Think Pair Share Research Articles

The Effect of Problem Based Learning Models and Analysis Skills on Mathematics Learning Outcomes in Primary Schools

This research aims to determine the effect of the problem based learning model and analytical skills on elementary school students' mathematics learning outcomes. This type of research is quantitative research using experimental methods with a research design using a 2x2 factorial design. The research was carried out at SDN 3 Lenek Daya. Data collection techniques use tests to determine learning outcomes and students' level of analysis. The results of the research show that 1) there is a difference in the mathematics learning outcomes of students who are taught using the Problem Based Learning (PBL) and the learning outcomes of students who use the Cooperative Think-Pair-Share (TPS) model, indicated by the difference in Fhitung values ​​greater than Ftable by (17,991 > 3.44). 2) there is an interaction effect between the PBL and analytical skills on students' mathematics learning outcomes, as evidenced by the Fhitung value being greater than Ftable (4.549 > 3.44) with a Sig value < α value (0.029 < 0.05). 3) there are differences in mathematics learning outcomes for students who have a high analysis of learning using PBL and TPS, this is because Fhitung is greater than Ftable (6.472 > 3.44), as well as the sig value < α value (0.030 < 0.05). 4) there are differences in mathematics learning outcomes for students who have low analytical skills who are taught using the PBL and TPS models, because the Fhitung value is greater than Ftable (19,950 > 3.44) while the sig value < α value (0.001 < 0.05)

Literature Review: The Application of TPS Cooperative Learning Model In Improving Student Learning Outcomes

Cooperative learning can be defined as a method in which students work together in small groups to support each other's learning, with the goal of understanding class objectives and engaging in learning activities. An instructional approach that utilizes this new framework is known as Think Pair Share (TPS), a pedagogical model consisting of several learning stages that can increase student engagement and interaction. The Think Pair Share (TPS) cooperative learning model is a structured approach to group learning where students exchange ideas to improve their cognitive abilities, articulate their viewpoints, and foster collaboration among peers. The purpose of this study is to investigate the effectiveness of implementing the TPS (Think Pair Share) cooperative learning model to improve student learning outcomes. This study used a methodology by conducting a literature review. The methodology used in this literature review is based on a qualitative approach and uses data collection techniques from the literature review. Based on the results of the study, it can be concluded that the application of the TPS (Think Pair Share) type cooperative learning model can improve students' cognitive learning outcomes. The TPS Learning Model is suitable for MIPA learning because it effectively meets students' learning needs through its implementation

The role of the ‘think-pair-share’ active learning strategy in influencing content knowledge and self-confidence of undergraduate students in a large enrollment geoscience course

This study explores the relationship between the self-confidence and content knowledge of undergraduate students in a large enrollment geoscience course following an active-learning think-pair-share (TPS) activity, and whether high confidence necessarily leads to overconfidence. We used a pre-experimental, one group pre-test – post-test design, and an audience response system to record students’ responses to a series of questions covering geoscience concepts and the level of confidence that students had in their answers. During each class session, the students were first asked to engage in one or two TPS activities before responding to a series of questions, focusing on content knowledge and self-confidence. We analyzed the data using exploratory data analysis, boxplots, bar graphs, the Wilcoxon signed-rank test and the Chi-Square test. Results indicate that the content knowledge and self-confidence of students increased after students participated in TPS activities. 55% of students correctly answered the pre-activity question, and 74% correctly answered the post-activity question. The results also reveal that while the TPS activity helped to improve self-confidence from a median of 3 to 4 on a five-point scale, the proportion of responses from students that were overconfident in their abilities decreased from 22% in the pre-activity to 13% in the post-activity.

Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School

Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9<sup>th</sup> B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.

Penerapan Metode Pembelajaran Kooperatif Tipe Think-Pair-Share dalam Pengajaran Pendidikan Agama Islam di SMP YPMA Medan

This study aims to analyze the implementation of the Think-Pair-Share (TPS) cooperative learning method in the teaching of Islamic Religious Education (PAI) at SMP YPMA Medan. The problem addressed is the low level of active student participation in PAI learning. To address this issue, the TPS method was implemented as a strategy to increase student engagement. This research used a qualitative method with a descriptive approach. Data collection was carried out through observation, interviews, and documentation. The results showed that the application of the TPS method significantly increased student activity in discussions and collaboration, as well as deepened their understanding of the learning material. Students were more motivated and actively participated in the learning process, showing improvement in academic achievement. These findings indicate that the TPS method is effective in teaching PAI, particularly in facilitating interactive and collaborative learning.

