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This study aimed to develop Matif (Interactive Mathematics) video media on the topic of equivalent fractions for fourth-grade elementary school students and to determine its validity, effectiveness, and student responses. The research employed a Research and Development (R&D) method using the ADDIE model. It was conducted at SD Muhammadiyah Gresik during the first semester, involving 19 fourth-grade students. Data collection techniques included interviews, expert validation sheets for content and media, learning effectiveness tests, and student response questionnaires. The development process followed five ADDIE stages. (1) Analysis involved curriculum analysis, needs analysis, and student characteristics analysis. (2) Design focused on creating the learning flow and storyboard. (3) Development produced the video media, which was validated by experts. The material expert validation score reached 97.5%, and the media expert validation score was 91.6%, both categorized as very valid. These results indicate that the material is highly appropriate, clear, and easy to understand, while the media demonstrates excellent quality in visual, audio, typography, language, and usability aspects. (4) Implementation involved testing the media on students, with an N-Gain score of 0.8405, categorized as high, indicating that the media effectively improves students’ understanding. (5) Evaluation was conducted through student response questionnaires, resulting in a score of 95.5%, categorized as very good, showing that students found the media engaging, easy to use, and helpful. Overall, the Matif video media meets the criteria of validity and effectiveness, making it suitable as an innovative learning alternative, with potential for further development through enhanced animations and varied exercises.

This study aims to determine the abillity of students’ conceptual understanding of mixed fractions after the application of the PhET Colorado application in class VII of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year. The subjects in this study were class VII.2 with 30 students with an average of 77. This study uses a pre-ekperimental design method one group pretest-posttest. Data collection techniques used in this study include tests and documentation data analysis techniques are stages carried out after all research data is collected. Through the PhET Colorado application, the percentage per indicator was obtained, the indicator restating the concept with an achievement of 63,50%, the indicator mathematical representation with an achievement of 74,78%, the indicator problem solving with an achievement of 95,00%, therefore the average reached 77,78%. So it can be in mixed fractions material on the ability of students’ conceptual understanding in class VII of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year.

This study aims to develop an interactive digital learning media based on Wordwall, named TANGKAS (Tantangan Asyik Ngulik Pecahan Kelas Empat Seru), as a practice tool for addition and subtraction of fractions in fourth-grade elementary students. The development process employed the ADDIE model, which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The research subjects consisted of 29 fourth-grade students at SDN Ngemplak I Baureno. The needs analysis revealed that learning activities were still dominated by conventional methods with limited use of digital media, resulting in low student engagement. To address this issue, TANGKAS was developed using a maze chase game design to enhance motivation and support engaging fraction practice. The validation results indicated a material validity score of 94% (highly valid) and a media validity score of 80% (valid). The practicality aspect obtained 81.8% from students, both categorized as highly practical. The effectiveness test showed an improvement in learning outcomes with N-Gain scores of 0.6 for fraction addition and 0.54 for fraction subtraction, both classified as moderate. Therefore, TANGKAS is proven to be feasible, practical, and effective as an interactive game-based learning media to support students’ understanding of mathematics in elementary school.

This study aimed to analyze the level of understanding of fraction concepts among fourth-grade students at SDIT Al Hidayah Pekanbaru and to identify effective learning strategies. Mathematics, particularly the concept of fractions, often poses a significant challenge at the primary education level. The research employed a descriptive quantitative approach, with primary data collected through the distribution of a questionnaire to 30 students. This questionnaire was designed to measure the students' mastery level of basic concepts, operations, and application of fractions.The findings indicate that the students' level of understanding of fraction concepts is in the very good category. This is evidenced by the questionnaire data, where 63.33% of respondents selected the "Strongly Agree" category and 25.71% selected "Agree," resulting in a cumulative total of 89.04% positive responses. This strong positive dominance suggests that the majority of students have mastered the fundamental concepts and can apply them. The results support the idea that contextual, interactive teaching methods, coupled with the use of manipulative media (as also suggested by relevant studies), are highly effective in facilitating students' deep conceptual understanding. The main conclusion is that implementing learning approaches oriented toward real-world contexts, combined with the use of instructional media, significantly improves student comprehension of fraction material. These findings are expected to serve as a valuable reference for teachers and stakeholders in developing more innovative and effective teaching methods in Primary Schools.

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.

