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All Journal Jurnal Ilmu Pendidikan Dasar Indonesia Journal of Early Childhood Education Research
Ramdani, Atep
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Arts Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Makna Simbolik dan Nilai Karakter dalam Permainan Tradisional Egrang sebagai Media Pembelajaran Karakter Siswa Sekolah Dasar Ramdani, Atep; Adawiah, Siti Ulfa; Solihin, Muhammad Willy
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 4 No 4 (2025): SEPTEMBER 2025
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v4i4.3778

Abstract

Pendidikan karakter menjadi urgensi mendesak pada pembelajaran pembentukan generasi muda yang berintegritas dan berbudaya. Penelitian ini bertujuan untuk mendeskripsikan makna simbolik dan nilai karakter dalam permainan tradisional egrang sebagai media pembelajaran karakter siswa sekolah dasar. Metode yang digunakan adalah deskriptif kualitatif dengan subjek penelitian guru dan siswa di SDN 1 Sukaresmi, Kabupaten Bandung Barat. Setelah data dikumpulkan melalui observasi, dokumentasi, dan wawancara, model Miles, Huberman, dan Saldaña digunakan untuk menganalisisnya.. Hasil penelitian menunjukkan bahwa permainan egrang mengandung makna simbolik seperti keseimbangan, perjuangan, dan kemandirian yang menjadi fondasi internalisasi nilai karakter seperti disiplin, kerja sama, tanggung jawab, keberanian, dan sportivitas pada siswa. Penelitian ini menegaskan bahwa permainan tradisional dapat menjadi media pembelajaran karakter yang efektif dan kontekstual di sekolah dasar. Rekomendasi penelitian selanjutnya adalah memperluas sampel dan menggunakan metode campuran untuk mendapatkan hasil yang lebih komprehensif serta mengkaji penerapan permainan tradisional di konteks budaya yang lebih luas.
The Impact of the Snakes and Ladders Numbers Game on Early Childhood Numeracy Skills in West Bandung Ramdani, Atep; Yuliantini, Yuliantini; Sumiati, Sumiati; Marlina, Rina
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.425

Abstract

Purpose: This study aims to explore the use of the "Number Snakes and Ladders" game as an instructional medium to strengthen early numeracy skills in children aged 5–6 years at RA At-Taufiq, Bandung Barat. Methodology: This study employed a descriptive qualitative approach involving 10 children from Class B, with the classroom teacher serving as facilitator. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed thematically following the Miles, Huberman, and Saldaña model. Results : The analysis yielded three key themes. First, from a cognitive perspective, children demonstrated notable progress in recognizing number symbols, sequencing numbers up to 50, and applying one-to-one correspondence when moving tokens according to dice rolls. Second, socially and emotionally, the game nurtured cooperation, patience, and peer support, as children encouraged one another, waited for turns, and reflected on errors. Third, motoric engagement was evident as children actively moved tokens and interacted physically with the game board, enhancing concentration and fine motor coordination. Teachers highlighted the game's adaptability, such as integrating challenge cards and visual markers, which sustained motivation and deepened conceptual understanding. Conclusions: The findings affirm that Number Snakes and Ladders can serve as an enjoyable, flexible, and developmentally appropriate medium for promoting early numeracy while simultaneously supporting socio-emotional and motoric development. In practical terms, the study provides educators with a simple yet effective strategy that can be easily adapted in classroom settings to make mathematics learning more meaningful and engaging for young children.
Co-Authors Adawiah, Siti Ulfa Rina Marlina Solihin, Muhammad Willy Sumiati Sumiati Yuliantini Yuliantini