Pengembangan Media Pembelajaran ‘MOFIAL Challenge’ Berbasis Integrasi Game-Based Learning dan Outdoor Learning pada Materi Kebijakan Moneter dan Fiskal

Muhammad Andre Bustomik, Naura Atmadea Azzahra, Ni Luh Maura Rizkyta Putri, Reny Widayanti

Abstract


This study aims to develop and examine the feasibility of a game-based learning media called “MOFIAL Challenge” on monetary and fiscal policy material. The research employed a Research and Development (R&D) method adapted from the Borg & Gall model, which includes stages of needs analysis, product design, development, validation, revision, and limited field testing. The product was validated by material and media experts to assess its feasibility in terms of content, presentation, and design. The validation results indicate that the developed media is categorized as very feasible, with a material expert validation score of 92% and a media expert validation score of 96%. In addition, student responses show that the media is attractive, easy to use, and able to support active learning. Therefore, the “MOFIAL Challenge” media is considered feasible as an alternative learning media to support interactive and contextual economics learning.

Keywords: Learning media, Snake and Ladder Game, Economics, Monetary Policy, Fiscal Policy

Full Text:

PDF

References


Asih, R. A. D., Kardoyo, K., & Oktarina, N. (2023). Blended problem-based learning to improve students’ critical thinking ability in economics learning. Journal of Economic Education, 12(1), 45–55.

https://doi.org/10.15294/jeec.v12i1.71486

Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction (4th ed.). Longman.

Fitriyadi, N., & Wuryandani, W. (2021). The effectiveness of educational games in improving students’ critical thinking skills. Jurnal Prima Edukasia, 9(1), 1–10. https://doi.org/10.21831/jpe.v9i1.35475

Handayani, S., & Sulastri, S. (2022). Pengaruh model pembelajaran kontekstual terhadap hasil belajar ekonomi siswa SMA. Jurnal Pendidikan Ekonomi Indonesia, 10(1), 23–31.

https://doi.org/10.23887/jpei.v10i1.41234

Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2021). Effects of game-based learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research, 59(8), 1682–1708.

https://doi.org/10.1177/07356331211007098

Organisation for Economic Co-operation and Development. (2022). PISA 2022 results: What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023

Sari, N., & Putra, A. (2023). Pengembangan media pembelajaran berbasis permainan untuk meningkatkan motivasi belajar siswa. Jurnal Inovasi Pendidikan Ekonomi, 13(2), 98–107.

https://doi.org/10.24036/jipe.v13i2.45678

Teng, M. F. (2024). The role of experiential learning in enhancing students’ engagement and understanding. Learning and Instruction, 91, 102007. https://doi.org/10.1016/j.learninstruc.2024.102007

Zhang, X., & Ma, L. (2021). Teaching economics through game-based learning: Evidence from classroom implementation. International Journal of Management Education, 19(3), 100567.

https://doi.org/10.1016/j.ijme.2021.100567


Refbacks

  • There are currently no refbacks.