<![CDATA[Student engagement and learning independence are important for student-centered IPAS learning, yet preliminary observations in Grade IV of MI Al-Mukhlisin, Jambi City, showed low levels of both. This classroom action research examined the iterative use of Word Square cooperative learning supported by interactive video to improve classroom participation and learning independence. Twenty fourth-grade students participated in two cycles, with two meetings in each cycle. Data were collected through observation, a learning-independence questionnaire, interviews, and documentation and analyzed descriptively. Student engagement increased from 45.6% at pre-action to 61.3% at the end of Cycle I and 83.5% at the end of Cycle II. Learning independence based on observation increased from 42.4% to 62.8% and 82.9%, respectively. The questionnaire, administered at the end of Cycles I and II, increased from 64.0% to 80.2%. The findings show progressive classroom improvement during an iterative instructional process combining Word Square, interactive video, individual accountability, teacher facilitation, and cycle-based reflection. The study offers a context-specific instructional example for participatory IPAS learning in Madrasah Ibtidaiyah.]]>
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