Optimalisasi Kompetensi Guru Sekolah Dasar melalui Pemanfaatan Permainan Tradisional Simar dalam Pembelajaran Operasi Hitung Campuran

Abstrak

Elementary school teachers need competencies in selecting and implementing innovative instructional media to make mathematics learning more contextual, engaging, and meaningful. However, the use of traditional games as instructional media for teaching mixed arithmetic operations remains limited. This condition highlights the need to strengthen teachers’ understanding and readiness to utilize traditional games as alternative learning media that are appropriate to the characteristics of elementary school students. This community service program aimed to improve elementary school teachers’ understanding and readiness to implement the traditional Simar game as instructional media for teaching mixed arithmetic operations. The program was conducted at the Gunungpereng Elementary School Complex and involved 30 teachers from three elementary schools. The training was implemented through five stages: a pretest, material presentation accompanied by the provision of a module, a demonstration of the Simar game, discussion and question-and-answer sessions, and a posttest. The evaluation employed pretest and posttest instruments consisting of 20 items based on five indicators: the concept of the Simar game, the concept of mixed arithmetic operations, Simar as instructional media, pedagogical foundations, and implementation. The results showed that the participants’ average achievement increased from 76.43% on the pretest to 99.51% on the posttest, representing an increase of 23.08 percentage points. The greatest improvements were observed in the implementation and mixed arithmetic operations indicators, which had previously been categorized as sufficient. This program contributed an alternative approach to utilizing the traditional Simar game as contextual instructional media for teaching mixed arithmetic operations while supporting the preservation of traditional games in educational settings. These findings indicate an improvement in teachers’ understanding and readiness after participating in the training. Nevertheless, the evaluation results reflect only short-term understanding; therefore, further assistance is needed to examine the sustainability of implementing the Simar game in elementary school mathematics learning.