Articulate Storyline-Based Learning Media Loaded with Local Wisdom Values in Historical Narrative Text Material for Elementary School Students

support learning activities in class.


INTRODUCTION
Text-based learning is learning oriented to students' abilities in constructing knowledge and their skills in compiling and developing text orally and in writing.Narrative text is a form of discourse that attempts to describe an event that has occurred to the reader.An important element in a narrative text is media can improve students' critical thinking and independent learning skills regarding the properties of acidic, basic, and neutral solutions (Heliawati et al., 2022).Other researchers' results show that integrating local wisdom into science learning can theoretically and empirically improve students' scientific literacy skills (Setiawan et al., 2017).
However, there has yet to be research in previous studies on developing Articulate Storylinebased learning media that integrates local wisdom values.Therefore, this research developed Articulate Storyline-based historical narrative text learning media, which was integrated with local wisdom values in East Nusa Tenggara Province.This local wisdom includes religious systems, language, economy, education, social organizations, cultural heritage, and arts.The diversity of local wisdom values in East Nusa Tenggara can be integrated into learning, especially historical text material packaged in Articulate Storyline-based learning media.Hence, students' learning process becomes more interesting, contextual, and meaningful.

METHOD
The type of research used in this research is development research.Development research is a type of research used to produce certain products and test the effectiveness of these products (Sugiyono, 2015).The product developed in this research is Articulate Storyline-based learning media containing East Nusa Tenggara local wisdom values in historical narrative text material.Researchers adopted the development model developed by (Borg et al., 2003).The model consists of ten development steps, namely: (1) Research and data collection, (2) Planning, (3) Developing a product draft, (4) Initial field trials, (5) Revising trial results, (6) Testing field trials, (7) Revision of field test results, (8) Field implementation tests, (9) Final product revisions, and (10) Dissemination and implementation (Setyosari, 2015).The data collection methods in this research are observation, interviews, and distributing questionnaires.The data collection instruments in this research are interview guidelines, validation questionnaires, student questionnaires, and documentation.The grid of this media expert validation questionnaire instrument includes aspects of display design, audio, animation, and user-friendliness, as shown in Table 1. 4. The animation presented is by the user's character Aspects of ease of use of media 1. Media is easy to use and simple to operate 2. Media can be used as independent teaching material.
3. Media can be used on various devices.
The material and language expert validation questionnaire instrument grid, includes material suitability and language suitability aspects, as shown in  The material and language expert validation questionnaire instrument grid contains 17 indicators, as shown in Table 3. Types of data in the form of notes, input, and interview results were analyzed using a qualitative descriptive approach, while questionnaire data were analyzed using quantitative descriptive analysis techniques.The test subjects for this product were three teachers and 58 students from SD Nusa Cendana International Plus School (NCIPS), SD Infrastruktur Plus, and SD Canossa, who were selected using purposive random sampling.In this research, the development procedure refers to the model development steps, which the researcher then simplified again into four development steps (Jenahut, 2017).The research begins with a preliminary study stage.At this stage, the researcher collects initial data and information related to the product to be developed.This was done by conducting a needs analysis of the curriculum at three elementary schools, Nusa Cendana International Plus School (NCIPS), SD Infrastruktur Plus, and SD Canossa.After that, an analysis of the needs of teachers and students was carried out.Teacher and student needs analysis was conducted by interviewing class teachers to determine the classroom conditions and learning situations.In contrast, student needs analysis was carried out by distributing questionnaires to determine students' interest and motivation for learning, as well as the obstacles faced by students during classroom learning activities.Next, the researcher conducted a theoretical study by collecting all information related to historical narrative text material and local wisdom in East Nusa Tenggara, which will be presented in learning media products.At the product development stage, the activities produce an initial draft or product through learning media.At this stage, the researcher carries out the design by determining the media components, such as preparing flowcharts layout and determining the title of the learning media.Next, the researcher collected and processed materials in the form of determining historical texts in East Nusa Tenggara, which would later be used as examples of texts in learning media, collecting supporting illustrations from various sources that were related to East Nusa Tenggara local wisdom values, and presenting material content into learning media developed with Articulate Storyline software.
The learning media products that have been developed are then prepared for validation.Product validation is carried out by involving experts and practitioners who are directly related to learning media products.The validated aspects include content, language, presentation, and appropriateness of the media.The media suitability validation results are based on product suitability interpretation guidelines, as shown in Table 4.

