Educational Board Game Design Based on Local Wisdom for Youth to Support Social Sustainability Learning

Social sustainability is the process of creating sustainable, successful places to offer prosperity by understanding what people need from where they live and work. In the 17 goals of the SDGs, social sustainability is reflected in the goals of the pillars of social development which include the goals of (1) no poverty, (2) no hunger, (3) healthy and prosperous life, (4) quality education, (5) gender equality. Adolescents who are the next generation must also begin to know the principles related to social sustainability. Besides, it is proven that people who play board games can absorb and memorize material more effectively than conventional learning techniques. This research resulted an educational board game design that collaborates on local wisdom performances from West Java as an adaptation of the Pagelaran Yogyakarta board game to generate revenue for solve social problems. The results obtained from the testing were an increase in the post-test score to 83.33 from the initial pre-test value of 52.38 and the average final result of the questionnaire on sustainability awareness was 3.19 from the initial average of 2.56. This indicates an increase in sustainability awareness, especially regarding social sustainability for adolescents from moderate to high levels.


Introduction
Today, the world is moving rapidly towards change in many things like digitization, globalization, and the degradation of the natural world.With such a big change, the issue of sustainability is something that is being pressed socially, economically, and environmentally 19 .According to Fischhoff, Agarwal, and Gilvesy (2021) in their article entitled What is Social Sustainability, sustainability is generally defined as something that is done to meet the needs of the present without sacrificing the ability of future generations to meet future needs.In 2015, the United Nations set 17 sustainable development goals, also known as the Sustainable Development Goals, with 169 targets aimed at measuring the social, economic, and environmental dimensions of sustainability adopted by 193 countries with a mission to them by 2030 22 .
Social sustainability is one of the aspects of sustainability both in the concept of the triple bottom line and in the goals and objectives of the Sustainable Development Goals.Social sustainability is the process of creating a sustainable place, a place that succeeds in offering well-being by understanding what people need from where they live and work 20 .In the 17 goals and 169 SDGs, social sustainability is described in the social development pillar goals that include (1) no poverty, (2) no hunger, (3) healthy and prosperous living, (4) quality education, (5) gender equality 22 .Social sustainability occurs when processes, systems, structures, and formal and informal relationships actively support the capacity of future generations to create healthy and habitable communities.A sustainable social community that is just, diverse, connected, and democratic and provides a good quality of life 1  The concept of social sustainability is often associated with urban life, because as time goes by, there are many problems within urban areas, especially its inhabitants.Designer of the concept of social sustainability design, revealed that now and in the future, housing is becoming crucial given that people are in great need of it, especially those in urban areas given the large number of migrations to urban areas 21 .If this context is linked to social sustainability, then social sustainability is the link between physical world design and social world design which means that although housing is important, aspects such as social relationships, social networks, and cultural development must also be taken into account.Social sustainability must also ensure that physical infrastructure and social life run side by side where in such a unity there is room for society to develop, form groups and young people who are the seed of future generations can grow well.So from that, it takes the role of the government to understand how important it is that society not only needs building physically, but also knows how to serve and encourage people to improve their quality of life in society.
Not only the government, the youth who are the seed of the next generation must also begin to learn about two principles related to social sustainability, namely social justice and sustainability of society 6 .Social justice refers to the definition that every individual has equal opportunities to engage in economic, social, and political activities.Moreover, these young people are expected to begin to understand that each individual also has an equal opportunity to access public service, education or training.When linked to the goals of the social development pillar in the SDGs, youth will begin to be introduced to various issues of social development that need to be addressed such as no poverty, no hunger, health and well-being, gender equality, and education.Meanwhile, the concept of community sustainability is a principle that emphasizes urban communities to strengthen their communities both now and in the future 6 .From there, the young as a successor generation must gradually begin to become aware of the concept of social sustainability and also begin to understand the principles related to social justice and the sustainability of today's societies so that in the future, they can still maintain these principles so that social sustainability can be created.
