DEVELOPMENT OF TRADITIONAL GAMES-BASED &
SCIENTIFIC APPROACH-ORIENTED
THEMATIC LEARNING MODEL
Sekar Purbarini Kawuryan1, Supartinah2, Woro Sri Hastuti3
1
[email protected], [email protected], [email protected]
Abstract
The phenomenon is happening today shows that the children's world enlivened with high tech playing facilities. The
playing facilities includes a game featured in the video game, playstation, games, and software that can be
downloaded using a mobile phone so easy. The games are categorized as mechanic games with recreational illusion.
There are many weaknesses of the mechanic games. The activities undertaken is passive play, the game is simply to
give pleasure, and less stimulating mental development of children in the process of interaction with the
environment. There is in contrast to the function of the game for children, which is as educational activities to help
the process of psychic development and a means of socialization. The research objective of this second year are: (1)
to produce guidelines for teachers in implementing traditional games-based and scientific approach-oriented thematic
learning model, (2) to produce students pocketbook, and (3) validating and testing the products. This research method
using the approach of Research and Development Borg and Gall version. Subjects were 3 experts, 37 teachers and
106 students. Samples were selected purposively. Data were collected through interviews, observations, and
questionnaires. Data were analyzed quantitatively and qualitatively. The results show that the teachers guide get 3.8
(very good) score from subject matter experts, 3.8 score from learning experts, 3.8 score from curriculum experts, 3.9
score from media experts, and 3.8 score from cultural experts. The response from the teacher questionnaire obtained
a score of 3.2. Meanwhile, students pocketbook get 3.9 score from subject matter experts, 3.7 score from learning
experts, 3.9 score from curriculum experts, 3.9 score from media experts, and 3.8 score from cultural experts. It can
be concluded that the developed research products fit for use.
Keywords: thematic learning model, traditional games, scientific approach
Introduction
The entry of modern culture has positive and
negative implications toward the existence of the
traditional game. The rapid development of
information technology (IT) directly or indirectly
has led to the displacement of various traditional
games in Yogyakarta. Some games are still remain
there because the existence is still considered to be
relevant to people's lives. But many are gone and
replaced with a new game.
The phenomenon is happening today shows
that the children's world enlivened with facilities to
play high tech, ranging from video games,
playstation, until the games that can be downloaded
easily using similar gadgets ipad, tablet, and so on.
The games that have been mentioned are
categorized as mechanics game with illusion
recreational. Many weaknesses of the game,
including activities conducted passive play, just
have fun, and less stimulating mental development
of children in the process of interaction with the
environment during play. This was in contrast to the
function of the game for children, one of which is as
educational activities to help the process of psychic
development and a means of socialization for
children. Therefore, children need the kind of game
that is more focused and educate.
The traditional game contains values that are
important to continue to be preserved and
internalized to the elementary school students. This
effort to save the existence of the traditional game of
the modern game's insistence that all sophisticated
and certainly much more interesting. The
government through the Curriculum 2013 has
introduced some of the traditional game at fourth
grade students. One of the basic competency of
PJOK (Physical Education and Health) in
Curriculum 2013 explicitly had asked the students to
practice basic movements combined to form the
basis of athletic movement that is based on the road
and run through the game and or traditional.
However, the introduction of traditional games in
Curriculum 2013 was still limited to a few types of
games only. In addition, a guide for teachers to carry
out thematic learning based on traditional game and
oriented to scientific approach is also not yet
available.
Based on the above problems, this research
sought to develop a model based on traditional game
that can be learned thematically with orientation of
scientific approach. Thematic learning model
developed from other types of traditional games in
Yogyakarta. This method is expected to solve the
problems related to the decreasing of the existence of
traditional games, as well as to strengthen the
implementation of thematic learning in fourth grade.
The first year of this research was produce
thematic learning prototype models that have been
validated by curriculum expert, subject matter
expert, learning expert, media expert, and culture
expert and has been tested on a small scale in SD
Pujokusuman I. Validation of material experts get a
mean score 3.8 (very good), curriculum experts 3.7
(very good), learning expert 3.7 (very good), culture
expert 3.7 (very good), and media expert 3.8 (very
good).
