Improving Student Participation through the “Sahabat Bhinneka” Board Game in Cultural Identity at SDN 1 Bantengan

Abstract

Student participation is an important aspect of an active learning process, particularly in cultural identity learning, which requires students to interact, collaborate, and express their ideas. This study aimed to improve student participation in cultural identity learning through the “Sahabat Bhinneka” board game at SDN 1 Bantengan. This classroom action research involved eight Grade 4 students and employed the Kemmis and McTaggart model through a pre-cycle, Cycle I, and Cycle II. Data were collected through systematic observation using an observation sheet consisting of eight indicators of student participation, with each indicator scored on a scale of 1–4. The results showed a progressive increase in student participation. The average participation percentage increased from 49.22% in the pre-cycle, categorized as fairly active, to 71.48% in Cycle I, categorized as active, and 91.41% in Cycle II, categorized as very active. The proportion of students achieving the active or very active category also increased from 0% (0 of 8 students) in the pre-cycle to 62.5% (5 of 8 students) in Cycle I and 100% (8 of 8 students) in Cycle II. The findings indicate that the “Sahabat Bhinneka” board game supported increased student participation by providing opportunities for active involvement in learning activities, group discussions, challenges, cooperation, and reflection. The study concludes that the “Sahabat Bhinneka” board game can be used as an interactive, culturally contextualized learning strategy to improve student participation in cultural identity learning.