JRSSEM 2023, Vol. 02, No. 6, 938 – 956

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v2i06.356 https://jrssem.publikasiindonesia.id/index.php/jrssem

DEVELOPMENT OF FLIP BOOK-BASED ECONOMICS TEACHING

MATERIALS TO IMPROVE THE ECONOMIC LEARNING OUTCOMES OF

STUDENTS IN CLASS XI MAN 2 DELI SERDANG IN ACADEMIC YEAR

2021/2022

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

1,2,3

Universitas Negeri Medan, Indonesia

*

e-mail: [email protected], [email protected], tham[email protected]

*Correspondence: fitri.annisa95@gmail.com

Submitted

: 29

th

December 2022

Revised

: 12

th

January 2023

Accepted

: 19

th

January 2023

Abstract: The purpose of this study was to (1) determine the feasibility of flip book-based

economics teaching materials in improving economic learning outcomes for class XI MAN 2 Deli

Serdang students. (2) Knowing the effectiveness of flip book-based economics teaching materials

in improving economic learning outcomes for class XI MAN 2 Deli Serdang students. This type of

research is R & D research using the Borg and Gall development model. The subjects of this study

consisted of two material experts, one learning media expert, one learning model expert, and 60

students of class XI MAN 2 Deli Serdang. As an object in this study, students' responses to learning

media and student learning outcomes tests. The results showed (1) the expert test of learning

materials was in the very good classification (94.44%), (2) the learning media expert test was in the

very good classification (96.00%), (3) the expert test of the learning model was very good

classification (95.18%). Based on the results of the learning tests, it is known that the average value

of the control class is 67.69 and that of the experimental class is 85, and the two classes have a

difference in value of 17.7. The results of the submission of the hypothesis prove that (1) Flipbook-

Based Economics Teaching Materials to Improve Economic Learning Outcomes of Class XI MAN 2

Deli Serdang Academic Year 2021/2022 are appropriate for use (2) there is a significant difference

between student learning outcomes using flipbook-based economics teaching materials with the

learning outcomes of students who use textbooks. This is indicated by the results of data

processing on the results of the post test obtained tcount = 10.691. At a significant level (α = 0.05)

with dk 58 obtained ttable = 1.167 so that tcount > ttable. The average effectiveness of learning

outcomes in the use of flipbook-based economics teaching materials is 85%, while the group of

students who use textbooks is 68%. From this data it proves that the use of flip book-based

economics teaching materials is more effective in increasing students' knowledge and competence

in learning national income than without using flip book-based economics teaching materials.

Keywords: Flip Book-Based; Economics Teaching; Outcomes of Students.

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 939

INTRODUCTION

Progression of Human Resources

(HR) is a dominating supporting factor in

various institutions, including in the field of

education, good quality human resources

are needed in the world of education, for

the implementation of the role of

education and also includes situational and

predictive needs. For this reason, it is very

important to form quality human resources

through education.

Broadly education is a learning

activity that takes place throughout the

ages in all situations of life activities, while

narrowly education is teaching held by

schools as formal educational institutions.

In the National Education System Law no.

20 of 2003, it is stated that education is a

conscious and planned effort to create a

learning atmosphere and learning process

so that students actively develop their

potential to have religious spirituality, self-

control, personality, intelligence, noble

character and the skills needed by

themselves, society, nation. and country

(Permendikbud No 22 Tahun 2016, 2019).

To realize the goals of national

education in accordance with the

explanation of Article 35 of Law no. 20 of

2003, graduate competency standards are

formulated as graduate competency

qualifications which include the attitudes,

knowledge, and skills of students that must

be met or achieved from certain

educational units. The implementation of

education in schools involves teachers as

educators and students as students, this

process is realized by the existence of

teaching and learning interactions or

learning processes as guidelines for a set of

rules and plans regarding education

packaged in the form of a curriculum (Illahi,

2012).

The learning process in the 2013

curriculum is regulated in Permendikbud

No. 22 of 2016 concerning Learning

Process Standards which states that the

learning process in educational units is held

in an interactive, inspiring, fun, challenging

manner, motivating students to be active,

and providing sufficient space for initiative,

creativity and independence in accordance

with their talents, interests and physical and

psychological development of students.

Each educational unit should carry out

learning planning, implementing the

learning process and evaluating the

learning process to increase the

effectiveness of achieving graduate

competencies (Permendikbud No 22 Tahun

2016, 2019)

To improve student learning

achievement, one of the learning models

that can be used is discovery learning.

According to (Seel, 1995) discovery

learning learning is discovery learning that

is learning from contemporary studies in

cognitive psychology to encourage the

development of more specific methods,

whose characteristics are defined as that

learners can produce units and structures

of abstract knowledge such as concepts

and plots by their own inductive reasoning

about things that are not abstract in

learning materials. In other words, students

are able to understand material changes in

the form of objects as well as possible and

learning feels more meaningful, so that

student learning outcomes will increase

(Putra et al., 2017).

