INTRODUCTION The issue of education is a very important

The issue of education is a very important thing and cannot be

separated from a person's life, both in the family, society and the nation. The

progress of a nation is determined by the level of educational success and the

success of education will be achieved by a nation if there is an effort to

improve the quality of education of the nation itself. Education is a conscious

effort to grow and develop the potential of human resources. The purpose of

national education according to Law No. 20 of 2003 concerning the national

education system is stated that: National education functions to develop

abilities and shape the character and civilization of a dignified nation in order

to educate the nation's life. It aims to develop the potential of students to

become human beings who believe in and fear God Almighty, have noble

character, are healthy, knowledgeable, capable, creative, independent and

responsible. And it is also written in a Hadith which reads: "Whoever goes to

seek knowledge, then he is included in the sabilillah group (one who upholds

the religion of Allah) until he returns" (HR. Tirmidhi).

The learning process that occurs in school is the most important thing

in the educational process, and as a measuring point for educational success is

the achievement of educational goals which can be seen from the learning

outcomes of students during the educational process can be observed based on

the high and low learning outcomes of students. Especially in the field of

religious education, which is becoming less and less popular day by day. In

the entire educational process in schools, learning activities are the most basic

activities. This is that the success of education depends on the learning

process that is carried out.

In the teaching and learning process in the classroom, the teacher's

task that mostly occurs in the classroom is to learn his students by providing

optimal learning conditions. Realize the duties of teachers who

It is required to strive for situations that can increase student attention, arouse

and maintain and encourage student activities, so one of the efforts that can be

made by a teacher to create this situation is to use more effective and creative

learning media. One of the learning methods that is considered effective and

creative is the Visme learning media.

In essence, the teaching and learning process is a communication

process between teachers and students, in practice it is not easy to transfer

knowledge, experience, and ideas (ideas) of teachers to students or from

students to other students. This activity is highly dependent on the smooth

communication interaction between teachers and students. Poor

communication has consequences for the messages given by teachers. Some

experts provide a definition of learning media.

Learning media is everything that can channel messages, can stimulate

students' thoughts, feelings, and willpower so that it can encourage the

creation of a learning process in students. With the development of the times,

the rapid emergence of technology today makes a great resolution to the

world, all work feels easy and cheap. Similarly, in education related to the

teaching and learning process (PBM) in schools, several variations of learning

media must be used to teach knowledge to students who are increasingly

advanced and sophisticated, which aims to improve learning outcomes,

learning is more interesting, and students can take longer to remember the

messages received, more deeply learning.

Visme in learning can be interpreted as a multimedia application used

in the learning process, in other words to channel messages (knowledge, skills

and attitudes) and can stimulate thoughts, feelings, attention and willingness

to learn so that the learning process is deliberately occurring, purposeful and

controlled. Media Visme is one way that can be done to explain something

abstract. In this case, a computer with multimedia support can present a

display in the form of text or video that is not monotonous and is more

interesting and more interactive. This display will make users more free to

choose, filter, and understand the knowledge they want to know.

In general, teachers only use conventional methods (lectures and

assignments), even the media used is predominantly textbooks, and white

boards so that students are lazy and late to enter class to participate in

learning, in the classroom they are also busy with their respective cellphones

and the impact of this is that students' test scores are low.

Based on observations and interviews with teachers at the Al-Qur'an

education park (TPQ) in Gunungjaya village, there is very little interest in

learning religion in children or students. Children prefer to play with mobile

media rather than reading books or the Quran. It is very difficult to teach a

social lesson, let alone a religious lesson, which is still considered by the

wider community as a wishful thinking that is useless or not learned.

Therefore, by taking advantage of technological developments through Visme

learning media that can display writing, pictures, or learning videos, students

will be more interested in learning religion.

Visme learning media can help with student boredom and can improve

students' memory and students' interest in learning. The use of technology and

multimedia is an effective and efficient way of conveying information.

Computers are an information technology that has great potential to improve

the quality of learning, especially in religious learning.

Visme learning media provides slide facilities to accommodate the

main points of conversation that will be delivered to students. With the

animation facility, a slide can be modified interestingly. Likewise, the front

picture facility, sound and effects can be used to make good slides and videos.

If this slide product is presented, then the listeners can be drawn to accept

what we are going to say.

The use of Visme learning media is expected to make learning media

that can make students more active and not bored in the teaching and learning

process, in order to achieve the expected learning goals, and to find out the

influence of the use of learning media in the teaching and learning process,

the researcher raised the title

"The Application of Visme Media to Increase Interest in Learning

Islam in Children at the Nurul Iman Al-Quran Education Park (TPQ),

Gunungjaya Village, Salem District, Brebes Regency".

B. Problem Formulation

Based on the background that has been described above, the following

problems can be identified:

1. How is the application of Visme learning media at TPQ?

2. How does child learning improve when using Visme learning media at

TPQ?

3. Is there an effect of the application of Visme learning media on increasing

children's interest in learning in TPQ?

C. Research Objectives

Based on the formulation of the problem above, the objectives of this

study are as follows:

1. Knowing the application of Visme learning media at TPQ

2. Knowing the improvement of children's learning when using Visme

learning media at TPQ

3. Knowing the effect of the application of Visme learning media on

increasing children's interest in learning at TPQ

D. Research Benefits

The benefits of research are the impact of achieving goals. By holding

this research, it is hoped that it can be beneficial both for social sciences and

for the general public. The benefits that the author wants to achieve in this

study include theoretical benefits, benefits in terms of policy and practical

benefits, which are as follows:

1. Theoretical Benefits

If this research can be accepted by teachers, principals, education

staff and other researchers, it is hoped that it can become one of the

sources of information, sources of knowledge, literature materials or

research materials in the world of education in the future and add to the

treasure of educational literature and provide an overview of learning

using Visme learning media and as a similar contribution to the

improvement of this research.

2. Practical Benefits

a. For students

With the existence of this Visme learning media, it can increase

students' interest in learning, especially in the field of religion. Visme

media makes students more active and not bored in attending lessons.

b. For teachers

For teachers, the application of Visme media in teaching makes

it very easy to convey material and attract students' interest in

learning.

c. For schools

As a study material for institutions (schools) to further increase

students' interest in learning, especially religious education in order to

produce a good learning process.

d. For researchers

For researchers, the benefits obtained in developing this

interactive media are that they can increase insight, creativity and

innovation in religious learning. This can increase the ability of

researchers as prospective educators to become professional and

religious educators.

CHAPTER II

LITERATURE REVIEW

A. Theoretical Studies

1. Definition of Media

The word learning media comes from the Latin word "medius"

which literally means "middle", intermediary or introduction. Gerlach and

Ely (1971) said that media, when understood broadly as people, materials,

or events that build conditions that enable students to acquire knowledge,

skills, or attitudes.

Definition of Media according to Purnamawati and Eldarni (2001:

4), Media is everything that can be used to channel messages from the

sender to the recipient so that it can stimulate students' thoughts, feelings,

attention and interest in such a way that the learning process occurs.

AECT (Association of Education and Communication Technology,

1977) limits the media as any form and channel used to convey messages

or information.

Also explained by Djamarah (1995: 136), Media is any tool that

can be used as a channel for messages to achieve learning goals. Media

according to the dictionary definition is a tool, means of communication,

liaison, or located between two parties. The media has various meanings,

because there are different points of view, intent, and purpose.

According to Leslie J. Briggs, media is a tool in the form of a

physical form that is usually used when conveying the content of material.

Leslie J. Briggs also said that the tools in question are tape recorders,

video recorders, images, cameras, televisions, graphics, and computers.

Punawati and Eldawi stated that media is everything that can be

used to provide messages that come from the sender of the message to the

recipient of the message, so that the recipient of the message

being accepted can affect students' feelings, thoughts, and attention and

create teaching and learning activities.

Sadiman stated that the media contains various things that are

usually used to send messages or information to message recipients, so that

the recipients of messages (students) their feelings, thoughts, attention, and

interest in teaching and learning activities can run effectively and

efficiently.

According to Heinich, (1993) the media is a means of

communication channels. Media comes from Latin and is a plural form of

the word "medium" which literally means "intermediary", i.e. an

intermediary between the source of the message (a source) and the

recipient of the message (a receiver). Heinich gave examples of this media

such as film, television, diagrams, printed materials, computers, and

instructors.