Not feasible Revision
Based on Table 4, learning media products can be implemented or tested if they get a percentage of feasibility results of 75% -100%.Field trials were conducted in 3 schools, SD Nusa Cendana International Plus School (NCIPS), SD Pendidikan Plus, and SD Canossa, involving three teachers and 58 students as product users (Arikunto, 2012).Field trials are carried out to determine the feasibility of the product that has been developed.The results of field trials also become a reference for researchers to revise learning media products.After the learning media has been tested and revised, a final draft of the learning media product that has been developed is produced.

Preliminary studies
Research and development activities begin with carrying out preliminary studies.At this stage, the researcher conducted a curriculum analysis, analyzed the needs of teachers and students, and conducted a theoretical study of the materials that would be presented in learning media.The curriculum is analyzed by identifying the curriculum and formulating Basic Competencies (KD) and Competency Achievement Indicators (GPA).Based on the analysis results, the curriculum applied at SD Nusa Cendana International Plus School (NCIPS), SD Reform Plus, and SD Canossa is the 2013 curriculum.Basic Competencies (KD) and Competency Achievement Indicators (GPA) in historical narrative text material in these three elementary schools are at Basic Competencies 3.5 and 4.5, as seen in Table 5.

Table 5. Mapping of Basic Competencies and Indicators of Competency Achievement in Historical
Narrative Text Material

Basic Competencies
Competency Achievement Indicators 3.5 Extract important information from historical narrative texts presented orally and in writing using aspects: what, where, when, who, why, and how.
3.5.1 Extract important information from historical narrative texts presented orally and in writing using aspects: what, where, when, who, why, and how correctly.4.5 Present important information from historical narrative texts using aspects: what, where, when, who, why, and how, as well as standard vocabulary and effective sentences.4.5.1 Understand important information from historical narrative texts using aspects: what, where, when, who, why, and how, as well as standard vocabulary and effective sentences.
The data from curriculum analysis in Table 5 is used as a basis for researchers to map the breadth and depth of historical narrative text material in learning media products.Next, researchers analyzed teacher and student needs.Analysis of teacher and student needs is a field study activity carried out to identify and analyze the needs of teachers and students for the learning media being developed.Analysis of teacher needs was carried out by conducting interviews with three elementary school teachers regarding implementing learning activities in the classroom.The following data were obtained from the interview results: (1) The teacher has never developed computer-based learning media (software).It is due to the limited competence and skills of teachers in the field of information technology; (2) The computer-based learning media (software) used so far is only limited to PowerPoint media; (3) The teaching materials used are still limited to textbooks published by the government; (4) Supporting examples or illustrations in presenting narrative text material in class are still limited; and (5) There is no computer-based learning media (software) that is specific to historical narrative text material in fifthgrade elementary school.Based on data from teacher interviews, researchers concluded that it was necessary to develop Articulate Storyline-based learning media on historical narrative text material.This is because teachers in these three elementary schools still need to improve and expand the use of computer-based learning media (software).The next needs analysis activity is analyzing student needs regarding student interest and motivation to learn in the classroom.Student needs were analyzed by distributing questionnaires to 58 students at SD Nusa Cendana International Plus School (NCIPS), SD Reform Plus, and SD Canossa.Data from the analysis of student needs questionnaires shows that: (1) 85% of students are not happy if the teacher only gives lectures or explains material in front of the class; (2) 96% of students are very happy if the teacher uses learning media when learning activities take place in class; (3) 93% of examples of historical narrative texts given to students are examples of historical narrative texts in government-published textbooks; and (4) 91% of the practice questions in historical narrative text material given to students still use practice questions in government-published textbooks.

