Community Empowerment through Educational Media for Early

Learners in Ex-red Light District

Putri Dwitasari, Nurina Orta Darmawati, Senja Aprela Agustin,

Rabendra Yudistira Alamin, Didit Prasetyo

epartment of Visual Communication Design, Institut Teknologi Surabaya 10 Nopember, Surabaya, Jawa Timur, Indonesia

Keywords: Community empowerment, interactive learning media, Kapuas alternative schools.

Abstract: The Kapuas School (Sekolah Kapuas) in Putat Jaya, Surabaya, has a strong potential to develop and provide

alternative education for needy people in ex-red light district formerly known bas Dolly. With the number of

60 students, the facilities owned are unable to serve their learning needs. In addition, students find it difficult

to understand the lessons taught in the classroom, due to the methods and media used in the learning process

that still using conventional and makeshift systems. Even though this school is for economically poor children,

the education quality should be as close as formal school in general, namely the equality of basic learning

media. Community empowerment in Dolly, trough the education for children, must be done. The use of

conventional media such as book is still a favorite of teachers as a means of delivering material, but can cause

those students feel unmotivated to learn. Therefore, the need for an interactive learning media that can

stimulate students to learn and can be effective for many audiences is risen. In education, the use of interactive

learning media has been widely used. Hopefully that this media will be able to meet the needs of the Kapuas

school, improving the quality of teaching and learning process, and learning outcomes in general.

1 INTRODUCTION

The Kapuas alternative school is a free school for

underprivileged children in Putat Jaya village, Dolly.

The school founded by Khoiriyah, a local resident

from Dolly neighbour who saw that many kids in her

area who do not get the opportunity to go to school.

She then make her residence a place to replace school.

With various efforts this school began with

independent costs in 2004, until now it has 100

students aged 5 to 12 years. The education provided

is reading, writing, arithmetic, Islamic religious

education such as reciting (TPQ), and creative

education for students. The Kapuas School currently

has six teachers, and is managed based on financial

assistance from donors. In 2016 the school received

assistance for building small library and minor

building refinement, where the school has a school

building with 3 floors. Every year the number of

school dropouts in the Putat Jaya area is increasing,

but due to the limitations, students are given training

in science with makeshift learning media according to

their contributions.

Kapuas schools need social design to bridge the

learning facilities that they have obtained with the

increasing number of students. This effectiveness is

needed to help their learning. Social design is a design

approach for the benefit of the society, not the interest

of creating something new, but rather to improve

things that are urgent and necessary, or improve the

existing systems. Social design is essentially a way to

improve people's welfare through design outcomes.

The use of media has an important role in the

learning process in this alternative school, because

learning media can act as a tool that helps convey

messages to students more effective. Learning media

itself is a resource that students can take great

advantages of. In general, learning media has a

purpose to clarify the delivery of messages so that

they are not always verbal and able to overcome the

limitations of space, time, and sense power, just as

objects that are too large can be substituted with

images or models, expanded ideas can be accessed

easily in representative images. This can be applied to

educational-based interactive learning media

(edutoys). Edu-toys are educational toys for

children's development, so children can learn while

302

Dwitasari, P., Darmawati, N., Agustin, S., Alamin, R. and Prasetyo, D.

Community Empowerment through Educational Media for Early Learners in Ex-red Light District.

DOI: 10.5220/0008763803020307

In Proceedings of the 1st International Conference on Interdisciplinary Arts and Humanities (ICONARTIES 2019), pages 302-307

ISBN: 978-989-758-450-3

playing. Edu-toys actually a fun but effective way of

learning especially for children.

Figure 1: Condition of the Kapuas alternative school in

Putat Jaya Village

Figure 2: The atmosphere of the Kapuas alternative school

in Putat Jaya Village

The Kapuas school rely on books from the library

as it main learning tool. With the number of students

reaching 100 pupils today, the facility is unable to

meet student’s learning needs. In addition, students

have difficulty learning in class, due to the methods

and media used in the learning process using

conventional and temporary systems. From the above

considerations, this research plan to create certain

learning media that can accommodate a large number

of students, interactive yet more easily understood for

children. There are going to be two medias designed

to suit their curriculums.

Based on the background described above, the

main problem formulated in this study, is how to

design learning media for Kapuas schools as

disadvantaged schools in the region affected by the

selection of Dolly localization?.

Be advised that papers in a technically unsuitable

form will be returned for retyping. After returned the

manuscript must be appropriately modified.

2 METHODS AND LITERATURE

STUDY

2.1 Strategy

 Data collection and preliminary studies

(Condition of the Kapuas alternative school).

