PENGEMBANGAN MULTIMEDIA PENDIDIKAN AGAMA DI SEKOLAH DASAR

Learning sources and media both play important rule as guidelines in selecting appropriate learning messages as well as determining student’s activities. Achievements on both objectives and purposes of religious education in elementary school possess strong relationship with current curriculum, learning sources’ preparation, media, and approaches. Previous research result (2009) showed that Religious Education for elementary school has not yet stepped on cognitive-structural dialogual-communicative approaches in context of faith interaction. Lack of creativity and spontaneity, lack of compassion and respect towards the other religion followers, student’s ability in managing and taking care of his/her environment was not well-developed, lack comprehensive information that religion was not all about laws and rules, yet it contains pure sincereness and voluntariness. In the first year of research (2010), team was developing four multimedia topics (learning CD’s) of Religious Education for Elementary School (Islam, Protestan, Catholic) consist of; “Be different and still be friends”, “Loving the nature”, “I can and so can you”, and “Get along in peace” as learning message supplements which were not delivered in ordinary textbooks. Multimedia elaboration was presented in form of texts, animations, narrations, and videos, based on the cognitive-structural approach equipped with stories depicting context of children’s daily life, utilizing cognitive-structural dialogual-communicative approaches on faith interaction hence it would be developing gradually and formed an autonomous faith. The purpose is to aid teachers in delivering hard, difficult, and abstract substances in order to achieve objectives and purposes of religious education. The results of this paper indicate that: 1) Multimedia elaboration in elementary school’s religious education was conducted by: (a) conducting preface research, (b) composing plans (defining abilities, formulating purposes, determining substances and learning sequences, conducting small scale experiments), (c) developing multimedia prototypes, (d) gathering information on expert subjects (three representatives of Islam, Protestan, and Catholic) and media experts, (e) conducting initial field experiment (six students) and revision, (f) conducting main field experiment (18 students) and revision, (g) conducting operational field experiment (153 students) and final revision, (h) disseminating and implementing the findings on target users. 2) Validation by substance experts, learning media experts, and religion teachers on final products of Religious Education for Elementary School learning multimedia, received excellent category. 3) Validation result by students both in person and small groups earned good category, and classical result in religious education lesson (Islam, Protestan, Catholic) obtained excellent category. Keywords: multimedia, pendidikan Agama S