Menurut (Zulkifli & Royes, 2017) the

development of teaching materials is part

940 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

of developing competence and can

improve competence as a professional

teacher. The main goal of an educator in

developing teaching materials is to make

learning more effective, efficient, and in

accordance with predetermined

competencies.

But in reality there are still many

educators who depend on conventional

teaching materials. Conventional teaching

materials are teaching materials that can be

directly used without efforts to plan,

prepare and compile it yourself, errors in

the selection of teaching materials result in

students' understanding that is less than

optimal in learning so that the learning

outcomes obtained do not meet the

specified Minimum Completeness Criteria

(KKM) (Zuriah, 2006). This is in line with

(Prastowo, 2015) which states that the

quality of learning is low when educators

are only fixated on conventional teaching

materials without any creativity to develop

innovative learning.

Based on the results of observations

and interviews conducted by the author at

MAN 2 Deli Serdang, in the daily test for the

even semester Economics subject on

national income material, there were

several students who had not reached the

Minimum Mastery Criteria (KKM), which

was 127:175 = 0.72 x 100% = 72%

(Incomplete). We can see more details in

the following table 1.:

Table 1. Percentage of MID Scores for Class XI Students of MAN 2 Deli Serdang

Academic Year 2020/2021

Source : MAN 2 Deli Serdang

From the table above, it can be seen

that students of class XI MAN 2 Deli

Serdang still have not achieved satisfactory

learning achievements. With the Minimum

Completeness Criteria (KKM) 86 in

accordance with the provisions of the

education unit there are 127 students who

have abilities below the KKM. The results of

interviews between the author and the

teacher of economics subject, one of the

factors that influence student learning

outcomes which are still low is the lack of

interest in learning students by using

printed teaching materials which are

Class

The number of students

KKM

Number of Unfinished Students

Number of

Completed

Students

(≤ 86)

(

≥

86)

XI MIA 3

35

86

28 (80%)

7 (20%)

XI MIA 4

35

86

25 (71%)

10 (29%)

XI MIA 5

36

86

19 (53%)

17( 47%)

XI IIS 1

35

86

28 (80%)

7 (20%)

XI IIS 2

34

86

27 (79%)

8 (24%)

Amount

175

-

127

(72,72%)

49 (27,86%)

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 941

monotonous and less attractive, this data

can be seen from as many as 22 students

out of 35 or by 62 .85% said they had

difficulty understanding the presentation of

concepts and material. In addition, students

also experience boredom in using printed

books. From interviews with students it was

also known that 24 out of 35 students or

around 68.57% said they needed a new

teaching material that could give them

examples of phenomena in economics

learning, especially on national income

material. While 11 other students are still

unsure in making a choice.

To reduce boredom and increase

student learning interest, it is necessary to

develop electronic teaching materials.

Electronic teaching materials are teaching

materials published in digital format,

containing writing, images, which can be

read through a computer or other digital

device. Electronic teaching materials are

learning tools designed to help learning

both in class and outside the classroom

which are displayed in digital format so that

they can make learning more interactive.

(Anori & Putra, 2013). Likewise with the

electronic teaching materials that I will

develop, in this module text, visuals and

videos will also be displayed which will

make students more interested in learning

them, the ease of accessing these teaching

materials is also an advantage where

students only need to access the link to

open teaching materials provided. This

teaching material is also quite practical and

also flexible where students can later easily

learn this teaching material (Oktaviara &

Pahlevi, 2019).

“

Learning and innovation go hand in

hand. The arrogance of success is to think

that what you did yesterday will be

sufficient for tomorrow

.” William G. Pollard.

“Pembelajaran dan inovasi berjalan

beriringan. Kesombongan dari sukses

adalah berpikir bahwa apa yang Anda

lakukan kemarin akan cukup untuk hari

esok.” d William G. Pollard (Furie & Cox,

2013).

One of the electronic teaching

materials that can create an interesting and

conducive atmosphere is the use of

flipbook-based electronic teaching

materials. (Mulyadi et al (2016) states that

the use of flipbooks can improve students'

creative thinking and affect student

learning outcomes. A flipbook is a

collection of pictures that are combined to

give the illusion of movement and into a

simple animation sequence on a small

book without the need for a machine.

Flipbooks that are in great demand by the

public are digital books where book pages

can be opened and read on digital devices.

(Rasiman, 2014) explained that students

were more interested in participating in

learning using flipbooks. However,

according to Nuruliah, Syamswisna,

Yokhebed (2017) states that flipbook media

cannot be used if 1) the devices used by

students do not have internet quota and 2)

the strength of the internet they have must

make it possible to access the flipbook

(Falah & Indana, 2021).

Flipbook-based electronic teaching

materials make the appearance more

attractive because they can open each page

like a book on a computer so that it

provides a dynamic effect, the use of

flipbooks is also facilitated by being

accessible via a link so that students can

access learning media anywhere and

942 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

anytime, this is a perfect solution.

appropriate for the teacher to maximize the

learning process, considering that the

lesson hours are currently reduced.

