P-ISSN: 2808-5957
E-ISSN: 2808-6724
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648
DEVELOPING ELEMENTARY SCHOOL’S SOCIAL STUDIES LEARNING USING
THE MONOPOLY GAME
Nurhayati
1
, Vera Rosdianti
2
, Aprila Sari
3
, Nurhaliza
4
, Silvia Fransisca
5
Faculty of Islamic Economy and Business, Islamic State University of North Sumatera, Indonesia
1
nurhayatiyatii152@gmail.com
2
verarosdianti8@gmail.com
3
aprilasari0428@gmail.com
4
halizan809@gmail.com
5
silviafransiska130699@gmail.com
Abstract
This type of research uses Classroom Action Research (CAR), this study aims to improve student learning
outcomes in Social Science (IPS) learners by using monopoly game media in elementary schools. Learning media
is one of the important things needed by teachers and students in the learning process, in accordance with
curriculum 13 which is expected to use learning media to improve student learning outcomes, using learning
using monopoly game media is very effective and can be an option for used as a medium for the teaching and
learning process in the classroom, by learning using the monopoly game media students can learn while playing
so that they can improve student learning outcomes by proving the results at the first meeting, namely with the
highest score with a value of 70, the lowest score with a value of 40, many students who completed as many as 2
people, while many students who did not complete as many as 18 people, while the percentage of student
completeness was 20%, while the second meeting was the highest score with a value of 95, the lowest score with
65 results, many students who completed as many as 17 people, while many students 3 students who did not
complete, while the percentage of students' completeness was 80%.
Keywords: elementary school, social studies, monopoly game
This work is licensed under CC BY-SA 4.0
INTRODUCTION
Learning is a process of behavior change as a result of interaction with the environment so
that the occurrence of learning experiences and outcomes becomes more meaningful (Nahar,
2016). Every learning must be influenced by infrastructure factors, environmental factors, and
available learning media factors (Rahmadani et al., 2017). The use of learning media is very
important for the teaching and learning process, to improve student learning activities (Tafonao,
2018). The use of communication media as a fundamental life that is very influential in teaching
and learning activities, these media can increase the learning activities of learners in the classroom
(Anshori, 2017).
Law No. 14 of 2005 concerning Teachers and Lecturers in article 1 paragraph 1 states that
teachers are professional educators with the main task of educating, training, teaching, guiding,
directing, training, assessing, and evaluating learners in early childhood education, formal
education pathways, primary and secondary education. To achieve these educational goals, the
person in charge of the process of teaching and learning activities informal educational institutions,
especially in the classroom is the teacher.
The purpose of monopoly games is to find out the map above the board through purchases,
rentals, and exchanges (Masnarati, 2020). According to Vikagustanti et al. (2014), the results of
Developing Elementary School’s Social Studies Learning Using the Monopoly Game
649 Indonesian Journal of Multidisciplinary Science, 1(6), March 2022
their research on monopoly games are effective for use because they have a positive effect on
improving learners' learning outcomes. By using monopoly games students are more active
because students prefer the existence of games.
One of the functions of learning media is to increase interest in student learning outcomes
(Kurniawan, 2020). Learning media that can be used as one of their monopoly, namely with the
monopoly game, will increase the results of the student's learning. Monopoly is a game that aims
so that students can know the names of countries in the world or the names of cities in Indonesia,
understand how to manage money, namely the concept of profit and loss, and teach the concept of
honesty and know the rules, and can carry them out in the game (Masnarati, 2020). The use of
learning media is to improve the quality of the learning process and learning outcomes (Nurrita,
2018).
In presenting the material, the teacher must be creative and able to present the material,
choosing the right methods and strategies in presenting the learning material to be taught to
students. The ability of teachers in the presentation of learning materials in the teaching and
learning process greatly affects the success of students. The capacity of teachers can be reviewed
from 2 aspects, namely with a variety of processes and aspects of results (Mas, 2008). In terms of
teachers, a process is said to be successful if it has been able to involve active students in the
learning process and from all students in learning, in terms of teachers results are attached
successfully if the given learning is able to change the student's perilaku towards better mastery of
co-operation, which can be measured through the achievement of high student learning outcomes
(Febriyanto et al., 2018).
METHOD
Action research is an activity carried out by educators or together with others (Collaboration)
that aims to improve or improve the quality of the learning process in the classroom (Mulia &
Suwarno, 2016). There are 4 important stages in carrying out class action research, namely planning,
implementation, observation, and reflection (Wibawa, 2003). The four stages in this study are
elements to form a cycle, which is a round of continuous activity that returns to the original step
or repeated cycle until successful. After one cycle is completed, maybe the teacher will find a new
problem or an old problem that has not been solved, continuing to the second cycle with the same
steps as in the first cycle. Thus based on the results of actions or experiences in the first cycle the
teacher will again follow the steps of planning, action, observation, and reflection in the second
cycle.
