51
refreezing Lewin, 1951 from Lancaster, J., Lancaster, W. 1982. Such changes can be described
as follows:
1. Unfreeze This first stage of change involves preparing the
organization to accept that change is necessary, which involves break down the existing status quo
before you can build up a new way of operating. Key to this is developing a compelling message showing
why the existing way of doing things cannot continue. This is easiest to frame when you can
point to declining sales figures, poor financial results, worrying customer satisfaction surveys, or
such like: These show that things have to change in a way that everyone can understand. To prepare
the organization successfully, you need to start at its core
– you need to challenge the beliefs, values, attitudes, and behaviors that currently define it.
Using the analogy of a building, you must examine and be prepared to change the existing foundations
as they might not support add- o stor ’s; u less this
is done, the whole building may risk collapse. This first part of the change process is usually the most
difficult and stressful. When you start cutting down the a thi gs are do e , ou put e er o e a d
everything off balance. You may evoke strong rea tio s i people, a d that’s e a tl hat eeds
to done. By forcing the organization to re-examine
its core, you effectively create a controlled crisis, which in turn can build a strong motivation to seek
out a new equilibrium. Without this motivation, you o ’t get the u -in and participation necessary to
effect any meaningful change.
2. Change
After the uncertainty created in the unfreeze stage, the change stage is where people begin to resolve
their uncertainty and look for new ways to do things. People start to believe and act in ways that support
the new direction. The transition from unfreeze to change does not happen overnight: People take
time to embrace the new direction and participate proactively in the change. A related change model,
the Change Curve, focuses on the specific issue of personal transitions in a changing environment and
is useful for understanding this specific aspect in more detail. In order to accept the change and
contribute to making the change successful, people need to understand how the changes will benefit
them. Not everyone will fall in line just because the change is necessary and will benefit the company.
This is a common assumption and pitfall that should be avoided. Time and communication are the two
keys to success for the changes to occur. People need time to understand the changes and they also
need to feel this can require a great deal of time and effort and hands-on management is usually the best
approach.
3. Refreeze
When the changes are taking shape and people have embraced the new ways of working, the
organization is ready to refreeze. The outward signs of the refreeze are a stable organization chart,
consistent job descriptions, and so on. The refreeze stage also needs to help people and the
organization internalize or institutionalize the changes. This means making sure that the changes
are used all the time; and that they are incorporated into everyday business. With a new sense of
stability, employees feel confident and comfortable with the new ways of working. The rationale for
creating a new sense of stability in our every changing world is often questioned. Even though
change is a constant in many organizations, this refreezing stage is still important. Without it,
employees get caught in a transition trap where the are ’t sure how things should be done, so
nothing ever gets done to full capacity. In the
absence of a new frozen state, it is very difficult to tackle the next change initiative effectively. How do
you go about convincing people that something needs changing if you hav
e ’t allo ed the ost recent changes to sink in? Change will be perceived
as ha ge for ha ge’s sake, a d the oti atio re uired to i ple e t e ha ges si pl o ’t
be there. As part of the refreezing process, make
sure that you celebrate the success of the change –
this helps people to find closure, thanks them for
52
enduring a painful time, and helps them believe that future change will be successful.
Result and Discussion
The background of the need for change in the curriculum according to Education and Culture
Minister Muhammad Nuh that a mid the changing times, the education system in Indonesia must
always follow
suit. The
2013 Curriculum
development is expected to be the answer to improving human resource capacity in the face of a
changing world. Development of 2013 Curriculum has been a long process and analyzed so that the
time presented to the public in order to be able to give a more perfect view. With all its consequences,
changes in the curriculum that will begin in 2013 to do if do not want the quality of Indonesian human
resources left behind. SMP N 2 Dempet selected by the Department of Education, Youth, and Sports as
a school piloting the implementation of 2013 Curriculum. Of course this creates a change in the
school, which affects both the methods of learning, methods
of assessment,
the necessary
infrastructure, and even change the mindset of the teachers in delivering materials to conform to the
standards set in the 2013 Curriculum. The issue is when people ask what the difference between the
curriculum and standard is. The standard, it is the curriculum. Though standard and curriculum are
distinct entities. Standard is what should be achieved while the curriculum is the way how to
achieve that standard. Therefore, needs to be revised. Changes to the things that are fundamental
but does not change the entity level of curriculum education unit. The most important change in the
curriculum is to integrate the character of the nation as a base strength as a nation of self-
enhancement and
competitive nation.
