Muhammad Siddiq.
Mohamad Zaini Alif The Traditional Games Museum as a Learning Medium for Pancasila Values Muhammad Siddiq,1 Mohamad Zaini Alif2 Department of Crafts.
Faculty of Fine Arts and Design Indonesian Institute of Arts and Culture (ISBI) Bandung Email: 1shidiqmuhammad170393@gmail.
com, 2mohamadzainialif@gmail.
ABSTRACT
Learning media is an important element of the educational process.
However, contemporary education tends to place less emphasis on values and character development.
Most learning media are developed primarily for content delivery, with limited attention to attitudinal or character-building dimensions.
Therefore, this study examines the use of traditional toy museums as a medium for learning Pancasila Traditional toy museums were selected for their effectiveness as learning media, especially in teaching culture and human values.
This study employed a qualitative method using purposive sampling and a naturalistic approach, with visitors to the traditional toy museum as the research subjects.
The research data was obtained through questionnaires, interviews, and observations.
By integrating museums and traditional toys, this study aims to create a learning medium that not only delivers content but also effectively instills values.
The results of this study provide a theoretical basis for positioning museums as learning media for students in both formal and non-formal contexts.
Keywords: Learning Media.
Museum.
Traditional Toys.
Pancasila Values ABSTRAK Media pembelajaran merupakan elemen penting dalam proses pendidikan.
Namun, pendidikan kontemporer cenderung kurang menekankan pada aspek nilai dan pengembangan Sebagian besar media pembelajaran dikembangkan terutama untuk penyampaian materi, dengan perhatian yang terbatas pada dimensi sikap atau pembentukan karakter.
Oleh karena itu, penelitian ini mengkaji pemanfaatan museum permainan tradisional sebagai media pembelajaran nilai-nilai Pancasila.
Museum permainan tradisional dipilih karena dinilai efektif sebagai media pembelajaran, khususnya dalam mengajarkan budaya dan nilainilai kemanusiaan.
Penelitian ini menggunakan metode kualitatif dengan teknik purposive sampling dan pendekatan naturalistik, dengan pengunjung museum permainan tradisional sebagai subjek penelitian.
Data penelitian diperoleh melalui kuesioner, wawancara, dan Dengan mengintegrasikan museum dan permainan tradisional, penelitian ini bertujuan menciptakan media pembelajaran yang tidak hanya menyampaikan materi, tetapi juga secara efektif menanamkan nilai-nilai.
Hasil penelitian ini memberikan landasan teoretis bagi pemposisian museum sebagai media pembelajaran bagi siswa, baik dalam konteks formal maupun non-formal.
Kata kunci: Media Pembelajaran.
Museum.
Permainan Tradisional.
Nilai-nilai Pancasila.
Jurnal Panggung V35/N3/09/2025 The Traditional Games Museum as a Learning Medium for Pancasila Values INTRODUCTION Education is a fundamental necessity for human life.
This is because humans need to develop and renew themselves over time.
Education enables people to develop their thinking and adapt to societal changes.
individual's level of education has a significant impact on their mindset (Wahyuni, 2024, p.
Just as life evolves, education also Figure 1.
Example of Illustration of Various Learning Media (Source: fkip.
id, 2.
In the past, education was learning process.
It constitutes an integral part limited to the activities between teachers of the entire learning system and process.
and students at school.
Today, with various other words, learning media can determine technological advancements, education is no learning activities and is also a crucial element longer that rigid, more dynamic and flexible.
in learning (Daniyati et al.
, 2023, p.
Teachers now have many options to design However, learning media remains a educational activities that are both enjoyable relatively neglected aspect of education.
and innovative.
Despite the ever-evolving technology and the However, education remains an activity advancements in various fields, standardized that focuses on imparting knowledge and learning media used formally and regularly Through education, humans can remain underdeveloped.
School learning still understand themselves in the context of relies on specific models or methods, with adapting to their surroundings.
In other varying or even identical media.
Many schools words, education can shape human character still employ conventional methods, such as positively (Santika et al.
, 2.
Although lectures, without the use of varied and creative education evolves with the times, its core purpose is to transform individuals so they This condition also turns technological can make meaningful contributions to society.
development into a challenge for education.
Thus far, technology appears to be used more as teachers are not only required to convey a means of entertainment for children without theoretical knowledge but also to be able to considering its educational value.
