Implementation of In-Depth Learning With The GASING Method Based on Mathematical Games for Elementary School Student

Manggih Bumi Bagus; Yeni  Yuniarti; Dede Tri  Kurniawan

doi:10.63922/ijevss.v5i04.5951

Manggih Bumi Bagus Universitas Pendidikan Indonesia, Indonesia
Yeni Yuniarti Universitas Pendidikan Indonesia, Indonesia
Dede Tri Kurniawan Universitas Pendidikan Indonesia, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.5951

Keywords: Deep Learning, GASING Method, Math Games, Addition, Numeracy Literacy, Elementary School

Abstract

This study aims to describe and analyze the implementation of deep learning through the GASING Method, a mathematical game-based approach to addition operations in elementary schools. The research background is based on the low achievement of Indonesian students' numeracy literacy, as reflected in the results of the 2022 PISA and the National Assessment, which indicate that mathematics learning is still predominantly procedural and has not fully developed conceptual understanding. This study integrates the principles of deep learning, the Gasing Method stages (concrete–semi-concrete–abstract–conjecture), and the game-based learning approach in one systematic implementation model. The learning implementation was designed through manipulative activities, number pattern exploration, mental arithmetic strategies, and metacognitive reflection based on tiered games. Mathematical games were used as a pedagogical medium to enhance students' cognitive and affective engagement. The implementation results showed that in-depth learning based on the GASING Method encouraged the formation of relational understanding in addition operations, increased the flexibility of counting strategies, strengthened concept transfer, and increased students' self-confidence. Theoretically, this model aligns with cognitive constructivism, concrete operational development theory, cognitive load theory, and learning transfer theory. These findings demonstrate that the integration of in-depth learning with the GASING Method, a mathematical game-based approach, is relevant to the demands of the Independent Curriculum and contributes to strengthening elementary school numeracy literacy. The resulting conceptual model can be replicated as an alternative design for systemic, reflective, and contextual mathematics learning

Author Biographies

Yeni Yuniarti, Universitas Pendidikan Indonesia, Indonesia

Universitas Pendidikan Indonesia, Indonesia

Dede Tri Kurniawan, Universitas Pendidikan Indonesia, Indonesia

Universitas Pendidikan Indonesia, Indonesia

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