USE OF INSTRUCTIONAL TECHNOLOGIES

IN SENIOR HIGH SCHOOL IN DISTRICT BENGKAYANG

Ardian Arifin.S.Kom.M.Pd

Overview

Education in Indonesia is the entire education held in Indonesia, whether it is structured or

unstructured. Structured, education in Indonesia is the responsibility of the Ministry of Education
and Culture of the Republic of Indonesia (Kemdikbud), formerly called the Ministry of National
Education of the Republic of Indonesia (MONE). In Indonesia, all residents are required to
follow the program compulsory education for nine years, six years of elementary school /
madrasah and three years in junior high school / madrasah tsanawiyah. Currently, education in
Indonesia is regulated by Law No. 20 of 2003 on National Education System (Compiler: 2003).

Education in Indonesia is divided into three main lines, namely formal, non-formal and informal.
Education is also divided into four levels of early childhood (ECCE), elementary school (SD),
high school (SMP / SMA), and universities (PT). Almost all school levels never be separated
from the use of educational technology and of course uses a variety of systems implementation.
Both in the program educator, educators as well as in the learning process that involves theory
and practice.

Technology in education is no longer a new issue to be dealt with. Technologies such as

computer-based teaching, scientific calculator, a software dynamic graphs and frequently used
media technology in teaching and learning process. There are some strategies that may be used
by teachers to apply technology in teaching and learning process. Whom use multimedia
exposure, rich internet with the latest technology. To ensure that the technology used in the
classroom, the teacher needs to have the perception and willingness of the technologies used.
This is because the perception of teachers' educational technology plays an important role as a
factor that determines the achievement of educational goals.

The development of the current education system, should be a fundamental and comprehensive
change, or commonly called education reform. But it must be recognized that the reform in
education technology needs to be balanced with the HR (Human Resources), a reliable and
skilled in the use of existing technology. So with the rapid technological advances, the
Indonesian human resources capable of use as well as the government is able to facilitate the
availability of increasingly high-tech evenly in every educational institution.In his Soedijarto
(2008: 1) said the progress of a nation is determined by the quality of education. Therefore
education as a means of educating the nation. Entering the 21st century world of education in
Indonesia in an uproar. The furor caused not by the power of national education quality, but a lot
more awareness of the dangers caused by the backwardness of education in Indonesia. Freshly
This is because some of the basics. One is entering the 21st century wave of globalization is felt
strong and open. Advances in technology and the changes provide new realization that Indonesia
will no longer stand alone. Indonesia is in the midst of a new world, the world is open so that
people are free to compare life with other countries.

Perceived now is their omission in the quality of education. Both formal and informal education.
And the results were obtained after comparing with other countries. Education has become a
crutch in improving Indonesia's human resource development of the nation. Therefore, the
people of Indonesia should improve human resources that do not compete with human resources
in other countries. Thus, in government educational technology advances and intensive
cooperation with the public thirst to build a system of education that is suited to the
circumstances of Indonesian citizens.Thus the technological advances that increasingly
sophisticated education must be balanced by a qualified human resources. In the print-quality
human resources the government should create a system that fits with the development of
educational technology are always changing. For that the education system is so important in the
application of educational technology in the world of education both educators and education
personnel.

2. Research Questions

The research methodology is a set of rules, activities, and procedures used by the perpetrators of
a discipline. The methodology is also a theoretical analysis about a way or method. Research is a
systematic investigation to increase the amount of knowledge, is also a systematic and organized
effort to investigate the particular problems that require answers. The study focused on what
factors influence the tutors use of instructional technologies in their Senior High School ?
Specific guiding questions were as follows:

How often did tutors use instructional technologies in their teaching?

What reasons did tutors have for using and not using instructional technologies in their
teaching?
How did college tutors perceive their competence levels in using instructional technologies?
What attitudes did the college tutors have towards the use of instructional technologies?
What did tutors consider important factors in influencing their use of instructional
technologies?

