<![CDATA[This study was motivated by the low mathematics learning outcomes of third-grade students, particularly in multiplication. It aimed to determine the effect of the drill method on the mathematics learning outcomes of third-grade students at MI Khoiru Ummah Pekanbaru. A quantitative approach with a quasi-experimental nonequivalent control group design was used. The sample, selected by total sampling, consisted of 38 students: 19 in the experimental class, taught with the drill method, and 19 in the control class, taught with the conventional method. Data were collected using a 20-item multiple-choice pretest and posttest that was valid and reliable (Cronbach's Alpha = 0.917), and the treatment lasted two sessions. The data were analyzed using descriptive statistics, normality and homogeneity tests, N-Gain, and hypothesis testing with IBM SPSS Statistics. The mean pretest scores were 52.37 for the experimental class and 51.05 for the control class, while the mean posttest scores were 86.32 and 68.42, respectively. The mean N-Gain was 0.72 (high) for the experimental class and 0.36 (medium) for the control class. Because the posttest data were not normally distributed (Shapiro-Wilk p < 0.05) but were homogeneous, the hypothesis was tested using the Mann-Whitney U test, which yielded U = 8.000, Z = −5.089, and Asymp. Sig. (2-tailed) = 0.000 < 0.05. Therefore, the drill method had a significant effect on students' mathematics learning outcomes in multiplication. These findings are limited to the short-term effect on the classes studied.]]>
