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Abstract

Although fractions are commonly taught in mathematics education, students often demonstrate a limited understanding of them. This study aims to enhance students’ fraction sense through the use of Animaker media, grounded in the principles of Realistic Mathematics Education (RME). The study employed a design research approach consisting of three stages: preliminary design, teaching experiment, and retrospective analysis. Classroom experiments included observation, video recordings, and document analysis. The participants comprised 135 fourth-grade students from two primary schools in West Java, Indonesia. The findings suggest that activities designed using Animaker media significantly enhanced students’ fraction sense, particularly in understanding the part-whole relationship. Furthermore, the use of Animaker media within a realistic context not only strengthened their understanding but also fostered mathematical reasoning related to fractions. The contribution of this research lies in demonstrating how multimedia—specifically Animaker—can be effectively integrated into instructional tasks on fractions, providing a meaningful, context-based learning experience that enhances both understanding and application of mathematical concepts.

Keywords

Animaker Design Research Fractions Primary School Students Realistic Mathematics Education

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Copyright (c) 2025 Puri Pramudiani, Maarten Dolk

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How to Cite
Pramudiani, P., & Dolk, M. (2025). Engaging Primary School Students in Developing Fraction Sense through Animaker in a Realistic Context. Mathematics Education Journal, 19(2), 323–342. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/114
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