Development of Powtoon Based Science Learning Media in Elementary Schools

. The multimedia use of learning media in elementary school in Soppeng district has not been made up for because 56,4% teachers still using on textbooks as learning media. The purpose of this study was to develop science learning media using powtoon in elementary schools. This study uses a type of development research, namely research and development. The product developed in this study is a learning media based on natural science material about ecosystems for fifth grade. The theme chosen is theme 5 sub-theme 1 learning 1. This research was carried out in 3 schools located in Lilirilau District, Soppeng Regency including SDN 254 Mappatongai, SDN 125 Marale, SDN 112 Burecceng. The subjects of this study were the fifth grade students, totaling 21 students. The data collection procedure was carried out based on the 5 steps of the ADDIE model. Data collection techniques used are questionnaires and media validation. The data obtained were analyzed using qualitative and quantitative approaches. The results of this study resulted in a product in the form of Powtoon based learning media. The results of the validation test by material experts with an average percentage of 95.25% in the very valid category, the results of validation by media experts with an average percentage of 93% in the very valid category while the average feasibility test obtained 75% in the feasible category. The learning media developed is suitable for use by teachers and students as learning media.


Introduction
The rapid development of information technology is currently very influential on learning in the classroom so that teachers are expected to make various innovations or updates in the learning process by utilizing technology. Technology in education is used to achieve learning goals (Ega & Titin, 2021). The presence of technology helps teachers and students to facilitate learning activities, especially as intermediaries for messages in learning or commonly referred to as learning media. Learning media is a tool used by teachers to build students' experiences so that they can easily understand learning material (Dwijayani, 2019). This is because the success of teaching and learning activities is not only determined by the condition of the teacher, but also influenced by learning media and student activities during learning (Hapsari, et al., 2019). The use of appropriate media makes learning objectives more effective and efficient . So, it is clear that learning media is needed so that students understand more about the material explained by the teacher.
However, the reality on the ground shows that learning in elementary schools, including in the Soppeng Regency area, especially in the Lilirilau District, rarely uses learning media or assistive devices. So far, teachers have only focused on textbooks when teaching without using the media. Awalia et al (2019) argue that the lack of use of learning media is a factor in students' low understanding of the material discussed. Based on data obtained from a questionnaire that was distributed, it was found that 56.4% of teachers in the sub-district only relied on textbooks for teaching. In addition, most teachers choose science as the material that requires the most media following math material in elementary schools. Science is one of the thematic subjects which is difficult to understand, so it requires media, for example audio-visual media. As much as 74.4% of teachers agree that audio-visual is very important to use in the learning process, because without this media students feel bored and bored in learning. Monotonous teaching and learning activities will make students quickly feel bored and forget the material they have learned. If this happens, it will have an impact on decreasing student learning outcomes.
The lack of facilities owned by schools is also one of the inhibiting factors for learning. There are still a number of schools that do not have science kits or vice versa, there are schools that have teaching aids but are not used optimally. In addition, many teachers complain and find it difficult to make learning media because it takes a long time (Komang, et al., 2022). These conditions can be the cause of low student understanding and achievement (Stevi & Haryanto, 2020). Students also more often memorize material contained in student books (Dewi & Handayani, 2021). Some teachers even feel more comfortable in teaching and explaining teaching materials using the lecture method, so they rarely display media related to science. This causes students to experience misperceptions and are free to visualize the theory given according to their basic knowledge. Therefore, the use of technology-based learning media can be a solution to the limited visualization and thinking of students who are still (Hanif, 2020).
Based on the facts that have been described, one type of media that can be used is the type of audio-visual learning media. This media is believed to be appropriate for students in elementary schools. Audio-visual media can provide a stimulus to students, because it can display videos that have pictures and sound (Fitriyani, 2019). Apart from that, videos have another characteristic, namely the displayed images can move (Yuen et al., 2018). Audio-visual-based multimedia learning media provides space for students to change the way they learn for the better (Rahmadani, 2022). One of the audio-visual media developed in this study is learning media from the powtoon application. The development of the Powtoon media was also carried out because 71.8% of teachers in the Lilirilau sub-district, Soppeng Regency were not familiar with the application, so the presence of this media could be used as a new medium for teaching science in elementary schools.
Powtoon is a web-based application that can be accessed online to create animated presentations with very interesting features. The powtoon application provides several animations, for example hand animations, cartoons, as well as more real moving effects and easier time settings (Anjarsari, et al., 2020). The presence of powtoons as a medium can assist teachers in explaining material that is difficult for students to understand, because it is assisted by interesting audio and animated images (Arnold, 2018). Apart from being accessible via the network, PowerPoint can also be used offline, for example in the form of presentations and PDFs. The existence of various interesting features provided by the powtoon application, it will be easier for students to understand lessons and increase their learning motivation. Learning that attracts the attention of students accompanied by more colorful pictures will increase their interest in learning and their learning outcomes (Ariyanto, et al., 2018).
The results of research conducted by Donna, et al (2021) suggest that interactive learning media such as powtoons are proven to be valid and practical to use, because they have a potential effect on increasing student enthusiasm for learning, especially in thematic learning in grade V elementary schools. In line with this opinion, Anggita (2021) also stated that the powtoon application is considered effective and suitable for use as a learning medium in the classroom, because this media can eliminate students' boredom in learning. The interesting features possessed by this powtoon application have many benefits, so that it can facilitate the learning process. Based on the facts above, the authors provide a solution by developing learning media in thematic learning, especially in science material with a discussion of ecosystems in fifth grade elementary schools using the powtoon application. The purpose of this study was to develop science learning media using powtoons in elementary schools.