Utilizing Integrated Think-Pair-Share and SSCS Techniques to Enhance Problem-Solving Skills in Mathematical Set among 10th Grade Students

This study aimed to investigate the impact of integrating Think-Pair-Share (TPS) and Search Solve Create Share (SSCS) techniques on the problem-solving skills of 10th-grade students within the framework of set theory, while also assessing participants' satisfaction with these methods. Conducted using a one-group experimental research design, the study involved 37 10th-grade students selected through cluster random sampling from a public school in Mahasarakham province, Thailand. Ethical considerations were meticulously observed throughout the study. Instruments utilized included a TPS and SSCS learning management plan, a Mathematics Set Problem Solving Ability Test, a Satisfaction Questionnaire, and Rubric Scoring. Data analysis employed percentage, mean score, standard deviation, and a one-sample t-test comparing to a predetermined criterion of 75% of the maximum score for each test. The results demonstrated that the integrated TPS and SSCS techniques were effective in developing students' problem-solving abilities and provided satisfying learning experiences. This underscores the efficacy of collaborative learning techniques, particularly in enhancing problem-solving skills. Additionally, the study highlights the potential of integrating various collaborative methods to achieve favorable outcomes in mathematics education.

Enhancing Senior Secondary School Students' Academic Performance in Chemistry Through the Implementation of Think-Pair-Share Strategy

This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.

EFEKTIVITAS MODEL PEMBELAJARAN NHT DENGAN TPS UNTUK MENINGKATKAN BERPIKIR KRITIS DAN HASIL BELAJAR MATERI KEBERAGAMAN DI SEKOLAH DASAR

The aim of this research is to determine the effectiveness of the Numbered Heads Together (NHT) model compared to the Think Pair Share (TPS) model in improving critical thinking skills and learning outcomes on the subject of diversity in elementary school. The research method used in this study is a quasi-experimental design with a Nonequivalent Control Group Design. The data analysis results indicate that there is a difference in the effectiveness of the Think Pair Share (TPS) learning model in enhancing critical thinking skills and learning outcomes on the subject of diversity for fourth-grade students in elementary school.The research obtained data from two research samples, with the average post-test scores of the experimental group 2, which was given the Think Pair Share (TPS) learning model treatment, being 82.84, higher than the average post-test scores of the experimental group 1, which was given the Numbered Heads Together (NHT) learning model treatment, which was 72.06. Thus, it can be concluded that the students' scores with the Think Pair Share (TPS) learning model are higher than those with the Numbered Heads Together (NHT) learning model. This is evident from the difference in the average post-test scores of the students, with the t-test results showing t-calculated t-table, i.e., 4.198 2.048.

KOMPARASI HASIL BELAJAR SISWA YANG DIAJARKAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT)

This study is motivated by the observation that most students still make mistakes in understanding and applying problems in algebraic form, and the learning process is still teacher-centered. This study aims to determine which is better between mathematics learning outcomes in MTs students taught using the Think Pair Share (TPS) cooperative learning model and the Numbered Heads Together (NHT) cooperative learning model on algebraic form material in class VII. One of the efforts that can be made to actively involve students in learning is to apply the Think TPS cooperative learning model and the NHT cooperative learning model. The type of research used is experimental research with Post Test Group Design research design. In this study, the population used was all students of class Vll consisting of 3 classes with a total of 78 students, selected using purposive sampling technique, namely class VII1 as the first experimental class taught with the TPS cooperative learning model and class VII3 as the second experimental class taught with the NHT) cooperative learning model. For each class there were 31 and 23 students, so that the total number of samples in this study was 54 people. The instrument used in this study is a test question consisting of 4 description questions. Based on the t-test statistical analysis, the Sig. (2-tailed) value of 0.006 is smaller than α = 0.05 so there is a significant difference between the two models. Furthermore, the Mean value in the Group Statitics table shows that the Mean value of Think Pair Share is 62.19 and the Mean value of Numbered Heads Together is 50.19. these results can prove that the superior learning model is the TPS Cooperative Learning Model .