Product Development
Articulate Storyline-based learning media product development activities are carried out in 3 parts: determining media components, collecting and processing media materials, and arranging materials in learning media.In the activity of determining media components, researchers first created a learning media flowchart.Flowcharts describe the flow and structure of the media displayed (Zubair, 2015).Next, the researcher designed the media layout based on the media structure contained in the flowchart.Media layout design consists of 2 aspects: the appearance and the media page.Media layout design in the display aspect consists of determining the size of the media screen, screen display (background), color composition, type and color of letters, buttons, and musical instruments.The media page determines the front page (cover), home page, media usage instructions page, material page, and developer profile page.The results of the Articulate Storyline-based learning media layout design can be seen in Figure 2, Figure 3, Figure 4, and Figure 5.
The next activity in the product development stage is collecting and processing media materials.In this activity, researchers collected historical narrative text material from various sources, collected and processed examples of historical narrative texts, prepared practice questions, and collected pictures as supporting media illustrations.After collecting and processing media materials, the researcher then organizes the materials in the media.In this activity, the learning materials that have been collected and processed are then put into the media.The composition of the material presented in the media is developed in the form of learning activities.Learning Activity 1 presents material in the form of an introduction to historical narrative texts, learning Activity 2 presents material in the form of reading examples of historical narrative texts, and learning Activity 3 presents material in the form of a learning evaluation.The results of the preparation of material in the media can be seen in Figure 6, Figure 7, Figure 8, and Figure 9.
The Articulate Storyline-based learning media product that researchers have developed is an initial product draft, which will be tested for feasibility through product validation tests before the learning media product is tested.Media experts, linguists, and practitioners performed product validation tests for Articulate Storyline-based learning media.

Product Validation
Product Validation is an activity to assess the quality and suitability of learning media products that researchers have developed.Product validation involves learning media, material, and language experts and teachers as practitioners.Before carrying out validation activities, researchers first prepare a product validation questionnaire sheet.Experts and practitioners will use The product validation questionnaire when assessing learning media products.After the product is validated, the next step is to process and analyze the completed questionnaire sheet.The product validation results by experts and practitioners are then interpreted per the product suitability interpretation guidelines in Table 6.Based on the validation results in Table 6, learning media experts gave an assessment score of 45 points in the display design aspect, with a percentage of 93.75%.In the audio aspect, the score obtained was 10 points, with a percentage of 83.33%.In the animation aspect, the score obtained was 14 points with a percentage of 87.50%, and in the media user aspect, the score obtained was 11 points with a percentage of 91.67%.The average percentage of these four aspects is 89.06%.If interpreted according to the product suitability interpretation guidelines, the Articulate Storyline-based learning media product gets the qualification of "very suitable."Product validation is then carried out by material and language experts, covering two aspects: material and language suitability.Data from product validation by material and language media experts can be seen in Table 7.Based on the validation results in Table 7, material and language experts gave an assessment score of 28 points regarding material suitability, with the percentage obtained being 92.86%.Regarding language suitability, the score obtained was 12 points, with the percentage obtained being 75%.The average percentage of these two aspects is 83.93%.If interpreted according to the product suitability interpretation guidelines, the Articulate Storyline-based learning media product in material and language suitability gets the qualification "feasible."Practitioners carry out the final product validation.Practitioners in this case are teachers at the research locations, namely at SD Nusa Cendana International Plus School (NCIPS), SD Infrastruktur Plus, and SD Canossa.Validation by practitioners includes aspects of curriculum suitability, material suitability, question quality, grammar, media display design, animation in the media, triggering interest/attention, and ease of use of the media.Data from product validation results by expert practitioners can be seen in Table 8.Based on the validation results in Table 8, practitioners assessed with a percentage of 100% on the curriculum suitability aspect, 90.48% on the material suitability aspect, 86.11% on the question quality aspect, 83.33% on the grammar aspect, 93.75 % on the display design aspect, 95.83% in the animation aspect, 91.67% in the ease of use of media aspect, and 88.90% in the interest/attention trigger aspect.The average percentage score of the eight aspects assessed by practitioners was 91.26%.If interpreted according to the product suitability interpretation guidelines, the Articulate Storyline-based learning media product gets the qualification of "very suitable".Learning media experts, material and language experts, and practitioners also provide input and suggestions to researchers for further product development.Input and suggestions from experts and practitioners were then analyzed and followed up by researchers.The input and suggestions from each expert and practitioner can be seen in Table 9.
Based on input and suggestions from experts and practitioners, researchers then made several improvements to the learning media product according to input from experts and practitioners.Examples of improvement results can be seen in Figure 10 and Table 9.  Articulate Storyline-based learning media products have been validated and received input and suggestions for improvement from experts and practitioners.The average percentage of validation results from experts and practitioners can be seen in Table 10.

