Irma Handayani, Wahyudin Nur Nasution, Muhammad Irwan Padli Nasution

Jenis-Jenis Teknologi Komunikasi Sebagai Media Pembelajaran

Introduction

Jenis-jenis teknologi komunikasi sebagai media pembelajaran. Jelajahi berbagai jenis teknologi komunikasi sebagai media pembelajaran efektif di pendidikan formal. Tingkatkan interaksi dan efektivitas belajar dengan platform digital modern.

Abstract

Communication technology has become an integral part of education, especially as a learning media that supports the effective and efficient delivery of materials. This study aims to identify and analyze various types of communication technology used as learning media in formal educational settings. The research method employed is a literature review with a descriptive approach, examining reliable sources related to the development of communication technology and its application in learning. The results indicate that commonly used communication technologies as learning media include video conferencing software (such as Zoom and Google Meet), online learning platforms (such as Moodle and Edmodo), social media (such as WhatsApp and Telegram), and interactive multimedia technology. Each type of technology has its own advantages and disadvantages in supporting the learning process, depending on the context and needs of students and teachers. In conclusion, selecting appropriate communication technology can enhance learning effectiveness and facilitate interaction between teachers and students, making the learning process more engaging and meaningful.

Review

The paper "Jenis-Jenis Teknologi Komunikasi Sebagai Media Pembelajaran" addresses a highly pertinent and critical topic in contemporary education: the integration of communication technology as a learning medium. Given the increasing reliance on digital tools, particularly in diverse educational settings, a comprehensive understanding of these technologies is invaluable. The abstract clearly articulates the study's aim to identify and analyze various types of communication technology in formal education, employing a suitable literature review method with a descriptive approach. This foundational work provides a clear mapping of the landscape, making a significant contribution by categorizing the diverse tools currently utilized. The research successfully identifies key categories of communication technologies prevalent in learning environments, including video conferencing software (e.g., Zoom, Google Meet), online learning platforms (e.g., Moodle, Edmodo), social media (e.g., WhatsApp, Telegram), and interactive multimedia. This detailed enumeration is a strength, offering concrete examples that illustrate the breadth of application. The abstract also correctly points out that each technology possesses distinct advantages and disadvantages, contingent on context and user needs. While the abstract effectively *lists* these technologies and their general implications, a deeper analysis within the full paper exploring the specific pedagogical strengths and weaknesses of each, perhaps with illustrative case studies or a comparative framework, would further enrich the discussion and provide more actionable insights for practitioners. The paper's conclusion, emphasizing that the judicious selection of appropriate communication technology can significantly enhance learning effectiveness, facilitate interaction, and make the process more engaging and meaningful, is well-supported by the overview. This reinforces the practical relevance of the study's findings. To build upon this strong foundation, future work or a more expansive discussion within the current paper could explore the implementation challenges, teacher training requirements, or the impact on diverse student demographics. Overall, this paper serves as an excellent foundational review, providing a clear and comprehensive overview of communication technologies in education, and lays important groundwork for further empirical and pedagogical research in this vital area.

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