No paper introduction Literature Review Research Finding/Discussion/Analysis Conclusion and

Method implication
1 An Investigation This research was in Paykoc (1991) and Simsek survey 1. From this journal I find that 1. Classroom
On Teaching Turkey. In Turkey All (2003) said that All materials method. teaching materials teachers and
Materials Used materials and and resources can be used to development can be used social studies
In Social Studies resources used for develop knowledge, skills, for create an active teachers
Lesson developing of the attitudes and values in learning, problem solving, should be
desired knowledge, students are regarded within critical thinking and encouraged to
By: Prof. Dr. skills, attitudes and the scope of teaching discovery. undergo an in-
Halil Ibrahim values in students are materials . 2. There is a positive service training
Saglam Sakarya. regarded within the To achieve this purpose, that correlation between using in order to
scope of teaching a teacher’s ability for using technology and increase the
materials. Teaching the technology will help them development teaching use of teaching
materials play an to develop their knowledge. materials. materials
important role in 3. According to the study, during social
making learning- It is also described by students indicated that the studies lessons.
teaching process in Pala (2006) investigated use of overhead projector 2. Teachers’
Social Studies courses primary teachers’ attitudes and projector brings some awareness
efficient, by towards educational kind of change and variety regarding the
presenting signs and technologies to the teaching, saves importance of
explanations to In other hands, a teacher must teaching from being technology
students and making use the various media while monotonous, and usage in
students comprehend they are teching so to develop contribute to establishing teaching and
these signs and a good material teaching lively, colorful and smooth learning
explanations. a good means to develop media in setting for teaching and process should
teaching materials can their syllabus learning. be increased.
help a teacher to 4. teaching materials made 3. Therefore,
provide a good lessons more enjoyable, any problems
learning-teaching increased motivation and related to
process, a good media provided enduring learning insufficient
with it’s lesson, process. usage of
assessment teaching
instruments. In materials in
 Turkey, development schools should
of social sience is an be resolved
important things that a qualitatively
teacher must do. and
The purpose of this quantitatively.
study is to analyze
the teaching Implication:
materials employed As a good teacher
during social studies must be develop
lessons on the basis their ability to
of certain variables. provide a good
materials by using
a learning
technology like
various learning
media, develop
it’s assessment
instrument to
create an active
learning process

2 Web-based The influence of According to Fisher (2007) Experimental 1. Most teachers interested to 1. Innovative
Tools for technology on the Logan and Scheffler (2009) method integrated web-based tools instruction
Designing and overall teaching said that The ability to for developing their relies on both a
Developing environment is incorporate information teaching materials. teacher’s
Teaching becoming more technology into instruction To research the teachers willingness to
Materials for pronounced. Most of has been deemed to be one of competence for designing engage in
Integration of the teacher interest to the most important web-based tools on designing
Information develop their ability professional competences of teaching materials, they innovative
Technology into by learn how to use teachers. were devided in two teaching plans
Instruction technology to do their Ertmer said that experimental class and and on having
job. It had been Researchers have identified control class. The access to
by Kuo En integrated as their several internal and experimental group was facilities for
Chang1, Yao professional external barriers to the given the system, and the helping achieve
Ting Sung , Hue
2 competence. adoption of technology, control group an Internet such innovation.
Tse Hau3 There are many threat such as teachers’ attitudes browser and word 2. teachers in the
to develop their and willingness, their processor. experimental
competence such as workload, the availability 2. The result shows that With group not only
such as teachers’ and accessibility of supplementary materials completed
attitudes and hardware and software, the results show that the better
willingness, their staff development, and experimental group instructional
workload, the institutional and technical received higher ratings materials, but
availability and support. than the control group in also their
accessibility of to evaluate the system, measures of material materials were
hardware and eight junior high school adequacy, depth, and more creative
software, staff history teachers were breadth, all reaching and diverse, and
development, and invited to participate in the significance level the overall plans
institutional and evaluation. This paper uses 3. Control class was difficult and materials
technical support. experts’ reviews and to implement Web pages were more
But most of the content analyses of with other Web page tools coordinated and
teacher face The lack teachers’ instructional like Front Page better
of software was not materials and interviews, structured.
designed specifically and concludes that 3. Only when
for instruction might instructional materials teachers believe
be one of the major produced by the system that their
reasons for the appear to be more coherent workload can
continued lack of and systematic, provide be reduced by
willingness to use deeper and broader using
information information for learning, computers and
technology. apply more adequate quality of
And also the usage of teaching strategies, and teaching can be
technology literacy lessen the design and enhanced will
development often fail development load on they be willing
to achieve the desired teachers. to increase their
results when teachers use of
 are over burdened computers for
with too much instruction.
additional work.
Implication:
1. Teachers can
generate more
ideas and
designed more
activities
reflecting their
individual
styles and
originality.
2. Future studies
will investigate
the usefulness
of the system in
a classroom
context and
other issues
related to
teaching
material design
on the Internet.

