Child-friendly Media-based Lift the Flap Storybook: Study from a

Mathematical Problem-solving Ability Perspective

Maskur

, Pratiwi Pujiastuti

and Kus Eddy Sartono

Graduate Program of Primary Education, Yogyakarta State University, Jl. Colombo No.1, Caturtunggal, Special Region

of Yogyakarta, Indonesia

Graduate Program of Primary Education, Yogyakarta State University, Special Region of Yogyakarta, Indonesia

Keywords: Lift the Flap Storybook, Child-friendly, Problem Solving Abilities.

Abstract: This study aims to analyze the need of the child-friendly media-based lift the flapping storybook for

elementary students grades four by their ability to solve Mathematical problems. The sample of this survey

study consists of 78 grades four elementary students and three teachers in Patuk – Gunung Kidul sub-district,

Yogyakarta-Indonesia that randomly chosen (random sampling). Furthermore, interviews, observations, and

questionnaire were used as data collection methods. Data analysis techniques in this study is a descriptive

qualitative. Surveys were given to 78 elementary students from grade 4 to analyze the need of the child-

friendly media-based lift the flap storybook for elementary student grades 4th by their ability to solve

Mathematical problems. Observations were conducted to find out the use of instructional media in the

classroom whereas interviews were conducted on nine students and three teachers who were representatives

of each school to find out in more details about the availability of instructional media in the school and how

they responded if the child-friendly media-based lift the flapping storybook was used in learning mathematics

in the classroom. The data showed that both teachers and students require the child-friendly media-based

lifting the flapping storybooks to support learning and teaching process.

1 INTRODUCTION

Children are created by the Almighty God with full of

potency that needs to be developed for their future.

Based on the Law on the National Education System

No. 20/2003 article (3), the potency brought by

children can be developed through education thus the

quality of learning process needs to continuously be

improved. Moreover, based on the Minister of

Education and Culture decree no. 103/2014 article 2,

paragraph 1, learning and teaching process should be

able to improve problem-solving skills thus student

self-reliance might be motivated and enhanced.

However, it is very different from the condition of

students in school. The fourth graders in some schools

in Patuk sub-district, Gunung Kidul are still

experiencing difficulties in Mathematical-based

problem solving because of the students’ low

problem-solving ability.

Problems are conditions appearing to individuals

that need an alternative answer (Krulik and

Posmentier, 2009). A sufficient problem-solving skill

is essential for student to solve their encountered

problems. Problem-solving skills are the ability

owned by students to systematically solve problems

by using a variety of problem-solving alternatives

(Ruseffendi, 2006; Yasin, Halim and Ishar, 2012).

Primary school students with good problem-solving

skills might be able to improve their potency and will

be able to analyze any mathematical problems both in

the classroom and outside the learning activities

(Kesumawati, 2009).

The Minister of Education and Culture decree no.

103/2014 article 2 paragraph 2 states that appropriate

instructional media in accordance with the

characteristics of elementary school students are

essential to achieve learning objectives. According to

Piaget, there are four stages in the development of

children's cognition: motor sensory stage,

preoperative stage, concrete operation stage, and

formal operation stage. The fourth graders of

elementary school are at the concrete operation stage.

It means that they are still experiencing difficulties in

thinking abstract.

Children at this stage still think practically,

fixated on reality, and only able to understand or

Maskur, ., Pujiastuti, P. and Sartono, K.

Child-friendly Media-based Lift the Flap Storybook: Study from a Mathematical Problem-solving Ability Perspective.

DOI: 10.5220/0008518101230130

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 123-130

ISBN: 978-989-758-407-7

123

deduce something that is right in front of them (Crain,

2004). Hence, students need learning media to more

easily understand the learning materials delivered by

the teacher, especially in abstract Mathematics

subjects (Heruman, 2013; Susanto, 2014).

Furthermore, mathematics is an organized thinking

science that allows students to think deductively

(Wubbels et al., 1997).

The Department for Education and Employment

contrary claim that mathematics encompasses

numerous aspects of human life such as science and

technology, medical, economics, government, and

general policy determination (Haylock and Thangata,

2007). MoNE curriculum (2004) stated that the

standard of mathematics competency that essential

for elementary students after they learn mathematics

is to understand their surroundings, able to compete,

and success in life.

