Application of Pop Up Book Media to optimize Science Learning Outcomes

Abstract

Science Learning in MI Ma'arif Kumpulrejo 02 Salatiga has not used a variety of active and creative learning media. This causes students to be passive and the lack of student attention to the material delivered by the teacher. Evidenced by the low learning outcomes of students who have not yet reached the KKM determined by the school 65. The purpose of this study was to determine the increase in science learning outcomes through Pop-Up book media in class IV MI Ma'arif Kumpulrejo 02 Salatiga. This research is a classroom action research conducted in three cycles, namely Cycle I, Cycle II, and Cycle III. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The subjects of this study were class IV students, totaling 28 students. Data collection methods are interviews, observation, and documentation. The results of this study indicate that the application of Pop-Up book media can improve science learning outcomes in fourth grade students of MI Ma'arif Kumpulrejo 02 Salatiga. Improvement of students who have finished learning from Cycle I to Cycle II 25% and Cycle II to Cycle III 21.42%. Completeness of student learning outcomes in Cycle I 39.29% of students completing study with an average value of 56.07. In Cycle II 64.29% of students completed study with an average value of 68.92, and Cycle III 85.71% of students completed study with an average value of 80.17.

Improving student activities and learning outcomes through implementation of pop-up book media in discovery learning

“…This is because every page that is displayed affects its readers. In line with research result that pop-up book media can increase student motivation and achievement because this media has advantages such as surprises on each page (Amalia & Setiyawati, 2020) The use of pop-up book media in discovery learning in the learning process provides space for students to play an active role, participate in the learning process through discussion activities and respond to questions, making learning felt by students more meaningful and interesting, thereby encouraging students' curiosity about learning materials. by using the pop-up book media students are more focused on learning, can understand the material contained in the pop-up book and by using this media students begin to be interested in the learning presented.…”

“…As a basic reference for carrying out this research, researchers have reviewed the literature on pop-up book media in elementary school learning conducted by previous researchers. For example, research on the implementation of pop-up book media in conventional learning settings has been conducted, which shows that the use of pop-up book media can improve student learning outcomes (Amalia & Setiyawati, 2020;Arip & Aswat, 2021;Fajria, 2021;Fitri, 2018;Komari et al, 2022;Oktaviyani, 2019;Solichah & Mariana, 2018). Other researchers conducted research by implementing pop-up book media in innovative learning models such as discovery learning settings (Ningsih et al, 2019;Pratiwi, 2021;Wardani, 2020;Yuliani et al, 2020), project-based learning setting (Kristiani et al, 2020;Mustika & Ain, 2020), snowball throwing (Diyantari, 2020).…”

Pop-up book of bajakah plant (Spatholobus littoralis) inventory results as learning media on biodiversity concept: A feasibility analysis

“…Pop-up books are printed media that are equipped with three-dimensional images, provide a more interesting visualization of the story, and when opened will display surprises in the form of paper that can rise or arise, shift left or right, and others (Arifatin, 2022;Fazira & Qohar, 2021;Rosanti et al, 2023). Visual illustrations in pop-up books can be used to clarify the material (Amalia & Setiyawati, 2020;Haryanto & Karyono, 2021) develop language appreciation, cognitive, and aesthetic skills (Elia et al, 2010).…”

Promoting an Integrated Science and English Pop-Up Book for Primary School Students

“…The use of pop-up book media is very feasible for elementary school students because it helps children's understanding in social interaction and translating material in accordance with the theme of thematic books and its attractive shape of pictures will make students more interested in reading (Dewanti et al, 2018;Oktaviana, 2021;Safitri & Sudarsono, 2019;Sari & Suryana, 2019). Several academics believe that the use of a pop-up book to teach elementary students optimizes the learning process (Amalia & Setiyawati, 2020;Baiduri et al, 2019;Junita & Munzir, 2020;Zaeni et al, 2018). Furthermore, the use of popup book proved to be effective to be used in enhancing the outcomes of lower level students in one of elementary schools in Semarang as well as could improve their learning autonomy (Ahmadi et al, 2018;Elmunsyah et al, 2019).…”