Culture Education Through Digital Technology Form Of Cultural Heritage Illustration Book
(Graphic Visual Communication Outputs)
Dzuha Hening Yanuarsari, M.Ds1, Agus Setiawan, M.Sn2
1,2Universitas Dian Nuswantoro of Semarang, Indonesia
Abstract. The role of educational media in the context of education supports the process of the success of a student in understanding the educational material provided. The development of educational media in the form of illustration books with the historical theme of the history of cultural heritage buildings is the aim of this research, especially in the design process of graphic communication courses for the Department of Visual Communication Design in the field of Graphic Design specialization. This research was conducted in order to make an output from the graphic communication course. Illustration books with cultural heritage themes are also used as pre and post- test research studies for elementary school age children to find out how much understanding and absorption of material given to them through visual processing. Illustrations of cultural heritage buildings were developed through direct observation of cultural heritage buildings for later process design in order to create interesting educational media. The research method with ADDIE (Analyze, Design, Development, Implementation, and Evaluation) models is used to produce output in the form of educational media design prototypes in the form of illustrated books and then implemented to the design target. Observation data is used to then analyze quantitative descriptive. This illustration book is an example of output material used for graphic communication courses as well as educational media research that is used to see the effectiveness of the media and the potential quality of learning for elementary school children about the historical heritage buildings that are illustrated in the form of illustrative educational media. The results of this study are expected to provide knowledge in the form of process design to students while making it easier for students to absorb learning material. Keywords: cultural heritage buildings, illustration books, graphic communication, educational media
INTRODUCTION
Learning activities for students and students are one of the activities of transfer of knowledge that hopes to be implemented interactively so as to develop their potential in absorbing the educational material provided.
Learning media is everything that is used in the distribution of messages so as to stimulate the mind, attention, and willingness of children who learn and encourage the learning process (Miarso, 2004). In the learning process in the Department of Visual Communication Design, the output in the course is one of the experiences in process design obtained by students which is very important as a provision of knowledge in the future. Creativity and skills play a full role in the learning process. Indeed, creative talent is owned by all people indiscriminately and more importantly, reviewed through the aspect of education that creative talent can be increased (Munandar, 1999: 48). The outputs made in each subject in learning are also expected to be able to provide a real contribution to the surrounding community.
Increasing the potential of students in process design can be done if students understand well the delivery of
material that will be presented both in terms of context and visual. Emphasis on the visual context may be more dominant seen from the learning curriculum owned by the Department of Visual Communication Design. Next from the output of the course is expected to be able to bring the expected influence and change to the community.
Students as designers need to know how to form creative thinking concepts that produce work as well as solutions to existing problems. This can be achieved by analyzing, developing, reading phenomena that bring changes to the surrounding environment. Creativity is the modification of something that already exists into a new concept. In other words, there are two old concepts that are combined into a new concept (Conny R Semiawan, 2009: 44). Creativity in the realm of innovation can be in the form of contemporary and contemporary findings.
New media is a solution that is offered which is more attractive because it brings the element of creativity.
Illustration books are one illustrative media that offers interesting things to see for children because they contain more dominant visual elements with minimized text. Illustration books are considered appropriate to be the output in the learning achievement of graphic communication courses.
This research takes the theme of the Semarang cultural heritage building taken from reading natural phenomena and analyzing observations. Cultural heritage buildings are very fragile and damaged and even extinct.
According to the former Chancellor of Diponegoro University Semarang (Prof. familiar Eko Budihardjo, M.Sc) through the Solopos daily uploaded on Sunday (11/24/2013) stated that there were around 101 old building buildings in the Old City, out of 101 old building buildings most of these were declared untreated and stalled. This raises an idea and idea in raising the theme of preserving cultural heritage buildings in the city of Semarang. The target in this study is the first student as a designer who will learn how to design the process of communicating graphically in the form of an illustrated book. Students are tasked with understanding process design, processing materials and creating the right media in educating the public is the purpose of making this course material.
Output in the form of illustrated books is felt appropriate also in building children's enthusiasm in preserving cultural heritage buildings in the city of Semarang in particular. The second is elementary school students who are the primary target of the evaluation of the graphic material provided in the form of illustrated books. From the results of the preparation of the lecture material with the output in the form of an illustrated book, the pre and post-test stages were conducted to find out the significance of the child's interest in illustrative books.