It can be concluded that the media functions to connect information

from one party to another by using tools such as video, images, cameras,

televisions, graphics and computers. Meanwhile, in the world of education,

the word media is called learning media. Learning media is everything that

can be used to convey messages or information in the teaching and

learning process so that it can stimulate students' attention and interest in

learning.

2. Definition of Learning

According to Syaiful Sagala (2009) Learning is a translation of the

word instruction which means self instruction (from internal) and external

instructions (from external). Learning that is external comes from teachers,

among others, called teaching. In external learning, learning principles will

by themselves become learning principles.

Meanwhile, learning according to Gagne (1977) is a set of external

events designed to support several learning processes that are internal.

Meanwhile, learning according to Sugandi et al. (2004) is a

translation of the word instruction which means self instruction (from

internal) and external instructions (from external). Learning that is

external comes from teachers, among others, called teaching. In external

learning, learning principles will by themselves become learning

principles.

Meanwhile, Hamalik (2011) stated that learning is a combination

that includes human, material, facilities, equipment, and procedures that

influence each other to achieve learning goals.

Aaker & Smith (2010) stated that learning is a process that changes

behavior as a result of the learning experience and a product of the

learning process.

It can be concluded that learning is the assistance provided by

educators so that the process of acquiring knowledge and knowledge,

mastering skills and habits, and forming attitudes and beliefs in students

can occur. In other words, learning is a process to help students learn well.

3. Definition of Learning Media

According to Muinnah (2019), learning media is a tool used by

educators in delivering learning materials in the classroom, so that it can

attract students' interest in learning. Meanwhile, Arsyad (2016: 3) said that

learning media is a person, material, or an event that builds conditions and

can make students able to acquire knowledge, skills or attitudes.

According to Fitriana (2018), learning media is a tool or supporting

means that can be used by a teacher in conveying information so that it is

well received.

According to Surayya (2012), it is a tool that is able to help the

process of teaching and learning media and functions to clarify the

meaning of the message or information conveyed, so that it can achieve

the planned learning goals.

Learning media according to Schramm (1977) is a messenger

technology that can be used for learning purposes.

Learning media according to Azhar (2011) is a tool in the learning

process both inside and outside the classroom, it is further explained that

learning media is a component of learning resources or physical vehicles

that contain instructional materials in the student environment that can

stimulate students to learn.

It can be concluded that learning media is a tool to facilitate the

learning process and one of the media that can be an innovative alternative

is Visme. Basically, Visme is a cloud-based presentation application that

not only offers the use of features to create attractive presentations, but

also to create infographics, data visualizations, reports, product demos, and

resumes. Unlike powerpoint, Visme offers several beautiful presentation

templates and each with its own slide layout connection.

Learning media is very important in the learning process because

teachers can convey material to students to be more meaningful. Teachers

not only deliver material in the form of words with lectures but can bring

students to understand in real terms the material presented.

According to Wina Sanjaya, there are several functions of the use

of learning media, namely:

a. Communicative functions

Learning media is used to facilitate communication between

the message bearer and the message recipient. So that there are no

difficulties in conveying verbal language and misperceptions in

conveying messages.

b. Motivational function

Learning media can motivate students in learning. With the

development of learning media, it not only contains artistic elements

but also makes it easier for students to learn subject matter so that it

can increase students' enthusiasm for learning.

c. Function of meaning

The use of learning media can be more meaningful, namely

learning not only increases the addition of information but can

increase students' ability to analyze and create.

d. Perception equalization function

It can equalize the perception of each student so that they have

the same view of the information conveyed

e. Function of individuality

With different student backgrounds, be it experiences, learning

styles, and student abilities, learning media can serve every need of

every individual who has different interests and learning styles.

Learning media also has other functions, namely the following:

a. Capturing a specific object or event.

It can be captured with photos, movies or recorded through

video or audio.

b. Manipulate a specific state or object

Through learning media, teachers can present abstract lesson

materials into concrete so that they are easy to understand.

c. Increase students' passion and motivation to learn

With the use of media, students' attention to learning materials

can be increased.

With the advancement of information and communication

technology, teachers in providing subject matter must follow these

advances. Teachers must be able to use learning media that is interesting,

fun and in accordance with the learning needs of students. So that students

can easily receive the lessons given by the teacher. According to Nasution,

the benefits of learning media as a tool in the learning process are as

follows:

a. Teaching attracts more attention to students so that it can foster

motivation to learn.

b. The teaching material will have a clearer meaning, so that students can

better understand it, and allow students to master the teaching

objectives well.

c. Learning methods vary, not solely verbal communication through the

teacher's oral words, students are not bored, and teachers do not run

out of energy.

d. Students do more learning activities, because they not only listen to

explanations from teachers, but also other activities such as observing,

doing, demonstrating and others.

Meanwhile, Azhar Arsyad gave the following conclusions from the

use of learning media in the teaching and learning process:

a. Learning media can clarify the presentation of messages and

information so as to facilitate and improve the learning process and

outcomes.

b. Learning media can increase and direct children's attention so that it

can cause learning motivation, more direct interaction between

students and the environment.

c. Learning media can overcome the limitations of senses, space and

time. Objects that are too large to display in the classroom can be

replaced with photos, slides, movies. While objects that are too small

can be presented with the help of microscopes, movies, slides, images.

Likewise, rare events that occurred in the past can be shown through

video recordings, movies, photos, slides.

d. Learning media can provide students with a common experience about

events in their environment.

Learning media has a positive effect on learning activities and

improves student learning outcomes. Learning media is everything that

makes it easier for teachers to convey messages or information in the

teaching and learning process. Learning media can also attract students'

attention and interest in learning, as well as help students understand the

material to be studied. Therefore, learning media can invite students to

actively express their curiosity and develop critical reasoning when

studying learning materials during the learning process, so that student

learning outcomes increase.

With the development of the increasingly advanced times, learning

media has also undergone development. Learning media that initially only

used paper in the form of images, can now use electronic devices such as

mobile phones, computers, laptops, etc. Learning media can also be done

through the use of the internet which is expected to create more interesting

media. It is very common that information in the form of science is

provided in a complete way in the world of education so that students gain

knowledge and gain an understanding of what is given.

With the existence of learning media in teaching and learning

activities, communication between teachers and students becomes more

harmonious, and students understand all information from teachers, so

that they can optimize the learning outcomes achieved. Therefore,

teachers should choose learning media that are in accordance with the

characteristics of students so that they can stimulate students' interests and

learning outcomes. The learning process carried out in this way can be

carried out as much as possible and satisfactory results can be obtained in

accordance with the goals to be achieved.

4. Definition of Visme

Visme is a web-based infographic application that allows you to

create interactive presentations, infographics and other engaging content.

There are thousands of ready-to-use templates and icons. Visme allows

users to edit everything from editing text, inserting images, and

publishing infographics.

The Visme app has many benefits. Here are some of the key

benefits of the Visme app:

a. It makes it easy to create engaging visual content quickly and easily.

b. Provides a variety of tools and features to increase creativity in the

learning process.

c. It is easy to use and has an intuitive interface.

d. Provides a wide range of ready-to-use templates.

e. Having an active community can help if there are difficulties in the

Visme application.

Here's how to use the Visme app:

a. First, create a Visme account on the official website of Visme.com

b. Second, choose an attractive template that is suitable for the learning

process or create your own design from scratch.

Figure 2.1 Initial Display of Visme Media

c. Third, add text, images, animations, videos, and so on to decorate the

design.

Figure 2.2 Display of Visme Media Template

d. Fourth, the design that has been made can be used.

Figure 2.3 Display of Visme Media Presentation

How teachers in the implementation of learning using the Visme

application:

a. First, teachers must have a personal computer (PC) or laptop to run

the Visme application.

b. Second, teachers must have a projector to display learning using the

Visme application.

c. Third, teachers must ensure that the PC or laptop is connected to the

internet to be able to run the Visme application.

d. Fourth, teachers must prepare teaching materials to be delivered to

students through the Visme application.

Like all other apps, the Visme app also has its advantages and

disadvantages. Here are some of the advantages and disadvantages of the

Visme app:

a. Excess:

1) It has a variety of tools that can help in creating visual content or

the learning process.

2) A wide variety of ready-to-use templates are available.

3) It has an intuitive and easy-to-use interface.

b. Deficiency:

1) The available features are still few.

2) Not available in Indonesian.

3) Expensive pricing for a paid plan.

The Visme app is a creative platform that allows one to create a

wide variety of visual content online. This app has a wide variety of

features and tools that help in creating visual content more easily. Despite

having some drawbacks, this app is still much better than other apps

available in the market.

