Development of Communicative Character through Mathematics

Learning

A Monopoly Game Based

Rahaju Rahaju

and Rahutami Rahutami

Universitas Kanjuruhan Malang, Indonesia, Jl. S. Supriadi No. 48 Malang 65148, Indonesia

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unikama.ac.id

Keywords: Communicative characters, learning mathematics, game monopoly.

Abstract: This study aimed to apply Indonesian monopoly game which could develop communicative character in

mathematics learning. The method descriptive was used with the subject of 40 students of grade IV

elementary school. The results showed that the development of communicative character listening

attentively occured at the stage of reading questions, determining answers, presenting answers, teacher

explanations, and reading information’s. The character expressing opinions was developing at the stage of

determining answers and presenting answers. The development of a character communicating to provide

information took place at the stage of reading questions and information in the certificate. The factor that

encouraged willingness growth in listening attentively was an element of competition in the game, while the

encouragement in expressing an opinion was a fun and non-stressful learning environment. The character

communicating well was due to curiosity. A good learning process through the game was not just as

entertainment, but also developing aspects of cognitive, psychomotor, and even affective. Through a game,

students learned mathematics in good shape. This eliminated fear, raised curiosity, and affected the

development of communicative characters.

1 INTRODUCTION

Character development as the focus of education in

elementary school is the Indonesian government

policy. Communicative is one of the characters that

needs to be developed so that students will be able to

live and overcome the problems in the global era

(Keane, Keane, and Blicblau, 2013). The

communicative characters include: (1) articulating

ideas or opinions effectively, (2) listening

effectively, (3) using communication for various

purposes, (4) using media and technology, and (5)

using communication effectively in various

environments (Pasific Policy Research Center,

2010). The development of communicative

characters can be integrated into learning. However,

communicative characters are difficult to develop in

mathematics learning. Many students just listen even

sometimes do not pay attention to teacher

explanation. Only certain students dare to write

answers on the board, but have not dared to explain

their work. Therefore, innovation is needed in

learning mathematics, which is using game to

discuss problem or exercise, so that communicative

character can be developed.

Previous research has shown that game-based

learning can improve learning achievement (Ke,

2008; Ke and Grabowski, 2007; Kebritchi, Hirumi,

and Bai, 2010; Owston, Wideman, Ronda, and

Brown, 2009; Papastergiou, 2009; Suh, Kim, and

Kim, 2010), especially for students with low ability

(low achievers) (Ku et al., 2014). Game-based

learning also improves learning motivation (Dickey,

2011; Kebritchi et al., 2010; Papastergiou, 2009;

Park, 2012) and shapes a positive attitude (Ke,

2008). In addition, the game helps students learn

naturally (Li and Tsai, 2013) and can be used to link

the materials with everyday problems, so students

will understand the benefits of learning math and are

able to use it to solve problems around it (Ucus,

2015).

So far, there are no research findings that discuss

the role of game-based learning to develop

communicative characters, especially in learning

mathematics. Therefore, this study aims to apply the

Indonesian monopoly game which can develop

communicative characters. The results of this study

are expected to be useful for developing game steps

344

Rahaju, R. and Rahutami, R.

Development of Communicative Character through Mathematics Learning - A Monopoly Game Based.

In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 344-347

ISBN: 978-989-758-343-8

that can be integrated in learning in order to develop

communicative characters.

2 METHODS

This research method was descriptive qualitative.

The research subjects were 40 fourth graders of

elementary school who had been accustomed to

follow conventional mathematics learning, which

was listening to teacher explanation then solve

mathematical problems contained in worksheets or

books. Subjects had also never followed game-based

learning. However, the subject had known and

played a monopoly. In this study, monopoly game

based-math learning was done as much as six times

to know the consistency of the communicative

characters’ emergence. Data were collected by

means of direct observation techniques, indirect

observation, and interviews. Direct observation was

done towards monopoly game based-math learning

process by using instruments in the form of

observation sheet and field note. To observe the

learning process, indirect observation through the

learning process video that had been done was

conducted. Semi-structured interviews aimed at

exploring information regarding the communicative

character driving factors. Interviews were imposed

on two different subject groups. The first group of

interview subject were passive students on

conventional learning but dared to express an

opinion on a monopoly game based-learning.

Interview on this subject was intended to obtain

information about the factors driving the emergence

of courage to express opinions. The subjects of the

second interview were students who were less

concerned about conventional learning activities but

were willing to hear or pay attention to teacher or

friend explanations on monopoly-based learning.

Interviews on this subject aims to explore

information about the causes of willingness to listen

or hear opinions of friends or teachers. Data analysis

was done by steps: (a) describing the result of

observation towards the appeared communicative

characters, (b) making transcript of interview result

about the students’ reasons in performing

communicative characters, and (c) linking

observations with the interview results.

3 RESULTS AND DISCUSSION

Monopoly game-based learning was designed with

stages that gave rise to the development of

communicative characters. Monopoly game-math

based learning was conducted on the school yard

(outside the classroom) with the steps described in

Figure 1.