RESEARCH METHODS
The chosen research method is a type of method with ADDIE (Analyze, Design, Development, Implementation, and Evaluation) models. Primary data from this study was taken from the results of direct observations in the form of photo documentation of cultural heritage buildings and historical articles of cultural heritage buildings. Primary data were then analyzed qualitatively qualitative with the following stages:
Chart 1. ADDIE Model Stages
Referring to the chart above, the ADDIE model in this study will be carried out until the last stage, namely Evaluation. The first stage is to collect textual information data and documentation photos of observations made. Then enter the stage of the first ADDIE model, namely Analyze to analyze and summarize the results of data collection in the form of information and observation results to be taken to the next stage into materials for Design, namely in the form of rough sketches, illustrated books that will be created.
Furthermore, the design that has been made is taken to the next stage, namely Development (Development) is used to develop the results of a rought design that is made into a digital illustration from the illustration book.
Next is the Implementation phase, which is the stage of applying the illustrated book that has been made to the target of the media design. Until the last stage, the Evaluation stage is the stage of evaluating results. The results of the illustration book that have been made are then evaluated for the influence and potential benefits that can be taken from the media.
RESULTS AND DISCUSSION
Illustration Book
Illustration book theory according to Lawrence Zeegen (2009: 24) We learn to decode images from an early age.
Children's picture books play a formative role in our visual education through the messages they carry, and the means by which information is delivered, Illustration books have separate meanings, consisting of books and illustrations. In the illustration book, itself are sheets of paper that are arranged and put together on the cover while the illustration itself is defined as a graffiti with drawing, photography, painting and fine art techniques.
Illustration books are books that contain writings in the form of photography, painting, illustration and fine art.
Graphic Communication Course
This course provides an overview of how visual communication techniques are presented in the form of graphic design. The material in this course provides a briefing in knowing the concepts and rules that exist in graphical communication, visual style in communication, visualization of text to images, forms of infographics in print media and so on which hope is more beneficial for the environment. This course also conducts student competency test to see the ability of students to reconstruct communication obtained from various types of data in graphic form through the stages of a good design process
Cultural Heritage
The definition of cultural heritage objects according to the Law of the Republic of Indonesia Number 11 of 2010 Article 1 (paragraph 1) is "a cultural heritage that is material, in the form of cultural heritage objects, cultural heritage buildings, cultural heritage structures, and cultural heritage areas both on land and/or in water that needs to be preserved because it has important values for history, science, education, religion, and / or culture through the process of determining. "
Cultural heritage objects are man-made, movable or immovable objects in the form of entities or groups, or parts or remnants, which are at least 50 (fifty) years old, or represent a typical style period and represent a period of force at least - at least 50 (fifty) years, and are considered to have important values for history, science and culture; and natural objects that are considered to have important values for history, science and culture (Law No. 5/1992 Article 1)
In the Regional Regulation of DKI 9/1999 the Cultural Heritage building is an object / object of the building / environment that is protected and determined based on the criteria of historical value, age, authenticity, scarcity, landmark / value of architecture and value.
Semarang City Cultural Heritage building Kauman Mosque
Based on data obtained on the online daily www.republika.co.id, the Kauman mosque or Semarang Great Mosque was first established in the mid 18th century AD (1575 AD) long before the colonial period in Indonesia. This mosque is even admitted to being older than the city of Semarang itself where the embryo of the formation of the city of Semarang actually begins with the mosque. In the historical record of the MAS and MBS foundations, Sunan Pandan Arang or Ki Ageng Pandan Arang is the founder of the mosque. Where Semarang residents call it the name Pandanaran. This cleric actually has an original name from Arab namely Maulana Ibnu Abdul Salam. Sunan Pandan Arang is lined up to replace the position of Syekh Siti Jenar by Sunan Kalijaga Leta Sultan Hadiwijoyo which is assigned to deliver the message of Islam in the western region of the Bintoro Demak Sultanate. Now this area is known as Semarang, which originates from the word charcoal (the rare tamarind tree). When preaching in Semarang, Sunan Pandan Arang established a hermitage as a center for Islamic da'wah activities in the Mugas hill area which later became the forerunner of the Great Mosque of Semarang. In the mission of spreading Islam, Sunan Pandan Arang established a hermitage in the city of Semarang, which began with the Semarang Bubakan village and was appointed as the regent of Semarang I.
