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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 108
Social Sciences, Humanities and Economics Conference (SoSHEC 2017)
Developing Biology-based Monopoly Game as Media
to Enhance Students’ Learning Outcome and Social
Ability
A Firmansyah S Indana
Science Education, Faculty of Mathematic and Natural Science Education, Faculty of Mathematic and Natural
Sciences Sciences
Universitas Negeri Surabaya Universitas Negeri Surabaya
Surabaya, Indonesia Surabaya, Indonesia
alimmatusfirmansyah@mhs.unesa.ac.id sifakindana@unesa.ac.id
Abstract— The purpose of this study is to describe the student’s interest response, fluency of the game and learning
development of biology-based monopoly game as media to process, and media ability to improve student’s learning
support students’ learning outcome and social ability. Using the outcomes [3]. Trisana's research also concluded that students in
Four D-Model, we created and developed a set of biology-based the class using monopoly game achieve better learning
monopoly game and tested it to junior high school students (n = outcomes than students in the class who do not use the
24). This study consists of two phases namely the development monopoly game media in learning [4]. However, research on
and implementation phases by using a one-shot case study design. the development of monopoly game in the material structure
Research parameters were the feasibility of the developed game and function of plants has never been done by other
as the media, the students’ learning outcome, and the social researchers.
ability. Data were analyzed descriptively according to the
characteristics of the existing data. The findings showed that The purpose of this research is to develop instructional
media can support students' learning activity based on the media adopted from a monopoly game to support the
correct understanding of the students’ learning outcomes; the completeness of student’s learning outcomes and the
excellent enthusiastic, high competition and cooperation, and development of students' social attitudes. This research uses
good discipline aspects. Based on this study, the feasibility is only two phases of which from four D-Model and its
considered very feasible. Results indicated that biology-based application phase using one-shot case study method. The result
monopoly game is effective to support junior high school of this research of developing monopoly game as media can
students’ learning outcome and social ability. improve student's learning result as much as 75,4% and
Keywords—monopoly game; media; learning outcome; social student's social attitude includes the excellent enthusiasm
ability aspects; very good in competition and cooperation aspects;
while, quite good in discipline aspect. This shows that the
I. INTRODUCTION advantages of the game as a medium are (1) something fun and
The best learning media will enable students to respond, to exciting because there is an element of competition, (2) having
generate interest and to learn motivation [1]. Effective learning the ability to engage students in an active learning process, (3)
games in the learning process consider couples of prerequisites providing direct feedback (Sadiman et al., 2006). Learning
that can bring real-world values, knowledge, and joy, of which games can get rid of the "seriousness" that hinders to create an
do not make students look stupid or superficial, rather, make atmosphere of joy and excitement in learning and creative
them work together, challenge, and feedback [2]. The results of intelligence can be achieved [5].
observations and interviews conducted by researchers show II. METHOD
that students are less motivated in learning biology due to This research is a research type applying various learning
many unfamiliar scientific terms students must understand. models assisted with learning media in a form of monopoly
Teachers also have not used game as media and not yet game on the material structure and function of plants. Concepts
implemented appropriate teaching techniques. As a result, the related to the material include the morphological structure of
completeness of student learning outcomes has not been the roots, stems, leaves, flowers and seeds and their
achieved and the students' social skills have not developed functions. This study consists of 2 stages; the development of
optimally. learning media tools and the application of monopoly game as
Rokhmani's research concludes that the effective monopoly a learning media to support the completeness of learning
game is used as media to support the teaching and learning outcomes and the ability of students' social attitudes. The
process in Chemical Formula and Reaction Equation matters. development of learning tools using 4-D model consists of 4
The effectiveness in terms of media quality, media concept, stages; (1) Defining, of which includes the analysis of
Copyright © 2018, the Authors. Published by Atlantis Press. 218
This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Advances in Social Science, Education and Humanities Research (ASSEHR), volume 108
curriculum analysis, student analysis, concept analysis, task TABLE II. RESULTS AND TYPES OF MEDIA REVISION OF MONOPOLY
analysis, and formulation of learning objectives; (2) Designing, GAMES ON MATERIAL STRUCTURE AND FUNCTION OF PLANT
of which covers the preparation of monopoly game and the No Type of Results of Revision
preparation of research instruments; (3) Developing, of which Revision Draft I Draft II Draft III
includes media validation by experts in media development, 1. The trial The trial The trial plus two The number of
biology lecturers and teachers. The validation results are used of media was held meetings, results meetings in the the
to revise the media to meet the criteria. Then it is performed the impleme twice (120 in four meetings trial was not
application of monopoly game about the material structure and ntation minutes) (240 minutes). changed.
