Pembelajaran multikultural fisika di smu

Finish Time for Addition in Pretest 
As for the finish time in pretest for addition, the F-test shows that the 
variances are not the same; hence, Student’s t-test for unequal variances was used 
which reveals that the means in terms of finish time have a significant difference 
for the two groups. Checking the means, the experimental group was significantly 
faster than the control group in finishing the pretest. 
One of the advantage of using abacus is that it removes the need to regroup 
in every step of addition; students can directly get the result as they start to count 
from the left to the right, either using abacus or mental arithmetic. This process 
can help them save time and further master the use of the abacus. This is 
supported by Miller and Stigler (1991) – to do calculations using the abacus, 
proper finger technique is a basic requirement to achieve proficiency. 
Finish Time for Addition in Posttest
With a probability value of less than 0.05, the F-test reveals that the 
variances are not equal. Hence, t-Test for two samples assuming unequal 
variances is used; since the p-value of 0.00033 is less than 0.05, there is sufficient 
evidence showing that the means are not equal. It means that there is a difference 
in the finish time for posttest in addition between control group and experimental 
group. From the results obtained, it can be seen that the experimental group is 
significantly faster than the control group for the posttest in addition. Some 
factors that affect their result are as follows: the abacus learners were observed 
trying to beat the time limit and that they directed their focus in answering the 
worksheet. Gilmore (1997) notes that such an attitude of students in the 

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IJIET
Vol. 2, No. 1, January 2018 
52 
experimental group showed that abacus as a tool can help students prioritize and 
concentrate, thereby switching their attention to their abacus and worksheet. 
Using abacus also removes the need for regrouping so they can spend time shorter 
than others. Shwalb and his colleagues (2004) found in their research how 
motivation for mathematics is influenced by attending abacus training: whenever 
the researcher gave the students worksheets, they would directly do the 
calculations using the abacus. This kind of response was analogized to the 
students as if seeing their favorite food.