Syntax Literate: Jurnal Ilmiah Indonesia p–ISSN: 2541-0849 e-ISSN:
2548-1398
Vol. 9, No. 6, Juni 2024
DEVELOPMENT OF DIGITAL-BASED COMICS
ON NATONAL INSIGHT MATERIAL IN CLASS V OF STATE PRIMARY SCHOOL 105410 RAMPAH
PEKAN
Muti Indah Sari1, Irfan Dahnial2
Universitas Muhammadiyah Sumatera Utara, Medan,
Indonesia1,2
Email:
[email protected]1, [email protected]2
Abstract
Education is one aspect that is
influenced by developments in technology, information and communication. For
example, a shift in learning paradigms to accommodate advances in science and
technology to increase efficiency and optimize learning. The development of the
educational era indirectly requires teachers to be able to utilize technology,
information and communication as media and teaching materials for learning
activities. The aim of developing digital-based comic learning media is that it
is considered to be able to help students understand learning material because
the advantage of digital-based comic media is that it is able to present images
that can arouse students' interest in learning. This type of development research
uses the 4D model which was initiated by Thiagarajan (1974). This 4D
development model has four stages, namely define, design, develop and
desseminate, but in development research it only reaches the develop stage. The
product that has been developed by this researcher has been validated by
material experts getting 81.66% percentage with the criteria "very
feasible", media expert validation gets 93.33% percentage with the
criteria "very feasible", and language validation gets 100%
percentage with the criteria " very worthy.” Based on the results of
expert validation, the product that has been developed in the form of
digital-based comics is suitable for students to use during the learning
process.
Keywords: comic, digital, national vision
Introduction
Information technology is experiencing rapid
development in the 21st century. This indicates that the era of globalization
has entered. In the era of globalization there is an understanding regarding
the possibility of the disappearance of conditions where goods and services
experience free movement between countries with various aspects which not only
have a good effect but also have a bad effect on the nation's future. These
consequences can be seen from a lifestyle that resembles western people. The
influence of two food cultures, clothing culture (fashion), and lifestyle
(fun), and so on. The influence of the Indonesian nation's successors on
foreign culture, as well as poor understanding, threatens externally and must
be taken into account, which results in the loss of nationalist feelings and
will have real effects to divide the nation (Hanipah et al., 2022). In fact, we can see the wide and varied geographic
and sociocultural conditions in Indonesia. Whether this diversity is agreed
upon or not, it can trigger many problems such as: separatism, poverty,
environmental destruction, corruption, violence, nepotism, as well as the
destruction of empathy in respecting other people's rights and collusion, which
are manifestations of these diverse cultures. Meanwhile, Samuel Huntingan is in
(Izzati, 2019) through his book entitled The Clash of Civilization,
he predicted that a clash would occur. These include social, economic,
political, racial, cultural and religious aspects. The many cases that have
occurred in Indonesia are caused by several factors, such as conflict cases in
the regions: Poso, Ambon, as well as the Madurese conflict in Dampit with the
Dayak ethnic group, as well as other cases that are not published.
A total of
237,641,326 people according to the 2010 population census, are considered to
require efforts to increase the national spirit as part of the nationalist
feeling, thereby being able to foster a spirit of unity and unity. Kalin (2011)
states that unity and unity contain an unlimited and expansive context, not
only in the socio-political aspect. In the Indonesian context, cultivating
national insight is needed by every Indonesian citizen, especially for
kindergarten, elementary, middle school, high school and university students.
This aims to avoid tribal, group and class fanaticism, as well as
primordialism. Therefore, from childhood, students are guided regarding
national insight which aims to build students' character. Barida (2017)
explains that national insight forms national consciousness or nationalism
which reflects nationalist thoughts. Every nation should have national goals
and ideals in life, from a national perspective the Indonesian people can feel
love for the country of Indonesia. Budimansyah (2010) explained that to provide
guarantees for the continuity of national and state life, education in national
insight and a sense of love for the country is needed for students.