This study was conducted to examine how well the use of augmented reality (AR) learning tools helps fifth-grade elementary school students understand mathematical concepts related to fractions.. The research was motivated by students' limited comprehension of the abstract nature of fractions and the lack of engaging educational tools capable of presenting the material in a meaningful and interactive way. Augmented reality is believed to improve student engagement and offer more appealing visual representations by integrating virtual elements into the real-world environment. A total of 30 students I participated in this study, which used a quasi-experimental design with a One Group Pretest-Posttest method. Information was collected through pre-tests, post-tests, written notes, and observations. We used SPSS software to analyze the data. The results showed that students' grades improved significantly, with the average increasing from 54.80 in the pretest to 91.83 in the posttest. The normality test indicated that while pretest scores were approximately normally distributed, the posttest scores followed a normal distribution. A one-sample t-test showed a statistically significant effect of AR media usage, with a p-value of 0.000 and t-values substantially higher than the critical value (pretest: 32.439; posttest: 112.071). These results suggest that AR-based instructional media are effective in supporting elementary students’ understanding of fraction concepts. Overall, the study confirms the positive impact of augmented reality in mathematics learning for fifth-grade students.

This study aims to examine the implementation of digital educational games to enhance the understanding of fraction concepts among fifth-grade elementary school students. The background of this research lies in the low mastery of fraction material and the lack of student engagement due to conventional teaching approaches. The research used a quasi-experimental method with a pretest-posttest control group design. The subjects were divided into an experimental group, which received digital educational game-based learning, and a control group, which was taught using traditional lectures and practice questions. The results showed a significant improvement in the understanding of fractions in the experimental group compared to the control group. The findings indicate that digital educational games can enhance motivation, engagement, and the effectiveness of mathematics learning. This research recommends the integration of interactive digital media as an innovative strategy for teaching mathematics in elementary schools.

The use of various instructional media plays a significant role in the teaching process, as it can stimulate students' interest and encourage active participation in learning activities. By utilizing a variety of educational tools, children can enhance the efficiency of their learning in relation to the material delivered by the teacher. Teachers are expected to select the most effective teaching models, instructional media, and strategies to improve students' understanding. The use of instructional aids such as fraction clocks can serve as an innovative resource for teachers in presenting learning materials. Through the implementation of such media, teachers can expand the scope of media utilization in the educational process. The use of fraction clocks aims to inspire and improve students’ learning outcomes in the field of mathematics. The study employs a quantitative approach. This quasi-experimental study applies a Pretest-Posttest Control Group design. 50 students participated in the study. The collected data are analyzed using descriptive statistical techniques to describe the students’ pretest and posttest results. Furthermore, inferential statistics, including normality tests and hypothesis testing, are used to support further interpretation. The findings revealed that for the pretest, students had an average score of 51.92, indicating a moderate level of achievement, with a percentage of 62%. And the students’ postest scores increased to 66.92, indicating a higher level of achievement, with a percentage of 69% based on a sample of 26 students. The Paired Sample T-test showed a Sig. (2-tailed) value of 0.000, which is lower than the predetermined significance level of 5% or 0.05. This indicates the rejection of null hypothesis and acceptance of alternative hypothesis. It can be concluded that the use of fraction clock as an instructional medium has positive effect on students’ learning outcomes and enhances their understanding of fraction concepts.

This study aims to improve student learning outcomes in Mathematics, especially simple fractions, through the application of the Problem Based Learning learning model. The background of this study is based on the need for an effective learning approach and encourage active student participation in learning simple fractions. The Problem Based Learning learning model is one of the learning approaches used to improve learning outcomes in Mathematics. This study applies the Problem Based Learning learning model to grade III students at SDN 001 Barong Tongkok in the 2024/2025 academic year. The study method used in this study is Classroom Action Research. Classroom action studies are applied through two cycles. Each cycle consists of four processes that are applied sequentially, namely planning, acting, observing, and reflecting. The class that is the subject of this study is grade I students with a total of 21 people. In the initial conditions, the average student score was 62.25. After implementing the first cycle, where the teacher applied the learning practice, the results obtained were that in cycle I, the average class score increased to 67.25, and in cycle II, the average score increased to 77.75. Through the action study applied through two cycles, a significant increase was obtained. Thus, it can be concluded that the Problem Based Learning learning model is effective in improving Mathematics learning outcomes in simple fractions in class III at SDN 001 Barong Tongkok

This study aims to examine in-depth and comprehensively the various obstacles faced by elementary school students in understanding the concept of fractions. Fractions represent one of the key components in basic mathematics education and often pose a significant challenge for many students. Through a structured literature review and in-depth analysis of empirical data, this research seeks to clearly describe the various difficulties students encounter when learning and understanding fractions. Additionally, this study investigates the underlying factors contributing to these difficulties and offers a number of creative and effective instructional strategy recommendations to help students overcome these barriers. The findings indicate that the primary challenges hindering students' understanding include several critical aspects: weak comprehension of basic fraction concepts, difficulty in representing fractions both visually and symbolically, struggles with performing arithmetic operations involving fractions, and challenges in relating fraction concepts to real-life situations. A thorough understanding of these challenges is expected to serve as a crucial foundation for improving the quality of mathematics instruction at the elementary school level.    

