Enhancing Elementary School Students' Understanding of Fraction Concepts through Fraction Tower Challenge Game

Fawwaz Fuadi; Moh. Dawil Al Fazary Fajri; Putra Andika; Abdul Wahab; Fiena Saadatul Ummah

doi:10.26740/jrpd.v11n3.p297-312

Authors

Fawwaz Fuadi Indonesian Teachers Association University of Sumenep
Moh. Dawil Al Fazary Fajri Indonesian Teachers Association University of Sumenep
Putra Andika Indonesian Teachers Association University of Sumenep
Abdul Wahab Indonesian Teachers Association University of Sumenep
Fiena Saadatul Ummah State University of Surabaya

DOI:

https://doi.org/10.26740/jrpd.v11n3.p297-312

Keywords:

Classroom Action Research, Conceptual Understanding, Elementary Mathematics Education, Fraction Concepts, Game-Based Learning

Abstract

Conceptual understanding of fractions is a key competency in elementary mathematics, yet many students rely on memorized procedures that do not support flexible reasoning. This study aimed to improve third-grade students’ conceptual understanding of fractions through the Fraction Tower Challenge, a non-digital game that uses wooden fraction blocks. The study also described how students’ mastery changed across two cycles that differed in grouping structure, with collaborative groups in Cycle 1 and individual activity in Cycle 2. A Classroom Action Research design with two cycles was used, and each cycle consisted of planning, implementation, observation, and reflection. The participants were 18 third-grade students in a public elementary school. Data were collected through pre-tests and post-tests consisting of three essay questions, classroom observations, and documentation, and were analyzed descriptively. In Cycle 1, the proportion of students showing full understanding increased from 0% at the pre-test to 89% at the post-test. In Cycle 2, this proportion increased from 44% to 83%. No student remained in the insufficient understanding category after either cycle. The gain in Cycle 2 was smaller than in Cycle 1, and the proportion of students showing full understanding at the Cycle 2 pre-test was lower than at the Cycle 1 post-test. These results indicate that the Fraction Tower Challenge was associated with improved conceptual understanding in this small classroom. The absence of a comparison group limits causal interpretation. The game can be considered a concrete and visual supplement to fraction instruction in the early primary grades.

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