5. Definition of Interest

The definition of interest according to the Great Dictionary of

Indonesian (KBBI) is a high tendency of the heart towards something.

Interest is also defined as passion or desire. Meanwhile, in English, interest

is referred to as interest, which is a feeling of enthusiasm or curiosity

about something. Quoted from Sardiman's 1990 book, he stated that

interest will be seen well if they can find the object they like on target and

directly related to the desire. Interest must also have a clear object to make

it easier for a person to behave and go to the right object.

According to Ahmad Susanto, "interest is an impulse from within a

person or a factor that causes interest or attention effectively, which causes

the choice of an object or activity that is profitable, fun and over time will

bring satisfaction in him".

According to Decroly, interest is a statement of unfulfilled

coincidence. The need arises from the urge to give satisfaction to an

instinct. Interest does not only come from one source, but children can get

interest from other sources. Examples are the habits that are carried out

and the education obtained, the existence of social and environmental

influences, and the instincts or desires of the child.

According to Syaiful Bahri himself, in his book entitled

"Learning Psychology" interest is an activity or activity that is sedentary

and carried out to pay attention and remember some favorite activities,

whether intentional or not.

Interest according to Crow & Crow is something that has a

relationship with the momentum that will support a person to be interested

in an object, to a certain person or activity. It can also be in the form of a

fairly effective experience that may start from the activity itself. Interest

can start from habits that are often done.

It can be concluded that the emergence of a person's interest is

caused by several important factors, namely factors that affect interest both

from the internal side which includes emotions and external factors that

surround impulses and also social.

6. Definition of Learning

S. Nasution MA defines learning as a change in behavior,

experience and practice. So learning brings a change to the individual who

learns. The change is not only about a number of experiences, knowledge,

but also forming skills, habits, attitudes, understandings, interests, and self-

adjustment. In this case, it includes all aspects of the organization or

personality of the individual who learns.

In his book entitled Psychology of Teaching, W.S. Winke revealed

that the definition of learning is a mental/psychic activity that takes place

in active interaction with the environment that results in changes in

knowledge, understanding, skills, and attitude values. The change is

relatively constant and has a trace.

In general, learning can be said to be a process of behavior change

as a result of an individual's interaction with his environment in meeting

his or her life needs. Reber (1988) in the book Educational Psychology

(2007: 72) defines learning in two senses. First, learning is a process of

acquiring knowledge and second, learning is a relatively lasting change in

the ability to react as a result of strengthened practice.

Kimble (1961: 31) defines learning as a relatively permanent

change in behavioral potential that occurs as a result of reinforced practice

. Kimble (1961: 33) delves deeper into learning, namely:

a. Learning is measured based on changes in behavior, in other words the

results of learning must always be translated into observable behaviors

or actions. So that after undergoing the learning process, learners will

be able to do something they could not do before learning.

b. These behavioral changes are relatively permanent, meaning they are

only temporary and not permanent.

c. The change in behavior acts differently, and this potential to act may

not translate into direct behavioral form.

d. Behavior changes come from experience or practice (practice).

e. Experience or practice must be strengthened, meaning that only the

responses that cause reinforcement will be learned. In reinforcement,

there are terms about reward and reinforcement which are often

considered to be the same thing. However, some scholars reject the

union of the two terms, including Skinner and Pavlov.

In the book "Children and Their Development", Sapartinah Pakasi

said her opinions include: 1) Learning is a communication between

children and their environment; 2) Learning means experiencing; 3)

Learning means doing; 4) Learning means a purposeful activity; 5)

Learning requires motivation; 6) Learning requires readiness on the part

of the child, 7) Learning is thinking and using thinking; and 8) Learning is

integrative."

According to Sardiman (2011: 26-28), in general there are three learning

objectives, namely:

a. To Acquire Knowledge

The results of learning activities can be characterized by an

increase in a person's thinking ability So, in addition to having new

knowledge, the learning process will also make a person's thinking

ability better.

In this case, knowledge will improve a person's thinking ability,

and vice versa the ability to think will develop through the knowledge

learned. In other words, knowledge and thinking ability are

inseparable.

b. Instilling Concepts and Skills

The skills that each individual possesses are through the

learning process. Instilling concepts requires skills, both physical and

spiritual skills. In this case, physical skills are an individual's ability in

observable appearance and movement. These skills are related to

technical matters or repetition. Meanwhile, spiritual skills tend to be

more complex, because they are abstract. These skills are related to

appreciation, way of thinking, and creativity in solving problems or

creating a concept.

c. Forming Attitudes

Learning activities can also shape a person's attitude. In this

case, the formation of students' mental attitudes will be very related to

the cultivation of values so as to foster awareness in them. In the

process of cultivating students' mental, behavioral, and personal

attitudes, a teacher must take a wise and careful approach. Teachers

must be able to be an example for students and have the ability to

motivate and direct thinking

The learning process can be recognized through several of its

characteristics. Referring to the definition of learning above, the following

are some things that describe the characteristics of learning:

a. There are behavioral changes (cognitive, affective, psychomotor, and

mixed) both observable and non-directly observable.

b. Changes in the behavior of learning outcomes will generally be

permanent or permanent.

c. The learning process generally takes a short time where the result is

individual behavior.

d. Some behavioral changes that are not included in learning are due to

hypnosis, growth processes, maturity, supernatural things, miracles,

diseases, physical damage.

e. The learning process can occur in social interaction in a community

environment where a person's behavior can change due to his

environment.

According to Slameto, the characteristics of behavior change as a

result of the learning process are:

a. Change occurs consciously

b. It is sedentary or continuous, and functional

c. Positive and active

d. Have a purpose and be directed

e. Covers all aspects of individual behavior

There are at least eight types of learning carried out by humans.

Some of the types of learning are as follows:

a. Rational learning, which is the learning process using the ability to

think in accordance with common sense (logical and rational) to solve

problems.

b. Abstract learning, which is the process of learning to use various ways

of thinking abstractly to solve unreal problems.

c. Learning skills, which is the learning process of using motor skills

with muscles and nerves to master certain physical skills.

d. Social learning, which is the process of learning to understand various

problems and how to solve these problems. For example, family

problems, friendships, organizations, and others related to society.

e. Learning habits, which is the process of forming or improving habits

in a better direction so that individuals have more positive attitudes

and habits according to needs (contextual).

f. Learning problem-solving, which is learning to think systematically,

orderly, and meticulously or using various scientific methods in

solving a problem.

g. Learning appreciation, which is learning the ability to consider the

meaning or value of an object so that individuals can appreciate

various specific objects.

h. Knowledge learning, which is the process of learning various new

knowledge in a planned manner to master subject matter through

experimental and investigative activities.

7. Definition of Learning Interest

Nasution (2008: 46) that this study diligence is related to attitude

and interest in lessons. If a lesson does not interest a person for some

reason, then he immediately sets him aside if he finds difficulties.

Conversely, if a task is interesting because it gives encouraging results, it

tends to devote more time to that task.

According to Slameto (2003: 57), interest has a great influence on

learning. Therefore, interest can be developed through learning, because

through learning one can analyze information about various characteristics

of life objects including information about education, positions, and about

various types of jobs. Through learning, a person will acquire abilities in

various things, such as the ability to speak, count, write, draw, and so on

that are useful to support their lives. The ability he has will encourage a

person to have an interest in something. The tendency to have better

abilities in one particular field will have an impact on interest in something

related to that ability.

According to Bernard (Sardiman. 2012: 76) interest arises not

suddenly/spontaneously but arises from participation, experience, habits

during study or work. So it is clear that interest will always be related to

needs or desires, therefore the important thing is how to create certain

conditions so that students always need and want to continue learning.

B. Previous Research

First, the effectiveness of the Team Game Tournament learning method

(TGT) with visme media to increase motivation and learning outcomes

Al-Qur'an and Hadith for students of grade III A MI Nurul Huda Bengkulu

compiled by Abdullah Agam, a student of the Bengkulu State Institute of

Religion 2021.

This study aims to determine the effectiveness of the application of

the Teams Game Tournament (TGT) type cooperative learning model on ICT

Guidance learning outcomes at UPT SMP Negeri 2 Painan. The type of

research used is experimental research. This study uses numerical research

procedures and uses statistical analysis and uses quantitative methods.

Second, the use of internet-based learning media by teachers of

Physical Education, Sports and Health in elementary schools in the city of

Yogyakarta school year compiled by Nur Lestianingrum Megarani

2018/2019.

