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The purpose of this study was to determine the design of LKPD based on the TPS learning model for junior high school students. This research model is the ADDIE development model which consists of five stages, namely Analysis, Design, Development, Implementation, Evaluation, but in this study the researchers limited it only to the development stage. (Development). The subjects of this study were six experts consisting of two mathematics education lecturers and one mathematics teacher as a material expert as well as two mathematics education lecturers and one mathematics teacher as a media expert. While the object is LKPD based on TPS learning model. The research instrument used was a learning media questionnaire. Consists of a questionnaire of material experts and media experts. Based on data analysis, the average value obtained by material experts is 4.3 and media experts is 4.4. From these results, it can be stated that the mathematics learning media meets the validity requirements of the learning media with an overall average value of 4.3 including in the Very Good category. Thus, from the validation results it can be stated that the LKPD based on the TPS learning model meets the validity requirements and is declared eligible.

This study aims to analyze: (1) the influence of the cooperative learning model is higher than the conventional learning model; (2) the learning outcomes of students who have high learning interest are higher than students who have low learning interest (3) the interaction between cooperative learning models and student learning interest influences student learning outcomes. The research was in the form of a Quasi Experimental Design with a 2x2 factorial. The instruments used were the PPKn learning outcomes test and the Learning Interest instrument. Data analysis used two-way ANOVA. The results showed: (1) There is an effect of the cooperative learning model on student PPKn learning outcomes in class IV SD Negeri 118444 Podo Rukun; (2) The learning outcomes of students who have high learning interest are higher than students who have low learning interest; (3) There is an interaction between the Cooperative learning model and learning interest on the learning outcomes of Student PPKn at SD Negeri 118444 Podo Rukun.

Ethnicity is one of the critical factors in achieving learning outcomes. A specific learning model is needed to overcome the learning process with multi-ethnic students. Quasi-experimental research was carried out with four majoring ethnicities, i.e., Javanese, Banjar, Kutai and Buginese, in senior high school with class XI majoring in natural science in Samarinda. This study aimed to determine the effect of applying PBL supported by Think-Pair-Share learning models in empowering the understanding of concepts about cells and tissues of the four ethnicities’ students. The experimental design used a non-equivalent pretest-posttest control group. The instrument was a questionnaire for the survey and questions for the pretest-posttest. The data were analysed by Analysis of Co-Variance followed by the LSD test. The results showed that the application of PBL supported by Think-Pair-Share significantly affected (p < 0.05) the concepts understanding of multi-ethnic students about cells and tissues. Keywords: Cells, Tissues, Concepts understanding, Ethnicity, Problem-Based Learning, Think-Pair-Share

Classroom antion research is a study consisting of 2 cycles and 4 stages (planning, action, observation and reflection). Each cycle held 4 meeting in class X IPS, SMA Negeri I Lappariaja Bone Regency with 39 students, 19 boys and 20 girls. This study aims to improve the sociology learning outcomes of the subject of social values ​​and norms by implementing think pair share cooperative learning model. The results of the quantitative analysis show that: (1) The learning outcomes of students in the first cycle are in the medium category with an average score of 65 from the ideal score of 100 with a standard deviation of 10 from the total number of students who complete learning as much as 13 and reach a percentage of 33.3% completeness. (2) Student learning outcomes in cycle II are in the high category with an average score of 79 of the ideal score of 100 with a standard deviation of 9 and the number of students who complete learning is 37 and reaches a percentage of 94.9% completeness. The results of the qualitative analysis describe changes in student attitudes, attendance levels, student activeness and interest during the learning process

