Educational Monopoly Games Boost Science Learning Outcomes for Elementary Students in Parepare

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FORMOSA NEWS

Researchers from the State University of Makassar—Nur Ilmi, Naufal Qadri Syarif, and Chusnul Khatimah—demonstrated that combining Problem-Based Learning (PBL) with educational monopoly board games significantly improves science learning outcomes for fourth-grade students. Conducted in 2026 at UPTD SD Negeri 28 Parepare, the study offers a practical, high-impact solution to address low scientific literacy rates, a challenge frequently highlighted by international PISA standards.

The Problem of Classroom Engagement 

Indonesian students currently struggle to meet international benchmarks in scientific literacy. At UPTD SD Negeri 28 Parepare, student performance in science was particularly concerning, with over 55% of students in the fourth grade failing to reach the minimum passing criteria of 75. The research suggests that traditional, teacher-centered instruction often leads to boredom, failing to spark the curiosity or active participation necessary to grasp complex scientific concepts.

A Gamified Approach to Science 

To address these challenges, the team conducted an experiment with 59 fourth-grade students, dividing them into two groups. The experimental group learned science through the Problem-Based Learning (PBL) model, which was specifically enhanced with custom educational monopoly board games. In these sessions, students collaborated to solve problems and analyze data as part of the game’s rules. Meanwhile, the control group participated in conventional, lecture-based learning. The effectiveness of both methods was measured through pre-tests and post-tests.

Key Research Findings

The integration of game-based learning proved highly effective, yielding clear results:

• Students in the experimental group achieved an average post-test score of 85.34, significantly outperforming the control group, which averaged 75.33.
• Statistical analysis confirmed the improvement was significant, with a significance value of 0.000—well below the 0.05 threshold required to prove the effectiveness of the intervention.
• The gamified model successfully transformed the classroom into an interactive environment where students were more enthusiastic, collaborative, and engaged compared to the passive nature of the conventional control group.

Impact on Education 

These findings demonstrate that education does not have to be rigid or stressful to be effective. By utilizing structured models like PBL alongside engaging tools like educational monopoly games, teachers can create a fun, interactive atmosphere that helps students master difficult material. This strategy serves as a scalable model for primary schools across Indonesia, proving that when learning is active and enjoyable, academic performance improves significantly.

Author Profile This research was led by Nur Ilmi, Naufal Qadri Syarif, and Chusnul Khatimah, faculty members from the State University of Makassar, Indonesia, whose work focuses on pedagogical innovation and improving student achievement in primary education.

Source Information

• Article Title: Problem-Based Learning Models (Pbl) Educational Monopoly Board Game Media Helps Student Learning Outcomes at Uptd Sd Negeri 28 Parepare
• Journal: International Journal of Education and Life Sciences (IJELS), Vol. 4, No. 6, 2026
• DOI: https://doi.org/10.59890/ijels.v4i6.21