Traditional games are games handed down from their ancestors in which they contain various elements and values ​​that have great benefits for those who play them. According to James Danandjaja, traditional games are a form of children’s play, which are circulated orally between members of certain collectives, in a traditional form and passed down from generation to generation, with many variations. When viewed from the root of the word traditional games are nothing but activities regulated by a game rule which is an inheritance from previous generations carried out by humans (children) with the aim of getting joy. (Azizah: 2016: 284) Traditional games have grown and developed since ancient times. Each region has different types of traditional games.

In ancient times the game was used as a means of recreation to achieve pleasure. Traditional games are believed to contain noble values ​​created by the ancestors as a means of learning for children. Kurniati (2016: 2) explains that traditional games are game activities that grow and develop in certain areas, which are full of cultural values ​​and community life values ​​and are taught from generation to generation from one generation to the next. The decline in traditional games in the past used written or recorded characters, but verbally and directly to generations which were then disseminated. Achroni in Haris (2016: 16) reveals that traditional games are a symbol of knowledge that is spread orally and has a moral message and benefits in it.

Traditional games cannot be separated from previous generations. Traditional games are one of the important activities as a way of learning for children in the past, traditional games must always be maintained as a means of playing and learning for children. In simple terms, traditional games can be concluded that traditional games are a cultural heritage that has been passed down from generation to generation from ancient times to the present.

Dakon is a traditional game taken from the Javanese language. In Indonesian it is called the congklak game. Congklak is a lokan used for playing, there are various kinds such as Baiduri, White, etc. Games with lokan skin (grains, etc.) and wood shaped like a boat with holes, seeds from lokan skin, which are used in the game of congklak, wooden boards shaped like boats with holes for playing congklak. At first glance this game looks very simple, but behind the simplicity there are actually benefits that can be obtained from the game. Congklak games are able to improve social skills because they are always played together, hone analytical skills, as well as train fine motor skills, as well as train patience and accuracy. There are several benefits contained in the game (Mutiatin, 2010), namely: training fine motor skills, practicing patience and thoroughness, practicing analytical skills and establishing social contacts. Therefore, dakon can be used as a traditional game that can improve a child’s cognitive abilities.

References:

Akhida, Tiar Asfiyatul and , Dr. Darsinah, M. Si and , Wili Astuti, S.Pd, M.Hum (2014) Pengaruh Permainan Tradisional Congklak Terhadap Perkembangan Kognitif Anak Usia Dini Di Tk Aisyiyah Beruk 1 Karanganyar Tahun Pelajaran 2013/2014. Skripsi thesis, Universitas Muhammadiyah Surakarta. Diakses pada 6 Juli 2022 pukul 16.00 WIB.

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Nurhayati, S., Pratama, M. M., & Wahyuni, I. W. (2020). PERKEMBANGAN INTERAKSI SOSIAL DALAM MENINGKATKAN KEMAMPUAN SOSIAL EMOSIONAL MELALUI PERMAINAN CONGKLAK PADA ANAK USIA 5-6 TAHUN. Jurnal Buah Hati , 7(2), 125-137. https://doi.org/10.46244/buahhati.v7i2.1146. Diakses pada 7 Juli 2022 pukul 20.00 WIB

Pratiwi, Nita and Mundzakir, S.Kep.,Ns., M.Kep. and Latifiyan N. Aminoto , S.Kep.,Ns., M.Kep (2015) PENGARUH BERMAIN CONGKLAK TERHADAP PENINGKATAN KEMAMPUAN BERHITUNG PADA ANAK RETARDASI MENTAL RINGAN DI SDLB/C YAYASAN PENDIDIKAN LUAR BIASA ALPHA KUMARA WARDANA II SURABAYA. Other thesis, Universitas Muhammadiyah Surabaya. Diakses pada 8 Juli 2022 pukul 07.00 WITA.

SIREGAR, NURSYAH RIDA SYANTI (2019) Pengaruhpengaruh kegiatan bermain congklak terhadap kemampuan kognitif anak usia 4-5 tahun di tk an – nur t.a 2019/2020. Undergraduate thesis, UNIMED. Diakses pada 8 Juli 2022 pukul 13.00 WITA.

Sopiatullah, N., Santoso, T., & Nurhayati, S. (2020). PENGARUH BERMAIN CONGKLAK TERHADAP KEMAMPUAN BERHITUNG ANAK USIA DINI DI RA RIYADHUL JANNAH KECAMATAN PANJALU CIAMIS. WALADUNA : Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 117-133. Retrieved from http://jurnal.iailm.ac.id/index.php/waladuna/article/view/398. Diakses pada 9 Juli 2022 pukul 22.00 WIB.