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This study aims to map the trends, integration forms, effectiveness, and contribution of ethnomathematics in elementary school mathematics learning toward national cultural preservation. A systematic literature review (SLR) approach following the PRISMA 2020 protocol was employed. Searches across four academic databases (Scopus, Google Scholar, CrossRef, and Semantic Scholar) yielded 1,176 articles, from which 30 articles met the inclusion criteria. Results indicate that ethnomathematics research in elementary schools has increased significantly during 2023–2026, particularly following the implementation of Kurikulum Merdeka. The three most dominant forms of integration are digital modules and media (53.3%), traditional games (33.3%), and ethnomathematics-based worksheets (13.3%). Geometry and measurement is the most researched mathematics topic (50.0%), and conceptual understanding shows the most significant improvement (40.0%). Beyond improving mathematics achievement, ethnomathematics integration contributes to cultural preservation through cultural contextualization in learning (60.0%), strengthening cultural identity and values (26.7%), and active local cultural preservation (10.0%). The study recommends teacher training, curriculum policy strengthening, cross-sector collaboration, and further research to sustain ethnomathematics implementation in Indonesian elementary schools.

Islamic religious education at the Madrasah Diniyah level often relies on passive, one-directional teaching methods that reduce madrasah student engagement and long-term retention. This community service study aimed to improve the quality of Fiqh instruction at Madrasah Diniyah Al-Ishlah Kalirejo, Pasuruan, by implementing kinesthetic games, Small Group Discussion (SGD), and visual teaching aids within the framework of Kitab Mabadi’ Fiqhiyyah. A qualitative descriptive approach was employed through four participatory observation sessions, with visual documentation serving as primary data. The program was implemented in four thematic meetings covering funeral prayer procedures, tayammum, hajj simulation (tawaf), and najis classification. Findings indicate that kinesthetic games effectively reduced affective barriers and increased student focus, while the SGD model with a 1:8 mentor-to-student ratio enabled precise procedural correction for motor-based worship practices. The use of concrete teaching aids successfully transformed abstract Fiqh concepts into tangible, memorable knowledge. This study concludes that the integration of active learning methods, small-group mentoring, and visual media within traditional Islamic education settings can significantly enhance student engagement and comprehension. These findings offer a replicable pedagogical model for Madrasah Diniyah educators seeking to modernize instruction while preserving classical curriculum integrity.

This study aims to enhance knowledge, foster a sense of patriotism, and strengthen the national identity of Indonesian children living abroad through an educational program introducing Indonesian islands and culture. Children living in foreign environments tend to interact more frequently with foreign cultures, potentially leading to a lack of familiarity with their own national culture. Therefore, this activity was designed as a fun and easily understandable learning experience to ensure children remain connected to their roots. The method used was qualitative descriptive research employing direct observation of 30–40 participants over a two-week period. The program was implemented in several stages: orientation, presentation of materials, video screenings, drawing and coloring activities, and traditional games. The results showed that participants demonstrated increased knowledge of the names of major islands in Indonesia as well as various regional cultures, such as traditional attire, dances, and folk songs. Additionally, the program successfully fostered a sense of pride, boosted self-confidence, and strengthened camaraderie among participants. The children appeared enthusiastic and active in every activity provided. Thus, this educational program proved effective as a means to introduce Indonesian culture while strengthening the national identity of Indonesian children abroad through engaging and enjoyable learning methods.

This study uses a literature review method to examine the role of jump rope activities in improving coordination, balance, agility, and strength among elementary school children. It provides an in-depth analysis of jump rope games in the context of enhancing motor skills in elementary education. The study explores how this traditional game can serve as an effective tool for developing various motor skills in children. It covers the types of motor skills involved in jump rope activities, variations of the game, as well as the physical and non-physical benefits gained. The study also highlights the important role of physical education teachers in optimizing students’ motor development through traditional games. The results indicate that jump rope activities are not only beneficial for the development of gross and fine motor skills but also possess significant social and cultural value. These games can instill values such as discipline, perseverance, hard work, and cooperation in children. It is expected that this study will contribute to the development of more effective and innovative physical education learning.

