Monopoly Board Game as Augmented Reality-Based Interactive Learning Media for Improvement of Cognitive, Communication, Collaboration of Students Sdn 4 Rejoyoso Bantur Malang
DOI:
https://doi.org/10.19184/bioedu.v23i2.53740Keywords:
Augmented reality, Cognitive, Learning mediaAbstract
Augmented reality-based interactive learning media improve cognitive learning outcomes, communication, and student collaboration. The research design uses a quantitative approach with several stages, including the pre-research stage, which contains research on materials and the manufacture of learning media, the research stage, which contains the application of learning tools, and the post-research stage, namely the analysis of the data that has been collected. The research data source was conducted on 36 fifth grade students at SDN 4 Rejoyoso, who were divided into two groups: the treatment group and the control group. The results of the cognitive scores obtained in the treatment group through the N-gain score test, with an average of 80.14, are included in the effective category. The results of the unpaired t test yielded a Sig (2-tailed) value of 0.000 on communication and collaboration skills, showing that the MONOPOLY media had an effect on improving the students’ social and collaborative skills, which are important affective and interpersonal competencies. It can be concluded that the MONOPOLY board learning media, which combines a physical board game with an augmented reality (AR) mobile application accessible via students’ smartphones, has a positive effect on improving the cognitive learning outcomes, communication skills, and collaboration abilities of fifth-grade students at SDN 4 Rejoyoso Bantur Malang.
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