1 DEVELOPMENT OF RATTAN PUPPET MEDIA AGAINST CLASS V JAVANESE LANGUAGE LEARNING OUTCOMES Intan Purnama Sari, Novi Setyasto Elementary School Teacher of Education Department, Faculty of Education, Semarang State University Corresponding email: purnamaintansari76@gmail.com Abstract This research was motivated by the results of Javanese language learning on some students who have not reached the Minimum Completion Criteria (MCC). One of the main factors causing these problems was the limitations of learning media. This type of research was development research. This study aimed to develop rattan puppet media, test the feasibility of rattan puppet media, and test the effectiveness of rattan puppet media. The subjects of this study were grade students at elementary school Karasgede Rembang. The researcher used a saturated samples with 30 students. Data collection used observation, interview, anghet, test, and documentation techniques. The researcher processed the data using product data analysis, preliminary data analysis, and final data analysis, namely the t-test and gain test. The results showed that rattan puppet media was very feasible to be used with the percentage of material experts evaluating by 95% and media experts at 97%. Based on learning outcomes there were differences in average through the t-test of 7.047 and an average increase (gain) of 0.44796 with medium criteria. The conclusion of this study was that rattan puppet learning media was very feasible and effective to be used in Javanese language learning. Keywords: Wayang Rattan, Javanese Language, Learning Outcomes 1. INTRODUCTION Education is held to form strong student character, namely not only intelligent reasoning, but also intelligent attitude and character. This is stated in Law Number 20 of 2003 Chapter 1 article 1 paragraph 1 concerning the National Education System which states that education is a conscious and planned effort to create an atmosphere of learning and the learning process so that students actively develop their potential to have religious spiritual strength. , self-control, personality, intelligence, noble character, and skills needed by him, society, nation and state (Sisdiknas, 2013: 115). Character education in the national education system has been included in the Education Unit Level Curriculum (KTSP) and is integrated in various subjects, one of which is Javanese language learning. Talking about Javanese, it is not just speaking in good and correct Javanese, but Javanese also contains moral values, manners. and upload to older people or to people who are respected. Elementary school is the first level of education in teaching Javanese, as expressed by Febriani (2012: 2) Primary school functions to provide sufficient provision for students to develop themselves according to their potential and the existing environment. One important aspect of learning Javanese is paying attention to upload-upload bases. In using upload-upload bases, it is necessary to pay attention to lexicons / words and language variety. According to Sasangka in Indrayanto (2015: 37) Javanese upload-upload can be clearly distinguished, in principle there are only two types, namely upload- upload in the form of ngoko and in the form of manners. The ngoko variety is usually used to communicate with people who are already familiar, while the krama variety is usually used for people who are not familiar and is used to talk to older people. Media is one of the factors in the success of achieving learning objectives, so that media is very important at the time of learning take place. In accordance with Sadiman's opinion in Reffiane (2016: 164) which says "the media is an intermediary or messenger of messages from sender to recipient of messages". This means that a medium is used by a teacher as an introduction to messages when delivering the material being taught. According to Zafira, 2017: 10 lessons without using media will make students feel bored faster. Even more so if it is learning Javanese which according to students is a difficult and boring subject. The use of instructional media in schools is still less varied and innovative for students. This can result in students becoming less interested in participating in learning activities and result in less than optimal understanding received by students. This opinion is based on field observations and interviews with teachers conducted by researchers in class V SDN Karasgede Rembang. This is supported by data on student learning outcomes in Javanese local content lessons which show that 40% of students have not reached the minimum Kentutasan criteria.