Development of Learning Media (LKPD) Themes of Ecosystem Based on "Salingtemas"

This study aims to develop LKPD Ecosystem themes to improve the ability of valid, practical, and effective science literacy. Learning products developed in the form of LKPD based on salingtemas. This type of research is Research and Development (R&D). With a 4-D development model. This study involved students in grade V SD Negeri 28 Bandar Baru as the subject of research. Data was collected using expert validation sheets, observation sheets of learning implementation, student response questionnaires, and scientific literacy capabilities tests. The data obtained is then processed and analyzed descriptively. The results showed that LKPD themed the ecosystem to improve the ability of students in the literacy based on salingtemas sciences developed was in the valid category and suitable for use. Based on the results of the trials conducted, it was found that LKPD had met the validity aspects. This can be seen from: 1) The implementation of learning in the initial trial is quite practical and the implementation of learning in the next trial is categorized as very practical; 2) Use of LKPD in Learning Natural Sciences Ecosystem Themes developed in terms of students' responses are classified as practical. LKPD based on salingtemas has also met the effectiveness aspects seen from the student science literacy capability test.


INTRODUCTION
Ministry of National Education (2008) Student Worksheet (LKPD) are sheets containing tasks that must be done by students. The activity sheet is usually in the form of instructions, steps to complete a task (Depdiknas, 2008). The advantage of using LKPD is to facilitate educators in carrying out learning, for students will learn independently and learn to understand and carry out a written task. LKPD can experience innovation in terms of presentation, one of which is integrated using an approach based on "Salingtemas".
The problem that is often found today is that there are still many teachers who have not used learning media, one of which is the use of the appropriate LKPD in the learning process, especially in remote regional schools and also they do not understand and understand how the LKPD media is good and correct Knowing the correct shape of LKPD (Daryanto, 2013;Rahayu et al 2022). The LKPD compiled is still not in line with the RPP, the LKPD compiled also has not used learning models and strategies. In addition, the teacher is also still compiling LKPD which contains examples of tests and materials in the package that is reprinted and distributed to students. The other problem that often occurs is LKPD which should be given when students carry out activities at the beginning of the learning activity with the aim of guidelines in carrying out the learning process activities, but the teacher distributes the LKPD after the process of providing learning materials or at the end of learning activities at the time of evaluation (Riadi, M, 2022).
The Salingtemas approach is a perspective to solve problems in science education. The Salingtemas approach is also considered a bridge in the delivery of material discussed in the classroom associated with the situation and conditions in the real world outside the classroom concerning technological developments, the environment and social situation (Aslam et al, 2021) Based on the results of the assessment that has been conducted by material experts, media experts and user opinions show that the average assessment is included in the very good category so that multimedia is based on " Salingtemas" for science learning theme 1 in grade IV elementary school can be stated feasible both in terms of media and material (Ariningtyas, A., Wardani, S., & Mahatmanti, W, 2017).

RESEARCH METHODS
This research was conducted in class V SDN 28 Bandar Baru, Pidie Jaya in the even semester of 2023, namely March-April 2023. Because this school was chosen in class V SDN 28 Bandar Baru as a research location because of the consideration that the ecosystem lessons taught at this school, have never been Using learning tools (LKPD) that are based on Salingtemas, besides that in this school there are also facilities that support the learning tools that will be applied to students. Learning Device Development Products (LKPD) that are based on Salingtemas require trials in the framework of formative evaluation. The trial results were obtained from the subjects consisting of 1 learning model expert, 1 media expert, 1 learning material expert and product user, namely students of class V SDN 28 Bandar Baru consisting of 3 students of class V for testing Try individuals, 9 students of class V for small group trials and 40 class V students for field trials. The development model used is an adaptation of the 4-D development model put forward by Thiagarajan and to develop the learning plan combined with the Dick & Carey learning development model (Sudaryono, 2016). The steps of the Procedure for Development of Learning Tools (LKPD) Themed the ecosystems based on " Salingtemas" are divided into 4 stages, namely: (1) Define Stage (Define), (2) Design Phase (Design), (3) Development Stage (Develop), and (4) Disseminate (Disseminate). The stage of developing the 4-D model.

RESULTS AND DISCUSSION Test Description of the Trial Results
Based on the product validation using a series of trials and revisions that have been implemented, the LKPD learning tools are based on Salingtemas in the class V ecosystem subject matter already hold valid status. The trial was carried out through 4 stages, namely: (1) Evaluation of material experts, learning model experts and learning media experts, (2) individual trials, (3) small group trials, (4) large group trials.