He emphasized in his presentation that there are
standards in curriculum content, in order to avoid misunderstandings it is no longer standard term
competence but modified so core competencies Media Indonesia, 2013: page 5. Below are the
steps being taken by SMP N 2 in Dempet to face a changes in 2013 Curriculum in which adopted the
methods of Kurt Lewin: 1.
Unfreeze At this stage the Principal as a agent of a change
communicate to all school components that the school will be piloting the implementation of the
2013 Curriculum in and they realize that they need change it to seek a better purpose. The principal
gives motivation and understanding to the school community to be ready to accept the change and
gave a powerful stimulus to accept the change. The Principal expected that all of the school
components will produce concrete guidelines on roles that all stakeholders at both national and local
levels can play for the successful implementation of the 2013 Curriculum. Principal asks all the school
component to gain perspective on their day-to-day activities, unlearn their bad habits, and open up to
new ways of reaching their objectives. Basically, the current practices and processes have to be
reassessed in order for the wheels of change to be set in motion. The principal expects all the school
components are ready to implement the 2013 Curriculum.
2. Change
The Principal diagnoses problems appear, especially teachers who are not yet ready to face
the 2013 curriculum as a change. They still maintain the Status Quo meaning that they are still using
the old Curriculum models, they assume that the old curriculum needs to be revised yet. Furthermore
the Principal seeking a way out that is to attend the seventh grade teachers in the 2013 curriculum
training. While for the eighth and ninth teachers, the school invited resource persons in the
2013Curriculum to conduct training activities. Besides, the school also provides books supporting
the 2013 Curriculum. With a lot of training, it is expected the Status Quo into a new phase that is
willing to accept the changes. The Principal ensures to all teachers and all school component the
benefits of the new curriculum and how the Curriculum will affect everyone in school
management. The principal also provide plenty of options for employee involvement, have line
managers provide day –to–day direction, and
involve the school committee in the process of change. Unfortunately, some people will genuinely
53
be harmed by change, particularly those who benefit strongly from the status quo. Others may
take a long time to recognize the benefits that change brings. You need to manage these situations.
3. Refreezing
At this stage, after school members receiving new curriculum means they start with all the
changes in the curriculum in 2013. Principal assisted by a co-leader in curriculum. Continuous monitoring
and evaluating the implementation of the 2013 curriculum in schools so that the school community
is consistentwiththechanges, meaning the teacher learning does not use the former curriculum.
Additionally the Principal provides feedback and reinforcement about the change. The Principal and
the vice Principal identify the support and the barriers of the 2013 Curriculum and seek the
solution. The Principal ensures the leadership support and creates a reward system for whom
refreeze the change. In the implementation of the 2013 Curriculum,
SMP N 2 Dempet finds some obstacles, namely: 1.
Some of the school community are not familiar with the changes.
The teachers are accustomed to using the old curriculum in the delivery of learning and
assessment method, feel less comfortable with the changes in teaching methods and in 2013
Curriculum assessment. Thus, despite being followed up by the Principal as agents of change,
they still maintain the status quo of his. This impedes
the process
of change
in the
implementation of 2013 Curriculum in the Junior High School 2 Dempet.
2. Inadequate facilities and infrastructure for
learning implementation of the 2013 Curriculum.
Approach to the 2013 Curriculum in using a scientific approach where in teaching learning
begins by observing, questioning, associating, experimenting, and networking. In addition, the
2013Curriculum using
IT based
learning Technology Information. Junior high level, giving
lessons use Technology Communications and Telecommunication ICT in the classroom. This
policy allows the use of computers in the classroom but the computer is not enough for all students in
SMP N 2 Dempet. In reality the IT-based learning cannot be implemented in every classroom.
