ELEMENTARY Islamic Teacher Journal

E-ISSN : 2503-0256 / ISSN : 2355-0155

Volume 9 Nomor 1 Januari - Juni 2021 (PP. 57-74)
DOI: 10.21043/elementary.v9i1.10001
Diakses di : http://journal.iainkudus.ac.id/index.php/elementary

THE DEVELOPMENT OF POP-UP BOOK LEARNING

MEDIA IN PANCASILA MATERIALS BASED ON LOCAL
WISDOM AT ELEMENTARY SCHOOL

Muhamad Afandi
Sultan Agung Islamic University, Semarang, Indonesia
[email protected]

Sari Yustiana
Sultan Agung Islamic University, Semarang, Indonesia
[email protected]

Nofita Puji Kesuma

Sultan Agung Islamic University, Semarang, Indonesia
[email protected]

Abstract
The Development of Pop-Up Book learning media in Pancasila Material
Based on Local Wisdom at second grade of Elementary Schools was
conducted to find out its feasibility, practicality and effectiveness. This
study used the ADDIE (Analysis, Design, Development, Implementation,
and Evaluation) model. At the Analysis stage, interviews, material analysis
and student needs are carried out. Then, at the design stage, namely the
selection of product formats and images are conducted. The development
stage is carried out by validating the expert validator. Furthermore, the
Implementation stage was tested on students and the Evaluation stage
was carried out by pretest and posttest to determine the effectiveness of
students. Based on these five stages, the development of Pop-Up Book
Learning media resulted in the feasibility of learning media with a score of
0.90 which was obtained by four validators, then the practicality of the Pop-
Up Book learning media got a value of 90.8%. The effectiveness of using
the Gain Test was 0.45. and get the “moderate” criteria. Based on these
results, the Pop-Up Book learning media is declared feasible, practical and
effective in learning.
Keywords: Learning Media, Pop-Up Book, Local Wisdom, Pancasila.

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Abstrak
Pengembangan media pembelajaran Pop-Up Book pada Materi Pancasila Berbasis
Kearifan Lokal di Kelas II Sekolah Dasar untuk mengatahui kelayakan, kepraktisan
dan keefektifannya. Penelitian ini menggunakan model ADDIE (Analysis, Design,
Development, Implementation, dan Evaluation). Pada tahap Analisis dilakukannya
wawancara dan analisis materi serta kebutuhan siswa, Kemudian pada tahap
design yaitu pemilihan format dan gambar produk. Tahap Development dilakukan
dengan uji validasi kepada validator ahli. Selanjutnya tahap Implementation di
ujikan kepada siswa dan tahap Evaluation di lakukan dengan Pretest dan Posttest
untuk mengetahui keefektifan siswa. Berdasarkan kelima tahapan tersebut
Pengembangan media Pembelajaran Pop-Up Book menghasilkan kelayakan media
pembelajaran dengan skor 0,90 yang didapatkan oleh empat validator, Kemudian
pada kepraktisan media pembelajaran Pop-Up Book mendapatkan nilai 90,8%
serta keefektifan menggunakan Uji Gain sebesar 0,45 dan mendapatkan kriteria
“sedang”. Berdasarkan hasil tersebut media pembelajaran Pop-Up Book dinyatakan
layak, praktis dan efektif untuk digunakan dalam pembelajaran.

Kata Kunci: Media Pembelajaran, Pop-Up Book, Pancasila.

INTRODUCTION

Education has become an important aspect in human’s life.   Through

education, people can develop insight, knowledge, values and character as well
as the cultural inheritance. Therefore, educators should prepare appropriate
methods in teaching to promote successful education especially in this era of the
industrial revolution 4.0 (Maghfiroh et al., 2020; Wahyuningsih & Susanti, 2020).