MATERIALS AND METHODS

This type of research includes

research and development (Research and

Development) which is often known as R &

D research, which is a type of research that

develops a new product or perfects an

existing product.

In accordance with the development

design used, the types of data extracted are

as follows: (1) learning aspects and

correctness of content obtained from

material experts and learning designs, (2)

teaching materials and learning designs

obtained from teaching materials experts,

(3) quality and presentation material,

obtained from individual, small group, and

field trials, (4) the attractiveness of

flipbook-based teaching materials was

obtained from the activities and responses

of students during trials of flipbook-based

teaching materials for Economics subjects,

and (5) the effectiveness of teaching

materials was obtained from the results

learn about national income material using

flipbook-based teaching materials and

learning outcomes about national income

without using flipbook-based teaching

materials

(Afwan et al., 2020).

The data obtained is adjusted to the

purpose and design of the development

used, so the type of data collected in this

development is quantitative data as the

main data, which is collected through a

questionnaire with a scale of 1 to 5 (Likert

Scale) (1: very poor, 2: not good, 3:

moderate, 4: good, and 5: very good).

Respondents will give an assessment score

to each questionnaire based on

predetermined criteria. In addition, the type

of data collected is qualitative data in the

form of descriptions of suggestions and

written input by respondents as additional

data.

RESULTS AND DISCUSSION

This research is a type of research

and development using the borg and gall

development model, so that the product

resulting from the implementation of this

research is Flipbook-Based Economic

Teaching Material s to Improve Economic

Learning Outcomes. The purposes of this

development research were (1) to find out

the feasibility of flipbook-based economics

teaching materials in improving the

economics learning outcomes of class XI

MAN 2 Deli Serdang students. (2) Knowing

the effectiveness of flipbook-based

economics teaching materials in improving

economic learning outcomes for class XI

MAN 2 Deli Serdang students.

The development of learning media,

especially flipbook-based economics

teaching materials in improving economics

learning outcomes for class XI MAN 2 Deli

Serdang students, is complementary to

existing teaching materials. Making

learning media is expected to be done with

careful preparation and planning.

Preparation and planning are arranged

systematically and developed in

accordance with the competence of the

syllabus and RPP on national income

material, so that the learning media

becomes more effective which has been

modified into an even simpler research

design.

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 943

Description of Needs Analysis

The process of implementing the

development of flipbook-based economic

teaching materials learning media is

carried out in stages. The initial process in

this research and development is

conducting a needs analysis and data

collection.

This activity was carried out to obtain

data regarding the teaching and learning

process, characteristics, and learning needs

of students, problems that exist in learning

and media development needed during

the learning and teaching process.

The process of implementing the

development of flipbook-based economic

teaching materials learning media is

carried out in stages. The initial process in

this research and development is

conducting a needs analysis and data

collection. This activity is carried out to

obtain data regarding the teaching and

learning process, characteristics, and

learning needs of students, problems that

exist in learning and media development

needed during the learning and teaching

process (Daryanto, 2010).

The needs analysis stage consists of

an analysis of teacher needs and an analysis

of student needs. The needs analysis stage

was carried out at MAN 2 Deli Serdang with

15 students by distributing questionnaires

and also two Economics teachers.

The results of the research needs

questionnaire distributed to teachers of

economics stated that flipbook-based

economics teaching materials had never

been used in learning national income

material, therefore it was necessary to

develop learning media in the form of

teaching materials on national income

learning materials in an effort to improve

learning that was more effective and

interesting.

Whereas the results of the research

needs questionnaire which was distributed

to 15 students stated that flipbook-based

economics teaching materials had never

been used in economics subjects, therefore

it was necessary to develop learning media

in the form of flipbook-based economics

teaching materials in an effort to improve

learning that was more effective and

interesting.

Initial Product Description

After conducting a needs analysis, it

is continued with developing the initial

product (national income material). The

media program developed as a whole

discusses national income material. The

target use of this learning media product is

students who study national income

material. The process of producing learning

media uses several design programs such

as the Adobe Photoshop CS 6 application,

Corel Draw, Microsoft Word 365, and is

converted into electronic teaching

materials using the flippingbook.com

online application.

The use of the application of

flipbook-based economics teaching

materials aims to create interactive and

interesting learning conditions, student

motivation, student interest in learning, and

to improve learning outcomes in learning

national income material. It is hoped that

by using this media students will be able to

explain national income material.

Material products of national income

in outline which contain results namely:

a. Materials that attract attention in

this media are a combination of

944 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

text, images, videos, and

animations, to make learning more

interesting and interactive.

b. Cover display on teaching materials

based on national income

flipbooks.

Figure 1. Cover Flipbook-based

teaching materials

(Source: Personal Documentation,

2022)

Glossary display on flipbook-based

economics teaching materials.

