Learning media play a crucial role in helping elementary school students grasp concepts that are difficult to visualize. Fourth-grade students are generally in the concrete operational stage of cognitive development, meaning they learn more effectively when they can observe and interact with real or realistic objects. However, many science lessons still rely heavily on lectures and textbook illustrations, making abstract topics such as energy difficult for students to understand.
Recognizing this challenge, the research team designed a Pop-Up Book that presents colorful three-dimensional illustrations of various forms of energy, including light, heat, electricity, sound, and motion. Each page contains movable elements that students can open, pull, and explore, creating a more enjoyable and meaningful learning experience.
Addressing Low Learning Motivation
The study was motivated by classroom observations showing that many fourth-grade students had low enthusiasm for learning Science and Social Studies (IPAS). Teachers reported that students often became bored because classroom instruction mainly depended on textbooks and verbal explanations, with very limited use of interactive learning media.
According to the researchers from Universitas Quality Berastagi, this situation made it difficult for students to visualize energy concepts, increasing the risk of misconceptions. Developing an engaging learning medium therefore became essential to improve both motivation and conceptual understanding.
How the Pop-Up Book Was Developed
The researchers used a Research and Development (R&D) approach employing the Planning–Production–Evaluation (PPE) model.
The study involved 23 fourth-grade students from SD Negeri 044825 Gundaling I Berastagi.
The development process consisted of three main stages:
Planning: identifying classroom needs, analyzing curriculum requirements, and designing the learning content.
Production: creating illustrations, designing three-dimensional paper structures, organizing page layouts, and producing the Pop-Up Book.
Evaluation: validating the product through experts, revising it, and testing it with students.
To assess the quality of the learning media, the researchers collected data through classroom observations, interviews with teachers, expert validation sheets, and student response questionnaires.
Experts Rated the Learning Media Highly
The Pop-Up Book received excellent evaluations from education experts before being introduced to students.
Validation results showed:
Content expert: 97.5%
Media expert: 96.6%
Learning practitioner (classroom teacher): 97.5%
These scores indicate that the Pop-Up Book met high standards for content accuracy, instructional design, visual appearance, language, and suitability for elementary school learners.
Experts suggested only minor revisions, including simplifying several technical terms and increasing font size to improve readability for children.
Students Responded Enthusiastically
After expert validation, the Pop-Up Book was tested in the classroom.
Student responses were overwhelmingly positive.
Key findings include:
93.7% said the Pop-Up Book was highly attractive.
91.07% reported increased enthusiasm for learning.
91.07% felt more motivated to understand the lesson.
91.9% believed classroom learning became more enjoyable.
89.2% found the book easy to use.
87.5% said it helped improve their understanding.
83.9% considered the material easy to understand.
Overall practicality reached 85.37% in the small-group trial and increased to 91.3% during the larger classroom implementation, demonstrating that students became even more comfortable using the learning media over time.
Turning Abstract Concepts into Concrete Experiences
One of the study's most significant findings is the Pop-Up Book's ability to transform abstract scientific concepts into visual and interactive experiences.
Instead of simply reading about different forms of energy, students could directly observe three-dimensional illustrations showing how energy changes from one form to another. For example, the book demonstrates how electrical energy powers a fan or how sunlight serves as an important energy source in everyday life.
The researchers found that these interactive features encouraged students to actively participate in classroom discussions rather than passively listening to teacher explanations.
Learning shifted from a teacher-centered approach toward a student-centered environment, where children explored concepts independently while interacting with the Pop-Up Book.
Implications for Elementary Education
The findings suggest that creative printed learning media remain highly relevant, even in an increasingly digital educational environment.
Interactive materials such as Pop-Up Books can provide meaningful hands-on learning experiences without requiring sophisticated technology or internet access. This makes them particularly valuable for elementary schools with limited digital infrastructure.
The researchers also recommend that teachers use similar interactive media to teach other abstract Science and Social Studies topics. Future studies are encouraged to investigate not only the validity and practicality of such media but also their direct impact on students' academic achievement and long-term conceptual understanding.
According to the research team, well-designed instructional media can significantly improve classroom engagement while supporting the goals of Indonesia's Merdeka Curriculum, which emphasizes active, inquiry-based, and student-centered learning.
Author Profiles
Emia Lestari br Sitepu is a researcher and undergraduate student at Universitas Quality Berastagi, specializing in elementary education and instructional media development.
Jainal Togatorop is a lecturer at Universitas Quality Berastagi with expertise in elementary education, curriculum development, and innovative teaching strategies.
Yosefo Gule is a lecturer and researcher at Universitas Quality Berastagi whose academic interests include educational technology, instructional media, and primary school learning innovation.
Research Source
Article Title: Development of Pop-Up Book Learning Media for the Science and Social Studies (IPAS) Subject on the Topic of Energy in Everyday Life for Fourth Grade Students at SD Negeri 044825 Berastagi, Academic Year 2025/2026
Authors: Emia Lestari br Sitepu, Jainal Togatorop, Yosefo Gule
Journal: Asian Journal of Applied Education (AJAE)
Publication Year: 2026
DOI: https://doi.org/10.55927/ajae.v5i3.16757
ISSN (Electronic): 2693-5241
Journal Website: https://journal.formosapublisher.org/index.php/ajae
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