<![CDATA[Abstrak This study aims to enhance the mathematics learning outcomes of sixth-grade students at SDN Kalianget Barat III, Sumenep, by implementing the cooperative learning model known as Make a Match. The research employs Classroom Action Research (CAR), structured in two cycles, each comprising the stages of planning, action, observation, and reflection. Data collection involved administering a questionnaire with 10 targeted questions about the learning process, alongside observational assessments of student engagement and interactions during activities. The findings reveal a significant increase in student understanding and engagement. In the first cycle, only 57.6% of students responded positively regarding their learning experiences. By the second cycle, this figure surged to 96.1%. Such results indicate that students were not only more involved but also more enthusiastic about cooperative learning. This model encouraged active participation, allowing students to collaborate and interact, which in turn fostered a deeper comprehension of mathematical concepts. Reflections on the implementation process further support the conclusion that the Make a Match cooperative learning model effectively enhances student learning outcomes, especially in the context of fraction division. The engaging nature of this method appears to resonate well with students, promoting not just academic success but also a positive attitude towards learning mathematics. Given these promising results, this study advocates for the widespread adoption of the Make a Match model as a reliable educational strategy. By fostering a collaborative learning environment, educators can significantly improve student engagement, understanding, and overall quality of education in the classroom. Future research may explore the long-term effects of this model on various mathematical topics and its adaptability across different educational contexts. Keywords: Cooperative, Make a Match, Learning Outcomes]]>
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