Teacher’s Perspective on Integration of Traditional Games as Media Science Learning in Junior High School
- DOI
- 10.2991/assehr.k.210326.102How to use a DOI?
- Keywords
- Teachers perspective, Traditional games, Integration, Media science learning
- Abstract
The study aims to determine science teachers’ perspective on traditional games, on the integration of traditional games as media science learning, and relevant traditional games as media in science learning. This study is descriptive qualitative research. The population is 12 public and private junior high school science teachers of Purbalingga, Banjarnegara, Banyumas, and Kebumen districts. The data collected through literature review, questionnaires, and interviews. The analysis used the qualitative data analysis technique of Milles and Huberman’s which consists of data reduction, display data, and concluding. It will be concluded that the majority of science teachers define traditional games as a folk game played by local children from ancient times, mostly in groups. The teachers have a positive view on the integration of traditional games in science learning to introducing and preserving traditional games while learning so provide a direct learning experience and make it easier for children to accept. Traditional games that will be integrated as media in science learning are seen from material elements and tools or materials used so that have a relationship between characteristics and content in science learning.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Dwi Lestari Handayani AU - Jumadi PY - 2021 DA - 2021/03/28 TI - Teacher’s Perspective on Integration of Traditional Games as Media Science Learning in Junior High School BT - Proceedings of the 6th International Seminar on Science Education (ISSE 2020) PB - Atlantis Press SP - 705 EP - 711 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210326.102 DO - 10.2991/assehr.k.210326.102 ID - Handayani2021 ER -