The sufficient instructional media with the

characteristics of elementary school students is

intended for effective and efficient learning process

(Falahudin, 2014). The use of instructional media to

help the process of learning activities in schools is

caused because the learning media has a variety of

functions, namely making concrete abstract concepts,

presenting objects that are too dangerous and difficult

to get into the learning environment, displays objects

that are too large / small, showing the movement

which is too fast / slow when using regular eyes

(Susilana and Riyana, 2009). The selection of good

learning media should consider the characteristics of

the selected media. There are 7 characteristics of good

learning media are: (1) clear and neat; (2) clean and

attractive; (3) in accordance with the objectives; (4)

relevant to the topic being taught; (5) according to the

learning objectives; (6) practical, flexible and

durable; and (7) good quality (Asyhar, 2012).

In addition to the characteristics possessed by the

learning media, the use of learning media depends on

the type of learning media to be selected. Broadly

speaking, the types of learning media is divided into

3 parts, namely (1) audio media; (2) visual media; (3)

audio visual media (Sadiman et al., 2012). Selection

of the type of learning media should be tailored to the

place, time and learning objectives.

One type of visual learning media that is often

used in school is the book. Based on the previous

explanation, the book has many advantages

(practical, flexible and durable). Thus, book is chosen

as a learning medium in schools. A good book is a

book that can attract students to learn by providing

stories and images that appropriate to student

characteristics (Kelemen et al., 2014). In addition,

books used in learning activities need to consider

aspects of hospitality to children in terms of materials,

stories, learning activities and physical form of the

book. Thus, children's rights in school can be

facilitated based on the Constitution of the Republic

of Indonesia 1945 article 28C and the Regulation of

the Minister of Women Empowerment and Child

Protection of the Republic of Indonesia Number

8/2004 on Child Friendly School Policy, which

includes non-discrimination, non-violence,

prohibition to hurt the feelings of fellow students, and

the integration of the environment in the learning

process. However, there are still many textbooks used

in several schools in the Patuk sub-district tend to

ignore the aspect of hospitality towards children in

both materials and learning. Moreover, there are

several books that do not fit the characteristics of

elementary students such as containing divorce

issues.

The lack of using the stories and pictures in math

books currently used in elementary schools causes

students to often experience difficulties in

understanding the mathematics material contained in

them, even though the use of pictorial stories is very

necessary to clarify the material to be conveyed. This

is in accordance with the findings of several studies

that show that the subject matter presented in the form

of stories will be easier to be understood by students

(Colwel, 2013; Mourao, 2016). This is what underlies

the idea of developing lift the Flap storybook based

on this child friendly storybook. With the

combination of pictorial stories contained in this

book, it is expected that the mathematics material that

has been felt difficult to understand by elementary

school students has become easier. Lift the flap

storybook was chosen because it has several

advantages such as the presence of illustrated stories

that can be opened and closed again (Lukkens, 1999;

Huck et al., 1987).

In addition to the lack of using more illustrated

stories, the questions contained in the mathematics

book that have been used so far are also not based on

problems, so students are not accustomed to solving

problem-based questions using appropriate problem-

solving steps. This causes the low problem-solving

ability of elementary school students in mathematics

which is one of the cognitive aspects that is very

important to be improved. The low cognitive abilities

of students can be seen from the results of the 2015

Program for International Students Assessment

(PISA) which shows that Indonesian students are

ranked 69 out of 72 countries participating in the test.

In addition, from the results of the Trends of the

International Mathematics and Science Study

(TIMSS) in 2015, the achievement of Indonesian

ICMIs 2018 - International Conference on Mathematics and Islam

124

students in the fields of mathematics and science was

ranked 36th out of 49 countries. Therefore, the

development of learning media that presents

problem-based problems such as in lift the Flap

storybook is very necessary so that students'

mathematics problem solving abilities can be

improved. Another advantage possessed by lift the

flap storybook is that it explains mathematical

material using daily stories experienced by children.

The stories presented in this book are child-

friendly. It can be seen from the interaction between

the characters in the story and the learning activities

(Cream, 2006; Kustawan, 2013). This book consists

of two namely intrinsic elements and extrinsic

elements. The intrinsic element consists of theme,

characterization, storyline, background, point of

view, moral and stile and tone, whereas the extrinsic

element consists of the author's identity and the social

condition of the society used as the background of the

story (Nurgiyantoro, 2016). The folds contained in

this book might surprise students as they contain

important information of learning material and might

cause students to be interested in reopening other

folds in the book. That is why the current research is

conducted with the objective of knowing the

responses and opinions of the teachers and students

when lift the flap child friendly storybook is used in

the process of mathematics learning taken from the

ability of solving students’ mathematics problems.

