<![CDATA[Mathematics plays a strategic role in developing students' logical, analytical, and systematic thinking skills, but it is still considered difficult by most elementary school students, especially in topics that require conceptual understanding, such as collecting, sorting, and comparing data. A preliminary observation in Grade III at SD Negeri Bangetayu Wetan 02, Semarang City, showed that only 20 of 30 students (66.7%) achieved the Minimum Mastery Criterion (KKM) of 75. By using the Student Teams Achievement Division (STAD) cooperative learning approach, this project seeks to enhance students' learning results. Following the Kemmis and McTaggart model, this classroom action research was carried out in two cycles with thirty Grade III students. Data was gathered by student worksheets (LKPD), observation, and documentation, and descriptive quantitative methods were used for analysis. The findings demonstrated a steady rise in classical proficiency, from 66.7% (mean 78.3) in the pre-cycle, to 76.7% (mean 81.0) in Cycle I, and 86.7% (mean 85.7) in Cycle II, exceeding the 85% success indicator. The addition of authentic peer-interview activities in Cycle II was shown to strengthen students' understanding of data processing. This study concludes that the application of the Cooperative Learning model of the STAD type effectively improves elementary school students' mathematics learning outcomes.]]>
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