Flipbook Media Based on STAD Model to Improve Social Studies Learning Outcomes of Grade IV Elementary School

Authors

  • Lola Amalia Universitas Negeri Semarang, Semarang, Indonesia
  • Akhmad Junaedi Universitas Negeri Semarang, Semarang, Indonesia

DOI:

https://doi.org/10.23887/jlls.v7i2.80366

Keywords:

Flipbook, Learning Media, Learning Outcomes

Abstract

This research was conducted based on problems in the field, namely the lack of relevant learning media and still low social studies learning outcomes compared to other learning. The purpose of this study was to determine the results of media development, feasibility, and effectiveness of Flipbook learning media as a social studies learning media for grade IV material norms & customs in elementary schools. This research uses the type of R&D (Research & Development) research with the ADDIE development method. Data collection techniques in the form of tests & non-tests include observation, interviews, questionnaires, documentation, and tests. The subjects of this study were 1 media expert, 1 material expert, 1 teacher, and 28 fourth grade students. Data collection instruments used questionnaires & test questions. Data analysis techniques used normality test, t-test, and N-Gain test. The results of the media expert assessment obtained a percentage of 92%, and the material expert obtained a percentage of 91.66%, including very feasible. The t-test results show Flipbook effectively improves social studies learning outcomes. N-Gain results showed an increase in social studies learning outcomes. It is concluded that the use of Flipbook media in social studies learning developed by researchers is valid & feasible to use in learning, and effectively helps students learn so that it can improve the learning outcomes of grade IV elementary school students.

Published

2024-08-22

How to Cite

Amalia, L. ., & Junaedi, A. . (2024). Flipbook Media Based on STAD Model to Improve Social Studies Learning Outcomes of Grade IV Elementary School. Journal for Lesson and Learning Studies, 7(2). https://doi.org/10.23887/jlls.v7i2.80366

Issue

Vol. 7 No. 2 (2024): July [ISSUE IN PRESS]

Section

Articles

License

Copyright (c) 2024 Lola Amalia, Akhmad Junaedi

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with the Journal for Lesson and Learning Studies agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)