Journal Progressive of Cognitive and Ability

e-SSN: 2962-1631, p-ISSN: 2961-9912

https://journals.eduped.org/index.php/jpr

Enhancing Mathematics Learning Outcomes on Fractions through the Use of
Puzzle Media among Seventh-Grade Students at SMP IT Lentera
Rika Septianingsih1*, Arcat2, and Sohibun3
1,2,3

Universitas Pasir Pengaraian, Indonesia

*Corresponding author: rikaseptia95@gmail.com
Received: 17/04/2025

Revised: 21/05/2025

Accepted: 19/06/2025

ABSTRACT
Purpose – This study aims to investigate the effectiveness of puzzle media in improving mathematics learning
outcomes on the topic of fractions among seventh-grade students at SMP IT Lentera. The research is motivated
by the difficulties students often face in understanding fractions, which are considered abstract and challenging.
Methodology – The study employed a Classroom Action Research (CAR) approach, conducted in two cycles
consisting of planning, implementation, observation, and reflection. The participants were 30 seventh-grade
students. Data were collected through tests and observations, and analysed descriptively to examine learning
outcomes and mastery levels.
Findings – The results showed a significant improvement in student achievement. The average score increased
from 60 in the pre-cycle to 72 in Cycle I and 82 in Cycle II. Classical mastery also rose from 40% to 66.7% and
finally to 86.7%. These findings indicate that puzzle media is effective in making abstract mathematical concepts
more understandable and engaging.
Novelty – The originality of this study lies in the application of puzzle-based learning strategies to the teaching
of fractions, which are usually perceived as difficult.
Significance – The study provides practical implications for teachers seeking innovative strategies to enhance
student engagement and achievement in mathematics learning.

Keywords:

Classroom action research; Fractions; Innovative learning strategies; Mathematics learning
outcomes; Puzzle media; Student engagement.

How to cite:

Septianingsih, R., Arcat, & Sohibun. (2025). Enhancing Mathematics Learning Outcomes on
Fractions through the Use of Puzzle Media among Seventh-Grade Students at SMP IT Lentera.
Journal of Progressive Cognitive and Ability, 04(3), pp, 120-127, doi:
https://doi.org/10.56855/jpr.v4i3.1691

This is an open-access article under the CC BY license

120 | Journal Progressive of Cognitive and Ability

Septianingsih, R., Arcat, & Sohibun.

1.

Introduction

Mathematics is one of the subjects that plays an important role in developing logical, analytical,
critical, and systematic thinking skills. According to Hudoyo (2017), mathematics is a discipline whose
structure consists of interrelated concepts that must be understood step by step. Therefore,
mathematics learning should not merely emphasise procedures but also focus on conceptual
understanding (Kilpatrick et al., 2001).
One of the essential yet difficult mathematics topics for junior high school students is fractions.
Fractions serve as the foundation for understanding algebra, ratios, probability, and other advanced
concepts. According to Kurniasih (2018), students’ difficulties in learning fractions generally lie in
understanding the part-whole relationship, errors in finding common denominators, and weak
comprehension of fraction operations. This challenge arises because fractions are abstract, while
seventh-grade students are still at Piaget’s concrete operational stage. At this stage, students more
easily understand concepts presented through tangible objects or visual representations (Ni & Zhou,
2005).
In practice, students’ learning outcomes on fractions remain low. PBL can improve both
problem-solving abilities and learning independence in mathematics education. The Problem-Based
Learning (PBL) model has demonstrated significant effectiveness in enhancing students' mathematical
skills and learning outcomes (Aropiq et al., 2025). In mathematics education, a crucial aspect lies
in the teacher's role in facilitating opportunities for students to engage in problem-solving activities,
thereby cultivating a problem-solving framework. Within mathematics instruction, problems are
crafted to meet specific criteria conducive to problem-solving. These questions yield diverse
outcomes in students' responses, reflecting their problem-solving aptitude, which correlates
closely with their developmental stage (Nurjanah, P & Angraini, LM. 2024). Many fail to achieve the
Minimum Mastery Criteria (KKM) because the learning process tends to rely on lectures and exercises
without the support of appropriate media. Bruner (1966) emphasized that conceptual understanding
becomes more meaningful when students experience three stages of representation: enactive (using
concrete objects), iconic (using visuals), and symbolic (using mathematical symbols).
Instructional media play a crucial role in enhancing learning quality. Arsyad (2019) stated that
instructional media is anything that can convey messages, stimulate students’ thoughts, feelings,
attention, and motivation, thereby promoting effective learning. Attractive and appropriate media
can increase motivation, help students grasp abstract concepts, and create a more enjoyable learning
environment (Mayer, 2009). Educational games are defined as games that help students improve their
memory, enhance their creativity, and increase their ability to answer questions (Siti Aminah &
Salman, 2024).
In lots of major media have been used successfully to improve learning outcomes. One of the
strategies to improve the independence of study of physics student is through learning media
(Sohibun & Ade, 2017). One of the instructional media applicable to fraction learning is puzzles. A
puzzle is an educational game consisting of pieces of images or shapes that must be arranged into a
whole. According to Hidayat (2020), puzzles can develop logical thinking skills, improve concentration,
and foster learning motivation through enjoyable activities. In mathematics learning, puzzles can be
adapted to specific topics, such as circle or square puzzles divided into fractional parts.
Furthermore, puzzle use aligns with the principles of active learning. Silberman (2016)
emphasized that active learning requires students’ direct involvement in the learning process rather
than passively receiving information from teachers. Through puzzles, students are encouraged to
think, discuss, collaborate, and solve problems, which makes learning more meaningful (Prince, 2004).
121 | Journal Progressive of Cognitive and Ability

