<![CDATA[This study focuses on evaluating the effectiveness of the Card Sort learning model on students' academic achievement at Karangmojo Elementary School. The research design employed a quantitative approach, involving 20 students as the sample, measured before (pretest) and after (posttest) the implementation of the Card Sort model. Data analysis was conducted in two stages: a normality test using the Kolmogorov–Smirnov method, followed by a paired sample t-test. The normality test results indicated that both the pretest (Asymp. Sig. 0.200) and posttest (Asymp. Sig. 0.194) scores were normally distributed (p > 0.05), thus meeting the assumptions for parametric testing. Descriptively, there was an increase in the average score from the pretest (60.30) to the posttest (67.40). The paired sample correlation analysis indicated a significant positive relationship between the pretest and posttest scores (r = 0.539, p = 0.014). However, the paired sample t-test showed that the difference in mean scores between the pretest and posttest was not statistically significant (t = −1.834, df = 19, p = 0.082). Although there was an increase in scores, the lack of statistical significance (p > 0.05) suggests that the Card Sort learning model did not significantly improve student achievement at Karangmojo Elementary School in this study.]]>
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