Implementation of the Joyful Learning Strategy Using "Economics Dominoes" to Enhance Students' Learning Motivation and Analytical Accuracy in Economics
DOI:
https://doi.org/10.51700/mutaaliyah.v6i1.2093Keywords:
Joyful Learning, Domino Economics, Learning Motivation, Analytical AccuracyAbstract
This Classroom Action Research (CAR) aims to improve students’ learning motivation and analytical accuracy in Economics through a Joyful Learning strategy using Domino Economics, a modified domino game featuring economic concepts, terms, graphs, and market-curve case studies. The study was conducted at MA Nurussalam Tebatu involving 32 students of class X.1. The research employed the Kemmis and McTaggart CAR model with an embedded mixed-methods approach conducted in two cycles. Learning motivation was measured using an ARCS-based questionnaire covering attention, relevance, confidence, and satisfaction, while analytical accuracy was assessed through case-based tests focusing on differentiating, organizing, and attributing. The findings indicated substantial improvements in both variables. The average motivation score increased from 55.1 to 85.0, with an N-Gain of 0.67, categorized as medium-to-high. Meanwhile, analytical accuracy increased from 44.6 to 74.8, with an N-Gain of 0.55, categorized as medium. By the end of Cycle II, 94% of students achieved high motivation, while 81% attained mastery in analytical accuracy, exceeding the 75% success criterion. These results indicate that integrating Joyful Learning with game-based economic media effectively enhances students’ motivation and analytical reasoning.
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