Pop-Up Interactive Cards-Based Moral Simulation to Enhance Elementary School Students' Interest in Learning Honest Morals

Abstract

This study aims to develop and examine the effectiveness of Pop-Up Interactive Cards themed on the moral value of honesty in improving the learning interest of second-grade elementary school students. The research problem stems from the low level of students’ learning interest in the subject of Praiseworthy Morals, which is abstract in nature, with an initial score of 56% (categorized as moderately low). The study employed the ADDIE model using a Mixed Methods approach. The research subjects consisted of two expert validators, one Islamic Education (PAI) teacher, and 22 second-grade students at SD Negeri Kutogiri. The research instruments included expert validation sheets, a learning interest questionnaire, student activity observation sheets, and a teacher practicality questionnaire. Data were analyzed using a paired sample t-test and the N-Gain Score. The results indicate that the developed media achieved a validity score of 91.96% (very feasible) and a practicality score of 93.75% (very practical). The effectiveness test showed a significant increase in students’ learning interest (t = -88.362; p < 0.001), with the mean score rising from 66.77 to 79.77 and an N-Gain value of 0.40 (moderate category). The pop-up interactive card media proved effective in concretizing moral dilemmas through action-reaction simulations involving students’ physical manipulation. These findings reinforce constructivist theory and Piaget’s concrete operational stage in the context of Islamic Education learning.