Fungsi Otak

-->1. Latar Belakang

Otak Anak-Anak, Bagaimana Cara Berkembangnya, Bagaimana Orang Tua Dapat Membantu. Oleh J. Madeleine Nash, merupakan tulisan dalam Majalah Time yang diterbitkan oleh Tira Pustaka untuk PT. Tigaraksa Satria. Tulisan ini di muat dalam majalan Time, Edisi 3 Februari 1997.

Tulisan ini saya peroleh secara tidak sengaja di Surabaya ketika mengikuti pelatihan dan pembekalan Trainer Of Trainer yang diadakan oleh Departemen Pendidikan Nasional pada tahun 2003, atau tepatnnya sudah 4 tahun tulisan ini saya peroleh. Pada saat itu yagn memberikan materi seharusnya ibu Cony Semiawan, tetapi karena tidak hadir maka digantikan oleh asistenya, entah siapa namanya saya sudah lupa.

2. Penulisan judul

Pada saat itu diperkenalkan beberapa jurnal, tulisan ilmiah, yang berkaitan dengan psikologi perkembangan anak. Dari penjelasnnya saya berusaha menelusuri beberapa literatur tentang pendidikan dan perkembangan anak seperti yang diungkap penyaji pada saat itu. Akhirnya saya menemukan tulisan yang berjudul  Otak Anak-Anak, Bagaimana Cara Berkembangnya, Bagaimana Orang Tua Dapat Membantu. Oleh J. Madeleine Nash.  Sebenarnya tulisan ini memiliki dua buah judul, judul di atas merupakan judul yang tertulis pada cover paling depan, sedangkan pada halaman pembahasan tertulis Otak Yang Subur. Judulnya simpel dan tertulis dengan ukuran ¼ halaman tentu judul yang fantantis. Judul ini langsung menggiring kita untuk membaca isi dari tulisan ini. Judul yang dibuat tidak seperti kebanyakan tulisan yang dibuat di Indonesia yang kadang-kadang panjang-lebar, bahkan dari judul kita sudah dapat mengetahui isinya. Sudah saatnya tulisan-tulisan di Indonesia juga menggunakan judul-judul seperti yang diungkapkan oleh Nash, judul simpel jelas, padat dan menantang untuk dibaca.

Saya berpendapat bahwa judul pada cover paling depan untuk memberikan secara keseluruhan isi dari majalah sub bahasan ilmiah yang terdiri dari beberapa tulisan, dan memang didapati tulisan-tulisan pendukung yang ditulis orang lain bahkan dalam terdapat sajak yang sangat terkenal seperti berikut ini:

MENDIDIK ANAK

Jika anak dicela

Ia akan terbiasa menyalahkan

Jika anak dimusuhi

ia akan terbiasa menentang

Jika anak dihantaui ketakutan

Ia akan terbiasa merasa cemas

Jika akan dikasihani

Ia akan terbiasa meratapi nasibnya

Jika akan dikelilingi olok-olok

Ia akan terbiasa menjadi pemalu

Jika anak dikitari rasa iri

Ia akan terbiasa merasa bersalah

.........   

“sungguh indah dunia ini!”

Bagaimana anak anda ?

                                       (Dorothy Low Nolte)

1.      Setting Kegiatan

Tulisan ini dibuat di Amerika Serikat, dimungkingkan di tulisan di California dan penulis merupakan salah satu staf di Universitas Of California, Berkeley. Semua seting, contoh diambil dari Amerika tidak satupun dari tempat lain. Penulis berasumsi penulis merupakan orang asli Amerika dan tidak begitu mengenal dunia lain, atau mungkin memang ilmu ini masih baru sehingga baru diujicobakan di Amerika Serikat.

2.      Bahasa Yang digunakan

Dari bahasa yang digunakan terlihat bahwa tulisan ini merupakan terjemahan, tetapi di dalamnya tidak tertulis sedikitpun siapa yang menerjemahkan. Mungkin juga penulis merupakan orang Amerika yang menguasai Bahasa Indonesia, bahkan mungkin orang Indonesia yang berada di Amerika Serikat.

Tapi dugaan yang paling besar tulisan ini memang hasil penerjemahan, karena dari susunan terlihat cirinya bahasanya tidak menggunakan kaidah Bahasa Indonesia yang baik dan benar. Kita membacanya kadang-kadang sering menjumpai hukum MD, yang merupakan ciri dari Bahasa Inggris, sedangkan jika bahasa Indonesia menggunakan hukum DM.

