Design of GASING Digital Module Based on Compassionate Teaching to Understand Multiplication Concepts: A Systematic Literature Review

Abstract

Low multiplication comprehension and high math anxiety are major challenges in elementary schools due to the neglect of student’s cognitive and emotional aspects. This study examines the effectiveness of integrating the GASING (Easy, Fun, and Enjoyable) Method and a digital module-based Compassionate Teaching approach to improve numeracy skills while reducing emotional barriers. Using a Systematic Literature Review (SLR) design based on PRISMA 2020 standards, a selection was made from 73 articles in Google Scholar, DOAJ, and Garuda. After removing duplicates and screening titles, abstracts, and full texts based on inclusion criteria, 10 primary articles were obtained for analysis. The synthesis results show that the GASING Method significantly improves the multiplication ability of regular students from an average score of 53.6 to 85.4 (N-Gain 69.51%), and is stable in the range of 80%–100% for children with special needs through concrete, abstract, and conjecture stages. This cognitive achievement is further optimized with Compassionate Teaching which is clinically proven to reduce academic stress and optimize the brain's working memory capacity by up to 90%. The integration of both is realized through an interactive e-module with an expert feasibility level above 83% which is tested to be valid and practical. The implication is that digital learning media must be oriented towards cognitive strengthening as well as brain-friendly psychological conditions to reduce academic trauma and encourage independent learning in elementary school students.