The phenomenon of low student learning outcomes from observations of researchers in the field is caused by several factors, such as: (1) The learning carried out by the teacher still uses conventional learning, namely the teacher lectures in delivering material, questions and answers and assignments, so it does not provide encouragement for students to study seriously ; (2) In delivering learning, the teacher still places students as recipients so that students are passive and only wait for information from the teacher without trying to find it. This can be seen when the teacher asks for students' opinions, only a few students give opinions and ask questions about things that are not understood; (3) This is also due to the lack of teacher knowledge about learning strategies that can activate students; (4) Teachers do not provide opportunities for students to work together in doing their assignments with their friends. This makes researchers feel the need to improve the learning process with efforts made to apply an appropriate learning model, namely the Think Pair Share Type cooperative learning model. This type gives students time to think and respond and help each other. Cooperative learning Think Pair Share is a cooperative learning model that allows students to help each other and cooperate with one another. Through this model students are more enthusiastic in learning so that they can increase the achievement of optimal learning outcomes. The formulation of the problem is as follows: "Does the student learning outcomes increase through the application of the Think Pair Share type of cooperative learning model for fourth grade students of SD Negeri 6 Sukajadi, Pekanbaru City?". The purpose of this study was to determine the improvement of social studies learning outcomes through the application of the Think Pair Share Type Cooperative learning model for class IV SDN 6 Sukajadi, Pekanbaru City. Based on the data that has been presented above, it is concluded that the application of the Think Pair Share (TPS) cooperative learning model can improve social studies learning outcomes for fourth grade students of SD Negeri 6 Sukajadi (the average student learning outcomes through cycle I is 62.25, while in the second cycle the average student learning outcomes of 76.25)

Student learning independence is still lacking and student learning outcomes are still low is the background of this research. This study aims to determine the effect of students' mathematics learning independence after applying the Think Pair Share type cooperative learning model in class X SMKN 1 Ranah Ampek Hulu, Pesisir Selatan Regency. This study uses the One Shot Case Study research design. The data analysis technique used simple linear regression analysis. The questionnaire score regression coefficient (b) is 0.823 with a significant level of 0.05. Because the regression coefficient (b) is positive (+). So there is a positive influence between independent learning (X) on learning outcomes (Y). The closeness of the linear relationship between X and Y can be seen from the correlation coefficient r = 0.135 which means it is close to 0, so the linear relationship between X and Y is weak. The conclusion is that independent learning has an effect on student mathematics learning outcomes by using cooperative learning type Think Pair Share.

The purpose of this study is to describe the Competency Hosted Skills through Think Pair Share Cooperative Learning Models of Class XI Students in SMA Negeri 1 Ratahan. This research was conducted at Ratahan State High School 1 in class XI 2019/2020 Academic Year consisting of 37 students. The method used in this research is classroom action research. The average value is 68 in cycle I. Meanwhile, the average value of class XI in the second cycle reached 79.9. These results indicate an increase of 8 or 11% from cycle I to cycle II. This increase proves the success of hosted learning through the cooperative pattern of think pair share. Behavior of class XI students of SMA Negeri 1 Ratahan has changed for the better after participating in the learning of hosted skills through a pattern of think-pair-share cooperation. Schools should further maximize the function of multimedia spaces in schools to support the learning of Indonesian language

This study aimed to obtain information about the differences in students’ learning outcomes through the implementation of a cooperative learning model of course review horay (CRH) type and think pair share (TPS) type on buffer topic in Grade XI Science at SMA Negeri 7 Palu. This study was pre-experimental with the static group pretest-posttest design. This study was conducted in two treatment classes those were class XI Science 2 as treatment 1 (n = 28) and class XI Science 1 as treatment 2 (n = 28). The research data were analyzed using t-test statistical two-party with prerequisites, normality, and homogeneity tests. The result of data analysis showed that the average learning outcomes of students in treatment class 1 (X̅1 value) is 78.82 with a standard deviation of 6.71, whereas for students in treatment class 2 (X̅2 value) is 74.25 with a standard deviation of 8.22. The result of the hypothesis test shows - ttable ≤ taccount + ttable which is -1.68 < 2.80 > +1.68 with a significant level (α) of 0.05 and degrees of freedom of 54. This means that H0 is rejected and H1 is accepted so it can be concluded that there is a difference in students’ learning outcomes using the cooperative learning model think pair share (TPS) type and cooperative learning model course review horay (CRH) type on buffer topic.