Implementation
Based on the data in Table 10, the Articulate Storyline-based learning media product that researchers have developed received an assessment with an average final score percentage of 88.08%.
Based on the average percentage of the final score, it can be concluded that the Articulate Storyline-based learning media product is "very feasible" to be implemented or tested on students.

Field Trials
Articulate Storyline-based learning media products that experts and practitioners have validated are tested on a limited basis with students.Fifty-eight students involved in the field trial activities came from 3 schools: SD Nusa Cendana International Plus School (NCIPS), SD Pendidikan Plus, and SD Canossa.Field trials were conducted to determine the assessment and response to Articulate Storyline-based learning media products from the student's perspective.The researcher and the class teacher jointly carried out learning activities using Articulate Storyline-based learning media in this activity.After carrying out learning activities in class, researchers and teachers distributed assessment questionnaires to students for students to complete.
Based on the assessment results data and student responses, students responded positively to Articulate Storyline-based learning media products.The average percentage score for the attractiveness aspect was 93.10%, 96.55% for the readability aspect, 91.38% for the animation presentation aspect, 98.28% for the color composition aspect, 96.55% for the accuracy of image selection, 98.28% in the aspect of ease of understanding learning material, 91.38% in the aspect of accuracy of learning sequence, and 98.28% in the aspect of suitability of learning material.The average percentage value of the eight aspects assessed by students was 95.47%.It shows that Articulate Storyline-based learning media developed by researchers is very suitable for students learning activities, especially in historical narrative text material.