Schools are the most strategic educational institutions
in shaping students' character, introducing national values and learning
about cultivating a high sense of love for the country in order to always love
the country. Education is also expected to maximize all the advantages
possessed by students. National insight is very important to instill in
students so that the implementation of this national insight must truly reflect
the noble values of students who obey existing regulations, to create a
personal life with a national perspective that is attached to their personal
life in their daily lives (Salman Al Farisi et al., 2023). Instilling national insight in schools starts from
understanding the use of appropriate media and methods for students so that the
learning activities conveyed can be understood by students. Using appropriate
media can make it easier for teachers and students in learning activities.
The right media can have a good impact on the quality
of learning. The results of observations at SD Negeri 105410 Rampah Pekan in
class V found that there were still teachers who carried out teaching and learning
activities in traditional ways, causing students to feel bored. Media
development efforts are needed in the hope of making it easier for students and
educators in the teaching and learning process. Digital comic media offers
several advantages and benefits as a learning tool, including the ability to
attract student interest, the attractiveness of the material and the ease with
which students can understand concepts that have an abstract nature (Julizawati, 2023). Digital comics have advantages that can be used as a
learning tool, including being able to attract students' interest, the
attractiveness of the material, and making it easier for students to learn and
understand abstract concepts. Besides that digital comics can presenting the
teaching material in a more interesting way with a narrative that includes the
entire storyline of the National Insight material. In digital comics, students
can learn on their own without direct guidance from the teacher because the
learning material is arranged visually accompanied by illustrations (Julizawati, 2023).
From the above background, it is important to develop
digital-based comics on national insight material in class V of SD Negeri
105410 Rampah Pekan. According to the background outlined by researchers, the
problems that can be identified are (1) There are still teachers who apply a
conventional learning process, (2) There is still learning that tends to be
boring, (3) There is still no development of digital-based comics. Then the
formulation of the problem in this research is (1) How to make digital-based
comics on national insight material in class V of SD Negeri 105410 Rampah
Pekan?, (2) What is the feasibility of digital-based comic media on national
insight material in class V of SD Negeri 105410 Rampah? Week?. Next, the
research aims are (1) to find out how to develop digital-based comics on
national insight material at SD Negeri 105410 Rampah Pekan, (2) To find out the
feasibility of digital-based comics on national insight material at SD Negeri
105410 Rampah Pekan. Furthermore, after conducting this research, there is hope
that it can contribute benefits such as (1) Theoretically, contributing a role
in the development of learning media, making references for the activities of
writers developing digital-based comic products and producing learning media in
the form of digital-based comics, (2) Practically, Digital comics can be a
learning medium and make it easier for teachers to present material to students
and provide teachers with an understanding regarding the urgency of using media
in learning activities so as to create efficient and effective learning.
Research methods
This type of research is research and development or
Research and Development (R&D). Development and research (development and
research) are research procedures that give birth to a product, as well as
testing the effectiveness of the resulting product (Sugiyono, 2018: 507). The
model applied, namely the development of the 4D model, is a model for
developing various types of teaching materials with general characteristics,
which can be used to enrich the types of learning media. According to (Arkadiantika et al., 2020) Thiagarajan's (1974) 4D model development was
composed of 4 main procedures adapted to 3D. The 3D development model includes
define, design, and development.
In the development stages, the researcher explains
several characteristics of the parts in each development stage, explains by
analyzing the function of the components in each product development stage and
explains the correlation in the system. In this research, the researcher
carried out the development stage because the researcher did not have a goal of
knowing the effectiveness of product development. The procedure is described as
follows.
Figure
1. 3D Design Adopsi Thiagrajan (1974)
The data collection method in this
research utilizes a questionnaire sheet, namely a data collection method by
providing a number of questions or written statements for respondents to
answer.
