TRADITIONAL GAMES AS ALTERNATIVE ACTIVITIES FOR CHILDREN STIMULATION

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that can be embedded in traditional games, namely the values of honesty, discipline, hard work, creativity, curiosity, independence, communication, responsibility and achievement reward.
Traditional games could also be one of the Educational Game Tools (EGT) that can be used by teachers to stimulate or develop children's thinking abilities. Research by Lestari and Prima (2018) explained that the traditional game congklak could develop children's cognitive abilities such as arithmetic, develop symbolic thinking skills, and practice emotional stabilization of children. Congklak is a game which emphasizes the mastery of arithmetic. This game is also useful for practicing fine motor skills, training patience as children are waiting for their friends to play, training sportsmanship, and training the social competence of children (Umayah & Khotimah, 2015). Aside from congklak, other traditional games could also develop children's cognitive abilities and could be used as EGT, such as snakes and ladders games which can be used as children's learning recommendation to improve children's memory (Ningtyas, 2018). Traditional games such as megoak-goakan can improve locomotor and gross motor skills in children (Natalia, Parmiti, & Tirtayani, 2015;Sari, Ganing, & Tirtayani, 2017).
Some of the research results cited above have clearly proven that playing traditional games could have a positive impact on several aspects of student development, but unfortunately today a number of students are starting to abandon such games. Students preferred games that are on smartphones, or online games. The team conducted a preliminary study by interviewing 30 randomly chosen parents and qualitative data were obtained. The reasons why parents deliberately gave gadgets to children were so that children would not be angry, there were also those who claimed to give gadgets even though they already know the adverse effects of gadget addiction. Parents became powerless to hold or reject the wishes of children because they felt they needed time to complete domestic household work. There were some parents who claimed that parents have restricted the use of gadgets, but because the family lived with grandparents, the child finally got the gadget because the child whined and grandfather or grandmother could not bear to see the grandchildren crying, and then the grandfather or grandmother would give the gadget freely to the grandchild.
What was done then caused new problems. Parents, grandfathers and grandmothers then felt unable to handle the gadget addiction experienced by their children and grandchildren. The substantial impact felt was the unstable emotional state. During the interview session, parents complained that children often became angry at home and dared to argue with parents and grandparents for gadgets. Complaints about the adverse effects of students' routine use of gadgets also came from teachers who taught them. Through preliminary studies conducted by the research team at one of the private elementary schools in Bali, qualitative data were obtained which revealed an increasing number of complaints from teachers and parents about the adverse effects of gadget addiction. Initially there were only one or two students in a particular class, but within one year on average each class had students who became lazy, irresponsible for schoolwork, irritable and experienced shorter attention span compared to other students who were of the same age due to gadget addiction.
The data obtained by the research team were in line with what was stated by Al-Ayouby (2017) which showed the results that routine playing with gadgets made the concentration span of children shorter, language development and communication were hampered, ability to socialize were decreased, addiction, and children became aggresive. Playing with gadgets could hone analytical thinking skills, however interaction with friends would be minimum. Research conducted by Setianingsih (2018) has proven that gadget addiction could affect the development of a child's brain due to excessive dopamine hormone production interfering with the maturation of the prefrontal cortex function, namely emotional management, self control, responsibility, decision making, and other moral values. If the child spent more time with gadgets, the child's interaction with other people and peers would be affected, which will reduce the child's cooperative attitude (Erdiana, 2016). According to Goleman (in Kostelnik, Gregory, Soderman, & Whiren, 2012), if this pattern of interaction was allowed to continue, it would weaken the prospect of success in life in the future.
Based on the explanation of the benefits of traditional games from various references and preliminary study data, researcher felt the need to prove whether it was true that traditional games could bring benefits for the cognitive, effective and social skills of students in Bali?

Methods
This study used a mixed method. Quantitative data were obtained by using a pre-experiment one group pre-posttest design approach, which is an experiment carried out in one group, without a comparative group. Qualitative data were obtained from several open questions about the most liked and least liked games and their reasons. The measurement instrument used was the scale of emotions presented in the form of emoticons with a range of emotions from very happy, happy, normal, sad and very sad. The instruction was that students were asked to fill in the emotional scale at the time before and after being given treatment or play (see Figure 1).