If this trend guide students in developing as individuals.
continues, technological development will Therefore, educators design and plan their actually have a negative impact due to its educational activities in a manner and system potential for misuse (Kurnia & Edwar, 2021, p.
that supports these educational goals.
One aspect that can be developed for this Therefore, purpose is learning media.
Learning media problems and needs, learning media needs is a necessary element in the teaching and to be continually developed.
However, the Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif development of learning media should extend beyond its technological aspects.
Media also needs to be developed considering its functional value, particularly as a medium for conveying positive values for students' This is because learning media that focuses on delivering material has developed technological advancements.
With the growth Figure 2.
Example of Children Playing with Traditional Toys (Source: google.
com, 2.
of the internet and the digital world, media designed to present theoretical content has in learning.
This does not mean that digital become increasingly diverse and innovative.
or online games can't be used.
However.
The big question is how to develop learning traditional games offer more holistic value media that can provide experiences while in learning.
For example, they can provide instilling positive values to develop students' benefits from an affective, psychomotor, and cognitive perspective.
These outcomes.
Based on this perspective, the idea emerged to utilize traditional toys as a medium however, depend on how traditional games are utilized in the learning process.
for teaching values.
The values being promoted Extensive research has been conducted are the values of Pancasila, the foundation on traditional games as learning media.
This of the Indonesian state.
One medium for research focuses not only on analysis but also instilling Pancasila values is traditional toys on modifications to the form of the games.
A closer examination shows that traditional For example.
Asih and El-Yunusi .
toys are cultural products that also reflect the published a paper titled "Traditional Games in values of the community groups of their time Building Character in Early Childhood.
" Their (Alif, 2024, p.
paper explains that every traditional game is However, traditional games are generally played by children for entertainment purposes.
a cultural heritage, reflects local culture, and helps children develop their character.
Children usually play them in their free time.
A similar approach was carried out by either to fill their time or entertain themselves.
Sudaryanti et al.
in a journal article In their early days, traditional games were titled "Developing Motor and Social-Emotional usually created by adults for their children Skills in Early Childhood Using Traditional as entertainment or as a way to nurture them Games.
" In their research, the team examined while they worked in the fields.
the motor and emotional development of Efforts to transform traditional toys into learning media are currently underway.
early childhood using stimuli from playing traditional games.
This is driven by the need for innovation in An unexplored area is the use of learning media to spark children's interest traditional games for learning and conveying Jurnal Panggung V35/N3/09/2025 The Traditional Games Museum as a Learning Medium for Pancasila Values as a traditional games museum.
Displays of traditional toys from various regions across the archipelago are intended to serve as learning materials for visitors.
It is hoped that these toy displays will help visitors appreciate Indonesia's rich culture and learn about Figure 3.
Example of one of the museums in Indonesia (Source: google.
com, 2.
the childhoods of children throughout the archipelago through their traditional toys.
Second, the traditional toy attraction is This attraction is designed to give Pancasila, particularly in the context of visitors a hands-on experience in applying and This is what led researchers to the bringing to life the values of Pancasila.
The traditional games museum as a medium for toys featured in the attraction are the result of learning Pancasila values.
Singh P.
previous research in designing and modifying stated that museum learning provides a traditional toys to provide players with an free learning environment without verbal immersion in the values of Pancasila.
instructions, assessments, and other forms A similar study was conducted and of control.
Furthermore, museum learning written in the form of a thesis by Sari .
is characterized as a spontaneous process.
entitled " The Indonesian Traditional Toy Finally, he argues that museums provide Museum as a Center for Children's Education open communication about ideas, concepts, and Recreation in Yogyakarta.
" In this paper, and information, involving exploration and the researcher explored the function of the Indonesian traditional toy museum as a center In conclusion, this article discusses for children's learning and play.
However, how to utilize a traditional toy museum as a this research focused solely on observations learning medium for Pancasila values.
This of existing media.
This article however, is accomplished by designing a traditional specifically emphasizes the role of the toy museum to serve as a learning resource traditional toy museum as a learning medium for students.
Furthermore, the museum is for Pancasila values.
designed to provide students with experiential Related research on the design of a learning of Pancasila values through playing traditional toy museum has been conducted with further developed traditional toys.
These by Sadmia .
Conceptual Foundation toys are designed to be more imbued with the for Planning and Designing a Traditional Toy instillation of Pancasila values.
