<![CDATA[This study was motivated by issues observed in the Grade VII classes at MTsN 12 Agam—specifically, low mathematics learning outcomes as evidenced by students' daily test scores. The research problem addressed is whether the drill method influences the mathematics learning outcomes of Phase D Grade VII students at MTsN 12 Agam during the 2025/2026 academic year. Sampling was conducted randomly, preceded by tests for normality, homogeneity, and equality of means across the population classes. The sample consisted of Class VII.B (experimental group) and Class VII.C (control group). Analysis of the mathematics achievement test results using the t-test yielded a calculated t-value of 67.01 and a critical t-value of 1.67; consequently, the null hypothesis was rejected. Furthermore, analysis using Minitab software yielded a p-value of 0.010 with α = 0.05. Thus, it can be concluded that the mathematics learning outcomes of students taught using the drill method in Grade VII at MTsN 12 Agam were superior to those of students taught using conventional methods.]]>
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