Scale of Emotions
The games provided by the team were traditional games, such as meong-meongan, megoakgoakan, engkeb-engkeban, tajog, dengkleng, dakonan or congklak, folklore, and gobag sodor. The number of students involved in gameplay activities was 107 students who were then divided into 12 groups. From 12 groups they were split into 6 pairs of groups. Six pairs of groups will then take turns going to the provided game post. One post will only be played by a pair or 2 groups for 30 minutes.
There were three posts provided by the team. The first post was "Pos Seru," which provided meong-meongan game (a traditional game which is followed by eight or more people, where one person acts as a mouse, and another person acts as a cat that will catch mice. The remaining players are tasked with protecting mice from the cat by forming a circle), megoak-goakan (a traditional game played in groups, which were divided into two teams, each team consists of five to eleven people. One team act as a goak or crow, and the opposing team becomes prey. The leader of the goak team must try to catch the participant who is in the very back row of the prey team), and engkeb-engkeban (hide and seek).
The second post was "Pos Riang." This post provided the game dengkleng (a game which requires doing one-leg jump over numbered boxes with certain steps and rules. Each box must be skipped one by one by throwing stones or broken pieces of ceramics as markers), bentengan (traditional game played by two groups with the same number of people, each group chooses one place as its fortress, and each group must attack and take over the opponent's fortress by touching the pole or tree that becomes the opponent's fortress while shouting the word "Benteng!"), and Gobag Sodor (Game traditionally played by two teams of three to five people. Usually played using a 9x4 meter rectangular field divided into six sections. One team will be tasked with guarding, and the other team must head towards the rearmost line of the guard team, then the opponent must go back again through guard until he gets to the start line). The third post was "Pos Gembira" which provided tajog (engrang), cingklak (congklak), and folklore posts. Each post was guarded by the research team and teachers.

Findings and Discussion
There were 107 students who participated in the activity. From the total subject, there were 40 students who experienced emotional changes after being given treatment, 62 students did not experience emotional changes after being given treatment and there were 5 students whose changes were unknown due to not filling out the post-test sheet (see Figure 2). The emotional change experienced by students was in the form of an increase in emotions to be more positive in 24 students and a decrease in emotions in 16 students. Overall, as many as 21 people (20%) said they were experiencing emotional changes in the form of an increase in emotional scores by one point, such as from feeling happy to very happy. As many as 3 people (3%) experienced a two-point increase in emotional scores, for example normal feelings that turned into feeling very happy. In addition to experiencing changes in the form of increased emotional scores, some students also experienced a decrease in emotional scores. One-point reduction in emotional scores occurred in 14 people (13%), for example from feeling normal to feeling sad. A decrease in emotional scores by two points occurred in 2 people (2%), for example from feeling happy to be feeling sad.

Graph of Emotional Changes
There were several games liked by students (see Figure 3). Of the 107 students, the most popular games that students liked were benteng-bentengan (54 students), followed by bakiak (30 students), meong-meongan (7 students), engkeb-engkeban (5 students), cingklak (2 students), engrang (2 students) 1 student), and coconut shell engrang (1 student). There were also 2 students who liked all games, and 4 students who liked more than one game. Besides mentioning the game that they liked, the students also revealed what made them like the game. Various reasons were explained by students why the benteng-bentengan game became their favorite game. The majority mentioned it was because the game was fun to play. Another reason is that it could train teamwork, cohesiveness, agility, and concentration, or that the student's team won while playing, and the game was played fairly. There were also ones who reasoned that it was because they were always given the task of guarding, and there was also one who played for the first time.
A group of students listed bakiak as their favorite game because they felt bakiak was fun to play. Another reason was because it could train cohesiveness and balance. There were also some who listed their reason as their team won while playing, another reason written by students was that when playing bakiak they became excited when the team members shout to encourage the team representatives who were competing against the opposing team.
The game meong-meongan was fun for most students, and the reason was because this game requires the players to run. For the game engkeb-engkeban, some students said the game was exciting, others said that the game allowed students to chase after their opponents. There was also a student who mentioned it was because it is their first time playing engrang. Engrang game was liked because engrang game practiced balance and was challenging. For the Cingklak game, students said the game was fun to play.

