Primary school science Curriculum goal is to grow and develop the creativity of children through experience and investigation

for mastering the knowledge of science, scientific skills and scientific thinking skills as well as attitudes and values (the part of curriculum development, KPM 2011). In the context of his early education, children explore the environment, make experiments and learn new skills in a manner or try jaya as well as explore and investigate according to the desire and interest in them. Science requires children to make inquiry and discovery. Thus, teachers need to wisely use the existing opportunities in cultivating the interest of a child who is always asked to meet instinctively want to know them. According to Zurida, Sharifah Norhaidah and Maznah (2003), the approach of ' hands-on ' and ' minds-on ' can help children to think in a critical and build confidence in solving the problem.
Further according to Choong (2009), learning occurs when students apply the knowledge acquired in their daily lives. This means that in the context of learning science, learning occurs when students are able to apply the concept of science learned into their daily lives. Therefore it is important for students to master and understand the concept of science. Therefore, teachers need to use a variety of teaching methods of interest to motivate students in improve students against the concept of science. According to Abu Hassan (2003), teaching methods and learning to influence the attitudes of students, especially in terms of the interest and motivation of students to further science can affect students ' achievement. Learning science is not necessarily dependent on formal learning in the classroom only. But it can also be carried out outside the classroom that is informal by using the game. Past research found that the game is learning tools because the games are able to stimulate intrinsic motivation pupils (Malone Lepper, 1987), learning through experience occurred during the process of playing (Dieleman Huisingh, 2006), there are pedagogical principles in the design of the game-based learning (Becker, 2007), and there is a practice that can be socially shared knowledge during construction when playing (Gee 2007; Steinkhueler 2008). In addition, the formal learning available presently includes curriculum-based lessons, occurred during the school year and have teaching strategies. Meanwhile, an informal learning also takes place outside of the school or outside the classroom, need not comply with curriculum specifically and often obtained indirectly or spontaneous (Ainsworth Eaton, 2010).

Motivation and interest of pupils would decrease when they could not dominate or connecting a concept of science with their daily lives. Through an informal science learning, students are able to dominate and connects a concept of science learned in their daily lives. In addition, the approach used in informal science learning is able to produce a more student-centered learning and experience gained students can provide motivation to students in learning science. This means that an informal science learning traveled by pupils is more meaningful. Such learning is important because according to Parnell (1995), learning must have a purpose and meaning as it is an important source of motivation for students to do the learning process. Achievements of the Malaysian students in TIMSS (Trends in International Mathematics and Sciences Study) shows that only 20% of students in Malaysia to achieve the minimum benchmarks in testing conducted (Education Development Plan, 2012). This figure by putting in stairs to-52 for science with a mean score of 4.22 and under the international average and 57 for Mathematics with a mean score of 4.04 is still below the international average. The result of the analysis carried out by Kementeraian of education shows the level of achievement of Malaysia is still at three down. Therefore, the concern of the Government in upgrading the achievement for science and mathematics internationally comparable with countries that are developing should be taken seriously (Education Development Plan, 2012). Science is a subject of the elusive and difficult to learn. Now, therefore, in learning science, students use how to memorize even the science concepts not understood them. In addition, teachers also tend to finish the syllabus for education are oriented to mere examination (Havasy, 1997). In addition, student directed learning to masteri by making students to get good grades in the examination. This will lead to lower motivation and interest. Then, with the existence of an informal science learning expected to help improve the interest and motivation of students and thereby making science as a field of the current selection of students continue their studies to a higher level (Ricks, 2006). In addition, the formal teaching of science emphasizes the process of remembering the things concepts, principles or facts of science resulted in students have low motivation and attitudes affect the learning of Science (Koballa Crawley, 1985). Low motivation in science is also associated with the assumption that science as an abstract subjects (Mohd Ali, 2003). Informal science education can be used as an alternative to the formal teaching of science as it is able to explain the concept of science abstracts the concept of science which is more easily understood by students.

In addition, an informal science learning easily practiced as it is learning and do not have specific lessons (Brackney, 2008). In addition, an informal science learning also need not comply with the syllabus in detail. Students learn and master a concept of science as a leisurely pace without incurring pedagogical rules as formal science learning in the classroom. Informal science learning may be effected by a variety of methods. In the context of this study, an informal science learning effected through the game using traditional games such as kiteflying/kite, gasing, batu seremban and wayang kulit. The selection of traditional games as an informal science learning activities was due to the cost of its operation which is cheaper than the conventional game. Traditional games are also easily available and commonly played by pupils. In addition, according to Noor Hasyimah, Zurida, Maznah, Nooraida, Salmiza, Anna Christina, Jamalsafri and Mohd Ali (2012), the use of traditional games in learning science in informal learning means creating as such learning associate science with everyday life. This means that through traditional games, students are able to master the concept of specific science and thus be able to