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Both groups were given the same pretest and posttest on addition and multiplication based on the Indonesian curriculum.
The rest of the students formed the control group who do not use the abacus. Fifteen formed the experimental group, were enrolled in abacus training classes outside of their respective schools, and were taught personally by the researcher through additional abacus treatment for ten meetings. This quasi-experimental study was conducted to determine the effect on accuracy and finish time of using the Japanese abacus method on the addition and multiplication performance of thirty Grade 3 pupils in selected schools in Indonesia.
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