Pengembangan Game Ular Tangga Berbantuan Spin Board Pada Pokok Materi Persebaran Flora dan Fauna di Indonesia untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas XI IPS di SMA Semen Gresik.

Development of A Snake and Ladder Game Assisted by A Spin Board on the Topic of Flora and Fauna Distribution in Indonesia to Improve Motivation and Learning Outcomes of Grade XI Social Science Students at SMA Semen Gresik

Pembelajaran Geografi di SMA Semen Gresik, khususnya pada materi Persebaran Flora dan Fauna di Indonesia, selama ini belum menggunakan media permainan ular tangga berbantuan spin board. Berdasarkan hasil wawancara dengan guru Geografi, keterbatasan waktu menjadi kendala dalam merancang media pembelajaran yang menarik dan interaktif. Data hasil belajar menunjukkan nilai siswa sebesar 90,48% masih berada di bawah Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk: (1) menganalisis kelayakan media game ular tangga berbantuan spin board sebagai media pembelajaran, (2) mengidentifikasi aktivitas siswa selama pembelajaran, (3) menganalisis pengaruh media terhadap motivasi belajar siswa, dan (4) menganalisis pengaruh media terhadap hasil belajar siswa kelas XI IPS di SMA Semen Gresik. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE (Analyze, Design, Development, Implementation, Evaluation). Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPS di SMA Semen Gresik tahun ajaran 2024/2025. Teknik pengumpulan data meliputi validasi ahli, observasi, angket, dan tes. Analisis data yang dilakukan melalui analisis kelayakan media, analisis aktivitas siswa, uji validitas dan reliabilitas kuesioner motivasi, analisis motivasi siswa, serta analisis hasil belajar menggunakan uji normalitas, uji Paired Sample T Test, dan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa : (1) media game ular tangga berbantuan spin board sangat layak digunakan berdasarkan validasi ahli materi (96%) dan ahli media (86%), serta mendapat respon sangat positif dari siswa (89,59%), (2) Aktivitas belajar siswa selama pembelajaran tergolong sangat aktif (85,02%), (3) motivasi belajar siswa mencapai 83%. (4) hasil belajar siswa menunjukkan peningkatan nilai rata-rata pretest 52,02 menjadi 84,18 pada posttest, dengan rata-rata N-Gain sebesar 0,68 (kategori sedang).

Kata Kunci: Media pembelajaran, Motivasi belajar, Hasil belajar.

Geography learning at SMA Semen Gresik, particularly on the topic of the Distribution of Flora and Fauna in Indonesia, has not previously utilized the Snake and Ladder game assisted by a spin board as a learning medium. Based on interviews with Geography teachers, time constraints have been a major obstacle in designing engaging and interactive learning media. Student learning data show that 90.48% of students scored below the Minimum Mastery Criteria (KKM). This study aims to: (1) analyze the feasibility of the Snake and Ladder game assisted by a spin board as a learning medium, (2) identify student activities during the learning process, (3) analyze the effect of the media on students' learning motivation, and (4) analyze the effect of the media on the learning outcomes of Grade XI Social Science students at SMA Semen Gresik. This research uses the Research and Development (R&D) method with the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The population in this study consists of all Grade XI Social Science students at SMA Semen Gresik for the 2024/2025 academic year. Data collection techniques include expert validation, observation, questionnaires, and tests. Data analysis includes media feasibility analysis, student activity analysis, validity and reliability testing of the motivation questionnaire, student motivation analysis, and learning outcome analysis using normality tests, Paired Sample T Tests, and N-Gain calculations. The results of the study indicate that: (1) the Snake and Ladder game media assisted by a spin board is highly feasible based on validation from subject matter experts (96%) and media experts (86%), and received very positive responses from students (89.59%); (2) students' learning activities during the implementation were categorized as very active (85.02%); (3) student motivation reached 83%; and (4) student learning outcomes showed an increase in the average score from the pretest (52.02) to the posttest (84.18), with an average N-Gain of 0.68 (moderate category).

Keywords: Learning media, Learning motivation, Learning outcomes.