<![CDATA[This study aims to describe the implementation of the cooperative learning method with the Student Teams Achievement Division (STAD) technique in increasing student learning interest in the subject of Islamic Cultural History (Sejarah Kebudayaan Islam/SKI), as well as to analyze the supporting and inhibiting factors of its implementation. This research uses a qualitative approach with a descriptive type of study. The subjects were one SKI teacher and all students (28 students) in a single class selected through purposive sampling because it showed indications of low learning interest in SKI. Data collection instruments included observation, interviews, and documentation, which were then analyzed through data reduction, data display, and conclusion drawing. The results show that STAD implementation was carried out through the stages of material presentation, formation of heterogeneous groups, group work, individual quizzes, and group rewards. The application of this technique was proven to increase student learning interest, indicated by increased activeness, enthusiasm, cooperation, and participation of students across three sessions of the SKI learning process. Supporting factors include the teacher's readiness in designing cooperative learning and the support of learning media, while inhibiting factors include limited time allocation and the diverse academic abilities of students within a group. These findings offer a practical model for implementing STAD in SKI instruction at the Islamic elementary school level and reinforce empirical evidence that combining team competition with individual accountability in STAD effectively fosters learning interest in history-based subjects traditionally taught verbally.]]>
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