<![CDATA[Background: Multiplication concept mastery requires connections among equal grouping, symbolic notation, and flexible calculation. The GASING method offers a three-stage sequence that may complement the mindful, meaningful, and joyful dimensions of Deep Learning in the Indonesian curriculum. Aim: This study compared reported learning outcomes in GASING-based Deep Learning (GASING-DL) and inquiry-based Deep Learning (Inquiry-DL) for Grade IV students. Methods: The source manuscript describes a four-week, nonequivalent pretest–posttest study at SDN 4 Kuala Kurun in January 2025 involving two intact classes reported as 32 students each. Multiplication concept mastery was assessed using eight constructed-response items scored from 0 to 4 (maximum 32). The original analysis plan included pretest-adjusted ANCOVA and gain-based comparisons. Results: Reported descriptive scores rose from 10.81 to 25.30 in GASING-DL and from 12.28 to 19.39 in Inquiry-DL. The reported mean normalized gains were 0.683 and 0.353, respectively. Inferential outputs in the source record were not interpreted because their degrees of freedom and category counts conflict with the stated group sizes. Conclusion: The available descriptive summaries favor GASING-DL within this classroom comparison, but the magnitude and statistical certainty of the between-group difference cannot be established reliably from the inconsistent inferential record. Replication and consistent participant-level analysis are needed before strong effectiveness claims can be made.]]>
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