Internalisasi Keterampilan Sosial Siswa Sekolah Dasar Melalui Program Pembiasaan Permainan Tradisional di Era Digital

Abstract

The development of digital technology influences the social interaction patterns of elementary school students, necessitating efforts to develop social skills through direct interaction activities. This study aims to describe students' social skills in the digital era, the implementation of a traditional game habituation program, and the process of internalization of social skills that occurs. The study used a qualitative case study approach. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model. The results showed that students' social skills include the ability to cooperate, interact, control themselves, obey rules, empathize, and respect others. The internalization process occurs through three stages: cognitive (knowing and following rules), appreciating the meaning of social values ​​through repetition, and spontaneous practice without teacher instruction. Internalized social values ​​are not only apparent during the activity but also carried over into students' daily lives. The traditional game habituation program has proven effective in supporting students' social skills amidst the challenges of digital disruption.