Effectiveness of GASING Training on Elementary Teachers’ Mathematics Competencies in Remote Indonesia

Rita   Yuana; Achmad Hufad; Yohanes   Surya; Mario Capestrano   Gesiradja; Yanti   Shantini

doi:10.31849/wb4nsq39

Authors

Rita Yuana Universitas Pendidikan Indonesia, Bandung, Indonesia
Achmad Hufad Universitas Pendidikan Indonesia, Bandung, Indonesia
Yohanes Surya Institut Teknologi Del Toba, Sumatera Utara, Indonesia
Mario Capestrano Gesiradja Universitas Pendidikan Indonesia, Bandung, Indonesia
Yanti Shantini Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.31849/wb4nsq39

Keywords:

GASING method, Teacher empowerment , Pedagogical competence, Professional development , Disadvantaged areas

Abstract

Elementary school teachers in West Papua demonstrate critically low pedagogical competence in basic mathematics instruction, reflecting persistent educational disparities in eastern Indonesia. This study aims to measure the effectiveness of the Gampang, ASyik, and menyenaNGkan (GASING) method in improving teachers’ competence in teaching basic arithmetic operations. It is hypothesized that the GASING training program will significantly improve teachers’ pedagogical competencies across all five arithmetic domains, with larger gains among teachers with lower initial competencies. The research employed a quasi-experimental one-group pretest-posttest design with 40 elementary school teachers in South Manokwari who participated in an intensive three-week training (October 21 – November 8, 2025). The research instrument was a competency test measuring five domains: Bakal Kubagi concept, addition, multiplication, subtraction, and division. Data were analyzed using paired samples t-test with SPSS 27. The results showed significant improvements (p<.001) across all competency domains with very large effect sizes (Cohen’s d ranging from 2.32 to 5.21). The mean total score increased from 15.87±16.73 to 79.80±12.31 (gain=63.93±12.98). Eighty percent of teachers achieved the high improvement category (gain>50). A strong negative correlation (r=-.756, p<.001) between initial scores and improvement indicates an equity-enhancing effect. The research concludes that the GASING method is highly effective as a teacher empowerment model in disadvantaged areas, with important implications for professional development policies based on innovative and contextual pedagogy.

Author Biographies

Rita Yuana, Universitas Pendidikan Indonesia, Bandung, Indonesia

Rita Yuana is an academic affiliated with Universitas Pendidikan Indonesia (UPI), Bandung, Indonesia, who is dedicated to advancing education and scholarly development through teaching, research, and community engagement. Her academic interests focus on fostering innovative learning, educational empowerment, and meaningful contributions to society.
Achmad Hufad, Universitas Pendidikan Indonesia, Bandung, Indonesia

Prof. Dr. H. Achmad Hufad, M.Ed. is a distinguished Professor at Universitas Pendidikan Indonesia (UPI), Bandung, whose academic expertise spans sociology, anthropology, community education, and non-formal education. With a strong commitment to advancing knowledge and empowering society, he has contributed significantly through research, teaching, and publications in areas such as community development, digital literacy, socio-cultural studies, and adult education. His scholarly dedication and inspiring work continue to encourage meaningful learning, social awareness, and positive community transformation in Indonesia.
Yohanes Surya , Institut Teknologi Del Toba, Sumatera Utara, Indonesia

Professor Yohanes Surya is an Indonesian physicist, science educator, and the originator of the GASING (Gampang, Asyik, dan Menyenangkan) learning method, an innovative pedagogical approach designed to promote deep conceptual understanding and joyful learning in mathematics and science. He obtained his Ph.D. in Theoretical Physics from the College of William and Mary, United States. Professor Surya is widely recognized for his contributions to science and mathematics education reform, particularly through the development of effective learning models that strengthen students’ fundamental competencies. He is the founder of the Surya Institute for the Promotion of Science and Mathematics Education and has led numerous national initiatives aimed at improving the quality of STEM education in Indonesia, including programs targeting students and teachers in remote and underserved regions. His work focuses on advancing evidence-based pedagogical practices that enhance numeracy, scientific reasoning, and problem-solving skills in diverse educational contexts.
Mario Capestrano Gesiradja, Universitas Pendidikan Indonesia, Bandung, Indonesia

Mario Capestrano Gesiradja is an elementary school teacher with many years of experience, a National Trainer of the GASING (Gampang, Asyik, dan Menyenangkan) learning method, and a graduate student in the Master’s Program at Universitas Pendidikan Indonesia (UPI). His academic and professional interests center on innovative mathematics pedagogy, particularly the implementation of the GASING approach to enhance conceptual understanding and numeracy skills among primary school students. As a trainer, he actively facilitates professional development programs for teachers across Indonesia, promoting effective, engaging, and conceptually grounded mathematics instruction. His work reflects a strong commitment to improving foundational mathematics education through research-informed practice, teacher capacity building, and learner-centered instructional strategies. Through both his teaching and training activities, he contributes to the advancement of meaningful mathematics learning in primary education.
Yanti Shantini, Universitas Pendidikan Indonesia, Bandung, Indonesia

Dr. Yanti Shantini is the Head of the Department of Community Education at Universitas Pendidikan Indonesia (UPI). She holds a doctoral degree in education and has extensive academic and professional experience in the fields of community education, lifelong learning, and community empowerment. Her scholarly work focuses on non-formal education, community-based learning, and the development of educational programs that foster social transformation and sustainable community development. As an academic leader, she actively contributes to research, curriculum development, and the strengthening of partnerships between universities and communities. Dr. Shantini is also involved in mentoring graduate students and advancing scholarly discourse on community education through publications, academic forums, and collaborative initiatives. Her work reflects a strong commitment to expanding educational access and promoting inclusive, community-centered learning practices.

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