Development and Evaluation of SmartFraction: An Integrated Problem-Based Fraction Learning Media for Enhancing Elementary Students' Numeracy Skills
DOI:
https://doi.org/10.61255/jupiter.v4i3.1544Keywords:
Fraction Learning, Learning Media, Numeracy Skills, Problem-Based Learning, SmartFractionAbstract
Purpose: Despite the widespread use of Problem-Based Learning (PBL), fraction manipulatives, and multiple mathematical representations, few learning media integrate these components to improve students' numeracy skills. Therefore, this study aimed to develop and evaluate SmartFraction, an integrated PBL-based fraction learning media by examining its validity, practicality, and effectiveness. Methods: This study employed a Research and Development approach using the ADDIE model, followed by a quasi-experimental pretest-posttest control group design. Participants comprised 23 fourth-grade students (12 experimental and 11 control). Data were collected through expert validation, response questionnaires, classroom observations, and numeracy tests. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, Levene's test, an independent-samples t-test, normalized gain (N-Gain), and Hedges' g. Findings: SmartFraction demonstrated high validity (88.33%) and high practicality based on user responses. Students in the experimental group achieved significantly higher numeracy performance than those in the control group (p < 0.001). The experimental group achieved a moderate N-Gain (0.6487), whereas the control group achieved a low N-Gain (0.2387). Hedges' g (4.94) indicated a very large effect, although this result should be interpreted cautiously because of the relatively small sample. Overall, SmartFraction proved to be a valid, practical, and effective learning medium for improving students' numeracy skills. Research Implications: SmartFraction offers an effective alternative by integrating contextual problem solving, multiple fraction representations, and collaborative learning to strengthen numeracy. Originality: SmartFraction uniquely integrates PBL, multiple fraction representations, and numeracy-oriented tasks into a single learning medium, addressing a gap in previous fraction learning research.
Abstract views: 0
, 
PDF downloads: 0
Downloads
References
Anazifa, R. D., & Djukri. (2023). Systematic review of problem-based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334
Ayari, M. A., Sellami, A., Santhosh, M. E., Naji, K. K., Al-Ali, A., & Al-Hazbi, S. M. A. (2025). From problems to performance: A systematic review of problem-based learning in K–12 mathematics. Frontiers in Education, 10, Article 1731307. https://doi.org/10.3389/feduc.2025.1731307
Bach, A. ., Shvarts, A. ., & Dreyfus, T. (2024). Mathematical representations as communicative tools in classroom interaction. Educational Studies in Mathematics, 115, 45–67. https://doi.org/10.1007/s10649-023-10291-2
Björkhammer, C., Samuelsson, J., Träff, U., & Östergren, R. (2024). The effects of a whole-class mathematics intervention on students’ fraction knowledge in primary school. Scandinavian Journal of Educational Research, 68(6), 1275–1289. https://doi.org/10.1080/00313831.2023.2228818
Bouck, E. C., Bouck, M., & Anderson, R. D. (2023). Teaching fractions to elementary students with learning disabilities using evidence-based practices. Intervention in School and Clinic, 60(3), 135–140. https://doi.org/10.1177/10534512231178480
Bruce, C. D., Flynn, T., Yearley, S., & Hawes, Z. (2023). Leveraging number lines and unit fractions to build student understanding: Insights from a mixed methods study. Canadian Journal of Science, Mathematics and Technology Education, 23(2), 322–339. https://doi.org/10.1007/s42330-023-00278-x
Cortez, C. P., Osenar-Rosqueta, A. M. F., & Prudente, M. S. (2023). Cooperative-flipped classroom under online modality: Enhancing students’ mathematics achievement and critical thinking attitude. International Journal of Educational Research, 120, Article Number: 102213. https://doi.org/10.1016/j.ijer.2023.102213
Debrenti, E. (2024). Game-based learning experiences in primary mathematics education. Frontiers in Education, 9, 1331312 (Article Number). https://doi.org/10.3389/feduc.2024.1331312
Kanaki, K., & Kalogiannakis, M. (2023). Sample design challenges: an educational research paradigm. International Journal of Technology Enhanced Learning, 15(3), 266–285. https://doi.org/10.1504/IJTEL.2023.131865