Students who become the subject of the trial
showed a positive response when learning with
prototype models that have been developed. The
positive response is evident from the enthusiasm to
do all the learning activities that interactive
participatory designed and oriented of scientific
approach. Integration of traditional game and
thematic integrative which focused on contextual
applications are also able to involve all students
actively. The use of diverse media and contextual
learning is able to facilitate students to understand
the subject matter. This is evidenced by the
satisfactory value of the products produced by
students during the learning process.
Based on the research results of the first year,
prototype model that has been developed can be
implemented by elementary school teachers if there
is a guidelines. In addition to the practical guide for
teachers, this research also developed a handbook
for students. Teacher guidelines and the student
pocket book also comes with instructional videos
that are packed to facilitate the implementation of
thematic learning based on the traditional game.
The research about traditional games have been
done by Misbach (2006: 7). The result shows that
traditional games can stimulate various aspects of
child development. These aspects may include
psychomotor, cognitive, emotional, language, social,
spiritual, ecological, and values/morals. Widodo
(2010) analyzed the content of character education
in the song of Dolanan Anak. Some of the
educational value of the character found were
religious value, cooperation and togetherness,
national values, and aesthetics. Dolanan Anak was
sang not only as a supplement, but also contains a
message and the values of manners.
Meanwhile, Kurniati's research (2011: 13)
found that children traditional games can stimulate
cooperation development, help the child adjust to,
interacting positively, self-control, develop empathy
towards a friend, obey the law, and respect for
others. Traditional games also teach sportsmanship
with mutually agreed rules. Although there has been
a general rule, but to start a game children's should
negotiate beforehand and make a mutual agreement.
Interactions were awakened not only in the level of
physical togetherness (socio-physical) but also
affective (socio-affective) and psychological (sociopsychological).
Another research conducted specifically about
the hopscotch (Engklek) game. Iswinarti's research
(2010: 9) indicates that hopscotch has terapiutik
values and useful in addressing the problems of
children. The therapeutic value are as follow: (1)
early detection of children problem, (2) physical
development, (3) mental health, (4) problem solving,
and (5) social value. Venny Indria Ekowati's
research results (2012) found that there are forty-one
traditional games in the manuscripts of Dolanan
Bocah Klaten. Various types of such games include
Kauman, Kothekan, Ki Lumpang Ki Lompong,
Kubuk, Raton, and Soyang-Soyang. These sixth
traditional games are integrated into thematic
learning model with orientation of scientific
approach.
The application of scientific approach in the
implementation of thematic learning is expected to
facilitate the students to have the attitudes, skills and
knowledge that much better. Students are also
expected to be more creative, innovative, and
productive, so that will be able to face the problems
and challenges in his day (Sisdiknas, 2012).
Implementation of thematic learning using
traditional games as a base material is one of the
alternatives offered to facilitate the efforts of the
students have the attitudes, skills and good
knowledge. Thematic learning model in this
resrearch was developed by taking into account the
characteristics of elementary school students who
are the subject of learning, appropriated to the
curriculum in force, and accompanied by the
addition of teaching materials about the kinds of
traditional game owned by Yogyakarta community.
RESEARCH METHODS
This study used the approach of Research and
Development (R & D) from Borg and Gall version
(1983: 775-776). The steps of research &
development as well as data collection techniques
that have been done in the 2nd year are presented in
the following table:
Table 1 Stages of Research & Development
R & D Cycle
Research and
information
collecting
Planning
Activities
 Finding a systematic
guide that has been
generated by previous
researchers
 Collecting information
about a preliminary
description of systematic
teacher guide and students
pocketbook
 Analysing the results of
field surveys and
literature
 Planning the product
Data Collection
Techniques
 Printed and
electronic
literature
 Interviews
Literature review
Develop
preliminary
form of
product
Preliminary
field testing
Main product
revision
 Developing product
draft
 Printing product
 Validating the
product draft with
expert
 Making coordination
with teachers to
discuss the revision
of product based on
expert advice
 Testing the product
 Discuss with experts
based on trial results
 Literature
review
 Panel group
discussion
Research Results
 Observation
 Interview
 focus group
discussion
Revising products based
on the results of largescale testing
Subjects of this research can be observed in the
following table.
