Dari Bermain ke Bernalar: Penguatan Numerasi Siswa SD melalui Permainan Tradisional

Abstract

This community service program aimed to strengthen the capacity of elementary school teachers in integrating traditional games into mathematics learning to support students’ numeracy skills. The activities were carried out through workshops, mentoring in lesson plan development, and classroom implementation. The workshop was conducted on March 6, 2026, at SDN Merjosari 3 and was attended by 33 participants from nine schools in the Kombel Meriang community. The workshop activities included a pre-test, material enrichment sessions, discussions, the preparation of lesson plan mapping based on traditional games, and a post-test. The evaluation results showed an increase in teachers’ average knowledge scores from 94.67 to 97.67, with the minimum score increasing from 76 to 86 and the standard deviation decreasing from 6.6 to 3.8. The mentoring stage was conducted asynchronously from March 7–15, 2026, through the preparation, review, and revision of lesson plans until the final version was completed. The classroom implementation was carried out on April 16, 2026, in a fifth-grade class at SDN Merjosari 3 involving 28 students in a data processing lesson based on the traditional marble game. Data were collected through lesson plan reviews, classroom observations, reflection notes, documentation, and student responses. The observation results showed a learning implementation rate of 96.25%, categorized as very good. The use of games in learning reached 100%, while student engagement reached 97.5%. Student responses indicated that mathematics learning based on traditional games was enjoyable, meaningful, and worthy of further development. Reflection findings highlighted the need to improve the Two Stay Two Stray note sheet, revise the wording of formative assessment questions, strengthen social-emotional and character values, and simplify the game rules. Overall, this program demonstrated that traditional games can serve as an effective learning context to strengthen numeracy, collaboration, and more meaningful mathematics learning experiences in elementary schools.