The development of interactive media on theme energy saving at fourth grade student in Islamic Global School

The use of interactive media in the process of teaching and learning can generate new interest and desire, motivation and stimulation of learning activities, and psychological influences on students. One of the characteristics of the learning media is the media carry a message or information to students. Media is urgently needed by the students as it can motivate students in learning optimally at school. However, condition in field it is not based on theory. Many students are not understood about themes energy saving sub theme 2 learning 4.Teacher in fourth grade had difficulty when creating thematic media. It can solve by making use of the facilities at schools such as LCD and a computer lab. But the facility has not been used full potential because there is no softwareonthematic learning.

The development of interactive media is a solution to help students and teachers in the learning process to improve studentsunderstanding on the themes energy saving sub theme 2 learning 4because little learning interactive media on thematic learning. Based on the problem of study above, this research aims to developinteractive media ontheme energy saving at fourth grade student in Islamic Global School Malang that valid, practical, and effective.

Procedural model of product development is the adaptation model developed by Alessi and Trollip which includes 10 stages: 1) determine objectives and needs, 2) collect reference materials, 3) learn content, 4) brainstorming, 5) design learning, 6) create a flowchart, 7) create storyboards, 8) program material,
9) create support material, and 10) evaluation and revision. Developer uses this model will be more targeted, more time saving, and can produce a good product.

Results of the assessment of interactive media development theme energy savingfourth grade had a valid and interesting levels are high. Based on the results of validation and assessment of response from experts and trials. The results obtained are 1) according to material expert is good with a valid percentage of81,25%; 2) according to design expert is good with a valid percentage of 98,00%; 3) according to linguist is good with a valid percentage of 100,00%; 4) according to the teacher as a practical and students as user this media are valid and practical. Learning use interactive media more enjoyable for students. The interactive media proved tobe significantly effective to improve the understanding on the material. Because t count 4,48> t table 1,860 then Ha is accepted and H0 is rejected. There are very significant differencesbetweenthe score ofpost-test with pre-test. Furthermore, from the average is known X2 89.67>X1 76, means thatthe value of the post-test better than the pre-test. This interactive media development are already valid, practical, and effective.