This study aimed to determine the differences in the chemistry learning outcomes using cooperative learning model type Numbered Head Together with Think-Pair-Share on the material of atomic structure and periodic table in class XI SMAN 9 Palu. This type of research was a quasi-experimental research with the nonrandomized pretest-posttest design. The population in this research was 44 students of class XI IPA in SMA Negeri 9 Palu who registered in the academic year 2017/2018. The sampling technique used was saturated sampling. The sample in this study were 22 students of class XI IPA 1 as experimental class 1 and 22 students of class XI IPA 2 as experimental class 2. The data of the research were analyzed using a one-party t-test statistic with the prerequisite test, normality test, and homogeneity. The result of data analysis obtained, X̅1 value of chemistry learning on the students of experimental class 1 was 79.86 (SD = 7.15) whereas in the experimental class 2 students X̅2 value was 73.95 (SD = 8.26). The result of hypothesis testing was obtained t > t1 – α was 2,55 > 1.68 with a significant level (α = 0.05) and degrees of freedom = 42. This showed that Ho was rejected and Ha was accepted so that it can be concluded that there were differences in the results of chemistry learning outcomes using cooperative learning model type Numbered Head Together with Think-Pair-Share on the material of the atomic structure and the periodic table.

This study aimed to expand PDEODE*E Tasks with the Think-Pair-Share model for reconstructing students’ misconceptions on work and energy. The PDEODE*E Tasks withThink-Pair-Share model implemented for students who had not taught the concept of work and energy. The participants include 36 students of tenth grade (22 girls and 14 boys, whoseages ranged from 15 to 16 years) at a senior high school in Bandung, Indonesia. Students’ misconceptions evaluated by administering an Energy and Momentum Conceptual Survey(EMCS) comprised of 18 items in the form of four-tier, as pre- and post-test. Furthermore, students’ thoughts also elicited using worksheets of seven PDEODE*E tasks. A qualitativeapproach is used to analyze the test and worksheets. The data analysis had mostly focused on work and energy concepts such as work, energy, and conservation of energy. Thefindings suggested that PDEODE*E Tasks with Think-Pair-Share model improved students’ conceptual understanding and reduced most of their misconceptions despite alittle misconception motionless occurred. Teachers can use PDEODE*E tasks with the Think-Pair-Share model to reconstruct students’ misconceptions.

The aim of the research is to improve student activity and learning outcomes through the cooperative learning model with TPS (Think Pair Share) type. The kind of the research is classroom action research (CAR). The subjects the research were students of class VIII in MTs Walisongo 3. Data collection methods used was tests, observation, interview, and documentation methods. This research was conducted in two cycles, namely cycle I and cycle II. Based on the results of the research conducted, the percentage of activity in the first cycle it reached 67.24% and in the second cycle it reached 73.03%, it appears that there is an increase. Then for the percentage of completeness of learning outcomes in cycle I reached 42.11% and in cycle II reached 94.74%, it appears that there is an increase. Based on the results obtained, it can be concluded that the application of the cooperative learning model with TPS (Think Pair Share) type can increase student activity and learning outcomes. Keywords: activity, learning outcomes, TPS

Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.

This research is motivated by the low learning outcomes of science students in class III C MINU Ngingas Waru on material characteristics of living things. The learning model used by teachers in the classroom is less innovative and the lack of use of learning media during learning. Student learning outcomes are less than the maximum ie only 43.2% of students who can achieve KKM. Based on this, the researcher took corrective action in learning by using the cooperative learning model think pair share type and using the help of learning media. This study aims to determine: 1) The application of think pair share type cooperative learning models with video aids and 2) Increase student learning outcomes in material features of living things. This research is a Classroom Action Research (CAR) using a research model of Kurt Lewin consisting of 2 cycles, where the action of each cycle starts from planning (planning), action (action), observation (observation) and reflection (reflection). The subjects of this study were students of class III C MINU Ngingas Waru with a total of 37 students consisting of 15 male students and 22 female students. Data collection techniques using observation, interviews, written tests, and documentation. The results showed that: (1) The application of the think pair share type cooperative learning model with video assistance went well as evidenced by the results of observations of teacher activity data in the first cycle of 81.57 (high), and increased in the second cycle of 94.31 (very high). The results of observations of student activity in the first cycle amounted to 91.67 (very high) and increased in the second cycle of 95. (2) The improvement in learning outcomes occurred after the cooperative learning model of the type of think pair share was applied with video aids as evidenced by student learning outcomes in pre cycles get an average of 68.16 with a percentage of completeness of 43.2% (very less). Cycle I get an average of 79.86 with a percentage of completeness 64.8% (less). Cycle II get an average of 87.70 with a percentage of completeness 89.1% (good). There is a good increase in each cycle with the cooperative learning model think pair share type with video aids.