2 METHODS

This research is a preliminary study in development

research. The sample of this survey study consists of

78 elementary grade IV students and three teachers in

Patuk sub-district that randomly chosen from three

different elementary schools namely SDN Patuk 1,

SDN Bunder 1, and SDN Pengkok. Determination of

research subjects are conducted by purposive

sampling. The selection of research subjects based on

equality covering the application of the curriculum,

the status of public schools, accreditation status, the

number of students of the fourth-grade and the

availability of facilities and infrastructure of learning

support. This research was conducted in April to Mei

2018. The data collection methods used in this study

was interviews, observations, and questionnaires.

Data analysis techniques in this study include

descriptive qualitative.

Interviews were conducted by three teachers and

nine fourth graders primary school who had high,

medium and low ability to represent the schools in

Patuk, Gunung Kidul. The type of interviews was

semi-structural by preparing questions in advance.

Questions can expand depending on the situation and

conditions that exist in the field. The data collection

instrument is interviews guidelines. The interview

consists of teacher interview guidelines and student

interview guidelines. Grid of teacher interview guide

can be seen in table 1.

Table 1: Grid of teacher interview guide.

Indicator

Question no

Classroom learning

process

1,2,3

Learning media

utilization table

4,5,6,7,8,9,10,

Students’ learning

style

12,13,14,15,1

6,17,18,19

Students’ problem-

solving skill in

mathematics

20,21,22,23,

24,25

Child-friendly learning

process

26,27,28,29

Teachers and students’

needs

30,31

Furthermore, the grid of student interview guide

can be seen in table 2.

Table 2: Grid of student interview guide.

Indicator

Question no

Students’ favorite

subjects

1,2

Classroom learning

process

3,4,5,6

Learning media

utilization

7,8,9,10

Obstacles and students’

requirement in leaning

activity

11,12,13,14,

Students’ learning style

16,17,18,19

Students’ multiple

intelligence

20,21,22

Students’ skills in

problem-solving in Math

23,24,25

The books used in

learning

26,27,28,29

The child-friendly-based

lift the flap story book

30,31,32,33,

Child-friendly learning

process

35,36,37,38,

39,40,41

Observations were carried out to the classroom

activities and the school book collections. The author

acts as a nonparticipant observer and used rating scale

in the observation. The data collection instruments

used is the observation guidelines. The grid of

observation guidelines can be seen in table 3.

Child-friendly Media-based Lift the Flap Storybook: Study from a Mathematical Problem-solving Ability Perspective

125

Questionnaires were used to reinforce the data of

students’ needs on the child-friendly media-based

flap storybook lift regarding mathematical problem-

solving abilities. The questionnaires were given to 78

students from grade 4 elementary school at SDN

Patuk 1, SDN Bunder 1, and SDN Pengkok. Relevant

data were recorded and then be analyzed. The grid of

questionnaire guide can be seen in table 4.

Table 3: Grade of observation guidelines.

Indicator

Question no

Classroom learning

process

Learning media

utilization

2,3,4

Students’ ability to solve

mathematical based

problem

Books and other learning

materials in the school

6,7,8

Child-Friendly learning

process

9,10

Table 4: Grid of Questionnaire Guidelines.

Indicator

Question no

Subjects are taught in

school

1,2

Obstacles and students’

requirement in leaning

activity

3,4,5,6

Books are used in learning

activity

7,8

Lift the flap story book

9,10,11,12

Child-Friendly learning

13,14,15

3 RESULT AND DISCUSSIONS

3.1 Interviews

Interviews were conducted with three teachers and

nine fourth graders in a primary school. The

interviews were semi-structural by preparing

questions in advance. Questions can expand

depending on the situation and conditions that exist in

the field. Interviews with teachers and students were

conducted separately. The results of interviews with

three teachers and nine grade 4 elementary students

in Patuk sub-district can be described in each of the

following indicators:

3.1.1 Classroom Learning Process

Interviews with teachers and students indicate that

there are many factors to improve the learning

process in the classroom. Teachers state that students'

activities depend on the basic competencies of the

subject matter being taught. Many students are less

enthusiastic in following the learning activities of

mathematics. Teachers are often disappointed

because the results shown by the students do not

match their expectations. The students stated that they

often feel bored while studying mathematics because

of the math learning that monotonous. Teachers give

too much theory. Students are rarely given the

opportunity to try directly. Teachers should provide

opportunities for students to engage directly in

classroom learning activities so that learning can

work effectively and efficiently. Children should

learn through real-time and immediate experience

(Nutbrown, 2011).

