Developing Picture Storybook in The Human Excretory System Concepts for Improving Students’ Interests Science Learning

The excretion system are completely abstractive and complex, so it is desirable a tool that can visualize the excretion process and enable students to understand the modules well. The using of picture storybook is potential to increase the interest and activities of students. The response is a measurable reaction produced by somebody in analyzing an object that can generate an attitude. So, the purpose of this study is to investigate students’ responses to the picture storybook as a part of the teaching material which can facilitate students' thinking. This study involved the seven steps: the introduction, planning, and development of the initial product, initial field trial, revision on the main product, field trial, and revision on the operational product. The field trial was conducted to determine students’ responses to the dimension of cognitive, affective, and conative aspects through exploring three secondary schools around Pontianak, Indonesia. Subjects in this study were students in grade 8 who had been educated with an excretion system with a total number of three students in each school for the initial field trials; while there were 12 students from each school for the main field trials. Instruments used in this study were a validation paper and a student response form. The results of the initial field trial showed the cognitive aspects (84.57%); the affective aspects (89.38%); and the conative aspects (89.46%). The implication of this research was about the possibility to use a picture storybook for increasing students' interests in science learning that we examined by the subject categories.


Introduction
The current shortage of teaching material in the field of science education is not facilitating students' thinking (Bingimlas, 2009), so that the teacher have to make they learning process more efficacious in order to bring about positive changes in students' learning (Shaukat, et al., 2020;Themistokleous, et al., 2020;Herawati & Istiana, 2021;Panjaitan, et al., 2021). The young generation has grown up with new technology through various types of devices such as tablet computers and cellphones (Tilestone, 2003: Qian & Lehman, 2018. These are portable devices that students can access every time and at any time by giving students' motivation to learn (Tileston, 2003), and the using of virtual reality application also could received in learning environment (Lamb, et al., 2020). Using a media in learning can be a way to help students in learning by constructing their knowledge in learning science through exploring the various aspects i.e. learning with technologies, understanding symbolic systems in media, and processing their knowledge capabilities (Kozma, 1991). However, in the action of current teaching practices, teachers were still finding the ways to teach students by using the variations and innovations of teaching methods based on their knowledge, and experiences (Van Driel, et al., 2001;Noviyanti, 2016;Shidiq & Faikhamta, 2020;Sundari, et al., 2020), and the teacher should also to develop students' abilities to use technology (Obara, et al., 2017) .
In a review of Indonesian Government policy focused on developing preparation and quality of education by providing the freedom for the teachers to uses many kinds of teaching approaches (Ministry of Education Indonesia, 2013). For instance, reading is one of the important methods to promote students' interest in learning. Reading is an easily approachable training method that can be used to attain and gather information, enrich the experience, and expand insights (Wahyuni, 2010;Retariandalas, 2017). However, based on the UNESCO survey the interest rate of reading in Indonesian people was very low, at 0.0001 (Pratiwi & Sudibyo, 2018). This was believed due to the resources books that are not attractively presented for students. Also, Damopolii & Nunaki (2016) demonstrated that the available current textbooks do not look eye-catching which makes students less attractive to read. Moreover, the size of the textbooks is relatively big enough with a long-displaying context; less colorful pictures also slightly contribute as the main cause of low rate in reading in students (Ami, et al., 2012).