Curriculum is an educational plan, handles and guidelines regarding the

type, scope, and content and process of education. The curriculum is seen as a
tool designed to achieve the expected goals. The curriculum was developed as a
guide to direct students to become qualified in facing the challenges of every era.
Efforts made by the government are updating the Unit Level Curriculum into the
2013 curriculum. It is included in the curriculum of the Minister of Education and
Culture Regulation No. 69 of 2013 that “prepares Indonesian citizens to have the
ability as individuals or citizens who are productive, loyal, creative, innovative
and effective and can contribute to the lives of the community, nation and state”.
It is this cultural literacy and citizenship that must be introduced from an early
age because students must know Indonesian culture, customs, beliefs, race, and

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ethnicity (Ahsani & Azizah, 2021). The 2013 curriculum is directed at preparing
students to be more productive, in the form of books, pictures, tapes, video
recorders, computers. Teaching materials such as teacher books and student
books were prepared by the government in order to support the curriculum 2013
(Ahsani et al., 2020). The use of appropriate media will improve the quality of
good and meaningful learning, and help students understand material that is
difficult to understand (Maghfiroh et al., 2020). At elementary schools, teachers
have an important role in making it happen through classroom learning, including
the teacher being able to develop lesson planning, carry out learning and also
conduct learning evaluations (Afandi et al., 2021).

Based on an interview with one of the Gebang Sari 01 Elementary School

teachers on November 26, 2019, it shows that the level of interest of students in
the material is not maximal. The use of learning media is still lacking and only
using books making students get bored. The delivery of Pancasila material was
done by giving examples of Pancasila behavior and using the lecture method.
Moreover, students tend to be less interested and do not understand how to apply
the values of Pancasila in their daily lives. From the results of the interviews, the
writers attempted to create and develop an innovative book media to make it more
attractive and effective in the material Pancasila, namely Pop-up book media.

The Pop-up book is a three-dimensional element with movable parts so that

it gives the appearance of an attractive image. According to (Devi & Maisaroh,
2017) “The appearance of the Pop-Up book is very interesting because it has three-
dimensional elements and kinetic motion”. The use of Pop-up Book media can
grow and stimulate students in their learning because each page of the Pop-Up
Book provides illustrations with interesting surprises. This can also encourage
the desire of students to read and understand the material, especially Pancasila
material. Efforts to cultivate Pancasila material can be used in various ways,
namely by instilling the spirit of Pancasila in students through local wisdom.

A number of studies in accordance with the use of pop-up book have been
conducted by some previous researchers. Recently pop-up book can be used as
a media in teaching and learning process (Colidiyah, 2018; Praheto, 2018; Sari &
Suryana, 2019; Wulandari et al., 2020). Besides, pop-up can be used as media to
improve students’ understanding of science (Safri et al., 2017). In addition, pop-

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up can be used as an alternative to improve learning autonomy among students

(Elmunsyah et al., 2019). Referring to it, some studies explore the pop-up book
in teaching science, language, mathematic without correlating to local wisdom.
This present study explores more about the use of pop-up book as a learning
media to teach Pancasila by considering local wisdom.

METHODS

This study used Research and Development (R & D) combining qualitative and
quantitative methods” (Najib, 2018). In the field of education, products produced
through R&D research are expected to increase educational productivity, namely
graduates with a large number, quality, and relevance as needed (Haryati,
2012). The developed products have been tested for effectiveness by experts to
match the goals achieved.

This research design uses the ADDIE Model model. According to

(Barokati & Annas, 2013), the ADDIE Model, which stands for Analysis-Design-
Development-Implementation-Evaluation, is one of the models that guides the
development of effective, dynamic and supportive learning. In line with this
statement, the ADDIE model is also arranged in order with systematic activities
as a means of solving learning problems related to learning resources according
to the needs of students’ characteristics (Tegeh & Kirna, 2013). Then it can be
concluded that the ADDIE model can be an effective model guide and supports
efforts to solve various learning problems according to student needs.

The research model ADDIE consists of 5 steps (Tegeh & Kirna, 2013),
namely (1) analysis (analyze ), (2) design (design ), (3) development, (4)
implementations and (5) evaluation. Activities with the ADDIE model basically
have a relationship between one another (Benny & Pribadi, 2014). The Research
used by this model is done in stages and in order to achieve the desired goals.

