<![CDATA[This study aims to determine the effectiveness of an easy, fun, and enjoyable method in improving students' speed and accuracy of two-digit multiplication. The main problem of this research is the low arithmetic performance and high mathematical anxiety of students due to the dominance of conventional learning. The research approach used is an experiment with a One-Group Pretest-Posttest Design model. The research sample consisted of 60 fourth-grade students. Data collection used a dual metric computational performance test instrument to measure speed (duration in seconds) and accuracy (score 0–100). Data were analyzed inferentially using the Paired Sample t-Test. The results showed a very significant increase in multivariate cognitive performance. The average student work duration was drastically reduced from 724 seconds in the pre-test to 185 seconds in the post-test (time efficiency of 74.4%). In contrast, the average accuracy score jumped sharply from 42.50 to 88.33 (an increase of 107.8%). The results of the hypothesis test reject H_0 and accept H_a with a p value = 0.000 (p < 0.05). The conclusion of the study proves that the Concrete-Abstract-Concealing hierarchical stages in the GASING Method are effective in reducing the cognitive load of working memory, eroding mathematical anxiety, and accelerating students' mental arithmetic automation.]]>
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