Pembelajaran multikultural fisika di smu

Addition Scores in Posttest 
 
The p-value for F-test is 0.1145, which is more than 0.05. Thus, there is 
insufficient evidence to show that the variances are not equal. It means that the 
variances are equal. Using t-Test for two samples assuming equal variances, the p-
value obtained is 0.2828, which is more than 0.05. Hence, there is insufficient 
evidence to show that the means are not equal. It means that there is no statistical 

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IJIET
Vol. 2, No. 1, January 2018 
51 
difference in the student’s performance in posttest scores in addition between the 
control group and the experimental group after the abacus training. From this 
result, we concluded that there is no effect in student’s performance in terms of 
accuracy for addition after the abacus training. One factor that might explain this 
performance for both groups is that the pupils are already in Grade Three, which 
means that they have acquired the necessary foundational skills related to addition 
in Grades One and Two. In turn, increasing the digit span should not have posed a 
significant difficulty in obtaining the sum, regardless of method or device used. 
Moreover, a research by Wu, et al (2009, p.440) showed that there is no 
significant difference between abacus and non-abacus users when it came to 
simple addition questions, and that both groups showed high levels of accuracy. 
This is parallel to the results obtained for the addition posttest. 
For experimental group, even if they know the rules of abacus, they still 
need more time to practice in addition that involved a longer digit span. Regarding 
the practice of abacus, Stigler’s research in Taiwan (1986) found that “Mental 
abacus skill was found to develop primarily as a result of practice rather than of 
selection factors such as socioeconomic status, ability and previous mathematical 
knowledge” (p. 447). During the trainning, the researchers did not focus much in 
doing addittion that involved two to three digit numbers, but instead devoted more 
time in doing addition through 
asas
(i.e. repeated addition) since some students in 
the experimental group had not yet mastered mental abacus for the multiplication 
of 2-digit by 1-digit numbers, which is a requirement to do abacus quickly for 
multi-digit multiplication.