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students in the analysis and business decision making.
Thus based on T test results on pre-test data it can be
seen that the control class and experimental class
have the same initial capability so that the application
of business simulation stage can be done.
Post-test is done after the application of
business simulation applications on learning in the
experimental class. The score of post-test will be
compared to know the effectiveness of learning using
business simulation application in order to improve
student ability in analysis and business decision
making independently. The hypothesis used in t-test
of post-test score. The result of T-test on student post-
test score is as shown in Table 6.
Table 6 shows that the mean post-test score of the
students in the class of control class is 78.32 while the
mean post-test grade of the experimental class is 82,
96. The value of t-calculated is obtained at -2.926
while the value of t-table on degrees of freedom 24
(n-1) and 5% error rate is 2.06. Value t-calculated
equal to 2,926> t-table value, likewise by looking at
probability value less than 0.05 so it is stated that H0
in this study is rejected which means that there is
difference of students ability of control class and
experiment in business analysis and decision making.
Thus, based on the result of T-test on the post-test
data, it can be seen that the control class and the
experimental class have the initial capability of
different business analysis and decision making after
the application of learning using the business
simulation application, knows that the post-test score
of the experimental class is higher than the control
class student means that students who get learning
using business simulation applications have the
ability to analyse and make business decisions
independently better than students who do not get
learning using business simulation applications. Thus
it can be stated that business simulation applications
are effective in improving students' analytical and
business decision making skills.
Table 6: Student post-test score t-test result.
4 CONCLUSION
Objectives of this research to create business
simulator media application and testing validity and
effectively, based on research result, then can be
concluded as:
Based on the three elements of the assessment
of aspects of programming, content, and the
appearance of business applications made
result both as a learning media and can improve
the ability to analyse cases and business
decision making.
Based on the aspects of the display, the
material, and also the benefits of business
simulation applications that are made very
good by the students and can attract students
to use the business simulation applications.
Based on the result of difference test, it is
concluded that business simulation application
is effective in improving student's analysis and
business decision making.
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