Abstract
Mathematical self-confidence is an important affective aspect of mathematics learning in elementary school because it is related to students’ confidence in understanding concepts, solving problems, communicating strategies, and overcoming various difficulties. However, a learning process that remains focused on procedures and routine drills can limit students’ engagement and their belief in their mathematical abilities. Combining the GASING Method (Easy, Fun, and Enjoyable) with the Realistic Mathematics Education (RME) approach provides a learning experience that is concrete, gradual, contextual, and enjoyable. Objective: This study aims to analyze the effectiveness of the PMR-based GASING Method on elementary school students’ mathematical self-confidence by comparing it with the Contextual Teaching and Learning (CTL)-based GASING Method. This study employs a quantitative approach using a quasi-experimental method and a Nonequivalent Control Group design with a pretest-posttest pattern. The study sample consisted of 96 fourth-grade elementary school students in Buton Regency, comprising 48 students in the experimental group and 48 students in the control group. Data collection was conducted using a Likert-scale questionnaire on mathematical self-confidence, while data analysis included descriptive statistics, prerequisite tests, ANCOVA, and effect size. The mean mathematical self-confidence score for the experimental group increased from 52.80 to 75.06, while that of the control group increased from 39.62 to 61.13. The ANCOVA analysis revealed a significant difference between the two groups after controlling for pretest scores, F(1,93) = 65.403, p < 0.001. The adjusted mean for the experimental group was 74.61 and for the control group was 61.58, with a partial eta-squared of 0.413. Conclusion: The PMR-based GASING method has proven effective in developing elementary school students’ mathematical self-confidence and in expanding the application of GASING not only to mathematical abilities but also to the affective aspects of mathematics learning.