<![CDATA[Students’ difficulties in understanding abstract biological concepts highlight the need for interactive learning media that can facilitate meaningful learning in elementary education. This study investigated the effect of Monopoly Pop-Up learning media on fifth-grade students’ conceptual understanding of the human digestive system at State Elementary School 064996. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed, involving 46 students assigned to experimental and control groups. Data were collected through observation, pre-test and post-test assessments, and documentation, and subsequently analyzed using normality testing and an independent-samples t-test with statistical software. The experimental group’s mean score increased from 59.57 on the pre-test to 80.00 on the post-test, whereas the control group’s mean score increased from 55.65 to 64.78. The independent-samples t-test yielded a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between the two groups. These findings demonstrate that Monopoly Pop-Up learning media significantly enhances students’ conceptual understanding of the human digestive system while supporting a more active, engaging, and interactive learning environment.]]>
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