Effectiveness of ethnomathematics-based gasing in enhancing elementary students’ multiplication mastery and mathematics learning motivation

Journal of Educational and Learning Studies September 22, 2026 Volume 9, Number 1 3 authors

Abstract

This study aimed to evaluate the feasibility and effectiveness of an ethnomathematics-based Gasing method for improving elementary students’ multiplication mastery and mathematics learning motivation. A Design and Development approach using the 4D model was employed. Three experts assessed feasibility, while limited and field trials involved 10 and 30 third-grade students, respectively. Data were collected through validation sheets, pretest–posttest assessments, and motivation questionnaires and analyzed using descriptive statistics, N-Gain, and Pearson correlation. Results showed a feasibility score of 4.39. The limited trial yielded an N-Gain of 0.69 and motivation score of 3.63, while the field trial produced an N-Gain of 0.72 and motivation score of 3.54. Learning motivation was moderately correlated with improved multiplication mastery (r = 0.48). The findings demonstrate that ethnomathematics-based Gasing is a feasible and effective approach for strengthening multiplication mastery and fostering mathematics learning motivation among elementary students.

Authors

  1. Wa Ariana

    Universitas Pendidikan Indonesia

  2. Asep Herry Hermawan

    Universitas Pendidikan Indonesia

  3. Dinie Anggraeni Dewi

    Universitas Pendidikan Indonesia

Keywords

Gasing MethodEthnomathematicsFeasibilityEffectivenessBasic MultiplicationLearning Motivation

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