowledge to encounter the global era that would challenge them to have “competitive advantage” in this tight competition. One of the education alternatives for the future is the use of Information, Communication, and Technology (ICT), which has many advantages in education.

By the benefit of technology, Centron (1988) described that learning process to masteries knowledge and technology would be faster and time-saving, and its process would be more individual according to the need of every student and collective as well.

Multimedia is one of the new computer technologies that can be implemented in education. A variety of computer application commonly said “computer-based instruction (CBI), computer-assisted instruction/learning (CAI/CAL), or computer-managed instruction (CMI).” In CAI/CAL, the role of teacher changes as from educator and teacher to be as a coach, guide, and the learner as well.

Multimedia-based learning model might be developed in line with the school capability in providing them the software and hardware, e.g. selective model, sequential model, and laboratory model (Nuruddin, in Suhada, 2003).

II. DISCUSSION

1. Education in the Future

a. The Change of Learning Paradigm

The globalization era bring changes that would affect many aspects of human life. The realm of education also changes along with the development of global society that focuses on knowledge-based society.

Learning system too, do alter in paradigm, from teaching-centered paradigm to learning-centered paradigm. The latter orientates to achievement in preparing students to be an independent learners. In mathematics learning, consider some paradigm in Table 1 below:

Table 1

Paradigm change in mathematics instructional (Sumarmo, 2003)

From the ‘old’ paradigm


To the ‘new’ paradigm

1. Class as a collection of individual person


1. Class as a learning society.

2. A rigid curriculum to be implemented.


2. A flexible selective curriculum.

3. Teacher as an authoritative ‘correct’ solution.


3. Teacher guides to logics and mathematics event as a verification.

4. Teacher as an instructor.


4. Teacher as an educator, facilitator, motivator, and learning manager.

5. Teacher serves the students with similar attitude.


5. Teacher serves the students according to their needs.

6. Memorize information and solution procedure.


6. In-depth learning, problem solving, reasoning, communication, and connection, and active re-invention.

From the ‘old’ paradigm


To the ‘new’ paradigm

7. Obtain mechanistic solution.


7. Generate conjectures, re-invention, and solve mathematical problems.

8. Teachers work alone.


8. Teamwork among teachers to enhanced the program.

9. A non-healthy competitive environment.


9. A learning society with collaboration and shared responsibility.

10. Mathematics as a body of isolated concept and procedures.


10. Connecting mathematics, its ideas, and its application.

Globalization is marked by the progress in technology, with changes in education consequently. Therefore, teachers or educators should continuously adapt these changes in their learning strategies, approaches, and technologies. If not, they would likely be loosing the meaning of presence and the learning process (Azra, 2004). As Gerstner et al. said (Supradi, 2002:4) that teacher’s role in the 21st century is teachers as learners – who always improve and renew their knowledge.

b. The Benefit of Multimedia Technology in Education

Multimedia is a new technology in computer, and recently it s been used in many education sectors. Multimedia consists of variety of media in one single software. According many experts, e.g. Furt, Haffors, Thomson, and Jayant (Munir, 2001:13), multimedia is defined as a mixed of several media, such as text, numeric, graphics, pictures, animation, video, photography, sound, and data controlled by a computer program (in one digital software), and it has an interactive capability, which is an excellent alternative assistant in learning.

Multimedia elements combine several components such as described above would support the students’ need, whom have different cognitive capabilities. The multimedia concept (Meyer, 2001) has three levels:

1) Technical level, related to the tools as a vehicle of signs;

2) Semiotic level, related to the representation form (i.e. texts, pictures, or graphs), also considered as types of signs;

3) Sensory level, related to the sensory canal, and its function is to receive signs.

In a multimedia application, if a certain user is given an ability to control the existing elements, then this multimedia is called an interactive multimedia. The multimedia application can be distributed using medium as CD-ROM.

Multimedia application in learning is able to increase efficiency, enhance motivation, facilitate active learning, facilitate learning experiment, consistent with the student-centered learning, and a guide to better learning (Crowther and Davies, in Suyanto, 2003). Additionally, there might be an interaction among students in terms of the learning context; and self-directed exploratory learning where students able to manipulate learning objects and observe its results. Multimedia application would bring students to effortless learning where learning with effort will be change to learning with fun (Pramono, 2004).