Graph of Disliked Games
The reason students listed benteng-bentengan game as the most disliked game was because the game is difficult and they lost when playing, then there were also students who say that the game ran unfairly and rough. The benteng-bentengan game was also considered not fun, tiring because the need to run around, causing injury because the student had fallen while playing, and posing the risk of slipping. There were also students who mentioned that they were being kept in jail continuously, there were those who were always told by their friends and could not play. One student also rated the game as bad.
For engrang game, the majority of students said the game was difficult, caused pain to their legs, fell during play, and experienced difficulty maintaining balance. There were also students who mentioned that students felt they could not play, the game was not fun, and this game was considered unable to be played in groups. Coconut shell engrang was not liked because it made the students' legs cramped, there were also those who felt their legs hurt, and that it was not fun, but there were also those who did not like coconut shells engrang because the game was too easy.
The majority of students who choose meong-meongan game as their most disliked game was because meong-meongan game was deemed not fun. There were students who did not get a chance to play, felt the game is difficult, and did not understand how to play. One student claimed to have fallen while playing. There were students who said that this game required strategy, some were immediately caught once the game starts. The last reason was because only one person became meong.
In the game bakiak, some students said that they were difficult to play, others said that the bakiak that they used was heavy, then there were students who mentioned that the group was not cohesive when playing. One student said he did not like bakiak and caused several students to fall and be injured. Some students do not like the game engkeb-engkeban because they felt it was not exciting, felt they did not participate much when playing, and that it was difficult to play. There was also one who mentioned it was because they lost when playing, fell during playing, sweated a lot, and finally because of the itching they experienced when playing on grass. Then, the Cingklak game was disliked because students could not play, while the game of hide and seek was disliked because there were players who fell while playing.
All games used in this study are classified as games which require interaction with peers, so students were expected to be more skilled in socializing and were accustomed to conveying ideas to friends and accepting ideas from friends. In addition, students would also have the opportunity to learn taking turns and sharing play equipment with friends. These are all part of interpersonal intelligence, which is shown by the ability of children to socialize with other people well, be easy to get along, be able to understand others, and be able to cooperate with others (Mulyasa, 2014;Suyadi, 2014). Traditional games have been proven to help improve interpersonal intelligence (Sahidun, 2018). The game offered also required strategy in playing it, so this would benefit students' cognitive development, especially in analytical thinking, problem solving skills, creativity and so forth. Students were expected to be familiar with the concept of winning and losing, When playing, students would also be trained with the rules that each time they finish using a game equipment, students were responsible for returning the equipment or games they have used to their place. This rule of the game would familiarize students with responsibility and independence to return the game equipment that has been used. The number of game posts that can be chosen could help students to get used to being independent in determining their preferred game of choice. Of course, when playing, students would also move a lot. This would familiarize students with physical training, and the effects are the same as when they are exercising, that is, hence the body would also be healthy and fit. This aligns with research results from Kusumawati (2017) which showed that using traditional games can influence the basic movements of running, jumping, and throwing in students. Traditional games could also improve balance in students (Rahmawati, Dinangsit, & Muhtar, 2018). Specifically, there are values contained in the game of Gobag Sodor, including the values of honesty, sportsmanship, cooperation, strategy setting, and leadership (Nugrahastuti, Pupitaningtyas, Puspitasari, & Salimi, 2016). In dengkleng game, the values contained are discipline, agility, socialization, and health (Nugrahastuti et al., 2016).
Children spend a lot of energy playing, and play provides opportunities for children to acquire knowledge and skills that are important for their lives (Smith & Pellegrini, 2013;The Lego Foundation, 2018). From the data obtained, it was found that many participants realized that playing can improve themselves, which is why students listed reasons for liking certain games as training cohesiveness, teamwork, agility, and concentration. Play has been defined as any activity that is freely chosen by the individual, is carried out because it is intrinsically motivated, and directed personally (Goldstein, 2012). Play is considered a part that is outside the 'ordinary' life of an individual (Goldstein, 2012). Playing is not something serious, but at the same time it could absorb players intensely (Goldstein, 2012). Play also has no special purpose other than playing itself (Goldstein, 2012). Play is not only a pleasure for children, but also a need to be met (Andriani, 2012). Panksepp (in Goldstein, 2012) found that the game stimulates the production of proteins, 'neurotropic factors derived from the brain,' in the amygdala and prefrontal cortex, which are responsible for regulating, monitoring, and planning for the future. In one study conducted by Rosenzweig (in Goldstein, 2012), playing two hours a day with objects could produce changes in brain weight and efficiency in experimental subjects.
