PELATIHAN METODE GASING DALAM MENINGKATKAN KOMPETENSI OPERASI HITUNG GURU KAB. HUMBANG HASUDUTAN
DOI:
https://doi.org/10.51878/educator.v6i4.16192Keywords:
kompetensi guru, metode GASING, numerasi, operasi hitung dasar, pelatihan guruAbstract
Mastery of basic arithmetic operations is fundamental to teachers’ numeracy competence and their ability to deliver quality mathematics instruction. This study aimed to analyze changes in teachers’ arithmetic competence following training in the GASING method (Gampang, Asyik, and Menyenangkan), identify gains across individual components, and compare improvements across training classes and educational levels. A quantitative approach with a pre-experimental one-group pretest–posttest design was implemented across four training classes. Participants comprised 216 primary and junior secondary school teachers in Humbang Hasundutan Regency, North Sumatra, Indonesia. Competence was assessed on a 0–100 scale across five components: Bakalkubagi, addition, multiplication, subtraction, and division. Data analysis included the Wilcoxon signed-rank test, paired t-test, effect sizes, normalized gain (N-Gain), and comparisons across classes and educational levels. The results showed that the mean total score increased from 44.13 to 93.17, representing a gain of 49.04 points (p < .001) and a mean N-Gain of 0.88, classified as high. The largest gains occurred in division, multiplication, and Bakalkubagi. Improvements did not differ significantly across training classes or educational levels. These findings indicate consistent score improvements following training but do not establish a causal effect because no control group was included.
ABSTRAKPenguasaan operasi hitung dasar merupakan fondasi kompetensi numerasi yang perlu dimiliki guru untuk mendukung pembelajaran matematika yang berkualitas. Penelitian ini bertujuan menganalisis peningkatan kompetensi operasi hitung guru setelah mengikuti pelatihan metode GASING (Gampang, Asyik, dan Menyenangkan), mengidentifikasi peningkatan pada setiap komponen, serta membandingkan hasil antarkelas dan antarjenjang pendidikan. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental one-group pretest–posttest yang diterapkan pada empat kelas pelatihan. Subjek penelitian berjumlah 216 guru SD/MI dan SMP di Kabupaten Humbang Hasundutan, Sumatera Utara. Kompetensi diukur melalui lima komponen, yaitu Bakalkubagi, penjumlahan, perkalian, pengurangan, dan pembagian, menggunakan skala 0–100. Analisis data meliputi uji Wilcoxon, paired t-test, ukuran efek, N-Gain, serta perbandingan antarkelas dan antarjenjang. Hasil menunjukkan bahwa rerata skor total meningkat dari 44,13 menjadi 93,17, dengan selisih 49,04 poin (p < 0,001) dan N-Gain 0,88 dalam kategori tinggi. Peningkatan terbesar terjadi pada pembagian, perkalian, dan Bakalkubagi. Peningkatan tidak berbeda signifikan antarkelas maupun antarjenjang. Temuan ini menunjukkan peningkatan kompetensi yang konsisten setelah pelatihan, tetapi belum membuktikan hubungan kausal karena tidak menggunakan kelompok kontrol.
Downloads
References
Agusfianuddin, A., Herman, T., & Turmudi, T. (2024). Difficulties in mathematical language and representation among elementary school students when solving word problems. Jurnal Elemen, 10(3), 567–581. https://doi.org/10.29408/jel.v10i3.25814
Apriatni, S., Nindiasari, H., Sukirwan, S., & Khaeroni, K. (2023). Instructional level moderation at improving numerical literacy skills through creative problem-solving learning models. Al-Jabar: Jurnal Pendidikan Matematika, 14(2). https://doi.org/10.24042/ajpm.v14i2.17199
Baity, P., Mulyati, T., & Abubakar, A. (2026). The GASING method and pedagogical transformation in elementary school: A teacher perspective. Jurnal Elemen, 12(3), 875–894. https://doi.org/10.29408/jel.v12i3.34638
Bistari, B., Mumtazah, N. W., Fitriawan, D., R, Z., & Hamdani, H. (2023). Misconception and scientific attitude of teacher towards elementary school geometry assessed from information technology transformation. Al-Jabar: Jurnal Pendidikan Matematika, 14(1), 25–36. https://doi.org/10.24042/ajpm.v14i1.15688
Botha, H., Coetzee, C., & Zweers, L. (2023). Teaching measurement: The role of mathematics teachers' enacted PCK on gain in learner outcomes. Infinity Journal, 12(2), 307–322. https://doi.org/10.22460/infinity.v12i2.p307-322
