This research aimed to investigate students’ Physics achievement through implementing STAD (Student Teams Achievement Division) derived from cooperative learning with animation as media. The population of the research was grade XII students of senior high school MAS TPI Rambung Sialang, North Sumatera Indonesia, then two classes were chosen as sample of the research in which there were 30 students for each of class. To meet the objectives of the research, quantitative research method with experimental research design was conducted, then, the instrument of the research was comprehensive multiple choice with 20 questions formulated. Through Lilefors test with L0< L = 0.1384 < 0.1610, it showed that all the data were distributed normally, then, all the data were distributed homogenously as well with Fobserved<Ftable(1.191< 1,858). Morever, based on data analysis it was found that the average score of experimental class I taught by implementing STAD (Student Teams Achievement Division) with animation as media was higher with ̅ = 14.9 than experimental class II taught by conventional model with ̅ = 12.5. Furthermore ttest was used to analyzed the data found with tobserved> ttable (2.654>1.671) that showed that there was a significant effect on students’ Physics achievement taught by implementing STAD (Student Teams Achievement Division) with animation. Based on data analysis, it could be inferred that students defintely enjoy studying in group discussion that was organized by the teacher in which the members of group consisted of student with different intelligence level so that there would be an interaction among students accross capabilities level. The students with higher intelligence were expected to assist the students with lower intelligence, then students with higher intelligence that were recognized as an expert representative from each group would have a great an opportunity to share the discussion result with other groups. Besides, the use of animation as media brought up functionally and lively understandable objects, concepts, and formulas. Hence, all the abstract concepts seemed to be effortlessly more concrete for the students