This study aims to determine the Utilization of Internet-Based

Learning Media by Physical Education, Sports and Health Teachers of

Elementary Schools for the 2018/2019 Academic Year throughout Yogyakarta

City.

This research is a quantitative descriptive research. The method used

is the survey method. The instrument used was in the form of a questionnaire.

The population in this study is all teachers of physical education, sports and

health in elementary schools for the 2018/2019 school year in Yogyakarta

City with a validity value of 0.361 and a reliability value of 0.941. The

population in this study is 225 teachers. The sample used was all teachers of

Physical Education, Sports and Health which amounted to 225 teachers, but

in filling out the questionnaire that returned only 199 questionnaires. The

analysis technique used is descriptive by pouring frequency in the form of

percentages.

Third, according to Yan Guspriadi, and Neviyarni Suhaili (2021) The

implementation of information services with blended learning methods and

Visme presentation tools to improve students' understanding of digital literacy.

This research is quantitative using the quasi experiment method with

the non-equivalent control group approach. With a population of 324

respondents who are students of class XII IPA SMAN 02 Padang, using

purposive sampling, the selection of samples from this study is based on

several categories, (1) Active users of digital devices, (2) Lack of

understanding of how to use digital media effectively, (3) Need to improve

digital literacy, so that XII Science 6 was obtained as an experimental group,

and XII IPA 4 as a control group with a total of 72 respondents. The

instrument used in this study is a questionnaire on students' digital literacy

comprehension. The data was analyzed using the U Mann Whitney 2

Independent Sample Test.

The pretest results obtained in the experimental group and the control

group in the study showed the level of digital literacy understanding of

students who were at the stage of understanding digital literacy well, with an

average number of intervals of 153.4 in the experimental group, and an

average number of intervals in the control group of 153.6. Class XII MIPA 6

as the experimental group and class XII MIPA 4 as the control group, these

two classes were determined as research samples after passing the pretest by

distributing students' digital literacy comprehension instruments.

Understanding digital literacy is certainly a basic need that must be

met at this time, especially in the field of education, this is clarified by the

implementation of a learning system that is different from usual. There are

many factors that are the reasons why digital literacy is needed, including the

penetration of information and communication technology, data

commercialization, information development flows, and opportunities for

community empowerment in the digital world.

Fourth, according to R.A. Sholikhakh, Rismono, and S.B. Waliya, the

development of learning tools based on constructivism in class viii interactive

CD packaging, geometry and measurement materials.

The type of research is research on the development of mathematics

learning tools using mathematics learning with construction reference Visme

in interactive CD packaging. The devices developed include RPP, LKS, LTS,

and interactive CDs. The research instruments consisted of an observation

sheet on the implementation of learning, an observation sheet on student

activities, a questionnaire on student response, a questionnaire on teacher

response, an observation sheet on process skills and a validation sheet not

developed.

The development of learning tools for geometry and constructionism-

based measurement materials in interactive CD packaging includes several

stages, namely: the initial investigation stage, the design stage, the

realization/construction stage, the testing, evaluation, and revision stage. In

the testing, evaluation, and revision stages, the results of the assessment and

revision of learning tools were obtained as follows: a. RPP Validation

The RPP used was declared valid according to 4 expert validators.

This is based on the calculation of the average validation value for prism

surface area, prism volume, limas surface area and limas volume of 4.66,

4.68, 4.61, and 4.64 respectively.

b. Validation of LKS revision.

After the LKS is revised, then the LKS is revised. After the LKS is

revised, it is then given back to the validator. The results of the third (last)

validation have been obtained with valid LKS according to experts. The

average value of LKS validation for prism surface area matter, vo for

prism surface area matter, prism volume, limas surface area and limas

volume were 4.74, 4.69, 4.82, and 4.82 respectively.

c. LTS validation

After the LTS is revised, it is then given back to the validator. The

results of the third (last) validation have been obtained with a valid LTS

according to experts. The average LTS validation values for prism surface

area, prism volume, limas surface area and limas volume were 4.72, 4.64,

4.60, and 4.64, respectively.

d. Interactive CD validation

Once the interactive CD is revised, it is further awarded to the

validator. The results of the third (last) validation have been obtained an

interactive CD that is valid according to experts, because the average

expert validation score has been obtained 4.29 which means it is very

valid.

Fifth, according to Aisyah Anggraeni, the urgency of applying a

constructivism approach to elementary school PKn learning to increase

students' interest in learning. The method used for this paper is qualitative

descriptive and literature study. In essence, qualitative descriptive research is

a method of researching the status of a group of people, an object with the

aim of making a systematic, factual and accurate description, description or

painting of the facts being investigated. This qualitative descriptive research

aims to describe what is happening today. This means that this study

describes, records, analyzes and interprets the conditions that are currently

occurring. In other words, qualitative descriptive research aims to obtain

information on existing circumstances. While the literature method is a data

collection method that is carried out by taking the necessary data from related

literature.

From the five previous studies, there are differences with this study.

Here are the differences from previous research:

a. The difference with the first research is from the learning method and

learning motivation, which in this study there is no learning method and

only increasing learning interest.

b. The difference with the second study is from the media used, if the

previous study used internet media only, but if this study used Visme

media.

c. The difference with the third study is from the method and application, if

the previous study used a different method from this study which did not

use the method and in the application was also different when the

previous research was applied in high school where the majority of

children were familiar with the media, but this research was applied in

TPQ where the majority of children did not know much about the media.

d. The difference with the fourth study is from the media used and the

device used, if in the previous study the media and devices used CD

Rom, this study already used a computer device or laptop.

e. The difference with the fifth research is the purpose of using the Visme

media itself.

Media Visme

D. Research Hypothesis

A hypothesis is a provisional answer to the formulation of a research

problem, where the researcher's formulation has been stated in the form of a

question sentence (Sugiyono, 2013: 64).

Based on the background, problems and objectives of the research that

have been described above, the following hypotheses can be formulated:

H1 : The application of learning media using Visme media can increase

students' interest in learning, especially in the field of religion at TPQ

Nurul Iman.

H0 : The application of learning media using Visme media cannot increase

students' interest in learning, especially in the field of religion at TPQ

Nurul Iman.

C. Berp Frame Thin

Analysis

Problems

Limitations

Utilization

media

Learning

Online

Introduction

media

Learning

Application

Visme

media

Learning

Preparation

Design media

Learning

use

media Visme

Media application

Learning

use

media Visme

Learning outcomes

use

CHAPTER III

RESEARCH METHODOLOGY

A. Research Methods

This study is a quasi-experimental research, using quantitative data

analysis. Sugiyono (2021) said that Research Methods are a scientific way to

obtain data with specific purposes and uses. Research Methods are also

theoretical analysis of a method or method.

According to Sugiyono, (2021) quantitative research is defined as a

research method based on the philosophy of positivism, used to research on a

specific population or sample, data collection using research instruments,

quantitative/statistical data analysis, with the aim of testing hypotheses that

have been determined.

B. Research Design

This research is a quantitative research. Quantitative research methods

can be interpreted as research methods based on the philosophy of positivism,

used to research certain populations or samples, data collection using research

instruments, quantitative/statistical data analysis, with the aim of testing

established hypotheses. (Sugiyono, 17:8).

The type of method used in this study is a pre-experimental research

using the "One Group Pretest-Posttest" design.

Design". According to (Sugiyono, 17:74) in this design there are two groups

that are randomly selected, then given a pretest to find out the initial state,

whether there is a difference between the experimental group and the control

group. Pretest research is given to groups that will be treated with learning

methods using Visme media, while posttest is used to find out the results after

the use of the learning method using Visme learning media as an experimental

group and compare the results of the pretest with the posttest.

This design can be described as follows:

Table 3. 1

Desain One-Group Pretest-Posttest Design

Group Pretest Treatment Posttest

Experiment O1 TE O2

Control O11 KINDERGAR

TEN

Information:

O1 : Initial test in the experimental group

O11 : Initial test in the control group

O2 : Final test in the experimental group

O21 : Final test in the control group

TE : Treatment using Visme media

Kindergarten : Treatment not using Visme media

This design contains two groups, namely the experimental group and

the control group. This experimental group is a group whose learning uses

Visme media, while the control group is a group whose learning method does

not use Visme media.

Before the treatment, the two groups were given a pretest which was

followed by giving treatment to the experimental group using Visme media

and the control group did not use Visme media, namely by questionnaire or

questionnaire method. Then the two classes were given a posttest, the results

of which were then compared with the pretest scores, so that a gain was

obtained, namely the difference between the pretest and posttest scores.

