Development of Interactive Video Media in the Thematic Learning of Class IV SD Negeri 56 Lubuklinggau

This study aims to develop interactive video media in valid and practical thematic lessons of various styles of material. This study uses a 4-D development model. The instruments used to measure the quality of the interactive video media developed include validation sheets, practicality questionnaires. The product of this research is in the form of interactive video media on thematic subject matter of various styles in grade IV. So the results of this study indicate that: First, the validity of the interactive video game media can be seen from the aspect of validity so that it is included in the valid category with an average score of 3.30; Second, the practicality of interactive video game media can be seen from the practical aspect so that it is included in the very practical category with an average score of 82.00.


Introduction
Education today is very important because education can add knowledge or insight to the younger generation in order to develop better and be able to advance the welfare of the country, every human being must have knowledge or knowledge in order to facilitate his life both in attitude and behavior. Someone who is successful and advanced is also measured by how much knowledge he learns, so the important role of learning and learning in our lives is very big.
Therefore, learning and learning are two things that are closely related and cannot be separated in educational activities. Learning and learning is said to be a form of education that creates an interaction between teachers and students.
Teaching and learning activities carried out in this case are directed to achieve certain goals that have been formulated before teaching is carried out. The teacher consciously plans his teaching activities systematically by utilizing everything for the benefit of teaching. (Pane & Darwis Dasopang, 2017) Learning shows activities carried out by someone who is conscious or intentional. This activity refers to a person's activeness in carrying out mental aspects that allow changes to occur in him.
Thus, it can also be understood that a learning activity is said to be good if the intensity of a person's physical and mental activity is higher. On the other hand, even though a person is said to be learning, if his physical and mental activity is low, it means that the learning activity does not really understand that he is doing learning activities. So the conclusion is that learning can be done consciously or unconsciously in a person's activity that someone is experiencing changes in himself. The learning process also requires a media so that students can be more comfortable and enthusiastic to learn so that students focus on the learning delivered by the teacher, and can improve student learning outcomes with the existence of learning media. (Nurrita, 2018) Learning media is a tool that can help assist the teaching and learning process so that the meaning of the message conveyed becomes clearer and the goals of education or learning can be achieved effectively and efficiently. Learning outcomes are the results given to students in the form of an assessment after following the learning process by assessing the knowledge, attitudes, skills of students with changes in behavior. According to (Azhar Arsyad, 2011)Saying that the media if understood in broad outline are humans, materials, or events that build conditions that enable students to acquire knowledge, skills, or attitudes. In this sense, teachers, textbooks, and the school environment are media. (Wardani & Syofyan, 2018) Interactive video is a learning media in which it combines elements of sound, motion, images, text, or interactive graphics to connect the learning media with its users. Another understanding is explained by (Izzudin & Suharmanto, 2013). Interactive videos in this case are videos to provoke students during learning. Students will respond from what they see and hear, so that the message from the content of the material contained in the video will be conveyed by the student's brain and cause reciprocity in the form of questions about learning materials that will create interaction between students and teachers. This is in accordance with the statement conveyed by Luh Madein hopes that teaching materials such as interactive videos will be developed more in the teaching and learning process because students catch on faster in lessons, therefore interactive videos are very necessary and supportive in the teaching and learning process so that students are more enthusiastic and active in learning.
Based on the questionnaire on the needs of teachers and students, thematic learning is quite difficult and students' responses to the development of interactive video media in grade IV get 90% agree.
The following opinion is relevant to the research conducted by (Fadhli, 2015), namely interactive videos can help students to understand and be active in learning by developing teaching materials such as videos that can improve student achievement and activeness. This requires teachers to be more creative and work hard in creating fun learning activities. Therefore, teachers feel the need for learning media that can make students interested and easy to understand the material. One of the media that can support thematic learning is to use interactive video learning media.

