Reimagining Plant Science Learning through Plant Error Monopoly in Elementary Education

Abstract

Interactive learning media that can increase student engagement is a fundamental need in the science learning process in elementary schools. A needs analysis conducted at SDN Bokor and SD 2 Jeru revealed that the majority of students, ranging from 78% to 86% stll experience difficulties in understanding plant material. In contrast, all students who responded expressed enthusiasm for the concept of learning through games, even though none had experienced it directly in teaching and learning activities. Departing from this condition, this research focused on the development of a game based media called Plant Error Monopoly to support the learning of plant material in grade IV of elementary school. The development process refers to Research and Development (R&D)approach by applying the ADDIE model as its framework, which consists of five systematic phases needs analysis, concept design, product development, field implementation, and final evaluation. Various data collection techniques were used, including interviews, direct observation, questionnaire distribution,and tests to measure students’ conceptual understanding. The resulting product received a very valid assessment from two experts, namely 99% for the media side and 92% for the material side. The level of practicality of this media is also quite high, reflected in teacher responses reaching 94% and 89%. In terms of understanding improvement, the N-Gain calculation results show a figure of 0,53 for the small scale and 0,51 for the large scale, both of which fall into the moderate improvement classification. Based on these overall results, Plant Error Monopoly is considered a suitable media choice for science learning in elementary schools..