This study aims to study the application of the TPS type of cooperative learning model to increase student motivation in class VII by trying Think Pair Share (TPS). The method used is thinking or thinking, pairing or pairing, sharing, or sharing. TPS type cooperative learning model in increasing student motivation to develop craft knowledge aided by augmented reality vegetable cultivation material. All learning strategies and models that students find and discuss how the construction and contribution of students using teaching materials assisted with augmented reality can be used to help cultivation material.

This study aims to determine the effect of think pair share type of cooperative learning on students' mathematical representation abilities. This research is a quasi-experimental research. The population in this study were all eighth-grade students of SMP Negeri 1 Pangkalan Susu. The samples in this study were 2 classes, namely class VIII-1 which was used as an experimental class and class VIII-2 was used as a control class. The instrument used was a test in the form of a description of the material Relations and Functions. From testing the hypothesis obtained tcount (2.135) > ttable (1.6715) means that Ho is rejected and Ha is accepted. This shows the influence of think pair share type of cooperative learning on students' mathematical representation ability.

This research is motivated by the low learning outcomes of the topic of learning about Citizenship Education in the SD Negeri Experimental District in Medan. The aim of this study was to find out how the Think Pair cooperative learning model works. To determine the effect of the social attitudes of the students; Identify the interaction between Think Pair Share collaborative learning models and social attitudes and their impact on learning outcomes. This study uses quasi-experimental research methods. The study population consisted of all fifth grade students of SD Negeri Experiment Medan, which consisted of 60 people in two classes. The experimental class received a cooperative learning model of the type Think Pair Share and the control class a conventional learning models. The results of the study show that: (1) the Think Pair Share Learning Model has an impact on learning outcomes. This is evident from the ANAVA results of an increase in Citizenship Education learning outcomes, which averaged 91.97 in the experimental class, above the average of the control class of 70.37. (2) The influence of social attitudes on learning outcomes. From the ANAVA results it can be seen that the average civilian learning outcomes with social attitudes are 80.61 higher than the control class 76.81, while the social attitudes in the experimental class are low. (3) Interaction between Think-Pair-Share cooperative learning models and social attitudes and their impact on learning outcomes. It can be said that the higher the social attitudes, the higher the learning outcomes achieved. Conversely, the lower the social attitudes, the lower the learning outcomes achieved.

One type of cooperative learning methods is Think Pair Share (TPS). This study aimed at examining the contribution of the TPS method in increasing students' critical thinking in Islamic studies. Particularly, the study investigated the significances of the difference between learned students using TPS method and conventional method, and the effectiveness of TPS learning method. This study used an experimental group and a control group. It is a quasi-experiment with pre-test and post-tests non equivalent control group design. The population of this research are students who take courses in Islamic studies. Samples are taken randomly by taking two classes for an experimental class and a control class. The technique of collecting data was tests, while the technique of data analysis used the statistical technique of t-test (independent and paired samples) within the application of the SPSS release 24 program. The results of the study indicate that there is a significant difference (sig .000) between groups of students who are taught by the TPS Method and conventional Method. In addition, the TPS method has also proven to be effective for teaching Islamic studies which shows a significant difference (sig .000) between the pre-test and post-test.

