<![CDATA[Digital mathematics applications can provide step by step feedback that may support students’ problem solving, yet comparative evidence regarding applications with similar functions remains limited. This study examined changes in mathematics learning outcomes after the use of Photomath and Symbolab and compared the outcomes of students using the two applications. A quantitative quasi-experimental two-group pretest-posttest design was implemented with 80 Grade X and XI students at MAN 11 Jakarta, with 40 students in each application group. Mathematics achievement tests were administered before and after the intervention, and the data were analyzed using descriptive statistics, normality testing, the Wilcoxon signed-rank test, the Mann-Whitney U test, and N-Gain analysis. The Photomath group increased from a mean pretest score of 74.75 to 86.00, whereas the Symbolab group increased from 81.00 to 86.88. Within-group improvements were statistically significant for Photomath (Z = -3.931, p < .001) and Symbolab (Z = -2.655, p = .008). However, the posttest difference between groups was not significant (U = 785.00, Z = -0.147, p = .883). Mean N-Gain values were 48.70% for Photomath and 31.74% for Symbolab, indicating greater descriptive improvement in the Photomath group but limited overall effectiveness. These findings imply that both applications can be used as supplementary mathematics-learning tools when accompanied by teacher guidance that emphasizes conceptual reasoning rather than answer retrieval.]]>
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