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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.
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Copyright (c) 2025 Puri Pramudiani, Maarten Dolk
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References
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- Bakker, A. (2018). Design Research in Education. London: Routledge. https://doi.org/10.4324/9780203701010
- Čadež, T. H., & Kolar, V. M. (2018). How fifth-grade pupils reason about fractions: a reliance on part-whole subconstructs. Educational Studies in Mathematics, 99(3), 335–357. https://doi.org/10.1007/s10649-018-9838-z
- Cavicchi, E. M. (2018). At sea: Reversibility in teaching and learning. Interchange, 49(1), 25–68. https://doi.org/10.1007/s10780-018-9314-9
- Doğan, A., & Tertemiz, N. I. (2019). Investigating primary school teachers’ knowledge towards meanings of fractions. International Education Studies, 12(6), 56. https://doi.org/10.5539/ies.v12n6p56
- Fennell, F. (Skip), & Karp, K. (2017). Fraction sense: Foundational understandings. Journal of Learning Disabilities, 50(6), 648–650. https://doi.org/10.1177/0022219416662030
- Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128. https://doi.org/10.1207/s15327833mtl0602_3
- Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
- Hidayati, K., Rahmawati, A., & Wijayanto, D. S. (2024). Development of learning media to improve critical thinking skills and creativity of vocational students. International Journal of Social Service and Research, 4(03), 716–724. https://doi.org/10.46799/ijssr.v4i03.741
- Hoon, T. S., Mohamed, S. S. E., Singh, P., & Kee, K. L. (2020). In search of strategies used by primary school pupils for developing fraction sense. Malaysian Journal of Learning and Instruction, 17(2), 25–61. https://doi.org/10.32890/mjli2020.17.2.2
- Kamberi, S., Latifi, I., Rexhepi, S., & Iseni, E. (2022). The influence of practical illustrations on the meaning and operation of fractions in sixth grade students, Kosovo-curricula. International Electronic Journal of Mathematics Education, 17(4). https://doi.org/10.29333/iejme/12517
- Manik, G. S., & Sukmayadi, Y. (2024). Utilization of animakers as a scale learning medium. Proceedings of the Fifth International Conference on Arts and Design Education (ICADE 2022), 297–301. https://doi.org/10.2991/978-2-38476-100-5_41
- Milakovich, M., & Wise, J.-M. (2019). Digital learning. In Digital Learning. Edward Elgar Publishing. https://doi.org/10.4337/9781788979467
- Muhammad, I., Jupri, A., & Herman, T. (2025). Development of web-based learning media with a realistic mathematics education approach to increase student self-determination. Infinity Journal, 14(2), 303–322. https://doi.org/10.22460/infinity.v14i2.p303-322
- Prahmana, R. C. I., Sagita, L., Hidayat, W., & Utami, N. W. (2020). Two decades of realistic mathematics education research in Indonesia: A Survey. Infinity Journal, 9(2), 223. https://doi.org/10.22460/infinity.v9i2.p223-246
- Pramudiani, P., Alyani, F., Dolk, M., & Widjaja, W. (2024). Investigating fraction computation problem-solving among pre-service primary school teachers. Jurnal Elemen, 10(3), 685–710. https://doi.org/10.29408/jel.v10i3.27462
- Pramudiani, P., Herman, T., Turmudi, Dolk, M., & Terlouw, B. (2024). Primary school teachers’ perspectives on teaching fractions. 040016. https://doi.org/10.1063/5.0202436
- Pramudiani, P., Herman, T., Turmudi, & Maarten Dolk. (2023). Professional development for supporting primary school teachers in promoting students’mathematical reasoning using realistic mathematics education. Unpublished Dissertation, Bandung: UPI. http://repository.upi.edu/id/eprint/103440
- Pramudiani, P., Herman, T., Turmudi, T., Dolk, M., & Doorman, M. (2022). How does a missing part become important for primary school students in understanding fractions? Journal on Mathematics Education, 13(4), 565–586. https://doi.org/10.22342/jme.v13i4.pp561-580
- Prediger, S., Gravemeijer, K., & Confrey, J. (2015). Design research with a focus on learning processes: an overview on achievements and challenges. ZDM, 47(6), 877–891. https://doi.org/10.1007/s11858-015-0722-3
- Purnomo, Y. W., Pasri, Aziz, T. A., Shahrill, M., & Prananto, I. W. (2022). Students’ failure to understand fraction multiplication as part of a quantity. Journal on Mathematics Education, 13(4), 681–702. https://doi.org/10.22342/jme.v13i4.pp681-702