The preliminary interview study was conducted with 6 respondents with the criteria of 15-19 years of age.Based on the interview, it was identified that 5 out of 6 adolescents who became respondents did not know about the concept of sustainability, especially the concepts of social sustainability.Jean Piaget, in his theory entitled Piaget's Stages of Cognitive Development, identifies the four stages of cognitive development of children, one of them is about the formal operation for adolescents aged 11 and over with the development of the main characteristics of hypothesis, abstract, deductive and inductive, as well as logical and probability 14 .
Hansmann (2010) in his writing on Sustainability Learning, argues that affective and cognitive learning outcomes serve as input variables for the next sustainability learning process.Maslow (1954)  understood motivation as the process by which individuals respond to a need by doing something to fulfill it.Maslow assumed that humans are constantly motivated by a need, if a certain need is satisfied, individuals become motivated to satisfy other needs.This is demonstrated in the theory of needs, the Maslow Triangle, which consists of a hierarchical need model that distinguishes between physiological needs, needs for security, social needs, self-esteem needs, and needs for self-actualization.Maslow's need classification has been widely recognized and has proven useful in developing indicators of social well-being that cover important aspects of social sustainability 4 .
The conceptual distinction between intrinsic and extrinsic motivation is essential to understanding the learning process.Intrinsic motivation can come from curiosity and interest in the learning activity itself, such as the excitement felt when analyzing, asking, exercising, and solving problems 11 .
In addition to the problem of the concept of social sustainability that is not much known to teenagers, on the other hand, it turns out there is also the issue of local wisdom that is beginning to be marginalized.Local wisdom loaded with messages, values, cultures, and character passed down from generation to generation has been packed in various forms such as regional songs, regional dances, regional arts, local food, even to local games.As the times evolve, there will be a tendency of local wisdom that is loaded with the various cultural values that are beginning to be marginalized.So one way to keep this local wisdom alive and there is to socialize it to the younger generation so that this local Wisdom does not disappear as time goes by.Dwijendra (2020) in his research proves that the presence of local wisdom has a significant factor in shaping urban patterns and structures.The results of Sukawati research (2017) also show that the values of local wisdom of the community always accompanied the development of a region from the beginning of civilization to become an international tourist area.
A preliminary interview study was conducted with the same six respondents in the previous interview with the criteria of 15-19 year-olds who aimed to know the current state of their knowledge about the local wisdom of West Java.Based on the interview, it was identified that 6 of the 6 respondents said that during this time they knew about the kinds of local Wisdom West Java only through cultural arts lessons on the school bench but limited only to some kind of Local Wisdom such as Angklung and some local songs such as Manuk Dadali and Cingcangkeling.Preliminary studies of literary searches were also carried out and it was found that the awareness of Sundays to consciously preserve their culture was very low.This is proved by about 500 kinds of Sunda's art that are almost extinct because there is no regeneration of its players.The true attitude of the good people has been very difficult to find in the daily attitudes of the Sunda society of the present day 8 .
One method that can be used for social sustainability learning and also local wisdom is through board games.Board games are a space for learning mathematics and a learning space that enables learning a variety of content.Board games enable a range of interactions that involve players in computational thinking, teamwork, and creativity 2 .The relationship between board games and learning has been proven across disciplines and states.Board games simplify complex problems and systems, which makes it suitable to further explore learning and concepts such as motivation and computational thinking in formal and informal settings 2 .
Noda, Shirotsuki, & Nakao (2019) in their research showed that board games and programs that use board games have a positive effect on a variety of outcomes, including educational knowledge and cognitive function.Board games are an effective tool to encourage active learning and knowledge retention and can help increase student motivation to learn and even lead to positive behavioral change 13 .Sucianto (2019), based on a summary of 83 different studies from different countries on board games that have been studied over the past seven years, states that people who play board games or obtain gamified learning materials have been shown to absorb and memorize material more effectively than conventional learning techniques.
Based on the all explanations before, the aim of this study is to design a local intelligence-based educational board game for adolescents as a social sustainability learning advocate that will address the problem of under-knowledge of social sustainable concepts especially by adolescents and as one of the ways for teenagers to continue to know and learn local intelligences.In addition, it will also evaluate the design of board games based on field testing results and find out the comparison of sustainability awareness teenagers before and after playing the designed board games.

