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All Journal Lentera Negeri Journal of Educational and Learning Studies
Yohana Christina Rahangmetan
Universitas Pendidikan Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The effect of GASING with teaching at the right level on third-grade students' critical thinking in addition Yohana Christina Rahangmetan; Tita Mulyati; Rendi Restiana Sukardi
Journal of Educational and Learning Studies Vol 9, No 2 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03802

Abstract

Critical thinking remains a fundamental competency that has yet to be optimally developed in elementary mathematics education, particularly when instructional approaches fail to account for differences in students’ cognitive readiness. This study aims to examine the effect of integrating the GASING method (GAmpang, aSyIk, nyeNGkan) with Teaching at the Right Level (TaRL) on the critical thinking skills of third-grade elementary school students in addition learning. A quasi-experimental design with a non-equivalent control group was employed, involving 88 students divided into a control group (n = 43), which received GASING instruction, and an experimental group (n = 45), which received instruction integrating GASING and TaRL. Critical thinking skills were assessed based on students’ abilities to analyze quantitative relationships, justify mathematical reasoning, and evaluate problem-solving strategies using an eight-item analytical rubric with a maximum score of 24. Before the intervention, both groups had relatively comparable baseline scores, as indicated by the Welch’s t-test (t(78.85) = 1.445; p = 0.152). Improvements in critical thinking skills (Gain_CT) were analyzed using an independent-samples t-test after testing for normality using the Shapiro–Wilk test and homogeneity of variance using Levene’s test. The results showed that the experimental group achieved a significantly higher mean improvement than the control group (M = 44.60 vs. M = 24.65; t (86) = −4.640; p < 0.001; Cohen’s d = 0.99), indicating a large effect size. These findings suggest that structured, reasoning-oriented instruction combined with ability-based cognitive differentiation can support the development of critical thinking skills among students with diverse ability levels. This study provides empirical evidence of the importance of diagnostic assessment as a foundation for designing elementary mathematics instruction and highlights the potential of adaptive learning in developing higher-order thinking skills.
Integrating GASING and teaching at the right level: an adaptive learning model to strengthen elementary students’ conceptual understanding of addition Yohana Christina Rahangmetan; Deni Darmawan; Prihantini Prihantini
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/994260

Abstract

Mastery of addition concepts is an important foundation for developing numeracy literacy in elementary schools. The GASING method (Easy, Fun, and Enjoyable) has been shown to improve student engagement and learning outcomes; however, few studies have integrated it with a differentiation approach based on students’ initial abilities. Meanwhile, Teaching at the Right Level (TaRL) has been applied in adaptive learning, but its implementation within innovative mathematics learning models remains empirically limited. This study aimed to analyze the effectiveness of integrating the GASING method and TaRL in improving elementary students’ mastery of addition concepts. The study employed a quasi-experimental non-equivalent control group design involving 88 third-grade students, consisting of 43 students in the control group and 45 students in the experimental group. The experimental group received the GASING method integrated with TaRL, whereas the control group received the GASING method without TaRL. Data were collected through pretest and posttest assessments of students’ addition concept mastery. The Mann–Whitney test showed no statistically significant difference in initial ability between the control and experimental groups (p = 0.063), indicating comparable baseline conditions. The results of the independent samples t-test on N-Gain scores showed a statistically significant difference in conceptual improvement between the experimental and control groups (p < 0.001), with a large effect size (Cohen’s d = 0.83). These findings indicate that the increase in students’ mastery of addition concepts was significantly higher among students who received the integrated GASING and TaRL approach than among those who received the GASING method alone. The findings suggest that combining the structured and enjoyable characteristics of GASING with TaRL-based differentiation can provide more responsive mathematics instruction by aligning learning activities with students’ initial levels of understanding. This integration offers a practical instructional alternative for strengthening foundational addition concepts while accommodating differences in students’ learning readiness. The study contributes empirical evidence on the integration of GASING and TaRL and extends research on differentiated mathematics instruction at the elementary school level.
Co-Authors Deni Darmawan Prihantini Sukardi, Rendi Restiana Tita Mulyati, Tita