DEVELOPMENT OF INTERACTIVE TEACHING MATERIALS IN INDONESIAN FOR GRADE VI ELEMENTARY SCHOOL STUDENTS

: Interactive teaching materials are written materials in the form of sheets of paper that are bound and given covers and that present knowledge that is arranged systematically. This research aims to develop valid, effective, and practical teaching materials. This study uses a 4D research model with four stages: defining, designing, developing, and deploying. This teaching material has been validated by several experts, namely material experts, media design experts, and linguists. This study had three trials: individual trials, small group trials, and large group trials. Based on the combined percentage of validity of interactive teaching materials, according to experts, a percentage of 89% is categorized as "very valid." The practicality of interactive teaching materials is measured through RPP implementation sheets conducted in large group trials of meeting 1 of 92.72% and large group trials of meeting 2 of 92.98% categorized as "very practical." Effectiveness was obtained from large group trials with a percentage of 92.33% categorized as "very effective." Based on these results, it can be concluded that interactive teaching materials in grade VI SD Muhammadiyah 8 Dau Malang are suitable for use.


INTRODUCTION
Reading, writing, hearing, and speaking are all part of the Indonesian learning process in schools (Cahyono et al., 2019).Students will be asked to comprehend and evaluate various materials throughout reading assignments, including articles, poems, short tales, and theater scripts.Students will also learn to recognize textual components, comprehend sentence structure, decipher meaning, and connect the text to its environment (Puspitasari, 2021).Writing exercises are vital for teaching pupils grammar, sentence structure, text genres, and effective paragraph construction.Additionally, Indonesian students can produce essays, short tales, letters, poetry, and rhymes as they learn.
Speaking and listening exercises are also a part of learning Indonesian.Instructions, announcements, interviews, and dialogues will all be taught to students.Students can also participate in debates, presentations, and language-related roles (Maryamah & Effendy, 2019).
Teachers will also strongly emphasize their students' awareness of essential literary works and well-known authors in Indonesian literature.Conversations on Indonesian culture, traditions, and history will also be crucial to language learning (Aisyah et al., 2020).Poetry writing is covered in a junior high school Indonesian course.Learning Indonesian while focusing on composing poetry can be fun and creative.This is because using poetry verses to express thoughts and imagination when composing poetry will be very helpful (Panje & Toenlioe, 2016).Interactive teaching resources are required to help the learning process for poetry writing.Therefore, interactive teaching tools must be created so that students can acquire poetry writing techniques.
In Indonesia, using textbooks in the classroom has become a critical component of the educational process.Typically, teachers use textbooks as organized material to present to pupils.
Books give readers the background knowledge and information they need to comprehend a specific subject or topic.However, there are some reasons why students do not particularly enjoy textbooks.
One is that textbooks frequently feel inflexible and tend to deliver structured knowledge.(Barroh et al., 2012).Some students believe this strategy is less engaging and does not fit their preferred learning style (Devirita et al., 2021).Additionally, lengthy and complex textbook material can be uninteresting and make learning difficult (Fajri & Taufiqurrahman, 2017).The advancement of technology is another element that affects students' preferences for textbooks.As a result of technological advancements, students are increasingly used to studying through interactive media like movies, animations, or learning applications.They get even more enthusiastic and resentful of using traditional textbooks (Ulfah et al., 2021).Therefore, it is essential to create textbooks that can adapt to technological advancements and increased internet access to make them appear appealing and simplify for students to acquire pertinent and understandable content.(Sihotang & Sibuea, 2015).Some research on textbook development has been done before Barroh et al. (2012); Habibi et al. (2016); Istiningrum et al. (2016); Prasetiyo & Perwiraningtyas (2017), which reviews the development of textbooks on biology subjects at the elementary and secondary school levels.Other studies that also highlight the development of textbooks were also conducted by Budiningsih et al. (2015); Hidayati et al. (2020); Rohmah (2017); Sukerni (2014), which examines the development of textbooks in science and social studies subjects at the elementary and secondary school levels.Further research on textbook development has also been conducted by (Devirita et al., 2021;Kurniawan & Masjudin, 2017;Nurdyansyah & Lestari, 2020;Sihotang & Sibuea, 2015;Sugiarto et al. 2018), which highlights the development of textbooks based on technology, problem-based learning, bioinformatics, context, and the habituation of Islamic characters.Other studies that also examine the development of textbooks have been conducted by (Mustafa & Winarno, 2020;Surahman & Yeni, 2019), namely reviewing the development of textbooks in physical education or sports subjects.Furthermore, research that has been done on textbook development has also been carried out by (Aisyah et al. 2020;Panje & Toenlioe, 2016;Purnama Irawati & Elmubarok, 2014;Puspitasari, 2021;Suyitno, 2007), which examines the development of textbooks in Indonesian subjects.All the research that has been done on the development of textbooks still adds some parts that are not in the textbooks that have been used so far.There is still no research and development of textbooks that combine design, content substance, language feasibility, and a touch of technology in the form of barcode scanning for video, audiovisuals, and websites.Therefore, the research on the development of interactive teaching materials themed "I am good at poetry" in Indonesian differs from other development research that has been carried out because it combines elements of design, content substance, language feasibility, and a touch of technology.Thus, this research is feasible because contributions from the development of textbooks can be used in a more meaningful learning process and help students learn poetry.