Walaupun demikian bahasa yang digunakan bisa dibaca dan dicerna dengan baik, karena memang cara penerjemahannya juga sangat baik. Penerjemah terlihat memiliki keahlian juga dibidang yang dibicarakan sehingga tidak pengertian yang kabur baik secara ilmiah, pendidikan atau secara biologi.

3.      Isi Makalah

Pertama kali membaca ulasan ilmiah yang masih sangat ”gress” itu membuat kening berkernyit entah rasa kagun atau entah rasa bingung, ini adalah tulisan luar biasa dan belum banyak dikenal orang meskipun sudah diungkapnya 10 tahun yang lalu. Saya tergelitik dengan ucapan Prof Waspodo, guru besar Unsri yang memberikan mata kuliah perencanaan pendidikan yang banyak bersinggungan dengan sumber yang saya baca. Dan saya juga teringat dengan tulisan-tulisan yang diungkapkan oleh Prof Andi Hakim Nasution guru besar dan ahli matematika dari IPB yang hidup dari menulis. Semuanya sangat mirip, terutama tentang pendidikan anak dan juga pada kerja otak kanan dan otak kiri.

J. Madeleine Nash, saya kira adalah seorang psikiater atau psikolog, atau juga mungkin seorang ahli dokter anak yang mempunyai wawasan pendidikan sangat luas, dia mampu menjelaskan perkebangan-perkembangan otak anak pada setiap tahapan dengan ”gamblang” dan mapan.

Pada awal pembahasannya beliau mengutip pendapat ahli neorobiologi Carla Shatz dari Universitas California, Berkeley: ” Kertak-kertuk, kertak-kertuk, kertak-kertuk. Kalau saja ilmuwan dapat menguping otak pada sebuah janin 10 atau 12 Minggu, mereka akan mendengar hiruk pikuk yang mencengangkan....” Suatu prolog yang sangat menarik dan membawa kita untuk terbang membayangan apa yang terjadi pada awal kehamilan seseorang,

Perkembangan otak anak manusia sudah dimulai sejak di dalam kandungan, pada saat dikandungan mata manusia tidak berbuat banyak untuk mempengaruhi perkembangan janin kecuali dengan memberikan masukan makanan yang bergizi sehingga bayi memiliki asupan makanan bergizi memadai. Penyebab adanya ketidakberesan pada bayi setelah lahir seperti elipsi, keterlambatan mental, eliplepsi rupanya merupakan akibat ketidakberesan dalam perkembangan terungkap pada halaman 4 kolom terakhir.

Pada saat bayi dilahirkan konon sudah memiliki 100 neuron, atau kira-kira sebanyak bintang dalam galaksi bima sakti, dan terdapat pula satu trilyun sel glia. Satu kalimat ini meunjukan penulis merupakan seorang ilmuwan yang memahami ilmu alam baik fisika maupun biologi. Di halaman selanjutnya penulis menggambarkan gambar merangkai otak, penulis berusaha menvisualkan kegiatan-kegiatan perkembangan otak sehingga orang yang tidak memahami ilmu biologi dapat memahami lebih jelas tentang perkembangan otak. Disana digambarkan ada sel syaraf (neuron) mengalami perkembangan, neuron yang bertahan mengeluarkan akson, dan diujung-ujung akson muncul penghubung ke banyak sasaran, sedangkan yang tidak diperkuat dengan penghubung akan mengalami atrofi dan lenyap. Hal ini menurut penulis terjadi pada kurun waktu 0-10 tahun, pada 3 tahun pertama kehidupan memiliki peranan yang pertama sebab sel-sel neuron mengalami perkembangan yang luar biasa dan masa ini merupakan masa perkembangan terpenting dalam kehidupan manusia. Pada masa ini fungsi otak akan menentukan bagaimana di usia anak-anak, remaja dan dewasa.

Pada usia di bawah sepuluh tahun anak mengalami perkembangan pada taraf emosial sesuai dengan proses pendidikan yang dialami, biasanya yang paling mempengaruhinya ada ibunya yang sangat dekat denganya. Anak-anak yang diajak bermain akan mengalami perkembangan sel 20% sampai 30% dibandingkan anak-anak yang tidak diajak bermain, pendapat ini ditunjukan dengan percobaan dengan tikus yang berada pada kotak berisi banyak barang mengalami perkembangan otak dan kreatifitas otak yang lebih baik dibandingkan dengan tikus yang diletakan pada kotak kosong.