Museum in Yogyakarta Based on Neo-Vernacular This research focuses on the use of a Architectural Ideology, and by Prastiyo .
, traditional toy museum as a learning medium Design of a Traditional Toy Museum.
Serpong, for Pancasila values.
In general, this museum South has two main objectives.
First, it functions Contemporary Architecture.
Both studies focuse Tangerang Application Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif on the architecture design aspect.
This paper focuses more on the choice of toys and play equipment that can be used as learning media for Pancasila values.
The concern the qualitative measurement of the effectiveness of traditional toy museum learning media.
Specifically, this research is limited to the following questions: .
How can a traditional toy museum become a learning Figure 4.
One of the buildings in Cibuluh Tourism Village.
Subang Regency (Source: google.
com, 2.
medium for Pancasila values? .
How can Village, learning be implemented using traditional toy Regency.
This village has potential in the museum media? and .
How effective is a tourism sector, particularly in traditional traditional toy museum as a learning medium Before the pandemic, this village was a for Pancasila values? tourist destination based on traditional games.
The research is proceeding along the lines of a hypothesis about how a traditional toy Tanjungsiang District.
Subang However, after the pandemic, these activities ceased, and tourists have not returned.
museum can be an effective learning medium Based on initial research observations, for instilling Pancasila values.
However.
Cibuluh village is one of many tourist villages determining the effectiveness of this medium with natural potential that could potentially requires behavioral research, which cannot be establish a traditional toy museum.
This is measured in a short and limited timeframe.
because, in addition to its natural resources, the village also has several buildings that are not yet fully utilized.
Accordingly, this potential METHOD This study aims to describe, explore, was one of the factors that led to the research being conducted in this tourist village.
and understand the meaning of utilizing This tourist village is managed and a traditional toy museum as a medium for operated by the local community, primarily learning Pancasila values.
Therefore, this by its youth group.
The local youth group is study uses a qualitative approach (Creswell, called the Bolang Ranca (Kobr.
Group.
They 2013, p.
The object of this study is students are responsible for maintaining and managing as variables that receive treatment and the the area whenever tourists visit.
Therefore, impact of the solutions offered.
Since the the research was conducted in collaboration study focuses on the traditional toy museum with the local community management.
The as a medium for learning Pancasila values, research was conducted with assistance from the data were analyzed based on studentsAo the community and local residents, and with responses to its implementation.
support from the local village officials.
This research was conducted in Cibuluh Jurnal Panggung V35/N3/09/2025 However, the number of visitors has The Traditional Games Museum as a Learning Medium for Pancasila Values recently decreased due to the pandemic.
Even as the visitors' arrival.
This ensured that the now, there are no consistent visitor numbers data obtained was more realistic and factual.
to this village.
In other words, for the past Thus, the research process was conducted few years, the management has not received simultaneously using different methods on visitors or interacted with tourists.
Rather different subjects.
The visits were scheduled than understanding the tourism market, they during the children's school days.
This still lack awareness of tourist needs.
scheduling was intended to observe children's Based on this situation and to ensure data responses in an authentic learning context, validity, data collection in this study employed particularly in relation to Pancasila values as method triangulation.
The methods included integrated into school subjects and reflected in their performance.
The data obtained from conducting interviews with accompanying triangulation of data collection methods or class teachers, and carrying out direct .
uestionnaires, interviews, and observation.
were then processed using the Grounded Theory Visitors to the traditional games museum who will become informants were school children .
lementary and middle schoo.
The informants were selected around the RESULTS AND DISCUSSION museum's location.
The selection of informants The following section discusses the was tailored to the research objective of research variables examined in this study.
transforming the traditional games museum These variables include learning media, into a learning medium.
In other words, the Pancasila values, the traditional toy museum, context and learning process during their visits and the utilization of the museum as a learning were the focus of the researchers' attention.
Visits for data collection were scheduled to take place four times over a six-month period.
Instructional Media In addition to visitors, the interviewees Learning media is a crucial element in the in this study were the class teachers/guides learning process.
In addition to the presence of the visitors during their visits.
In other of a teacher or mentor, media is a necessary words, the interviews were scheduled during tool to convey material to their students.
breaks while visitors were at the museum.
Learning media are tools or materials that The interview data focused on the students' contain information and learning messages responses to the visits.
