Penelitian ini bertujuan mengetahui kelayakan media pembelajaran interaktif ditinjau dari validasi ahli materi, bahasa, media dan praktisi, motivasi siswa ditinjau dari angket motivasi dan hasil belajar siswa ditinjau dari pre-test dan post-test siswa. Jenis Penelitian ini adalah Research and Development (R&D) yang mengacu pada model pengembangan ADDIE terdiri atas lima tahapan penelitian yaitu Analysis, Design, Development, Implementation, Evaluation. Instrumen pengumpulan menggunakan lembar validasi media pembelajaran interaktif, angket dan tes hasil belajar siswa. Penelitian ini dilakukan di Kelas IV SDN 050 Tarakan. Diperoleh hasil rata-rata persentase skor validasi dari keempat validator sebesar 91,4%. Diketahui motivasi siswa pada uji coba terbatas sebesar 81% dan pada uji coba lapangan sebesar 82,03%, dan diketahui hasil tes belajar siswa uji coba terbatas pre-test hanya dalam 3 kategori yakni, kategori rendah sebesar 16,6%, sedang sebesar 16,6% dan tinggi sebesar 66,6%. Post-test siswa uji coba terbatas hanya dalam 2 kategori yakni, kategori tinggi sebesar 16,6% dan sangat tinggi sebesar 83,3%. Hasil post test siswa pada uji coba terbatas sebanyak 5 siswa dari total 6 siswa telah mencapai nilai Kriteria Ketuntasan Minimal (KKM). Hasil tes belajar siswa pada uji coba lapangan pre-test hanya dalam 5 kategori yakni, kategori sangat tinggi sebesar 7,14%, tinggi sebesar 25%, sedang sebesar 28,5%, rendah sebesar 10,7% dan sangat rendah sebesar 28,5%. Post-test siswa uji coba lapangan hanya dalam 1 kategori yakni, kategori sangat tinggi sebesar 100%. Hasil post test siswa pada uji coba lapangan sebanyak 28 siswa dari total 28 siswa sehingga di simpulkan media pembelajaran interaktif pada materi perubahan energi di kelas IV sekolah dasar dapat mencapai kriteria ketuntasan minimal (KKM).

Kata Kunci: Pengembangan, Media Pembelajaran, Interaktif

This study aimed to determine the feasibility of interactive learning media in terms of the experts' validation of material, language, media, and practitioner, and the students' motivation derived from the questionnaire and learning achievement of the pretest and posttest. This study was conducted under the Research and Development (R&D) which referred to the ADDIE development model consisting of five stages of research, namely Analysis, Design, Development, Implementation, and Evaluation. The data were collected using interactive learning media validation sheets, a questionnaire, and learning achievement tests. This study was conducted in Class IV of SDN 050 Tarakan. The average percentage of validation scores from the four validators was 91.4%. It was found that the students' motivation in the limited try-out was 81% and that of in the field try-out was 82.03%. The students" learning achievement of the pretest in the limited try-out was only in 3 categories, namely, the low category was 16.6%, the medium category was 16.6%, and the high category was 66.6%; while their learning achievement of the posttest in the limited try-out was only in 2 categories, namely, the high category was 16.6% and the very high category was 83.3%. The result of the posttest in the limited try-out indicated that 5 out of 6 students reached the minimum completeness criteria (KKM). The result of the students' learning achievement of the pretest in the field try-out was only in 5 categories, namely, the very high category was 7.14%, the high category was 25%, the medium category was 28.5%, and the low category was 10.7%, and the very low was 28.5%, while that of the posttest was only in 1 category, namely, the very high category was 100%. Thus, in the field try-out, all 28 students who participated in the posttest successfully demonstrated their understanding of the energy change material for fourth-grade elementary school students. This outcome suggested that the utilization of interactive learning media effectively met the minimum completeness criteria (KKM). Keywords: Development, Learning Media, Interactive