<![CDATA[Background: Mathematical problem solving remains challenging in primary classrooms, and GASING (Gampang, Asyik, dan Menyenangkan) combines concrete activities with enjoyable instruction. Aims: This study described changes in Grade V students' problem-solving scores following GASING lessons and explored participants' accounts of the learning experience. Methods: A sequential explanatory mixed-methods study combined a single-group pretest-posttest assessment of 20 students with interviews involving four students and two teachers. The intervention consisted of six 80-minute lessons over three weeks. Results: Mean scores increased from 44.00 (SD = 6.81) to 86.00 (SD = 7.54), a 42.00-point difference. The reported paired test was t(19) = -19.741, p < .001; a sign test based on the non-overlapping score ranges also yielded p < .001. The class-level normalized gain computed from the reported means was 0.750. Four reported qualitative themes concerned enjoyment, concrete representation, playful participation, and teacher facilitation. Conclusion: The results indicate a marked within-class improvement after instruction, but the absence of a comparison group, potential assessment-form differences, and incomplete qualitative source records preclude a causal claim.]]>
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