Does Power Point Matter for Teaching and Learning Economics?

Khasan Setiaji

, Bagus Shandy Narmaditya

Universitas Negeri Semarang

Universitas Negeri Malang

Keywords : PowerPoint, Teaching and Learning, Economics

Abstract : Learning is a complex communication process between teachers and students in an education environment.

Thus, the teachers’ competence in designing learning, such as the utilization of learning technology is

greatly required in achieving effective learning. Economic sciences require some analytical instruments to

mathematically and graphically explain and prove the theories to provide better explanations regarding the

economic theories. PowerPoint for the economic learning media is greatly necessary to meet the

characteristics and nature of economics. However, the empirical conditions show that the utilization of

PowerPoint for learning is modestly packaged that the main purpose of PowerPoint utilization in the

communication process is not properly realized. This article strives to provide guidance on the utilization of

PowerPoint as an effective learning medium for economic sciences learning. There are some important

things to consider in making PowerPoint for learning, such as in visual designing, text, graphics, static

visual display, dynamic visual display, transitional effects, use of colors, layout, and audio.

1 INTRODUCTION

The Government Regulation of the Republic of

Indonesia No. 74/2008 on Teachers states that

teachers should have academic qualifications,

competencies, educator certificates, physical and

mental health, as well as ability to realize the

national education objectives (Indonesia, 2008). The

teachers’ competencies include pedagogical,

personal, social, and professional competence as a

whole. Pedagogic competence is the teachers’ ability

in learners’ learning management, at least consisting

of; (a) understanding the educational insights or

foundations; (b) understanding the learners; (c)

curriculum or syllabus development; (d) learning

design; (e) the implementation of educating and

dialogical learning; (f) utilization of learning

technology; (g) evaluation of learning outcomes; and

(h) learners’ development to actualize their

potentials.

Learning is a communication process that the use

of teaching media is considered essential in assisting

the learning achievement success. (Danim, 2008)

asserts that many research results have proven the

effectiveness of instrument or media utilization in

teaching and learning processes in the classroom,

especially in terms of improving students’

achievement. The limited number of media used in

the classrooms presumably becomes one cause of

the student learning poor quality. Various efforts

should be made to create a learning situation which

enables the students to obtain various learning

experiences by implementing all effective and

efficient learning sources and techniques (Rusyan,

A. Tabrani, 1993). In this case, teaching media is

one effective support in assisting the learning

processes.

One learning medium may be conducted to

overcome the above obstacles is through the

Microsoft program of powerpoint media. "Microsoft

PowerPoint is one most popular and widely used

application program for presentations in terms of

learning, product introduction, meeting, seminar,

workshop and so forth (Susilana, Rudi, 2009). The

utilization of Microsoft PowerPoint media in

economic learning has proven improving the

students’ learning outcomes and activities

(Maryatun, 2015). However, some studies show that

the utilization of PowerPoint in presentations is less

effective than Prezi and Oral Presentation (Moulton

ST, Türkay S, 2017).

Harvard’s Department of Psychology (Moulton

ST, Türkay S, 2017) recently published the study in

the journal PLOS ONE titled, Does a presentation’s

medium affect its message? PowerPoint, Prezi, and

oral presentations. Participants evaluated Prezi

Setiaji, K. and Narmaditya, B.

Does Power Point Matter for Teaching and Learning Economics?.

DOI: 10.5220/0008785400500055

In Proceedings of the 2nd International Research Conference on Economics and Business (IRCEB 2018), pages 50-55

ISBN: 978-989-758-428-2



Figure 1: Audience Members Ranked the Presentations

from Best to Worst

presentations as more organized, engaging,

persuasive, and effective than both PowerPoint and

oral presentations. In fact, PowerPoint presentations

were rated as no better than verbal presentations

with no visual aids at all. Users rated the three

formats on a scale from 1 to 5 in a few major

categories.

This finding was true for both live and

prerecorded presentations, when participants rated or

ranked presentations, and when participants judged

multiple presentations of different formats or only

one presentation in isolation. Presenters giving Prezi

presentations were also noted as being “more

knowledgeable and professional” by their audience.