3.
3 Tittle: Developing teaching Sheldon, 2010: 245 said that Survey 1. To develop materials 1. Having
Materials materials, we need Material evaluation is a method teaching, there are many reviewed related
Evaluation And Syllabus, setting and dynamic process which is fundamentally needs or literature on
Development: learner needs. "fundamentally a subjective, formula. materials
Syllabus, materials need to be rule-of-thumb activity" where 2. The formula that must evaluation and
Setting And looked at within a "no neat formula, grid, or know such as the development, it
Learner Needs given context and a system will ever provide a evaluation of materials, is clear that not
syllabus derived definitive yardstick. learners needs, setting. only one should
Written By: from a specific It is also described by Rubdy 3. Material evaluation get benefit from
İrfan Sari1, approach. (2003:42), The main aim of consists of establishing a wide variety
Serkan Ülgü2, Setting is one of the evaluating materials pre-use, criteria for the of resources but
Süleyman Ünal3 key elements that according tois to measure the curriculum and its match one should
provide basics of potential of what teachers and to the syllabus. consider many
teaching materials. learners can do with them in 4. Except the adventage dimensions of
Although there is the classroom. above, to develop the evaluation to
limited information Materials is one of material teaching we must reach the
on the relationship of component in Syllabus and also review the teaching ultimate aim of
setting and materials. also looked learner needs. media , teaching approach teaching-
Material evaluation Yorio (2000:273) classified learning
consists of learner variables as; age, process.
establishing criteria cognition, native 2. It should be in
for the curriculum language,input, affective mind that
and its match to the domain education today’s
syllabus. background. Griffiths (2008) evaluations
Material syllabus also lists a variety of and materials
consist of variables such as will not be
Grammatical Maturational factors, Socio- sufficient for
syllabuse, Lexical affective factors, Cognitive tomorrow’s
syllabuses, Skills factors, Individual factors, setting. For
syllabuse, Functional- Situational factor. instance, just
notional syllabuse, decades ago
Content syllabuses, we had
and Task-based limited
syllabuses technology
related
materials but
now the amount
of “e-sources”
 is increasing
tremendously.

Implication:
1. For teacher
As a teacher who
teach student, it is
important to
evaluate the
teaching materials
are correct to their
nedds, their age,
their cognitive.
2. For the next
researcher
As a literature to
make a a same
research and can
develop the this
research.

