LOCAL WISDOM IN LARO NG LAHI AS FOUNDATION IN GAME-BASED PEDAGOGY

Roel V Avila

Abstract


Filipino traditional games (Laro ng Lahi) are reflective of the lifestyle of a locality and form part of significant national heritage. Albeit modern technology seems to challenge the existence of Laro ng Lahi, these traditional games can actually be transformed to adapt the present demands of the cyberspace. Employing the hermeneutic phenomenology and educational research & development, the author paired the past investigations with his observations though the use of Hermeneutic Cycle as guide. Data obtained from the online survey accomplished by thirty-one (31) pre-service teachers (Generation Z, selected using the purposive sampling) provided connection between the online documents and the local practices and lived experiences of the respondents. Respondents are still familiar with piko (taplak gunung), agawan kuta (bentengan), and tubigan (gobak sodor) since they played such games before and they were aware of the the Laro ng Lahi benefits. Thus, they preferred to have Laro ng Lahi as activity tools in school subjects, and to convert academic knowledge and skills into learning course lessons. Upon finalizing the mechanics of each of the three Filipino traditional games, and the data provided by the respondents, the researcher conceptualized the game-based pedagogy and developed lessons using the local wisdom as the basis

Keywords


local wisdom, traditional games, laro ng lahi, foundational basis, game-based pedagogy

Full Text:

PDF

References


Aguado, D. (2012). The traditional Filipino street games are alive in the Philippines, Retrieved, November 22, 2013 from, http://dickieaguado.wordpress.com/2013/10/03/the-traditional-filipino-street-games-are-alive-in-the-philippines/

Asuncion, J. (2019). The traditional Filipino games: Status check among Generation Z. https://www.researchgate.net/publication/336685466_THE_TRADITIONAL_FILIPINO_GAMES_STATUS_CHECK_AMONG_GENERATION_Z/citation/download

Avila, R. V. (2020). Developing Bagwa as a reference book on nationalism integration in teaching social science courses at PNU South Luzon, Philippines. A dissertation presented to Sekolah Pascasarjana, Universitas Pendidikan, Indonesia.

Aypay, A. (2016). Investigating the role of traditional children’s games in teaching ten universal values in Turkey. Eurasian Journal of Educational Research, 62, 283- 300, https://dx.doi.org/ 10.14689/ejer.2016.62.14

Bakar, A., Tuzun, H., & Cagiltay, K. (2008). Students’ opinions of educational computer game utilization: A social studies course case. In Prestoza, M. R., Paludipan, C. P., & Abad, A. E. (2020). Perception of elementary school teachers on Laro ng Lahi in Quirino, Isabela. International Journal on Linguistics, Literature and Culture, 6(3), 1-8. Retrieved from https://sloap.org/journals/index.php/ijllc/

Borg, W. D., & Gall, M. D. (2003). Educational research: An Introduction. New York: Longman.

Brenowitz, N., & Tuttle, C. R. (2003). Development and testing of a nutrition-teaching self-efficacy scale for elementary school teachers. Journal of nutrition education and behavior, 35(6), 308-311. https://doi.org/10.1016/S1499-4046(06)60345-X

Cobanoglul, E. O., Tagrikulu, P., Gul, A. C. (2018). Games from Generation X to Generation Z. Universal Journal of Educational Research, 6(11): 2604-2623. Retrieved from http://www.hrpub.org.DOI: 10.13189/ujer.2018.061126

CRC (1990). Convention on the Rights of the Child text, from 2nd September 1990. Retrieved from https://www.unicef.org/child-rights-convention/convention-text

Del Carmen, M., Diano, F., & Ole, A. (2015). Designing validated “Laro ng Lahi”-based activities in mechanics. Presented at the DLSU Research Congress 2015, March 2-4, 2015, at De La Salle University, Manila, Philippines.

Elkind, D. (2007). The Power of play: How spontaneous, imaginative activities lead to happier, healthier children. Cambridge, MA: Da Capo Press.

en.unesco.org (2015). Innovative ways to preserve and share knowledge about traditional games. https://en.unesco.org/news/innovative ways-preserve-and-share-knowledge-about-traditional-games/

Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company Inc., New York.

Estole (2018). Laro ng Lahi: Its importance in the inclusion to DepEd programs. In Prestoza, M. R., Paludipan, C. P., & Abad, A. E. (2020). Perception of elementary school teachers on Laro ng Lahi in Quirino, Isabela. International Journal on Linguistics, Literature and Culture, 6(3), 1-8. Retrieved from https://sloap.org/journals/index.php/ijllc/

Foley, P. (2008). Introduction. In J. Collins and P. Foley (Eds). Promoting children’s wellbeing: Policy and practice. Bristol: Policy Press.

Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. https://doi.org/10.1016/j.compedu.2008.02.001

Hotz, H. (2006). Introduction to game theory. Retrieved from http://www.theorie.physik.unimuenchen.de/lsfrey/teaching/archiv/sose_06/softmatter/talks/Heiko_Hotz-Spieltheorie-Handout.pdf.

Kafle, N. P. (2011). Hermeneutic phenomenological research method simplified. Bodhi: An Interdisciplinary Journal, 5 Kathmandu University, Nepal.

