<![CDATA[This paper looks at how the “Student Teams Achievement Division” (STAD) cooperative learning paradigm affects Grade X students at SMA YPPK Santo Thomas Wamena learning outcomes in vector material. A non-equivalent pre-test and post-test control group design, a quasi-experimental method, and a quantitative approach were used. A control class that received instruction using traditional methods and The participants included an experimental class taught using the model STAD. Pre-test and post-test evaluations were used to gather data, and SPSS version 21 was used for analysis, including normality, homogeneity, and hypothesis testing. The findings demonstrated that through group discussions, cooperative tasks, presentations, and peer replies, STAD fostered a more dynamic and cooperative learning environment. The learning outcome comparison showed higher improvement in the experimental class than in the control class, while statistical analysis confirmed that the data met the assumptions of normality and homogeneity. The alternative hypothesis was accepted when the hypothesis test yielded a significance value of 0.000 (< 0.05). As a result, the model of STAD greatly enhances students' learning outcomes when it comes to vector content.]]>
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