<![CDATA[Understanding mathematical concepts is a fundamental objective of elementary mathematics education, yet many students continue to experience difficulties in learning simple fractions because the concepts are abstract and the learning media used are often inadequate. This study aimed to analyze the need for learning media on simple fraction material from the perspectives of teachers and second-grade elementary school students. A descriptive quantitative approach was employed through a needs analysis conducted at an elementary school in Malang, Indonesia, involving one second-grade teacher and twenty- three students. Data were collected using classroom observations, semi-structured interviews, and needs analysis questionnaires administered to both teachers and students. The collected data were analyzed using descriptive percentage analysis. The findings revealed that students demonstrated a very high need for learning media, with an average percentage of 86.09%, while teachers showed a similarly high level of need, with an average percentage of 85.42%. Both groups indicated that effective learning media should present colorful illustrations, real-life contexts, and interactive components that allow students to manipulate learning objects to support conceptual understanding. These findings indicate that identifying user needs is an essential step in designing learning media that aligns with students’ cognitive characteristics and classroom learning requirements, providing an empirical foundation for future instructional media development.]]>