These responses (Ambaryani in Rachminingsih, 2020, p.
also related to their learning process using Broadly traditional games as a medium for teaching process requires several elements, such as Pancasila values.
students, educators, educational interactions Data collection through observation was between students and educators, materials, also scheduled to take place on the same day context, tools and methods, educator actions.
Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif It can be concluded that learning media is a tool that needs to be used appropriately.
Not all learning media can be used for every material and every child's character.
Educators need to act wisely in selecting and utilizing learning media to ensure that the material is Figure 5.
Example of Learning Media .
(Source: personal documentation, 2.
delivered effectively.
Learning media should be employed only when it is genuinely relevant to the material.
If learning media is used inappropriately, it will be used in vain.
evaluation, and objectives (Sulindawati, 2018, "However, if utilized appropriately, learning Learning media is the equivalent of media can provide multiple benefits (Wahid, the words tool and method.
The principle of 2.
, such as:standardizing the delivery of learning media is the method and tools used making learning clearer and more by educators to deliver material.
In general, fostering interactivity.
media itself functions as an intermediary efficiency of time and energy.
for conveying messages from educators to the quality of learning outcomes.
students (Hanifah et.
, 2023, p.
learning to take place anywhere.
Using learning media is crucial in the positive attitudes toward the material and learning process.
However, utilizing learning learning process.
and guiding the teacher's media requires certain guidelines to ensure it role in a more constructive direction.
doesn't disrupt learning.
Miftah and Rokhman This concept of learning media served .
2, p.
explain the general principles for as the basis for developing a traditional toy utilizing learning media:
museum as a medium for teaching Pancasila Au.
there is no best learning media for learning.
the use of media is in accordance with the specific learning .
the suitability between the media content and the specific objectives of the program.
the suitability between the use of media and the chosen learning method.
it does not depend on the selection and use of certain media alone.
if the media is not used well it will have a negative impact.
the experience, preferences, interests, and abilities of individuals as well as learning styles may influence the results of media use.
learning sources and experiences are related to concrete or abstract matters.
Ay Jurnal Panggung V35/N3/09/2025 Adhering to the concept that learning media is a more effective way to convey material, the toys and the museum itself were designed to meet this concept.
Pancasila Values Pancasila is the foundational ideology of the Indonesian state.
The nation's founders went through a lengthy process to formulate Pancasila.
Nevertheless, despite the challenges during its formulation.
Pancasila emerged as an ideological framework that continues to serve as the foundation of the nation.
The Traditional Games Museum as a Learning Medium for Pancasila Values Sometimes, what is considered negative in one group may be considered normal in another.
The values of each environment or social group can differ or be similar, depending on the situation.
Value shifts can occur when one Figure 6.
The symbol of Pancasila and its (Source: google.
com, 2.
culture or social group continually comes into contact or interacts with other groups.
Returning to the discussion of Pancasila values as the foundation of national life.
In the Regulation of the Pancasila Ideology Development Agency of the Republic of Indonesia Number 4 of 2022 concerning Pancasila Value Indicators, it is stated that:
"Pancasila is the source of state law, positioned as a meta-juridical basis for the creation of legal norms in policies and Indicators of Pancasila values for policies and legislation are outlined in each principle as an interrelated, mutually supportive, and inseparable whole.
Thus, the values of Pancasila are at the core of the etiquette of Indonesian life and must be applied daily.
These noble values do not oppose religious life.
in fact, they support it and complement each other.
Regarding values.
Mulyana .
4, p.
explains that values are a reference point for determining beliefs.
This means that values are always held by humans in their subconscious, to determine choices among alternative courses of action (Mulyana, 2.
Values are not inherently acquired by humans, but are instilled in them by their An individual learns values through experiences and social interactions.
What is right and wrong in a society depends on the culture of that particular group.
the Regulation of the Pancasila Ideology Development Agency of the Republic of Indonesia Number 4 of 2022 concerning Pancasila Value Indicators provides detailed elaborations of these values as follows.
Based on this description of Pancasila values, a traditional toy museum was designed.
Pancasila values are not only reflected in the design of the toys and displays but are also applied to every aspect of the museum, ensuring their comprehensive implementation through this medium.
Museum of Traditional Toy Government Regulation No.
66 of 2015 concerning Museums states that a museum is an institution that functions to protect, develop, utilize, and communicate collections to the public.
Furthermore, the 22nd General Conference of the International Council of Museums (ICOM) in Vienna.
