<![CDATA[This research investigates the efficacy of the Student Teams Achievement Divisions (STAD) cooperative learning approach in enhancing student academic performance in the Basic Electrical Engineering course at SMKN 1 Pariaman. The study was initiated due to observed suboptimal learning achievements, where merely 24% of students met the established Learning Mastery Criteria (KKTP), attributed to insufficient student participation, limited collaborative engagement, and conventional instructional techniques. Utilizing a pre-experimental design with a single-group pretest-posttest framework, the study involved tenth-grade students specializing in Electrical Engineering. Data were gathered via validated and reliable objective assessments (pretest and posttest) and subsequently examined using normalized gain (N-Gain) scores and learning completion rates. Findings indicate that the STAD model markedly enhanced student learning outcomes, registering a high improvement category in cognitive domains, with the majority of learners attaining mastery. The collaborative group dynamics and team-based incentive mechanism effectively fostered active involvement and mutual comprehension of course materials. This study affirms that the STAD model is a viable and innovative pedagogical strategy for technical education in vocational secondary settings, conducive to elevating student accomplishment.]]>
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