INTRODUCTION OF TRADITIONAL KID GAME
FOR ELEMENTARY SCHOOL
FINAL PROJECT REPORT
Submitted as one of Fulfillment of the Requirements For Getting Bachelor Degree
In Department of Informatics Faculty of Communications and Informatics Muhammadiyah University of Surakarta
By:
Krisna Sukmaning Palupi
NIM: L200102005
DEPARTMENT OF INFORMATICS
FACULTY OF COMMUNICATIONS AND INFORMATICS
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
MOTTO
DEDICATION
As gratitude and thanks, the author dedicates the work to :
1. Allah SWT and Muhammad SAW
2. My beloved parents that always give me a spirit, care, love, big support to all
my study from kindergarten until now and pray for my happiness and success
with full of sincerity.
3. My beloved brother, Iqbal Kuncoro Adi, who never give me a support but get
far with him have being my own support.
4. For my beloved Muhammad Arif Afiffuddin who give me support, passion,
and happiness to be better person.
5. My beloved extended family, thanks for your pray and blessing
6. For my advisor Mrs. Umi Fadlillah S.T, M.Eng.
7. For my friends, Veni Alfianita, Yanti Ghaffaar, and Niken Tantining Tyas,
thanks for your love, happiness, motivate and advice for my better live.
8. All my friend in informatics department, especially my class mate of class X
and roommate of A-3-12 thank you so much for your motivation and advice.
9. For all my friend from RAPMA FM 2010 (Radio Penelitian Mahasiswa),
HIMATIF 2010 (Himpunan Mahasiswa Teknik Informatika), FOSTI 2010
(Forum OpenSource Teknik Informatika), and all friend at my office of
INTRODUCTION
Praise to Allah for all blessing and guidance, so the author can finish this final
project with titled “Introduction Of Traditional Kid Game For Elementary School”.
This final project is structured to fill the curriculum in Department of Informatics
Engineering Muhammadiyah University of Surakarta, as a student in order to
complete the obligations of the degree program.
The author realized this report still far away from perfection, so the writer
hopes there's a critical and opinion that could be help from some parties for future
fixation. Many parties had been rendered a service so the arrangement of this last
assignment could be done. for those reasons, the writer very grateful with all of
lowliness towards:
1. Allah SWT with all of praises, The One Allah, Allah the owner of universe.
2. Shalawat and regards always be assigned towards our prophet Muhammad SAW
and his family, also for his close friends.
3. My parents who’s always given me an affections and wishes for my happiness,
also all of my youngsters whose I loved.
4. Mrs. Umi Fadillah S.T, M.Eng as my mentor who always gave me a direction
and opinion in this last assignment's arrangement.
5. Mr. Husni Thamrin, S.T, M.T., Ph.D. as the Dean of Communication and
TABLE OF CONTENT
CHAPTHER I: INTRODUCTION ... 1.1. Background of the Study ...
1.2. Problem Statement ...
1.3. Boundary Problem…... ...
1.4. The Aim of The Study ...
1.5. Benefits of the Study ...
CHAPTHER II: PRE ELEMENTARY RESEARCH ………. 2.1. Underlying Theory ……...
2.2. Basic Theory ...
CHAPTHER III: METODOLOGY OF RESEARCH ……… 3.1. Time………...
3.2. Material and Equipment…………...
3.3. Flowchart…...
3.4. Application Design…...
3.5. Use Case...
CHAPTHER IV: RESULT AND DISCUSSION... 4.1. Research Result...