Dinas Pendidikan, Kepemudaan, dan Olahraga Kabupaten Buleleng. (2024). Jadi pilot project PISA 2025, guru Buleleng ikuti bimtek numerasi melalui intervensi GASING Bakalkubagi [Berita]. Pemerintah Kabupaten Buleleng. https://disdikpora.bulelengkab.go.id/informasi/detail/berita/13_jadi-pilot-project-pisa-2025-guru-buleleng-ikuti-bimtek-numerasi-melalui-intervensi-gasing-bakalkubagi
Ekawati, R., Kohar, A. W., Siswono, T. Y. E., Lukito, A., Yang, K.-L., & Nisa, K. (2023). Mathematics teacher educators' noticing of pedagogical content knowledge on hierarchical classification of quadrilateral. Infinity Journal, 12(2), 261–274. https://doi.org/10.22460/infinity.v12i2.p261-274
Fauzan, A., Harisman, Y., Yerizon, Y., Suherman, S., Tasman, F., Nisa, S., Sumarwati, S., Hafizatunnisa, H., & Syaputra, H. (2024). Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers' experience. Infinity Journal, 13(2), 301–316. https://doi.org/10.22460/infinity.v13i2.p301-316
Fauziah, A., Putri, R. I. I., & Zulkardi, Z. (2022). Collaborative learning through lesson study in PMRI training for primary school pre-service teacher: The simulation of polygon matter. Infinity Journal, 11(1), 1–16. https://doi.org/10.22460/infinity.v11i1.p1-16
Habibi, A. A., Lestari, N. D. S., Kurniati, D., Susanto, S., Yudianto, E., & Sanawi, I. (2024). Development of Islamic boarding school-based learning tools on social arithmetic material to improve students' numeracy skills. Kreano: Jurnal Matematika Kreatif-Inovatif, 15(2), 395–408. https://doi.org/10.15294/0gwxkv54
Jamaan, E. Z., & Yerizon, Y. (2023). Enhancing teacher creativity in digitalizing math-literacy modules through technological pedagogical content knowledge training. Al-Jabar: Jurnal Pendidikan Matematika, 14(1), 141–151. https://doi.org/10.24042/ajpm.v14i1.16832
Jupri, A., Marwati, R., Sispiyati, R., & Rosjanuardi, R. (2022). The development of mathematics teacher professional competencies through social media. Jurnal Elemen, 8(1). https://doi.org/10.29408/jel.v8i1.4782
Komariah, K., & Pebriyanti, N. (2023). Perbedaan pengaruh penggunaan metode jarimatika dan metode permainan kartu terhadap keterampilan berhitung perkalian dasar siswa sekolah dasar. PYTHAGORAS: Jurnal Pendidikan Matematika, 18(2), 136–147. https://doi.org/10.21831/pythagoras.v18i2.65725
Lee, J., & Santagata, R. (2020). A longitudinal study of novice primary school teachers’ knowledge and quality of mathematics instruction. ZDM, 52(2), 295–309. https://doi.org/10.1007/s11858-019-01123-y
Lo, W. Y. (2020). Unpacking mathematics pedagogical content knowledge for elementary number theory: The case of arithmetic word problems. Mathematics, 8(10), Article 1750. https://doi.org/10.3390/math8101750
Ma'rufi, Ilyas, M., Ikram, M., & Seti, S. (2023). Exploring mathematical technological knowledge of teachers with the GeoGebra application. Al-Jabar: Jurnal Pendidikan Matematika, 14(1), 1–12. https://doi.org/10.24042/ajpm.v14i1.13654
Magfirotin, E. S., & Amir, M. F. (2024). Elementary school students' conceptual and procedural knowledge in solving fraction problems. Kreano: Jurnal Matematika Kreatif-Inovatif, 15(1). https://doi.org/10.15294/0m58xs24
Maharani, F., Fauziah, P. Y., & Guntur, M. I. S. (2021). Penggunaan contoh dalam pembelajaran matematika sekolah menengah dalam persepsi guru. PYTHAGORAS: Jurnal Pendidikan Matematika, 16(2). https://doi.org/10.21831/pythagoras.v16i2.37279
Mahmud, M. R., Turmudi, T., Sopandi, W., Rohimah, S. M., & Pratiwi, I. M. (2023). Learning obstacles analysis of lowest common multiple and greatest common factor in primary school. Jurnal Elemen, 9(2), 440–449. https://doi.org/10.29408/jel.v9i2.12359
Marhami, M., Rohantizani, R., Muhammad, I., Samsidar, S., & Anggraini, I. (2023). Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment. Jurnal Elemen, 9(1). https://doi.org/10.29408/jel.v9i1.6765
Nursakiah, N., & Bahar, E. E. (2021). Pelatihan penerapan metode GASING dalam operasi penjumlahan, pengurangan, perkalian dan pembagian. Jurnal Abdimas Indonesia, 1(3), 14–20. https://doi.org/10.53769/jai.v1i3.110
Refugio, C. N., Galleto, P. G., Noblefranca, C. D., Inoferio, H. V., Macias, A., Jr., Colina, D. G., & Dimalig, C. Y. (2020). Content knowledge level of elementary mathematics teachers: The case of a school district in the Philippines. Cypriot Journal of Educational Sciences, 15(3), 619–633. https://doi.org/10.18844/cjes.v15i3.4551
Safriani, W., Munzir, S., & Duskri, M. (2021). Analyzing content knowledge of prospective elementary school teachers on the material of fractional arithmetic operations. MaPan: Jurnal Matematika dan Pembelajaran, 9(2), 364–378. https://doi.org/10.24252/mapan.2021v9n2a12
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
