Pembelajaran multikultural fisika di smu

Finish Times in Addition 
The F-test, through the p-value of 0.0303 that is less than 0.05, shows that 
the variances are not equal. Hence, Student’s t-test for two samples assuming 
unequal variances was used wherein a p-value of 0.2119 was obtained, which can 
translate to insufficient evidence to show that the means are not equal. Based on 
this result, despite being faster in the posttest for addition, there is no statistically 
significant difference in the finish time of the experimental group for the pretest 
and posttest. To shed insight into this result, the researcher contacted an abacus 
trainer from UCMAS Jakarta to verify the target speed in Level 3. The trainer 
responded that the target finish time for students in Level 3 abacus is a maximum 
of 10 minutes for 40 items of addition of two-digit numbers. As for the 
experimental group, the pretest and posttest administered contained questions of 
higher competency, requiring the addition of up to three-digit numbers. With the 
experimental group managing to finish the 40-item pretest and posttest in 6.62 and 
5.58 minutes respectively, their speed was faster than the target time set by the 
abacus training center. Moreover, they were able to complete the tests with 
advanced competencies in such a short period of time.
Scores in Multiplication 
The p-value obtained for the F-test is 0.0174, which means that the 
variances are not equal. Hence, Student’s t-test for two samples assuming unequal 
variances is used, wherein a p-value of 0.0035, less than 0.05, is obtained – there 
is sufficient evidence to show that the means are not equal. Thus, there is a 

---

IJIET
Vol. 2, No. 1, January 2018 
55 
significant difference in the students’ performance on accuracy between pretest 
and posttest for multiplication; moreover, an improvement is noted from pretest to 
posttest as can be seen from the means. The statistical comparison of pretest 
(mean score of 65) and posttest (mean score of 82.93) scores in multiplication 
showed that there is a significant difference between them. As the researchers 
noted, in the additional abacus training, emphasis was placed on performing 
fundamental multiplication algorithms to pave the way for multi-digit 
multiplication. The researchers allocated much time during abacus training on 
teaching the students the multiplication of two- with one-digit numbers.
During the training, a key problem was that the students were not able to 
mentally obtain the product of a two- and a one-digit number. Among the 15 
students in the experimental group, six of them did not yet use mental abacus for 
such kind of multiplication. Thus, the researchers took initiative to reteach and 
train that students on how to do mental abacus here, before they could move to 
multi-digit multiplication. Thus, much time was spent for helping the students 
master in mental abacus for two- with one-digit number as a requirement to do 
multi digit multiplication. 
This course of action was in line with the ideas espoused by Stigler (1984). 
According to him, there is a close relationship between mental abacus users and 
their capacity in using the abacus physically. Moreover, the more the children 
practice using abacus, the more they can perform mental abacus. It took four 
meetings to finish the practice on two-digit by one-digit mental multiplication. 
Afterwards, the students were asked to use mental abacus for two meetings and 
followed this up with training on multi-digit multiplication using the abacus for 
the remaining meetings.