The effect of the GASING method on mathematical problem-solving ability of grade V elementary school students: A mixed-methods study

Arnacikalati; H.Dede Margo Irianto; Ai Sutini; Yohanes Surya; Mai Rosalli Matondang

doi:10.58524/jasme.v6i4.1678

Authors

Arnacikalati Universitas Pendidikan Indonesia
H.Dede Margo Irianto Universitas Pendidikan Indonesia
Ai Sutini Universitas Pendidikan Indonesia
Yohanes Surya IT del
Mai Rosalli Matondang Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i4.1678

Keywords:

Concrete Representation, Elementary Mathematics, GASING, Mathematical Problem Solving, Mixed Methods

Abstract

Background: Mathematical problem solving remains challenging in primary classrooms, and GASING (Gampang, Asyik, dan Menyenangkan) combines concrete activities with enjoyable instruction.

Aims: This study described changes in Grade V students' problem-solving scores following GASING lessons and explored participants' accounts of the learning experience.

Methods: A sequential explanatory mixed-methods study combined a single-group pretest-posttest assessment of 20 students with interviews involving four students and two teachers. The intervention consisted of six 80-minute lessons over three weeks.

Results: Mean scores increased from 44.00 (SD = 6.81) to 86.00 (SD = 7.54), a 42.00-point difference. The reported paired test was t(19) = -19.741, p < .001; a sign test based on the non-overlapping score ranges also yielded p < .001. The class-level normalized gain computed from the reported means was 0.750. Four reported qualitative themes concerned enjoyment, concrete representation, playful participation, and teacher facilitation.

Conclusion: The results indicate a marked within-class improvement after instruction, but the absence of a comparison group, potential assessment-form differences, and incomplete qualitative source records preclude a causal claim.

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