Most of the research argued that picture storybook is a book which contains a plot of stories with pictures displayed (Faizah, 2009;Afnida, et al., 2016;Mustari & Sari, 2017). The picture storybook is grouped in learning tools that perhaps can stimulate students to study more (Embun & Astuti, 2015). Generally, the learning tool simply helps the teacher to explain more the messages from the teachings (Primasari, et al., 2014), but good communication from teachers in transferring lessons is favorably essential in order to shape a virtuous learning process (Nuryanti, 2016). The results obtained by Adipta, et al. (2016);Faizah (2009) explained that using picture storybook is potentially increasing the interest and activities of students, as well their interests in reading (Afnida, et al., 2016), even more producing their affection of reading (Faizah, 2009).
These research concluded one of the hardest subjects to understand is natural sciences. As noted in the modules of the natural sciences is completely abstractive (Insani, 2016) and contextual (Isnaningsih & Bimo, 2013). One of the modules in Biology, where one of its chapters is the excretion system in human. According to the 2013 National curriculum, the content of excretion system in human learnt in grade 8 covers in Basic Competency 3.10 in studying excretion system in human and identifying the interferes in the system as well as the efforts to preserve the health of the system; and basic competency 4.10 in creating artworks related to the excretion system in human and the applications of maintaining the personal health. Some scientists pointed out that modules in the excretion system are completely abstractive and complex, so it is desirable a tool that can visualize the excretion process and enable students to understand the modules well. Some studies showed various tools that have been well-developed to learn the chapter, including a handbook (Ami, et al., 2012), web and electronic learning-based methods (Daud & Rahmadana, 2015), augmented reality-version android (Qumillaila, et al., 2017) and flash-based interactive approaches (Ambarwati & Wibowo, 2018). The established learning approaches have acquired some positive responses and triggered the interest in students from spending them while studying.
The response is usually shown with a positive or negative impact (Kusuma & Aisyah, 2012;Hidayati & Muhammad, 2013;Sari, et al., 2018;Sari & Putri, 2020;Sundari, et al., 2020). Tahki (2014) classified response in three types: cognitive response (a convinced statement, affective response (an affection statement), conative response (a behavior statement). Moreover, Dachimiati (2015) demonstrated that cognitive elements are associated with the information and perception of confidence level; affective elements are related to emotions such as happiness and unhappiness, and conative elements are contributed to objective behaviors. Connected to the development of learning tools, there are some influence able aspects that are useful to measure the eligibility of them, such as format, language, and content (Ami, et al., 2012;Purwanto & Yuliani, 2013;Astuti, et al., 2016;Hilyana, 2017). The response from students is also applicable to measure the compatibility of the tools. According to Hidayati and Muhammad (2013), the response is a measurable reaction produced by somebody in analyzing an object that can generate an attitude. In studying, the response is linked to the stimulus, where it is simply a reaction or impulse against the designated stimulus (Nahar, 2016). In this research, to access the limited research and discussion, it is necessarily developed the picture storybook through a module in the Human Excretion System as a learning material for students to expose and facilitate their thinking. Apart of containing the chapter, the book is also applicable informative with regard to cystitis or urinary tract infection (UTI) (inflammation of the bladder) incidences from January to July 2018 admitted in Medical Clinic of Tambelan Sampit and Medical Clinic of Kampung Dalam in Eastern Pontianak, West Kalimantan, Indonesia. So, the purpose of this study is to investigate students' responses to the picture storybook as a part of the teaching material which can facilitate students' thinking.

