When Playing Becomes Learning: Introducing Financial Literacy Through Digital Monopoly in Elementary Schools

Abstract

Problems found in the field indicate that learning still uses conventional methods and does not sufficiently involve students actively, so that the financial literacy skills of elementary school students are still at a low level. The learning carried out has not fully utilized interactive and interesting learning media, so students do not understand the concept of financial management in everyday life. The purpose of this study is to create a monopoly-based digital learning media that is effective to improve the financial literacy skills of elementary school students. The research method used is Research and Development (R&D) with the ADDIE model. The data collection technique used was interviews, and a validation questionnaire was conducted by 2 experts, namely a media expert and a material expert. The validation questionnaire was used to determine whether the product to be developed is feasible to use, and the questions used were pretest and posttest questions. Based on the results of the study, the scores obtained by media experts were 95.8% and material experts were 91.6% with the criteria of very feasible. The average score for the pretest was 50.9% and the posttest was 86.3%. The calculation results showed an N-Gain value of 0.72 with a high category. The T-test results showed a significance level of 0.000, which is less than 0.05, indicating a significant difference between the pretest and posttest results. Therefore, it can be concluded that digital educational monopoly media is effective in improving elementary school students' financial literacy skills.