Playdough Guidebook To Improve The Grade III Student S . - Atlantis Press
Advances in Social Science, Education and Humanities Research, volume 556Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)Playdough Guidebook to Improve the Grade IIIStudent’s CreativityDeni Setiawan*Elementary School Teacher EducationUniversitas Negeri SemarangSemarang, Indonesiadeni.setiawan@mail.unnes.ac.idS SukarjoElementary School Teacher EducationUniversitas Negeri SemarangSemarang, Indonesiasukarjopgsd@mail.unnes.ac.idAbstract— The playdough guidebook has not been used yetin SDN Kalisegoro. This study aims to develop a playdoughhandbook aimed at knowing feasibility, as well as testing theeffectiveness of media. Media is intended to improve learningoutcomes. I conducted Research and Development (R&D), thedevelopment method created by Sugiyono. Respondents of thedevelopment of the guidebook consist of lesson materialsspecialists, media specialists, grade III teachers, and students ofSDN Kalisegoro. The data were collected through interviews,questionnaire filling, and documentation. Based on the lessonmaterials validator, the playdough guidebook is affirmed ashighly feasible at percentage point 95% and the one conductedby the media validator was affirmed as highly feasible atpercentage point 97.72%. The small group testing throughpretest got 55 as the mean score, while after doing post-test thestudents’ mean score increased to 86. The small groupnormality test through pretest, L₀ (0.237) Ltable (0.337),while the normality test of posttest shows L₀ (0.222) Ltable(0.337) and small group t-test shows tcount -6.20537 and ttablewith α 5% is 2.571 shows t - ttable, i.e.-6.20537 -2.571 whichmeans that Ho is rejected and µB 0. The calculation of N-gainshows that the mean of the students’ scores also improved to0.69. The conclusion of the study is that the playdoughguidebook is feasible and effective to be used in the Arts,Culture, and Craftsmanship learning, particularly the lesson ofcutting techniques, folding techniques, and knitting techniques.Keywords— arts, culture, and craftsmanship, playdoughguidebook, research and developmentI. INTRODUCTIONAccording to Kristanto [1], Arts, culture, andCraftsmanship aim to develop thinking skills as well asattitudes and values as individuals as well as social andcultural beings [1]. Art education can cultivate students'emotional intelligence, because it processes all activitiesabout physical activity and beauty, which is contained in theactivities of exploring, creating, and expression throughlanguage, sound, and role [2]. Arts, culture, andCraftsmanship in its development are closely related tofostering students' creativity, developing skills, instilling anawareness of local culture, and love of the environmentalenvironment.Arts, Culture, and Craftsmanship is the subject that givesspace to its learners to get involved in various experiences inthe creation of a work in form of real product [2]. In Arts,Culture, and Craftsmanship learning, the students can interactwith the handicrafts and the technology around them, thusthey indirectly will get creative experience in their lives. TheArts education also functions to build the children’s spiritPramita MelatisariElementary School Teacher EducationUniversitas Negeri SemarangSemarang, Indonesiapramitamelatisari@gmail.comtoward the development at their age. The arts educationattracts the arts as the tool to develop psychological functionssuch as creation, feeling, and willing (Ki Hadjar Dewantara)[3].The guidebook is often called the media ofcommunication. Blake and Haroldsen said, "CommunicationMedia like the availability of the guidebook is better called asmedia communication". Medio can be translated into"middle". It means that in a communication context, the word"middle" can be defined as something between personal and“mass” communications [4]. According to Effendyguidebook is, “The book containing the information,instructions, etc. that becomes a guide for the readers to havecomplete knowledge about something”. Effendy added,"Media communication uses the media that does not havecharacteristics existing in mass media, the main character ofsimultaneousness" [5].Based on the research conducted in SDN Kalisegorothrough observation, documentation, interviews with theteacher, I founded the problem with the Arts, Culture, andCraftsmanship learning. In the learning process, the teacherdoes not use the teaching tool at best; the availability of