3.1.2 Learning Media Utilization

The three teachers interviewed confessed that they

rarely used the media in teaching mathematics to the

students. The reason given by the teachers is the

media of learning for mathematics are difficult to

obtain in the environment. The lack of IT skills

possessed by teachers becomes one of the inhibiting

factors. Teachers usually ask students to bring their

media, if the media is hard to get, the teachers do not

use the media in the mathematics learning process.

The teacher claims that the rarity of media use in

teaching mathematics is also reinforced by the

statement of the students when interviewed. Such

results in the abstract mathematical material are not

being able to be concretized for students so that math

material is difficult for them. According to Piaget's

theory, fourth graders in elementary school are at a

concrete operational stage in which students have not

been able to think abstractly. Characteristics of

fourth-grade elementary school students who are still

in a concrete operation phase make students need

learning media to easily understand abstract

mathematical material (Heruman, 2013; Susanto,

2014). The students suggested that the book that has

been used during math learning is designed to be

more interesting to the students do not feel bored.

Many unclear images become one of the contributing

factors.

3.1.3 Students’ Learning Style

Grade 4 students in Patuk sub-district have an audio

learning style. The teachers stated that the students

seemed more comfortable to understand the

mathematical material presented by the teacher if the

students read the content themselves. "When students

are assigned, they are quicker to complete the task by

ICMIs 2018 - International Conference on Mathematics and Islam

126

reading it themselves," explained the teacher. The

students interviewed also stated the same thing. Their

memories are stronger when they read on their own.

Teachers often feel confused to present learning

activities in facilitating the student diversity learning

styles.

3.1.4 Students’ Problem-solving Skill in

Mathematics

The results of interviews with teachers and students

indicate that problem-solving skills possessed by

grade 4 students are still relatively weak. Students are

often confused when meeting a different matter with

the teacher's model. One of the contributing factors is

that students have never been trained to do exercises-

based math problems. The exercises contained in

mathematics books that have been used by students

have not been based on the problem. Whereas, the

problem-solving ability is an essential part to be

possessed by the students because by having a proper

problem-solving ability, the students will be able to

increase their potential and ability to analyze every

mathematics problem either in class or outside

learning activities (Kesumawati, 2009). The solution

offered by the teacher of SDN Patuk 1 to deal with

the problem is by training students to do exercises-

based mathematics problems by way of explaining

one by one gradually and guide students slowly.

3.1.5 Child-friendly Learning Process

Teachers have taught some indicators of the

application of child-friendly learning in schools such

as familiarizing students to throw garbage in place

and mutual respect between friends, but the students

still like to disparage each other's work even one of

the students interviewed had been the victim of

bullying done by his friend. Bullying acts are often

done in groups by the students. The most concerning

thing is that teachers perceive bullying as natural

done by elementary school students.

3.1.6 Teachers and Students’ Needs

According to teachers, the most essential thing

required by teachers and students is the availability of

learning media that can improve students'

mathematical problem-solving skills and can provide

a positive influence for the child in behaving that can

be realized through child-friendly learning. Students

can learn about material and social life through

picture books. Therefore, picture storybooks can help

students understand how to interact with others in the

surrounding area (Mitchell, 2003). Learning media

lift the flap storybook based on child-friendly felt to

be able to overcome the problems that have been

faced by the students. The combination of stories and

pictures that can be opened and closed will make

them more motivated to learn math. Students strongly

agree that the child-friendly media-based lift the flap

storybook is used in the learning process of

mathematics in schools.

3.2 Questionnaires

The questionnaire was given to 78 grade-4 students to

reinforce student needs data obtained through

answers from interviews conducted with nine

students and three teachers. The results of the

recapitulation questionnaire can be seen in table 5.

From the result of the above questionnaire,

recapitulation is seen that more than half of the

students who become the sample of research do not

like the math lesson. Students feel that math lessons

are a painful lesson. The difficulties felt by students

on the math problem that is as much as 87% of

students. The challenges experienced by students

were caused by students less accustomed to solving

exercise-based problems in the previous stage. The

mathematics textbooks used by the students have not

been based on problems so that when teachers give

different questions, students feel confused about the

exercise.

