Preserving Culture Abroad: UMS Students Introduce Traditional Indonesian Games to Migrant Children in Malaysia

In an increasingly digital world, children are spending more time behind screens and less time engaging in physical, cooperative play. This challenge is even more pronounced for children of Indonesian migrant workers living in Malaysia, who often face barriers to formal education and cultural connection. To address this, a group of forward-thinking Indonesian students took a creative, hands-on approach to bridge the gap.

Recently, mahasiswa KKN Internasional (international community service program students) from Universitas Muhammadiyah Surakarta (UMS) conducted a heartwarming cultural initiative at Sanggar Bimbingan Kelana Jaya in Malaysia. By introducing traditional Indonesian games, these students did more than just provide a day of fun; they reconnected young diaspora children with their ancestral heritage and offered valuable social-emotional learning opportunities. This article explores the significance of this program, the educational power of play, and the broader impact of international student community service.

Bridging Cultural Gaps for Migrant Children in Malaysia

For many children of Indonesian migrant workers in Malaysia, maintaining a connection to their homeland can be highly challenging. Many of these children are born and raised abroad, meaning their exposure to Indonesian traditions, language, and cultural nuances is often limited. Sanggar Bimbingan (SB) centers, which function as informal learning spaces established with the support of the Indonesian Embassy (KBRI) and local communities, play a critical role in providing basic education and cultural grounding for these youth.

The presence of Indonesian university students through community service programs provides a massive boost to these centers. The initiative by the mahasiswa KKN Internasional UMS team at Sanggar Bimbingan Kelana Jaya highlights how youth-led programs can foster a strong sense of identity. By bringing traditional games across the border, the students created an interactive space where culture is not just taught in a dry classroom setting, but actively lived, laughed, and played.

This initiative aligns closely with other educational interventions in the region. For instance, academic teams have been working to improve basic skills among these communities, such as Gamifying Literacy: How UMBY Lecturers Help Migrant Children in Malaysia Master Reading and Math. Combining literacy games with cultural play creates a holistic learning environment that supports both intellectual and emotional development, ensuring that no child is left behind academically or culturally.

The Psychological and Social Power of Play

Play is a fundamental right of every child, yet children in migrant communities often face unique stressors. Adjusting to a different country, sensing the economic pressures on their parents, and navigating identity issues can take a toll on their mental well-being. Traditional games act as a natural stress reliever and a tool for social integration.

When the mahasiswa KKN Internasional introduced these games, they provided a safe space for the children to express themselves. Traditional games do not require expensive equipment or high-tech setups; they rely on imagination, physical movement, and social interaction. For children who may feel isolated, these games offer an immediate sense of belonging and community. The laughter and shared excitement help break down social barriers, allowing children of different ages to bond and support one another.

Why Traditional Games Matter in the Digital Age

In a world dominated by smartphones and video games, traditional play is slowly fading away. However, traditional games carry immense educational, psychological, and social value. For the children at Sanggar Bimbingan Kelana Jaya, playing these games offered several distinct benefits:

• Cultural Preservation: Traditional games serve as living artifacts of Indonesian heritage. Participating in them helps children understand their roots and feel proud of their cultural background.
• Physical and Social Interaction: Unlike mobile games, traditional games require physical movement, face-to-face communication, negotiation, and teamwork. Children learn to resolve conflicts, follow rules, and support their peers.
• Cognitive Development: Many traditional games involve counting, strategic planning, and quick decision-making, which naturally sharpens the children's cognitive abilities without the stress of formal testing.
• Language Practice: Playing these games often involves singing traditional songs or using Indonesian vocabulary, which helps improve the children's language skills in a fun, pressure-free environment.

The Role of UMS in Global Community Service

Universitas Muhammadiyah Surakarta (UMS) has been active in sending its students abroad for community service. The KKN Internasional program is designed to challenge students to apply their academic knowledge in real-world, international contexts. By working directly with Indonesian diaspora communities in Malaysia, these students gain firsthand experience in diplomacy, community organizing, and intercultural education.

According to reports on student activities, the program focuses heavily on supporting the educational needs of underprivileged children. By teaching at Sanggar Bimbingan centers, the mahasiswa KKN Internasional act as educators, mentors, and cultural ambassadors. They bring fresh energy and creative teaching methods that capture the interest of young learners who might otherwise struggle to stay engaged in a traditional classroom setting. This hands-on experience also helps the university students develop empathy, leadership, and global awareness.

Challenges Faced by International Student Volunteers

Operating a community service program in a foreign country is no simple task. The mahasiswa KKN Internasional face various logistical and cultural challenges when preparing for their deployment. These include:

• Resource Constraints: Informal learning centers often have limited teaching aids, books, and recreational equipment. Students must be highly creative, using recycled materials or low-cost items to create learning tools and games.
• Diverse Academic Levels: Children at Sanggar Bimbingan often have varying levels of literacy and numeracy due to disrupted schooling. Volunteers must adapt their teaching styles to accommodate different ages and abilities in a single classroom.
• Cross-Border Logistics: Coordinating with local authorities, managing travel arrangements, and ensuring compliance with local regulations require careful planning and support from both the university and the Indonesian Embassy.

Practical Ways to Keep Traditional Games Alive

While international student programs do incredible work, keeping cultural traditions alive requires ongoing effort. Here are a few ways communities, parents, and educators can continue this mission:

1. Integrate Play into Informal Education

Learning centers and community groups can dedicate a portion of their weekly schedule to traditional games. This breaks the monotony of academic learning and keeps children excited about coming to class.

2. Parental Involvement at Home

Parents can share stories of their own childhoods and teach their children the games they used to play. This not only preserves the culture but also strengthens family bonds through shared activities.

3. Digital Documentation and Tutorials

In a digital world, we can use technology to save tradition. Creating short video tutorials of traditional games and sharing them on social media platforms can help reach a wider audience of young diaspora children worldwide.

Frequently Asked Questions

What is KKN Internasional?

KKN Internasional (Kuliah Kerja Nyata Internasional) is an international community service program run by Indonesian universities. Students are dispatched to foreign countries, often to assist Indonesian diaspora communities, migrant workers, and their children with education, healthcare, and social development.

What is Sanggar Bimbingan?

Sanggar Bimbingan is an informal educational center established in Malaysia to provide basic schooling for the children of Indonesian migrant workers who face difficulties accessing the formal Malaysian school system due to administrative or legal challenges.

Why did UMS students introduce traditional games?

The mahasiswa KKN Internasional from UMS introduced traditional games to help children connect with their Indonesian heritage, improve their physical and social skills, and provide a fun, interactive break from traditional academic learning.

Conclusion

The initiative by the mahasiswa KKN Internasional UMS at Sanggar Bimbingan Kelana Jaya is a beautiful example of how cultural preservation and community service can go hand in hand. By introducing traditional Indonesian games, these university students did not just teach rules and play styles; they passed down a piece of home to children living abroad. As these young students laugh, run, and play together, they build a stronger connection to their identity, proving that no matter where they are in the world, their heritage remains an active, vibrant part of their lives.