<![CDATA[This study examined the effectiveness, challenges, and contextual applications of the Gasing Mathematics Method in mathematics education through a systematic literature review. The study addressed the need for synthesized evidence on how the method influenced students’ conceptual understanding and how it was implemented across formal and nonformal educational settings in Indonesia. A systematic review design was employed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. Thirty-five eligible articles published between 2014 and 2024 were selected from Scopus, Google Scholar, and ResearchGate based on predefined inclusion and exclusion criteria. The analysis showed that the Gasing Mathematics Method improved students’ mastery of basic mathematical operations, increased learning engagement and motivation, and supported instructional access in rural and underserved areas. At the same time, the review identified several methodological limitations in the existing studies, including selection bias, small sample sizes, lack of control groups, and observer bias. The findings indicated that the Gasing Mathematics Method had strong pedagogical potential in mathematics education, particularly in contexts requiring accessible and practice-oriented approaches. However, the available evidence remained limited in terms of long-term evaluation and cross-contextual applicability. Overall, the study concluded that further empirical research was needed to examine the long-term effectiveness, digital integration, and adaptability of the method across diverse educational contexts.]]>
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