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Volume 4 , Number 2, November 2019 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Development of Interactive Teaching Materials Using Whiteboard 

Animation for Civic Learning in Elementary School 
 

Tahmid Sabri1, Ikhsan Kurniadi1, Soeharto Soeharto2 
1Tanjungpura University, Indonesia 

2University of Szeged, Hungary 

tahmid.sabri@fkip.untan.ac.id 

 

Accepted: 

10 August 2019 

Reviewed:  

September 5, 2019 

Published:  

20 November 2019 

 
Abstract: This study aims to describe the development designed of whiteboard animation 
interactive teaching materials and student behavior as long as they used interactive whiteboard 
animation teaching materials for civic learning in Elementary schools. This study used the 
Hannafin & Peck development model and the researcher has modified it, which consists of three 
main processes the needed assessment stage, the designed stage, and the development 
implementation phase. Before the implementation of product trials, validation was carried out by 
material experts and ICT learning experts. Individual test subjects were 3 students, Small group 
trials were conducted by 9 students and a large group trial of 15 students. The results of the study 
described the design of interactive whiteboard animation for teaching material products by using 
the analysis stage, designed phase, and development implementation phase produced. Interactive 
teaching material products get categories “very good” when learned civic learning in elementary 
schools; student learned behavior when they used whiteboard animation teaching materials in 
terms of motivation, getting the category of "good" and from the aspect of learning activity getting 
the category of "good" in the learning process. 

 

Keyword:  Civic learning, elementary school, whiteboard animation 

 

INTRODUCTION 

The education process is manifested in learning activities in formal schools. Learning has 

learning objectives. To achieve the learning objectives required quality learning activities. 

According to Mukarom and Rusdiana1 write, "now the world of education is starting to integrate 

technology in various aspects including learning. Technology that is developing rapidly helps 

teachers to develop competencies, for example, in developing learning resources, teaching 

materials, learning media, and learning evaluation1. 

Teachers entering the 21st century are not just teaching (transfer of knowledge) but must 

be learning managers, each teacher is expected to be able to integrate information and 

communication technology in learning activities2. Teachers can utilize technology by creating and 

developing interactive teaching materials in independent learning so as to create a conducive and 

pleasant learning climate. The information system used is more focused on computer-based 

                                                     
1 Z.dan Rusdiana Mukarom and A., Komunikasi Dan Teknologi Informasi Pendidikan (Bandung: CV Pustaka Setia, 

n.d.). 
2 Deni Kurniawan Rusman and Cepi Riyana, “Pembelajaran Berbasis Teknologi Informasi Dan Komunikasi,” 

Bandung: Rajawali Pers (2011). 



  
 

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information systems3. Integrating information and communication technology into learning, 

among others, to improve teaching competencies in teaching and improve the quality of student 

learning4. 

Interactive learning instructional materials are needed as changes and technological 

developments in the sense of hardware, software, and technology regarding new theories in 

learning. One of the ways to innovate is to develop instructional materials using various computer 

applications or software. Teachers can utilize technology by creating and developing interactive 

teaching materials in independent learning so as to create a conducive and pleasant learning 

climate5. 

Based on the results of interviews with the principal of SD Negeri 2 Sadaniang, Mr. Hery 

Sumantri, S.Pd. SD, M.Pd., that students in schools find it difficult to understand material about 

the government system in Indonesia, then he said there are limitations to books, media, and 

information technology in Sadaniang sub-district. Mass media and television media are still rarely 

owned by community members because of constrained access to electricity, the internet, and 

transportation facilities. This makes it difficult for students to understand learning such as Civics 

learning, especially the central government system. 

Researchers develop interactive whiteboard animation teaching materials for learning 

Civics. This development research was chosen because in the area of learning technology 

development produces an ideal product design that can also be developed/implemented by its 

users on an ongoing basis. The existence of these advantages is expected to make students more 

interested, comfortable, and generate enthusiasm, interest in learning and more fun. Interactive 

whiteboard animation teaching materials are expected to facilitate students in mastering the 

concept of Civics. 

