Development and Evaluation of an Educational Monopoly Game for Elementary School Students’ Argumentative Thinking Skills in Natural and Social Sciences Learning
Year: 2026
Type: article
Abstract: This study aimed to develop and evaluate an educational Monopoly game designed to support third-grade students’ argumentative thinking skills in learning about biotic and abiotic components. The research employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. The study involved 43 third-grade students from two elementary schools in Gresik, Indonesia, consisting of 16 students in the limited trial and 27 students in the extended trial. A one-group pretest–posttest design was employed, with data collected through expert validation, teacher and student questionnaires, argumentative thinking tests, and classroom observations. Data were analyzed using descriptive statistics, normalized gain (N-Gain), and paired-samples t-tests. The results showed that the educational Monopoly game achieved material and media validity scores of 92.44% and 94.67%, respectively. Teacher and student practicality assessments yielded 97.33% and 92.34%, respectively. In the limited trial, the mean score increased from 50.38 to 88.69, with an N-Gain of 0.77. Similarly, the extended trial showed an increase from 50.96 to 87.15, with an N-Gain of 0.72. Both trials demonstrated statistically significant pretest–posttest differences (p < .001). Classroom observations also indicated improvements in students’ abilities to formulate claims, provide supporting evidence, and respond to alternative viewpoints. These findings suggest that the educational Monopoly game is a promising instructional medium for supporting argumentative thinking in elementary science education, although causal conclusions remain limited by the absence of a control group
Institution: Universitas Negeri Surabaya
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7225663187
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