4 Development of Mathematics is a Developing teaching Experimental 1. To analyze data, 1. In making

Teaching Materials discipline that was materials are produced methodology researcher invite a interactive
Based Interactive very important in interactive teaching materials : Model Mathematicians and teaching
Scientific Approach their daily lives. In based scientific approach. Development, mathematics teachers materials
towards the Concept addition to the materials that are used to Development who have experience in adapted to the
of Social Arithmetic efforts of teachers assist educators in Procedure, educating students and design of a
For Junior High is also important implementing the teaching testing understand the computer and
School Student government role in and learning activities in the product, curriculum, 2013. The mobile phone
improving the classroom. questionnaire result are mathematic screen.
Written by: quality of students’ An interactive teaching instruments expert 1 is 82.14% and 2. Preparation of
Abadi1, H mathematical materials can use mathematic expert 2 is teaching
abilities in multimedia combined with 92.86%. materials also
Pujiastuti2 Indonesia. Efforts contextual approach. 2. After testing expert and requires the
and L D have been made by Through the learning product improvement of ability of
Assaat3 the government model based interactive teaching materials, and researchers to
among others to multimedia intended to then do the test product operate the
enhance the make learning more against a small group computer to
curriculum. interesting, . It can be (limited test) and the support the
Curriculum is a set concluded that interactive result is 85.77%. manufacture so
of plans and teaching material is a form of 3. Learning curriculum that further
arrangements learning in this book-based emphasizes activity research is
regarding the software that provides observed in 2013 expected to be
objectives, content stimulus in the form of contains, ask, digging up ready in the use
and learning animations to users information / tries, of computer
materials as well as reasoning, inform technology.
the means used to 3. Based on the
guide the results of expert
implementation of testing and
learning activities limited testing
to achieve specific has been done
educational addressing that
objectives. interactive
Books or teaching
instructional material based
materials used in scientific
teaching the approach is fit
curriculum in 2013 for use in the
should correspond learning process
to the five stages of 4. Limited test
learning: to results obtained
observe, ask, try, show students'
reasoning, and response to
presentation. In the interactive
course curriculum teaching
in material based
2013 is still a lack scientific
of book that refers approach is
to the scientific good
approach to the
curriculum in 2013, Implication
it can be 1. For teachers
known by The only teaching
comparing the book materials
provided by the developed in
government with the social arithmetic
books sold in public material so
places expect further
teachers develop
interactive
teaching material
based on a
scientific
approach to the
subject of another
2. For
researcher
for researchers
who want to
develop further
teaching
materials, it is
advisable to
increase the
population in a
limited test.
3. For next
 researcher
Researchers who
wish to further
develop this
materialis
advisable to
increase the
exercises more
challenging and
should be tailored
sequence material
level of difficulty
so that students
feel more
challenged
5. Development ofLiang, Xin & Kim According to Stiggins (2002), Research and 1. The result of the study is e-ATLMS has
web based Creasy, (2004) both types of assessments Development discussed with respect to many applications
assessment inexplained that Web- play an equally important the research questions. that can help
teaching and based assessment role in the school as the 2. the expert reviewer’s facilitate the
learning allows teachers to information obtained can opinion on the system and teachers in
management system design assessments provide feedback on the its ability to provide planning,
(e-ATLMS) develop a question extent to which an outcome knowledge and skills in organizing,
bank and provide has been mastered. the management of the preparing,
By :Hamsiah formative or Therefore, teachers can find assessment. Apparently administering,
Mohd Dahalan, summative tests out about the weaknesses and the three systems and implementing
Raja Maznah Raja online. strengths and potential of a assessment experts agree assessment and to
Hussain Web- based student and take appropriate on the system’s get instant
assessment is the best actions. capabilities in providing feedback. Most
way to identify the Assessment plays a vital knowledge and skills in importantly e-
needs of students and role in education. When the management of the ATLMS allows
to encourage them to assessment is conducted on assessment students to
move forward, all aspects of education it 3. From the table expert, it collaborate with
provided the teacher will help to showed that the e-ATLMS others and to
is able to link identify the current status is able to assist teachers in reflect on their
students to good and allows for further process of teaching and learning.
sources and planning for educational learning materials and Among the
references for improvement. In the assestment questions can elements that can
learning. classroom teaching and be assessts immediately. be formulated in
The purpose of this learning, assessment is used 4. The system is suitable for the use of e-
study is to develop a to determine whether use in teaching, learning, ATLMS are that e-
Web-based teachers' teach and students' and assestment outside the ATLMS can help
Assessment in learn. classroom. teachers in:
Teaching and According to Wiggins (1990) 5. The strenght of this system 1. Involving
Learning assessment is the process of is Test can be done at any students
Management System identifying, obtaining and time for questions is actively in
(e-ATLMS), using providing useful information available all the time learning
Internet as a medium for the decision to consider objectives.
of teaching and the options available to us. 2. Providing
learning assessment Therefore, according to opportunities for
which helps teachers Morgan & Watson (2002) students to make
to manage and through the assessment of self-assessment
prepare test questions teaching and learning, and reflection.
and assess student teachers, students, parents, 3. Delivering
learning. administrators and feedback to help
education planners will students make self-
have a sound basis for correction.
improving the effectiveness 4. Providing
of teaching and learning. opportunities for
This information can be feedback dialogue
managed, recorded, (between the peer
interpreted and reported and teacher-
using a variety of methods, student).
tools and techniques 5. Encouraging
development of
confidence,
motivation and
 positive self-
esteem.
6. Providing
opportunities for
students to explore
new knowledge.
7. Providing
opportunities for
teachers to build
teaching and
assessment when
appropriate.
8. Familiarizing
students to answer
questions within
the stipulated
assessment.
9. Ensuring that
teaching and
assessment
provided taking
into account the
syllabus.
10. Involving
pupils fully in all
learning activities
and assessments.