The development of interactive whiteboard animation teaching materials was carried out 

at SD Negeri 2 Sadaniang because the school was considered to have sufficient facilities to support 

learning using interactive teaching materials, namely the availability of electricity, library space, 

laptops, LCDs, projectors and related to research material. The reason for choosing central 

government material in research, first it is because the interactive whiteboard animation teaching 

materials are suitable for the material so as to describe in full the shape of the central government 

organization which includes the president, vice president, and ministers. Second, because 

Sadaniang region students find it difficult to access information about the central government, due 

to electricity and internet limitations. With the use of interactive whiteboard animation teaching 

material that is inserted an explanation of the central government organization accompanied by 

pictures/photos of the president, vice president and minister and their duties, it will certainly open 

students' insights to the material. 

                                                     
3 S Murhaini, Menjadi Guru Profesional Berbasis Teknologi Informasi Dan Komunikasi (Yogyakarta: LaksBang 

PRESSindo, n.d.). 
4 Munir, Kurikulum Berbasis Teknologi Informasi Dan Komunikasi (Bandung: Alfabeta, n.d.). 
5 H E Mulyasa, “Character Education Management,” Jakarta: Bumi Aksara (2011). 



  
 

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Research and development of interactive whiteboard animation teaching materials are 

carried out in class IV because the material on the central government which includes the positions 

and tasks of the president, vice president, and ministers is taught in class IV. Civics program 

emphasizes the competence (ability) of students (study subjects) to have an insight into nationalism 

and love for the country6. It is expected that the attractiveness of teaching materials as previously 

explained provides real experience and at the same time develops character in the Civics learning 

process for grade IV students at Sadaniang State Elementary School 2. 

Researchers are interested in conducting development research entitled "Development of 

interactive whiteboard animation teaching materials for learning Citizenship Education in Class IV 

2 Sadaniang State Elementary School". This development research is deemed necessary because it 

is a necessity as a result of the times, in addition to that development research tries to construct a 

quality innovative product. 

 

METHOD 

The form of research used in this research is development research. The model used in 

this study is a procedural model. Emzir7  defines that the model is a broad framework for seeing 

reality. The research design is a research plan and procedure that includes: from broad assumptions 

to detailed methods in data collection and analysis8. Simply understanding the research model is a 

framework in a scientific activity both as a development of science and as a solution to a problem. 

The model used in this study is a procedural model. Procedural models are descriptive 

models9. The adapted procedural model is the Hannafin & Peck model10 which consists of three 

main processes. The first stage of this model is the needs assessment stage, followed by the design 

phase and the third stage is the development and implementation. The three phases are linked to 

"evaluation and revision" activities. 

 

Development Procedure 

This product development research model uses Hannafin & Peck's development 

procedures which have been modified by researchers in accordance with the applicable curriculum. 

The steps of the development stage are as follows: (1) conducting a needs analysis, which 

includes: classroom observations and identification of learning problems; conduct analysis of 

learning and determine competency standards, indicators and learning objectives; prepare learning 

materials, compile instructions, and evaluation tools; develop strategies, methods, technology, and 

learning materials. (2) Making software design, which includes making manuscripts; storyboarding; 

                                                     
6 Suparlan Hakim and A dkk, Pendidikan Kewarganegaraan Dalam Konteks Indonesia (Malang: Madani, n.d.). 
7 Metodologi Emzir and M Pd, “Metodologi Penelitian Kualitatif Analisis Data,” Jakarta: Raja Grafindo (2012). 
8 John W Creswell and J David Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 

(Sage publications, 2017). 
9 A Saukah and dkk, Pedoman Penulisan Karya Ilmiah (Malang: IKIP Malang, n.d.). 
10 M J Hannafin and K L Peck, “The Design, Development and Evaluation of Instructional Software,” n.d. 



  
 

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and making flowchart view; Material collection which includes making and collecting animated 

images; and audio recording and collection; (3) Developing product forms in the form of validation 

by ICT learning experts and subject matter experts; initial product revision; individual and small 

group trials; analysis of the results of individual and small group evaluations; revision of phase II; 

field trials; field trial analysis; revised stage III. 