 Analysis of other existing non-profit schools.

 Strategic observation and interviews with

shareholders, such as in-depth interviews with

alternative schools.

 Library studies that study with learning media

specifically for interactive learning media

 Media design methods and processes

 Content

 Design concepts and design alternatives

 Initial design and analysis

 Design implementation

 Prototype

 Prototype evaluation

2.2 Activity Plan

 Collecting data about the alternative schools of

Kapuas, Putat Jaya Village

 Interviews with speakers, students,

surrounding communities, Putat Jaya Village

as protectors

 Comparative study of other alternative school

learning media

 Mapping potential and design concepts.

 Data analysis

 Start planning, designing, developing designs

and implementing the required media.

 Design implementation

 Evaluation

 Conclusion

2.3 Learning Media

Learning media is a tool that is used by teachers so

that learning activities take place effectively.

Sadiman (2012) Media is anything that can be used to

channel messages from senders to recipients so that

they can stimulate students' thoughts, feelings,

concerns and interests and concerns in such a way that

the learning process takes place. According to Briggs

(in Sadiman 2012) argues that media are all physical

tools that can present messages and stimulate students

to learn. Based on some of the opinions of the experts

above, the researchers concluded that learning media

is a tool used by teachers to support the success of the

Community Empowerment through Educational Media for Early Learners in Ex-red Light District

303

learning process and stimulate students to be

passionate about learning.

2.4 Types of Learning Media

Media includes all learning resources needed by

students to increase student activity in the learning

process. Learning media have many types, which can

be used according to the needs of the teacher and are

needed when learning activities take place. Rudi &

Breatz (in Trianto 2010: 201) classifies media into

seven components of the media, namely: a) audio

visual motion media, b) silent audio visual media, c)

semi-motion audio media, d) visual motion media, e)

visual media silent, f) audio media, and g) print

media.

Based on the opinions of the experts above, the

researchers concluded that the types of media that can

be applied in learning in the classroom are very

diverse. The teacher can use the media according to

his needs. In this case the researcher uses visual

media that is devoted to graphic media in the

cooperative model of thinking think pair share.

Because graphic media are considered able to activate

student learning activities in thematic learning

2.5 Eksisting

(a) (b) (c)

Figure 3: Studi Eksisting (a) Marbel Flashcard, (b)

Watermelon Math Center, (c) Pizza Preschool Counting

Activity

The following are products that support numbers

recognition and counting activities for children,

which consist of Marbel Flashcard, Pizza Preschool

Counting Activity, and Watermelon Math Center.

Marbel Flashcard is one of the developers of

interactive media for children in Indonesia, one of

which is the flashcard media. Like a flashcard in

general, Marbel Flashcard displays the numbers and

the supporting images behind them. Visuals on the

card are presented in cartoon form with colorfull

color tones made with vector techniques. Marbel

Flashcard is mass produced by printing.

While the other two are more directed at

handmade and the presentation is made simpler. In

Pizza Preschool Counting Activity and Watermelon

Math Center, the interactive impression is more

pronounced. Children as users can carry out motor

and cognitive activities when matching objects with

other objects.

3 DISCUSSION

3.1 Design Concept Media Calculates

the Panka

Based on the results of interviews, literature studies,

and previous media studies, the learning media made

by designers as a form of designer responsibility is in

the form of educational games (edutoys) by raising

basic numerical material for paud children. Edutoys

counting is not only a media that can help paud

educators in delivering numeric material to children,

but also creates interaction between educators and

their students. In addition, sticking activities are one

form of children's motor activities that can be added

to the edutoys.

Communication objectives.

 creating board games: edutoys for pre-school

children using materials and techniques that are

more concise and easy to use.

 creating edutoys board for paud children

involving their cognitive and motoric sensors.

 providing educational calculating material for

paud students through board games: edutoys,

so learning becomes fun.

 growing interaction between teaching staff and

paud students.

Verbal Strategy

The language used in supporting this media is by

using informal language, because the intended target

is that children will more easily absorb information

by using non-formal language to be relaxed and

friendly.

Visual Strategy Color

Mood that wants to be aimed at this game media,

leads to colorful colors and nuances in order to

increase children's power. Because colorful

combination colors are very related to children

games. The combination of elements is supported by

graphic elements of objects depicted by vector

techniques.

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

304

Figure 4 : Creative Color Scheme: Colorfull

Visual Strategy Typesetting

Fonts that are suitable for children's

characteristics are fonts that have a form of

handwriting. This type of font has the impression of

being flexible, dynamic, fun, and funny. The font

category used is fancy cartoon. The typeface used is

Chubby Gothic (for titles and taglines) and Folk-

Heavy (for numbers).

