The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

This study aims to see the integration of problem-based learning in STEM education can improve the environmental literacy of elementary education students. The research is qualitative and uses the literature study method. Searching journals from the Science Direct search engine, Science Education Journal, ERIC, Google search engine, and others with the keywords Problem-Based Learning, Science, Technology, Engineering and Mathematics (STEM), environmental literacy, scientific literacy resulted in 3,298 journals. Derived from Sciencedirect 2016 journals, ERIC 873 journals, Indonesian Science Education Journal 49 journals. Through the above process, 8 journals were obtained. The appropriate journal was then analyzed and extracted. Journals that mostly show the STEM integrated Problem Based Learning learning method as one of the learning methods which is expected to be able to increase the literacy of students. This achievement is determining environmental problems, initiating ideas, mastering environmental problems, controlling environmental problems, creating products as a form of overcoming environmental problems and testing these products. This is because environment-based learning is effective in improving the attitudes and knowledge of students. Based on the results of the literature review, it can show that the application of STEM education that is integrated with the PBL learning model can improve environmental literacy in basic education students.

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