Criteria of learning media

The selection of a media learning is determined by many factors. In determining the

type of media that will be used in the learning process, there are a few things to be aware of
because menyagkut the effectiveness of the use of the media. There are several noteworthy
criterion in choosing media expressed by Arsyad Azhar (2008:75-76), namely:
1. In accordance with the objectives to be achieved.
2. Right to support the content of the lessons that nature facts, concepts, principles, or
generalization.
3. Practical, flexible and survive.
4. Skilled teachers use them.
5. The classification of the target.
6. Technical quality.
Types and characteristic of learning media

Media or materials as a source is a component of the system, besides the intruksional

messages, background techniques or equipment. Media or materials is software (software)
contain messages or educational information that is usually served with the use of the
equipment. Equipment or (hardwere) is a means to be able to display the message contained on
such material. The inclusion of various influences in the world of education as the science,
behavior (behaviorisme), communication, and the rate of development of electronic technology,
the media in its development appeared in various types and formats (print module, movies,
television, film frames, film sets, radio programs, computers and so on) that each have their
own characteristics and its own merits. Media characteristics can be seen according to the ability
of the sensory stimuli evoke the sight, hearing, perabaan, tasting, or smelling, or for compliance
with hirearki study. Characteristics of media are the basis of the selection of the media in
accordance with the specific learning situation. So, the classification of the media, the
characteristics of the media, and media selection is the inseparable unity in the determination
of learning strategies. Some media types of learning are often used in Indonesia (Ahar Arsyad,
2008:10), among them:

1) Visual learning Media and dimensions are not transparent. Included in these media types
are: pictures, photographs, posters, maps, graphs, sketches, whiteboard, flipchart, and
sebagaimya.
 2) Two-dimensional visual learning Media. Media of this type has
translucent because made of plastic materials or of films, which
includes media types: film slides, film strip, and so on.
3) Three-dimensional visual learning Media. This media has content or volume as real
objects, which include media types are: real objects, speciment, mock-up (realistic picture about
a design, such as the design of business cards and logo design).
4) Learning audio Media. Audio media associated with hearing instruments, such as the
radio, cassettes, language laboratory, and a telephone.
5) Media audio visual learning. Media that can display the image and
sound at the same time, such as: compact disc (CD), TV, video, etc.

Vlogging
a. Definition of video
According to the great dictionary of Indonesian Language, the video is a recording of
the live images or television programs to broadcast via the television set, or in other words is a
video display moving images are accompanied by sound. The video is actually derived from
the Latin, video vidi visum--meaning look (having the power of vision); can see. Video media
is one of the audio visual media types. Audio visual media is media that relies on the sense of
hearing and the sense of sight. Audio visual media is one of the media that can be used in
learning to listen. This medium can add to the interest of students in learning because students
can listen to while viewing images.
Azhar Arsyad (2008: 49) stated that the video is the pictures in the frame, where frame
for the sake of the frame is projected through the lens of the projector mechanically so that the
image looks on screen life. From the sense of the above it can be concluded, that video is one
of the types of audio-visual media that can describe an object that moves together with a natural
voice or sound to match. The ability of the video depicting the live images and sounds provide
the attraction. Videos can present information, exposing the process, explaining complicated
concepts, teach skills, abbreviate or extend, and affect attitudes.
Based on the understanding of the above, according to some experts, it can be concluded
that the video was one of the types of audio-visual media and can describe an object that moves
together with a natural voice or sound to match. The video presents the information, set out the
process, explains the concept of complex, teach skills, abbreviate or extend, and affect attitudes.
Vlogging (Video-Blogging) or it could be shortened to vlogging (pronounced Vlogging,
not V-logging) or vidblogging is a form of blogging activities using the medium of the video
above the use of the text or audio as a major media source. A variety of devices such as
cameraphones, digital cameras that can record video, or a cheap camera that is equipped with a
microphone is a capital that is easy to do video blogging activity.
Video blogging can still be referred to as another form of internet television. Video
blogging there are usually also equipped with caption text or photographic images, as well as
for some video blogging, add th other metadata.
Video blogging itself can be made in the form of a recording of a single image or footage
that was cut into several parts. With the software that is available, a person can edit videos they
create and combine that with audio, and combine multiple images into a single recording, so it
became a recorded video blogging the ECE.