Validation Test Results Data: Validation of Material Experts, Learning Model Experts and Learning Media Experts
Product validation intends to find the opinions of material experts, learning model experts and learning media experts regarding design accuracy, learning aspects and the truth of content, media and learning designs.

Data from the Validation of Learning Material Expert
Validation of Material Experts to the Development of LKPD Learning Tools Based on Salingtemas in Class V Ecosystem Materials carried out by Dr. Indramsa Ms.I, is a lecturer at Universitas Negeri Medan Postgraduate School. The assessment is carried out to obtain information that will be used to improve the quality of the material in LKPD learning tools based on Salingtemas Ecosystem subject matter. Validation results in the form of an assessment score of the quality components of the learning material contained in the development product can be seen in Table 1. From Table 1 above it can be concluded that the results of the assessment of the material as a whole stated that the percentage of the average value regarding the contents of the learning material from the indicator is 91% where the range of values is at a score of 80 ≤ x ≤ 100%, the tendency of the assessment of the material is said to be the category " Very good".
The results of the assessment of the subject matter of the theme of the ecosystem developed received several comments and suggestions, among others: (a) Articles should be related to organisms that have an impact on human activities. From the assessment, comments and suggestions by the material expert that learning tools LKPD Based on Salingtemas can be tested after a small revision. -311-products in aspects of learning models. The results of the validation in the form of an assessment score of LKPD learning devices based on Salingtemas themed ecosystem about the aspects of the quality of learning models can be seen in Table 2. The results of the learning model of the learning model in Table 2 as a whole are concluded that the average value of the indicator is 92%. Because the range of value is at a score of 80% ≤ x ≤ 100%, the tendency of the assessment of the learning model expert is expressed in the category of "very good".

Data from the Validation of Learning Model Experts
The evaluation of several comments and suggestions for improvement from learning model experts about the initial LKPD learning tools in general is: None. Conclusion From the assessment, comments and suggestions by learning model experts that LKPD learning tools on the theme of the ecosystem can be tested without revision.

Learning Media Expert Validation Data
Validation of Learning Media Experts to the Development of LKPD Learning Tools Ecosystem Themes by Prof. Dr. Retno Dwi Suyanti, M.Si who is a Postgraduate Lecturer in Unimed. The information used to assess the quality of LKPD learning tools for ecosystem themes about product quality. From Table 3 it can be concluded that the results of the learning media experts as a whole, it is concluded that the average value and the indicator are 86%. Where if the range of value is at a score of 80% ≤ x ≤ 100%, the tendency of learning media experts is declared category "very good".
The results of the assessment of the subject matter of the theme of the ecosystem that was developed did not get comments and suggestions, among others. Conclusion From the assessment, comments and suggestions by learning media experts that LKPD learning tools on the theme ecosystem can be tested without revision.

Analysis of Data on the Validation of Learning Material Experts
Based on the assessment of experts, namely material experts, learning model experts and learning media experts on each indicator of assessment of the initial products that have been completed have been given the average value and score of each expert. Then the results were analyzed to determine whether or not the LKPD learning device was developed on the theme -313-of the ecosystem. The average percentage of the results of the assessment of material experts, learning models and learning media is as shown in the following: The material expert assesses that LKPD learning tools are based on Salingtemas themed ecosystem based on three aspects, namely the material aspect (84%), the learning aspect (93%), and the linguistic aspect (96%) with an overall category of very good (91%), which means LKPD learning tools are based on Salingtemas on the theme of the ecosystem can meet the demands of learning needs.

Analysis of Data on the Validation of Learning Model Experts
For learning model experts, assessing LKPD learning tools based on Salingtemas themed ecosystems based on two aspects, namely content feasibility (93%), and presentation (92%), with overall including very good categories (87.9%), which means LKPD learning tools Based on Salingtemas themed ecosystem can meet the demands of learning needs. The average percentage of the assessment results of the learning model expert can be seen in table 5. Based on the response of learning model experts, it is stated that LKPD learning tools are based on Salingtemas themed ecosystems that are appropriate for trials.

Analysis of Data on the Validation of Learning Media Experts
Based on the responses of learning media experts, it is stated that LKPD learning tools are based on Salingtemas themed ecosystems that are appropriate for trials without revision. It means that it can be accepted and in general is very good. Ecosystem by the Learning Model Expert themed ecosystems based on two aspects namely linguistic aspects (87%), presentation aspects (87%) and aspects of crafts (85%) with overall including very good categories (86%), which means LKPD learning tools are based on i Salingtemas themed ecosystem can meet the demands of learning needs.

