Dissertation, Universitas Negeri Surabaya (UNESA) (2014)
AbstractTwenty-one units of school E-books subjecting in Arts and Culture in total has been released nationwide, which must be consented by Indonesia’s Body of National Standard of Education (Badan Standar Nasional Pendidikan) – the appointed organization to certify Indonesia’s educational features. The graphic instruments applied on cover designs, of which emphasis is merely on technical aspects, requires further examination. Such condition becomes the basis of this study in order to identify, describe and illustrate the implementation of cover designing school E-books subjecting in Arts and Culture through: (1) proficient instructional media’s perspective, (2) visual communication design’s perspective, (3) visual semiotics’ perspective, and (4) end users’ perspective. Additionally, it also qualifies the cover designs. Pertaining qualitative research toward the entire 21 school E-books subjecting in Arts and Culture, the data gathering process involves three sets of instrument:comprehensive reading on visual marks and their relevance with the books’ concepts as cited by C.S. Peirce, corroborative approach toward specialists on both instructional media and visual communication designs, and collective line on end users’ responds. Conclusively, it is found out that: (1) instructional media consultants agree on the significance of all covers, while visual communication designers pronounce that twelve of them are worth it, (2) all covers meet the books’ concepts’ relevance semiotically, (3) students as end-users have positive responds toward all covers, and (4) 12 out of 21 sets of cover design qualify after fulfilling all criteria obliged by this study. Therefore, it recommends: (1) optimal application of visual marks in cover designing process by utilizing e-book features, (2) mature procedure in selecting cover designer(s) to better represent the concept of each book, and (3) intensification on selecting E-book cover designs. The Body of National Standard of Education needs to assess not only technical instruments applied, but also multimedia studies and visual communication designing theories. Further, it is expected to involve both the expertise of visual communication designers and view of the students as targeted end-users in future evaluation process.
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