Tātbiiq Nāmudhāj al-Mājmu’āh li Tārqiyyāh Nātiijāh at-Tālāamidh fii an-Nāhwi bi Mā’hād Dārussholāh Bāngkālān

This study aims to determine (1) the effectiveness of the application of the think pair share (TPS) model on the value of students' nahwu lessons. The method used in this research is quantitative with a Quasi Experiment approach. The subjects in this study were students at the Daeussholah boarding school in Bangkalan. The research sample amounted to 25 students. The instrument used by researchers is a written test. The data analysis technique used paired sample t-test using SPPS version 22. with the hypothesis H0 = there is no improvement from pre-test to post-test results after treatment, and H1 = there is an improvement from pre-test to post-test results after treatment. The results prove that after being given the treatment, namely the think pair share learning model, the average value of the experimental pos-test is greater (85.28) than the average value of the control class pos-test (77.78), through statistica l calculations it is known that the sig. (2-tailed) of the post-test in the experimental class and control class is smaller than 0.05, namely 0.000. The decision made from these results is H0: there is no significant improvement between the think pair share learning model and the qawaid and touch method in nahwu learning. Because, H1 is accepted, so it can be concluded that the think pair share learning model is effective for increasing the value of nahwu lessons for students at Pesantren Darussholah Bangkalan.

Eksperimentasi Model Pembelajaran Kooperatif Think Pair Share (TPS) Dengan Pendekatan Realistic Mathematics Education (RME) Terhadap Hasil Belajar Matematika Siswa Kelas VII Mts N 4 Bojonegoro

This study seeks to identify learning models that affect students' mathematics learning outcomes. Students at MTs N 4 Bojonegoro have poor or low learning outcomes, especially in Line and Corner material, because the indicators of the learning process at the school have not been optimal. One of the learning models that can be used is the Think Pair Share (TPS) Cooperative Learning model with the Realistic Mathematics Education (RME) Approach. This quantitative experimental research uses Postest only Control Design, with three samples selected using Cluster Random Sampling, two classes as the experimental class and one class as the control class, and using one class, namely class VII E as the test class. The samples have been distributed normally and homogeneously. Data analysis uses anava and post-anava tests. Think Pair Share (TPS) with the Realistic Mathematics Education (RME) Approach produced an average of 76.67, while TPS alone produced an average of 70.81 and the conventional learning model produced an average of 62.42. Students who are taught using the Think Pair Share (TPS) model with the Realistic Mathematics Education (RME) Approach obtained a better average and outperformed students who were taught using the TPS model alone or conventional, as the calculation of this study obtained Fcal > Ftabel with a value of Fα = 10.09 and a value of Ftabel = 3.1.

Peningkatan Hasil Belajar Matematika Siswa Kelas VII-A SMPN 3 Surabaya Melalui Model Kooperatif Teknik Think Pair Share (TPS)

This study aims to improve students' mathematics learning outcomes through the implementation of cooperative learning model using the Think Pair Share (TPS) technique. The subjects of the study were the students of class VII-A at SMPN 3 Surabaya. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through tests, namely formative tests and post-tests. The results showed a significant improvement in students' mathematics learning outcomes after the application of the Think Pair Share technique. In the first cycle, the average student scores increased significantly compared to before the intervention, with even greater improvements observed in the second cycle. Besides improving learning outcomes, the application of the Think Pair Share technique also had a positive impact on student participation and interaction during the learning process. Students became more active in discussions and helped each other understand the lesson material. Therefore, the Think Pair Share technique has proven effective in enhancing the mathematics learning outcomes of students in class VII-A at SMPN 3 Surabaya. .

Development Of Learning Tools In The Cooperative Think Pair Share (TPS) Model Integrated With Huyula Values Reviewed From The Cognitive Aspect

This study aims to describe the validity and practicality of the learning tool of the Think Pair Share (TPS) cooperative model integrated with huyula values (cooperation). This development research implemented the ADDIE model involving 25 students in grades VIII-3, SMP Negeri 1 TAPA. The results showed that (1) the learning tools developed obtained a percentage of 3.48% with valid categories. (2) the implementation (practicality) of learning obtained a percentage of 88.98% with the "very good" category, and the response of students obtained 83.91% with the "good" category.