METHODS
This research uses the research and development (R&D) method.Research and development is a research method for developing and testing products.In addition to developing and testing products, this research is used to find new knowledge about phenomena and practices in the learning process.
The research uses a 4D development research model with four main stages: Define, Design, Develop, and Disseminate.The define stage aims to determine and define the requirements needed to develop interactive teaching materials themed I Am Good at Poetry.This stage includes four activity steps (1) preliminary analysis, (2) student analysis, (3) curriculum analysis, and (4) material analysis.In the early-final analysis, several fundamental problems emerged that were needed to develop interactive teaching materials themed I Am Good at Poetry.At the student character analysis stage, researchers conducted an analysis related to the character of grade VI students of SD Muhammadiyah 8 Dau Malang, which was planned as the target of the study.Character means cognitive development and the use of technology, especially mobile phones, in learning.In curriculum analysis, researchers identified the main concepts used at SD Muhammadiyah 8 Dau Malang.At the material analysis stage, the researcher identifies the primary skills to be taught and derives them into sub-skills.
Material analysis is a step to find content in the learning carried out and to detail the content of teaching materials in an outline according to the 2013 Curriculum.The curriculum and material analysis series is the basis for setting learning objectives tailored to using interactive teaching materials themed I Am Good at Poetry.
The design stage was designed to design interactive teaching materials themed "I Am Good at Poetry" for SD Muhammadiyah 8 Dau Malang grade VI students.At this stage, researchers compile an interactive teaching material design themed "I Am Good at Poetry," which includes (1) a title page, (2) a perception page, (3) a diagnostic assessment, (4) material deepening, (5) let us do activities, (6) let us do, (7) assessment, (8) daily assessment, (9) new vocabulary, (10) strengthening the profile of Pancasila students, (11) literacy skills, (12) assignments, (13) enrichment, and ( 14) reflection.The result of this design is a product design (dummy), followed by validation by experts.
The development stage aims to produce interactive teaching materials themed "I Am Good at Poetry" for grade VI students that are valid and effective so that these teaching materials can be used to help students learn about poetry materials.At this stage, there are two tests carried out: (1) expert validity tests, which include learning material expert tests, learning design expert tests, and learning media expert tests; and (2) interactive teaching material trials themed "I Am Good at Poetry," which include individual trials, small group trials, and large group trials.
At the dissemination stage, researchers limited the development of interactive teaching materials themed "I Am Good at Poetry" at the socialization stage through limited distribution to teachers and students at SD Muhammadiyah 8 Dau Malang.Distribution is intended to elicit responses and feedback on developing interactive teaching materials.If the target response of interactive teaching material users is good, it will be distributed in large quantities so that teaching materials can be widely used.The research subjects in this study were grade IV students of SD Muhammadiyah 8 Dau Malang.In individual trials involving three students, small group trials of interactive teaching materials are limited to 10 students, and in large group trials involving 35 students in one class, Based on the results of small group trials and large group trials, data were obtained on the validity and effectiveness of interactive teaching materials themed "I Am Good at Poetry."The variables, data, instruments, and analysis used in this study are presented in Table 1.This study collected quantitative data using validated and interactive teaching material effectiveness questionnaires.In addition, expert validators' responses to validation questionnaires and students' responses to usability questionnaires were analyzed with descriptive statistics.Furthermore, the feasibility and usefulness of the product are determined using the criteria shown in Table 2.The assessment results of four validators have shown that interactive teaching materials themed "I Am Good at Poetry" have excellent content validity.Based on the presentation of the study results, it can be seen that the material expert obtained results of 85%.These results are obtained from indicators of assessment criteria such as (1) material coverage, (2) material accuracy, (3) material upto-dateness, and so on.These results show that interactive textbooks themed "I am Good at Poetry" have very valid criteria.This further strengthens the idea that good learning material is material that has relevant content and follows core competencies and essential competencies in the applicable curriculum (Priyatni, 2014), as well as the suitability of the material to the stages of cognitive development of students (Puspitasari, 2021) so that the material can be easily understood (Barroh et al., 2012).

