<![CDATA[This study aims to describe the implementation of the Student Team Achievement Division (STAD) learning model, identify the challenges encountered, and analyze strategies to overcome these challenges in Hindu Religious Education for Grade X students at SMA Negeri 2 Bangli. This study is motivated by the need for learning approaches that encourage student engagement, collaboration, creativity, and responsibility. The study employs a qualitative descriptive method with an empirical approach. Data were collected through non-participant observation, semi-structured interviews with teachers and students, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. This study draws on constructivist theory, behaviorist theory, and needs theory to understand the learning process, behavioral changes, and student motivation. The discussion focuses on the stages of STAD implementation, including planning, group learning activities, individual assessment, and group recognition. The challenges associated with its implementation are examined in terms of internal factors, such as teacher preparedness, student motivation, and participation, as well as external factors, including limited time, learning facilities, and school support. Improvement efforts focus on strengthening the teacher’s role as a facilitator, enhancing student responsibility, creating a conducive learning environment, and aligning instruction with the Merdeka Curriculum and the deep learning approach. This study is expected to provide a contextual overview that can serve as a reference for improving the quality of Hindu Religious Education.]]>
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