The research aims to study the effect of using concept map through cooperative learning Think Pair Share (TPS) on th learning outcomes on eleventh grade science students of SMAN 1 Dua Koto Pasaman in terms of students’ initial knowledge. This was a quasy experiment. Sample are choose using cluster random sampling techniques. Data are analyzed using t-test. Based on the average value of student learning outcomes in the experiment group, 75% or 27 students have reached the minimum completeness criteria. The calculation of the hypothesis tcount (3.042) > ttable (1.995), it is means Ho rejected and H1 is received. It can be concluded that the learning outcomes of students taught using concept map through cooperative learning TPS signicantly different from learning outcomes of students taught with concept maps through conventional learning. The conclusion of this study are there is an effect of the use of concept map in cooperative learning Think Pair Share (TPS) on the learning outcomes on eleventh grade science student in SMAN 1 Dua Koto Pasaman.

This research is a classroom action research which aims to improve mathematics learning outcomes through the application of the Think-Pair-Share type of cooperative learning model. The research subjects were 25 tenth grade students who consisted of 9 male students and 16 female students. The instruments used were observation sheets, response questionnaires, and learning outcomes tests. Data collection techniques in this study were information on student activities, implementation of actions, and students’ learning outcomes. Data on the observations of student activities and response questionnaires will be analyzed qualitatively, whereas data on students’ learning outcomes will be analyzed quantitatively using descriptive statistics. The results of this study showed that the application of the cooperative learning model with Think-Pair-Share model can improve students’ mathematics learning outcomes.

This study aimed to analyze the effect of the application of the Think-pairs-Share and Means- Ends Analysis learning Achievement of a student on reduction-oxidation in class X at SMAN 7 Palu. This study was a ween experiment with a static group pretest-posttest design. This study was carried out by holding two groups of class X Science 1 as the experimental one group (n = 25) and class X science 2 as the experimental two groups (n = 28). Results of the data analysis showed the average value (X2) of the experimental one class was 68.56 with a standard deviation of 16.97 dan (X2) of the experimental two class was 56.14 with a standard deviation of 13.12. Based on the hypothesis test results with t-test statistical of two parties obtained –ttable ≤ tcount ≥ + ttable (tcount = 1.89 and ttable = 1.67) with a significance level of α= 0.05 and degrees of freedom of 51, then Ho was rejected and Ha was accepted. It can be concluded that there was an effect of the application of the think-pairs–share and means-ends analysis learning model toward learning achievement of students in class X at SMAN 7 Palu on reduction-oxidation.

This research aims at improving the process of learning and improving the critical thinking skill using cooperative learning model type of think pair share at social studies for grade VA student SDN Giwangan. This research was classroom action research which refered to spiral model from Kemmis and Taggart. Data was collected by test and observation. The analize of data use d descriptive quantitative. The result shows that cooperative learning type think pair share on social studies can improve the critical thinking skill. This is showed by average scores and mastery learning percentage in pre action, cycle 1, and cycle II. In pre action, average score is 54,81 and mastery learning percentage is 2 5 %. In cycle 1, average score increase to 75,64 and mastery learning percentage increase to 61%. In cycle II, average score increase to 81,61 and mastery learning percentage increase to 77%.

The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.

This research background was the low learning outcomes of students in grade 3 at SDN 009 Rambah Samo. The purpose of this study is to improve student mathematics learning outcomes through the application of Think Pair Share (TPS) learning. The type of research conducted is classroom action research. The study implemented in two cycles, with three meetings in each period. Classroom action research procedures carried out include planning, implementing, observing, and reflecting. The instrument used was a test of learning outcomes and an observation sheet of teacher and student activities. The results showed that the average student learning outcomes increased from 52.95 in the initial data to 69.86 in the first cycle with a percentage increase of 31.94% and 84.17 in the second cycle with an increase from cycle 1 of 20, 7%. Individual completeness obtained from the initial data up to cycle 2 was 43.47%, 65.21%, and 78.26%, respectively. So it can be concluded that the application of the TPS learning model can improve mathematics learning outcomes of students in grade 3 at SDN 009 Rambah Samo.

