<![CDATA[This study aims to improve the learning activeness of third-grade students at SDN 121/I Muara Singoan through the implementation of the cooperative learning model, Teams Games Tournament (TGT), supported by multiplication domino media. The issue addressed is the low level of student engagement in mathematics learning, as indicated by limited participation, minimal peer interaction, and a lack of interest in the subject matter. To overcome this problem, the study employed Classroom Action Research (CAR) conducted over two cycles. Each cycle consisted of four stages: planning, action implementation, observation, and reflection. The research subjects were 20 third-grade students. Data were collected using observation, interviews, and documentation. Indicators used to measure learning activeness included interest, attention, response to the teacher, involvement in discussions, and teamwork skills. The results showed a consistent increase in students' learning activeness over time. In the pre-action stage, student activeness was at 25%. After the implementation of the first cycle, it increased to 53.94%, and in the second cycle, it rose significantly to 73.89%. This improvement indicates that the TGT cooperative learning model, supported by multiplication domino media, is effective in creating a more enjoyable learning environment, encouraging active student participation, and strengthening social interaction in the classroom. Therefore, this model can serve as an innovative and practical learning strategy to enhance student engagement in mathematics learning at the elementary school level.]]>
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