<![CDATA[This study evaluated the effectiveness of the GASING method combined with the Contextual Teaching and Learning (CTL) approach on elementary students' mathematical communication skills relative to conventional instruction. A quasi-experimental pretest-posttest design with nonequivalent groups was used, involving 128 fourth-grade students: an experimental group (n = 55; SD Kristen Baik classes 4A-4B and SD Inpres Kemiri) taught with GASING-CTL, and a control group (n = 73; SD Inpres Kartika classes 4A-4B and SD YPPGI Sentani) receiving conventional instruction. Pretest scores did not differ significantly between groups (p = .891), confirming baseline equivalence. Both groups improved significantly from pretest to posttest (experimental: t = -20.19, p < .001, d = 2.72; control: t = -16.47, p < .001, d = 1.93), with higher posttest means in the experimental group (M = 73.59, SD = 8.85) than the control group (M = 67.39, SD = 8.99). Because the control group's normalized gain (N-Gain) departed from normality (Shapiro-Wilk p < .001), a Mann-Whitney U test was applied and showed a significant between-group difference favoring the experimental group (U = 2582.00, Z = 2.77, p = .006, r = .244), although the independent t-test on raw gain scores was not significant (t = 1.55, p = .123). Mean N-Gain fell in the "medium" category for both groups (.63 and .53, respectively), yet the experimental group showed a larger share of "high" gains (32.7% vs. 16.4%) and no "low" gains, versus 11.0% in the control group. These results suggest GASING-CTL yields more consistent and proportionally larger learning gains, supporting its potential as a contextual strategy for enhancing mathematical communication skills, though the non-significant raw gain difference warrants cautious interpretation.]]>
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