In this study, the subjects of the trial were students who would provide responses to the 

product development that had been validated by ICT learning experts and Citizenship Education 

material experts, while the respondents of this study were 3 class IV students who had high 

classification abilities, medium classifications, and low classification; 9 students in class IV 

consisting of 3 students having high classification abilities, 3 students having medium classification 

abilities, and 3 students having low abilities; 15 class IV students consisting of 5 students have high 

classification abilities, 5 students have medium classification abilities, and 5 students have low 

classification abilities. The selection of the students was based on recommendations from the 

fourth-grade teachers of the study site by taking into account the different qualifications of 

children's abilities. 

The qualitative data in this study used observations, and interviews with research subjects. 

Qualitative data collection methods that are mostly independent of all data collection methods and 

data analysis techniques are in-depth interviews and observation11. Observations and interviews 

carried out to the research subjects at the needs analysis stage in order to provide an initial picture 

for the design of the initial product design. Qualitative data was also obtained from the results of 

expert validation in the form of comments and suggestions for improvement. The assessment 

questionnaire sheet was also given to material experts, ICT learning experts, teachers and students 

in field trials. The data is analyzed as study material in the revision of interactive whiteboard 

animation teaching material products. 

The qualitative data found and the results of the conversion will provide an overview of 

the quality of the learning strategy, the quality of the content of the material, the quality of the 

display, the quality of the integration of the material, and the quality of visual communication. A 

questionnaire sheet is given to respondents in the product trial phase to get data about the quality 

of motivation, the quality of program results and the effectiveness of interactive teaching materials 

to students. While the description of learners' behavior is obtained from the results of direct 

observation and student behavior assessment sheets. 

In a study needed several techniques in collecting data. Researchers used interview 

techniques and observation sheets at the needs analysis stage in developing products. While at the 

trial stage, besides using the observation sheet also using a questionnaire or questionnaire. 

       Questionnaire is a technique or a way of collecting data indirectly. Questionnaire or 

questionnaire is an indirect data collection technique in this case the researcher does not conduct 

                                                     
11 Burhan Bungin, Analisis Data Penelitian Kualitatif (PT RajaGrafindo Persada, 2007). 



  
 

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a question and answer directly with the respondent12. The instrument or data collection tool 

contains a number of lists of questions that must be answered by respondents. In this study 

questionnaires were given to (1) subject matter experts, (2) ICT learning experts, and (3) 

questionnaires for students. 

Activities undertaken by researchers to obtain instruments that have validity in terms of 

content (content validity) are (1) document analysis or pre-survey; (2) making the specification 

table (lattice); (3) consultation with experts (mentors); (4) writing the instrument. 

Data collection was carried out by giving questionnaires to Citizenship Education subject 

matter experts and ICT learning experts. The data obtained are analyzed and used to revise (first 

revision), if there are improvements from subject matter experts and ICT learning experts. The 

third questionnaire was given to 3 students when individual trials were carried out, 9 students when 

the small group trials, and 15 students when the large group trials. 

The level of quality of the feasibility of the interactive teaching material products produced 

can be known by interviewing and giving questionnaires to material experts, ICT learning experts 

and also to students as users (users). 

A questionnaire is given using a format with a range of values 1-5 from the Likert scale, 

namely 1 (strongly disagree - STS), 2 (disagree - TS), 3 (disagree - KS), 4 (agree - S), and 5 ( strongly 

agree - SS). On a Likert scale, the statements submitted both positive and negative were assessed 

by respondents with strongly disagree, disagree, disagree, agree, and strongly agree. 

Data obtained from the questionnaire were analyzed by steps namely, (a) the completed 

questionnaire examined for the completeness of the answers; (b) the answers to the questionnaire 

for each statement are given a score in accordance with the specified weights; (c) the score obtained 

is made in the form of tabulated data and (d) calculates the percentage of each variable using the 

formula below13, namely: 

 

NP = R / SM x 100 

 

Information : 

NP = Percentage value expected 

R = raw score 

SM = Maximum score 

100 = fixed number 

 

The results of the percentage score above are then converted into assessment criteria. The 

assessment criteria according to Miller, Patrick, W. (2008), "if considered in relation to a traditional 

                                                     
12 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Program Pascasarjana Universitas Pendidikan 

Indonesia dengan PT Remaja Rosdakarya, 2005). 
13 Ngalim Purwanto, Prinsip-Prinsip Dan Teknik Evaluasi Pengajaran (Bandung: Remaja Rosdakarya, n.d.). 



