Think Pair Share Research Articles

The Influence of the Cooperative Learning Model Type TPS and TGT to Interest and Motivation Learn Volleyball Underhand Pass Participant Educate Class VIII of Public Middle School 2 Geneng Regency

Study This aiming for (1) For analyze difference application of learning models cooperative TPS type against interest and motivation Study participant educate in volleyball underhand passing practice participant educated at SMP Negeri 2 Geneng. (2) For analyze difference application of learning models cooperative TGT type against interest and motivation Study participant educate in volleyball underhand passing practice participant educated at SMP Negeri 2 Geneng. (3) For compare and analyze effectiveness between learning models cooperative TPS and TGT types in increase interest and motivation Study participant educate in volleyball underhand passing practice participant educated at SMP Negeri 2 Geneng. Research This is study quantitative with design experiment quasi -experimental research This aiming for test differences between cooperative learning models TPS (Think Pair Share) and TGT (Teams-Games-Tournaments) interest and motivation Study participant educate in volleyball underhand passing practice. Research this use Simple Random Sampling technique. The selection process sample done with method random simple for ensure representativeness and bias reduction. Data analysis techniques are carried out through prerequisite tests namely 1) Analysis Descriptive, 2) normality test, 3) homogeneity test, 4) sample t test. Based on results research that has been done above, then conclusion in study This is: 1) There is difference application of learning models cooperative TPS type against interest and motivation Study participant educate in volleyball underhand passing practice at SMP Negeri 2 Geneng. 2) There is difference application of learning models cooperative TGT type against interest and motivation Study participant educate in volleyball underhand passing practice at SMP Negeri 2 Geneng. 3) There is difference effectiveness between learning models cooperative TPS and TGT types in increase interest and motivation Study participant educate in volleyball underhand passing practice at SMP Negeri 2 Geneng by 36.13%.

The Effectiveness of Think-Pair-Share Strategy on EFL Omani Learners’ Vocabulary Achievement and Insights

This quasi-experimental study investigated the effectiveness of using the Think-Pair-Share (TPS) strategy on EFL Omani learners’ vocabulary achievement. It also documented learners’ perceptions regarding the importance of their practicing the TPS strategy in general. The study sample included two groups, one control and one experimental, in the 2023–2024 academic year. Two research instruments were used to collect data: a vocabulary test and a student perceptions questionnaire. Both groups were pretested to assess their vocabulary achievement and to ensure equivalence between them. Students in the experimental group received a four-week TPS intervention whereas their counterparts were taught using a conventional method. The questionnaire explored students’ perceptions of the effectiveness of TPS. The results showed significant differences between the control and experimental groups in vocabulary achievement in favor of the experimental group. Additionally, the results revealed that students held positive views regarding TPS implementation. Implications were made to introduce TPS for Omani learners.

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.

Analisis Penggunaan Think Pair Share dan Berpikir Kreatif dalam Pengembangan Kompetensi Profesional Guru Pendidikan Agama Islam di Kecamatan Leuwiliang

This study aims to analyze the implementation of the Think Pair Share (TPS) strategy and creative thinking skills in the development of professional competence of Islamic Religious Education (PAI) teachers in Leuwiliang District. The research approach used is descriptive qualitative, with data collected through observation, in-depth interviews, and document analysis in nine elementary schools in the region. The results of the study show that the implementation of TPS effectively increases student engagement during the learning process, supports the enhancement of teachers' professional competence, particularly in classroom management, and deepens understanding and mastery of teaching materials.In the context of education, Islam emphasizes the importance of knowledge, as mentioned in QS. Al-Mujadilah: 11: يَرْفَعِ اللَّهُ الَّذِينَ آمَنُوا مِنكُمْ وَالَّذِينَ أُوتُوا الْعِلْمَ دَرَجَاتٍ"Allah will raise those who believe among you and those who have been given knowledge by degrees." However, the study also found several challenges in the implementation of this strategy, including limited school facilities and the lack of formal training received by teachers related to the application of TPS. This study provides recommendations for improving the quality of education in Leuwiliang District, emphasizing the importance of continuous training for teachers and improving educational facilities to ensure that innovative learning methods such as TPS can be applied more effectively.

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.

Peningkatan Keterampilan Menyimak Melalui Model Pembelajaran Think-Pair-Share Siswa SMA Negeri 1 Pangkep

This study aims to improve students' listening skills through the Think-Pair-Share (TPS) learning model on short story learning materials for class XI Baik SMAN 1 Pangkep. Students' short story listening skills are still very low because students are less interested in learning and do not understand the intrinsic and extrinsic elements in more depth in short stories. The use of models and media that are less interesting makes students bored. This type of research is Classroom Action Research (CAR) which aims to improve the quality or problem solving in the subjects studied and observe the level of success or consequences of their actions, to then receive additional actions which are improvements to the action. In the pre-cycle, the average student score was 45 and 4 students or 11% achieved the KKM. In cycle 1, the average student score was 64 and 10 students or 28% achieved the KKM. The average student score in cycle 2 increased by 81 and 33 students or 92% achieved the KKM. Based on the results of the research and discussion above, it can be concluded that the use of the Think-Pair-Share model can improve the listening skills of grade XI Baik students of SMAN 1 Pangkep. Research data conducted during the pre-cycle stage to cycle 2 showed different results. Each cycle showed an increase in student learning outcomes.

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.