<![CDATA[This study was motivated by the low science learning outcomes of fourth-grade students at SDN 04 Terandam, Padang City, which were associated with limited student activity and the dominance of teacher-centered conventional learning. The study aimed to determine whether the Index Card Match learning model significantly influenced the science learning outcomes of fourth-grade students on the topic of energy sources. This research used a quantitative approach with a quasi experimental design and a nonequivalent posttest-only group design. The population consisted of 49 fourth-grade students, with 25 students in class IV A as the experimental group and 24 students in class IV B as the control group. The experimental class received learning using the Index Card Match model, while the control class received conventional learning. Data were collected using a 20-item multiple-choice test that had undergone validity, reliability, discrimination, and difficulty analyses. Data analysis used descriptive statistics and inferential analysis with SPSS version 27. The experimental class obtained a mean posttest score of 66.60, while the control class obtained 71.25. The hypothesis test produced a significance value of 0.361, greater than 0.05. Thus, H0 was accepted and H1 was rejected. The results indicate that, under the conditions of this study, the Index Card Match learning model did not have a significant effect on the science learning outcomes of fourth-grade students at SDN 04 Terandam, Padang City]]>
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