Figure 2. Glossary Flipbook-based

teaching materials

(Source: Personal Documentation, 2022)

Display of material on flipbook-

based economics teaching materials

Figure 3. flipbook-based teaching

materials

(Source: Personal Documentation, 2022)

Display of material on flipbook-based

economics teaching materials.

Figure 4. Flipbook based video slide show

(Source: Personal Documentation, 2022)

Display of questions on economics

teaching materials flipbook based.

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 945

Figure 5. Questions Flipbook-based

teaching materials on national income

(Source: Personal Documentation, 2022)

Display of flipbook-based economics

teaching materials in the application.

Figure 6. display of flipbook-based

teaching materials

(Source: Personal Documentation, 2022)

After the initial product has been

developed, it is followed by product review

and research by experts. This review and

assessment is carried out by validating the

product with media experts, material

experts, and learning model experts who

are experts in their fields. From the

assessment of the experts, the final media

product was produced, learning media

which was then tested on students to find

out the effectiveness of flipbook-based

teaching materials on national income

material.

Description of Test Result Data

Based on product validation through

a series of trials and revisions that have

been carried out, the development of

flipbook-based economics teaching

materials is valid. The tryout was carried out

in 6 stages, namely: (1) Media expert

validation (2) Material expert validation, (3)

Learning model expert validation (4) Small

group tryout, (5) Medium group tryout, and

(6) Large group tryout /field.

1. Data from Phase 1 Trial Results

(Validation of Experts)

Product validation aims to find out

the opinions of material experts, learning

media experts and learning model experts

regarding the accuracy of the design,

learning aspects, the correctness of the

content, and the presentation of the

learning design. The following below is

data validation results by experts:

1) Material Expert Validation Result Data

Material expert validation of the

development of flipbook-based economics

teaching materials learning media was

carried out by two material experts, namely

expert lecturers in economics education at

Medan State University. As well as teachers

in the field of study. The assessment is

carried out with the aim of obtaining

information that is used to increase the

feasibility of developing flipbook-based

economics teaching materials for students.

The result of the validation is in the form of

an assessment score on the components of

flipbook-based teaching materials on

national income in all aspects.

Based on the observations of the

results of the material expert validation in

table 2 above, it can be seen that the

feasibility of the contents of the learning

946 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

material has 5 indicator items rated "Very

Good" and 1 indicator item rated "Good".

In observing the results of the material

expert validation above, it can be seen that

the presentation of learning material

contains 6 indicator items rated "Very

Good". and observing the results of the

material expert validation above can be

seen that the graphical aspects of the

learning material for all indicator items are

rated "Very Good". Overall the review

aspect of material experts is 92.94% in the

"Very Good" category.

2) Media Expert Validation Data

The validation of learning media

experts was carried out by media experts,

postgraduate lecturers at Medan State

University. Learning media experts validate

products on media aspects, program

appearance aspects, technical quality

aspects and program effectiveness

Based on the observations of the

media expert validation results in table 3.

above, it can be seen that the media aspect

of all indicator items is rated "Very Good",

then in the observation of the media expert

validation results on the appearance aspect

of the program it is known that 4 indicator

items are rated "Very Good" and 1 indicator

item is rated with well, from the

observation of the validation results of

media experts that the quality aspect.

Technically and the effectiveness of

the program, there are 6 indicator items

rated "Very Good" and 2 indicator items

rated as good.

Thus the assessment carried out by

media experts included aspects of media

aspects, program appearance aspects,

technical quality aspects and program

effectiveness in the development of

flipbook-based learning media on national

income material which was assessed at

95.56% with very good criteria. The overall

results of the assessment are summarized

in table 2.

Tab le 2. Level of trend Rating of media experts

No

Categori

Score Range

Frekuensi

Presentase

(%)

1.

Very

good

81%≤skor≥100%

14

77,78

2.

Good

61% ≤skor≥

80%

4

22,22

3.

Currently

41% ≤skor≥

60%

0

0,00

4.

Not

good

21% ≤skor≥

40%

0

0,00

5.

Very

Less

Good

0% ≤skor≥ 20%

0

0,00

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 947

Based on the observations of the

material expert results in table 2, it can be

seen that from the media aspect the "Very

Good" trend rate is rated at 77.78% and the

"good" trend is rated at 22.22%.

Based on the table above, the overall

results can be considered very good and

the comments of the media expert

validator regarding media aspects,

Program Display Aspects, and Technical

Quality Aspects and Program Effectiveness

in general are very good, but in order to

achieve perfection there are several

suggestions.

1) Data from Expert Validation of

Learning model

The validation of the learning model

expert was carried out by the learning

model expert, a postgraduate lecturer at

Medan State University. The learning model

expert validates the product on the

learning design aspect. And aspects of the

characteristics of flipbook-based teaching

materials.

The results of the validation in the

form of a score on the component of

developing flipbook-based teaching

materials on national income material can

be seen in Table 3.

