Abstract. This research was conducted based on the findings that students have difficulties in learning multiplication of two numbers, especially multiplication of two digits with two digits and multiplication of two digits with three digits. This research is a pre-experimental design. The design that is used in this study is The One Shot Case Study. The purpose of this study is to find out: (1) to implement of Matematika GASING into the concept of multiplication (2) to know the influence of Matematika GASING toward students learning outcome (3) to know the positive influence of students interest and motivation simultaneously to mathematics learning outcome in Matematika GASING. The population in this study is 5th grade students in Cihuni I elementary school in Kelapa Dua Tangerang districts. The sampling technique used purposive sampling and data collected by test and questionaire. The data findings analyzed by using anova with significance with level 5%. The expected results this research are: (1) Matematika GASING can be implement into the concept of multiplication (2) there is positive influence of Matematika GASING toward students learning outcome, (3) there is positive influence of students interest and motivation simultaneously to mathematics learning outcome in Matematika GASING. Keywords and Phrases: study interest, study motivation, learning outcome, and Matematika GASING

1. Proceedings of IICMA 2015
Mathematics Education
234
The Implementation of Matematika Gasing on
Multiplication Concept Toward Interest, Study
Motivation, and Student Learning Outcome
Asri Gita1,a)
, Nia Yuniarti2,b)
, Nerru Pranuta M3,c)
1,2,3
STKIP Surya
a)
asri.gita@students.stkipsurya.ac.id
b)
nia.yuniarti@students.stkipsurya.ac.id
c)
nerru.pranuta@stkipsurya.ac.id
Abstract. This research was conducted based on the findings that students have difficulties
in learning multiplication of two numbers, especially multiplication of two digits with two
digits and multiplication of two digits with three digits. This research is a pre-experimental
design. The design that is used in this study is The One Shot Case Study. The purpose of this
study is to find out: (1) to implement of Matematika GASING into the concept of
multiplication (2) to know the influence of Matematika GASING toward students learning
outcome (3) to know the positive influence of students interest and motivation simultaneously
to mathematics learning outcome in Matematika GASING. The population in this study is 5th
grade students in Cihuni I elementary school in Kelapa Dua Tangerang districts. The
sampling technique used purposive sampling and data collected by test and questionaire. The
data findings analyzed by using anova with significance with level 5%. The expected results
this research are: (1) Matematika GASING can be implement into the concept of
multiplication (2) there is positive influence of Matematika GASING toward students
learning outcome, (3) there is positive influence of students interest and motivation
simultaneously to mathematics learning outcome in Matematika GASING.
Keywords and Phrases: study interest, study motivation, learning outcome, and
Matematika GASING.
1. Introduction
Mathematics is a subject that is always present in every level of education,
from elementary school until college. Basic math skills became a very important
part for the education of children in elementary school and became one of the skills
necessary for success in the 21st
century [1]. According to the National Association
for the Education of Young Children (NAEYC), the students learn math skills at a
young age is a great base to build future learning efforts and can be a good
indicator or whether someone can be able to meet and resolve the challenges that
will be faced in the future [2].
Mathematics content given to elementary school students essentially
elementary and contains the basic concepts to understand higher concepts [3]. One
of the basic content of mathematics that should be mastered by children is
operation of counting numbers that include addition, subtraction, multiplication,

2. 235
and division. These operations are related to very closely to understanding of the
concepts and skills perform operations that one would affect the understanding of
the concepts and skills of the other operations [4]. The operation numbers in
elementary school is very important to be able to learn other subjects [5].
Based on the theories of Piaget [6], the progression of knowledge a person
closely related to the development of biological and its interaction with the
environment. The level of sensorimotorik to formal or abstract thinking with the
classification of age as follows: 1) sensorimotorik (0 – 2 years), 2) pre operational
(2-7 years), 3) think concrete (7 – 11 years), and 4) abstract thinking or formal (12
– 16 years) [6]. Children in the elementary school level is still in the stage of
concrete thinking. Therefore when they learn an abstract concept, they will have
diffculties. As a result, many students consider mathematics as a tough lesson [7, 8,
9]. Based on the results of the exam 4th
grade students in elementary school number
2 Muara Panas school year 2014-2015 on 1st
semester on multiplication of the
composition shows that 20% of students to master completely, 35% of students not
mastering, and 45% less mastered [10].
The low value of the students in the multiplication content because there are
still teachers who use the method of memorizing the multiplication operation in
teaching [11]. As a result students quickly forget and do not understand the concept
well. Even for the multiplication of natural numbers the tens and hundreds of
teachers are only applying the method of multiplication of the composition so that
students feel bored because there is no variation with other methods [11]. The
appeal of a subject is determined by two things, first by subjects or learning itself
and secondly by way of teaching teachers [12]. Therefore, a teacher must prepare
their own special methods to make the subject more interesting than before and to
make it easier to learn. There are several methods and learning media to do. One of
them is by using Matematika GASING (Gampang, AsyIk, and menyenaNGkan).
Matematika GASING is a way of learning mathematics in an easy, fun, and
enjoyable. With a pleasant learning atmosphere will definitely encourage students
motivation and interest in learning. Motivation is an important aspect in the activity
of teaching and learning [13, 14]. If a student had the motivation of learning
mathematics and he will learn it in earnest and can easily achieve the learning
objectives. Students can understand the mathematics content studied, then it will
grow a positive attitude towards mathematics learners so that the interest will grow
[15]. Thus, when the understanding of content can be achieved then this will have
an effect on student learning outcomes.
This research examines some of the problems as follows: 1) How to
implement of Matematika GASING into the concept of multiplication ?, 2) is
there the influence of Matematika GASING toward students learning
outcome?, 3) is there the positive influence of students interest and
motivation simultaneously to mathematics learning outcome in Matematika
GASING?
The purpose of this research is to implement of Matematika GASING into
the concept of multiplication, to know the influence of Matematika GASING
toward students learning outcome, and to know the positive influence of
students interest and motivation simultaneously to mathematics learning
outcome in Matematika GASING.