themedia at school is insufficient. During the learning ofcraftsmanship, the teacher just did what he could. If he is notgood at making handicrafts, he just told the theory. Thelearning was also still teacher-centered, with the poorvariation of learning models and methods. The teacher justpracticed direct instruction to explain the theory of cutting,folding, and knitting techniques. He also practiced thediscussion and tasking methods as well as the less innovativelearning methods. If it continues happening, the student'screativity in the learning will be worsening as the teacher didnot much involve the students so the students’ enthusiasmduring the learning worsened too. During the learning, theteacher has never used the Playdough guidebook, andpreviously, he had never used it either. He just used the booksprovided by the school, such as teacher’s books, student’sbooks, and workbooks.Based on the explanation above, the researchers restrictedthe problem into the poor effort of the teacher to develop theteaching tools the teaching tool innovation that can givesolution and improve the students’ creativity is needed. I willdevelop the playdough guidebook. The researchers are goingto develop the playdough guidebook for the Arts, Culture,and Craftsmanship learning mainly cutting, folding, andknitting techniques to boost the students’ creativity. Thisbook is used as an interesting learning medium and canimprove students' learning outcomes, increase students'Copyright 2021 The Authors. Published by Atlantis Press SARL.This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/.84
Advances in Social Science, Education and Humanities Research, volume 556attractiveness to SBdP materials and make it easier forstudents to understand learning materials.The study conducted by Diajeng Nilam Resmatika titled“Meningkatkan Kreativitas Melalui Permainan PlastisinPada siswa Sekolah Dasar” (Improving Creativity throughGame Using Plasticine Clay on Primary Students) showedthat the experimental group has different creativityimprovement from the control one. The study showed thatusing plasticine clay can improve creativity in theexperimental group. So after playing plasticine clay, theircreativity improves and it is suitable for the primary students.The impacts of the study include: to the school, it is expectedto provide a better facility to the students so they can play inthe middle of the learning. Therefore, they can explore theirideas imaginatively. Thus, the school can be “their secondhome” [6].Another study conducted by Annisa Nur Aziza titled“Pengaruh Pemanfaatan Media Playdough TerhadapKeterampilan Menulis Permulaan Siswa Tunagrahita Kelas 1SDLB Bhakti Luhur Malang” (The Impact of PlaydoughUsing on the Novice-Level Writing Skill of grade I Studentswith Mental Disability in SDLB Bhakti Luhur Malang)shows that in general there was score improvement during theintervention and the score decreased when the interventionwas deceased. The score improved to 78.33 from 54.8. Theuse of playdough has an impact on the novice-level writingskill of the grade 1 students with mental disability in SDLBBhakti Luhur Malang, so I suggested to the teacher and theschool to use playdough as the teaching tool that is safelyused in the learning of novice-level writing skill [7].Research that has been presented that is relevant to thisresearch, namely which has something in common about theuse of playdough. However, the studies that have beenpresented have differences in the media content developed,place of research, subject of research.The researchconducted above is used for researchers as material to carryout research. Research conducted by researchers aims todevelop a handbook to improve learning outcomes grade IIIat SDN Kalisegoro.II.METHODSThe researchers used to research and development in thisstudy. As Sugiyono [8] stated, research and development isthe method or process used to validate and develop a product.Research and development is the research method that createsa particular product and tests the effectiveness of thedeveloped product. The steps of the research anddevelopment according to Sugiyono consist of 1) Potentialand Problem, 2) Data Collection; 3) Product Design; 4)Design Validation; 5) Design Revision; 6) Product Testing;7) Product Revision; 8) Design Validation; 9) Final ProductRevision; 10) Mass Production. Mass production is modifiedwith limited production[8]. This research was conducted untilthe 9th stage, not up to