<![CDATA[Natural and Social Sciences (IPAS) instruction in primary schools frequently encounters obstacles due to the prevalence of one-way teaching practices that provide insufficient opportunities for learners to articulate their conceptual understanding before their peers. The limited implementation of cooperative learning models that empower students as peer facilitators contributes to poor mastery of social economic concepts. This study aims to determine the effect of the Student Facilitator and Explaining (SFAE) learning model on fourth-grade students' learning outcomes in IPAS at SD Negeri 060933 Medan Johor in the 2025/2026 academic year. This research employed a quantitative approach with a pre-experimental method using a one-group pretest-posttest design. The research population comprised 94 students, with a sample of 28 fourth-grade students from class IV-A selected via purposive sampling. Data were accumulated through validated written achievement tests, student response questionnaires, and documentation. Data analysis was conducted using descriptive statistics, normality tests, Pearson Product Moment correlation, and linear regression hypothesis testing (t-test) assisted by IBM SPSS. The results demonstrated that the class average score increased markedly from 53.57 in the pretest to 83.71 in the posttest, supported by an average student response score of 103.32 in the very good category. The hypothesis testing yielded t_"count" =6.017, which exceeded t_"table" =2.056 (p=0.000<0.05), with a strong correlation coefficient of 0.763. Consequently, the Student Facilitator and Explaining (SFAE) model exerts a positive and statistically significant effect on elementary school students' IPAS learning outcomes. ABSTRAK Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar kerap mengalami kendala akibat dominasi pembelajaran satu arah yang belum memberi ruang leluasa bagi peserta didik untuk mengartikulasikan kembali pemahamannya di depan kelas. Keterbatasan penggunaan model pembelajaran kooperatif yang memberdayakan peran siswa sebagai fasilitator sebaya menyebabkan rendahnya penguasaan konsep kegiatan ekonomi. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Student Facilitator and Explaining (SFAE) terhadap hasil belajar siswa pada mata pelajaran IPAS kelas IV SD Negeri 060933 Medan Johor Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pra-eksperimental (pre-experimental design) melalui rancangan one-group pretest-posttest design. Populasi penelitian berjumlah 94 siswa, sedangkan sampel penelitian berjumlah 28 siswa kelas IV-A yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui instrumen tes tertulis berupa pretest dan posttest, angket respons siswa, serta dokumentasi yang telah teruji validitas dan reliabilitasnya. Analisis data dilakukan melalui statistik deskriptif, uji normalitas, analisis korelasi Product Moment, dan uji hipotesis regresi (uji-t) berbantuan program IBM SPSS. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar siswa meningkat dari 53,57 pada saat pretest menjadi 83,71 pada saat posttest, dengan perolehan skor angket respons sebesar 103,32 pada kategori sangat baik. Hasil uji hipotesis menunjukkan nilai t_"hitung" =6,017 yang lebih besar dari t_"tabel" =2,056 (p=0,000<0,05), serta koefisien korelasi sebesar 0,763 pada kategori hubungan kuat. Dengan demikian, model pembelajaran Student Facilitator and Explaining (SFAE) berpengaruh positif dan signifikan terhadap hasil belajar IPAS siswa sekolah dasar. ]]>
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