Laely Farokhah, Tatang Herman, W. Wahyudin, Linaria Arofatul Ilmi Uswatun Khasanah, Muhammad Zulfadhli, Zaenal Abidin, Mochammad Miftachul Huda, Nady Febri Ariffiando
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. © 2025 Universitas Pendidikan Indonesia.
Universitas Pendidikan Indonesia, Bandung, Indonesia; Universitas Muhammadiyah Jakarta, Jakarta, Indonesia; Universitas Muhammadiyah Lamongan, Lamongan, Indonesia; Universitas Bhayangkara Jakarta Raya, Jakarta, Indonesia; Universitas Negeri Surabaya, Surabaya, Indonesia; Indiana University, IN, United States
