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Jurnal Keolahragaan, 11 (1), 2023, 1-9
https://doi.org/ 10.21831/jk.v11i1.46163
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Traditional kite game as an effort to overcome stress for elementary school
students during the covid-19 pandemic
Indra Adi Budiman1*, Yudy Hendrayana2, Davi Sofyan1
1Department Physical Education, Faculty of Teacher Training and Education, Universitas Majalengka,
Majalengka, Indonesia
2Department of Physical Education and Health Study Program, Faculty of Sports and Health
Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
* Coressponding Author. E-mail: indra.budiman66@unma.ac.id
Received: 17 December 2021; Revised: 11 June 2022; Accepted: 11 April 2023
Abstract: The purpose of this research is to carry out a traditional game, especially a kite, as an effort to
overcome stress in elementary school students during the COVID-19 pandemic. Quantitative research with
the type of survey research is carried out in this study. The sample in this study amounted to 10 students.
The sample was selected based on being domiciled in a block whose houses were not far apart so that it
was easy to condition them. The distribution of questionnaires and performing organized interviews with
parents and kids make up the data collection process. In this study, the Lovibond and Lovibond DASS
(Depression Anxiety Stress Scale) questionnaire 42 was utilized. Both quantitative and qualitative
descriptive methodologies were used to analyze the data. The findings demonstrated that the scores
obtained were based on DASS 42 from the circumstances before the test to overcome stress with kite flying
and after. Before the trial, the stress value was 31.7, then after that there was a decrease of around 16.7,
which is in the range of 15. Thus, overcoming stress through the traditional kite game is considered quite
successful for elementary school students during the COVID-19 pandemic. There are limitations in this
study because it is not able to describe the situations of students with a larger scope, different cultures,
physical conditions, and urban play environments. Recommendations for further researchers to conduct
research for students in overcoming stress against high pressure in the learning process through the form of
methods, strategies, and other games.
Keywords: traditional games, kites, overcome stress, elementary school students
How to Cite: Budiman, I.P., Hendrayana, Y., & Sofyan, D. (2023). Traditional kite game as an
effort to overcome stress for elementary school students during the covid-19 pandemic. Jurnal
Keolahragaan, 11(1), 1-9. doi: https://doi.org/10.21831/jk.v11i1.46163
INTRODUCTION
The impact of COVID-19 on the naked eye is not only affecting adults; it also has an impact on
the psyche of children. Changes in behavior, stress, anxiety, and sleep problems also affect them.
Since it was decided that they had to study at home, then lost contact and interaction with friends,
children have unconsciously experienced changes in behavior. The COVID-19 pandemic has resulted
in the largest online learning campaign in human history (Cui et al., 2021). It was not known how
teens utilized social media, how carefully they followed the news, or how much time they spent on
academics during the early COVID-19 crisis, but these activities are likely to have played a role in
coping with pandemic stress (Ellis et al., 2020). Psychologically, the COVID-19 pandemic that has
occurred since April 2020 has had a large impact on almost everyone. Psychological stress causes
changes in thought patterns and behavior. COVID-19, however, has damaged the order of life,
including the order of education. When students are given assignments during online learning, they are
more likely to respond (Padli, et al., 2022). This pandemic has forced schools to require students to
study at home using online techniques and internet media.
During a pandemic, health worry could become more prevalent (Editoral, 2020; Hawke et al.,
2020). One of the most prevalent and incapacitating medical diseases in children and adolescents is
mental illness (Lawrence et al., 2019). The shutdown prevents children and young people with mental
health concerns from accessing the resources they would typically have through school (Lee, 2020).
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For instruction and communication, schools and instructors are relying more and more on digital
resources (Klapproth et al., 2020). Prolonged school closings, a halt to extracurricular activities, a lack
of support, a person's isolation from peers, elevated stress levels, and family violence (Racine et al.,
2020). Children and adolescents who attend school and feel connected to their school are protected
from a variety of negative physical and mental health effects (Bond et al., 2007; Schwartz et al., 2021).
Many children are becoming increasingly reliant on media screen time because they lack access to
social or direct outside activities. (Seguin et al., 2021).
