<![CDATA[This study aims to determine the effect of board game learning media on students’ understanding of currency concepts in Grade IV elementary school. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The participants consisted of 57 fourth-grade students, comprising 30 students in the experimental class and 27 students in the control class. Data were collected through pretest and posttest assessments and analyzed using normality and homogeneity tests, paired sample t-test, independent sample t-test, and N-Gain analysis. The results showed a significant improvement in students’ understanding after the implementation of board game media. The mean score of the experimental class increased from 59.37 on the pretest to 81.37 on the posttest, while the control class increased from 51.96 to 63.59. The paired sample t-test indicated a significant difference between the pretest and posttest scores in the experimental class (p < 0.001). Furthermore, the independent sample t-test showed a significant difference in posttest scores between the experimental and control classes (p < 0.001). The N-Gain results showed an improvement of 54.84% in the experimental class, compared with 23.97% in the control class. These findings indicate that the use of board game learning media has a positive effect on students’ understanding of currency concepts in IPAS learning.]]>
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