<![CDATA[This study is based on the fact that elementary school students still fail to understand the material on fraction arithmetic operations, as indicated by a number of errors both conceptually and procedurally. Fraction material is known as a complex topic that requires an understanding of basic concepts and various operational skills. The purpose of this study is to identify the types of challenges faced by students when learning fraction arithmetic operations, as well as the components that influence them. In this study, various sources including books, national and international journals, and relevant previous research were used. Data analysis was carried out by reducing data, presenting data, and drawing conclusions by combining results from various sources. The results of the study indicate that students face problems in understanding the concept of fractions as a whole component, and also make errors in equating denominators and making errors in adding, subtracting, multiplying, and dividing fractions. Some of the causes of these difficulties include not understanding basic concepts, not using concrete learning media, and a learning approach that is still oriented towards procedures. This study emphasizes that to improve student learning outcomes, innovative, contextual, and conceptual understanding-based learning strategies are needed.]]>
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