Enhancing Mathematics Learning Outcomes on Fractions...

Based on these theoretical foundations, the use of puzzle media is considered an innovative
solution to overcome difficulties in learning fractions among junior high school students. Therefore,
this study aims to:
1. Describe the process of learning fractions using puzzle media.
2. Examine the improvement of mathematics learning outcomes of seventh-grade students at SMP
IT Lentera after using puzzle media in learning fractions
The novelty of this study lies in the application of puzzle media as an innovative learning strategy
for teaching fractions at the junior high school level. While previous research on mathematics learning
has predominantly employed conventional concrete press (such as manipulatives or standard teaching
aids), this study introduces puzzles that integrate elements of play and visualization. This approach
not only facilitates a deeper understanding of abstract fraction concepts but also enhances student
engagement and motivation. Moreover, by employing a systematic Classroom Action Research (CAR)
design in two cycles, this study provides empirical evidence of the effectiveness of puzzle-based
learning. Thus, it contributes to enriching the repertoire of mathematics teaching strategies and offers
a fresh alternative to overcoming persistent learning difficulties in fractions.

2.

Methods

2.1 Research Design
This study employed a Classroom Action Research (CAR) design. According to Arikunto (2015), CAR is
conducted in the classroom to improve learning processes and outcomes through systematically
planned, implemented, observed, and reflected actions. The choice of CAR was based on the real
problems faced by seventh-grade students, namely, low achievement in learning fractions. Therefore,
an intervention using puzzle media was introduced to enhance learning outcomes.
2.2 Participants
The participants were 30 seventh-grade students at SMP IT Lentera, Rokan Hulu Regency, consisting of
14 male and 16 female students. The study was conducted during the even semester of the 2024/2025
academic year over a period of approximately two months, covering the preparation, implementation,
and reflection stages.
2.3 Research Procedures
The research was implemented in two cycles, with each cycle consisting of four stages: planning,
action, observation, and reflection.
1. Planning: Lesson plans integrating puzzle media into the fraction topic were developed. Puzzle sets
in the form of circles and squares divided into fractional parts were prepared, along with research
instruments such as achievement tests, observation sheets, and field notes.
2. Action: The learning process was carried out according to the lesson plans. The teacher motivated
students, introduced puzzle media, and organised them into small groups to solve fraction puzzles.
Group discussions followed, and the teacher guided students in concluding fraction concepts.
3. Observation: Conducted simultaneously with teaching, observation focused on student
engagement, enthusiasm, group collaboration, and challenges encountered. At the end of each
cycle, a learning achievement test was administered.
4. Reflection: After analysing observation results and test scores, the researcher evaluated the
strengths and weaknesses of the learning process. Reflection from Cycle I informed improvements
for Cycle II, such as clearer instructions, smaller groups, and more intensive guidance.