Research methods
The research was carried out in several stages as can be seen in Figure 1.

Identification of needs
The first step is to identify the needs of the board game design.The identification of the needs is done to find the requirements of the type of board game, the local wisdom, and the concept of social sustainability.Interviews and observations are the methods used to identify those needs.The first interview was done to find the need for the kind of board game.The interview was conducted with six teenagers, a project-based learning educational practitioner and an educational game creator, and four master games.Based on the results of the interview in the form of a transcript of each of the respondents, the process of identification of customer statements that indicates the needs of the consumer is carried out.In the process of interpreting consumer statements, there are some guidelines to follow that need statements are statements "what" and not "how" the product works, writing statements must always be positive rather than negative, should not use "should" and "better", the needs presented are attributes of the product not from the user side, and must be specific.Examples of interpretation of a need statement of a consumer statement can be seen in Table 1.
Table 1 A board game that's easy to understand.
The interview process was discontinued when no new requirements were found from the last three sources.This can happen because both latent and hidden needs have been identified so that if further interviews are conducted on a new source, the needs expressed will be the same or similar to the needs previously obtained.Then from that, on the production of cumulative needs data, the cumulative of the identified needs statements are sought.The amount of needs in the next consumption sequence that is calculated is just different needs and not identified in the previous consumer.This phase is repeated until no new requirements are obtained on at least the last 3 sources.
Observation methods are also used to identify the needs of board games.Observations are carried out at one of the cafe board games in Bandung which aims to observe how interactions are created between players during playing the board games they play, what kind of board game they like, as well as what board games that they don't like.The observations are done to 7 groups of teenagers, consisting of a group of teens who are playing a board game and also the group of adolescents who are looking for a game to play.
Based on the interpretation of the needs of all respondents interviewed as well as the results of observations, there are some kinds of needs that have something in common.From that, a grouping of consumer needs into several groups of needs is done by looking at the commonalities of different needs using affinity diagrams.The data used is the need statement data obtained at the data collection stage using both interview methods and observation methods.The obtained needs are then separated and placed in groups already defined based on the similarity of the need statement.
Based on the grouping of needs that have been done, then 9 groups of needs are produced.Reinterviews were conducted to the same respondents to give an assessment of the existing needs group with the following range of assessment, unwanted (undesirable) with 1 point, not important with 2 points, would be nice to have, but isn't necessary with 3 points, highly desirable, but I would consider a product without it with a value of 4 points, and critical feature with a value of 5 points.This is the result of a list of needs sorted by the most important levels: board games that interesting, board games that easy-to-learn and understand, boards games with interesting type of interaction, board games that easily carried everywhere with simple and durable components, board games with family type game, board game for 4-8 players, board games for 2-10 players, board games with abstract strategy type games, and board games with short duration of play.Based on the assessment of the board game needs groups, the needs about board games for 2-10 players were eliminated because the needs board games for 4-8 players had a higher average value.It's the same thing with the needs about board game with abstract strategy game type which were also eliminated as board games with the family game type had higher average values.A group of board game needs with a short duration of play was also eliminated as the majority of respondents did not worry too much about the duration.
In the same way but with local wisdom's respondents, here's a list of needs sorted by the most important levels: board game that can introduce West Javanese art performances, board game that can introduce traditional weapons from West Java, board game that can introduce traditional games from West Java, board game that can introduce traditional ceremonies from West Java, board game that can introduce traditional songs from West Java, board game that can introduce traditional dances from West Java, board game that can introduce traditional dress from West Java, board game that can introduce traditional musical instrument from West Java, board game that can introduce traditional foods from West Java.
Last, still with the same way but with social sustainability's respondents, here's a list of needs sorted by the most important levels: a board game that contains the concept of sustainability which can be learned through small habits that can train responsibility in daily activity; a board game that can teach how to end hunger, achieve food security and good nutrition, and promote sustainable agriculture; a board game that can teach how to create inclusive and equitable quality education and increase lifelong learning opportunities for all; a board game that contains the concept of sustainability which can be learned through a lifestyle; a board game that contains the concept of sustainability which can be learned through a variety of sustainability lifestyles, a board game that can teach how to end poverty in all its forms everywhere; a board game that can teach how to achieve gender equality and women empowerment; a board game that contains the concept of sustainability which can be understood by youth about concept of social sustainability; a board game that can teach how to create a healthy life and improve the welfare of all ages.

Concept development
The development of alternative board game concepts begins with the development of implementation plans for each list of existing needs.For example, plans for the implementation of local wisdom content needs are structured in the form of local types of wisdom according to identified needs.Meanwhile, plans for implementing social sustainability learning needs are constructed in the shape of implementation plans through game mechanisms.The next step is to perform benchmarking through some surveys as well as searching for previously existing board games whether they are board games on local intelligence or board games about learning social sustainability.The benchmark results and things adapted for board game design can be seen in Appendix A.
Based on the results of the drafting of the implementation plan and the benchmarking results obtained, the main sketch of the educational board game is formed based on local wisdom to support learning of social sustainability.The main sketch basically has two main concepts in it, namely the concept of local Wisdom that is widely adapted from the Pagelaran Yogyakarta board game and the social sustainability concept.Using the SCAMPER method and from the benchmarking results, the main sketch has been developed into four alternative sketches.Overall, concepts 1 and 2 have similarities with concepts 3 and 4 in the form of the game board layout.However, for game mechanisms, concept 1 has a similarity with concept 3 and concept 2 has a common nature with concept 4.

Concept selection
Concept selection is done by external decision method which means that the four existing alternative concepts are determined by an external entity which in this case is a teenager aged 15-19.The concept selection process was carried out by interviewing six teenagers who also became the source of the interview at the identification stage.Four out of six adolescents interviewed chose alternative concept 1 while there were two teenagers choosing alternative concept 4. So, the concept 1 was chosen to be developed at the prototype stage.

