<![CDATA[This study was conducted due to the low learning outcomes of fourth-grade students in Natural and Social Sciences (IPAS), particularly on the topic of plant parts, at MI Muhammadiyah Buntu Barana. The learning process was still dominated by the lecture method, resulting in low student participation and limited achievement of the Learning Objective Achievement Criteria (KKTP). This study aimed to describe the implementation of the Scramble learning model and to determine its effect on students' learning outcomes. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, carried out in two cycles consisting of planning, action, observation, and reflection. The participants were 21 fourth-grade students. Data were collected through tests, observation, interviews, and documentation, and were analyzed using qualitative and quantitative descriptive techniques. The findings revealed that the implementation of the Scramble learning model improved both classroom activities and students' learning outcomes. The average score increased from 65.00 in the pre-action stage to 73.81 in Cycle I and 84.76 in Cycle II, while the learning mastery percentage rose from 4.76% to 42.86% and reached 80.95% in Cycle II. Therefore, the Scramble learning model proved effective in improving students' IPAS learning outcomes.]]>
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