Pedagogical Transformation through the GASING Method in Elementary Mathematics: A Systematic Literature Review from Symbolic Violence and Critical Pedagogy Perspectives

Research on the GASING method (Gampang, Asyik, dan Menyenangkan) has expanded rapidly but remains dominated by questions of effectiveness, leaving power relations in the mathematics classroom unexamined. This review aims to synthesize empirical evidence on GASING implementation in elementary mathematics and to interpret it through Bourdieu's concept of symbolic violence and Freire's critical pedagogy. A dual-path systematic literature review guided by PRISMA 2020 was conducted for 2015-2026. The Scopus path yielded 16 studies as the interpretive framework, while the Google Scholar and citation chasing path yielded 12 empirical GASING studies, which were appraised for risk of bias and analyzed through narrative and thematic synthesis using an a priori coding frame. All studies reported gains in achievement, arithmetic fluency, or teacher competence, especially in remote 3T regions, but most used one-group designs and two involved the method's developer. The concrete-to-abstract sequence, affective safety, and teacher re-training may redistribute mathematics capital, whereas the emphasis on speed, competition, and a single algorithm risks producing new status hierarchies and a new procedural orthodoxy. No study has examined symbolic violence directly. The emancipatory potential of GASING depends on integrating dialogic practices and local contexts and still requires independent empirical testing.