Teacher's Role in Applying Audio Visual Media in Science Learning

The problem in this study is "Can using the Numbered Head Together learning model improve the ability to read aloud students in class III SDN 1 Bone Raya Bone Bolango Regency?" The purpose of this study was to improve the students' ability to read aloud through the Numbered Head Together learning model in class III SDN 1 Bone Raya, Bone Bolango Regency. The method used in this research is Classroom Action Research (CAR) which is carried out in 2 cycles. Data collection techniques in this study were in the form of teacher activity observation, student activity observation, interviews, tests, and documentation. Initial observations of the students' average ability in reading aloud (33%) or 5 students who completed and (67%) or 10 students who had not finished. In the implementation of the first cycle class action, only 11 students (73%). In the second cycle increased to 13 people (87%). From the results of the research and discussion carried out, the research on Students' Reading Aloud Ability through the Numbered Head Together Learning Model in Class III SDN 1 Bone Raya, Bone Bolango Regency increased.


INTRODUCTION
The teacher as a teacher does not only play a role in transforming knowledge through the learning process, but also involves fostering the awareness and mental development of students. Teachers play a role in education, especially knowledge transfer in learning, teachers are educators and teachers who are directly related to students. Learning in elementary schools requires teachers who are creative in mastering the material provided, able to select parts that will be used as teaching materials, in other words, science learning education in elementary schools requires teachers who have teaching skills and manage classes well (Daldjoeni, 2016). Innovative and creative teachers will be able to use learning methods and media that can actively involve students and student-centered learning. Soekanto (2006) Role is a "part" played by a person or part of the main task that must be done. Poerwadaminta (2007) Role is something that is part or who holds the main leadership. Kompri (2015) Teachers are adults, who because of their role are obliged to touch education with students to achieve the desired goals. The teacher is an educator who is not only a distributor and transfer of the nation's culture to the next generation, but more than that, namely mental builder, forming morals and building a good and integral personality, so that its existence will be useful for the homeland and nation. of teachers in learning include, (a) teachers as educators, (b) teachers as managers, (c) teachers as supervisors, (4) teachers as innovators, (e) teachers as motivators.
Teachers have a very important role in the world of education, especially during teaching and learning activities, because basically students need the role of a teacher to help them in the process of self-development, optimizing their talents and abilities. The success of the teacher is also supported by the media used as a tool in conveying information to students.
According to Uno (2012) media is a "communication tool used to carry information from a source to a recipient". After understanding what is called media, then what is called learning media. Sumiharsono et al, (2017) stated that media are various types of components in the environment of students that can stimulate them to learn. Meanwhile, Susilana & Riyana, 2009) argue that media are all physical tools that can present messages and stimulate students to learn. There are two main functions of learning media that we need to know. The first function of the media is as a learning aid, and the second function is as a learning resource.
According to Malik (1994), Learning Media is something that can channel messages that can arouse students' interest, attention, thoughts and feelings to carry out learning activities in achieving certain learning goals (Sabri, 2017). Learning media requires equipment or hardware to convey messages and the most important thing is information or messages conveyed through these tools (Susilana & Riyana, 2009). Therefore, in choosing learning media, the teacher must adjust it to the material and pay attention to the characteristics of the media.
This media can collect every student's learning ability. According to Hamalik (2016) which states that audio-visual media is a representation that is presented in reality, through the senses of sight and hearing whose purpose is to convey information or material to students (Warliah, 2018).
According to Sudjana (2005) Media is a means to improve teaching and learning process activities. Hamalik (2016) suggests that the use of media in the teaching and learning process can generate new desires and interests, generate motivation and stimulation of learning activities, and even bring psychological effects on students. Sudjana (2013) states that the benefits of media in learning are: (1) attracting students' attention to the material presented, (2) reducing or even eliminating verbalism, (3) helping students to gain learning experiences, (4) limiting limitations. space, time and environment, (5) direct contact between students and teachers, and (6) help to overcome differences in learning experiences based on the economic background of students. Another classification of media that is easy to learn is the classification compiled by Heinich et al in Uno (2014) as shown in the following table. Using audio-visual media in science learning, teachers must be creative and have innovations in developing learning so that learning looks fun and not boring. The indicators that the teacher must pay attention to when teaching using audio-visual media, especially in learning science in the classroom (Sardiman, 2014: 145). including (a) activities of teachers and students in the learning process, (b) Application of audio-visual media in science learning, (c) Difficulties and obstacles in the application of audio-visual media.
The teacher's role in the use of audio-visual media is the implementation of the teacher's role as a mediator. As a mediator, the teacher should have sufficient knowledge and understanding of educational media, because educational media is a communication tool to make the teaching and learning process more effective. Conceptually, the teacher's role in the learning process includes many things including informatory, organizer, motivator, director, initiator, transmitter, facilitator, mediator, and evaluator (Wardani, 2015). Audio visual media is one type of learning media that can be used in the learning process. According to Samir (2013: 48) audiovisual media are media that have sound elements as well as image elements. This type of media has better expertise, because it includes both auditive (hearing) and visual media

