Efforts to Improve Student Activeness and Mathematics Learning Outcomes: Think Pair Share Approach

Source abstract

This study aims to examine how the implementation of the think pair share (TPS) cooperative learning model can increase engagement, and how the model can improve cognitive learning activities and outcomes through the TPS cooperative learning approach. The research approach used is Classroom Action Research (CAR) which includes four stages: planning, implementation, observation, and reflection. The selected research participants were students from class VIIA of SMP Negeri 3 Numfor Barat. The success criteria in this study include the implementation of a cooperative learning model known as think pair share (TPS), with an average percentage of student engagement reaching a high category, and an increase in students' cognitive learning outcomes as reflected in the increase in gain scores, especially g> 0.30. The tools used include pretest and posttest questions, student activity observation sheets, student activity surveys, and observation sheets for the implementation of think pair share (TPS) learning, which have been reviewed by experts (expert judgment). The research findings show that the use of think pair share (TPS) cooperative learning model can increase student engagement through the following stages: 1) students evaluate worksheets with individual problem solving tasks, 2) individuals share the results of their analysis with their partners, 3) students present the results of their group discussions, with other students providing feedback. The increase in student participation in cycle I was 70.86% and in cycle II was 78.88%, reaching a high category, while students' cognitive learning outcomes increased with a gain score of 0.25 in cycle I and 0.43 in cycle II, reaching a moderate category.