<![CDATA[This research was motivated by the low learning interest of fourth-grade students at SDN 1 Cisande in thematic learning, as indicated by the lack of student involvement during the learning process and the limited variation of learning models used by teachers. This study aimed to improve students' learning interest through the implementation of the Team Game Tournament (TGT) cooperative learning model on the topic of the impact of economic activities on community welfare. The study employed Classroom Action Research (CAR) using Kurt Lewin's model, which consists of four stages: planning, action, observation, and reflection. The research subjects were 24 fourth-grade students of SDN 1 Cisande in the 2024/2025 academic year. Data were collected through tests, observations, interviews, and documentation. Data analysis was conducted using descriptive quantitative and qualitative techniques. The results showed that the implementation of the TGT cooperative learning model successfully improved students' learning interest and learning outcomes. In Cycle I, the average score reached 75 with a learning mastery lever of 50%, while in Cycle II it increased to an average score of 85.83 with a learning mastery level of 87.5%. Furthermore, students demonstrated greater participation, enthusiasm, cooperation, and active involvement during the learning process. Therefore, the TGT cooperative learning model is effective in improving students' learning interest in thematic learning at the elementary school level.]]>