Austria, defined a museum as a permanent, nonprofit institution that serves the community and its development.
It is open to the public and responsible for collecting, preserving, researching, communicating, and exhibiting both tangible and intangible cultural and environmental heritage for study, education, and enjoyment.
Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif Table 1.
Description of Pancasila Values (Source: Regulation of the Pancasila Ideology Development Agency of the Republic of Indonesia.
Number 4, of 2022 concerning Pancasila Value Indicator.
PRINCIPLE
DESCRIPTION
FIRST
BELIEF IN THE ONE AND ONLY GOD
Policies and legislation established and made to provide protection and respect for everyone to believe and have piety in the Almighty God in accordance with their respective religions and beliefs in a civilized manner.
Indicators:
Policies and legislation guarantee that the nation of Indonesia is a nation that recognizes the existence of the Almighty God.
Policies and legislation guarantee that every citizen can practice the teachings of their religions and beliefs.
Policies and legislation guarantee freedom and respect for all followers of religions and beliefs to worship and carry out the obligations of their religions and beliefs.
Policies and legislation guarantee that everyone in carrying out the orders of their religions and beliefs in harmony with the life of society, nation, and state.
Policies and legislation guarantee respect for everyone to embrace their religions and belief.
SECOND
JUST AND CIVILIZED HUMANITY
Policies and legislation established to provide recognition of equality, equal rights and equal obligations among human beings.
Indicators:
Policies and legislation guarantee the independence, sovereignty, unity and integrity of the nation as well as equality of relations among nations in the world.
Policies and legislation guarantee relations among nations by prioritizing national interests.
Policies and legislation uphold universal human rights while still considering national wisdom and maintaining equal, just and civilized relations among nations.
Policies and legislation reflect the recognition and equality of human beings in accordance with their dignity as creatures of the Almighty God.
Policies and legislation function to develop an attitude of mutual respect
and respect for differences in ethnicity, religion, belief, race, and among i THIRD
THE UNITY OF INDONESIA
The policies and legislation established and made can foster the senses in every individual to belong to and love the Homeland as well as the willingness to protect the whole Indonesian nation and the land that has been struggled for.
Indicators:
Policies and legislation guarantee national unity, territorial unity and integrity of the Unitary State of the Republic of Indonesia, and develop Policies and legislation strengthen the national spirit that protects the whole Indonesian nation and the land that has been struggled for in the framework of the Unitary State of the Republic of Indonesia.
Policies and legislation guarantee that every citizen prioritizes the interests of the nation and state over personal or group interests.
Policies and legislation function to develop in every citizen a love for the homeland and a willingness to sacrifice for the interests of the nation and Policies and legislation can foster a spirit of gotong royong .
utual cooperatio.
, a sense of pride for the nation and for the homeland of Indonesia.
Jurnal Panggung V35/N3/09/2025 The Traditional Games Museum as a Learning Medium for Pancasila Values FOURTH
DEMOCRATIC LIFE LED BY WISDOM OF THOUGHTS IN DELIBERATIONS
AMONGST REPRESENTATIVES OF THE PEOPLE
Policies and legislation formed to encourage and give respect to the aspirations and interests of the people in politics and continue to improve the system and democratic practice.
Indicators:
Policies and legislation always take into account to the fact that the State of Indonesia is not a state established for one group but for all people having Indonesia as their homeland based on the administration of the state amongst representatives of the people.
Policies and legislation take into account to wisdom in wisdom of thoughts in deliberations amongst representatives of the people based on the values of divinity, humanity, unity and social justice for all Indonesian people.
Policies and legislation guarantee democracy based on deliberations capable of realizing social welfare.
Policies and legislation guarantee that every citizen respect and upholds every decision made based on deliberation/consensus and implements the decision in good faith and a sense of responsibility.
Policies and legislation guarantee the implementation of a civilized and just political democracy.
FIFTH
SOCIAL JUSTICE FOR ALL INDONESIAN PEOPLE
The policies and legislation established and made can encourage the development of joint businesses in a spirit of mutual cooperation.
Indicators:
Policies and legislation function to realize justice and prosperity for all the people of Indonesia both physically and spiritually.
Policies and legislation guarantee protection for everyone to appreciate the creative process, works and initiatives in a responsible manner for the realization of people's welfare.
