Measuring the Impact of Project-Based Learning with Indigenous Games on Social Cohesion Skills among Primary School Students in Indonesia

Nurhayati Nurhayati; Jamaris Jamaris; Sufyarma Marsidin; Mudjiran Mudjiran; Darmansyah Darmansyah

Vol. 18 No. 1 (2025) IEJEE

Measuring the Impact of Project-Based Learning with Indigenous Games on Social Cohesion Skills among Primary School Students in Indonesia

Nurhayati Nurhayati
Jamaris Jamaris
Sufyarma Marsidin
Mudjiran Mudjiran
Darmansyah Darmansyah

Published December 6, 2025 | Pages: 43-57 | Views: 421

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Abstract

In the context of Indonesia’s shifting cultural landscape, where traditional values like gotong royong (mutual cooperation) risk erosion due to digital individualism, this study examines the impact of integrating traditional Malay Riau games into Project-Based Learning (PjBL) on primary school students' social cohesion skills. Grounded in social constructivism and culturally responsive pedagogy, the research aimed to empirically assess whether culturally adapted PjBL enhances teamwork, empathy, and collective responsibility. Using a quasi-experimental mixed-methods design, 242 fifth-grade students across four schools participated in a 12-week intervention featuring games like terompah panjang and tarik upih embedded in PjBL modules, while control groups followed standard curricula. Quantitative results revealed significant improvements in social cohesion skills (η² = 0.26), particularly teamwork and mutual aid, supported by qualitative insights highlighting embodied learning and cultural reconnection. The findings align with theories emphasizing social interaction and cultural relevance in skill development while revealing the need for additional scaffolding in conflict resolution. The study contributes a replicable model for balancing global pedagogies with local cultural imperatives, offering implications for curriculum design and teacher training in multicultural education systems.

In the context of Indonesia’s shifting cultural landscape, where traditional values like&nbsp;gotong royong&nbsp;(mutual cooperation) risk erosion due to digital individualism, this study examines the impact of integrating traditional Malay Riau games into Project-Based Learning (PjBL) on primary school students' social cohesion skills. Grounded in social constructivism and culturally responsive pedagogy, the research aimed to empirically assess whether culturally adapted PjBL enhances teamwork, empathy, and collective responsibility. Using a quasi-experimental mixed-methods design, 242 fifth-grade students across four schools participated in a 12-week intervention featuring games like&nbsp;terompah panjang&nbsp;and&nbsp;tarik upih&nbsp;embedded in PjBL modules, while control groups followed standard curricula. Quantitative results revealed significant improvements in social cohesion skills (η² = 0.26), particularly teamwork and mutual aid, supported by qualitative insights highlighting embodied learning and cultural reconnection. The findings align with theories emphasizing social interaction and cultural relevance in skill development while revealing the need for additional scaffolding in conflict resolution. The study contributes a replicable model for balancing global pedagogies with local cultural imperatives, offering implications for curriculum design and teacher training in multicultural education systems.

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Keywords

Project-Based Learning, traditional games, social cohesion, culturally responsive pedagogy, primary education

Affiliations

Nurhayati Nurhayati

Universitas Negeri Padang

Jamaris Jamaris

Universitas Negeri Padang

Sufyarma Marsidin

Universitas Negeri Padang

Mudjiran Mudjiran

Universitas Negeri Padang

Darmansyah Darmansyah

Universitas Negeri Padang

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How to Cite

Nurhayati, N., Jamaris, J., Marsidin, S., Mudjiran, M., & Darmansyah, D. (2025). Measuring the Impact of Project-Based Learning with Indigenous Games on Social Cohesion Skills among Primary School Students in Indonesia. International Electronic Journal of Elementary Education, 18(1), 43–57. Retrieved from https://iejee.com/index.php/IEJEE/article/view/2502