<![CDATA[This study examined the implementation of meaningful learning and its statistical effect on learning attitudes and collaboration skills among upper-grade students at UPT SD Negeri 84 Pattinoang, Galesong District, Takalar Regency. The study used a quantitative ex post facto design. All 57 upper-grade students were selected through saturated sampling. The observation showed that meaningful learning implementation was generally in the good category, with five indicators rated good and two indicators rated very good. Meaningful learning significantly predicted learning attitudes (B = 0.708; β = 0.662; t = 6.554; p < 0.001; R² = 0.439) and collaboration skills (B = 0.682; β = 0.778; t = 9.183; p < 0.001; R² = 0.605). These findings indicate that learning activities which connect new concepts with prior knowledge, provide autonomous learning opportunities, accommodate student diversity, promote questioning, and apply authentic assessment are associated with more positive learning attitudes and stronger collaboration skills. The study supports meaningful learning as a relevant instructional approach in upper elementary grades.]]>
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