<![CDATA[This research is motivated by the low learning outcomes of fourth-grade students in Science and Social Studies (IPAS) at SD Swasta Kartika 1-2 Medan, which is caused by conventional teacher-centered learning methods. This study aims to determine student responses, evaluate learning outcomes, and analyze the significant influence of implementing the Student Teams Achievement Divisions (STAD) cooperative learning model. A quantitative method with a One-Group Pretest-Posttest experimental design was applied to a total sample of 36 students selected through total sampling. Data were collected using validated multiple-choice test instruments and questionnaires, which were then analyzed using the Shapiro-Wilk normality test, Pearson Product-Moment correlation, and paired sample t-test via SPSS 25. The findings indicated that student responses to the STAD model were highly positive, with a mean score of 84.08. Furthermore, the students' mean learning score significantly increased from 60.25 in the pretest to 79.55 in the posttest. The hypothesis testing confirmed that \(t_{count}\) (9.451) was greater than \(t_{table}\) (2.030), indicating that the alternative hypothesis was accepted. In conclusion, the implementation of the STAD cooperative learning model exerts a positive and significant influence on student learning outcomes. The pedagogical implication suggests that this model serves as an effective alternative for primary school teachers to enhance student engagement and academic achievement.]]>
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