DESIGN A SIMPLE CURRICULUM BASED ON LEARNING RESOURCES
WITH USE OF LOCAL CONTEXT TRADITIONAL GAME
Wahyu Rahmadanie
Faculty of Tarbiyah and Teacher Training
Maulana Malik Ibrahim State Islamic University
Gajahyana Street No.50, Malang 65144, East Java, Indonesia
e-mail: rr.rahmadhaniawahyu06@[Link]
Abstract
The new curriculum named “Kurikulum 2013” has been used from
Elementary to Senior Highschool in Indonesia since the year 2013. A
significant change that occurs is the use of the scientific approach in learning
where students have to observe, question, experiment, associate and
network. One of the recommended learning models is a model of problem-
based learning where students are expected to find the concept by working
through a particular problem. However, the main problem for the teacher in
using this model is difficulty in designing problem scenarios. The aim of the
study was to develop instructional mathematical materials for elementary
schools using local contexts such as folk games. The study begins by
analyzing the contents of mathematical thinking in various folkloric traditions
and the game in Riau. Based on mathematical ideas found in each game and
tradition researcher designed learning activities to be used in mathematics
class. The product of this study is a students book of mathematics that can
be used in addition to the books published by the government in the
implementation of the curriculum in 2013. In the process of these book has
been tested at elementary school that will use them. These books facilitate
the elementary student in a mathematics class in observing, questioning,
experimenting, associating and networking as recommended in
implementing a new curriculum.
Keywords: Education, Curriculum 2013, Folkgame
INTRODUCTION
According to education experts, learning resources are all kinds of
sources that exist outside of students whose existence facilitates the
learning process (Rohani, 1997: 102), such as skills, experiences, events,
attitudes of friends, teachers or parents, and norms in the environment
around us.
According to the Association of Education and Communication
Technology (AECT), learning resources (for educational technology) are all
sources (data, people, etc.) that can be used by people who learn, be it
individuals or combinations used to facilitate learning.
The curriculum contains a set of plans, goals, and learning materials.
Including how to teach will be a guideline for every teacher to achieve the
targets and goals of learning well. When viewed etymologically, the
curriculum comes from the Greek, namely "curir" which means runner, and
"curere" which means a place to race. In the past, this term was used in the
world of sports.
According to Saylor, Alexander, and Lewis, The curriculum is all efforts
held and made by the school to stimulate learners to learn, both learning in
the classroom, in the schoolyard, or when outside the school.
Meanwhile, in the Law on the National Education System No. 20 of 2003
article 1 point 19 mentioned, the curriculum is a set of arrangements and
plans regarding the objectives, content, and subject matter and the way
used as a guideline for learning activities to achieve educational goals.
The curriculum becomes very important for every school as a guideline
for teachers. Especially for formal schools, where the curriculum will be a
guideline and provide direction in teaching. Following the understanding of
the curriculum, which is something planned, then in the world of education,
all student activities can be arranged in such a way. So that the purpose of
education can be achieved.
Curriculum 2013 has been declared by the government and gradually
put into implementation in 2013. Various activities are being prepared for
the implementation, ranging from teacher training to the provision of books
to be used by teachers and students. The geographical situation of Indonesia
and diversities in citizen characteristic making is not easy to implement new
Curriculum 2013. The existence of a diversity of characteristics and
uniqueness of Indonesia is because there are differences in terms of
geography, resources, availability of facilities and infrastructure, socio-
cultural background and conditions, and various other diversity in each
region.
In the development of education, each region has its regional
educational characteristics. Similarly, the curriculum at the heart of the
educational process should be developed and implemented to respond to the
needs of local contexts, educational units, and student needs. This is
facilitated by the government through Law No. 20 of 2003, which is one of
the fundamental considerations, the curriculum facilitates the potential
diversity of the region and its surroundings. Each of these areas requires
proper education for regional characteristics and experiences of daily life.
The curriculum was developed taking into account the socio-cultural
characteristics of the local community and supporting the preservation of
cultural diversity. Exclusion and appreciation of local cultures need to be
developed first before studying the culture of another region or other
country. A thriving culture in a society very close to student life is a
traditional game. Traditional games usually use simple and easy tools to get
around in the local community.
Because the curriculum in 2013, provided a space for the use of the
local context, researchers researched the use of traditional games as one of
the local contexts for mathematics learning in elementary schools. The
reason is that using games for learning mathematics will match primary
school students who are at a concrete level of thinking and children at this
age of course like to play. In addition, it is hoped that this will help revive
traditional games that have started to disappear in the community. This is
also in line with the structure of the curriculum for primary schools in 2013,
where the scope of learning for elementary school students is their home
and neighbourhood.
In the study, students were facilitated to actively develop their
potential into competence. Teachers provide a learning experience for the
students through a variety of activities that allow them to develop to their
potential into competence that match the standards of the curriculum. The
development in learning activity covering of attitudes, knowledge and skills
in varying combinations and focus. Each learning activity has a different
approach depending on the nature of the learning material.
