while the engineering aspects of the media value was 4.3. Reviewed from the aspects of both categories include very feasible to be tested.
3. The Opinions of The Students About Learning Media of Accounting
Monopoly on Material Compiled Financial Statements for Services Company
Grade X Accounting 3 of YPKK 2 Sleman vocational high school students academic year 20152016 becomes the subject of field trials
Development of Learning Media accounting Monopoly. Each student is gave their assessment sheet which is expected to give a response to the
appropriateness of accounting Monopoly Learning Media based on aspects of the media and learning. The results of the evaluation of students who can be
seen on page 158 annex 7b. Ba
sed on the results of the students’ field trials assessment from two aspects that were assessed for feasibility of media and learning. For this aspect
of media i.e. get an average score of 4.3. The score was included in the category of very feasible. The learning aspect get an average score of 4.2. The
score was included in the category of very feasible. From the student assessment recap on feasibility field trials of the
accounting Monopoly learning Media, it was obtained an average score 4.3 with a very feasible category. Thus, it can be concluded that the Learning
Media of Accounting Monopoly on compiled financial reports for service
company material were feasible to be used as media of instruction for students
in vocational high school. 4.
Increased Motivation after Learning to use Media Monopoly Accounting material Compiled financial statements services company
The students’ enthusiasm can be seen from the results of the assessment of the feasibility of Accounting Monopoly Learning Media and
the measureme nt of students’ motivation. From recapitulating results of
students’ motivation questionnaire seen in table 17, it was seen that, students demonstrate their learning motivation raised after Learning Media of
accounting Monopoly was used on each measurement indicator. This can be seen in Appendix 8c on page 163 on learning motivation of the motivation
questionnaire results recap before and after the use of Accounting Monopoly Learning Media. Based on the t test results in table 19 obtained the conclusion
that Development of Accounting Monopoly Learning Media will increase the accounting learning motivation.
From the recapitulation of the results it can be concluded that the greatest improvement in motivation was present on the indicator 3 of 15 i.e.
indicator Shows interest in various of problems. Second-order was indicator 6 which is 12 i.e. indicator can maintain his opinion. Third place was
occupied by indicator 4 by 10 i.e. indicator prefer to Work Independently. Fourth is occupied by indicator by 5 8 i.e. indicator quickly bored On
Routine tasks. The fifth order occupied by indicator 2 by 7 i.e. indicator
Resilient facing difficulties. The bottom three positions were occupied be occupied by indicator 7 by 3 i.e. indicator is not easy to let go of things that
are believed to be, indicator 1 for 2.5 i.e. indicator Assiduously the face of duty and indicators 8 by 1.5 i.e. indicator pleased to Find and solve the
Problem. This development study results are in accordance with the theory
described by Martini Jamaris 2013:172 that the factors that affect the motivation of learning one is the provision of facilities and the learning media
that suits the needs. Azhar Arsyad 2011:26-27 describes one of the functions of the media is able to direct the attention of the children so that it
may cause the motivation to learn. So, it can be concluded the Learning Media of Accounting Monopoly was able to increase the learning motivation of
students, it can be seen through enthusiasm of students in playing the media as well as students also delighted in working on the problems of accounting
monopoly. In addition, this has been proven with the learning Media development assessment of Accounting Monopoly by experts as well as
students and included within the category of very feasible.
D. Development Weakness
As for the limitations in Learning Media Development Accounting Monopoly as a medium of instruction are as follow:
1. Time limitations in the research because of Accounting Monopoly game
takes a relatively long time.
2. The rules of the game were quite complicated so that students should be
described more than 1 time.
