Improving Understanding of Fraction Concepts Through Problem-Based Learning in Elementary Schools

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Discussion

Quasi-experimental design improved fraction comprehension and collaborative learning in students, indicating problem-based learning's effectiveness.

The experimental group revealed a substantial mean increase of 33.25 points in fraction understanding compared to the control group's 7.78 points.
Paired-sample t-tests showed statistically significant differences favoring the experimental group with p < 0.001 for improved understanding.
Observations documented enhanced collaborative learning and mathematical discourse among students engaged in problem-based learning.
Motivation scores indicated significantly higher levels in the experimental group, with means of 4.31 versus 3.18 in the control.

Cahyaningsih et al. (2025) studied this question.

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Quasi-experimental design improved fraction comprehension and collaborative learning in students, indicating problem-based learning's effectiveness.