Development and Evaluation of a Visual Scaffolding-Based Pop-Up Book for Sentence-Writing Instruction among Lower-Grade Elementary School Students
DOI:
https://doi.org/10.30605/cjpe.9.4.2026.9632Keywords:
Development, Learning Media, Pop-Up Book, Sentence WritingAbstract
The urgency of this study lies in developing an engaging visual scaffolding-based pop-up book to support sentence-writing skills among lower-grade elementary school students. This study aimed to develop and evaluate a visual scaffolding-based Pop-Up Book to support sentence-writing instruction for second-grade elementary school students. The study employed a Research and Development approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through observation, interviews, questionnaires, and documentation. The product integrated three-dimensional visual representations into a sequence of activities that guided students to observe objects or activities, identify information, generate ideas, select relevant vocabulary, and organize it into simple sentences. Product evaluation involved a media expert, a language expert, a practitioner, and 20 second-grade students at SD Negeri 2 Telaga as users. Validation results showed feasibility scores of 93.75% from the media expert and 79.16% from the language expert, with an average of 86.46%. The practitioner assessment reached 97.50%, while student responses reached 98.68%, indicating high feasibility and practicality. These findings indicate that the visual scaffolding-based Pop-Up Book is feasible and practical for supporting sentence-writing instruction in the context of this study. However, the study did not measure the effectiveness of the medium in improving writing ability. Future research should use experimental or quasi-experimental designs with writing performance as a direct outcome.
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