Pop-Up Book Learning Media on the Pancasila and Civic Education Learning Content

The availability of learning media in grade five is very lass varied, especially three-dimensional learning media which have characteristics that are suitable for elementary school students. This causes students to find it difficult to understand the subject matter and students get bored easily in the classroom. This study was aimed to find out the validity of Pop-Up Book teaching and learning media toward the Pancasila values lesson in daily life on students grade five in elementary school. This study applied Dick & Carry model consisted of eight steps. The subject in this study is PopUp Book. The try-out design in this study consisted of expert review for the teaching and learning content, expert review for the teaching and learning design and expert review for teaching and learning media, personal tryout, and small group tryout. The data in this development study were collected by administrating formative tests from the expert review and students. Data collection techniques in this study were observation, interviews, and questioner. Then, the data were analyzed by using qualitative descriptive techniques and quantitative descriptive techniques. The validity of mean score of the teaching and learning content shown 93.18% with excellent qualification, teaching, and learning design shown 89.28% with good qualification, the teaching and learning media shown 91.66% with an excellent qualification. Whereas personal tryout shown 95.83% and small group tryout shown 94.90%. Based on the analysis data above, this study could be concluded that the development of the Pop-Up Book Model using Dick & Carry was valid.


Introduction
The learning process is one of the efforts that can be taken to improve human resources (HR). Finding concepts is not easy, because concepts are very essential in the learning process (Fujiawati, 2016). When talking about the learning process, of course, it cannot be separated from the learning media. Learning media is a component of learning resources or physical media that contains instructional material in the student environment that can arouse students to learn (Istiqlal, 2017). Learning media functions to clarify the material presented and make learning more interesting (Safri et al., 2017). An interesting learning process will have an impact on increasing student motivation and of course will help teachers in delivering material. Therefore, the teacher must have the right learning strategy before carrying out the learning process. The availability of this learning media is very necessary to make it easier for students to understand the subject matter so that it is expected that students' abilities and attitudes can be achieved maximally (Abdullah, 2017). This can happen if the skills of teachers in managing learning and the availability of adequate learning resources are needed, including the availability of learning media in accordance with the topics of discussion in the subject matter in elementary schools, one of which is the Civic Education lesson content. Civic Education is a learning education program that progmatically-procedurally seeks to humanize, civilize, and empower humans or students so that they become good citizens in accordance with the applicable regulations in the nation or country concerned. Civic Education is one of the subjects that tends to memorize and uses more teacher strategies in the form of lectures in learning and dominant learning is based on textbooks (Resfira, 2019;Sutiyono, 2018) Based on the conducted observation and interview in the study area, it was showed that teacher use less various learning media in learning process. The various learning media will make the learning process more interesting that can improve the students' motivation in the learning activities (Ulfa & Nasryah, 2020). Each lesson has different characteristics, so learning media is needed to cope with the charateristics itself. The selection of the right learning media will affect learning quality improvment (Sholeh, 2019). One of the lesson which needs various learning media is Civics lesson especially for material for Pancasila values . Civics is importance lesson to shape students characteristics based on Pancasila (Miswandi, 2018). So teacher must continouly be innovative to improve education quality (Noviana & Huda, 2018). Based on the above issue, interesting learning media is needed to trigger the students' interest in the learning process especially for Civics lesson on Pancasila values subject. Pop-Up Book is a book that has 3 dimensional elements atau has a pop-up part that describe the story more interesting, start from the surface of pop-up picture when the book is opened (Fitriani & Fauzy, 2020). The benefit of this media is to encourage students' learning motivation and also can be used for individiual or group learning (Masturah, et al., 2018). The use of Pop-up Book on Civics lesson especially for Pancasila Values subject can help the students to understand the material of Pancasila values in daily life. It is because this pop-up book provide concrate objects in the learning process. As if the students were able to see the symbols of each sila in Pancasila in daily life.