- Putri, R. I. I., & Zulkardi, Z. (2019). Designing jumping task on percent using PMRI and collaborative learning. International Journal on Emerging Mathematics Education, 3(1), 105. https://doi.org/10.12928/ijeme.v3i1.12208
- Rizqika, P., Sunardi, Susanto, Nuryami, & Shofyan, A. (2021). Students’ thinking process at the level of analysis in understanding square concept. Journal of Physics: Conference Series, 1839(1), 012014. https://doi.org/10.1088/1742-6596/1839/1/012014
- Setambah, M. A. B., Jaafar, A. N., Saad, M. I. M., & Yaakob, M. F. M. (2021). Fraction cipher: A way to enhance student ability in addition and subtraction fraction. Infinity Journal, 10(1), 81–92. https://doi.org/10.22460/infinity.v10i1.p81-92
- Smaldino, S., Lowther, D. L., & Mims, C. (2018). Instructional technology and media for learning twelfth edition. Boston: Pearson Education, Inc. https://insuriponorogo.ac.id/digilib-pps/file_buku/4035075a722c4f474bea98e8e1f1e14c.pdf
- Sukasno, Zulkardi, Putri, R. I. I., & Somakim. (2024). Learning fraction with vacation: Integrating Musi Rawas tourism in designing learning trajectory on fraction. Journal on Mathematics Education, 15(4), 1153–1174. https://doi.org/10.22342/jme.v15i4.pp1153-1174
- Tucker, S. I. (2017). I thought this was a study on math games: Attribute modification in children’s interactions with mathematics apps. Education Sciences, 7(2). https://doi.org/10.3390/educsci7020050
- Van den Akker, J., Bannan, B., Kelly, A. E., Nieveen, N., & Plomp, T. (2013). Educational Design Research Educational Design Research. Netherlands Institute for Curriculum Development: SLO, 1–206. https://doi.org/978-1-4614-3184-8
- Van den Heuvel-Panhuizen, M. (2020). National reflections on the Netherlands didactics of mathematics- teaching and learning in the context of realistic mathematics education. ICME-13 Monographs, 15–29. https://doi.org/10.1007/978-3-030-33824-4_2
- Wilkins, J. L. M., & Norton, A. (2018). Learning progression toward a measurement concept of fractions. International Journal of STEM Education, 5(1), 27. https://doi.org/10.1186/s40594-018-0119-2
- Zulkardi, Z., Putri, R. I. I., & Wijaya, A. (2020). Two decades of realistic mathematics education in Indonesia. In International Reflections on the Netherlands Didactics of Mathematics (pp. 325–340). https://doi.org/10.1007/978-3-030-20223-1_18
References
Anisa, Y., Malik, M., Putri, T. O. D. S., Hafiz, M., & Novita, N. (2023). Animaker animation video design as a digital-based learning media with the theme of comparison and scale in elementary school. Edunesia: Jurnal Ilmiah Pendidikan, 4(1), 184–196. https://doi.org/10.51276/edu.v4i1.328
Bakker, A. (2018). Design Research in Education. London: Routledge. https://doi.org/10.4324/9780203701010
Čadež, T. H., & Kolar, V. M. (2018). How fifth-grade pupils reason about fractions: a reliance on part-whole subconstructs. Educational Studies in Mathematics, 99(3), 335–357. https://doi.org/10.1007/s10649-018-9838-z
Cavicchi, E. M. (2018). At sea: Reversibility in teaching and learning. Interchange, 49(1), 25–68. https://doi.org/10.1007/s10780-018-9314-9
Doğan, A., & Tertemiz, N. I. (2019). Investigating primary school teachers’ knowledge towards meanings of fractions. International Education Studies, 12(6), 56. https://doi.org/10.5539/ies.v12n6p56
Fennell, F. (Skip), & Karp, K. (2017). Fraction sense: Foundational understandings. Journal of Learning Disabilities, 50(6), 648–650. https://doi.org/10.1177/0022219416662030
Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128. https://doi.org/10.1207/s15327833mtl0602_3
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hidayati, K., Rahmawati, A., & Wijayanto, D. S. (2024). Development of learning media to improve critical thinking skills and creativity of vocational students. International Journal of Social Service and Research, 4(03), 716–724. https://doi.org/10.46799/ijssr.v4i03.741
Hoon, T. S., Mohamed, S. S. E., Singh, P., & Kee, K. L. (2020). In search of strategies used by primary school pupils for developing fraction sense. Malaysian Journal of Learning and Instruction, 17(2), 25–61. https://doi.org/10.32890/mjli2020.17.2.2
Kamberi, S., Latifi, I., Rexhepi, S., & Iseni, E. (2022). The influence of practical illustrations on the meaning and operation of fractions in sixth grade students, Kosovo-curricula. International Electronic Journal of Mathematics Education, 17(4). https://doi.org/10.29333/iejme/12517
