Development of Multiplication and Division Card (MDC) Game Using the GASING Method for Elementary Students: A Multiplication Pilot Study
DOI:
https://doi.org/10.17509/mimbar-sd.v13i2.39Keywords:
Elementary Mathematics, GASING Method, Game-Based Learning, MDC Game, Multiplication LearningAbstract
Elementary students often experience difficulties in understanding multiplication concepts due to the abstract nature of arithmetic instruction and the limited use of engaging learning media. This research aims to design and develop the Multiplication and Division Card (MDC) Game based on the GASING (Gampang, Asyik, dan Menyenangkan) method as a game-oriented learning medium to support students’ conceptual understanding of multiplication. The research employed a Research and Development (R&D) approach using a simplified ADDIE model, consisting of needs analysis, product design, product development, implementation, and evaluation stages. The MDC Game was specifically prepared and tested for multiplication learning through a limited trial involving Phase B (Grade III) elementary students. Data were collected using expert validation instruments, teacher and student response questionnaires, classroom observations, and interviews, and were analyzed using descriptive quantitative and qualitative methods. The results indicate that the MDC Game is feasible in terms of content accuracy, usability, and visual design, with minor revisions needed for instructional clarity. It is also considered practical and positively received by teachers and students, as it promotes active participation, collaboration, and motivation. The limited trial findings show students’ learning progression, with the mean score increasing from 46.31 (pretest) to 87.34 (posttest). In conclusion, the MDC Game demonstrates strong potential as a GASING-based learning medium for elementary multiplication instruction. Although limited to a pilot context, these findings provide preliminary evidence for further large-scale implementation and more rigorous investigation.
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