THE DEVELOPMENT OF POP-UP BOOK LEARNING MEDIA IN PANCASILA MATERIALS BASED ON LOCAL WISDOM AT ELEMENTARY SCHOOL

The Development of Pop-Up Book learning media in Pancasila Material Based on Local Wisdom at second grade of Elementary Schools was conducted to find out its feasibility, practicality and effectiveness. This study used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. At the Analysis stage, interviews, material analysis and student needs are carried out. Then, at the design stage, namely the selection of product formats and images are conducted. The development stage is carried out by validating the expert validator. Furthermore, the Implementation stage was tested on students and the Evaluation stage was carried out by pretest and posttest to determine the effectiveness of students. Based on these five stages, the development of Pop-Up Book Learning media resulted in the feasibility of learning media with a score of 0.90 which was obtained by four validators, then the practicality of the PopUp Book learning media got a value of 90.8%. The effectiveness of using the Gain Test was 0.45. and get the “moderate” criteria. Based on these results, the Pop-Up Book learning media is declared feasible, practical and effective in learning.


INTRODUCTION
Education has become an important aspect in human's life. Through education, people can develop insight, knowledge, values and character as well as the cultural inheritance. Therefore, educators should prepare appropriate methods in teaching to promote successful education especially in this era of the industrial revolution 4.0 (Maghfiroh et al., 2020;Wahyuningsih & Susanti, 2020).
Curriculum is an educational plan, handles and guidelines regarding the type, scope, and content and process of education. The curriculum is seen as a tool designed to achieve the expected goals. The curriculum was developed as a guide to direct students to become qualified in facing the challenges of every era.
Efforts made by the government are updating the Unit Level Curriculum into the 2013 curriculum. It is included in the curriculum of the Minister of Education and Culture Regulation No. 69 of 2013 that "prepares Indonesian citizens to have the ability as individuals or citizens who are productive, loyal, creative, innovative and effective and can contribute to the lives of the community, nation and state".
It is this cultural literacy and citizenship that must be introduced from an early age because students must know Indonesian culture, customs, beliefs, race, and ethnicity (Ahsani & Azizah, 2021). The 2013 curriculum is directed at preparing students to be more productive, in the form of books, pictures, tapes, video recorders, computers. Teaching materials such as teacher books and student books were prepared by the government in order to support the curriculum 2013 (Ahsani et al., 2020). The use of appropriate media will improve the quality of good and meaningful learning, and help students understand material that is difficult to understand (Maghfiroh et al., 2020). At elementary schools, teachers have an important role in making it happen through classroom learning, including the teacher being able to develop lesson planning, carry out learning and also conduct learning evaluations (Afandi et al., 2021). Moreover, students tend to be less interested and do not understand how to apply the values of Pancasila in their daily lives. From the results of the interviews, the writers attempted to create and develop an innovative book media to make it more attractive and effective in the material Pancasila, namely Pop-up book media.
The Pop-up book is a three-dimensional element with movable parts so that it gives the appearance of an attractive image. According to (Devi & Maisaroh, 2017) "The appearance of the Pop-Up book is very interesting because it has threedimensional elements and kinetic motion". The use of Pop-up Book media can grow and stimulate students in their learning because each page of the Pop-Up Book provides illustrations with interesting surprises. This can also encourage the desire of students to read and understand the material, especially Pancasila material. Efforts to cultivate Pancasila material can be used in various ways, namely by instilling the spirit of Pancasila in students through local wisdom.
A number of studies in accordance with the use of pop-up book have been conducted by some previous researchers. Recently pop-up book can be used as a media in teaching and learning process (Colidiyah, 2018;Praheto, 2018;Sari & Suryana, 2019;Wulandari et al., 2020). Besides, pop-up can be used as media to improve students' understanding of science (Safri et al., 2017). In addition, pop-up can be used as an alternative to improve learning autonomy among students (Elmunsyah et al., 2019). Referring to it, some studies explore the pop-up book in teaching science, language, mathematic without correlating to local wisdom.
This present study explores more about the use of pop-up book as a learning media to teach Pancasila by considering local wisdom.

