<![CDATA[This study aimed to improve Grade II students’ mathematics learning outcomes on the topic of fraction introduction through the implementation of the demonstration method using concrete objects. The study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were Grade II students of SD Negeri Cipari, Klapanunggal District, Indonesia. Data were collected using quantitative and qualitative techniques, including achievement tests administered at the end of each cycle and classroom observations to document students’ learning activities and engagement during the instructional process. Quantitative data were analyzed by calculating mean scores and mastery percentages, while qualitative data were analyzed descriptively to support the interpretation of learning outcomes. The findings revealed a consistent improvement in students’ mathematics achievement across cycles following the implementation of the demonstration method. The mean scores increased from the pre-cycle stage to Cycle I and showed a more substantial improvement in Cycle II. Similarly, the percentage of students achieving the minimum mastery criterion increased and exceeded the predetermined success indicators by the end of the second cycle. Observation results also indicated a positive change in students’ learning behavior, including increased participation, attention, and interaction during mathematics lessons. These results suggest that the demonstration method, supported by the use of concrete learning materials, effectively facilitates students’ conceptual understanding of fractions and enhances learning engagement. The study concludes that demonstration-based instruction is a pedagogically appropriate and effective strategy for teaching abstract mathematical concepts to lower primary students and recommends its broader application in elementary mathematics instruction]]>
