<![CDATA[This study employed Classroom Action Research (CAR) conducted in Grade V of SDN 72/II Peninjau during the 2025/2026 academic year, involving 24 students. The research was carried out in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. Data were collected through observation and learning achievement tests. The collected data were analyzed using qualitative and quantitative techniques to determine improvements in both the learning process and student learning outcomes. The results showed that the implementation of the STAD Cooperative Learning Model improved both the learning process and students’ learning outcomes in IPAS. This improvement was reflected in the teacher observation scores, which increased from 60.87 in Cycle I Meeting 1 to 78.26 in Cycle I Meeting 2, and further increased to 82.61 and 86.96 in Cycle II Meetings 1 and 2, respectively. Student activity also improved, as indicated by the increase in the percentage of students categorized as “very good,” from 29.17% in Cycle I Meeting 1 to 41.67% in Cycle II Meeting 2. Furthermore, student learning outcomes increased, with the percentage of students achieving the Learning Objective Achievement Criteria (KKTP) rising from 62.50% in Cycle I to 83.33% in Cycle II. Therefore, it can be concluded that the implementation of the STAD Cooperative Learning Model successfully improved both the learning process and learning outcomes in IPAS for Grade V students of SDN 72/II Peninjau.]]>
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