Perkembangan anak pada usia ini juga sangat dipengaruhi oleh tindakan-tindakan yang dialami, anak-anak yang mengalami  gangguan perkembangan jika ibu yang mendidikan mengalami depresi yang melampiaskannya dengan anak. Anak yang juga akan memberikan stimusi pertahanan jika sering sering disakiti sebagai bentuk mempertahankan diri.

Secara umum tulisan ini cukup lengkap dan literatur yang digunakan juga kuat, sebagai gagasan untuk memperkenalkan hal-hal yang baru ditemukan dan dapat diterapkan pada kehidupan masyarakat terutama untuk guru dan orang tua untuk memperhatikan perkembangan anaknya terutama pada usia di bawah 3 tahun dan di bawah 10 tahun. Masa-masa inilah, masa yang paling menentukan di hari kemudian tentang kemampuan berfikir anak. Anak-anak yang berusia 18 tahun otaknya tidak lagi lentur atau berkembang tetapi hanya mengalami proses kemajuan dalam berfikir dan bernalar.

Dijelaskan juga secara rinci beberapa tahapan anak dalam merangkai penglihatan, merangkai perasaan, sumbangan pengalaman,  peranan pentinga sifat genetika. Tulisan ini memang sangat singkap dan padat karena tulisan yang bisa ditulisa dalam 1 buku tebal hanya ditulis kurang dari 10 halaman.

4.      Kekurangan

Tulisan ini kekurangnya adalah pada daftar pustaka, dalam tulisan ini tidak terlihat adanya daftar pustaka, walaupun dari sana-sini terdapat kutipan dari sana-sini secara ilmiah, mungkin daftar pustaka tidak begitu dianggap penting dalam tulisan ini yang ditonjolkan memang idenya untuk memperkenalkan ide-ide baru dan ilmu baru yang berupa ilmu terapan.

5.      Kesimpulan

Tulisan Otak Yang Subur atau Otak Anak-Anak, Bagaimana Cara Berkembangnya, Bagaimana Orang Tua Dapat Membantu. Oleh J. Madeleine Nash, merupakan gagasan baru yang di dalamnya terdapat beberapa pembahasan yaitu:

(1)   Perkembangan otak anak di dalam kandungan tidak dipengaruhi oleh manusia kecuali asupan makanan yang diberikan melalui ibunya

(2)   Usia 0 – 3 tahun otak anak mengalami perkembangan yang luar biasa, disini otak dibentuk cara beerfikirnya, cara mengkontruksi berdasarkan stimulis dan rangsangan-rangsangan dari lingkungan terutama dari ibunya

(3)   Usia 10 tahun merupakan tahapan akhir perkembangan otak

(4)   Pada usia 18 tahun maka otak tidak lagi mengalami pelenturan atau perkembangan

Prinsip-prinsip dalam E-learning Menyangkut Elemen Media yang Dipilih

Oleh: Joko Sutrisno, M.Pd.
Kegiatan E-learning sudah banyak dijumpai di internet. Subjek yang ditawarkan dalam kegiatan e-learning tersebut juga bermacam-macam, dari yang sifatnya sangat akademis sampai yang sifatnya sangat praktis. Penyelenggara e-learning pun juga bervariasi, ada yang dari lembaga pendidikan yang sudah terkenal (misalnya universitas) atau pun lembaga pendidikan lain yang mungkin saja hanya bergerak di e-learning saja tanpa memiliki kelas-kelas tradisional.
Karena kegiatan e-learning murni mengandalkan komunikasi via internet sebagai moda komunikasi utamanya, maka bagaimana suatu materi pembelajaran disampaikan dan ditampilkan melalui internet menjadi sangat berperan terhadap keberhasilan program e-learning. Makalah ini akan menguraikan prinsip-prinsip yang berlaku di dalam e-learning berkaitan dengan elemen media yang akan digunakan di dalamnya.

Dalam E-learning Framework yang dikembangkan oleh Sun Microsystem (Sun Microsystem, 2003), e-learning didefinisikan sebagai kemampuan untuk menggunakan internet, jaringan komputer, dan teknologi elektronika yang lainnya untuk memfasilitasi, mengukur, dan mengelola kegiatan belajar. Hal yang menarik dari e-learning adalah kemampuannya secara teori untuk mengurangi (atau bahkan menghilangkan sama sekali) dua pembatas terbesar dalam pengembangan dan pembelajaran yang berkelanjutan bagi para pembelajar, yaitu waktu dan biaya.

