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INTEGRATING LEARNING THROUGH CHILDREN GAME: "GALAH ASIN", ONE PLAY, SEVERAL DISCIPLINES

Purpose of Study: Indonesia, with it's multi-culture and multi-ethnic, has many varieties of the traditional game for children. However, it is quite rare to find primary teachers adopting those games for students learning. Most primary teachers encounter creativity and professional challenges in embracing traditional games as a student-oriented pedagogy. Therefore, this paper discusses the possible implementation of traditional games in primary learning. Specifically, it focuses on GalahAsin as game-based primary teaching and learning. This research further investigates the integration of various primary subjects into GalahAsin through trials and simulations. Six groups of students of PGSD UniversitasMuhammadiyah Surakarta participated in an in-depth qualitative study that investigated their understanding of GalahAsin, S.W.O.T analysis of the game, and the making processes in implementing it into primary learning. Methodology: The research gathered students‟ framing and reframing of game‟s modification, presentation, simulation and reflection through discussions and class observations. The findings discover the possible model of integrated learning incorporating GalahAsin. The structure of the game enables students to modify it into extensive puzzle-based learning models. Results: The findings demonstrate how the integration of GalahAsin into primary teaching has boundless potential to become holistic learning. Implications/Applications: In recent years, active, meaningful and fun learning has magnetized researchers to consider it as a subject area of importance in primary education. In this investigation, we also interested in how the pedagogical gap between two fields of education might be addressed so that the content knowledge is able to be aligned with active, meaningful and fun learning through traditional game-based teaching model.


INTRODUCTION
In recent years, students centered education has gained much supports from education stakeholders. The previous Indonesian government made a leap change in the curriculum to support learner-centered education through the 2013 Curriculum. However, the shift was not followed by adequate resources and was considered experimental (http://www.sekolahdasar.net/2014/12/mendikbud-putuskan-kurikulum-2013-dihentikan.html. Retrieved on October 28, 2016October 28, . (2014). The recent government, thus, decided to re-implement the 2006 curriculum and planned to revise and implement the 2013 Curriculum when it is ready. Despite the Curriculum shifts, in the stage of development of the learning model, it is the professional level and professional commitment of teachers that matter most. (Soedijarto. 2013) Through both curriculums, teachers have been developing teaching models to support student-centered education called PAKEM, PAIKEM and PAIKEM GEMBROT. These teaching models are intended to become active, innovative, creative, effective, fun, happy and meaningful learning for students. However, the implementation of those models in primary settings is still low. Based on experience and observation in primary classrooms, the term "innovative", "creative", "active", "fun" and "happy" often interpreted as an activity called ice breaking. Teachers teach students certain clap patterns and songs to gain students attention and attract them to learning. This is where the misconceptions and lack of understanding start. Many primary teachers and student-teachers consider ice-breaking activities as the active and fun teaching model itself. Many education practitioners are bounded by curriculums which often frame learning as in-class activities of certain subjects at a certain time.
"Learning and teaching are often assumed to "take place" in particular slots of a timetable in particular classrooms associated with particular curriculum subjects. (Dalir et al., 2014) At the beginning of this study, a preliminary question about what people like most during their childhood was asked to several primary teachers and student-teachers. The answers vary from family time, mother"s cooking, climbing trees with friends, getting wet in the rain with siblings, and traditional plays they played. Less than 5% of respondents answered school time. When the 5% of respondents were asked to elaborate their answered, they said that it was the chance to meet their friends that they like most. What insights were learnt from those answers? The meaningful learnings that children remember are those that have a value of togetherness, the value of real communication, the value of tradition and value of care.
In this study, one of the Indonesian traditional games, GalahAsin, was considered to be a promising teaching model which embraces both active and meaningful learnings. Therefore, this study examined the characteristics of GalahAsin and whether or not it is relevant to be a teaching model to achieve the national educational objectives of primary education. GalahAsin is chosen because this game is national-wide known. In Natuna island, for instance, GalahAsin is also known as Galah while in Riau it is called GalahPanjang.(http://citizen6.liputan6.com/read/2208126/seru-bermaintraditional-sport-gobak-sodor. Retrieved on October 28, 2016. (2016)) Some regions also know this game as Cak Bur, Gobak Sodor, Galasin, and many more. GalahAsin is known as a traditional game which is played by two teams. One team is an Offense team and the other one is the Defense team. Children in Indonesia have started leaving this traditional game behind. (Setiawan, Kartikadarma, & Haryanto, 2013) They prefer to play digital games from their gadget. Therefore, this project is also a preservation project of Indonesian traditional games.
Games and plays have been recognized as a medium for learning. At the initial stage, plays served as a medium that provides opportunities for the practice of life-skills and possibilities of exploring ways of learning. Lavega, Alonso, Etxebeste, Lagardera, and March envisioned traditional plays as a vehicle to develop students" emotional and social skills. (Lavega, Alonso, Etxebeste, Lagardera, & March, 2014) This study also explored the possibilities of GalahAsin as cognitive tools that raise students" motivation and interest in learning different subjects.

METHOD Participants
The participants in this study were 35 student-teachers from faculty of education and teacher training, Muhammadiyah University of Surakarta. They were all 5th-semester students pursuing a primary teaching and training degree and were doing a professional practice at primary schools. It should be noted that this study formed part of a Local Culture Education (LCE) subject that the participants were taking. The aim of the project in the LCE subject was to preserve Indonesian traditional games as well as to build awareness about traditional games as a teaching model in primary settings. Participants were the groups that chose GalahAsin as their traditional game for their project.