mass production. This is due to thelimited time and cost of this research. Data and creativitymeasurement using data collection instruments. The value ofcreativity is derived from qualitative observations in smalland large groups. Qualitative observation is intended toobserve the ability of children to create playdough before andafter playdough book development research.The study was conducted to develop the guidebook as aproduct in Arts, Culture, and Craftsmanship learning forgrade III students in SDN Kalisegoro. The media feasibilitytest was conducted by a validator team consisting of two, i.e.lesson materials specialist and media specialist. While theeffectiveness of the media is shown in the result of theproduct testing and research design usage testing applied wasthe development model developed by Sugiyono [8]. Thatmodel was selected because it was relevant to the researchand development I was going to do.III. RESULTS AND DISCUSSIONBased on the research in SDN Kalisegoro, the researchershave developed a guidebook for Arts, Culture, andCraftsmanship learning particularly the lesson of cutting,folding, and knitting techniques for grade III students,including the playdough guidebook design development, thefeasibility of the playdough guidebook, and the effectivenessof the guidebook.A. Findings Product of Playdough Guidebook DevelopmentThe researchers developed a product in form of aplaydough guidebook for Arts, Culture, and Craftsmanshiplearning, particularly cutting, folding, and knitting techniquesfor grade III students of SDN Kalisegoro. As stated byGreene and Petty (2008: 45) a high-quality textbook andguidebook should meet 10 criteria [9]. They are: (1) Thebook must attract the students’ interest in using; (2) The bookshould motivate the students using it; (3) The book shouldhave illustrations that attract the students using it; (4) Thebook should consider the linguistics aspects that are relevantwith the competencies of the students using it; (5) The bookmust have close relation with another subject/the othersubjects, and it will be better if it is supported with a plan sothey become an intact and integrated unit; (6) The bookshould be able to stimulate and to encourage the personalactivities of the students using it; (7) The book shouldsensibly and explicitly avoid the ambiguous and anomalousconcepts in order not to confuse the students using it; (8) Thebook must have the clear and firm so it will influence itsusers’ one; 9) The book must confirm and put emphasis onthe children’s and the adults’ values; and (10) The book musttolerate the users’ differences. The contents of the guidebookmust be relevant to what we teach or deliver to the childrenso that the children can understand it well and properly. Allthose must be put into reality so that the children love readingbooks [8].Activities that use playdough media can give fun tochildren, especially when the child forms a new combinationwith his game tools. Playing activities using playdough mediarequires flexibility and fine motor connection of children intheir implementation [10]. Further, Through playingplaydough children can use their ability to hold, press, grasp,and narrow playdough and children can form a variety ofshapes according to their creations whether using printingtools or not [11].The design of the playdough guidebook was printed onA4-sized ivory paper. The contents of the book are: 1) Titleof the book; 2) Name of Author; 3) Preface; 4) standard ofcompetencies 5) Fundamental competencies and their85
Advances in Social Science, Education and Humanities Research, volume 556Indicators; 6) Table of Contents; 7) How to use; 8) Picturesof means of transportation; 9) About the Author. Thefollowings are the components of the product the researchershave designed:a) Playdough Guidebook DesignFig. 3. The look of the design of the page containing Core Competencies,Basic Competencies, and Learning ObjectivesFig. 