Understanding fraction concepts remains one of the biggest challenges in elementary mathematics education. Many students struggle with grasping fundamental fraction concepts, performing calculations, and applying them in problem-solving contexts. This study aims to analyze various factors contributing to students' difficulties in understanding fractions using a systematic approach Systematic Literature Review (SLR). Data were collected from relevant scholarly articles published between 2020 and 2025. The findings indicate that the primary difficulties students face in understanding fractions stem from a lack of conceptual comprehension, weak operational skills, and challenges in converting word problems into mathematical models. Additionally, low learning motivation and limited teaching method variations also contribute to students' struggles with fraction concepts.

This study aimed to improve the learning outcomes of sixth-grade students at SDN 104202 Bandar Setia Medan in solving fraction problems through the application of the STAD learning model. This research is classroom action research (CAR) conducted in two cycles. The research subjects were 25 sixth-grade students at SDN 104202 Bandar Setia Medan. Data collection instruments included student learning outcome tests and observations of student learning activities. The results showed a significant improvement in student learning outcomes after the implementation of the STAD learning model. In cycle I, the average student score was 65, increasing to 78 in cycle II. Student learning activities also increased, as indicated by the increased participation of students in group discussions and presentations of group work. The application of the STAD learning model proved effective in improving student learning outcomes in solving fraction problems. This is because the STAD learning model encourages students to collaborate, discuss, and help each other in understanding the concept of fractions. In addition, the element of competition between groups also motivates students to study harder. This research recommends that the STAD learning model can be applied in mathematics learning in elementary schools to improve student learning outcomes, especially in fraction materials. Further research can investigate the application of the STAD learning model on other mathematics materials or at different educational levels.

This research aims to increase fourth grade elementary school students’ understanding of the concept of equivalent fractions through peer tutoring. The research was conducted at SDN Ponteh 1, Galis District, Pamekasan Regency, using the Classroom Action Research (PTK) approach which consists of planning, implementing, observing and reflecting. The peer tutoring method allows students who are superior in understanding the material to help their friends who are experiencing difficulties. The research result showed that this method was effective in increasing students’ understanding, with 100% of students succeeding in achieving learning mastery in this first cycle. The application of the peer tutoring method makes it easier for students to understand the material because of the simple and relevant delivery from their peers. These findings indicate that the peer tutoring method can be an effective solution in learning mathematics, especially equivalent fraction material at the elementary school level

Fractions and decimals are basic mathematical concepts that have an important role in various aspects of daily life. This article discusses how fractions and decimals are used in daily activities such as measuring, calculating, and carrying out financial transactions. For example, in cooking, fractions are used to measure food ingredients, while decimals often appear in weight and length measurements. In economic transactions, decimals are key in rounding numbers and calculating prices. This article also explains the importance of understanding conversions between fractions and decimals to make decision making easier, both in personal and professional contexts. By providing applicable examples, it is hoped that this discussion can increase appreciation of the role of fractions and decimals in real life and encourage deeper mastery of these concepts.

Fractions and decimals are basic mathematical concepts that have an important role in various aspects of daily life. This article discusses how fractions and decimals are used in daily activities such as measuring, calculating, and carrying out financial transactions. For example, in cooking, fractions are used to measure food ingredients, while decimals often appear in weight and length measurements. In economic transactions, decimals are key in rounding numbers and calculating prices. This article also explains the importance of understanding conversions between fractions and decimals to make decision making easier, both in personal and professional contexts. By providing applicable examples, it is hoped that this discussion can increase appreciation of the role of fractions and decimals in real life and encourage deeper mastery of these concepts.

In an educational context, especially in mathematics learning, emotional intelligence can play a significant role in how students face challenges, deal with stress, and interact with classmates and teachers. Students with high emotional intelligence tend to have better strategies for managing their feelings, which can help them stay focused, motivated, and more open to learning. This research uses a quantitative descriptive method with a correlational approach, namely research that determines the relationship between two or more variables with a symmetrical relationship. The quantitative descriptive method is a research method that aims to describe a situation objectively using numbers. Thus, there is a significant positive relationship between emotional intelligence and the mathematics learning outcomes of fifth grade students at SD Al-maksum Balunganyar. These results are shown by Fcount Ftable, namely 3.24 2.48. The R2 value is 0.0939.3%, this can be stated that the contribution of emotional intelligence to the mathematics results of grade 5 students at SD Al-maksum Balunganyar is 9.3%, the rest is influenced by other factors. The prerequisite test shows that the two variables are normally distributed . Using simple regression, a significant positive relationship was found between emotional intelligence and the mathematics learning outcomes of fifth grade students at SD Al-maksum Balunganyar at 9.3%.

