Learning fraction using pair-check model and tiles

Learning fractions might be difficult for elementary school students if the teachers do not utilize innovative learning models and media. This study aims to analyze the effectiveness of the pair-check model to learn fractions using tiles for fifth-grade students of elementary school. This research used a quasi-experimental design with the nonrandomized control group, pretest-posttest. This research was conducted in two elementary schools where the experiment group applied the pair-check learning model and tiles media to learn fractions. In contrast, the control group applied conventional learning activities. The data were collected using observation and pretest-posttest. We analyzed the data using descriptive and inferential analysis. Data on the effectiveness of the pair-check learning model using tiles were analyzed using the N gain criteria and t-test using the SPSS program tool. The results suggest a significant effect of using the pair-check model to learn fractions using tiles on the fifth-grade students’ mathematics learning outcomes. We get the Sig value (2-tailed) of 0.020