Games offer a backdrop for children to learn about their own culture in addition to being the
most common setting for learning about children's lives (Aypay, 2016). Even in the developmental
stage of young adults, children's games are memorable due to their strength and level of engrossment
(Chivandikwa et al., 2019). Small communities comprised of individuals who share similar feelings,
convictions, and obligations can be formed as a result of the bonds that each play generates (Costes et
al., 2021; McMillan & Chavis, 1986; Treitler et al., 2018). Games are a true educational instrument
and the most efficient way to teach a child. Through them, knowledge and skills learned before and
during school are transmitted (Gelisli & Yazici, 2015).
Children who are in school have different traits from those who are younger. He enjoys playing,
being active, working in teams, and experiencing things personally. In order to help children move and
learn how to work or study in groups, teachers should create a learning process that integrates games
with teachings. Teachers should also give students opportunities to participate actively in the learning
process. being able to experience, comprehend, and deliberately draw energy from the strength and
sensitivity of emotions (Ardian, et al., 2019). When children play, they absorb everything that happens
around them. Thus, if the opportunity for movement is limited, the functions of motor development in
children will be disrupted .
An effective and appropriate learning model for the characteristics of elementary school
children is a learning model that emphasizes playing, having fun, having fun, and friendship, be it
games, sports techniques, traditional games, or a combination of several games and sports (Irmansyah
et al., 2020). Sports have a great deal of ability to elicit strong emotions from participants (Lavega et
al., 2017). Any game can promote reflection-on-action learning about player activities in the context of
physical education; in other words, it can promote proactive reflection as valuable training for future
physical education instructors (Lavega et al., 2018). Traditional games have almost no level of
organisation. (example: hide and seek, tag, etc.) (Martínez-Santos et al., 2020). To play well in most
conventional games, you need to have advanced fine and gross motor abilities (Tan et al., 2020;
Yudanto et al., 2021).
When there is a change in the environment that necessitates an adjustment, stress is a person's
physical, emotional, and mental response. People with psychological toughness are capable of
effectively managing stress (Setiawan, et al., 2020). Although stress is a normal and necessary
component of life, it can be harmful to one's health if it is persistent and severe. Physical, emotional,
and behavioral disorders in elementary school students who are too long at home are not impossible.
This is clearly against the nature of children, who should move a lot and explore everything with
dynamic activities.
Serious psychological and mental diseases can strike children more quickly and linger longer
than they do adults (Fairbank & Fairbank, 2009; Pynoos et al., 2009; Xu et al., 2021). Although there
is a lot of information on coping mechanisms for kids and teenagers in a variety of stressful situations,
nothing is known about how they handle the COVID-19 situation as of yet (Orgilés et al., 2021). To
determine a person's psychological state, the Depression, Anxiety, and Stress Scale is used (Basha &
Kaya, 2016). While the DASS anxiety scale focuses on physiological arousal, fear, and panic, the
DASS depression scale evaluates mood, motivation, and self-esteem. The DASS stress scale measures
how much tension and irritation are present (Shayan et al., 2021). The stress subscale measures
persistent, generalised arousal, including difficulties relaxing, anxious arousal, restlessness, irritation,
and overreaction. It also measures impatience (Sharma et al., 2020). In the study of negative affective
states, the idea of stress creates new challenges (Lovibond & Lovibond, 1995). People who experience
little stress are better able to deal with life's challenges, grow personally, and achieve achievement.
(Saricam, 2018). Professionals in the field of mental health frequently advise people to be active, even
while they are confined inside. Additionally to enhancing immune system performance (Ellis et al.,
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2020; Nieman & Wentz, 2019), and exercise is a widely used method of stress reduction (Ellis et al.,
2020).
The aim of this study was to use a traditional game, specifically kite, to help primary school
pupils cope with stress during the COVID 19 pandemic. Several pertinent studies on traditional games
have been carried out, including: 1) The findings demonstrate the value of traditional games for kids'
physical and mental health (cognitive, emotional, and social aspects) (Maryuni & Nasrulloh, 2022;
Siregar & Ilham, 2019) 2) Depending on the kinds of interactions permitted by the rule system,
participants in traditional games may experience a variety of feelings (Lavega et al., 2014); 3)
Children gain several advantages from playing traditional games while they are studying (Kovačević
& Opić, 2014; Suherman et al., 2019); 4) Elementary school kids that participate in concrete
traditional games tend to be more motivated, satisfied, and engaged, which leads to better learning
results (Trajkovik et al., 2018). Traditional games' number of motions show the nature of traditional
activities Budiman, et al., 2021).