Conclusion
To follow thelifechanging, SMP N 2 Dempet as an organization that is engaged in educational
services also make changes. One of the changes made by SMP N 2 Dempet is a change in the
curriculum, the 2013 Curriculum. Stages of change in the implementation of the 2013 curriculum in
SMP N 2 Dempet are 1 Unfreezing stage occurs when Principalgives a socialization and motivation
of the2013 curriculum to the whole school community; 2 Changing stage rises which all the
school components implement the 2013 Curriculum. The Principal and vice Principal diagnose some
problems and find the solution in implementing the2013Curriculum;3 Refreezing stage occurs
when the Principalholdsa monitoring, evaluation, giving feedback, and stabilize the 2013Curriculum
implementers. Some obstacles in implementing the 2013 Curriculum found that some of the school
community have not familiar yetto the changes and the school infrastructure have not support the
learning in the 2013 Curriculum.
R
EFERENCES
[1] Anonim.
2014. Kurt
Lewin. http:en.wikipedia.orgwikiKurt_Lewin.
Tanggal akses 20 Maret 2014 [2]
Anonim. 2014. Alternatif Model Manajemen Perubahan.
http:www.fe.unpad.ac.ididarsip-fakultas- ekonomi-unpadopini239092-alternatif-
model-manajemen-perubahan. Tanggal akses 20 Maret 2014
54
[3] Anonim. 2014. Kurt Lewin.
http:www. change-management-consultant.comkurt-
lewin.html . Tanggal akses 16 April 2014
[4] Hadari, N. 2003. Kepemimpinan Mengefektif-
kan Organisasi. Gajahmada University Press. Yogyakarta.
[5] Kreitner, R. dan Kinicki, A. 2005. Perilaku
Organisasi. Buku1, Edisi Kelima, Salemba Empat, Jakarta.
[6] Lewin, K. F. 1985. Theory in Social Science
1951. [7]
Sulaksana, U. 2004. Manajemen Perubahan. Pustaka Pelajar. Jogjakarta
[8] Uno, B. A. 2002. Teori Motivasi
Pengukurannya, Kajian Analisis di Bidang Pendidikan. Cet. III. Grasindo. Jakarta
[9] Veithzal, R. 2004. Kepemimpinan dan Perilaku
Organisasi. Edisi Kedua P.T. Rajagrafindo Persada. Jakarta.
[10] Wibowo. 2008. Manajemen Perubahan. Edisi
kedua. P.T. Rajagrafindo Persada. Jakarta
55
ENGLISH AS A LOCAL CONTENT IN THE ELEMENTARY SCHOOL CURRICULUM: PROBLEMS AND IMPACTS
Susiati
Universitas Muhammadiyah Surakarta miss.societygmail.com
Abstract
This paper presents the problems and impacts of the government ’s policy on English as a local content in the
curriculum. English is included in the local content of not only in Curriculum 2013, but also in the previous curricula. Two major problems and impacts of the misinterpretation are discussed. If, the elementary schools do
not have English as a local content, parents should send their children to an English course to make their children good at English Thus, it means extra money. The second problem is that the students who have learned English
before have to stop learning English because the school does not havethe Englishsubject. The third problem is that today is the 21
st
century, an era when technology and information play very important roles. The instructions in technological devices are written in English. It is ironic that children must wait until graduating from the
elementary school to understand technology. The conclusion is the government should rethink about the policy of putting the English subject in the local content, not the national content of the curriculum.
Keywords: English as local content, curriculum 2013, government policy on English
INTRODUCTION
Curriculum 2013 is a new curriculum which mainly contains personality values in the teaching
learning process applied for Elementary School and Secondary School. All subjects which previously the
text book was separated one another, now they are all in one text book or so-called thematic materials,
except English. In this curriculum, English is deleted in the Elementary School national curriculum, but it
is included in the extracurricular. This absence of English in the Elementary School curriculum raises
public pro and against. Those who agree think that English is unnecessary for kids to study. Also, the
issue of nationalism strengthens this argument. They better learn Bahasa instead of learning English.
On the other side, people believe that language, no matter what language it is, including English, should be
taught at early ages. Elementary School is the ideal time to get in touch with English. However, the
Government goes
applying curriculum
2013 regardless these pro and contra sides.
Figure 1. Main Competencies for Grade 1,2 and 3 in Elementary School
Source: Kemendikbud.go.id This figure shows that in grade 1, 2 and 3, the
students are introduced about accepting and applying the religion teachings, personality values:
honesty, responsibility,
politeness, caring,
confidence at interacting with family, friends and teachers, and u
dersta di g God’s reatures.
