EKSISTENSI PERMAINAN TRADISIONAL DI ERA TEKNOLOGI DIGITAL DALAM LEMBAGA PENDIDIKAN ANAK USIA DINI RA AL-FAYUNASRA DESA DANAU PULAI INDAH KECAMATAN KEMPAS

Fitri Febri Handayani, NIM.: 20204032014 (2022) EKSISTENSI PERMAINAN TRADISIONAL DI ERA TEKNOLOGI DIGITAL DALAM LEMBAGA PENDIDIKAN ANAK USIA DINI RA AL-FAYUNASRA DESA DANAU PULAI INDAH KECAMATAN KEMPAS. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (EKSISTENSI PERMAINAN TRADISIONAL DI ERA TEKNOLOGI DIGITAL DALAM LEMBAGA PENDIDIKAN ANAK USIA DINI RA AL-FAYUNASRA DESA DANAU PULAI INDAH KECAMATAN KEMPAS) 20204032014_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (4MB) | Preview
	Text (EKSISTENSI PERMAINAN TRADISIONAL DI ERA TEKNOLOGI DIGITAL DALAM LEMBAGA PENDIDIKAN ANAK USIA DINI RA AL-FAYUNASRA DESA DANAU PULAI INDAH KECAMATAN KEMPAS) 20204032014_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (5MB) | Request a copy

Abstract

Traditional games are a cultural heritage that contains noble values. This heritage should always be maintained and preserved. However, as time goes by and the advancement of technology, traditional games are less desirable. The digital era is now bringing children closer to technology-based games. Early childhood education is the right institution to introduce traditional games, so that the existence of traditional games can be felt by the nation's next generation. The purpose of this research is to know the implement traditional games at RA Al-Fayunasra, factors that influence the existence of traditional games at RA Al-Fayunasra and implicit traditional games on child development. The research method is descriptive qualitative research. The research was located at RA Al- Fayunasra, Danau Pulai Indah Village, Kempas District. Research subjects: I school principal, 3 teachers and 22 students. Data collection techniques using observation, interviews and documentation. Data analysis techniques use the Milles & Huberman model which includes: data collection, data reduction, presenting data and concluding data. Test the validity of the data using data triangulation in the form of method triangulation and source triangulation. The results of the study show that: First, the implementation of traditional games is carried out in three stages, namely: planning, implementing and evaluating. There are 11 forms of traditional games that are implemented in RA Al-Fayunasra, namely: hompimpa and uset, lu lu china blind, cuk cuk bimbi, engklek, five basic ABC, tam tam book, hide and seek, coconut shell stilts, congklak, mejikuhibiniu and domikado. Second, the factors that influence the existence of traditional games in RA Al-Fayunasra: 1) Collaboration between fellow teachers, 2) Role of the School, 3) Children's high enthusiasm for traditional games and 4) Traditional games are easy to play and easy to apply so they are easy to play. participate in children's play activities. Third, the implications of traditional games on children's development, implications for physical-motor, social, emotional, cognitive and language development. Implications for motor-physical development, including: children moving, sweating. running, practicing balance, training the strength of the leg muscles and making the child fit. Implications for social development, including:. Implications for social development include: interacting with friends and teachers, making friends, communicating what you want to convey, working together and acting as expected. The implications for children's emotional development regarding spontaneous expressions that children present while playing, but are dominated by happy expressions. The implications for cognitive development are in children's knowledge of traditional games themselves, such as the name of the game, the rules of the game and how to play, learning to solve problems and discuss, making children active in asking questions and imitating. The implications for language development, children are encouraged to be more active in communicating. Communicating well between fellow children and teachers, children are used to expressing what they want to express, are used to speaking orally and are used to listening to other people talk, increase vocabulary and expedite pronunciation.

Share this knowledge with your friends :

Actions (login required)

View Item