Volume 4, Issue 7, July – 2019 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Development Science Learning Media Based on

Ispring Suite 8 to Increase Scientific Literacy at
Primary School
Marina Putriyani1, Tjandrakirana2, Eko Haryono3
Postgraduate Program of Elementary Education Department,State University of Surabaya

Abstract:- The research that has been done in society, and the universe, as well as problems in modern
developing science learning media based on Ispring society (Kemendikbud, 2017).
Suite 8 with four D model development model to
improve students' scientific literacy in the subject of The computer-based learning media can contain
Sound to producing science learning media. The target difficult simulations through direct experiences so students
of this study is science learning media that tested on 30 can have concrete experiences (santyasa, 2007). In line
grade 4 students at SDN Kandangan I / 121 Surabaya with research carried out by Rosandi (2016) on flash
with One Group Pretest-Postest Design. The analysis of multimedia development of multimedia science that is
the results of the perceives feasible which includes worthy of improving middle school students' science
categories: (1) valid, in accordance with the assessment centers. The above statement can be explained that with the
of the validator to the learning media developed; (2) application of the learning media with computer help will
practical, appropriate for the reliability of students ' motivate and make the lesson more interesting and
learning and activities that are relevant to the lesson; concrete. One of the applications that can be used in media
(3) effective, in according to the results of students' production is ispring suite 8. The ispring suite 8 application
scientific literacy tests that perceive all students can incorporate written, visual, video, and sound materials
complete with N-gain mode and good responses given to make learning more meaningful, appealing, and
by students. This research conclusion, which is a enjoyable. The computer-based learning media can contain
science learning media based on Ispring Suite 8 difficult simulations through firsthand experiences so
deserves to improve the science literacy of primary students can gain experiences.
school students.
The ispring suite 8 learning media can be an
I. INTRODUCTION alternative to concrete delivery of sound material. The
research performed by Himmah (2017) has developed an
Efforts to develop skills in the 21st century that can interactive multimedia-based ispring Suite 8 on sub
be done by teachers, one was science literacy through material additives in class VIII SMP and obtained the
science learning. Science literacy is a scientific skill so results that the multimedia is valid, practical, and effective
that, it can identify questions, acquire new knowledge, to improve student learning outcomes. Ispring Suite 8 is an
explain scientific phenomena, draw conclusions according application that is used to convert presentation files into
to facts, understand the characteristics of science, be aware Flash form and form SCORM/AICC, which is the usual
of science and technology that affect the environment, form of e-learning (Alfiandra, 2016). The features in
intellectually and culturally, and care about related issues Ispring Suite 8 are used to develop learning products in the
science (OECD, 2016). Through science learning, students form of PPT teaching materials, animated videos, and
can get direct experience, so they can receive, store, and quizzes. Learning Media based ispring Suite 8, sound
process information, and develop and apply the concepts material presented in the form of flash, so that students can
they have learned ( Kemendikbud, 2017). gain a concrete experience such as listening to the ears and
are expected to master the concept and able to apply in
The cognitive development of elementary school Daily life. Learning Media such as animation and
students according to Piaget belongs to the category of simulation can provide insight into science learning in
concrete operation is at the age of 7 years to 11 years, at improving student science literacy (Fan and Geelan, 2012).
this stage students can understand logically with the help Similar research has done Azimi (2017) has developed
of concrete objects. In the 2013 curriculum, the elementary science learning based literacy material and nature in class
school level has emphasized the implementation of literacy IV elementary school and obtained the results of learning
strategies for high-thinking skills of elementary school material and nature using Learning Media Based Science
students (Kemendikbud, 2018). The application of Literacy in elementary school is effective and practical.
scientific literacy to elementary school students is needed Previous research on media development aimed to improve
to shape the mindset, behavior and character building so the learning outcomes that can be used as a reference for
that they are caring and responsible for themselves, research to be done.