According to Piaget (in Santrock, 2011), children aged 12-13 years are at the formal operational stage. At this stage, children have been able to think and understand abstract concepts, master reasoning, and draw conclusions from existing information. The child can also see the reality is not always polarized (true-false, black and white) and also understand the existence of "gray area" between the two poles. This ability is important to help children through the transition from adolescence to adulthood. The development of cognition in children then allows children to play more complex games. According to Piaget (1962), children aged 12-13 years generally have understood and could play games with rules, therefore in this study the treatment given in the form of games such as benteng-bentengan, congklak, and meong-meongan. Although students generally have understood the rules of the game, there were also students who did not fully understand the applicable rules of the game. This was especially true in games that require understanding of rules such as meong-meongan and benteng-bentengan. Because they did not fully understand the rules of the game, some students then said they disliked the game because it was difficult to play, or they did not understand how to play it.
Games such as benteng-bentengan, congklak, and bakiak present competition and produce positive emotions in the group that won the game, and vice versa. A study by Hoogen, Poels, Ijsselsteijn, and De Kort (2012) concluded that positive emotions are responses to positive challenges by the game, and positive emotions decrease when individuals face too many defeats. The atmosphere of competition in the game helped children to get used to managing positive and negative emotions in a more adaptive manner.
Some of the games used in this study are a form of risky play. According to research from Sandsete, and different study from Stephenson (in Sandseter & Kennair, 2011), risky play is a thrilling and exciting form of play, which involves the risk of physical injury. Risky play is more often played outdoors and often become a challenging and adventurous physical activity for children (Sandseter & Kennair, 2011). Types of risky play include playing at high altitude, playing at high speed, playing near dangerous elements such as water or fire, playing with dangerous tools, Rough and Tumble games (e.g involving fighting in play), and games which have the potential to make participants to get lost (Brussoni et al., 2015).
Gobak sodor, bentengan, meong-meongan and megoak-goakan can be classified as games with high speed, because they require participants to run around in the game, so there is a risk of falling or colliding with other participants. Engrang is included in high altitude games, because it uses bamboo or wooden sticks that were high enough for the participants, and which pose a risk of falling off when used. To minimize the emergence of risks such as injuries, according to Hudson, Thompson, and Mack (in Brussoni, et al., 2015) in many Western countries, injury prevention strategies, including the creation of safety standards for play equipment and promotion for adults to supervise children. In this study, the injury prevention strategy used was to provide a first-aid kit, as well as involving teachers and research team members to oversee the gameplay in all posts. In addition, the research team members also helped the game run, for example for participants playing engrang for the first time, the research team member will help hold the stick so that participants would not fall.
Despite the risks involved in each game, several studies support the importance of risky play for children's development, learning process, mental health, and physical health, including physical activity and healthy weight (Brussoni, Olsen, Pike, & Sleet, 2012;Engelen et al., 2013;Sandseter & Kennair, 2011). Other studies revealed that risky play increased children's ability to detect risk and their self-esteem (Lavrysen et al., 2017). In addition, the experience of playing with risk during childhood is believed to help develop risk management strategies, and the ability to negotiate decisions about drug use, relationships with partners, and sexual behavior during adolescence (Gill, 2007;Ungar, 2007).
Seeing the results and references, the team assumed that it is true that traditional games could help introduce values or norms that are upheld in the society, as well as be beneficial for the affective and motor development, because there are a lot of movement is involved and the usage of cognition in setting strategies.

Conclusion
Traditional games could serve as an alternative activity to replace the games that children played in gadget. In addition, traditional games could also help introduce values or norms that are upheld in society, as well as be beneficial for the affective and motor development because it involves a lot of movement and uses cognition in managing strategy.