<![CDATA[Natural and Social Sciences (IPAS) instruction in elementary schools remains predominantly teacher-centered, resulting in suboptimal student learning motivation. This passive instructional pattern causes students to become disengaged and hesitant to participate in scientific inquiries. This study aims to analyze the effect of implementing the cooperative learning strategy on the learning motivation of fifth-grade students at SDN Sukoharjo on the ecosystem topic within the IPAS subject. This study employed a quantitative experimental method using a one-group pretest-posttest design. The research subjects comprised 25 fifth-grade students at SDN Sukoharjo selected through total sampling. Data were accumulated using a 25-item Likert-scale learning motivation questionnaire with verified validity and reliability, supported by qualitative interviews. The inferential analysis revealed that the cooperative learning strategy significantly increased students' learning motivation (p<0.05), achieving a normalized gain (N-gain) score in the high category. Structured heterogeneous group interactions successfully fostered mutual academic assistance, enhanced self-confidence, and stimulated student engagement in collaborative scientific tasks. Consequently, the cooperative learning strategy is proven effective in elevating fifth-grade elementary students' learning motivation in IPAS. ABSTRAK Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar masih didominasi oleh pendekatan yang berpusat pada guru (teacher-centered), sehingga motivasi belajar siswa belum berkembang optimal. Kondisi tersebut menyebabkan siswa cenderung pasif, mudah bosan, dan kurang terlibat dalam proses penemuan konsep sains. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan strategi cooperative learning terhadap motivasi belajar siswa kelas V SDN Sukoharjo pada mata pelajaran IPAS materi ekosistem. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain one-group pretest-posttest design. Subjek penelitian berjumlah 25 siswa kelas V SDN Sukoharjo yang dipilih menggunakan teknik sampling jenuh. Data dihimpun menggunakan instrumen angket motivasi belajar berskala Likert sebanyak 25 butir pernyataan yang telah teruji validitas serta reliabilitasnya, serta didukung oleh wawancara mendalam. Hasil analisis inferensial membuktikan bahwa penerapan strategi cooperative learning menghasilkan peningkatan skor motivasi belajar siswa secara signifikan (p<0,05) dengan capaian indeks normalized gain (N-gain) pada kategori tinggi. Penerapan kerja sama kelompok heterogen mampu memfasilitasi interaksi sosial yang suportif, menumbuhkan rasa percaya diri, serta memicu antusiasme siswa dalam menyelesaikan tugas proyek belajar. Dengan demikian, strategi cooperative learning terbukti efektif dalam meningkatkan motivasi belajar siswa pada pembelajaran IPAS di sekolah dasar. ]]>
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