function of plants four times in the classroom learning with details: The change However, before
activities as described in table 1. Meeting I occurred in the the test phase was
(80 second meeting actually
minutes) (40 minutes) used implemented in
TABLE I. LEARNING ACTIVITY WITH BIOLOGY MONOPOLY GAME was used for for introducing the classroom, the
MEDIA material how to play. Then researcher
Time delivery and the third meeting conducted a
Meeting (minute) Learning Activity playing a (80 minutes) is limited trial to find
biology used for learning out whether the
Submitting materials or concepts of structure monopoly. processes with number of
I 80 and function of roots, stems, leaves, flowers, Meeting II biology questions
fruits, and seeds. The material presented is (40 monopoly game.. contained in the
limited to morphological structure only minutes) is The last meeting media was enough
Socializing or introducing the rules of used for the (40 minutes) is to be learned by
II 40 monopoly play and its components by evaluation used for the playing biology
modeling the rules how to play test (post- evaluation test monopoly media
III 80 Playing activities done by the students and test). (post-test). for 80 minutes.
judged by the observer 2. Rules The rules are
Providing an evaluation test (post-test) to how to replaced by
IV 40 measure the level of students' understanding of play. answering The regulatory
the subject matter that has been learned after Players can questions from changes are
playing the monopoly. get out of the bank with focused on the
jail if they three occasions. amount of the
get the same If the wrong penalties. On
A monopoly game was played by students in a group of number of answer on the occasions I and II,
eight divided into four small groups consisting 2 students. the dice occasions I and II the amount of the
During the game and learning activities using the media, when pay a fine of 20. penalty is replaced
observations of students' activities were done by observers throwing for If on the third by 10. Opportunity
from the beginning to the end of the game covering aspects of the third occasion still III the amount of
enthusiasm, competition, cooperation and order during time. answered the penalty is
wrongly, the replaced by 25.
monopoly play; (4) Disseminating. However, this study only player paid a fine
works up to the third phase namely development. The research of 200.
design used was One-Group Pretest-Postest Design developed The turn of Changes in the The determination
by Campbell and Stanley [6]. play of each way of turn to of how to play
group is play are each group is
III. RESULTS AND DISCUSSION determined determined by the changed again by
directly by position of each taking the lottery
The results of this study are divided into two namely the the bank group in a numbers that have
results in the development stage of media and results in the officer. clockwise been provided by
application phase of the media. The results were analyzed direction. bank officers.
qualitatively and quantitatively. Data shown as the results of The way of The method of
The method giving the giving the question
media feasibility assessment are presented in Table 2. Before of giving question is is replaced by a
being tested to students, this media has undergone several the question replaced by direct appointment
times in the revision phase. The draft I is the initial draft of the is done by reading the whether it is a
revised media based on the suggestions from lecturers I and II taking the question directly matter of theory or
so that the draft II is produced. Then draft II gets revised again lottery according to the a matter of images
number. serial number of contained in each
into draft III that is ready to be tested to the students. The the questions in question list.
revision was made to develop a monopoly game media in order each question list.
to obtain a viable and effective media used in supporting The way of
learning activities. The types of revisions include the The way of The method of determining the
implementation of media trials, rules of play, visual aspects, determining determining the winner is
questionnaires format, language use or sentence, and the the winner winner is changed completed. If two
is only based on the groups have the
materials used. based on the amount of his same number of
amount of wealth and the correct answers,
wealth most number of correct the winner is
obtained by answers by each determined by a
each group. group priority list of
questions made by
the researcher.
219
Advances in Social Science, Education and Humanities Research (ASSEHR), volume 108
TABLE II, cont. TABLE II, cont.
