<![CDATA[Low mathematics achievement remains influenced by teachers' limited ability to create active and innovative learning. This highlights the need for learning models supported by interactive media to increase student engagement.This study aimed to examine the differences in mathematics learning outcomes between students who were taught using the Student Teams Achievement Divisions (STAD) cooperative learning model assisted by Articulate Storyline interactive media and those who received conventional instruction. This study employed a quasi-experimental method using a Nonequivalent Control Group Design involving fifth-grade elementary school students assigned to experimental and control groups. Data were collected through classroom observations, interviews, learning achievement tests, and documentation using observation guidelines, interview guidelines, achievement test instruments, and documentation sheets. The data were analyzed using descriptive and inferential statistical analyses. The findings revealed that students who learned through the STAD cooperative learning model assisted by Articulate Storyline interactive media achieved better mathematics learning outcomes than those who experienced conventional instruction. The findings indicate that integrating cooperative learning with interactive media creates more active learning and improves mathematics achievement. The STAD cooperative learning model supported by Articulate Storyline offers a promising instructional innovation for elementary mathematics education.]]>
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