<![CDATA[This research aims to determine the effect of applying the cooperative learning model of the Take and Give type on the learning outcomes of Natural and Social Sciences (IPAS) among fifth-grade students at SDI Sanging-Sanging, Gowa Regency. The background of this study is based on the relatively low learning achievement in IPAS, a subject that requires students to think critically, actively participate, and connect classroom concepts with real-life situations. The Take and Give learning model is considered effective in creating a fun learning environment, motivating students to participate actively, and fostering communication, collaboration, and individual responsibility. This study employed an experimental method with a quantitative approach using a One Group Pretest-Posttest Design. The population consisted of all 34 fifth-grade students at SDI Sanging-Sanging, with a saturated sampling technique so that the entire population was taken as the sample. Research instruments included observation sheets and learning achievement tests administered through pretests and posttests. Data were analyzed using descriptive statistics to describe students’ performance before and after treatment, and a t-test was conducted to examine the significance of differences in learning outcomes. The results revealed that the students’ average pretest score was 69.85, with the majority failing to meet the Minimum Mastery Criteria (KKM). After the implementation of the Take and Give learning model, the average posttest score increased to 87.35, with all students achieving mastery. The t-test results showed that the t-value (8.578) was higher than the t-table value (1.692), indicating a significant difference between pretest and posttest results. Therefore, the application of the cooperative learning model of the Take and Give type has a positive and significant effect on the improvement of IPAS learning outcomes among fifth-grade students at SDI Sanging-Sanging. The study concludes that the Take and Give model is feasible and effective to be applied in IPAS learning at the elementary school level, as it enhances not only academic achievement but also students’ collaboration, communication, and sense of responsibility. The findings are expected to serve as a reference for teachers in adopting varied instructional models and contribute to the development of more innovative teaching strategies to improve the quality of primary education.]]>
