Effectiveness of ethnomathematics-based gasing in enhancing elementary students’ multiplication mastery and mathematics learning motivation

Wa Ariana; Asep Herry Hermawan; Dinie Anggraeni Dewi

doi:10.32698/03462

Effectiveness of ethnomathematics-based gasing in enhancing elementary students’ multiplication mastery and mathematics learning motivation

Wa Ariana⁽¹⁾, Asep Herry Hermawan⁽²⁾, Dinie Anggraeni Dewi⁽³⁾,
(1) Universitas Pendidikan Indonesia

Indonesia
(2) Universitas Pendidikan Indonesia

Indonesia
(3) Universitas Pendidikan Indonesia

Indonesia

Corresponding Author

DOI : https://doi.org/10.32698/03462

Full Text:

Language : en

Abstract

This study aimed to evaluate the feasibility and effectiveness of an ethnomathematics-based Gasing method for improving elementary students’ multiplication mastery and mathematics learning motivation. A Design and Development approach using the 4D model was employed. Three experts assessed feasibility, while limited and field trials involved 10 and 30 third-grade students, respectively. Data were collected through validation sheets, pretest–posttest assessments, and motivation questionnaires and analyzed using descriptive statistics, N-Gain, and Pearson correlation. Results showed a feasibility score of 4.39. The limited trial yielded an N-Gain of 0.69 and motivation score of 3.63, while the field trial produced an N-Gain of 0.72 and motivation score of 3.54. Learning motivation was moderately correlated with improved multiplication mastery (r = 0.48). The findings demonstrate that ethnomathematics-based Gasing is a feasible and effective approach for strengthening multiplication mastery and fostering mathematics learning motivation among elementary students.

Keywords

Gasing Method; Ethnomathematics; Feasibility; Effectiveness; Basic Multiplication; Learning Motivation

References

Ariyanti, A., Herlambang, Y. T., & Muhtar, T. (2025). Urgensi kompetensi pedagogik guru dalam pembelajaran abad ke-21: Studi kritis pedagogik futuristik. Ideguru: Jurnal Karya Ilmiah Guru, 10(1), 389-395.

Astuti, W., & Lestari, P. (2020). Pengembangan instrumen penguasaan konsep matematika siswa sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 6(1), 45-56.

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

Davis, L. M., Thompson, R. K., & Johnson, P. D. (2023). Concrete manipulatives in elementary mathematics: Impact on conceptual understanding. Educational Psychology Review, 35(2), 245-268.

Fitriani, R., Artatib, J., & Azhari, H. (2025). Elementary school mathematics learning strategies: An empirical study analysis. LOGIKA: Jurnal Ilmu Pendidikan Matematika, 6(1), 45-57.

Hafsyim, & Murlianti. (2025). Etnis Buton: Sejarah, budaya, dan kearifan lokal. Jurnal Antropologi Indonesia, 43(1), 55-70.

Hake, R. R. (1999). Analyzing change/gain scores. Unpublished manuscript. Indiana University.

Hartono, Y. (2021). Matematika Gasing: Cara mudah dan menyenangkan belajar berhitung. Jakarta: KPG.

Ibrahim, M., & Suardiman, S. P. (2021). Revisi model pengembangan 4D untuk pembelajaran abad 21. Jurnal Inovasi Pendidikan, 12(3), 45-58.

Johnson, M. R., & Smith, L. A. (2023). Foundational mathematics skills: Long-term academic implications. Educational Research Quarterly, 46(4), 67-85.

Lestari, D., & Rahayu, S. (2024). Tahap mencongak dalam metode GASING untuk melatih kelincahan berpikir siswa. Jurnal Pendidikan Matematika, 18(2), 77-89.

McClelland, D. C. (1987). Human motivation. Cambridge: Cambridge University Press.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.

Mutiarani, & Kurniawati, D. (2024). Pendekatan etnomatematika dalam meningkatkan motivasi belajar matematika siswa sekolah dasar. Jurnal Pendidikan Indonesia, 13(2), 112-125.