Tab le 3. Assessment scores by learning model experts

ASPECT OF LEARNING DESIGN

Respondent

Total score

(%)

No.

Statement

1

Relevance of learning objectives with

KI/KD/Curriculum

5

100%

2

Accuracy in making indicators from Basic

Competency (KD) references

5

100%

3

Scope and depth of learning objectives

5

100%

4

Accuracy of taking learning methods

5

100%

5

Visible aspects of the 5M scientific

approach that have been continued with

the problem solving method:

5

100%

6

a. Observe (Problem identification)

5

100%

7

b. Ask (Problem identification)

5

100%

8

c. Gathering information (Searching for

information

5

100%

9

d. Associating (Creating a Hypothesis)

5

100%

948 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

10

e. Communicating (Proposing

hypotheses and making

conclusions)

5

100%

11

Accuracy of learning methods with

indicators

5

100%

12

Systematic consistency of method

5

100%

13

Apperception accuracy of learning fosters

a sense of curiosity

5

100%

14

Providing motivation to learn in

apperception

4

80%

15

The depth of the material according to KD

5

100%

16

The depth of the material corresponds to

the cognitive development of the formal

operational stage

4

80%

17

Material contextuality

5

100%

18

Ease of material to understand

5

100%

19

The accuracy of the use of presentation

strategy

5

100%

20

Systematic consistency of material

description

4

80%

21

Conformity between the material and the

sample questions

5

100%

22

Appropriateness of evaluation with

learning objectives

5

100%

23

Accuracy evaluation tool

5

100%

24

Providing feedback on the results of the

evaluation

5

100%

25

Learning interactivity

5

100%

26

Completeness of study aid materials

(audio, images, animation and video)

4

80%

27

Contextuality and actuality of media in

learning

5

100%

ASPECT OF CHARACTERISTICS OF TEACHING

MATERIALS

28

Flipbook-based teaching material

framework:

4

80%

29

a. The description of the table of contents

is enabled by displaying blocks located at

the edge of the layout

4

80%

30

c. Description of student use instructions

4

80%

31

d. Description of the prerequisites for

study participation

5

100%

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 949

32

e. Description of KI, KD and Indicators

5

100%

33

f. Description of learning activity units

5

100%

34

g. Goal description

5

100%

35

h. Material description

4

80%

36

i. Summary description

5

100%

37

j. Assignment

5

100%

38

k. Submaterial exercises

5

100%

39

l. Overall evaluation

5

100%

40

m. Answer Key exercises and evaluations

4

80%

41

n. Task answer key

5

100%

42

o. Guidelines for scoring exercises and

evaluation (grade)

5

100%

43

p. Assignment scoring guidelines

4

80%

44

q. Bibliography

5

100%

45

Self instruction (the accuracy of the

structure of flipbook-based teaching

materials so that there is potential for

students to learn independently)

4

80%

46

Self contained (consisting of units that

achieve the integrity of the basic

competencies)

5

100%

47

Stand alone, (modules developed do not

depend on other media)

4

80%

48

Adaptive, module adaptation to the

development of science and technology

5

100%

49

User friendly

, easy to access and use

5

100%

Average

233

95%

Based on the observations of the

learning model expert validation results in

table 3 above, it can be seen that in the

learning design aspect there are 23

indicator items rated "Very Good" and 4

indicators considered good, then in the

characteristics aspect of flipbook-based

teaching materials there are 14 indicator

items rated "Very Good" and 8 indicators

are considered good. Assessments carried

out by learning model experts include

aspects of learning design and aspects of

the characteristics of flipbook-based

teaching materials in the development of

flipbook-based learning media on national

income material

.

The overall results of the

assessment are summarized in table 4.

950 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

Table 4. Level of tendency Assessment of learning model experts on aspects of learning

design

No

Categori

Score Range

Frekuensi

Presentase

(%)

1.

Very good

81%≤skor≥100%

37

75,51

2.

Good

61% ≤skor≥ 80%

12

24,49

3.

Currently

41% ≤skor≥ 60%

0

0,00

4.

Not good

21% ≤skor≥ 40%

0

0,00

5.

Very Less Good

0% ≤skor≥ 20%

0

0,00

Based on the observations of the

results of the learning model experts in

table 4, it can be seen that from the

learning design aspect the tendency level

of "Very Good" is assessed at 75.51%

Table 5. Comments and Suggestions From Experts Learning models that Need to be

Revised

No

Topic

Coment

Suggestion

1.

Learning Design

Aspects

Already well

2.

Aspect

Characteristics of

e-module

• The text is rather small

• Customize with the syllabus

Enlarge the text

2. Data on Phase II Trial Results

1) Small Group Trial

Small group trials were conducted at the

MAN 2 Deliserdang school. Small group

trials were conducted on 5 randomly

selected students. The purpose of this

trial is to identify learning product

deficiencies after being reviewed by

experts.

