Application of Ludo Board Game in Increasing the Activeness of the Physics Study Group of Mts DDI Seppange Students

This study aims to describe the activeness of the members of the physics science study group by implementing the Ludo Board Game and seeing the students' responses to the application of the Ludo Board Game in increasing the activity of the members of the physics science learning group. To achieve this goal, descriptive research has been carried out using the Ludo Board Game game. The subjects of this study were students of class VIII MTS DDI Seppange in the 2019/2020 school year, which may be 24 people. The data research method used was observation (observation), questionnaires, interview techniques and documentation. Furthermore, the analysis technique is carried out by means of proportional descriptive data analysis. The results showed that the increase in the activity of students' study groups after the implementation of the Ludo Board Game (LBG). Meanwhile, the students' responses to the application of Ludo Board Game in increasing the activeness of members of the physics science study group were very feasible, namely for the quality of the content with an eligibility level of 81.25% and a 94.53% usage level.


I. INTRODUCTION
Science lessons are one of the subjects taught at the junior high school level and the equivalent consisting of biology, physics and chemistry. According to Trianto (2014), science is a systematic collection of theories, its application is generally limited to natural phenomena, birth and development through scientific methods such as observation and experimentation and demands a scientific attitude. Thus, science is not just the mastery of a collection of knowledge but more than that, namely a process to produce discoveries.
From the understanding of science above, science lessons should be interesting and fun lessons for students, because these lessons are related to everything that is in themselves and the environment around them.
However, the reality is that there are still many students who consider Science as a scary subject. One part of science learning that is often a frightening specter for students group members are students who have more understanding than their other friends. While group members who from the beginning did not understand physics prefer a safe position, for example as a moderator or a note taker if the group learning is presented through discussion. However, if it is focused only on doing the questions, students who do not understand will choose to remain silent while those who understand will be more act Based on the results of research conducted by Napsawati (2019), it was found that physics lessons are one of the subjects that are feared and less favored by students with the assumption that physics lessons are too complicated to understand. So that from the phenomenon that occurs, as someone who deals in the world of education feels the need to provide an additional touch in group learning methods so that members of the study group can be active as a whole. The additional touch that is meant is by applying the ludo board game, one of the board games which consists of a number of small squares in it.

A. Ludo board game
Ludo board game is a traditional type of game that dates back to the 6th century in India called Pachisi (Marhadi, 2019). (2016), playing is an activity that is carried out or without using tools that generate understanding or provide information, provide pleasure or develop imagination in children.

According to Sudono in Khamim
The description of the modified ludo board game is as follows:  In the ludo board game game, there are rules and steps that must be obeyed by each player, namely: 1. To remove a pawn from the Home Base, the player must get a 6 on the dice. If the player doesn't get the 6, then the turn to play is given to the next player.
2. When the player gets a 6, that player has the right to roll the dice again.
3. If the player scores a 6 on the third roll of the dice, he cannot remove any other  1. There is a change in behavior.
2. There is a process of experience, the behavior change occurs because it is preceded by a process of experience.
3. The length of time the learner's behavior changes in the form of cognitive, affective, and psychomotor changes.
To achieve good results, there are several factors that must be considered in the study group, namely: 1. There needs to be a strong urge to work in each member.

Solved problems can be viewed as a unit
that is solved together, or the problem is divided up to be worked on individually.
3. Healthy competition between groups usually encourages children to learn.

A pleasant situation between members
largely determines the success or failure of group learning.

A. Research results
Based on the instrument in the form of a questionnaire to measure the learning activeness of a group of students consisting of 25 statements. Based on the results of the descriptive analysis that has been carried out, it shows that the average score (mean) obtained is 92.05, the median value is 92.00 with a standard deviation of 3.19, a minimum score of 88.00 and a maximum score of 100.00.
For the distribution of the percentage of respondents' answers regarding learning activeness before being implemented ludo board game: Group learning activeness in the low category 12,5% Group learning activeness in the medium category 62,5% Activeness of group learning in the high category 25,0% Based on table 1 above shows that the activeness of students in the physics science Napsawati, Yusdarina | JPF | Volume 9 | Number 1 | 2021 | 98 -106 104 study group before the implementation of the ludo board game (LBG) varies. Of the total number of students who were the sample of the study, 12.5% of students with activeness were in the low category, 62.5% of students with activity in the medium category and only 25.0% of students who had activeness at high category. Furthermore, to see the level of activity of student learning groups after the application of Ludo is described in the following table.  From the results of interviews with students also showed that from the game students felt challenged to get the highest score in order to become winners in the game.
The desire of students to be winners in the game encourages them to be active in every lesson so that they can answer questions as one of the requirements to collect as many scores as possible in the ludo board game.
In addition to the feasibility of ludo board game in increasing the activeness of From these results, it shows that the ludo board game can be well received by students as a learning medium. With the ludo board game, students can interact, work together or discuss with friends, it can make students not feel bored, and indirectly this can foster student activeness in learning.