METHODS
This study used Research and Development (R & D) combining qualitative and quantitative methods" (Najib, 2018). In the field of education, products produced through R&D research are expected to increase educational productivity, namely graduates with a large number, quality, and relevance as needed (Haryati, 2012). The developed products have been tested for effectiveness by experts to match the goals achieved.
This research design uses the ADDIE Model model. According to (Barokati & Annas, 2013), the ADDIE Model, which stands for Analysis-Design-Development-Implementation-Evaluation, is one of the models that guides the development of effective, dynamic and supportive learning. In line with this statement, the ADDIE model is also arranged in order with systematic activities as a means of solving learning problems related to learning resources according to the needs of students' characteristics (Tegeh & Kirna, 2013). Then it can be concluded that the ADDIE model can be an effective model guide and supports efforts to solve various learning problems according to student needs.
The research model ADDIE consists of 5 steps (Tegeh & Kirna, 2013), namely (1) analysis (analyze ), (2) design (design ), (3) development, (4) implementations and (5) evaluation. Activities with the ADDIE model basically have a relationship between one another (Benny & Pribadi, 2014). The Research used by this model is done in stages and in order to achieve the desired goals.
The data collection techniques used in this study were in the form of interviews, questionnaires and tests. Interviews were conducted to obtain initial data and to guide the development of Pop-Up Book media. The questionnaire was given to the validators, students and teachers in order to find out the feasibility and practicality of the media. Then, the test was used to determine the effectiveness of Elementary, Volume 9, Nomor 1, 2021 students in using Pop-Up Book media. The data analysis technique is to do book feasibility analysis, practicality analysis, and effectiveness analysis.

RESULTS AND DISCUSSION
The results of developing learning media were obtained using the

Design Stage
Based on the analysis above, that the need for further development of In the design, you must choose the accuracy of the color and the accuracy of the illustration so that it is easy to see and. At the design stage, you must also adjust the accuracy of the location to make it balanced. Material adjustments and cultural elements are highlighted

Development Stage
At this stage the draft is generated from the design stage. Then the draft is validated by expert validators for revision or improvement in order to meet the product's feasibility before being applied to the subject in the field; (a) Writing instructional media, The writing of learning media is prepared based on several aspects of assessment, namely suitability, arrangement, balance, color, readability, attractiveness, goodness, and cultural identity. the Pop-Up Book page, the Cooper Black typeface is bigger and thicker, which is 25.
The use of these letters is because these letters become clearer and more visible.
At the stage of developing the pop-up learning media, the integrated Pancasila material with local wisdom is found on page 1 there is a picture of the Garuda bird as the basis for the state symbol. On this page, the Garuda bird

Implementation Stage
This implementation stage is carried out at Gebangsari 01 Elementary School in class 2B with a total of 10 students. The implementation schedule is described in the following table The pretest was conducted to find out the students' initial understanding so that the researcher could find out the increase in students before after the treatment by using learning media with local wisdom-based Pop-Up Books.
The treatment with the use of instructional media with Pop-Up book based on knowledge to the class 2 do with the treatment two times in a row. The treatment was carried out twice in a row. The treatment was carried out with 10 students for 2 treatments with a time of 6x35 minutes.

Student opinion regarding the treatment using instructional media with
Pop-Up Book based on local wisdom is that if the book is making students interested in the book Pop-Up Book for a book of his own designed many colors there are also illustrations. In the Pop-Up Book there are also advantages over ordinary books, namely that it can display 3 dimensional shapes and can provide a surprise when opening it. When the student is interested in the Pop-Up Book, the student will understand and be interested in learning.

Evaluation Stage
At the stage of the evaluation carried out post-test and evaluation by the students and teachers who have been using instructional media Pop-Up Book wisdom-based local. (a) Post-test, the post-test was conducted to determine whether there was an increase in students' understanding of concepts before and after the treatment. Based on the post-test results and then compared with the pretest results, there is an increase in student learning outcomes. Some students experience a significant increase in learning outcomes. (b) Teacher Response, the teacher's response is an evaluation process carried out by the classroom teacher, namely, Djuni, through a questionnaire. There are 10 statements that must be filled in by the teacher which consists of four aspects, namely suitability, design, color, and interest. The teacher's response gets a score of 49 Elementary, Volume 9, Nomor 1, 2021 out of 50 maximum scores. The score is referenced in the form of percent, namely at 98% with the category "Very Good". (c) Student Response, Evaluation by students was carried out by 10 students by filling out a student response questionnaire after the treatment was completed. There are 10 statements with four aspects, namely suitability, design, color, and interest that must be answered by students.
Qualitatively, the students did not provide any input to the media. The maximum score of the statements that must be answered by all students is 454. The treatment results obtained a score of 90.8% with the category "Very Good".

