p–ISSN: 2723 - 6609 e-ISSN: 2745-5254
Vol. 5, No. 4 April 2024 http://jist.publikasiindonesia.id/
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1604
Development of a Flipbook-Based Digital Pocketbook on
Environmental Pollution Material on the Critical and
Creative Thinking Skills of Class VII Students at SMPN 1
Sojol Utara
Novirianti
1*
, Achmad Ramadhan
2
, Masrianih
3
Universitas Tadulako, Indonesia
Email: [email protected]
*Correspondence
ABSTRACT
Keywords:
Digital pocketbook,
flipbook, critical, creative
This study aims to develop and see the effectiveness of
flipbook-based digital pocketbooks on environmental
pollution material on the critical and creative thinking skills
of SMPN 1 Sojol Utara grade VII students. The method used
in this research is research and development (Research and
Development) with 4D instructional design. This research
was conducted on grade VII students at SMPN 1 Sojol Utara,
totaling 40 students. The results of this study showed that:
(1) The flipbook-based digital pocketbook developed
obtained a percentage of 86.96% of the very valid category
and for media practicality obtained a percentage of 80% of
the practical category for use in science learning, critical
thinking skills obtained a value of 70.83% in the critical
thinking category (2) The ability to think creatively obtained
a score of 84.37% with the category of creative thinking (3)
The effectiveness of the book The flipbook-based digital
pocket developed is very effective in improving students'
critical thinking skills with an effect size value of 1.95 huge
categories, (4) The effectiveness of the flipbook-based
digital pocketbook developed is very effective in improving
students' creative thinking skills with an effect size valueThe
1.95 categories are enormous. Based on the results of the
development that has been carried out, flipbook-based
digital pocketbooks can be a learning medium that can
improve students' critical and creative thinking skills in
science learning.
Introduction
The development of the world has entered the 21st century, marked by rapid
advances in science and technology. Education is vital in preparing students to have 21st-
century skills (Oktavia, Alfiriani, & Samudra, 2024). The development of the 21st century
in the learning process requires the government to improve the quality of education.
Namely, Schools as educational institutions must have four competencies: creative
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1605
thinking skills, critical thinking, communication, and collaboration (Almarzooq, Lopes,
& Kochar, 2020).
Efforts must be made to improve education quality by focusing on 21st-century skill
competencies that can be developed through science learning. In 21st-century science
learning, teachers are challenged to associate science and technology content because
technology can support the teaching and learning process if technology content is linked
to learning.
Some information was obtained from the interview results of science teachers at
SMPN 1 Sojol Utara, which showed that the average score of science subjects was still
below KKM, which was 65. The average score has not reached the completion of 70.
Students still do not understand the scientific concepts of science subjects because
resources or materials are still inadequate, especially in terms of environmental pollution
materials. In addition, one of the problems teachers face is the low level of students'
critical and creative thinking skills in solving HOTS questions in science subjects due to
a lack of practice in doing HOTS questions. So that when faced with high-level questions,
students have difficulty solving them. Students are less able to solve problems that require
in-depth analysis and evaluation and are less able to solve problems by expressing ideas
and answers that are many and varied.
The low ability to think critically and creatively of students is also caused by the
learning process being considered less effective in developing interests, talents, and
potentials that exist in students. Students quickly get bored, and most play less attentively
during learning. This is because the teacher only explains the material and refers to
science subject books without being supported by engaging learning media, so students
do not understand the material and eventually have difficulty answering science subject
questions. This is because SMPN 1 Sojol Utara teachers, especially grade VII, still use
learning with a teacher-centered lecture method without being supported by interactive
and exciting learning media to help students better understand and clarify the learning
material being delivered. In addition, based on these observations, teachers still
experience confusion and difficulties in determining and using learning media. At the
same time, internet access facilities in the school support the development of digital
learning media. The lack of variety of media educators use in teaching is not solely the
fault of educators but does not optimize technological developments. So, researchers will
develop interactive learning media and also raise digital pocketbooks.