1. Cover of playdough guidebookOn the cover of the guidebook titled “Buku PedomanKreasi Dengan Playdough Untuk Meningkatkan KreativitasSiswa SD” (Guidebook for Creation using Playdough toImprove Primary Students’ Creativity), the background isdark blue and light blue in line with the needs questionnaireand there are pictures of the stuff made of playdough, such asrocket, cars, ship, motorcycle, and train. Also, there is a note“Arts, Culture, and Craftsmanship subject for grade IIIstudents”, the name of the author “Pramita Melatisari danDeni Setiawan”.The core competencies, basic competencies, and learningobjectives that are included in the playdough guidebook are:Basic Competencies are (3.4) to know about cutting, folding,and knitting techniques and (4.4) to create a work bypracticing the cutting, folding, and knitting techniques.Subsequently, there are three indicators for the objectivesreaching, are 3.4.1 to identify the cutting, folding, andknitting techniques; 3.4.2 to be able to explain the cutting,folding, and knitting techniques, 4.4.1 to create a work usingplaydough by practicing the cutting, folding, and knittingtechniques. The learning objectives are that by using theguidebook, the students will be able to explain and to create awork by practicing the cutting, folding, and knittingtechniques. Then, the page number is at the bottom right ofthe page.d) How to read the guidebookb) PrefaceFig. 4. The design look of the page containing How to use the guidebookFig. 2. The look of the design of the Preface pagee) Table of ContentsOn the preface page, the background is combined withthe front cover in dark blue and light blue. The contents ofthe preface are concerning the importance of playdough forthe primary students. The page number is written on the rightbottom of the page.c) Core Competencies, Basic Competencies, andLearning Objectives86
Advances in Social Science, Education and Humanities Research, volume 556Fig. 5. The look of the Table of Contents pageIn the table contents page of the guidebook, there arepreface, core competencies, basic competencies, indicators ofcompetencies mastery and learning objectives, the definitionof cutting, folding, and knitting techniques; and the picturesof means of transportation, and the back cover. Then you cansee the page number at the bottom right of the page.transportation are cars, motorcycles, submarines, rocket,space ship, ship, train, airplane, truck, and bicycle. Thebackground is light and dark blue. And the page number is atthe bottom right of the page.g) About Authorsf) Definition of Cutting, Folding, and KnittingTechniquesFig. 8. The Look of Author PagePlaydough guidebook includes the information about itsauthors presented in the picture with a caption containinginformation about the author. The pictures’ and captions’backgrounds are white. Then the page number is at thebottom right of the page.h) Back CoverFig. 6. The Look of the Definition PageThe definition page includes the definition of cuttingtechnique, the definition of knitting technique, and thedefinition of folding technique so that the students know whatthose are. Its background is light and dark blue as well as Iput a picture of a cloud at the top left of the page. Then, youcan find the page number at the bottom right of the page.Fig. 9.Back CoverB. Discussion Media FeasibilityFeasibility assessment of playdough guidebook isconducted by lesson materials and teaching tool assessors byusing research instruments. The first assessment is conductedby the lesson materials assessor, the lecturer in Department ofFine Arts, Faculty of Arts and Language, UNNES, and thesecond assessment is conducted by the lesson materialsspecialist, the lecturer in Department of EducationTechnology, Faculty of Education, UNNES. The result of theassessment is presented in Table I.TABLE I.Fig. 7. The Look of Content PageOn the page containing the contents of the book, you cansee 10 pictures of means of transportation and the steps tomake those that will be chosen by the students to make themockup of those using playdough clay. The 10 means ofTHE ASSESSMENT OF VALIDATION CONDUCTED BY MEDIASPECIALIST AND LESSON MATERIALS t97.72%Excellent87
Advances in Social Science, Education and Humanities Research, volume 556Table I showed that the developed playdough guidebookgot percentage point 95 % and is included in the excellentlyfeasible category by the lesson materials specialist and gotpercentage point 97.72 % included in excellently feasible bythe media specialist [8]. The validators also advised that theresearchers needed before doing small group product testing.The questionnaire filled the teacher and the students in thesmall group, it shows the positive response to the product ofplaydough guidebook containing lesson of cutting, folding,and knitting techniques at percentage point 100% and isincluded in the excellently feasible category. Acomprehensive analysis of the response questionnaire showsthat the playdough guidebook for the lesson of