THE INFLUENCE OF THE THINK PAIR SHARE LEARNING MODEL IN ISLAMIC RELIGIOUS EDUCATION LESSONS TO INCREASE STUDENT LEARNING ACTIVITIES

This research is motivated by the fact that religious education learning is still carried out conventionally, causing less than optimal learning pressure and low learning activity in participating in learning. This research aims to describe the influence of the Think Pair Share learning model in increasing the learning activity of class VII students in Islamic religious education subjects at SMP Negeiri 2 Bengkalis and the supporting or inhibiting factors. This type of research is experimental research with a quantitative approach. Observation, documentation, and tests are used to collect data. The data analysis technique used is descriptive analysis. The results of this research are the first, from the results of hypothesis testing using the Paired Simple T-Test test model, we obtained a significance result of 0.000 which is smaller and <0.05, so Ha is accepted in this research, meaning Ha is accepted in this research, meaning Ha accepted into this research. that there is a significant influence of the TPS (Think Pair Share) type learning model in increasing the learning activities of class VIII students in Islamic religious education subjects at SMP Negeri 2 Bengkalis. Then it can be seen from the test results that the experimental class obtained an average score of 80.31, which was greater than the control class which obtained an average score of 74.38. others, namely a non-conducive classroom atmosphere, time, and selection of discussion partners.

Peningkatan Hasil Belajar Siswa Melalui Model Pembelajaran Kooperatif Think Pair Share

The ability of a teacher to modify the learning process will have a positive effect on improving student learning abilities. The purpose of this study is the application of the Think Pair Share cooperative learning approach to improve student learning outcomes on the Digestive System in Humans in Class VIII SMP Khas Putra Bangsa, Ciruas District, Serang Regency. This research uses Classroom Action Research (CAR). The number of respondents involved in this study 36 students. The data collection uses observation, questionare and test techniques. The data processing process applies descriptive qualitative. The results showed that the application off the Think Pair Share (TPS) cooperative model approach in learning about the digestive system in humans was suitable for class VIII students, because it wes able to encourage, motivate and develop student student learning creativity. From the results of observations in cycle I, cycle II and cycle III, learning outcomes continue to increase. This is evidence bt the acquisition of the average value of respondents’ learning outcomes from the precycle stage of 24, in the first cycle it increased to 46, in the second cycle it increased to 63, and in the third cycle it increased again by 78. The results showed that the cooperative learning model can encourage students to improve their learning outcomes.

Exploring the Impact of the Integrated Think-Pair Share and Active Learning Management on Non-Credentialed Teacher Learning Assessment Competency

This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers' assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29 participants were selected through cluster sampling. Instruments included an integrated think-pair-share and active learning management system, along with assessments evaluating participants' assessment knowledge, skills, and attributes. Data analysis involved mean scores, standard deviation, effectiveness index (E1/E2), One - way repeated measure ANOVA, and pairwise comparisons. Results indicate that the integrated learning management plan effectively facilitated teaching assessment competency to non-credentialed teachers at the graduate level, leading to the attainment of expected learning levels within the class. Additionally, it significantly enhanced participants' competency compared to their baseline levels, with sustained effectiveness demonstrated over time.

PENGARUH MODEL PEMBELAJARAN THINK PAIR SHARE TERHADAP MAHĀRAH AL QIRĀAH DI MA’HAD ‘ALY NURUL JADID

<em>The cooperative learning model known as Think Pair Share (TPS) emphasizes students' cooperation to help each other and discuss the Arabic text they will read. The purpose of this study was to find out how the learning model of TPS Ma'had Aly Nurul Jadid influenced the </em><em>maha>arah al qira>ah</em><em> in I'dadiyah students. This study used quantitative research techniques and survey types based on variable characteristics. The population of this study consisted of 140 Ma'had Aly Nurul Jadid students from Tamhidiyah, I'dadiyah, and Ma'had Aly programs. using a sample size of 25 students from I'dadiyah Ma'had Aly Nurul Jadid. The instruments used to collect data were questionnaires for the independent variable (x) and oral tests for the dependent variable (y). While the analysis technique based on the hypothesis is associative or correlative (cause or cause) and uses Somer's D method with the help of the SPSS 16.0 for Windows application, which uses ordinal data, Based on the results of the data analysis, the results showed no influence between the TPS Learning Model and </em><em>maha>rah al qira>ah,</em><em> </em><em>as evidenced by Approx. Sig., which obtained a value of 0.171 > 0.05, then it was declared insignificant because the value was greater than the value of statistical provisions (criticism value), which was 0.05. So the TPS Learning Model has no influence on the </em><em>maharah al qiraah</em><em>.</em>

Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy

The lack of clear instruction and teaching strategy during the in-class learning activities of flipped classroom (FC) model has affected the model’s efficacy. This study aims to improve FC model by proposing the think-pair-share-based flipped classroom model (TPS-FCM). This study investigates the effect of TPS-FCM on students’ academic achievement and self-efficacy in an information and communications technology (ICT) in education course. One hundred and seventy-three students were involved in the quasi-experimental study. The students in the experimental group (n=91) learned with TPS-FCM, and students in the control group (n=82) used the conventional flipped classroom model (CFCM). Pre-test, post-test, and survey were employed. Results showed that TPS-FCM significantly improved students’ ICT learning achievement and self-efficacy compared to CFCM. Gender was found to have been significantly affected by TPS-FCM in students’ learning achievement but not in self-efficacy. This study recommends think-pair-share (TPS) strategy to improve in-class activities in FC model. Moreover, the study has limitations because of using two different teachers, which might affect students’ learning achievement and self-efficacy. Nonetheless, this study contributed that integrating TPS into FC model improves in-class learning activities. Integrating TPS into the in-class learning activities proved the budding support to enhance the efficacy of FC model. Based on the results of this study, the authors suggested that flipped practitioners can use the think-pair-share strategy to minimize in-class issues, particularly the lack of clear instruction and teaching strategy. Many practical studies of FC model have already been conducted. The originality of this work is in the fact that it proposes a suitable strategy (TPS) to improve the in-class learning activities of the model. The study also explores the effect of the proposed model on students’ learning achievement and self-efficacy, which enrich the current literature.

Meta-analysis of the STEM Based Think Pair Share (TPS) Model on Students 21st Century Thinking Abilities in Indonesia

The purpose of this study was to determine the effect of STEM-based Think Pair Share (TPS) model on students' 21st century thinking skills in Indonesia. This type of research is meta-analysis research. The sources in the meta-analysis came from 15 national and international journals published in 2021-2024. The inclusion criteria in the research are that the research must be indexed by SINTA, Scopus and Web of Science, the research must be experimental or quasi-experimental related to the STEM-based Think Pair Share (TPS) model on students' 21st century thinking skills; Research data obtained through google scholar, Mendeley, Sciencedirect and ERIC, Research must be open access, and research must have complete data to calculate the effect size value. The sampling technique is purposive samling. Data analysis in this study is quantitative statistical analysis by calculating the effect size value with the help of the OpenMEE application. The results concluded that the STEM-based Think Pair Share (TPS) model had a significant effect on students' 21st century thinking skills in Indonesia with a high influence category with an average effect size value (ES = 0.952). This finding provides important information for teachers in implementing this model to encourage students' 21st century thinking skills in Indonesia.

Developing a Project-Based Learning Course Model Combined with the Think–Pair–Share Strategy to Enhance Creative Thinking Skills in Education Students

The aim of this research was to produce a project-based learning (PjBL) course model that combines with the Think–Pair–Share (TPS) strategy and to determine its effectiveness in improving the creative thinking skills of education students. The sample of participants comprised 100 students from a university in Bangkok, Thailand. Five main elements comprised the PjBL-TPS course: 1. Project Preparation (including an introduction, pairs formation, and an understanding of the project); 2. Project Pair Cooperation (including discussion, knowledge framework development in pairs, practice analysis, brainstorming, and pair feedback); 3. Project Production (including its development, testing, refinement, and presentation); 4. Project Evaluation (including giving feedback on the work of the other pairs); and 5. Project Conclusion (including reflecting on the overall experience of the project). The results show that, in their post-course exercises, the students displayed enhanced creativity in all areas of creative skills (involving fluency, flexibility, originality, and elaboration). The experimental group demonstrated significantly higher creativity levels compared to the control group. In addition, the post-course assessments of the self-perceived creativity improvements of the students revealed that, post-course, most of the students perceived improvements in every aspect of their creativity.