Training Bilingual Inquiry-Based Mathematics Games for Teachers and Students at SDN 1 Taji Malang Widya Adhariyanty Rahayu*, 1Puji Subekti, 1Ida Nuryana 1Institut Teknologi dan Bisnis Asia.
Indonesia *Corresponding author E-mail: widyariyanty@asia.
Volume Issue Edition November Page Year Article History Submission: 16-09-2025 Review: 18-09-2025 Accepted: 11-11-2025 Keyword Community Service.
Inquiry-Based Learning.
Bilingual Education.
Game-Based Learning.
Mathematics Learning.
How to cite Rahayu.
Subekti.
, &
Nuryana.
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Jurnal Pengabdian Masyarakat.
Volume 6.
, 694-701 https://doi.
org/10.
32815/jpm.
Abstract Purpose: This community service program aimed to improve the quality of mathematics ang English learning at SDN 1 Taji, a rural elementary school in Malang Regency with limited access to technology and innovative media.
The intervention addressed low teacher capacity in applying inquiry-based methods and low student motivation in learning mathematics and English.
Method: The program involved training teachers, mentoring in lesson plan design, and implementing an inquiry-based bilingual mathematics board game in classrooms.
Data were collected through observation, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative and quantitative approaches.
Practical Applications: The results indicated that teachers became more motivated and skilled in interactive instruction, while students showed greater enthusiasm, active participation, and improved conceptual understanding.
The bilingual elements also supported contextual English Conclusion: The program provided a resource-efficient, replicable, and sustainable model for enhancing mathematics and English learning in rural schools, contributing to educational innovation in under-resourced .
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Rahayu.
Subekti.
, & Nuryana.
Introduction SD Negeri 1 Taji, located in Jabung District.
Malang Regency, represents one of the rural elementary schools in East Java with limited educational facilities and resources.
Most of the local population consists of farmers, farm labourers, and small-scale informal workers, whose socio-economic status is categorized as lower-middle.
This condition directly influences the quality of education, particularly in terms of access to technology, innovative teaching methods, and modern learning media.
The school has minimal supporting facilities, such as a small library and several rooms.
Internet access remains very limited, which restricts opportunities to integrate digital media into the classroom.
Based on preliminary observations and interviews with teachers, mathematics and English instruction at SDN 1 Taji still relies heavily on conventional methods such as lectures and repetitive problem-solving exercises.
These approaches often result in passive learning, low motivation, and difficulties in comprehending abstract mathematical and English concepts.
Mathematics and English are frequently perceived by students as difficult and monotonous subjects, leading to reduced enthusiasm and participation during lessons.
Teachers also acknowledged their lack of experience in applying inquiry-based approaches, despite the relevance of this method to the Merdeka Curriculum, which emphasizes contextual, studentcentred, and active learning.
The main challenge in mathematics learning at SDN 1 Taji lies in the dominance of conventional methods, which make students passive (Sutarti & Wibawa.
Susanti & Purnomo, 2.
Game-based learning has been proven to increase studentsAo motivation and learning outcomes (Hamari et al.
, 2016.
Huang et al.
, 2019.
Utami & Cahyono.
A bilingual approach also strengthens English literacy within mathematics learning contexts (Sari & Rahmawati, 2021.
Syamsuddin & Ahmad, 2021.
Yuliana & Pramudita, 2.
Previous studies have highlighted the potential of innovative learning strategies to address these challenges.
For example.
Rahayu .
argued that educational games can enhance studentsAo motivation and make the learning process more enjoyable and effective.
Sutarti and Wibawa .
demonstrated that inquiry-based learning encourages students to be actively involved in the learning process, fosters critical thinking, and supports a deeper understanding of concepts.
Furthermore.
Widayanti and Rahayu .
found that bilingual learning media not only strengthen studentsAo mathematical comprehension but also simultaneously support English literacy in contextual and meaningful ways.
Considering these conditions, there is a pressing need for community service programs that directly address the dual challenges faced by teachers and students in rural schools: the lack of innovative teaching practices and the absence of engaging, contextual learning media.
The present program, therefore, was designed to introduce and implement an inquiry-based bilingual mathematics board game.
This intervention targeted both teachers and students by providing professional training, classroom mentoring, and direct implementation of gamebased learning activities.
The expected societal impact of this program is twofold: .
empowering teachers with the skills and confidence to design and deliver interactive, inquiry-driven, and bilingual mathematics lessons.
increasing student motivation, participation, and comprehension through enjoyable, game-based activities that simultaneously develop English literacy.
offering a sustainable and replicable model, this initiative seeks to contribute to broader educational transformation in rural settings, where innovation and global competence are urgently needed but often constrained by limited resources.
