Intentionally structuring cognitive development through traditional games

Purpose. This study aimed to analyse the influence of traditional games on the development of cognitive abilities among elementary school students. Materials and methods. The study employed an experimental research design involving 80 elementary school students aged 10–12 years who had not previously participated in traditional games. The intervention consisted of eight types of Indonesian traditional games, including congklak, damdas, Surakarta, and bola bekel, which were intentionally structured to stimulate logical thinking, problem-solving skills, and concentration. The learning process was implemented across eight sessions with a total duration of 16 hours and 33 minutes. Data were collected through pretest and posttest measurements using a cognitive assessment instrument encompassing learning interest, task achievement, concentration, and self-confidence in task completion. Results. Data analysis using the independent samples t-test revealed a statistically significant increase in students’ cognitive scores. The mean pretest score of 32.5 increased to 61.6 in the posttest, with a significance level of p < 0.05. The findings indicate that traditional games can substantially enhance children’s cognitive functioning through enjoyable, collaborative, and reflective play activities. These results support the view that direct experience plays a crucial role in knowledge construction. Accordingly, intentionally structuring cognitive development through traditional games may serve as an effective contextual learning strategy in elementary education. Conclusions. The results demonstrate that traditional games significantly influence the improvement of cognitive abilities in elementary school students. Structured and repeated engagement in various traditional games has been shown to stimulate logical reasoning, concentration, and problem-solving skills. Therefore, traditional games may constitute an effective and enjoyable contextual learning strategy for fostering cognitive functions and socio-emotional skills among elementary school students.