6 The Development of Learning that student Mind mapping was a way Research and 1. Development of mind 1. Based on
Mind Mapping need was not only noted by developing visual development mapping in flood material research that
Media in Flood about repeating the learning style that uses using ADDIE model have has been done,
Material using ideas, but the learning words, lines, colors and many phases namely: it could be
ADDIE Model was able to explore symbols to maximize brain Analysis purposed to find concluded that
 the ideas of students. power to remember all the out the problems faced the media mind
The purpose was they information. by students or teachers, mapping was
By: Sri Adelila have ability of Mind mapping is a medium and to determine developed in
Sari1 creativity and ready that can be used to enable whether the study that five stages,
to deal with the students gather more was developed media was namely
Halimatun
problems of flooding detailed knowledge without needed by students or analysis,
Sakdiah2
in the future. based knowing the hierarchical teacher. design,
on condition where structure of the concept, there 2. Design to order to attract development,
their age who still is a more inclusive concept students in recording and implementation
relatively teens it on the top of map, getting to considering in teaching and evaluation.
made them still very the bottom of the structure of learning so that would 2. The Results of
fresh and still eager the map show specific produce a fun learning the validation
to learn new things. concept Mind mapping states concept.Development to by experts
Therefore, it was meaningful relationships validate the design. showed that
necessary a media between concepts are linked Implementation To the mind
that made student by words in a semantic unit distributed paper and mapping a
interested to learn it. (Sustramawati, 2008) colour pencils to students viable media
One of the various According Sugiarsana, to support the manufacture used and the
media that can be (2015) that ADDIE models of their mind mapping. results of
used to provide consist of Analysis, Design, Evaluation of the results students' mind
material and measure development,Implementation, obtained by the mapping made
students' Evaluation. assessment of the mind to facilitate
understanding is mind Suprijono, (2013). mapping media and mind students in
mapping. According Flooding can be mapping was made by understanding
to Subiyono ( 2010), interpreted as an event students. the material
he said that the brain overflow of water 3. Based on the phases of flood. In
is able to receive above normal cannot ADDIE was done. It was connection.
information in the return quickly absorbed concluded that The
form of images, by the land surface obtained results of the Implications
symbols, images, path. feasibility study media
music, and other Buzan'si Mind Map 1. for teachers
related functions amounted to 82.1 per cent to use the
right brain. Mind included in the category media mind
 mapping media is a of good or feasible. The mapping on
combination of response of students to other materials
writing and drawing study media was found to deemed
that combines the be 83 per cent included in necessary.
functions of the brain both categories, and the
simultaneously and level of mastery learning 2. For next
are related to each outcomes of students was researcher
other , so that the 92.8 percent which is For researchers
right brain and the left categorized as excellent who want to
brain will work category. Based on some make a R&D
optimal. previous studies it could research is
be concluded that the recommended
media mind mapping was to develop this
very feasible and effective teaching media
for use in learning. and develop
with other
media.

