Digitalisation of Teaching Materials for Toba Batak Ethnic Decorative Variety with Procreate Media Based on p-Books and e-Books

: This research aims to develop teaching materials in the form of digitalisation of Toba Batak Ethnic Decorative Variety with p-book and e-book-based procreate media that are valid, practical, and effective in the Fine Arts Department. This research method uses research and development with the 4-D development model (Four-D Models), namely define, design, develop, and disseminate. This research instrument uses a questionnaire with a Likert scale, while the data analysis technique consists of analysing the validity, practicality and effectiveness of teaching materials. The results of this study indicate that: a) p-book and e-book-based teaching materials with the title of the book/module/teaching material "Gorga Batak Toba", with the acquisition of a category that is quite valid with an average score of 78%, b) teaching materials are quite practical to be used by students in the North Sumatra Ethnic Decorative Variety Course (RHESU) with a score of 77%, and c) teaching materials fall into an effective category where students from four categories such as reading teaching materials, asking questions, answering questions, and completing assignments given by lecturers, can be observed in the learning process and student learning outcomes are 83.26%. So, from the scores and test results of the research results above, it can be said that the teaching materials are quite valid, quite practical, and effective to be applied in learning the North Sumatra Ethnic Decorative Variety Course (RHESU) at the Department of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan.


Introduction
Along with the progress of the times at this time, many technologies have grown and developed significantly (Zabolotska et al., 2021).The life of students or teenagers in the past is very different from the life of students or teenagers today.Likewise, learning is also different between then and now.Now, digital technology has entered all aspects of life, including the education system at all levels, both in schools and in universities (Gumennykova et al., 2020).Where technology is growing rapidly, it will have a major impact on others in the future, both in the world of education, economics, design, and other fields in the form of positive or negative influences depending on how a person utilises existing technology (Cai & Su, 2022).
Technological developments have produced many diverse new innovations to improve the learning process (Biletska et al., 2021), including many variations of learning media.General demands require the world of education to always keep up with technological developments in an effort to improve the quality of education, especially the use of adapted technology in the implementation of learning.Digital technology also has a positive impact on changing human behaviour, including educators and learners (Leung & Choi, 2023), in selecting, accumulating, storing, generating, processing and retransferring teaching materials tailored to the needs (Hanemann, 2019).Teaching materials contained in the learning process combined with digital technology can make learning more interesting and increase learning motivation.In addition, combining teaching materials is not limited to text, but can be more creative and interesting, especially when there are elements of images, audio, video, and animation (Laurens & Laamena, 2020) (Azis et al., 2022), so that it can affect changes in student learning behaviour that develop better.
The development of technology and information media has been felt by almost all levels of society, be it students in schools, and students in universities to meet the demands of today's generation (Akour & Alenezi, 2022), both in terms of positive and negative impacts of its use.Seen from a positive point of view in a student's life in a university, in addition to the fields of science and technology, the study of art, especially fine arts, also has its influence.In the learning of fine arts in the field of practice (Lubis, 2022), the development of technology has provided a slight shift in the process and creation of works of art, previously done manually, but as digital media advances, it has changed to digital workmanship (Börnert-Ringleb et al., 2021) (Zain, 2021) (Orishev & Achilov, 2023).The result of this digitalisation is often called digital art, where the process has used sophisticated devices and applications, where the process is more accessible, faster, and simpler (McCready, 2021).Of course, the results obtained from these devices and applications cannot be separated from what is called art itself, namely beauty.
One of the courses in the Department of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan is the North Sumatra Ethnic Decorative Variety Course (RHESU).This course studies various kinds of ornamental varieties that exist in North Sumatra, which consists of 8 indigenous ethnicities; each ethnicity has a characteristic style of art that is not the same.The original ethnicity is Batak, which is still divided into 6 sub-ethnicities, namely Toba, Simalungun, Karo, Pakpak, Mandailing and Angkola, plus Malay and Nias (Saragi, 2017).The Toba Batak Ethnic Decorative Variety is part of the decorative variety of 8 ethnicities in North Sumatra which certainly has its own characteristics.As revealed (Saragi, 2018) in the Toba Batak language, the ornamental motif is called Gorga, which means carving.The shape of the Toba Batak ornamental motif is carved on the wooden material of the traditional Toba Batak traditional house.The Batak tribe has a variety of traditional carvings with characteristics that are not the same between one tribe and another; the name of the traditional carving is Gorga/Gerga/Pinar (Pasaribu et al., 2018).
In the course of North Sumatra Ethnic Decorative Variety, especially in the Toba Batak Ethnic Decorative Variety, the ability of students is very good in drawing decorative varieties, but the decorative variety drawings have been drawn by students in practice manually.Based on pre-research data during the North Sumatra Ethnic Decorative Variety lecture in January-June 2022, the depiction of student ornamental varieties still uses manual media both through drawing books and other media, has never drawn Toba Batak Ethnic Decorative Variety using digital-based media.Therefore, it is necessary to develop new teaching materials in the form of digitalisation of Toba Batak Ethnic Decorative Variety with Procreate media based on p-books and e-books.This research utilises a device with the iPad Gen 9 2020 type and a supporting application called procreate.The devices and applications used are very influential in creating digital artworks to obtain maximum results.
Procreate is a digital drawing application specifically developed for iPad has a variety of professional features, such as those found in illustration programs on computers, with a program engine called Silica.Procreate has 64-bit colour sampling that makes it superior in combining colours and has tools commonly used in digital illustration applications such as brush libraries for paint, smudge, and erase (Cho, 2022).Procreate is also supported by a variety of features that make it easier and more useful for illustrators and provide greater context for the creation of work (McCready, 2021).The layer feature in Procreate supports up to 16 layers, merge feature to combine layers, layer blend feature, transform feature, show/hide feature, and undo/redo feature can also be used up to 100 times.The work created with Procreate can now be exported to PSD, JPG, and PNG file formats with high resolution and sharpness, resulting in good and attractive digital images.
The teaching materials developed in this study are based on p-books and e-books so that they are easily accessible, easy to use, inexpensive and available on desktops and student android phones (Sinaga et al., 2019) (Farid et al., 2021), nowadays electronic technology is a normative part of everyday life (Reich et al., 2019).This teaching material can be an interesting reference and enrichment for students in the process of making digital-based Toba Batak Ethnic Decorative Variety.In addition, it is able to increase students' interest in understanding lessons, broaden their horizons and help students do their coursework (Zaripova et al., 2021).

