Developing Monopoly Educational Game Application on XI Grade High School Student’s About Cell Teaching Material

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Developing Monopoly Educational Game Application
on XI Grade High School Student’s About Cell
Teaching Material
Restiana1* , Djukri2 , Indarto3, Umi Hijriyah3
1 Biology Education, Postgraduate Program, Yogyakarta State University, Jl. Colombo No. 1, Karang Malang,
Yogyakarta, 55281, Indonesia
2 Biology Education, Faculty of Mathematics and Natural Science, Yogyakarta State University, Jl. Colombo No. 1,
Karang Malang, Yogyakarta, 55281, Indonesia
3Raden Intan State Islamic University Lampung, Sukarame, Bandar Lampung
*Corresponding author. Email: resti4300@gmail.com
ABSTRACT
This study explains the process of developing a monopoly educational game application on XI grade high school
students about Cell teaching material and determining the feasibility and quality of the product. This research
categorized as developing by Borg and Gall with six stages of research. Those are research and collecting information,
planning, developing preliminary forms of product, preliminary field testing, main product revision and main field
testing. Then, the research population was on the YP UNILA Bandar Lampung high school students. The sample used
was 20 students of XI grade MIA for the limited scale test and 33 students of XI grade MIA for the broad-scale test.
Determination of the sample using a purposive sampling technique. Data were collected through a feasibility
questionnaire for media specialists, teaching material experts and linguists, and teacher and student response
questionnaires. The data were analyzed by descriptive quantitative and descriptive qualitative. The research results
showed that the percentage of media expert was 88.60%, teaching material experts 81.25%, linguists 78%, teacher
responses 89.06% and student responses 88, 10%. Therefore, the monopoly educational game application is proper to
be used as a teaching medium and ease students to understand the material.
Keywords: Learning media, Educational game application, Monopoly.
1. INTRODUCTION
Biology science explains all daily life aspect.
Students often experience difficulties in studying
biology because they memorize too many foreign terms
[1]. One of the biological materials that have many
biological foreign terms is cell teaching material. Cell
teaching material consists of sub-theories, the structure
of the cell and its functions. The research results at
SMA YP Unila Bandar Lampung showed that student
teaching outcomes on cell teaching material were still
low. It scores below the minimum school completeness
criteria, namely 70.
The teacher delivers the teaching material and
supports, activates, and invites students to be vibrantly
involved in the teaching process. Teachers can trigger
students' interest in understanding and receiving
teaching material by utilizing teaching media [2] [3].
Teaching media overcome boredom during the
teaching process [4]. Teachers can adjust their teaching
media based on student characteristics and technological
developments. The use of technology is an important
factor for effective teaching. It can trigger positive
student behaviour in the teaching process [5]. Teaching
media that are fun, interesting, effective and student-
centred make students more enthusiast. These teaching
media are called educational games. The use of games
in the teaching process can trigger student interest in
teaching. There are challenging rewards and
punishments in these games to feel challenged to learn
[6]. Educational games have several advantages, such as
fun, entertaining, allowing students' enthusiastic
participation to learn, providing direct feedback, and
minimize students' the rejects in teaching [7] [8].
A game that is easily modified by presenting biology
teaching material is a Monopoly game. Monopoly game
is friendly to use. This game is familiar to society,
especially among teenagers [9]. Based on several studies
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Proceedings of the 7th International Conference on Research, Implementation, and
Education of Mathematics and Sciences (ICRIEMS 2020)
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that have been conducted, the use of monopoly media
provides opportunities for students to explore their
ability to think [10]. Monopoly games encourage
students to be more vibrant [11]. Monopoly games help
students learn independently and achieve teaching goals
[7]. Monopoly games can improve concept mastery
[12], teaching motivation and collaboration between
students in developing their abilities to create a vibrant
teaching atmosphere. The vibrant teaching atmosphere
can improve student teaching outcomes.
According to Asna Maghfirah's research, it is
concluded that monopoly games are useful for
improving student teaching outcomes on excretion
material. It is proved by the high posttest results of the
experimental class using monopoly game media.