Ocsis, B., Sauri, S., & Putra, Y. P. (2024). Science in a review of philosophy related to epistemology. Al-Afkar, Journal for Islamic Studies, 7(4), 1261-1274.

OECD. (2023). PISA 2022 results: The state of learning and equity in education. Paris: OECD Publishing.

Piaget, J. (1970). Science of education and the psychology of the child. New York: Viking Press.

Prastowo, A. (2015). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: Diva Press.

Putra, R., Suryani, D., & Ananda, R. (2022). Indikator motivasi belajar siswa sekolah dasar dalam pembelajaran daring dan luring. Jurnal Pendidikan Dasar, 13(2), 145-156.

Putra, Y. P., Saputra, W., & Laili, T. S. (2024). Studi Literatur: Evaluasi Kinerja Guru Bahasa Indonesia Dalam Implementasi Kurikulum Merdeka. Jurnal Pedagogik Indonesia: Yayasan Lembaga Pendidikan dan Pelatihan Ksatria Siliwangi, 3(1), 195-201.

Rahmawati, N., & Hidayat, A. (2023). Faktor-faktor psikologis yang memengaruhi motivasi belajar matematika siswa. Jurnal Ilmiah Pendidikan Matematika, 17(1), 33-45.

Rahmawati, T., & Yuliana, E. (2024). Relasi antar operasi matematika dalam pembelajaran perkalian di sekolah dasar. Jurnal Kajian Kurikulum dan Pembelajaran, 12(1), 45-58.

Rohimah, S., & Anaya, R. (2024). Pembelajaran matematika konkret untuk siswa sekolah dasar. Jurnal Pendidikan Dasar, 11(2), 77-89.

Rosa, M., & Gavarrete, M. E. (2022). Ethnomathematics and culturally relevant mathematics education. International Journal of Mathematical Education, 53(4), 201-218.

Safitri, A., Wulandari, D., & Herlambang, Y. T. (2022). Proyek penguatan profil pelajar pancasila: Sebuah orientasi baru pendidikan dalam meningkatkan karakter siswa indonesia. Jurnal basicedu, 6(4), 7076-7086.

Sari, A., Putri, R. I. I., & Prahmana, R. C. I. (2024). Ethnomathematics in Indonesian Woven Fabric: The Promising Context in Learning Geometry. Mathematics Teaching Research Journal, 16(5), 157-185.

Sari, M., & Wibowo, T. (2021). Peran motivasi belajar dalam meningkatkan prestasi akademik siswa. Jurnal Pendidikan Karakter, 11(3), 189-201.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Sitompul, S. (2025). Integrasi metode GASING dan etnomatematika dalam pembelajaran matematika di sekolah dasar. Jurnal Inovasi Pendidikan, 14(1), 33-48.

Suryandari, S. (2025). Pentingnya penguasaan perkalian dasar dalam pengembangan numerasi siswa sekolah dasar. Jurnal Numerasi dan Pendidikan Matematika, 7(1), 22-35.

Sutrisno, L. T., Muhtar, T., & Herlambang, Y. T. (2023). Efektivitas pembelajaran berdiferensiasi sebagai sebuah pendekatan untuk kemerdekaan. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 7(2).

Taylor, S., & Robinson, J. (2023). Mathematics in cultural practices: A framework for ethnomathematics education. International Journal of Education and Culture, 27(2), 99-114.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Bloomington, IN: Indiana University.

Utami, R., & Yuliana, D. (2023). Indikator penguasaan konsep matematika siswa sekolah dasar. Jurnal Pendidikan Dasar, 14(1), 55-68.

Wulandari, F., & Prasetyo, B. (2025). Efektivitas tahap mencongak dalam metode GASING terhadap peningkatan kepercayaan diri siswa. Jurnal Psikologi Pendidikan, 18(1), 55-68.