Research Method
This research method uses research and development with the 4-D model (Four D Models), which has 4 stages, namely define, design, develop, and disseminate (Thiagarajan, 1974) as cited in (Sugiyono, 2016).The research location was focused on the Fine Arts Department, Faculty of Language and Arts, Universitas Negeri Medan.The research subjects were 5 th -semester Fine Arts students who took the North Sumatra Ethnic Decorative Variety Course (RHESU).The research was conducted in the Spring Semester of the 2023/2024 Academic Year.The research population is all Fine Arts students who have taken the North Sumatra Ethnic Decorative Variety Course, where sampling uses random sampling techniques with a sample size of 10% of the population as follows.
Table 1 This research instrument uses a questionnaire with a Likert scale.The data analysis technique consists of analysing the validity test, practicality and effectiveness of teaching materials.Determining media validation using a Likert scale, analysing the level of practicality refers to a questionnaire distributed to students, then the questionnaire is made in the form of a Likert scale with positive statement categories.Effectiveness is seen based on the analysis of student learning outcomes in the knowledge aspect.Determining the completeness of student learning outcomes is calculated through the following equation.Each student is declared to have completed learning if the ratio of correct answers ≥ 65% and a class is declared to have completed learning if in that class there are ≥ 85% of students who pass (Depdiknas 1996) in (Setyawan & Purwanto, 2019).Teaching materials are said to be effective if student learning outcomes have met the standards if ≥ 85% of students have completed.This research has a flow as listed in Figure 1.

