PENGEMBANGAN MEDIA VIDEO ANIMASI KINEMASTER UNTUK MENINGKATKAN LITERASI SAINS DI SEKOLAH DASAR

KINEMASTER ANIMATION VIDEO MEDIA DEVELOPMENT TO IMPROVE SCIENCE LITERACY IN ELEMENTARY SCHOOLS

Penelitian yang dilakukan yaitu mengembangkan media video animasi kinemaster dengan menggunakan model pengembangan four D untuk meningkatkan literasi sains siswa pada materi pokok magnet. Sasaran penelitian ini adalah media video animasi kinemaster yang diujikan pada 27 siswa kelas VI SDN Bulusidokare Sidoarjo dengan Control Group Pretest-Posttest Design. Teknik pengumpulan data berupa validasi, observasi, tes, dan angket. Analisis hasil penelitian menunjukkan kelayakan meliputi: (1) valid, media dan perangkat pembelajaran yang dikembangkan oleh peneliti layak untuk diujicobakan; (2) praktis, keterlaksanaan pembelajaran berlangsung sangat baik dengan presentase 88% sampai 100%, best practice yang ditemukan yaitu antusiasme siswa meningkat, media dapat diputar berulang kali, dan mampu memotivasi siswa dalam melakukan percobaan, hambatan yang terjadi selama proses pembelajaran yaitu kesiapan peserta didik, terbatasnya sarana dan prasarana, serta pengawasan pembelajaran daring kurang maksimal; (3) efektif, hasil tes literasi sains siswa kelas eksperimen tuntas dengan N-gain 0,5 sampai 1,0. Sedangkan pada kelas kontrol beberapa siswa mengalami ketidak tuntasan dengan N-gain ­0,17 sampai 0,57. Data dari hasil N-gain (%) kedua kelas berdistribusi normal dan homogen, sehingga dilakukan independent sample t test dengan hasil signifikansi 0,00 < 0,05 dapat dinyatakan bahwa terdapat perbedaan efektifitas dalam meningkatkan literasi sains pada kelas eksperimen dan kelas kontrol. Respon baik yang diberikan oleh siswa mencapai 89 sampai 100%. Simpulan penelitian ini, yaitu media video animasi kinemaster layak dan efektif digunakan untuk meningkatkan literasi sains siswa sekolah dasar.

The study that was conducted was developing Kinemaster animated video media by using four D development model to improve students' science literacy on "Magnet" main material. The aim of this study is the Kinemaster animated video media that was tried out to 27 six-grade students of SDN Bulusidokare Sidoarjo with Control Group Pretest-Posttest Design. Data collection techniques were validation, observation, tests, and questionnaire. The analysis of research result revealed that the feasibility included: 1) valid, the media and instructional tools that were developed by the researchers were feasible to be experimented; 2) practical, the feasibility of learning went very well with the percentage of 88% to 100%, best practice that was found were students’ enthusiasm increased, the media could be played many times and able to motivate students in doing experiments. The obstacles that happened during the learning process were students’ readiness, insubstantial facilities and infrastructure, and nonoptimal online learning supervision; 3) effective, the science-literacy-test result of experimental-class students passed with N-gain 0,5 to 1,0. Whereas on the control-class, some students faced failure with N-gain 0,17 to 0,57. Data from N-gain results (%) both classes got normal and homogenous distribution, thus independent sample t-test was conducted with significance result 0,00 < 0,05. It can be affirmed that there was effectivity difference in improving science literacy on experimental-class and control-class. Good responses that students gave reached 89% to 100%. The conclusion of this study is Kinemaster animated video media was feasible and effective to be used in improving science literacy on primary school students.