Lisa Andary, Syahrial Syahrial, Destrinelli Destrinelli

Development of Page Flip-Based Electronic Teaching Materials for IPAS Learning in Fifth-Grade Elementary School

Introduction

Development of page flip-based electronic teaching materials for ipas learning in fifth-grade elementary school. This study develops and evaluates Page Flip-based electronic teaching materials for 5th-grade IPAS. Proven valid, practical, and effective, they boost student understanding and digital skills.

Abstract

Background - Innovation in teaching materials is crucial in 21st-century learning, especially to address the limitations of conventional methods in engaging students and improving comprehension in Science and Social Studies (IPAS). Page Flip-based electronic teaching materials offer an interactive alternative aligned with the Merdeka Curriculum's emphasis on technology integration. Purpose - This study aims to develop and evaluate the validity, practicality, and effectiveness of Page Flip-based electronic teaching materials for fifth-grade elementary IPAS learning. Method/approach - This research employed a Research and Development (R&D) method using the ADDIE model for over one semester. The study involved 28 fifth-grade students and one teacher from SD Negeri 043/IV Kota Jambi. Data was collected through expert validation, small-group trials, and field trials across several learning sessions. The development used 3D Page Flip Professional software, and assessments were conducted through questionnaires, observations, and pretest-post test scores. Findings - Expert validation by content, media, and language experts showed a high level of validity (final scores above 4.50 on a 5-point scale). Trials revealed a 23% improvement in students' understanding in small groups and a 26% improvement during field trials. Students responded positively to the multimedia and interactive features, while teachers rated the materials as very effective and easy to use. However, implementation faced challenges such as limited digital infrastructure (many schools lack sufficient devices) and teachers' unfamiliarity with educational technology. Conclusions - Page Flip-based teaching materials are empirically proven to be effective, practical, and valid for enhancing students' conceptual understanding, motivation, and digital skills in IPAS. With proper support and training, these materials can become a transformative tool in primary education. Novelty/Originality/Value - This study contributes uniquely by integrating Page Flip technology within the Merdeka Curriculum framework and evaluating not only the overall effectiveness but also usability and contextual barriers, making it a reference for future development of interactive learning media.

Review

The study "Development of Page Flip-Based Electronic Teaching Materials for IPAS Learning in Fifth-Grade Elementary School" addresses a critical need for innovative teaching materials in 21st-century education, particularly within the framework of Indonesia's Merdeka Curriculum. Recognizing the limitations of conventional methods in engaging students and fostering comprehension in Science and Social Studies (IPAS), the authors successfully developed and evaluated Page Flip-based electronic materials. The robust Research and Development methodology, following the ADDIE model, involved expert validation, small-group trials, and field trials. The findings provide strong evidence of the materials' validity and practicality, with expert reviews consistently rating them highly and empirical data demonstrating a significant improvement in students' understanding, making a compelling case for their pedagogical utility. Beyond establishing validity and practicality, the study offers valuable insights into the effectiveness of the developed materials. A notable finding was the 23-26% improvement in student understanding across different trial phases, showcasing a tangible positive impact on learning outcomes. Students responded enthusiastically to the multimedia and interactive features, while teachers found the materials very effective and easy to integrate, underscoring their usability in real classroom settings. A critical strength of this research lies in its unique contribution by integrating Page Flip technology specifically within the Merdeka Curriculum framework and acknowledging contextual barriers such as limited digital infrastructure and teacher unfamiliarity. This realistic assessment of implementation challenges provides a valuable, grounded perspective often missing in developmental studies. In conclusion, this research empirically validates Page Flip-based teaching materials as an effective, practical, and valid tool for enhancing conceptual understanding, motivation, and digital skills in primary IPAS learning. The study's careful consideration of usability and contextual factors makes it a significant reference point for future development of interactive learning media, particularly in regions facing similar technological limitations. While the identified infrastructure and teacher training challenges are considerable, the demonstrated benefits suggest that with targeted support and professional development, these materials hold substantial promise for transforming elementary education. Future research could explore strategies for scalable implementation and long-term impact in diverse educational environments, building upon the solid foundation laid by this comprehensive study.

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