Sebuah perusahaan misalnya, tentu mengharapkan para pekerjanya dapat terus belajar dalam rangka meningkatkan kompetensi para pekerja. Namun, kendala yang dihadapi adalah masalah waktu pekerja (jika menempuh pendidikan tradisional yang waktu belajarnya sama dengan waktu efektif untuk bekerja, pekerja akan menjadi tidak produktif bagi perusahaan) dan biaya. Bagi sebuah perusahaan, harapan yang menyertai program e-learning di suatu perusahaan adalah bahwa tiap karyawan dapat meningkatkan keterampilan baru untuk meningkatkan kinerjanya “hanya dengan menggunakan komputer”, istilah lain dari belajar melalui e-learning

(Schank, 2002)
Ruth Clark (Clark, 2002) menuliskan enam prinsip yang harus diperhatikan berkaitan dengan elemen media yang digunakan supaya sebuah program e-learning berlangsung efektif. Keenam prinsip menyangkut elemen media dalam e-learning yang disebutkan Clark berikut merupakan dasar-dasar bagaimana mengembangkan media dalam e-learning. Pengembangan media yang dimaksud di sini menyangkut kombinasi teks, grafik, dan suara untuk menyampaikan materi pembelajaran. Keenam prinsip tersebut adalah:

1. Prinsip Multimedia: menambahkan grafik ke dalam teks meningkatkan kegiatan belajar. Yang dimaksud dengan grafik di sini adalah gambar diam (garis, sketsa, diagram, foto) dan gambar bergerak (animasi dan video). Grafik yang ditambahkan ke dalam teks sebaiknya yang selaras dengan pesan yang disampaikan dalam teks. Grafik yang ditambahkan untuk hiburan (entertainment) dan kesan dramatis tidak saja tidak meningkatkan kegiatan belajar, tetapi justru dapat menurunkan kegiatan belajar.

2. Prinsip Contiguity (kedekatan): menempatkan teks di dekat grafik meningkatkan kegiatan belajar. Contiguity merujuk pada susunan teks dan grafik pada layar. Seringkali dalam suatu materi e-learning, grafik diletakkan pada bagian atas atau bawah teks sehingga teks dan grafik tidak bisa dilihat dalam satu layar, atau teks dan grafik tidak dapat dilihat secara bersamaan. Ini merupakan pelanggaran yang umum terjadi terhadap prinsip contiguity, yang menyatakan sebaiknya grafik dan teks yang bersesuaian diletakkan berdekatan.
   

3. Prinsip Modality: menjelaskan grafik dengan suara meningkatkan kegiatan belajar. Prinsip ini terutama berlaku untuk animasi atau visualisasi kompleks dalam suatu topik yang relatif kompleks dan belum dikenal oleh pembelajar.

4. Prinsip Redundancy (kelebihan): menjelaskan grafik dengan suara dan teks yang berlebihan dapat merusak kegiatan belajar. Banyak program e-learning yang menyajikan kata-kata dalam teks dan suara yang membaca teks. Banyak hasil riset yang mengindikasikan bahwa kegiatan belajar terganggu ketika sebuah grafik dijelaskan melalui kombinasi teks dan narasi yang membaca teks.
   

5. Prinsip coherence (kesesuaian): menggunakan visualisasi, teks, dan suara yang tidak berhubungan (sembarangan) dapat merusak kegiatan belajar. Dalam banyak website e-learning sering ditemukan penambahan-penambahan yang tidak perlu, misalnya penambahan games, musik latar, dan ikon-ikon tokoh kartun terkenal. Penambahan-penambahan ini, selain tidak meningkatkan kegiatan belajar, juga dapat merusak kegiatan belajar itu sendiri.

6. Prinsip personalisasi: menggunakan bentuk percakapan dan gaya-gaya pedagogis dapat meningkatkan kegiatan belajar. Sejumlah penelitian yang dirangkum oleh Byron Reeves dan Clifford Nass dalam bukunya, The Media Equation, menunjukkan bahwa seseorang memberikan respon terhadap komputer seperti ketika ia memberi respon kepada orang lain.
   

