Pembelajaran multikultural fisika di smu

Multiplication Scores in Pretest
The F-test, with a p-value 0.1546 of more than 0.05, shows that the 
variances are not unequal. Thus, a Student’s t-test for assuming equal variances is 
used to check for the difference between two means. It further reveals that there is 
no difference between the pretest scores of the two groups in multiplication with 
the p-value 0.2214 being more than 0.05. Based on this result, the researchers 
found that the students’ ability in the basic mathematics skill for multiplication 
was considered to be similar for both groups. It might have been due to the lesson 
on multiplication of two two-digit numbers and three-digit by one-digit numbers 
being new for all students in both groups. The researchers thus categorized the 
result as low since the mathematics standard score for Grade Three in their 
schools is 70 at the minimum. Hence, such multiplication problems posed 
difficulty for them. Both groups used the conventional multiplication algorithm in 
solving the multiplication of two two-digit numbers, and multiplication of three-
digit and one-digit numbers. Based on this result, the researchers shifted the 
lessons to focus more on their multiplication, thus giving 
asas
practice for 
addition only. 
Multiplication Scores in Posttest
 
With a p-value of 0.0003 for the F-test, there is sufficient evidence to show 
that the variances are not equal. Thus, Student’s t-test for two samples assuming 
unequal variances is used, with p-value 0.0003 that is less than 0.05 obtained. 
Thus, there is sufficient evidence to show that the means are not equal. It means 
that there is a significant difference in the posttest scores of the two groups, 
wherein the experimental group obtained higher scores compared to the control 
group. The short process in multiplication using abacus helps student avoid some 
errors as compared with the conventional way. In the multiplication of two two-
digit numbers using both physical and mental abacus, students only need two 
steps to find the product, as compared to at least five steps in the conventional 
way taught in schools. Consider 23 x 54. For students who are using the abacus, 
the first step is 23 x 5 = 115 (using mental abacus) and shall be put in the 
thousands pole. As for the second step, 23 x 4 = 92 (using mental abacus) and put 
it in the tens pole, and at the same time, the students directly apply the partial 
product in their abacus to get the answer of 1242. In contrast, the conventional 
way would require students to perform multiplication at least in 5 steps.
For the experimental group, there was a large progress in terms of accuracy 
using the abacus since students knew about the rules of abacus in addition as one 
of the important requirements in doing multiplication (Flom and Heffelfinger, 
2004). Despite the results showing the progress of students in performing 

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IJIET
Vol. 2, No. 1, January 2018 
53 
multiplication, some errors were still observed during posttest and are related to 
the errors that were found in addition, such as errors about upper bead, omission, 
and position (Stigler, 1984).