<![CDATA[This study was motivated by the low level of understanding regarding fraction concepts among fourth-grade students at SDN 1 Tanjungsari, characterized by difficulties in grasping the meaning of fractions, comparing fraction values, and performing arithmetic operations with fractions. This situation was also influenced by the dominance of the lecture method, which tended to make students passive during the learning process. The study aimed to determine the effect of the STAD (Student Teams Achievement Divisions) cooperative learning model on students' understanding of fraction concepts. A quantitative experimental approach was employed using a one-group pretest-posttest design, involving 20 fourth-grade students as subjects. Data collection utilized written tests comprising multiple-choice and essay questions, while data analysis involved normality testing, hypothesis testing (paired sample t-test), and N-Gain analysis. The results indicated an improvement in students' understanding of fraction concepts, evidenced by the average pretest score rising from 63.30 to 78.80 in the posttest. Hypothesis testing yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between pretest and posttest scores. The N-Gain analysis showed an average score of 0.4136 (41.36%), falling into the "medium" category and indicating a "less effective" level of effectiveness. Thus, it can be concluded that the STAD cooperative learning model significantly influences the understanding of fraction concepts among fourth-grade students at SDN 1 Tanjungsari. Consequently, the STAD model serves as a viable alternative for mathematics instruction, fostering a more active, collaborative, and meaningful learning experience for elementary school students.]]>
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