Method This community service program employed a participatory action research (PAR) approach to ensure that the intervention was collaborative, context-specific, and aligned with the needs of SDN 1 Taji.
The methodology was designed to address two main problems: the lack of innovative teaching practices among teachers and the low motivation of students in learning mathematics.
The program applied workshops, mentoring, and media .
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Rahayu.
Subekti.
, & Nuryana.
implementation, which have been recognized as effective approaches in school-based community service (Rahayu & Widayanti, 2018, 2.
Data were collected through observation, questionnaires, and interviews, then analyzed using both descriptive qualitative and quantitative techniques (Wijayanti & Prasetyo, 2.
Participants The program engaged three primary stakeholder groups: .
twenty classroom and subject teachers from grades IAeVI at SDN 1 Taji Malang.
students, with intentional focus on upper elementary grades iAeVI as the core participants for classroom implementation of the mathematics games.
a Community Service Team comprising three specialist lecturers in mathematics education, bilingual pedagogy, and instructional media development, augmented by two university student field assistants.
This multi-tiered participation structure ensured comprehensive coverage of both educator training and student-facing pedagogical Data Collection Methods A multi-instrument approach was employed to rigorously evaluate program implementation and outcomes.
Classroom observations during game-based learning sessions utilized structured observation sheets to systematically document student engagement, participation dynamics, and interaction patterns.
Semi-structured pre- and post-program interviews with teachers captured evolving perceptions, implementation challenges, and reflective insights regarding inquiry-based and bilingual methodologies.
Complementing these qualitative measures, simple Likert-scale questionnaires administered to students quantified shifts in interest, enjoyment, and perceived mathematical comprehension.
Finally, extensive documentationAiincluding photographs, videos, and field notesAiprovided contextual visual and narrative evidence of program activities, creating a robust evidentiary foundation.
Procedural Design Execution followed a five-phase systematic framework.
The initiative commenced with Socialization, wherein program objectives, anticipated benefits, and timelines were formally introduced to school leadership and teaching committees.
This was succeeded by Training and Workshops delivering specialized instruction to teachers on inquiry-based learning strategies, bilingual education techniques, and practical application of mathematics board The Game Development and Distribution phase involved designing and supplying customized bilingual (Indonesian-Englis.
board game sets modeled after monopoly mechanics, complete with question, bonus, and penalty cards.
Subsequently.
Implementation and Mentoring enabled teachers to conduct classroom practice sessions using the games under direct guidance from the service team.
The process culminated in Evaluation and Follow-up, incorporating structured feedback collection, distribution of sustainability-focused guidebooks, and planning for future competition-based learning activities to ensure longitudinal impact.
Data Analysis A mixed-methods analytical strategy integrated qualitative and quantitative dimensions.
Thematic analysis of interview transcripts, observation notes, and documentation identified recurring patterns in teacher motivation, student participation efficacy, and emergent implementation challenges.
Concurrently, descriptive statistical analysis of questionnaire dataAifollowing rigorous data cleansing to exclude incomplete responsesAiquantified trends in student-reported interest, enjoyment, and comprehension through percentage-based Crucially, triangulation cross-validated findings across all four data sources .
bservation, interviews, questionnaires, documentatio.
, significantly enhancing the credibility, reliability, and methodological rigor of the overall evaluation.
Risk Mitigation Potential risks identified included low teacher attendance during training, limited time for classroom implementation, and student unfamiliarity with bilingual terms.
To mitigate these risks, the team scheduled flexible training sessions, provided ongoing mentoring, and created .
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Rahayu.
Subekti.
, & Nuryana.
bilingual support materials with simple language adaptation.
Table 1.
Program Participants Name (Initial.
Title/Role Age
Involvement
1 T1
Class Teacher
Workshop, mentoring 2 T2
Mathematics Teacher 38
Implementation 3 T3
Class Teacher
Workshop
A A
10 T10
Class Teacher Implementation Source: AuthorAos Work, 2025.
Result Program Implementation and Outcomes The six-week community service program, "Training of Inquiry-Based Bilingual Mathematics Games for Teachers and Students of SDN 1 Taji Malang," systematically engaged school leaders, teachers, and students across five phased stages.
Initiated through a socialization meeting with the principal, eight teachers, and the school committee, the program established institutional buy-in by clarifying objectives, benefits, and activity This foundation enabled the subsequent teacher training workshops, where all 20 participating teachers developed competencies in inquiry-based pedagogy, bilingual strategies, and game integration through simulations and hands-on practice with the customdesigned board game.
The game development phase yielded a sustainable resource: a monopoly-style bilingual (Indonesian-Englis.
board game featuring question, bonus, and penalty cards, which was then deployed during classroom implementation across four upper-grade classrooms .
