Peningkatan Hasil Belajar Matematika melalui Metode GASING pada Materi KPK Siswa Kelas IV
Authors
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Muh. Zainudin Madani
Universitas Hamzanwadi
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Doni Septu Marsa Ibrahim
Universitas Hamzanwadi
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Hadiatul Rodiyah
Universitas Hamzanwadi
DOI:
https://doi.org/10.36312/mj.v4i1.6988Keywords:
metode Gasing, hasil belajar, matematika, KPKAbstract
Penelitian ini bertujuan menganalisis perbedaan hasil belajar matematika siswa sebelum dan setelah penerapan metode GASING (Gampang, Asyik, dan Menyenangkan) pada materi Kelipatan Persekutuan Terkecil (KPK). Penelitian menggunakan desain pre-eksperimental one-group pretest-posttest (O1-X-O2) pada 20 siswa kelas IV SDI NW Dusun Teliah. Instrumen berupa tes objektif 10 butir yang dipilih dari 20 butir hasil uji coba; 10 butir memenuhi kriteria validitas Product Moment dengan r tabel 0,497. Skor pretest dan posttest dianalisis secara deskriptif dan dengan paired-sample t-test. Rata-rata skor meningkat dari 39 menjadi 72, sehingga selisih rata-rata mencapai 33 poin. Berdasarkan statistik yang dilaporkan (SD selisih = 6,57; n = 20), diperoleh t(19) = 22,46, p < 0,001, 95% CI untuk selisih rata-rata [29,93; 36,07], dan Cohen's dz = 5,02. Temuan menunjukkan adanya peningkatan hasil belajar yang sangat besar pada kelompok yang diteliti setelah pembelajaran GASING. Meskipun demikian, desain tanpa kelompok kontrol tidak memungkinkan atribusi kausal yang kuat karena perubahan skor juga dapat dipengaruhi efek pengujian, maturasi, sejarah, atau faktor kelas lainnya. Dengan demikian, hasil penelitian mendukung GASING sebagai alternatif pembelajaran KPK yang menjanjikan, tetapi efektivitas kausalnya perlu diuji melalui desain terkontrol dengan sampel lebih besar.
This study aimed to analyze differences in students' mathematics learning outcomes before and after the implementation of the GASING (Easy, Fun, and Enjoyable) method on the Least Common Multiple (LCM) topic. A pre-experimental one-group pretest-posttest design (O1-X-O2) was employed with 20 fourth-grade students at SDI NW Dusun Teliah. The instrument consisted of 10 multiple-choice items selected from an initial 20-item trial; 10 items met the Product Moment validity criterion with r-table = 0.497. Pretest and posttest scores were analyzed descriptively and using a paired-sample t-test. The mean score increased from 39 to 72, corresponding to a mean gain of 33 points. Based on the reported statistics (SD of paired differences = 6.57; n = 20), the analysis yielded t(19) = 22.46, p < .001, a 95% confidence interval for the mean difference of [29.93, 36.07], and Cohen's dz = 5.02. These findings indicate a very large improvement in learning outcomes within the observed group after GASING instruction. However, because no control group was included, the improvement cannot be attributed solely to the intervention; testing, maturation, history, and classroom factors remain plausible alternative explanations. GASING therefore appears promising for LCM instruction, but stronger causal evidence requires controlled studies with larger samples.
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Copyright (c) 2026 Muh. Zainudin Madani, Doni Septu Marsa Ibrahim, Hadiatul Rodiyah
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