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Volume 4, Issue 7, July – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. METHOD

The type of this research is development research use

four D model (Thiagarajan dkk ,1974). The objective in
this study is ispring suite 8 based science learning media in The purpose of data analysis in this study was to
improving scientific literacy which will be tested on 30 answer the next research question to formulate
fourth grade students at Kandangan I / 121 Surabaya conclusions. The data analysis used is quantitative
Elementary School. descriptive analysis, which includes:
The tecnique used in this development research is A. Analysis of the validity of learning media
validation, observation, giving tests and question naires. The results of the learning Media validation are
The design of the research used for learning media trials is further analyzed in a quantitative descriptive, by
to use the One Group pretests-posttest. The trial design will calculating the average rating score of the indicator. The
be given pretests and given posttest after treatment. average accrual of the score is converted using the
Research plans by Fraenkel, Wallen, and Hyun (2012) are conditions:
described as follows:

Interval Score Rating category Information

3,6 ≤ P ≤ 4,0 Very valid Can be used without revision
2,6 ≤ P ≤ 3,5 Valid Can be used with the slight revision
1,6 ≤ P ≤ 2,5 Less valid Can be used with many revisoins
1,0 ≤ P ≤ 1,5 Invalid Unable to use still requires consultation
Table 1:- (Ratumanan dan Laurens, 2011)

Testing of the reliability of the instrument using the

following formula : B. Analysis of the Implementation of the Lesson Plan with
the Media
𝐴−𝐵 The analysis of the implementation of the Learning
R = [1 − 𝐴+𝐵 ]x 100% (Borich, 1994)
Plan was analyzed in a quantitative descriptive, by
calculating the results of the packaging by two observers,
Information:
then in the search for a percentage of the implementation
of RPP in the learning process. The percentage of
R = instument of reliability implementation of RPP (P) is as follows:
A = frequency aspect of high values from validator
B = frequency aspect of low values from validator
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑎𝑔𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑒𝑠𝑠𝑜𝑛 𝑝𝑙𝑎𝑛 𝑡ℎ𝑎𝑡 𝑤𝑎𝑟𝑒 𝑠𝑢𝑐𝑐𝑒𝑠𝑠𝑓𝑢𝑙𝑙𝑦 𝑖𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑒𝑑
P= x 100%
𝑡𝑜𝑡𝑎𝑙 𝑠𝑡𝑎𝑔𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑒𝑠𝑠𝑜𝑛 𝑝𝑙𝑎𝑛

Interval Kategori
0% ≤ P < 25% Not done
25%≤ P < 50% Poorly done
50% ≤ P < 75% Well done
75%≤ P < 100% Very well done
Table 2:- Percentage of Criteria Implementation of The Lesson Plan (Riduwan, 2012)

C. Analysisi of Student Activities D. Analysis of Student Activities

Observation data of student activity sheets were The determinant analysis of student's scientific
analyzed using the average percentage formula. The literacy by calculating Normalized Gain by using the gain
average percentage formula is as follows; (Rosidi, 2013) score (score increase) which is done on the overall results
of student's scientific literacy skills.

The amount of increase or N-gain is analyzed using

the following formula:
(𝑆𝑝𝑜𝑠𝑡) − (𝑆𝑝𝑟𝑒)
𝑔=
Students are said to be active if the percentage is (𝑆𝑚𝑎𝑘𝑠) − (𝑆𝑝𝑟𝑒)
more than 50 %, if not then students are said to be not
active in participating in learning.

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Volume 4, Issue 7, July – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
While the gain classification is as follows: developed by researchers. The student responses are
quantitative descriptively responses are formulated as
g- heigh : (g) > 0,7 follows:
g- medium : 0,7 ≥ (g) ≤ 0,3
g-low : (g) < 0,3 ∑𝑅
P = ∑ x 100 %
𝑁

E. Analysis of Student Response

Riduwan (2012) suggests that studen’t response The percentage of student responses can be converted
questionnaires are used to determine student’s opinions with the following criteria:
about the application of learning tools that have been

Persentase Kriteria
0% - 20% Very less
21% - 40% Less
41% - 60% Enough
61% - 80% Good
81% - 100% Excellent
Table 3:- Percentage of Student Response Criteria (Riduwan,2012)

III. RESULTS AND DISCUSSION

A. The Validity of Learning Media
The results of research a learning media development Validation is measured using instructional media
based on Ispring Suite 8 on the sound that changed validation instrument that researchers create are provided
performed by adapting the 4D model . The following to the expert validators to validate the ispring suite based
results in data analysis of the validity, practicability, and learning media.
effectiveness of iSpring suite based Learning Media:

Fig 1:- Results of the Validity Analysis of Learning Media

Based on the result of the analysis perceive in Figure B. Practicality of Learning Media
1, the average value of the total validity of the ispring suite Practical test of learning media based on the
8 based learning media in the sound material used obtained implementation of learning and student activities.
is 3,55. It can be concluded that the category is “ valid”.
 Implementation of Learning
The impleentation of learning in accordance with .
Table 4 Results of Learning Implementation
Implementation.