Digital pocketbooks can improve students' critical and creative thinking skills by
providing opportunities for students to interact with subject matter actively,
independently, and collaboratively to stimulate students' critical and creative thinking.
One of the efforts to improve student's critical and creative thinking skills can be
enhanced through the use of more exciting learning media by research conducted by
(Hendi, Caswita, and Haenilah, 2020) said that based on the results of the study, the
critical thinking ability of students who use interactive learning media is higher than the
critical thinking ability of students who do not use interactive learning media.
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1606
A student certainly needs books to support the material he teaches in the learning
process. According to Utama (2018), textbooks today need to be innovated to keep up
with the times and make learning more accessible for students. Learning media should be
made to follow the times and technological advances. Technological advances are very
rapid, especially in the field of education, so educators and students need to learn and
utilize technology in the teaching and learning process; with the use of technology in
education, students can master the material independently and can review lessons
(Zetriuslita, Nofriyandi, & Istikomah, 2020).
The educational process in the rapidly developing 21st-century era, as it is today,
makes it possible to optimize science learning through technology-based learning
development such as Flipbook (Riyanto, Amin, Suwono, & Lestari, 2020). Flipbook is a
media with an electronic format that can display interactive simulations by combining
animation, text, video, images, audio, and navigation, making students more interactive,
so learning is more exciting (Diani & Hartati, 2018).
The use of Flipbook in the learning process has a positive response; this can be seen
based on previous research conducted by Pixyoriza et al. (2019), showing that the use of
Flipbook media obtained a percentage of media results of 85% and obtained a rate of
student response test results of 86%. Developing innovative teaching materials will help
learners prepare new skills relevant to the 21st century (Asrizal, Amran, Ananda,
Festiyed, & Sumarmin, 2018).
The development of digital pocketbooks has the potential to facilitate more natural
interaction between students and subject matter because they have interactive features
such as animations, images, videos, and other multimedia that can increase students'
attractiveness to the subject matter.
Based on this background, through this final project, the author was motivated to
conduct development research entitled "Development of a Flipbook-Based Digital Pocket
Book on Environmental Pollution Material on the Critical and Creative Thinking Ability
of Class VII Students at SMPN 1 Sojol Utara" The development of this learning media
focuses on improving students' critical and creative thinking skills.
Research Methods
This study used two types of research: development research (Research and
Development) and quasi-experiment research. Because it develops learning media,
developing this digital pocketbook refers to the R&D model with 4D instructional design,
which Thiagarajan put forward. The 4D design consists of four stages, namely: (1) Define
(Observation, Material Analysis, and Learning Outcomes Analysis), (2) Design (Design
of learning media products and design of research instruments), (3) Develop (Product
validation by expert experts followed by revisions, limited trials, practicality tests), and
(4) Disseminate (The use of products to assess the effectiveness of products that have
been developed using tests of critical and creative thinking skills). As for research quasi-
experiments, the design of pretests and postes is used to determine the condition of
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1607
students before and after being treated to distinguish the difference between experimental
and control classes.
The results obtained from the research instrument will be analyzed to determine
validity, practicality, and effectiveness. The data is analyzed quantitatively with
descriptive statistics. The products developed will be tested for validity, practicality, and
attractiveness using expert validation questionnaires, teacher practicality questionnaires,
and student assessment questionnaires. As for the effectiveness test, it is carried out using
test instruments and then analyzed using tests of critical thinking skills and creative
thinking skills. Furthermore, at the quasi-experimental stage, an analysis was carried out
using an effect size test to see the effectiveness of the learning media developed on
students' critical and creative thinking skills.
Results and Discussion
1. Define
The activity carried out at this stage was conservation at SMPN 1 Sojol Utara
school, where interviews were conducted with science subject teachers of SMPN 1 North
Sojol Ibu Nur Idawati, S.Pd. This observation aims to obtain information from the school.
The results of interviews obtained with science teachers conducted by researchers at
SMPN 1 Sojol Utara showed that the obstacles experienced in science learning generally
only refer to printed science books aimed at general use, which solely explain the material
without being supported by interactive and exciting learning media, and only often use
science printed books and PowerPoint media. So, science learning tends to be less
attractive to student learning and decreases students' critical and creative thinking skills.
