<![CDATA[This study was motivated by the low learning outcomes in Hindu Religious Education and Character Education. The problem was evident from students' limited active participation during the learning process, low learning motivation, and teacher-centered instruction that caused students to remain passive. This study aimed to improve learning outcomes in Hindu Religious Education and Character Education through the implementation of the cooperative learning model of the Teams Game Tournament type. The study employed a classroom action research design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The researchers collected data using objective tests and analyzed it through descriptive methods. The results showed that 20 student learning outcomes improved in each cycle. In the pre-cycle stage, the class average score was 62.00 with a learning mastery percentage of 30%, still well below the Minimum Competency Achievement Criteria (KKTP) of 75 and the classical mastery threshold of 85%. In Cycle I, the average score rose to 73.00 with a learning mastery rate of 60%, yet this still did not meet the established criteria. In Cycle II, a significant improvement occurred, with the class average score reaching 82.00 and a learning mastery percentage of 100%, thereby meeting and even exceeding the predetermined success indicators. Based on these findings, the study concludes that the implementation of the cooperative learning model of the Teams Game Tournament type is effective in improving learning outcomes in Hindu Religious Education and Character Education among fifth-grade students of SD Negeri 6 Duda Timur in the 2025/2026 academic year.]]>