Proses pemilihan media untuk pembelajaran jarak jauh (termasuk di dalamnya adalah e-learning), dalam banyak kasus, menyerupai dengan pemilihan media untuk pembelajaran dengan sistem tatap muka atau pembelajaran tradisional. Penyampaian materi pembelajaran melalui media online menawarkan kemudahan akses bagi pembelajar. Pemilihan media untuk e-learning dimulai dengan melihat tujuan kegiatan belajar, yaitu apakah tujuan kegiatan belajar dapat dicapai melalui kegiatan mendengarkan, melihat, atau melalui interaksi media. Dengan demikian, tujuan kegiatan belajar akan menentukan media yang digunakan, baik berdiri sendiri-sendiri atau pun merupakan gabungan dari berbagai media (Ely, 2003).

Referensi
Clark, Richard, E. Six Principles of Effective E-learning: What Works and Why. The E-learning Developers’ Journal, 2002. (www.elearningguild.com)

Ely, D.P. Selecting Media for Distance Education. ERIC Digest ED480236, 2003.

Schank, R.C. Designing World-Class E-learning. McGraw-Hill, 2002.

Sun Microsystem. “E-learning Framework”. www.sun.com, 2003.

Forms of Learning

1. Respondent Learning
Learning respondents included in behavioral psychology,
Ivan Pavlov experiment, called respoden quistioning. In practice, people can learn with the Condition, Oran can learn because habituation. There are things that are natural, and if conditioned also have the same powers as a natural condition. For example a teacher of mathematics, the mathematics taught. Student response, if the math teacher would be fun so the students enjoyed math. Likewise, if the math teacher does not like the lessons taught math also be undesirable.
If a condition is created, then things will become easier. Description of experiments conducted by Ivan Pavlov as follows:

• UCS (Unconditioning SMF) / stimulus that is not conditioned → UCR: not learning / instinct.
• NS (Light) → no response
• CS (conditioning stimulus) (light) + U.S. (Unconditioning Stimulus) → UCR
• CS (light) → CR (salivation): is conditioned


B.F. Skinner
Famous for teaching machine
- Membedaan: natural behavior (innate behavior): the behavior generated by a clear stimulus
- Conduct operasn (pass behavior): behavior Diti
Important general principle:
o Each response is followed by rewards - working as a reinforcement of stimuli - will likely be repeated
o Reward or reinforcement stimuli will increase the speed (rate) the response. Dkl rewards will increase the probability of response.
3 Components of behavior:
- Opportunity incident occurred when the response
- Response subjects
- Consequences
By Skinner stated:
- Stimulus discriminatory SD
- Response
- Stimulus to strengthen
- So the order SD + R + Sren

1. Discriminative stimulus: any stimulus that can be present in which the steady strengthening of the response received. For example pigeon red button set



2. Strengthening primary and skunder
3. Primary = amplifier gain increases its frequency response
4. Strengthening secondary = berkondsi the strengthening of behavior acquired through conditioning or training through its association with primary reinforcement
5. Strengthening generalization perhatiakn eg, approval, affection, praise
6. There is a positive reinforcement or negative. Positive: food, money. Negative: prod the horse to run faster.

Edward Lee Thordike
• Association between the sense of impession and impulse to action is called a connection (connection). Association Pavlove menyebyt
• focused on the aspects of behavior fungsinal
• Learning trial and erros - selectiing and learning by connecting
• Experiment with puzle box: cat
• S → R → positive reinforcement (S = stimulus, R = Response)
• S → R → negative reinforcement

John B. Watson

Experimenting
Treatment
A. see the rabbit, wherever felt scared
B. Rabbit placed 12 feet from him, an acceptable
C. Rabbit placed 4 feet, and put in a cage, can be accepted
D. Rabbit 3 feet, enter the cage, can be accepted
E. The position is very close to the rabbit in a cage, can be accepted
F. Rabbits roam the room
G. Rabbit is brought near to his body

VIRTUAL LEARNING BY SOURCE

1. Background

Resorce Learning (Learning Resources) is very important in the learning process. Key to success in the learning process can not be separated from the use of appropriate learning resources. Sources of learning in general can be divided into 2 kinds of learning resources designed (resorce learning by design) and useful learning resources (learning resorce by utization).
Learning resources contained in the message, people, materials equipment, engineering and the environment. The message is what is contained and to be submitted in the learning process. People are actors, in this case there are two things that is the subject and object. Material or equipment is just what materials are involved in learning resources as a learning process. While the technique is a way of making and use of learning resources. Environment is a place where the source is located or the learning environment itself is used as a source of learning.
One source of learning is by design that there is a virtual learning resource. Source of learning by design is a response from the more advanced information and communication technology. Virtual learning resources can now be made through a computer, Internet, Mobile and information technology and other communications.
According Hardjito (2005) argued that virtual learning resource is divided into 2 types of learning resources via the Internet and multimedia. In the next jabaran virtual learning via the Internet can be e-learning, virtual university, on-line courses, on-line tutorials, the provision of learning materials, electronic library, Computer Assisted Instruction (CAI).
According to Purwanto (2005) may be a multimedia tutorial, drill and practice, simulations, experiments or experiments, and games.

