The ability to spend money is a crucial functional skill for students with mild intellectual disabilities, supporting their independence in daily life. However, observations indicate that these students still struggle with spending money specifically up to a limit of Rp10,000 when dealing with item prices, calculating total costs, making payments, and handling change. This study aimed to improve the money-spending skills of students with mild intellectual disabilities using a board game as an instructional medium. The study employed the Single-Subject Research (SSR) method with an A-B-A design. Data were collected through observation and performance tests, then analyzed using within-condition and between-condition analyses. The results showed an improvement in money-spending skills after the subjects engaged in learning activities using the board game. The proficiency level was 33.3% during the initial baseline phase (A1), rose to 83.3% during the intervention phase (B), and remained at 83.3% during the final baseline phase (A2). These findings demonstrate that using a board game can enhance the money-spending skills of students with mild intellectual disabilities by providing concrete, interactive learning experiences tailored to their learning characteristics.

Kemampuan membelanjakan uang merupakan salah satu keterampilan fungsional yang penting bagi murid hambatan intelektual ringan untuk mendukung kemandirian dalam kehidupan sehari-hari. Namun, hasil pengamatan menunjukkan bahwa murid masih mengalami kesulitan dalam membelanjakan uang maksimal Rp10.000 berdasarkan harga barang, sesuai total biaya, pembayaran, dan melalui uang kembalian. Penelitian ini bertujuan untuk meningkatkan kemampuan membelanjakan uang melalui media board game pada murid hambatan intelektual ringan. Peneltian menggunakan metode Single Subject Research (SSR) dengan desain A-B-A. Data dikumpulkan melalui observasi dan tes perbuatan, kemudian dianalisis menggunakan analisis dalam kondisi dan antar kondisi. Berdasarkan hasil penelitian, kemampuan membelanjakan uang mengalami peningkatan setelah subjek memperoleh pembelajaran menggunakan media board game. Persentase kemampuan pada fase baselien (A1) sebesar 33,3%, kemudian meningkat selama fase intervensi (B) hingga mencapai 83,3% dan tetap bertahan pada fase baseline (A2) sebesar 83,3%. Temuan ini menunjukkan bahwa penggunaan media board game dapat meningkatkan kemampuan membelanjakan uang pada murid hambatan intelektual ringan melalui pembelajaran yang konkret, interaktif, dan sesuai dengan karakteristik belajar murid.