Increasing Knowledge of Homeland through Game

Wayang Nusantara

Sofia Hartanti, Nurjannah Nurjannah, Rizka Safitri

Universitas Negeri Jakarta

Jakarta, Indonesia

sofiapaud@yahoo.com

Abstract—Knowledge about homeland can be given during

early childhood education. Study conducted in children aged 5-6

years in Islamic Kindergarten in Indonesia. Research shows that

there is an increase in knowledge about the concept of homeland

through the wayang Nusantara game. The Wayang Nusantara

game is a game designed as one of the learning media to be used

in kindergartens in Indonesia. Through this medium child can

easily learn while playing to find out the concept of their

homeland. Through the Wayang Nusantara game children at the

age of 5-6 years can know the symbols of the country, understand

the meaning of the symbols of the country and can apply the

symbols of the country according to its purpose.

Keywords—ECE; knowledge of homeland; game wayang

nusantara

I. INTRODUCTION

Globalization affected the national identity [1-4]. Education received by students shapes the identity of the country [5,6] and developed children citizenship [7]. Education can used to transmitting and fostering values that determine, in turn, behaviors, attitudes, reactions specific to responsible citizens [5] and the construction of identity and diversity [8]. Civic education essential to give to young children, and it crucial for their identity [3,6]. Children at the age 9-10 that receive national identity education in other countries like Wales and England can clearly define and rationalize their own national identity [9,10].

Civic education can integrate into all the learning process in Indonesia’s early childhood education emphasized developing attitudes, ethics, and children’s love towards the nation [6,11]. Nation-building through education a dynamic process which continuously modified by the needs and conditions of the nation [8].

In reality, there still a kindergarten (TK) that still lacking to give understanding about homeland to student. Conditions found in children aged 5-6 years in group B the knowledge of children about their homeland still needs to improve. This evident from the number of children who do not know the characteristics of the Indonesian nation like the symbols of the State. The lack of exciting and fun activities in learning about homeland to children.

Games can provide motivation, strengthening and character transfer to children. The child will learn through discovery,

experiments he made with all the objects he finds in his environment. [12]. Traditional games make the student imagine, being creative while sharpening their social intelligence. Also encourages the establishment of interaction, communication, and cooperation among the participants of the game [13-15].

Many studies have been carried out using various types of Wayang as learning media such as wayang kulit as a medium for learning mathematics [16], Wayang kancil in character education for elementary school children [17] and the use of semiotic value of Wayang golek as a source of learning civic education [18]. Wayang Kulit is the one of example from Indonesian culture. It is usually used to retelling story of Ramayana and Mahabharata in Indonesia. It also explains about moral value and cultural value of Indonesian. Wayang kulit already been acknowledge in worldwide organization about The Masterpieces of the Oral and Intangible Heritage of Humanity. It was a list maintained by UNESCO with pieces of intangible culture considered relevant by that organization [19]. According to Rif'an in Wibowo, wayang serves as a tool of enlightenment, education, and mass communication very familiar with the community supporters [20]. So, it can say that the wayang could use as a medium conveyor messages education or can call as a medium of learning because in its development also received support from the community. Wayang as a medium of conveyance of educational messages can create according to the material or topic in learning.

Game of Wayang Nusantara chosen because through this media, the ability of teachers in choosing alternative creative and inspired learning media from Indonesian culture as well as create exciting learning activities, can train and developed. The use of this medium also trains teachers to pack a learning material about the homeland with fun and straightforward way of delivering to children. It hoped that by using the wayang Nusantara game, the concept of knowledge about the homeland becomes something that can interest the child to know. Through a media wayang Nusantara game, this study aims to improve knowledge about the homeland in children aged 5-6 years, in Islamic TK in Indonesia.

II. RESEARCH METHODS

Participants in this study 16 children aged 5-6 years of Group B Islamic Kindergarten, East Jakarta. The number of subjects obtained from the observations and interviews related

2nd International Conference on Educational Science (ICES 2018)

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variables in this study. The study conducted in May - June 2017.

The research was conducted by giving the media the "Wayang Nusantara" game to kindergarten students as much as two learning cycles. The first cycle was conducted in 10 meetings and continued in the second cycle of 10 meetings. Each cycle was evaluated on kindergarten students who were the subject of class action in this study. Action will be stopped when an agreement is reached with collaborators about the increase in the percentage of children's knowledge about the country. The percentage increase is based on the concept of Mils and Haberment which is 70%.

The indicators measured in this study are as follows (1) The child able to identify the color and shape of the flag of Indonesia, (2) Children able to identify the color and shape of Symbol of Indonesia (3) Children can mention the title of Indonesian national anthem, (4) The child able to identify the current leader of the State of Indonesia (5) Children able to describe the symbol of the state of Indonesia, (6) Children able to describe the colour and shape of Symbol of Indonesia, (7) Children able to recount his experience in singing Indonesia Raya song, (8) Children able to describe the leader figure in the surrounding environment, (9) Children able to make Indonesian flag using various media, (10) Children can arrange the puzzle of Garuda Pancasila, (11) Children can sing Indonesia Raya with other child until finish, (12) The child capable of voting in determining the leader. All the Instruments have gone through the expert judgment process undertaken by expert lecturers related knowledge of the motherland in children to know the feasibility of the instrument. Data analysis techniques in this study studied quantitatively and qualitatively to see the whole process of knowledge improvement about the motherland in children.