2. PROBLEM
In order to widen the discussion does not focus the discussion and should be limited. In this paper the problem is:
1) What is meant by a virtual learning resource?
2) How to use a virtual learning resource by special internet in the learning process?

3. DISCUSSION
3.1. Source of Learning by virtual
Source virtual learning by a learning resource is designed in such a way that can do things that are real hard to do and not possible repetition. For example helay comet approaches the earth, the flowers become fruit changes, fotositesis process, natural disasters such as tsunamis. These things can not be repeated or can not be done directly. Then to visualize it in the learning process required a virtual learning resource.
We have a virtual learning resource is encountered. Although learning by virtual source can be computer software, internet or mobile phones, but the most widely used is the computer and the internet. This is certainly related to the capacity or capability of the computer and internet which is better than mobile phones. But with more advanced mobile dating period of to the virtual learning model will be more interesting.
Virtual learning resource is divided into two kinds of Internet resources and multimedia learning, although both are difficult to separate. Because of the Internet is a multimedia multimedia or otherwise developed by the Internet.
Terms of use of the Internet and computers as a source of learning there are 3 types of CAI, CAL and cbl. CAI (Computer Assisted Instruction) is a source of learning is a learning process that uses computer-assisted techniques. Or can also be said that learning to use computers as a source of learning. Characteristics of CAI is an interactive, computer self-study and provide guidance (in Rieber Purwanto, 2000).
CAL (Computer Assisted Learning) has the same meaning with the CAI. CAI and CAL both emphasized as a source of independent learning. In general, CAI and CAL only a matter enrichment.
While cbl (Computer Based Learning) is used as a learning computer (the bulk of the contents), some basic material used as the main thing. Cbl is suitable for distance learning (distance learning).

3.2. E-learning
As already explained above that the virtual learning resources in everyday life can be e-learning. E-learning can be defined simply as distance learning using the Internet as a source of learning. With the internet easily and cheaply in the community. Virtual learning resource in the form of e-learning can be an email or can also be a website.
Implementation of e-learning in Indonesia is already long enough, or distance education since done. Now e-learning was used for the purposes of higher education, secondary education and teacher education such as the Asian Internet Interconections Initiatives, APEC Cyber Education Network (ACEN), Southeast Asia Global Distance Education Network and owned OSOL Pustekkom.
Asian Internet Interconections Initiatives, is a coordinated network of ITB which was built in 1996. We have already 21 higher education institutions and the private land involved in this network that aims to Internet backbone for the development of education in the Asia Pacific region, the development of Internet technology for education, research and development of Internet information covering aspects of science, technology, culture, social and the economy.
APEC Cyber Education Network (ACEN), an Internet network that aims to reduce inequalities school teachers in the use of high level information and communication technology. This network is coordinated by the Research and Education Ministry. This network bridging the teachers to create a web magazine (webzine) article teachers scattered in Jakarta and Semarang Jigjakarta. Currently there are members of ACEN 50 high schools and vocational high schools both public and private (Hardjito, 2005).
Southeast Asia Global Distance Education Network, which became the subject of this is the Teaching Learning, Technologi, Policy and Program and Management. In this case serves as a coordinator Pustekkom IDLN (Indonesian Distance Learning Network) and as a server.
Pustekkom's OSOL, One School One Lab is a new program of Education Ministry through Pustekkom. The program announced that all secondary schools in the year 2009 should already have at least 1 piece of computer lab with Internet access. Current backbone network is being built to OSOL covers the whole of Indonesia by using fiber optic.

3.3. Virtual University
Virtual virtual university or university, in Indonesia has been established in 2001 which was held by the Foundation with the name of Indonesia risen risen University Indonessia program Teledukasi (MOM Teledukasi). All learning resources used either via the internet virtual or through multimedia.