Although PowerPoint is considered as one most

popular and widely used application program for

various presentation purposes in the learning

process. Practically, there are still many mistakes

found in designing PowerPoint for learning in order

to make an interesting presentation but the result is

in the other way around. The presentation becomes

unattractive and extremely boring. Many people

make various mistakes in designing their

presentation slides, such as (a) The slides are created

for presentation purposes; (b) The slides are wordy

and full of bullet points; (c) Slides are made with

irrelevant photographs or images; (d) Slides are

made with low quality photographs or images; (e)

Slides are made with weak color contrast; (f) Slides

are created by entering the actual data tables; (g)

Slides are created with excessive animations; (h)

Slides are made with 4D theater sound effect

(Sutomo, 2007).

From the above explanations, it is obvious that

teaching media are considered unavoidable

requirements in economic learning in order to

achieve the expected learning outcomes.

Consequently, the teachers should be able to play

their roles in selecting the right media and planning

based on the most appropriate techniques and

procedures. In facts, due to the phenomena found in

the field, many teachers do not perform and

understand the procedures in utilizing PowerPoint

for better learning results. If those phenomena are

not well-paid attention, there is a possibility that the

economic learning process may become less

optimal. This article explains how to create a

sophisticated PowerPoint for more effective

economic learning.

2 LITERATURE REVIEW

2.1 Learning Media

Figure 2: The Position of Media in Learning System

Regarding its process, education is considered a

communication. Learning process contains five

communication components consisting of teachers

(communicators), learning materials, learning media,

students (communicants), and learning objectives.

Thus, learning media are defined as everything used

to convey the messages (learning materials) in order

to stimulate the students’ attention, interests,

thoughts, and feelings in learning activities to

achieve the goals (Santyasa, 2007). The word

“media” is the plural noun of the word “medium”.

The medium may be defined as communication

intermediary or conveyor from the sender to the

receiver (Heinich et al., 2002). Media is one

communication component as a messenger from the

communicator to communicant (Criticos, 1996).

Berlo (1960) states that the message sender and

Does Power Point Matter for Teaching and Learning Economics?

receiver are greatly influenced by various factors,

such as communication skills, behaviors,

knowledge, the social and cultural system (Powell

and Powell, 2010).



Since the learning process is considered as a

communication process and occurs within a system,

learning media occupy an important position as one

learning system component. Without media,

communication may not occur and the learning

process as a communication process may also unable

to optimally occur. Learning media is an integral

component of the learning system. The position of

instructional media as a communication component

is shown in Figure 2.



Figure 3: Cone of Experience concept (Dale, 1969)

In selecting the media, (Winkel, 2005) states that

media are selected not only due to their

compatibility with the specified instructional

objectives, learning materials, didactic procedures

and student grouping forms, cost factor, equipment

availability, and time (availability factor), electricity

and technical quality (technical quality), classrooms,

and teachers’ ability to appropriately use the media

(technical know-how) are greatly required.

Accordingly, (Dale, 1969) classifies experience into

layers from the most concrete level to the most

abstract one that the classification is known as" cone

of experience".

Dales’ cone of experience is a tool to help

instructors make decisions about resources and

activities (Anderson, n.d.). The instructor can ask the

following:

a. Where will the student’s experience with this

instructional resource fit on the cone?

b. How far is it removed from real-life?

c. What kind of learning experience do you want to

provide in the classroom?

d. How does this instructional resource augment the

information supplied by the textbook?

e. What and how many senses can students use to

learn this instructional material?

f. Does the instructional material enhance learning?

2.2 Characteristics of Economic

Sciences

Economics is the science that deals with production,

exchange, and consumption of various commodities

in economic systems. It shows how scarce resources

can be used to increase wealth and human welfare.

The central focus of economics is on the scarcity of

resources and choices among their alternative uses.

Economics as a social science discipline is a science

that investigates how people manage scarce

resources (Mankiw, 2006). Economics as a science

adopts two methods for the discovery of its laws and

principles (a) deductive method and (b) inductive

method. In the deductive method, we start from

certain principles that are either indisputable or

based on strict observations and draw inferences

about individual cases. In the inductive method, a

particular case is examined to establish a general or

universal fact. Both deductive and inductive

methods are useful in economic analysis.