The data collection techniques used in this study were in the form of
interviews, questionnaires and tests. Interviews were conducted to obtain initial
data and to guide the development of Pop-Up Book media. The questionnaire was
given to the validators, students and teachers in order to find out the feasibility and
practicality of the media. Then, the test was used to determine the effectiveness of

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students in using Pop-Up Book media. The data analysis technique is to do book
feasibility analysis, practicality analysis, and effectiveness analysis.

RESULTS AND DISCUSSION

The results of developing learning media were obtained using the

ADDIE model. The ADDIE model consists of 5 stages, namely analysis, design,
development, implementation, and evaluate. The descriptions of the stages are
as follows:

Analysis Stage

At this stage, a needs analysis and development of the Pop-Up Book media are
needed. At this stage of the analysis, namely performance analysis and Need
Analysis. (a) Performance Analysis; Performance analysis at this stage is done
through observation and interview to the teachers. (b) Need Analysis; Based
on a needs analysis, the necessary development of instructional media Pop-
Up Book based on local wisdom was used to help teachers improve the taste of
interest and understanding of the learning Pancasila material in order to achieve
the intended learning objectives.

Design Stage

Based on the analysis above, that the need for further development of
instructional media is designing teaching media. The design stage consists
of the following: (1) Compilation of material, preparation of the material in
the development of instructional media tailored to the core competencies
and core competencies of the problems experienced by students is a lack of
understanding on the matter of Pancasila. (2) Format and image selection, the Pop-
Up book learning media format based on local wisdom is in an attractive design.
In selecting the format and images used according to the needs of low-grade
students by providing illustrations so as not to be boring. Details of the learning
media format, namely: (a) Pop-Up Book Media has an attractive design style, (b)
Pop-Up Book Media has A3 size, (c) Pop-Up Book Media has a 3-dimensional
shape, (d) Font size according to low students is easy read, (e) Pop-Up Book

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media using clear illustrations, (f) Learning media printed on ivory paper. (3)
Initial Design, learning media are designed in the format according to what has
been designed. Media Pop-Up Book is designed using CorelDraw application.
In the design, you must choose the accuracy of the color and the accuracy of
the illustration so that it is easy to see and. At the design stage, you must also
adjust the accuracy of the location to make it balanced. Material adjustments and
cultural elements are highlighted

Development Stage

At this stage the draft is generated from the design stage. Then the draft
is validated by expert validators for revision or improvement in order to
meet the product’s feasibility before being applied to the subject in the field;
(a) Writing instructional media, The writing of learning media is prepared
based on several aspects of assessment, namely suitability, arrangement,
balance, color, readability, attractiveness, goodness, and cultural identity. (b)
Expert Validation, In the draft of instructional media Pop-Up Book finished
further validated by Mrs. Nuhyal Ulia, Mr. Mohammad Ramdoni,
Mrs. Djuni, and Mrs. Saginem. Validation is the study of an action in the proof to
products designed through research. The feasibility of the product in development
is assessed at the validation stage. The assessment in this study was carried
out by four validators and also provided suggestions and input for product
improvement. Media validation of 12 statements to the 8 indicators conformance
statement consists of learning objectives, arrangement, balance, color, easy to
read, draw, containing the virtues, and has the advantage of identity. The input
of the four existing validators of capitalization should be read obviously. The
use of the letters is clearly easier for students to read the content of the material
in the medium of learning. The Pop-Up Book is still visible from the outside
when the Pop-Up Book is closed so there must be design improvements to make
it interesting. Instructional media Pop-Up Book gets revised and input in order
to enhance the learning media before being tested in the field. (c) Revision,
the revision stage contains suggestions and input from the four validators for
the perfection of the media prior to the implementation stage of the revision,
including the use of letters must be read clearly; Before the revision, the part
of page Pop-Up Book still uses letters Ebrima with font size 20. Then after revising

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the Pop-Up Book page, the Cooper Black typeface is bigger and thicker, which is 25.
The use of these letters is because these letters become clearer and more visible.

