Development of infographic video media on biodiversity materials subchapter biodiversity for the ten-grade students

ABSTRACT


INTRODUCTION
Education is a conscious and planned effort to build a learning process so that students can actively develop aspects that can help them in society, nation, and state (KemDikBud, 2017). However, due to the impact of the COVID-19 pandemic, education was unable to run properly, so 10.31932/jpbio.v7i1. 1593 Setyo et al jurnaljpbio@gmail.com UNESCO proposed a large-scale implementation of distance education with the support of applications and open learning platforms for schools and teachers to reach students. In addition, UNESCO also recommends using cheap mobile technology to reduce learning distractions. (UNESCO, 2020). These applications and platforms can be used either alone or in combination with others such as various kinds of learning media. Based on the results of interviews with biology teachers at SMA Muhammadiyah 1 Pontianak, on October 4, 2020. It is known that teachers use a digital approach to carry out current learning. This is done with the consideration that students have been able to operate smartphones. However, when students interact with apps like Google Classroom, they seem awkward and unprepared. In addition, the expertise in using smartphones students is not followed by sufficient digital literacy regarding applications related to online learning. Meanwhile, based on the results of interviews with students on September 23, 2020, it is known that students have difficulty getting used to learning through distance applications, there is not enough internet quota, unstable signal, use of Latin names, and difficulty remembering terms. -important terms. According to Dinata (2021), the innovation of learning is very dependent on the creativity of educators. Some of the skills needed are the ability to use a computer/smartphone, use the internet, creativity in running online learning, collaboration skills, and the ability to select and utilize information. The capabilities that have been mentioned are called digital literacy skills. Thus, digital literacy skills play a very strategic role in determining the success of online learning.
The awkwardness of using this application can be mitigated by combining the use of online applications with other applications or other media that are easier for students to understand. Media in the perspective of education is a very strategic instrument in determining the success of the teaching and learning process (Arsyad, 2011). Video is one example of learning media. This is an alternative because video as a medium is very effective in learning both for mass, individual, and group learning (Daryanto, 2012).
Biodiversity is an important component of living systems. Biodiversity consists of flora (plants) and fauna (animals) scattered throughout the archipelago. The spread of flora and fauna has a different level of diversity from one area to another (Fauziah, 2019). This diversity will be easier for the audience to digest through illustrations that represent existing data and images. The presentation of data and images in the form of infographics is expected to make it easier for students to understand this diversity. Infographics are currently one of the trends in delivering information that are often encountered in everyday life (Dewi, 2021). Infographic display is able to attract attention and simplify complex information to be easier to understand (Arigia, 2017). An infographic is an image that can reflect information so that it can be more easily accepted by the audience, both individually and in groups (Smiciklas, 2012).
Based on research conducted by Susetyo (2015), infographics affect students' memory and reasoning abilities. Meanwhile, according to Sari (2018), the infographic media that was tested was interesting to see both in the small group test and the large group test. The results of this study are by that conveyed by Smiciklas (2012), that the reason it is easier for us to process images from words is because of how the brain manages information. The brain processes the image data all at once but processes the words one by one. So, that means, by using infographics to communicate, it makes it easier for the audience to connect to the information they want to share.
According to research conducted by Dewi (2021), infographic media can be easily integrated into social media and has a more attractive appearance than the material presented in printed books. According to research conducted by Mansur (2020), infographic media can be one way to increase students' learning motivation. According to Putra (2021) infographic media makes it easier for students to add a better understanding during the learning process. based on previous research, this infographic media has innovation space for online learning.
10.31932/jpbio.v7i1. 1593 Setyo et al jurnaljpbio@gmail.com This infographic video media is presented in the form of a video uploaded to Google Drive so that it can be accessed for learning in the classroom and outside the classroom and can also be paired with online learning applications easily. This media is also equipped with a QR code to make it easier to access quizzes in videos. This video media can also easily display illustrations of the variations that make up the diversity of living things so that students can see more visualizations of these examples, both from abroad and those with local potential in the surrounding area. Developing infographic video media at SMA Muhammadiyah 1 Pontianak is the aim of this research. In addition, this research is expected to make it easier for students to understand the concept of biodiversity and provide alternative media options for teachers to teach.

