Implementasi Permainan Tradisional Congklak pada Anak Usia 5-6 Tahun di Paud Himaku - Suci Sekar Rahayu; Atin Fatimah; Fadlullah (UPT Publikasi Ilmiah Unisba, 2026)
Abstrak. Tujuan dari penelitian ini adalah untuk mendeskripsikan secara rinci bagaimana permainan tradisional congklak diterapkan, apa saja manfaat, dan kendala yang dihadapi dalam mendukung perkembangan anak kelompok B usia 5-6 tahun di PAUD Himaku Lebak, Banten. Pergeseran pola bermain anak menuju permainan digital menuntut adanya revitalisasi permainan tradisional guna menjaga kearifan lokal sekaligus menstimulasi perkembangan anak secara holistik. Penelitian ini memakai pendekatan kualitatif deskriptif. Teknik pengumpulan datanya meliputi observasi tanpa keterlibatan langsung, wawancara semi-terstruktur kepada guru, serta penelusuran dokumen. Untuk menganalisis data peneliti menggunakan tahapan Miles dan Huberman. Uji keabsahan dilakukan dengan triangulasi sumber, teknik, dan waktu, serta melalui member check. Hasil penelitian menunjukkan bahwa permainan congklak diimplementasikan secara terstruktur melalui RPPH dan secara signifikan meningkatkan kemampuan dalam berhitung permulaan, klasifikasi warna, pengenalan geometri dasar, menumbuhkan kesabaran, kepatuhan pada aturan, kerja sama, dan sportivitas. Meskipun memiliki kelebihan dalam melestarikan budaya lokal dan mendorong interaksi sosial, terdapat tantangan berupa keterbatasan jumlah papan congklak dan perbedaan kesiapan kognitif anak yang menuntut bimbingan intensif dari guru. Abstract. This study aims to provide a detailed description of how the traditional congklak game is implemented, its benefits, and the challenges encountered in supporting the development of children aged 5-6 years in group B at PAUD Himaku, Lebak, Banten. The shift in children's play patterns toward digital games necessitates the revitalization of traditional games to preserve local wisdom and stimulate early childhood development comprehensively. This research utilized a descriptive qualitative approach. Data collection techniques included non-participant observation, semi-structured interviews with the teacher, and document analysis. Data were analyzed using the stages proposed by Miles and Huberman. The validity of the data was ensured through source, technique, and time triangulation, as well as member checking. The validity of the data was ensured through triangulation (source, technique, and time) and member checking. The findings reveal that the congklak game is implemented systematically through RPPH and significantly enhances skills in basic counting, classifying colors, and understanding basic geometric concepts, the game fostered patience, rule-following, cooperation, and sportiveness Despite its extensive benefits in preserving local culture and promoting collaborative play, challenges such as the limited availability of congklak boards and varying levels of cognitive readiness among children require intensive teacher guidance and classroom management.