Compared to the control class, which does not use
monopoly game media [13]. Research by Tresna
concluded that the monopoly game is feasible for
various teaching media on the hormone system material
as proven by a feasibility questionnaire [1]. Research by
Khalifa Ulfa concluded that monopoly game media
affected the conceptual understanding of eighth-grade
students. It is about the digestive system teaching
material, as evidenced by the increase in students'
posttest scores after applying monopoly game media
[12]. Based on this research, no one develops monopoly
game media on cell teaching material and develops it in
an android application. Therefore, this statement is used
as the purpose of this research and development.
2. RESEARCH METHOD
The research type is research and development by
Borg and Gall [14] consist of 6 stages. Those are
research and collecting information (conducting field
studies or observations to determine the teaching
process's potential problems). Planning/designing
research and development in order to find solutions to
problems in the teaching process. Then, develop
preliminary forms of products (developing products
from the results of planning and then conducting due
diligence by media specialists, teaching material experts
and linguists), preliminary fields testing (limited product
trials using 20 XI grade students), main product revision
(revising the results of limited product trials), and main
field testing (wide-scale product trials using 30 class XI
students).
2.1. Location and Time
The research was conducted at SMA YP UNILA
Bandar Lampung in 2017.
2.2. Subject of Research
The study population was the YP UNILA Bandar
Lampung high school students. The sample used was 20
XI grade MIA students for limited scale trials and 33 XI
grade MIA students for wide-scale trials. Sampling was
conducted using a purposive sampling technique,
selecting students using android for easy distribution
and access to applications.
2.3. Data Collection Technique
The data collection instrument was a feasibility
questionnaire for media, material and language experts,
and a biology teacher and student response
questionnaire. Data obtained from the validation of a
questionnaire from media, material and language
experts, and the results of biology teachers and students'
responses.
2.4. Data Analysis Technique
Data were analyzed descriptive-quantitatively based
on the questionnaire results and qualitative descriptive
based on experts' suggestions and suggestions. The
validation and questionnaires response use a Likert scale
for scoring as in table 1. below:
Table 1. Likert scale
No.
Quantitative Analyze
Score
1.
Very good
4
2.
Good
3
3.
Not too good
2
4.
Very Not too good
1
The data were analyzed by finding the percentage
value of the questionnaire assessment for each item
using the following formula:
Percentage of eligibility value = x 100%
The percentage of eligibility score obtained is
interpreted into a scale of eligibility criteria based on
table 2. below:
Table 2. Eligibility criteria scale
No.
Pencentage (%)
Interpretation
1.
p>80%
Very Qualified
2.
61%<p 80%
Qualified
3.
41%<p 60%
Qualified Enough
4.
21%<p 40%
Less Qualified
5.
p21%
Very less Qualified
The monopoly educational game application is
proved feasible if the percentage of eligibility is ≥61%
[15].
3. RESULTS AND DISCUSSION
This study uses a research and development model
that refers to the Borg and Gall procedure. The research
and development stages are limited to stage six, namely:
research and collecting information (making
observations in school to find out the potential problems
faced by students during the teaching process and have
Advances in Social Science, Education and Humanities Research, volume 528
115

an impact on teaching outcomes), planning (Research
plan in developing products that will be solutions in
overcoming problems) in school), develop preliminary
forms of the product (develop products from the results
of planning, and they are assessed for their feasibility by
media specialists, teaching material experts and
linguists), preliminary field testing (conducting limited
product trials using 20 XI grade students), main product
revision (improving based on student responses to
limited product trials) and main field testing (conducting
wide-scale product trials in 30 XI grade students).
3.1. Research and Collecting Information
The problems faced in the teaching process of
biology subject, especially in cell teaching material at
SMA YP UNILA Bandar Lampung, are related to the
teaching media used. During the teaching process, the
teacher uses less attractive media to decrease student
interest in teaching and impacts low student teaching
outcomes. Students need fun teaching media. Then, it
can trigger student interest in teaching and improve
teaching outcomes.
3.2. Planning
Based on the problems stated above, planning the
products that will be developed and adapted to the
students need. Monopoly game is chosen because it can
provide fun and motivation in student teaching
behaviour [6]. Producing monopoly teaching media that
suit student needs and provides benefits as teaching
media is necessary to design a product. Those are such
as 1) Determining the number of boxes to be used in the
monopoly educational game application, including the
"start" box, the box " cell organelle "," chance card
"box," general points "box," pictorial question "box,"
passing only "box," question free "box," and "prison"
box totalling 36 boxes, 2) Searching for images of
organelles cells such as ribosomes, endoplasmic
reticulum, lysosomes, Golgi bodies and place in a
predetermined box, 3) Make 64 questions related to cell
teaching material with cognitive levels C1, C2, C3, C4,
C5 and C6, 4) Determining the duration of time to
answer each question, 5) Determining the starting point
of the player, adding points for correct answers,
subtracting points for wrong and non-answering
answers, 6) Determining the player character to be used,
7) Designing game rules and guidelines for how to play,
8 ) Determining the size of the application and 9) Select
the tone used.
