Aryaning Arya Kresna
Flashcard Games as a Learning Tool : Internalizing the Practical Values of Pancasila
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Since childhood, humans learn to imitate what they see, and this sense of experience creates
pleasure and enjoyment of their own. Through mimetics, people personify themselves, and at the
same time, they can become themselves more fully. Through mimetics, humans can better position
themselves in social relations between individuals, as well as gain the ability to perform
abstraction through reflection on self-awareness and their position as a social being as well as an
individual.
This mimetic process in the understanding of the Javanese view of the world is
called "introspection" and "tepo seliro". When among society there is someone with a
good character and qualifications similar to their daily lives, they are mistreated by other
people or institutions, experience lousy luck, suffer and suffer, society no longer just
stares, but they internalize the character into their lives and begin to be influenced and
carried away the narrative and plot contained in the coverage (Brian Kresna, 2011).
This stage of gratification and release is what Aristotle called katharsis. However,
this term has always been a topic of debate among philosophers and art experts. There are
at least three kinds of analysis on the concept of catharsis, namely medically, morally,
and cognitively, but so far, only cognitive analysis is considered important enough to be
observed.
This mimetic human condition requires a strong character to become a role model and benchmark.
Learning for children aged 8-10 years requires role models for their character building. The past of
the Indonesian people, especially the Javanese people, used the epics of Ramayana and
Mahabarata along with Rahwana, Rama, Shinta, Kumbakarna, Pandawa, Kurawa, Resi Drona,
Sengkuni, and other figures to interpret their lives and educate the character of future generations.
This is also needed in current conditions, especially to carry out character education based on
Pancasila values. Children aged 8-10 years need an example from a character with Pancasila
values. If the values are not found in the real world, it is appropriate to create a fictional character
who has the character and behaves according to the Pancasila.
Once characters have been defined, a narrative must be structured to show the
characters' best performance. A narrative is discourse that tries to tell an event as if the
reader saw or experienced the event himself. Therefore, the most crucial element in a
narrative is the element of action or action. What happens is none other than the actions
people do over a period. The narrative tells more about a dynamic life in a time series
(Takrifin, 2017).
The narrative's ability to shape values lies in its freedom. As a fictional narrative, a
story can amaze viewers and inspire how humans should act when they experience the
same life story as a character. Human ability to empathize can be triggered by a narrative
that provokes compassion, and a character always hit by a disaster. At the same time,
optimism can be transmitted through the narrative of courage and intelligence and
ingenious and robust character. However, the narrative and the characters are only able to
tell and inspire. When character building through value cultivation must be carried out,
students must be directly involved in the praxis (Dickey, 2006). Therefore, cultivating
values through games needs to be equipped with appropriate game rules and support for
the character-building process.
The rules of the game play a big part in the character's educational efforts through
the game. Rules give you the shape and flow of the game. In these rules, the purpose of a
game can be determined from the beginning. Rules give direction to the narrative and the
steps a character takes, in order to make the game meaningful. A game can be used as a
way of shaping the character of its players if the goal is to inspire and educate players to
adhere to the values of kindness that apply in society. Honesty, and integrity, discipline
and obedience, can be taught when the rules of the game are indeed made for such
purpose (Salen, 2004). Therefore, rules, along with narrative and character are the most
important aspects here.