<![CDATA[This study was conducted to improve the mathematics learning outcomes of third-grade students at MI Al-Madaniyah Mataram, where mathematics instruction was predominantly teacher-centered and resulted in low student engagement and achievement. The study aimed to improve students’ mathematics learning outcomes through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by dice media. This study employed Classroom Action Research (CAR) based on Kurt Lewin’s model, consisting of four stages: planning, action, observation, and reflection. The participants were 23 third-grade students, comprising 13 male and 10 female students. Data were collected through mathematics achievement tests and observation sheets of teacher and student activities. The research was conducted in two cycles, with each cycle consisting of two meetings. The findings showed an improvement in students’ mathematics learning outcomes, with the classical mastery rate increasing from 43.47% in Cycle I to 86.95% in Cycle II, representing an increase of 43.48 percentage points. Teacher activity increased from 77% to 91.5%, while student activity increased from 52% to 91.5%. Since the classical mastery rate in Cycle II exceeded the predetermined success criterion of 85%, the research was concluded at this stage. The findings indicate that the implementation of TGT assisted by dice media supported more active and collaborative participation in mathematics learning and contributed to improved learning outcomes. Thus, this approach shows potential as an alternative cooperative learning strategy for mathematics instruction in similar elementary school contexts.]]>
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