No
The results of media design expert validation obtained 90% results; these results were obtained from assessment criteria indicators that met good graphic elements, for example, in the arrangement of images, writing, writing colors, backgrounds, image animation, completeness of presentation, and so on.These results show that interactive teaching materials themed "I am Good at Poetry" have very valid criteria.This further strengthens the idea that the appearance or design of teaching materials will further increase student interest, attention, and motivation (Budiningsih et al., 2015;Fajri & Taufiqurrahman, 2017) to follow the learning process.The presence of interest, attention, and motivation in learning will support the process of students receiving and understanding the material (Budiningsih et al., 2015;Mustafa & Winarno, 2020) so that the learning process carried out takes place well (Devirita et al., 2021).
As for the aspect of language feasibility, the results of linguist validation obtained 92% results.
This can be seen using EYD: straightforward, communicative, dialogical, interactive, easy diction, and systematic material sequence.These results show that interactive teaching materials themed "I Am Good at Poetry" have very valid criteria.In the linguistic aspect, this attractive teaching material is considered very valuable and relevant to the level of language development of grade VI elementary school children.This condition is relevant to the opinion expressed by Hidayati et al. (2020); Mustafa & Winarno (2020).Suitable teaching materials are teaching materials that are very communicative and understand the cognitive level of their users.Thus, the resulting teaching materials will benefit teachers, students, and parents (Suyitno, 2007) so that it is revealed in the learning process.
The Effectiveness of Interactive Teaching Materials Themed I am good at poetry.
The effectiveness of interactive teaching materials themed "I am Good at Poetry" as a learning medium in Indonesian subjects in elementary schools can be seen from student responses in questionnaires conducted with limited trials and field trials.Limited and field trials were conducted to measure the effectiveness of interactive teaching materials themed "I am good at poetry."This interactive teaching material with the theme "I am good at poetry" was tested on 10 students in one class for limited trials and 35 in one class for field trials.The results of limited and field trials can be seen in Tables 6, 7, and effectiveness of interactive teaching materials themed "I am Good at Poetry" as a learning medium in Indonesian subjects in elementary schools can be seen from student responses in questionnaires conducted with limited trials and field trials.Limited and field trials were conducted to measure the effectiveness of interactive teaching materials themed "I am good at poetry."This interactive teaching material with the theme "I am good at poetry" was tested on 10 students in one class for limited trials and 35 in one class for field trials.The results of limited and field trials can be seen in Tables 6, 7, and 8.After the interactive teaching materials are validated, a trial is conducted to determine their suitability.The trials in this study were carried out three times: individual, small, and large group trials.Each trial was conducted at a different time and day.The results of individual trials were carried out on three students; the results were obtained by 89%, so they were included in the perfect criteria.

No
The results of a small group trial conducted on ten students were obtained by 93%, included in the perfect criteria.The results of a large group trial conducted on 35 students were obtained at 95%, included in the excellent criteria, and can be used without improvement.Observations by two observers reinforced the study results, and the percentage results obtained were 92.72% and 92.98%, which were included in the "efficient" category.The percentage results are then adjusted to the criteria of practicality set and include the category of "very practical."Thus, it can be concluded that developing interactive teaching materials can help motivate students to learn, understand, read, and write poetry in grade VI elementary school students.
The results that have been obtained in the form of expert validation, feasibility level, and level of fitness do not necessarily make this teaching material free from lack of In the implementation of the trials that have been carried out, the development of interactive teaching materials also received criticism, suggestions, and responses obtained from questionnaires by experts, teachers, and students.
The revised parts of the teaching materials include (1) illustration images on the cover that adjust to students at the elementary school (SD) level; (2) the typeface used in the daily assessment section, which is not the same as other assessment sections; (3) three audios contained in the QR Code in the perception section; let us do activities 1; and understanding the elements of the poetry text need to be rechecked because some voices are still unclear.The adjustments and revisions are based on criticism, suggestions, expert, teacher, and student questionnaire responses, and the material's characteristics.
This study's results align with several findings in previous studies that stated that textbooks proved effective in helping to stimulate students to learn (Budiningsih et al., 2015;Fajri & Taufiqurrahman, 2017).In addition, other studies also state that interactive teaching materials support student-focused learning centers (Istiningrum et al., 2016;Puspitasari, 2021).The implication of this study is to provide new information related to the application of interactive teaching materials to elementary school students.This information will be beneficial as a reference in learning, especially for elementary school (SD) teachers.Because it is known that learning at the elementary level is very important, essential, and continuous, teachers must be able to carry out learning effectively.The study had several limitations, including subjects still limited to 10 students in small group trials and 35 students in large group trials.It is hoped that further research will deepen and expand the scope of research related to the use of interactive teaching materials for elementary school students.

Table 1 .
Variable, Data, Instrument, and Analysis

Table 3 .
Material Expert Validation Results

Table 6 .
Individual Trial Results