Figure 1: Stages of monopoly games.

Based on Figure 1, it could be explained that the

development of communicative characters were

found in the shaded area, i.e. the activity (a) reading

the questions, (b) discussing the answers, (c)

presenting the answers, (d) reading the information

on the certificate, and (e) explaining or consolidating

answers. Mathematics learning activities started

from the presentation of mathematical problems or

questions in the card. The material was read by the

Development of Communicative Character through Mathematics Learning - A Monopoly Game Based

345

players (group representatives). After that, all the

groups discussed to determine the answer to that

question. Next, the player presented the group's

answers. If the answer was correct, then the player

would get additional capital and was eligible to buy

the property. The players read the information

contained on the property's (ownership) certificate.

However, if the player’s response was wrong, then

another group would be eligible to answer the

questions. If all groups could not answer the

question, the teacher explained how to find the

correct answer. The communicative characters that

developed at each stage of the monopoly game are

presented in figure 2.

Figure 2: The communicative character of monopoly game

based learning.

Figure 2 shows that in reading questions the

player must communicate the questions well so that

all students could understand the question. The

teacher would ask the player to repeat the questions

if the other students had not understood the purpose

of the questions. In this way, students learned to

communicate through reading activities for the

purpose of informing them. When a player was

reading a question the whole students tried to listen

to questions attentively. All students wanted to know

the question to be discussed so that each group could

participate in finding the answers. In this case, the

presentation of questions through the game posed

challenges to students (Frossard, Barajas, and

Trifonova, 2012; Ke, 2008), thereby increasing

student activity or involvement in learning, for

instance: expressing opinions and listening to friends

or teachers' explanations.

After reading the question, students tried to find

answers through group discussions. Each member of

the group dared to express an opinion. As long as

there was a group member who expressed an

opinion, the other members would listened

attentively. Group members were very concerned

about their friend’s opinion, then considered

earnestly to get the right answer. Each group hoped

to find the most appropriate answer, so that they

would be able to get additional capital and buy

property. At this stage there was a development of

listening character with great attention and

expressed opinions well. Providing additional capital

and property buying rights was a unique form of

reward and did not occur in conventional learning.

The reward was adjusted to the rules of monopoly

game. Thus, the game provided uniqueness both in

the learning process and in the provision of

reinforcement. The thing was that it raised the

motivation to participate or engage actively in game

based learning (Ke, 2008; Ucus, 2015).

Furthermore, players dared to express opinions

or answers that had been agreed by the group, while

the other students listened to the player's answers

with a great care. Bravery was due to the emergence

of student self-confidence in mathematical

performance. Students believed that the answers

conveyed were the result of shared thinking with

group members. In a nut shell, game-based learning

can be used to increase confidence in mathematics

(Ku et al., 2014). A playful, relaxed, and not-

stressful atmosphere of play also encourages

students to be more courageous in expressing their

opinions (Ke, 2008).

When a player presented an answer, all students

listened attentively. There were two reasons why

students paid attention to the player's answer. First,

students wanted to match the answers they had.

Secondly, each group wanted to know the player's

answer and hoped that the player’s response was

wrong, so they had an opportunity to answer

questions and get additional capital. Each group

tried hard to get additional capital to win the game.

The needs of knowing the correct answers (the

material learned) and the desire to win a game or an

element of competition encouraged students to listen

attentively. This suggested that the game raised the

motivation to compete and indirectly increased

involvement in learning (Park, 2012).

Players who answered correctly would get

additional capital and were able to purchase property

in the form of land, house or hotel. Property

ANCOSH 2018 - Annual Conference on Social Sciences and Humanities

346

ownership proof was certified. The property owner

read the information contained in the certificate. In

this case, property owners learned to communicate

for the purpose of telling. Other students listened to

the reading of information attentively because the

information was very interesting and was a new

knowledge for students. Very interesting

information arouse curiosity, so students would be

willing to listen attentively. Curiosity encouraged

increased interest and motivation to follow learning

(Ucus, 2015).

Furthermore, if all groups were failed to answer

the question, the teacher explained or gave

instructions on how to get the correct answer.

Teachers did not answer directly. This triggered the

students to listen to the teacher's explanation in order

to find out the correct answer. The role of teachers in

game-based learning was different from

conventional learning. Teachers acted as a mentor

and also facilitator and helped students to reflect on

what was being learned (Park, 2012).

4 CONCLUSIONS

Monopoly-based math learning is conducted for

review sessions or training students to solve

problems related to the material being studied. By

and large, the use of monopoly games creates a

pleasant learning situation, eliminating fear and

boredom and generating interest in the learning

process. Competition elements in the game also

build the spirit of learning, thus motivating students

to engage in learning, for example: listening, express

opinions, and communicate well.

ACKNOWLEDGEMENTS

Thanks to Kemenristek Dikti who had funded this

research. Thanks also to the principals and teachers

who had facilitated and supported the

implementation of this research.

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