Individual Trial Results Data
Individual trial assessment which is conducted at SDN 28 Bandar Baru which consists of 3 students. The purpose of the assessment and response is to identify the shortcomings of LKPD learning tools. After being assessed by learning model experts, material experts and learning media experts. The assessment and response of this individual trial is that there is input criticism and suggestions about the presentation of learning tools presented in the form of textbooks. The results of the assessment on individual trials can be seen in Table 7. The summary of the assessment and response from this one-on-one trial which includes linguistic aspects, appearance, ease of use, accuracy of the contents of the material and compatibility with learning based on Salingtemas. From these results it can be concluded the results of the assessment and overall individual responses, it can be concluded that the percentage of the average value of the indicator is 88%, where if the range is at a score of 81% ≤ x ≤ 100%, then the tendency of individual assessment is declared category "very good". In the one-one trial activities carried out on 3 students of class X SDN 28 Bandar Baru there were no input and errors that needed to be revised against LKPD learning tools based on Salingtemas.

Data on Small Group Trial Results
The small group trial was also conducted at SDN 28 Bandar Baru which consisted of 9 students of class V. This small group trial data aims to find out some of the weaknesses or shortcomings when LKPD learning devices are based on Salingtemas themed ecosystem are used. This trial is used as the beginning of the product tested to small groups. Evaluation Results of LKPD Learning Tools Based on Salingtemas themed Ecosystem can be seen in Table 9. The summary of the assessments and responses from this one-on-one trial includes aspects of learning quality, learning materials, programming and aspects of media display which can be seen in table 10 below. From these results it can be concluded that the results of the assessment and individual responses as a whole, it can be concluded that the percentage of the average value of the indicator is 91%, where if the range is at a score of 81% ≤ X ≤ 100%, then the tendency for individual assessments is stated in the category "Very Good".

Large Group Trial Results Data
Large group trials were also carried out at SDN 28 Bandar Baru consisting of 40 students in grade V. The data for this large group trial aimed to find out some of the weaknesses or deficiencies when the products LKPD based on Salingtemas themed ecosystem were used. This trial is used as the beginning of the product being tested on large groups. The results can be seen in Table 11.  The assessments and responses from this Large Group Trial includes aspects of learning quality, learning materials, programming and media display aspects which can be seen in table 12 below  From these two tables showed that the assessment and individual responses as a whole, it can be concluded that the percentage of the average score of these indicators is 93%, where if the range is at a score of 81% ≤ X ≤ 100%, then the tendency for individual assessments is stated in the category "Very Good".

Student Learning Achievement Test Validation
The validation of the learning outcomes test was carried out at SDN 28 Bandar Baru school with 20 grade 6 students as validation respondents. The results of the student's score answers were processed using the Pearson Coprrelation formula in the Ms. Excel 2010 in learning outcomes test validation values.
Based on the results of the calculation of the validity test in the table above on the student learning outcomes test, it can be seen that 19 questions were declared valid. Table 4.14 also shows that the resulting Cronbach's Alpha value is 0.73 > 0.60 on the learning achievement test. This shows that the statement items of this research are reliable or reliable. So that from the validation and reliability, the 19 questionnaire items used in this study can be used at the next research stage.

Student Ecosystem Theme Learning Outcomes Using LKPD Learning Devices Based on Salingtemas
Based on research that has been conducted at SDN 28 Bandar Baru on the learning outcomes of ecosystem themes in students who are taught with learning tools. Learning Outcomes Students from studying Ecosystem Theme who were taught with the LKPD learning tools based on Salingtemas, of the 30 students collected spread from a score of 57 to 89, with Mode (

Student Ecosystem Theme Learning Outcomes by Using Reading Book Learning Devices
Based on research that has been conducted at SDN 28 Bandar Baru on learning outcomes in students who are taught with textbook learning tools. The value of student learning outcomes in the ecosystem theme that was taught with a reading book learning tool, it was found that the student learning outcomes of the 40 collected respondents spread from a score of 49 to 71, with Mode (Mo) = 54, Median (Me) = 54, Mean ( M) = 56, and variance = 28.85. The distribution of frequencies for students' learning outcomes on ecosystem themes taught with textbook learning tools can be seen in Table 16. Furthermore, it can be described in a histogram the distribution of frequency scores of learning outcomes on the ecosystem theme of students who are taught with reading book learning tools.

Product Development
The development of learning tools can improve students' scientific literacy. The development of LKPD learning tools using computer devices contributed to practitioners, especially in implementing the learning process. In addition, LKPD learning tool also provides the convenience in organizing learning so that it has an impact on the effectiveness of the learning process and can increase students' scientific literacy. LKPD learning device development product based on salingtemas on the theme of ecosystems is learning material that has been developed into account various aspects of learning. The developed learning device was carried out to produce a product in the form of -320-LKPD learning device based on Salingtemas for class V which is useful for increasing students' scientific literacy.