Manik, G. S., & Sukmayadi, Y. (2024). Utilization of animakers as a scale learning medium. Proceedings of the Fifth International Conference on Arts and Design Education (ICADE 2022), 297–301. https://doi.org/10.2991/978-2-38476-100-5_41
Milakovich, M., & Wise, J.-M. (2019). Digital learning. In Digital Learning. Edward Elgar Publishing. https://doi.org/10.4337/9781788979467
Muhammad, I., Jupri, A., & Herman, T. (2025). Development of web-based learning media with a realistic mathematics education approach to increase student self-determination. Infinity Journal, 14(2), 303–322. https://doi.org/10.22460/infinity.v14i2.p303-322
Prahmana, R. C. I., Sagita, L., Hidayat, W., & Utami, N. W. (2020). Two decades of realistic mathematics education research in Indonesia: A Survey. Infinity Journal, 9(2), 223. https://doi.org/10.22460/infinity.v9i2.p223-246
Pramudiani, P., Alyani, F., Dolk, M., & Widjaja, W. (2024). Investigating fraction computation problem-solving among pre-service primary school teachers. Jurnal Elemen, 10(3), 685–710. https://doi.org/10.29408/jel.v10i3.27462
Pramudiani, P., Herman, T., Turmudi, Dolk, M., & Terlouw, B. (2024). Primary school teachers’ perspectives on teaching fractions. 040016. https://doi.org/10.1063/5.0202436
Pramudiani, P., Herman, T., Turmudi, & Maarten Dolk. (2023). Professional development for supporting primary school teachers in promoting students’mathematical reasoning using realistic mathematics education. Unpublished Dissertation, Bandung: UPI. http://repository.upi.edu/id/eprint/103440
Pramudiani, P., Herman, T., Turmudi, T., Dolk, M., & Doorman, M. (2022). How does a missing part become important for primary school students in understanding fractions? Journal on Mathematics Education, 13(4), 565–586. https://doi.org/10.22342/jme.v13i4.pp561-580
Prediger, S., Gravemeijer, K., & Confrey, J. (2015). Design research with a focus on learning processes: an overview on achievements and challenges. ZDM, 47(6), 877–891. https://doi.org/10.1007/s11858-015-0722-3
Purnomo, Y. W., Pasri, Aziz, T. A., Shahrill, M., & Prananto, I. W. (2022). Students’ failure to understand fraction multiplication as part of a quantity. Journal on Mathematics Education, 13(4), 681–702. https://doi.org/10.22342/jme.v13i4.pp681-702
Putri, R. I. I., & Zulkardi, Z. (2019). Designing jumping task on percent using PMRI and collaborative learning. International Journal on Emerging Mathematics Education, 3(1), 105. https://doi.org/10.12928/ijeme.v3i1.12208
Rizqika, P., Sunardi, Susanto, Nuryami, & Shofyan, A. (2021). Students’ thinking process at the level of analysis in understanding square concept. Journal of Physics: Conference Series, 1839(1), 012014. https://doi.org/10.1088/1742-6596/1839/1/012014
Setambah, M. A. B., Jaafar, A. N., Saad, M. I. M., & Yaakob, M. F. M. (2021). Fraction cipher: A way to enhance student ability in addition and subtraction fraction. Infinity Journal, 10(1), 81–92. https://doi.org/10.22460/infinity.v10i1.p81-92
Smaldino, S., Lowther, D. L., & Mims, C. (2018). Instructional technology and media for learning twelfth edition. Boston: Pearson Education, Inc. https://insuriponorogo.ac.id/digilib-pps/file_buku/4035075a722c4f474bea98e8e1f1e14c.pdf
Sukasno, Zulkardi, Putri, R. I. I., & Somakim. (2024). Learning fraction with vacation: Integrating Musi Rawas tourism in designing learning trajectory on fraction. Journal on Mathematics Education, 15(4), 1153–1174. https://doi.org/10.22342/jme.v15i4.pp1153-1174
Tucker, S. I. (2017). I thought this was a study on math games: Attribute modification in children’s interactions with mathematics apps. Education Sciences, 7(2). https://doi.org/10.3390/educsci7020050
Van den Akker, J., Bannan, B., Kelly, A. E., Nieveen, N., & Plomp, T. (2013). Educational Design Research Educational Design Research. Netherlands Institute for Curriculum Development: SLO, 1–206. https://doi.org/978-1-4614-3184-8
Van den Heuvel-Panhuizen, M. (2020). National reflections on the Netherlands didactics of mathematics- teaching and learning in the context of realistic mathematics education. ICME-13 Monographs, 15–29. https://doi.org/10.1007/978-3-030-33824-4_2
Wilkins, J. L. M., & Norton, A. (2018). Learning progression toward a measurement concept of fractions. International Journal of STEM Education, 5(1), 27. https://doi.org/10.1186/s40594-018-0119-2
Zulkardi, Z., Putri, R. I. I., & Wijaya, A. (2020). Two decades of realistic mathematics education in Indonesia. In International Reflections on the Netherlands Didactics of Mathematics (pp. 325–340). https://doi.org/10.1007/978-3-030-20223-1_18