Curriculum in 2013 view that knowledge can not be transferred from
the teacher to the student. Students are subjects that can actively seek,
process, build and use the knowledge. To reach the goal of the curriculum
learning activity is designed by using principles: (1) are student-centred, (2)
developing the creativity of students, (3) creating fun and challenging
conditions, (4) enriched by values, ethics, aesthetics, logic and kinesthetics,
and
(5) provide a varied learning experience through the implementation of
various strategies and methods of joyful learning, contextual, effective,
efficient and meaningful.
In the study, students are encouraged to discover by themselves and
transform complex information, comparing new information to what they
knew, and to use information or opportunities as needed in the living
environment.
The main problem of teachers in the implementation of the curriculum
apart from the preparation of lesson plans is to design a learning process
that allows students to actively explore concepts through given activities.
Learning materials produced through this research will help teachers to
facilitate students to work following the requirements of the curriculum
2013. Learning activities are designed by using scientific learning where
students start activities by observing, asking questions, reasoning,
communicating and evaluating.
This study aims to produce in the student's book for mathematics
learning with the title “ Mathematics within Traditional Games of Riau. These
books can be used in class 1- 3 Elementary School in addition to the book
provided by the government. The book is designed in the form of student
activity in learning as required by mathematical topics and subtopics in
curriculum 2013. This research product will be useful for primary school
teachers in enriching thematic mathematics learning. It will also make the
fun learning as they presented by using the game that was new to students.
Besides having fun mathematics, the use of traditional folk games will also
help to preserve the tradition of Malay Riau and help the student to reshape
their attitude.
RESEARCH METHOD
This study is classified as development research that intends to
produce teaching materials in the form of a book of mathematics. This study
also looks for the practicalities of the product. This development research
used the model of education design by Plomp (2011), which consists of five
phases. The development stages are: (i) the initial research, (ii) the design
(iii) phase of construction/building, (iv) phases of testing, evaluating and
revising, and (v) implementation. In this study, given the limitations of time
and funding development was only done up to phase 4.
The first phase of the research analyzes mathematical thinking or
concept that can be found in traditional games. Besides, it also analyzes the
content of the elementary mathematics curriculum including core
competencies (KI) and basic skills (KD). The next activity is analyzing the
teaching materials that are suitable for founded core competencies and
basic skills. This material will be used for the preparation of the draft of the
product the book of Mathematical within traditional Games of Riau.
In the design phase for the initial research stage, researchers design
activities and teaching materials that will be used in designing students
books based on the traditional folk games of Riau. Activities in this phase are
to design the pattern of presentation of teaching materials, collecting
materials needed for the production of teaching materials, such as primary
teaching materials as well as pictures of traditional folk games of Riau. The
instrument for product valid ation and practicalities is also designed in this
stage.
In the realization phase, researchers develop the book for mathematics
learning based on a traditional folk game of Riau, following the first and
second phases. The learning material was developed by using the pictures
and steps of playing Riau traditional folk games. Using the corresponding
folkgame picture to the learning material will help improve students' interest
in learning mathematics. The language used in these mathematics learning
materials is simple and easy to understand by an elementary student.
The last stage is the test phase. In this stage, the product is evaluated
and validated by experts before revising to meet the better learning material
requirement. Validation results are used as a basis for the revision of the
initial development materials. Following the revision of teaching materials is
tested in small groups of 5 students. The results of the review of the raw
material used for FGD with elementary teachers who will use the book later.
RESULT AND DISCUSSION
The result of the research is presented in two-part. The first part is the
finding of mathematical thinking in traditional games. The second part is the
sample of learning activities found in the book Mathematics Within
Traditional Games.
The Game of Besimbang
In the game besimbang mathematical concepts and ideas that can be used
for learning mathematics is a concept of a circle drawn from a player sitting
position which runs in a circle. Next is the counting skill, in the game each
player has to know how many beans will be used, it could be five or six
beans. If they play five, then the player is counting beans up to five, and
when playing six, then the player is counting beans to six. The concept of
addition and subtraction is also found when the player put the beans on the
ground or takes them from the ground. Comparing skills is used when they
need to decide which players will go first, the second, third, and so on, the
player must know the "less than (<)" or "more than (>)" of two or more
numbers.
The addition also is used as the player takes Simbang seeds one by
one, a process of adding for counting the number of beans in the hands and
at the same time, subtraction is used to count the number of beans left on
the ground. Multiplication is used when a player takes Simbang bean one by
one than the multiplication process occurs in counting the beans on the
hands, the number of beans multiplied by the number of processes, while
the distribution is shown as the player takes Simbang beans one by one then
the division process takes place on the floor.