3.3. Develop a Preliminary Form of Product
The product is developed using Adobe Flash
Professional CC 2015 and Adobe Photoshop CC 2015.
Adobe Flash Professional CC 2015 is used in making
programs such as insert coding for accessing this
application. The use of adobe flash in the development
of this application is 1) moving the player character to
move places, 2) rolling the dice and generating dice
randomly, 3) bringing up each instruction when the
player lands on a particular box, 4) setting the game
music on-off, 5) set the duration of the game, 6) set
substitutions and others. Meanwhile, Adobe Photoshop
CC 2015 is used in designing parts of monopoly games
such as "chance cards", "general point cards" and others.
Adobe Photoshop's use makes the monopoly
educational game application developed to have a
harmonious composition of writing, colours, and
images. The results of the development produce an
android game application which can be seen in Figures
1 and 2 below:
Figure 1. The initial view of the product
Figure 1 shows the initial part that will appear after
the user opens the Android-based monopoly educational
game application. This section has several explanations,
namely: 1) Teaching material in monopoly contains cell
teaching material complemented by pictures. This cell
teaching material can be studied before students play. It
used to answer questions when starting to play this
game, 2) Rules of the game contain a description of the
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rules applied to each monopoly game box, 3) About the
application, contains a description of the application
being developed, 4) How to play contains instructions
about how to play this game, 5) Start playing,
containing the monopoly board game that is ready to be
played and 6) Exit, if the player wants to quit/end the
game.
Figure 2. Display of the monopoly game board
Figure 2 shows part of the board game of an android
based monopoly educational game application. The
method of playing a monopoly based on android is the
same as playing the traditional monopoly. Besides, it is
just developed in certain parts according to its intended
use. These parts are described as follows:
1. The start box is the starting line for the player to start
the game.
2. Organelle box contains images of cell organelles such
as the endoplasmic reticulum, ribosomes, lysosomes,
Golgi bodies, and others. This box will provide
questions related to cell teaching material to be
answered when landing in the box. Each organelle
contains three questions. If the player answers
correctly, there will be additional points, and the box
will become the players' owner. In contrast, if the
player answers wrong, there will be a point
deduction.
3. General point box, is a box containing the rules of
points that occur when a player lands on the box,
such as 1) getting 40 points, 2) points will be reduced
by 40, 3) getting 80 points from opponents and 4)
giving as much as 80 points to the opponent.
4. Free question box is a box containing questions
related to cell teaching material which is
complemented with pictures.
5. The chance card box is a box containing several
instructions that must be carried out by the player
who lands on the box such as 1) go to start, 2) go to
the ribosome box, 3) move back three boxes, 4) go
two boxes ahead and 5) go to jail.
6. The box only passes, if the player lands on this box,
then it does not get any treatment.
7. Question-free box, if the player lands on this box,
then the player is free from questions and does not
get any treatment.
8. Jail box, if the player lands on this box, there will be
a point reduction.
9. Dice, two dice are used. If the number 6 appears on
both dice, the player has the chance to roll back to
continue the game.
10. Two players, this monopoly game application, can be
used by two students.
11. Playing duration. The players are given the duration
to answer questions that appear for 2 minutes. If the
player does not answer, then there is a point
reduction.
12. The starting point, the initial point given is 500
points. Points will decrease and increase as they play.
13. The tone of the game. There is a tone that can be
heard during the game, so the student does not feel
bored. The tone can also be disabled.
The validation results by 6 experts consisting of 2
media specialists, 2 teaching material experts, and 2
linguists aim to determine the product's feasibility
before being tested. Assessment by media specialists
gives value to the visual aspects, effectiveness, and
product presentation. The teaching material expert
assesses the content of the cell teaching material. The
linguist assesses the suitability of terms and the
accuracy of writing punctuation on the material. Product
assessment obtained quantitative data in the form of
numbers and qualitative data in criticism and
suggestions. Quantitative data from product validation
results are presented in table 3 below:
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Table 3. Product validation result
No.
