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All Journal Journal of Advanced Sciences and Mathematics Education
Asep Deni Gustiana
Univertitas Pendidikan Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Rising scores, persistent gaps: Mathematics readiness after gasing matriculation at Institut Teknologi Del in the 2026/2027 academic year Oktofianus Sedubun; Mubiar Agustin; Asep Deni Gustiana; Yohanes Surya; Mai Rosalli Matondang
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 4 (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.v6i4.16668

Abstract

Background: Incoming engineering students often have unequal mathematical preparation, while evaluations of intensive matriculation programmes tend to emphasise average improvements rather than persistent differences in readiness. Aim: This study examined changes in mathematics readiness following GASING-based matriculation at Institut Teknologi Del, focusing on differences across instructional groups and students' initial mathematical abilities. Method: A quantitative one-group pre-test–post-test design was employed involving 282 students from eleven instructional groups and ten study programmes. The programme comprised 48 instructional hours over six days. Data were analysed using paired-samples t-tests, normalised gain, analysis of covariance, correlation analysis, baseline quartiles, and descriptive dispersion measures. Result: Mean scores increased from 16.72 to 57.05, representing a difference of 40.34 points (95% CI [38.45, 42.22]). The within-subject effect size was large (Cohen's dz = 2.51), and 99.6% of participants achieved higher final scores. However, only 45.0% reached the 60-point threshold. Mean normalised gain was 0.507, with a positive association between initial ability and normalised gain (r = .600). Absolute score dispersion increased, although relative dispersion decreased. Conclusion: The programme was followed by substantially higher mathematics scores, but differences associated with initial ability persisted. Given the non-equivalent assessments and absence of a comparison group, causal effectiveness cannot be established. The findings suggest the importance of diagnostic assessment and differentiated mathematical support for students with lower initial readiness.
Co-Authors Mai Rosalli Matondang Mubiar Agustin Oktofianus Sedubun Yohanes Surya