Embodied cultural pedagogy through traditional games: investigating language interaction, civic identity, and social cohesion in Physical Education
DOI:
https://doi.org/10.47197/retos.v81.119666Keywords:
Civic identity, embodied pedagogy, Physical Education, social cohesion, traditional gamesAbstract
Introduction: Traditional games embedded in local culture provide meaningful pedagogical contexts for developing language interaction, civic identity, and social cohesion. In South Sulawesi, Indonesia, games such as Tari Paraga, Massempe, and Egrang reflect Bugis-Makassar cultural values that can be integrated into Physical Education through embodied cultural pedagogy.
Objective: This study examined the role of traditional game-based embodied cultural pedagogy in fostering language interaction, civic identity, and social cohesion among Physical Education students in South Sulawesi.
Methodology: A mixed-methods sequential explanatory design was employed involving 150 students from three state universities. Quantitative data were collected through validated questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Qualitative data were obtained from 18 in-depth interviews and analyzed thematically using NVivo 14.
Results: Traditional game participation significantly influenced language interaction (β = 0.61, p < 0.001), civic identity (β = 0.58, p < 0.001), and social cohesion (β = 0.65, p < 0.001). Qualitative findings revealed increased cultural awareness, communication skills, and peer solidarity. Four themes emerged: Cultural Embodiment as Communicative Catalyst, Traditional Games as Civic Classrooms, Solidarity Through Shared Cultural Practice, and Language as Cultural Boundary Marker.
Discussion and Conclusions: The findings support embodied cognition theory and culturally responsive pedagogy, demonstrating that traditional games promote linguistic competence, civic values, and social connectedness. Traditional game-based embodied cultural pedagogy offers a culturally relevant model for strengthening civic and social outcomes in multicultural educational settings.
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