Kökver, Y., Pektaş, H. M., & Çelik, H. (2025). Artificial intelligence applications in education: Natural language processing in detecting misconceptions. Education and Information Technologies, 30(3), 3035–3066. https://doi.org/10.1007/s10639-024-12919-1
Malasari, F. L. N., & Andrijati, N. (2024). Problem-based learning model with Smart Apps Creator media: Effect on students’ fraction problem-solving abilities. Journal of Educational Management and Instruction, 4(1), 72–82. https://doi.org/10.22515/jemin.v4i1.9338
Matolić, T., Jurakić, D., Jurakić, Z. G., Maršić, T., & Pedišić, Ž. (2023). Development and validation of the Educational Course Assessment Toolkit (EDUCATOOL). Frontiers in Education, 8, 1–9. https://doi.org/10.3389/feduc.2023.1314584
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. In OECD Publishing (Vol. 1). https://doi.org/10.1787/53f23881-en
PISA. (2023). PISA. https://doi.org/10.1787/53f23881-en
Powell, & R, S. (2023). Developing fraction magnitude understanding through measurement-based instruction. Journal of Mathematical Behavior, 70, 101032. https://doi.org/10.1016/j.jmathb.2023.101032
Rodrigues, M. A., Ferreira, A. R., & Silva, J. P. (2024). Effects of instructional design on visualization-based mathematics learning in primary education. Computers & Education, 205, 104890. https://doi.org/10.1016/j.compedu.2024.104890
Saccardo, F., Decarli, G., Missagia, V. I., Andrao, M., Gini, F., Zancanaro, M., & Franchin, L. (2024). Emotions and interactive tangible tools for math achievement in primary schools. Frontiers in Psychology, 15, 1440981. https://doi.org/10.3389/fpsyg.2024.1440981
Santos-Trigo, M. (2024). Problem solving in mathematics education: Tracing its foundations and current research-practice trends. ZDM–Mathematics Education, 56 (2), 211–222. https://doi.org/10.1007/s11858-024-01578-8
Schoen, R. C., Lewis, C. C., Rhoads, C., Lai, K., & Riddell, C. M. (2024). Impact of lesson study and fractions resources on instruction and student learning. The Journal of Experimental Education, 92(2), 225–246. https://doi.org/10.1080/00220973.2023.2183374
Septianing, E. M. (2024). Development of “X-MATH” game-based learning media to increase students’ mathematics learning interest. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(2), 434–445. https://doi.org/10.24127/ajpm.v13i2.8700
Sigus, H., & Mädamürk, K. (2025). Students’ motivation as a mediator between extra-mathematical knowledge and word problem-solving. Discover Education, 4, 172. https://doi.org/10.1007/s44217-025-00595-3
Siller, H.-S., & Ahmad, S. (2024). The effect of concrete and virtual manipulative blended instruction on mathematical achievement for elementary school students. Canadian Journal of Science, Mathematics and Technology Education, 24(2), 229–266. https://doi.org/10.1007/s42330-024-00336-y
Tursynkulova, E., Madiyarov, N., Sultanbek, T., & Duysebayeva, P. (2023). The effect of problem-based learning on cognitive skills in solving geometric construction problems: A case study in Kazakhstan. Frontiers in Education, 8, Article 1284305. https://doi.org/10.3389/feduc.2023.1284305
Viegut, A. A., Resnick, I., Miller-Cotto, D., Newcombe, N. S., & Jordan, N. C. (2023). Tracking informal fraction knowledge and its correlates across first grade. Developmental Psychology, 59(10), 1739–1756. https://doi.org/10.1037/dev0001581
Yao, X., & Gan, M. (2024). Multiple representations in fraction learning: Effects on students’ conceptual understanding. Educational Studies in Mathematics, 115, 201–219. https://doi.org/10.1007/s10649-023-10245-8
Yeo, J. ., & Webel, C. (2024). Dynamic measurement tasks and students’ understanding of fractions in elementary classrooms. Journal of Mathematical Behavior, 73, 101076. https://doi.org/10.1016/j.jmathb.2024.101076
Yilmaz, Ç., Erdem, A., & Gürel Taş, I. (2024). The effect of teaching with web 2.0 tools on mathematics achievement and retention. Journal of Education and Future, 26(57–66). https://doi.org/10.30786/jef.1490427
Zhang, L., Chen, Y., & Huang, X. (2025). Guided visualization in mathematics learning: The role of representation and teacher scaffolding. Educational Technology Research and Development, 73, 112–131. https://doi.org/10.1007/s11423-024-10345-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dahlia Ayu, Joko Sulianto, Muhtarom
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