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Volume 4, Issue 7, July – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165

RPP1 RPP2 RPP3 Implementation

No Assessment Aspect Average
V1 V2 V1 V2 V1 V2 (%)
I. KBM OBSERVATION
A. Opening
1. Saying greetings 4 4 4 4 4 4 4,0 100
2. Giving time for children to pray 4 3 4 4 4 4 3,8 96
3. Checking student attendance 4 3 4 4 4 4 3,8 96
4. Apperception 4 4 4 3 4 4 3,8 96
5. Delivering learning objectives 3 4 4 4 4 4 3,8 96
B Core activities
Creating a learning environment that is ready to be
1 4 3 4 3 4 4 3,7 92
oriented to learning material

Conducting activities that encourage students to

2 4 3 4 3 4 4 3,7 92
formulate problems

Conducting activities that encourage students to

3 4 3 3 3 4 4 3,5 88
form hypotheses

Conducting activities that encourage students to

4 3 3 4 3 3 3 3,2 79
collect data

Conducting activities that encourage students to

5 test hypotheses (conducting experiments / group 4 3 4 3 4 4 3,7 92
discussions)

Conducting activities that encourage students to

6 4 3 4 3 3 4 3,5 88
form conclusions

Guiding students to present the results of group

7 4 3 4 3 4 4 3,7 92
work
8 Guiding students to evaluate 4 3 3 3 4 4 3,5 88
C Closing Activity
1 Guiding students to conclude the material 4 3 4 4 4 4 3,8 96
2 Giving reflection 3 3 4 4 4 4 3,7 92
3 Closing the lesson and give further assignments 3 4 4 4 4 4 3,8 96
II CLASS SITUATION

1 KBM is in accordance with the learning objectives 4 3 4 3 4 4 3,7 92

2 Time allocation as planned 3 3 4 3 4 4 3,5 88

3 Mastery of concepts 4 4 4 3 4 4 3,8 96
4 Class management 3 3 4 3 4 4 3,5 88
Table 4

Based on the results of observations of the implementation of learning with ispring suite-based learning media on sound
material obtained scores from observers of 3.5 to 3.8 with the percentage of 82% to 96% the categories implemented very well.

 Student Activities
Table 5 Observation Results of Student Activities

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Volume 4, Issue 7, July – 2019 International Journal of Innovative Science and Research Technology
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Percentage of each meeting
No Observed Aspects Average (%)
P1 P2 P1 P2 P1 P2
1 Making questions / formulation of the problem 60 67 53 53 80 67 63,3
2 Practicing the use of learning media 87 73 80 87 93 100 86,7
3 Reading teaching materials to find important information 100 80 93 87 93 93 91,1
4 Discussing student work sheet with groups 100 87 80 93 100 100 93,3
Conducting experiments / observations in accordance with the
5 80 80 67 80 100 100 84,4
student work sheet instructions
6 Presenting the results of group discussions 87 60 87 80 87 87 81,1
7 Listening to the presentation 80 80 93 87 87 100 87,8
8 Asking questions / ideas / ideas 53 53 67 67 80 80 66,7
9 Evaluating learning outcomes 80 80 87 87 100 100 88,9
Table 5

Student activity Data During KBM can be categorized actively due to students ' requirements that correspond to the activity
criteria as long as the learning reaches 66.7% to 93.3% (> 50%)

C. Effectiveness of Learning Media

Test the effectiveness of ispring-based learning media based on learning outcomes in determining the skills of Science
literacy and student response.