  
 

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grading scale (90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D , and 59 and below = E) "14. 

 

RESULTS AND DISCUSSION 

 Development research was intended to obtain an ideal learning product by carrying out a certain 

procedure, so that researchers could construct the design and stages of the development of 

learning products namely interactive whiteboard animation teaching materials. 

 

Design of Whiteboard Animation Interactive Teaching Materials Development 

The development of interactive whiteboard animation teaching materials for learning 

Citizenship Education for Class IV Elementary Schools was designed through the Hannafin & 

Peck Model stages that have been modified by researchers. 

 

Requirement Assessment Phase 

A needs assessment can be done by conducting a series of analyzes related to the needs 

needed to develop a good learning program. These analyzes include (a) analysis of instructional 

problems (instructional problem analysis), for example analysis in the learning process of Civic 

Education in class IV material on central government in Sadaniang State Elementary School 2 still 

faces obstacles. 

According to the results of preliminary observations made at Sadaniang 2 Public 

Elementary School on Thursday, January 18, 2018, it was revealed that the learning that was carried 

out tended to be conventional; (b) analysis of learners (audience analysis) based on the analysis of 

findings in the field of the learning process makes students less interested in learning. 

Learning resources used in the form of textbooks are still less liked by students because 

the presentation of the material in it is still monotonous. Students tend to feel bored and lazy in 

learning and (c) goal analysis. Efforts so that students do not feel bored quickly in learning and 

increase learning motivation, one of the ways that can be used is to present material more 

attractively. 

Researchers develop interactive whiteboard animation teaching materials because 

interactive teaching materials have the advantage of being interesting teaching materials and in 

accordance with the age development of students. 

 

 

Design Stage 

The stages of making the design of whiteboard animation teaching material products are 

(a) the making of interactive teaching material product scripts by combining various sources of 

teaching materials. Manuscripts are made by taking into account the limitations in the scope of the 

                                                     
14 Patrick Miller and W., Measurement and Teaching. The United States of America: Patrick W (Miller & Associates, 

n.d.). 



  
 

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central government material for grade IV elementary school and adjusting to the development of 

students; (b) making flowchart view as a flowchart of thinking the contents of the program; (c) 

making Storyboard which is a story idea and information to be conveyed and what is shown by 

interactive teaching materials; (d) design the product by working on software, applications and 

materials, which have been prepared. 

 

Development and Implementation Stage 

 

Expert Validation of Learning Materials 

The White Board Animation interactive teaching material was validated by the expert on 

Civics Learning material in elementary schools namely Mrs. Sri Utami, M.Kes. Validation to obtain 

information that will be used to improve the quality of interactive whiteboard animation teaching 

materials for learning Citizenship Education concerns aspects of learning strategies and content of 

subject matter to be learned by students. 

 

Validation of ICT Learning Experts 

White Board Animation interactive teaching materials are validated by ICT learning 

experts. The researcher chose Mr. Dahli Ahmad, M.Pd. who is a professional expert in 

manufacturing interactive teaching material products? Validation to obtain information that will 

be used to improve the quality of interactive whiteboard animation teaching materials for learning 

Citizenship Education concerns aspects of appearance, content integration, and visual 

communication. 

 

Individual Trial 

       Subjects of individual trials are students who will respond to developing products that 

have been validated by Citizenship Education material experts and ICT learning experts. 

Respondents for individual trials are 3 class IV students who have high classification ability, 

medium classification, and low classification. The selection of the students was based on 

recommendations from the fourth-grade teachers of the study site by taking into account the 

different qualifications of children's abilities. 

 

Small Group Trials 

       After individual trials, a small group trial is conducted. The small group trial subjects 

are students who will provide responses to the product development of interactive teaching 

materials. The small group trial respondents consisted of 9 class IV students consisting of 3 groups 

in which each group consisted of 3 students. The criteria for selected students are 3 students having 

more ability, 3 students having the medium ability and 3 students having less ability. The selection 

of the students was based on recommendations from the fourth-grade teachers of the study site 

by taking into account the different qualifications of students' abilities. 



