PENGEMBANGAN MEDIA DIORAMA BERBARCODE PADA PEMBELAJARAN IPS KELAS V SEKOLAH DASAR

DEVELOPMENT OF BARCODED DIORAMA MEDIA IN LEARNING IPS CLASS V ELEMENTARY SCHOOL

Kurangnya penggunaan media pembelajaran yang menarik menjadi salah satu

permasalahan dalam pembelajaran. Media yang berkembang tidak digunakan guru dengan

baik. Pada pembelajaran IPS di SD Negeri Pingkuk 5 Bendo Magetan menemukan kendala

bahwa siswa mengalami kesulitan dalam mengelompokkan pembagian wilayah persebaran

flora dan fauna di Indonesia. Di SD Negeri Pingkuk 5 Bendo Magetan guru kelas V ketika

melaksanakan pembelajaran IPS materi persebaran flora dan fauna guru masih menggunakan

peta sebagai media pembelajaran.

Penelitian ini bertujuan untuk mengetahuai kevalidan, kepraktisan, dan keefektifan

media diorama berbarcode materi persebaran flora dan fauna di Indonesia. Kevalidan media

diorama berbarcode diperoleh dari hasil validasi media dan validasi materi oleh validator.

Kepraktisan media diorama berbarcode diperoleh dar hasil angket respon guru dan angket

respon siswa. Keefektifann media diorama berbarcode diperoleh dari hasil nilai pretest dan

posttest siswa.

Penelitian dan pengembangan ini menggunakan model pengembangan ADDIE. Model

pengembangan ADDIE memiliki lima tahapan yaitu analisis (analyze), desain (design),

pengembangan (development), implementasi (implementation), dan evaluasi (evaluation).

Penelitian ini dilakukan di SD Negeri Pingkuk 5 Bendo Magetan. Subjek penelitian ini adalah

siswa kelas V SD Negeri Pingkuk 5 Bendo Magetan dengan jumlah 13.

Hasil penelitian ini adalah kevalidan, kepraktisan, dan keefektifan. Kevalidan media

diorama berbarcode diperoleh dari hasil penilaian dari ahli media dan materi. Hasil kevalidan

media diorama berbarcode memperoleh 95% dari ahli materi dan 84,61% dari ahli media.

Kepraktisan media diorama berbarcode diperoleh dari hasil angket respon guru dan siswa.

Hasil kepraktisan diorama berbarcode memperoleh skor 93% dari respon guru dan 92,30%

dari respon siswa. Keefektifan media diorama berbarcode diperoleh dari hasil nilai pretest dan

posttest siswa. Hasil keefektifan media diorama berbarcode dapat dilihat dari uji paired

samples t-Test dan uji N-Gain. Uji paired samples t-Test memperoleh skor 0,000 yang artinya

terdapat peningkatan nilai pretest-posttest siswa. Uji N-Gain memperoleh skor 0,78 kategori

sangat tinggi.

Kata kunci: pembelajaran IPS, media pembelajaran, diorama berbarcode.

The lack of use of interesting learning media is one of the problems in learning.

Developed media is not used by teachers properly. In social studies learning at SD Negeri

Pingkuk 5 Bendo Magetan found that students have difficulty in classifying the division of the

distribution of flora and fauna in Indonesia. At SD Negeri Pingkuk 5 Bendo Magetan fifth

grade teacher when implementing social studies learning material distribution of flora and

fauna teachers still use maps as learning media.

This study aims to determine the validity, practicality, and effectiveness of barcoded

diorama media on the distribution of flora and fauna in Indonesia. The validity of the barcoded

diorama media was obtained from the results of media validation and material validation by

validators. The practicality of the barcoded diorama media was obtained from the results of

teacher response questionnaires and student response questionnaires. The effectiveness of the

barcoded diorama media was obtained from the results of students' pretest and posttest scores.

This research and development uses the ADDIE development model. The ADDIE

development model has five stages, namely analysis (analyze), design (design), development

(development), implementation (implementation), and evaluation (evaluation). This research

was conducted at SD Negeri Pingkuk 5 Bendo Magetan. The subjects of this study were fifth

grade students of SD Negeri Pingkuk 5 Bendo Magetan with a total of 13.

The results of this study are validity, practicality, and effectiveness. The validity of the

diorama media with barcode is obtained from the assessment of media and material experts.

The results of the validity of the barcoded diorama media obtained 95% from material experts

and 84.61% from media experts. The practicality of the barcoded diorama media was obtained

from the results of teacher and student response questionnaires. The results of the practicality

of the barcoded diorama obtained a score of 93% from the teacher's response and 92.30% from

the student's response. The effectiveness of the barcoded diorama media was obtained from the

results of students' pretest and posttest scores. The results of the effectiveness of the barcoded

diorama media can be seen from the paired samples t-Test test and the N-Gain test. The paired

samples t-Test test obtained a score of 0.000 which means there is an increase in students'

pretest-posttest scores. The N-Gain test obtained a score of 0.78 in the very high category.

Keywords: social studies learning, learning media, barcoded diorama.