The Games of Congkak
The game of congkak in general can be used in learning the basic operation
of mathematics found in low-grade elementary schools. Mathematical
operations that can be used in addition, subtraction and division. The
division is used when a player fills the main hole of the players that make the
process of division 49: 7 = 7. The operation of subtraction is used when each
bean was dropped one by one in the hole, on the other side, the addition
happens when the bean dropped into the player main hole which will be the
number in deciding the winner will be the end of the game.
The Games of Galah
At the games of Galah mathematical concepts are found in the concept of
geometry. Among them is the introduction of longer/ shorter in comparing
length. Understanding the characteristics of two-dimensional figures that are
used in the area of the games.
The Games of Guli
The area of Guli area is made in the shape of a circle with a hole in the
centre where players will try to insert their guli. It can be used to introduce
the concept of circle and circumference where the point in the centre has the
same distance into all the point of the circumference of a circle.
Mathematical skills are also found in the game due Guli is measurement.
Each player gets a chance to throw their guli to the hole by measuring the
nearest distance. The order of the players will be drawn by measuring the
distance of throwing Guli, ranging from the Guli who has placed to the
bottom of the hole. Players who throw Guli at the shortest distance will play
first. To perform this activity comparing is needed, the player has to know
the concept of "less than (<)" or "more than (>)" of two or more numbers.
The game of Setatak
Analysis Mathematics thinking in the Games of Setatak will be divided into
two categories, arithmetic and geometry. Arithmetic is only found in games
of setatak lengser where each player should cound and record a number of
points obtained from each throw of ucak into the box. Through setatak
lengser the children introduce the concept of counting, adding and
comparing the point they get. Geometrical concepts can be found in all kinds
of games setatak . The area used in the game can be used for the
identification of flat areas such as squares, rectangles, triangles, trapezoids
and circles. Through this area, the teacher can also ask the children to look
around to find similar two-dimensional figures. the concept of symmetry can
also be used in the games of setatak
The Tradition of Lampu Colok
In drawing the sketch replicated the composition of the light the student can
be taught the concept of comparison, where children have to use the
concept of size comparison with the full-size image. In preparing materials to
be used such as wood, rattan, bottles or cans will be found the skill of
counting, measuring, the concept of symmetry and the volume of a cylinder.
.
The Tradition of Malamang
In this malamang tradition, perceived mathematical concept in determining
the volume of a cylinder. Before using the bamboo they need to measure the
length and diameter of bamboo then be able to determine how much rice is
needed to fill the bamboo. The banana leaves are used inside the bamboo,
they need to find out the area of banana leave needed.
From the above analysis, the games that can be used for first-grade
students are Setatak and congkak, while traditions are used malamang and
lampu colok. For the second grade student the games tobe used are
congkak, setatak and galah, the tradition are using malamang and lampu
colok. Games that used for grade three are Ligu, Rimau, Gasing, Setatak and
Congklak
SAMPLE OF LEARNING ACTIVITIES
Figure 1: Cover of the books
Learning Activity 1
Figure 2: Picture used in book 1
By giving the above picture students were asked to discuss the following
questions: How many holes can be found in the game of congkak above?
How many big holes can be found in the game of congkak above? How many
small holes can be found in the game of congkak above?
Learning Activity 2
Figure 3: Picture used in the book 2
Given the above picture, students were asked to discuss the following
problem.
Dina dan her friends plaing the game of setatak lengser. On the last
square, ucak Dina falls on the square with the number 4 in it. If Dina
received her money with a coin of Rp 500,00, how many coins will Dina get?
Learning Activity 3:
Figure 4: Picture used in the book 3
Given the above picture the students were asked to discuss the following
problem:
Andi, Doni dan Wawan playing the game of gasing. They take a turn in
playing, the time of their gasping spined show in the above picture. Discuss
with your group who is having the longest and the shortest time in play.
CONCLUSION
1. The use of folk games and traditions in the local context is very
helpful, yet not all of the folkgame and traditions are well
documented, very rare literature is found about this topic.
2. The folk games in Riau has similarity with the folkgames in other
areas, so this book could be used in Riau as can also be applied
to other regions in Indonesia.
3. Most of the folkgame being analyzed we found the mathematical
concept but for safety reasons, some of the games do not
recommend to be used by the elementary school's students.
4. The folkgame that is used in developing the book Mathematics
within Traditional Games are Besimbang, Galah, Rimau, Gasing,
Setatak, Ligu dan Guli.
5. Tradition is used for the books are Malamang and Lampu Colok.
SUGGESTION
1. Found the difficulties in obtaining literature about Riau folkgame and
tradition, we suggest the local government through the office of
Tourism and Department of Education publish the book about this
topics.
2. Some of the folk games can be found in the museum of Riau, we
suggest the museum of Riau add its collection of traditional games to
help children know their culture.
3. The games have been analyzed for the concept of mathematics, it
should also analyze for other topics since the learning in elementary
school delivers integrative thematics.
4. The use of folk games and tradition not only help children learn
mathematics but also help preserve the local culture, for that reason
we recommended the government through the department of
education provide support for the school to use this book.
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