Policies and legislation guarantee the right of every citizen to obtain education, health service, employment, and business opportunities, as well as decent living.
Policies and legislation established and made to foster economic selfsufficiency in society and just people's welfare.
Policies and legislation guarantee economic activities that are just, sustainable, competitive, environmentally sound, and maintain a balance of growth and unity of national economy.
Although museums are places where there has never been a museum specifically objects or things from the past are exhibited, dedicated to traditional Indonesian toys.
they are an integral part of today's modernity This is despite previous research indicating (Marstine, 2.
By examining heritage and that there are at least 3,600 traditional toys culture, we can gauge the progress of the throughout Indonesia.
So far, these toys have This also allows humans to learn only been included as part of general museum about their future or determine future steps collections, rather than being preserved in a by learning from the past.
dedicated museum.
Denty and Aline .
state that there Based are 439 museums spread across Indonesia.
However, uniquely, among all these museums, particularly regarding learning media, needs Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif to be refocused on traditional toy museums.
Numerous studies have shown that traditional toys are effective learning media that can be applied to various purposes.
Fitriani et al.
conducted research using the traditional congklak toy to introduce numbers to young children.
In this study.
Sari et al.
used congklak toys in basic mathematics.
Figure 7.
Pancamain: Spinning top (Source: personal documentation, 2.
Beyond basic mathematics.
Sari et al.
used the traditional game of snakes and ladders for more advanced material or probability in Therefore, in designing this museum.
In this study, snakes and ladders was used as an illustration or direct practice research, namely Pancamain.
This toy was related to probability.
From this research, it the result of research aimed at modifying can be concluded that toys are not only used traditional toys to become a medium for for entertainment but also as an effective instilling Pancasila values.
teaching tool for certain subjects.
Pancamain is a set of five traditional However, in this study, the focus of game-based toys.
The traditional toys include the learning media was not on conventional spinning tops, papancakan .
nother type of learning materials, but on Pancasila values.
spinning to.
, five-ball, parallel racing, and Teuku Related to this.
Tyas and Widyasari .
Umar chess.
in their study entitled Traditional Games in Gasing Developing Cooperative Character in Early Gasing is a traditional toy that is quite Childhood, explained that traditional games It is not only found in Indonesia but also can serve as alternatives to digital games in various cultures around the world.
Despite for children, influencing their character.
the different terms, shapes, and materials used.
They further stated that traditional games this game shares a common concept: spinning.
can develop children's character traits of This game relies on balance.
The core cooperation and mutual assistance.
concept of the game is the spinning of the top This concept of values-based learning on its axis.
Therefore, making this toy requires media guided the design of this traditional toy high precision to ensure a good spin.
The The museum was created not only shape and ornamentation of the top can be to display traditional Indonesian toys but also varied, but its axis and rotational balance must to provide visitors with a playful experience.
remain precise.
To strengthen the delivery of Pancasila values.
In Pancamain, tops are designed to instill the museum also featured rides based on the second principle of Pancasila.
Indonesian traditional toys, modified to emphasize these The tops are shaped so that they can be values more effectively.
combined to create shapes according to the Jurnal Panggung V35/N3/09/2025 The Traditional Games Museum as a Learning Medium for Pancasila Values player's imagination.
The tops are also made in a variety of colors.
This design is intended to convey the value that, despite differences or potential conflicts, unity can still be achieved precisely through diversity.
In essence, playing the Pancamain spinning top is not only a competition of endurance or strength but also an activity Figure 8.
Pancamain: Papancakan (Source: personal documentation, 2.
of uniting the tops into a single creation that reflects diversity.
This is what is hoped to be a medium for instilling the values of Pancasila, particularly the second principle.
marked with a letter that, when arranged Papancakan Papancakan is a traditional game typically played in rivers with moderate currents.
makes use of flat, irregularly shaped river There are no standardized sizes for the players may select stones according to their preference.
In general, this game has no winners, as its main purpose is to train playersAo focus and perseverance in stacking river stones as high as possible.
For the museum's rides, the Papancakan game was modified to be more practical and more ingrained with Pancasila values.
However, the modifications were carefully made to avoid compromising the fun of the game and instead enhance its appeal.
The first modification was made to The Papancakan, appearance of the papancakan .
Each piece was made of randomly shaped river stones, was replaced with wood with a consistent shape.