Figure out the general characteristics of

economic theory, there are several important

elements of economic theory as follows (Sukirno,

2003) :

a. The definitions explaining the variables in which

the relationship characteristics may be applied in

theory. Variables are important elements in each

theory. A theory actually aims at explaining how

an economic condition is determined. For

example, in price theory, it is explained that the

nature of the demands required by the buyers is

known with the law of demand. The law says "if

the price of an item changes then the number of

demands for goods will also change". It is clearly

seen that the theory/law of demand has two

variables, namely price and the demanded

quantity of goods.

b. A number of assumptions or segregations about

conditions which should exist that the theory

may apply well. Making assumptions is one

important condition in making theory in

economic sciences. It means that the theory

should simplify the actual events taking place in

the society.

IRCEB 2018 - 2nd INTERNATIONAL RESEARCH CONFERENCE ON ECONOMICS AND BUSINESS 2018

c. One or more hypotheses about the relationship

characteristics between variables. The hypothesis

is a statement of how the variables relate to each

other. The relationship characteristics are

classified into two groups: (1) direct relationship,

such as a state in which the variable value

changes move to the same direction. For

example, if people's income increases, their

consumption will also increase; (2) inverse

relationship, that is, when the variable values

change in the opposite direction. For example,

the price increase may cause the demand

decreases. Hypothesis plays an important role in

explaining a theory. A hypothesis is a functional

relationship which states about the relationship

characteristics between variables.

d. One or more predictions about the upcoming

applicable conditions. Making predictions is one

important part of economic theory. Economic

theory makes an important contribution in

analyzing the economic activities in the society,

explaining why certain events may apply and

what causes them to take such event forms.

Economic theory may also predict the applicable

conditions which may be utilized as a basis in

formulating strategies to improve an economic

condition. Economic sciences require some

analytical instruments to mathematically and

graphically explain and prove the theories.

Various efforts to provide more complete

explanations of economic theories may be

conducted with the mathematical and graphical

assistance.

3 RESULTS AND DISCUSSION

3.1 Effective PowerPoint for Teaching

and Learning Economics

PowerPoint as one of learning media may help the

teachers deliver the learning materials effectively,

moreover, regarding the materials of economic

theory deal with its characters and characteristics.

Thus, PowerPoint for learning presentation may not

be carelessly made. There are some aspects to

consider in making PowerPoint presentation for

learning, such as visual designing, text, graphics,

static visual display, dynamic visual display,

transitional effects, and use of colors, as well as

layout, and audio (Chee and Wong., 2003).

3.2 Designing Visual

Visuals that are well designed can also help motivate

students to learn by attracting and maintaining their

attention. Often complicated information and those

that are difficult to remember can be simplified

using appropriate visual. For example, diagrams

such as flowchart or timelines, can be used to help

the student organize, store and retrieve information

more easily. Teachers face facing numerous

considerations when dealing whit a visual problem.

3.3 Text

The choice of font, style, and size are important

considerations when selecting the appropriate

lettering or text to be used. Some guidelines to help

teachers with this task are as follows: (1) Font Type,

this should be consistent and harmonies with the

other elements of visual (Figure 4). (2) A number of

lettering styles, keep this to no more than two in any

static display or a series of related visual and make

sure that the two font types harmonize with each

other. If variations of a particular font (bold, italics,

underline and difference size) are to use, keep into a

maximum of four variations. (3) Use of capital, short

headlines or titles of no more than six words may be

written in all capital. However, for anything longer

than that, best legibility is archived by using lower

case lettering for all word, adding capitals only

where normally required. (4) Lettering color,

contrast lettering with the background. This makes

the words easy to see and read. (5) Lettering size,

choose a lettering size that when projected allows

good visibility even by the student seated right at the

back of the classroom. Usually, the minimum

lettering size for these is 24 point. (6) The spacing

between line, if lines of text are too close together,

they tend to blur out at a distance, while lines too far

apart will seem disjointed. For computer generated

paragraphs of text, a one- and –a- half line spacing

the best choice. (7). A number of lines, this depends

on the type and purpose of the visual.