METHOD
This is a quantitative study that is supported by a data collection method and a survey method.
This study was conducted with all of the limitations of interaction because the conditions did not allow
it to be conducted on a large sample. As a result, the participants in this study are elementary school
students who live in a block with houses that are close together. The sample is from class V SD
Babakanjawa 1. The sample size is ten students, with an average age of 11.8 years. The sample was
chosen based on the following criteria: 1) only male students, 2) students living nearby, and 3) not
being sick or suffering from a dangerous disease. Purposive sampling was used based on these criteria.
The DASS 42 Measurement Scale (Depression Anxiety Stress Scale) is a standardized
instrument test tool and consists of 42 question items that describe stress and anxiety levels (Lovibond
& Lovibond, 1995). However, for the purposes of this study, only 10 statements were used related to
the stress subscale. Each question is given a score of 0 to 3 (0 = none or never; 1 = Never, according to
experience to some degree, or sometimes; 2 = Often; 3 = Very well with experience, or almost every
time). Then the scores in each category were summed and interpreted as normal, mild, moderate,
severe, and very severe.
Table 1. Aspect related to stress
Tabel 1. Aspect Related to Stress
No
Aspect
Score
0
1
2
3
1
Getting angry over small/trivial things
2
Tend to overreact to situations
3
Difficulty relaxing/relaxing
4
It's easy to get annoyed
5
Feeling a lot of energy spent because of anxiety
6
Impatient
7
Easily offended
8
Easy to get angry
9
Difficulty calming down after something disturbing
10
Difficult to tolerate distractions
Table 2. DASS 42 Scorer
Depression
Anxiety
Stress
Normal
0-9
0-7
0 -14
Mild
10-13
8-9
15-18
Moderate
14-20
10-14
19-25
Severe
21-27
15-19
26-33
Very Severe
28+
20+
34+
Source: (Basha & Kaya, 2016)
With the guidance of the Physical Education teacher at the school, the sample was assigned to
make an online kite game to complete, then play it outside the home with the help of parents. Report
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learning activities are reported by students with the help of the teacher through a short video to the
teacher concerned. In addition to surveying activity videos, the teacher analyzed the psychological
condition of students through the distribution of questionnaires and structured interviews conducted
with students and parents. As a companion to this questionnaire, to see the changes that occurred in
students, similar questions were used but with the opposite question sentence. Thus, it will be known
how big the changes that occur in students before and after doing the traditional kite game are.
Questionnaires are given to students if they have signed the consent form. Students are given
sociodemographic data sheets and DASS (specifically stress statements) as part of the required fields.
The researcher explained the reasons for the research and conducted a survey with the students who
were the participants. Participation is anonymous, voluntary, there is no coercion, and no incentives
are given to anyone. All participants did not refuse to participate in filling out the questionnaire.
The DASS 42 questionnaire (specifically for stress) was administered on data collection and
survey of the traditional kite game activity. The data obtained will show the result achieved. Using
IBM SPSS 21 software, a descriptive quantitative analysis of the study's data was conducted. Using
IBM SPSS 21 software, a descriptive quantitative analysis of the study's data was conducted. The
mean was examined during the analysis. For each of the DASS-42 subscales, the internal reliability
was assessed using Cronbach's alpha. A suitable Cronbach's alpha value is one that is 0.70 or higher
(Bland & Altman, 1997).
RESULT AND DISCUSSION
Result
Table 3 describes the stress level of students based on the results of the questionnaires filled out
by the samples, and we analyze these results using the criteria established by Basya and Kaya in Table
2. According to table 3, up to three people have stress levels that are considered normal, and seven
people have stress levels that are considered mild.
Table 3. The Results of The Stress Level Questionnaire on Students
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
16
15
14
16
15
15
17
14
15
13
The stress level reached 16. In this case, the students became angry because of trivial things.
Students tend to overreact to stress levels reaching 15, and have difficulty relaxing or lowering their
stress levels. Then students are easily annoyed with stress levels 16, feel a lot of energy spent because
of anxiety with stress levels 15, impatient with stress levels 15, and stress levels 17, making students
easily offended. Furthermore, students are easily angry at 14, have difficulty calming down after
something disturbing with a stress level of 15, and find it difficult to tolerate disturbances with a stress
level of 13. The average score of the stress level achieved is 15.