METHODS
The type of research used is qualitative research according to Moleong (2007), namely research that intends to understand the phenomenon of what is experienced by the research subject by way of description in the form of words and language, in a special context that is natural and natural. using various scientific methods. Malinda (2018), is a study designed to obtain information about the status of a symptom when the study was conducted, no treatment was given or controlled and there was no hypothesis testing.
This research was conducted in the fourth grade of SDN 07 Duhiadaa, Duhiadaa District, Pohuwato Regency. The time of the implementation of this research is in the even semester of the 2020-2021 academic year. This research describes the role of teachers in applying audio-visual media to science learning in class IV SDN 07 Duhiadaa, Duhiadaa District, Pohuwato Regency.
Data collection was carried out by researchers to obtain data that was treated, including observations, interviews and documentation. Observation is a systematic activity of symptoms that are both physical and mental. Interviews were conducted directly, namely holding questions and answers with respondents such as teachers and students and supported by other data. Documentation is done by looking at the data that will be used to describe specifically the role of the teacher in applying audio-visual media to science learning in class IV SDN 07 Duhiadaa, Duhiadaa District, Pohuwato Regency.

RESULTS AND DISCUSSION
Results of Research on the Role of Teachers in Applying Audio Visual Media to Science Subjects at SDN 07 Duhiadaa, Duhiadaa District, Pohuwato Regency. The results of observations on the learning process in the classroom are supported by tools such as LCD/projectors as learning support so that students better understand the material given by the teacher. The process of learning activities carried out by teachers has a positive impact on student learning outcomes because of the presence of a teacher who is responsible for class conditions and the atmosphere in the classroom so as to create a conducive learning atmosphere. the teacher's role in using audio-visual media at SDN 07 Duhiadaa The teacher as an educator is to direct students to the level of maturity and personality in line with the learning objectives. The teacher as the main actor in increasing student learning motivation is very large. This research.
The results to be achieved in the study used several indicators, namely as follows; (1). Activities of teachers and students in the learning process, (2). Application of audio media in science learning, (3). Difficulties and obstacles in the application of audio-visual media.
Activities of teachers and students in the learning process Information related to teacher and student activities using audio-visual media, based on interviews with HR as a fourth grade teacher, stated that: "Learning is always active, and the activities of teachers and students during the science learning process are very supportive in terms of implementation in the learning process, and electronic suggestions used in schools are also available. Before doing learning I prepare learning materials and always pay attention to the stages or stages. learning activities to be carried out.
A similar thing was conveyed by AR respondents (students) on February 2, 2021. He said that: "I am active in participating in the science learning process in the classroom, the science learning process is fun, the teacher delivers science material very easy to understand".
Teachers also often use audio-visual media in learning especially in science learning. This is due to the availability of adequate facilities and infrastructure at SDN 07 Duhiadaa in the form of LCD/Projectors, Lebtops, Sound Systems, etc. which can support the teaching and learning process in the classroom by paying attention to the stages or activities in learning.

