<![CDATA[Low student learning outcomes and limited engagement in the learning process have been observed, particularly as some students experience difficulties in understanding the differences and similarities among the characteristics of quadrilaterals. The purpose of this study is to examine the effect of the Explicit Instruction learning model on student learning outcomes in the topic of comparing the characteristics of quadrilaterals among fifth-grade students at SD Negeri 6 Simpang Rimba. A quantitative approach was employed in this study, utilizing a quasi-experimental design with a nonequivalent control group. The research involved two classes: class 5C as the experimental group and class 5A as the control group. Data were collected via an essay test comprising 10 questions. The data analysis included tests for normality and homogeneity, as well as hypothesis testing. The results of the Shapiro-Wilk normality test for the experimental class posttest and the control class posttest were 0.192 and 0.100, respectively, indicating that the data were normally distributed as the significance values exceeded 0.05. The Levene homogeneity test produced a p-value of 0.158 for both classes, confirming homogeneity of variance. The independent-samples t-test yielded a p-value of 0.000, which is less than 0.05, indicating that the alternative hypothesis is accepted. These findings demonstrate that the Explicit Instruction learning model has a significant effect on student learning outcomes in the topic of comparing the characteristics of quadrilaterals among fifth-grade students at SD Negeri 6 Simpang Rimba.]]>
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