56
Figure 2. The Elementary School Curriculum Structure
Source: Kemendikbud.go.id. The left table is the KTSP curriculum and the
right one is curriculum 2013. In the KTSP curriculum, English is included into Group B or local content.
Meanwhile, in curriculum 2013, the local contents Group B only include Arts, Culture and Works and
Physical Health subjects. English is not taught both in Group A and Group B, it is an extracurricular.
In Surakarta, there are only 12 Elementary Schools which are pointed to be the pilot project of
this curriculum because of their success in achieving the high scores in the national exams. Meanwhile,
the total number of Elementary School in Surakarta is almost 400. In other words, most of Elementary
School in Surakarta still uses the older curriculum which places English as the local content. However,
some schools are influenced with the issue of curriculum 2013. Some of them change their English
teaching system. Thus, before researching English as an extracurricular content, we better know what
is happening with English as the local content first. This background leads the writer to investigate
more about the implementation of English as a local content in Elementary School Curriculum. Is the
implementation same from one school to another? If not, why? This research is the pre-
research of English as the extracurricular content. The significance of this research is the window
of people’s a are ess a out the i ple e tatio of a curriculum applied in Elementary School. Should
curriculum change all the time and make the students trial and error objects? Or only the
teaching and learning methods should be changed?
Research Method
This is a qualitative descriptive research. The sources of data are teachers and school principals
at SD Negeri Pabelan 01, SD Negeri Gonilan 02, SD Ar-Risalah Surakarta, and SD Al-Azhar Syifa Budi
Surakarta. The method used to collect the data is interview. The objects of data are the interview
results with the sources of data on the curriculum implementation of English as the local content. The
riter’s reaso of hoosi g these s hools as the research sample is because these schools still teach
English as the local content.
Literary Review
Education curriculum in Indonesia has been changed several times. On this year of 2013, the
curriculum will be changed with an integrative
57
thematic concept applied to elementary, junior high, high school, and vocational school. In November,
I do esia’s deput i ister of edu atio , Musliar Kasim, explained that changes in the Indonesian
educational system curriculum was an absolute e essit e ause, ‘ight o a stude ts do ’t
have character, tolerance for others, empathy for others. The eed for aug e tatio as i
response to concerns that students were becoming
overwhelmed with the workload, and that instances of student violence were increasing as a
consequence. Government officials asserted that students needed to learn how to become better
citizens and that it could only be achieved by instilling character and a greater sense of
morality.To prepare for the implementation of the new curriculum, the ministry would give teachers
52 hours of training, as well as mentoring sessions during the first few months of the 20132014
academic year. Separately, Retno Listyarti, the chair of the Jakarta Teachers Discussion Forum FSGI,
said that 52 hours of training would not be enough to prepare teachers for the new curriculum. It
would be very hard to instruct and force teachers to apply this new curriculum, with the hope of
teaching about heterogenous society from math. The new curriculum could be used to improve
religious tolerance as education should not only make people smart but also to train Indonesians to
be mentally tough, physically healthy, tolerant and willing to live in harmony with others with different
religions, race, and tribes. We are educating people not only to make them smart but also to produce
Indonesians who are mentally tough, physically healthy, tolerant and willing to live in harmony with
others of different religion, race, and tribe. International Education, 2012
FINDINGS AND DISCUSSION FINDINGS
a. SD Negeri Pabelan 01 Interview with the
English teachers English is taught from grade 1 until grade 6 with
2 credit hours per week. This school teaches English e ause o e of the fa tors is the stude t pare ts’
support. This school also cooperates with an English Course Institution in Surakarta. The reason is to
strengthen the limited hours of learning English in the class room. Even, some parents send their
children in grade 1, 2 and 3 to this English Course Institution. This school now uses KTSP curriculum,
but will still use this because according to the teacher, a language including a foreign language
which is also English in it should be taught at early ages because it will make them easier to absorb and
understand the language skill and knowledge. Besides, this is to prepare students language skill in
the next level of study, to succeed the nine-year compulsory program, and to face the information
technology era. b.