Figure 1. Graph Comparison of Stress Levels Before and After Stress Coping Tests Through Traditional Kite
Games
0
10
20
30
40
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10
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There is a significant difference in the scores achieved based on DASS 42 from the conditions
before the stress coping test with kite flying and after. If before the trial, the stress value was 31.7,
after that there was a decrease of about 16.7, which is in the range of 15. Thus, overcoming stress
through the traditional kite game is considered quite successful.
Discussion.
Impact of Online Learning on Stress Levels
A worrying social life and education in quarantine have caused pupils' psychological stress as a
result of the coronavirus epidemic and the severe measures that have kept them inside their houses.
Both teachers and students complain that there aren't enough group learning exercises, lab activities,
and experimental projects because of the online classes. All of this has led to psychological stress and
burnout in both teachers and pupils (Alam et al., 2021). Spending most of one's time at home and
participating in less physical activity have a considerable detrimental effect on pupils' performance
(Chandra, 2021). The increased academic pressure brought on by online classes has a negative impact
on students' health, ability to make decisions, psychosomatic problems, sleeping issues, fear about the
future, anxiety, despair, workload, and other factors.
Stress Coping Efforts
Coping is a process that is carried out all the time in the family environment, work environment,
school and community. Coping is used by a person to overcome stress and the obstacles experienced.
Individuals try to manage the perception gap between the demands of a stressful situation and their
ability to meet these demands (Lazarus & Folkman, 1984; Sarafino & Smith, 2011). On the other
hand, Lazarus & Folkman (1984) define coping as a process through which people attempt to control
the gap between demands—both those that originate from within themselves and those that come from
their environment and the resources they possess. used as a stress reliever. In relation to the pandemic-
related mental health of the pupils at SD Babakanjawa 1 Majalengka, stress coping is required to
return their mental health to the level they were in prior to the pandemic.
Traditional Kite Game: One of the Stress Coping Efforts
According to DASS 41, a student experiences mild stress if their stress level is between 15 and
18; moderate stress is between 19 and 25; and severe stress is between 26 and 33. If their stress level is
between 0 and 14, including the Normal Stress Level category, they are considered to be under stress.
As a result, the test results show a decrease from severe stress to light stress because the level is in the
range of 15–18 (light stress level).
The survey results show that the traditional kite game can reduce students' stress levels by an
average of 16.7. Referring to the DASS 41 limit above, the average stress level is 16.7 in the normal
stress category. Thus, the traditional kite game, with all aspects of fun and excitement, and especially
because there is an element of motion (motor) that can flex stiff muscles and flex nerves, will have a
good impact on reducing student stress to normal limits.
From the aspect of the fulfillment of motion, in the traditional kite game there are many benefits
that students get, including getting to know body movements, body awareness, space awareness,
motion quality, and the relationship between movement abilities and body parts (Abels, Karen W., &
Bridges, 2010), increasing students' academic achievement because it is influenced by an increase in
cognitive abilities (Fedewa & Ahn, 2011; Payne & Isaacs, 2012). n terms of coping with stress, the
traditional kite game, with the quality and quantity of motion in it, can improve fitness and
psychological and mental health.
Previous studies on traditional games include Nur (2013)(Nur, 2013)(Nur, 2013)(Nur,
2013)(Nur, 2013)(Nur, 2013)(Nur, 2013)(Nur, 2013); Irmansyah et al. (2020); Perdani (2013); Hanief
& Sugito (2015); and Lavega et al. (2014). One of which, research conducted by Lavega et al. (2014),
succeeded in revealing results about students' ability to control emotions. his is sufficient to argue that
kite flying is one of the traditional games that can be used to help students cope with stress,
particularly during the current COVID-19 pandemic.
CONCLUSION
The traditional kite game can reduce the stress level of elementary school students. This is
reinforced by the rationalization that in the traditional kite game, there are elements of motion and fun,
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excitement, and enthusiasm to do it as well as possible. The results show that the traditional kite game
can be applied to elementary school students during the COVID-19 pandemic. At least this is an
alternative to the many ways of dealing with stress that are applied to students. The limitations of this
study are that it cannot describe the situations of students with a larger scope, different cultures,
physical conditions, or urban play environments. Recommendations for further researchers to conduct
research for students in overcoming stress against high pressure in the learning process through the
form of methods, strategies, and other games.
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