  
 

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Large Group Trial 

       After a small group trial, a large group trial is conducted. The large group trial subjects 

are students who will provide responses to the product development of interactive teaching 

materials. Large group trial respondents were conducted on 5 groups with the number of students 

for each group being 3 students. The criteria for selected students are 5 students having more 

abilities, 5 students having medium abilities and 5 students having fewer abilities. The selection of 

the students was based on recommendations from the fourth-grade teachers of the study site by 

taking into account the different qualifications of students' abilities. 

 

Material Expert Validation Results 

       Material expert validation from the interactive white board animation teaching 

material for learning Citizenship Education for Grade IV Elementary Schools was conducted by 

Dr. Sri Utami, M.Kes. who is a lecturer in Civics Education in the Master Education Program for 

Elementary School Teachers in the Teaching and Education Faculty of Tanjungpura University. 

       Material experts provide comments and suggestions for improving product quality. 

Comments and suggestions are also written on the validation sheet. Then the expert gives a 

validation score on the material expert validation sheet. Comments, suggestions, and validation 

scores are a reference for improving the product developed. The validation results from the 

material experts can be seen in table 3. 

 

Results of ICT Learning Expert Validation 

The validation of the ICT learning expert was carried out by Mr. Dahli Ahmad, M.Pd., he 

was a national trainer, the inventor of the training channel and the central leader of the Indonesian 

Teachers Association. The researcher chose Mr. Dahli Ahmad, M.Pd. as a validator because he is 

a professional SAGUSANDI (One Teacher One Educational Animation). The validation results 

of ICT learning experts in the form of assessment scores can be seen in Table 1. 

 

 

 

 

 

 

Table 1. Results of Validation of Material Experts and ICT Learning Experts 

N
o 

Validator Aspect Score Mean (%) Criteria 

1. Learning 
strategies 

5,00 5,00 100 Very 
Good 



  
 

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Teaching 
Material 
Experts 

Teaching material 
content 

5,00 

2. ICT Learning 
Experts 

Display of 
interactive 
material 

4,57 4,85 96,6 Very 
Good 

Material 5,00 

Visual 
communication 

5,00 

Total 24,57 9,85 196,6  

Mean 4,9 98 Very 
Good 

 

Individual Trial Results 

  

After learning to use interactive teaching materials is finished, students are asked to become 

respondents by filling out questionnaires on interactive teaching materials that are designed by 

putting an (x) mark on the choices they think are in accordance with reality. The results of the 

assessment of students who are respondents in individual trials can be seen in Graph 1. 

 
Graph 1. Histogram Quality of Interactive Teaching Material Aspects of Motivation, 

Quality of Program Results and Effectiveness in Individual Assessment 

From the results of the respondents' evaluation of interactive teaching materials on 

individual trials the motivational aspects obtained an average score of 4.33 with a percentage of 

86.67% getting good criteria. Aspects of the results of the program obtained an average score of 

4.07 with a percentage of 81.33% getting good criteria. While the aspect of the effectiveness of 



  
 

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teaching materials gained a score of 4.56 with a percentage of 91.11% getting very good criteria. 

Then the three respondents were triangulated to ensure there were no obstacles in operating 

interactive teaching materials in learning. Based on the results of triangulation. Therefore, the 

interactive white board animation teaching materials for learning civics do not need to be revised 

to be tested on small groups. 

 

Small Group Trial Results 

The procedure for conducting small group trials is carried out exactly as the procedures 

for individual trials are, the teacher explains the purpose of the activities and the steps in operating 

interactive teaching materials. All three groups of respondents were given the opportunity to use 

these interactive teaching materials. The operation is left up to students to choose their friends 

who are able to operate computers. During the trial process, sometimes they take turns in operating 

the computer. The teacher also provides direction in using interactive teaching materials. 

