<![CDATA[This study was motivated by the finding that the fifth-grade students at UPTD SD Negeri 18 Bireuen had low ability in providing responses and suggestions to the content of stories. Therefore, this study aimed to determine the improvement of students' ability to provide responses and suggestions to story content through the implementation of the Two Stay Two Stray (TSTS) learning model assisted by story problem cards. In addition, the study sought to identify the learning activities of teachers and students during the implementation of the TSTS learning model and to examine students' responses to its application in improving their ability to provide responses and suggestions to story content. This research employed a qualitative approach using Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of four stages: planning, implementation, observation, and reflection. Data were collected through tests, observations, and interviews. The findings revealed that the implementation of the TSTS learning model assisted by story problem cards successfully improved students' ability to provide responses and suggestions to story content. In Cycle I, the percentage of students achieving learning mastery was 36%, which increased to 89% in Cycle II, indicating an improvement of 53%. Teacher activity also improved from 87% in Cycle I to 95.45% in Cycle II, which was categorized as very good. Similarly, student activity increased from 85% in Cycle I to 95.45% in Cycle II and was also categorized as very good. Furthermore, the interview results indicated that students responded very positively to the implementation of the TSTS learning model assisted by story problem cards. They reported that the learning process was more engaging, enjoyable, and easier to understand, encouraged active group discussions, increased their confidence in expressing responses and suggestions, and helped them better understand the content of fable stories.]]>