Table 2 Research Subjects
No
Activity
1
Validation
2
Field
testing
Sub
activity
Focus
group
discussion
Learning
simulation
Training
Focus
group
discussion
Number of Subjects
4 teachers
106 students
25 elementary school
Teachers
12 elementary school
teachers
Developing
thematic
learning
model
implementat
ion guide
for teachers
and students
1. Results Development of Teacher's Guide and
Students’ Handbook Based on Expert
Judgement
Table 3
Disseminate
implementation
guide of
traditional
games-based
thematic
learning model
Interpretation
4
Very helpful
4
Very relevant
4
3
Very suitable
Appropriate
4
Very suitable
3
Easy
4
Very capable
4
Very suitable
9
Usefulness of the guide
substance
Relevance to examples
learning device
Suitability with knowledge
Suitability with teachers
needs
Suitability with curriculum
scope
Easy to understand the
language
Ability to develop the
student's motivation
Compliance with real-life
situations
Systematic view
4
10
Attractive design
4
Very
coherent
Very
interesting
Very good
1
2
5
6
7
8
Table 4
No
2nd year
products
1.
Implementat
ion guide of
thematic
learning
model
2.
The national
journal
article
3rd year
product
1.
Adoption of
traditional
game-based
thematic
learning
model in
Yogyakarta
2.
The national
journal
article
Rated Aspect
Mean
1
1st year
products
1.
Prototype
traditional
gamesbased
thematic
learning
model
2.
The national
journal
article
Result Validation of the Teacher's
Guide From Subject Matter Expert
Score
No
3
4
3 experts
Design of research and development each year
are as follows.
Finding
traditional
gamesbased and
scientific
approachoriented
thematic
learning
model
data generated in an expert validation, simulation,
training, and focus group discussion. Qualitative data
analysis were done through a direct interpretation,
while quantitative data were analyzed using
descriptive statistics and presented in table form.
2
3
4
5
6
7
8
9
10
Result Validation of the Students’
Pocketbook From Subject Matter
Expert
Rated Aspect
Suitability with the substance
of the subject matter
Easy step game
Ability to clarify the matter
Easy to understand the
language used
Ability to develop the student's
motivation
Compliance with real-life
situations
Secure practice game
Easy to prepare tools and
materials
Systematic view
Attractive design
Mean
Figure 1. Research Design
There are two types of data generated in this
research, namely quantitative and qualitative data.
The qualitative data generated at the time of the
preliminary research and the development of teacher
guide and student pocketbook. While quantitative
3,8
Score
Interpretation
4
Very suitable
4
4
3
Very easy
Very capable
Easy
4
Very capable
4
Very suitable
4
4
Very safe
Very easy
4
4
Very coherent
Very
interesting
Very good
3,9
Table 5
No
1
Rated Aspect
Suitability with the
principle of thematic
learning
The integration of a variety
of subjects
Breadth of material
substance
The ability to create
multidirectional
communication
Easy to understand the
language
Suitability with the level of
students' progress
Meaningfulness of learning
experiences designed
The accuracy of thematic
learning step
Suitability with time
allocation
The accuracy of
assessment instruments
Mean
2
3
4
5
6
7
8
9
10
Table 6
No
1
Rated Aspect
3
4
5
6
7
8
9
10
Table 7
No
2
3
4
5
6
Interpretation
8
4
Very
suitable
9
3
Relevant
10
4
Very suitable
4
Very good
3
Easy
4
Very suitable
4
4
Very
meaningful
Very accurate
2
3
4
4
Very suitable
5
4
Very accurate
6
3,8
Very good
7
Conformity with the
applicable curriculum
contents
syntax clarity
Logically display
Systematic structure
display
Conformity stages with
the applicable curriculum
Suitability with the
Table 8
No
1
Score
Interpretation
4
Very meaningful
4
Very clear
3
Easy
3
Easy
4
Very interesting
3
Suitable
4
Very suitable
Conformity with the
applicable curriculum
contents
syntax clarity
Logically display
Systematic structure
display
Conformity stages with
the applicable curriculum
Suitability with the
scientific approach
Meaningfulness of
learning activities
Ability to create
interactive communication
Conformity with subjects
characteristics
Ability to give feedback
Mean
8
9
10
No
1
4
3
4
Very suitable
5
4
Very easy
4
3,7
Very suitable
Very good
6
Score
Interpretation
4
Very suitable
7
8
9
10
Rated Aspect
Table 10
4
4
4
Very clear
Very logic
Very well
No
4
Easy
2
4
Very suitable
3
1
4
Very
meaningful
Very good
4
Very good
4
3,8
Very good
Very good
Score
Interpretation
4
Very suitable
4
4
4
Very clear
Very logic
Very good
4
Easy
4
Very suitable
4
Very meaningful
3
Very good
4
Very good
4
3,9
Very good
Very good
Result Validation of the Teacher’s
Guide From Media Expert
Conformity language with
users think ability
Easy to understand the
language
Easy to practice the book
Appropriateness of the
contents with students
characteristics
The ability to develop
