Influence of VBA-based Monopoly Game in Microsoft Excel as Teaching Material on Primary School Students ’ Cross-Cultural Competence in Social Studies Learning

The background of this research is based on diversity of Indonesia in terms of social, cultural, religious, language and ethnic groups. The specific problem in this research lies on the diversity of students in one public elementary school in Cimahi City, situated in the area of the Indonesian Army. Therefore, this research seeks to investigate the difference in improvement of students’ cross cultural skills between learning using VBA (Visual Basic of Application)-based Monopoly game teaching materials in Microsoft Excel and conventional learning. This research aims at improving students’ cross cultural skills, and observing the differences or disconnection of the improvement of students’ cultural skills between learning using VBA-based teaching materials and conventional learning. This research employed a quasi-experimental method with a non-randomized pretest-posttest control group design. A quantitative observation instrument in the form of a checklist was used as the research instrument. The results revealed that both learning using a teaching material of VBA-based Monopoly in Microsoft Excel and conventional learning were able to improve the students’ cross cultural skills. However, based on the result of N-Gain test, learning using teaching material of VBA-based Monopoly game in Microsoft Excel was better than conventional learning.


INTRODUCTION ~ The level of concern of
Indonesian children towards the existing cultures in Indonesia is increasingly declining.These problems are in accordance with the statement, namely 1) Indonesian children feel proud to be able to sing foreign songs and dance foreign cultural dances rather than being able to sing folk songs and dance their own cultural dances; 2) Indonesia is a country with a cultural diversity, so that it needs to be preserved in order to prevent the claiming of culture and art by other countries (Juniman, 2018;Nurhayati, 2012) The aforementioned problems are caused by various factors, such as the ease of foreign cultures influences to be accepted by children in Indonesia with the help of sophisticated information technology.
In attempting to overcome the aforementioned culture-related problems, a research that focuses on a cross-cultural improvement starting from primary school students through the use of innovative learning is needed.The importance of learning in training a skill starting from the age of primary school students is based on their cognitive development, where they are in the concrete operational stage.In accordance, Kurnia (2012)  2. This teaching material has questions that must be answered when students step on the monopoly box.
That question must be answered by the students on the answer sheet.
Therefore, the development of VBAbased teaching materials is not purely related to the electronic aspects, but it still considers the motoric movements of students.The abovementioned issue shows that the improvement of cross-cultural competencies in primary school students is considered significant to be conducted.

RESULTS
Based on first research question, it was revealed that there was a significant are presented in Table 2.   3. Based on the results of the data processing presented in Table 4, the value of sig.(2-tailed_ was 0.000 < 0.05, which indicated that the learning using a VBA-based monopoly game in Microsoft Excel was better than conventional learning in improving students' cross-cultural competency.Johnson & Johnson, 2009;Setiyanti, 2012).

DISCUSSION
From these improvements in the second meeting, the result obtained was good in accordance with the result section in which the learning using a VBA-based monopoly game in Microsoft Excel was able to improve students' cross-cultural competency.

Learning in the Control Class
Learning in the control class was conducted in two meetings in the fifthgrade class C in primary schools using the conventional learning.This conventional learning means using the usual method conducted in the class by using students' worksheets (LKS, Lembar Kerja Siswa) in the form of puzzles.In this learning, students carried out puzzles in group.In the first meeting, there was not any obstacle or finding, because the students learned with the usual media or strategy that carried out by the teacher on daily learning.
However, there was an interesting finding that emerged in the first meeting in which VBA-based teaching material is easily understood by teachers and students, low-cost, and can only be used on PCs and laptops.Hence, the implementation can be monitored and guided by teachers/parents.

Figure 2 .
Figure 2. VBA-based Monopoly Game in Microsoft Excel as Teaching Material.
validating the instruments.The instrument validation was conducted through validation by examining the instrument to the fifth-grade students, and the second instrument validation was conducted by experts on social skills, or primary school's social study, so that the instrument really has good validity, conducted in one of the public primary schools in Cimahi City, situated in South Cimahi Sub-District with 629 heterogeneous students in terms of religions, ethnics, and cultures.This was due to the location of the students that is in the area of National Army offices.The population of this research was all fifthgrade primary school students with three classes, and 99 students.The sample of this research was the fifth-grade students from class A, and the fifth-grade students from class C that were homogeneous in terms of average scores of social studies, the average observation results of crosscultural competency, and the number of students.This research used observation with the indicators of cross-cultural competency.to the experts and the fifth-grade primary school students to ensure the validation of instruments, and then the instruments used in the pretest and posttest stages, and processed and analyzed with the assistance of the SPPs 20 application.
monopoly game in Microsoft Excel.In addition, the significant improvement can be seen from the process of statistical test with the processing results using a statistical t-test showed data sig.(2-tailed) of 0.000 < 0.05, it means that there was an significant improvement of cross-cultural competency in the fifth-grade students from class A after using a VBA-based monopoly game in Microsoft Excel as teaching material.The processing results Based on the second research question, it was revealed that there was a significant improvement of cross-cultural students on the learning using a VBA-based monopoly game in Microsoft Excel.This research results were obtained through the data processing and analysis using the SPSS 20 application.The processing results are depicted in Graph 2: Graph 2. Average students' cross-cultural score in the control class.significant improvement can be seen from the process of statistical test with the processing results using a statistical t-test showed data sig.(2-tailed) of 0.019 < 0.05, it means that there was an significant improvement in the students' cross cultural competency after learning conventional learning.The processing results are presented in Table experimental class used a VBA-based monopoly game in Microsoft Excel as teaching material.The learning was conducted to the fifth-grade class A in primary schools with the material about interaction among human beings and its effect on the social and cultural diversity.The learning was conducted in two meetings.In the first meeting, there were some interesting findings, such as students who felt awkward in carrying out the learning using monopoly game in Microsoft Excel.This was because students were still not getting used to utilize information and communications technology (ICT) teaching tools or materials (Fu, 2013; Soewarno, Hasmiana, & Faiza, 2016).In addition to the awkwardness because the use of ICTbased teaching material, some students felt awkward in playing monopoly game because they were not getting used to collaboratively learn with new groups (not with their close friends).It occurred because students were used to work in group with their close friends (Gafoor & Kurukkan, 2015; Ghavifekr, Kunjappan, Ramasamy, & Anthony, 2016).The findings of the first meeting were analyzed and improved at the second meeting.Improvements were conducted, including to plan the learning more optimally and explain the steps of playing game more simply and clearly, so that students were not awkward anymore in playing a VBA-based monopoly game in Microsoft Excel.In the second meeting, , not only with their close friends.This was in line with the statement that learning using group strategies can train students to be able to cooperate and respect other students, and this grouping made the students got used to this technique and became more enthusiastic to learn compared with their first meeting (Bachroni, 2011; D. W.

Table 1 .
Research design of the nonrandomized pretest-posttest control group.

Table 2 .
T-test results of students' cross-

Table 3 .
T-test results of students' crosscultural competency in the control class.

Table 4 .
Results of N-gain test of students'