Methods
This research uses a type of development research, namely research and development (R & D). The product developed in this research is powtoon-based learning media for science material about ecosystems for fifth grade. The theme chosen is theme 5 sub-theme 1 learning 1. This research was conducted in 3 schools located in Lilirilau District, Soppeng Regency including SDN 254 Mappatongai, SDN 125 Marale, SDN 112 Burecceng. The subjects of this study were fifth grade students with the following details. When the research was conducted in July-August 2022 in odd semesters. The development model used in this research is the ADDIE model because the design is the most effective and efficient, every step of learning development takes into account the basic stapes of the learning system (Cahyadi, 2019). The ADDIE model includes 5 stapes, namely analyze, design, development, implementation, and evaluation (Rusdi, 2018). The first stapee is analyze. At this stapee the researcher collects data and information related to the analysis of the needs of teachers and students as well as the analysis of learning objectives. The first step to start this stape is to conduct interviews with class teachers and distribute questionnaires to 16 respondents in class V. Needs analysis is carried out to analyze material that is difficult for students to learn, analyze the deficiencies of the learning media used and analyze suitable media to be developed accordingly. with the characteristics of students. The results of this analysis are the guidelines for making learning media.
The second stape is the design. At this stape, the formulation of learning objectives, collecting references, and determining material or content boundaries is carried out. The third stape is development. At this stape, namely product validation that has been developed. Validation is carried out by material experts and media experts in order to get criticism and suggestions as a reference for improving the media that has been developed. After the media is finished, it is then validated by media experts and material experts. The criteria for validation results are as follows: The fourth stape is the implementation. At this stape a limited trial was carried out on 21 class V students. Furthermore, the teacher and students filled out a response questionnaire to the Powtoon-based learning media that had been developed. The last stape of this research is evaluation (evaluation). At this stape it contains the results of the assessment to see the success and failure of the product being developed. This stape focuses on determining the obstacles and obstacles encountered during the use of powtoon-based learning media. After being tested, the powtoon media was tested in the classroom. Teachers and students then provide responses whose results are processed according to the following table:

Results and Discussion
This research produces powtoon-based learning media. The research stages are described as follows.

Analysis stage
The stages carried out by researchers in the analysis section are collecting data and information related to the development of powtoon-based learning media on ecosystem material. Based on the results of the analysis of the teacher's needs for the use of learning media, a percentage of 95 was obtained. This shows that teachers really need learning media to support the teaching process. Learning media functions to display messages and information clearly, focus the attention of students, thereby increasing learning motivation to achieve optimal learning results (Ahdan, et al., 2020). Furthermore, the researcher gave a questionnaire to students who had studied ecosystem material. The following are the results of the questionnaire given to students: Based on the results of the questionnaire that was filled in by 21 students, it was found that 56.3% were interested in learning science using video, students who enjoyed learning media containing cartoons or animations were 81.3% and 81.3% liked to relearn material at home. or anywhere. Next, the researcher draws a conclusion to develop a more flexible PowerPoint-based learning video that can be accessed anytime and anywhere. It is hoped that the media in the form of videos used in teaching and learning activities can attract the interest and attention of students in order to foster their curiosity and motivation to learn (Qurrotaini, et al., 2020). This is also in line with the opinion that the use of technology-based media, for example macromedia flash, can increase interest and facilitate the process of delivering learning material so that students can understand science concepts in depth and in more detail (Zulfa & Haryanto, 2021).