The three groups of respondents did learning using interactive teaching material, 

conducted discussions in the group and answered questions contained in the interactive teaching 

material. During the learning process, students feel they do not find obstacles in operating 

interactive whiteboard animation teaching materials. After the learning process is completed, each 

respondent is given a questionnaire and asked for their response to the interactive teaching material 

designed by putting an (x) mark on the questionnaire. The results of an individual trial assessment 

of interactive whiteboard animation teaching materials can be seen in Graph 2. 

 

 
Graph 2. Histogram Quality of Interactive Teaching Material Aspects of Motivation, 

Quality of Program Results and Effectiveness in Small Group Assessments 

 

Based on the results of the assessment of interactive teaching materials in small group trials 

on the aspects of motivation and the results of the program according to the analysis of the 



  
 

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numbers have improved namely for the aspects of motivation to obtain an average score of 4.50 

with a percentage of 90.00% and get very good criteria. Aspects of the results of the program 

obtained an average score of 4.17 with a percentage of 83.54% getting good criteria. While the 

aspect of the effectiveness of teaching materials did not improve and decrease, namely obtaining 

a score of 4.56 with a percentage of 91.11%. Then to the three groups of respondents namely nine 

students, triangulation was carried out to ascertain the constraints in operating the interactive 

learning instructional material and the content of the interactive teaching material. Based on the 

results of the triangulation, interactive learning teaching materials need to be revised in terms of 

clarifying the narrative vocals and clarifying the narrative text for testing in large groups or field 

trials. 

 

Large Group Trial Results 

Implementation of large group trials or field trials is carried out with procedures such as 

small group trials, the teacher explains the purpose of activities and steps in operating interactive 

whiteboard animation teaching materials. The five groups of respondents were given the 

opportunity to use these interactive teaching materials. 

The operation is left up to students to choose friends in their groups who are able to 

operate computers. During the trial process, sometimes they take turns in operating the computer. 

The five groups of respondents held a discussion in their group then answered the questions 

contained in the interactive learning teaching material. During the learning process, no obstacles 

were found in operating interactive teaching materials in learning. 

After the learning process is completed, each respondent is given a questionnaire and asked 

for their response to the interactive teaching materials designed by crossing (x) on the 

questionnaire. The scores of students' assessment results in large group trials can be seen in Graph 

3. 

 



  
 

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Graph 3. Histogram Quality of Interactive Teaching Material Aspects of Motivation, 

Quality of Program Results and Effectiveness in Large Group Assessments 

 

Then the five groups of respondents consisting of fifteen students were triangulated to 

ascertain the constraints in operating interactive learning instructional materials. 

Based on data analysis of large group trials or field trials. The average aspect of motivation 

gets a score of 4.70, the results of the program 4.51 and the aspect of effectiveness gets a score of 

4.64. In the large group trials, overall interactive whiteboard animation teaching materials for 

elementary school students received a very good predicate with a score of 4.62 or 92.34%. 

Based on the results of the triangulation, overall the interactive whiteboard animation 

teaching materials on Civics Education learning on central government materials do not need to 

be revised and can be used for learning activities in the classroom, especially in class IV Elementary 

Schools. 

 

Student Behavior Analysis 

Based on the results of an assessment of students' learning behavior when using interactive 

whiteboard animation teaching materials on aspects of student motivation to learn from indicators 

of attention from 15 students 3 students are considered to have attention to learning, 9 students 

are considered to have attention to learning and 3 participants students are considered to have 

enough attention to learning. For the enthusiasm indicator of 15 students, 3 students were 

considered very enthusiastic in participating in the learning, 9 students were considered as 

enthusiastic, 2 students were considered quite enthusiastic and 1 other was considered less 

enthusiastic. 

This is due to students who are considered less enthusiastic can not use computer 

equipment and do not dare to try to use it. For indicators of responsibility 3 students are considered 



  
 

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to be very responsible, 7 students are considered responsible, and 5 students are considered to be 

quite responsible. Whereas for the indicators of students' happiness in learning 6 students were 

considered very happy and 9 students were considered happy in learning. 

        In the aspect of student activeness, for indicators of participation of 15 students 5 

students were considered to be very participating, 7 students were considered to participate, 2 

students were considered to be sufficiently participating and 1 student was considered not to 

participate. Students who did not participate complained about the difficulty of using teaching 

materials because they were not accustomed to using computers. 