Where at that time the center of the Syiar activity in Mugas was moved to Bubakan by establishing a mosque adjacent to the VOC. But at the time of the Dutch colonial occupation, an ethnic Chinese revolt arose in the Dutch colonial government in Semarang, which later burned down. Furthermore, during the reign of regent Raden Mas Tumenggung Mertoyudo who held the title of Kiai Tumenggung Adipati Surohadi Menggolo II (1743-1751), a mosque was built to the west of Bubakan, precisely in Semarang square today.
Blenduk Church
Referring to the online daily www.kompasiana.com, the Blenduk Church was built in 1753 in the Dutch colonial period. Blenduk in Javanese means "rounded" which is seen from the concept of the church dome which forms a circle which is also a concept of old European churches.
Located at Jalan Letjend Suprapto 32 Semarang, this
church has a large dome coated with copper. There is a Greek cross and is designed with a plan full of European design. It was renovated by adding two towers in this church in 1894e by HPA de Wilde and W. Westman.
Until now it is still used as a place of worship every week by Christians, and is increasingly famous as a tourism destination for the old city of Semarang. The church has two towers with a small dome roof.
Sam Poo Kong Temple
Based on data from the online daily www.goodnewsfromindonesia.id, the Sam Poo Kong Temple is called the oldest Chinese temple in Semarang.
This temple area is a total of 3.2 hectares and is in the southwest of the city of Semarang. Because the architect came from mainland China, the Sam Poo Kong Temple building was a building adaptation of cultural acculturation. This temple includes a Tri Dharma (Kong Hu Cu, Budha and Tao) worship complex. As a form of homage to Admiral Cheng Ho this temple was established where it was interesting that Admiral Cheng Ho was a Muslim with an Arabic name Haji Mahmud Shams who was a sailor and explorer from China and famously explored 1405-1433. Where at that time Admiral Cheng Ho passed through the Java Sea and saw many crew members who fell ill so he decided to look for land. Rear Admiral Cheng Ho followed the city which was often crossed by the river, the city of Semarang. And he arrived at a cave surrounded by rock hills which is now called the Simongan area. Then Admiral Cheng Ho decided to settle there. The trip turned out to produce Cheng Ho's navigation map. The map turned out to be able to change the navigation map of the world until the 15th century. The Sam Poo Kong temple complex has several statues, one of which is the Cheng Ho statue covered with gold. In addition, there is also the tomb of Cheng Ho's confidants and the altar.
Lawang Sewu
According to online daily Sejarahlengkap.com, Lawang sewu in Indonesian is defined as "Doors of a Thousand".
The name Sewu (Thousand) is a picture of the community about a large number of doors there, even though in reality the number of doors did not reach a thousand but exactly 429 doors. But, Lawang Sewu has many tall and wide windows that make it look like the window is like a door. Lawang Sewu was built by the Dutch on February 27, 1904 and completed its construction in 1907. The beginning of this building functioned as the headquarters for private railway companies owned by the Dutch called the Nederlands Indische Spoorweg Maatschappij or called NIS. It was the company that built the Indonesian railroad for the first time connecting Semarang, Surakarta, and Yogyakarta. In 1867 the first track was Semarang- Temanggung. This building was designed by Prof. Jacob F. Klinkhamer and B.J. Quendag from Amsterdam where the design was carried out in the Netherlands and when it was taken to Semarang. This building was often functioned by Dutch and Japanese invaders as a prison after being abandoned by NIS where several buildings were transformed into detention rooms which are often
called Squat Prisons, Stand Prisons, and Torture Rooms.
Many prisoners die from fatigue and lack of oxygen.
Lawangsewu then became a silent witness to the Battle of Five Days (October 14-19, 1945) in Semarang after the Proclamation of Independence in Semarang.
