THE DEVELOPMENT OF ANIMATION AND SIMULATION BASED LEARNING MEDIA IN THE COSMOGRAPHY COURSE

ABSTRACT


INTRODUCTION
The use of technology and information is currently widely taught in educational institutions.The conventional teachingcentered learning process has now developed into a student-centered approach, which is a way to help students become more active and enthusiastic by helping them find and develop relevant information.Such action is an aspect that is closely related to the development of the world of education and learning materials.Industrial Revolution 4.0 is a very interesting topic; both Indonesia and the world are already aware of the impact of this change.Technology is a new form of data collection that functions as a tool p-ISSN 2460-0768 e-ISSN 2597-6044 GeoEco, Vol. 10, No 2. July 2024 Page. 173-191 https://doi.org/10.20961/ge.v10i2.87091https://jurnal.uns.ac.id/GeoEco/article/view/87091 The Development Of Animation And … | 174 and facilitator to make human life easier (Tian & Martin, 2011).Knowledge and technology continue to drive global industrialization and have helped create more modern goods for the industrial revolution over the decades (Belvedere et al., 2013).Starting in the 18th century with the use of steam engines, which helped make the production process more efficient (Prasetyo & Trisyanti, 2019).Even the realm of education is also experiencing the Industrial Revolution 4.0 by accompanying the learning process with technology such as the application of media.In general, education is a very important means of improving the quality of students in accordance with the 21st century curriculum (Amirullah & Hardinata, 2017).Considering this, the government is more focused on managing the education budget.The national education system is expected to be able to guarantee increased student performance and the effectiveness of managing the education system in facing changes that occur in local, national, and international life.Therefore, education reform must be carried out fairly, transparently, and cooperatively.The influence of the industrial era on education can also be felt in almost all regions of Indonesia.
Effective use of technology contributes to facilitating the learning process (Rahmad et al., 2018).Technology used to support the learning process is often called learning media.Currently, there are many types of learning media, including audiovisual, visual, electronic, and print media.In general, media functions as a communication tool for learning.The use of media in learning is highly appreciated and well received by students (Rifai, 2018).Apart from its effectiveness, the use of media can also provide superior results compared to learning without using media (Prihadi et al., 2017

MATERIALS AND METHODS
The research methodology used is the 4-D Model (Four-D Models) with a Research and Development (R&D) design approach, consisting of four stages (Fredyanan, 2016), namely: 1) the Source: (Azwar, 2014) In data analysis techniques, researchers use analysis to look at media trials.If there is a response from students using the digital practicum guide, then proceed with calculating the score, namely to determine the effectiveness of using the animation and simulation-based learning media.The data analysis technique used to determine student responses is as follows: Information: The calculation results are used as data to describe the results of the needs analysis.
The reference for determining the assessment results criteria is presented in  There are five key steps at this stage (Johan et al., 2023) Based on the problems above, it is determined that this is the key to identifying the learning media needed for smooth and effective teaching.
Learning media is introduced through the design of indicators for achieving student learning outcomes, media, media formats, language, assignments, and the use of concepts that will be discussed

Analysis of Learner Characteristics
According to school origin, the majority of students interviewed came from around Pontianak and West Kalimantan.

Concept Analysis
In essence, the ideas presented in animation and simulation-based learning media are interconnected.Therefore, the ideas studied need to be arranged according to the information and abilities that students have learned since the last session or meeting so that they can easily understand them.In media development, concepts and tasks are arranged sequentially, starting with a discussion of basic knowledge and continuing with knowledge that is more complex.
e. Formulation of Learning Objectives (Specifying Instructional Objectives).
The concept of creating learning media and studying for exams is contained in this collection of objectives.The following is a description of the core objectives of the cosmography lecture.
▪ Students can describe the concept of astronomical scope.
▪ Students can describe the theory of the formation and members of the solar system.