This study was supported with relevent study that stated that Pop-Up Book Media that had been developed was ideal to be used in the learning process to improve students' learning outcomes. But there was still possible opportunity to develop similar product for other materials (Dewanti et al., 2018). Other study Media Pop-up Book pada Topik Sistem Tata Surya Kelas VI SD stated that Pop-up Book media had been tested its validity and obtained excellent category, so that Pop-up Book media was suitable to be used in learning process for grade VI of elementary school. Based on above those relevant studies that supported this study, it was stated that the development of Pop-up Book media on Civics lesson was very effective to be used as learning media in elementary school (Sentarik & Kusmariyatni, 2020). Therefore, this study aims to describe the planning process in compiling Pop-up Book media and its validation on Civics lesson.

Method
This study was a type of development study, because the researcher developed Pop-up Book media that had validity value obtained from validation test. This study was conducted in September to February 2021. Dick & Carrey instructional model was developed by Walter Dick, Lou Carrey and James O' Carey (Defina, 2018). This study implemented Dick & Carrey model consisted of 10 steps which was simplified to be 8 steps because of limited time. The eight steps were (1) identify need and objectives, (2) conduct analysis instructional, (3) define performance objectives, (4) develop instruments, (5) develop instructional strategies, (6) develop product, (7) design and conduct formative evaluation and (8) conduct instructional revision. First, need and objective analysis was conducted in order to determine product goal that had been developed. The activity related to this step was to identify fact that had been occurred in the research field by conducting interview with the teacher and observation. Second, analyze the instructional that had two objectives that included two activities that were carried out by both teacher and students. The researcher observed the teacher's skill in conducting instructional process and instructional tasks that were needed to achieve instructional objective. Beside analyzing the instructional process, the researcher also analyzed the students' learning process included knowledge, skill, and prior students' characteristics in order the students were easily to follow the instructional process conducted by the teacher. Third, define performance objective of instructional. The researcher defined instructional performance objective based on developed objectives in lesson plan. In this step, the researcher also defined available Basic Competency into particular objectives which were more operational with certain indicators. Forth, develop instructional instrument. The researcher developed instructional instrument which was related to operational objective that intended to be achieved based on certain indicators and related to product or media quality that had been developed. Fifth, develop instructional strategy which was used to assist the students to achieve particular objective. The researcher compiled a lesson plan in which included chosen method, approach and interaction pattern like what the researcher used to develop Pop-up Book media. Sixth, develop product. The researcher developed Pop-up Book media as instructional media for grade V on Civics lesson on Theme 1 (Movement Organ of Human Being and Animal), subtheme 1 (Movement Organ of Animal). Pop-up Book Media was contained Pancasila values material in daily life and was supported by interesting pictures. Seventh, conduct formative evaluation of instructional. The researcher conducted formative evaluation or validity test for the media. Media validation was a process to evaluate product design by experience expert. Validation that was conducted by the expert was aimed to test product validity, whether the product was suitable enough to be instructional media for elementary school or not. It was also to find out the weaknesses of the media whish was needed to repair before it was tested on the subject of the study. Eight, conduct instructional revision. The researcher gave advice on the material and design of Pop-up Book media. In this activity, the researcher concerned the advices and suggestions from the expert team to improve the develop media.
The subject of this study was Pop-up Book media of Pancasila values in daily life. The tryout design in this study consisted of two steps, they were the review from expert team that involved expert of instructional material, expert of instructional design and expert of instructional media as well as individual and group tryout. This study was aimed to obtain complete data in order to use to revise the media. It was also conducted to find out the validation of produced product. Validity test was conducted by distributing the questioner which was evaluated and given advices by the expert and students. Hence, the researcher, then, conducted some revisions based on the given advices and suggestions to improve the developed product. Type of data that had been used in this study were qualitative and quantitative data. Accordance (Sidik & Kartika, 2020) qualitative data is data that appear in the form of words or sentences. Qualitative data in this study were obtained from questioner of experts on the content, design and media, individual and group tryout. Meanwhile, qualitative data is data that appeared from words, figures. While quantitative data is numerical data (Permata et al., 2017). In this study, quantitative data were obtained from questioner result that had been converted into numerical score and also obtained from elementary teacher's interview about the amount of availability of instructional media. Questioner was instrument that was used to collect the data. The questioner was conducted to collect data from expert team in the term of content, design and media evaluation and as well as students' grade V of elementary school. The selection of questioner was used to find out the students' progress in accepting Pop-up Book as an instructional media which was developed to assess the validity of Pop-up Book media. Below was the blueprint of instrument that was used in this study.  Education, Vol. 5, No. 1, 2021, pp. Education, Vol. 5, No. 1, 2021, pp.  Questioner in this study included (1) data of the result of the expert review in content instructional consisted of 11 questions, data of the result of the expert in design consisted of 7 questions, and data of the result of expert in instructional media consisted of 12 questions. (2) Data from the result of individual and group tryout were in the form of students' review consisted of 12 questions. The analysis technique was quantitative descriptive analysis. In this study, quantitative descriptive analysis was conduct to process the data in the form of numerical score into likert scale such as "Strongly Agree", "Agree", "Disagree", "Totally Disagree" (Nupus & Parmiti, 2017). The numerical score on the questioner used Likert scale as following.