At this stage, material analysis is also carried out, which aims to analyze material
that requires interactive and exciting learning media. This is related to the material that
will be compiled in a flipbook-based digital pocketbook media; at this stage, the material
chosen is environmental pollution.
Furthermore, learning outcomes are analyzed, which refers to the goals to be
achieved in the learning process. It includes the knowledge, skills, attitudes, and
competencies students must master upon completing a learning program. Analysis of
learning outcomes at SMPN 1 Sojol Utara refers to the minimum completeness criteria
of 70 and grade standards. This value is taken from the value of daily assignments, daily
tests, and final exams, the results of which are then processed and adjusted to KKM; if
they are still below the standard, remedial measures will be carried out.
2. Design
At this stage, the design of flipbook-based digital pocketbook media products, the
preparation of research instruments, media selection, and media formats are carried out.
a. Flipbook-Based Digital Pocketbook Product Design
At the design stage, activities are carried out, namely compiling the initial design
of a digital pocketbook based on data obtained at the defining stage. The first stage is to
collect references for making digital pocketbooks in the form of materials that will be
used to develop products, namely by collecting material from the results of reviewing
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1608
several journals related to environmental pollution materials. Furthermore, the stage of
designing digital pocketbook content, at this stage, the digital pocketbook design consists
of 3 parts, namely the beginning, end, and closing.
1) Initial Section
The beginning of the digital pocketbook consists of a cover and a thank you note
addressed by the supervisor, examiner, and a team of media validation experts. Then, the
preface, table of contents, and learning outcomes will consist of learning objectives. It
also includes an initial description of environmental pollution material.
Figure 1. Initial View of Learning Media
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1609
2) Contents Section
The digital pocketbook consists of material about environmental pollution, namely
water, soil, air, and sound pollution, and several video features related to the material.
Each sub-material has examples of questions related to the material discussed.
3) Concluding Part
The closing part of the digital pocketbook consists of a summary of the material,
glossary, bibliography, and author biography.
Figure 2.
Material Display & Examples of Learning Media
Questions
Figure 3. Learning Media Closing Display
b. Instrument Preparation
The preparation of this instrument is based on indicators and learning objectives on
environmental pollution material. The instrument is a critical thinking ability test
composed of indicators providing simple explanations, building basic skills, inferring,
providing advanced explanations, and organizing strategies and techniques. Creative
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1610
thinking ability test instruments are arranged based on fluency, flexibility, originality,
and elaboration indicators.
c. Media and Format Selection
Media selection is based on the defining stage. The media chosen is media in digital
form. In contrast, the selection of developed media formats results from previous
research, which is used as learning media in conventional pocketbooks. Then, a learning
media platform in the form of a flipbook-based digital pocketbook will be developed to
improve students' critical and creative thinking skills.
3. Development
At the product development stage, the development of conventional pocketbook
media to flipbook-based digital pocketbooks is designed first in the Canva application.
This stage consists of several steps as follows:
a. Digital Pocket Book Design in Canva App
Digital pocketbook content design using the Canva application consists of several
stages, namely:
1) Format Selection (A5 Format)
The digital pocket book format used is A5 size to the conventional pocket book
format.
Figure 4. A5 Format Display
2) Template Selection
The digital pocketbook template was chosen according to the material's theme:
environmental pollution.
Figure 5. Template View
3) Element Selection
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1611
The design of the digital pocketbook uses elements available in the Canva
application and some elements imported from images taken from the internet.
Figure 6. Element View
4) Learning Media Design (Environmental Pollution Material)
The design of the digital pocketbook is based on materials containing
environmental pollution. The material that has been studied is first created in Microsoft
Word and then copied to the digital pocketbook template available according to the
instructions for presenting the material.
Figure 7. Display of Learning Media Materials
5) Artistic and Aesthetic
Adjust the colors, writing, and images on the digital pocketbook at this stage. The
picture must be clear, the text must use easy-to-read letters, and the background color
and text displayed must be adjusted.
