This study investigated the effect of a reflective learning approach on elementary students’ learning outcomes in fraction materials. The study was motivated by students’ difficulties in understanding fractions conceptually due to conventional teacher-centered instruction. A quasi-experimental design with a nonequivalent control group design was employed involving 55 fourth-grade students divided into experimental and control groups. Data were collected through pretest-posttest learning outcome tests and student response questionnaires. The findings revealed a significant difference between students taught using the reflective learning approach and those taught conventionally, indicated by the independent sample t-test result (Sig. = 0.000 < 0.05). The experimental group achieved a higher posttest mean score (82.75) than the control group (72.14). Furthermore, the effect size analysis showed a high effect category (Cohen’s d = 1.21). These findings indicate that reflective learning emphasizing students’ learning experiences and conceptual understanding effectively improves fraction learning outcomes in elementary school mathematics. The study contributes to the development of student-centered mathematics instruction at the primary education level.

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