The questionnaire in this research
uses a Likert scale. This Likert scale questionnaire provides 5 alternative
answers that indicate Fovourable (support) and Non Fovourable (not support) for
each option in the form of a score:
Table 1. Guidelines for assessing the
validity of digital-based comic media
|
Score |
Information |
|
5 |
Very
good |
|
4 |
Good |
|
3 |
Currently |
|
2 |
Bad |
|
1 |
Very
bad |
The
formula for calculating the percentage of validation sheets for digital-based
comic teaching media is as follows:
(Source:
Wakhyudin, Permatasari, 2017)
Information:
P = Validity percentage
F = Total score obtained
N = Maximum score
Table
2. Product Feasibility Test Classification Criteria
|
No |
Validity
Criteria |
Validity
Levels |
|
1 |
81,00% - 100,00% |
Very decent, can be used without revision |
|
2 |
61,00% - 80,00% |
Decent, usable with minor revisions |
|
3 |
41,00% - 60,00% |
Not feasible, can be used with many
revisions |
|
4 |
21,00% - 40,00% |
Not suitable, not yet usable, still
requires revision |
|
5 |
00,00% - 20,00% |
Totally inappropriate, should not be
used |
(Source:
Wakhyudin, Permatasari, 2017)
Based
on this table, it can be seen that the expert validity test obtained a minimum
percentage score of 61.00% - 80.00, thus the teaching and learning media has
been declared feasible and can be implemented with minor revisions. If the
validity test shows 41.00% - 60.00%, the product is categorized as less
suitable and requires many revisions.
Results
and Discussion
Development
of Digital Comic Learning Media
The
development of learning media in this research is digital-based comics.
Digital-based comics are comics published digitally; includes a writing style
that informs the visual meaning, images that are single or consist of parts;
has a frame, there is a balanced reading flow; and there are symbols such as
word balloons; the visuals (Juneli et al., 2022). Digital-based
comics are one of the teaching media that is continuously experiencing
developments in the technological era in making learning activities easier. The
development of digital-based comics in this research was designed using the
Canva application and includes material on national insight in class V PKN
subjects at SD Negeri 105410 Rampah Pekan. Figure 2 shows the procedure for
making digital-based comics
Figure 2.
Digital-Based Comic Learning Media Development Process
Several
stages of preparing digital-based comic teaching media are as follows: 1)
identifying ideas for digital-based comic products to be prepared, 2) finding
references regarding the material to be used in the product, 3) creating a
story script, 4) designing the design to be used , 5) develop digital comics
based on designs and stories that have been designed, 6) apply the finished
product to research subjects in teaching and learning activities.
Based
on the discussion in research methods, the development of this teaching media
applies the 4D method by Thiagarajan (1974) which was modified to 3D. Stages of
developing digital-based comics using the Thiagarajan (1974) method, namely.
1. Definition Stage
(Define)
The definition stage functions in identifying and
determining the requirements needed for teaching and learning activities and
collecting all information related to product development and embedding it in
digital-based comic media. This stage has 5 main procedures: specifying
instructional objectives, task analysis, concept analysis, front end analysis,
and learner analysis. The front end analysis stage (stage of analyzing needs)
for digital-based comics is analyzing uses understand the basic needs of
teaching and learning activities. Stage learner analysis namely student
analysis, aimed at understanding the skills possessed by students. The task
analysis or concept analysis stage is an activity carried out with the aim of
analyzing the teaching concept to be taught and adjusting it through analysis
of the needs of the field of study and analysis of student character. The stage
of specifying instructional objectives is the formulation of teaching
objectives by adapting the four stages that have been implemented previously.
2. Design Stage (Design)
This stage aims to design a structured and systematic
form of learning media to meet the desired outcomes for students. These stages
consist of:
a.
Preparation of
benchmark reference tests (Constructing criterion-referenced tests) In
preparing products, researchers have their own methods for creating the
teaching media they want to prepare. The preparation of this learning media
cannot be separated from the relationship with the learning objectives. From
the results of observations carried out by researchers on learning media, the
structure is as follows:
1) Create existing teaching and learning materials and
then develop them into content concepts for preparing learning media
2) Create material using language that is easy for
students to understand
b.
Format selection
The format is
chosen based on instructions from the material to be presented. The purpose of
choosing the format in digital-based comic learning media is comic content
design, comic design, which consists of writing, layout and image design.
c.