Nevertheless, the new Papancakan design still presents a challenging element in its The choice of wood ensures that the game is both safe for players and more Modifications were also made to the correctly, spelled 'Pancasila' on one side and 'Indonesia' on the other.
This allows the game to be played in groups, allowing individuals to collaborate to complete the game.
other words, this game represents the fourth principle: "Democracy guided by the wisdom of deliberation and representation .
Bola Lima This traditional game is generally played on the porch.
It doesn't require a large field or difficult-to-find equipment.
Players only need five game pieces, usually made from wood, candlenuts, or similar materials.
Pancamain: Five Balls does not significantly change the system or materials of the five playing pieces.
However, in Pancamain, each piece is depicted with symbols representing Pancasila: a bull's head, rice, cotton, a star, and a banyan tree.
The purpose of these symbols is to help players learn about Pancasila.
This game follows a concept similar to However, instead of bouncing, the ball is thrown.
Each ball a player catches usually indicates success and allows them to advance to the next stage.
However, in Pancamain: Bola Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif Figure 9.
Pancamain: Ball Five (Bola Lim.
(Source: google.
com, 2.
Figure 10.
Pancamain: Balap Jajar (Source: google.
com, 2.
Lima, players are required to reflect on and modifications were made to the game's form or articulate the implications of the Pancasila However, modifications have been symbols depicted on the pieces.
made to the game's system and philosophy.
In the next stage, when players are The game, originally played one-on-one, can required to catch two to five balls, they must now be played in groups.
Players can discuss provide examples of how each captured ball within the group to determine how to win.
represents the practice of Pancasila.
While Philosophically, this game depicts three the game generally involves all the principles unified elements in human life: God, oneself, and their practices, it also specifically reflects and the surrounding environment.
Therefore, the fifth principle, "Social Justice for All through this game, players are encouraged Indonesian People.
to align themselves with God and their Balap Jajar environment in order to achieve harmony in Balap Jajar is a traditional chess-themed In other words, this game represents the While not as complex as modern chess, first principle, "Belief in One Almighty God.
Balap Jajar still offers comparable challenges.
Teuku Umar Chess This A distinctive aspect of this game is that it players, a set of pieces, and a playing field.
was initially recognized as a traditional French Each player is given three pieces that can be However, as its name suggests, the placed randomly and freely at the start of game is of Indonesian origin, specifically from the game.
Once all pieces are placed on the Surakarta.
Initially, the game was modified by playing field, players attempt to line up their colonialists to divide the Indonesian people.
three pieces in a straight line.
This can be done Furthermore, the game was employed as a vertically, horizontally, or diagonally.
To align tool of indoctrination, enabling the colonizers their pieces, players must also prevent their to capture Teuku Umar, the leader of the opponents from forming a line first.
resistance movement.
In the Pancamain: Balap Jajar, few Jurnal Panggung V35/N3/09/2025 The Traditional Games Museum as a Learning Medium for Pancasila Values integrated movement to win.
Each player must have a consensus and a single voice in determining the movement of their pieces.
Without movements become disorganized, leading to inevitable defeat.
Of the many aspects and elements that make up the game.
Teuku Umar chess represents the third principle.
Figure 11.
Pancamain: Teuku Umar Chess (Source: google.
com, 2.
"Indonesian Unity.
While each Pancamain game has specific characteristics that instill Pancasila values.
Pancamain:
Teuku Umar not undergone many changes in terms of Like Balap Jajar , the modifications to this game are philosophical and systembased.
While originally played one-on-one.
Pancamain: Teuku Umar Chess is played in This allows players to discuss and collaborate to win.
Like conventional chess, this game requires both tactics and strategy.
Unlike regular chess, the number of pieces varies between players.
One player receives only one piece, while the other player receives However, the movement of each piece differs.
The player controlling a single piece is permitted to move in order to capture the opponent's pieces.
The other player, on the other hand, can only move to trap the The game concludes when the single piece is successfully captured, resulting in victory for the player with multiple pieces.
Conversely, if the single piece manages to immobilize the opponentAos pieces so they can no longer move or capture, the player with the single piece is declared the winner.
This game requires cooperation and the overall goal of Pancamain is to instill all Pancasila values in its players.
By combining it with a traditional toy museum as a platform.
Pancamain will become one of the main attractions during tourist visits.
The museum and Pancamain are designed not only for children but also for adults, with the same objective of fostering Pancasila values.
