SPATIAL DISPARITIES IN NUMERACY LEARNING OUTCOMES USING THE GASING METHOD: A COMPARATIVE ANALYSIS BETWEEN RURAL HIGHLAND AND URBAN COASTAL REGIONS IN PAPUA, INDONESIA

Geographical inequalities and limited access to educational resources remain major challenges to equitable numeracy learning, particularly in remote areas of Papua, Indonesia. This study aimed to analyze disparities in numeracy learning outcomes and score improvements following the implementation of the GASING (Gampang, Asyik, dan Menyenangkan) method in rural highland and urban coastal regions. A comparative quasi-experimental design with pre-test and post-test measurements was employed, involving 153 teachers and 311 students from Nduga Regency and Jayapura City. Assessment covered five numeracy domains: counting foundations, addition, multiplication, subtraction, and division. The results showed that the mean teacher post-test score reached 78.2 in Jayapura, compared with 57.0 in Nduga. Among students, the respective mean scores were 61.1 and 50.1. Although disparities in final achievement remained, the difference in student gain scores was only 0.4 points, compared with 9.3 points among teachers. Multidimensional analysis identified geographical location, accessibility, and digital literacy as major areas of disparity. These findings indicate the potential of the GASING method to support more equitable improvements in student numeracy while highlighting the need for adequate infrastructure and educational access to address persistent spatial inequalities. ABSTRAK Ketimpangan geografis dan keterbatasan akses pendidikan menjadi tantangan dalam pemerataan hasil belajar numerasi, khususnya di wilayah terpencil Papua. Penelitian ini bertujuan menganalisis kesenjangan hasil belajar numerasi dan peningkatan skor setelah penerapan metode GASING (Gampang, Asyik, dan Menyenangkan) pada wilayah dataran tinggi perdesaan dan pesisir perkotaan. Penelitian menggunakan desain kuasi-eksperimental komparatif dengan pengukuran pre-test dan post-test, melibatkan 153 guru dan 311 siswa dari Kabupaten Nduga dan Kota Jayapura. Pengukuran mencakup lima domain numerasi, yaitu kemampuan dasar berhitung, penjumlahan, perkalian, pengurangan, dan pembagian. Hasil penelitian menunjukkan bahwa rata-rata skor post-test guru di Jayapura mencapai 78,2, sedangkan di Nduga sebesar 57,0. Pada siswa, rata-rata skor masing-masing wilayah adalah 61,1 dan 50,1. Meskipun kesenjangan hasil akhir masih terlihat, selisih peningkatan skor siswa hanya 0,4 poin, dibandingkan 9,3 poin pada guru. Analisis multidimensional mengidentifikasi lokasi geografis, aksesibilitas, dan literasi digital sebagai aspek kesenjangan utama. Temuan ini menunjukkan potensi metode GASING dalam mendukung pemerataan peningkatan numerasi siswa, sekaligus menegaskan perlunya dukungan infrastruktur dan akses pendidikan yang memadai.