SD Negeri Gonilan 02 Interview with the school principal
In this school, English is taught in grade 1, 2 and 3 as the school local content, while in grade 4, 5 and
6, English is taught as the province local content. The difference is that school local content is the
s hool’s o i itiati e or ot the pro i e’s agreement, but province local content is based on
the province government mandatory. Although this school is based on KTSP curriculum, this school is
influenced with the issue of curriculum 2013 by reducing English teaching credit hours in the class
room. Consequently, the irregular English teachers seek another school to teach English to fulfill their
needs. For the regular teachers, they are given other skills to complete their teaching credit hours
load. The principal says that English is actually not appropriate taught for elementary school students,
but English should exist in the Elementary School curriculum because it is good for children not to be
left behind about information. Another reason is that there is a science competition using English. So
it is impossible not to teach English for Elementary School students.
c. SD Ar-Risalah Surakarta Interview with the
English teacher Since the establishment of this school 2002,
English is taught as the local content with 2 credit hours long. This school always has various teaching
methods to teach English. This school is not afraid with the issue of curriculum 2013 that says English
will be deleted from Elementary School local content because the priority is the Islamic teachings.
58
However, this school will continue teaching English because according to her, English is important
introduced at early ages. These are the best times to learn a language, even it is English as a foreign
language. Nevertheless, this teacher hopes that the teaching aids must be supported like LCD because
children like learning English through moving pictures.
d. SD Al-Azhar Syifa Budi Surakarta Interview
with the English teacher As a bi-lingual school English and Arabic, SD Al-
Azhar Syifa Budi Surakarta uses three curriculums: the National Education curriculum, the Singapore
curriculum, and
the Religion
Department curriculum. The National Education curriculum is
used to teach grade 4, 5, and 6 due to the preparation of the national exam. The Singapore
curriculum is used to teach the lower classes: grade 1, 2, and 3. The Religion Department is used for all
grades. Not like the other Elementary Schools, this school applies curriculum 2013 for grade 1 and 4 for
all subjects except English though not mandated by the Government to apply curriculum 2013.
However, it is not a pure implementation. If curriculum 2013 English is an extracurricular which
means English is not taught in the class room like main and local contents, English at SD Al-Azhar Syifa
Budi is still taught in the class room. It results in the reduction of the credit hours which is previously 4
credit hours, now it becomes 2 credit hours per week. Thus, the standard materials are downgraded
since this curriculum consumes more time on the thematic materials. This leads to complaints from
the student parents. Most of them complain on the change of some text books which were written in
English, now they are in Bahasa. They complain as this school is a bi-lingual school, but the percentage
of the text books written in English is very low as the impact of curriculum 2013. The school effort is then
emphasizing English more in the daily practices for communication and inserting English to deliver
school subjects. This teacher also suggests that English should be taught at early ages even since
grade 1.
DISCUSSION
Table 1. Profiles of School, Problems, and Impacts of teaching English as a local content.
School Type of School
Curriculum Used Credit
Hours
Problems Impacts
SD Negeri Pabelan
01 Public
National Education
Curriculum 2 Credit
Hoursweek Low number of credit
hours Cooperating with an
English Course Institution
SD Negeri Gonilan 2
Public National
Education Curriculum
2 Credit Hoursweek
English teachers are lack of credit hours
teaching load. The teachers seek
another Elementary School to fulfill their
needs.
SD Ar-
Risalah Surakarrta
PrivateReligion National
Education Curriculum and
Religion Department
Curriculum 2 Credit
Hoursweek Not supported with
teaching aids Students cannot watch
moving pictures
SD Al-
Azhar Syifa Budi
Surakarta PrivateBi-
LingualReligion National
Education Curriculum,
Religion Department
Curriculum, and Singapore
Curriculum 2 Credit
Hoursweek Bi-lingual systems
cannot be practiced The text books are
written in Bahasa “tude t pare ts’
complaints on the absencemuch
reduction of English usage in the text books
Very low number of credit hours
Emphasizing English more in the daily
practices for communication and
inserting English to deliver school subjects
The materials are not explained in detail
59
From the findings above, it can be seen that mostly, the problems lies on the low number of
credit hours of English teaching. SD N Pabelan 01 responds this by cooperating with an English Course
Institution which is held at the school as an extra learning. To send their children, parents must pay
not a chief prize. This may cause parents to pay more money than if English is taught more than two
credit hours. It may be not a problem for the rich. However, not all student parents of this school
afford to pay the extra spending. It is also noticeable that there is a crucial
problem at SD N Gonilan 02 that the English teachers must run to another school to achieve
their appropriate income. It is ironic that English teachers are lack of earning from their professional.