Results and Discussion 1) Define Phase
In the defining stage, there are analyses: curriculum, concepts and students.Curriculum analysis aims to analyse the Competency Standards and Basic Competencies in the North Sumatra Ethnic Decorative Variety Course (RHESU), where the results of the analysis become the formulation of learning indicators.Concept analysis aims at the main concepts that must be understood by students in the learning process.The concept analysis contains the formulation of essential concepts to be made in teaching materials on p-book and e-book based materials.Meanwhile, student analysis aims to obtain information related to student characteristics.The characteristics of students are age, learning motivation, cognitive background, and student academic competence.

2) Design Phase
The cover is designed very attractively to invite student response and interest in learning the content of teaching materials.The colour combination of the cover is adjusted to the colours in Batak Toba ornaments which only consist of three colours, namely red, black, and white (Sihombing & Tambunan, 2021).The use of these colours is inseparable from the meaning and philosophical values contained in these ornaments.Each prominent colour has

Figure 2. Cover View of Teaching Materials 3) Development Phase
The development stage includes expert validation and trials of p-book and e-bookbased teaching materials to obtain the validity, practicality, and effectiveness of the teaching materials developed.Teaching materials that have been made, then validated by 2 (two) validators.The first validator has expertise in design, while the second validator has expertise in language.Expert validation has 2 stages, namely: 1) validation of the validation sheet questionnaire, which the validator wants to use to validate teaching materials, 2) validation of teaching materials through a validation sheet that has been corrected and scored for teaching material assessment.Validating the validation sheet questionnaire has the benefit of determining and improving the needs to be assessed in validating teaching materials by validators (Kartono et al., 2021).The validation of the validation sheet questionnaire was revised by 2 experts in accordance with their respective expertise.The name of each validator is listed in table 3.After being revised, the next scoring was done by the validators.Design expert validators assess the layout and content of teaching materials, while linguist validators assess the entire grammar of teaching materials.After scoring, data analysis was conducted.The results of data analysis from the validator assessment scores are listed in table 5.The results of the analysis of the validator's assessment score in table 5, which contains 4 variables, are as follows: 1) content with an achievement rate of 77% has a fairly valid category, 2) construct with an achievement rate of 77% has a fairly valid category, 3) the appearance of teaching materials with an achievement rate of 85% has a valid category and 4) language with an achievement rate of 75% has a fairly valid category.In general, the average validity of teaching materials with a degree of achievement is 78.5% and teaching materials can be categorised as quite valid.
The description of the content / material of teaching materials is made systematically to make it easier for users to understand teaching material about North Sumatra Ethnic Decorative Variety (RHESU).Kasman & Lubis (2022) also suggested that teaching materials developed must meet essential, interesting, meaningful, challenging, relevant, contextual and sustainable criteria.Comparison of the degree of achievement of the results of validation of teaching materials for each variable by validators for more details is listed in Figure 3.