The results of the trial in the form of an

assessment score on the development of

learning media products based on national

income flipbooks in small group trials can be

seen in Table 6.

Table 6. Small Group Trial Media Rating Score on the feasibility aspect

content (Scale 1-5)

NO

Statement

RESPONDEN

TOTAL

SCORE

(%)

Criteria

1

2

3

4

5

Content Eligibility Aspects

1

Clarity of learning objectives

5

4

5

4

5

23

92

Very good

2

Material coverage accuracy

5

3

5

4

22

88

Very good

3

Concept truth

5

4

5

23

92

Very good

4

Depth of learning material

5

4

5

4

22

88

Very good

5

Compatibility with the curriculum

4

5

3

21

84

Very good

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 951

6

The accuracy of the order of learning

materials

4

5

24

96

Very good

Presentation Aspects

7

Preliminary quality

5

4

24

96

Very good

8

Quality of presentation of the material

5

4

5

4

23

92

Very good

9

The involvement and role of students in

learning activities

5

3

4

5

22

88

Very good

10

Quality feedback

5

4

5

4

22

88

Very good

11

Serving time

5

4

5

24

96

Very good

12

Quality of practice questions

5

4

5

4

22

88

Very good

Linguistic Aspect

13

Digestible material and logical

presentation

5

4

24

96

Very good

14

Language Use

4

5

4

22

88

Very good

15

Ease of understanding language

5

3

4

5

22

88

Very good

Graphic Aspects

16

Display quality

5

4

23

92

Very good

17

Illustrations and animations

4

5

4

5

23

92

Very good

Average

90,82

Very good

Based on the observation of the

results of the small group try out validation

in table 6. above, it can be seen that the

feasibility aspect of the contents of all

indicator items is rated "Very Good". For

observation of the results of the small group

trials on the linguistic aspects of the overall

item indicators it was rated "Very Good" and

the results of the validation according to the

small group trials on teaching materials

based on national income flipbooks on the

graphical aspect found that the graphical

aspects of all indicator items were rated

"Very Good" with Thus the overall aspect of

the media is rated 90.82% in the "Very

Good" category.

Assessments carried out by small

groups include aspects of content feasibility,

presentation feasibility, language feasibility

and graphic feasibility in the development of

flipbook-based learning media on national

income material. The overall results of the

assessment are summarized in table 7.

Table 7. Level of trend Assessment of small group trials for all aspects

No

Categori

Score Range

Frekuensi

Presentase (%)

1.

Very good

81%≤skor≥100%

17

100

2.

Good

61% ≤skor≥ 80%

0

0,00

3.

Currently

41% ≤skor≥ 60%

0

0,00

4.

Not good

21% ≤skor≥ 40%

0

0,00

5.

Very Less Good

0% ≤skor≥ 20%

0

0,00

Table 7. shows the results of the assessment of responses carried out in small

952 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

group trials on the development of national

income flipbook-based learning media, all

students rated "Very Good" at 100%.

Based on observations of the

validation results of the Medium group

tryout in table 7 above, it can be seen that

the feasibility aspect of the contents of all

indicator items is rated "Very Good" thus

Overall the media aspect is rated 91.56% by

category.

"Very good". Furthermore, the results of the

validation according to the medium group

trial regarding teaching materials based on

national income flipbooks on the linguistic

and graphical aspects of all indicator items

were rated "Very Good" thus Overall the

aspect was rated 91.67% in the "Very Good"

category.

Table 8. Level of trend Assessment of the moderate group trial on all aspects

No

Categori

Score Range

Frekuensi

Presentase (%)

1.

Very good

81%≤skor≥100%

17

100

2.

good

61% ≤skor≥ 80%

0

0,00

3.

Currently

41% ≤skor≥ 60%

0

0,00

4.

Not good

21% ≤skor≥ 40%

0

0,00

5.

Very Less Good

0% ≤skor≥ 20%

0

0,00

Table 8. shows the results of the

assessment of the responses carried out in

the medium group trial towards the

development of national income flipbook-

based learning media, all students rated

"Very Good" at 100%, Media Feasibility

Validation Results by Experts.

The assessment of experts, namely

material experts, media experts, and

learning model experts on the development

of national income flipbook-based teaching

materials learning media which was also

tested on students, contained several notes

or improvements for revision. After

implementing product revisions based on

expert instructions and advice, an expert

assessment of interactive media based on

guiding students during the learning

process was carried out at the same time

using teaching materials based on the

developed national income flipbook. The

average percentage of the results of the

expert assessment after the implementation

of the revision can be presented in Table 9.

Table 9. Average Percentage of Feasibility Assessment Results of teaching materials

based on national income flipbooks by experts

No

Assessment Aspects

Persentase

Criteria

1.

Learning materials

94,44%

Very good

2.

Learning Media

96,00%

Very good

3.