Designing Stage (Design)
The aim of this level is to prepare a

Resources (Media Selection)
Learning media selection activities are modified based on task analysis findings, student characteristics, lecturer skills, and environmental factors.Students must be able to: • Follow the learning process in a relaxed atmosphere without feeling pressured after using animation and simulation-based learning media.
• Developing lecturer independence directly by carrying out activities (learning by doing).
• Find facts through experiments that show symptoms and get used to applying them in everyday life.

Design)
Findings from content analysis, task • Title, is a display of a topic that will be discussed in a scientific work or in other forms.
• Design, is the display of supporting images in a topic, where the images displayed are images that lead to the aesthetic graphics of the front view.
• Supporting information is a sentence or information that can help the title to summarize the information in a title.

b) Design of the Material Table of Contents Page
On the material table of contents page,          A display must meet the level of practicality to continue to a higher level (Wulandari, 2017) (Wulandari, 2017).

Student response to the digital practicum guide
Knowing the magnitude of the response to the digital practicum guide can be seen from several calculation steps.The first is to look at the results of the percentage of students using this learning media.Table 5 contains the results of percentage calculations.(Kumar et al., 2023).
In line with the opinion of Saroinsong et al., (2020) Furthermore, it continued to develop with the emergence of the discovery of electricity in the Industrial Revolution 2.0; then, in the 20th century, the revolution increasingly developed into the Industrial Revolution 3.0 with the discovery of computerization; and until today's civilization, the discovery of the internet network in the era of Revolution 4.0, which is increasingly advanced, makes it easier and supports activities in almost all fields felt by this change.
Percentage of respondent's answer score ∑ x = Number of answers per respondent for each item ∑ x i = Total answer score if all respondents answered all This research is classified as development research in accordance with the research objective of developing a animation and simulation-based learning media.The research design used is a four-D model, which has four levels, including the outline level, At the outline level, researchers formulate an outline or basic framework of what will be developed.This includes identifying learning objectives, content that will be presented, as well as basic concepts and ideas that will be integrated in animation and simulation-based learning media; design level, At this level, researchers begin to design in more detail how learning media will be created.This includes creating initial sketches, storyboards, and visual and interactive design of the animations and simulations that will be developed.https://doi.org/10.20961/ge.v10i2.87091https://jurnal.uns.ac.id/GeoEco/article/view/87091The Development Of Animation And … | 178 This design must consider instructional and pedagogical design principles to ensure effectiveness in delivering learning materials to users; raise level, The raising stage involves the actual implementation and development of animation and simulation-based learning media.At this stage, the animations and simulations that have been designed will be produced in more detail and completeness.This includes creating animations, developing software or platforms for simulations, as well as initial testing to ensure that all functional and instructional elements work well; and spread level, The final stage of the four-D model is the spread level, which focuses on the distribution or dissemination of learning media to end users.At this stage, learning media will be introduced to the audience (Thiagarajan, 1974).This improved version of the animation and simulation-based learning media was chosen based on the researcher's level of expertise and ability in developing learning media.The following is an explanation of each level: Establishing and defining the situation and gaining an understanding of it is the goal of this stage.Based on the governing learning rule, an objective examination of conversational barriers takes precedence.
with students.Due to the fact that cosmography learning media based on animation and simulation is currently an operating system that is still used, learning materials based on animation and simulation were chosen.Animation and simulation-based learning media are comprehensive open-source platforms that can be used on smartphones.Because animation and simulation- results.Media selection is done by looking at the format that suits the curriculum, while format selection is done by looking at the suitability of the format to the content of the material, then https://doi.org/10.20961/ge.v10i2.87091https://jurnal.uns.ac.id/GeoEco/article/view/are one of the tools used to measure the increase in students' conceptual knowledge after the learning process using animation and simulationbased learning media, so the test design is a pre-posttest design.Apart from concept understanding test instruments to find out the picture of learning by applying learning media, other forms of learning evaluation instruments were also developed.The form of instrument in question is the student's perspective on animation and simulation-based learning media.This questionnaire is distributed at the end of all learning activities.