The study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension. Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension

This study aims to look at the effect of the cooperative learning model type Think Pair Share on the improvement of the students' learning competencies in the material in the class VIII Excretion System in SMP 6 . This research is an experimental study with a Randomized Control Group Only Design study design. Sampling is done by using sampling technique, which is selected class VIII 2 as the experimental class and class VIII 1 as the control class. The research instrument used was the question for knowledge competence, the observation sheet for attitude competence. The hypothesis in this study was tested using a t test which was first carried out a prerequisite test, namely the normality test and homogeneity test. Based on the t-test it is known that the competencies of knowledge and competence in the attitude of > t table are (2.56> 1.67) and (5.48> 1.67). This shows that the hypothesis is accepted. So it can be concluded that the application of the cooperative learning model type Think Pair Share can improve students' learning competencies in SMP 6.

This study aims to find out (1) which NHT cooperative learning model with the CTL approach provides better learning outcomes than the TPS learning model with the CTL approach, (2) which ones provide better learning outcomes for each learning style, (3) in each model with which learning approach provides better learning outcomes in each learning style, (4) in each learning style, which provides better learning outcomes for each model with a learning approach. This study is a quasi-experimental research. The population in this study were all eighth grade students of Sukoharjo Middle School 2 with a sampling technique using ramdom sampling clusters. The data analysis technique uses two-way variance analysis with cells not the same as the normality test prerequisite test and data homogeneity test. The results of this study are (1) The NHT learning model with the CTL approach has better learning outcomes than the TPS learning model with the CTL approach, (2) Students with learning styles on the kinesthetic type provide higher learning outcomes than students with learning styles of the type audio, students' mathematical learning outcomes with learning styles on kinesthetic types as well as students with learning styles in the visual type and student mathematics learning outcomes with learning styles in the visual type as well as students with learning styles on the audio type, (3) for each learning model, consistent with the results of the learning style type, (4) for each learning style type , it applies consistently to the results of the learning model.

The purpose of this study was to: (1) determine the level of mathematical comprehension ability of class VII students of Pancur Batu 2 Middle School before and after using the Think-Pair-Share type cooperative learning model, (2) identify the application of Think-Pair-Share type cooperative learning models in an effort to improve students' mathematical understanding skills in algebraic form operating material. This type of research is Classroom Action Research. The subjects of this study were all students of class VII-2 of Pancur Batu 2 of Junior High School. Time for implementation of semester 1 of the Academic Year 2017/2018. Data collection techniques include test and non-test techniques. The study was conducted in two cycles. The level of mathematics comprehension ability of students in the first cycle was 56.67% while the second cycle was 76.67%. The results of this study indicate an increase in students' mathematical understanding skills from cycle I to cycle II which is equal to 20%. Increased teacher activity can be seen from the average percentage of teacher activity in the first cycle is 57.14%, increasing in the second cycle to 77.14%. Increased student activity can be seen from the average percentage of student activity in the first cycle is 61.42%, increasing in the second cycle to 85.71%. Based on the results obtained from this study, it was concluded that the cooperative learning model of the Think-Pair-Share type could improve students' mathematical comprehension skills in class VII of Pancur Batu 2 of Junior High School.

This research aims to determine the influence of ‘think pair share’ cooperative learning model on Science learning achievement as viewed from students’ activeness. This research was conducted at Selang State Elementary School, Gunung Kidul regency, academic year 2018/2019 with a population that consists of 2 classes of odd semester fourth graders, totaling 46 students. The research type is quasi experiment, students from IV-A and IV-B classes were taken as research samples. The data collection techniques used were documentation technique; test technique, and questionnaires. Test item validity was calculated using a product moment correlation formula. Test item reliability was calculated using the KR-20 formula and the questionnaire instrument using Cronbach’s alpha. The data analysis technique used was ancova test after applying requirement analysis tests which included distribution normality test, variant homogeneity test, and correlation linearity test. The research results descriptively showed that the tendency of Science learning achievement where ‘think-pair-share’ learning model was used had an average of 22.217 (very high); and the tendency of students’ learning activeness had an average of 69.78 (very high). The tendency of Science learning achievement in which expository learning model was used had an average of 18.83 (high), and the tendency of students’ learning activeness had an average of 57.609 (medium). Comparatively there was a very significant difference in students’ Science learning achievements between Selang State Elementary School Gunung Kidul fourth graders who used ‘think-pair-share’ model and those who used expository model in terms of students’ activeness (Fcount = 0.075 with p = 0.781). The average of students’ Science learning achievement scores and students’ activeness in those who used the ‘think-pair-share’ learning model are higher than those who used the expository learning model.

