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首页> 外文期刊>Journal of Education and Practice >Interactive Multimedia as Autonomous Learning Resource in the South Slope of Kelud Mt. In Blitar Regency
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Interactive Multimedia as Autonomous Learning Resource in the South Slope of Kelud Mt. In Blitar Regency

机译：交互式多媒体作为Kelud山南坡的自主学习资源。在Blitar摄政

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Instructing Social Studies (IPS) going on in the school recently is often conducted conventionally, merely focused on page sequence on text book, it does not notice its content cohesiveness. Instructional material of Social Studies (IPS), that should, be explained by medium is merely committed., it makes instructional activity mere rely on teacher explanation. It makes instructional activity less effective, students feel difficulty when they want to comprehend the content. This research method and developing uses Borg and Gall model by taking material from Field Laboratory of FIS, in the south slope of Kelud Mt. in Blitar regency. This research and developing research shows that if multimedia product developed gains good testing result of product based on conspicuousness aspect gains 3.6 score or 89%, efficiency aspect 3.3 or 82%, and effective aspect 3.4 or 85%. While total average of final test of product gains 3.4 or 85%. From mentioned result, instructional multimedia of Social Studies (IPS) can be developed well, effectively, efficiently, and appropriate used as instructional medium of Social Studies in junior high school (IPS SMP). It is not surprising if students response when instructional activity is going on is extremely interested. When a teacher explains instructional material by multimedia, students can be discipline, active to ask, and respond.
机译：最近在学校进行的社会研究（IPS）常规上是经常进行的，仅关注教科书上的页面顺序，它没有注意到其内容的衔接性。社会研究（IPS）的教学材料只应该用媒介来解释。它使教学活动仅依赖于老师的解释。这会使教学活动的效果降低，学生想理解内容时会感到困难。该研究方法和开发采用了Borg和Gall模型，方法是从Kelud山南坡的FIS现场实验室获取资料。在Blitar摄政区。这项研究和开发表明，如果开发的多媒体产品基于显着性方面的产品获得良好的测试结果，则获得3.6分或89％，效率方面为3.3或82％，有效方面为3.4或85％。产品最终测试的总平均值增加3.4或85％。根据上述结果，可以很好，有效，高效地开发社会研究教学媒体（IPS），并将其适当地用作初中社会研究教学媒体（IPS SMP）。如果学生在进行教学活动时的反应非常感兴趣，这也就不足为奇了。当老师通过多媒体讲解教学材料时，学生可以保持纪律，主动提问和回应。

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