Initial design
Designing
interesting and unique comic designs is the beginning of designing
digital-based comic learning media in the form of printed comic learning books.
The following is the procedure in the process of compiling comics:
1)
Determine the story concept
2)
Prepare the Canva application to design
comics
Figure 3. Initial appearance of the
Canva application
3)
Then click sign in – sign in with Google
on the Canva application
4)
Determine the text, colors and template
that will be used
Figure
4. Display of Color Options and Templates
5)
Create the characters in the comic
Figure 5. Appearance of characters
in digital-based comics
6) To add or
create tools or objects, select the elements menu, then type what is needed
Figure 6. Object selection display
in the Elements menu
7)
After completing the design, digital-based
comic learning media can be downloaded according to the file type required
Figure
7. Display of file types that can be downloaded
3. Develop
This stage carried out validity tests of research
instruments as well as expert validation regarding the development of
digital-based comics. The validation procedure is as follows.
a.
Instrument Validation
An
instrument whose validity has been tested is a good instrument. In this
research, the instrument was tested using a validity test. The instrument
validity test is carried out by experts (expert judgment). The expert who
tested the validity of this instrument was Dr. Faisal Dongoran, M.Si.
b.
Expert Validation
The
suitability of the digital-based comics being compiled can be seen from the
results of expert appraisal. From expert validation using a questionnaire, data
is obtained. Validation was carried out on three lecturers, namely Mr. Rian
Taufika, S.Pd., M.Pd as material expert, Assoc.Prof.Dr.Muhammad Arifin M.Pd as media expert, and Mr. Amin Basri S.Pd,I.,M.Pd
as a linguist.
1) Material expert validation
The
validator for this research material expert is Mr. Rian Taufika, S.Pd., M.Pd as
a lecturer in Citizenship Education. This validation aims to see the material
expert's assessment of the digital-based comic media created. Validation of
digital-based comics was carried out on Thursday, 4 January 2024. Based on the
results of the validation that has been carried out, there are no suggestions
so no revisions need to be made, because the material content/content is
appropriate and interesting
2) Media expert validation
The
media expert validator in this research is Assoc.Prof.Dr. Muhammad Arifin M.Pd
who is a lecturer who is an expert in the field of digital media-based
learning. The purpose of this validation is to see the media expert's
assessment of the digital-based comics being developed. Validation was carried
out on Thursday, 4 January 2024. There
are suggestions from media experts for digital-based comics.
Table
3. Media Expert Advice
|
No |
Wrong Part |
Error Type |
Improvement Suggestions |
|
1 |
Comic cover |
The image on the comic cover does
not match the content of the comic |
The cover must match the contents.
So that readers understand the contents of the comic when they see the cover. |
|
2 |
Image section in content |
The comic image must blend with the
background |
The image should blend into the
background so it is interesting to look at. |
Table
4. Media Expert Revision
|
No |
Before Revision |
After Revision |
|
1 |
|
|
|
2 |
|
|
3) Linguist validation
The
language expert validator in this research is Mr.Amin Basri S.Pd.I., M.Pd who
is a lecturer with expertise in the field of languages. The purpose of this
validation is to determine the assessment of media experts on the development
of digital-based comics. Validation was carried out on Friday, 5 January 2024.
Based on the results of the validation that has been carried out, there are no
suggestions therefore there is no need for revision because the language used
is good and can be understood by students.
Eligibility
Test/Expert Validation
Material Expert
Validation
Content
considerations are the focus of material expert validity. Material expert
validation assessment, namely assessing the validity of digital-based comics
based on material components by lecturers. The feasibility test of the material
was carried out by the Citizenship Education lecturer, namely Mr. Rian Taufika,
S.Pd., M.Pd. Validation was carried out on Thursday, January 4 2024. The
assessment results are in the table below.
