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EFEK MODERASI KEAKTIFAN BELAJAR SISWA PADA PENGARUH MEDIA MONOPOLY ACCOUNTING GAME TERHADAP PEMAHAMAN KONSEP
Penelitian ini bertujuan untuk mengkaji dan mengidentifikasi efek moderasi keaktifan belajar siswa pada pengaruh media monopoly accounting game terhadap pemahaman konsep, pada siswa kelas XI IPS 2 di SMA Mekarwangi Lembang. Metode penelitian yang digunakan yaitu desain eksperimen yang berbentuk desain faktorial 3x2 dengan menggunakan Two Ways ANOVA. Peningkatan pemahaman konsep siswa kelas eksperimen yang menggunakan media monopoly accounting game lebih tinggi daripada kelas control yang menggunakan media latihan standar. Hasil dari penelitian menunjukkan bahwa 1) Terdapat perbedaan pemahaman konsep antara kelas eksperimen dengan media monopoly accounting game dan kelas kontrol dengan media latihan standar; 2) Terdapat perbedaan pemahaman konsep siswa yang menggunakan media monopoly accounting game dan media latihan standar pada tingkat keaktifan belajar tinggi, sedang, dan rendah; 3) Terdapat interaksi antara media monopoly accounting game dengan keaktifan belajar terhadap pemahaman konsep siswa. Kata Kunci: Media Monopoly Accounting Game, Keaktifan Belajar, Pemahaman Konsep This study aims to examine and identify moderation effects of student learning activities in influencing the design of monopoly accounting game conducted on students from class XI IPS 2 at Mekarwangi Lembang High school, permitting to evaluate their conceptual understanding in basic accounting. The research method used is an experimental design in the form of a 3x2 Two Ways factorial ANOVA. A classroom setting designated with that experimental training scheme is capable of achieving a higher level of understanding of the accounting concept in comparison with a setting in which the standard training scheme is performed. The results of the study show that 1) There is an understanding gap conceptually between a group of students trained with the monopoly accounting game and those who only use the standard setting;2) The different levels of conceptual understanding of students, arising from the contrast between the two classroom settings, leads to varying degrees of active learning activities that can be categorized into categories “high”, ‘’medium”, and “low”; 3) There is an interaction between the design of the monopoly accounting game and learning activities that affects the understanding level of the students. Keywords: Monopoly Accounting Game, Learning Activity, Conceptual Understanding
Perpustakaan UPI, Universitas Pendidikan Indonesia
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HB Economic Theory
L Education (General)