3.4. On-line courses
is one of the virtual education via the Internet. One of the pioneers in online courses is the University of Petra Surabaya (www.petra.ac.id) who have done online courses for the field of international bussines management, accounting, electrical engineering, Bahasa literature, Civil Engineering, Instrial Engineering, Informatics and Visual Communication Design .
Educational Technology graduate Lampung University also began to use virtual courses in 2006, although still in the testing stage.
Pioneer high school level the use of on-line courses are SMUK 1 Sower and SMK 6 Jakarta country where teachers provide tasks over the internet both individually and in groups. In the discussion so that they formed a mailing list that enable the students to each other can be a discussion of on-line.

3.5. On-line tutorial
Online tutorial currently the most widely used is the Open University and Pustekkom through his e-dukasi.net. As the only university to hold distance learning Open University has been doing e-learning, and currently do penyelengaaran tutorial on-line via the Internet. In addition there are also several mailing lists for students to form good berdikusi with his mentor or between students.

3.6. Provision of learning materials
Several universities and private land has equipped its facilities by providing teaching materials, whether in the form of lecture material maupuan other materials intended to enrich the science knowledge of students. This material is a professor of writing, modules, adaptations of books, and processing seminar.
To complete the high school teaching materials especially for the high school has been developing an open Pustekkom module via the Internet.
One of the mainstay products of the E-Pustekkom dukasi.net. Contained in this website is a good teaching materials for teachers and for students. Categories currently available are junior high, high school and vocational. Content for primary schools and early education are being developed over.
In an e-dukasi.net available some learning materials in the form of basic materials, Module Online, Popular Knowledge, and Test Question Bank Competence. Material choices can be tailored to the needs and interests of students or teachers.

Basic materials, the subject matter there are some learning materials ranging from elementary, junior high, high school and vocational. These learning materials can be selected per subject and per-topic. These materials can be didown load and can be used by teachers as teaching materials in schools. The contents of the subject matter being developed together with the new basic material.
Online module, this module is a module originally printed self-learning materials for junior high and high school students is open. This material is then converted into digital and equipped with animation and links as a feature of teaching materials that are virtual. These modules can also didown load and can be printed in accordance with our needs.
Popular Knowledge, an item that provides the practical knowledge needed to know by the public. This knowledge will provide benefits to solving problems of everyday life is packed in everyday language.
Question Bank, is a collection of questions to test students in national exams. Kontenya also for elementary, junior high and high school. This question bank is online. Collections are available because more than 20,000 question consisting of the national exam, UAN, UN, SPMB, UMPTN and Sipenmaru. Each was given an answer key questions and discussion so that each student is doing about it can check the extent to which problems can be done.
Competency Test, test the ability to provide services to a particular material. Competency Test contains several questions to test the mastery or competence subjects each semester by the number of ditiap predetermined questions.

3.7. Electronic Library
Several prominent universities such as ITB and UGM has been providing electronic library or digital library is known as a network. One of them is idln.tib.ac.id which is an electronic library network of several universities both public and the private sector and various agencies penetian and development in Indonesia.

3.8. Electronic Books
One of the government programs in providing inexpensive book is an electronic book. These books are available in www.bse.depdiknas.gi.id. The books can be downloaded and printed for free. If there is going to publish the books must be sold according to the price determined by the government between Rp. 4000.00 up to Rp. 15.000,00.
Electronic book is intended for government programs to achieve quality education and mensukses compulsory 9 years of work. These books have been purchased by the government copyright in the 10-year period. Thus, publishers are selling books no longer need to pay the author rolyalti.
Although up to now is still very difficult to download the electronic book, but this is one of the breakthroughs that have been made by the government in providing cheap books. There are some weaknesses that have these programs is still very difficult as mendown load material must sometimes for hours to log in and download only 1 book title and eventually the book becomes more expensive than we buy in the market.
Besides, the current publisher kebanayakan are in Java so for distribution to areas such as Sumatra and the high cost would make the book difficult to be realized cheaply. This can be overcome if governments are willing and able to print school books in the area and distribute them so that the price has been determined can be achieved.
The third weakness most of the books purchased by the government's copyright was not from the books written by famous authors and experienced that sometimes teachers are reluctant to use the book. The government should buy the copyright to the writers who are well known and not a novice writer. Although these books have been getting an appraisal from a related party.

