<![CDATA[This Classroom Action Research (CAR) investigated the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in enhancing volleyball underhand passing skills among tenth-grade students at High Secondary School YP PGRI 1 Makassar, Indonesia. Addressing baseline performance gaps—where only 29.2% of students achieved the Minimum Mastery Criteria (KKM = 80), heavily hindered by low psychomotor scores (mean = 57.90)—the study employed a two-cycle spiral design (planning, action, observation, reflection) involving 24 students selected via total sampling during the 2025/2026 academic year. Data was gathered through observation instruments, cognitive assessments, and psychomotor evaluation rubrics across the cognitive, affective, and psychomotor domains. Following Cycle I interventions, classical mastery increased to 54.2% (mean = 81.02). Subsequent pedagogical refinements in Cycle II yielded a 100% classical mastery rate (mean = 92.39), with substantial gains across cognitive (95.67), affective (97.14), and psychomotor (84.38) domains. The results demonstrate that STAD’s structured peer-tutoring and group-reward framework successfully remediates persistent motor execution errors while fostering affective engagement and conceptual understanding. These findings offer secondary physical education practitioners an evidence-based, replicable instructional strategy to bridge holistic learning domains in team-sport skill acquisition.]]>
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