4.2. System Testing and Analysis...
4.3. System Testing ………...
4.4 Clarification analysis of Learning Media …………...
LIST OF TABLE
Table 4.1. Internal TestingResult…... 65
Table 4.2. Questionnaire Result of Teacher ………. 67
Table 4.3. Number of Teachers Assessment………... 69
Table 4.4. Questionnaire Result of Students... 71
Table 4.5. Number of Students Assessment... 73
Table 4.6 Comparison of Application ………. 76
LIST OF FIGURE
Figure 3.1Flowchart of Research... 12Figure 3.2 Context Diagram………. ………. 14
Figure 3.3. Flowchart System menu Profile………... 15
Figure 3.4 Flowchart System of Menu Profile …... 16
Figure3.5.Flowchart System of Menu Dolanan... 17
Figure 3.6 Start Page of Application ……….. 18
Figure 3.7 Log In Page ………. 18
Figure 3.8 Page of Traditional Game Variety ………. 19
Figure 3.9 Page of The Insight of Traditional Game……….. 20
Figure 3.10 Page of Games ………. 20
Figure 3.11 Page of Instruction ………. 21
Figure 3.12 Page of Profile ……….. 21
Figure 4.1 Inserting Object ………... 27
Figure 4.2 Splash’s Screen of Event Sheet ………... 28
Figure 4.3 Page of Splash Screen ………. 28
Figure 4.4 Splash Screen Event Sheet ………. 29
Figure 4.5 Page of Main Menu ………. 30
Figure 4.6 Page of Instruction ……….. 31
Figure 4.7 Event Sheet of Instruction Page ………. 31
Figure 4.8 Page of Profile Menu ……….. 32
Figure 4.9 Event Sheet of Profile Page ………. 32
Figure 4.10 Event Sheet of Reference Page ……… 33
Figure 4.11 Page of References………. 34
Figure 4.12 Page of Dolanan Menu ……….. 34
Figure 4.13 Event Sheet of Dolanan Menu ……….. 35
Figure 4.14 Page of Bekel ……….. 36
Figure 4.15 Event Sheet of Bekel ………. 37
Figure 4.16 Page of Bekel’s Video... 38
Figure 4.17 Page of Jaranan ………. 39
Figure 4.18 Event Sheets of Jaranan ……… 39
Figure 4.19 Page of Kelereng ……...……… 40
Figure 4.20 Event Sheet of Kelereng ……… 41
Figure 4.22 Event Sheet of Kelereng Game Simulation ……….. 43
Figure 4.23 View of The Sign of Player Win ………... 42
Figure 4.24 Event Sheet of Sign of Player Win ………... 44
Figure 4.25 View of the Confirmation Sign ………. 44
Figure 4.26 View of the Gobak Sodor’s Page ……….. 45
Figure 4.27 View of the Gobak Sodor’s Event Sheet ……… 45
Figure 4.28 View of the Page Gobak Sodor’s Level ………. 47
Figure 4.29 View of Gobak Sodor’s First Player ……… 47
Figure 4.30 View of Event Sheet Gobak Sodor’s First Player ………. 48
Figure 4.31 View of Gobak Sodor’s Second Player……… 49
Figure 4.32 Event Sheet of Gobak Sodor’s Second Player ……….. 49
Figure 4.33 Confirmation of the Winner ……….. 50
Figure 4.34 Confirmation for Replaying the Game ……….. 50
Figure 4.35 Page of the First Player Hard Level………... 51
Figure 4.36 Page of the Second Player Hard Level………... 52
Figure 4.37 Page of Bentengan ………. 53
Figure 4.38 Event Sheets of Bentengan……….. 53
Figure 4.39 Event Sheets of Bentengan’s Video... 54
Figure 4.40 Page of Dakon……… 55
Figure 4.41 Page of Dakon’s Instruction………... 56
Figure 4.43 Event Sheets of Dakon Game ………... 56
Figure 4.44 Page Dakon’s Winner Confirmation ………. 57
Figure 4.45 Pages of Dakon ‘s Replay Confirmation……… 58
Figure 4.46 Event Sheets of Dakon ‘s Replay Confirmation ………. 58
Figure 4.47 View of Egrang Page ……… 59
Figure 4.48 Event Sheet of the Egrang Page ……… 59
Figure 4.49 Page of Benthik ………. 60
Figure 4.50 Event Sheet of Benthik ………. 61
Figure 4.51 Page of Benthik’s video... 62
Figure 4.52 Page of Engklek………. 62
Figure 4.53 Event Sheetof Engklek ………. 63
Figure 4.54 Page of Cublak Cublak Suweng ……….. 64
Figure 4. 55 Event Sheet of Cublak Cublak Suweng……… 64
Figure 4.56 Percentage of Respondent of Teachers……….. 70
ABSTRACT
The traditional game is a game that is very fun to play but the existence of
the traditional game now is already replaced by any modern game play that is not
required in complex media just as the traditional game play. Play a traditional game
on the computer is a good idea to keep the traditional game exist and being known by
modern children.
In making the application of instructional media, the author uses the method
of SDLC (System Development Life Cycle) comprising the steps of : planning,
analysis, design, implementation, testing and management. Besides, Construct2 is a
software engine that has been chosen to make whole of this instructional media
because it does not require a code to make it and can be easily converted into a
mobile games, desktop games, html 5 games to play in a browser, and many more. As
the animation in instructional media to be more attractive, then the object was created
using the software of CorelDraw X4 and as a regulator of the sound effects is using
cool edit pro version 2.
The results of the study by research is forming an interesting learning media
and can be played in a computer because it is been converted into a desktop
application. This application consists of 10 kind of traditional games which deliver in
insight and 3 kinds of games that being simulated. Based on the system testing and
the retrieval of data through questionnaires to the respondents, it shows the results of
the percentage of teachers 90 % and 92 % of the students say that this application is
interesting.