Table 5. Material Expert Validation
Results
|
No |
Assessment Indicators |
Total Items |
Score obtained |
Desired score |
|
1 |
Material Firmness |
3 |
13 |
15 |
|
2 |
Content accuracy |
2 |
8 |
10 |
|
3 |
Delivery Method |
3 |
12 |
15 |
|
4 |
Accuracy of Digital-Based Comics
with learning materials |
3 |
12 |
15 |
|
5 |
Suitability of digital-based
comics with learning objectives |
1 |
4 |
5 |
|
Total |
12 |
49 |
60 |
|
In the
content consideration section by the material expert validator which is
composed of 5 indicators, the 1st indicator has 3 descriptions of the accuracy
of the material, getting a score of 13 out of 15 desired scores, next, the second
indicator has 2 descriptions of the accuracy of the content, getting a score of
8 out of 10 desired score, then the 3rd indicator contains 3 descriptions of
delivery techniques, obtained a score of 12 out of 15 desired scores, the 4th
indicator has 3 descriptions of the accuracy of digital-based comics for
learning material, obtained a score of 12 out of 25 desired scores, and
Finally, the 5th indicator has 1 description of the suitability of
digital-based comics with learning objectives, getting a score of 4 out of 5
desired scores.
The
results of the research above show that the average score obtained is 45 out of
60 desired scores. Thus, the percentage of validator assessments for
digital-based comic media based on material:
P =
P =
P = 81,66
From
the results of the calculations carried out above, a result of 81.6% was
obtained by validating material experts in the entire digital-based comic
teaching media. As for the validation results from material experts, there are digital-based
comic teaching media as follows:
Table 6. Material Expert Validation
Results
|
Validator |
Validation
Criteria |
Percentage |
Validation
Level |
Total
Score |
|
Rian Taufika, S.Pd.,M.Pd |
81,66%-100,00% |
81,66% |
Very decent, can be
used without revision |
49 |
Based on the table above, it can be
seen that when compared with the media validation criteria in table 2, the
results of the validator by Mr. Rian Taufika S.Pd., M.Pd obtained a total score
of 49 percentage 81.66% including in the validation group 81.00% - 100.00 %
validity level is very valid, can be applied without revision.
Media Expert Validation
Media expert validation focuses on 3
aspects, namely product criteria, visual design and technical quality. This
feasibility test was carried out by Assoc.Prof.Dr.Muhammad Arifin M.Pd.
validation was carried out on Thursday, 4 January 2024. The assessment results
can be seen in the table below.
Table
7. Media Design Expert Validation Results
|
No |
Assessment
Indicators |
Total
Items |
Obtained
score |
Desired
s core |
|
1 |
State of the media |
2 |
9 |
10 |
|
2 |
Media quality |
2 |
9 |
10 |
|
3 |
Image attractiveness |
2 |
10 |
10 |
|
4 |
Visual cover design |
3 |
15 |
15 |
|
5 |
Visual principles of illustration
of story content |
2 |
8 |
10 |
|
6 |
Principles of illustration of
characters in stories |
2 |
9 |
10 |
|
7 |
Good media requirements |
2 |
10 |
10 |
|
Total |
15 |
70 |
75 |
|
In the aspect of product criteria by media design
expert validators, the validation results are composed of 3 descriptions,
namely the first indicator has 2 descriptions of the physical condition,
getting a score of 9 out of 10, the desired score, the second indicator has 2
descriptions of the quality of the media, getting a score of 9 out of 10
desired score, in the third indicator there are 2 descriptions about the
attractiveness of the media, obtained a score of 10 out of 10 desired scores,
in the visual design aspect it is composed of 3 descriptions, namely the fourth
indicator regarding the visual design of the cover, obtained a score of 15 out
of 15 desired scores, in the indicator The 5th consists of 2 descriptions of
visual principles for illustrating story content, getting a score of 8 out of
10 desired scores, in the 6th indicator there are 2 descriptions of several
principles of illustrating several actors in the story, getting a score of 9
out of 10 desired scores, as well as aspects There is 1 description of
technical quality, namely the seventh indicator regarding good media
requirements, with a score of 10 out of 10 desired scores.
