<![CDATA[The mastery level of fifth-grade students at SDN Ciloa in Social Studies (IPS) was unsatisfactory. This was evidenced by pre-cycle learning outcomes, which only reached an average score of 64 with a mastery level of only 33%. This was due to teacher-centered instruction and the lack of relevant learning models or methods applied by the teacher. This classroom action research was conducted to describe the process and determine the extent to which student learning outcomes and activities could be improved through the application of the Student Teams Achievement Divisions (STAD) model. This research employed a descriptive analytical technique through action research conducted in four stages: planning, implementation, observation, and reflection, following John Elliott's model. The results demonstrated an increase in student learning mastery from 33% (pre-cycle) to 60% (Cycle I) and up to 100% (Cycle II). The conclusion of this study is that the application of the Student Teams Achievement Divisions (STAD) model is proven to improve student learning outcomes and activities in the natural and artificial phenomena material in Indonesia (Social Studies) for the fifth grade at SDN Ciloa in the 2025/2026 academic year Keywords: STAD, Learning Outcomes, and Activities]]>
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