4. TAHAP PENGHARGAAN KELOMPOK

2. TAHAP KEGIATAN KELOMPOK

1. TAHAP PENYAJIAN MATERI

S T A D

(Student Teams – Achievement Divisions)
In mathematics learning, some topics are difficult to explain conventionally, or it requires high accuracy, and these can be done with the help of multimedia/computer technology, for instance graph and diagram can be illustrated easily and fast, the demonstration of pictures, color, visualization, video, and animation optimize the role of senses in receiving information into the memory system, for example through animation a three-dimensional object can be moved, rotated, or separated into its sides, so that relatively faster in developing the students’ understanding of the concept of three-dimensional object. Definitely these also would help teacher in describing the content.

National Council of Teacher of Mathematics (NCTM, 2000) in Principles and Standards for School Mathematics argued that computer technology is an essential tool in learning, teaching, and doing mathematics activities. This electronic media is admitted in helping students to capture images of mathematical ideas, facilitating students in organizing and analyzing data, and helping in calculating accurately as well.

Understanding mathematics concept will be faster if computer is introduced efficiently and effectively to the students, since computer can “teach” and “learn” mathematics.

2. Multimedia Technology-Based Mathematical Learning Model

A learning process based on multimedia technology or e-learning can be conducted with several models, which model depends on the hardware and software available in school.

Nurrudin (Suhada, 2003) argues that there are several models that can be implemented by using e-learning (multimedia in this case), e.g. selective model, sequential model, and laboratory model.

a. Selective Model

If there are only limited computers available in a particular school, selective model might be an appropriate alternative for teaching. By using computer and Light Crystal Display (LCD), a teacher demonstrates mathematics content in the form of Compact Disk (CD) interactive.

b. Sequential Model

If not every student uses a computer in a particular session, then teachers can arrange each two or three students to access the available computer. In this model students have an opportunity to explore information sequentially. The learning model would be sequential: e-learning (multimedia), books, teaching in class, and group discussion. This model will be described as follows:

S T A D

(Student Teams – Achievement Divisions)

4. TAHAP PENGHARGAAN KELOMPOK

3. TAHAP PELAKSANAAN TES INDIVIDU

1. TAHAP PENYAJIAN MATERI
c. Laboratory Model

This model is the most ideal e-learning model, where each student uses a computer to access their topics.

The development of multimedia-technology-based mathematical learning can be described as follows:

· Teachers make the mathematics’ topics in collaboration with multimedia expert, then this expert will transfer the material into an interactive mathematical learning CD.

· Topics will be uploaded to the server, so that it can be accessed by teacher and students. In the topics there will be references that can be browsed online.

· This learning system is built with the possibility to be up-dated and adjusted with condition of the school.

3. Several Requirements

The interactive multimedia application in learning needs some requirements. At the moment some learning software from various disciplines has been already well-packaged in interactive-CD, developed by teachers collaborating with software expert. Besides, good quality of hardware should be provided, along with the expertise of teacher to operate them. Other requirements are:

a. The availability of learning resource center, i.e. a special unit which handles, design, produces, and copies many learning media/technology needed by teachers.

b. The availability of staffs who handles administration and secretary task. This person also helps in maintaining, obtaining, inventory, producing, and make use of material and tools.

c. The availability of media-management that handles all the services on demand, supply, and borrow of media-distribution.

d. The availability of media-production designer, i.e. a person whose expert in producing special packages for learning (Kwartolo, 2993:117)

III. CONCLUSION

Several conclusions can be summarized from the description above:

a. The future of education emphasizes on the benefit of ICT in learning. Thus, there should be a paradigm change in learning.

b. Learning technology focuses on the process of how software and hardware technology being implemented in communicating knowledge, skills, or attitude towards students, so that students might change their attitude accordingly.

c. Multimedia as a computer system consists of hardware and software can be implemented in education. Multimedia provides broadmindedness in combine many components such as pictures, graphs, video, and animation, voice, texts, and data controlled by the computer program.

d. The interactive multimedia application in mathematics learning optimizes the role of senses in receiving information to the memory system, hence relatively faster n generating students’ understanding structure, because the characteristic of interactive multimedia, i.e. integrated components such as voice, texts, graphs, animation, and video.

e. Multimedia-based mathematics learning requires some requirements that concerns stockholders in education, decision makers, school leaders, and the society.

f. In developing multimedia-based mathematics learning model, an e-learning model can be used, that is selective model, sequential model, and laboratory model. Each model has its own advantages and disadvantages, and it depends on the infrastructure and facilities available in school.

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Centron, M.J. (1988). An American Renaissance in the Year 2000. The Futurist, July-August.

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