3. The The game The media is 5. Use of Sentences
visual board is Game boards are packed with language or
aspect printed on stamped on photo making wooden or languages
the paper and pasted boxes and game sentence on the Fund Replaced by a Repair mistyped
cardboard on cardboard. boards pinned on and positive phrase or sentences and print
and is black top of the box. Opportunity language
and white. cards are
The general General fund much
fund and cards and negative.
opportunity opportunities Change the shape Some
cards are printed on photo of the more questions
printed on paper and added interesting have the question is
HVS paper supporting illustrations and multiple replaced or the
and are illustrations in the color changes. meanings, sentence is fixed
black and form of line thus so that it has no Wrong
white. frames confusing double meaning replacement of
Monopoly Replacing the student so that the sentence and print.
money uses monopoly money when student's answer
money as is with monopoly Changed the answering is only focused
commonly money designed currency value to and the on one answer
used in by researchers. smaller. answer is only.
monopoly But the value of also
games. its currency is incorrect.
greater. 6. Material The
Colors on Change the color used material
each sub on some sub- consists of The material only For the material,
concept concepts of Roots Change the layout anatomical focuses on the function is taken
(Roots: become magenta, of the image and structure morphological only functions
gray, Trunk: Flower becomes add the supporting and structure and associated with
orange, red, and Fruit illustrations. Add morphology function of the morphological
Leaf: light becomes green. the word Biology of plant plant body structure only
blue, The colors are Monopoly in the functions
Flower: matched with the middle of the
blue, Fruit: proprietary box board game.
yellow, and on the board and
Seed: Pink). on the proprietary Monopoly game media can be tested on students after
card experiencing revisions and judgments of Biology lectures,
Create a media experts, and biology teachers. The result of the
monopoly The size of the At the edges added feasibility assessment of the monopoly game media is
board monopoly game as much as 5 cm presented in Table 3.
design with board is changed so that the size
size 50 cm x to 40 cm x 40 cm returns like draft I.
50 cm TABLE III. ASSESSMENT OF MEDIA FEASIBILITY OF BIOLOGY
The image in the MONOPOLY GAME ON MATERIAL STRUCTURE AND FUNCTION OF PLANT
Images in center of the Expert Biology Biology
question- game board is Add an arrow No Indicator Media Lecturer Teacher
naire do not removed and mark to the image A. Media Format 90% 95% 95%
match the replacing the according to the B. Visual 100% 95% 100%
proposed or image that is question Media Clarity in
the concept. inconsistent with C. Presentation of Concepts 95.83% 93.75% 100%
the concept. Average Percentage
4. Question The Media Feasibility Value 95.28% 94.58% 98,33%
naire Question
grouping List is
format grouped The grouping is Create a new The indicators of the feasible assessment or valid monopoly
into matter converted into a questionnaire game media are grouped into three aspects of assessment
Theory and list of questions group that is a
Fig. Each Theory 1, Theory Reserve or Pot namely media formats, visual aspects, and media clarity
group has a 2, Figure 1, and checklist. Then aspects. Based on Table 3 and referring to the percentage of
sub-concept Figure 2. The add the number of media assessment criteria, the assessment of the three
of matter answer is no questions to the reviewers generally shows that the monopoly game media on
(Root- longer printed on Questionnaire of the material of Plant Structure and Function is very suitable to
Seed). the back of the General Funds and
While the paper with the Opportunities list. be used to support the learning process.
answer is question but on And fixing the The validation or feasibility process of monopoly game
printed, the the other. wrong typing and
paper print. media is done by Dra. Rinie Pratiwi P., M.Si. as a media
contained in expert, Dra. Yuni Suryawati as a Biology teacher, Dra. Leonita
the Santoso, M.Si., and Dra. Sifak Indana, M.Pd., as lecturers of
question.
