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