<![CDATA[This study aims to examine the effect of the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach integrated with Project Based Learning (PjBL) and PhET Interactive Simulations Build a Fraction media on students’ mathematical conceptual understanding of fractions in Grade IV elementary school. The study employed a quasi-experimental design with Nonequivalent Control Group Design. Subjects were 48 Grade IV students at SD Negeri 6 Muara Dua, divided into an experimental class (24 students) receiving STEAM-PjBL learning and a control class (24 students) receiving conventional Direct Instruction. Data were collected through pretest and posttest instruments comprising 10 valid multiple-choice items covering five conceptual understanding indicators: re-explaining concepts, identifying inter-concept relationships, applying procedures correctly, representing concepts in multiple forms, and applying concepts in contextual problems. Data analysis included descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, and Independent Samples t-Test. Results showed the experimental class posttest mean (85.46) was significantly higher than the control class (77.75), with t = 3.579, df = 46, and Sig. (2-tailed) = 0.001 < 0.05. The STEAM approachpositively and significantly affects students’ mathematical conceptual understanding of fractions. These findings support the integration of STEAM-PjBL with interactive digital mediaas an innovative and meaningful learning strategy for elementary mathematics]]>
