<![CDATA[This study aims to determine the influence of the Card Sort learning model on the IPAS (Integrated Natural and Social Sciences) learning outcomes of fifth-grade students at SDN 107405 Sei Rotan for the 2024/2025 academic year. The research employed a quantitative approach using a quasi-experimental design with a two- group pretest-posttest format. The sample consisted of two classes: Class V-A as the experimental group, which was taught using the Card Sort learning model, and Class V-B as the control group, which received direct instruction. Each class consisted of 33 students selected through purposive sampling. Data were collected through pretests and posttests using a validated essay-type test instrument, supported by observation and documentation techniques. Data analysis involved normality testing, homogeneity testing, and hypothesis testing using the independent sample t-test. The results indicated a significant difference in posttest scores between the experimental and control groups. The t-test analysis yielded a significance value of 0.001 (p < 0.05), suggesting that the use of the Card Sort learning model had a significant and positive effect on students' IPAS learning outcomes. Furthermore, students in the experimental class appeared to be more active, collaborative, and motivated throughout the learning process, which contributed to a deeper understanding of the subject matter. Therefore, the Card Sort learning model is considered effective in enhancing elementary school students’ learning outcomes in IPAS through active, critical-thinking, and cooperative learning.]]>
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