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1612
Figure 8. Artistic and Aesthetic Display of Learning Media
6) Learning Media Navigation Design
Putting navigation on a digital pocketbook aims to make it easier for flipbook users
to operate.
Figure 9. Learning Media Navigation Display
b. Learning Media Design on Heyzine Flipbook
After finishing the design in the Canva application then, the content is imported
into the Heyzine Flipbook online application to be combined by adding video, links, and
audio features that aim to make the content interactive and more enjoyable.
Figure 10. Learning Media Feature Display
After the design stage in Heyzine Flipbook is complete, the content will be shared
via a link/barcode or email to test the resulting product.
c. Validation Test
At this stage, the validator provides an assessment, input, and suggestions for
improving learning media devices and instruments that the researcher has compiled.
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1613
After that, the researcher makes improvements according to the input suggestions the
validator gave so that the developed product can continue to the next testing stage.
1) Critical Thinking Ability Test Validation
The critical thinking ability test was validated by two validator lecturers who aimed
to measure the validity/feasibility of the student's critical thinking ability test
instruments. Data on the assessment of students' critical thinking skills can be seen in
Table 1.
Table 1
Critical Thinking Skills Test Validation Results
Instruments
Validation Results (%)
Number of
Validators
Validator 1
Validator 2
About Critical
Thinking Skills
100
78,12
178,12
Overall Average of Validation
89,06%
Category
Highly Valid
Based on Table 1, the validation results of critical thinking skills tests in science
learning obtained a percentage of 89.06%, which can be categorized as very valid.
2) Creative Thinking Ability Test Validation
The creative thinking ability test was validated by two validator lecturers who
aimed to measure the validity/feasibility of the student's creative thinking ability test
instruments. Data on the assessment of students' creative thinking skills can be seen in
Table 2.
Table 2
Creative Thinking Ability Test Validation Results
Instruments
Validation Results (%)
Number of
Validators
Validator 1
Validator 2
About the Ability
to Think
Creatively
96,87
78,12
174,99
Overall Average of Validation
87,49
Category
Highly Valid
Based on Table 2, the validation results of the creative thinking ability test in
science learning obtained a percentage of 87.49%, which can be categorized as very
valid.
3) Flipbook-Based Digital Pocketbook Validation
The average validator assessment results of flipbook-based digital pocketbooks can
be seen in Table 3.
Table 3
Validation Results of Digital Pocket Book-Based
Instruments
Validators
Validation Results (%)
Percentage
(%)
Categor
y
Validator 1
Validator 2
Flipbook-
Based
Digital
Pocketbook
Content Expert
92,72
85,45
89,08
Highly
Valid
Development
Expert
91,66
78,33
85
Highly
Valid
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1614
on
Environment
al Pollution
Material
Design Expert
91,81
81,81
86,81
Highly
Valid
Overall Average of Validation
86,96%
Highly
Valid
Based on Table 4.3, the average result of flipbook-based digital pocketbook
validation by experts is 86.96%, with a very valid category. According to experts, based
on the data from product validation, flipbook-based digital pocketbooks are very valid,
so they can be used and continued to the next testing stage.
4) Limited Trial
A limited trial was conducted by asking for an assessment of flipbook-based digital
pocketbook products to grade VII c students at SMPN 1 Sojol Utara. The results of the
flipbook-based digital pocketbook limited Cobb test can be seen in Table 4.4 below:
Table 4
Flipbook-based digital pocketbook limited trial assessment results by students
Valuation
Percentage (%)
Category
Student
86,4%
Very interesting
Based on Table 4, a limited trial of flipbook-based digital pocketbooks in science
learning at SMPN 1 Sojol Utara obtained percentage results of 86.4%. They were
categorized as very interesting when used in science learning.
5) Practicality Test
An assessment of the practicality of flipbook-based digital pocketbooks is given to
teachers in the field of science studies, which aims to determine the level of ease of
content of teaching materials and the suitability of digital pocketbooks in learning
science and environmental pollution materials. Data on the results of practical
assessment by science teachers can be seen in Table 5.
