CATPO as an Innovative Evaluation Framework for GASING-Based Mathematics Learning: Bridging Educational Evaluation and Instructional Innovation

Abstract

Background Foundational numeracy remains a critical challenge in primary education, particularly in contexts where traditional mathematics instruction fails to engage learners effectively. The GASING (Easy, Fun, and Enjoyable) method has emerged as an innovative pedagogical approach to improve students’ conceptual understanding and motivation. However, comprehensive evaluation frameworks capable of assessing both program effectiveness and instructional processes are still limited. This study addresses this gap by developing the CATPO evaluation model, an integrative framework synthesizing systemic and transactional perspectives. Methods This research employed a mixed methods design within a research and development (R&D) framework. The CATPO model was developed through preliminary study, design, field testing, revision, operational testing, and implementation stages. Data were collected from primary school mathematics teachers implementing the Ende Pandai Berhitung–GASING program using questionnaires, observations, interviews, and document analysis. Quantitative data were analyzed descriptively using percentage scores, while qualitative data supported interpretation of implementation processes. Results The CATPO model demonstrated high validity, practicality, and effectiveness, with main and operational field testing scores exceeding 82%. Program evaluation results indicated overall high performance (80.0%), categorized as “Good.” The Transaction domain achieved the highest score (90.0%), reflecting strong classroom implementation and student engagement. Product outcomes showed substantial improvements in numeracy skills, conceptual understanding, motivation, and confidence (83.6%). Context (75.7%), Antecedent (73.0%), and Outcomes (77.6%) domains also achieved good performance but highlighted areas requiring enhanced teacher preparation and sustainability support. Conclusions The CATPO model provides a robust and comprehensive framework for evaluating innovative mathematics programs by integrating contextual readiness, instructional processes, outcomes, and broader impacts. The findings confirm that GASING-based learning is effective in improving foundational numeracy when supported by adequate preparation and continuous evaluation. The model offers significant potential for guiding evidence-based policy, improving program implementation, and advancing research in educational evaluation and instructional innovation.