Video blogging is also utilizing the advantages of web syndication, it can distribute itself
on the internet using the format adjustment (syndicated), either by RSS or Atom, for automatic
aggregation and playback on mobile devices and Personal computers. (Wikipedia).
b. The benefits of using video in learning media
The benefits of video media according to Andi Prastowo (2012:302), among other
things:
a. Gives an unexpected experience to learners,
b. Shows for real something that is initially not possible can be seen,
c. Analyzing the changes in a specific time period,
d. Provide experience to learners to feel the circumstances, and,
e. Showing the presentation of case studies of actual life may trigger discussions learners.
Based on the above explanation, the existence of video media is not in doubt again in the
classroom. By video students can witness an event that cannot be seen directly, dangerous, or
past events which could not be brought directly into the classroom. Students can play back the
video according to needs and their needs. Learning with video media to grow interest and
motivate students to always pay attention to the lesson.
c. Advantages and disadvantages of Vlogging Media
a) The advantages and limitations of Video Media according to Daryanto According to
Daryanto (2011:79), suggested some of the excess use of video media, among others:
1) The Video adds a new dimension in the learning, the video presents
moving pictures to students along with the accompanying sound.
2) The Video can show a phenomenon that is difficult to be seen. While
its shortcomings, among others:
1) Opposition
Inappropriate retrieval may lead to the onset of the audience doubts in interpreting
the images he saw.
2) Supporting Materials
Video projection tools need to be able to display images in it.
3) Budget
To create a video that does not cost a little.
b) Advantages and disadvantages of Video according to Anderson According to Ronald
Anderson (2012), video media has advantages, such as:
1. By using the video (sound or not), we can show a certain movement
back.
2. Using a particular effect can be strengthened both the learning process
as well as the entertainment value of serving it.
3. With the video, the information can be presented simultaneously at the
same time on site (class) are different and with attendance or participants of the infinite with
the road put the monitors in each classroom.
4. With the video students are able to learn independently. While the
limitations of the use of video media, among others:
1) The cost of video production is very high and only a few people are
able to do it.
2) Small screen monitor will limit attendance, unless the network
monitors and upgrades video projection system.
3) When it is used, video equipment should be readily available at the
place of use.
4) The nature of the communication one way direction and must be balanced
with the search feedback forms the other.
A media study definitely has its advantages and disadvantages of each, as well as
video media. In the video it can't stand on its own, this video media requires the support
tools such as LCD for projecting images or active speaker for voice in order to be heard
clearly. The nature of communication in the use of video media one way direction only,
students only pay attention to the media video, it should be noted by teachers.
Due to the nature of the video can be repeated nor dismissed, then teachers can
invite to communicate with students about the content/message from the video viewed, as
well as frequently asked questions about video for the record. So communications are not
only one direction.
c) Media use of Vlogging in the classroom
There are two kinds of video as learning. First, the video that is deliberately created
or designed for learning. This video can replace teachers in teaching. These videos are
 interactive against students. It is what makes this video can replace the role of teacher in
teaching. This kind of video can be referred to as "video" learning. Teachers who use video
media of this kind of learning can save energy to explain the material to students orally.
The role of the teacher when choosing to use this learning media is merely accompany the
students, and more can play a role as a facilitator. Fitted with material, video learning also
comes with the question of evaluation, answer keys, and so on in accordance with the
creativity that makes it. Usually one video contains one subject.
Second, the videos are not designed for learning, but it can be used or utilized to
describe something related to learning. For example the video dancing area. By using this
video students can see clearly how the model of a dance. Another example is the video the
onset of metamorphosis of butterflies. This material to students a little hard to be accepted
because it is a "process", especially if delivered with just a lecture course. So impressed
abstract for students. With video metamorphosis of butterflies can be shown, in addition to
attracting the attention of students, can make the students see the process in more detail
and concrete than just using media images only. The use of this video could also enable the
power of creativity of students, raises critical questions students as well as make the
learning more meaningful for students. It's just the video media such as these require further
explanations and guidance from teachers, because this video is not an interactive video.
Therefore the use of video media requires the skills of a teacher, in order to be
accomplished well. According to Cynthia Sparks (2000), in using a video teacher needs to
pay attention to the idea as follows:
1. Preview each program first. The teacher should determine the video that
corresponds with the lesson. Select the appropriate video with learning objectives and will
engage students in learning. Note also whether the video was able to motivate students,
introduce a new concept, reinforcing the concept that has been studied before, or are able to
improve and expand the current knowledge.
2. Gives the focus/reason to be seen. Give students something special to
view or listen to the video segment. This will focus the attention, pushing the liveliness, and
give students a purpose or reason to be seen.
3. Video segment. Learning videos contains vast amounts of information,
this allows students more easily meet the learning objectives.