RESEARCH METHODS Research Design
The form of research conducted in this research is research & development. research and development methods are research used to produce certain products and test the effectiveness of these products (Sugiyono, 2014). The development model used in this study is the Four D Model. According to Mulyatiningsih, (2011) The four D model stands for Define, Design, Development and Dissemination developed by Thiagrajan (1974).

Population and Samples
The population in this study were all students of ten-grade IPA SMA Muhammadiyah 1 Pontianak with a total of 112. The sample used for the study consisted of 2 samples, namely samples for small-scale and large-scale tests. The small-scale test sample consists of 20% of the number of students. While the large-scale test sample consists of 50-60% of the number of students (Prayitno, 2017).

Instruments
The following tools were utilized to collect data: 1) teacher interview sheet; 2) student interview sheets; 3) media expert validation sheet; 4) material expert validation sheet; 5) language expert validation sheet; 6) questionnaire for small-scale test student responses; 7) questionnaire for large-scale test student responses. Small-scale and large-scale response questionnaires use a Likert scale with 4 criteria, namely, Strongly Agree (ST), Agree (S), Disagree (TS), and Strongly Disagree (STS) (Riduwan, 2010). The student response questionnaire sheet consists of negative statements and positive statements. Meanwhile, the media, material, and language validation sheet uses a Likert scale with 4 criteria, namely, Appropriate (4), Fairly appropriate (3), Not appropriate (2), and Inappropriate (1) (Arikunto, 2007).

Procedures
Research and development research was conducted through the 4D model developed by Thiagrajan (1974). The original procedure has four stages. However, this study was only carried out until the third stage. The activity in the first stage is Define. This stage is carried out to determine and define the development requirements. In other models, this stage is often called a needs analysis. The next 10.31932/jpbio.v7i1. 1593 Setyo et al jurnaljpbio@gmail.com stage is Design. In this stage, the researcher's design already contains the initial product/prototype or product design. Before the product design proceeds to the next stage, the product design needs to be validated. The third stage is Develop. In the development stage there are two activities, namely Expert appraisal and Development testing. Expert appraisal is a technique to validate or assess the feasibility of a product design. Development testing is a product design trial activity on the actual target subject.