At the stage of developing the pop-up learning media, the integrated

Pancasila material with local wisdom is found on page 1 there is a picture of
the Garuda bird as the basis for the state symbol. On this page, the Garuda bird
is made into a pop-up shape in the middle position. On page 1, there are also
symbols and sounds of Pancasila. Pop-Up book is made into boxes so that it can be
drawn lengthwise like a comic strip. On page 2, there is an example of practicing
the first precepts, namely Godhead in One God. This section shows examples of
practicing the first precepts in everyday life and examples of practicing precepts.
On page 3, there is the practice of the second precept, namely Just and Civilized
Humanity. On page 3, the page design is the same as the previous page, which
is an example of practicing precepts 3 in everyday life. There are also examples
of the Perelek Beas Tradition in West Java and the Ngejot Tradition in Bali as
examples of local wisdom. On page 4 there is the third precept practice, namely
the Indonesian Unity. This page also shows an example of practicing the 3rd
precept and examples of local wisdom. On page 5, there is the practice of the fourth
precept, namely Democracy Led by Wisdom in Representative Consultations.
On page 5, there is a practice of precepts with class conditions. There are also
examples of local wisdom, namely the King in North Sulawesi and the Tradition
of Election of Tribal Leaders in Papua. On page 6, there is the practice of the 5th
precept, namely Social Justice for All Indonesians. The design of this page is the
same as the previous page, such as the practice of the last precepts, namely the
5th precepts. There are examples of the practice of precepts and local wisdom,
namely the Nugal Tradition and the Marakka ‘Bola Tradition.

Implementation Stage

This implementation stage is carried out at Gebangsari 01 Elementary

School in class 2B with a total of 10 students. The implementation schedule is
described in the following table

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Table 1. Product Implementation Schedule

Date Aktivities
Monday, September 21, 202 Pretest
Tuesday, September 22, 2020 Treatment I
Wednesday, September 23, 2020 Treatment II and Posttest

The pretest was conducted to find out the students’ initial understanding
so that the researcher could find out the increase in students before after the
treatment by using learning media with local wisdom-based Pop-Up Books.

The treatment with the use of instructional media with Pop-Up book based
on knowledge to the class 2 do with the treatment two times in a row. The
treatment was carried out twice in a row. The treatment was carried out with 10
students for 2 treatments with a time of 6x35 minutes.

Student opinion regarding the treatment using instructional media with

Pop-Up Book based on local wisdom is that if the book is making students
interested in the book Pop-Up Book for a book of his own designed many colors
there are also illustrations. In the Pop-Up Book there are also advantages over
ordinary books, namely that it can display 3 dimensional shapes and can provide
a surprise when opening it. When the student is interested in the Pop-Up Book,
the student will understand and be interested in learning.

Evaluation Stage

At the stage of the evaluation carried out post-test and evaluation by the
students and teachers who have been using instructional media Pop-Up
Book wisdom-based local. (a) Post-test, the post-test was conducted to determine
whether there was an increase in students’ understanding of concepts before and
after the treatment. Based on the post-test results and then compared with the pre-
test results, there is an increase in student learning outcomes. Some students
experience a significant increase in learning outcomes. (b) Teacher Response,
the teacher’s response is an evaluation process carried out by the classroom
teacher, namely, Djuni, through a questionnaire. There are 10 statements
that must be filled in by the teacher which consists of four aspects, namely
suitability, design, color, and interest.   The teacher’s response gets a score of 49

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out of 50 maximum scores. The score is referenced in the form of percent, namely at
98% with the category “Very Good”. (c) Student Response, Evaluation by students
was carried out by 10 students by filling out a student response questionnaire
after the treatment was completed. There are 10 statements with four aspects,
namely suitability, design, color, and interest that must be answered by students.
Qualitatively, the students did not provide any input to the media. The maximum
score of the statements that must be answered by all students is 454. The treatment
results obtained a score of 90.8% with the category “Very Good”.

