Comparative Study of Digital and Conventional Media in Elementary School Fraction Learning: A Systematic Literature Review
DOI:
https://doi.org/10.21154/imej.v3i1.77Keywords:
Media Digital , Media Konvensional, Pecahan, Sekolah Dasar, Hasil Belajar, MatematikaAbstract
Understanding fractions is an essential competence for elementary school students, yet its abstract nature often leads to misconceptions and low learning outcomes. In the era of digital transformation, educators are faced with a choice between using interactive digital media or conventional media based on manipulative objects. This study aims to synthesize and compare the effectiveness of these two media categories in improving mathematics learning outcomes for fraction materials in elementary schools. This research adopts a Systematic Literature Review (SLR) method, analyzing 20 primary literatures published between 2018 and 2025. Data were identified using Publish or Perish software and subjected to comparative analysis. The findings indicate that digital media (53% dominance) is highly effective as a cognitive accelerator that enhances extrinsic motivation and the speed of solving procedural problems through dynamic visualization. Meanwhile, conventional media (47%) remains crucial as a "cognitive anchor" that excels in building fundamental mathematical intuition and reducing misconceptions through tactile experiences. There is no absolute dominance of one medium over the other; optimal learning outcomes are achieved through a hybrid approach (blended media), where conventional media is utilized during the initial concept planting phase and digital media during the practice and evaluation phases.
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