<![CDATA[IPAS learning on the history of traditions and culture in elementary schools should be implemented actively and enjoyably through innovative models so that students' conceptual understanding can develop deeply . However, the reality in the field shows a problem regarding the dominance of conventional models that causes learning interactions to be one-way and students tend to be passive . This study aims to determine the effect of the Scramble learning model based on Question Card on the IPAS knowledge competence of third-grade students at SD Negeri 11 Kesiman regarding the history of traditions and culture in Indonesia . The theories used to analyze the problem are the constructivism, cognitive, and behaviorism learning theories . This quantitative research uses a pre-experimental method with the One Group Pretest-Posttest Design on a saturated sample of 32 students . The data collection techniques use a written test method in the form of a short-answer instrument and documentation study . The collected data were analyzed using descriptive statistical analysis methods and non-parametric inferential statistics through the Wilcoxon Signed Rank Test . The results showed that the IPAS knowledge competence of students before the treatment (pretest) obtained an average score of 65.19, with 34.4% of students in the low category. After the intervention was applied, the posttest average score significantly increased to 79.22, with 69% of students successfully achieving the high category. Based on the Wilcoxon Test results, the Z-statistic value was -4.553 and the significance value Asymp. Sig. (2-tailed) was 0.000 . Since the significance value is much smaller than 0.05 (0.000 < 0.05), it is concluded that the application of the Scramble learning model based on Question Card provides a significant positive effect on the IPAS knowledge competence of students.]]>
