Development of Natural Resources Magazine (Majasda) to Increase Reading Interest of Elementary School Students

Based on the results of observations at UPT SDN Sumberjo 02, it is known that the learning books used are less varied, so creative and interesting reading books are needed. At that school the Natural Resources Magazine (Majasda) had never been used. The purpose of this study is to explain the development of Majasda and increase the reading interest of elementary school students. The research design used is R&D, namely research and development. The research and development model used is Borg and Gall proposed by Sugiyono, which is only limited to the seventh stage, namely product revision. The results showed that the assessments of media experts, linguists and material experts were respectively 85.5%, 84.16% and 80%. 94% student response. Students' reading interest increased by 99%, from the average result of 2.63 to 5.27. The results of the study got a percentage of 9,99% student reading interest questionnaire. So it is known that Majasda can increase the reading interest of elementary school students.

JOSAR, Vol. 6 No. 2 September, 2021; p-ISSN: 2502-8251; e-ISSN:  Copyrights@ Balitar Islamic University, Blitar-Indonesia http:josar.unisbablitar.ejournal.web.id 101 Learning tools or media are said to be practical if they are easy to use, for example magazines. Magazines are sheets that are printed using a special printing tool. Magazines present their message with illustrations of real pictures or sketches and a series of letters to provide a description of the information (Kokom, 2010).
Messages or information in magazines can increase students' knowledge and interest in reading. Magazines can be read wherever we are because magazines have a shape and size that is easy to carry. Magazines have a beautiful appearance because they are designed with appropriate color choices and images.
Based on the results of observations made by researchers on teachers regarding how teachers teach at UPT SDN Sumberjo 02, information is obtained that teachers use teacher-centered learning strategies. Teachers more often apply the lecture method and directed reading assignments/assignments to students. The teacher adopts cognitive learning theory in its application, which emphasizes the learning process rather than learning outcomes and student insights so that the learning process will be more noticed and remembered by students.
In teacher learning activities use textbook media in the form of package books from the government. The book consists of a teacher's book and a student's book. The teacher's book contains learning guides that are adapted to the 2013 Curriculum standards. The Student Book used by students only has a brief description of the material and has thin paper quality and less bright colors. Eligibility results in good criteria 80.2%. So it can be concluded that the magazine learning media is in the good media category from students' reading interest.

Third, Andrianto (2014) Development of Shared Type Integrated Science
Magazine for Class VII Students. The results of the research are, 1) a product in the form of a magazine for class VII on integrated science material in the first semester; 2) assessments from material experts and media experts, got very good criteria (SB), according to science teachers got good criteria (B); 3) student responses to smallscale trials and large-scale trials have the Agree (S) category.
Based on these explanations, it can be concluded that the development of magazines as reading material needs to be implemented. The magazine, named Majasda, is expected to increase students' reading interest.

This type of research is Research and Development (R&D) with the Borg and
Gall development model (in Sugiyono, 2016) starting from stages 1 to 7 of a total of 10 stages, due to time, energy, and cost limitations. The seven stages are: (1) Looking for potential problems; (2) Conducting research and compiling data; (3) Product description; (4) Validation of product description (5) Revision of product description; (6) Conduct product tests; (7) Product improvement. The seven stages are described in the following chart. to obtain data on increasing students' reading interest before and after using Majasda.
Qualitative data analysis in the form of interviews with teachers and students to find out criticisms and suggestions about Majasda as improvements. Analysis of the results of quantitative data distributed questionnaires to students. The student response analysis questionnaire was measured by the Guttman scale according to Sugiyono (2016).

A. Validation Test
Product development is carried out through validation to experts consisting of linguists, material experts, and media experts. Each validator consists of 3 experts, lecturers and teachers as practitioners.

Material Validator
The results of the assessments of 3 material experts on learning and curriculum

Media Validators
The results of the assessment of 3 media experts on the suitability of the media with learning to Majasda obtained a percentage of 85.4%, while for the attractiveness of the media obtained a percentage of 86.6%. In general, the 3 media experts obtained a percentage of 86% with a very decent category. Based on these results, it is known that Majasda is structured in an interesting way and based on the development of elementary school children. The explanation agrees with Kokom (2010), that the selection of learning sources or media must pay attention to the use of images and symbols so that they are easy to remember.

Language Validator
The results of the assessment of 3 linguists obtained a percentage of 84.16%, so that the value is in the range of 80% -100% including the very feasible category.
Majasda uses standard language and uses correct spelling. Kokom (2010) suggests that textbooks as learning resources must have standard sentence structures and easy-to-understand language.
Based on the results of validation by three expert validators, it is known that the Majasda developed can be categorized as very feasible. The results of the validation are shown in the following table.

Readability Test Results
In this readability test, students' understanding of the appearance, structure, and language of Majasda can be seen. The results of the readability test questionnaire are explained as follows. Students fill out a response questionnaire to find out students' interest in the use of Majasda including the physical form and overall content of the Majasda. The response questionnaire was filled out after filling out the readability questionnaire.
Response questionnaires were given to 5 fourth grade students. The results of the response test are described in Table 4.5 as follows.  Table 4.5, the student response assessment has a total score of 235 and a percentage value of 94% is obtained. This value is included in the 80%-100% category with very decent information, because the initial appearance of Majasda really attracts students' attention to read it, the writing can be read clearly, and the material highlights the natural wealth of the environment around students so that it is easy to understand.
So that the student response to Majasda is very positive. This is in accordance with the opinion of Rudi and Cepi (2014) that media including design and content can elicit student responses, so that learning provides directed and clear results.

Student Reading Interest Results
After the students filled out the response questionnaire, then the students read the Majasda and filled out a reading interest questionnaire. The results of students' reading interest before and after using Majasda are described in Table 4.6 as follows. students. This is in accordance with the opinion of Greene and Petty (in Kokom, 2010) that the criteria for a quality textbook is that there is reading material that attracts the interest of many people.

C. Product Revision
At the validation stage to the validators, researchers must revise again to perfect the product. Revision by linguists directed to improve the use of standard language in several sentences in the Majasda section of the knowledge content. In addition, the validator also suggests paying attention to the correct writing of the word. colors, photos, illustrations as a format for presenting information (Palapah and Syamsudin, 2011).
Media experts give suggestions for choosing a larger font, so that students can easily read the contents of the text. In addition, the validator also provides suggestions for choosing the basic color of the writing and the background of the Majasda more explained so that the writing can be read clearly. This suggestion is in accordance with the opinion (Rudi and Cepi, 2014) that color selection must pay attention to harmony so as not to interfere with vision and can attract the attention of readers.
Based on product validation tests, product trials, and product revisions, it proves that the Majasda developed by the researchers received a positive response from students. Suggestions from validators, teachers and students can be used as a further reference to develop learning media, especially magazines.

CONCLUSION
According to the results of the Majasda validation, it shows that (1) the assessment of media aspects by media experts gets a score of 85.5% with very decent assessment criteria.
(2) the assessment of the material aspect by the material expert gets a score of 80% with very decent assessment criteria (3) the assessment of the language aspect by the linguist gets a result of 84.16% with the very appropriate assessment criteria. Furthermore, the results of the media readability test got 76% results with proper criteria. The results of the percentage of student responses 94% with very decent criteria. Based on the results of the N-gain calculation, the increase in students' reading interest shows a score of 0.4660 including the moderate criteria, it can be concluded that Majasda is feasible to use.

SUGGESTION
Majasda development is still far from perfect. Therefore, the researcher gives suggestions to the next researcher in order to achieve better results (1) the research is carried out in more than one class, so that the development is more appropriate to