Table 5
Results of Teacher Assessment of the Practicality of Flipbook-Based Digital Pocketbooks
Valuation
Percentage (%)
Category
Teacher
80%
Valid
Based on Table 5, the practical results of flipbook-based digital pocketbooks in
science learning at SMPN 1 Sojol Utara obtained percentage results of 80%. They can be
categorized as practical in science learning.
4. Dissemination
At this stage, dissemination was carried out in two phases: testing the effectiveness
of flipbook-based digital pocketbooks on students' critical thinking and creative thinking
skills in learning science environmental pollution materials.
a. Critical Thinking Ability Test Results of SMPN 1 Sojol Utara Students
Data on students' critical thinking skills were obtained from the test results of grade
VII A and VII B students. As many as six questions were given to students to determine
the improvement of students' critical thinking skills before and after implementing
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1615
flipbook-based digital pocketbooks. The analysis results of students' critical thinking
skills can be seen in Table 6.
Table 6
Results of Analysis of Critical Thinking Skills of SMPN 1 Sojol Utara Students
Respondents
Average Critical Thinking
Ability Score
Category
Class VII A Students
70,83
Critical
Class VII B Students
56,87
Quite Critical
Table 6 above shows the value of students' critical thinking skills. Class VII A
obtained an average score of 70.83 in the ability to think critically. At the same time, class
VII B obtained an average score of 56.87, which is insufficient critical thinking.
b. Results of Creative Thinking Ability Test of SMPN 1 Sojol Utara Students
Data on students' creative thinking skills were obtained from the test results of grade
VII A and VII B students. As many as four questions were given to students to determine
the improvement of students' creative thinking skills before and after implementing
flipbook-based digital pocketbooks. The analysis results of students' creative thinking
skills can be seen in Table 7.
Table 7
Results of Analysis of Creative Thinking Ability of SMPN 1 Sojol Utara Students
Respondents
Average value of creative
thinking ability
Category
Class VII A Students
84,37
Creative
Class VII B Students
69,04
Quite Creative
Table 7 above shows the value of students' creative thinking ability. Class VII A
obtained an average score of 84.37 in the ability to think creatively. Class VII B obtained
an average score of 69.04 in the category of creative thinking.
c. Effect Size Test
The effect size test was conducted to see the effectiveness of flipbook-based digital
pocketbooks on the critical and creative thinking skills of SMPN 1 Sojol Utara students.
The results of the effect size test analysis can be seen in Table 8 and Table 9.
Table 8
Results of Effect Size Test on Critical Thinking Ability of SMPN 1 Sojol Utara Students
Name
Average
Standard
Deviation
Effect Size
Value
Interpretation
Pre-Test Experimental
Class (VII A)
45,624
14,876
1.95
Very Large
Post-Test Experimental
Class (VII A)
70,833
10,622
Control Class Pre-Test
(VII B)
45,416
15,750
0,73
Keep
Post-Test Control Class
(VII B)
56,875
15,549
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1616
Table 8 is the result of the effect size test for critical thinking skills in class VII A,
which obtained an average pretest value of 45.624 with a standard deviation of 14.876
posts of 70.833. A standard deviation value of 10.622 with an effect size value of 1.95
huge categories. In contrast, class VII B obtained an average pretest value of 14.876,
postes of 70.833, and a standard deviation value of 10.622 with an effect size of 1.95 in
the vast category. In contrast, class VII B obtained an average pretest value of 45.416 and
a standard deviation of 15.750, while the average value of postes is 56.875. The standard
deviation value is 15.549, and the effect size value of class VII B is 0.73, which can be
categorized as medium.
