<![CDATA[Mathematics instruction regarding fractions in elementary schools is often hindered by the presentation of concepts that are overly abstract, lacking adequate support from concrete instructional media. This study aims to determine the impact of using LEGO bricks as manipulative media on improving the understanding of fraction concepts among fourth-grade elementary students. Employing a quantitative approach with a pre-experimental One-Group Pretest-Posttest design, the study involved a homogeneous sample of 22 students from MI Esa Nusa Islamic School. Data were collected via essay-based pre-tests and post-tests and subsequently analyzed using a paired t-test and Normalized Gain (N-Gain) calculations. The analysis revealed a highly significant increase in the students' mean scores rising from 45.45 to 66.36 with a calculated t-tabel of 12.81 (p < 0.05). Meanwhile, the mean N-Gain score of 0.38 indicates that the effectiveness of this medium falls within the moderate category. The practical implications of this study underscore the importance of elementary school teachers shifting from conventional lecture-based methods to the use of interactive, constructive media to tangibly visualize abstract mathematical relationships, while simultaneously managing the students' gradual cognitive transitions.]]>
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