Meanwhile, at SD Ar-Risalah, it does not matter if English credit hours are reduced because the
English teachers can teach religion subjects for this school focuses more on Islamic teachings.
SD Al-Azhar Syifa Budi Surakarta which the bi- li gual progra as the reakthrough is the i ti
of KTSP which places English as the local content, moreover as the extracurricular in the curriculum
2013. English is their jargo . That’s h , this
curriculum does not support the school curriculum. It leads to some problems: the impracticality of bi-
lingual program, most text books are in Bahasa which are mostly written in English in the past, and
the reduction of credit hours form four to two credit hours per week. Those of course bring student
parents complaints. To respond the problems, SD Al-Azhar Syifa Budi then emphasizes English more in
the daily practices for communication and inserting English to deliver school subjects, but unfortunately
the English materials in the class room are not e plai ed i detail. It
a trigger stude ts’ misunderstanding.
CONCLUSION
From the findings and discussion, it can be concluded that:
a. With English as the local content, English
with 2 credit hours are not enough, b.
Elementary School English teachers must struggle to earn their income,
c. Bi-Lingual schools suffer much from the
change of the KTSP to curriculum 2013, and
d.
Only rich parents who can send their children to learn English in an English
Course Institution if curriculum 2013 is really applied.
R
EFERENCES
[1] www.kemdikbud,go.id
[2] Kantor Pendidikan dan Olah Raga Surakarta
[3] Internationaleducation.com
[4] “u ar o, I o asi Pe didika , “urakarta:
Muhammadiyah University Press, 2005 [5]
Lee, Sing Kong, Lee, Wing On, Low, Ee Ling Eds. . Edu atio al Poli I o atio s,
Singapore: Springer, 2014. [6]
Spolsky, Bernard and Young-in Moon, Pri ar “ hool E glish-Language Education
i Asia, “i gapore: Routledge, 2014. [7]
Lee, Wi g O et. al., Citize ship, Chara ter a d Values Edu atio , “i gapore: Routledge,
2012.
60
ROUNTOKARTA AROUND TO YOGYAKARTA: GAMES TO LEARN THE LOCAL CULTURE OF YOGYAKARTA
Fatma Pratiwi1, Wahyi Dwi Ulfah22
1
fatma.pratiwigmail.com,
2
wahyidwiulfayahoo.co.id Abstract
Yogyakarta is a province that has unique local culture in Nusantara. That uniqueness makes Yogyakarta become a special place. Every year, there are a lot of tourist visiting Yogyakarta. It will have two impacts toward
Yogyakarta, positive impact such as the improvement of economic activity, negative impact such as acculturation culture from the tourists and natives. Superior for the young generation, it needs an eforts to defend loyality of
local culture to be everlast. The author recomend a game to learn the local culture of Yogyakarta named Rountokarta Around To Yogyakarta. Rountokarta is designed in the circle form with 5 devide areas. Each devide
area is imagination of the regency in Yogyakarta. Message in this game is what and how to learn about foods, cultures, trips, dan histories from this special place. The author uses Research and Development RnD method
to make
the ga e. Fro ‘ D Ploo ’s ersio , there are phases i aki g a ga e, those are preliminary investigation, 2 design, 3 realizationconstruction, and 4 test, evaluation, and revision. Rountokarta has a
test from media expert judgment and content expert judgement. Based on the result, the ‘ou tokarta’s o te s
is good to be learned for childern. It also says that this game has superiority in the material and very comfortable dan cheap. Subject of the game is 5 children of 5th grade in Giwangan elementary school. From the interview
with respondences, Rountokarta is a new media learning innovation. Hope for attendance Rountokarta Indonesia children will be able to know closeler about their local culture. So that they will feel having something preciouse
and will have motivation to conserve the local culture.
