An innovative Monopoly-style learning media has been shown to significantly improve student achievement in economics subjects at the high school level. This finding comes from a 2026 study conducted by Rika Wahyuni, Elva Susanti, and Yulhendri from Universitas Negeri Padang, published in the International Journal of Advanced Technology and Social Sciences (IJATSS). The study highlights how game-based learning can transform classroom engagement and deliver measurable academic gains. The challenge of low student engagement in economics classes remains a persistent issue across many Indonesian schools. Traditional teaching methods, often centered on lectures and textbooks, tend to make abstract economic concepts difficult to understand. As a result, students frequently show low motivation and struggle to achieve minimum competency standards. At SMA Negeri 1 Pariaman, where the study was conducted, similar problems were identified. Many students found economics lessons uninteresting and overly theoretical. Pre-intervention assessments revealed that a significant portion of students had not reached the expected learning outcomes, reinforcing the need for more interactive and student-centered teaching strategies.
To address these issues, the research team developed an interactive learning medium based on the classic Monopoly board game. The modified version incorporates economic concepts such as markets, transactions, production, and financial decision-making into gameplay.
Students participate in simulated economic activities, including buying, selling, managing resources, and making strategic financial decisions. This approach allows them to experience economic principles directly rather than merely memorizing theoretical explanations.
The game design emphasizes active participation, collaboration, and problem-solving, making learning both engaging and meaningful.
The study used a quasi-experimental design involving two groups of students: an experimental class using the Monopoly-based learning media and a control class using conventional teaching methods.
Data were collected through:
* Pretest and posttest assessments
* Classroom observations
* Student response questionnaires
The results were analyzed using statistical methods to measure the effectiveness of the intervention.
The study found a clear and significant improvement in student performance after using the Monopoly-based learning media.
Key results include:
* Higher posttest scores in the experimental group
Students who used the game-based media showed a substantial increase in their understanding of economic concepts.
* Improved learning motivation
Students demonstrated greater enthusiasm and participation during lessons.
* Better concept retention
Interactive gameplay helped students remember and apply economic principles more effectively.
* Positive student responses
Most students reported that learning through the Monopoly game was enjoyable and easier to understand compared to traditional methods.
According to Rika Wahyuni from Universitas Negeri Padang, integrating game elements into learning creates a more dynamic classroom environment. She noted that students become more involved because they actively experience the material rather than passively receiving information.
The findings confirm that game-based learning can serve as an effective alternative to conventional teaching methods, particularly for subjects that are often perceived as abstract or difficult.
The use of Monopoly-based media helps:
* Increase student engagement and participation
* Simplify complex economic concepts
* Encourage critical thinking and decision-making
* Foster collaborative learning environments
This approach aligns with modern educational principles that emphasize active learning, creativity, and student-centered instruction.
The study provides practical insights for educators and policymakers:
* For teachers: Game-based learning tools can enhance classroom dynamics and improve learning outcomes
* For schools: Investing in interactive learning media can support curriculum implementation
* For policymakers: Encouraging innovation in teaching methods can help address national education challenges
The integration of educational games also supports the broader goal of developing 21st-century skills, including problem-solving, teamwork, and adaptability.
* Rika Wahyuni – Researcher in economics education, Universitas Negeri Padang
* Elva Susanti, M.Pd. – Academic specializing in instructional media and teaching strategies
* Yulhendri, Ph.D. – Lecturer and researcher in economics education and curriculum development
Source
Wahyuni, R.,
Susanti, E., & Yulhendri. (2026). The Effect of Monopoly Game-Based
Learning Media on Student Learning Outcomes in Economics Subjects.
International Journal of Advanced Technology and Social Sciences (IJATSS), Vol.
4 No. 3.
https://aprmultitechpublisher.my.id/index.php/ijatss
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