7 Tittle: economic Based on There are four reasons for Experimental 1. Economic education a place to conduct
education laboratory Permendikbud No. 49/ the importance of the research laboratory used to study experimental and
Initiating a 2014 of National practicum (Woolnough and the strategic economic investigative
Meaningful Standards for Higher Allsop; 1985). First, decision making. activities,
Economic Learning Education section IV laboratorium generates Economic learning by economic
through Laboratory. the learning process in learning motivation. utilizing the laboratory education lab
higher education Through laboratory helps in facilitating makes it easier
By: should be interactive, activities, students are given lecturers and students to for students to
holistic, integrative, the opportunity to satisfy the explain various economic understand and
Leny scientific, contextual, urge of curiosity and want to concepts, facilitate master the subject
thematic, effective, be. This principle would understanding for the matter being
Noviani1*, collaborative and support the practicum where lectures, mastery of the studied or
student-centered. students discover knowledge material being studied, delivered by the
Budi Eko Laboratory in through exploration. Second, and develop thinking lecturers. As for
Economic Education develop basic skills in skills. The roles of the teachers,
Soetjipto2,
Studies Program at the consucting experiments. economic education teaching and
Institute of Education Doing an activity that many laboratory can be as a learning activities
Muhammad of Teaching (LPTK) experiments conducted by source of learning; which is carried
Sabandi3 largely covers the scientists. To perform this educational methods; and out in the
laboratory for business experiment, it takes some education infrastructure. laboratory
practices such as basic skills such as 2. Learning in the laboratory provides easier to
shops, banks, taxes, observing, analyzing and will develop the transfer convey the
mini office, and the communicating the lab of knowledge related to concepts that are
stock exchange. results to understand the application of less controlled by
economic concepts. Through innovative learning the student,thus
Richardson (1957: practicum, students are models that are useful for reducing the
70) said that the trained to develop basic LPTK graduates, possibility of
laboratory has several training skills in particularly for Economic occurrence of
functions: experimenting with their Education program. It can verbal student,
1. can generate the ability to perform the also be used as laboratory and make
sorts of problems activity and practice and simulations to apply teaching more
to be solved, observe carefully and economic competencies interesting, not
2. a good place for interpret experiments. to support the learning boring, which in
students to do Third, the lab becomes a process in economics. turn can develop
experiments, rides for learning the The economic subject their
training, scientific approach. becomes more skills and success
demonstration or Through practicum, meaningful if the learning teaching of
other methods, students like a scientist is conducted by economics itself.
3. pioneered the who is conducting experimenting.
development of experiments, they are
attitudes, good required to formulate the
habits and skills problem, designing
that are useful. experiments, interpret the
data acquisition, as well as Implication :
communicate via the report
that should be made. Fourth, For teacher
the lab can support the teachers are
subject matter. These expected more
activities can be concluded often to use
that the lab can support laboratory for
students' understanding of economic learning
the subject matter, practice to avoid
particularly economic monotonous
concepts which are abstract. learning so that the
learning process is
all the necessary laboratory more active.
studies program can support
the learning process, For next
including courses for researcher
Economic Education.
However, in the Economic The next
laboratoryEducation researchers are
Program at the Institute of expected to make a
Education of Teaching research and the
(LPTK) largely covers the development of the
laboratory of business relationship of the
practices such as shops, using of laboratory
banks, taxes, mini office, for economic
and the stock exchange. learning and
While laboratory for teaching process
practices related to the
concepts of economics as
well as to practice the
learning economy does not
exist.
Economic education
laboratory is a resource to
solve problems or conduct
experiments related to
 competence in economics.
This laboratory consists of
an enclosed space or open
space. A closed space is
equipped with a variety of
equipment that is designed
in a variety of situations that
can be controlled, especially
equipment and supplies to
carry out a simulation of
economic activity

