<![CDATA[This study aimed to describe the implementation of the Cooperative Learning STAD type in improving the academic reading achievement of students with intellectual disabilities, to identify the improvement in students’ reading abilities after the implementation of the STAD model, and to determine the supporting and inhibiting factors in its implementation. This study employed a qualitative approach with a case study method. The subjects of the study were sixth-grade students with intellectual disabilities at SD Negeri 005 Karangan. Data were collected through observation, interviews, documentation, and field notes. Data analysis used the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was tested through source and technique triangulation. The results of the study showed that the implementation of Cooperative Learning type STAD was able to improve the academic reading achievement of students with intellectual disabilities. The improvement could be seen in students’ ability to recognize letters, read words and simple sentences, reading fluency, and reading comprehension. In addition, students became more active, confident, and motivated in participating in the learning process. Supporting factors in the implementation of STAD included cooperation among students, the use of attractive learning media, and teacher support. Meanwhile, inhibiting factors included students’ limited concentration, varying reading abilities, and limited instructional time. Based on the findings, it can be concluded that the Cooperative Learning STAD type is effective in improving the academic reading achievement of students with intellectual disabilities. This learning model can serve as an alternative innovative and collaborative learning strategy in special education.]]>
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