Instruments and Procedure
To participate in the study, participants were involved in a total of six sessions, each lasting for 100 minutes, i.e. two sessions of theoretical knowledge and practice, one session of GalahAsin SWOT analysis and discussion, one session of GalahAsin modification, one session of trials and one session of simulation. The discussions were noted and voicerecorded, activities in trials and simulation sessions were video-recorded to ensure the data are reliable and valid. Before starting their project, participants took 2 sessions, in which they were provided with basic and theoretical knowledge about SWOT analysis. Xiaoling (Xiaoling, W. 20096)stated that SWOT analysis is a comprehensive tool to scrutinize the internal and external elements of a game so that students could plan a more thorough learning experience. Participants were provided with a traditional game to analyze by considering the safety and fairness of the game. They also discussed possible modification of the game to ensure a safe and secure learning environment and to support and promote meaningful and active learning.

B. SWOT Analysis
Participants discussed in their group to explore the strengths, weaknesses, opportunities, and threats in GalahAsin for a model of teaching in primary settings. SWOT analysis is instrumental to formulate and choose the teaching strategy of the modified game.7 a. Strengths Participants figured out why children (and or adults) love to play GalahAsin. They discussed the learnings gain by children from the game. What values do children get and what skills are learned through playing it.

b. Weaknesses
GalahAsin was evaluated in terms of the game field, rules, playing time, risks, game equipment, and the weaknesses were listed for a chance of modification.

c. Opportunities
Participants developed their analytical thinking skills through analyzing four domains of GalahAsin; social/cultural, behavioral/physical, affective/emotional and cognitive/intellectual. (Akbari, Abbasian, & Jansooz, 2013) d. Threats Participants discussed how traditional game-based teaching models can fit into the national curriculum. What the biggest challenge is to implement such models into primary settings.

GalahAsin Modifications
Games and plays can be re-structured, adjusted and modified to the need of students. The modifications that participants made should aim for a safer and more secure learning, a fairer game, and more achievable learning goals. Therefore, participants scrutinized the elements of the game, including rules, players, duration, game field, equipment, and Modifications also targeted integrated learning with 5 main subjects (Science, Mathematics, Indonesian, Social Studies, and Pancasila and Civics) in primary education.

Trials
At this stage, participants were in the process of finalizing their GalahAsin modifications. Through trials, they experienced the process of teaching the game, experienced the playing process and acknowledged step by step the procedure and rules of their modified GalahAsin. This stage serves as a self-evaluation and reflection to participants works and suggests improvements for their modified game.
"I think that we need to add a referee to the game and in the rules. It was hard to see what"s really happening when everybody focused on running forward and solving the puzzle." (Participant E, video 3, August 20, 2016)

Simulations
Participants performed as primary teachers and taught their peers from different groups about their modified GalahAsin.
The peers should act out as primary students and followed the instructions. This stage informed the participants about possible challenges when they implement the game into primary settings.
"The game ran differently than we tried last week. We find how some rules need to be changed and adjusted for students in fifth grade so that they are able to understand. Also, we find it challenging in managing the "students". We need to develop more explicit instructions for them." (Participant L, video 14, August 26, 2015) Suggestions and recommendations were made by participants" peers and they developed their modified GalahAsin by considering their micro-teaching experience and peers" opinions. It is evident from the trials and simulation stages that the modified GalahAsin is manageable and is possible to be a game-based teaching model. During the simulation, the model facilitated "students" to learn various lessons in one learning session. They learned about a certain subject, such as mathematics, through the puzzle-game. They learned better communication skill with their peers and learned how to work in a team. "Students" also learned to obey rules and set goals for themselves and were motivated to achieve their learning goals. Positive characters were also developed during the learning, such as respectful, honest, patient, persistent and resilient. Nyota and Maparafind that through traditional games, children learn to share tools, manage conflicts, keep friends and interact socially. (Nyota, Shumirai & Mapara, Jacob. 2008;Rutter, Maughan, Mortimore, and Ouston, 1979)There are so much to learn from learning that integrates traditional games. Rutter, Maughan, Mortimore, and Ouston (Misbach, 2007;Olesova, & Borisova, 2016) asserted that schools and learning communities work effectively when knowledge and learning are taught professionally and characterized by an ethos or culture-oriented which may be expressed in terms of emphasis on self/team-learning, long-life learning, basic social skills and agreed learning goals that are relevant to real situation. (Luo, Li, Peng, and Fan, 2018;López, Daniel, Oscar Espinoza, and Silvia Sarzoza. 2018)

CONCLUSION
In recent years, active, meaningful and fun learning has magnetized researchers to consider it as a subject area of importance in primary education. In this investigation, we also interested in how the pedagogical gap between two fields of education might be addressed so that the content knowledge is able to be aligned with active, meaningful and fun learning through traditional game-based teaching model. Our project suggests that the modified GalahAsin game is a teaching model where learning to know, learning to do, learning to live together and learning to be are able to occur together in one teaching. It is a possible way for holistic learning in primary settings. It purposefully serves as a teaching model which processes knowledge and learning effectively, yet attends to emotional, social and other aspects of life 15&16 .
It should become clear that this model is not without problems, whose severity might be relative to the individual teacher and their students. This teaching model also raises further questions due to the nature of the implementation in primary schools and its effectiveness. Answers to these questions are necessary to add further detail to the proposed pedagogical model because they will suggest how the implementation of GalahAsin relates to holistic learning and supports teaching and learning in primary settings.