Expert
Score
Percentage (%)
1.
Teaching Material Feasibility
a. Content Aspect
∑M2
∑M
81,25
78
96
2.
Linguist
a. Language Aspect
∑B2
∑B
78
50
64
3.
Media expert
a. Display Aspect
b. Programming Aspect
Total Media Expert
∑D2
∑D
89,50
86
96
70
80
87,50
156
176
88,60
Overall
82,61%
Note:
∑M2 = number of each aspect
∑M = maximum score
∑B2 = number of each aspect
∑B = maximum score
∑D2 = number of each aspect
∑D = maximum score
The data above shows that teaching material expert
validation on appropriate content gets 81.25% (very
feasible). The assessed content's feasibility aspect is
related to the suitability between the cell teaching
material presented in the monopoly educational game
application and the cell teaching material presented in its
teaching process. The linguist validation results on the
language's feasibility aspect obtained 78% (feasible).
The aspect of language feasibility assessed is related to
foreign terms' suitability considering that biological
material contains many foreign terms. It also assesses the
accuracy of writing punctuation on the material. The
results of the media specialist's validation on the display
and programming aspects obtained a percentage of
88.60% (very feasible). The display assessed between
the suitability composition such as size, type and colour
of the letters with the background. Then, the suitability
between the quality and size of the displayed image. The
programming aspect that was assessed was the ease of
using the product. By obtaining this value, it can be
concluded that the overall results of expert validation
obtained a percentage of 82.61% (very feasible). The
experts' feasibility with a high percentage gain shows
that the monopoly educational game application is
declared feasible. Then, it needs to be tried to get other
product quality responses.
Qualitative data in the form of criticism and
suggestions given by experts as material for
improvement are presented in table 4 below:
Table 4. Product improvements
No.
Expertise
Critics and suggestions
Revision
1.
Media Expert
Improvements to the font type and text
background in the "organelle" box are
adjusted so that the text is legible
Change the text's background colour in the
"organelle" box to a neutral colour so that
the text can be read. Bright background
colour composition will reduce image
quality. [16] The choice of type and font,
the background colour, significantly
influences someone's reading interest [17].
Replace the current logo with the university's
newest logo.
Replace the appearance of the university's
newest logo.
Improvements to the “question-free box
design”.
Make changes to the design of the
“question free” box to make it simpler.
2.
Teaching material expert
Add descriptions and images that support cell
content.
Add a description of the cell teaching
material to be more detailed and equipped
with images to clarify the material. Adding
an image to the content can highlight an
event. The use of pictures can also motivate
students to read [18].
3.
Linguist
Improvements in writing foreign terms in
sentences.
Improve the writing of foreign terms in
sentences according to applicable
regulations.
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The product assessment given by the biology teacher
consists of several aspects, namely content aspects,
quality aspects, effectiveness aspects and presentation
aspects. The indicators assessed in the content aspect
include the material's suitability with core
competencies, necessary competencies and teaching
objectives. The quality aspect assesses several indicators
related to product quality by the media's provisions,
design quality, and product use quality. The aspects of
effectiveness assessed are several indicators related to
the product's benefits as an interactive, fun media,
increasing student independence and following teaching
needs. Meanwhile, the presentation aspect assesses
several indicators such as the suitability of images with
the material, clarity of instructions for use and ease of
selecting the application menu. In general, the
assessment can be seen in table 5 below:
Table 5. Teachers response results
Aspects
∑T2
∑T
Percentage (%)
Content Aspect
26
32
81,25
Quality Aspect
21
24
87,50
Efectivity Aspect
31
32
96,88
Presentation Aspect
36
40
90
Total
114
128
89,06
Note:
∑G2 = the number of each aspect
∑G = Maximum Score
Based on table 5, the results of the biology teacher's
responses aim to determine the quality and
attractiveness of the product. The assessment of teacher
responses with the highest percentage was in the
effectiveness aspect of 96.88%. The teacher responses'
assessment with the lowest percentage was the content
aspect related to the material's suitability, obtaining
81.25%. Overall the results of the assessment obtained a
percentage of 89.06%. The teacher also gave criticism
and suggestion such as; 1) adding teaching indicators
and 2) adding pictures to the questions. From the results
of the biology teacher's assessment regarding the
monopoly educational game application product, it is
declared feasible to support teaching.
