Indonesian Journal of Educational Development (IJED)
Volume 5, Issue 4, 2025, pp. 444-452
ISSN 2722-1059 (Online); ISSN 2722-3671 (Print)
DOI: https://doi.org/10.59672/ijed.v5i4.4294

EFFECTIVENESS OF THE MONOPOLY MEDIA INDONESIAN
CULTURE (MOBUSAN) ON THE UNDERSTANDING SOCIAL
STUDIES CONCEPTS IN GRADE IV STUDENTS
Ira Maya Shofa*)1, Santoso2, Denni Agung Santoso3
1Universitas Muria Kudus, Kudus, Indonesia; 202133003@std.umk.ac.id
2Universitas Muria Kudus, Kudus, Indonesia; santoso.pgsd@umk.acid
3Universitas Muria Kudus, Kudus, Indonesia; denni.agung@umk.ac.id
*)Corresponding author: Ira Maya Shofa: 202133003@std.umk.ac.id

Abstract. This research is based on students' lack of
understanding of Indonesian culture. This is because along
Article history:
with the development of modern times and the influx of
Received December 10, 2024
foreign culture which can be accessed easily via gadgets with
Revised December 29, 2023
an internet network, it makes students feel more interesting
Accepted January 10, 2023
than their own national culture. Based on this, this research
Available online February 20, 2023
aims to determine the effectiveness of using Indonesian
cultural monopoly media (MOBUSAN) on the ability to
understand cultural concepts of class IV students at SD 5
Keywords: Archipelago Culture;
Kandangmas. This research used a quantitative method with
Monopoly Media; Concept Understanding
a pre-experimental design, one group pretest-posttest and the
sample used was 17 students in class IV of SD 5
Kandangmas. The data collection techniques used consisted
Copyright ©2023 by Author. Published by Lembaga
of interviews, observation, documentation, tests and
Pengembangan Pembelajaran, Penelitian, dan
Pengabdian Masyarakat Universitas PGRI Mahadewa
questionnaires. The data analysis used is descriptive data
Indonesia
analysis which includes the normality test and the paired
sample t-test. The results obtained show an increase in
students' understanding of cultural concepts. This can be seen from the paired sample t-test with a
sig value. (2-tailed) = 0.000 < 0.05 then H0 is rejected and Ha is accepted. The conclusion is that
there is an increase in the use of Indonesian cultural monopoly media (MOBUSAN) in understanding
cultural concepts in class IV students at SD 5 Kandangmas.
ARTICLE INFO