Application of audio media in science learning
The learning process carried out by each educator cannot be separated from various efforts to improve the quality of learning itself, where the ultimate goal of all of that leads to the achievement of learning outcomes that have been formulated. The results of interviews conducted by researchers with respondents "HR" class IV guardian on the date he explained that: "Often, but must adjust the theme of what will be discussed, taking into account the time, and the facilities and infrastructure available"The use of audio-visual media in learning also helps teachers in delivering subject matter to students. So that it can achieve the learning objectives. As stated by respondent 'AB' homeroom V.
"The learning process for science subjects usually uses audio and visual media. Because the use of these media reaches the very good category in delivering the subject matter. The learning media is more easily accepted, thus helping students understand and capture the subject matter that the teacher conveys".

Difficulties and Obstacles in the Application of Audio Visual Media
The teacher applies several strategies in developing audio-visual learning media at SDN 07 Duhiadaa, namely choosing the media that is most appropriate to the material, the media used is easy for students to understand. However, not everything in its implementation can run smoothly, there are also obstacles experienced by teachers when using audio-visual media in the learning process. Based on an interview with the fourth grade teacher 'HR' respondent, he said; "Although I always teach using audio visual media, I still find it difficult in class. It's like having to calm down the students who are fighting for it because of the media that I display" Another difficulty experienced by teachers when using audio-visual media in the learning process was as stated by respondent 'AB' class V teacher, he said that "that is, it is difficult to choose the media that is most appropriate to the material, and the media used is easy to understand by students, the duration of the video or short film so as not to spend a longer time".
Teachers in the world of education have a complex role in the lives of their students. The teacher's role as an educator is to instill attitudes, values, and behavior through exemplary attitudes and behavior of oneself or what is learned from others to be instilled in students.
The role of teachers in the learning process using good strategies, especially in choosing learning media, as was done by researchers to examine the role of teachers in using audio-visual media in science learning at SDN 07 Duhiadaa, Duhiadaa District, Pohuwato Regency.

Teacher and student activities in the learning process
Basically the use of audiovisual media in science learning is quite effective, this can be seen from the activities of teachers and students in the learning process that occurs at SDN 07 Duhiadaa school. By using audiovisual media, most students are enthusiastic in participating in learning. This is also supported by existing facilities and infrastructure such as LCDs, laptops, as well as other facilities and infrastructure. The teacher has carried out learning according to the stages, so that students feel happy and comfortable to learn.

Application of Audio Visual Media in Science Learning
The use of audio-visual media in science learning has been carried out by SDN 07 Duhiadaa teachers, this is supported by electronic devices such as LCDs and laptops, of course also internet networks. Students feel happy and have interest and motivation in learning, they are very enthusiastic to learn, especially in science learning, because science learning should have a lot of material that cannot be explained in front of the class, but in its implementation it must be supported by media that can provide understanding to students especially audio-visual media.

Difficulties and obstacles in the application of audio-visual media
In practice, the use of audio-visual media at SDN 07 Duhiadaa is rather difficult in choosing the video that best fits the material, of course the material provided must be easy to understand by students, as well as the rather long duration of the video, which makes students feel bored. The duration of the video or short film so as not to spend more time. This results in difficulties for teachers to manage time. In addition, combining the use of audio-visual media with other learning methods, such as discussion methods, question and answer methods and also lecture methods and scientific approaches that are often used in 2013 curriculum learning. so that it becomes a problem for teachers to use audio-visual media. However, this is still natural, and easily overcome by the teacher. The use of audio-visual media is still one of the suitable media in learning science in the classroom. Audio visual media provide information for students as well as a communication tool to provide a good understanding of students because students feel happy and have an interest in learning and eliminate student boredom. The teacher also makes it easy to convey material through audio-visual media

CONCLUSIONS
The teacher's role in applying audio-visual media in science learning is that in its implementation it has used audio-visual media, this can be seen from the activities of teachers and students in the learning process that are in accordance with the stages in learning, and are supported by existing facilities and infrastructure, especially electronic devices used such as LCDs and Leptops, as well as the existing internet network. The use of audio-visual media in science learning makes students feel happy and interested in learning, even though there are various difficulties faced by both teachers and students, but it is still natural and can be overcome such as selecting videos that match the material, the duration of the material is quite long. , as well as the internet network and voice are intermittent. Teachers can still overcome this. This is what is called the teacher's role is highly expected in the learning process, especially the science lessons studied.