<![CDATA[This study aimed to determine the effect of a collaborative learning model assisted by poster media on the learning interest and outcomes of fourth-grade students. A quasi-experimental design was employed with a pre-test-post-test control group. Participants were 40 students from SDN Larangan Luar 3, divided into experimental (n=20) and control (n=20) groups. Data were collected using validated tests and questionnaires and analyzed using paired sample t-tests and independent t-tests. The results showed a statistically significant increase in learning outcomes (t(19) = -8.890, p < .001) and a significant effect on learning interest in the experimental group compared to the control. The poster-assisted collaborative learning model effectively enhances learning interest and outcomes and can be recommended as an innovative teaching strategy. The novelty of this study lies in integrating collaborative learning with poster-based visual media as a unified instructional strategy to simultaneously address students’ affective engagement and academic learning outcomes in an elementary school context. The findings contribute to the literature by providing empirical evidence that combining collaborative interaction with visual learning support can enhance both students’ interest in learning and their academic achievement. Practically, the study provides teachers with an accessible and feasible instructional strategy for promoting active participation, collaborative interaction, and improved learning outcomes through the purposeful use of posters in classroom learning. These findings support the use of poster-assisted collaborative learning as an alternative instructional approach for creating more engaging and participatory elementary classroom environments.]]>
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