Data Analysis

Data analysis was carried out to conclude the validation results, student and
teacher responses, and student cognitive test tests; (a) Validation Test Analysis,
after the validation test was carried out by four validators, it was necessary to
analyze the data to draw conclusions from the four validators regarding the
feasibility of teaching materials. The validation test contains the results of the
recapitulation on each statement with the following indicator aspects:

Table 2. Table of Validation Records for Each Indicator

Number of Validation Average of each Overall

Indicator
Statements Results indicator average

As intended learning 1 1,00 1,00

Settings 2 0,81 0,81

Balance 3 0,93 0,93
Color 4 0,93 0,93
5 0,68
Easy to read 0,80
6 0,87
7 1,00
8 1,00
Interesting 0,90
9 0,75
10 0,87 0,90

Contain goodness value 11 0,81 0,81

Having a good identity 12 0,93 0,93

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Based on the elaboration that has been described, the average limit of the
media eligibility is <0.41. From Aiken’s formula, it is obtained that the average
number of Pop-Up Book learning media is 0.90 with the “Very valid” category.
So it can be concluded that the Pop-Up Book learning media is said to be feasible
as a medium for learning. (b) Practicality Test Analysis, The practicality test was
carried out by teachers and students through teacher response questionnaires and
student responses. The results of filling out the teacher response questionnaire
obtained a score of 49 out of 50 maximum scores with the percentage formula
(Yuliandari & Wahjudi, 2014). Based on the results of the percentage of feasibility
obtained by 98%, it can be concluded that the learning media with the Pop-Up
Book is in the “Very good” category. So it is said that this learning media is
“practical” to use. While the practicality test was carried out by students through
student response questionnaires and obtained an average score of 454 out of
500 average maximum score or 91%, it was concluded that the learning media
obtained the “Very Good” category and that the “Practical” learning media was
used. (c) Effectiveness Analysis, ana lysis effectiveness test do so via pre-test
post-test. Test functions to determine whether the effectiveness of instructional
media with Pop- Up Book is effective to help teachers improve students’
understanding of the material Pancasila. The pre-test results got the total value of
39 and the number of the post-test score was 67. In the analysis of the effectiveness
using the t test with the following criteria. If Sig > 0.05, then H0 is accepted, If Sig
< 0.05, then H0 is rejected.

Tabel 3. Paired Samples Correlations

N Correlation Sig.

Pair 1 Preetest & Posttest 10 -,048 ,896

On the table Paired Samples correlations obtained Sig> 0.05 with Sig = 896. So
with that can disimpulk a n that, 0,896 > 0,05.

with the result that H0 is received. The meaning is considered to be no

different and not significant.

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Table 4. Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Difference Sig. (2-
Std. Std.
Mean Error t df tailed)
Deviation Mean Lower Upper

Pair Preetest -
-2,800 1,229 ,389 -3,679 -1,921 -7,203 9 ,000
1 Posttest

In the Paired Sample Test table, the sig = 0.000, is obtained, because the
criteria for Sig < 0,05, H0 is rejected. This means that there is a difference between
Pretest and Posttest and it is considered different. Then it is considered more
effective. The average scores obtained from the pretest and posttest were 3,9 and
6,7 with a difference of 2,8.

Discussion

This study aims to determine the development of products, feasibility,

practicality, and effectiveness of instructional media Pop-Up Book. The objectives
of this study are outlined in the discussion, namely:

Learning Media Development

Development of instructional media Pop-Up Book using the model

of ADDIE development. The ADDIE stage includes analysis, development,
implementation, and evaluate. A similar ADDIE has been done by (Rofiqoh et al.,
2020) by producing a product in the form of a Match Space Adventure game . In
these studies, the product of development of instructional media was developed
to achieve the effectiveness of which is similar to previous studies.

The first stage carried out in this research is the analysis stage to formulate
the problems experienced by teachers or students. Through observations and
interviews, it was concluded that the problem faced by the teacher was the lack of
attractive learning media in learning so teachers and students needed interesting
learning media so that students were not bored with learning and understanding
the material, especially Pancasila. On other problems apart from the material,

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namely the lack of media that contains elements of local wisdom in introducing
the culture around students. The problems analyzed are then formulated to find
solutions and solutions to the problem. The solution that is considered appropriate
is the need for the development of learning media and based on local wisdom.

