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The purpose of this study is to develop and evaluate the effect of the LuBu LoKa Module on the achievement, interest, and relational understanding of mathematics for Year Four Fraction in primary schools. There are two main phases in this study design, namely the Design and Development Research (DDR) and the qualitative approach. The eight instruments used are the needs analysis instrument, module content evaluation instrument, LuBu LoKa Module, pre-test and post-test, student reliability questionnaire on the LuBu LoKa Module, interest questionnaire, Fraction summative test (FST) and interview protocol. 320 Mathematics teachers were selected using random purposive sampling, whereas 120 Year Four pupils were chosen using convenience sampling. The pupils were divided into treatment group and control group. Ten pupils in the treatment group were selected for the FST and interview. The results of need analysis showed that there was a need to develop the LuBu LoKa Module. LuBu LoKa Module achieved high validity and realibility. Independent t-test showed that there was a significant difference between the achievement of treatment group in the post-test and the post-test of control group. Dependent t-test showed that there was a significant increase in the achievement in pre-test of treatment group to post-test. Pupils showed high interest after using LuBu LoKa Module. Every pair of pupils mastered in three out of eight understanding layers, which are primitive knowing, image having, and property noticing. In conclusion, LuBu LoKa Module is effective in improving achievement of Fraction among Year Four pupils. This study implicated that LuBu LoKa Module should be applied to all Year Four pupils who face difficulties with Fraction in Malaysia.