Analisis Pemahaman Konsep dan Keterlibatan Siswa dalam Pembelajaran Ekonomi melalui Monopoli Pasar Modal

Nur Fadlilah Kamilah, Nadia Mulia Putri, Yemima Wiji Lestari, Bagus Shandy Narmaditya

Abstract


This study analyzes students’ conceptual understanding and engagement in economics learning through the “Capital Market Monopoly” game. This study employs a descriptive method with a qualitative approach, conducted among 10th-grade students in the Economics class at SMAN 4 Malang. Data were collected through direct observation, semi-structured interviews with four students selected purposively based on their level of engagement and one economics teacher, as well as documentation. Data validity was ensured through source triangulation, and data analysis referred to the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study reveal two main findings. First, students’ conceptual understanding of capital market material improved significantly after participating in the lesson; for example, students were able to explain basic concepts such as stocks, bonds, dividends, risk, and investment transaction mechanisms in their own words. Second, student engagement during the learning process was very high, encompassing three dimensions simultaneously: behavioral, emotional, and cognitive engagement. This was reflected in spontaneous group discussions, emotional responses that encouraged strategic decision-making, and critical thinking skills demonstrated in investment simulations. This study concludes that Monopoly of the Capital Market effectively transforms passive, teacher-centered economics learning into active, engaging, and meaningful learning, while simultaneously contributing to the improvement of students’ capital market financial literacy starting from the high school level.

Keywords: innovative learning media, active learning, economics learning

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