Tawang Station
Based on data from the online daily travel.detik.com states that Tawang Station was designed by a Dutch architect named Mr. Blauwboer Sloth and was founded by private railway company Nederlansch Indische Spoorweg. The first stone laying ceremony was held on April 29, 1911. The new NISM station was inaugurated three years later on June 1, 1914. The station was later named according to the name of the region, namely the NIS Tawang Station (Semarang). Since the inauguration of the name Tawang Station only serves passenger trains while the old Semarang station is more specialized as a loading and unloading station for goods. Tawang Station since independence has at least organized two extraordinary train trips (KLB). The first time it was done when the youth and train crews in Semarang Tawang conducted the first trip of the Bandung department. The trip on September 10, 1945 was evidence to the Indonesian leaders at the head office of Bandung that railways throughout Central Java had been successfully controlled by Indonesia. The second KLB trip was held in October 1945, which was marked by the arrival of President Soekarno together with the Secretary of State Gafar Pringgodigdo at Tawang Station in the framework of the arms strike "Battle of Five Days in Semarang". In the battle, the Tawang station crew swiftly helped evacuate 15 locomotives sent from Poncol station to then forward to Kedungjati. Tawang Station also has its own characteristics, that is, if in general, the train stations in Indonesia use Westminster Chime as a sign of train arrival, but not with the Tawang station that uses the bel melody, a traditional song from the Semarang region entitled "Gambang Semarang".
ADDIE Model Stages on Cultural Heritage Illustration Book Design
Analyze
This stage is a continuation stage of data collection that has been carried out both in terms of documentation, articles and interviews. Furthermore, the data is then analyzed to be made pre-planning for the design of learning media products. The product is made with the concept in accordance with the target user of the product, the purpose of making the learning media, the teaching material to be presented, the form of the layout concept and the product delivery strategy to the product target.
The results of the temporary identification found a hypothesis that in the course of graphical communication that has four credits allows students to learn product design in a direct way in numbers to solve problems. The expected output later with the design practice is that students are able to design learning media in the form of creative illustration books. Therefore, it is necessary to make learning media in the form of sample illustration book material to provide motivation and direct explanation in detail to students. After the design process
is successfully carried out, there needs to be a direct implementation and evaluation stage to determine the effectiveness of the graphic communication design that they make to the product target directly.
Design
A synchronization stage between the design concept and the expected learning achievement formulation for students. The design is prepared according to the reference of the expected learning outcomes. The design form will be described in table form as follows:
Table 1. Formulation of Graphic Communication Course Learning Plan
[Source: Agus Setiawan's document]
Lesson plan Description
Description of
Courses Graphic Communication Course specifically discusses communication techniques in visual form. Discussing Graphic Communication, visual style in communication, visuals of words to pictures, infographics in print media, and Illustrations for the Environment. Through this stage, the researcher conducted a competency test for students to test the reconstruction ability of their communication from various types of data into a graphic form. To measure the ability of students, a good evaluation is carried out at the theoretical and practical levels in reconstructing the graphic communication.
Learning outcomes
a. Able to communicate thoughts and design results of visual communication design works in the form of graphics, writing, and communicative models with manual and digital techniques.
b. Able to design the concept of rational and emotional visualization in Communication Media creatively and effectively.
Learning
Media Media: Products in the form of illustrated books
Table 2. Designing Illustration Book Products [Source: Agus Setiawan's document]
Stages Activity
Identification Identifying the product characteristics in the form of learning media in the illustration book to persuade the target audience in viewing and reading illustrative books. The choice of the theme uses "Sepercik Semarang City Heritage" with the aim of communicating visually and textually in an interesting and effective way to children. At the same time instill motivation as well as knowledge and preserve the city's cultural heritage buildings.
Conceptualizat
ion Referring to the data articles, documentation, and interviews that have been carried out, the type of learning media illustrated books on cultural heritage buildings that are made will be conceptualized with expressive, free but easily understood illustrations by children with colorful treats so that children are more interested.
Exploration This stage is explored by sketching the contents of the illustration book based on the data collected. Experiments on the various possibilities of visual concepts that have been formulated, namely expressive, free but easily understood by children with colorful treats that will be packaged through book titles, covers, styles, color accent selections, digital processing forms, navigation, typography and other things. The results of the exploration are finally decided and chosen that the form of the illustration book will be made with the expression of an expressive and colorful illustration sketch.
