Effectiveness of the GASING method on mathematical problem-solving skills

Dona Oktafiyenti; Arie Rakhmat Riyadi; Andhin Dyas Fitriani

doi:10.17509/curricula.v5i4.720

Authors

Dona Oktafiyenti Universitas Pendidikan Indonesia
Arie Rakhmat Riyadi Universitas Pendidikan Indonesia
Andhin Dyas Fitriani Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i4.720

Keywords:

elementary Mathematics, GASING method, problem-solving, Polya’s framework

Abstract

Mathematical problem-solving skills are an important component of the elementary school Mathematics curriculum, yet they remain a challenge for students in Indonesia. This study aims to test the effectiveness of the Gampang, Asyik, dan Menyenangkan (GASING) method as an alternative learning resource for developing fourth-grade students' mathematical problem-solving competencies. The study used a quasi-experimental design with unequal control groups involving 60 students at SDN 63 Surabayo, Agam Regency, West Sumatra (30 experimental, 30 control). The instrument consisted of eight (8) items based on Polya's validated four-step framework and measured abilities before and after treatment. The experimental group obtained higher post-test scores with a significant effect and greater learning improvement. The GASING method eliminated low-level learning outcomes and placed most students in the high-level category. These findings support integrating the GASING method as an evidence-based learning resource in the elementary school Mathematics curriculum, particularly in contexts that emphasize higher-order thinking skills and differentiated learning.

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