PENGEMBANGAN MOSPA (MODUL SMART PANCASILA) PADA MATERI “MAKNA DAN LAMBANG PANCASILA” KELAS 1 SD

First-grade students at State Elementary School Karangbesuki 1 in Malang still face difficulties in recognizing the symbols of Pancasila. Additionally, students are not very interested in the schools teaching materials because they lack color, contain lengthy textual explanations, and have exercises that are not engaging. Students tend to be more interested in and find it easier to understand materials that are presented using colorful teaching aids with numerous images. The research objective is to describe the development process of Mospa (Smart Pancasila Module) for the 1st-grade elementary school class on the materials of “The Meaning and Symbols of Pancasila” to make it engaging and suitable.
The research used the Research and Development method, utilizing the Addie model. This process had five stages: analyzing, designating, developing, implementing, and evaluating. The development of Mospa was carried out trough several steps, which included analyzing the characteristics, needs, and content of 1st-grade elementary school students. Creating a draft or simple design of the module to be developed, and once the draft module design was completed, the next, the next step was to conduct a feasibility test by validating the material with material validation experts and instructional material validation experts. The following stage was the implementation/ testing of Mospa as a teaching aid for 1st-grade students at state elementary school Karangbesuki 1 Malang to determine the attractiveness of Mospa in the learning process. The final stage was the evaluation phase to identify the strenghs and weaknesses of Mospa as a teaching aid in the learning process.
The development of Mospa (Smart Pancasila Module) involves teaching materials in print format enriched with color and pop up ilustrations to clarify the material explanations. Furthermore, Mospa ais equipped with quizzes that can be manipulated by students. The wat to use Mospa in teaching is for students to open the Mospa teaching material, read abd view the pop up images contained in Mospa, and work on quizzes within Mospa. The development of Mospa as a teaching resource can be considered feasible based on material validation of 92,5% and instructional material validation of 82,5%. The attractiveness Mospa is assessed based on observations of students interest in learning, as evident from the observations during the implementations of Mospa with 1st-grade elementary school students and teacher response questionnaires. From the observations, it is clear that students are interested in learning whwn using Mospa as a teaching teaching resource. This can be observed from indicators such as students enthusiasm in observing, touching, reading, completing activities, and answering evaluation questions, resulting in hight average scores of 87. Based on questionnaires and observation responses from students, with a percentage of 92,8%, and teacher responses, with a percentage of 92,5%, it meets the criteria for feasibility and receives positive responses. Mospa is both suitable and appealing for use as a teaching resource in the classroom.