Opmid Application for Fraction: Constructivism-Based Learning in Fifth Grade Elementary School

Learning obstacles in mathematics, particularly in fraction operations, remain a challenge for elementary students. Low average scores and a lack of engaging digital learning media have caused students to experience difficulties in equating denominators, reduced motivation, and a lack of conceptual understanding. This study aims to design the Opmid application, assess its feasibility through expert validation and user trials, and examine its effectiveness in improving students' learning outcomes on addition and subtraction of fractions. This research employed the ADDIE development model involving 27 fifth-grade elementary students as the sample. Data were collected using tests and questionnaires, and analyzed through descriptive quantitative, qualitative, and inferential statistical techniques. Expert validation indicated the application's feasibility with scores of 86.67% from content experts, 92.5% from instructional design experts, and 93.3% from media experts. Individual and small group trials yielded scores of 94% and 96.3%, respectively. The t-test analysis showed t-value = 13.28, exceeding the t-table value of 2.05649 at a 5% significance level with 26 degrees of freedom, indicating a significant effect. These findings confirm that the Opmid application is effective in enhancing students' conceptual understanding and operational skills in fraction addition and subtraction. The results imply that integrating interactive, constructivism-based digital media can significantly improve mathematics learning outcomes in elementary education.