When Traditional Games Disappear, Local Culture Is Forgotten Too

Do you still remember how afternoons used to be filled with the sounds of children running around the field or the front yard? There were those playing gobak sodor, bentengan, hide-and-seek, congklak, engklek, and skipping rope. No prizes were contested, no internet connection was needed, yet almost every game was able to bring laughter and togetherness. In fact, as the sun began to set, children were often still reluctant to go home because the game was not truly finished. Today, such scenes are increasingly rare. After school, more children choose to spend their time indoors. Some are busy watching videos, others play games on smartphones. This is not to say that technology is wrong. However, behind this progress, something is slowly disappearing: traditional games as part of local culture. Many people consider traditional games to be merely childhood entertainment. Yet, from a Social Sciences perspective, traditional games are part of a culture passed down from one generation to the next. The games do not only teach how to play, but also carry values, rules, customs, and even the way a community builds social relationships. Every region in Indonesia has different traditional games. Javanese society knows gobak sodor and engklek, the people of Sumatra have the game galah panjang, while various other regions have distinctive games born from their local environment and culture. These differences show that traditional games are part of a cultural identity that enriches Indonesia’s diversity. Unfortunately, this process of cultural inheritance is beginning to break. Today’s children are more familiar with characters in online games than the games their parents or grandparents once played. Not a few children know the names of various animated characters but have never tried playing congklak or bentengan. As a result, traditional games are slowly becoming mere stories, no longer experiences that are truly felt. This change does not happen without cause. Technological development is indeed one factor, but it is not the only one. The living environment has also changed. Empty land that was once a playground has now been converted into buildings, roads, or residential areas. On the other hand, the busyness of parents and the density of school activities mean children’s playtime is increasingly limited. As play spaces shrink, traditional games are played less and less frequently. In fact, traditional games hold many values that align with the objectives of social studies learning in primary schools. Children learn to cooperate when playing gobak sodor, learn to respect rules when playing bentengan, learn honesty when acting as the guard, and learn to accept defeat without becoming hostile. All these values grow naturally through direct interaction with peers. Besides teaching social values, traditional games are also a simple way for children to get to know their living environment. Many games are played in the house yard, field, or open spaces, which makes children accustomed to interacting with their surroundings. From these activities, they learn to know their neighbours, understand the rules that apply in the environment, and feel the importance of living side by side with others. Experiences like this are part of social studies learning that cannot always be obtained through books. It is precisely through play activities that children learn to understand that community life is built on habits of mutual respect, cooperation, and maintaining good relations with others. This is what differentiates traditional games from digital games. In traditional games, children do not just face a screen, but also face other people. They learn to communicate, resolve differences of opinion, wait their turn, and understand that everyone has equal rights in the game. Such experiences are difficult to replace with technology, no matter how advanced it becomes. From a social sciences perspective, traditional games are also a means of introducing community life to children. They learn that living together requires cooperation, care, and mutual respect. These values are important capital in shaping citizens who are able to coexist with others. Ironically, many children are more familiar with foreign cultures than the culture of their own neighbourhood. This is certainly not solely the children’s fault. Parents, schools, and the community have an important role in reintroducing traditional games as part of daily life. Schools, for instance, can incorporate traditional games into learning activities or cultural projects. The community can also organise communal play activities during Independence Day celebrations or village events. Simple measures like these can be the first step in reviving a culture that is beginning to be forgotten. Preserving traditional games does not mean rejecting technological progress. Children still need to understand the times and use technology wisely. However, amidst the strong currents of digitalisation, traditional games can serve as a balance that helps children remain familiar with their own culture, environment, and society. In the end, what we are safeguarding is not just a game. We are safeguarding the stories, values, and cultural identity inherited from previous generations.