122 | Journal Progressive of Cognitive and Ability

Septianingsih, R., Arcat, & Sohibun.

2.4 Instruments
Three instruments were employed:
1. Achievement Tests – administered at the end of each cycle to measure improvement in students’
understanding of fractions.
2. Observation Sheets – used to record students’ activities, engagement, and participation during the
lesson.
3. Field Notes – used to document additional observations and contextual aspects not captured by
other instruments.
2.5 Data Analysis
Both quantitative and qualitative approaches were used. Quantitative data from achievement tests
were analysed by calculating mean scores and the percentage of students achieving mastery.
Qualitative data from observations and field notes were analysed narratively to describe changes in
students’ motivation, participation, and responses to puzzle media.
2.6 Success Indicators
The criteria for success were based on two aspects:
1. Learning Outcomes: Improvement in student performance across cycles, both in terms of class
averages and mastery percentages. The criterion for classical mastery was set at 85% of students
achieving the Minimum Mastery Criteria (KKM).
2. Student Engagement: Active participation, high enthusiasm, and positive attitudes toward the use
of puzzle media in fraction learning.

3.

Results and Discussion

3.1. Results
The classroom action research was conducted in two cycles, each consisting of planning, action,
observation, and reflection stages. Data were obtained from learning achievement tests administered
at the end of each cycle and from observations of students’ activities during lessons using puzzle
media.
3.1.1. Pre-Cycle Condition
Before the intervention, students’ learning outcomes in fractions were relatively low. Out of 30
students, only 12 (40%) achieved the Minimum Mastery Criteria (KKM), with an average score of 60.
Observations also revealed that students tended to be passive, less motivated, and struggled when
solving fraction-related problems.
3.1.2. Cycle I Results
After implementing puzzle media in Cycle I, improvements were observed. The class average score
increased to 72, with 20 students (66.7%) achieving mastery. Student engagement also showed
positive changes; most students appeared enthusiastic when assembling fraction puzzles in groups
and actively participated in discussions. However, some students remained less active and tended to
rely on their peers. Reflection revealed weaknesses such as unequal participation and limited time for
completing tasks. These findings were used to refine the strategy in Cycle II.
3.1.3. Cycle II Results
In Cycle II, adjustments such as smaller groups, clearer instructions, and better time management were
applied. The results showed more significant improvements: the average score rose to 82, with 26
students (86.7%) meeting the KKM. Students’ participation also became more evenly distributed, and
previously passive students began contributing actively. The learning atmosphere became more
dynamic, enjoyable, and interactive.
123 | Journal Progressive of Cognitive and Ability

Enhancing Mathematics Learning Outcomes on Fractions...

Table 1 - Comparison of Cycle I and Cycle II Results
Aspect
Cycle I
Cycle II
Average Score
72
82
Students Achieving
20 students (66.7%)
26 students (86.7%)
Mastery (≥ KKM)
Participation more evenly
Most students enthusiastic,
distributed; previously
Student Engagement
but some were passive and
passive students became
relied on peers
active
Positive but some
More dynamic, enjoyable,
Learning Atmosphere
weaknesses (unequal
and interactive
participation, limited time)
Weaknesses Identified

Unequal participation,
limited time for tasks

Addressed by forming
smaller groups, clearer
instructions, and better time
management