3. 236
This research is expected to be beneficial for teachers subjects in order to use
other means in teaching a two-digit integer multiplication content to students. Then
the benefits of this research for researchers is to develop knowledge, so it is
beneficial to the development of research learning mathematics further.
2. Main Results
Matematika GASING
Matematika GASING is way of mathematics learning to achieve learning
outcome was originally developed by Prof. Yohanes Surya. GASING stands for
Gampang, ASyIk, dan menyenaNGkan which is translated as easy, fun, and
enjoyable. The content of Matematika GASING is different with sequence of
teaching mathematics as usual schools because Matematika GASING start from
adding, multiplication, substraction, and division. Matematika GASING will be
teach use unique way which starts from concrete forms to understanding the
concept then continous to abstract forms. Matematika GASING shows how to
change a concrete sample into an abstract symbol so the students will be able to
read a mathematics patern thus gain the conclusion by themselves [16]. The
introduction of concrete forms can encourages students with exploration activities
using props. Matematika GASING has a critical point in any content. GASING
critical point is a top level that must be passed by students to be undestand next
contents [17].
In multiplication content, GASING critical point is 1) students must
understand the concepts of multiplication, 2) students know how to count multiples
of 1, 10, 9, 2, and 5 fastly, 3) followed by the multiplication of two numbers the
same multiplication, 4) 3 and 4 multiplication, and 5) multiplication 8, 7 and 6.
FIGURE 2.1 GASING Critical Point
In order to understand the multiplication concept, the learning is started by
using concrete means (concrete stage in GASING). An illustration of learning 2 ×
5 is given in picture 2.2.
FIGURE 2.2 Concrete multiplication of 𝟐 × 𝟓.
Taking one box that consist five pineapples. Therefore taking once again.
There is two boxes that consist five pineapples read “two boxes consisted five”
shows 2 × 5. The result is 5 + 5 = 10.
1
2
3
4
5
Critical
Point
GASING
Written 2□5 → 2 × 5

4. 237
When the fifth step already controlled properly, it can be said that students
have entered the GASING critical point. It means that students can continuous to
other way multiplication including the multiplication of two-digit numbers.
The following is an example of how to calculate the multiplication of two-digit
numbers:
Tens times tens is hundreds, so put 3 places (ones, tens, hundreds).
Multiply the number from front.
1 tens × 4 tens = 4 hundreds write on front.
1 tens × 6 ones = 6 tens, continuous adding with
4 tens × 2 ones = 8 tens.
Hundreds to be 4 + 1 = 5
The retrieved results is 14 tens or 1 hundreds and 4 tens.
Next is 2 ones × 6 ones = 12 ones or 1 tens dan 2 ones.
The total of tens is 4 + 1 = 5 tens.
Hundreds is 2.
So the finally result from 12 × 46 is 552.
Motivation and Study Interest
Motivation is one of the factors which determine the success of the children
in the study because the motivation plays very effective in helping students learn
[18], this makes motivation become one of the prerequisite which is quite
important in learning [19]. Student motivation plays an important role in the
process of conceptual change [20], critical thinking, learning strategies [21, 22] and
the achievement of the learning outcomes [23]. According to Winkel [24] the
motivation of learning is the driving force of psychic power overall in student
learning activities that give rise, ensuring continuity of learning activities and
provide direction on learning activities that for the sake of achieving a goal.
Motivation can arise due to factors from inside and outside that affect the interest
of students towards a subjects [15].
How to motivate students during the learning process is to connect the
learning experience of students with interest. Interest is a characteristic staple that
States the relationship between a person and an object or specific activity [25]
when one is not currently being in the pressure from outside himself [26]. Study
interest is encouragement from inside of someone who's done consciously,
pleasure, voluntarily, even wanted to try repeatedly to understand a content.
Interest is often associated with someone's behaviour to achieve specific goals in
order to get an impression of a condition and interaction in the environment [15,
18]. Interest to have a strong influence on the cognitive domain (knowledge) and
effective (attitude) domain of the individual [27, 28, 29]. This influence is not only
bulit the cognitive domain and effective domain, but also blend in both of it [30].
Research Design
The design that used in this study is quantitative research method with
One Shot Case Study. On the research of One Shot Case Study were given
1 2
4 6 x
4 _ _
1 2
4 6 x
41 4 _
5 4 _
1 2
4 6 x
41 41 2
5 5 2