220
Advances in Social Science, Education and Humanities Research (ASSEHR), volume 108
Biology I and II. Based on Table 3, the reviewers stated that TABLE IV, cont.
the monopoly game media earned a very reasonable rating 11. Students can mention the function of 100 Completed
category. The categories of assessment are grouped into three additional parts of flower
aspects: (1) media formats, including media suitability with 12. Students can distinguish examples of
learning indicators, systematic presentation of questions, flowers that include flowers complete 50 Incompleted
conformity of evaluation tests with sub-indicators, clarity of with incomplete flowers
13. Students can distinguish true fruit 87.5 Completed
rules on how to play, and the format of the presentation of groups and pseudo-fruit groups
media components; (2) the visual includes the quality of the 14. Students can name three true pieces of 87.5 Completed
image or illustration, the color quality of the image or fruit
illustration, the clarity and shape of the letters on the media, the 15. Students can name three samples of 100 Completed
design and the size of the media, the clarity and understanding pseudo-fruit
of the use of the language or sentence in the media; (3) media 16. Students can define parts of the seed 91.7 Completed
with the image
clarity in presenting the concept of the structure and function of 17. Students can mention the functions of 87.5 Completed
roots, stems, leaves, flowers, fruits, and seeds. the embryo
This media’s assessment is based on the overall visual 18. Students can mention the function of 87.5 Completed
cotyledons
aspect by all three reviewers by 100%. That is, the biology 19. Students can explain the
monopoly media is very suitable to be used to convey material characteristics of the morphological 87.5 Completed
Structure and Function of Plants. This means that information structure of 2 layers of seed coat
that is usually delivered verbally can be displayed visually in found in Angiospermae plants
biology monopoly media so that the learning process is more 20. Students can explain the
interesting and the purpose of learning can be achieved. characteristics of the morphological 83.3 Completed
structure of the 3 layers of seed coat
The clarity of biology monopoly game media in presenting found in the Gymnospermae plant
the concept of the morphological structure of roots, stems, Average Percentage Completion 75.4
All Sub Indicators (%)
leaves, flowers, fruits, and seeds and their functions are highly
appraised. This means that the media presents the concept According to the data shown in Table 4, it is known that the
clearly and systematically through easy play activities. This average percentage of completeness of all sub-indicators is
media can combine images and words to visualize the concepts 75.4%. Of the 20 sub-indicators, there are 18 sub-indicators
of concise and clear facts and ideas. that successfully completed. That is, the use of this monopoly
In this research, the standard of the measures of learning game media can help students achieve the goals or sub-
outcomes used in each learning indicator is more than 60%. indicators of learning. The use of media is an important part in
Table 4 shows the data of students’ learning outcomes after the supporting the learning process in hopes to facilitate the
learning process using biology-based monopoly game to achievement of predetermined learning objectives [7].
master the structure and function of plants. The ability of social attitudes is observed from activities as
TABLE IV. COMPLETION OF STUDENT LEARNING OUTCOME IN EACH long as students perform monopolistic play activities in groups.
SUB INDICATOR Aspects of observation assessed by two observers in each large
Percen- Complete- group include aspects of competition, enthusiasm, cooperation,
No Sub Indicator tage (%) ness and order. The average result recapitulation score of each
1. Students can define the sections of the 100 Completed aspect of observation of student activity during monopoly play
root with the image in each big group is presented in table 5.
2. Students can explain the function of 83.3 Completed
the root hood TABLE V. OBSERVATION OF STUDENT ACTIVITY DURING MONOPOLY
3. Students can explain the five 91.7 Completed PLAYING ON MATERIAL STRUCTURE AND FUNCTION OF PLANT
functions of the stem
4. Students can distinguish 3 Aspect of Observation
characteristics of the morphological 91.7 Completed Group Compet
structure of herbaceous rods and ition Anthusiasm Cooperation Dicipline
woody stems 1 3.75 3.75 3.50 2.75
5. Students can name two examples of 100 Completed
herbaceous stems 2 3.50 3.50 3.25 2.50
6. Students can name two samples of 100 Completed
woody stems 3 2.75 3.50 2.75 2.25
7. Students can specify parts of leaves 95.8 Completed Average of
with drawings Each Aspect 3.33 3.58 3.17 2.50
8. Students can explain the main 100 Completed Assessment Very
function of the leaves Category Well Excellent Very Well Quite Good
9. Students can distinguish leaf samples
that include leaves complete with 54.2 Incompleted
incomplete leaves According to the data shown in Table 5, it shows that the
10. Students can determine the students are very enthusiastic to play a monopoly shown by an
morphological structure of flowers 95.8 Completed average value of 3.58, of which is categorized very good. This
with images
221
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