<![CDATA[Purpose of the study: This study aimed to investigate the effectiveness of Monopoly Mathematics Games in improving fifth-grade students' mathematics learning outcomes. It also sought to determine whether students taught using the game achieved better performance than those receiving conventional instruction. Methodology: This study employed a quasi-experimental design involving experimental and control groups at SD Islam Darul Mu'minin. The sample consisted of 50 fifth-grade students selected through simple random sampling. Data were collected using essay tests, while instrument validity and reliability were examined. Statistical analyses, including normality, homogeneity, and independent samples t-tests, were conducted using IBM SPSS Statistics version 22.0. Main Findings: The findings indicated that students taught through Monopoly Mathematics Games achieved higher mathematics learning outcomes than those receiving conventional instruction. The experimental group obtained a mean score of 75.64, whereas the control group achieved 67.00. Statistical testing revealed a significant difference between the two groups with a significance value of 0.008. Cognitive achievement in the experimental group was also higher across Bloom’s taxonomy levels. Novelty/Originality of this study: The originality of this study lies in the development of a modified Monopoly Mathematics Game designed specifically for elementary mathematics learning. The game integrates knowledge cards, opportunity cards, help cards, and mathematical problem-solving activities. Additionally, this study evaluates students’ cognitive achievement based on Bloom’s taxonomy, thereby providing broader evidence regarding the effectiveness of game-based learning in mathematics education.]]>
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