Enhancing fourth-grade students’ multiplication fluency through GASING-based mathematics instruction: A quasi-experimental study

Frilly Charolina Rengkuan; Elah Nurlaelah; Endang Cahya Mulyaning A.

doi:10.58524/jasme.v6i4.1596

Authors

Frilly Charolina Rengkuan Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0009-0000-3763-8380
Elah Nurlaelah Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0000-0001-6792-0416
Endang Cahya Mulyaning A. Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0009-0009-8495-7873

DOI:

https://doi.org/10.58524/jasme.v6i4.1596

Keywords:

Arithmetic Fluency, Elementary Mathematics Education, GASING Method, Mathematics Instruction, Multiplication Fluency, Quasi-Experimental Study

Abstract

Background: Multiplication fluency is fundamental to mathematical competence, yet many elementary students struggle with computational accuracy and efficiency due to their reliance on rote memorization rather than conceptual understanding.

Aims: This study investigated the effectiveness of GASING-based mathematics instruction (Gampang, Asyik, dan Menyenangkan) in enhancing fourth-grade students’ multiplication fluency through the Kame’ Bise Be’ program in Pontianak, Indonesia.

Method: A quasi-experimental nonequivalent control group design involved 119 fourth-grade students, comprising an experimental group (n = 58) receiving GASING instruction from teachers trained for 15 days and a control group (n = 61) receiving conventional instruction. Data were collected using a validated 25-item timed multiplication test and analyzed using normalized gain (N-Gain), Mann–Whitney U, and Cohen’s d.

Results: The experimental group achieved higher learning gains (M = 0.50, SD = 0.23) than the control group (M = 0.28, SD = 0.24), with a statistically significant difference (U = 2696.0, Z = 4.928, p < .001) and a large effect size (d = 0.91). Teacher reflections indicated improved student engagement and conceptual understanding.

Conclusion: GASING-based instruction demonstrated promising effectiveness in strengthening multiplication fluency, supporting its integration into elementary mathematics education.

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