Figure 3. Validator Assessment Results
The practicality of p-book and e-book-based teaching materials was evaluated by students in the Fine Arts Department who were taking the North Sumatra Ethnic Decorative Variety Course as well as the test subjects of this research teaching material.After assessing the practicality of p-book and e-book-based teaching materials by students, the next stage is data analysis.The results of data analysis are listed in Table 6.The results of data analysis on the assessment of practicality students of the Fine Arts Department and also as the subject of the trial of p-book and e-book-based teaching materials are from three variables, namely 1) ease for users (Learnability) has a degree of achievement of 79%, categorised as p-book and e-book-based teaching materials are quite practical for users.Because teaching materials have language that is tailored to the characteristics of students, can be used personally and exercises can make it easier for lecturers to guide students to understand concepts (Azis et al., 2021).Teaching materials are designed to make it easier for lecturers to guide students in the learning process in the North Sumatra Ethnic Decorative Variety Course (RHESU), 2) usability (Efficiency) has an achievement rate of 77%, categorised as quite practical to use during the learning process.Because teaching materials can help students in explaining concepts, good teaching materials are expected to support lecturers in guiding students in the learning process (Yang, 2021), 3) effectiveness of time has a degree of achievement of 75%, categorised that p-book and ebook-based teaching materials are very practical enough to be able to streamline time in the learning process.The p-book and e-book-based teaching materials developed are quite practical for lecturers to apply in guiding students during the learning process.Thus, lecturers can use the minimum time with maximum results.
The practicality value of teaching materials by students with a degree of achievement of 77% and teaching materials can be categorised as quite practical.Teaching materials are formulated in learning starting from the presentation of material, instructions for use, and evaluation tools (Lang, 2021).The presentation of the teaching material formulation is adjusted to the level of student competence (Kwangmuang et al., 2021).For more details, a comparison of the degree of achievement of the practicality of teaching materials by students is listed in Figure 4.

Figure 4. Results of Practicality Assessment by Students
Effectiveness aims to determine the extent to which the teaching materials is effective in the learning process.Getting effectiveness value of p-book and e-book-based teaching materials is through observations of student activities during the learning process (Granberg et al., 2021) and student learning outcomes.Almekhlafi (2021) also suggests that the categorised as active students.Based on this data, the number of students who ask questions from the second meeting to the next meeting always increase.Student who ask questions at each meeting are also increasingly varied.It can be stated that if learning uses teaching materials, student learning motivation will increase in the learning process (Puspitarini & Hanif, 2019).
The third activity is answering questions from lecturers and other students.The percentage of four meetings is 41.66%, 50%, 83.33%, 91.66% with an average student activity of 66.41% can be categorised as active students.Based on the data above, it can be stated that students' responses to questions from lecturers and other students always increase at each meeting.
The fourth activity is completing assignments.Student activities during the four meetings had a percentage of 100%, 100%, 100%, and 100% with an average student activity of 100%, including the category of very active students, because completing assignments at the end of each lesson is the responsibility of each student.The average student activity of each category from four meetings in general is listed in Figure 5 below:

Figure 5. Student Activity Score Results
The practicality of teaching materials proves that of the 12 students who used p-book and e-book-based teaching materials in the learning process in the North Sumatra Ethnic Decorative Variety Course (RHESU) 100% of students were declared complete.Then, sourced from the results of observations by one observer, the majority of students are active in the learning process.This matter states that p-book and e-book-based teaching materials are quite practical and also quite effective in the learning process in the North Sumatra Ethnic Decorative Variety Course (RHESU) which takes place in the Department of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan.Sung et al (2022) suggested that the use of e-books in learning is more effective in triggering student learning motivation so as to improve student learning achievement.Teaching materials that are valid, practical, and effective can be used by students as a main of reference during the learning process, making it easier and easier for students to learn independently, anytime and anywhere.Teaching materials based on p-books and e-books are also easy to use, economical and easily accessible because they are available on students' desktops and android phones (Farid et al., 2021).This teaching material can be an interesting reference and enrichment for students in the process of making digital-based Toba Batak Ethnic Decorative Variety.In addition, it can make learning more interesting so that it increases student interest in understanding lessons (Hendrickson, 2021), broadens horizons and helps students do coursework.The teaching materials developed not only make it easier

2.
Frinawaty Lestarina Barus, S.Pd., M.Pd.a.Note the use of "di" as an affix and "in, on, and at" as a place word; b.Use standardised Bahasa Indonesia; c.The relationship between paragraphs should be considered, they should be related to each other; d.Many of the words are misspelled or erroneous, and e. Use good and correct Indonesian spelling.

Table 4 . Revised Results of Validation Sheet of Each Validator
The layout of the images is given more attention; and d.The image size is enlarged again.