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Abstract

Low learning outcomes in dance education indicate the need for learning media that can support students’ engagement in understanding the subject matter. This study aimed to analyze changes in students’ learning outcomes following the use of monopoly-based learning media in dance education. A quantitative approach with a one-group pretest–posttest design was employed. The participants were 15 tenth-grade Online Business and Marketing students at SMK Pemuda 2 Wates, Blitar. The intervention involved two learning sessions using monopoly-based media covering the types, functions, and meanings of traditional and creative dances. Data were collected through learning outcome tests and observations and analyzed using descriptive statistics and a paired-samples t-test. The mean score increased from 68.8 on the pretest to 85.0 on the posttest, representing a 16.2-point increase. The paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores, t(14) = −5.573, p < .001. These findings indicate that the use of monopoly-based learning media was associated with improved cognitive learning outcomes in dance education and has potential as an interactive alternative learning medium.

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