<![CDATA[This study aimed to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model assisted by the Quizizz application on fourth-grade students’ mathematical comprehension skills and cognitive learning outcomes in the topic of number patterns. This research employed a quantitative approach with a Matching Only Pretest–Posttest Control Group Design. The sample consisted of two classes: the experimental class, which received the STAD learning model supported by Quizizz, and the control class, which received conventional instruction. The research instruments included a mathematical comprehension test and a cognitive learning outcomes test that had been validated by experts. Data analysis included tests of normality, homogeneity, the Independent Sample t-test, and the calculation of N-Gain to measure the effectiveness of learning improvement. The results indicated that the post-test scores of the experimental class were significantly higher than those of the control class for both measured variables, with significance values of less than 0.05. The N-Gain results also showed that the improvement in mathematical comprehension and cognitive learning outcomes fell into the moderate category, indicating that the STAD model assisted by Quizizz was reasonably effective. It was concluded that the STAD cooperative learning model supported by the Quizizz application had a significant effect on improving students’ mathematical comprehension skills and cognitive learning outcomes. This model is considered feasible for implementation as an interactive and effective instructional strategy in elementary school mathematics learning.]]>
