Metode GASING dalam perspektif pedagogik futuristik: Menumbuhkan kecakapan numerasi Abad 21
Abstract
Tujuan penelitian ini adalah mengkaji dan merumuskan model konseptual integrasi metode GASING dalam kerangka pedagogik futuristik untuk memperkuat kecakapan numerasi abad ke-21. Metode penelitian menggunakan Systematic Literature Review (SLR) berbasis studi kasus eksplanatoris. Penelusuran literatur dilakukan pada basis data Scopus, DOAJ, SINTA 1–2, dan Google Scholar dengan rentang tahun 2019–2025, menggunakan protokol PRISMA, sehingga diperoleh 26 artikel yang memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa metode GASING efektif meningkatkan hasil belajar dan keterlibatan siswa, namun implementasinya masih terbatas pada penguasaan konsep dasar numerasi. Temuan utama mengungkapkan bahwa GASING belum terintegrasi secara strategis dengan pengembangan keterampilan abad ke-21, pendekatan STEM, maupun pemanfaatan teknologi digital. Simpulan penelitian menegaskan bahwa integrasi GASING dalam pedagogik futuristik berpotensi menjadi model pembelajaran matematika yang adaptif, kontekstual, dan transdisipliner, dengan dukungan kebijakan pembelajaran dan penguatan kompetensi guru.
The GASING method from a futuristic pedagogical perspective: Fostering 21st-century numeracy skills
Abstract: The purpose of this study was to examine and formulate a conceptual model integrating the GASING method within a futuristic pedagogical framework to strengthen 21st-century numeracy skills. The method employed was a Systematic Literature Review (SLR) using an explanatory case study approach. Literature searches were conducted across Scopus, DOAJ, SINTA 1–2, and Google Scholar databases for publications from 2019–2025, following the PRISMA protocol, resulting in 26 eligible articles. The results indicate that the GASING method effectively improves learning outcomes and student engagement, yet its application remains focused on basic numeracy mastery. The findings reveal a lack of strategic integration between GASING, 21st-century skills development, STEM approaches, and digital pedagogy. The conclusion confirms that integrating GASING within a futuristic pedagogical framework holds strong potential as an adaptive, contextual, and transdisciplinary mathematics learning model, requiring supportive educational policies and responsive teacher professional development.
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