This study aims "To find out whether the use of the Student Teams Achievement Division (STAD) Cooperative Learning Model can Improve Students’ Learning Outcomes on Small Ball Game Materials for Year VII-A Students of MTsN 3 West Aceh in 2020-2021 academic year. The research sample of this study was Year VII-A class with the total number of students was 23 students. This study used Classroom Action Research (CAR) with the methods of observation, data collection, tests, documentation and data analysis. This study used two cycles to determine the learning outcomes of the students using Student Teams Achievement Division (STAD) type of cooperative learning model in small ball game material. The results of this study indicated that the Student Teams Achievement Division (STAD) type of cooperative learning model can improve students’ learning outcomes in small ball game material for year VII-A students of  MTsN 3 West Aceh in 2020-2021 academic year. From the data obtained, the percentage of the learning outcomes on the small ball game material in the first cycle of classical completeness was 47.82%, and in the second cycle was 82.60%. This meant that there was an increase in completeness, namely 5 students (15.63%). Based on the achievement of the  students’ activity that was 86.66%, it can be said that the learning outcomes on the small ball game material with the Student Teams Achievement Division (STAD) type cooperative learning model in cycle II was successful because the results obtained have exceeded the students’ learning mastery indicator, which is 80 %.

This study aims to determine the improvement of students’ learning outcomes on the basic rhythmic motion material using the jigsaw method of cooperative learning in Grade V of MIN 16 West Aceh. Each cycle had 4 stages. The research subjects were students of Grade V of MIN 16 West Aceh with a total of 22 students. In each cycle, the researcher provided a rhythmic gymnastics material with the jigsaw method of cooperative learning. The instrument used to assess the students was a test sheet of knowledge, performance and students’ attitudes which was filled out by the teacher. While the instruments used to assess the teachers were observation sheets of teachers’ abilities and students’ attitudes filled out by collaborators and student response questionnaires filled out by students after the learning was completed. The results showed that there was an increase in students’ learning outcomes who finally reached the KKM specified, namely 75, in which there was 90.9% with a total of 20 students and the percentage of those who had not been able to reach the KKM of 75 was 9.1% with a total of 2 students.