The needs of the students in the teaching and

learning process in the classroom from the results of

the questionnaire recapitulation show that 91% of

students need textbooks. These results indicate that

there is still a limited amount of learning media of

books in schools. The 65% of students answered that

the textbooks used in the classroom are limited, only

one book for each student in each subject. The edition

is also still limited to the usual textbooks and has not

followed the development of a picture story that can

be opened and closed in accordance with the fondness

of all students sampled in this study. "The picture was

just black and white, and many were unreadable," the

students said when interviewed. This factor causes

the lack of motivation of students in learning. Though

the use of both images and text accordingly can

clarify the material contained in a book. The purpose

of images and text in a book cannot be separated but

are interconnected with each other in conveying the

message included in a story (Susilaningrum and

Mustadi, 2017).

The results of the distributed questionnaire prove

that the students like the lift the flap book. It is

indicated by the student's answer at point 11 stating

that 100% of students agree if the textbook used in the

Child-friendly Media-based Lift the Flap Storybook: Study from a Mathematical Problem-solving Ability Perspective

127

school has a picture story that can be opened and

closed like lift the flap book. Lift the flap storybook

based on child-friendly is chosen because it has some

advantages such as there is a picture story that can be

opened and closed (Lukkens, 1999; Huck et al.,

1987).

Table 5: Recapitulation of Questionnaire.

Indicator

The percentage of student who choose

What are the most subjects you like?

Mathematics 45%

Besides mathematics 55%

What is the most difficult subject to understand?

Mathematics 53%

Besides mathematics 47%

Why do you difficult to understand the subject? (on

item 2)?

Lack of textbook 5%

The material in the book is

less interesting 8%

The question is too difficult

87%

Difficulty understanding

teacher's explanation 33%

What learning media do you need in the classroom?

Lesson book 91%

Speakers 10%

Picture story book 22%

Props 13%

How is the availability of textbooks for each subject

in your classroom?

Limited (1 65% students’

book)

Quite a lot (2-3 students’

book) 21%

Many (>3 buku/siswa) 14%

What is the most activity you like when studying in

the classroom?

Reading 53%,

Drawing 49%,

writing 21%

Counting 18%

Listen to the story 37%

Others 5%

What books do you use when learning activities in

the classroom?

Regular textbook 50%

Picture textbook 19%

Textbook with picture story

22%

Textbook with picture story

that can be opened and

closed 9%

What is the look and content of textbooks you use

in class?

Not interesting 45%

Interesting enough 10%

Interesting 31%

Very interesting 14%

Have you ever read lift the flap book?

Ever 21%

Never 79%

Do you like to read lift the flap book?

Likes 100%

Dislike 0%

Do you agree if the textbook has a picture story that

can be opened and closed like lift the flap book?

Agree 100%

Disagree 0%

If textbooks are designed like lift the flap storybook,

how often will you read them?

Never 4%

Once a week 19%

Everyday 77%

Is learning in your class fun?

Fun 13%

Not fun 87%

Have you ever heard of child-friendly learning?

Never 95%

Ever 5%

Do you agree if your classroom learning is using

child-friendly picture story books like child-friendly

story-based lift the flap?

Agree 97%

Disagree 3%

The 77% of students will read this book everyday

if it used in the classroom learning activities. In

addition, according to point number 15, the 97% of

the students approved the child-friendly lift the flap

storybook lift is used in classroom learning activities.

If students love this book, then students will be

motivated to follow the learning activities of

mathematics so hopefully will be able to improve

students' math problem-solving skills later.

3.3 Observations

To strengthen the data analysis needs of students,

observations made on the activities of learning in the

classroom. The result of recapitulation from

observation activities in three elementary schools

located in Patuk, Gunung Kidul can be seen in table

Results of the recapitulation (table 6) show that

many indicators are still in the category less. When

learning mathematics takes place, many students look

less enthusiastic follow the learning activities. During

the learning process of mathematics, students are

given less opportunity to try and interact directly.

Learning is overly dominated by the teacher with

material explanations that cause students to appear

bored while studying. Learning media used by

teachers is also limited. Teachers pay less attention to

the characteristics of students when teaching a

material. The learning media used is limited to

textbooks only. Even the images and text contained in

textbooks are much opaque and hard to read. The

ICMIs 2018 - International Conference on Mathematics and Islam

128

number of books is also still insufficient for all

students, so students must use one book together.

