The purpose of this research was to know the thinking processes of climber, camper, and quitter high school students in solving mathematical problems. This research used a qualitative descriptive method. Subjects were determined by purposive sampling. The technique of collecting data was done by task-based interviews. Based on the results of data analysis it can be concluded that: (1) the profiles of climber’s thinking processes are: (a) assimilation and abstraction  in understanding problems, (b) assimilation, accommodation, and abstraction in planning problem solving (c) assimilation, accommodation, and abstraction in implementing the plan of problem solving, and  (d) accommodation in checking the solution; (2) the profiles of camper’s thinking processes are: (a) assimilation in understanding mathematical problems, (b) assimilation, accommodation, and abstraction in planning problem solving, (c) abstraction in implementing the plan of problem solving, and (d) assimilation in checking the solution; (3) the profiles of quitter’s thinking processes are: (a) assimilation and abstraction in understanding problems, (b) assimilation, accommodation, and abstraction in planning problem solving, (c) assimilation, accommodation, and abstraction in implementing the plan of problem solving, and (d) assimilation in checking the solution.

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[Bahasa]: Kegiatan pengabdian ini bertujuan untuk mengenalkan Congklak Bilangan (COGAN) sebagai media pembelajaran matematika, khususnya materi Faktor Persekutuan Terbesar (FPB) dan Kelipatan Persekutuan Terkecil (KPK), dan upaya untuk membantu siswa dalam memahami konsep FPB dan KPK. Selain itu, kegiatan ini merupakan upaya untuk melestarikan permainan tradisional congklak. Sasaran kegiatan ini adalah siswa kelas IV Sekolah Dasar (SD) Negeri 3 Karangasem. Kegiatan dikemas mengunakan metode pelatihan dan pendampingan, dengan pendekatan participant active learning. Kegiatan dilaksanakan dalam lima tahapan, yakni penyampaian materi FPB dan KPK, pemutaran video untuk pengenalan congklak, pembuatan COGAN, penggunaan COGAN dalam pembelajaran FPB dan KPK, dan terakhir evaluasi kegiatan. Berdasarkan hasil survei pada akhir kegiatan pengabdian menunjukkan bahwa 84,6% siswa menyatakan desain COGAN menarik dan 88% siswa menyatakan bahwa pembelajaran matematika dengan COGAN berlangsung menyenangkan. Hasil pengabdian ini dapat menjadi alternatif bagi guru untuk mengenalkan konsep FPB dan KPK dalam pembelajaran matematika. Kata Kunci: congklak bilangan; media pembelajaran matematika; permainan tradisional [English]: This community service program aims to introduce Congklak Bilangan (COGAN) as a mathematics learning media for the greatest common factor (GCF) and least common multiple (LCM) topics and help students understand the concepts of GCF and LCM. Besides, this program is also an effort to preserve traditional game, Congklak. The subjects are fourth-grade students. The program was conducted by training and mentoring method which refers to the participant active learning approach. The program was done in five stages, namely teaching GFC and LCM topics, playing videos for the introduction of congklak, making COGAN, using COGAN in GFC and LCM learning, and having evaluation. Based on the post-training survey, 84.6% of students stated that the COGAN design is interesting and 88% of students agreed that learning with COGAN is fun. The results can be an alternative for teachers to introduce the concept of GCF and LCM in mathematics learning. Keywords: congklak bilangan, GCF and LCM; learning media; traditional game

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