8. Transforming the This research want to There is Cheah's opinion that Survey According from the previous According that
economics explain about design the discipline of economics is methodology research, researcher take a research, after
curriculum by of curriculum. Meyer catering to an ever fresh approach to the curriculum re-
intergrating and Land, 2005 sayed diversifying student and curriculum re-dsign. There is design, the
threshold concepts that teachers need to students can get transferrable fresh re-sequencing of the teachers do the
consider what ideas skills into careers. Like the existing. In the design of good teaching and
are troublesome for introduction, Meyer and Land curriculum, the important learning to the
some learners to make give statement threshold thing is activity of learning students and other
knowledge less concepts are transformative, and teaching. Teacher uses important about
troublesome integrative and troublesome the model of instructional application of
concepts and then curriculum especially economics and knowledge in the
designed with it as the quide look the content . take-home
to structure the content. assignments.
Curriculum has
been transformed
by integrating
threshold concepts,
promotes an
enhanced student
experience by
making the more
 course of
economics.
IMPLICATIONS
Techers look at
design's
curriculum and
teach the students
well in order to
students get more
information and
konowledge.

9. Integrating The purpose of this Savery (2006) said that PBL is quantitative data showed that 1.classroom
Technology and research is to develop a well-established inquiry- research participants designed observations are
Problem-based and test a PBL oriented instructional activities using the IA, both needed to
Learning: A technology-oriented method, originally during and, for some, up to determine the
Mixed Methods profes- sional developed in medical six months after the congruence
Study of Two development that education, and now used in professional development. between teacher
Teacher helps teachers find K-12 and higher education in designs and how
Professional high-quality online both formal and infor- mal Teachers from both those designs are
Development learning resources settings. enactments had positive ultimately used
Designs and use them to changes in their knowledge, in the classroom.
design effective PBL According to the meaning experience, and confidence
2.teachers are
activities for their of PBL above, PBL is about technology
needed to
students devideb into carefully integration.
determine
selected and sequenced
qualitative findings suggest whether or not
authentic problems, a
that presenting technology- the ability to
learner-centered approach,
skills concurrently is engage in more
teachers acting as facilitators
preferred when the goal is to discussion is
or guides, and learners indicative of a
promote a more extensive
working in small groups to deeper
solve problems, gather understanding
 information, report findings, and eventual use
and reflect. of these
respective
In learning by design, technology and
teachers acquire relevant pedagogy skills.
skills and knowledge as they
find solutions to their design
problem.

10. Influence of This study was in practical monograph Survey This study applied PBL to Though practical
problem based Taiwan the research emphasizes the practicality of methodology a practical monograph monograph was
learning strategy on focus is to analyze the vocational education and course of business originally intended
enhancing student’s implementing of PBL expects to meet the standards Action management education in as a lecture-type
industrial oriented on industrial and of industrial development . reseach technological and vocational course, after
competences practical knowledge The research themes are institutes. applying PBL to
learned ;an action and skill acquisition preferably related to the Both qualitative study and practical
research on learning on vocational issues that in- dustries intend quantitative study were monograph, the
weblog ananlysis education bissuness to explore. Therefore, conducted were pleased instructional
and management. And ‘‘Practical monograph’’ when recognizing students’ activity became
also to understand courses are integrated project attentive learning and growth more interesting
the actual thoughts studies which satisfy the of learning outcomes and enhanced the
and gratification of actual needs of industries. according to teachers’ students’ learning
business and PBL is an instructional teaching journals. outcomes
management teachers activity that can motivate After PBL, students’
after including PBL in students toward an By applying the
industrial-oriented compe- PBL approach in
practical monograph educational approach of tences revealed significant
course teaching. ‘‘learning to learn’’ the practical
differences in pre-test and monograph course,
post-test. It showed that PBL the teaching and
is a preferred teaching learning strategy
approach to train the was proven to
learners’ high level of actually
thinking competence encourage
students to learn
proactively, and
cultivate them
with critical
thinking and
problem solving
knowledge, skills
and attitudes to
accumulate
industrial- oriented
competences for
their future career
Implication:
Teachers can
implement
individual guid-
ance or adjust
course content
and teaching
approach
according to
students’
competences.
Thus, students
can be equipped
with industrial-
oriented
competence
needed by the
workplace
before
graduation.