3.9. Computer Assisted Intruktion (CAI)
CAI is another form of e-learning has also been developed by several universities, especially the Open University. CAI is a form of Interactive Multimedia program for high school or to vocational. Source virtual learning with CAI dimaksukan for students or teachers that have not been able to enjoy a virtual learning resource directly through the internet. CAI usual dirangcang for students to berlajar ranging from slow-fast-learner and learner.
There are 2 types of multimedia that is currently developed curriculum approach and topic approach. This program is made by following the current curriculum by taking into account the level and education level of each topic by taking on a particular subject. Also included are also the examples found in daily life.
For the purposes of e-learning and Internet-based virtual learning, in fact technology owned quite a lot available. Various software for developing e-learning site is also fairly widely available in the market. One of the programs or software used to manufacture materials e-learning is the HTML (Hipertext Markup Language). We have also been available WSYWIG programs which the display is the same with the results. It's just as educational technology staff is more important than the HTML WYSWIG, because HTML is more technical and if there is the source of learning kendalam designed or made easily traceable.

3:10 is using Virtual Learning Resources
Virtual learning resources both in the form of a Multimedia or Internet has several advantages compared with books, audio, video or television. The most prominent advantage is the interaction. Students or teachers can interact directly with the source of learning is used.
Other benefits of learning resources can dipelajar repeatedly without restriction and changes (display) and can also get feedback (feed back). This is because the source of learning memungkingkan has provided an answer or an answer key.
According to Alan Chute from Lucent Technology mengelompokan this technology to the learning of model 3 (Hasan, 2001). In the model are as follows:
1. Model 1 Classroom Learning. Learning resource can be used for classroom use means of mass and the same time. This depends on the contents provider and the bandwidth provided. The greater the bandwidth capacity compared with the user provided the user will be more comfortable. It could be use in the same time in the same room, can also in the same time in different rooms.
2. Model 2 standardized Learning. Characteristics of standardized student learning is learning a different place. In this model the Internet and multimedia is the right solution. Every student who studies a different location because of the geographical position, where the school is far away, because they have limited time to work it can select a virtual learning resource access anywhere and anytime with ease. As an archipelagic state in the form of very large and with such geographical source is either a virtual learning and multimedia Internet is suitable to be developed and used.
3. Model 3 Just in Time Learning. This model also has the same cirri standardized model of good learning time, place or different ages, so will pebelajar complexity menambaha if met. This learning resource is accessible to cook for anyone according to their ability and their respective conditions.
According Kurniawati (2008) there are several ways the use of virtual learning resource utilization directly (on-line), use of indirect (off-line), model of learning in the classroom, model assignments, discussion groups.
Utilization of direct (on-line), Internet learning resources can be used directly or on-line. This can be done if there is a process where pembejaran available internet connection. Direct utilization can be performed classical and can be done individually.
Utilization of indirect (off-line), indirect use can be done if the school only has computer facilities and internet connection can not. Besides it can also be used if the internet connection is limited. Thus it can save expenses and payment of toll.
Model learning in class, class of learning models can also be done in two ways, namely the on-line and off-line depending on the conditions and circumstances in the field.
Model assignment, penugas model can also be done if the environment or the place where tinggai students or teachers available facilities and infrastructure to access the Internet and multimedia. This will increase significantly the ability of students because they have the time to learn a longer.
Discussion groups, discussion groups can also form on-line in chat forums or mailing lists. Thus problems understood and solved can be studied further discussion.

4. CONCLUSION
From the discussions that have been made available following conclusion:
1. Source learned by the virtual is a source of learning that comes from the Internet and multimedia. This study Sumberr designed in such a way that can make things difficult for real and repetition is not possible, a very long events, events that endanger, experiments that require expensive and others.
2. Pemanfaatkan source virtual learning may be done to Classroom Learning, Distance learning and time is just learning. Besides, a virtual learning resource can be used by way of direct learning, learning is not direct, model assignments, and discussion groups.

5. REFERENCES
Belawati, Tian. Et al. Education Open and Distance Learning, London: Open University.

Hardjito, 2005. Opportunities and Challenges E-Learning Implementation in Indonesia. Jakarta: Pustekkom.

Hasan, Taufik. 2001. The Role of ICT in Distance Learning, study materials for the seventh International Symposium on Open and Distance Learning. Jakarta: Pustekkom

Kurniawati, 2008. ICT Training Module for Teachers Materials E-dukasi.net.Jakarta: Pustekkom.

Purwanto, 2005. Interactive multimedia. Jakarta: Pustekkom.

www.e-access dukasi.net dated October 20, 2008

Access www.unila.ac.id October 20, 2008