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All Journal Transformatif: Jurnal Pengabdian Masyarakat Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Risma Novita Sari
Universitas Negeri Yogyakarta
Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Revitalizing Cultural Heritage through Experiential Learning: A Participatory Action Research on Traditional Games among Generation Z Students Risma Novita Sari; Durrotunnisa
Transformatif: Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2025)
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tranformatif.v6i2.9570

Abstract

This study explores the use of traditional games as a culturally grounded strategy to promote character development and cultural preservation among Generation Z students. Responding to the growing dominance of digital gaming and the erosion of local values, the project was implemented at SMPN 27 Sigi, Central Sulawesi, through a Participatory Action Research (PAR) approach. The program was integrated into a school-based class meeting activity and involved three traditional Kaili games: tilako, sopu, and estafet sarung. Data were collected through observation, informal interviews, and reflective evaluation involving students, teachers, and school leaders. The findings indicate that traditional games function not only as recreational activities but also as effective experiential learning tools that foster teamwork, communication, empathy, discipline, and responsibility. Students demonstrated high levels of engagement, supported by the strategic use of social media and strong institutional collaboration. Importantly, the study reveals that deeper cultural engagement is achieved when activities prioritize quality over quantity and are supported by clear procedural design. This research contributes to the discourse on culturally responsive pedagogy by demonstrating that integrating local cultural practices into school activities can enhance both social learning and cultural awareness. The PAR-based framework also highlights the replicability of such interventions across different educational contexts, offering a practical model for sustaining cultural heritage in the digital era.
The Influence of Brain Rot on Speaking Learning Strategies among Junior High School Students Risma Novita Sari; Purwanti Widhy Hastuti; Rozanah Katrina Herda; Elizaveta Evgenievna Ivashova
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6770

Abstract

The massive growth of technology has transformed the learning environment for young generations. This (new) learning environment offers both benefits and challenges, such as brain rot phenomenon. Brain rot refers to cognitive decline, resulting from excessive screen time and overconsumption of short-duration content. Thus, this study examines whether brain rot affects speaking learning strategies among junior high school students, who are part of Gen Alpha and born as digital natives. A mixed-methods approach was applied, involving 64 students who completed questionnaires, followed by interviews with six participants. The findings indicate that students’ brain rot levels are generally low to moderate, while their speaking learning strategies are at moderate levels, with higher use of metacognitive and socio-affective strategies compared to cognitive strategies. Linear Regression analysis shows that brain rot has a significant and negative effect on speaking learning strategies, explaining 19.6% of the variance. The interviews confirm that excessive screen time leads to cognitive fatigue and cognitive load. These results highlight the need for teachers and parents to monitor students’ digital media use.
Co-Authors Durrotunnisa Elizaveta Evgenievna Ivashova Purwanti Widhy Hastuti Rozanah Katrina Herda