AUDIOVISUAL MEDIA DEVELOPMENT IN WRITING DESCRIPTION TEXT OF STUDENTS OF CLASS VII SMP PGRI 1 KEDIRI BASED ON INDEPENDENT CURRICULUM

Abstract

ABSTRACT: Currently, education in Indonesia applies the Independent Curriculum. There are several demands in the Merdeka Curriculum, namely (1) demanding the involvement of ICT (Information Communication Technology) in the learning process, (2) requiring students to choose what subjects they want to learn according to their talents and interests, and (3) project-based learning to development of soft skills and character according to the Pancasila Student profile. Indirectly, to meet these demands, educators, in this case teachers, must be able to innovate. One form of this innovation is creating electronic media that is able to make students think critically and be able to learn independently. This research seeks to develop audiovisual media in the independent curriculum in writing descriptive texts for class VII students of junior high school. The general aim of this development research that will be achieved is the compilation of audiovisual media in the independent curriculum in writing descriptive texts for class VII students of junior high school. While the specific objectives to be achieved are as follows namely explaining the needs of teachers and students for audiovisual media in learning to write descriptive texts for class VII junior high school students, explaining the process of developing audiovisual media in learning to write descriptive texts for class VII students of junior high schools and explaining the feasibility of audiovisual media in learning to write descriptive texts for class VII students of junior high school. The development procedure in this study is an adaptation of the ADDIE development procedure (Reiser and Mollenda, 1990). The steps are (1) analysis (analyze), (2) design (3) development (development), (4) implementation (implementation), and (5) evaluation (evaluation). The subjects of this study were learning design experts, material/content experts, language experts, media experts, users (teachers), and users (students). The data collection instrument was in the form of assessment sheets which were assessed by learning design experts, material/content experts, language experts, media experts, users (teachers), and users (students). The trial results showed that first, namely the assessment of learning design experts, an assessment result of 92% was obtained in the "very feasible" category. The second, namely the assessment of material/content experts, obtained an assessment result of 87% in the "decent" category. The third is the assessment of linguistic experts,obtained the results of the assessment of 93% with the category "very feasible". The four assessments of media experts, obtained an assessment result of 79% in the "reasonable enough" category. Apart from being assessed by experts, the product is also assessed by users, both teachers and students. The assessment carried out by teacher users is divided into three aspects, namely material/content aspects, linguistic aspects, and media aspects. The assessment of the material/content aspect obtained a result of 94% in the "very decent" category. Assessment of linguistic aspects obtained results of 89% in the "decent" category. While the media aspect assessment obtained results of 92% in the "very decent" category. Next, the assessment of student users obtained an assessment result of 87% in the "decent" category. With these acquisitions, it can be categorized that audiovisual media products in learning to write descriptive texts for class VII SMP students are appropriate to use in the learning process.