The Effectiveness of the PMR-Based GASING Method in Enhancing Elementary School Students’ Critical Thinking Skills
DOI:
https://doi.org/10.17977/um065.v6.i10.2026.13Keywords:
Elementary school students, GASING method, Mathematical critical thinking skills, Realistic mathematics educationAbstract
This study examined the effect of the GASING method integrated with Realistic Mathematics Education (RME) on elementary school students’ critical thinking skills. The study was motivated by the low level of students’ critical thinking in mathematics learning, which is often characterized by procedural and teacher-centered instruction. A quasi-experimental design with a pretest–posttest nonequivalent control group was employed. The participants consisted of 96 fourth-grade students divided into an experimental group (RME-based GASING) and a control group (CTL-based GASING), with 48 students in each group. Data were collected through a mathematical critical thinking skills test administered before and after the intervention and analyzed using descriptive statistics with IBM SPSS at a significance level of α = 0.05. The results showed that students’ critical thinking skills improved in both groups. However, the experimental group demonstrated a more equitable distribution of learning outcomes, as indicated by a decrease in the standard deviation from 12.36 to 11.84, while the control group showed an increase from 13.65 to 18.20. These findings suggest that the RME-based GASING method is more effective in improving and equalizing elementary school students’ mathematical critical thinking skills than the approach used in the control group.References
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