Score 4 Strongly Agree (Sources: Sukardi, 2013) Hence, the percentage of calculation result of each questioner was converted into table of 5 Scale achievement in order to give meaning and to make decision on the developed product validation with the following condition.

Result and Discussion
The result of obtained validation data based on the validity test was conducted by expert team and students through questioner. The result of data analysis was mean score of validation from each expert test, they were instructional, instructional design and instructional media, both individual and small group test. Based on the description of the result of the study above, the development of Pop-up Book media used Dick & Carrey model consisted of 8 (eight) steps. They are (1) need and objective analysis, (2) conduct instructional analysis, (3) define performance objective of instructional, (4) develop instrument for instructional, (5) develop instructional strategies, (6) develop product, (7) conduct formative evaluation, and (8) conduct instructional revision. The first finding on this study was on the need and objective analysis. It was aimed to determine the program objectives or product which would been developed. The researcher identified basic needs that should be fulfilled. The activity was to identify fact that had been occurred in the research field by conducting interview with the teacher. Based on the result of the interview with homeroom teacher of grade V SD No. 2 Abianbase of Badung Regency on 10 th September 2020, the result had shown that: (1) Some lessons were not provided by suitable instructional media for the students to study individually or in group, included Civics lesson to motivate the students more creative and interactive in their learning activities, (2) students' learning sources were dominated by book-oriented. As the result, it less affective to assist the students to study individually, (3) students were hardly to understand the material that being explained because the teacher explained the material without using various learning sources, especially on Pancasila Values material, (4) teacher had limited time in developing innovative 3D of instructional media.
The second finding in instructional analysis was the researcher conducted an interview with the homeroom teacher of grade V. Based on the interview, there were two objectives included two activities that were carried out by both teacher and students. The researcher interviewed about the teacher's skill in conducting instructional process and instructional tasks that were needed to achieve instructional objective. Beside analyzing the instructional process, the researcher also analyzed the students' learning process included knowledge, skill, and prior students' characteristics in order the students were easily to follow the instructional process conducted by the teacher. Based on the result of the interview, the students were easily bored, less focus, and less active in learning activities. Meanwhile the activities that had been conducted by the teacher, teacher had limited time, material and other in designing instructional media. The third finding was defining performance objective of the instructional. The researcher defined the performance objective of the instructional based on the developed objectives in the lesson plan. In this step, the researcher also defined available Basic Competency into particular objectives which were more operational with certain indicators. The performance objectives included four crucial components, they were A (audience) which was the students, B (behavior) which was the skill that intended to be achieved during the instructional process, C (condition) which was the activities that were conducted during the instructional process, and D (degree) which was the expected action. In this study, the performance objectives which were developed in the lesson plan were as following. By discussing, students are able to confidently analyze attitudes in accordance with the principles of Pancasila.
The forth finding was developing instructional instrument. The researcher developed instructional instrument that related to operational objective that were intended to be achieved based on the certain indicators. The development of the instrument was also related to the product quality that was developed. In this study, the instrument that had been developed in the form of questioner consisted of questioner for expert of content, design, media, individual and small group test. The fifth finding was developing instructional strategies that help the students to achieve the particular objectives. The researcher compiled a lesson plan in which contained chosen method, approach and interaction pattern like what the researcher used to develop Pop-up Book media. The lesson plan was based on the syllabus. The lesson plan was for grade V for Civics lesson on theme 1 (Movement organs of human being and animal), subtheme 1 (Movement organs of animal) on Pancasila values topic in daily life. Pop-up book media contained Pancasila values in daily life and was supported with interesting pictures. The storyboard of Pop-up Book media that had been developed by the researcher.