Figure 1 .
Figure 1.Main Page Design there is a selection of learning materials for cosmography courses contained in animation and simulation-based learning media, accompanied by a frame design https://doi.org/10.20961/ge.v10i2.87091https://jurnal.uns.ac.id/GeoEco/article/view/87091The Development Of Animation And … | 183 display to give an aesthetic impression (see Figure 2).

Figure 5 .
Figure 5. Main page development results b) Material List Page Development Material list page development shown in Figure 6.

Figure 6 .
Figure 6.Results of Material List Page Development

Figure 7 .
Figure 7. Result of Material Contents Page Development

Figure 8 .
Figure 8. Animation Page Development Evaluation is the part that presents the findings of the data analysis collected during research and development.The purpose of statistical analysis is to address research problems.The information collection method is a questionnaire with five options for experts and five options for students.The following are the results of the analysis: software component, it was found that a score of 83% for the software category fell within the value range and was 81.25 < 100 in the very decent category, while the percentage of 78.3% for the visual communication category fell into the value range and was 62, 50 < 81.25 in the eligible category.Experts in the media gave it an overall score of 81, with the overall evaluation results falling into the very decent bracket of a score of 81.25 to 100%.Adjusting animation and simulation-based learning media into the "very decent" category based on media expert approval.
of the media can also provide a level of effectiveness for learning, so that it can provide an interesting experience for students(Väätäjä, 2023).The use of animation and simulation-based learning media has interactive features, encourages student visualization, and improves problem solving in learning(Tajvidi & Fang,   2015).According to learning, using successful animation and simulationbased learning media can bridge the delivery of material in order to increase understanding(Ahmad et al., 2021).The use of learning media can also provide increased achievement compared to using animation and simulation-based learning media(Fang & Guo, 2016).From the explanation above, the use of learning media can have a positive impact on the learning process.The results of such responses obtained can also be influenced by the condition of students' supporting devices and networks when using smartphones to support animation-based learning media and learning simulations.Development of animation and simulation-based learning media in the cosmography course, which aims to determine the feasibility and response to student learning in this course.From a series of questionnaire responses carried out, the results obtained from the validation test obtained a good score, so overall; the criteria were suitable for use or application in learning.Two material expert validators gave marks to the validation test in the aspect of https://doi.org/10.20961/ge.v10i2.87091https://jurnal.uns.ac.id/GeoEco/article/view/87091The Development Of Animation And … | 188 cosmography material content.In terms of material considerations, media considerations, and users of animation and simulation-based learning media, namely students, the resulting animation and simulation-based learning media were practical for use as learning resources.The following are findings regarding the validity and applicability of animation and simulation-based learning media, such as media aspects for each topic in the questionnaire submitted to material experts, which are considered feasible with an average score of 156 and the largest percentage of 79%, while for media experts, it is considered very feasible with a score 194 and a percentage 81%.The response to the use of animation and simulation-based learning media obtained a good category of 77.2%.Such results can also provide evidence that there are several other factors that can influence it, such as supporting devices and the strength of the internet network.CONCLUSIONS Based on data analysis and evaluation, it can be concluded that the development of animation and simulation-based learning media in cosmography courses is feasible and beneficial for both study programs and students.The main display page is an important aspect of information, ensuring that only holders of animation and simulation-based learning media can access the information.The research and development process uses a combination of qualitative and quantitative data analysis techniques, including collecting data from validators and using descriptive data to calculate average scores.Assessment of animation and simulationbased learning media is carried out using a Likert scale.The development of animation and simulation-based learning media aims to increase learning independence and enrich student knowledge, providing unlimited access to resources regardless of time and distance.Based on these findings, this research recommends that learning media continue to be developed so that they are better and more targeted.Colleges must consider students' needs for reference resources.Appropriate feedback from students regarding the use of animation and simulation-based learning media learning resources is needed as well as more information sources from learning media in libraries and other references.The successful use of animation and simulation-based learning media in the geography study program, cosmography

Table 1 .
Eligibility score criteria

Table 2
as follows :

Table 2 .
Criteria for Interpreting Student Responses

Table 3 .
Analysis of material expert results

Table 4 .
Analysis of media expert results

Table 5 .
Analysis of student response results