<![CDATA[The effectiveness of instructional strategies remains a critical concern in improving students’ learning outcomes in Natural and Social Sciences at the elementary school level. This study investigated whether the Student Teams Achievement Division cooperative learning model significantly influenced third-grade students’ learning outcomes on the topic of changes in states of matter at State Elementary School 106151 Tandam Hilir I. A quasi-experimental approach with a nonequivalent control group design was employed, involving 50 students equally assigned to experimental and control groups. Data were collected through pre-test and post-test assessments and analyzed using normality and homogeneity tests followed by an independent-samples t-test. The experimental group’s mean score increased from 69.20 on the pre-test to 86.64 on the post-test, whereas the control group’s mean score increased from 62.44 to 76.20. The hypothesis test yielded a significance value below 0.05, indicating a statistically significant difference in learning outcomes between the two groups. These findings demonstrate that the Student Teams Achievement Division cooperative learning model can enhance students’ learning outcomes and provide an effective instructional approach for Natural and Social Sciences learning in elementary education.]]>
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