Data Analysis
In this study, what was analyzed was the level of validity and the percentage of student responses. To measure the level of product development validity, analysis is used (Akbar, 2013). The category of the validity level assessment can be seen in Table 1. Meanwhile, to measure the percentage of student responses, analysis is used (Riduwan, 2010 Valid, usable but need minor revision 50.01 -70.00 Less valid, usable but needs major revision 01.00 -50.00 Invalid, cannot be used After calculating the percentage value of student responses for each statement item, the next step is to determine the criteria for the percentage of student response scores per statement item. The percentage category of student response scores can be seen in Table 2. Positive response if the student's response is strong or very strong. Next, make categories for all statement items, namely 1) If 50% of all statement items are included in the very strong and strong category then the student's response is said to be positive; 2) If <50% of all statement items are included in the very weak and weak category, the student's response is said to be negative.
This study aims to determine the development of infographic video media at SMA Muhammadiyah 1 Pontianak. Infographic video media on biodiversity sub-chapter on biodiversity RESULT 10.31932/jpbio.v7i1. 1593 Setyo et al jurnaljpbio@gmail.com was validated by three media expert validators, three material expert validators, and three linguist validators. The recapitulation data on the validation of media, material, and language experts are presented in Tables 3, 4, and 5. The results of the validation of media experts, material experts, and language experts showed an average percentage of 95.83% with a very valid category, can be used with a small revision, 90.87% with a very valid category, can be used with a small revision, and 97.50 % with a very valid category can be used with small revisions. The student response questionnaire consists of 16 statements. Student responses were carried out in 2 stages, namely, small-scale tests and large-scale tests. A small-scale test was conducted on 22 students. Meanwhile, a large-scale test was conducted on 54 students. Small-scale test recapitulation data and large-scale tests are presented in Table 6 and Table 7. The defined stage is the first stage in development research with the four D model. This stage aims to determine and define the development requirements. There are five activities carried out in the define stage, namely, front-end analysis, learner analysis, concept analysis, and specifying instructional objectives.
The first activity is front-end analysis. Based on the results of interviews with teachers in the field of biology studies and class X students of SMA Muhammadiyah 1 Pontianak, it was found that learning was conducted online during the COVID-19 pandemic. The duration is not as long as offline learning. In addition, there is no use of infographic-based media in learning. This requires the right media to help to learn. According to Hadibin (2012), learning media is a tool used to help deliver learning programs that are difficult to explain verbally. Students need graphics in the form of illustrations or symbols that can be suitable examples to accompany the material to make it easier for students to understand the material. These symbols need to be understood correctly so that the message delivery process can be successful. In addition to these general functions, particular, graphics also function to attract attention, clarify the presentation of ideas, and illustrate or decorate facts that will be quickly forgotten or ignored if they are not described (Arif, 2005).
The next activity is carried out through learner analysis (student analysis). This activity is carried out through an analysis of the results of interviews with students. Based on the results of the interviews, it was found that the greatest interest of students was in reading pictures or illustrations that were representative of the material being studied. According to Taufik (2012) Communication by using images makes it easy for someone to understand the information that the maker wants to convey. Images in graphic design have the power to capture the attention of the right audience so that they arouse the imagination, clarify complex problems, give understanding, and represent what we think, see and imagine. One of the ways to communicate with images is through infographics. Therefore, the researcher chose infographic video media. This media is expected to help the online learning process.
The third activity carried out by researchers is concept analysis (concept analysis). At this stage, the researcher analyzes the concepts to be taught, and arranges the steps that will be carried out rationally. In this case, the material starts from the presentation of biodiversity. Explain that biodiversity is a variation or difference in the forms of living things, including differences in plants, animals, microorganisms, genetic material they contain, as well as the forms of the ecosystem in which a living thing lives. Furthermore, it provides an explanation of biodiversity at the level of genes, species, and ecosystems, explaining the differences. Followed by explaining some examples of biodiversity.
The last activity carried out was specifying instructional objectives (formulation of learning objectives). This activity is adjusted to the results of the concept analysis. The learning objectives that have been prepared are: Students are expected to be able to carry out learning activities while at the same time being able to describe the concept of biodiversity (biodiversity); Learners can distinguish between gene, species, and ecosystem levels; and Students can classify examples of hearts. According to Arsyad (2009), the criteria in selecting media are that the first learning media is following the objectives to be achieved, the second is appropriate to support the content of lessons that are facts, concepts, principles, or generalizations, the third is practical, flexible, and durable, the four teachers are skilled at using them. , the fifth is the target grouping, and the sixth is technical quality.
