Supporting the Use of Flipbook Learning Source (FLS) in the Merdeka Curriculum to Provide Quality Teaching Materials

Bubungan Tinggi: Jurnal Pengabdian Masyarakat http://ppjp.ulm.ac.id/journals/index.php/btj/index e-ISSN: 2722-3043 p-ISSN: 2722-2934 Vol 7 No 1 2025 DOI: https://doi.org/10.20527/btjpm.v7i1.13082 Supporting the Use of Flipbook Learning Source (FLS) in the Merdeka Curriculum to Provide Quality Teaching Materials Iwan Wicaksono1, Sutarto1, Slamet Hariyadi2, and Indrawati1 Science Education, Faculty of Teacher Training and Education, University of Jember, Jember, Indonesia 2 Biology Education, Faculty of Teacher Training and Education, University of Jember, Jember, Indonesia 1 Article Info Article history: Received: July 25, 2024 Revised: November 25, 2024 Accepted: January 16, 2025 Keywords: Flipbook learning Merdeka Curriculum Source Teaching materials This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License © 2025 Bubungan Tinggi: Jurnal Pengabdian Masyarakat Abstract The Merdeka Curriculum is a diverse intra-curricular learning framework that maximizes content to allow learners ample time to understand concepts and strengthen competencies. This curriculum demands independence and creativity in teaching and learning, necessitating engaging and effective educational media. The FLS offers innovative solutions for creating interactive and engaging digital teaching materials. This study aims to assist teachers at Ma'arif Perintis 04 Senior High School in Tempurejo Village, Jember, in utilizing and implementing FLS to develop quality teaching materials in the era of the Merdeka Curriculum. The training activity approach is Participatory Rural Appraisal. With FLS, the learning process is expected to become more engaging, interactive, and effective, enhancing student interest and learning outcomes. The research methodology included identifying the needs and challenges faced by teachers in preparing teaching materials, training in flipbook creation using specific software, intensive mentoring in digital teaching material development, and evaluating and providing feedback on the created materials. The results indicated improved teachers' competencies in creating digital teaching materials using FLS. Teachers were able to produce appealing flipbooks that aligned with the Merdeka Curriculum standards. Moreover, using flipbooks in learning has increased student participation and motivation. Evaluations were conducted through observation, interviews, and questionnaires to assess the effectiveness of the training and the implementation of FLS in teaching. The findings show that this mentorship successfully improved the quality of the teaching materials. The hope for the future is that teachers can be more creative and innovative in creating learning in the classroom. To cite this article: Wicaksono, I., Sutarto, S., Hariyadi, S., & Indrawati, I. (2025). Supporting the use of flipbook learning source (fls) in the merdeka curriculum to provide quality teaching materials. Bubungan Tinggi: Jurnal Pengabdian Masyarakat, 7 (1), 36-45. INTRODUCTION Tempurejo Village is located in Jember Regency, bordered to the north by Mumbulsari and Silo Districts, to the east directly by Banyuwangi Regency, to the south by the Java Sea, and to the west by Jenggawah and Ambulu Districts. According to the 2020 population census, the village has a population of 15,869, predominantly of productive 36 Wicaksono et al / Bubungan Tinggi: Jurnal Pengabdian Masyarakat 7(1) 2025 36-45 age, and covers an area of 16.11 km², making it one of the most densely populated villages compared to others. The high population density in Tempurejo Village significantly affects the quality of life of its residents (Badan Pusat Statistik Kabupaten Jember, 2020). Welfare and education are influential (Guntari et al., 2023). Tempurejo Village experiences low welfare levels in terms of socio-economic status, health, education, and environmental conditions (Saleh & Somaji, 2017). These circumstances necessitate actions to improve the quality and quantity of education, health, the environment, and income, thereby enhancing the villagers' quality of life (Insari et al., 2022). Previous observations have shown that the level of education positively impacts the quality of life of Tempurejo Village's residents (Safitri et al., 2022). One school in Tempurejo Village is Ma'arif Perintis 04 Senior High School. Ma'arif Perintis 04 Senior High School is a private school established in 1986. The school is located at Jl. Kh. Abd Rahman 31, Tempurejo District, Jember Regency, East Java. The school is approximately 20.4 km from the Faculty of Teacher Training and Education at Universitas Jember. The teachers at Ma'arif Perintis 04 Senior High School face challenges in creating innovative teaching materials, which include developing content, adapting to student characteristics, and designing evaluations. The curriculum used at Ma'arif Perintis 04 Senior High School has yet to meet the standards of the Merdeka Curriculum. The curriculum holds a critical and strategic position. It describes the vision, mission, and educational objectives of an institution or educational body. The Merdeka Curriculum is a diverse intra-curricular learning system. The content taught can be optimized so that students have ample time to delve into concepts and strengthen competencies (Riowati & Yoenanto, 2022). Teachers have the flexibility to choose various teaching tools so that learning can be tailored to the students' needs and interests (Fuadi & Irdalisa, 2022). The Merdeka Belajar policy is implemented to accelerate the achievement of national educational goals, which include improving the quality of Indonesian human resources to be superior and competitive compared to other countries. Superior and competitive human resources are embodied in students with noble character and high-level reasoning. The positive impacts of Merdeka Belajar are directed towards teachers, students, and even parents. The Merdeka Belajar approach prioritizes students' interests and talents, fostering a creative and enjoyable attitude among students (Mardhiyah et al., 2021). Teaching materials are learning tools that include usage instructions, competencies, content, practice questions, evaluations, and other systematically and coherently arranged information. These materials facilitate students' understanding and access to information, thereby achieving learning objectives (Wulandari & Sulistyowati, 2022). Teaching materials should align with the subject, referencing the curriculum to establish basic competency standards. One method to create interactive learning is using electronic teaching materials (Yulaika et al., 2020). Teaching materials serve as aids in the teaching and learning process. Their use simplifies teacher and student comprehension of lessons and materials (Failasuf et al., 2022). Teachers must create engaging teaching materials to prevent boredom and monotony in learning. One educational media that can be used is the (...truncated)