Reconceptualizing Mathematics Learning Media for Madrasah Ibtidaiyah: Evidence from a Qualitative Literature Review

Abstract

This study reconceptualizes mathematics learning media in Madrasah Ibtidaiyah by synthesizing evidence from a qualitative literature review. Rather than positioning learning media merely as instructional aids, this article conceptualizes them as cognitive and pedagogical mediators that bridge abstract mathematical concepts with students’ concrete operational thinking. A qualitative literature review was conducted using peer-reviewed journal articles, conference proceedings, and authoritative academic sources published over the last decade. The selected studies were analyzed through thematic synthesis to identify patterns of media use, pedagogical alignment, and learning outcomes in elementary mathematics education. The findings indicate that mathematics learning media function most effectively when integrated progressively. Concrete media establish foundational conceptual understanding through hands-on experiences, visual media facilitate the transition toward representational and symbolic reasoning, and audiovisual–digital media extend learning through engagement, exploration, and feedback. When aligned with constructivist principles and Realistic Mathematics Education, this integrated use of learning media consistently supports improved conceptual understanding, increased learning motivation, reduced mathematics anxiety, and enhanced learning achievement. This study contributes theoretically by offering a conceptual synthesis that explains how and why different types of learning media support mathematics learning at the elementary level. Although situated in the context of Madrasah Ibtidaiyah, the proposed framework is transferable to broader elementary mathematics education settings, providing a conceptual reference for researchers, educators, and curriculum designers seeking to integrate learning media systematically and meaningfully.