4. Pre and post activities watching that will apply from the video into the
entire structure of the lesson. Activity pre watch can serve several purposes, namely to examine
prior knowledge, introduces the necessary vocabulary, and setting the stage for a new study.
Post watch activities should allow students to reinforce, view, apply, or expand their new
knowledge.
5. Teachers can pause the video for a brief or discussion questions for
video.
6. Use the remote control. Remote controls give you the flexibility of
movement and presentation.
7. Don't forget the frames advance, it is possible to advance a frame-by-
frame video. This is a great feature to use shows in detail the events, such as the chicks out of
the egg. With respect to the use of media in learning activities, teachers need to be careful in
selection and the designation or media to be used. Accuracy and precision in the selection of
media will support the effectiveness of learning activities that are carried out. Besides learning
activities be attractive so it can give rise to learning, motivation and attention of students being
centralized to the topics covered in the learning activities. Before deciding to make use of the
media in the activities of learning in class, the teacher should do a selection in advance against
the media of instruction. Learning media where appropriate to be used to accompany him in the
learning process. In the selection of a particular media media video, a teacher can't use video
are random. The selected video must comply with the appropriate learning material to the
curriculum as well as refer to the syllabus.
d) Feasibility of Vlgging media
1) Aspects and criteria in the assessment of the learning media
development according to romi satria regional strength (2006) are:
a. Aspects of engineering devices.
b. Efficient and effective use of the media as well as in the
development of learning.
c. Reliable (reliable).
d. Maintainable (can be maintained/managed with ease).
e. Reusability (easy to use and simple in pengoperasiaannya).
f. Precision of the selection of the type of
application/software/tool for development.
g. Compatibility (media learning can be installed/run in various
hardware and software).
h. Packaging integrated learning media program and easy in
execution.
i. Program documentation a complete learning media includes:
installation instructions (clear,concise, complete), trouble shooting (clear, structured, and
anticipatory), program design (obviously, describes the workflow of the program).
j. Reusable (some or all of the learning media program can be
utilized again to develop other learning media).
2) Aspects of instructional design
a. Clarity of learning objectives (formulation, realistic).
b. Relevance of learning objectives with sk/kd/curriculum.
c. Coverage and depth of learning objectives.
d. Appropriateness of the use of learning strategies.
e. Interactivity.
f. Awarding of enthusiastic learning.
g. contextuality and actuality.
h. The completeness and quality of learning support materials.
i. Keseuaian materials with the purpose of learning.
j. The depth of the material.
k. Easy to understand.
l. Systematic, coherently, plot logic clear.
m. Clarity of explanation, discussion, examples, simulations,
exercises.
n. Consistency of evaluation with the purpose of learning.
o. Accuracy and speed evaluation tool.
p. The giving feedback on the results of the evaluation.
3) Aspects of audio and visual communication
a. Communicative; in accordance with the message and can be
received/in line with the wishes of the target.
b. Creative in idea here has an idea.
c. Simple and alluring.
d. Audio (narration, sound effects, backsound, music).
e. Visual (design, layout, typography, color).
f. Media moves (animation, movie).
g. Interactive layout (navigation icons).
Based on expert opinion about the eligibility criteria and assessment
aspects of media study, researcher set several aspects and criteria of
assessment of vlogging as a medium of instruction in accounting that will
 be developed for assessed by expert material and media experts. Aspects
and criteria of assessment of vlogging as a medium of learning accounting
assessment criteria modified from media according to the disesuaiakan
needs and the characteristics of the media that is created. Aspects of
assessment and criteria for material and media experts are as follows:
1. The suitability of the material with the theory of myob applicable debt
card
2. The ability increase the enthusiasm of students
3. Grammar matched with students
4. Well-organized material can be
5. Suitability of material with computer accounting syllabus
6. Ease the material presented
7. Describe the steps of the recording of debt card
8. Fonts
9. Color composition writing against tatar color
10. Clear/animation image quality
11. The flexibility of usage
12. Ease the learning process
13. Makes it easy for students to understand the material myob card debt
3. Learning Enthusiasm
a. Definition of learning enthusiasm
According to Andrie Wongso (2015) “enthusiasm is feeling happy for
reach something, it means when someone has the enthusiasm or excitement
in themself, so they will be happy to reach his dream, it can be said that the
enthusiasm is excitement or a fiery spirit and have interest with new
things”.
From the above sense then it can be inferred that the surge is the
enthusiasm, passion, interest, feeling happy as well as the spirit of someone
who great to do something different and can always make the person
interested in the matter. The meaning of learning can be understood as a
process of adaptation or adjustment behavior happens to everyone in time
for life and in progressive for optimal result.