When the teacher gives the exercise questions, the

students look hard to answer the question. The ability

of students in solving math problems is still low

especially for question-based problems. Student

difficulties are in the lack of students' ability to

understand the meaning of the problem and to sort the

steps to solve the problem. When they find such a

problem, the students will give up and will not try to

find an alternative solution. According to the

students, they are not accustomed to answering such

questions so that they find it difficult to solve them.

Mathematics book that has been used also have not

presented question-based problem like that.

Table 6: Recapitulation of observation result.

Indicator

Criteria

Enthusiasm students follow the

learning activities

Less

The suitability of instructional media

used by teachers with characteristics

of 4th grade elementary school

students

Less

The spirit of students follows the

learning activities with the media used

by teachers

Less

The media capabilities used by

teachers help students understand

mathematics

Less

Student-problem solving abilities

Less

Collection and state of the books

owned by the school

Less

Exercise in math book based on

problem

Less

The child-friendly aspect of the book

used in school

Less

Application of child-friendly learning

in the classroom

Enough

Students respect each other

Enough

Some indicators of child-friendly learning have

begun to be implemented by teachers in schools even

though the school has not been designated a school in

the implementation of child-friendly schools in the

district of Patuk, Gunung Kidul. Some indicators of

child-friendly learning that have been applied by

teachers are habituation to have a high tolerance and

mutual respect among students, become friends for

students and nurture students' care attitude towards

the environment by removing waste in place. The

habituation of child-friendly attitudes that have been

taught should also be supported by the learning media

used in schools through learning materials that

present child-friendly content in it such as the child-

friendly flap-based story-lift media that will be

developed.

This medium is chosen because it has several

advantages: (1) easy to carry and durable (Asyhar,

2012); (2) capable to make abstract math lessons

more concrete (Susilana and Riyana, 2009); (3) child-

friendly content in terms of story and interaction

between characters able to facilitate children to obtain

their rights in school in accordance with article 28C

of the 1945 Constitution and Ministerial Regulation 8

Year 2014 on Child Friendly School Policy so that the

noble values that have been taught by the school can

be firmly attached to the student's daily life; (4) open

and closed images able to improve the motor aspects

of the child (Lukkens, 1999; Huck et al., 1987); (5)

The folds contained in this book may surprise

students as they provide essential information from

the material presented in the book so that students will

be interested in reopening the other folds in this book.

4 CONCLUSIONS

Based on the results of interviews with teachers and

students it is known that the use of instructional media

in schools is still less. The lack of IT skills possessed

by the teachers and the difficulty of finding

mathematical learning media in the surrounding

environment is one of the inhibiting factors so that the

abstract mathematical material is difficult to

understand by the 4th graders still in the concrete

operational phase. The results of observation on

learning activities reinforce previous findings. When

the lesson takes place, the students look

unenthusiastic in following the learning activities in

the class. The teacher dominates learning explains the

learning material without the direct involvement of

students. When teachers give students questions, they

seem to have difficulty solving the problem,

especially on problem-based issues. At the time of

finding challenges, the students immediately gave up

and did not try to find an alternative solution to the

problem. The students revealed that they were not

accustomed to solving such question-based problems.

The mathematics textbooks they have been using

have not yet presented question-based problems.

Such issues lead to the students' math problem-

solving skills to become weak.

Meanwhile, the results of the recapitulation of the

questionnaires that have been distributed to 78

students indicate that students need a child-friendly

media-based lift the flap storybook. It is seen by all

students who become samples in the research

answered that they like this media. The 97% of

Child-friendly Media-based Lift the Flap Storybook: Study from a Mathematical Problem-solving Ability Perspective

129

students agree if the media is used in learning

mathematics in the classroom. The combination of

everyday stories and close-up images makes them

interested in using this medium. The problem-based

question contained in this book will familiarize the

students to practice solving problem-based math

question so that problem-solving skills possessed by

students can increase. Besides, the child-friendly

aspects contained in the interaction between story

characters will have a positive effect on the attitudes

and behavior of students in their life. The results of

this study are a requirement analysis that will be used

as initial data in doing research and development of

the lift the flap storybook media based on child-

friendly in improving students’ problem – solving

skills in the future.

ACKNOWLEDGEMENTS

Thank you so much to the lecturers who have helped

in the implementation of this research. In addition,

thanks are also sent to the Patuk District Coordinator

who has given permission to conduct this research.

The principals of SDN Patuk 1, SDN Bunder 1 and

SDN Pengkok, the teachers and students who have

helped both morally and material so that this research

can run well.

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