This study aims to evaluate the impact of role-playing methods on learning interest and number concept mastery in 4-5-year-old children at TK Inomata, Suwawa Selatan District, Bone Bolango Regency. The approach used is a quantitative experimental method with purposive sampling of 8 children, and data collection was carried out through observations of aspects such as enjoyment, focus, activity, and enthusiasm, using a 1-4 scale. The results show that the average learning interest score using the traditional method was only 5.86 (low category), with details: enjoyment 1.71, focus 1.29, activity 1.29, and enthusiasm 1.57. In contrast, the role-playing method of trading/store games showed an average score of 13.86 (very good category), with details: enjoyment 3.57, focus 3.43, activity 3.29, and enthusiasm 3.57. This significant improvement indicates that the role-playing method is more effective in creating interactive, enjoyable, and contextual learning, as well as supporting number comprehension through everyday activity imitation and social skill development. It is recommended to routinely apply this method in early childhood education (PAUD) with adequate teaching aids, as well as involve parents to support the holistic development of children during the golden age.

In this Community Service Program (KKN) activity, the main goal is to strengthen social solidarity among the residents through the celebration of Indonesia’s Independence Day in Penagan Ratu Village. Social solidarity is one of the key factors in maintaining harmony and togetherness within the community. However, in today’s modern era, the spirit of cooperation and mutual assistance tends to decline due to individualism and people’s busy daily routines. Therefore, the Independence Day celebration serves as a strategic moment to revive the sense of brotherhood, unity, and social awareness among the villagers. This program was carried out with the active participation of all community members, including village officials, youth organizations (karang taruna), women’s groups, children, and teenagers. Various activities were conducted such as community clean-up (kerja bakti), traditional games, art performances, and a local MSME (UMKM) bazaar. The implementation method was participatory, emphasizing the active involvement of the community in every stage. The results of the program showed a high level of community participation, stronger social bonds, and an increase in the spirit of mutual cooperation. Moreover, the event brought a positive impact through the empowerment of local MSMEs. Thus, the Independence Day celebration was not merely ceremonial, but also served as an effective medium to strengthen social solidarity, fostering a more cohesive, respectful, and socially aware community in Penagan Ratu Village.

This study is motivated by the declining interest of children in traditional games due to the rapid development of digital technology. Traditional games, however, hold great potential as a medium for character education, particularly in fostering values of cooperation, responsibility, and social interaction. The purpose of this study is to analyze the character value of cooperation that emerges through the implementation of traditional games among students and to evaluate its effectiveness in enhancing social interaction within the school environment. The study employs a descriptive quantitative approach involving 23 students from SMPK Santo Don Bosco Lewoleba. Data were collected using a Likert-scale questionnaire comprising five indicators of cooperation: active participation, polite communication, care and support, acceptance of decisions, and responsibility and honesty. Data analysis was conducted by calculating the mean score for each indicator and converting it into qualitative categories. The findings reveal that the implementation of traditional games develops students’ cooperation values at a very good level, with an average score of 3.55. This indicates that traditional games contribute positively to students’ character formation, particularly in fostering teamwork, respect for peers, and harmonious social relationships. The study implies that traditional games can serve as an effective and enjoyable contextual learning medium to strengthen character education in primary and secondary schools.

In the digital age, English Education students still face difficulties in developing Academic English Proficiency because classroom learning is still dominated by traditional methods that are less appealing to digital natives. This study aims to explore and evaluate the integration of TikTok Learning Games (TLG) as a gamification-based learning medium to improve EAP for students in the English Education Study Program at Medan State University. Using a qualitative approach with a limited Research and Development model, data was collected through open-ended questionnaires and digital observations on TikTok, then analyzed using thematic analysis. The results showed that after two weeks of implementing TLG, students experienced improvements in academic vocabulary, pronunciation, contextual understanding, learning motivation, and speaking confidence, with 80% of participants stating that learning felt more enjoyable and less boring. However, a small number of students did not show significant changes due to limited access to technology and inconsistent use. Overall, this study concludes that TLG is an effective and practical digital gamification strategy for improving English proficiency, and can be used as a reference for lecturers in developing social media-based learning innovations in higher education.

