<![CDATA[Mathematics learning in elementary schools aims to help students develop a meaningful understanding of mathematical concepts. However, fractions are often considered difficult for young learners because they involve abstract concepts that are not easily connected to students’ real-life experiences. One instructional approach that can facilitate conceptual understanding is the Concrete–Pictorial– Abstract (CPA) approach. The CPA approach guides students through three stages of learning: using concrete objects, visual representations, and abstract mathematical symbols. This study aimed to develop a Student Worksheet (LKPD) based on the Concrete–Pictorial–Abstract (CPA) approach for fraction material in Grade II elementary school and to determine its validity and practicality. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were second-grade students of SDN 55/I Sridadi. Data were collected through validation sheets completed by material, media, and language experts, as well as questionnaires administered to teachers and students. The results showed that the developed worksheet achieved a validity score of 94% from the material expert, 84% from the media expert, and 82% from the language expert, all categorized as highly valid. The practicality test revealed positive responses from students and teachers, with student responses reaching 87.33% and teacher responses reaching 87.3%, both categorized as highly practical. The findings indicate that the CPA-based worksheet is valid and practical for supporting mathematics learning on fractions in Grade II elementary school.]]>
