How to Teach Fraction for Empowering Student Mathematics Literacy: Definition, Bibliometric, and Application Using Digital Module
Laely Farokhah, Tatang Herman, W. Wahyudin, Linaria Arofatul Ilmi Uswatun Khasanah, Muhammad Zulfadhli, Zaenal Abidin, Mochammad Miftachul Huda, Nady Febri Ariffiando
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Source: Crossref
Published: Jan 8, 2025
DOI: 10.17509/ajse.v5i1.80940
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This research explored how to teach fractions and investigate mathematics literacy in fractions of students through realistic mathematics education assisted by digital modules based on the level of self-regulated learning in elementary school. This research employed a quantitative study using a factorial design. The students who participated were 48 fifth-grade students in one of an elementary school in Bandung, Indonesia. Mathematics literacy tests and self-regulated questionnaires were taken in collecting the research data. The data were analyzed using a two-way ANOVA test. The results revealed that the teaching stage of fraction consists of two methods. There is a difference in mathematics literacy between students who learn using realistic mathematics education assisted by digital modules and students who learn using a scientific approach based on the level of self-regulated learning. These results have implications for future learning to empower mathematics literacy on fractions through integrating technology into learning activities.
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