From Play to Mathematical Discourse: Transforming Multiplication Learning Through GASING Card Games and Deep Learning
DOI:
https://doi.org/10.31849/md2xxm19Keywords:
GASING method Teacher empowerment Pedagogical competence Professional development Disadvantaged areasAbstract
Mathematics becomes meaningful when children can explain, represent, and apply numerical relationships rather than merely reproduce procedures. Yet elementary instruction often remains teacher-centred, while previous GASING and game-based studies have commonly relied on small samples, single-school settings, digital media, or single pretest–posttest comparisons that cannot distinguish sustained change from ordinary fluctuation. This study examined an integrated model of pedagogical deep learning operationalised through GASING (Gampang, Asyik, dan Menyenangkan; Easy, Enjoyable, and Fun) and a physical mathematics card game to strengthen fourth-grade students’ multiplication problem-solving ability. A quantitative quasi-experimental interrupted time-series design involved 132 students from six elementary schools in Banyuwangi Regency. Three pre-intervention and three post-intervention measurements were administered using a context-based problem-solving test, supported by implementation-fidelity observations. Data were analysed using descriptive statistics, segmented regression, paired and non-parametric comparisons, normalized gain, and Cohen’s d. Results revealed a stable baseline (M = 21.34–23.95) followed by an immediate and sustained increase after the intervention (M = 74.54–81.52). Segmented regression identified a large level change (β₂ = 46.83, p < .001), while the overall normalized gain was high (g = 0.71), the effect size was very large (d = 2.93), and implementation fidelity reached 90.5%. Improvements occurred across all six schools. These findings show that structured physical play can deepen conceptual learning, mathematical discourse, collaboration, and reflection. The study offers an accessible, low-cost, and methodologically robust model for improving numeracy and advancing learner-centred mathematics reform within and beyond the Merdeka Curriculum.
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