Rendahnya intensitas penggunaan media tiga dimensi yang dapat mempengaruhi ketertarikan belajar siswa pada pembelajaran materi produksi, distribusi, dan konsumsi di SDN Gilianyar Kecamatan Kamal Bangkalan merupakan alasan dilakukannya penelitian dan pengembangan. Tujuan penelitian pengembangan ini adalah untuk mengetahui kevalidan, keefektifan, dan kemarikan media pembelajaran tiga dimensi CAPIN (Cakram Anak Pintar) pada materi produksi, distribusi, dan konsumsi. Penelitian ini menggunakan model Borg and Gall. Hasil penelitian yang diperoleh dari persentase dari beberapa ahli yang meliputi ahli media pembelajaran 96%, ahli materi 92%, ahli bahasa 96%, dan ahli desain pembelajaran 94% dengan rata-rata persentase validasi ahli 94.5% dengan kategori (sangat layak). Hasil keefektifan diperoleh dari tes hasil belajar siswa, lembar observasi aktivitas siswa, dan lembar observasi aktivitas guru. Pada uji coba produk diperoleh persentase hasil belajar siswa sebesar 100%, lembar observasi aktivitas siswa 95%, dan lembar observasi aktivitas guru 94%. Uji coba pemakaian persentase tes hasil belajar siswa 88%, lembar observasi aktivitas siswa 93%, dan lembar observasi aktivitas guru 98%. Kemenarikan pada uji coba produk 97% dan pada uji coba pemakaian 97% dengan kategori (sangat menarik). Dapat ditarik kesimpulan bahwa media pembelajaran tiga dimensi CAPIN sangat valid, sangat efektif, dan sangat menarik.

The low intensity of three-dimensional media usage that can influence students’ learning interest in learning material of production, distribution and consumption in SDN Gilianyar, Kamal Sub District, Bangkalan is the reason for this study and development. The objective of this study is to know the validity, effectiveness and attractiveness of CAPIN three-dimensional learning media on the material of production, distribution and consumption. This study uses Borg and Gall model. The results of the study are obtained from the percentage of experts including 96% of learning media expert, 92% of material expert, 96% of linguist and 94% of learning design expert with an average of experts’ validation percentage is 94.5% with a category of (very feasible). The results of the effectiveness are obtained from students’ learning outcomes tests, students’ activity observation sheets and teacher activity observation sheets. In the product testing, it is obtained that the percentage of students’ learning outcomes is 100%, students’ activity observation sheets is 95% and teacher activity observation sheets is 94%. In the usage testing, it is obtained that the percentage of students’ learning outcomes is 88%, students’ activity observation sheets is 93% and teacher activity observation sheets is 98%. The attractiveness on the product testing is 97% and usage testing is 97% with the category of (very attractive). It can be concluded that CAPIN three-dimensional learning media is very valid, very effective and very attractive.

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