Based on the research results above, it can be seen
that the average score obtained is 70 out of 75 desired scores. Thus, the
percentage of digital-based comic media validators' assessment of the media
design is as follows:
P =
P =
P = 93,33
According to the calculation results above, the overall validation
of media design experts in digital-based comics reached 93.33%. The validation
results of media design experts on digital-based comic media are shown in the
table below:
Table 8. Media Design Expert Validation
results
|
Validator |
Validation
Criteria |
Percentage |
Validation
Level |
Total
Score |
|
Assoc.Prof.Dr. Muhammad Arifin M.Pd. |
81,00%-100,00% |
93,33% |
Very decent, can be
used without revision |
70 |
Based
on the table above, it can be seen that when compared with the media validity
criteria in table 2, the results of validator Assoc.Prof.Dr.Muhammad Arifin
M.Pd. obtained a total score of 70 percentage 93.33% belonging to the
validation group 81.00% - 100.00% validation level is very valid, can be
applied without revision.
Linguist Validation
Linguist validation focuses on 1 aspect, namely
linguistics. This feasibility test was carried out by Mr. Amin Basri S.Pd.I.,
M.Pd. Validation was carried out on Friday, 5 January 2024. The assessment results can be seen in
the table below.
Table
9. Linguist Expert Validation Results
|
No |
Assessment
Indicators |
Total
Items |
Score
obtained |
Desired
score |
|
1 |
Sentence effectiveness |
2 |
10 |
10 |
|
2 |
Suitability of terms |
2 |
10 |
10 |
|
3 |
Language accuracy |
2 |
10 |
10 |
|
4 |
Simplicity of language |
3 |
15 |
15 |
|
5 |
Suitability to students' intellectual
development |
1 |
5 |
5 |
|
Amount |
10 |
50 |
50 |
|
In the linguistic aspect, the language expert
validator, which is composed of 5 indicators, shows that the 1st indicator
found 2 descriptions of the effectiveness of sentences, obtained a score of 10
out of 10 desired scores, then the second indicator contained 2 descriptions of
the appropriateness of term placement, obtained a score of 10 out of 10 scores.
desired, then in the third indicator there are 2 descriptions about the
suitability of the language used, getting a score of 10 out of 10 desired
scores, and in the fourth indicator there are 3 descriptions about simplicity
of language, getting a score of 15 out of 15 desired scores, and the 5th
indicator There are 2 descriptions regarding accuracy with students'
intellectual development, getting a score of 5 out of 5 desired scores.
According to the
research results above, it can be seen that the average score obtained is 50
out of 50 desired scores. For this reason, the percentage of validator
assessments for digital-based comic media from language is as follows:
P =
P =
P = 100
From
the results of the calculations carried out above, the total validation of
media design experts in digital-based comics reached 100%. The results of the
linguist validation on digital-based comic media can be seen in the table
below:
Table 10. Linguist Expert Validation
Results
|
Validator |
Validation Criteria |
Percentage |
Validation Levels |
Total Score |
|
Amin Basri S.Pd.I.,M.Pd |
81,00%
- 100,00% |
100% |
Very
decent, can be used without revision |
50 |
The table above shows that when compared with the media
validity criteria in table 2, the results of Amin Basri S.Pd.I., M.Pd. obtained
a total score of 50 with a percentage of 100% belonging to the validation group
81.00% - 100.00% which is declared very valid, can be applied without revision.
The data that has been collected based on the results
of the learning media validation is then calculated and processed with the aim
of drawing conclusions from the percentage data for each criterion. In
obtaining percentage data, researchers applied the formula by Wakhyudin,
Permatasari (2017), the Likerst scale rating is the average validation score
for each validator divided by the maximum score obtained which is then multiplied
by 100%. There is data on the percentage of validation levels for digital-based
comic learning media.