This study aims to describe the use of the Crossword Puzzle Game Application (TTS) as a learning medium to increase students' involvement and understanding in the learning process. The rapid development of technology demands educational innovation, and gamification, especially in the form of mobile TTS game applications, offers attractive and accessible solutions. Using qualitative research methods with a phenomenological approach, data was collected through in-depth interviews, observations, and document analysis from selected groups of students and teachers who had used the application. The results of the study show that this application effectively increases the motivation, activeness, and vocabulary memory of students. In addition, TTS games provide challenges that spark curiosity and encourage collaboration between learners while solving puzzles. The app also provides a fun, interactive, and adaptive learning environment to individual learning needs, moving away from traditional methods that tend to be monotonous. This study concludes that the TTS Game Application is a very effective, interesting, and relevant educational tool for modern learners and has the potential to be applied to a wide range of subjects.

Traditional games are an important part of cultural heritage rich in educational, social, and moral values. However, technological developments in the modern era have led children in Merangin Regency to abandon traditional games. They spend more time with gadgets, causing a decline in social interaction and awareness of local culture. Among various types of traditional games, congklak has become one of the least played. This situation encouraged designers to create an educational and engaging medium for children. As a solution, an Illustrated Book of the Traditional Game Congklak of Merangin Regency was designed as both a learning medium and an effort to preserve local culture. The illustrated book was chosen because it can convey messages visually and verbally in an appealing way, making it easier for readers to understand the story and the values contained within it. The design process used the 4D method (Define, Design, Develop, Disseminate) with 5W+1H analysis to meet design needs. In addition to the main book, supporting media such as posters, x-banners, t-shirts, tumblers, tote bags, bookmarks, and e-books were also developed. The design feasibility test obtained a score of 90%, categorized as very feasible, covering aspects of storyline, illustration, layout, and language. The content feasibility test achieved a score of 100%, also categorized as very feasible, including cultural, cognitive, social, and character education values. This book is declared highly feasible and effective as a learning medium as well as a means of preserving the local culture of Merangin Regency.

This quasi-experimental study aims to find out if playing traditional games like asingasing and dende can help young children in group B at TK Kemala Bhayangkari 06 Tallo improve their gross motor skills. We are testing the traditional games to see if they make a difference, and the main thing being studied is how well the children develop their gross motor skills. The study included all the children in group B, which had a total of 38 students. The sample was divided into two groups: group B1, which played the dende game and had 20 children, and group B2, which played the asingasing game and had 18 children. The researchers collected data using a checklist to observe the children. They also analyzed the data using descriptive and inferential methods. Result showed that playing traditional games like asingasing and dende helped children's gross motor development. The assessment showed that children who played the traditional games had average scores in the developing category, which was expected, and children who played the dende game even reached the very well-developed category.

Traditional games are an important part of cultural heritage that carry educational values and can serve as an enjoyable and effective learning medium for children. Through the Community Service Program (KKN), university students organized traditional game competitions during the Independence Day celebration with village children. The activities aimed not only to provide entertainment but also to foster children’s learning motivation, enhance social interaction, and develop their personal character. This study employed observation, interviews, and documentation to collect accurate data. A total of 30 children were recorded as participants, although the actual number of participants in the competitions was higher. Ten children were purposively selected as interview respondents to gain deeper insights into their experiences. The results revealed that most children felt happy and enthusiastic while participating in the competitions. They also acquired important educational values such as teamwork, concentration, patience, perseverance, and enthusiasm for learning. Moreover, the majority of respondents stated that participating in the traditional games motivated them to be more engaged in school learning and encouraged them to study harder after the activities. Therefore, the revitalization of traditional games during the Independence Day celebration can serve as an effective alternative medium to enhance children’s learning motivation, strengthen social interaction, and preserve local cultural heritage. This study suggests that integrating cultural activities into educational practices can positively influence children’s attitudes toward learning while maintaining the community’s cultural identity.