INTRODUCTION
According to the Big Indonesian Dictionary, culture can be defined as thoughts, traditions,
habits that have developed, or habits that are difficult to change. The etymology of the word
"culture" comes from Sanskrit, the plural form of the word "Buddayah", which means
"mind" or "reason", so it can be interpreted as anything related to the mind or reason.
According to Husna et al (2022) culture is defined as practices or habits. Koentjaraningrat,
an Indonesian anthropologist, describes culture as a collection of ideas, feelings, actions and
works that humans do and learn while living in society. Some of the functions and roles of
culture in a community are as follows: (a) a marker of the identity of a community
communication; (b) the adhesive element between citizens, religions, and beliefs; (c) cultural
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elements that exist and live in society; (d) able to change the mindset and interrelationships
of individuals and groups; (e) encourage the establishment of togetherness, appreciation, as
well as a medium to avoid various possibilities that can damage solidarity and national unity
(Widana et al., 2023).
Archipelago culture has grown and developed for a long time and has become a legacy for
the current generation. Students must be introduced to various Indonesian cultures from an
early age to instill a sense of love for their homeland and nationalism (Normah et al., 2022).
Learning at school can help students understand Indonesian culture, therefore in this case
teachers play a very important role. At elementary school level, the content of Natural and
Social Sciences (IPAS) has a chapter that discusses Indonesian culture (Purnadewi & Widana,
2023). However, learning about Indonesian culture in schools is often taught in a
monotonous way and does not attract students' attention. As a result, students become
disinterested and unfocused in lessons, which ultimately reduces their understanding of
Indonesian culture. The aim of science and science learning in the independent curriculum
is to foster interest, curiosity and active involvement, as well as to acquire knowledge and
skills (Anggita et al., 2023).
In general, the factors that influence students' ability to understand concepts come from
internal factors and external factors (Ministry of Religion of the Republic of Indonesia. 20
01). Internal factors refer to aspects that come from within the student, such as way of
thinking, readiness to learn, and motivation. Meanwhile, external factors refer to things that
come from outside the student, such as learning planning, teaching strategies, media use, and
the learning methods applied (Widana et al., 2019).
The results of observations at SD 5 Kandangmas in class 4, on Friday 26 July 2024, obtained
information that the number of students was 17 children with different abilities in
understanding concepts. Teachers still use the lecture method in the learning process. This
causes students to quickly become bored and fed up while learning is taking place, some even
fall asleep during the lesson, and there are students who like to talk to their own friends. As
a result, they do not seem to understand the concept of culture well.
Understanding concepts According to Syafa'atun & Nurlaela (2022), is the ability of students
to convey the material they have learned using language that is easier to understand and able
to apply it again. Meanwhile, Deliany et al. (2019) & Nofiandri (2021) explains concept
understanding as students' ability to understand concepts and interpret them without
changing the actual meaning. Indicators of understanding cultural concepts are divided into
six indicators according to (Amelia et al, 2023), namely (1) restating a concept, (2) classifying
objects, (3) providing examples and non-examples, (4) presenting the concept, (5) Using,
utilizing, and selecting procedures, (6) applying concepts. Apart from that, indicators of
concept understanding according to Anderson & Krathwohl in (Rizkianida et al, 2023)
suggest that there are 7 indicators, including (1) interpreting, (2) giving examples
(exemplifying), (3) classifying, (4) summarizing, (5) drawing inferences, (6) comparing, and
(7) explaining.
Meanwhile, according to Pratiwi in Giriansyah et al (2023) there are 7 indicators of concept
understanding, namely: (1) being able to provide examples and instances of a concept, (2)
being able to restate a concept, (3) being able to group objects according to their properties.
-certain characteristics, (4) able to present concepts in mathematical form, (5) able to develop
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necessary and sufficient conditions for a concept, (6) able to apply, utilize and select certain
procedures or operations, (7) able to apply a concept or problem solving algorithm.
Based on the results of interviews with class IV teachers at SD 5 Kandangmas, in the learning
process there are still many shortcomings, especially in learning media so that the learning
process is not carried out effectively and efficiently, due to the lack of teacher skills in
explaining the material and only relying on textbooks and LKS books. There is a lack of
teacher innovation in creating learning media, especially regarding material on the cultural
diversity of the archipelago. This makes students less active in the learning process because
they only listen to explanations from the teacher. so that students' ability to understand
concepts in cultural diversity material is not yet optimal.
Of course, this is different from the ideal conditions in social studies learning according to
Rahmawati et al (2020) where social studies learning requires students to be able to think
critically in identifying and analyzing problems, putting forward opinions, and being able to
solve social problems. Apart from that, teachers must have good teaching skills to provide
knowledge to students so they can learn, be involved and achieve learning goals (Rohmah et
al., 2024). Based on this problem, the author has a solution to increase students'
understanding of Indonesian culture which is still low through the use of a game-based
learning approach which makes learning less monotonous. Therefore, the author wants to
provide a solution by creating Indonesian cultural monopoly media (MOBUSAN) which can
activate students in their learning process. This is in line with constructivism theory, which
emphasizes students to build their own understanding through active experience, so that
interactive media can facilitate students' knowledge construction process (Hidayatullah et al.,
2022).
Learning media is anything that is used in the teaching and learning process to convey
messages or information so that it can attract students' attention and interest in learning
(Khoirina & Arsanti, 2022). Meanwhile, according to Diana and Riswari (2022). Learning
media is very important to help students acquire new concepts, skills and competencies.
Archipelago cultural monopoly media (MOBUSAN) is an interesting, effective and efficient
learning media for students. It is possible to increase students' understanding of Indonesian
cultural concepts, which has an impact on increasing their test scores.
Monopoly is one of the world's famous board games. The goal of the game is to control all
the tiles on the board. According to Nur Janah et al (2023) monopoly media is a modification
of the monopoly game that can attract students' interest in learning in order to make it easier
for students to digest the material. In a monopoly game, there are usually three to five players.
To move their pawns, each player rolls the dice in turn. If a player lands on a plot that does
not yet have an owner, the player can buy it, and if a player stops on a plot that has been
purchased by another player, they have the right to pay taxes as determined by the plot owner.
The player has another chance to roll the dice if he rolls a six. A player is said to be a winner
if he succeeds in buying a lot of plots and has a lot of money, and vice versa, a player is said
to have lost if the player has no money and has a lot of debt in the bank.
Nusantara cultural monopoly media (MOBUSAN) is a type of learning media that uses
monopoly games as a means for learning. The monopoly game is modified and adapted to
the learning material to be taught, so that it can help students understand the concept of
Indonesian culture. The procedure for using Indonesian cultural monopoly media
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446

