Workshop Pembelajaran Bilangan Bulat Berbasis Permainan Jejamok dan Komik Digital bagi Guru SD

https://doi.org/10.23960/jpm-ip.vol.5i.3.1893
Published: Sep 30, 2026

Abstract:

Teachers still face challenges in teaching integers because the concepts of negative numbers and arithmetic operations are often abstract and difficult for students to understand meaningfully. Therefore, innovative learning approaches that are contextual, engaging, and closely related to students’ experiences are needed. This community service activity aimed to improve the insight and competence of teachers and preservice teachers in teaching integers through the integration of the traditional game Jejamok and electronic comics. The activity was conducted in the form of a workshop involving 40 participants consisting of teachers from Soekarno-Hatta Elementary School and preservice teachers from Muhammadiyah University Kotabumi. The implementation stages included partner needs analysis, workshop activities involving material presentations, media demonstrations, and discussions, followed by monitoring and evaluation through observations, questionnaires, participant reflections, and documentation. The results showed positive impacts, indicated by participant attendance exceeding 90%, positive responses above 85%, and increased understanding of integrating local cultural contexts and digital media into mathematics learning. Participants also demonstrated strong interest in applying the innovation in schools.

Keywords:
1. Integers
2. Jejamok Game
3. Electronic Comics
4. Workshop
Authors:
1 . Ratih Handayani
Universitas Muhammadiyah Kotabumi
2 . Ratu Ilma Indra Putri
Universitas Sriwijaya
3 . Zulkardi Zulkardi
Universitas Sriwijaya
4 . Darmawijoyo Darmawijoyo
Universitas Sriwijaya
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How to Cite
Handayani, R., Ilma Indra Putri, R., Zulkardi, Z., & Darmawijoyo, D. (2026). Workshop Pembelajaran Bilangan Bulat Berbasis Permainan Jejamok dan Komik Digital bagi Guru SD. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 5(3), 612–630. https://doi.org/10.23960/jpm-ip.vol.5i.3.1893
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Issue & Section
Vol. 5 No. 3 (2026): September 2026
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

