<![CDATA[This study aims to examine the effect of using infographic media on elementary school students' understanding of international economic cooperation. The material on international economic cooperation is conceptually abstract for fourth-grade students because it involves unfamiliar terms such as bilateral, multilateral, and regional cooperation, as well as international economic institutions, which are difficult for children at the concrete-operational stage to visualize without adequate visual support. This research employed a quantitative approach with a quasi-experimental, one-group pretest-posttest design. The study was conducted at SDN 122/III Mukai Tengah, involving all 32 fourth-grade students selected through total sampling. Data were collected using a validated and reliable achievement test administered before and after the implementation of infographic-based learning. Data were analyzed using normality testing followed by a paired sample t-test and N-Gain score calculation to determine the magnitude of the intervention's effect. The results showed a significant increase in the mean score from 58.75 in the pretest to 82.34 in the posttest, with a paired sample t-test result of t = 15.672 and Sig. (2-tailed) = 0.000 (p < 0.05), indicating that the difference is statistically significant. The average N-Gain score of 0.58 falls into the moderate-effectiveness category. These findings indicate that infographic media, which combines visual and verbal elements in line with dual coding theory, effectively reduces cognitive load and enhances elementary students' comprehension of abstract social studies concepts. This study contributes empirical evidence supporting the integration of infographic media as an alternative instructional tool in elementary-level social studies education.]]>
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