(MOBUSAN) is the same as monopoly games in general, only different in that the monopoly
plots are adapted to the learning material and there are cultural cards according to the plots.
The concept of using Indonesian cultural monopoly media (MOBUSAN) is to activate and
improve students' ability to understand cultural concepts. Therefore, researchers have a
solution to apply Indonesian cultural monopoly media (MOBUSAN) in science and science
learning cultural diversity material to activate and increase students' understanding of cultural
concepts.
METHOD
This research method is quantitative research with a pre-experimental design, one group
pretest posttest design. Before carrying out the experiment, the researcher conducted a
pretest on the students to find out the initial conditions before the treatment was carried out.
After carrying out the pretest, students will be given treatment, namely when learning using
Indonesian cultural monopoly media (MOBUSAN). Then students are given a posttest to
determine the level of understanding of the concept of Indonesian culture. The following is
a picture of the research design:
O1 X O2

Image 1. One Group Pretest Posttest Design Research Design
Information:
O1= Pretest (Before Treatment), X= Treatment with Indonesian cultural monopoly media
(MOBUSAN), O2= Posttest (After Treatment)
The data collection techniques used were interviews, observation, documentation, tests and
questionnaires. The sampling technique used is the saturated sampling technique, namely
selecting a sample if all members of the population are sampled (Sugiyono, 2019). And if the
population is relatively small, less than 30 people. The sample in this research was class IV
students at SD 5 Kandangmas with a total of 17 students, consisting of 10 boys and 7 girls.
The data analysis technique used is the normality test and the paired sample t-test.
RESULTS AND DISCUSSION
Researchers obtained student data results related to understanding the concept of Indonesian
culture, namely from pretest and posttest scores. The difference in the average understanding
of students' cultural concepts can be seen from giving pretest questions before being given
treatment and posttest questions after being given treatment. Before being given treatment
using Indonesian cultural monopoly media (MOBUSAN), students still did not know about
the cultural diversity that exists in Indonesia. The following is a recapitulation of the pretest
and posttest results of class IV students at SD 5 Kandangmas.
Table 1. Recapitulation of Pretest and Posttest Results for Class IV Students at SD 5
Kandangmas
Pretest
PostTest
Valid N (listwise)

N
17
17
17

Minimum
40
74

Descriptive Statistics
Maximum
Sum
50
785
96
1462

Mean
46.18
86.00

Std. Deviation
2.555
7.246

In the table above, it can be seen that the pretest score before implementing the Indonesian
cultural monopoly media (MOBUSAN) obtained the lowest score, namely 40, the highest
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score was 50 and an average of 46.18 was obtained. Then the posttest value after the
implementation of the Indonesian cultural monopoly media (MOBUSAN) obtained the
lowest value, namely 74, the highest value was 96, and an average of 86.00 was obtained. The
results of this research show that there is a significant increase in students' understanding of
cultural concepts by using the help of Indonesian cultural monopoly media (MUBUSAN).
Table 2. Recapitulation of Normality Test of Pretest and Posttest Data
Tests of Normality
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
Df
Sig.
Statistic
df
Sig.
Pretest
.174
17
.181
.925
17
.180
PostTest
.197
17
.079
.900
17
.068
a. Lilliefors Significance Correction

In table 2, the results of the normality test calculation of pretest and posttest data can be seen
in the Shapiro-Wilk column, because the data sample used is relatively small < 50 (Sintia et
al., 2022). Data is said to be normally distributed if the significant value is more than 50 (Sig.>
50). From the results of this research, the pretest data obtained a significance value of 0.180,
which means sig.> 0.005 data is said to be normally distributed and the posttest data obtained
a significance value of 0.068, which means sig. > 0.005 data is said to be normally distributed.
The next step is to carry out a paired sample t test, according to Kaporina et al (2023) is a
test used to assess the effectiveness of treatment, which is characterized by the difference in
average before and after treatment is given. In this research, after being given treatment using
Indonesian cultural monopoly media (MOBUSAN) in science and science learning material
on Indonesian cultural diversity, students finally know the meaning of culture, the various
types of culture in the archipelago and how to preserve culture in the archipelago. Students
were very enthusiastic when taking part in learning using Indonesian cultural monopoly
media (MOBUSAN).
Table 3. Recapitulation of Paired Sample T-Test
Paired Samples Test
Paired Differences

Pair 1
Pretest PostTest

t

Mean

Std.
Deviation

Std. Error
Mean

-39.824

8.248

2.000

95% Confidence
Interval of the
Difference
Lower
Upper
-44.064
-35.583

df

-19.907 16

Sig. (2tailed)