Methods
This study used the quantitative research with a descriptive approach (Cohen, et al., 2007). This research was used by the Research and Development (R & D) adopted and adapted from Gall, et al., (1983). These methods comprised of introduction, planning, development of initial products, initial field trial, revision on the main products, mainly field trials, and revision on the operational products. Through the purposive sampling technique, it was decided that used to three secondary school level around Pontianak namely, SMP Negeri 4 Pontianak, SMP Negeri 8 Pontianak, and SMP Haruniyah Pontianak as a research sites for the subject collections in the determination of the student's response. Subjects in this study were students in grade 8 who had been educated with an excretion system with a total number of three students in each school for the initial field trials; while there were 12 students from each school for the main field trials. Instruments used in this study were a validation paper and a student response form. To identify the validity of contents, this picture storybook was validated by two validator experts. Then, it was measurably calculated using the formula of Gregory (Gregory, 2011).

Information:
A: Both juries disagreed B: Jury I agreed; Jury II disagreed C: Jury 1 disagreed; jury II agreed D: Both juries agreed From the results analysis of the content validity obtained, the assessment of criteria on the content validity was then continued to carry out (Amir, et al., 2015). The evaluation of the response form was conducted to determine the student's response referring to Riduwan' technique (2010). Each item response is scored with a value of one assigned to strongly disagree, all the way to five for strongly agree through Likerttype scale' Enochs and Riggs (1990). The positive scores encompassed score 5 (Strongly Agree), 4 (Agree), 3 (Neutral), 2 (Disagree) and 1 (Strongly Disagree); the negative scores comprised to 1 (Strongly Agree), 2 (Agree), 3 (Neutral), 4 (Disagree) and 5 (Strongly Disagree). Then, scores obtained from each statement were calculated using the formula.

Interval =
Statement score the higest statement score x 100% Based on the interval scores obtained from each statement, the criteria of interpretation of response scores was subsequently assessed by Riduwan' formula (2010).

Results and Discussion
This picture storybook contained a chapter of excretion system in human for students in grade 8. It also covered some information regarding an inflammation of bladder, cystitis. Besides that, it also provided the data of patients with cystitis who had been admitted to Medical Clinics located in Tambelan Sampit and Kampung Dalam in Eastern Pontianak. This book was organized with a hope of providing real pictures about some incidences of a disease infecting human's organs, Cystitis.

The Results of Expert Validator's Assessment
The eligible instrument can be legitimately valid when it was confirmedly proven. The validity itself is a fundamental compartment used in marking scores in tools. It can be identified by some expert validators. According to Panjaitan, et al., (2016) (2021); Panjaitan, et al. (2021), it was necessarily required to perform validation to justify an eligibility or validity of items. According to the average scores of the content validity, this picture storybook was eligible for education in schools. The assessed aspects by two expert validators consisted of format, language and content. The results of the eligibility assessment of this picture storybook as a learning tool in excretion system were shown on Table 3.

Student's Response to the Picture Storybook
After doing some revisions based on the suggestions obtained from validators, it was then subsequently performed a field trial. The field trials were conducted in two steps: the initial field trial and the main field trial; where this field trial aimed to determine responses from students against this picture storybook that has been currently developed. The results of analysis of the response forms in the field trial were shown on Table 4. Entirely, the response of students regarding this picture storybook both in initial field trials and main field trials were positive.

