The Effect Of An Ethnopedagogy-Based Pop-Up Book Learning Medium On The Beginning Reading Skills Of Year 2 Pupils AT SDN PADIKE III

Abstract

This study aims to analyze the effect of an ethnopedagogy-based pop-up book on the beginning reading skills of second-grade students at SDN Padike III. This research was motivated by students’ low beginning reading skills and the limited use of contextual learning media. Previous studies have shown that pop-up books have been widely used to support students’ interest, learning outcomes, and reading skills; however, few studies have specifically integrated local culture into beginning reading instruction. The novelty of this study lies in integrating the cultural context of the Talango community into the pop-up book through stories and illustrations depicting fishermen, fishing activities, boats, marine products, and the kirap perahu hias (rokat tase’) tradition as an expression of gratitude for marine resources. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design involving 30 students. Data were collected through tests, observations, and documentation, and analyzed using a paired-samples t-test and N-Gain. The results showed a significant difference between the pretest and posttest scores, with a significance value of 0.000 (p < 0.05). The N-Gain score was 30.67, with a percentage of 50.67%, categorized as moderate and sufficiently effective. These findings indicate that the ethnopedagogy-based pop-up book can support beginning reading skills in a concrete, contextual, and meaningful learning environment.