C. Population and Research Sample

Population is a generalization area consisting of: objects/subjects that

have certain qualities and characteristics that are determined by the researcher

to be studied and then drawn conclusions. The population in this study is 30

students of TPQ Nurul Iman Gunungjaya. And the sample in this study is 20

students who will be divided into two groups, namely the experimental group

and the control group. The experimental group will be tested with learning

using Visme media, and the control group will be tested by learning without

Visme media. The sampling technique used is purposive sampling. Purposive

sampling is a technique for determining samples with certain considerations.

(Sugiyono, 2017).

D. Data Collection Techniques and Research Instruments 1. Data Collection

Techniques

The techniques carried out in data collection in this study are

using interview, observation and questionnaire techniques.

a. Interview

An interview is a conversation with a specific intent. The

conversation is carried out by two parties, namely the interviewer

who asks the question and the interviewee who gives the answer or

question (Lexy Moleong, 2005: 186).

The interview technique used in this study is an in-depth

interview. An in-depth interview is a way of collecting data or

information by directly meeting with an informant, with the intention

of getting a complete picture of the topic being researched. The

interviews in this study were conducted to obtain data and

information about students' learning interests with learning that does

not use media elements.

b. Observation

Observation is a process of observing and recording

systematically, logically, objectively, and rationally various

phenomena to achieve certain goals. Observation is carried out in a

non-systematic manner and does not use observation instruments,

observation is carried out by directly looking at the data of the

teacher's daily learning implementation record to analyze the

teaching system used by the teacher.

This method was used by the researcher to obtain data

through direct observation of the implementation of learning using

Visme media at TPQ Nurul Iman, Gunungjaya Village.

c. Questionnaire

A questionnaire or questionnaire is a tool to collect and record

data or information carried out by giving a set of questions to

respondents, namely teachers and students. The questionnaire

technique is carried out using written media where every question

answered by teachers and students is immediately recorded.

2. Research Instruments

The research instrument used in this study is in the form of a

questionnaire or questionnaire made by the researcher himself. Sugiyono

(2019) states that "A research instrument is a data collection tool used to

measure observed natural and social phenomena". Thus, the use of

research instruments is to find complete information about a problem,

natural or social phenomenon. The instrument used in this study is

intended to produce accurate data, namely by using the Likert scale.

Sugiyono (2019) states that "The Likert Scale is used to measure

an attitude, opinion and perception of a person or a group of people about

a social phenomenon". In this study, the researcher used a type of

questionnaire instrument with the following scores:

a. SS : Strongly agree to be given

a score of 5

b. S : Agree to be given a score

of 4

c. RG : Hesitant to be given a

score of 3

d. TS : Disagree is given a score

of 2

e. STS: Strongly disagree is given a score of 1

Table 3. 2

X Variable Questionnaire Research Instrument Grid

Variable Indicators Grain

Question

Media

Learning

Visme (X)

a. Starting learning with interesting

activities

b. Understanding the history of the Prophet

Muhammad (saw).

c. Heterogeneous group division (mixture

between male and female students)

d. Discussing the history of the Prophet

Muhammad (saw).

e. Rethinking what has been discussed

f. Making a summary of the history of the

Prophet Muhammad (saw).

g. Using the knowledge from the results of

group discussions, understanding the

history of the Prophet Muhammad (saw).

Table 3. 3

Variable Y Questionnaire Research Instrument Grid

Variable Indicators Grain

Question

Interest

Learn

Student (Y)

a. Students will have more interest in

learning by using Visme learning media

which is more interesting and will be

easy to understand for students.

1, 2, 3, 4

b. Students will get information related to the

lesson more clearly.

5, 6, 7, 8

c. Students are given a pleasant learning

atmosphere

9, 10

E. Data Analysis Techniques

The data analysis and processing techniques used in this study use the

IBM SPSS Statistics 26 for Windows software program. The data analysis

techniques used in this study are as follows:

1. Test Test Instrument

The creation of question items is carried out by the researcher

based on the planning that has been made, namely the subject matter and

the questions to be used. To maintain the possibility that the test

questions are inaccurate or damaged, the test of the question items used

in the form of a description is prepared with reference to students'

learning interests in learning Islam.

Before the Islamic Religion lesson test is used in research, the

questions are consulted first with the supervisor. In addition, to find out

the quality of the questions, the researcher conducted a test of the

instrument in a class that was not used as an experiment so that if a

defect was found in the test instrument, improvements would be made.

The analysis used in the testing of the test instrument includes:

validity test, reliability test, difficulty level test and discriminating

power test described in (Sugiyono, 2017).

a. Question Validity Test

The Validity Test is used to test whether the instrument can be

used to measure what to measure to find out the item of the

description question is used the product moment correlation formula,

the formula is as follows:

Information:

rxy = Correlation index number "r" product moment

N = Number of cases

∑ xy = Sum of the result of multiplication between the score X and

the score Y

∑ x = Sum of all X scores

∑ y = Sum of all Y scores

The results of the calculation are interpreted with the

following interpretation:

Table 3.4

Criteria for the Correlation Coefficient of Instrument Validity

Correlation Coefficient Correlation

0.90 ≤ RXY ≤ 1.0 Very High

Tall

Keep

0.20 ≤ RXY ≤ 0.40 Low

RXY ≤ 0.20 Very Low

b. Reliability Test

The reliability test is used to find out whether the test

question has high persistence or reliability or not. In general, a

formula called the Alpha Formula is used. The formula is as follows:

Information:

R11 = test reliability coefficient

n = number of items used in the test

1 = constant number

∑ st2 = number of score variants for each item

st2 = total variant

The results of the calculation are interpreted with the

following interpretation:

Table 3.5 Reliability Criteria

Correlation Coefficient Correlation

0.90 ≤ RXY ≤ 1.0 Very High

0.70 ≤ RXY ≤ 0.90 Tall

0.40 ≤ rxy ≤ 0.70 Keep

0.20 ≤ RXY ≤ 0.40 Low

RXY ≤ 0.20 Very Low

c. Test the Difficulty Level of Questions

The difficulty level of the question is the opportunity to

answer the question correctly at a certain level of ability which is

usually expressed in the form of an index. To test the level of

difficulty, it is calculated by the formula:

The criteria for difficulty level are as follows:

Table 3.6

Difficulty Level Criteria

Difficulty Level Criterion

0.00 < P ≤ 0.30 Difficult

0.30 < P ≤ 0.70 Keep

0.70 < P ≤ 1.00 Easy

d. Problem Differentiation

The ability to differentiate a question is the ability of a

question item to distinguish between students who have mastered the

material being tested and students who have not mastered the

material being tested.

The formula for the discriminating power of the question is:

Information:

DP = Question differentiation

K A = Upper group

K B = Lower group

The criteria for differentiation are as follows:

Table 3.7

Criteria for Differentiation

Differentiation Criterion

0.70 < DP ≤ 1.0 Excellent

0.40 < DP ≤ 0.70 Good

0.20 < DP ≤ 0.40 Enough

0.00 < DP ≤ 0.20 Bad

DP ≤ 0.00 Very Bad

2. Analysis of Students' Initial Ability in Islamic Religious Lessons (Test

Early)

The initial stage of data analysis uses pretest scores. This analysis

aims to prove and find out the average pretest score between Islamic

Religion lessons of TPQ Nurul Iman students.

a. Normality Test

The data normality test is used to find out whether the data

obtained is normally distributed or not. The normality test is carried

out with the Chi Squared test, the hypothesis used for the normality

test is:

H0 = Normally distributed data H1

= Normally distributed data

Hypothesis

testing:

Information:

x2 = Sample normality

Oi = Observation frequency

Ei = Expected frequency

K = Number of interval classes

In the calculation, the Chi squared is compared to the Chi

squared of the table with a significance level of 5% and then drawn

conclusion, that is, if X2 counts ≤ X2table , then the data can be

declared to be normally distributed

b. Homogeneity Test

The homogeneity test was carried out to find out that the

samples to be taken in this study started from the same or

homogeneous conditions. The homogeneity test was carried out by

providing whether the two samples had the same variance or not.

The hypotheses tested were:

(homogeneous variance)

(non-homogeneous variance)

Information:

= Variation of pretest values

The formula uses the F test, as follows:

Test criteria:

If Fcal > Ftabel = Non-homogeneous Variance

If Fcalculate < Ftabel = Homogeneous Variance

c. Two-Mean Similarity Test (t-test)

The mean similarity test in the early stages is used to test

whether there is an average similarity between the pretest group and

the posttest group. Test the average similarity of the initial stage

using the t-test. If the average of the two groups is not different, it

means that the group has the same conditions.

