PENGEMBANGAN MEDIA PEMBELAJARAN MONOPOLI BUDAYA UNTUK MEMFASILITASI BELAJAR SISWA PADA MATERI KERAGAMAN BUDAYA KELAS V SDN SUMBEREJO WETAN

Based on the results of the needs analysis carried out through observations and interviews on October 29, 2024 in grade V of SDN Sumberejo Wetan, it is known that the school has implemented an independent curriculum at all grade levels. In order to support the learning process, students need interesting learning media so that they are more motivated and do not easily feel bored during lessons. From the results of the interview with the homeroom teacher of grade V, the learning media on cultural diversity materials is considered less interesting and tends to be boring, because it only uses images provided by educators. As a result, students lack understanding of the cultural diversity that exists in the environment around them. Based on this integrity analysis, a "cultural monopoly" media product was developed as a learning medium on cultural diversity materials to help students recognize and understand cultural diversity in their area.
In the research and development of this cultural monopoly media, the
researcher uses the ADDIE development model which consists of five stages, namely 1) Analyze by analyzing the integrity and characteristics of students, 2) Design by designing cultural monopoly media and its components, 3) Development by creating media and validating experts, 4) Implementation by testing the media to grade V students of SDN Sumberejo Wetan, 5) Evaluation (Evaluation) by evaluating the
effectiveness of media on students' understanding. The subjects in this study include educators and class V students at SDN Sumberejo Wetan.
Cultural monopoly media is designed and developed through a validation test process to ensure feasibility before being implemented in learning activities. This validation process is divided into two, namely material validation and media validation. Material validation was carried out twice, where in the first stage a percentage of 60% was obtained with information that was not yet suitable for use. In the second stage, the material validation showed an increase of 93% and was declared suitable for use in learning. After the material validation is complete, the researcher continues with media validation. Media validation was carried out once and obtained a percentage of 95% which also showed that the media was suitable for use.