3.1.4. Summary of Results
Table 1 presents a comparison of student learning outcomes across the pre-cycle, Cycle I, and Cycle II.
Table 2 - Comparison of Students’ Learning Outcomes Across Cycles
Cycle
Average Score Students Achieving Mastery Percentage of Mastery
Pre-Cycle
60
12 out of 30
40.0%
Cycle I
72
20 out of 30
66.7%
Cycle II
82
26 out of 30
86.7%
Table 1 shows a consistent improvement in students’ mathematics learning outcomes. From the
pre-cycle to Cycle II, the class average increased by 22 points (from 60 to 82), and the mastery
percentage improved by 46.7% (from 40.0% to 86.7%). The findings demonstrate that puzzle media
effectively enhanced students’ understanding of fractions. The improvements across both average
scores and mastery percentages indicate the positive impact of puzzle-based learning. These results
align with Bruner’s theory of representation, which emphasizes that learning is more meaningful when
students experience enactive (using concrete objects), iconic (using visuals), and symbolic (using
mathematical symbols) stages. By engaging students in assembling and interpreting puzzles, abstract
fraction concepts were translated into concrete and visual representations, thereby improving
comprehension and motivation.
3.2. Result
The results of this classroom action research clearly show that the use of puzzle media in teaching
fractions significantly improved students’ learning outcomes. The increase in average scores, from 60
in the pre-cycle to 72 in cycle I and 82 in cycle II, together with the rise in classical mastery from 40%
to 66.7% and finally to 86.7%, demonstrates that the intervention was highly effective. These findings
indicate that students not only achieved the minimum mastery criteria but also demonstrated better
conceptual understanding and engagement throughout the cycles.
This result is strongly supported by Bruner’s theory of representation (Bruner, 1967), which
posits that students learn best when moving progressively through the stages of enactive, iconic, and
symbolic representation. In this study, the puzzle served as an enactive tool by providing a tangible
medium for manipulating pieces, and simultaneously as an iconic tool by visually representing
fractional parts. This combination allowed students to bridge their understanding from concrete
experiences to abstract reasoning in symbolic mathematics. The use of puzzle media therefore played

124 | Journal Progressive of Cognitive and Ability

Septianingsih, R., Arcat, & Sohibun.

a crucial role in reducing students’ difficulties with fractions, a topic that is often challenging due to its
abstract nature.
Another significant outcome of this study was the increase in students’ motivation and
activeness. During the lessons, students were more enthusiastic and engaged compared to
conventional learning sessions. The process of assembling puzzles made learning feel like a game,
stimulating curiosity and reducing anxiety towards mathematics. This finding is in line with Sari and
Rahmawati (2019), who found that game-based learning media can enhance students’ motivation in
mathematics. Likewise, Fitriani and Hidayat (2018) reported that puzzle media helps sustain students’
focus and attention, which is essential in achieving meaningful learning.
Several previous studies reinforce these findings. Prawismo et al. (2022) demonstrated that
puzzle media facilitated students in lower elementary grades to better understand fractions through
concrete representation. Similarly, Putri and Ningsih (2022) highlighted that puzzle media transforms
abstract mathematical concepts into more accessible and meaningful learning experiences. Research
by Wisesa and Widyaningrum (2024) also showed gradual improvement in student achievement
through the use of puzzle media across cycles of classroom action research, with mastery learning
levels rising in a pattern similar to the present study.
In addition to cognitive outcomes, puzzle media contributed to collaborative and interactive
learning environments. Students were observed to discuss, negotiate, and cooperate while assembling
puzzles, which enhanced their social and communication skills. This aspect supports the findings of
those who demonstrated that mission-based puzzle learning improved not only problem-solving skills
but also collaboration among students. Similarly, the study on problem-based learning with puzzle
support (Fraktal, 2024) confirmed that puzzles encourage active participation and cooperative learning
behaviors.
The affective benefits of using puzzle media are equally important. Annisa and Sunedi (2022)
found that puzzle media significantly improved average scores in mathematics learning and made
students more confident in solving problems. In line with this, the implementation of Course Review
Horay integrated with puzzle media (Improving Fraction Learning Using Course Review Horay and
Puzzle Media, 2025) proved that students’ activeness, enjoyment, and motivation can be
simultaneously enhanced when puzzles are used in classroom practice. These studies collectively
strengthen the conclusion that puzzle media is not only a tool for improving test scores but also a
catalyst for positive learning attitudes.
Overall, the present findings provide evidence that puzzle media serves multiple functions in
mathematics education. Cognitively, it supports students in transitioning from concrete to abstract
reasoning in fractions, which is consistent with Bruner’s theoretical framework. Affectively, it reduces
students’ negative perceptions of mathematics by making the learning process fun, engaging, and less
intimidating. Socially, it fosters collaboration and communication skills that are increasingly valued in
21st-century education. Therefore, puzzle media can be considered an effective and holistic
instructional strategy in mathematics classrooms.
The implications of this study are twofold. First, teachers should integrate puzzle-based activities
into the teaching of abstract mathematical topics such as fractions to make learning more accessible
and enjoyable. Second, puzzle media can be further combined with innovative models such as
problem-based learning or cooperative learning to maximize its benefits. This integration will not only
improve academic achievement but also cultivate soft skills such as teamwork, persistence, and critical
thinking. Future research may explore the use of digital puzzles or technology-enhanced puzzle media,