The hypothesis tested is:

H0 : μ1 = μ2

H1 : μ1 ≠ μ2

Description:

μ1 : Average posttest data μ2

: Average pretest data

The research hypothesis is as follows:

H0 = There is a similarity between the average initial score

of students before being given the usual learning method and after

being given the Visme learning method.

H1 = There is no similarity between the average initial score

of students before being given the usual learning method and after

being given the Visme learning method

To test the hypothesis above, the t-test is used as

Information:

0X010 = average posttest

0X020= average pretest

S12 = posttest variance

= variance pretest

n1 = number of students in the posttest

n2 = number of students in the pretest

If the variance is not homogeneous, then the formula used is

as follows:

The test criteria are that H0 is accepted if −ttable <

tcount> ttable and dk = n1 + n1 − 2 with a significant degree of

5%.

3. Analysis of Learning Outcomes of Islamic Religious Lessons (Final

Test)

In the final stage of analysis, a score (posttest) was used, obtained

from the learning outcomes of students after being given Visme learning

media in Islamic religion lessons. The results of the score (posttest)

obtained are used as the basis for testing the research hypothesis.

a. Data Normality Test

The normality test was used to find out whether the learning

outcomes of TPQ Nurul Iman students after being given normal

distributed treatment or not. The steps of the normality test are the

same as in the early stage testing.

b. Homogeneity Test

The homogeneity test was carried out to find out whether the

two pretest and posttest tests had the same variance or not. If the two

tests have the same variance, then the test on TPQ Nurul Iman

students can be said to be homogeneous. The steps of testing the

similarity of two variances (homogeneity) are the same as the steps

of testing homogeneity similarity in the initial stage of data analysis.

c. Average Difference Test (T-Test)

The mean difference test aims to find out whether the

experimental group and the control group have the same or different

averages. The hypothesis is formulated as follows:

H0 = there was no significant increase between the use of

Visme-assisted Islamic learning and students' interest in learning.

H1 = exist Increased that Significant

between the use in learning Islamic religion assisted by Visme to

students' interest in learning.

Using a hypothesis:

H0 : μ1 ≤ μ2

H1 : μ1 > μ2

To test the above hypothesis, the t-test is used as follows:

Information:

0X010 = Average posttest

0X020 = Average pretest

= Posttest variance

= Pretest variance

n1 = Number of students in the posttest

n2 = Number of students in the pretest

If the variance is not homogeneous, then the formula used is

as follows:

The test criteria are that H0 is accepted if −ttable < tcount>

ttable and dk = n1 + n1 − 2 with a significant degree of 5%.

d. N-Gain Test

To find out the quality of the improvement of the initial test

and the final test of students' learning ability, you can search using N-

Gain. 1) N-Gain

The criteria for interpreting the N-Gain value are as follows:

Table 3.8

N-Gain Value Criteria

N-Gain Value Criterion

N-Gain ≥ 0.70 Tall

0.30 < N-Gain < 0.70 Keep

N-Gain ≤ 0.70 Low

2) N-Gain Normality Test

The normality test was used to determine whether the

results of the experimental group's N-Gain score after being given

the treatment were normally distributed or not. The steps of the

normality test are the same as in the early stage testing.

3) One-Variable Average Test

The one-variable average test was used to find out whether

the increase in the results of the initial test and the final test of the

mathematical problem-solving ability of the experimental group

students was in the high category. The formula used is the t

formula, namely:

Information:

= Average

= Lots of data

= Standard deviation/standard

deviation μ0 = Hypothetical

hypothesized value

If then 0 is accepted. Grades obtained

from the list of T tables with a significance level of 0.05 and

If the data is not distributed normally, a non-parametric

test can be used, namely the wilcoxon test or the median test. The

statistical formula of the Wilcoxon Signed Rank Test (Djarwanto,

2003) used is as follows:

Decision making in the Wilcoxon test can be obtained

using the Z test. The basis for decision-making is the same as the

z test, namely: If h > then 0 is accepted.

4. Questionnaire

The questionnaire was used to measure students' responses to

Islamic learning conducted online using Visme. The questionnaire used

to measure students' response to learning Islamic Religion with the Visme

learning method is a questionnaire with a Likert scale model. This likert

scale is an attitude scale in the form of statements or questions that have a

choice of answers that strongly agree (SS), agree (S), disagree (TS),

strongly disagree (STS) (Sugiyono, 2017).

The scoring system can be seen in the following table:

Table 3.9

Student Response Questionnaire Scoring System

Criterion Positive Negative

Strongly Agree (SS) 5 1

Agree(s) 4 2

Hesitate (RG) 3 3

Disagree (TS) 2 4

Strongly disagree (STS) 1 5

The questionnaire data was first processed by classifying student

responses consisting of strongly agree (SS), agree (S), RaguRagu (RG),

disagree (TS) and strongly disagree (STS), then the percentage was

calculated with the following formula (Lestari & Yudhanegara, 2015):

Information:

Q : Answer percentage

F : Answer frequency

n : Many answers

After doing the percentage of each item. The next step is to

determine the average percentage. The determination of the average

percentage of students' answers per statement item, can be calculated

using the formula:

Information:

P0i = Average percentage of students' answers for the ith statement item

fi = Frequency of the student's answer choice for the ith statement item

Pi = Percentage of student answer choices for the ith statement item

n = Number of students

Meanwhile, to find out the average answer of the overall student

response using the overall average percentage formula.

The formula used is as follows:

Information:

Pr = Average percentage of students' overall answers (total)

0P00 0i = Percentage of students' answer choices for the ith statement item

k = Number of items

The percentages obtained on each statement item are then

interpreted based on the following criteria: Table 3.10

Student Answer Percentage Criteria

Criterion Interpretation

P = 0% No one

0% < P < 25% A small part

25% ≤ P < 50% Almost half

P = 50% Half

50% < P < 75% Most

75% ≤ P < 100% Almost Entirely

P = 100% Entirely

After the questionnaire is collected and processed using this

method, it is then interpreted whether the students are positive or

negative from the results obtained.

F. Research Schedule

This research will be carried out at TPQ Nurul Iman which is located

at Jl. Raya Dukuh Petey, Gunungjaya, Salem District, Brebes Regency,

Central Java Province 52275. The activities that will be carried out by the

researcher are detailed in the table below:

Table 3.11

Research Schedule

It Activities Moon

1 2 3 4 5 6 7

1 Observation

2 Proposal Preparation

3 Seminar Proposal

4 Revision

5 Research Implementation

6 Collection and Processing

Data

7 Data Analysis

8 Report Preparation

9 Seminar on Research Results

CHAPTER IV

DATA PRESENTATION AND ANALYSIS

A. Overview of Research Objects

1. History of the establishment of TPQ Nurul Iman

Al-Quran education park (TPQ) Nurul Iman is an institution

engaged in religious activities located on Jalan Sunajati, RT 01/RW 01

Gunungjaya Village, Salem District, Brebes Regency which was

established by Mr. Sarka in 2003, but at that time TPQ was only active

until 2012, which was then reactivated by Mr. Abdul Rohim and

Mr. Auf ma'ruf in 2016 which is still active today.

The existence of the Nurul Iman Al-Quran education park is quite

high with the many achievements obtained by the children of the Nurul

Iman Al-Quran education park (TPQ) from several competitions that

have been held at the Nurul Iman Al-Quran education park (TPQ) itself

as well as competitions held at TPQ/TPA or other non-formal educational

institutions, because based on the results of the interview conducted by

the researcher with Mr. Abdul Rohim as a teacher at TPQ Nurul Iman

that the park Al-Quran education Nurul Iman Gunungjaya Village also

collaborates with the surrounding community and several Al-Quran

education parks and several other non-formal educational institutions in

Gunungjaya village or in Salem District.