Table 9
Results of the Effect Size Test of Creative Thinking Ability of Students of SMPN 1 Sojol
Utara
Name
Average
Standard
Deviation
Effect Size
Value
Interpretation
Pre-Test Experimental
Class (VII A)
59,062
15,621
1.95
Very Large
Post-Test Experimental
Class (VII A)
84,375
9,582
Control Class Pre-Test
(VII B)
59,062
18,799
0.57
Keep
Post-Test Control Class
(VII B)
69,062
15,746
Table 9 is the result of the effect size test for the problem of creative thinking ability
in class VII A, which obtained an average pretest value of 59.062 with a standard
deviation value of 15.621 and postes of 84.375 and a standard deviation value of 9.582
with an effect size value of 1.95 in the vast category. In contrast, class VII B obtained an
average pretest value of 59.062 and a standard deviation of 18.799, while the average
value of posts was 69.062 and 15.746. The effect size value of class VII B was 0.57,
which can be categorized as medium.
Validity of Learning Media
Flipbook-based digital pocketbooks and research instruments are tested for validity
before being implemented to produce valid products and instruments in science learning.
Validation/due diligence determines whether or not a product is valid with specific
criteria.
Research instruments consisting of test instruments for students' critical and
creative thinking skills are also tested for validity and categorized as valid and suitable.
The validation of the critical thinking ability test instrument obtained an average
percentage score of 89.06%, and the validation of the student creative thinking ability test
instrument obtained an average percentage score of 87.49%. Burhanudin et al. (2023)
explained that the level of product validity is determined by the results of expert
assessments that provide assessments in the form of suggestions and inputs as a follow-
up to product improvements that aim to add elements of product differentiation before
the product is used.
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1617
Flipbook-based digital pocketbooks on environmental pollution materials are
considered valid and suitable for science learning. This is based on the validation analysis
results that several experts assessed. Flipbook-based digital pocketbook analysis showed
an average percentage result of 86.96%. The validator lecturer also provided advice
related to flipbook-based digital pocketbooks on environmental pollution material, such
as revision material in the form of text color suitability, text size, and completeness of
material on the media.
Limited Trial
Limited trials of flipbook-based digital pocketbooks were carried out product trial
assessments given to grade VII C students as many as ten people, namely representatives
of low, medium, and high-level abilities, which aimed to measure student responses to
the products developed. The implementation of the limited trial consists of three stages,
namely (1) introducing flipbook-based digital pocketbook media, (2) conducting
flipbook-based digital pocketbook trials, and (3) filling out the limited trial questionnaire
that has been distributed. Based on the limited test analysis results, flipbook-based digital
pocketbooks in science learning at SMPN 1 Sojol Utara obtained percentage results of
86.4% and were categorized as very interesting if used in science learning. This is in line
with the research of Satriani et al. (2023), in their study on the development of android-
based economic learning media with a modular platform on introductory material to
economics for grade X students at SMAN 1 Balung Jember Regency, stated that the
developed economic learning media is attractive with a limited percentage of trials is
89.85% with exciting criteria.
The practicality of Learning Media
The flipbook-based digital pocketbook media practical test results to improve
student's critical and creative thinking skills in science learning at SMPN 1 Sojol Utara
were declared practical with percentage results of 80% and categorized as practical. This
shows that the flipbook-based digital pocketbook developed is suitable for science
learning. Halifah and Suasti., (2023), in their research on the development of digital
pocketbooks using the Canva application and flipbooks on the basic concepts of
geography, stated that digital pocketbooks have met the feasibility of the practicality of
these teaching materials. (Bria, Rahayu, and Sumartiningsih, 2024) explained that the
existence of teaching materials can influence many things. For students, the presence of
teaching materials helps them be more proactive in the learning process, more easily
understand learning materials, and students enjoy learning more.
The Effectiveness of Learning Media
Effectiveness tests are conducted to determine the effectiveness of the developed
media to improve students' critical and creative thinking skills. This effectiveness test is
carried out after all meetings have been completed. The effectiveness test is seen from
the pre-test and post-test results and the effect size of Cohen, where the average pre-test
score of class VII A for critical thinking skills obtained by students is 45,624. The average
post-test score obtained by students is 70,833, while class VII B obtains an average pre-
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1618
test score of 45,416 and an average post-test score of 56,875; this shows the value of
creative thinking ability of class VII A is higher than class VII B.
