Pop-Up Book Media on Animal Life Cycle Topic

Jurnal Ilmiah Sekolah Dasar Volume 5, Number 3, 2021 pp. 434-442 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://ejournal.undiksha.ac.id/index.php/JISD/index Pop-Up Book Media on Animal Life Cycle Topic Ni Made Radha Dwi Goestiani1*, I Made Citra Wibawa2, Ni Wayan Rati3 1,2,3 Prodi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia ARTICLE INFO Article history: Received March 08, 2021 Revised March 11, 2021 Accepted July 30, 2021 Available online August 25, 2021 Kata Kunci: Media, Pop-Up Book, Daur Hidup Hewan Keywords: Media, Pop-Up Book, Animal Life Cycle This is an open access article under the CC BY-SA license. Copyright © 2021 by Author. Published by Universitas Pendidikan Ganesha. ABSTRAK Kurangnya kreativitas guru dalam mengembangkan media pembelajaran yang sesuai dengan karakteristik siswa membuat pembelajaran menjadi kurang maksimal. Oleh karena itu perlu adanya suatu pengembangan media yang cocok dalam suatu pembelajaran. Tujuan penelitian ini untuk mengembangkan media pop-up book pada topik daur hidup hewan. Jenis penelitian ini yaitu penelitian pengembangan. Model yang digunakan adalah ADDIE. Subjek penelitian ini 1 orang ahli materi, desain, media, 2 orang praktisi, dan 5 orang siswa. Metode yang digunakan untuk mengumpulkan data yaitu observasi, wawancara, dan kuesioner. Instrument yang digunakan untuk mengumpulkan data yaitu kuesioner. Metode dan instrumen yang digunakan yaitu ranting scale. Teknik yang digunakan dalam menganalisis data yaitu analisis deskriptif kualitatif dan kuantitatif. Hasil analisis menunjukan media pop-up book yang yang dikembangkan mendapatkan kualifikasi sangat baik dari para ahli dan siswa. Jadi, media pop-up book pada topik daur hidup hewan layak untuk digunakan dalam proses pembelajaran dengan kualifikasi sangat baik. Implikasi pada penelitian ini adalah Media pop-up book dapat dimanfaatkan untuk meningkatkan pengetahuan pembelajaran IPA. ABSTRACT The lack of teacher creativity in developing learning media that is by the characteristics of students makes learning less than optimal. Therefore, it is necessary to develop suitable media in learning. The purpose of this study was to develop a pop-up book on the topic of animal life cycles. This type of research is development research. The model used is ADDIE. The subject of this research is one material, design, media expert, two practitioners, and five students. The methods used to collect data are observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. The method and instrument used is the twig scale. The technique used in analyzing the data is descriptive qualitative and quantitative analysis. The analysis results show that the developed pop-up book media received excellent qualifications from experts and students. So, the pop-up book media on animal life cycles deserve to be used with excellent qualifications in the learning process. This research implies that pop-up book media can be used to increase science learning knowledge. 1. INTRODUCTION Science is one of the 2013 elementary school curriculum (Gunawan et al., 2019; Hasibuan et al., 2020). This content is learned in an integrated manner with other content into a theme. Nevertheless, the learning process for science content still needs special attention (Hasibuan et al., 2020; Suryandari et al., 2018). Ideally, the science content learning process is carried out by scientific inquiry to develop students' scientific attitudes, which include: critical thinking skills, creativity, logic, initiative, good communication, and understanding of concepts that can be applied in everyday life (Permatasari, 2017; Suryantari et al., 2019; Widyanto, 2017). These abilities must be developed in children so that later students can overcome various challenges at school and in everyday life (Lavi et al., 2021; Rovers et al., 2018; Sung, 2017). Learning that prioritizes applying concepts to everyday life makes learning meaningful (Chauhan, 2017; Kenedi et al., 2018; Lian et al., 2020). However, in reality, the learning process for science content in the field is very contrary to what is expected. The observations carried out from December 2, 2020, to December 4, 2020, at SD Gugus IX, Buleleng District, showed that the learning process for science content was still focused on teacher explanations. The use of media in the learning process can be said to be still very lacking. Furthermore, Corresponding author *E-mail addresses: Jurnal Ilmiah Sekolah Dasar Vol. 5, No. 3, Tahun 2021, pp. 434-442 435 from the interview process, it was found that the cause of the lack of media use was the limited availability of learning media by the topics being studied. Several studies have stated that the cause of students' lack of enthusiasm in learning is due to the lack of application of models and the use of learning media (Diyantari et al., 2020; Hastuti et al., 2019; Kusumah et al., 2020). On the other hand, teachers find it challenging to present material because teachers do not use learning media (Antari et al., 2019; Pratama & Retnawati, 2018). This is, of course very far away when compared to the ideal science learning process, namely student-centered learning and utilizing learning media by the characteristics of the material and students. If this problem is not immediately addressed, it will undoubtedly impact the decline in the quality of the science learning process and the quality of the graduates produced. Innovation in the learning process is a must in realizing the learning process. This innovation can be started by shifting the learning paradigm from teacher-centered to student-centered (Gunawan et al., 2019; Setianingsih et al., 2019). Student-centered science learning positively affects student creativity (Huang et al., 2020; Perignat & Katz-Buonincontro, 2019; Silberman et al., 2021). Developing a learning process centered on student activities is tantamount to building the passion and willingness of students to learn. In this effort, the teacher has a crucial role in organizing the learning process (Febriana et al., 2018). Learning media is one of the right tools in building students' passion for learning (Asrial et al., 2020; Handayani et al., 2021). Knowing a learning media and understanding how to use it can help teachers increase student activity and effectiveness during the learning process (Kurniawan et al., 2017). In addition, the use of appropriate learning media will facilitate and maximize the achievement of learning objectives (Jabri et al., 2020; Nilayanti et al., 2017). One of the efforts that can be done to overcome the problems above is to develop learning media that can foster student enthusiasm in learning. One of the media that is considered appropriate to be developed is a pop-up book on animal life cycles in science content. Pop-up book media are media such as books complete with pictures, and some parts will move or (...truncated)