2. Geographical Location of TPQ Nurul Iman

The Nurul Iman Al-Quran education park (TPQ) is located on

Jalan Sunajati, RT 01/RW 01 Gunungjaya Village, Salem District, Brebes

Regency with the following boundaries:

a. The east is bordered by residential areas

b. The west is bordered by residential areas

c. To the north it is bordered by gardens

d. The south is bordered by residential areas

3. Vision and Mission of TPQ Nurul Iman

As for the vision of the Al-Quran Education Park (TPQ)

Nurul Iman is "to produce a generation of Qur'anis with morals based on

faith and piety" with the following objectives

a. Reading the Qur'an correctly in accordance with the rules of tajweed

science

b. Perform ablution and prayer correctly

c. Getting to know Arabic vocabulary

d. Morality with Islamic morals

e. True faith and far from shari'a

f. Memorize daily prayers and short letters

g. Memorize selected hadiths

h. Writing Arabic correctly

Furthermore, the mission of the Nurul Iman Al-Quran Education

Park (TPQ) is as follows:

a. Teaching how to read the Quran properly and correctly in accordance

with the rules of tajweed science

b. Introduce and also teach Islamic morals to make it a guideline for

daily life based on the Quran and Sunnah

4. The Condition of TPQ Nurul Iman

In general, TPQ Nurul Iman has quite adequate infrastructure, one

of which is a comfortable study room, which in this case is a study room

for children who are learning at the Al-Quran level and children who are

still learning at the Iqro level have a separate room, which in this case is

to make it easier for children and teachers to maximize the learning

process. In this case, it is also supported by several posters or images to

support children's learning, such as short prayers, Arabic vocabulary,

hijaiyah letters, and so on.

5. Teaching situation

The number of teachers of TPQ Nurul Iman Gunungjaya Village

consists of 2 people. The details of the teacher's condition are as follows:

Table 4. 1

Instructor Condition

It Name Position

1. Abdul Rohim Teacher

2. Yeyen Teacher

6. Children's Condition

The number of child samples at TPQ Nurul Iman Gunungjaya

Village consists of 20 people, The details of the child's condition are as

follows:

Table 4. 2

Children's Condition

It Name Age Levels

1. Adam 11 Years Al-Quran

2. Aisya 9 Years Al-Quran

3. Amel 8 Years Al-Quran

4. Arjuna 9 Years Al-Quran

5. Arin 8 Years Al-Quran

6. Bagas 11 Years Al-Quran

7. Cheryl 9 Years Al-Quran

8. Hilmi 10 Years Al-Quran

9. Kusma 9 Years Al-Quran

10. Kenji 8 Years Al-Quran

11. Latif 11 Years Al-Quran

12. Meli 8 Years Al-Quran

13. Mila 12 Years Al-Quran

14. Novi 8 Years Al-Quran

15. Rani 8 Years Al-Quran

16. Regine 8 Years Al-Quran

17. Rizki 9 Years Al-Quran

18 Rizwan 10 Years Al-Quran

19. Rahma 11 Years Al-Quran

20. Salma 11 Years Al-Quran

7. Management Structure of TPQ Nurul Iman

2. Yeyen

B. Data Presentation

1. Learning Interest Questionnaire

a. Data of Student Learning Interest Questionnaire (Pretest) Control

Group Table 4. 3

Pretest Respondent Data

It Respondents Control Group

1 Adam 28

2 Aisya 30

3 Amel 26

4 Arjuna 29

5 Arin 28

6 Bagas 31

7 Cheryl 25

8 Hilmi 25

9 Kusma 27

10 Kenji 24

11 Latif 29

12 Meli 30

13 Mila 28

14 Novi 28

15 Rani 28

16 Regine 28

17 Rizki 27

18 Rizwan 30

19 Rahma 29

20 Salma 32

The results of the student learning interest questionnaire

(pretest) are written in total from the questionnaire choice answers

and presented in the form of frequency distribution as follows:

Disruptors ng Answer

KaSar

Head

Abdul Rohim

Advisor

Auf Ma'ruf

Teacher

1. Abdul Rohim

Table 4. 4

Control Group Pretest Frequency Distribution

Category Interval

Group Frequency Percentage

1. Strongly Agree 32-33 1 5%

2. Agree 30-31 4 20%

3. Nervous 28-29 9 45%

4. Disagree 26-27 3 15%

5. Strongly disagree 24-25 3 15%

SUM 20 100%

b. Data Questionnaire Interest Learn Student (Posttest) Group

Experiment

Table 4. 5

Posttest Respondent Data

It Respondents Experimental Group

1 Adam 42

2 Aisya 40

3 Amel 39

4 Arjuna 41

5 Arin 41

6 Bagas 46

7 Cheryl 42

8 Hilmi 41

9 Kusma 42

10 Kenji 40

11 Latif 41

12 Meli 41

13 Mila 41

14 Novi 41

15 Rani 42

16 Regine 40

17 Rizki 43

18 Rizwan 42

19 Rahma 44

20 Salma 46

The results of the student learning interest questionnaire

(posttest) are written in total from the questionnaire choice answers

and presented in the form of frequency distribution as follows:

Table 4. 6

Posttest Frequency Distribution of Experimental Groups

Category Interval

Group Frequency Percentage

1. Strongly Agree 45-46 2 10%

2. Agree 43-44 2 10%

3. Nervous 40-42 15 75%

4. Disagree 37-39 1 5%

5. Strongly disagree 34-36 0 0%

SUM 20 100%

Based on the frequency distribution of students' learning

interests before being given the treatment (pretest) above, it can be

seen that there is a difference in the frequency of values between the

control group and the experimental group.

The interval of 45–46 (strongly agreed) in the experimental

group obtained 2 frequencies. The interval of 43–44 (agree) in the

experimental group got 2 frequencies. The interval of 40–42

(hesitation) in the experimental group got 15 frequencies. The

interval of 37–39 (disagree) in the experimental group got 1

frequency. The interval of 34–36 (strongly disagreed) in the

experimental group got 0 frequencies.

While the interval of 32–33 (strongly agreed) in the control

group got 1 frequency. The interval of 30–31 (agree) in the control

group obtained 4 frequencies. The interval of 28–29 (hesitant) in the

control group obtained 9 frequencies. Intervals 26–27 (disagree) in

the control group get 3 frequencies and Intervals 24–25 (strongly

disagree) in the control group get 3 frequencies.

c. Comparison of Learning Interests of Control Groups and Groups

Experiment

Based on the description of the frequency distribution of

pretest and posttest learning interest data of the control group and

the experimental group, it can be compared with the conditions of

learning interest before and after treatment between the control group

and the experimental group. To make it easier to make the

comparison, the following table is presented below:

Table 4. 7

Comparison of the Learning Interests of Control Group

Students and

Experimental Group

It Group

Average

Score

Group

Pretest

Average

Score

Group

Posttest

Percentage

Increase

1. Control

Group 28,10

49,00%

2. Experimental

Group 41,75

Comparison Charts are calculated using the help of Microsoft

Excel.

Based on the table above, the average posttest was higher than

the pretest in the experimental group, which was 41.75 > 28.10,

there was an increase of 49.00% after the experimental group was

given learning treatment using Visme media.

The comparison of pretest and posttest learning interests

between the control group and the experimental group can be

visualized in the following diagram:

Control Group 28.10 and Experimental Group 41.75 Figure 4. 1

Comparison of Pretest and Posttest Learning Interests

Comparison Charts are calculated using the help of Microsoft

Excel.

C. Hypothesis Analysis and Testing

After successfully collecting data, the data is then analyzed for data. The first

thing that is carried out is the prerequisite test of the questionnaire instrument,

namely.

1000%

2000%

3000%

4000%

5000%

Pre-Test and Post-Test

1. Data Analysis

a. Validity Test

The first test is the validity test. To strengthen the validity of

the instrument before the questionnaire (questionnaire) is given to

students to be used as research, the instrument is tested on students

from both the control group and the experimental group.

In this test, the researcher took TPQ Nurul Iman Gunungjaya students.

To make it easier to test the validity of the instrument in this

study, the researcher used Microsoft Excel and IBM SPSS Statistics 26

for Windows programs. Based on the calculations of the Microsoft

Excel and IBM SPSS Statistics 26 for Windows programs, the

following data was obtained:

Table 4. 8

Results of Pretest and Posttest Validity Tests for Learning Interest

Variables

No. Item Sig. Sig. Scale: 0.05 Information

X1 0,001 0.05 Valid

X2 0,000 0,05 Valid

X3 0,000 0,05 Valid

X4 0,001 0,05 Valid

X5 0,020 0,05 Valid

X6 0,000 0,05 Valid

X7 0,000 0,05 Valid

X8 0,000 0,05 Valid

X9 0,001 0,05 Valid

X10 0,000 0,05 Valid

From the results of the posttest validity test of the learning

interest variable in the learning of the history of the Prophet

Muhammad SAW, there are 10 items of statements, namely the

numbers X1, X2, X3, X4, X5, X6, X7, X8, X9, X10.

declared valid because the value of Sig. < 0.05.

b. Reliability Test

The second test is the reliability test. Researchers used

Cronbach's Alpha reliability test with the help of the IBM SPSS

Statistics 26 for Windows program. The researcher uses the IBM SPSS

Statistics 26 for Windows program on the basis of taking reliability

tests, namely:

1) If the α > score is 0.6, then the questionnaire is said to be reliable.