The effectiveness test of students' creative thinking skills for class VII A obtained
an average pre-test score of 59.062 and an average post-test score of 84.375, and for class
VII B obtained an average pre-test score of 59.062 and a post-test score of 69.062, this
shows the value of creative thinking ability of grade VII A students is higher than class
X B.
The results of the test of students' critical and creative thinking skills from the two
classes showed differences due to the use of different learning media, where class VII B
used science printed books while VII A used flipbook-based digital notebooks that were
developed so it can be concluded that the better the learning media used, the better the
results will be obtained.
The results of the critical thinking skills test from the two classes show differences
due to the use of different learning media, whereas class VII B uses printed science books.
In contrast, VII A uses flipbook-based digital pocketbooks, so it can be concluded that
the better the learning media used, the better the results will be obtained.
In line with (Andari, 2020) research on the use of Kahoot educational game-based
learning in physics learning, the more significant the increase in student learning
outcomes, the higher the score of using game media, the higher the student learning
outcome score. It can be interpreted that the use of exciting learning media, namely game
media, motivates students more, and it will also be better if it affects their learning
outcomes.
The average value of effect size Cohen obtained for critical thinking skills of class
VII A is 1.95 with extensive criteria, while class VII B obtained an effect size value of
0.73 with medium criteria; this shows that flipbook-based digital pocketbooks are
effectively used on environmental pollution materials to improve the critical thinking
skills of grade VII students at SMPN 1 Sojol Utara. The effect size value of the creative
thinking ability of grade VII A student is 1.95, tremendous, while the effect size value of
class VII B is 0.57 with medium criteria; this shows that flipbook-based digital
pocketbooks are effectively used on environmental pollution materials to improve the
creative thinking ability of class VII at SMPN 1 Sojol Utara, which can be concluded that
Ha was accepted and Ho was rejected.
The results of this study support empirical evidence from previous research (Silaban
& Manalu, 2024), the title of the electronic book development research using the flipbook
maker application on energy-matter in living systems at SMP 6 Jember, based on the
results of product analysis shows that data on material and media validity test results
obtained very valid criteria with a percentage of material validators 85.74% and media
validators 88.04%, and product testing, the response test of small group students obtained
exciting criteria with a percentage score of 90.44%, based on the tests carried out, the
results of the products developed in the form of integrated science e-book teaching
materials based on flipbook makers, energy materials in living systems for grade VII
junior high school students can be used in learning.
Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on
the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1619
Conclusion
Based on the results of research that has been conducted at SMPN 1 Sojol Utara, it
can be concluded as follows:
The Flipbook-Based Digital Pocket Book developed is classified as valid, with a
score of 86.96%, in the very valid category. Moreover, improved the critical thinking
skills of SMPN 1 Sojol Utara students, who scored 70.83% in the critical thinking
category.
The Flipbook-Based Digital Pocket Book developed is classified as valid, scoring
86.96% in the very valid category. Moreover, improved the creative thinking ability of
SMPN 1 Sojol Utara students, who scored 84.37% in the creative thinking category.
Flipbook-based digital pocketbooks are effective for students' critical thinking
skills. As evidenced by the results of the effect size test in the experimental class, a value
of 1.95 was obtained in the vast category. In contrast, the control class obtained a value
of 0.73 in the medium category. It can be said that the effect size value of the experimental
class is in the vast category, which means that flipbook-based digital pocketbooks on
environmental pollution material are adequate for the critical thinking skills of SMPN 1
Sojol Utara students.
Flipbook-based digital pocketbooks are effective for students' creative thinking
skills. As evidenced by the results of the effect size test in the experimental class, a value
of 1.95 was obtained in the vast category. In contrast, the control class obtained a value
of 0.57 in the medium category. It can be said that the effect size value of the experimental
class is in the vast category, which means that flipbook-based digital pocketbooks on
environmental pollution material are adequate for the creative thinking ability of SMPN
1 Sojol Utara students.
Novirianti, Achmad Ramadhan, Masrianih
Indonesian Journal of Social Technology, Vol. 5, No. 4 April 2024 1620
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