<![CDATA[This study was motivated by the low learning outcomes of students in the Indonesian Language subject. The purpose of this study was to determine the implementation of learning, the achievement of learning mastery, and the improvement of students learning outcomes through the application of the Estafet Writing method in the Indonesian Language subject for third-grade students of SD Tahfizh Qur'an Karimah Berastagi. This research employed the Classroom Action Research method, which was conducted in two cycles. The subjects of this study were 23 third-grade students of SD Tahfizh Qur'an Karimah Berastagi. Data were collected through observation and learning outcome tests. The results showed that the implementation of the Estafet Writing method was able to improve both the quality of the learning process and students learning outcomes. In Cycle I, teacher activity obtained a percentage of 71%, categorized as good, while student activity achieved a score of 72, also categorized as good. Classical learning mastery reached 60.86% with an average score of 66.08. In Cycle II, teacher activity increased to 82.69%, categorized as very good, while student activity achieved a score of 94, categorized as excellent. Classical learning mastery also increased to 91.30% with an average score of 80. Therefore, it can be concluded that the use of the Estafet Writing method improved both the learning process and the Indonesian Language learning outcomes of third-grade students at SD Tahfizh Qur'an Karimah Berastagi in the 2025/2026 Academic Year.]]>
