EFFECTIVENESS OF GASING METHOD IN IMPROVING ELEMENTARY STUDENTS' BASIC ARITHMETIC ABILITY
West Java, Indonesia and Philippines
DOI:
https://doi.org/10.36085/math-umb.edu.v13i3.10360Abstract
Elementary students’ numeracy deficits remain a persistent concern in Indonesia, particularly in resource-constrained regions, yet no prior study has simultaneously evaluated the GASING Method across all five basic arithmetic domains within a single intensive community-based program. This study examined the effectiveness of the GASING Method in the Pandai Berhitung Program, Central Bengkulu Regency (August 14–30, 2023). Using a pre-experimental one-group pre-test–post-test design (n = 62 students, Grades 4–6, recruited via total sampling, as this grade range matched the age level targeted by the GASING training curriculum), data were analyzed through descriptive statistics, N-Gain (Hake, 1998), and the Wilcoxon signed-rank test. Results showed significant improvement across all five domains (p < .001), with a high average N-Gain (0.738) and large effect sizes (r = 0.849–0.895). However, causal inference is limited due to the absence of a control group. These findings position the GASING Method as an accelerated learning intervention with strong potential for short-term numeracy gains in resource-constrained and geographically disadvantaged contexts, and provide a preliminary evidence base for program replication pending further controlled research.
Keywords: GASING Method; Basic Arithmetic; N-Gain; Wilcoxon Signed-Rank Test; Numeracy Intervention; Accelerated Learning
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