This research discusses the influence of the Introduction, Connection, Application, Reflection, and Extension (ICARE) learning model on the learning outcomes of class IX students at MTsN 1 Sidenreng Rappang. The aim of the research is to investigate the influence of the ICARE learning model. The type of research used is a quasi-experiment using a non-equivalent control group design. The samples used were divided into two classes: class IX A as the experimental class and class IX B as the control class, both of which were chosen using the purposive sampling technique. Instruments included learning outcome tests, product assessment sheets, and presentation assessment sheets, as well as lesson plans (RPP). The data analysis techniques used were descriptive analysis and inferential analysis. Based on the research conducted, the experimental class showed an average cognitive learning outcome score of 84.28, whereas the control class scored 75.24. Meanwhile, the students' psychomotor learning outcome score was 87.38 in the experimental class and 81.07 in the control class. The significance value obtained is tcount 0.000<0.05. There is a notable disparity in learning outcomes between students taught with the ICARE learning model and those taught without. The ICARE learning model can enhance students' interest in and comprehension of learning activities, including knowledge and skills.