September 5, 2025Journal of Innovation and Research in Primary Education

Improving Learning Outcomes in Fraction Addition Through the Concrete-Representational Abstract Method Based on Problem Based Learning in Elementary School Students' Learning Difficulties

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SSSuratmi SuratmiYogyakarta State University NANur AzizahState University of Jakarta

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Implication

Classroom action research enhances fraction addition skills in elementary students with learning difficulties, indicating effective instructional strategies.

Key Points

Proficiency in fraction addition rose from 20% to 100% among students with learning difficulties.
Average scores improved significantly, from 65.70 to 89.80 overall, indicating substantial educational gains.
The CRA-PBL method increased student engagement by 25.41%, enhancing overall classroom dynamics.
This integrated approach provides a framework for inclusive education, overcoming traditional learning barriers.

Cite This Study

Suratmi et al. (2025) studied this question.

synapsesocial.com/papers/68c23965b210217d6477b3fc https://doi.org/10.56916/jirpe.v4i3.1559

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Implication

Classroom action research enhances fraction addition skills in elementary students with learning difficulties, indicating effective instructional strategies.

Improving Learning Outcomes in Fraction Addition Through the Concrete-Representational Abstract Method Based on Problem Based Learning in Elementary School Students' Learning Difficulties

Discussion

Member takes

Implication

Key Points

Cite This Study

Improving Learning Outcomes in Fraction Addition Through the Concrete-Representational Abstract Method Based on Problem Based Learning in Elementary School Students' Learning Difficulties

Discussion

Member takes

Implication

Key Points

Cite This Study

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