The second stage aims to design learning media which will be developed in order to obtain a media prototype learning. This stage is adjusted to the results of the previous steps. Media is made from cover frames to quiz frames. The frame cover and quiz views are presented in Figure 2 and  In the learning objectives frame, there are 3 learning objectives arranged vertically. The concept of infographics is adapted to the learning objectives to be achieved. According to Pane (2017), success in the learning and learning process can be seen through the level of success in achieving educational goals. With the achievement of learning objectives, it can be said that the teacher has succeeded in teaching. The display of the learning objective frame is presented in Figure  4. In the learning material frame, there are several image formations and shapes to help make it easier for students to understand the definition of biodiversity, variations in biodiversity, characteristics of levels of biodiversity, and definitions of levels of biodiversity and examples. Images that match the material are arranged in such a way with several special shapes that support the combination of images and text. Infographics simply try to visualize a complex set of data and information by utilizing visual elements such as pictures, graphs, maps, and diagrams so that messages will be presented in a way that is quick and easy to understand (Sari, 2018). The display of the learning material frames is presented in Figures 5, 6, and 7. Validity is a measure that shows the level of validity of a product that has been developed concerning several aspects of the assessment. The product validation process is carried out by validators in this case lecturers or experts who have experience in assessing a new product. The results of the analysis are used as a guideline for revising/correcting product deficiencies after going through the validation process (Jusniar, 2014). The validators selected were 9 people, consisting of 3 media expert lecturers, 2 lecturers and 1 material expert teacher, and 1 lecturer and 2 language expert teachers. Meanwhile, in student responses, the small-scale test was carried out on 22 students and the large-scale test on 44 students. According to Plomp (2013), a material is said to be good if it meets the quality aspects, including (1) Validity, (2) Practicality, and (3) Effectiveness.
Media is a tool used by teachers with tailored designs to improve the quality of learning (Musfiqon, 2012). The validation of learning media by media experts aims to find out the opinions of media experts regarding the validity of products as learning media and as a basis for improving and improving the quality of learning media.
Based on the data table 3 explains that the percentage of validity obtained through the media expert validation process is 95.83%. These results mean that the learning media developed is included in the valid category, with minor revisions. According to Akbar (2013), if the validation value is between 85.01% to 100%, it is classified as very valid, it can be used but needs minor revisions. According to Churri (2013), learning materials are knowledge, skills, and attitudes that must be mastered by students to meet the specified competency standards. In addition to competency standards, the material must also refer to the curriculum used in this case the COVID-19 emergency curriculum. According to Magdalena (2020), teaching materials can also be interpreted as all forms of materials that are systematically arranged that allow students to learn independently and are designed following the applicable curriculum. learning media as well as a basis for improving and improving the quality of learning media from the material aspect.
Based on the data table 4 explains that the results of the percentage of validity obtained through the material expert validation process are 90.87%. These results mean that the learning media developed is included in the valid category, with minor revisions. According to Akbar (2013), if the validation value is between 85.01% to 100%, it is classified as very valid, it can be used but needs minor revisions.
The language aspect received the most criticism and suggestions from the three aspects. According to Putra, et al (2017), that language is a necessary aspect of understanding information. Information will not arrive if the language used is not understood by the recipient of the information. According to Hamalik (2009), the readiness of students in learning will affect the process of delivering learning information. The validation of learning media by linguists aims to find out the opinion of linguists regarding the validity of the product as a learning medium and as a basis for improving and improving the quality of learning media.
Based on the data table 5 explains that the results of the percentage of validity obtained through the expert validation process are 97.50%. These results mean that the learning media developed is included in the valid category, with minor revisions. According to Akbar (2013), if the validation value is between 85.01% to 100%, it is classified as very valid, it can be used but needs minor revisions.
After validation and getting the results that the learning media is very valid, then the infographic video media meets the criteria to enter the next step, which is to get student response data. According to Maharani & Widhiasih (2016), student responses are social reactions that students do in response to influences or stimuli in themselves from situations of repetition by others. Nugraha (2013) states that students' positive responses can be used as a benchmark that 10.31932/jpbio.v7i1. 1593 Setyo et al jurnaljpbio@gmail.com students feel more comfortable with the learning media used in the learning process. Student response data were obtained through 2 stages, namely small-scale trials and large-scale trials. The small-scale trial aims to determine whether the infographic video media developed is suitable for use in learning. The trial was conducted on 22 students of class X IPA SMA Muhammadiyah 1 Pontianak. Based on the data table 6 explains that the results of the percentage of student responses through small-scale trials are 80.39%. According to Riduwan (2010) if the student's response value is between 80% to 100%, it is very strong. This means that the student's response to the infographic video media that was developed gave a positive response.
The large-scale trial aims to determine whether the infographic video media developed is suitable for use in learning or not and to what extent the media can be used in learning. Large-scale trials are carried out after small-scale trials are carried out. The trial was conducted on 54 students of class X IPA SMA Muhammadiyah 1 Pontianak. Based on the data table 7 explains that the results of the percentage of student responses through large-scale trials are 83.51%. According to Riduwan (2010), if the student's response value is between 80% to 100%, it is very strong. This means that the student's response to the infographic video media that was developed gave a positive response.

CONCLUSION
Based on the results of the research that has been done, it can be concluded that the validity of the media aspect is 95.83% (very valid, can be used with small revisions), the material aspect is 90.87% (very valid, can be used with small revisions), and language aspects of 97.50% (very valid, can be used with minor revisions). Meanwhile, the student's response to the small-scale test was 80.39% (very strong) and on the large-scale test 83.51% (very strong) gave a positive response. Infographic video media on biodiversity sub-chapter on biodiversity in class X IPA SMA Muhammadiyah 1 Pontianak is appropriate to use. The researcher hopes that the results of this research can be an alternative to both online and offline learning. In addition, this research can be of assistance for further research on infographics on biodiversity material.