On the indicator of curiosity of 15 students, 3 students were considered very active asking 

questions, 9 students actively asked questions, 2 students asked questions quite often and 1 student 

asked questions less in learning. Students who ask less are judged to be lacking in courage to ask 

questions. For indicators of carrying out group discussions, out of 15 students 5 students were 

considered to be very involved in group discussions, 7 students were considered to be involved in 

group discussions and 3 students were considered to be quite involved in group discussions. 

From the results of the assessment of the students 'learning behavior, the aspects of 

students' learning motivation got an average score of 4.12 with a percentage of 82.33% with a good 

category. In the aspect of learning activeness students get an average score of 4.18 with a 

percentage of 83.56% with a good category. The observations show that the learning behavior of 

students in using interactive whiteboard animation teaching materials in Sadaniang State 

Elementary School 2 is classified in the good category, with an average of each aspect getting a 

score of 4.15 with a percentage of 82.94%. 

 

Whiteboard Animation Product Form 

After the procedure for developing interactive whiteboard animation, teaching materials 

has been carried out, the next step is to design the final product form for interactive whiteboard 

animation teaching materials. Product of interactive whiteboard animation teaching materials for 

learning Citizenship Education class IV Elementary School is designed in the form of Digital 

Versatile Disk-Recordable (DVD-R) pieces. 

DVD-R can store data up to 4.70 GB standard data has a diameter of 120 millimeters (4.7 

in) and can store up to 120 minutes of compressed audio or 4.7 GB of data, store up to 120 

minutes of audio. Therefore, interactive teaching materials use DVD-R to be able to store data. 

The use of DVD-R is intended to be more effective and efficient in facilitating the process of 

installing interactive teaching materials. 

 

CONCLUSIONS 

Based on the results of data analysis and field testing in the development research that has 

been described, it can be concluded that (1) the development of interactive whiteboard animation 

teaching materials according to Hannafin and Peck is divided into 3 stages namely: needs 

assessment, design stage, development/implementation stage. 



  
 

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Whiteboard animation interactive instructional products are very well used in learning with 

consideration of the results of expert validation on aspects of learning strategies, material content, 

display of instructional materials, material integration and visual communication received very 

good categories, while the results of field evaluations from aspects of motivation, program results 

and the effectiveness for learners get a very good category; (2) based on the results of an assessment 

of the learning behavior of students when using interactive teaching materials on aspects of 

learning motivation and learning activeness of students obtaining good criteria; (3) interactive 

whiteboard animation teaching materials are designed in the form of Digital Versatile Disk-

Recordable (DVD-R), to be more effective and efficient in their use. 

 

SUGGESTIONS 

Based on the results of the study, the suggestions that can be given as input for further 

development of interactive whiteboard animation teaching materials can be improved again in 

terms of learning strategies, preferably in using interactive teaching materials the teacher plans 

learning activities with more attention to the time of learning activities, for example, design the 

time each step of the learning in the Learning Implementation Plan (RPP) 

In terms of learning material, teachers should pay more attention to the truth and recency 

of the material, the accuracy of the scope of the material, and logical exposure, for example, central 

government material will always be updated. Therefore teachers must update information from 

teaching materials so that there is no misunderstanding and the latest information. 

In the display of teaching materials, pay attention to the fonts of letters used, voice-over 

using sophisticated tools, choosing a narrator who has a good voice, providing animated images, 

videos, which are in accordance with the material and environment of students. For example in 

the use of letters must pay attention to large fonts with a size of 16 by using a striking color so it 

is easy to read by students. The voice recorder uses a standard microphone so that the sound is 

clear and can be understood by students. Using images that have a standard size so that when 

inputting images into teaching materials, the image is not damaged (unclear) due to blur. Choose 

a narrator who has a clear vocal voice, so that with good voice vowel helps make it easier for 

students to understand the learning material. 

 

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Tahmid Sabri, Ikhsan Kurniadi, Soeharto Soeharto 
Development of Interactive Teaching Materials 

 
 

  

 

 

Volume 4, Number 2, November 2019 | 139  

 

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