student's motivation
The ability to involve
students actively
Compliance with real-life
situations
Systematic view
Easy to applicate
Attractive design
Mean
2
4
Result Validation of the Students’
Pocketbook From Curriculum Expert
Rated Aspect
Table 9
Result Validation of the Teacher's
Guide From Curriculum Expert
Rated Aspect
scientific approach
Meaningfulness of
learning activities
Ability to create
interactive communication
Conformity with subjects
characteristics
Ability to give feedback
Mean
7
Score
Result Validation of the Students’
Pocketbook From Learning Expert
Meaningfulness of the
learning experience
Clarity describing the
content
Easy to understand the
language
Easy to understand the
game steps
The attractiveness of game
to practice
Suitability with daily
activities
Suitability with material
substance
Suitability with level of
students' progress
Easy to obtain equipment
and materials
Suitability with small size
Mean
2
1
Result Validation of the Teacher's
Guide From Learning Expert
Score
Interpretation
4
Very suitable
4
Very easy
4
3
Very easy
Appropriate
4
Very good
4
Very suitable
4
Very meaningful
3
4
4
3,9
Very good
Very easy
Very interesting
Very good
Result Validation of the Students’
Pocketbook From Media Expert
Rated Aspect
Conformity language with
users think ability
Easy to understand the
language
Easy to practice the book
Score
Interpretation
4
Very suitable
4
Very easy
4
Very easy
4
Appropriateness of the
contents with students
characteristics
The ability to develop
student's motivation
The ability to involve
students actively
Compliance with real-life
situations
Systematic view
Easy to applicate
Attractive design
5
6
7
8
9
10
Mean
Table 11
No
1
Suitability models and
applications with the
development of culture
idea
2
Suitability models and
applications with
development of values,
norms, and moral
3
Suitability integration of
knowledge, attitudes, and skills
with the development of culture
idea
4
Suitability integration of
knowledge, attitudes, and
skills with the development
of values, norms, and
moral
5
suitability integration of
traditional game-based
with learning culture-based
6
Suitability integration of
traditional games with the
values, norms, and moral
7
Relevance of the model
with daily life
8
Suitability media with the
development of cultural
objects
9
Suitability of cultural
artefac with characteristics
of elementary students
10
The accuracy of cultural
artefac integration with the
learning step
Mean
No
1
2
Appropriate
4
Very good
4
Very suitable
4
Very
meaningful
Very good
Very easy
Very
interesting
Very good
4
4
4
3,9
Result Validation of the Teacher’s
Guide From Culture Expert
Rated Aspect
Table 12
3
Score
Interpretation
3
Suitable
4
Very suitable
3
Suitable
4
Very Suitable
Suitability models and
applications with the
development of culture
idea
Suitability models and
applications with
development of values,
norms, and moral
No
2
4
Very suitable
4
Very suitable
4
Very suitable
4
Very suitable
4
Very suitable
4
Very suitable
3
4
5
6
7
8
9
3,8
Very good
Score
Interpretati
on
3
Suitable
4
Very suitable
3
Suitable
4
Very Suitable
4
Very suitable
4
Very suitable
4
Very suitable
4
Very suitable
4
Very suitable
4
Very suitable
3,8
Very good
Table 13 Teachers’ Respons of the Teacher's
Guide
1
Result Validation of the Students’
Pocketbook From Culture Expert
Rated Aspect
3
Suitability integration of
knowledge, attitudes, and skills
with the development of culture
idea
4
Suitability integration of
knowledge, attitudes, and
skills with the development
of values, norms, and
moral
5
suitability integration of
traditional game-based
with learning culture-based
6
Suitability integration of
traditional games with the
values, norms, and moral
7
Relevance of the model
with daily life
8
Suitability media with the
development of cultural
objects
9
Suitability of cultural
artefac with characteristics
of elementary students
10
The accuracy of cultural
artefac integration with the
learning step
Mean
10
Rated Aspect
Clarity description of
model implementation
Systematically step of
model
Easy to understanding the
lesson
The attractiveness of
learning activities
description
Suitability orientation
model with students'
competency
Suitability of subject
matter with curriculum
Suitability of subject
matter with the level of
students' progress
Easy to prepare the
learning materials
Ease to understand the
language
The attractiveness of
guidebooks
Mean
Score
Interpretation
3,2
Clear
3,1
Systematic
3,2
Easy
3,2
Interesting
3,3
Suitable
3,2
Suitable
3,2
Suitable
3,3
Easy
3,1
Easy
3,3
Interesting
3,2
Good
Discussion
Teachers guides and students pocket book that
developed in the second year were prototype device
that supports the traditional games-based and
scientific approach-oriented thematic learning model
that has been generated in the previous year.
