Implementasi Nilai Kearifan Lokal Sasak Melalui Permainan Selodor untuk Penguatan Kebiasaan Anak Indonesia Hebat dalam Pembelajaran PJOK

Azizi Imron; Maulidin; Aminullah

doi:10.31539/pz4x8k88

Authors

Azizi Imron Universitas Pendidikan Mandalika
Maulidin Universitas Pendidikan Mandalika
Aminullah Universitas Pendidikan Mandalika

DOI:

https://doi.org/10.31539/pz4x8k88

Keywords:

Kearifan Lokal, Kebiasaan Anak Indonesia Hebat, Pendidikan Karakter, PJOK, Selodor

Abstract

This study aimed to describe Sasak local-wisdom values embedded in the traditional game of Selodor, analyze their implementation in Physical Education, Sports, and Health learning, and identify their relevance, supporting factors, and constraints in strengthening the Seven Habits of Great Indonesian Children Movement. A qualitative descriptive approach was employed at SD Negeri Sisik Timur, Pringgarata District, Central Lombok. Purposively selected informants comprised the principal, the physical education teacher, the Grade V homeroom teacher, and five Grade V students. Data were collected through semi-structured interviews, activity observations, and documentation, and analyzed through data condensation, data display, and conclusion drawing and verification. Source and technique triangulation strengthened the trustworthiness of the findings. Selodor was found to contain values of cooperation, mutual assistance, togetherness, discipline, honesty, sportsmanship, responsibility, mutual respect, care, courage, self-confidence, leadership, and perseverance. Its implementation involved cultural and character-goal orientation, warm-up, heterogeneous grouping, explanation of rules, game practice, teacher facilitation, and post-game reflection. The most direct relevance concerned the habits of exercising and social participation, whereas links with the other habits were indirect and required reinforcement across school activities. School commitment, teacher coordination, field availability, and student enthusiasm supported implementation, while limited lesson time, weather, facilities, attraction to digital devices, and students’ initial lack of confidence were constraints. In conclusion, Selodor can serve as a contextual physical education medium that integrates physical activity, character education, and Sasak cultural preservation when implemented routinely, reflectively, and collaboratively.

Keywords: Local Wisdom, Indonesian Children’s Habits, Character Education, Physical Education, Selodor

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