This document discusses using cartoons as primary sources in educational research. It explains that primary sources are data collected from firsthand accounts, and can include things like historical documents, photos, and cartoons. The document then analyzes the cartoon "Ipin and Upin" as an example of a primary source that could be used in educational studies. By examining dialogue from the cartoon, it identifies religious and social values presented, such as humility, gratitude, mutual assistance, and tolerance. The document concludes that primary sources like this cartoon can help increase student engagement and motivation by encouraging analytical thinking skills.

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Using cartoons as primary sources in educational research
Either quantitative or qualitative studies, there are six main stages in conducting research and one of them is data collection(Creswell, 2012, p. 7). Data gathered in research based on its sources consist of primary and secondary sources. Primary sources refer to data collected from first hand and recorded when the event was occuring. Meanwhile, secondary sources are the data which has been evaluated and analysed statistically(Briggs & Coleman, 2007, p. 282). In this essay, it will disscuss about the form and function of primary sources in educational research. It will then take Ipin and Upin cartoons as an example of primary sources and explore features and aspects that could be considered why this primary source could be used in educational studies.
According to Briggs and Coleman (2007, p. 283), the form of primary sources include historical documents, government reports, authority mails, policy statements, diaries, newspaper articles, advertisements, photos, meeting reports, organisational records, maps, and virtual records. All kinds of those primary sources play a major role in conducting research. With regard to the function of primary sources in educational research, it has been acknowledged that the use of primary sources make big contribution to educational studies because primary sources play an important role in increase in student’s awareness and student’s competence, encouraging analytical thinking of student, an improvement in learning and teaching process by enhancing student’s engagement and student’s motivation(Anderson, 2009, p. 35). A good illustration of using primary sources such as photos in educational studies is in history particularly in the involvement of women in battle. Using primary sources in history, it is likely to encourage student’s thinking abilty, logical and critical thinking of students (Crew, 2008, p. 29). Moreover, (Everhart & Frances Jacobson, 2002) contend that the use of photos as primary sources in history studies shows an increase in student’s creativity, interpretative skills, analitycal skills, and an improvement in understanding history.
There are many features and aspects of cartoons which could be considered in using as primary sources in educational research . Concept cartoons should have very little text, containing the scientific ideas that can be applied in the context of everyday life,

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understandnable, and encouraging the motivation of students (Kabapinar, 2009, pp. 106- 107). Aspects of cartoons could be social aspects, religius aspects, cultural aspects, and political aspects. For example, Ipin and Upin cartoon. This cartoon is an animation cartoon TV series created by Moh. Nizam, Muhd Safwan Abdu Karim, and Usalna Zaid whose the owner of Les’Copaque production in 2007. The purpose of this cartoon was to educate children school aged in order to know the aim of the month of Ramadhan and its values(Production, 2007). According to Les’Copaque Production (2007), Ipin and upin cartoon is included a literature of children that could be understood particularly in children which aged between 6-13 years old. Such as the other chidlren’s literature generally, it is not only as a media of entertainment but also as a media of education, forming children’s cognitive development, and children’s emotional development(Schiau, Plitea, Gusita, Pjekny, & Iancu, 2013, pp. 38-41). In addition, (News, 2012) contends that cartoons are a media of entertainment and educational for children.
Generally, values containing in Ipin and Upin cartoon is classified into two dimensional which are vertical dimension and horisontal dimension. Vertical dimension is related to religious values in Islam related to the relationship between human being and their God. Humility in worship value containing in Ipin and Upin cartoon series is in the first episode which is title “tomorrow we are going to fasting” and its dialogue as follows :
Upin : Yeah...it is time to break fasting.
Mak Uda : Wait a minute...let’s pray first.
Upin-Ipin : Bismillahirrahmanirrahim. Amin...
Mak Uda : Hmm...it is very short..this is pray for hungry people, let’s pray correctly.
Upin-Ipin : Bismillahirrahmanirrahim. Allahumma laka sumtu wa bika amantu wa ‘ala rizkika afthortu birohmatika yaa arhama rohimin.
From the researcher’s perspective, the content analysis of the dialogue above indicates that in praying, person has to do it seriously since it is the same as ask to the Allah SWT. Humility is defined as feeling of fear or subject to God that arises from the heart(Islam, 2009). Another values is being grateful. This value contains in dialogue Ipin and Upin the second serial in episode seventeen which is title “Iedul Fitri” as follows :
Mak Uda : In Iedul Fitri, we shake hands each other, being forgiveness each other, not for seeking money, but if we earn money...then Alhamdulillah..

