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All Journal Jurnal Ilmu Sosial dan Humaniora CaLLs : Journal of Culture, Arts, Literature, and Linguistics Jurnal Triton Pendidikan Melanesia : Jurnal Ilmiah Kajian Bahasa dan Sastra Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Abdi Dosen : Jurnal Pengabdian Pada Masyarakat MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan Cassowary Reswara: Jurnal Pengabdian Kepada Masyarakat International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pengabdian kepada Masyarakat Arumbai Bisai: Jurnal Bahasa, Sastra dan Pengajarannya Jurnal Pengabdian kepada Masyarakat Arumbai
HUGO WARAMI
Universitas Papua
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TEACHERS’ PERCEPTION, COMPETENCE, AND SCHOOL SUPPORT IN GASING MATHEMATICS IMPLEMENTATION IN KAIMANA: A MIXED-METHODS STUDY Randa, Trigarcia Maleachi; Palungan, Chrisaria; Menufandu, Dahlia Gladiola Rurina; Warami, Hugo; Sawaki, Yusuf Willem; Marwa, Jonni
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i2.54341

Abstract

This study aims to examine the key factors influencing the implementation of GASING mathematics, particularly teachers’ perception, attitude, competence, and school support, in a rural educational context. The study addresses the limited integration of these variables within a single analytical framework, especially in remote areas such as Kaimana. A mixed-methods approach was employed involving 14 teachers who have experience in implementing the GASING method. Quantitative data were collected using structured questionnaires and analyzed using descriptive statistics and Spearman correlation, while qualitative data were obtained through open-ended responses and analyzed using thematic analysis. The results indicate that all variables are categorized as high to very high, reflecting positive responses toward the GASING method. Correlation analysis shows that teacher competence has the strongest relationship with implementation (r = 0.62), followed by school support (r = 0.52), perception (r = 0.43), and attitude (r = 0.35). These findings highlight the central role of teacher competence in ensuring effective implementation. Qualitative findings further reveal that despite positive perceptions and attitudes, teachers still encounter challenges related to limited practical skills and inconsistent institutional support. This study offers a novel contribution by integrating multiple teacher-related and institutional factors within a mixed-methods framework in a remote context. The findings imply that strengthening teacher competence through continuous professional development, supported by consistent school policies and resources, is essential for optimizing the implementation of innovative mathematics learning approaches such as GASING.
Co-Authors Ambarwati, Estiani Ansiska, Paisal Arwam, Hendrik Asiar, Barend Baru, Yosefina Christina D. Mandacan, Nataniel Dowansiba, Erwin Eko Agus Martanto Hussen, Muhammad Kamisopa, Merlin Kamodi, Paulina Leba, Herlyn Winda Wie Lenny Marit, Elisabeth Luhulima, Fiona Djunita Natalia Makabori, Yan P. Marwa, Jonni Menufandu, Dahlia Gladiola Rurina Mofu, Suriel S. Muji Rahayu Nahuway, Reynold Ronny Palungan, Chrisaria Pattiran, Melania Reny Octora Roni Bawole Rumayomi, Merpati C Sanggenafa, Elisabeth L.M. Sawaki, Yusuf Willem Sikoway, Hermanus Sinaga, Nurhaidah Syufi, Yafed Tarigan, Marsten Lihardo Tjolly, Ichwan Trigarcia Maleachi Randa Tulalessy, Quin D. Way, Anike Yeni Yulia Andriani, Yeni Yulia Yenusi, Kaleb A. Yulia Putri Paradida