The sixth finding was developing Pop-up Book media as an instructional media for grade V of Civics lesson on theme 1 (Movement organs of human being and animal), subtheme 1 (Movement organs of animal). Pop-up book media contained Pancasila values in daily life and was supported with interesting pictures. The storyboard of Pop-up Book media that had been developed by the researcher. The seventh finding was conducting formative evaluation that was usually mentioned as media validation. This step was a process to assess the product design by experience team expert. The aim was to find out whether the product was appropriate enough to be instructional media or not. There were 2 experts that became the validators in this developing Pop-up Book product. One validator was the expert to evaluate the content, another expert was to evaluate both design and media instructional. After conducting the test from the experts, hence, the researcher carried out the try-out test for the students which included individual and small group test. The percentage result from the five product try-out gained excellent mean score. It meant that Pop-up book was valid to be used as instructional media. The eight finding was conducting the revision after the validity test conducted on the product by the experts and students. The advices and suggestions that helped to improve Pop-up Book quality had been considered and used to revise Pop-up Book media. The following table 8 shown the revision that had been conducted based on the advices and suggestion from the experts. To find out the validation, the product was evaluated or tested first using validity test. The instrument that was used to find out the product validity was a questioner. The validation of Pop-up Book development used Dick & Carrey model that had been tested by team expert of content, design and instructional media, and the subject were individual and small group test. The summary of the validity test and product try-out were described in the following table.

Discussion
In this study, the development was conducted by administrating formative evaluation that was usually said as media validity test (Dewanti et al., 2018). Media validity was a process to evaluate the product design that had been develop by competence team expert in their field (Nopriyanti & Sudira, 2015). The aim of conducting formative evaluation was to find out whether the product was valid to be instructional media or not. In this study, there were 2 experts that became a validator in developing Popup Book product. One validator was the expert to evaluate the content, another expert was to evaluate both design and media instructional. Hence, the researcher conducted product try-out test that had been done by the students included individual test that consisted of three students and small group test that consisted of nine students. The percentage of the product validity were as following. The result of the review from the expert of Civics lesson content obtained 93.18% with excellent qualification. From the content, Pop-up Book media was developed based on the competency that was going to be achieved. From the result, it shown that the teacher should take into account to select and use appropriate media based on the content and the characteristic of the lesson. With appropriate plan, the media that had been developed had special attraction for the students. Education is a process that is carried out in planned manner to help the students having intellectual abilities and develop attitudes (Fahreza & Husna, 2017).
The result of review from the expert of instructional design obtain 89.83% with good qualification. It was said that in the instructional process, teacher should be able to select and choose appropriate instructional strategies based on the lesson and students' characteristics (Ilhamdi et al., 2020). Teacher must have and develop their teaching skill beside having intellectual competence. Those skills are a basic modal for teacher to create planned and professional instructional (Bastian, 2019).
The result of review from the expert of instructional media obtained 91.66% with excellent qualification. It shown that the concrete of instructional media such as Pop-up Book had special attraction for students. The similar statement that stated Pop-up Book media is interesting because it is 3 dimensional media and provide attractive visual that can move (Fitri & Karmila, 2018). Selecting the appropriate media will affect the student's attention and motivation in learning (Agustin et al., 2021). The result individual test obtained 95.83% with excellent qualification and the result of small group test obtained 94.90% with excellent qualification. It shown that a good instructional was an instructional that was able to give learning experience for students. Pop-up Book media was developed interestingly because it had attractive visual and used to vary the instructional process. It similar with statement that pictures with pop-up component on Pop-up Book media give strong impression for the students and it make the students become curious to follow the learning process (Sentarik & Kusmariyatni, 2020).

Conclusion
The product of Pop-up Book development on Civics lesson of Pancasila Values material was valid to be used as instructional media in grade V. It was because, Pop-up Book was completed by interesting pictures and produced 3-dimension impression that helped to improve the students' attention when the teacher explained the material.