Method
Sugiyono ( test the effectiveness of these products, to be able to produce certain products used research that is needs analysis and to test the effectiveness of these products so that they can function in society Therefore, research is needed to test the effectiveness of these products. This can be strengthened by the  (Purnomo et al., 2020) suggests that R&D or development is a type of research aimed at producing a hardware or software product through a typical procedure which usually begins with a needs assessment, or needs analysis followed by a product development process, product evaluation, revision, and dissemination. product (dissemination).
The product produced in this study is an interactive video media in thematic learning for fourth grade students of SD Negeri 56 Lubuklinggau.

Result and Discussion
This research resulted in interactive video learning media, data presentation material that was developed in this study, namely the 4D development model. In this research, the development of interactive video learning media uses four stages, including: Define, Design, Development, and Disseminate. This stage was passed so that the Interactive Video Media that was tested on fourth grade students at SD Negeri 56 Lubuklinggau was valid and practical.

1) Final Preliminary Analysis
At this stage, the author analyzes various matters relating to situations and conditions that are in accordance with the real situation in the field. Needs analysis is carried out in the learning process which aims to find out the problems experienced by teachers and students in grade IV SD Negeri 56 Lubuklinggau.

2) Student Analysis
Analysis of fourth grade students of SD Negeri 56 Lubuklinggau. Based on the results of filling out questionnaires conducted by researchers, fourth grade students enjoy learning with video media, students enjoy learning with interactive video media because they are not easily bored and the display on the video is very interesting and makes students excited when participating in the lessons in the classroom.

3) Concept Analysis
Concept analysis is an identification activity of the main concepts taught and arranged systematically by linking concepts with relevant concepts so that they can form a concept map. Indicators that have been formulated and Widyagogik, Vol 10. No 1. July -December 2022 185 185 developed on the needs of the title and have been adapted to the development of the media to be developed. The concepts that have been formed can form a skill that must be possessed by students in order to achieve learning objectives.

1) Preparation of Benchmark Reference Test
After the learning objectives are formulated, then prepare a benchmark reference test in the form of questions that students often encounter in the learning process activities. Practice questions are given and done individually by students using two ways, namely done directly and reworked using interactive video media. So that we can see the activeness and independence of students in discovering and developing their knowledge.

2) Media Selection
Research on the development of interactive video media was chosen as a means to assist the process of delivering learning materials. By choosing the diorama media, it is hoped that the indicators and objectives of the thematic learning can be achieved.

3) Format Selection
This interactive video media format was developed regarding thematic learning materials in accordance with the 2013 Curriculum. This interactive video media was developed with the aim that students can learn actively, independently and creatively in finding, and developing knowledge so that students.

c. Development Phase (Development)
The results of the initial design are assessed by the validator based on indicators; design effectiveness, consistency, format, language. The results of expert validation in the form of criticism and suggestions for improvement are used as the basis for improving the developed video product. The revised learning media based on input is declared valid with a minimum assessment of 'appropriate' and can be used at the next stage, namely product testing. Based on the data for filling out the questionnaire by the three validators, it can be concluded that the development of media that has been improved based on the calculation of the data filling in the questionnaire with an average score of 3.30 with the criteria of "Good" can be concluded that the development of interactive video media is feasible to use.

Conclusion
Based on the background and problem formulation in the research and development that has been carried out, it can be concluded as follows: a. This development resulted in an interactive video media created using a 4D development model procedure with the stages of Definition, Design, Development and Dissemination.
b. The results of the interactive video media validity test are included in the very good category which means it is valid in the third validation where the media deserves to be tested by making several revisions while the practicality level of interactive video media can be obtained through the results of students' practicality questionnaires using 10 statements. The practicality of the media showed an average score of 82% which was determined based on the results of the calculation of students' practicality questionnaires and the responses given by students to the developed media so that the media was categorized as "Very Good".

Patents
Based on the results of the research and development that has been carried out, the suggestions from the researchers are: a. For students, the results of this study can be used as a reference for students to conduct research on the development of Interactive Video Media.
b. For teachers who want to use Interactive Video Media, it is necessary to further identify and understand editing applications such as Kinemaster or the like, so that they can use Interactive Video Media that are suitable for use in thematic learning for grade IV Elementary School.