Revitalizing the Traditional Egrang Batok Game in Elementary School Education: A Systematic Literature Review
Keywords:
Egrang Batok; Elementary School Learning; Traditional Games; Cultural Values; Systematic Literature ReviewAbstract
The era of globalization has contributed to cultural homogenization and the decline of traditional games, including egrang batok. This study aims to identify research trends regarding the revitalization of egrang batok as an integrative learning medium in elementary schools and to examine its contributions to learning outcomes and cultural values. This study employed a Systematic Literature Review (SLR) with a qualitative descriptive approach following the PRISMA 2020 guidelines. Relevant articles published between 2018 and 2026 were identified through Google Scholar, GARUDA, and Semantic Scholar. Based on the inclusion criteria, 12 articles were selected and analyzed using content analysis. Findings related to learning outcomes indicate that egrang batok supports students’ gross motor development, cognitive abilities, and character education through activities involving physical coordination, problem-solving, and cooperation. Findings related to cultural values indicate that egrang batok represents three elements of universal culture: knowledge systems, technological systems, and art systems. These findings demonstrate its dual function as a pedagogical medium and a means of cultural preservation. The main contribution of this review is to demonstrate how egrang batok can connect students’ learning competencies with local cultural heritage. Thus, its revitalization in elementary education offers an integrative approach encompassing cognitive, psychomotor, affective, and cultural dimensions.
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