125 | Journal Progressive of Cognitive and Ability

Enhancing Mathematics Learning Outcomes on Fractions...

as suggested by current trends in educational technology, to further enhance students’ learning
experiences in mathematics.

4. Conclusions
This classroom action research concludes that puzzle-based learning significantly improved students’
understanding of fractions in grade VII. The average scores increased from 60 in the pre-cycle to 72 in
cycle I, and then to 82 in cycle II. Likewise, mastery learning improved from 40% in the pre-cycle to
66.7% in cycle I, and finally reached 86.7% in cycle II. Beyond cognitive gains, puzzle-based learning
enhanced students’ activeness, motivation, and collaboration. Students were more engaged,
enthusiastic, and willing to contribute to group discussions, making the learning process both effective
and enjoyable. In line with previous studies, these findings confirm that puzzle media can serve as an
effective instructional tool for teaching abstract mathematical concepts. Teachers are encouraged to
integrate puzzle-based activities into mathematics instruction to foster deeper understanding and
greater motivation among students.

Acknowledgments
The authors would like to express sincere gratitude to Universitas Pasir Pengaraian, notably the Study
Program of Mathematics Education and Physics Education, Faculty of Teacher Training and Education
(FKIP), for their continuous support, facilities, and academic guidance throughout the completion of
this research.

Conflict of Interest
The authors declare that there is no conflict of interest regarding the publication of this research
article.

References
Annisa, P., & Sunedi. (2022). Pengaruh penggunaan media puzzle pecahan terhadap hasil belajar
matematika siswa kelas III SD Negeri 100 Palembang (Skripsi, Universitas PGRI Palembang).
Universitas PGRI Palembang. https://eprints.univpgri-palembang.ac.id/115/
Arsyad, A. (2014). Media pembelajaran. Jakarta: Raja Grafindo Persada.
Aropiq, P. R., Nasrullah, A., & Yendra, N. (2025). Enhancing problem-solving skills and self-directed
learning in 8th grade students of SMP PGRI Walantaka through problem-based learning. Journal
Progressive of Cognitive and Ability, 4(1), 30–38. https://doi.org/10.56855/jpr.v4i1.1325
Bruner, J. S. (1967). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
Djamarah, S. B. (2011). Strategi belajar mengajar. Jakarta: Rineka Cipta.
Fitriani, N., & Hidayat, A. (2018). The effectiveness of puzzle media in improving students’
achievement on fractions. Jurnal Pendidikan Matematika, 12(2), 145–152.
Fitriani, N., & Hidayat, W. (2018). Penerapan media puzzle matematika untuk meningkatkan hasil
belajar siswa pada materi pecahan. Jurnal Pendidikan Matematika, 12(2), 85–94.
Fraktal. (2024). Penerapan model problem-based learning berbantuan puzzle pecahan. Fraktal: Jurnal
Matematika
dan
Pendidikan
Matematika,
5(2),
33–40.
https://ejurnal.undana.ac.id/index.php/fraktal/article/view/17342
,
Huda M. (2015). Model-model pengajaran dan pembelajaran. Yogyakarta: Pustaka Pelajar.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics.
Washington, DC: National Academy Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
Mulana, I. M. (2021). Pendekatan matematika realistik dalam pembelajaran matematika. Yogyakarta:
126 | Journal Progressive of Cognitive and Ability

Septianingsih, R., Arcat, & Sohibun.