Traditional games are an important part of cultural heritage that carry educational values and can serve as an enjoyable and effective learning medium for children. Through the Community Service Program (KKN), university students organized traditional game competitions during the Independence Day celebration with village children. The activities aimed not only to provide entertainment but also to foster children’s learning motivation, enhance social interaction, and develop their personal character. This study employed observation, interviews, and documentation to collect accurate data. A total of 30 children were recorded as participants, although the actual number of participants in the competitions was higher. Ten children were purposively selected as interview respondents to gain deeper insights into their experiences. The results revealed that most children felt happy and enthusiastic while participating in the competitions. They also acquired important educational values such as teamwork, concentration, patience, perseverance, and enthusiasm for learning. Moreover, the majority of respondents stated that participating in the traditional games motivated them to be more engaged in school learning and encouraged them to study harder after the activities. Therefore, the revitalization of traditional games during the Independence Day celebration can serve as an effective alternative medium to enhance children’s learning motivation, strengthen social interaction, and preserve local cultural heritage. This study suggests that integrating cultural activities into educational practices can positively influence children’s attitudes toward learning while maintaining the community’s cultural identity.

Karawitan is one of the traditional arts native to Indonesia that has high cultural value, but now it is increasingly rare and is starting to be marginalized, especially among the younger generation. In Semarang City, karawitan learning faces various challenges, such as the lack of student interest, the assumption that karawitan is an ancient and boring art, and the limitations of interesting learning methods. Therefore, an innovative approach is needed to regrow students interest in karawitan. This study aims to analyze the improvement of students ability to play gamelan through the application of the Fun teaching method  in karawitan learning at SMP Negeri 12 Semarang. The research method used is qualitative descriptive, focusing on the learning process, student responses, and challenges faced during the implementation of learning. The research location was chosen purposively, with 30 subjects from grades VII to IX actively participating in cultural arts subjects, especially karawitan. Data collection is carried out through direct observation in learning activities, interviews with students and teachers, and documentation of learning activities. The results of the study show that the application of the Fun teaching method  has succeeded in creating a fun, participatory, and non-monotonous learning atmosphere. Students responded positively to learning activities, feeling more interested and enthusiastic in playing gamelan. Creative activities such as rhythmic games, light competitions, and the incorporation of visual and audio elements have been proven to increase students engagement and understanding of gamelan instruments. 

Limited access to learning resources appropriate to the local context presents a challenge in the mathematics learning process in indigenous communities such as the Baduy Tribe. Conventional mathematics learning is often considered too abstract and less relevant to the daily lives of Baduy children, especially in the Outer Baduy region. To address this challenge, this community service activity aims to introduce contextual mathematics learning media based on the surrounding environment and local culture. The media developed is designed to be easily accessible, affordable, and environmentally friendly, while still respecting prevailing traditional values. The method used in this activity is Participatory Action Research (PAR), with a collaborative approach between a team of lecturers and the Outer Baduy community. The activity implementation process includes six stages, namely: identification of local problems and potential, planning, designing learning media, implementation, evaluation, and documentation of activity results. The results of the activity show an increase in interest and understanding of basic mathematics concepts among Outer Baduy children. Children appear more active, enthusiastic, and confident in participating in the learning process through educational games and concrete activities. The media used utilizes natural objects and local cultural elements, such as woodcuts, ancient angklungs, traditional hats, and distinctive Baduy woven motifs. The community responded positively because these media do not conflict with traditional values. This activity has had positive cognitive and social impacts and strengthened awareness of the importance of a contextual and culturally based educational approach as a relevant and inclusive learning strategy.  