If the students are more involved himself in class, then they will be
more excitement in the learning process. In this case the enthusiasm of
 learning students are strongly influenced by the method selected by the
teachers in delivering the material and media which was used.
b. Theory of learning enthusiasm
The theory that will be used by researcher is the "theory of needs", the
reason is because it is an accomplishment of learning needs of students
who are supported from the attitude or the enthusiasm of the students.
Theory of Needs expressed by Murray in Bimo Walgito (2004:230).
Enthusiasm directing the deed to a cause and is the impetus for such a
feat. In man there is a boost-boost (motifs) that encourages humans to
interact with the outside world, the motif use and investigate the world
outside (manipulate and exploring motives). From manipulation and
exploration committed against the outside world that, gradually, there is
interest in something. What attracts enthusiastic person encouraged him
to do more vigorous and better (Purwanto, 2007:56). Enthusiastic, able to
give encouragement to a person to interact with the outside world if it is
interesting to note, making it have a high spirit to know something that
has caught his heart.
c. Indicators of learning enthusiasm
According to researcher enthusiastically learned about the same
interest in learning from understanding or indicators are concerned, in the
search for references about the enthusiastic learning researcher very
difficulty due to a lack of information about the enthusiastic learning,
however this can be overcome by enthusiastic learning with indicators
mencamtukan ask for learning, reason being enthusiastic about learning
about the same interest in learning.
There are four enthusiastic indicators, namely: a. feeling happy,
student interest, b. c. the attention of the students, and d. student
involvement (Safari, 2003). Each of these indicators as follows:
a. The feeling Glad
A student who has a feeling happy or love of a subject, then the
students will continue to study the science of the disenanginya. There
is no feeling of being forced on students to learn the field.
b. Interest of students
 Related to the impulse that drives to tend to feel attracted to people,
things, events or the affective experience can be stimulated by the
activity itself.
c. The student's Attention
Attention is the concentration or activity of the soul against
observations and understanding, to the exclusion of others; Students
who have an interest in a particular object, by itself would pay
attention to those objects.
d. student involvement Interest a person would result in an object that
the person is happy and interested in doing or working on activities of
those objects.
 REFERENCE
Anderson, Ronald. (2012). Audio Visual Media. [online]. (October 15, 2015)
Andrie Wongso. Train the students Enthusiasm towards achievement.
http://www.andriewongso.com/artikel_melatih-antusiasmesiswa-against-
achievement. (October 11, 2015)
AP Massri (2014). Learning media development smart ladder snakes using adobe cs6
in SMK N 2 purworejo. Yogyakarta: accounting education UNY
Arifef S. Sadiman, Rahardjo, Tom Haryono, Rahardjito. 2008. Media education:
Education, development, and function. Jakarta: PT Raja Grafindo Persada
Azhar Arsyad. 2008. Learning Media. Jakarta: PT Raja Grafindo Persada
Azhar Arsyad.. Media learning. Jakarta: PT. King Grafindo New Algensindo Persada
Bimo Walgito. 2003. Introduction to General Psychology. Yogyakarta Yogyakarta:
ANDI
Borg and Gall (1983). Education Research, An Introduction. New York and London,
Longman Inc
HARTONO. 2012. The statistics for research. Yogyakarta: Pustaka pelajar
John D. Latuheru. 1988. The Learning Media in the teaching-learning process.
Jakarta: Education And Culture
Mashud Ali. 2011. Myob module manufacturing company. Bandung: Teen
Rosdakarya
Nana Danapriatna and Rony Setiawan. (2005). Introduction to Statistics. Yogyakarta:
Graha
Oemar Hamalik. 2005. Curriculum and instruction. Jakarta: PT Earth Revised
Sucipto Ajisaka. Enthusiastic About Learning. http://SuciptoAjisaka.com. (October
11, 2015)
Sugiyono. 2012. Statistics for research. Bandung: Alfabeta.
Suharsimi Arikunto. (2009). Fundamentals of educational Evaluation (revised edition)
Sukardjo. (2005). Evaluation of the learning of Semester 2. Yogyakarta: PPs UNY
The MoE. (2003). Law Number 20 RI. In 2003, about the National education system.
Jakarta: Visimedia
Vicki Eka Nur'fuad (2013). The Use Of Media Video Blogging To Improve Student
Learning Results On Subjects Of Information Technology And
Communications. Bandung: UPI
Zainal Arifin. (2012). Evaluation of learning: principles, techniques, procedures.