Perancangan Buku Ilustrasi ‘Belajar Jajanan Tradisional’ Sebagai Media Edukasi Berbasis Kearifan Lokal Bagi Siswa SDN 1 Tanggungharjo

Panca Ardhi Noer Cahaya; Irdha Yunianto; Ayyub Hamdanu Budi Nurmana M. S

doi:10.51903/pixel.v19i1.3814

Authors

Panca Ardhi Noer Cahaya Universitas Sains dan Teknologi Komputer
Irdha Yunianto Universitas Sains dan Teknologi Komputer
Ayyub Hamdanu Budi Nurmana M. S Universitas Sains dan Teknologi Komputer

DOI:

https://doi.org/10.51903/pixel.v19i1.3814

Keywords:

Illustrated book; Traditional Snacks; Local Wisdom; Elementary School; Thematic Learning

Abstract

Local wisdom, particularly traditional snacks,
constitutes an essential part of national cultural
identity that needs to be introduced from an early age.
However, observations at SDN 1 Tanggungharjo
revealed that students' understanding of traditional
snacks remains low, compounded by a lack of
contextual and engaging visual learning media. This
study aims to design an illustrated book titled "Belajar
Jajanan Tradisional" (Learning Traditional Snacks)
as a local wisdom-based educational medium for
grades 3–6 students at SDN 1 Tanggungharjo. The
Design Thinking method was employed through five
stages: Empathize, Define, Ideate, Prototype, and
Test. Data were collected through direct observation,
teacher interviews, and student questionnaires. The
outcome is a 20-page digital illustrated book in A5
PDF format covering four traditional snacks —
klepon, dadar gulung, apem, and kue lapis — with
content encompassing their origins, philosophy,
cultural values, ingredients, and preparation
processes. The applied design elements include
character personification, vector cartoon style, bright
color palettes based on the snacks' natural colors,
rounded sans-serif typography, and a character
centered layout tailored to the cognitive
characteristics of students aged 9–12 years. Trial
results demonstrated that the illustrated book
effectively enhanced students' understanding of and
interest in traditional snacks, while receiving positive
feedback from teachers as a contextual and
meaningful supplementary medium for thematic
learning.

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