Randwick International of Education and Linguistics Science Journal
The research process begins with an initial analysis study, student analysis, task analysis and concept analysis that appears during the learning process on the ecosystem theme. Data from the early stages of gathering information served as a guide for researchers to carry out needs analysis in learning activities and to develop learning device concepts for ecosystem theme material which would later be developed further.
Revisions are made based on the assessments, suggestions and comments from material experts, learning model experts and learning media experts as well as media users who aim to produce media products that are suitable for use. Learning device variables have very good average values. The learning device variables assessed include the feasibility of content, presentation, language, programming and graphics.
By studying the characteristics of the ecosystem theme that reduces student interest and motivation so that it affects students' scientific literacy, it is caused by an ineffective learning process. For this reason, it is necessary to develop interlocking worksheet learning tools on the theme of ecosystems to overcome the problems that have been described, especially in ecosystem learning. One of the factors that causes this problem is the availability of learning resources which are still limited in quality and quantity.
Contextual learning requires learning resources that are contextual based. One of the learning tools that is very suitable for using a contextual approach is the LKPD learning device which is based on Salingtemas where this learning device is structured based on the principle of a learning model that is adapted to the subject matter of teaching so that it will bring students in real life. Besides that, the learning tools developed are based on input into the needs analysis activities for teachers and students to obtain information that the developed LKPD learning tools are indeed needed and can provide convenience for students and teachers as media users. So that the questions above can be assumed that the use of the developed LKPD learning tools is feasible to use.
The benefits obtained in using LKPD learning tools based Salingtemas are the concepts presented are easy to learn, understand and systematic. It provide opportunities for students to learn according to their respective characters, easy to understand because the material is equipped with pictures. This media product is in the form of a book that can be used in independent and classical learning and is also equipped with practice answering questions to find out students' absorption after the learning process is finished.
From the test results using the one-party t-test, the price of tcount = 2.01 and ttable = 1.69 is obtained. When it compared tcount> ttable or 2.01> 1.69. It can be stated that there are differences in learning outcomes using LKPD learning tools based on salingtemas with students who use packaged reading book learning tools. This can be seen from the results of the average score of students who were taught with the LKPD learning tool based on salingtemas, which was 25.38, while the results of the average score of students who were taught with the learning tool for packaged reading books were 22.90 out of the 19 questions given. This data proves that the use of LKPD learning tools based on salingtemas is better for increasing students' scientific literacy in learning ecosystem themes than using packaged reading book learning tools.
The use of LKPD learning tools based on salingtemas in the learning process can generate new desires and interests, it is expected to motivate students to study independently, creatively, effectively and efficiently. In managing how to learn to get optimal learning results. It is expected to reduce student boredom because so far the learning process has been carried out by most schools.
Learning that uses a LKPD learning tool based on Salingtemas provides a new atmosphere in the learning process that students will learn well if students can bring learning into the context of what is being studied into the application of real life every day and benefit themselves. Learning using packaged reading books can only provide material in principle, so it still requires an explanation from the teacher on the material to be taught. Package reading books are learning tools that are often used but there is no interaction between teachers and students in them. So that it can be seen the difference between student learning outcomes with the use of LKPD learning tools and text reading books on ecosystem theme learning. Learning to use packaged reading books does not create interactive learning where students are active in their learning. The results developed are in the form of LKPD books for ecosystem theme lessons. Students will be more motivated, interested and increase students' interest in learning and are expected to increase students' scientific literacy in learning. So it can be presumed that the use of "salingtemas"-based LKPD learning tools to increase the scientific literacy of fifth grade students at SDN 28 Bandar Baru is more effective than the use of packaged reading books.

CONCLUSSION
Based on the results and discussion of the research it can be concluded as follows: 1. Development of learning tools (LKPD) with ecosystem themes based on " Salingtemas " to improve scientific literacy of class V students at SDN 28 Bandar Baru which research has developed are suitable for use as learning tools for class V. This is because LKPD learning tools can improve students' scientific literacy to learn independently in understanding teaching material on the theme of ecosystems. 2. Development of learning tools (LKPD) with ecosystem themes based on " Salingtemas " to improve scientific literacy of fifth grade students at SDN 28 Bandar Baru which were developed to be effective in increasing student scientific literacy in fifth grade students. This can be seen from the results of class learning with learning tools (LKPD) is higher than the results of class learning with textbook learning tools.