Discussion
Based on the student needs questionnaire analysis results, the researcher concluded that developing Articulate Storyline-based learning media was important.The learning media developed with Articulate Storyline can facilitate students' needs, both in learning interaction, ease of understanding the material, and ease of working on practice questions.Learning using learning media can also arouse students' interest and motivation to learn (Sanjaya, 2012;Sari & Harjono, 2021).The final activity in the preliminary study is conducting a theoretical study.In this activity, the researcher conducted a study and collected material, especially historical narrative text material, which will be presented in Articulate Storyline-based learning media.Based on the results of theoretical studies, the structure of historical narrative text material presented in Articulate Storyline-based learning media are (1) the Definition of historical narrative text, (2) the Steps in exploring historical narrative text information, (3) Use of question words in exploring historical narrative text information; (4) Reading historical narrative texts; and (5) Learning evaluation (Juniantari et al., 2021;Sari & Harjono, 2021).Apart from the material structure, the local wisdom values of East Nusa Tenggara in the form of historical stories are also integrated into the learning material, especially in presenting examples of historical narrative texts.The researcher raised three historical stories in East Nusa Tenggara, namely "The History of the Sasando Musical Instrument," "The History of the Struggle of King Sobe Sonbai III," and "The History of Kupang City."Integrating local wisdom values in learning materials can increase students' understanding and love of their local culture, especially in East Nusa Tenggara (Nurellah et al., 2018;Shufa, 2018).Based on the research results, the Articulate Storyline-based learning media containing local wisdom values of East Nusa Tenggara in historical narrative text material that researchers have developed is very suitable for use in classroom learning activities, especially in learning historical narrative texts for fifth-grade elementary school students (Daryanes et al., 2023;Legina & Sari, 2022).The advantage of this Articulate Storyline-based learning media is that it contains the local wisdom values of East Nusa Tenggara as examples of historical narrative texts in historical narrative text learning materials for fifth-grade elementary school students.The researcher raised three historical stories in East Nusa Tenggara, namely "The History of the Sasando Musical Instrument," "The History of the Struggle of King Sobe Sonbai III," and "The History of Kupang City."Based on the results of field trials, many students are interested in studying historical narrative text material through Articulate Storyline-based learning media.This is because Articulate Storyline-based learning media can be used on all devices, whether on laptops/computers or smartphones, making it easier for teachers and students to carry out learning anywhere and anytime (Heliawati et al., 2022;Juhaeni et al., 2021).
These results are in line with the results of previous research.Articulate Storyline-based learning media can facilitate the implementation of the learning process and create an interesting learning atmosphere so that learning is high quality and takes place optimally (Nissa et al., 2021;Nugroho & Arrosyad, 2020).Local wisdom values are also supported by students' interest in the learning process, which is integrated into the learning media.Research results state that integrating local wisdom into learning can increase students' learning motivation (Maure & Jenahut, 2021;Toharudin et al., 2021).Local wisdom-based learning is an educational practice relevant to life development skills, based on empowering local skills and potential in each region (Abidinsyah et al., 2019;Hadi et al., 2019).Apart from that, the research results on integrating local wisdom in learning models allow students to face future life while remaining guided by regional cultural values (Dewi et al., 2019;Irwan et al., 2020).Furthermore, the Articulate Storyline-based learning media that this researcher has developed can be downloaded by the general public via the following link: https://bit.ly/mediapembelajaran-teksnarasisejarah.This Articulate Storyline-based learning media can be used as a learning media for teachers and students to support learning activities.This Articulate Storyline-based learning media can be used on all devices, whether on laptops/computers or smartphones, making it easier for teachers and students to learn anywhere and anytime.However, much local wisdom from the people of East Nusa Tenggara has yet to be integrated into this learning media.Therefore, future researchers can integrate more local wisdom values of East Nusa Tenggara in the learning media that will be developed.

CONCLUSION
The research and development carried out by researchers have produced a learning product in the form of Articulate Storyline-based learning media containing local wisdom values of East Nusa Tenggara in historical narrative text material for fifth-grade elementary school students.Researchers developed this learning media product through 4 stages: preliminary studies, product development, product validation, and field trials.Articulate Storyline-based learning media products are validated by experts and practitioners before being tested on students.Based on the validation results, experts and practitioners stated that the product qualifications were suitable for use and could be implemented or tested on students.The field trial results received positive assessments and responses from students regarding eight aspects of the assessment.It shows that the learning media products researchers have developed are very suitable for classroom learning activities, especially in learning historical narrative texts for fifth-grade elementary school students.

Figure 10 .Figure 11 .
Figure 10.Display of the initial page before revision

Table 1 .
Media Expert Validation Questionnaire Instrument Grid 1.The display design presented is based on user characteristics 2. Design an attractive appearance for users/students.3.The background on the media has the right color.4.Images in the media can represent the learning material presented.5.The menu display on the media makes it easier for users to use it.6.The menu layout on the media does not confuse users.7.Buttons have the right color and icon.8.Buttons have consistent colors and icons.9.The buttons on the media have precise reactions.10.The font/letters in the text have the right color.11.The font size is correct and suitable for use(title, content, material, etc.).

Table 2 .
Konradus Silvester Jenahut / Articulate Storyline-Based Learning Media Loaded with Local Wisdom Values in Historical Narrative Text Material for Elementary School Students

Table 2 .
Material and Language Expert Validation Questionnaire Instrument Grid

Table 3 .
Material and Language Expert Validation Questionnaire Instrument Grid

Table 4 .
Guidelines for Interpreting Product Suitability

Table 6 .
Product Validation Results by Learning Media Experts

Table 7 .
Product Validation Results by Material and Language Experts

Table 8 .
Product Validation Results by 3 Practitioners

Table 9 .
Input and Suggestions from Experts and Practitioners

Table 10 .
The average percentage of product validation results by experts and practitioners