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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Journal of Advanced Sciences and Mathematics Education
Sandi Budi Iriawan
Universitas Pendidikan Indonesia, Indonesia
Religion Chemistry Education Mathematics Physics Social Sciences

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The Effectiveness of the GASING Method in Improving Mathematical Procedural Understanding Ability in Multiplication Among Phase B Elementary School Students Manda Safitri; Sandi Budi Iriawan; Rosiana Mufliva
PALAPA Vol 13 No 2 (2025): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v13i2.5908

Abstract

This study addresses the persistent challenge of limited procedural understanding in multiplication among elementary school students in Indonesia, particularly those in Phase B. Many students struggle to follow correct steps, select appropriate strategies, and apply multiplication concepts to real-life contexts—issues often exacerbated by traditional teaching methods that prioritize rote memorization over active, tangible learning experiences. The study aims to examine the effectiveness of the GASING method in enhancing procedural understanding of multiplication among fourth-grade students. Employing a pre-experimental one-group pre-test and post-test design, the study involved 24 purposively selected students. Data were collected using pre- and post-test instruments and analyzed through the Wilcoxon test. Results indicate a significant improvement in students' procedural understanding following the intervention, with a p-value of 0.001, demonstrating statistical significance at the 0.05 level. The findings affirm that the GASING method—characterized by its concrete, visual, and interactive learning approach—effectively strengthens students’ procedural skills in mathematics. This research contributes to the growing literature on innovative teaching methods in mathematics education and provides practical guidance for educators seeking to implement engaging, structured instructional strategies.
Integrating the AMORA learning model and KOBIAS manipulative media for enhancing elementary students’ mathematical conceptual understanding: A quasi-experimental study Nina Rostiana; Mubiar Agustin; Sandi Budi Iriawan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1402

Abstract

Background: Elementary students’ mathematical conceptual understanding remains a critical challenge because mathematics instruction often emphasizes procedural knowledge rather than meaningful concept construction. Although learner-centered pedagogies and manipulative media have individually demonstrated positive effects on mathematics learning, empirical evidence regarding their integrated implementation is still limited. Aims: This study investigated the effect of integrating the AMORA learning model with KOBIAS (Kotak Bilangan Asli) manipulative media on elementary students’ mathematical conceptual understanding. Method: A quasi-experimental study employing a nonequivalent control group design was conducted with fifth-grade students selected through cluster random sampling. The experimental group received instruction using the integrated AMORA–KOBIAS approach, whereas the control group experienced conventional instruction. Data were collected through a validated mathematical conceptual understanding test and analyzed using descriptive statistics, normality and homogeneity tests, an independent-samples t-test, and normalized gain (N-gain) analysis. Results: The experimental group significantly outperformed the control group (p < .05), achieving a higher mean post-test score (70.26 vs. 38.83). Moreover, the N-gain analysis indicated a moderate-to-high improvement in students’ mathematical conceptual understanding following the intervention. Conclusion: Integrating the AMORA learning model with KOBIAS manipulative media effectively enhances elementary students’ mathematical conceptual understanding by promoting active concept construction through learner-centered instruction and concrete mathematical representations. This approach offers an effective instructional alternative for strengthening conceptual learning in elementary mathematics.
Assessing mathematical communication in elementary fraction learning across different levels of task-specific self-efficac Siti Muhdiati; Sufyani Prabawanto; Sandi Budi Iriawan; Effy Mulyasari
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1418

Abstract

Background: Mathematical communication is a fundamental competency in elementary mathematics because it enables students to represent, explain, and justify mathematical ideas through visual, verbal, and symbolic forms. In fraction learning, these communication processes require students to integrate multiple representations, yet their performance may differ according to task-specific self-efficacy. Aims: This study aimed to assess elementary students’ mathematical communication in fraction learning across different levels of task-specific self-efficacy and to examine the association between self-efficacy and mathematical communication ability. Method: An ex post facto quantitative design was employed involving 176 fifth-grade students from four elementary schools in West Java, Indonesia. Data were collected using a mathematical communication test and a task-specific mathematics self-efficacy questionnaire. Students were classified into low, moderate, and high self-efficacy groups using tertile categorization. Data were analyzed through descriptive statistics, the Kruskal–Wallis test, Bonferroni-adjusted pairwise comparisons, epsilon squared, and Spearman’s rank correlation. Results: Mathematical communication differed significantly across self-efficacy levels (H = 86.635, p < 0.001, ε² = 0.49). Students with higher self-efficacy consistently achieved superior performance across drawing, written explanation, and mathematical expression indicators. Pairwise comparisons confirmed significant differences among all groups, while Spearman’s analysis revealed a strong positive association between self-efficacy and mathematical communication ability (ρ = 0.729, p < 0.001). Conclusion: Task-specific self-efficacy is strongly associated with elementary students’ mathematical communication in fraction learning. Students with higher self-efficacy demonstrated more effective communication across multiple mathematical representations, highlighting the importance of integrating affective factors into mathematics assessment and instruction.
Project-based STEM learning through vertical garden design: Enhancing elementary students’ numeracy and mathematical problem-solving Cucu Maryam; Turmudi; Sandi Budi Iriawan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1420

Abstract

Background: The persistently low numeracy performance of Indonesian elementary students, as indicated by the PISA 2022 results and the national Education Report Card, highlights the need for contextual mathematics instruction that connects mathematical concepts with authentic learning experiences. Aims: This study investigated the effectiveness of project-based STEM learning through vertical garden design in enhancing fifth-grade students’ numeracy and mathematical problem-solving compared with the Direct Instruction model. Method: A quasi-experimental study employing a nonequivalent control group design was conducted with 46 fifth-grade students, comprising an experimental group (n = 23) and a control group (n = 23). Data were collected using validated and reliable numeracy and mathematical problem-solving tests and analyzed through descriptive statistics, normalized gain (N-Gain), paired-sample t-test, Wilcoxon signed-rank test, independent-sample t-test, and Cohen’s effect size. Results: Project-based STEM learning significantly improved students’ numeracy (p < 0.001) and mathematical problem-solving (p < 0.001). The experimental group achieved significantly greater numeracy improvement (N-Gain = 0.68) than the control group (N-Gain = 0.52), with a large effect size (d = 0.914). In contrast, no significant between-group difference was found in mathematical problem-solving improvement (p = 0.428; d = 0.236), likely due to a ceiling effect. Conclusion: Project-based STEM learning through vertical garden design effectively enhances elementary students’ numeracy and mathematical problem-solving. Its strongest contribution lies in improving contextual numeracy, while its comparative advantage over Direct Instruction depends on the specific mathematical competency being developed.
Co-Authors Cucu Maryam Effy Mulyasari Manda Safitri Mubiar Agustin Nina Rostiana Rosiana Mufliva Siti Muhdiati Sufyani Prabawanto, Sufyani Turmudi