AeVI).
Direct mentoring and evaluation accompanied this stage, with the service team observing sessions, collecting observational data, administering student questionnaires, and conducting teacher interviews to refine the game and compile a practical guidebook for future use.
Measurable Outputs and Impacts Quantifiable achievements aligned with program targets (Table .
, including 90% of teachers demonstrating proficiency in inquiry methods, active game usage in three classroom sessions, and sustained student engagement across all four target classes.
Critically, teacher impacts manifested as heightened confidence in interactive pedagogy, with 19 of 20 teachers successfully integrating the game into lesson plans.
As one mathematics teacher noted: "The game made my students more enthusiastic.
They were no longer afraid of mathematics and naturally used English terms" (T2, 2.
, underscoring the guidebookAos role in enabling independent replication.
Student outcomes were equally significant: observational data confirmed >80% active participation in bilingual term usage and collaborative problem-solving, while 85% of students reported increased enjoyment of mathematics and 78% indicated improved conceptual understanding via questionnaires.
A Grade i studentAos testimonial encapsulated this shift:
"Learning mathematics became more fun.
I now know English mathematical vocabulary too" .
Visual documentation further validated these findings, capturing teachers in workshops, students engaged in gameplay, and the formal handover of resources.
Interpretation and Scholarly Alignment These results directly addressed SDN 1 TajiAos dual challenges of limited teacher capacity and low student motivation.
TeachersAo enhanced confidence in bilingual game integration corroborates Wang and TahirAos .
evidence that interactive media strengthens teacher-student engagement.
Similarly, the surge in student motivation aligns with Utami and CahyonoAos .
findings on board gamesAo role in fostering active participation, while the .
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Rahayu.
Subekti.
, & Nuryana.
acquisition of English mathematical terminology substantiates Syamsuddin and AhmadAos .
research on bilingual scaffolding.
Crucially, sustainability was engineered through tangible outputsAithe physical game set and teacher guidebookAiensuring continued application beyond the programAos six-week duration.
The triangulated evidence .
bservation, interviews, surveys, and documentatio.
collectively demonstrates that the synergy of inquirybased methods, bilingual exposure, and gamified learning catalyzed transformative improvements in both pedagogical practice and student learning experiences.
Discussion Structured Program Impact Analysis The implementation of inquiry-based bilingual mathematics games at SDN 1 Taji Malang achieved its core objectives, demonstrating transformative effects on pedagogical practices and student learning outcomes.
Teachers exhibited heightened motivation and enhanced capacity to design interactive activities, while students reported increased enthusiasm and conceptual comprehensionAifindings consistent with RahayuAos .
research on gamebased learningAos efficacy in reducing classroom boredom and boosting engagement.
Teacher Capacity Development The program catalyzed significant growth in teacher competence with inquiry-based and bilingual methodologies.
Pre-intervention, most educators relied exclusively on conventional lectures due to unfamiliarity with innovative strategies.
Post-workshop and mentoring, however, 90% of teachers successfully integrated the bilingual board game into classroom This shift aligns with Sutarti and WibawaAos .
evidence that inquiry-based approaches empower teachers to foster student exploration and active participation, moving beyond passive knowledge transmission.
Student Learning Enhancement Students experienced dual benefits: elevated motivation and contextual English literacy Observational data revealed natural usage of mathematical English terms .
"addition," "subtraction," "penalty") during gameplay, corroborating Widayanti and RahayuAos .
assertion that bilingual media cultivates global competence in young learners.
Quantitatively, 85% of students affirmed heightened enjoyment of mathematics through this method, reflecting GeeAos .
edutainment framework wherein game-based integration improves attention and knowledge retention by merging educational content with engaging Societal and Institutional Impacts Beyond classroom dynamics, the initiative spurred broader institutional transformation.
By providing sustainable resourcesAiphysical game sets and teacher guidebooksAithe program established foundations for ongoing pedagogical innovation in rural education.
Though no direct economic effects emerged, three key societal contributions were documented: .
strengthened teacher professionalism in resource-constrained settings.
enhanced student self-confidence in mathematics.
advancement of national bilingual literacy goals.
These outcomes collectively signal alignment with IndonesiaAos educational priorities for global readiness.
Sustainability and Scalability Durability was engineered through low-cost, non-digital resources designed for teacher The bilingual board game and guidebook enable indefinite replication, while the modelAos adaptability to similar rural contexts supports McGill et al.
Aos .
principle that sustainable interventions prioritize practicality and contextual flexibility.
This approach resonates with Huang et al.
and Zainuddin et al.
Aos .
findings that reusable, simple media achieve higher replication rates in underserved schools than technology-dependent .
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Rahayu.