Preparation of supporting devices refers to the core
competence and basic competences listed in the
curriculum. Based on the curriculum,fourth grade
thematic teaching syllabus that have been developed
contain basic subjects competencies which tied into
a theme, indicator, learning activities, assessment,
media and learning resources.
The development of traditional games-based
and scientific approach-oriented thematic learning
model in primary schools include the type of
procedural model. This procedural model include
syllabus, lesson plan, and evaluation. Syllabus
designed referring to the syllabus applicable
guidelines and relevant to the implementation of
Curriculum 2013. Lesson plan and evaluation
developed in accordance with the nature of thematic
learning. This essence as proposed by Cook (2004:
57) that the best way to learn is accommodate
physical and human thought which is multiple. Some
people learning by doing, others by reading, others
by seeing. However, although everyone has a
different way of learning, there is one thing in
common. Something that can be used in the learning
process is a greater opportunity to develop long-term
memory. One way to develop long-term memory is
the thematic learning.
Learning scenarios prepared based on a
scientific
approach.
In
accordance
with
Permendikbud No. 103 in 2014, the learning process
with a scientific approach based activities
implemented in the following characteristics: (1)
interactive and inspiring; (2) exciting, challenging,
and motivating learners to actively participate; (3)
contextual and collaborative; and (4) provide enough
space for innovation, creativity, and independent
learners, according to their talents, interests, abilities,
physical and psychological development of learners.
Development is done through the drafting
which involve expert judgment and middle scale
testing. thematic learning syllabus procedure written
in this book are follows the following steps:
1. Examine the core competence and basic
competences in the curriculum.
Activity assessment is done by selecting a core
competence and basic competences that relevant
to the traditional games. The assessment was also
conducted to select the theme and sub-themes in
accordance with the substance of the traditional
game as a base material.
2. Determine the competence achievement indicator
It is based on indicators of basic competencies in
subjects which are bound with theme "Indahnya
Kebersamaan" and subtheme "Bersyukur atas
Keberagaman" subtheme.
3. Develop thematic learning activities based on
traditional games.
Thematic learning activities designed to 6 times
of learning by using six types of traditional
games, namely Kauman, Kothekan, Ki Lumpang
Ki Lompong, Kubuk, Raton, and Soyang-Soyang.
The use of traditional games have been
considering the condition and needs of the
learners.
4.
Determining the assessment types that are
defined in the syllabus has been adapted to the
indicator
Syllabus of traditional games-based thematic
learning that used as examples in this guide have
been selected for the fourth grade of elementary
school student. Syllabus format consists of: subjects
and basic competencies, indicators, learning
activities, assessment, media and learning resources.
Indicators are translated based on the basic
competencies contained in Curriculum 2013.
Learning activities that has been designed allow
students to actively perform their actions that lead to
the achievement of objectives formulated by
integrating the traditional games.
This activity provides an opportunity to
observing, asking, gathering information, processing
information, and communicating. This learning
activity is subsequently poured suitable format of
learning steps in the lesson plan. Learning steps
designed procedurally include technical guidance
with traditional games-based and scientific
approach-oriented thematic learning. This technical
manual includes the step of conditioning
(apperception, socialization), stage of integration
(simulation games, contextual applications, creative
tasks, participatory interaction scientifically oriented,
active involvement), and the reflection (review of
learning, inference, follow-up).
