<![CDATA[Low student engagement in learning and suboptimal mastery of Islamic Religious Education (IRE) learning outcomes were problems among eighth-grade students at SMPN 3 Batang Anai. This study aimed to evaluate the implementation of the Student Teams Achievement Division (STAD) cooperative learning model in improving students’ IRE learning activities and outcomes. This study employed Classroom Action Research (CAR) with a descriptive approach and involved eighth-grade students at SMPN 3 Batang Anai as the research participants. Data were collected through observations, interviews, documentation, and tests administered before and after the implementation of the STAD model. The results showed that students’ learning activity increased from 58.32% at the first meeting to 63.32% at the second meeting. The mean learning outcome score increased from 54 on the pretest to 63 on the posttest, while the percentage of students achieving learning mastery increased from 13.3% to 30%. However, an N-gain value of 0.16 indicated that the improvement in learning outcomes remained in the low category. These findings indicate that the implementation of STAD contributed to improvements in IRE learning activities and outcomes, although the improvements achieved were not yet optimal. The STAD model can be used as an alternative instructional model to promote student collaboration and engagement, but its implementation needs to be refined through more effective group management, guidance, and learning evaluation to achieve more substantial improvements in learning outcomes.]]>
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