Development
Figure 1. Design of Development of Illustration Book for Cultural Heritage in Semarang
(Source: Dzuha Hening Yanuarsari Design) At the concept development stage, it can be arranged to continue in the design production process stage to be realized into an illustration book product.
Referring to the results of the analysis and design concept, the product modeling is made in accordance with the expected results/achievements. The illustration book contains the history of the cultural heritage building that was chosen with treats in the form of illustrative content descriptions made expressively and interestingly. In the concept of its development into the subject matter of the practice of graphic communication courses, the student's maximum effort is needed directly in combining the manual and digital competencies possessed with the expected learning achievement targets.
The contents of the illustrated book must be a combination of article data collection that has been collected with interview results that have been done so that the achievement of the product of the graphic communication course can be delivered more effectively. Visual references are needed in the development of the contents of the illustration book so that students are able to compare references with the results of their illustrated books with a maximum effort because of previous research and observation.
Figure 2. Design Overview of Sub-Theme Development of Book Illustration of Semarang Cultural Heritage
(Source: Dzuha Hening Yanuarsari Design) Illustrated book design made using illustrative and colorful sketch design. Globally illustrative and expressive enrichment itself has the meaning of drawing spontaneously and expressively so that the target book illustration that sees the book becomes interested and easy to understand the contents of the book. Students in the making of their illustration books are also expected to be able to communicate the right visual form so that the achievement of the subjects that are expected to be achieved as expected.
Implementation
This illustrated book is entitled "A Piece of Semarang Cultural Heritage" which is a development of the concept of expressive illustration sketch drawing. The target output target of this graphic communication course is children. Therefore the contents of this illustration book introduce five histories of cultural heritage buildings in the city of Semarang
Figure 3. Implementation of Illustration Book for Cultural Heritage in Children
(Source: Documentation of Dzuha Hening Yanuarsari) Illustration books are designed in A4 paper size format (21cm x 29.7cm), made using colorful colors.
The layout uses a free layout with several object images filled in an expressive form. The composition of the text and visual images is made to adjust the purpose of the story. Typography uses the typeface with handwriting style model to give a natural and informal impression. The process of delivering books to the target audience is shared directly or through the school.
Evaluation
After the production phase and implementation of the illustration book product, then students will be asked to conduct an evaluation test. Evaluation tests conducted by researchers are pre and post-test. Pre and post-test were carried out for elementary school students of Muktiharjo Kidul 03 Semarang as many as 30 students.
Figure 4. Distribution of Pre and Post Questionnaire for Cultural Heritage Illustration Book Test (Source: Agus Setiawan Documentation)
In the initial stages, students are given five pre-test questions related to cultural heritage. The next stage the child is given an illustration book to be seen and read. Furthermore, the final phase was shared with questions about the cultural heritage information provided in the illustration book as a post-test process. From the results of the questionnaires, the results are quite significant as follows:
Table 3. Formulation of Results of Pre and Questionnaire Tabulations of Cultural Heritage Illustration Book Tests
[Source: Agus Setiawan's Tabulation]
From the results of the distribution of questionnaires
to the illustrated book, a tabulation was obtained with the results of increased knowledge of students after being given an illustration book. This shows that the design influences the delivery of a learning or educational material. It is expected that with these results students can understand the useful process design through output / output produced in the course of graphic communication. Not only teaches about how to make media design but also learns process design and design research that is effective and beneficial to the environment.
CONCLUSION
The process design in the learning material of graphic communication courses relies not only on relying on manual and digital skills in using software, but research and observation are needed to determine the effectiveness of the media designed by designers or students. Engaging mentality and experience in the process of becoming a professional designer who is able to communicate visually and appropriately. Illustration books are output in graphic communication courses that sharpen students in communicating work products using a gradual design process and good research. The illustration book sharpens students to be sensitive in making visual communication media ranging from identifying problems, collecting data, capturing ideas, conceptualizing material in visual and text and making decisions to explore expressively but using the rules of the appropriate design process stage. Through this medium of the illustrative book, it is hoped that it can become an example of inspirational teaching material with a process stage that can motivate students to work.
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