III. RESEARCH RESULTS

The result of observation in Islamic kindergarten and pre-research results conducted in group B3, children's knowledge about their homeland still need to improve because of the average result from 16 children who become respondents before given action only 54%. After observation and interview, the researcher prepares the material and research media cycle 1. Cycle 1 held 5 meetings. The result of giving action in cycle 1 has reached the indicator of success that above 71%, exactly 80%. However, researchers and collaborators agreed to keep doing cycle 2 because there still a lack of implementation in action and can still maximize the action. Things that will differ in the implementation of cycle 2 the delivery of more interactive story content and use the character of a more humorous character to increase the child's enthusiasm in listening to stories, answering questions and giving more picture about the information conveyed through the story.

After going through the planning revision, cycle 2 conducted with 5 meetings. The result of giving cycle 2, knowledge about homeland in children increased up to 91%. The percentage obtained from the observation and calculation of the scores of the instrument under study than the following the analysis of the percentage of the overall data.

TABLE I. ANALYSIS RESULT AFTER RESEARCH

Pre Research Cycle 1 cycle 2 improvement

54% 80% 91% 37%

Based on the results of data analysis on the action before using the wayang Nusantara game, researchers get 54% results. Then in cycle 1 percentage of research data that obtained 80% which indicates that there an increase of 26%. Although in cycle 1 the results have reached the indicator of success. Research continued with cycle 2 to see the consistency of results with improvements in previous cycles resulting in the increased result. The result in cycle 2 91%. So when seen the increase from before the action, the percentage increased by 37%. Then the hypothesis in this study can accepted which states That Wayang Nusantara Games can increase knowledge about the homeland in children aged 5-6 years in group B in Islamic kindergarten.

The results of qualitative analysis prove that wayang Nusantara game can increase knowledge about homeland in children. The child can gain knowledge of his homeland in recognizing the symbol of the country through the wayang Nusantara game. This media can increase the interaction in the story because it can remove pairs, so in the delivery of a particular story eg about the symbol of sila in garuda Pancasila children can look for snippets of images that teachers have placed in various corners of the class and attached to the puppet figures according to the number of sila. Wayang Nusantara game can make children interact and explore directly in the story delivered with the surrounding environment. The children also got the idea how to sing the correct Indonesian songs from the story that comes with an audio media containing the Indonesia Raya song. Then the children got direct experience in singing Indonesian songs together after telling the story using wayang Nusantara.

After the action given by wayang Nusantara game, there a noticeable improvement of the activities of the children after hearing the story of wayang Nusantara. Wayang Nusantara game an action used in the research. While to see the results of these actions, researchers perform activities in a simple form. In addition to these activities, researchers conduct a question and answer activities conducted directly.

Three aspects have improved which outlined in some indicators of reference in this study. These aspects children able to identify the color and shape of the flag of the State of Indonesia, children able to identify the color and shape of the state emblem of Garuda Pancasila, children able to mention the title of the national anthem Indonesia, children able to identify the figure of the president of Indonesia, children able to describe the color and shape of the state flag Indonesia, children able to describe the existing picture by using Wayang Nusantara game, children able to tell their experience in singing Indonesia Raya songs, children able to describe the figure of the leader in the environment, the child able to make the flag of the State of Indonesia using various media, the child able to arrange puzzle symbol of Garuda Pancasila, the child able to sing Indonesia Raya songs together until finished, children able to vote voting in determining the leader. Based on the above description, it can stated that wayang Nusantara

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game could increase knowledge about the motherland in children aged 5-6 years.. this shows the wayang Nusantara game can increase knowledge about homeland in children aged 5-6 years.

IV. DISCUSSION

Based on the results of classroom action research conducted on group B children in Islamic Kindergarten, , East Jakarta, that learning by wayang Nusantara game can improve knowledge about homeland in children aged 5-6 years in Islamic Kindergarten, , East Jakarta. This can prove by the improvement of the child's ability in knowing, understanding and applying a thing that has learned related to the symbol of the state of Indonesia. In cycle 1 the average percentage of children's knowledge about the state symbol reaches 80%. Then in cycle 2 also increased until the average obtained reached 91%. Thus it can conclude that the wayang Nusantara game that conceptualizes the knowledge of the homeland.

Wayang according to Unesco an Intangible cultural heritage. According to research non-cultural heritage represents specific values in society such as knowledge, skills, culture, traditions, and customs [21]. Meanwhile, according to the results of research The use of art forms in wayang kulit provides a real means in redefining the collective identity of the community. The wayang Nusantara can use local clothes, and other clothing because it resembles a puzzle that can loose and pairs to adjust the contents of the story to make the story more exciting and interactive for children. The downside of this wayang Nusantara game the stage of the lesser performances and the success or failure of storytelling also depends on the ability of people who play the wayang [22].

The implications of this study can see that through the Wayang Nusantara game, the knowledge of children about their homeland on the aspects of knowing, understanding and applying a thing that has learned related to the symbols of the state can improved. This knowledge as a basis for children to improve the love of the homeland, and also as one of the efforts of developing citizenship in early childhood. The implications for teachers to increase the knowledge and experience of teachers in creating media, designing exciting and fun learning activities for children. One of the learning media can done through the activities of storytelling using creative media that can inspire from the wealth of Indonesian culture. Implications for schools a wayang Nusantara game can applied by teachers and educational institutions as an alternative step in delivering learning materials related to knowledge of the homeland in learning activities. This research also like learning and experience for students.

V. CONCLUSION

Based on the results of classroom action research conducted on group B children in Islamic Kindergarten, East Jakarta, wayang Nusantara game can improve knowledge about homeland in children aged 5-6 years.

To see the effectiveness of the use of media in wayang nusantara game in increasing knowledge about homeland, it is necessary to test it in a broad form.

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