MELESTARIKAN BUDAYA DENGAN FESTIVAL PERMAINAN TRADISIONAL - P5 KEARIFAN LOKAL

Summary

This video highlights a project at SD Anak Emas focused on strengthening Pancasila student profiles through local wisdom. The project’s theme, ‘Baliku Unik,’ involves a festival celebrating traditional games to foster essential values like global diversity, cooperation, and mutual respect. The project includes various stages, from identifying the importance of traditional games to engaging with experts and conducting interactive activities with students. By the end, students gained a deeper appreciation for local culture, developed social and motor skills, and are encouraged to apply the values learned in their daily lives.

Takeaways

• 😀 The project focuses on strengthening the profile of students through local wisdom, specifically traditional games from Bali.
• 😀 The key theme of the project is 'Kearifan Lokal' (Local Wisdom), which aims to cultivate essential character traits based on Pancasila values.
• 😀 The first stage of the project involved reflection sessions with students and parents to discuss the impact of technology, online learning, and the lack of physical activities.
• 😀 A key insight from the reflection was the importance of addressing the lack of social interaction and the need to reintroduce physical activities to enhance students' motor skills.
• 😀 In the contextualization stage, students gathered information about traditional games using books and the internet and presented their findings.
• 😀 An important part of the contextualization stage was inviting Made Taro from the Kukuruyuk Group, a local expert on traditional games, to share knowledge with the teachers.
• 😀 The action stage included students from grades 1 and 4 participating in activities with the Hurip Group, learning about local wisdom through traditional games.
• 😀 The traditional games festival was a central event, where six different game stations were set up, allowing visitors to engage with traditional games.
• 😀 The festival provided an opportunity for students to help others engage with the games, promoting interaction, learning, and a deeper understanding of local culture.
• 😀 The final reflection and follow-up stage involved appreciation from the school principal, teachers, students, and parents, emphasizing the students' progress in learning about traditional games and cultural values.

Q & A

What is the main theme of the project described in the transcript?

The main theme of the project is 'Local Wisdom,' with a focus on traditional games as part of the Pancasila student profile strengthening project.

What are the three essential character traits targeted in the project?

The three essential character traits targeted in the project are Global Diversity, Gotong Royong (mutual cooperation), and Mandi Tahapan (a concept related to phases or stages of growth and development).

How did the teachers and parents reflect on the learning process?

Teachers and parents reflected on the learning process by conducting a discussion where they identified key challenges such as the rapid technological development, reduced social interaction due to online learning, and a lack of motor activities for students.

What was decided as the peak activity of the project?

The peak activity of the project was the 'Traditional Games Festival,' where students could participate in various traditional games.

How were students involved in contextualizing the traditional games?

Students contextualized the traditional games by researching them through books and the internet, making clippings of the games, and presenting them. They also interacted with a local community figure, Peka Made Taro, who shared knowledge about preserving traditional games.

Who is Peka Made Taro, and what role did he play in the project?

Peka Made Taro is a community figure from the Sanggar Kukuruyuk, an organization dedicated to preserving traditional games. He was invited to educate the teachers about the games and songs associated with Bali's traditional games.

What activities were included in the 'action' phase of the project?

During the action phase, students from grades 1 and 4 participated in activities led by Sanggar Hurip, including learning about local wisdom through traditional games. The activities featured storytelling, singing in Balinese, and engaging in physical games.

How was the traditional games festival organized?

The traditional games festival was organized by setting up six different stations, each representing a traditional game. Visitors could choose the stations they were interested in, and student representatives, called 'Duta' (ambassadors), helped facilitate the games.

What was the purpose of the reflection and follow-up phase?

The purpose of the reflection and follow-up phase was to evaluate the success of the project, involving the school principal, teachers, students, and parents. This phase served as a form of appreciation for the students' involvement and also included sending out ambassadors to local PAUD (early childhood education) centers.

What skills and outcomes were achieved by the students in this project?

The students achieved several outcomes, including an increased interest in traditional Balinese games, improved socialization with peers, and enhanced physical motor skills due to the active nature of the games.