3.4. Preliminary Field Testing
Limited scale product trials used 20 students of class
XI MIA SMA YP UNILA Bandar Lampung. Product
trials were carried out by sharing the monopoly
application via SHARE-it android. Students form pairs
to be able to play monopoly. After finishing playing,
students are given responses through the provided
questionnaire. The results of student responses to the
limited trial are presented in table 6:
Table 6. Limited scale product trials
Total
Respondent
Average
Percentation
Criteria
20
82,72%
Very Feasible
Based on table 6, the percentage is 82.75% (very
feasible). Student responses given to monopoly products
include several indicators related to product quality.
Students need teaching media that is practical, fun and
has an attractive appearance design. This application
can be played through students' gadget in offline mode.
The students can enjoy the game while sharpening their
brains with the questions loaded in the game.
3.5. Main Product Revision
There was not much input from students in limited
product trials but only improved graphic design. Once
repaired, the product can be directly tested more widely.
3.6. Main Field Testing
Broad-scale product trials using 33 students of class
XI MIA SMA YP UNILA Bandar Lampung. The
research procedure carried out in large-scale product
trials is the same as the limited-scale product trial
procedures. The results of student responses to broad-
scale product trials are presented in table 7 below:
Table 7. Wide-scale product trials
Total
Respondent
Average
Percentation
Criteria
33
88,10%
Very Feasible
Based on table 7, the percentage is 88.10% (very
feasible). Student responses in detail to the monopoly
educational game application on each questionnaire
indicator are presented in table 8:
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Table 8. Students response result
No.
Aspect
Percentage (%)
1.
Easy to use
94,69
2.
Flexible use of monopoly
93,93
3.
Cell matter knowledge increases
91,66
4.
The use of monopoly for independent teaching
86,36
5.
Understanding of cell teaching materials increases
85,60
6.
Monopoly use to grow teaching interest
83,33
7.
The use of monopoly provides teaching a pleasure
90,15
8.
Display image composition and colour matching
86,36
9.
Communicative language
81,87
10.
The use of monopoly trigger motivation
89,39
11.
Monopoly use sharpens memory
81,87
12.
Evaluation questions are easy to understand
81,81
13.
Monopoly app is interesting
81,87
Based on table 8, the results of student responses to
products with the highest percentage acquisition above
90% are:
1. Monopoly educational game application is easy to
use.
2. Monopoly educational game applications can be
used anywhere.
3. The monopoly educational game application makes
it easier and increases students' knowledge
regarding cell teaching material.
4. Monopoly educational game applications make a
fun atmosphere in the teaching process.
Simultaneously, the lowest percentage acquisition of
81.81% was the evaluation questions presented in the
monopoly educational game application that students
did not understand. Monopoly games have several
advantages over other teaching media, namely: 1)
making teaching more efficacious [19], 2) increasing
students' critical thinking skills [20], 3) increasing
motivation [21], 4) increasing understanding [22], 5)
develop skills, 6) provide a pleasant teaching
experience [11] [6] [23], 7) develop good attitudes of
students such as; students value the opinions of others
more, students can work together well, students are
brave in expressing opinions and students can
appreciate differences in character [24][25].
4. CONCLUSION
It can be concluded that the monopoly educational
game application gets a "feasible" rating from linguists,
"very feasible" from teaching material experts and
media specialists. The product was assessed as high
quality and attractive based on the biology teacher and
students' responses after being tested. The teacher can
use this product as a medium of teaching to make
teaching and teaching activities more interactive and
fun. It can be used for repeated teaching anywhere and
anytime to increase their knowledge of cell teaching
material for students. The next researcher is expected to
try out the product to determine its effectiveness in the
teaching process.
AUTHORS’ CONTRIBUTIONS
1, 2, 3 and 4 contributed to the design research.
1contributed to the implementation of the research, to
the analysis of the result and to the writing of the
manuscript. 2, 3 and 4 contributed providing criticism,
suggestions, helped result analysis and correction of
manuscript.
ACKNOWLEDGMENTS
The researcher would like to thank the supervisors
and all parties at SMA YP Unila Bandar Lampung who
helped complete this article.
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