Figure
8. Diagram of Validation Results by Media Design, Language and Material
It can be seen that based on the percentage diagram of validation
results above, the interpretation of the validity of digital-based comic
learning media is shown in the following table:
Table 11. Interpretation of
Validation Levels
|
Validation aspect |
Interpretation |
Percentage of validation results |
|
Material |
Very Worth It |
81,66% |
|
Media design |
Very Worth It |
93,33% |
|
Language |
Very Worth It |
100% |
Discussion
Media is part of the learning material or physical
vehicle that contains learning material in the student environment which is
able to provide stimulation to students in learning (Arsyad A, 2011). The role
of learning media in learning activitiescan be an inseparable thing from
learning activities. Learning media are all things that can be used to convey a
message from the sender to the recipient, with the aim of stimulating students'
thoughts, attention, feelings and desires in learning (Tafonao, 2018). An
urgent matter in the use of media is the relationship with the level of
technological progress in education.
Comics are defined in the form of cards that contain
characters and implement certain stories in a sequence that is strongly related
to the images and are designed to be conveyed to readers, especially students.
Initially, comics were created for entertainment purposes only, not for
learning activities.
As is known, comics have various broad meanings and
names based on their location. Images in comics are images that relate to each
other and make up the story. In general, comics mean stories with pictures or
abbreviated as cergam. According to McCloud (in Nurgiyantoro) comics are images
and symbols that are close to a sequence in order to convey information and get
an aesthetic response from the reader.
The aim of this research is to create teaching media
products in the form of teaching materials in national insight material with a
very suitable category for developing teaching and learning media. This
learning media was designed through the Canva application. This section
contains an explanation regarding the development of research results on learning
media. The development of teaching materials is in the form of digital-based
comic teaching and learning media. These learning materials are made according
to the needs of educators and students at SD Negeri 105410 Rampah Pekan.
The teaching and learning materials used are
digital-based comic learning media, where this comic is part of a comic which
contains illustrated, colorful stories and contains PKN lesson material.
Digital-based comic media in comic presentations contain sequential story
structures by connecting PKN subject matter with comics with the aim of making
it easier for teachers and students in learning activities. Because comics are
a combination of sequential, illustrated and colorful story structures, readers
are interested in reading due to their uniqueness. For this reason, the use of
comic media on a digital basis can attract students' interest in reading and
learning.
National Insight is the material used in developing
learning materials in the development of digital-based comic learning media.
The selection of national insight material was carried out considering that
national insight plays an important role in everyday life so that students
learn how to preserve a high sense of patriotism to always love their country,
and behave based on the experience of Pancasila values as the basis of the
State and a guide to life for all Indonesian people. The teacher's delivery of
material, especially national insight, simply uses a textbook as a study guide.
Overall explanation of the material, minimal use of visual media such as
pictures or photos that explain national insight.
The development model applied in this research is
Thiagarajan's 4D. adjusted to 3D. The 3D development model includes define,
design and development. In the define stage there are 5 main procedures
consisting of learner analysis, front and analysis, task analysis, specifying
instructional objectives, and concept analysis. At the design stage there are 4
procedures including media selection, constructing criterion-coordinated test,
initial design, and format selection. Next, in the development stage, there are
3 stages including:expert validation (language, media and materials),
feasibility and revision. It is at this stage that researchers can conclude
whether digital-based comic media is suitable or not suitable for use.
The product developed by this researcher has been
tested by material expert validation, achieving a percentage of 81.66%,
declared "very feasible", media expert validation, achieving a
percentage of 93.33%, declared "very feasible", and language
validation, achieving a percentage of 100%, declared "very feasible".
Based on the results of expert validation, product development in the form of
digital-based comics is suitable for students to use in learning activities.
Conclusion
According to the results of research and development of
digital-based comic media, the following conclusions can be drawn:
digital-based comic media with national insight material for class V students
at SD Negeri 105410 Rampah Pekan has been tested for its feasibility based on
the assessment of media design experts, language experts and material experts.
In terms of material, it achieved a percentage of 81.66% and this score is
included in the very appropriate category, therefore digital-based comic media
can be implemented as a learning process. Furthermore, in terms of media
design, the percentage was 93.33% and this value was declared very feasible.
And in terms of language, getting a percentage of 100% is in the very worthy
category.
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