Kata Kunci:   Buku interaktif, teks puisi, kode QR

Buku interaktif teks puisi perlu dikembangkan sebagai sumber belajar yang dapat digunakan dalam kegiatan pembelajaran. Hal tersebut dilatarbelakangi oleh kurangnya sumber belajar peserta didik yang hanya menggunakan buku teks bahasa Indonesia yang kurang lengkap khususnya pada materi teks puisi apabila tanpa menggunakan sumber belajar lain.

Berdasarkan latar belakang tersebut, penelitian ini menggunakan dua rumusan masalah, yakni 1) bagaimana proses pengembangan buku interaktif teks puisi dan 2) bagaimana kualitas buku interaktif teks puisi yang meliputi aspek kevalidan, keefektifan, dan kepraktisan. Tujuan dari penelitian ini ialah untuk mendeskripsikan proses pengembangan dan kualitas buku interaktif teks puisi yang meliputi aspek kevalidan, keefektifan, dan kepraktisan.

Penelitian ini berjenis penelitian pengembangan (Research and developement) dengan menggunakan model pengembangan 4D Thiagarajan yaitu, tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap penyebaran (dissaminate). Namun, dalam penelitian ini hanya dilakukan sampai pada tahap ketiga yakni pendefinisian, perancangan, dan pengembangan. Tahap penyebaran tidak dilakukan sebab tidak berkatan langsung dengan bidang akademik.

Subjek penelitian ini adalah peserta didik kelas VIII SMPN 1 Balongbendo Sidoarjo yang terdiri atas dua kelas terpilih untuk uji coba terbatas dan uji coba luas. Pada saat uji coba terbatas, dilakukan di kelas VIII-D dengan jumlah pesrta didik sepuluh peserta didik. Sedangkan saat uji coba luas dilakukan di kelas VIII-G dengan jumlah peserta didik 31 peserta didik. Data berupa proses pengembangan diperoleh dari angket yang dianalisis menggunakan metode deskriptif kuantitatif dan deksripsi proses pengembangan buku interaktif yang dianalisis menggunakan metode dekriptif kualitatif. Data berupa kualitas buku interaktif diperoleh dari angket, obervasi, dan tes yang dianalisis menggunakan metode deskriptif kuantitatif.

Buku interaktif yang dikembangkan telah melalui proses analisis ujug depan, analisis peserta didik, analisis tugas, analisis konsep, dan analisis tujuan pembelajaran pada tahap pendefinisian. Kemudian proses pengembangan berlanjut pada tahap perancangan yang dilakukan dengan pemilihan format buku interaktif serta penyusunan desain awal buku interaktif. pada tahap pengembangan, dilakukan proses validasi, uji coba terbatas, uji coba luas, dan revisi.

Berdasarkan hasil penelitian, diketahui kualitas buku interaktif yang diukur melalui tiga aspek yakni, kevalidan, keefektifan, dan kepraktisan. Kevalidan dari segi kelayakan isi dinilai sangat layak dengan presentase 100%, dari segi kelayakan kebahasaan dinilai sangat layak, dengan presentase 98%, dari segi kelayakan penyajian dinilai sangat layak , dengan presentase 96% , dan dari segi kelayakan kegrafikan dinilai sangat layak, dengan presentase 95%. berdasarkan hasil tersebut dapat disimpulkan bahwa kevalidan buku interaktif mendapat predikat sangat layak.

Adapun keefektifan buku interaktif diperoleh melalui rata-rata hasil belajar peserta didik menunjukkan kualifikasi efektif, dengan jumlah rata-rata nilai peserta didik 83,5 pada uji coba terbatas dan 84,5 pada uji coba luas. Berdasarkan hasil observasi, keefektifan buku interaktif menunjukkan kualifikasi sangat efektif, yang menunjukkan angka persentase skor 84% pada uji coba terbatas dan 86% pada uji coba luas. Kepraktisan buku interaktif yang diperoleh dari hasil angket respon peserta didik menunjukkan kualifikasi sangat baik, yang menunjukkan angka persentase skor 81,07% pada  uji coba terbatas dan 83,65% pada uji coba luas.

Keywords: Interactive books, poetry texts, QR codes

Interactive text poetry books need to be developed as learning resources that can be used in learning activities. This is motivated by the lack of learning resources of students who only use Indonesian textbooks that are less complete, especially in poetic text material without using other learning resources.

Based on this background, this study uses two formulations of the problem, namely 1) how the process of developing interactive text poetry books and 2) how the quality of interactive textbooks of poetry includes aspects of validity, effectiveness, and practicality. The purpose of this study was to describe the development process and the quality of interactive poetry textbooks which included aspects of validity, effectiveness, and practicality.

This research is a type of research and development using the Thiagarajan 4D development model, namely, define, design, develop and disseminate. However, this research was only carried out until the third stage, namely, define, design, and develop. The dissemination phase is not carried out because it is not direct thanks to the academic field.

The subjects of this study were eighth-grade students of Balongbendo Sidoarjo 1 Junior High School consisting of two classes selected for limited test and extensive test. At the time of limited test, carried out in class VIII-D with the number of students ten students. Whereas when the extensive trial was conducted in class VIII-G with the number of students 31 students. The data in the form of a development process were obtained from questionnaires analyzed using descriptive quantitative methods and the description of the interactive book development process was analyzed using qualitative descriptive methods. Data in the form of interactive book quality were obtained from questionnaires, observations, and tests which were analyzed using quantitative descriptive methods.

The interactive book that was developed has gone through the process of analysis of the front test, analysis of students, task analysis, concept analysis, and analysis of learning objectives at the defining stage. Then the development process continues at the design stage which is carried out by selecting an interactive book format and the preparation of the initial design of the interactive book. at the development stage, the validation process, limited test, extensive test, and revisions were carried out.

Based on the results of the study, it is known that the quality of interactive books is measured through three aspects, namely, validity, effectiveness, and practicality. The validity in terms of content feasibility is considered very feasible with a percentage of 100%, in terms of linguistic feasibility it is considered very feasible, with a percentage of 98%, in terms of presentation feasibility is considered very feasible, with a percentage of 96%, and in terms of graphics feasibility 95%. Based on these results it can be concluded that the validity of interactive books is very feasible.

The effectiveness of interactive books is obtained through the average student learning outcomes showing effective qualifications, with the average number of students' scores 83.5 in limited test and 84.5 in extensive test. Based on observations, the effectiveness of interactive books shows very effective qualifications, which show a percentage score of 84% in limited test and 86% in extensive test. The practicality of interactive books obtained from the questionnaire responses of learners shows very decent qualifications, which shows a percentage score of 81.07% in limited test and 83.65% in extensive test.