This research evaluates the effectiveness of using game-based learning media, MAGECAH, in teaching Mathematics on the topic of fractions in the 4th grade at SDN Nglegok 1 Blitar. The method used is a quasi-experiment with a nonequivalent control group design. The sample consists of 52 students, divided into experimental and control groups. Research instruments include tests, questionnaires, observations, and documentation. The analysis results show that the MAGECAH media significantly improves students' understanding, with a t-test significance value of 0.000. This media is also considered effective in making learning more interactive and engaging. Thus, MAGECAH can become an innovative alternative in Mathematics learning, particularly in the topic of fractions, to improve students' learning outcomes.

Students who experience difficulties in learning are the teacher's responsibility to overcome the problems faced by students. One of the actions that teachers can take to help students with learning difficulties is through providing remedial activities. The purpose of this research is to find out the steps, obstacles and solutions to the problems of class V-C teachers in implementing remedial activities for students who experience difficulty adding and subtracting mixed fractions at SDN Rangkah I Surabaya. This research uses a method with a descriptive qualitative approach. This research uses data collection techniques using observation, interviews and documentation techniques. The results of this research are 1). The teacher's steps in implementing remedial activities are that the teacher analyzes the results of the diagnosis of student difficulties by referring to student test scores that are below the KKTP score of 60. Next, by planning remedial activities, the teacher arranges the day, date, time, method, media and prepares the questions that will be created for the activity. remedial. After everything has been carefully planned for remedial activities, the next step is for the teacher to carry out remedial activities for four students who are experiencing difficulties. Next, after carrying out the remedial activities, the teacher assesses the results of the remedial work for each student who took part in the remedial activities. 2). The obstacles for teachers in implementing remedial activities are that they require quite a long time, the physical condition of students is not enthusiastic and the differences in the characteristics of students' comprehension abilities. 3). The teacher's solution to the obstacles in implementing remedial activities is that the teacher maximizes the time for remedial activities, the teacher always provides encouragement in every implementation of remedial activities and the teacher explains again to students who do not understand the explanation individually.

This study aims to determine the effect of using digital flipbook media in improving the understanding of grade v students on mathematical integers in elementary school. This research is a quantitative research. This research uses an experimental method with an initial test design (pre-test) and a final test (post-test) used in two groups, namely the control group and the experimental group. The study population was all fifth grade students. The research sample was 60 students who were divided into two groups of 30 students each with simple random sampling technique. Data collection techniques through interviews, learning outcomes tests, learning motivation questionnaires and documentation. As for data analysis techniques using normality test, homogeneity test, and hypothesis testing with the right party t test formula and two-party t test. The average posttest in the experimental class> control class (82.5> 74.6). The results of the t-test of student learning outcomes obtained data significance ≤ 0.05 which shows digital flipbook learning media affect student learning outcomes on fractional number material. The correlation test results obtained rcount = 0.645 (strong category) so that there is a positive correlation between motivation and student learning outcomes. So it is stated that there is a positive and significant influence of the use of digital flipbook media on student motivation and learning outcomes in elementary school math fractions.

In this research, researchers developed innovations in the use of technology-based learning media in mathematics learning. Based on searching for problems in the field, researchers found the monotony of the learning process and the lack of interest in mathematics learning, especially in class V fraction material. From the above problems, it is necessary to have learning media that can be interesting and fun for students. This research aims to determine the suitability and readability of students in the Smart App Creator mathematics learning media for class V elementary school fractions. The type of research used is Research and Development (RnD), which researchers have modified into 7 stages, namely: searching for potential and problems, data collection, product design, design validation, design revision, product testing, and product revision. In the research instrument, the researcher used a questionnaire, with test respondents on 2 class V teachers and 11 class V students. Data analysis techniques in this research used qualitative and quantitative. The results of the research developed by Android-based media applications in mathematics learning material for fractions in class V elementary school using Smart App Creator are in terms of material experts the percentage is 85.83% with a decent level of validity, in terms of media experts the percentage is 88.67% with a decent level of validity, in terms of linguist percentage 78.67% with a decent level of validity. In the media readability questionnaire, students got a percentage of 92.5% with a very decent level of validity.