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From the researcher’s stand point, in this dialogue fragment, Mak Uda taught us to be grateful for everything that we already got.
Referring to horisontal dimension, the values are related to social values which are mutual assistance and tolerance. Related to mutual assistance values in this cartoon, it could be analysed from the dialogue fragment below. When Kak Ros and Opah were making ketupat, then Ipin and Upin came to them.
Upin : Kak Ros, Can I help you?
Kak Ros : No, thanks.
Ipin : Please Kak Ros.
Kak Ros : I have said that I do not need your help, yeach...You should not be.
Mak Uda : Hmm..Ros, let us help you, take a seat...take a seat.
From the researcher’s stand point, it illustrates the attitude towards help the elderly people. Upin and Ipin wanted to help Kak Ros and Mak Uda who were busy making ketupat. Eventhough, Ipin and Upin could not make ketupat but their willingness to help and learn were very strong. Another values containing in this cartoon is tolerance. Some part of the dialogue in this cartoon illustrated about how to respect the others. As (Abraham, 2009, p. 120) cited in Williams (1997) contends that cartoons are play a major role in developing social values in society. Respecting the other people is a basic principle in social interaction.
In conclusion, this essay has identified the form and the function of primary sources in educational research. Using primary sources in educational study make a big contribution to learning environment particulary in encouraging students’ ability in terms of cognitive skills and an increase in students’ motivation. Referring to Ipin and Upin cartoon which could be used as a primary source in educational studies, the content analysis of its dialogue indicates that there are two main values containing in this cartoon,namely,vertical dimension and horisontal dimension. Vertical dimension regards with the relationship between human being and their creator while horisontal dimension regards with social values in community.

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List of References
Abraham, L. (2009). Effectiveness of Cartoons as a Uniquely Visual Medium for Orienting Social Issues. Journalism and Communication Monographs, 11(2), 117-165.
Anderson, M. A. (2009). The Power of Primary Sources. MultiMedia & Internet@Schools, 16(6), 35- 38.
Briggs, R. J., Ann, & Coleman, M. (2007). Research methods in educational leadership and management, 2nd ed. Los Angeles: SAGE Publications.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, 4th ed. Boston: Pearson.
Crew, H. S. (2008). enhancing the curriculum using primary sources: women engaged in war. Teacher Librarian, 35(3), 28-32.
Everhart, N., & Frances Jacobson, H. (2002). Research into practice: Using primary sources and creative writing to teach middle school history. Knowledge Quest, 31(2), 52.
Islam, T. M. o. (2009). Humility. Retrieved 19 August, 2014, from http://english.islammessage.com/ArticleDetails.aspx?articleId=528
Kabapinar, F. (2009). What Makes Concept Cartoons More Effective? Using Research to Inform Practice. Egitim ve Bilim, 34(154), 104.
News, R. V. (2012, 27 August). Pakistan: Effects of cartoons on children's psychology & behaviour patterns. Right Vision News. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/1035117311?accountid=10910
Production, L. C. (2007). Official Website of Ipin and Upin. Retrieved 16 August, 2014, from http://upindanipin.com.my/v7/info.php
Schiau, S., Plitea, I., Gusita, A., Pjekny, S., & Iancu, I. (2013). How do cartoons teach children? A comparative analysis on preschoolers and schoolchildren. Journal of Media Research, 6(3), 37-49.