Mathematics is often perceived by elementary school students as a difficult and intimidating subject, resulting in low learning motivation and conceptual understanding. Therefore, innovative learning approaches are needed to create meaningful and enjoyable learning experiences. This study aims to describe teachers’ and students’ perceptions regarding the implementation of the GASING (Easy, Fun, and Enjoyable) method in mathematics learning at YPPGI Elementary School Enarotali. The study employed a descriptive qualitative approach using in-depth interviews and documentation techniques. The participants consisted of two mathematics teachers and two students who had experienced mathematics learning using the GASING method. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that both teachers and students perceived the GASING method positively. Teachers reported that the method encouraged active participation, increased students’ confidence, and facilitated conceptual understanding through concrete, visual, and kinesthetic learning activities. Students expressed that mathematics learning became more enjoyable, less stressful, and easier to understand. Although several challenges were identified, including limited instructional time and teaching aids, the GASING method was considered effective in improving students’ motivation, conceptual understanding, and positive attitudes toward mathematics. The study concludes that GASING can serve as an alternative instructional approach for elementary mathematics learning, particularly in remote areas where contextual and engaging learning experiences are essential.