cublak-cublak suweng

This study investigates the internalization of moral education values through traditional games in an Islamic early childhood education institution, focusing on the implementation of play-based activities, teacher facilitation, and children's emerging moral behaviors. Adopting a qualitative field research approach, the study was conducted at RA Athfalul Huda GUPPI, Qurnia Village, Mataram, Indonesia. Research participants were purposively selected and included the school principal, teachers, and children involved in traditional game-based learning. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Data credibility was supported through source and methodological triangulation and sustained observation. The findings identify four traditional games Cublak-Cublak Suweng, Gobak Sodor, Petak Umpet, and Dakon—as learning activities that provide opportunities for children to experience and practice moral values through shared rules, peer interactions, turn-taking, and collaborative participation. Teacher facilitation, particularly through behavioural modelling, rule reinforcement, guidance, and post-activity reflection, emerged as an important component of the moral learning process. The values addressed through these activities included honesty, trustworthiness, responsibility, patience, cooperation, sportsmanship, tolerance, humility, and social awareness. Furthermore, parent-reported observations indicated that some positive behavioral practices were also reflected in children's interactions at home. These findings highlight the pedagogical potential of culturally embedded traditional games as a context for experiential moral education. The study contributes a contextually grounded understanding of how traditional play and teacher mediation can support the development of moral awareness and emerging behavioral practices in Islamic early childhood education.

This study aims to analyze the effect of integrating traditional games adapted with regional folk songs on improving the social skills of elementary school students. It employed a quasi-experimental method with a nonequivalent control group design involving 56 sixth-grade students from SDN 01 Pandean, Madiun City, divided into an experimental group (n = 28) and a control group (n = 28). The intervention was carried out over six weeks in a total of 12 sessions, with two meetings per week, through the application of traditional games such as Cublak-Cublak Suweng and Jamuran combined with local folk songs. Data were collected using a Likert-scale social skills questionnaire and a structured observation sheet, with observation reliability tested through inter-rater reliability using Cohen's Kappa of 0.84. The equivalence of the groups' initial conditions was confirmed through pretest score comparisons and a baseline homogeneity test. Data analysis included the Kolmogorov-Smirnov normality test, Levene's homogeneity test, and the independent samples t-test. The results showed a significant difference between the two groups (p < 0.05), with the experimental group's gain score of 20.22 being higher than the control group's 8.43. These findings indicate that integrating traditional games based on regional folk songs is effective in improving the social skills of elementary school students, particularly in the aspects of communication, empathy, and collaboration

هدف این پژوهش تحلیل تأثیر ادغام بازی‌های سنتی سازگار شده با ترانه‌های محلی منطقه‌ای بر بهبود مهارت‌های اجتماعی دانش‌آموزان دبستان است. این پژوهش با روش شبه‌آزمایشی و طرح گروه کنترل نابرابر انجام شد و ۵۶ دانش‌آموز پایه ششم از دبستان SDN 01 Pandean شهر Madiun را دربر گرفت که به دو گروه آزمایش (n = ۲۸) و کنترل (n = ۲۸) تقسیم شدند. مداخله طی شش هفته در مجموع ۱۲ جلسه، با دو جلسه در هفته، از طریق اجرای بازی‌های سنتی مانند Cublak-Cublak Suweng و Jamuran همراه با ترانه‌های محلی صورت گرفت. داده‌ها با استفاده از پرسشنامه مهارت‌های اجتماعی مبتنی بر مقیاس لیکرت و برگه مشاهده ساختاریافته جمع‌آوری شد و پایایی مشاهده با روش پایایی بین ارزیابان و ضریب کاپای Cohen برابر با ۰.۸۴ ارزیابی گردید. همسانی شرایط اولیه گروه‌ها از طریق مقایسه نمرات پیش‌آزمون و آزمون همگنی خط پایه تأیید شد. تحلیل داده‌ها شامل آزمون نرمالیتی Kolmogorov-Smirnov، آزمون همگنی Levene و آزمون t مستقل بود. نتایج نشان داد که بین دو گروه تفاوت معناداری وجود دارد (p < ۰.۰۵)، به‌طوری که نمره افزایش یافته گروه آزمایش ۲۰.۲۲ و گروه کنترل ۸.۴۳ بود. این یافته‌ها نشان می‌دهد که ادغام بازی‌های سنتی مبتنی بر ترانه‌های محلی منطقه‌ای در بهبود مهارت‌های اجتماعی دانش‌آموزان دبستان، به‌ویژه در ابعاد ارتباط، همدلی و همکاری مؤثر است.