Penelitian ini bertujuan mengidentifikasi penggalan percakapan  kritik dalam  Podkaesang Depan Pintu (PDP) berupa jenis tuturan kritik,  fungsi tuturan kritik serta hasil analisis digunakan  sebagai bahan ajar teks anekdot  kelas X di SMK.  Pendekatan pragmatis digunakan dalam penelitian ini karena masalah yang diteliti berkenaan dengan penggunaan bahasa berupa tuturan kritik  dalam Podkaesang Depan Pintu (PDP). Tujuan dari digunakannya pendekatan tersebut adalah untuk mendeskripsi wujud tuturan kritik, maksud tuturan kritik, fungsi tuturan kritik dalam Podkaesang Depan Pintu (PDP). Penelitian ini digunakan pendekatan kualitatif dengan jenis deskriptif analitis. Penelitian ini difokuskan pada penggalan percakapan para tokoh dalam Podkaesang Depan Pintu (PDP) yang diduga mengandung tuturan kritik dan implikasinya pada pembelajaran anekdot di SMK.  Data penelitian ini adalah penggalan percakapan  dalam Podkaesang Depan Pintu (PDP) yang diduga  merupakan tuturan kritik yang sudah di upload pada situs www.youtube.com di channel youtube “Kaesang Pangarep by GK Hebat” dengan alamat link https://www.youtube.com/@Kaesang/featured. Hasil penelitian ini adalah (1) Jenis Tuturan Kritik dalam Podkaesang Depan Pintu (PDP), (2) Fungsi Tuturan Kritik dalam Podkaesang Depan Pintu (PDP), (3) Pemanfaatan Materi Kritik dalam Podkaesang Depan Pintu (PDP)  sebagai Bahan Ajar Anekdot Kelas X di SMK.

The integration of educational games in academic settings has consistently improved student engagement and retention of knowledge, particularly in writing education. However, the use of these games to embed national values such as Indonesia's Pancasila within persuasive writing curricula remains underexplored. This study aimed to develop and assess the effectiveness of an Android-based Snakes and Ladders game that integrates Pancasila values to enhance persuasive writing skills among junior high school students. Employing a structured framework, the research was conducted with 70 students. A comprehensive needs analysis was performed using a survey to evaluate students' experiences with existing educational tools and their receptiveness to the game-based learning model. Statistical analysis of survey responses confirmed the reliability of the assessment tools and helped in refining the game design. The results demonstrated significant improvements in students' persuasive writing skills and their engagement with the educational content, confirming the game's effectiveness in integrating academic and cultural education. This study introduces a novel approach by using an educational game to merge persuasive writing education with the inculcation of national values, providing a dual focus that enhances both academic abilities and cultural identity. The findings contribute to educational technology and curriculum development by offering a scalable model that can be adapted in diverse educational settings to merge cultural education with academic learning. This approach has significant implications for regions prioritizing the integration of cultural values into education, suggesting a path forward for educational reform that harmonizes tradition with technological advancements.