The GASING Method as a Strategy for Enhancing Mathematics Learning in Primary Education: A Case Study at SDN 05 Sibawek

Abstract

Mathematics learning in primary schools continues to face challenges, particularly low achievement resulting from limited instructional variation. This issue is evident among Grade III students at SDN 05 Sibawek, whose mathematics scores remain below the expected level. This study aims to examine the effectiveness of the GASING method (Easy, Fun, and Enjoyable) in improving students’ mathematics learning outcomes. A One-Group Pretest–Posttest design was employed involving 16 students. The findings show an increase in the average score from 3.625 to 7 and a significant difference confirmed by the Wilcoxon test (r = 0.879). These results indicate that the GASING method supports students in understanding mathematical concepts more gradually and engagingly. The study provides empirical evidence that GASING is a promising instructional strategy for enhancing numeracy and learning motivation in primary school students.