In developing the learning media, it begins with designing and compiling

the contents of a jar material. Stage design begins with creating the concept
of instructional media itself, Media Education which will be designed by
researchers is the instructional media Pop-Up Book based on knowledge of local
On stage is a medium of learning is in line with KI and KD in order to achieve the
goal of learning the importance. Then choosing an attractive format and image
according to the needs and characteristics of low-grade students in order to assist
in understanding the material to be delivered.

Next is the development stage, namely by collecting material, designing the

content and format of the learning media to produce a complete draft of teaching
materials. The difficulty in this stage is the design time. The design of teaching
materials uses the CorelDraw application and takes a long time to produce a
complete Pop-Up Book draft with a variety of colors, illustrated and attractive
images. Furthermore, the resulting draft was validated by four validators, namely
Mrs. Nuhyal Ulia, M.Pd., Mr. Muhamad Ramdoni, M.Pd., Mrs. Djuni, S.Pd., and
Mrs. Saginem, S.Pd. From the statement, each validator consists of 8 indicator
aspects with each obtaining results using Aiken’s formula.

Validation of teaching materials ju g a generating some input from the

validators of which is the use of the letters are clear and also Pop-Up look untidy
because it still looks Pop-Up Book that out of the book .Next is the stage of
development produces learning media l a horse valid to then be applied to the
research subject. The learning media was tested on 10 grade students to determine
the practicality and effectiveness of the teaching materials. Same as with research
by product by using the same model (Masturah et al., 2018) who determine the
effectiveness of the implementation phase in products Pop-Up Book . The test
conducted for three days in a row starting with giving a pre-test to the second
treatment. From the evaluation stage, results and conclusions will be obtained
regarding the practicality and effectiveness of teaching materials.

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Feasibility of learning media

The feasibility of learning media is carried out with a validation test. Then
fill out a learning media assessment questionnaire which has 12 statements with
8 criteria for answer choice indicators. Feasibility assessment be some learning
media rated on a facet of which is conformity, arrangement, balance, color, easy
to read, draw, containing the virtues, has the advantage of cultural identity.
The tests demonstrate the suitability indicator gained 1.00 learning objectives
with ka t e gori very valid. In the regulatory indicator, it is obtained 0.81 with a very
valid category. The balance and indicators get 0.93 with very valid criteria. Then
the readability indicator obtained 0.80 with a valid criterion. Interesting indicators
are obtained 0.90 with very valid criteria. While the indicators contain good
values and have the advantage of obtaining identities, respectively, are 0.81 and
0.93 with very valid criteria as well.
Of test validation d i did by four validator indicates that learning media with Pop-
Up Book based on local wisdom “worthy” to be used with very valid category.

Practical Learning Media

The practicality of the learning media was assessed using a questionnaire for
teacher responses and student responses. The teacher response questionnaire and
student responses have 10 questions with 6 types of assessment indicators, namely
suitability, color, readability, attractiveness, contain goodness values and have the
advantage of identity. The teacher response questionnaire produced a percentage
of 100% on the indicator of suitability of learning objectives and got the “very good”
category. The color indicator gets a percentage of 80% in the “good” category. The
readability indicator was rated “very good” with www w a percentage of 100%.
Then an interesting indicator is obtained a percentage of 100% with the category
“very good”. Meanwhile, indicators contain values of goodness and indicators
have the advantage of having the identity of each obtaining 100% and the criteria
are “very good”. If collected as a whole, the teacher’s response questionnaire on
learning media with Pop-Up Book gets a score of 49 with a percentage value of
98%. Furthermore, the questionnaire responses from 10 grade 2 students resulted
in an average score of 45.4 with a percentage of 91%.
It is similarly conducted by research of Pramesti (2015) with the same
development, namely Pop-Up Book and received a very good student response of

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4.31 categories. The results of the student response questionnaire for each indicator
were indicators according to the learning objectives category “very good” with a
percentage of 82%. Color indicator with the category “very good” percentage of
100%. The readability indicator obtained a percentage of 91% in the “very good”
category. Then the attractive indicators yielded 89% in the “very good” category.
While the indicators contain good values and have the advantage of identity,
respectively, get a percentage of 90% and 98% and get a “very good” category.