Learning model

95,10%

Very good

Average

95,18%

Very good

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 953

Based on Table 9. above, it can be seen

that the evaluation of media feasibility of

flipbook-based teaching materials on

national income material after revision

based on expert guidance can be seen that

the average assessment of subject matter

aspects is 94.44% with a very good category,

the average aspect assessment learning

media by 96.00% with very good category,

and the average aspect of learning model

assessment is 95.10% with very good

category. All aspects of the assessment with

an average of 95.18% with a very good

category.

Thus it can be concluded that the

product of economics flipbook-based

teaching materials on national income

material that was developed belongs to the

very feasible category overall. The results of

this validation also prove that economic

flipbook-based teaching materials on

national income material can meet the

needs of implementing national income

learning and are very worthy of being tested

according to the judgment of experts.

Based on the acquisition of an average

expert assessment score on economic

flipbook-based teaching material media on

national income material that has been

developed, a diagram of the average

percentage of expert judgment can be

presented in Figure 7.

Figure 7. Bar chart of expert assessment of teaching materials based on national

income flipbooks

Analysis of Small Group Trial Results

The results of the analysis and small

group trials on each aspect of the

assessment as a whole are determined by

the average score of each category. This

small group trial was conducted on 5

students at MAN 2 Deli Serdang. The results

of the assessment are then analyzed to be

able to determine the deficiencies of the

product being developed. The average

percentage of small group trial results can

be seen in Table 10.

Table 10. Average Percentage of Feasibility Assessment Results of national income

flipbook-based teaching materials from small group trials

No

Assessment Aspects

Persentase

Criteria

1.

Content Eligibility

90,00%

Very good

2.

Presentation

91,33%

Very good

3.

language

90,67%

Very good

4.

graphics

92,00%

Very good

93,00%

94,00%

95,00%

96,00%

97,00%

Ahli Materi Ahli Media Ahli Desain

Pembelajaran

94,44%

96,00%

95,10%

Persentase Hasil Penilaian Para Ahli

Bahan Ajar berbasis Flipbook

954 |

Development of Flip Book-Based Economics Teaching Materials To Improve The Economic

Learning Outcomes of Students In Class Xi Man 2 Deli Serdang In Academic Year 2021/2022

Average

91,00%

Very good

Based on Table 10. above, it can be

seen that the feasibility assessment of

economic flipbook-based learning media on

national income material from small group

trials on the content feasibility aspect

averaged 90.00%, on the presentation

aspect an average of 91.33%, language

aspects with an average of 90.67% and

graphical aspects with an average of 92.00%.

Thus it can be concluded that the results of

the interactive media assessment in the

small group trial are included in the "Very

Good" category.

The results of this study also prove

that economics flipbook-based teaching

materials on national income material can

meet the needs of implementing national

income learning.

Based on the acquisition of the average

rating score in the small group trial of the

economic flipbook-based teaching material

on national income material that has been

developed, a diagram of the average

percentage of small group trial assessments

can be presented in Figure 7.

Analysis of the Results of the Medium

Group Trial

The results of the analysis and trials of the

moderate group on each aspect of the

overall assessment are determined by the

average score of each category. This

medium group trial was conducted on 15

students at SMK MAN 2 Deli Serdang.

The results of the assessment are then

analyzed to be able to determine the

deficiencies of the product being developed.

The average percentage of small group trial

results can be seen in Table 11.

Table 11. Average Percentage of Feasibility Assessment Results of national income

flipbook-based teaching materials from medium group trials

No

Assessment Aspects

Persentase

Criteria

1.

Content Eligibility

90,67%

Very good

2.

Presentation

91,56%

Very good

3.

language

92,44%

Very good

4.

graphics

92%

Very good

Average

91,67%

Very good

Based on Table 11. above, it can be

seen that the feasibility assessment of

economic flipbook-based learning media on

national income material from the medium

group trial on the content feasibility aspect

averaged 90.67%, on the presentation

aspect an average of 91.56%, language

aspects with an average of 92.44% and

graphical aspects with an average of 92.00%.

Thus it can be concluded that the results of

the interactive media assessment in the

medium group trial are included in the "Very

Good" category

The results of this study also prove

that economic flipbook-based teaching

materials on national income material can

meet the needs of implementing national

income learning.

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

| 955

Analysis of Field Trial Results

The results of analysis and field trials

on each aspect of the overall assessment are

determined by the average score of each

category. This field trial was conducted on

30 students at MAN 2 Deli Serdang. The

results of the assessment are then analyzed

to be able to determine the deficiencies of

the product being developed.

Descriptive Research Data

Based on the data obtained from the

research results with a total sample of 60

students, the average and standard

deviation of learning outcomes for national

income subjects in the control class and

experimental class students are obtained as

shown in Tables 12. and 13.

Table 12. descriptive research data on the results of learning economics subjects on

national income

Control Class

Experiment Class

Posttest

Average

SD

Average

SD

67,69

7,95

85,4

3,61

From the data in Table 12, it can be

seen that in the control class that has

carried out the Posttest, the average

student score is 67.69 with a standard

deviation of 7.95. Meanwhile, in the

Posttest experimental class, the average

student score was 85.4 with a standard

deviation of 3.61.

