Transformation of Pancasila education learning through a joyful learning approach based on educational monopoly games in elementary schools
DOI:
https://doi.org/10.12928/fundadikdas.v8i3.14812Keywords:
Culturally responsive teaching, Pancasila education, Educational monopoly game, Joyful learning, School well-beingAbstract
This study is a classroom action research that examines the use of an educational monopoly game as a learning medium in Pancasila Education for elementary school students. The research employed a mixed-methods approach, combining qualitative descriptive analysis with quantitative data. The participants were 21 fifth-grade students of Muhammadiyah Nitikan Elementary School, Yogyakarta. Data were collected through observation, interviews, and evaluation tests, and analyzed using the Wilcoxon Signed Rank Test with IBM SPSS Statistics to measure differences in students’ learning outcomes and activeness between two learning cycles. The results showed significant improvements in both cognitive achievement and student participation, with a significance value of p < 0.001. Qualitative findings indicated that the joyful learning approach supported by the monopoly game created an engaging and interactive learning atmosphere, encouraged active participation, and helped students understand and reflect on Pancasila values through play. These findings suggest that the use of monopoly-based learning media is effective in improving learning outcomes and student engagement in Pancasila Education in accordance with the Merdeka Curriculum.References
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Copyright (c) 2025 Atika Azzahro Hazima, Fitri Indriani, Mohd Amzari Tumiran
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