Assessment of learning that has been developed
in this book is directed to the assessment process and
the learning outcomes. Assessment process carried
out using student activity, observation sheet,
outcome assessment scoring rubric, student
worksheet (LKS), and achievement test. The
development of assessment instruments adapted to
indicators of all the subjects that have been tied into
a theme.
The selection of media and learning resources
include the image and power point slides, as well as
real objects related to the material being studied.
Learning resources are utilized not only from books,
but also teaching materials enrichment, image and
puzzle historical heritage, bottle, cup, water, sticks,
seeds, traditional food, fruits, books zig-zag, whistle,
cardboard crown, diamond paper, plastic balls, paper
flags, baseball bat and ball. Media and learning
resources are available around the students and so
easy being obtained. Media also safe for students.
This is in accordance with the opinion of Cecep
Kustandi and Bambang Sutjipto (2013: 23) that the
practical benefits of the use of instructional media in
the learning process can provide a common
experience to students, thus enabling direct
interaction with teachers, community, and
environment.
Indicators as a criterion to measure instructional
effect in this model was developed to accommodate
the complexity of learning outcomes, which includes
cognitive, affective, and psychomotor. Formulation
of indicators are also based on several criteria as
determined by Gronlund and Linn (1990: 33),
namely: (1) includes all the essential learning
outcomes; (2) aligned with the principles of learning,
such as compliance with the age and background of
the student experience, related to the needs and
interests of students, and includes learning outcomes
are generally applicable in a variety of specific
situations; and (3) realistically formulated in
accordance with the student's ability, time, and the
available facilities.
ACKNOWLEDGMENT
We have taken efforts in this project. However, it
would not have been possible without the kind
support and help of many individuals and
organizations. I would like to extend my sincere
thanks to all of them.
I am highly indebted to all of professor and staff
of “LPPM UNY” for their guidance and constant
supervision as well as for providing necessary
information regarding the project & also for their
support in completing the project.
I would like to express my gratitude towards my
parents & Dean of Faculty of Education for their
kind co-operation and encouragement which help us
in completion of this project.
My thanks and appreciations also go to my
colleague in developing the project and people who
have willingly helped me out with their abilities.
REFERENCE
1.
Cecep Kustandi dan Bambang Sutjipto. (2013).
Media Pembelajaran Manual dan Digital.
Bogor: Ghalia Indonesia.
2.
Cook, Jeremy Wayne. (2004). Integrated
Thematic Instruction: A Case Study. USA:
Faculty of the Graduate College of Oklahoma
State University.
3.
Gronlund, Norman E. & Linn, Robert L. (1990).
Measurement and Evaluation in Teaching 6th
ed. New York: Macmillan Publishing Company.
4.
Iswinarti. ( 2010).”Nilai-nilai Terapiutik
Permainan Tradisional Engklek untuk Anak
Usia Sekolah Dasar”. U n p u b l i s h e d .
5.
Kurniati, E. (2011). Program Bimbingan untuk
Mengembangkan Keterampilan Sosial Anak
Melalui Permainan Tradisional.
Unpublished.
6.
Misbach, I. (2006). ”Peran Permainan
Tradisional yang Bermuatan Edukatif da lam
Menyumbang Pembentukan Karakter dan
Identitas Bangsa”. Unpublished.
7.
Venny Indria Ekowati. (2012). Analisis Budi
Pekerti dalam Manuskrip Dolanan Bocah
Koleksi Museum Sanabudaya Yogyakarta.
Unpublished.
CURRICULUM VITAE
SEKAR PURBARINI KAWURYAN
Contact information
Email: [email protected]
[email protected]
Education
M.Pd. Indonesia
Yogyakarta State University
S.IP. Indonesia
Gadjah Mada University
Research Experience
Development Local Wisdom-Based Thematic
Learning Model in Lower Grade, 2013
Development of Workbook to Improving
Students Independence of Civics Education in
4th grade of elementary school, 2013-2014
Development of Traditional Games-Based and
Scientific Approach-Oriented Thematic
Learning Model, 2015-2016
Teaching Experience
Basic Concept of Social Studies
Social Studies in Elementary School
Development of Social Studies in Elementary
School
Thematic Instruction
Innovation and Learning Media in Elementary
School