cutting,folding, and knitting techniques is excellently feasible for thelearning in SDN Kalisegoro. The results showed that the needfor learning media is attractive to students and can improvelearning outcomes for students during SBdP lesson contentpractice. So the researchers developed a playdough mediaplaydough content of decorative work material because it isconsidered fun and proven that the media that has beendeveloped attracts students' attention and is fun for students[10]. The Effectiveness of MediaThe effectiveness of the playdough guidebook for thelesson of cutting, folding, and knitting techniques can beviewed from the students’ learning outcome. According toH.M Surya [12] the learning outcome is marked by thecognitive, connotative, affective, or motor behavior [12]. Thelearning outcome consists of pretest and posttest scores testedusing normality test, t-test, and N-gain test.TABLE II.DataMeanPretestPosttestSMALL GROUP NORMALITY lyDistributedNormallyFrom Table II we can see that the calculation on the smallgroup L0 Pretest 0.23714 and L0 posttest 0.222031.Based on the data, I can conclude that small group tests ofpretest and posttest scores are distributed normally becauseL0 L table.TABLE III.ClassroomPretestPosttestN55Mean5586SMALL GROUP rksH0 isrejectedFrom table III, based on t-test calculation using pairedsample t-test of paired observation, tcount -6.20537 and ttableand α 5% is 2.571, got t ttable or -6.20537 -2.571 so H0is rejected and µB 0. Thus it shows that after the smallgroup product testing we can see that the pretest score isdifferent from posttest one in Arts, Culture, andCraftsmanship learning, particularly the lesson of cutting,folding, and knitting techniques using a playdoughguidebook.TABLE IV.ClassroomSmallgroupN-GAIN TEST ON THE SMALL GROUPMean of ScorePretestPosttest5586N-gainCategory0.69FairFrom Table IV we can see that the calculation of N-gainon the small group is 0.69 which is included in the faircategory. The posttest score is much higher than the pretestone, i.e. 86 from 55 [8]. Thus playdough guidebook iseffective to be used in the Arts, Culture, and Craftsmanship,particularly the lesson of cutting, folding, and knittingtechniques. This is relevant to the study conducted by DyahKartikaningtyas (2014:662) said that the results of thislearning media study had a positive effect on cognitivelearning outcomes as evidenced by the difference in averagestudent understanding through t-test and an average increase(gain) of 0.5 (moderate). Learning media is also able toincrease the activities and character of honest andfriendly/communicative students [13].Based on qualitative observations, children's creativity isseen to have progressed after using playdough manualsresulting from this research and development. Referencingthe forms taught makes it easy for children to produceplaydough products to their liking. Children are also fasterand not confused in producing playdough works. Anothercreativity is starting to boldly blend the playdough colors intomore varied and more interesting. According to Lilik Suwarti,the results of research that has been done by researchersshowed that playdough media can improve cognitive abilityin knowing the shape and size in children group B this isbased on the results of the cycle I with a percentage ofcompleteness of 53.84% in the second cycle percentage ofcompleteness of 69.23% and the result of the third cyclepercentage of 84.61% [14].This study also has a connection with the theories thathave been used by researchers to develop playdough media.The development of playdough manual media can improvestudents' learning outcomes on decorative materials of SBdPlearning content. At the time of learning SBdP decorativework material, there are differences in pretest and posttestresults before and after using learning media. The increase isdue to playdough manual media can make students interestedin the learning process. Research that has been done by otherresearchers also revealed that playdough media can make iteasier for students to do learning.The practical implication of this research is that it canhelp teachers and students in conducting related learningactivities by using new and innovative learning media so thatstudents can learn with developed media. and for teacherswhen learning using playdough handbook media can be analternative in efforts to improve student learning outcomes,teachers will be motivated to create innovative media in thelearning process. For schools can improve the quality ofschools with the use of media learning by other teachers.IV. CONCLUSIONThe development of playdough guidebook for Arts,Culture, and Craftsmanship subject particularly the lesson ofcutting, folding, and knitting techniques for grade III88
