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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Hanafi Hussin
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EFEKTIVITAS INTEGRASI PERMAINAN TRADISIONAL DALAM PEMBELAJARAN DI SEKOLAH: LITERATUR SISTEMATIS Muhklisatun Intihana; Eko Handoyo; Hanafi Hussin; Indriana Eko Armaidi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47899

Abstract

This study aims to analyzes the effectiveness of integrating traditional games in primary and secondary school learning based on recent research. A systematic literature review (SLR) applied to 20 scientific articles from Sinta and Scopus-indexed journals published between 2020 and 2025. Findings consistently indicate that integrating traditional games significantly increases student learning motivation (average improvement of 25–40%), cognitive abilities, social skills, and numeracy literacy. Additionally, traditional games are proven effective in developing student character, preserving local culture, and supporting active learning. Key barriers include limited time, insufficient teacher training, and inadequate facilities. These findings underscore the importance of curricula that accommodate traditional games as a local-wisdom-based pedagogical strategy.
ANALISIS TEMUAN PENELITIAN TENTANG PEMBELAJARAN KONTEKSTUAL BERBASIS KEARIFAN LOKAL PADA MATERI IPAS DI SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Nita Khusnun Nandifa; Eko Handoyo; Hanafi Hussin; Indriana Eko Armadi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13295

Abstract

This study analyzes research findings on the implementation of Contextual Teaching and Learning (CTL) based on local wisdom in elementary school IPAS learning. The study addresses the limited integration of cultural context in classroom practices, which reduces the relevance and effectiveness of learning. The objective is to synthesize empirical evidence related to learning outcomes and cultural awareness. This research applies a Systematic Literature Review (SLR) using the PRISMA approach. The initial search identified 500 articles, which were systematically screened and reduced to 20 eligible studies based on predetermined inclusion criteria. The findings indicate that local wisdom-based CTL consistently improves cognitive learning outcomes, student engagement, and cultural awareness. Most studies show a positive trend in strengthening both cognitive and affective domains. The integration of real-life cultural contexts makes learning more meaningful, relevant, and closely connected to students’ experiences. These results confirm that contextual learning based on local wisdom is effective in supporting IPAS learning in elementary schools. Future research is recommended to examine its implementation across diverse educational contexts and to develop adaptive learning models based on local characteristics.
Co-Authors Eko Handoyo Indriana Eko Armadi Indriana Eko Armaidi Muhklisatun Intihana Nita Khusnun Nandifa