2) If the α < score is 0.6, then the questionnaire is said to be

unreliable.

Based on the calculation of the IBM SPSS Statistics 26 for

Windows program, the following data was obtained:

Case Processing Summary

N %

Cases Valid 20 100.0

Excludeda 0 .0

Total 20 100.0

a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alphaa N of Items

-.778 10

a. The value is negative due to a negative average covariance among items. This

violates reliability model assumptions. You may want to check item codings.

Figure 4. 2 Output Results of the Reliability Test of Learning

Interest Variables

Based on the IBM SPSS Statistics 26 for

Windows can be found that Cronbach's Alpha number from the

learning interest variable is 0.778. Because 0.778 > 0.6, as the basis

for decision-making in the reliability test, it can be concluded that the

Visme learning media questionnaire instrument in an effort to increase

learning interest in TPQ Nurul Iman can be said to be reliable.

D. Hypothesis Testing

Furthermore, the prerequisite tests for the analysis test are carried out,

namely:

1. Test Normality

The researcher used the Kolmogorov-Smirnov normality test with

the help of the IBM SPSS Statistics 26 for Windows program.

The researcher uses the IBM SPSS Statistics 26 for Windows

program based on the decision making of the normality test, namely:

a. If the Significance value > 0.05, then the residual value is normally

distributed.

b. If the Significance value < 0.05, then the residual value is not

normally distributed.

Based on the calculation of the IBM SPSS Statistics 26 for

Windows program, the following data was obtained:

One-Sample Kolmogorov-Smirnov Test

Unstandardized

Residual

N 19

Normal Parametersa,b Mean

.0000000

1.44892257 Std. Deviation

Most Extreme Differences Absolute .140

.140

-.063

Positive

Negative

Test Statistic .140

Asymp. Sig. (2-tailed)

.200c,d

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

d. This is a lower bound of the true significance.

Figure 4. 3 One Sample Kolmogorov-Smirnov Test

Based on the IBM SPSS Statistics 26 for Windows output result

table, it can be seen that the pretest and posttest significance values of

the control group and the experimental group are 0.200. Because the

significance value of the two groups is more than 0.05, it can be

concluded that the research data is normally distributed.

2. Homogeneity Test

The researcher used a paired t-test with the help of the IBM SPSS

Statistics 26 for Windows program.

The researcher used the IBM SPSS Statistics 26 for Windows

program on the basis of decision making for homogeneity tests, namely:

a. If the value of Sig. > 0.05, then the distribution of homogeneous data.

b. If the value of Sig. < 0.05, then the distribution of the data is not

homogeneous.

Based on the calculation of the IBM SPSS Statistics program

26 for Windows, the following data was obtained:

Test of Homogeneity of Variances

Levene

Statistics df1 DF2 Sig.

Pretest- Based on Mean .232 1 38 .633

Posttest Based on Median .302 1 38 .586

Based on Median and

with adjusted df

.302 1 37.537 .586

Based on trimmed

mean

.256 1 38 .616

Figure 4.4 Output Results of Homogeneity Test

Based on the IBM SPSS Statistics 26 for

Windows can be found that the Significance value is 0.633, because it is

0.633> 0.05 then as the basis for decision-making in the homogeneity

test, it can be concluded that the variance of the pretest data of the

control group and the posttest of the experimental group is homogeneous.

3. Paired Sample T-Test

The researcher used a paired sample t-test with the help of the

IBM SPSS Statistics 26 for Windows program. Based on the calculation of

the IBM SPSS Statistics 26 for Windows program, the following data was

obtained:

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 28.1000 20 2.04939 .45826

Posttest 41.7500 20 1.83174 .40959

Figure 4.5 Output Results of T-Test Paired Sample Statistics

Based on the output statistics of the paired test of the t-test, there

was a difference in values between the pretest and the posttest, which

was 28.10 for the pretest and 41.75 for the posttest.

Paired Samples Test

Mean

Std.

Deviatio

Paired Differences

Std.

Error

Mean

95% Confidence

Interval of the

Difference

t Df

Sig.

(2tailed) Lower Upper

Pair Pretest -

1 Posttest

-13.65000 1.87153 .41849 -14.52590 -12.77410 -32.617 19 .000

Figure 4. 6 Paired T-Test Output Results

Based on the table of IBM SPSS Statistics 26 for Windows output

results, it can be seen that the Pretest and Posttest Significance values

are 0.000, because the Sig. value is 0.000 < 0.05, so based on the

available information is:

H1 : There is a difference in the influence of the application of learning

using Visme media on students' learning interest at TPQ Nurul

Iman Gunungjaya.

H0 :Not exist difference influence Application Learning

using Visme media on students' learning interests at TPQ Nurul

Iman Gunungjaya.

The criteria used to draw conclusions are as follows:

a. If the value of Sig. < is 0.05, H0 is rejected and H1 is accepted, then

there is an effect of the application of learning using Visme media on

students' learning interest at TPQ Nurul Iman Gunungjaya.

b. If the value of Sig. > 0.05, H1 is rejected and H0 is accepted, then

there is no difference in the effect of the application of learning using

Visme media on students' learning interest at TPQ Nurul Iman

Gunungjaya.

Based on the IBM SPSS Statistics 26 for Windows output table, it

can be seen that the Significance value is 0.000, because 0.000 < 0.05,

meaning that there is a difference in the average learning interest of

students for the control group pretest and the experimental group

posttest. Thus, H1 is accepted and H0 is rejected where learning using

Visme media affects the learning interest of TPQ Nurul Iman Gunungjaya

students.

4. Discussion

In the research that has been conducted, researchers have proven

that learning using Visme media has a great influence on students'

learning interests at TPQ Nurul Iman Gunungjaya.

Evidence of the influence of treatment on the learning interest of

students in the control group and the experimental group can be seen

from the results of the comparison of group averages and the analysis of

the paired test (T-test).The comparison of learning interest data of

students in the experimental group was higher than that of the control

group, where the experimental group had an average score of 41.75 while

the control group had an average score of 28.10.

The average score from pretest to posttest of the experimental

group was higher than that of the control group. The increase in the

experimental group after using Visme media in learning at TPQ Nurul

Iman was 49%.

The average significance value of students' learning interest for

the control group pretest with the experimental group posttest was 0.000

< 0.05, so that H1 was accepted and H0 was rejected, meaning that the

use of Visme media had an effect on learning at TPQ Nurul Iman

Gunungjaya.

CHAPTER V

COVER

A. Conclusion

Based on the research that has been carried out and referring to the

formulation of the problem, it can be concluded that the application of Visme

media in learning at TPQ Nurul Iman Gunungjaya, has a positive impact on

increasing interest in learning Islam in children. Based on the analysis of the

data and findings obtained, it can be seen that there is an increase in active

participation, involvement, and enthusiasm in the learning process. The use of

interactive visual, audio, and animation media through Visme media has

helped create a more engaging and entertaining learning environment for

children.

The results of this study provide important practical implications for

education practitioners at TPQ Nurul Iman Gunungjaya. The application of

Visme media can be used as an effective alternative in an effort to increase

interest in learning Islam in children. Teachers and teachers can take

advantage of Visme's interactive features to develop learning materials that

are more engaging and relevant for students.

In the ever-evolving world of education, the use of technology and

learning media is increasingly important. The application of Visme media as a

learning aid at TPQ Nurul Iman Gunungjaya makes a positive contribution in

an effort to increase interest in learning Islam in children.

B. Suggestions

Based on the conclusion of the research, the following can be

suggested:

1. Learning using Visme media can be used as an alternative learning by

teachers to improve students' thinking skills, students' interest in learning

and increase student activities.

2. Furthermore, researchers should make initial observations of students'

learning time and activities in schools that are

may interfere with research and the characteristics of students in schools

that will be used as a research population in order to minimize

disturbances that may occur during research and to optimize research

results.

3. The next researcher, if you want to observe students' learning interests,

the statements used should not be too much, but simply represent each

indicator of children's learning interests.

Students also viewed