What is the portrait of nationalism in students?

Currently, the implementation of character education is still experiencing various obstacles and problems. Issues of culture and national character are the responsibility of all components of society. Character education in the educational unit environment is a shared responsibility between school principals, guru, educational staff, parent, and society.

Selo State Elementary School is one of the state schools in Kulon Progo which was founded on 1 January 1950. Selo State Elementary School is located in East Selo, Hargorejo, Cockapoo, Kulon Progo. The vision of Selo State Elementary School is to create MANTUL students (Independent, Active, Nationalism, Piety, Superior, and Environmental Culture.

Various efforts have been made to realize the vision, mission, and the objectives of Selo State Elementary School. One effort to realize the third vision is nationalism, The school has implemented and strived to strengthen character education through intracurricular activities, co-curricular, and extracurricular. However, based on observations and interviews with the principal of Selo State Elementary School, There is an important school issue that needs to be addressed immediately, namely students' nationalistic insight.

Nationalism aims to foster students' attitudes and pride in the wealth of the Indonesian nation. But look at the reality on the ground, from the results of observations and interviews with the school, It appears that students do not fully understand the importance of nationalism. It is not uncommon for students to ignore nationalist values. Often students lack motivation when carrying out nationalist activities. The habits of students at home are starting to leave Indonesian culture behind, Traditional games are starting to become less popular and they are turning to games gadget, Traditional food and drinks are starting to give way to fast food and drinks, national/regional songs that switch to pop songs or the like, as well as other nationalist values ​​which are increasingly left behind due to the influence of globalization.

The problems that occur above require problem solving solutions so that schools can play a maximum role in providing services and meeting the needs of students by implementing fun and meaningful learning.. Learning is integrated with nationalist monopoly media and the use of technology as a learning resource so that learning is more interesting and students are able to have a broad insight. Applications that can be used by teachers and students are: scratch. Scratch is a learning medium that uses an interactive visual programming language and is based on pattern discovery.

Monopoly is one of the best-selling board games in the world. In this game, players compete to accumulate wealth through an implementation of a toy economic system that involves purchases, renting and exchanging land using play money. Players take turns to roll the dice and move around the game board according to the number obtained with the roll of the dice. Nationalism Monopoly is designed like a modified monopoly game both in content and form which aims to increase students' learning motivation in understanding the insight of nationalism. The material presented includes state symbols, symbol of the Pancasila principle, application of the values ​​of Pancasila principles, national song, traditional house, traditional dance, historic building, hero figure, and so on.

The game procedure is to prepare the MoNas game tools. The tool used when playing is a monopoly board in the form of a sized banner 2 x 2 meter, show hat, dice order of players, step dice, My Character card, and guess the hero cards. In this case, Students act as pawns who will play MoNas (Monopoly Nationalism). To determine the order of players, Students must roll the dice in order of players. Students wear player hats according to their serial numbers. Students roll the dice to determine the number of moves the player makes. Each student is in a box containing an image, So students are given the freedom to give opinions according to their abilities. Teachers can develop questions according to students' abilities.

If students are in the My Character box, they are entitled to receive a My Character card which contains a quiz/question related to Pancasila values. If students are in each corner there are pictures of people, Then the students take a card and try to guess the name of the hero. The student who wins is the student who first reaches the finish line (finish). Students who do not play play the role of observers and assess their friends.

Overall results are obtained 88% Students enjoy doing projects, 75% happy to be creative, 88% happy to use scratch, And 88% enthusiasm in learning. The use of MoNas can increase interest, motivation, and students' insight into nationalism. Apart from that, MoNas can also grow joyfull and meaningfull learning, so that the learning process is more meaningful because it provides direct experience to students.