<![CDATA[This study was motivated by the low achievement of students in science subjects, with 19 students (65.5%) not reaching the minimum passing criteria. This issue stemmed from monotonous learning activities and a teacher-centered approach using conventional lecture methods, resulting in low student motivation. To address this problem, a cooperative learning model—Index Card Match—was implemented, which places students at the center of the learning process. The purpose of this study was to determine the improvement in students’ learning motivation and achievement in science for fourth-grade students at SDN 2 Kedokanagung, Kedokanbunder District, Indramayu Regency. The research employed Classroom Action Research (CAR) carried out in two cycles using the Kemmis and McTaggart design, which includes four stages: planning, action, observation, and reflection. The subjects of the study were 29 fourth-grade students. The results showed an increase in learning motivation from the first cycle to the second. In the first cycle, the percentage of learning motivation reached 65.10% (categorized as high), and increased to 82.83% (categorized as very high) in the second cycle. Student learning outcomes also improved, with 13 students (45%) achieving mastery in the first cycle, and 25 students (86%) achieving mastery in the second cycle. Thus, the Index Card Match cooperative learning model proved effective in enhancing both learning motivation and achievement in science among fourth-grade students at SDN 2 Kedokanagung.]]>
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