The Utilization of Traditional Toy Museums as Learning Media for Pancasila Values As explained in the previous section, museums and traditional toys are learning media that not only stimulate enjoyment but are also effective tools for learning.
Museums and traditional toys are one example of learning media that can be a solution to the rapid flow of technological development that is not very responsible for children's character Research witnessing and experiencing traditional toy museums, visitors gain both enjoyment and character education.
This is especially true when these traditional games are modified to convey and instill Pancasila values.
Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif Figure 12.
Visitors Playing Pancamain:
Papancakan (Source: personal documentation, 2.
Figure 13.
Visitors Playing Pancamain:
Balap Jajar (Source: personal documentation, 2.
Their increased knowledge of Pancasila Figure 14.
Example of a Visit to the Traditional Toy Museum (Source: personal documentation, 2.
Figure 15.
Visitors Playing Pancamain: Teuku Umar Chess (Source: personal documentation, 2.
Indonesia's and its values can also be measured.
However, cultural heritage.
They will gain insights into long-term observation is still needed for the nationAos past not only through historical behavioral changes based on Pancasila values.
events, as typically presented in school lessons.
This is because behavioral changes are not but also through everyday life, particularly in immediately observable and must instead be the context of play.
assessed through long-term observation, as such changes occur progressively over time.
By comparing their lives with those of their parents in the past, it is hoped Although behavioral changes cannot that students will learn about the process, be measured immediately, the traditional appreciate the struggle, and be grateful for games museum allows students to learn and what they have today.
This way, they can better understand the values of Pancasila.
appreciate their lives and continue striving for The goal is to instill these Pancasila values a better life in the future.
in students' subconscious so that when they From the perspective of the students' become independent and socially engaged, supervising teachers, the traditional toy these values will be automatically reflected.
museum represents a new breakthrough Beyond the values of Pancasila, this in education.
This is because museums for traditional toy museum is expected to help educational trips generally focus only on Jurnal Panggung V35/N3/09/2025 The Traditional Games Museum as a Learning Medium for Pancasila Values displaying past objects without offering Ultimately, the idea emerged of using a students hands-on experiences.
Furthermore, traditional toy museum to instill Pancasila there has never been a traditional game or toy museum specifically designed to instill The research found that engaging media Pancasila values.
This has created a positive effectively enhance studentsAo understanding of impression among the supervising teachers.
both the material and their experiences.
With From the management's perspective, this a traditional toy museum, students not only museum has the potential to become a unique learn about but also experience and gradually tourist attraction.
The museum's five-person practice the values of Pancasila.
amusement rides are a unique selling point, one By visiting a traditional toy museum that's rarely found in other museums.
This and engaging with rides designed to instill makes the management optimistic about the Pancasila values, students gain multiple prospects of both the traditional toy museum educational and personal benefits.
This is and the tourist village.
evident in their increased knowledge of Pancasila and its values.
Indeed, achieving behavioral change CONCLUSION Learning media is one way to make timeframes and more in-depth observations of learning more enjoyable and meaningful.
the participants.
However, this study serves as When learning is enjoyable, its effectiveness a stepping stone for further research ideas that could complement this research.
Education This objective constitutes the primary focus of this research.
It aims not only to focus on developing learning media toward discover but also to assess the effectiveness of instilling values.
As many have noted, the the proposed learning media, thus generating human resource challenge in Indonesia lies further research.
While this study is limited to not in expertise but in character development.
qualitatively assessing the effectiveness of the This problem cannot be solved immediately traditional toy museum as a learning medium, but requires early development.
future research could quantitatively evaluate Based on this, the study seeks to studentsAo knowledge of Pancasila values.
contribute by identifying learning media that Furthermore, the research could be extended support this goal.
Instilling character values to measure behavioral changes, thereby through learning media is expected to enable validating the traditional toy museum as an the next generation to provide solutions to effective learning medium.
current problems.
This At the beginning of the research, the collaboration with the Cibuluh Tourism Village central question concerned which media administrators and local village officials.
to employ and which values to emphasize.
The management, led by the local youth Jurnal Panggung V35/N3/09/2025 Muhammad Siddiq.
Mohamad Zaini Alif community called Kobra, played a crucial role Fitriani, et al.
Congklak: A Traditional in the success of this research.
Furthermore.
Game to Improve Early Childhood the village officials supported the research.
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