<![CDATA[The problem in this study stems from low student motivation and learning outcomes in science. This is evident in the teacher-centered learning process, which leaves students passive and bored, with many failing to achieve the Minimum Completion Criteria (KKM). This study aims to determine the effect of the Student Teams Achievement Divisions (STAD) Cooperative Learning Model on students' motivation and science learning outcomes at elementary schools. This study used a quantitative approach, using a quasi-experimental research design with a pretest-posttest control group design. The sample consisted of two classes: an experimental class using the Student Teams Achievement Divisions (STAD) model and a control class using conventional learning. The research instruments were a learning motivation questionnaire and a learning outcome test. The results of the study showed a significant effect of the use of the Student Teams Achievement Divisions (STAD) model on student learning motivation and learning outcomes. This is evidenced by the average motivation result of students in the experimental class of 84.46 while the control class was 77.92. The average learning outcome of students in the experimental class was 88.29, while in the control class it was 78.29. The results of the MANOVA test obtained Pillai's Trace, Wilsk's Lambda, Hotelling's Trace, Roy's Largest Root had a significance of 0.002 which means <0.05, and from the table test of between-subject effects showed that student motivation values had a significance level of 0.002 <0.05. Thus, the null hypothesis (H0) is rejected and Hypothesis (Ha) is accepted. Thus, the Student Teams Achievement Divisions (STAD) model can improve the motivation and science learning outcomes of fifth-grade students at SDIT Buah Hati.]]>
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