Effectiveness of the GASING method based on dice games in improving multiplication skills of primary school students

Abstract

This study investigates the effectiveness of the GASING (Easy, Fun, and Enjoyable) method integrated with dice-game activities in improving primary school students’ multiplication skills. The study was motivated by the low numeracy achievement of Indonesian elementary students, particularly in multiplication concepts, and the limited use of contextual game-based mathematics instruction in primary schools. Using a quasi-experimental design with a nonequivalent control group, the study involved 40 students of SD Negeri 13 Ambon divided into experimental and control classes. Data were collected through pretest and posttest multiplication tests and analysed using N-Gain and Mann–Whitney U tests. The findings revealed that students taught using the GASING method based on dice games achieved significantly higher learning outcomes than those taught using conventional instruction. The experimental class obtained a high N-Gain score (0.77), whereas the control class achieved a moderate N-Gain score (0.35). Statistical analysis showed a significant difference between both groups (p < 0.05). The novelty of this study lies in the integration of the GASING method with concrete dice-game activities to strengthen conceptual multiplication understanding through game-based learning. Theoretically, this study contributes to the development of constructivist and game-based mathematics learning approaches for primary education. Practically, the findings suggest that the GASING method can serve as an innovative and contextual strategy to improve numeracy learning in elementary schools.