Advances in Social Science, Education and Humanities Research, volume 556particularly the lesson of cutting, folding, and knittingtechniques. It is referred to the questionnaire on needs filledout by teacher and students, Standard of Competency, BasicCompetencies, and Learning Indicators. The feasibility of theplaydough guidebook for Arts, Culture, and Craftsmanshipsubject, particularly cutting, folding, and knitting techniquesfor grade III students in SDN Kalisegoro has been validatedby lesson materials and media specialists. The feasibility oflesson materials that have been validated by the lessonmaterials specialist got the percentage point 95%, included inthe excellently feasible category. Then, the media feasibilityvalidated by media specialists got a percentage point of97.72%, included in the excellently feasible category.The effectiveness of playdough guidebook is regarded asbeing able to improve the student's creativity in the learningof Arts, Culture, and Craftsmanship, mainly cutting, folding,and knitting techniques, shown by the students’ creativityimprovement (students’ learning outcome both cognitive andpsychomotor area) at grade III of SDN Kalisegoro. Theconclusion is that the playdough guidebook for Arts, Culture,and Craftsmanship particularly cutting, folding, and knittingtechniques for grade III students in SDN Kalisegoro iseffective and can improve their creativity. Children are morecreative in producing playdough work using playdoughguidebooks that have been developed in this study.V. ACKNOWLEDGMENTThe researchers would like to thank you to the lessonmaterials specialist, the lecturer in Department of Fine Arts,Faculty of Arts and Language, UNNES; the media specialist,the lecturer in Department of Curriculum and EducationTechnology, Faculty of Education, UNNES; illustrator ofplaydough guidebook, for their advises, suggestions, andmotivation, so the researchers can finish the [11][12][13][14]Kristanto, Hakikat Seni Budaya dan Prakarya. Malang: UniversitasMuhammadiyah Malang, 2013.S. Mulyani, Metode Analisis dan Perancangan Sistem. Bandung: AbdiSistematika, 2016.P. Balitbang, Model Pembelajaran Terpadu IPS. Jakarta: Depdiknas,2007.R. H. B. and E. O. Haroldsen, Taksonomi Konsep Komunikasi.Surabaya: Papyrus, 2003.O. U. Effendy, Ilmu komunikasi: teori dan praktek. Yogyakarta:Remadja Karya, 1984.D. N. Resasmita, "Meningkatkan Kreativitas Melalui PermainanPlatisin Pada Siswa Sekolah Dasar", Skripsi. Malang: UniversitasMuhammadiyah Malang, 2017.A. N. Aziza, "Pengaruh Media Playdough terhadap KeterampilanMenulis Permulaan Siswa Tunagrahita", vol. 2, no. 1. UniversitasNegeri Malang, 2015.Sugiyono, Metode Penelitian Pendidikan. Bandung: Alfabeta, 2016.N. W. Petty, and T. Green, “Measuring educational opportunity asperceived by students: A process indicator,” J. Sch. Eff. Sch. Improv.an Int. J. Res. Policy Pract., 2007.I. A. I. A. Ardyatmika et. al., “Penerapan Metode Bermain melaluiMedia Playdough untuk Meningkatkan Kemampuan Motorik HalusAnak Kelompok A,” e-Journal Pendidik. Anak Usia Dini Univ.Pendidik. Ganesha, vol. 4, no. 2, 2016.E. Y. Wardah, “Bermain Playdough Terhadap Kemampuan MotorikHalus Anak Autis di SDLB,” J. Pendidik. Khusus, no. 3, 2017.H.Surya,KapitaSelekta Kependidikan SD.Jakarta:UniversitasTerbuka, 2008.D. Kartikaningtyas, D. Yulianti, and S. D. Pamelasari,“Pengembangan Media Game Ular Tangga Bevisi SETS Tema Energipada Pebelajaran IPA Terpadu untuk Mengembangkan Karakter danAktivitas Siswa SMP/MTs,” Unnes Sci. Educ. J., vol. 3, no. 3, pp.662–668, 2014.L. Suwarti, Meningkatkan Kemampuan Kognitif dalam MengenalBentuk dan Ukuran melalui Media Playdough pada Anak Kelompok BTK Dharma Wanita Sambirejo Kecamatan Gampengrejo KabupatenKediri. FKIP Program Studi PGPAUD Universitas Nusantara PGRIKediri, 2016.89
Playdough Guidebook to Improve the Grade III Student's Creativity Deni Setiawan* Elementary School Teacher Education Universitas Negeri Semarang Semarang, Indonesia deni.setiawan@mail.unnes.ac.id S Sukarjo Elementary School Teacher Education Universitas Negeri Semarang Semarang, Indonesia sukarjopgsd@mail.unnes.ac.id Pramita Melatisari
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