ECONOMICS EDUCATION Economics Education

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Figure 4: Style versus Legibility of Lettering

Does Power Point Matter for Teaching and Learning Economics?

3.4 Graphics

Graphics refer to pictures and illustrations

which can be used in your visuals. Since graphics

can be in the form of static or dynamic (moving)

display, the discussions that follow will explore the

guidelines for using each type of graphics in your

presentations.

3.5 Static Visual Display

Therefore they can vary from realistic to graphic to

event abstract representations of the actual object. In

some instances, a photograph may have too much

detail within it, and a simple line drawing may be a

better choice. Another type of more abstract

representations that could be used includes

analogical visual and organizational charts. When

choosing your graphics, is also important to ensure

that it matches the next that goes with it. Do not use

pictures just for decorative purposes as they may

distract the learner from the main message.

3.6 Dynamic Visual Display

Dynamic visual displays include animation and

video. The can help students learn. Some guideline

for you to consider when using the dynamic visual

display in your presentations. (1) Replay feature,

consider providing the replay feature for the students

because they may not have been able to see the

animation or video clearly during their first viewing.

(2) Clarity, ensure that the visual quality of the

animation or video clip is good. They would be of

little educational value if the image is not focused.

(3) Support learning, the purpose of using dynamic

visual display is to help the student to learn better

faster. (4) Simplicity, short simple animations may

be more effective the complex ones.

3.7 Transitional Effects

There are many text animations features available

for users. Inappropriate use of animations can do

more harm than good to the learning process. It may

end up diverting the learner's attention to irrelevant

information, or it may illustrate concepts incorrectly.

Do not use text animations unless there is a good

reason to use it.

3.8 Use of Colors

Two considerations to keep in mind are color

scheme and color appeal. Select colors that effect

harmony rather than an annoyance. Since it is not

possible to present a color picture in black and white

print. Consider the emotional impact of color. For

example, highlight important information using red

or orange

3.9 Layout

The idea to establish an underlying pattern to decide

how the viewer's eye will move across the visual.

Consider the following factor as you decide on the

overall look of visual: (1) alignment of the graphic

and text element. Use this to show the clear visual

relationship between the main elements in the visual.

(2) Shape, the graphic and text elements can also be

arranged in a shape that is familiar to the student.

The circle is one of the most widely used shapes, as

it is often used in depicting the life cycle of living

things and the water cycle too. (3) Balance. A sense

of balance is achieved when the weight of the

elements in a visual is equally distributed on each

side of its vertical or horizontal axis. (4) Style,

choose a design style which matches your audience.

But as far as possible, choose to use an uncluttered

primary color design style rather than one filled with

complex imagery.

3.10 Audio

Some general guidelines for teachers to bear in mind

when including audio in their computer presentation.

(1) Learner control feature. When audio is used in

computer presentations, teachers should consider

providing features such as turn on, turn off and

replay to allow students to control the medium. (2)

Clarity, although most teachers do not have the

professional equipment to record voice, music

and/or sound effects, they still need to ensure that

the audio quality is good enough to serve its

purposes. (3) Audio quality, the recorded voice/

speech should be pleasant. The pace should not be

too fast or too slow. Monotones should be avoided.

(4) Comprehensibility, the teacher should avoid

using difficult vocabulary in their narration.

4 CONCLUSION

Nowadays, the utilization of technology in learning

is a great necessity. In a learning presentation, a

teacher should be able to present a real situation to

involve all human senses that the messages to

convey are well received. The research theories and

IRCEB 2018 - 2nd INTERNATIONAL RESEARCH CONFERENCE ON ECONOMICS AND BUSINESS 2018

results show that the right combination of audio,

visual and text in a presentation may bridge the

learning messages more effectively. The

combination may be performed through the use of

PowerPoint for the economic learning media. There

are some considerations in making PowerPoint in

learning, including the visual design, text, graphics,

static visual display, dynamic visual display,

transitional effects, and use of colors, as well as

layout, and audio.

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Does Power Point Matter for Teaching and Learning Economics?