Bintang Pustaka Madani.
Ni, Y., & Zhou, Y. D. (2005). Teaching and learning fractions and rational numbers: The origins and
implications of whole number bias. Educational Psychologist, 40(1), 27–52.
https://doi.org/10.1207/s15326985ep4001_3
Novi Ratna Dewi, A. Y. (2021). Pengembangan media dan alat peraga: Konsep dan aplikasi dalam
pembelajaran IPA. Mungkid: Pustaka Rumah Cinta.
Nurjanah & Angraini.(2024). Analysisof Students' Mathematical Problem-Solving in Translating
Story Problems into Mathematical Models. Journal Progressive of Cognitive and Ability, 3(4),
230 -250,doi:10.56855/jpr.v3i4.1105
Prastowo, A. (2012). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: Diva Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering
Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Prawismo, S., Rahayu, T., & Lestari, R. (2022). Pengembangan media puzzle dalam pembelajaran
materi pecahan bagi siswa kelas rendah SD Negeri Jatinom 03. Jurnal Basicedu, 6(5), 7789–
7797. https://doi.org/10.31004/basicedu.v6i5.3454456
Putri, D., & Ningsih, E. (2022). Puzzle media as a tool to concretize abstract mathematical concepts.
Jurnal Pendidikan Matematika, 16(1), 23–32.
Putri, R., & Ningsih, S. (2022). Pengaruh penggunaan media puzzle terhadap kemampuan
pemahaman konsep matematika. Jurnal Pendidikan Matematika dan Sains, 7(2), 120–129.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana.
Sang Aji Prawisno, A. H. (2022). Pengembangan media puzzle dalam pembelajaran materi pecahan
bagi siswa kelas rendah SD Negeri Jatinom 03. Jurnal Ilmiah Pendidikan Dasar, 108.
Sari, D. M., & Rahmawati, A. (2019). Penggunaan media pembelajaran berbasis permainan untuk
meningkatkan motivasi belajar matematika siswa SMP. Jurnal Ilmiah Pendidikan Matematika
Al-Qalasadi, 3(1), 45–52.
Sari, R. N., & Prasetyo, H. (2021). Pengaruh penggunaan media konkret terhadap pemahaman konsep
pecahan. Jurnal Pendidikan Dasar Indonesia, 8(2), 124–130.
Sari, R., & Rahmawati, A. (2019). Game-based learning media to increase students’ motivation in
mathematics. Infinity Journal, 8(2), 101–110.
Saryanti, E. (2022). Penggunaan media puzzle pecahan biasa pada pembelajaran matematika untuk
meningkatkan pemahaman siswa pada materi pecahan. Jurnal Pendidikan Dasar.
Sendi Annisa Putri, D. S. (2022). Pengaruh penggunaan media puzzle pecahan terhadap hasil belajar
matematika siswa kelas III SD Negeri 100 Palembang. Jurnal Pendidikan dan Konseling, 1784.
Aminah, S., (2024).Pengaruh Siswa Terhadap Penggunaan Game Pada Edukasi Digital. Journal
Cognitive and Progressive Abilities, 3(2) 119-125. doi:https://doi.org/10.56855/jpr.v3i1.867
Siti Rofi’arul Azizah, V. D. (2023). Peningkatan pemahaman konsep pecahan melalui media puzzle.
Jurnal Pendidikan Matematika dan Matematika, 159.
Sohibun, S., & Ade, F. Y. (2017). Pengembangan media pembelajaran berbasis virtual class berbantuan
Google Drive. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 2(2), 121–129.
https://doi.org/10.24042/tadris.v2i2.2177
Sudjana, N. (2016). Penilaian hasil proses belajar mengajar. Bandung: Remaja Rosdakarya.
Suprijono, A. (2013). Cooperative learning: Teori & aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar.
Wisesa, T. R., & Widyaningrum, A. (2024). Penggunaan media pembelajaran puzzle pecahan untuk
meningkatkan hasil belajar siswa kelas II. Prosiding Seminar Nasional Pendidikan Sekolah Dasar,
4(1), 421–430. https://prosiding.unipma.ac.id/index.php/SENASSDRA/article/view/5750

127 | Journal Progressive of Cognitive and Ability