This study aims to: (1) to improve student learning outcomes in Indonesian language lesson using cooperative model model of TPS (Think Pair Share) class V SD Negeri 104273 Cilawan Kecamatan Pantai Cermin T.P 2017-2018. To find out how the implementation of learning by using cooperative cooperative learning model of TPS type (Think Pair Share) on Indonesian lesson in class V SD Negeri 104273 Cilawan T.P 2017-2018. Subjects in carrying out the action in this study are researchers who work together with the homeroom as an observer, while the object in this study is the students of grade V SD Negeri 104273 Cilawan which amounted to 33 students consisting of 15 men and 18 women. Data collection techniques through observation of the results of learning tests and student learning activities. The results of this study showed an increase in student learning outcomes on the subjects of Bahasa Indonesia class V conversational materials SD Negeri 104273 Cilawan. This is evident from the results of research conducted on the pretest of students who got the complete value of 7 students or 21.21% while the students who did not complete as many as 26 people or 78.79. Then continued the research on the first cycle of students who got the complete value of 14 students or 42.42% while students who do not complete as many as 19 students or 57.58%, then there is an increase in the cycle I compared to the pretest. However, it has not met the completeness category that has been specified. Then proceeded on the second cycle of students who received a complete score of 28 students or 84, 85% while students who are not complete as many as 5 students or 15.15%, then there is an increase in cycle II compared to cycle I and has fulfilled the mastery already specified. Furthermore, teacher activity in observation cycle I obtained an average of 60% and in cycle II increased to 84%. While the student activity on the learning process memeproleh average of 64% and on the second cycle has increased 88%. Thus, it is concluded that by using cooperative learning model of TPS type (Think Pair Share) on Indonesian Language conversation material in class V SD Negeri 104273 Cilawan can improve student learning outcomes. Therefore it is suggested for the next learning to use cooperative model of TPS type (Think Pair Share) so that student learning result can be increased.

Think Pair Share (TPS) as one of cooperative learning has been reported to be potentially used in the empowerment of students’ metacognitive skills. But the report has not been linked to gender differences. The purpose of this study was to analyze the potential use of TPS in the empowerment of metacognitive skills of male and female students. This study was conducted in the first semester of 2015/2016 academic year. The research subjects were the students of class X of State Senior High School 6 Malang. The instruments used were an essay test and a rubric of metacognitive skills. The data obtained were then tested for the normality and homogeneity of the data, and further analyzed using Ancova test. The analysis showed a significance value of p = 0.785 or > 0.05 which means the TPS learning has equal potential in empowering metacognitive skills of male and female students. The implementation of TPS learning can provide equal opportunities for male and female students to be involved in learning and provide the same demands to explore learning material.

This research is motivated by the results of learning science in fourth grade elementary school students who are still low. The purpose of this study was to improve the learning outcomes of science by applying the Cooperative Think Pair Share (TPS) type learning model. The results showed, seen from the basic score, students who completed as many as 11 people with a percentage of 47.82% while students who did not complete amounted to 12 people with a percentage of 52.17%. cycle I, students who completed at 17 people with a percentage of 73.91% while students who did not complete as many as 6 people with a percentage of 26.08%. cycle II, students who completed as many as 20 people with a percentage of 86.95% while the incomplete amounted to 3 people with a percentage of 13.04%. from the results of this study it can be concluded that by applying the cooperative learning model the Think Pair Share (TPS) type can improve the science learning outcomes of class IV elementary school 004 Seberang Teluk Hilir Kuantan Tengah District Kuantan Singingi Regency.

The think–pair–share is a common teaching tool, but how critical is the “share” step in helping students achieve learning goals? This feature examines assumptions that instructors may make about the share, explores unanticipated impacts of the share, and provides alternatives to having students share their thoughts in front of the class.