The Results of Expert Validator's Assessment
The aspects of format have consisted of four criteria with the total score of content validity (1.00) which can be identified as very high categories of the picture storybook was systematically comprised. As stated by Atmaja, et al. (2021) ;Panjaitan, et al. (2021);Sariani, et al. (2017) ;Panjaitan, et al. (2016), it was supposedly designed in a systematic way in order to achieve a better and effective learning process. Zain, et al. (2013) also exhibited that the modules in a learning tool provided in a plot of stories should be systematically prearranged (Figure 1a). Previous studied by Suryaman (2006) had exhibited that the modules should be systematically provided and should concern on an easy access in comprehending lessons for students. In addition, Atmaja, et al. (2021) ;Linda, et al. (2021) ;Panjaitan, et al.(2021) ;Irwandi, et al. (2019) stated that writing should use simple, concise, concise language, the text must be according to the level of education, the ideas conveyed must be in order, sentences should lead to understanding, and the sentences used must be clear and convincing. Alfian & Maryani (2020) stated that beside materials book is also completed with several features which is comfortable in the eyes. In this research, the picture in the storybook also should pay more attention on types, sizes and font colors used (Figure 1b). According to Panjaitan, et al. (2021) ;Effendy, e al. (2013), in order to present a good picture storybook types and sizes of font used were necessarily varied to prevent from the monotone impacts. The selection of types and sizes of font was also necessarily considered over the font clarity (Fadli, et al., 2017). Besides, the clarity of pictures displayed was necessarily essential. The clear images with attractive colors can increasingly motivate students to study more (Afnida, et al., 2016). On this picture storybook, the proposed images were placed on the same page to make student easy in understanding the contents (Herawati & Istiana, 2021;Effendy, et al., 2013;Nurhaida, et al., 2007). At the end of its sub-chapters, this book also provided some questionnaires arranged accordingly to the story plots presented. Overall, from the results of validation on the format, the validators suggested to modify some un-proportionally and imprecisely pictures as well as to add more answer keys at the last page of the modules. The aspects of content were consisted of seven criteria with the total score of content validity (1.00) which can be identified as very high categories. This showed that the presented modules in the picture storybook were suitable for the syllabus of Indonesian Curriculum 2013 for the basic competency, indicators and teaching objectives. Correspondingly demonstrated by Zuhrowati, et al. (2018); Triyogantara and Juli (2017) ;Panjaitan, et al. (2016);Panjaitan, et al. (2019) described that the development of a learning tool, the presented modules should competently refers to the core competency (KI) and basic competency (KD) on the existing syllabus. Apart of that, the correspondence between images and story plots in the picture storybooks should be maintained in order to make students easily comprehend the provided segments of modules ( Figure 2a (2009) emphasised that the pictures and fonts in the books should be similarly connected as to creating a good story. However, the most concerned element was where the story plots accordingly follow straight to the currently existing teachings. According to Agatha, et al. (2017);Panjaitan, et al. (2016), Alfian & Maryani (2020) the story plots were supposedly set in order and in a simple way, however this must remain fit accordingly to the area of materials delivered to helping students understanding them well. Referring to Yatno, et al. (2015); Zain, et al. (2013) that the materials provided in storylines can progressively encourage students to reading books.
The utilisation of picture storybooks was feasibly beneficial to promote students in comprehending modules, as to why this book was fully designed with the most attractive presentations. As suggested by Effendy, et al. (2013), it was much better to exhibit pictures and stories related to daily life events, where the images can represent a description of abstract-related features and to clarify the elaboration of taught modules (Wahyuningsih, 2011). This was proven by Ribuati (2017) that the use of a picture storybook can elevate the student's understanding which result in student's outcomes. This developed picture storybook can increasingly trigger the curiosity of students to find more understanding of a segment in modules because this book included some informative and real materials associated to cystitis prevalence and the data of total patients with cystitis in Tambelan Sampit and Kampung Dalam in Eastern Pontianak (Figure 2b). As indicated by Marlinasari, et al. (2018), the student's curiosity appeared when they found attracting things surrounding them, then they would be inspiringly motivated to discover, explore and learn new things.
This picture storybook has been significantly providing a complete segment in excretion system, in accordance to the scope of existing modules for students in grade 8. Corresponding to Panjaitan, et al. (2016), the proposed modules were supposedly presented in a complete, accurate, systematics and short way. Suryaman (2006) also suggested that the proposed modules should be completely well-designed as to promoting students an effective problem solving. Moreover, this picture storybook had been completely enclosed with some questionnaires in accordance to the teaching's objectives. Overall, refereeing to the results of the content validity, the validators recommended to add some pictures and concept maps in order to have a more systematically look in the presented modules.  The aspect of language was consisted of one criterion only with a total score of the content validity (1.00) which can be identified as very high categories. The presentation of this picture storybook had been carefully considered to have an easily understandable language. Puspita, et al. (2018); Agatha, et al. (2017) ;Yatno, et al. (2015); Zain, et al. (2013) recommended to apply a simple and communicative daily-used language in the picture storybook, so the students can easily absorb the modules. Overall, from the results of the language validation obtained, the validator experts recommended to modify some words that are inaccurate and can cause ambiguous.