References

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  1. Ambrosio, U. D. (2001). What is ethnomathematics , and how can it help children in schools ?
  2. Arifudin, R., Abidin, Z., Sugiharti, E., & Arini, F. Y. (2026). Peningkatan Kompetensi Guru MGMP Matematika dalam Pembuatan Modul Ajar melalui Pelatihan Generative Artificial Intelligence. 9(1), 43–50.
  3. Bofferding, L. (2014). Negative integer understanding: Characterizing first graders’ mental models. Journal for Research in Mathematics Education, 45(2), 194–245. https://doi.org/10.5951/jresematheduc.45.2.0194
  4. Bofferding, L., & Wessman-Enzinger, N. (2017). Subtraction involving negative numbers: Connecting to whole number reasoning. Mathematics Enthusiast, 14(1–3), 241–262. https://doi.org/10.54870/1551-3440.1396
  5. Dubinsky, E., & McDonald, M. A. (n.d.). APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research. 1991, 1–22.
  6. Erşen, Z. B., Ergül, E., & Trends, E. (2022). Trends of Game-Based Learning in Mathematics Education : A Systematic Review To cite this article : Trends of Game-Based Learning in Mathematics Education : A Systematic.
  7. Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer-Verlag. Table of Contents and Chapter 1. Northwestern Univercity. https://doi.org/10.1007/978-1-4612-37549
  8. Gravemeijer, K., & Doorman, M. (2016). Context Problems in Realistic Mathematics Education: A Calculus Course as an Example Author(s): Koeno Gravemeijer and Michiel Doorman Source: Educational Studies in Mathematics. 39(1), 111–129.
  9. Harpizon, N. A., & Habibi, M. (2024). Desain Didaktis Pembelajaran Operasi Hitung Bilangan Bulat Berbasis Permainan Tradisional Bola Bekel di Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(2), 277–289.
  10. Hiebert, J., & Grouws, D. A. (2007). “The Effects of Classroom Mathematics Teaching on Students’ Learning,” in Second Handbook of Research on Mathematics Teaching and Learning,. Information Age Publishing Inc. All.
  11. Hui, H. B., & Mahmud, M. S. (2019). Influence of game-based learning in mathematics education on the students ’ cognitive and a ective domain : A systematic review.
  12. Killpatrick, J., & Swafford, J. (2001). Helping Children Learn Mathematics. National Academy Press.
  13. Lamb, L., Bishop, J., Whitacre, I., & Philipp, R. (2023). Flexibility across and flexibility within: The domain of integer addition and subtraction. Journal of Mathematical Behavior, 70(September 2022), 101031. https://doi.org/10.1016/j.jmathb.2023.101031
  14. Mason, J., Burton, L., & Stacey, K. (1982). Thinking Mathematically.
  15. Musser, G. L., F.Burger, W., & E.Peterson, B. (2007). National Council of Teachers of Mathematics Principles and Standards for School Mathematics Principles for School Mathematics. John Wiley & Sons, Inc.
  16. NCTM. (2000). Principle and Standards for School Mathematics. The National Council of Teachers of Mathematics, inc.
  17. Ozdemir, E. (2017). Comics in modern physics : Learning blackbody radiation through quasi-history of physics. 1(1), 0–2.
  18. Putri, R. I. I., Edwar, Zulkardi, & Darmawijoyo. (2023). Developing a workshop model for high school mathematics teachers constructing HOTS questions through the Pendidikan Matematika Realistik Indonesia approach. 14(4), 603–625.
  19. Rittle-Johnson, B., & Schneider, M. (2014). Developing Conceptual and Procedural Knowledge of Mathematics. The Oxford Handbook of Numerical Cognition, March 2019, 1118–1134. https://doi.org/10.1093/oxfordhb/9780199642342.013.014
  20. Rosa, M., & Orey, D. C. (2011). Ethnomathematics : the cultural aspects of mathematics Etnomatemática : os aspectos culturais da matemática. 4, 32–54.
  21. Rusdiana, D., & Hera, T. (2024). Pengembangan Media Pembelajaran Komik Matematika Digital pada Materi Bangun Ruang Siswa Kelas V SD. Jurnal Pendidikan dan Sosial Humaniora, 4(2), 260–273.
  22. Sfard, A. (2013). On the Dual Nature of Mathematical Conceptions : Reflections on Processes and Objects as Different Sides of the Same Coin. 22(1), 1–36.
  23. Sipayung, T. N., Yuli, T., & Siswono, E. (2019). An Analysis of Student Responses in Online Learning-Based Comic Video Module Creative Realistic Mathematics On Integer Operation Material. 2011, 213–225.
  24. Skemp, R. R. (1976). Relational Understanding and Instrumental Understanding 1. 20–26.
  25. Stylianides, G. J., Stylianides, A. J., & Moutsios, A. (2023). Proof and proving in school and university mathematics education research : a systematic review. ZDM – Mathematics Education, 0123456789. https://doi.org/10.1007/s11858-023-01518-y
  26. Subroto, E. N., & Qohar, A. (2020). Efektivitas Pemanfaatan Komik sebagai Media Pembelajaran Matematika. Jurnal Pendidikan, 5(2), 135–141.
  27. Syahir, I., Ramli, M., Maat, S. M., Khalid, F., & Education, F. (2020). Game-Based Learning in Mathematics : A Systematic Review. 29(03), 7223–7229.
  28. Toh, T. L. (2009). Use of Cartoons and Comics to Teach Algebra in Mathematics Classrooms. National Institute of Education, Nanyang Technological University, 230–239.
  29. Vlassis, J. (2008). The role of mathematical symbols in the development of number conceptualization: The case of the minus sign. Philosophical Psychology, 21(4), 555–570. https://doi.org/10.1080/09515080802285552
  30. Winatha, K. R., & Setiawan, I. M. D. (2020). Pengaruh Game-Based Learning Terhadap Motivasi dan Prestasi Belajar. 198–206.
  31. Zulkardi. (2002). Developing A Learning Environment On Realistic Mathematics Education For Indonesian Student Teachers. PrintPartners Ipskamp, 218.