Prototyping
All data that has been generated from the previous phase is used in the prototyping phase.In this phase, paper prototypes and interactive prototype are used.Paper prototypes or alpha prototypes are formed with the aim of ensuring that the mechanisms of the board game are running properly and all the content that is to be delivered through this board game is delivered.From the test results using the paper prototype, there are some improvements implemented, one of which is about pricing and the impact that occurs when a social problem has been successfully solved.This can be seen in Table 2.The next step is to create an interactive prototype.The main board can be seen in Figure 6, while the other components can be seen in Figure 7 and Figure 8.

Testing
The board game test was conducted in two sessions, the first being conducted on two teenagers aged 15-19 and the second on four 15-19-year-olds.They are the same respondents as the respondents involved from the identification stage of the need.The game board testing process is performed by playing the game from start to finish.The documentation of the testing process can be seen in Figure 9 and Figure 10.After the test phase is completed, the stage continues with the board game evaluation.

Evaluation
Board game evaluation is carried out using three methods, there are post-play interviews, pre-test and post-test, consisting of 14 multiple-choice questions about social sustainability knowledge that was provided by the board games, and a pre-sustainability awareness-questionnaire and a post-sustainability awareness-questionnaire. Interviews are conducted to find out about users experience when playing the board game.
Board game evaluation is also carried out using pre-test and post-test questions consisting of 14 double-choice questions.Frisbie (2005) stated that questions in the form of double-choice have better reliability and validity compared to the type of true question.Furthermore, the issues used are largely guided by metadata of social indicators on the pillars of social sustainability development under the SDGs, namely Objectives 1 to Objective 5.The creation of a double choice has followed good steps according to Brame (2013).
Referring to the study of Noordin T A and Sulaiman S (2010) there are three categories of sustainability awareness namely sustainability practice awareness, behavioral and attitude awareness, and emotional awareness.The concept of determination of such assessment instruments was adopted from the Saptaji et al. (2020) research on the development of instruments to measure the sustainability awareness of high school students on temperature and caloric materials.The validity and reliability of the assessment instrument has been tested.From the results of the validity test, there are a number of invalid assessment points, so that the valid assessment details are not adopted in the formulation of the questionnaire.The results will be processed using the average data referring to the level of sustained awareness by Nuroso & Rini (2022).

Results
Based on the interviews carried out, here are some of the evaluation results as well as suggestions for improvement given by the respondents: there are still some local wisdom cards with images that do not match the name of the local Wisdom, the price to solve the problem of poverty and hunger is too expensive, first player tokens are not very useful, the number of local Wisdom cards should be multiplied again because when played by 4-5 people will run out of the stock of cards, the material to make the player's character stand should be stronger so that the character does not fall when played.In addition to the evaluation and suggestions for improvement, there are also some new things learned or known by the respondents after playing the board game, one of them said that this board game has the potential to be developed to schools for the lessons of Cultural Arts or can be played when no classes.
Based on the recapitulation of pre-test and post-test results, it can be seen that there is an increase in the value from pre-test to post-tests of each respondent.This can also be seen from the average pre-test value that previously had a score of 52.38 has increased to 83.33 in the after-test value.Meanwhile, sustainability awareness results before playing board games were 2.56 in the medium category, while sustainability awareness outcomes after playing the board game were 3.19 in the high category.This indicates that the board games designed can raise the social sustainability consciousness of teenagers from the medium to the high level.
The evaluation of sustainability awareness through this sustainability awareness questionnaire is only used to measure the personal awareness of each teenager based on what they should do from the questionnaire after playing a board game.However, to continue to maintain, nurture, and develop a consciousness of social sustainability must also be supported by the wide range of knowledge they have acquired about social sustainability.This awareness of social sustainability can also continue to be built through daily behavior so that the practice of values and concepts of social sustainability can continue to flourish and live within each adolescent.

Conclusions
The study concluded that local wisdom-based educational board games for adolescents to support social sustainability learning were designed to collaborate on the concept of local wisdoms showing in West Java that was adapted from Yogyakarta's Pagelaran board games to generate income that would be used to solve various existing social problems.There is an advantage that will be gained by each player after solving each social problem to motivate the players in solving the social problem.On the other hand, the proposed improvement of the prototype of the board game based on the testing of prototypes suggests that there is still a need to make some improvements to the prototype that has been made, among other things, the standee material for the player's character has been further strengthened so that the character can stand well and exchanged the impact of the poverty problem when it is successfully resolved with the effect of the health and well-being problems when it has been successfully solved.
For further research, it would be better for the values of each type of local wisdom to be more detail so that they are more relevant to the topic of social sustainability that is being taught.Hopefully, the values present in the local wisdom can be implemented and live from generation to generation in realizing social sustainability in the surrounding environment.

Figure 9 .
Figure 9. First session of board game testing.

Figure 10 .
Figure 10.Second session of board game testing.

.
Example interpretation of the need for board game type based on the statement of adolescent respondents 1.

Table 2 .
Costs and impacts for every social problem.
9Appendix A