<![CDATA[Understanding mathematical concepts is a fundamental competency. However, elementary instruction is often dominated by rote memorization and procedural approaches. This study examined differences in fifth-grade students’ conceptual understanding of fractions between a Team’s Games Tournament (TGT) model assisted by flashcards and Direct Instruction (DI). A quasi-experimental nonequivalent control group design was used with 48 students from SDN 1 Citalang, Purwakarta (24 per class). Analyses included normality and homogeneity tests, t-test, normalized gain, one-way ANOVA, and Analysis of Covariance (ANCOVA) with the pretest as covariate. The experimental class obtained higher posttest scores (85.88 vs. 75.42; p < .001), but also started with a much higher pretest mean (75.00 vs. 48.17; p < .001), while the control class showed larger raw gains (27.25 vs. 10.88) and normalized gains (0.53 vs. 0.44). After adjusting for the pretest, the difference between classes was not significant, F (1, 45) = 0.000, p = .996, whereas the pretest was a significant covariate, F (1, 45) = 6.244, p = .016. The higher posttest scores in the TGT group reflected its higher baseline performance, with no significant adjusted effect. These findings imply that instructional evaluations should account for students’ initial understanding. Further research with stronger experimental designs is warranted.]]>
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