Design stage
The design stage includes activities in the form of formulating learning objectives in Science subject, theme V, sub-theme 1. The researcher prepares product concepts to be developed, such as formulating learning objectives, preparing material, collecting animation, choosing music and preparing storyboards. The design stage aims to guarantee the quality of the product to be developed (Dewi & Handayani, 2021). Learning objectives are arranged based on the basic competencies contained in the student book. Next, the researcher collects references related to the teaching material and then makes restrictions on the material that becomes the reference. Material references were obtained from relevant class V student books and science books. The limitations of the material chosen in learning 1 are the understanding of ecosystems, the constituent elements of ecosystems and how animals get their food. The media developed in this study is audio-visual media in the form of powtoons. The web-based powtoon application has interesting animations. Powtoon animation is an application that contains sophisticated and up-to-date features on a screen to design an illustration related to the material presented (Awalia, et al., 2019). Powtoon is designed in the form of a video with a duration of approximately 3 minutes.

Development stage
The third stage is the development stage, namely transforming the draft that has been compiled into a comprehensive media according to needs. This is because the selection of instructional media according to the needs and characteristics of students can help to increase their understanding and knowledge of learning science. At the development stage, the powtoon application has many choices of background templates, so that during the work process it only needs to insert images that match the material, provide animated content, for example the teacher's character wearing a hijab that matches the character of the students and can be saved in MPEG format. The MPEG format stands for moving picture expert group which allows videos to be played in various applications. Videos that have been produced can also be shared directly via the provided link (Fitriyani, 2019).
In the development process, researchers directly create animations that are used as learning media. Furthermore, learning media is validated by material experts and media experts. Material validation consists of four aspects, namely aspects of learning objectives, material content, learning resources and presentation of material. Based on the results of validation by the material expert validator can be seen in Table 4.  Table 4 shows that in terms of learning objectives, content and learning resources are in the very valid category with 95,50%, 92,40%, 93,50% and 87,80% respectively and it is stated that no revision is needed, but the validator still provides suggestions, so the authors reconsider revising such as adding references used. The material presented uses language that makes it easier for students to understand the content of the material (Marianti, et al., 2022). Furthermore, the aspect of presenting the material is in the valid category, the validator provides suggestions for adding conclusions at the end of the material. The revision results based on input from the validator can be seen in Table 5. Media validation consists of three aspects, namely aspects of software engineering, learning design and visual communication. Based on the validation results by the material expert validator can be seen in Table 6. Based on the validation results by media experts, an average validation result of 95% is in the very valid category, which means that the developed media can be tried out, but with a few notes. Furthermore, the researcher made improvements based on corrections and suggestions provided by the media expert validator including extending the duration of the displayed image, improving the proportions of the image layout, improving writing and improving the slide layout. The description of the media before and after the revision is shown in Table 7.

Implementation stage
The implementation stage is applying and using the media that has been made in teaching and learning activities. The schools that were used as trials for the implementation of this media were 3 schools located in Lilirilau District, Soppeng Regency, namely SDN 254 Mappatongai, SDN 125 Marale, SDN 112 Burecceng. At each school, an introduction to powtoon media was carried out first. After that, it provides an opportunity for class teachers to carry out the learning process using the media. The final stage is asking for responses from teachers and students after using the media. This stage aims to see students' responses to the use of powtoon-based learning media. The results of the due diligence can be seen in Table 8.  Table 8 shows that learning media that have been successfully developed are interesting with a percentage of 75,00 in the feasible category, interactive aspects with a percentage of 87,50 are in the very feasible category, easy-to-use aspects with a percentage of 75,05 are in the feasible category and can grow motivation with a percentage of 62.50 is in the proper category. In general, powtoon-based science learning media is appropriate for use in learning to increase students' learning motivation. This can be seen from the questionnaire answers given to students. As stated by Wulandari, et al (2020) that the various features and facilities provided by the powtoon application can be a means for teachers to develop interesting learning video media, even powtoon has music features that can be added to videos. The media that has been developed also contains material that is interesting, interactive, easy to use, packaged in a practical way and can foster motivation and the quality of learning outcomes that will be obtained by students (Awalia, et al., 2019;Hardiyanti, et al., 2020). In addition, Fitriani, et al (2021) said that interactive multimedia is considered to be able to improve students' critical thinking and computational thinking skills.

Evaluation stage
The last stage carried out by researchers is evaluation. At this evaluation stage the researcher encountered several obstacles in the study, namely the problem of network instability during the limited trial, so that students were hampered from accessing the shared media links and the absolute dependence of the application on the existence of the internet. The solution to this problem is that teachers or researchers can develop powtoon media through paid powtoon applications, so that they can be downloaded immediately and can be accessed or watched even when they are outside the network. The presence of powtoons can activate students to gain new knowledge (Arif & Muthoharoh, 2021).

Conclusion
The resulting product is a powtoon based learning media. Based on the results of the questionnaire analysis given to students, it can be concluded that the developed learning media is suitable for use by teachers and students as a tool in the classroom. The superiority of the developed media contains material that is interesting, interactive, easy to use and can foster student motivation.