Data Analysis
Data analysis was carried out to conclude the validation results, student and teacher responses, and student cognitive test tests; (a) Validation Test Analysis, after the validation test was carried out by four validators, it was necessary to analyze the data to draw conclusions from the four validators regarding the feasibility of teaching materials. The validation test contains the results of the recapitulation on each statement with the following indicator aspects:

Number of Statements
Validation Results

Overall average
As  In the Paired Sample Test table, the sig = 0.000, is obtained, because the criteria for Sig < 0,05, H 0 is rejected. This means that there is a difference between Pretest and Posttest and it is considered different. Then it is considered more effective. The average scores obtained from the pretest and posttest were 3,9 and 6,7 with a difference of 2,8.

Discussion
This study aims to determine the development of products, feasibility, practicality, and effectiveness of instructional media Pop-Up Book. The objectives of this study are outlined in the discussion, namely:

Learning Media Development
Development of instructional media Pop-Up Book using the model of ADDIE development. The ADDIE stage includes analysis, development, implementation, and evaluate. A similar ADDIE has been done by (Rofiqoh et al., 2020) by producing a product in the form of a Match Space Adventure game . In these studies, the product of development of instructional media was developed to achieve the effectiveness of which is similar to previous studies.
The first stage carried out in this research is the analysis stage to formulate the problems experienced by teachers or students. Through observations and interviews, it was concluded that the problem faced by the teacher was the lack of attractive learning media in learning so teachers and students needed interesting learning media so that students were not bored with learning and understanding the material, especially Pancasila. On other problems apart from the material, namely the lack of media that contains elements of local wisdom in introducing the culture around students. The problems analyzed are then formulated to find solutions and solutions to the problem. The solution that is considered appropriate is the need for the development of learning media and based on local wisdom.
In developing the learning media, it begins with designing and compiling the contents of a jar material. Stage design begins with creating the concept of instructional media itself, Media Education which will be designed by researchers is the instructional media Pop-Up Book based on knowledge of local On stage is a medium of learning is in line with KI and KD in order to achieve the goal of learning the importance. Then choosing an attractive format and image according to the needs and characteristics of low-grade students in order to assist in understanding the material to be delivered.
Next is the development stage, namely by collecting material, designing the content and format of the learning media to produce a complete draft of teaching materials. The difficulty in this stage is the design time. The design of teaching materials uses the CorelDraw application and takes a long time to produce a complete Pop-Up Book draft with a variety of colors, illustrated and attractive images. Furthermore, the resulting draft was validated by four validators, namely Mrs. Nuhyal Ulia, M.Pd., Mr. Muhamad Ramdoni, M.Pd., Mrs. Djuni, S.Pd., and Mrs. Saginem, S.Pd. From the statement, each validator consists of 8 indicator aspects with each obtaining results using Aiken's formula.
Validation of teaching materials ju g a generating some input from the validators of which is the use of the letters are clear and also Pop-Up look untidy because it still looks Pop-Up Book that out of the book .Next is the stage of development produces learning media l a horse valid to then be applied to the research subject. The learning media was tested on 10 grade students to determine the practicality and effectiveness of the teaching materials. Same as with research by product by using the same model (Masturah et al., 2018) who determine the effectiveness of the implementation phase in products Pop-Up Book . The test conducted for three days in a row starting with giving a pre-test to the second treatment. From the evaluation stage, results and conclusions will be obtained regarding the practicality and effectiveness of teaching materials.

Feasibility of learning media
The feasibility of learning media is carried out with a validation test. Then fill out a learning media assessment questionnaire which has 12 statements with 8 criteria for answer choice indicators. Feasibility assessment be some learning media rated on a facet of which is conformity, arrangement, balance, color, easy to read, draw, containing the virtues, has the advantage of cultural identity.
The tests demonstrate the suitability indicator gained 1.00 learning objectives with ka t e gori very valid. In the regulatory indicator, it is obtained 0.81 with a very valid category. The balance and indicators get 0.93 with very valid criteria. Then the readability indicator obtained 0.80 with a valid criterion. Interesting indicators are obtained 0.90 with very valid criteria. While the indicators contain good values and have the advantage of obtaining identities, respectively, are 0.81 and 0.93 with very valid criteria as well.

Of test validation d i did by four validator indicates that learning media with Pop-
Up Book based on local wisdom "worthy" to be used with very valid category.

