Pengembangan Media Booklet Berbasis Keanekaragaman Jenis Jamur Makroskopis

Abstract

This study aims to develop a booklet media based on the diversity of macroscopic mushroom species in Lubuklinggau City. The method used is the Research and Development (R&D) method, with two stages of research namely making media booklets and validating media booklets. Data collection using the JAS method. The validity of the booklet with questionnaires for media experts and material experts. Response readability and practicality using a questionnaire questionnaire lecturers and students, knowing the response to the effectiveness of the booklet by looking at learning outcomes with tests. Data analysis techniques using content analysis Validity Ratio (CVR). The results of stage 1 research found that there were 32 types of macroscopic fungi, from 4 classes, 9 orders, and 16 families. Fungi that can be consumed include Auricularia-auricula-juda, A. cornea, Schizophyllum commune, Lentinus strigosus, L. triginus, Favolus brasiliensis, F. tenuiculus, Pleuretus ostreatus, Agaricus silvaticus, Marasmius oreades, Tremella mesentere, Cook and Cavina tricholoma While the potential as a drug are Cordyceps militaris and Coprinellus disseminatus, and the type of poisonous mushroom is Chlorophyllum molybdites. The results of the analysis and validation of the media booklet of each criterion received a CVR value of 1.00 with valid or proper information. The lecturer and student questionnaire data for the average attractiveness of 3.3 were categorized as attractive, for readability 3.1 was categorized as good, for efficiency 3.5 was categorized very efficient, and for practicality an average of 3.7 was categorized very practical. In conclusion, the booklet that was developed was declared suitable for use, the booklet was categorized as attractive, good legibility, efficient and practical to use.
 Keywords: booklet, macroscopic mushroom, lubuklinggau, development

Kelayakan Booklet Inventarisasi Tumbuhan Berkhasiat Obat sebagai Media Pembelajaran

“…Menurut Atiko (2019) booklet memiliki ukuran lebih kecil dari buku pada umumnya serta memuat informasi pada topik tertentu serta dilengkapi dengan gambar-gambar yang mendukung. Beberapa penelitian menunjukkan pembelajaran melalui penggunaan booklet dapat meningkatkan pengetahuan (Fitriani & Krisnawati, 2019;Yuliana, dkk., 2019), meningkatkan hasil belajar (Mahendrani & Sudarmin, 2015;Yuliana, dkk., 2019), menumbuhkan keaktifan peserta didik (Mahendrani & Sudarmin, 2015;Pralisaputri, dkk., 2016), serta meningkatkan efektivitas komunikasi (Hapsari, 2013;Rehusisma, dkk., 2017).…”

“…Pada booklet ini kejelasan gambar tumbuhan yang disajikan sesuai dengan gambar asli tumbuhan obat dan gambar yang disajikan tidak buram atau pecah (Gambar 1.). Adapun tujuan kejelasan tampilan gambar itu penting agar informasi pembelajaran tersampaikan secara efektif (Nugroho, dkk., 2012;Paramita, dkk., 2018) serta gambar mudah dikenali dan mudah ditemukan (Fitriani & Krisnawati, 2019). Indikator keenam yaitu tata letak isi informasi tumbuhan obat yang digunakan oleh masyarakat Kota Pontianak.…”

Pengembangan Media Pembelajaran Booklet Berbasis Inkuiri Pada Materi Sel Kelas Xi Sma

“…Sehubungan dengan maksud dan tujuan tersebut maka peneliti menetapkan judul penelitian "Pengembangan Media Pembelajaran Booklet Berbasis Inkuiri Pada Materi Sel Kelas XI SMA". (Fitriani et al, 2019).…”

Discovering the Views of Indonesian Students’ Responses to Use the Booklet During the Covid-19 Pandemic Situation

“…Also, it contains material concise and precise (Lubis, 2020). In general, the results showed that booklet can improve students' knowledge in the learning process (Rehusisma, et al, 2017;Silalahi, et al, 2018;Ferdiana, et al, 2016) and the presentation of the material in the booklet is categorized as attractive with good readability, efficient, and practical level for used (Fitriani & Krisnawati, 2019). Furthermore, previous studies have shown that booklet has a positive impact on students' learning and recommended to use as learning media which exploring students' achievements (Abbasi, et al, 2017;Setyaningsih, et al, 2019;Sulaiman, et al, 2019), provide the material for considering the effective and attracts students' attention of learning (Kotzer & Elran, 2012;Paramita, et al, 2018), improve students' learning achievements and learning outcomes (Mahendrani & Sudarmin, 2015;Puspita, et al, 2017).…”

“…All researchers mentioned that media can also be an alternative for teachers in providing variations in the teaching and learning process, attracting students' attention, and gaining students understanding of the content material (Muhson, 2010;Panjaitan, et al, 2016;Salyani, et al, 2018;Panjaitan, et al, 2019;Wulandari, et al, 2020;Sari & Harahap, 2021 ). Besides that, media also can improve to develop students' curiosity, interest, and motivation for material presented by teachers in learning activities (Arsyad, 2014;Fitriani & Krisnawati, 2019). In another hand, researchers have examined the opportunities to use the booklet as learning media for students, there some aspects that can develop by using booklet in the learning activities: affective, psychomotor, and cognitive which can be seen as well as to complete students' learning achievement (Abbasi, et al, 2017;Sulaiman, et al, 2019).…”