5. 238
treatment and subsequently observed the result [12]. The sampling technique had
been used is purposive sampling and data collected by test and questionaire.
This forms of design research according to Sugiyono [12] is as follows:
X O
Note:
X : learning multiplication of two-digit numbers with a Matematika GASING
O : post-test value
The expected results this research are: 1) identify problems and goals, 2)
determine appropriate research design issues and research purposes, 3) arrange the
instruments test, 4) give learning a two-digit integer multiplication, 5) give post-
test for two-digit multiplication content with two-digit and two-digit multiplication
and a three-digit, 6) give the questionaires to know interests and motivation
learning of students, 7) make an analysis of the test results, 8) make the conclusion
of the results of the study, and 9) make research reports.
Research Instrument
The collection of data in this study is to provide a written test and
questionaires. The written test given at the end and this questions made from
revision bloom taksonomi. The level are C1 (remember), C2 (understand), C3
(aplication), dan C4 (analize) [31]. The next post-test question given after learning
will be answered by Matematika GASING students use. Written tests given to two-
digit multiplication this number as many as 30 questions that consists of 25
questions with brief descriptions and 5 reserved form of the story. Problems given
to get the average value of the results of the learning of students with two-digit
numbers multiplication content. Besides giving post-test, students were also given
two questionaires to find out the interest and motivation of students in learning
math after learning about the Matematika GASING.
Result
Based on the results of pre-test and post-test from 5th
grade in elementary
school Cihuni I in Kelapa Dua Tangerang districts, obtained the data that the
ability to multiply a two-digit numbers by a two-digits and three-digits by a two-
digits is influenced by the interest and students motivation. The average value of
the post-test students who answered a mathematics way of using Matematika
GASING is 82.47. After the success of the test used on average of students learning
outcomes variables using one of the test. Whose hypothesis are as follows:
Ho : μ ≤ 70
H1 : μ > 70
Note:
μ = Average of students learning outcomes.

6. 239
Ho = Average of students learning outcomes less than equal to 70.
H1 = Average of students learning outcomes more than 70.
Statistics test using:
– 0x μ
t =
s
n
Note:
t : Statistics value of calculation result .
x : Average of students learning outcomes.
s : Deviation standard of students learning outcomes.
o : Comparison of students indicator value is 70.
n : The number of students.
0x - μ
t =
s
n
82,47 70
15,885
20
hitungt 3,510
Therefore the result compared with t table value with dk = (n-1) and
significance level 5%. For testing criteria if t count > t(1 - α) therefore H0 ignored was
consequences H1 accepted, it means the average value more than 70. The result of
calculation obtained tcount value = 3,510, whereas t table = 1,729. Obviously t count >
t(1 - α) it means H0 ignored. Then the average of students learning outcomes more
than 70 or passed through comparison of students indicator value.
Student Interest in Matematika GASING
FIGURE 2.3 Diagram of student interest in Matematika GASING
Student Interest 1
2
3
4
5

7. 240
Based on the questionnaires which had previously been distributed to
students, the obtained results are shown in the diagram above. In the diagram
above shows that student interest towards Matematika GASING belongs to high.
Student Motivation in Matematika GASING
FIGURE 2.4 Diagram of student motivation in Matematika GASING
Based on the questionnaires which had previously been distributed to
students, the obtained results are shown in the diagram above. In the diagram
above shows that student motivation towards Matematika GASING belongs to
high.
Findings
Many factor happened during researched. Those factors are:
1. The time taken in this study is too short that is only 3-4 times for 3 weeks.
2. Students are still not accustomed to learning Matematika GASING.
3. Post-test was carried out after the sports lessons so that the child is still in a
condition of fatigue.
3. Concluding Remarks
Based on the research that has been done and results researchers have
presented above can be drawn some conclusions with regard to the interest,
motivation, and student learning outcomes. The summary is as follows:
1. Matematika GASING can be implement into the concept of multiplication.
2. There is positive influence of Matematika GASING toward students
learning outcome.
3. There is positive influence of students interest and motivation
simultaneously to mathematics learning outcome in Matematika GASING.
Student Motivation 1
2
3
4
5
6

8. 241
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