<![CDATA[This classroom action research stemmed from the unsatisfactory achievement of fourth-grade students in Science and Social Studies (IPAS) at SDN 31 Muaro. Several issues were observed, including minimal student engagement during lessons, weak participation in group discussions, and outcomes in the affective, cognitive, and psychomotor aspects that fell short of expectations. Furthermore, instruction remained teacher-dominated, which restricted opportunities for students to interact, cooperate, and build critical-thinking skills. The purpose of this research was to enhance students' IPAS achievement through the application of the Teams Games Tournament (TGT) type of Cooperative Learning model. A Classroom Action Research (CAR) design combining qualitative and quantitative approaches was applied across two cycles, each comprising planning, action, observation, and reflection stages. Participants consisted of a classroom teacher, a peer observer, and 25 fourth-grade students at SDN 31 Muaro. Data were gathered using observation, testing, and non-test instruments, then examined through both qualitative and quantitative analysis. Findings revealed that the Deep Learning Lesson Plan (RPM) quality rose from 92.85 in Cycle I to 94.26 in Cycle II. Teacher performance increased from 82.14 to 96.42, and student engagement likewise rose from 82.14 to 96.42. Learning outcomes across all domains improved as well: affective scores climbed from 71.50 to 87.25, cognitive scores rose from 74.40 (64% classical mastery) to 79.80 (88% classical mastery), and psychomotor scores increased from 79.66 to 88.33. These findings confirm that applying the TGT-type Cooperative Learning model effectively enhanced IPAS learning outcomes among fourth-grade students at SDN 31 Muaro.]]>
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