<![CDATA[Group-based learning provides opportunities for elementary students to develop academic understanding while learning to interact, cooperate, and support their peers. This study examined changes in students’ social studies learning outcomes and cooperative attitudes following the implementation of group-based learning in an elementary classroom. The study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. Participants were 14 third-grade students at SDN Lidah Wetan IV, Surabaya, Indonesia. Data were collected through classroom observations, interviews, documentation, and a literature review and were analyzed inductively by organizing, presenting, and interpreting the evidence obtained across the research cycles. The findings showed progressive changes in students’ participation, cooperation, and understanding of social studies content. During the initial classroom observations, learning was predominantly individual and teacher-centered, and students showed signs of boredom and difficulty understanding cardinal directions and floor plans. In the first cycle, group activities encouraged students with stronger understanding to assist peers who experienced difficulties, while students became more actively involved in learning. By the second cycle, students demonstrated greater enthusiasm, social interaction, task sharing, and cooperation when completing the floor-plan activity. The classroom evidence also indicated improved understanding of cardinal directions and floor plans across the cycles. These findings suggest that group-based learning can provide a supportive classroom environment in which students develop subject-matter understanding alongside cooperative behaviors. Within the context of this classroom action research, group-based activities were particularly useful for encouraging peer support and active participation in elementary social studies learning.]]>
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