Keyword : Rountokarta, Local Culture, Yogyakarta
Introduction
Yogyakarta is an unique province that called Daerah Istimewa Yogyakarta Yogyakarta Special
Province. This Province is also sequential of student city, history city, and culture city. Local culture of
Yogyakarta include long lasting from globalization. But, ulti ultures of og akarta’s so iet a ake
akulturation the mix cultures but seen the each
cultures characteristic and also asimilation cultures mixture so make a new culture. as a
consequence, the societies are difficult to knowing their own local cultute. The risk subject about this
problem is the childern as the next generations. Therefore, needs an appropriate effort to introduce
the og akarta’s lo al ulture to hildre , spe ial to elementary school. Why must the elementary
school? because the children in elementary school level 7-10 years old are in concrete operational
stage that have characteristics like always want to know, easy to learn and easy to understand the
value. The Governor of Daerah Istimewa Yogyakarta
Yogyakarta Special Province, sri sultan Hamengku Buwono X in his book [1] that effort to finding,
exploring, learning, actualizing the local culture is the modals that can be used to reinforce a sense of
national unity. How to educate the children for know what is in their area, their region potentials,
and how their respond to their local cultural richness. However, education will not be optimal if
only do in persuasion solicitation or using story telling methods lectures. it refers to the children
characteristics according to Jean Piaget in Mulyani Sumantri [2] that children are easy to accept
something which is concrete than abstract materials. As for showing a variety of Yogyakarta cultures
results directly real to the child will be very difficult and costly. Therefore, a bridge is needed to connect
the abstract to become concrete. The presence of learning media can be
alternative to become a bridge that message. Learning Media will be help the teachers and
61
students to achieve the goals of learning, Hartono[3]. Therefore, the authors conducted a
study to develop an educational media is called Rountokarta Around To Yogyakarta game.
Based on the background of the problem, the formulation of the problem is how to develop
Rountokarta Around To Yogyakarta as the edu atio al ga es to lear DIY’s lo al ultures i
grade fifth of elementary school students? The goal
which be reach with this research is to develop Rountokarta Around To Yogyakarta as the
edu atio al ga es to the lear DIY’s lo al ultures in grade fifth of elementary school students.
The benefits from this research can be divided into three. There are for students, for teachers, and
for researchers. For the students, that get an attractive alternative learning media, can be
inspired through the content media, and can understand the condition and potential of DIY. For
the teachers, the alternative media to enrich learning to educate students and help to develop
the characters such as collaboration and love the local culture through intersting media. For the
researcher,to apply the knowledge gained from the lecture bench, as well as knowing and increase
knowledge and assessment of the implementation of learning media to students, especially for
elementary students.
Review of Literature
2.1. Potential Areas privileges of Yogyakarta Special Region of Yogyakarta DIY is the second
smallest province after province of Jakarta and is located in the center of the island of Java, Central
Java province surrounded and including the south- central zone of the geological formation of the
island of Java. Total area of the Province of Yogyakarta is 3185.8 km and less than 0.5 of
Indonesias land area. The capital of the province of Yogyakarta Special Region DIY is Yogyakarta, while
DIY has four districs they are Bantul, Kulon Progo, Sleman and Gunung Kidul. DIY administratively
divided into 1 one city which form
an unity
Adiministration Yogyakarta
self. http:potensidaerah.ugm.ac.id
2.2. Planning to make Educational Games Game is a manifestation of a media. Denny
Setiawan, and friends [4] describe the necessity of make planning of the media before the media is
realized. The steps are : 1.
Planning manufacture media 1 structured planning procedure that requires organizing,
attention to logical order, and the integrity of the message, and 2 the flow of ideas and free
expression and unstructured generated by the creative thinking and refers to issues that arise
during the media development takes place.
2. The idea which choose over emphasized based
the benefit related to the needs of a group. 3.
Media should aim to give motivation, give information or teach something.
4. Develop learning objectives that include
cognitive related
to knowledge
and information, affective relating to attitude,
appreciation and value, psychomotor skills. 2.3.
The Characteristics study of elementary school student
Piaget in Sumantri Mulyani [2] describes that elementary school level 7-11 years are in the
concrete operational stage, they can think systematically to achieve problem solving. the
Elementary school student also need a bridge to understand something abstract into something
concret. The characteristics in conducting education at this stage, are:
1. Stimulated with the game because kids love to
play. 2.
Give the student Facilitate to move because the children do not like if they must staykept silent.
3. Give Facilitate to the children to work in groups
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The method usedin this researchis Researchand Development R n D.
Chart 01. ModelR n D Ploo ’s Versio
The modelused
isthe model
Plo p’s Development in study Ikhlasul, 2011 that
researchers modified to use four stages, namely:
1. Preliminary Investigation Phase
