This research is based on the limited use of learning media among teachers, although the media is important to support 21st century learning that should utilize technology. The lack of special media for multiplication materials in grade III of elementary school causes learning to be less in line with the stage of cognitive development of students. Usually, teachers use lecture methods and multiplication tables, which makes students tend to only listen and memorize. As a solution, researchers developed the Interactive Multiplication Stacking Board media, which aims to facilitate the understanding of the concept of multiplication through the repeated multiplication approach so that students can understand the concept of multiplication concretely. This research aims to design, develop, and test the feasibility of the learning media. The method used is Design-Based Research with the Reeves model, which includes problem identification, prototype development based on relevant theories, as well as product testing and improvement through validity tests and repeated trials. The final result of this research is the Interactive Multiplication Stacking Board learning media that is ready to be used to support multiplication learning in class III in elementary school.

This research aims to analyze the comparison of using contextual learning media (concrete) involving technology in improving the mathematics learning outcomes of first-grade elementary school students.  The research method used is a qualitative method with a descriptive approach.  Data collection was conducted through observation, interviews, and documentation to understand students' interactions with creative learning media and its impact on their understanding of basic mathematical concepts.  The results of this study indicate that the use of learning media, both contextual (concrete) and involving technology, such as visual aids and educational games, can increase students' interest in learning, help them understand the material more easily, and have a positive impact on their mathematics learning outcomes.  It is hoped that the use of innovative and creative learning media can continue to be applied in mathematics education to support the cognitive development and interest of students in mathematics from an early age.  However, the use of concrete learning media involving counting boards and jumping frogs is hindered by time efficiency.

This study aims to analyze the difficulties of grade 4 students in understanding the concept of fractions and their impact on mathematics learning. The research participants consisted of 4th grade students at an elementary school in City Research finds that many students have difficulty understanding the concept of fractions, especially in dividing fractions, simplifying, and comparing fractions. Apart from that, it was also found that this difficulty was related to a lack of understanding of basic number concepts and poor basic mathematical operation skills. The results of this research indicate that there is a need to improve the structure and focus of learning so that students understand the concepts better. The use of more interactive learning media also needs to be considered to increase student understanding. The aim of this research is to help grade 4 students overcome difficulties in understanding the concept of fractions in mathematics learning. Through interactive learning, it is hoped that the mathematics learning process can be improved.