Student's Response to the Picture Storybook
Responding of the reaction appeared in somebody while analyzing something using their sense as a result of an attitude (Hidayati & Muhammad, 2013;Irwandi, et al., 2019: Alfian & Maryani, 2020Sari & Putri, 2020;Sundari, et al., 2020). Referring to Yatno, et al. (2015); Zain, et al. (2013) that the materials provided in storylines can progressively encourage students to reading books. As a classified into three types: cognitive, affective, and conative aspects (Kusuma & Aisyah, 2012;Hidayati & Muhammad, 2013;Sari, et al., 2018). In the current study, it was found that responses from students in cognitive dimension both for the initial and main field trials were 84.57% and 84.88%, respectively. The cognitive dimension was measured by using three indicators: the ease of understanding the content of a picture storybook; the appropriate display of images and text; the clarity of modules presented in storylines. An indicator of ease in understanding the content of a picture storybook was related to sentences presented; and the results of this study showed that the words used in this book were easy to understand for students in grade 8. Linda, et al. (2021);Agatha, et al. (2017);Yatno, et al. (2015) revealed that communicative language was more necessarily used in a learning tool to benefit student understanding modules. Also, Irwandi, et al. (2019) stated that the use of appropriate, clear, easy to understand and communicative language. The selection or use of such language helps accelerate the delivery and mastery of teaching material by students. Besides, the storyline presented must involve examples of daily life with illustrations to make students comprehend the meaning of them (Yatno, et al., 2015;Zain, et al., 2013). The results of the assessment in an indicator of appropriate displays of images and text demonstrated that this picture storybook had been carefully considered to have an integrated story plot. Not only that, in order to encourage students in reading and absorbing the contents this book also should notice on harmony of the position of images and text (Effendy, et al., 2003;Nurgiyantoro, 2005). The position of images in a script played an essential role to clarify the content of scripts (Damopolii, 2018;Sitepu, 2005) and to elaborate an abstract feature (Effendy et al., 2003). The assessment of a content clarity indicated that the presented story plots have complied and were simple; where it was assumed that it can beneficially help students to easily recognize the modules. Apart of presenting modules through storylines, this book also provided a summary at every end of sub-chapters. This summary aimed to the scripts arranged in order and to help students identifying the essence of modules presented.
The students' responses on the affective dimension consisted of three indicators: curiosity, motivation, and interests. The assessment results of both initial and main field trials were 89.38% and 87.25%, respectively. This result meaningfully showed that this picture storybook can trigger curiosity, motivate and attract students. Marlinasari, et al. (2018) stated that a print media accessible in storybooks should display attractive pictures, harmonic colors as well as a good feature in order to induce curiosity in students over the modules read. Besides that, story plots in a picture storybook arranged systematically according to daily incidents in life may also bring curiosity in students as if they experienced that events by themselves (Yatno, et al., 2015;Zain, et al., 2013). Afterward, the assessment of the motivational indicators exhibited that this assessment was mostly related to the enthusiasm and interest in student learning. Motivation in students can be raised by something interesting. Moreover, Zuhrowati, et al. (2018) ;Yatno, et al. (2015); Zain, et al. (2013); Anggara, et al. (2014) revealed that the picture storybook can increase student's motivation and interest in reading (Zuhrowati, et al., 2018;Afnida, et al., 2016) as well as student's activity in learning (Adipta, et al., 2016;Faizah, 2009). The results of the assessment on the indicator of interests exhibited that the displayed colourful images on every pages and storylines with daily living illustrations can fetch students interested in reading. Also, Zuhrowati, et al. (2018);Yatno, et al. (2015); Zain, et al. (2013) indicated that students were more interested in books packaged with attracting images and colors as well as containing daily life events.
The results of the assessment on the conative dimension had percentages at 89.46% and 89.03% for initial and main field trials, respectively. The conative dimension measured the student's response against two indicators: tendency to re-read and tendency to apply the knowledge in daily life. The results of the assessment on indicators of a tendency to re-read indicated the presence of student interest in reading again the books; and the tendency indicators applied in everyday life exhibited a positive response from students. This student's response suggested that this picture storybook containing everyday life with images and stories can be beneficial for students in appliance of daily life events, primarily related to the maintenance of excretion organs. Nurhaida, et al. (2007) stated that images can make an effective appeal, both increase and decrease in attitude. In line with that Anggara, et al. (2014) pointed that images on the books can stimulate and develop imagination in students; and to help engage with the positive vibes from the stories in the books. The students whose positive responses meaningfully indicated that they had become more enthusiastic to know on how to maintain the health of excretion system and to apply the insights in daily life.

Conclusion
This picture storybook with a chapter of excretion system in human is eligibly used and recommended as a learning tool in schools, in which received a positive response from students. Furthermore, this picture storybook is encouragingly suggested to be applied in the learning process in order to understand its effects on the student leaning outcomes.