This study aims to determine the effect of cone drill training through the traditional Hadang game on improving the agility of fifth-grade students at SDN Banjaran 03. The research used a one-group pretest-posttest design with a quantitative approach. The sample consisted of 11 students selected through purposive sampling. Data were collected using a shuttle run test to measure students' agility levels before and after the intervention, which consisted of Hadang game training for four weeks. Data analysis using a paired sample t-test showed a significant improvement in agility after the intervention, with a significance value (p < 0.05). These findings indicate that the Hadang game, which involves quick movements and frequent direction changes, is effective in enhancing the agility of elementary school students. This study recommends incorporating traditional games as an alternative method in physical education classes to improve students’ physical fitness in a fun and educational manner.

This research aims to develop and evaluate learning media based on traditional engklek games in improving the understanding of the concept of flat building in grade II students of SD/MI. The background of the research is based on the low interest and understanding of students in basic geometry materials and the lack of contextual and fun learning media innovations. The research approach used is qualitative descriptive with data collection techniques through observation, interviews, and documentation. The results showed that the ankle media was effective in improving students' understanding of flat shapes such as squares, triangles, and circles, with an increase in the average student score from 66.2 to 83.5. In addition, the use of this media also increases students' enthusiasm, active participation, and collaboration and socialization skills during the learning process. These findings are in line with constructivist and sociocultural theories that emphasize the importance of active and contextual learning. Engklek learning media not only enriches a meaningful mathematics learning experience, but also contributes to the preservation of local culture. This study recommends the use of traditional games as an innovative strategy in mathematics learning in elementary schools.

This study aims to examine the implementation of kinesthetic and visual-spatial intelligence learning in early childhood. The background of this research is the importance of developing multiple intelligences in early childhood, especially kinesthetic and visual-spatial intelligence which often receive less attention in formal learning. The research methods used include limited participatory observation, in-depth interviews with teachers, and documentation of children's work and lesson planning documents. The results of the research at TKIT Siti Khadijah show that the learning activities designed consistently support the development of children's multiple intelligences. A case study of a child named Abbil showed significant progress in visual-spatial intelligence through coloring activities, assembling lego blocks, and basic introduction to visual programming. In the kinesthetic aspect, Abbil showed good body coordination through morning exercises and traditional games such as engklek, as well as social-kinesthetic skills in group games. This study concludes that developing kinesthetic and visual-spatial intelligence through a holistic and fun learning approach can help children reach their full potential.

Traditional games are an integral part of children's lives, providing not only pleasure but also serving as an educational tool that supports physical development, particularly in gross motor skills. This study aims to determine the effect of the traditional Kalari game on the development of gross motor skills in early childhood. The research method used is quantitative descriptive with observation techniques through checklist instruments in 9 children aged 4-5 years at Kiddi Care Kindergarten, Gorontalo City. The results showed that most children showed good gross motor development, where 10 children had met all motor indicators, such as the ability to jump, run zigzag, and maintain balance, 6 children met some of the indicators, and 2 children still showed limitations. Activities in the Kalari game provide opportunities for children to actively move, coordinate, and work together in a team, so that they can stimulate gross motor skills in a fun way. In addition, this game also instills character values ​​such as discipline, sportsmanship, and togetherness. Thus, the traditional Kalari game is very effective and worthy of being used as a learning medium to develop gross motor skills while strengthening children's character from an early age.

This study aims to examine the role of the traditional rope jumping game in stimulating the development of gross motor skills and social skills of early childhood at Kiddi Care Kindergarten. The method used is descriptive qualitative, with data collection techniques through direct observation and interviews with accompanying teachers. The results of the observation indicate that the rope jumping game can enhance children's motor coordination, balance, agility, and muscle strength, which are crucial components of gross motor development. In addition, this game also strengthens children's abilities in concentration, discipline, and cooperation. Children appear enthusiastic, can follow the rules, and show positive social interactions during the activity. Interviews with teachers support these findings, where teachers state that the rope jumping game is an effective means of training physical skills while shaping children's character. Based on these results, it can be concluded that the traditional rope jumping game is a worthy addition to early childhood learning as a fun and holistic educational medium.