This study uses class action research with the implementation of actions consisting of two
cycles, the first cycle which is carried out on October 11, 2021, while the second cycle is carried
out on October 12, 2021. The research was conducted at 5 elementary schools, consisting of 12
male and 8 female students, with a total of 20 students.
The type of data in this study is by using quantitative data and qualitative data, qualitative
data in the form of students' ability to solve questions about ips materials that have been taught,
and from the results of student assignments, preliminary and final test results. Qualitative data is
Developing Elementary School’s Social Studies Learning Using the Monopoly Game
650 Indonesian Journal of Multidisciplinary Science, 1(6), March 2022
obtained from the activities of teachers and students in IPS learning and student literacy to provide
the material that has been taught.
RESULT AND DISCUSSION
The achievement of the most optimal learning outcome is the acquisition of the most optimal
learning process as well. In order for the optimal learning process and outcomes, starting from the
planning stage, learning implementation, and arriving at the assessment stage must be prepared
and implemented properly as well. The use of ladder snake media in mathematics subjects should
be concerned with learning methods that can increase students' motivation and interest in learning.
Data obtained from research at the first meeting and at the second meeting is presented in
the form of a bar diagram, the instruments in this study are carried out in the form of written tests.
The results of the student's study test at the first meeting and the second meeting can be seen in
the following table:
Table 1. Student Test Results at the First Meeting
No
Acquisition Aspects
Result
1
Highest Score
70
2
Lowest Score
40
3
Students Completed
2 people
4
Students Not Completed
18 People
Based on the table above, the results of student learning at the first meeting were the highest
with a score of 70, the lowest with a score of 40, many students were completed, namely as many
as 2 people, while many sides were not completed as many as 18 people. The results of the table
show that the implementation of the study has not reached the established success indicator of
80%, so the solution that can be taken is to mean the class action at the second meeting. The results
of the student's learning test at the second meeting can be seen in the following table.
Table 2. Student Test Results at the Second Meeting
No
Acquisition aspects
Result
1
Highest Score
95
2
Lowest Score
65
3
Students Completed
17 people
4
Students Not Completed
3 People
Based on the table above, it can be concluded on the student's learning results at the second
meeting, namely the highest with a score of 95, the lowest score with a result of 65, many students
who completed as many as 17 people, while many students were not completed as many as 3
Developing Elementary School’s Social Studies Learning Using the Monopoly Game
651 Indonesian Journal of Multidisciplinary Science, 1(6), March 2022
Meeting 1, 0Meeting II, 0
0
20
40
60
80
100
120
140
160
180
Highest Score Lowest Score Students Passed Students Not
Passed
Students'
Passing
Percentage
people. The results of the table above show the implementation of class actions by using monopoly
media is said to be successful because it has achieved the established success indicator of 80%, so
this class action research no longer needs to be continued next.
Based on the data obtained from the observation of student activities, the second meeting can
be known the impact of the action to be given. As for the results of the first meeting and the second
meeting, namely, students are more active and effective without talking to their classmates,
motivating students in learning activities is increasing, students are more understanding in
concluding the material that has been taught, teachers give enough time to students to ask things
that are not yet understood so that students can improve their understanding of problems that
students do not understand. The data obtained from the research of the first meeting and the second
meeting presented in the form of a bar chart can be seen as follows.
Figure 1. First Result Comparison Bar Chart and Second Meeting
Based on the bar diagram above the results of student observations at the first meeting,
namely with the highest score with a score of 70, the lowest chord with a score of 40, many students
were completed, namely as many as 2 people, while many sides were not completed as many as
18 people, while the percentage of student completion was 20%, while the second meeting was
the highest with a score of 95, the lowest score with a result of 65, Many students are completed,
namely, as many as 17 people, while many students are not completed as many as 3 people, while
the percentage of student completion is 80%.
Based on the discussion above, it can be known that IPS learning using monopoly game
media is one of the alternatives in learning that can improve elementary school martial arts results,
by using monopoly game media can also foster students' sense of community and train students to
critically think through discrimination. The results found are comparable to what experts have said
before according to Vikagustanti et al (2014), this study uses a monopoly-shaped learning media
and is effective use because it has a positive effect on improving student learning outcomes.
Developing Elementary School’s Social Studies Learning Using the Monopoly Game
652 Indonesian Journal of Multidisciplinary Science, 1(6), March 2022
CONCLUSION
Based on the results of research and discussion of the development of IPS learning with
monopoly game media in elementary schools, it can be concluded as follows.
1) Monopoly games on IPS learning can improve student learning outcomes in elementary
school with results at the first meeting, namely with the highest score with a score of 70,
the lowest with a score of 40, many students who completed as many as 2 people, while
many sides were not completed as many as 18 people, while the percentage of student
completion was 20%, while the second meeting was the highest with a score of 95, the
lowest score with a result of 65, many students were completed as many as 17 people,
while many students were not completed as many as 3 people, while the percentage of
student completion was 80%;
2) By using monopoly game media can improve student learning outcomes and monopoly
games are also more effective than not using media because students are more capture
learning by using media than not using media, the advantage of working with monopoly
game media is also that students are not bored in learning.
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