Khan, M. Z., Abbas, S. G., &Zeb, R. (2018). The reasons for traditional games losing popularity: A case study of Skhy (Calf) in Nihagdara, KP (Pakistan). The Spark, 3(1), 129-142. Retrieved from https://core.ac.uk/download/pdf/287193016.pdf

King, D. A. (2004). The scientific impact of nations. Nature, 430(6997), 311-316. https://doi.org/10.1038/430311a

Kneller, G. F. (1984). Movements of thought in modern education: Phenomenology. New York: John Wiley & Sons, Inc.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.

Kun, O. H., & Mat Nayan, S. (2018). Jom Main! (Let’s Play!): Promoting the values of Malaysia traditional children’s games through the media. Media Literacy and Academic Research. Retrieved from https://www.mlar.sk/wp-content/uploads/2019/12/3_Oh_Hui_Kun.pdf

Lu, J. (2018). The ‘Rules of War’ are being broken: What exactly are they? Retrieved from https://www.npr.org/sections/goatsandsoda/2018/06/28/621112394/the-rules-of-war-are-being-broken-what-exactly-are-they

Magna Kultura (2012). The importance of preserving traditional games. In Prestoza, M. R., Paludipan, C. P., & Abad, A. E. (2020). Perception of elementary school teachers on Laro ng Lahi in Quirino, Isabela. International Journal on Linguistics, Literature and Culture, 6(3), 1-8. Retrieved from https://sloap.org/journals/index.php/ijllc/

Mays, W., & Brown, S. C. (1972). Linguistic analysis and phenomenology. London: Macmillan.

Miller, E., & Kuhaneck, H. (2008). Children’s perceptions of play experiences and play preferences: A qualitative study. American Journal of Occupational Therapy, 62(4), 407-415. https://doi.org/10.5014/ajot.62.4.407

Morales, M. P. E. (2017). Exploring Indigenous Game-based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 13(5), 1377-1409. https://doi.org/10.12973/eurasia.2017.00676a

Morales, M. (2014). Cultural and epistemological profile of Filipino learners. Electronic Journal of Science Education, 18(6).

Maryani, E., & Syamsudin, H. (2009). Development of social studies learning programs to increase students’ social skills competencies. Jurnal UPI EDU, 9(1).

Millington, W. H., & Maxfield, B. L. (1906, July-September). Philippine (Visayan) Superstitions. The Journal of American Folklore, 19(74), 205-211. Retrieved from http://www.jstor.org/stable/534567.

Piaget, J. (1962). Play, dreams and imitation in childhood. New York: W. W. Norton & Company.

Prakash, N. (2012). ICT and women empowerment in a rural setting in India. In Globalization, technology diffusion and gender disparity: Social impacts of ICTs (pp. 15-24). IGI Global.

Prestoza, M. R., Paludipan, C. P., & Abad, A. E. (2020). Perception of elementary school teachers on Laro ng Lahi in Quirino, Isabela. International Journal on Linguistics, Literature and Culture, 6(3), 1-8. Retrieved from https://sloap.org/journals/index.php/ijllc/

Salazar, Z. (2004). Kasaysayan ng Kapilipinuhan: Bagong Balangkas, Bagong Kasaysayan. In Villan, V. C., & Esquejo, K. (2021). Pangangayaw: Ang pangingibang-bayan at paghahanap ng ginhawa sa kasaysayan at kalinangan Pilipino. Manila: ADHIKA ng Pilipinas, Inc.

Saputra, N. E., & Ekawati, Y. N. (2017). Traditional games in improving children’s basic abilities. Jurnal Psikologi Jambi, 2(2), 48-54. Retrieved from http://online-journal.unja.ac.id/jpj/article/view/4796.

Stone P. (2020). Destroying cultural heritage is an attack on humanity’s past and present – it must be prevented. Retrieved from https://theconversation.com/destroying-cultural-heritage-is-an-attack-on-humanitys-past-and-present-it-must-be-prevented-129412

Suhaebah, S. (2019). Traditional game as a social studies learning method to develop student’s communication and collaborative skills. Presented during the 4th International Seminar on Social Studies and History Education (ISSSHE) 2019 at Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia.

UNAOC (2019). The United Nations Plan of Action to Safeguard Religious Sites. Retrieved from https://www.un.org/sg/sites/www.un.org.sg/files/atoms/files/12-09-2019-UNAOC-PoA-Religious-Sites.pdf

UNESCO (2018). Teacher’s guide for incorporating traditional children’s games in the classroom. Retrieved from http://www.unescobkk.org/fileadmin/user_upload/culture/ICHCGLPs/Full_Teachers_Guide.pdf.

Villan, V. C., & Esquejo, K. (2021). Pangangayaw: Ang pangingibang-bayan at paghahanap ng ginhawa sa kasaysayan at kalinangan Pilipino. Manila: ADHIKA ng Pilipinas, Inc.

Vygotsky, L. S. (1966). Play and its role in the mental development of the child. Voprosy Psikhologii, 12, 62-76.

Whiteman, S. (2005). Hopscotch: A history. Retrieved from https://www.albany.edu/~sw7656/

WHO (2018). Global recommendations on physical activity for health 5 - 17 years old. Retrieved from https://www.who.int/dietphysicalactivity/publications/physical-activity-recommendations-5-17years.pdf?ua=1




DOI: https://doi.org/10.17509/cd.v12i2.40304

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 UPI kampus cibiru

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini

Published in collaboration Program Studi PGPAUD UPI Kampus Cibiru, APG PAUD Indonesia, and PPJ PAUD Indonesia

Creative Commons License
Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://ejournal.upi.edu/index.php/cakrawaladini.

View My Stats at