Magnetic Board for Learning Numbers

Figure 5 : edutoys: PANKA – Si Papan Angka

Figure 6 : Magnet design

Material and Media:

1. The Leaderboard uses rectangular formations

horizontally. The board is made of yellow board,

which is coated with bontax stickers that contain

visual figures. Behind the layer there is a magnetic

plate as a magnetic base, where the Circle Magnetic

Stickers are attached

2. Magnetic Stickers Circles made from efafoam

(ati foam) are cut in a circle and above them are

bontax stickers containing different amounts of

objects. Behind the efafoam, a magnet is attached.

Game Technique

Learners count the number of objects on a Circle

Magnetic Sticker. Students attach it to the board on

the side that shows the number that is equal to the

number of objects on the Circle Magnetic Sticker.

Mascot Design

A game media needs a mascot so the game looks

more interactive. Dogs are chosen as mascots because

dogs are one of the animals that are good at counting.

Figure 7 : maskot edutoys: PANKA – Si Papan Angka

Community Empowerment through Educational Media for Early Learners in Ex-red Light District

305

Desain Logo

Figure 8: Edutoys logo : PANKA – Si Papan Angka.

3.2 Design Concept Interactive Book

“ALKISAH”

Based on the results of interviews with stakeholder,

children in Kapuas schools need religious education

media that can help educators to deliver religious-

themed to students with content that is in accordance

with the target so as to create interaction between

educators and their students through the concept of

interactive. This illustrated book was made to

increase children's interest in the Kapuas school to

learn more about religion, especially the story of the

Prophet.

Visual strategy

These stories show the greatness of Allah SWT. The

page will be made with layers of flip-flop systems

with square specifications with a size of 21 cm x 21

cm. Visuals from books use pastel colors and

formations which are partially implemented from the

moodboard that has been compiled.

Story Development Story criteria:

Stories contain elements in the verses of the

Al-Qur’an

Stories contain elements that can educate and

motivate children

The story does not contain violence

Prophet Sulaiman and Bird Hud-Hud written in

Surat An-Naml (20-44). In the Letter it is told about

Prophet Solomon with all the might and advantages

given by Allah SWT. Prophet Solomon was a great

king, now the kingdom is located in the land of

Palestine. Until now, Israeli Jews are still searching

for where the palace (Solomon Temple) is located,

and they believe that the palace is located on the land

where the Al-Aqsa Mosque is now. This is the reason

why the Jews wanted to tear down the Al-Aqsa

Mosque and reconstruct the site of Solomon's palace.

Visual Concept

Figure 9: keyword

Figure 10 : Color and environtment

Figure 11: Illustration

Name Once taken from the Arabic base "Al-

Qishah" which means "story". The design concept for

the logo Once it was made with Arabic nuances with

Hijaiyah letter elements through the letters while still

having the theme of children

Figure 12 : Logo design “Al-Kisah”

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

306

Figure 13 : Cover design

4 CONCLUSIONS

The Kapuas School has limited learning media

facilities. With the number of students reaching 100

students, these facilities are unable to serve the most

learning needs of students. In addition, students find

it difficult to understand learning in the classroom,

due to the methods and media used in the learning

process using conventional and temporary systems.

Through interactive learning media based on

educational games (edutoys) about the introduction of

numbers and counting and memorizing Hijaiyah

readings and the story of the Prophet, it is expected to

help resolve problems in the Kapuas school. Edutoys

are educational toys for children's development, so

children can learn while playing. Some edutoys are

designed in such a way to provide pleasure for the

children, while accommodate the development and

overcoming the child’s passivity because this

medium allow children to interact directly.

Furthermore, the use of this media as a new learning

approach media in the Kapuas school will enhance

the credibility of the Kapuas school as one of the

alternative school for underprivileged children in ex-

red light district area, because all children have equal

right to education in order to improve the quality of

their future.

REFERENCES

Arsyad, azhar. 2011. Media Pembelajaran. Jakarta:

Rajawali Pers

Sadiman, dkk. 2012. Media Pendidikan: Pengertian,

Pengembangan, dan Pemanfaatannya. Depok:

Rajawali Pers.

Trianto. 2010. Mengembangkan Model Pembelajaran

Tematik. Jakarta: PT Prestasi Pustaka

https://id.pinterest.com/pin/681028774878196271/?lp=tre

https://www.childcareland.com/home/watermelon-math-

center.

Community Empowerment through Educational Media for Early Learners in Ex-red Light District

307