<![CDATA[Conceptual understanding in social studies is an essential competency for elementary school students to comprehend social phenomena meaningfully. However, many students still demonstrate low conceptual understanding due to teacher-centered learning and limited use of innovative instructional media. This study aims to analyze the effect of the Student Teams Achievement Division (STAD) model assisted by Canva-based digital concept maps on students' conceptual understanding in social studies. This research employed a quasi-experimental approach with a nonequivalent control group design. The subjects were fourth-grade students of SDN 9 Nagrikaler, divided into experimental (34 students) and control groups (32 students). The instrument consisted of 20 multiple-choice questions analyzed using IBM SPSS version 29. The results showed a significant difference between groups with a posttest significance value of 0.011 < 0.05. The mean posttest score of the experimental group was 83.09, higher than the control group at 72.81. The N-Gain score of the experimental group was 53.46 (moderate), higher than the control group at 38.00 (moderate). Regression analysis showed F = 64.415 (p < 0.001) with R² = 0.502, indicating STAD contributed 50.2% to the improvement of social studies conceptual understanding. These findings indicate that the STAD model assisted by Canva digital concept maps has a positive and significant effect.]]>
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