Subekti.
, & Nuryana.
Challenges and Adaptive Solutions Implementation hurdles included: initial teacher difficulties in lesson plan integration .
ddressed through tailored mentorin.
student hesitancy in English usage .
itigated via scaffolded bilingual material.
and limited program duration restricting implementation iterations .
esolved through flexible schedulin.
These barriers mirror Sari and RahmawatiAos .
observations on language adoption challenges, underscoring the need for extended mentoring periods in future iterations to deepen pedagogical assimilation.
Forward-Looking Recommendations Key lessons emphasize the synergy between teacher capacity building and studentcentered media innovation, with institutional support proving critical to success.
To amplify impact, future initiatives should: .
engage parents to extend bilingual practice into home .
develop digital game variants contingent on improved rural internet access.
partner with local education offices for systemic scaling.
Such strategies would further advance Yuliana and PramuditaAos .
vision for community-embedded bilingual literacy while addressing Wijayanti and PrasetyoAos .
call for inquiry-based games that holistically develop critical thinking and problem-solving skills.
Synthesis This program substantiates that contextually designed, bilingual game-based learning serves as a cost-effective catalyst for dual transformation: elevating teacher professionalism in inquiry-based pedagogy while simultaneously advancing studentsAo mathematical understanding and global competence.
As illustrated in Figure 1, the visible synergy between teacher guidance and student engagement during gameplay epitomizes the modelAos potential to redefine mathematics education in resource-constrained settingsAiproving that simplicity, sustainability, and scholarly alignment can collectively overcome entrenched educational Conclusion This community service program was designed to enhance the quality of mathematics learning at SDN 1 Taji, a rural elementary school with limited resources, by introducing an inquiry-based bilingual mathematics board game.
The programAos objectives were twofold: .
to empower teachers with strategies for interactive and bilingual instruction, and .
to increase student motivation, participation, and comprehension in mathematics.
The findings demonstrated that the program achieved these objectives effectively.
Teachers gained confidence and competence in applying inquiry-based methods and integrating bilingual approaches into their lessons.
Students exhibited increased enthusiasm and engagement during mathematics classes, with 85% reporting greater enjoyment and 78% acknowledging improved understanding of concepts when using the board game.
The integration of bilingual elements also strengthened contextual English literacy, aligning with national curriculum goals.
The practical implications of these findings highlight that low-cost, non-digital gamebased media can serve as an effective solution in rural schools where access to advanced technology is limited.
The program offers a replicable model that balances innovation with accessibility, making it adaptable to other under-resourced educational contexts.
A unique contribution of this initiative lies in its dual focus: simultaneously enhancing mathematics learning and bilingual literacy through inquiry-based, game-oriented pedagogy.
This approach expands existing knowledge by demonstrating that educational interventions need not be technologically complex to be impactful.
rather, they must be context-sensitive, sustainable, and engaging.
Nonetheless, several limitations were noted.
The short six-week timeframe restricted the number of classroom iterations and limited the opportunity for longitudinal assessment.
Additionally, some teachers and students initially struggled with the integration of bilingual .
Training bilingual inquiry-based mathematics games for teachers and students at SDN 1 Taji Malang.
Rahayu.
Subekti.
, & Nuryana.
These constraints underscore the need for extended mentoring and follow-up activities in future programs.
Future research and community service initiatives should explore the digital adaptation of such games, broaden parental involvement in bilingual reinforcement, and scale up implementation across multiple schools to assess wider impacts.
These findings reinforce the literature that game-based and inquiry strategies are effective solutions for mathematics learning in under-resourced schools (Hamari et al.
, 2016.
Zainuddin et al.
, 2.
A unique contribution of this program is the integration of bilingual elements into game-based educational models (Rahayu & Widayanti, 2018.
Widayanti & Rahayu, 2.
In conclusion, this program underscores the value of combining inquiry-based learning, bilingual education, and game-based strategies to foster meaningful change in rural education.
The outcomes are worth consideration by educators, policymakers, and community service practitioners as they offer practical, replicable pathways toward more engaging and globally relevant mathematics Acknowledgements The authors would like to express their sincere gratitude to Institut Asia Malang for funding and supporting this community service program.
Special appreciation is also extended to the principal, teachers, and students of SDN 1 Taji.
Malang Regency, for their active participation, collaboration, and openness to innovation throughout the project.
We also acknowledge the valuable contributions of our colleagues and fellow lecturers who provided insights during the design and implementation of the program.
The involvement of university students as field assistants is highly appreciated for their dedication in assisting training sessions, classroom mentoring, and documentation.
Finally, we thank our families and colleagues for their continuous encouragement and moral support, which contributed significantly to the successful completion of this program.
Reference