.000

Table 3 shows that the pretest and posttest scores obtained sig values. (2-tailed) = 0.000 <
0.05. The criteria used in the paired sample t test are if the sig value. (2-tailed) < 0.05 then
H0 is rejected and Ha is accepted. This is also in line with the research of Zaen et al (2024)
where in their research they obtained a sig. (2-tailed) = 0.000 <0.05, which means there is a
significant average difference between before and after the implementation of cultural cardbased media in class IV of SDN Krikilan 1. So it can be concluded that in this research there
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is an increase in understanding of cultural concepts by assistance with Indonesian cultural
monopoly media (MOBUSAN) for class IV students at SD 5 Kandangmas.
The results of the average understanding of students' cultural concepts, there is a difference
between the pretest and posttest scores in the paired sample t test which shows the average
pretest score is 46.18% before being given treatment and the average posttest score is 86.00%
after given treatment. So it can be concluded that there is an increase in the average student
score of 39.82%. From these results it can be seen that there was an increase in understanding
of cultural concepts and student learning outcomes between before and after being given
treatment. At the beginning of learning, many students still don't know about the culture in
the archipelago. After being given treatment, students become aware and actively ask the
teacher about various types of culture in the archipelago.
Students who were initially less than enthusiastic about learning after being given the gamebased Indonesian Cultural Monopoly Media (MOBUSAN) have now become very
enthusiastic in learning, actively ask questions and work together with the team when playing
games. This is in line with Sihotang (2022) who explains that applying monopoly media in
learning has many benefits, one of which is increasing students' interest in learning, making
students active and enthusiastic, thereby creating a pleasant learning atmosphere. Learning
can also train students in terms of creativity, teamwork, competition between groups, having
the courage to express opinions, thinking critically and having a spirit of sportsmanship.
In science learning about cultural diversity material, using Indonesian monopoly media
(MOBUSAN) results in differences in understanding of the concept of Indonesian culture.
During learning, students are very enthusiastic and actively ask questions to the teacher and
other students. Learning while playing makes it easier for students to understand Indonesian
culture. Students actively participate in their groups, so that they can increase their interest
in learning about Indonesian culture. One important factor in learning is understanding
concepts. According to Radiusman (2020) & Evrilyani et al. (2022) understanding concepts
has a close relationship with students' interests and problem solving, because when students
are in elementary school they need the right understanding of concepts in every lesson.
According to research Sari et al (2023), social studies learning using monopoly media can
improve student learning outcomes because learning is done while playing.
So that students can be active in learning, teachers must innovate in teaching by using
appropriate methods and media. In science and science learning, especially in social science
material, the material contains a lot of reading, therefore teachers can apply game-based
media, for example monopoly media so that students do not get bored quickly in learning
and teachers can adapt monopoly media according to the learning material. Monopoly media
can be recommended for educators in teaching to increase student learning motivation
(Suarni et al., 2023). The use of media in classroom learning can make it easier for students
to remember and absorb learning material, because an attractive media display can help
students to focus more because basically elementary school students will be happier if they
learn while playing because they don't like studying but still understand the learning material
(Kadek & Kartika, 2021).
After the implementation of the Indonesian Cultural Monopoly Media (MOBUSAN),
currently students have become more active and enthusiastic when learning, with the
formation of groups of students they can work together to exchange ideas in playing
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449

Monopoly. Students can more easily absorb and understand the subject matter because
learning is done while playing so there is no pressure in learning. According to Kurniawan
(2020) the use of monopoly media in learning can make it easier for students to understand
lessons, increase student motivation and learning outcomes. From the use of this media
students can learn and play so that it can increase students' interest in learning.
CONCLUSION
The conclusion in this research is that based on these results, it was found that there was a
difference in the average understanding of cultural concepts between before and after being
given treatment using Indonesian cultural monopoly media (MOBUSAN) in class IV
students at SD 5 Kandangmas. This can be seen in the paired sample t-test, the sig value (2tailed) is 0.000 < 0.05, which means H0 is rejected and Ha is accepted. So it can be concluded
that the use of Indonesian cultural monopoly media (MOBUSAN) has an influence on the
ability to understand cultural concepts of class IV students at SD 5 Kandangmas in the
science and technology content on cultural diversity.
ACKNOWLEDGEMENTS
The researcher would like to thank the extended family of researchers, the extended Muria
Kudus University family, especially the supervisors, the extended family of SD 5
Kandangmas and all parties who have supported the completion of this article.
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