PENGEMBANGAN MEDIA VIDEO ANIMASI BERSERI UNTUK PEMBELAJARAN MENULIS NARASI SISWA KELAS IV SD

Abstract

Elementary school students' narrative writing skills still face several challenges, particularly in developing ideas, organizing story sequences coherently, and using appropriate vocabulary. This condition indicates the need for learning media that can provide visual stimuli and help students understand a sequence of events concretely. This study aims to develop serial animated video media for teaching narrative writing to fourth-grade elementary school students and to examine the feasibility, practicality, and effectiveness of the developed media. The research employed a Research and Development (R&D) method using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects included a material expert, a media expert, a practitioner expert, and 25 fourth-grade students of SDN Babakan Bandung, Sukabumi City. Data were collected through observation, interviews, questionnaires, and performance-based writing tests administered as pretests and posttests. The validation results indicated a very high level of feasibility, with scores of 93.33% from the material expert, 96.67% from the media expert, and 88.33% from the practitioner expert, resulting in a cumulative average of 92.78%, categorized as very feasible. The practicality assessment based on students' responses yielded an average score of 90.17%, categorized as very good. Quantitative effectiveness testing through narrative writing performance assessments demonstrated a substantial increase in the students' classical mean score, from 52.40 in the pretest to 80.70 in the posttest. The Normalized Gain (N-Gain) analysis yielded a classical index of 0.59, which falls into the medium category, with 24% of students in the high category and 76% in the medium category, and no students in the low category. Thus, the developed serial animated video media demonstrated a very high level of feasibility and practicality and showed an improvement in students' narrative writing skills following its use in the learning process.

ABSTRAK

Keterampilan menulis narasi siswa sekolah dasar masih menghadapi kendala, terutama dalam mengembangkan ide, menyusun alur cerita secara runtut, dan menggunakan kosakata yang tepat. Kondisi tersebut menunjukkan perlunya media pembelajaran yang mampu memberikan stimulus visual dan membantu siswa memahami rangkaian peristiwa secara konkret. Penelitian ini bertujuan untuk mengembangkan media video animasi berseri untuk pembelajaran menulis narasi pada siswa kelas IV sekolah dasar, serta menguji tingkat kelayakan, kepraktisan, dan keefektifan media tersebut. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE yang mencakup lima tahapan: Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian melibatkan ahli materi, ahli media, ahli praktisi, dan 25 siswa kelas IV SDN Babakan Bandung, Kota Sukabumi. Teknik pengumpulan data menggunakan observasi, wawancara, angket, dan instrumen tes unjuk kerja (pretest dan posttest). Hasil validasi menunjukkan tingkat kelayakan yang sangat tinggi: ahli materi memperoleh persentase 93,33%, ahli media memperoleh persentase 96,67%, dan ahli praktisi memperoleh persentase 88,33%, dengan rata-rata kumulatif 92,78% dalam kategori sangat layak. Pengukuran kepraktisan melalui angket respons siswa memperoleh skor rata-rata sebesar 90,17%, kategori sangat baik. Pengujian efektivitas secara kuantitatif melalui penilaian unjuk kerja menulis teks narasi membuktikan adanya peningkatan nilai rata-rata klasikal, yakni dari 52,40 pada saat pretest menjadi 80,70 pada posttest. Hasil analisis Normalized Gain (N-Gain) menghasilkan nilai indeks klasikal sebesar 0,59 yang masuk dalam kategori sedang, dengan sebaran individual 24% siswa berkategori tinggi dan 76% berkategori sedang, tanpa adanya siswa di kategori rendah. Dengan demikian, media video animasi berseri yang dikembangkan memiliki tingkat kelayakan dan kepraktisan yang sangat baik serta menunjukkan peningkatan keterampilan menulis narasi siswa setelah penggunaannya dalam pembelajaran.