3. Literatur Overview

A. DEFINITIONS A. INSTRUCTIONAL SYSTEM DEVELOPMENT

There are a lot of understanding of the development of instructional systems that can be
encountered in the published literature, the formulation of which differ from each other. To
obtain a comprehensive understanding, the following are given some basic conception
namely:
Instructional system is all matter (the concept of) learning and methods that have
been tested in practice prepared to achieve in the real situation (Baker, 1971: 16). This
indicates that the learning materials for teachers to convey to the citizens should learn the
material that has proven the validity and reliabelnya. Learning materials that are valid and
reliable would strongly support the achievement of learning objectives have been formulated.
In addition, although the learning materials are already valid and reliable, but if the way to
explain it is not good, it is likely goal will not be achieved. Therefore, it is necessary for the
submission or the lesson that way, a method that has been tested anyway, allowing can be
used with both the implementation of learning.
As is the instructional design is the whole process of analysis of learning needs and
goals as well as the development of teaching techniques and learning materials to meet those
needs. In this activity, including the development of a package of learning, teaching, testing,
revision, and evaluation of learning outcomes (Briggs, 1979: 2). This figure reflects the needs
assessment is required the learners. If it has been found to the needs of students and then
encapsulated in the learning objectives. To achieve the required learning objectives learning
techniques to assess, examine, and even apply and learning materials in order to achieve the
goals that have been formulated. In this activity, lesson planning (design instructional)
includes materials development (learning package), there is a step-by-step instruction called
teaching, there is even a test to look for improvements (revised), and ends with the
assessment (evaluation).
Learning development is a systematic approach in the design, production, evaluation,
and utilization of complete learning system including its components and examples of its use
management. (AECT, 1979: 20).
Instructional development is the development of learning resources in a systematic way in
order to change behavior. AETT (in Miarso, 1988: 8).
From some of the basic conceptions of instructional systems development, it can be
concluded. Development of learning systems is a pattern or a systematic plan to assess,
describe, identify, develop and use the components of the learning system (learners,
objectives, materials, media, methods, and evaluation) to achieve the expected learning goals.

B. BASIC PRINCIPLES OF INSTRUCTIONAL SYSTEM DEVELOPMENT

As part of the educational technology, instructional systems development must have the same
basic principle with educational technology, namely: focus on the student, using a systems
approach, and seeks to maximize the use of various learning resources.
Focusing on students
This principle considers that, in order to implement instructional systems development,
student learning is a central activity. This principle also considers that in any learning
process, students should act as an active party and made active. But this does not mean that
the teacher is a passive party. Both should act actively.
The systems approach
This principle considers that learning is a system problem. That is, the handling of a learning
component in the implementation of instructional systems development should also consider
the integration of other components in order to obtain a synergistic effect to solve learning
problems.
Utilization of learning resources to the maximum
This principle considers that all components of learning resources both messages, people,
materials, equipment, techniques, and background should be used widely and the maximum
in order to solve the problems of learning so that learning objectives can be achieved.
C. INSTRUCTIONAL SYSTEM DEVELOPMENT LEVELS
Several levels instruksianal system development can be seen as follows:
Depth System
Instruksianal system development level of the system is intended to generate a great learning
system. Activity usually start from zero, ie the absence of such a system until the completion
of the system. This activity was preceded by initial activity deeply and thoroughly, which
include: needs analysis, topic analysis, and analysis tasks. This activity does not just talk
about learning, but also a problem of education as a whole. The problem that encourages this
activity is not just a matter of learning, but the entire system of education and training faced
by the institution concerned. While the system of education / training is complete include raw
inputs (students / participants), the number and qualifications; instrumental inputs
(curriculum / program, facilities, funds, and others); process / implementation of educational
activities / training itself; as well as the results are consistent with the objectives and needs.
Therefore, this activity involves a lot of people consisting of instructional technology experts,
expert field of study, teachers, and so on.
Grade Level
Instruksianal system development level of this class is essentially a further elaboration of the
system development instruksianal levels of the system to be implemented in grade levels. In
other words, the system development instruksianal grade levels are identical to the
preparation of teaching preparation by teachers for one or more specific topic. Activity was
initially very simple, typically an initial assessment of students' abilities. In the system
development instruksianal is assumed that the grade level curriculum / learning programs,
facilities, students / trainees, teachers, and so on.
Product Depth
Interest instruksianal system development stage of this product is to produce one or more
specific learning products. Therefore, this event is preceded by examining the problems
existing learning to determine the required input. The results of this activity are learning
packages such as modules, audiovisual media, and other learning materials that shape
adapted to its characteristics.
 levels of Organization
Instruksianal system development level of the organization was intended not only
to improve learning, but also to modify or change the organization and personnel of an
institution or organization to new situations so that the effectiveness and efficiency of the
organization increases.
This activity begins by starting from a job analysis, or analysis of its contents. This analysis
will produce emat possibilities, namely: (1) the need for training specifically outside of work
because there are a number of capabilities that have not been controlled, (2) the need for
training in a job because there are a number of specific skills that must be mastered, (3) the
need for a monitoring and coaching strict in the implementation of their jobs because of the
precision required to act within a task.