 Science Literacy Skills

Table 6 Results of Science Literacy Tests

No Student Pretest Posttest N-gain Category

Names Score Completeness Score Completeness
1 A1 50 Not Complete 80 Complete 0,6 Sedang
2 B1 30 Not Complete 80 Complete 0,7 Tinggi
3 C1 50 Not Complete 80 Complete 0,6 Sedang
4 A2 20 Not Complete 80 Complete 0,8 Tinggi
5 B2 50 Not Complete 90 Complete 0,8 Tinggi
6 C2 40 Not Complete 90 Complete 0,8 Tinggi
7 A3 60 Not Complete 80 Complete 0,5 Sedang
8 B3 60 Not Complete 90 Complete 0,8 Tinggi
9 C3 60 Not Complete 90 Complete 0,8 Tinggi
10 A4 50 Not Complete 80 Complete 0,6 Sedang
11 B4 80 Complete 90 Complete 0,5 Sedang
12 C4 80 Complete 90 Complete 0,5 Sedang
13 A5 80 Complete 90 Complete 0,5 Sedang
14 B5 50 Not Complete 80 Complete 0,6 Sedang
15 C5 50 Not Complete 80 Complete 0,6 Sedang
16 A6 30 Not Complete 80 Complete 0,7 Tinggi
17 B6 40 Not Complete 80 Complete 0,7 Tinggi
18 C6 30 Not Complete 80 Complete 0,7 Tinggi
19 A7 50 Not Complete 80 Complete 0,6 Sedang
20 B7 40 Not Complete 90 Complete 0,8 Tinggi
21 C7 40 Not Complete 90 Complete 0,8 Tinggi
22 A8 40 Not Complete 80 Complete 0,7 Tinggi
23 B8 40 Not Complete 80 Complete 0,7 Tinggi
24 C8 50 Not Complete 90 Complete 0,8 Tinggi
25 A9 60 Not Complete 80 Complete 0,5 Sedang
26 B9 50 Not Complete 80 Complete 0,6 Sedang
27 C9 40 Not Complete 80 Complete 0,7 Tinggi
28 A10 50 Not Complete 90 Complete 0,8 Tinggi
29 B10 40 Not Complete 90 Complete 0,8 Tinggi
30 C10 30 Not Complete 80 Complete 0,7 Tinggi
Table 6

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Volume 4, Issue 7, July – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Information : U1 = Pretest
U2 = Posttest
Table 6 perceives that learning media based on Ipsring's suite of sound materials can improve student science literacy
characterized by increased score between before and after learning.

 Student Response

No Questions Student Response (%)

Yes No
1 The topic of learning media is in accordance with sound material 100 0
2 Allocation of time given is enough to complete all sound material 86,7 13,3
3 Display of ispring suite 8 based learning media is interesting 100 0
4 The concept of material is presented in sequence 86,7 13,3
5 Learning media can help students find concepts 100 0
6 The language used in learning media is according to EYD 80 20
7 Learning media can motivate students to be actively involved in learning 90 10
8 Learning media explain material that is not observed by the eye 100 0
9 Learning media can help students analyze problems in everyday life 100 0
10 Learning media can make it easier to learn sound material 100 0
11 Learning media can help students have scientific literacy in sound material. 90 10
12 Do you find it easy to answer the items in scientific literacy tests 90 10
93,6 6,4
Table 7:- Results of Student Response

Based on table 7 perceives that the learning has been [6]. Ratumanan, G.T. & Laurens, T. 2011. Evaluasi Hasil
done with a very strong response from the students. Most Belajar pada Tingkat Satuan Pendidikan. Surabaya:
students respond positively to the learning that has been UNESA University Press.
done. It can be seen from the average repos provided by [7]. Riduwan. 2012. Metode & Teknik Menyusun
students, which is 93.6% of students give a positive Proposal Penelitian. Bandung: Alfabeta
response and 6.4% give a negative response. [8]. Sahlan, Asmaun & Angga Teguh Prastyo. 2012.
Desain Pembelajaran Berbasis Pendidikan Karakter.
IV. CONCLUSION Jogjakarta : Ar-Ruzz Media

The results of the research and the conclusion

discussion on science learning media based on Ispring
Suite 8 which has been developed in terms of validity and
that includes the validation of learning media and learning
devices, practicality includes implementation Students '
learning and activities, while the effectiveness of the
students ' science literacy test results and student responses
in improving the science literacy of elementary school
students.

REFERENCES

[1]. Alfiandra & Mulkan, Mulyadi. 2016. Pengembangan

Produk Pembelajaran Melalui Media Ipring pada
Mata PPKn di SMK Palembang. Jurnal Bhinneka
Tunggal Ika, vol 3, no 1, Mei 2016.
[2]. Borich, Gary D. 1994. Observation Skills for
Effective Teaching. The University of Texas: USA
[3]. Clark, R. C., & Mayer, R. E. 2011. E-Learning and
the Science of Instruction. Amerika: Pfeiffer.
[4]. Kemendikbud. 2017. Kompetensi Inti dan
Kompetensi Dasar Sekolah Menengah
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[5]. Permendikbud No. 67 Tahun 2013 Tentang Kerangka
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Dasar/Madrasah Ibtidaiyah. Jakarta

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