PENINGKATAN NUMERASI PECAHAN SISWA SMP MELALUI METODE GASING DITINJAU DARI KEMAMPUAN AWAL MATEMATIS
DOI:
https://doi.org/10.26877/jipmat.v11i2.4482Keywords:
Fraction, GASING Method, Numeracy, Prior Mathematical KnowledgeAbstract
Fractions are among the most difficult topics for Indonesian students, yet empirical evidence on the GASING (Gampang, Asyik, dan Menyenangkan) method for this topic, particularly when examined by students’ Prior Mathematical Knowledge (PMK), remains limited. This study aimed to compare the fraction numeracy of seventh-grade students taught with the GASING method and those receiving direct instruction, and to describe the gain profile across PMK categories. A quasi-experimental nonequivalent pretest-posttest control group design was used with 48 students from two public junior secondary schools in Lembata Regency, East Nusa Tenggara (28 experimental, 20 control). Data were analysed using the Mann-Whitney U test, normalized gain (N-gain), and the Kruskal-Wallis test. Posttest scores of the GASING group were significantly higher than those of the direct instruction group (U = 123.5, p = .001, r = .48). Mean N-gain in the GASING group was high for high-PMK (g = 0.77) and low-PMK students (g = 0.75) and medium for medium-PMK students (g = 0.64), whereas all direct instruction subgroups showed medium gains (g = 0.44–0.65). Posttest scores also differed across PMK categories (χ²(2) = 6.39, p = .041, η²H = .10). Within the two schools studied, GASING yielded better fraction numeracy than direct instruction at all PMK levels, with the largest N-gain difference among low- and medium-PMK students. Larger samples are needed to test the method × PMK interaction inferentially.
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