Practical Learning Media
The practicality of the learning media was assessed using a questionnaire for teacher responses and student responses. The teacher response questionnaire and student responses have 10 questions with 6 types of assessment indicators, namely suitability, color, readability, attractiveness, contain goodness values and have the advantage of identity. The teacher response questionnaire produced a percentage of 100% on the indicator of suitability of learning objectives and got the "very good" category. The color indicator gets a percentage of 80% in the "good" category. The readability indicator was rated "very good" with www w a percentage of 100%. Then an interesting indicator is obtained a percentage of 100% with the category "very good". Meanwhile, indicators contain values of goodness and indicators have the advantage of having the identity of each obtaining 100% and the criteria are "very good". If collected as a whole, the teacher's response questionnaire on learning media with Pop-Up Book gets a score of 49 with a percentage value of 98%. Furthermore, the questionnaire responses from 10 grade 2 students resulted in an average score of 45.4 with a percentage of 91%.
It is similarly conducted by research of Pramesti (2015) with the same development, namely Pop-Up Book and received a very good student response of 4.31 categories. The results of the student response questionnaire for each indicator were indicators according to the learning objectives category "very good" with a percentage of 82%. Color indicator with the category "very good" percentage of 100%. The readability indicator obtained a percentage of 91% in the "very good" category. Then the attractive indicators yielded 89% in the "very good" category. While the indicators contain good values and have the advantage of identity, respectively, get a percentage of 90% and 98% and get a "very good" category.

The Effectiveness of Learning Media
Pop-Up Book learning media can be said to be effective if there is an increase in students 'understanding of Pancasila material seen from the students' pretest and post-test scores. In this study, the pretest and posttest scores were 39 and 67, respectively. From the pre-test and post-test data that were tested on 10 students, it turned out that these two activities were not related to one another. This can be seen from the results of the paired samples correlations test obtained sig. A total of 0.896> 0.05 means that there is no relationship between activity 1 and subsequent activities. In addition to the relationship between the Pre-Test and Post-Test activities, based on data from 10 students taken as a sample, the difference in Pretest and Post-Test scores has a significant difference. From the Pre-Test with an average of 3.9 and Post-Test with an average of 6.7 there is a difference of 2.8. This significant difference means that students who receive special treatment with Pop-up Book learning media in the learning process have a higher average score than students who have not received special treatment. Without the paired samples test, it was clear that there was an effect. This is reinforced by the opinion of (Marliani; that "the test criteria are accepted if T count < T. table and rejected if T.Count >T.table". The results of the paired samples test obtained are sig. (2-tailed) of 0.896> 0.05, which means that it is accepted. There is a significant difference between the mean value before treatment (Pre-Test) and the mean value after treatment (Post-Test). In the Paired Sample Test table above, the sig is 0.000. Then the criteria for Sig <0.05 can be obtained, so it can be obtained that H 0 is rejected. In Sig (2-tailed) it gets 0.000 <0.05 so that H0 is rejected, meaning that there is a difference between Pretest and Posttest and it is considered different and considered more effective.
By obtaining the significance of the number of pretest and posttest and there is no qualitative revision, it can be assumed that the Pop-Up Book learning media stage has reached the final stage as the final product of development. Elementary, Volume 9, Nomor 1, 2021 The media used in learning in elementary schools is the ability of the teacher to innovate to make or choose the right media according to the material and needs of students, the learning media used by the teacher greatly determines the learning process and student learning outcomes in cognitive, affective, psychomotor aspects, this is appropriate with the results of research conducted by (Muskania et al., 2019) that learning media can improve learning outcomes. According to (Hanik, 2020) that the implementation of learning is always related to changes in behavior as a result of the learning media used. According to (Setyoningsih, 2015) states that using internet learning media makes learning more interesting and interactive between teachers and students. Learning media according to (Mujab, 2015) that media is one of the tools for teachers to understand students about the material presented.
The development of the Pop-Up book learning media is a learning media that integrates Pancasila material with local wisdom, making it easier for students to get to know various cultures in Indonesia .

CONCLUSION
The development of pop-up book learning media based on local wisdom using the ADDIE model, was declared feasible from the results of the validation test by four validators by getting an average score of 0.90 in the "very valid" category. "practical" local wisdom is used in learning. The score on the teacher response questionnaire is 49 with a percentage of 98% in the "very good" category. Student response questionnaires get an average score of 45.4 with a percentage of 90.8% in the "very good" category. ". The effectiveness test was obtained by comparing the pre-test and post-test results. The number of students' pre-test scores was 39 while the post-test scores were 67. There was an increase in the number of scores of 28 with the t test. Then the criteria for Sig <0.05 can be obtained, so that Ho can be rejected. Sig (2-tailed) gets 0.000 <0.05 so that Ho is rejected, meaning that there is a difference between pretest and posttest and it is considered different and considered more effective. The suggestion is the need of another theme that can be carried out in the development of learning media for Elementary Schools and Islamic Primary Schools. The results of this development can be used as a reference in developing instructional media. The resulting products are expected to benefit teachers, students and schools and Islamic schools.