Abstract
This study aims to test and prove the effect of the think–pair–share learning model on student learning outcomes in Civics in elementary schools. The research design used is a pre-experimental design with the One Group Pre-test–Post-test type. This research was conducted in one group that was randomly selected. The treatment intended is the think–pair–share learning model. The research sample used was 31 students who were at the grade IV level. The data collection technique was carried out using test instruments in Civics. Data analysis was carried out using descriptive statistical analysis and inferential statistics through the t-test. The results of this study indicate that there is a significant effect of the think–pair–share learning model on student learning outcomes in Civics. The score of the student learning outcomes has increased significantly after implementing the think–pair–share learning model in Civics learning. 
 
 Keywords: Civics, learning outcomes, think–pair–share.
Highlights
The success of a learning programme really depends on the role of the teacher in managing learning
The results of this study indicate that there is a significant effect of the think–pair–share learning model on student learning outcomes in Civics
Civics learning outcomes in the pre-test referred to in this study are the results achieved by students related to Civics learning material before implementing the think–pair–share learning model
Summary
The success of a learning programme really depends on the role of the teacher in managing learning. The teacher's role is positioned as the front guard that determines the success of the process (Tjabolo & Herwin, 2020). Teachers must be able to adapt their learning programmes which are structured with various aspects such as the characteristics of the development of students, the competence of the material to be taught and other aspects related to the success of learning programmes. Learning objectives will be realised properly if the process and learning outcomes are maximally achieved. Student activities in learning activities are an important factor in achieving maximum learning objectives. Learning outcomes will be good if supported by maximum learning activities. To achieve maximum learning outcomes, student learning activities must be improved (Arianti, 2020)
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