BETAWI TRADITIONAL GAMES AND THE ETHNOPEDAGOGICAL POTENTIAL OF SETU BABAKAN FOR EARLY CHILDHOOD SOCIAL AND MOTOR DEVELOPMENT
DOI:
https://doi.org/10.21009/ishel.v2i1.72498Keywords:
traditional games, Betawi culture, social development, early childhood educationAbstract
Traditional games occupy a central place in early childhood education, blending physical movement, peer interaction, and local cultural values into a single activity. This paper examines how Betawi traditional games shape young children's social and motor development, and explores the Setu Babakan Betawi Cultural Village as a possible ethnopedagogical space amid growing urban modernization pressures. Using a qualitative descriptive method built on library research, the study reviews Indonesian scholarly articles published from 2016 to 2025 covering traditional games, early childhood development, Vygotsky's sociocultural theory, and the Setu Babakan setting. Thematic analysis, through reduction, categorization, and synthesis, was used to map connections among these concepts. Results indicate that games such as galasin, engklek, congklak, hide-and-seek, tug-of-war, and coconut-shell stilts foster both gross and fine motor skills while cultivating cooperation, communication, empathy, patience, and rule-following. These outcomes align with Vygotsky's Zone of Proximal Development and scaffolding concepts, underscoring social interaction's role in learning. Beyond preserving heritage, Setu Babakan shows promise as a culturally grounded learning environment for early childhood education. The study concludes that reviving Betawi traditional games demands coordinated effort among families, teachers, cultural institutions, and local government to keep these games meaningful, both as educational tools and cultural safeguards, in today's digital era.
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