Based on table 13. it can be seen the

difference between the control class and

the experimental class. Good for study

results.

Table 13. The difference between the average score of national income

Information

Average Score

National Income Knowledge

Control Class

67,69

Experiment Class

85,4

Score Difference

17,71

From the table above it can be seen an

increase in sample knowledge about

national income. The table above can be

seen an increase in sample knowledge about

national income with a difference of 17.71%.

For more details, the description of the score

data on learning outcomes in the

experimental class and control class will be

described in the following research results.

CONCLUSIONS

After carrying out the process or

stages of developing flipbook-based

economics teaching materials, the following

conclusions can be put forward: Flipbook-

based economics teaching materials

developed on national income material at

MAN 2 Deli Serdang are suitable for use.

Flipbook-based economics teaching

materials that are used on national income

material at MAN 2 Deli Serdang are

effectively used.

Fitri Annisa Harahap

1

Saidun Hutasuhut

2

Thamrin

3

|

956

DOI : 10.36418/jrssem.v2i06.356 https://jrssem.publikasiindonesia.id/index.php/jrssem

REFERENCES

Afwan, B., Suryani, N., & Ardianto, D. T.

(2020). The Development of Digital

Flipbook Media Based on the 5 Hours

Battle of Kalianda upon High School

History Materials. Budapest

International Research and Critics

Institute (BIRCI-Journal): Humanities

and Social Sciences, 3 (2), 1003–1012.

Anori, S., & Putra, A. (2013). Pengaruh

Penggunaan Buku Ajar Elektronik

Dalam Model Pembelajaran Langsung

Terhadap Hasil Belajar Siswa Kelas X

Sman 1 Lubuk Alung. Pillar of Physics

Education, 1(April), 104–111.

Daryanto, D. (2010). Belajar dan Mengajar.

Bandung: CV. Yrama Widya.

Falah, F., & Indana, S. (2021). Validity and

Practically of Learning Resources

Flipbook Identification of

Basidiomycota Mushrooms for Senior

High School Students. IJORER:

International Journal of Recent

Educational Research, 2(6), 709–720.

Furie, M. B., & Cox, A. E. (2013). Apps,

Flipbooks, and Hashtags: Embracing

New Modes of Information Exchange.

The American Journal of Pathology,

183(1), 2.

Illahi, M. T. (2012). Pembelajaran discovery

strategy & mental vocational skill.

Yogyakarta: Pustaka Pelajar.

Mulyadi, D., Wahyuni, S., & Handayani, R.

(2016). Pengembangan Media Flash

Flipbook Untuk Meningkatkan

Keterampilan Berfikir Kreatif Siswa

Dalam Pembelajaran Ipa Di Smp.

Jurnal Pembelajaran Fisika, 4(4), 296-

301–301.

Oktaviara, R. A., & Pahlevi, T. (2019).

Pengembangan E-modul Berbantuan

Kvisoft Flipbook Maker Berbasis

Pendekatan Saintifik pada Materi

Menerapkan Pengoperasian Aplikasi

Pengolah Kata Kelas X OTKP 3 SMKN 2

Blitar. Jurnal Pendidikan Administrasi

Perkantoran, 7(3), 61.

Permendikbud No 22 Tahun 2016. (2019).

Standart Proses Pendidikan Dasar

Menengah. 53(9), 1689–1699.

Prastowo, A. (2015). Panduan Kreatif

Membuat Bahan ajar Inovatif

Menciptakan Metode Pembelajaran

Yang menarik dan Menyenangkan.

Diva Press.

Putra, K. W. B., Wirawan, I. M. A., &

Pradnyana, G. A. (2017).

Pengembangan e-modul berbasis

model pembelajaran discovery

learning pada mata pelajaran “sistem

komputer” untuk siswa kelas x

multimedia smk negeri 3 singaraja.

Jurnal Pendidikan Teknologi Dan

Kejuruan, 14(1).

Rasiman. (2014). Efektivitas Resource- Based

Learning Berbantuan. 1(September).

Seel, B. (1995). Classification Theory,

Taxon o m ic Issue s , and the

1994Definition of Instructional

Technology. He Annual Meeting of the

Association for

EducationalCommunications and

Technology, Educational

Communications andTechnology, 150.

Zulkifli, Z., & Royes, N. (2017).

Profesionalisme guru dalam

mengembangkan materi ajar bahasa

arab di MIN 1 Palembang. JIP (Jurnal

Ilmiah PGMI), 3(2), 120–133.

Zuriah, N. (2006). Metodologi penelitian

sosial dan pendidikan teori aplikasi.

for possible open accesspublication

under the terms and conditions of the Creative

Commons Attribution (CC BY SA) license

(https://creativecommons.org/licenses/by-sa/4.0/).