recognize shapes by playing dakon geometry. Geometry dakon game helps increase students’ abilities to recognize shapes of geometry in
the implementation of the pre-action on indicator of recognize ability 41.11 and in Cycle II, students’ abilities increased to 88.33, the
understanding ability on the implementation of pre-action 50.62, and in Cycle II, it increased to 85.36.
C. Research Paradigm
Learning system that has been experienced over the years until now are quite different and lack of innovation. As the development of era,
people change and their needs of daily lives increase. It was like the science of absorption system to students who have showed the differences
of previous period with the current period. They grew up with something that was currently available that was more instant than three to five years
before. The learning process should have a reciprocal balance, so the
learning process could be accomplished and absorbed as well as possibly. Reciprocal process would be obtained with the creativity of teachers
themselves. Since the development of technology and ideas, teachers must have a strategy to enhance creativity, so students also felt comfortable and
kept motivated. The game was always to
students’ favorite and awaited by children from various periods. Dharmamulya states that traditional games are
tools
to introduce children to the cultural values and social norms necessary for
establishing relations or social contact and play a role in accordance with social position in society. Ulfatun, 2014 Dakon
t
raditional games
have accounting principles, where accounting
play
with the count and always have a source of entry and exit of the money. Dakon had seven sources of
entry and exit point types of fund called “the barns”. The seven barns dakon would only be used five barns on this Accounting dakon. Every
player was broken at one stage so it would take the dakon card containing material and given time to understand it in accordance with the length of
time your opponent plays dakon thereafter. After game was finished, then every player was asked to count many seeds obtained which will then be
awarded to each player.
The learning process depends on the interaction between teachers and students. The achievement of good learning outcomes be obtained when the interaction between two subjects
is not only done passively, but also need to be active. Cognitive, Affective and Psychomotoric Aspects can measure the achievement level of student learning.
Accounting Learning at SMK
1. Students just understand the material
through teachers’ explanation and simple manual practice
2. Learning is just from handbook, hand out and power point have been prepared by the
teacher. 3.
Learning is already done by the method of two-way, only the students response is still not good.
Accounting Learning at SMK N 2 Purworejo in financial accounting subjects run well with a complete digital learning media. But the way was still less maximum because there was no
way to enable students with game method to improve cognitive, affective and psychomotoric students. Interest learning method turned out to be expected by the accounting subject teachers
there.
Interest learning to help grow up the cognitive, affective and psychomotoric aspects of the students one of using accounting dakon game scheme.
“The Development of Media Dakon Accounting DASI Game in Accounting Learning Process to Improve Cognitive, Affective, and Psychomotoric Aspects of Grade XI Students
at SMK N 2 Purworejo
”.
Image 3. Research Paradigm of Accounting Learning Through Dakon Game
D. Research Questions
