Journal Evaluation in Education (JEE)
Journal Evaluation in Education (JEE)

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Journal Evaluation in Education (JEE)

an Open Access Journal

Bridging Learning Styles: How the GASING Method Fosters Inclusive Conceptual Understanding of Integers

Tionomi Sihite ORCID
Indonesia University of Education ROR
Indonesia
tionomisihite19@upi.edu
Siti Fatimah
Indonesia University of Education ROR
Indonesia
Jarnawi Afgani Dahlan
Indonesia University of Education ROR
Indonesia
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  • Purpose of the study: Despite growing evidence of the GASING (Easy, Fun, and Enjoyable) method’s effectiveness, little is known about whether its benefits hold consistently across students with different learning styles. This study addressed that gap by analyzing improvements in junior high school students’ conceptual understanding of integers through the GASING method, examined in relation to students’ learning styles (visual, auditory, kinesthetic).

    Methodology: A quantitative quasi-experimental nonequivalent control group design (2×3 factorial) was employed with 54 Grade VII students (27 per group) from a public junior high school in Humbang Hasundutan Regency. Data were collected using a conceptual understanding test (pretest-posttest) and a learning style questionnaire and analyzed with the Mann-Whitney U test, Kruskal-Wallis test, and two-way ANOVA (α = 0.05).

    Main Findings: Both groups had equivalent prior ability (p = 0.944). The experimental class achieved a significantly higher mean posttest score (90.60 vs. 80.06) and N-Gain (0.885 vs. 0.739; p < 0.001, large effect size d = 1.19). We found no significant differences by learning style or its interaction with teaching method (p > 0.05).

    Novelty/Originality of this study: This study provides novel evidence that the GASING method is equally effective for visual, auditory, and kinesthetic learners, demonstrating its inclusive multisensory design and eliminating the need for differentiated instruction based on learning style in integer learning at the junior high school level. Practically, this means teachers can use a single, unified GASING lesson design in heterogeneous classrooms, reducing planning burden while still meeting diverse learners’ needs.

  • How to cite

    [1]
    “Bridging Learning Styles: How the GASING Method Fosters Inclusive Conceptual Understanding of Integers”, Jor. Eva. Edu, vol. 7, no. 4, pp. 772–784, Oct. 2026, doi: 10.37251/jee.v7i4.3504.

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