The Effectiveness of Learning Media

Pop-Up Book learning media can be said to be effective if there is an increase

in students ‘understanding of Pancasila material seen from the students’ pre-
test and post-test scores. In this study, the pretest and posttest scores were 39 and 67,
respectively. From the pre-test and post-test data that were tested on   10   students, it
turned out that these two activities were not related to one another. This can be seen
from the results of the paired samples correlations test obtained sig. A total of 0.896> 0.05
means that there is no relationship between activity 1 and subsequent activities. In
addition to the relationship between the Pre-Test and Post-Test activities, based on
data from 10 students taken as a sample, the difference in Pretest and Post-Test scores
has a significant difference. From the Pre-Test with an average of 3.9 and Post-Test
with an average of 6.7 there is a difference of 2.8. This significant difference means
that students who receive special treatment with Pop-up Book learning media in the
learning process have a higher average score than students who have not received
special treatment. Without the paired samples test, it was clear that there was an
effect. This is reinforced by the opinion of (Marliani; et al., 2017) that “the test criteria
are accepted if T count < T. table and rejected if T.Count >T.table”. The results of the
paired samples test obtained are sig. (2-tailed) of 0.896> 0.05, which means that it is
accepted. There is a significant difference between the mean value before treatment
(Pre-Test) and the mean value after treatment (Post-Test). In the Paired Sample
Test table above, the sig is 0.000. Then the criteria for Sig <0.05 can be obtained, so
it can be obtained that H0 is rejected. In Sig (2-tailed) it gets 0.000 <0.05 so that H0
is rejected, meaning that there is a difference between Pretest and Posttest and it is
considered different and considered more effective.

By obtaining the significance of the number of pretest and posttest and there
is no qualitative revision, it can be assumed that the Pop-Up Book learning media
stage has reached the final stage as the final product of development.

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The media used in learning in elementary schools is the ability of the teacher
to innovate to make or choose the right media according to the material and needs
of students, the learning media used by the teacher greatly determines the learning
process and student learning outcomes in cognitive, affective, psychomotor aspects,
this is appropriate with the results of research conducted by (Muskania et al., 2019)
that learning media can improve learning outcomes. According to (Hanik, 2020) that
the implementation of learning is always related to changes in behavior as a result of
the learning media used. According to (Setyoningsih, 2015) states that using internet
learning media makes learning more interesting and interactive between teachers
and students. Learning media according to (Mujab, 2015) that media is one of the
tools for teachers to understand students about the material presented.

The development of the Pop-Up book learning media is a learning media

that integrates Pancasila material with local wisdom, making it easier for students
to get to know various cultures in Indonesia .

CONCLUSION

The development of pop-up book learning media based on local wisdom

using the ADDIE model, was declared feasible from the results of the validation test
by four validators by getting an average score of 0.90 in the “very valid” category.
“practical” local wisdom is used in learning. The score on the teacher response
questionnaire is 49 with a percentage of 98% in the “very good” category. Student
response questionnaires get an average score of 45.4 with a percentage of 90.8%
in the “very good” category. “. The effectiveness test was obtained by comparing
the pre-test and post-test results. The number of students’ pre-test scores was 39
while the post-test scores were 67. There was an increase in the number of scores
of 28 with the t test. Then the criteria for Sig <0.05 can be obtained, so that Ho
can be rejected. Sig (2-tailed) gets 0.000 <0.05 so that Ho is rejected, meaning that
there is a difference between pretest and posttest and it is considered different and
considered more effective. The suggestion is the need of another theme that can
be carried out in the development of learning media for Elementary Schools and
Islamic Primary Schools. The results of this development can be used as a reference
in developing instructional media. The resulting products are expected to benefit
teachers, students and schools and Islamic schools.

Elementary, Volume 9, Nomor 1, 2021 71

 Muhamad Afandi, Sari Yustiana and Nofita Puji Kesuma

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