The Implementation of the Think-Pair-Share Learning Method to Enhance Student Engagement in the Ulul Azmi Topic for Eighth-Grade Students at MTs Syaichona Cholil

Abstract

Abstract: This study examines the implementation of the Think-Pair-Share (TPS) learning method to enhance student engagement in the Ulul Azmi topic for eighth-grade students at MTs Syaichona Cholil. The lack of active student participation in learning is a challenge that needs to be addressed, as it affects their understanding of the material and critical thinking skills. The TPS method was chosen because it allows students to think independently, discuss with partners, and share ideas within groups, thereby increasing their interaction and involvement in the learning process. This study employs a qualitative and quantitative approach using a classroom action research (CAR) method consisting of two cycles. Each cycle involves planning, implementation, observation, and reflection to evaluate the effectiveness of the TPS method. Data were collected through observations, interviews, and questionnaires, then analyzed descriptively. The results indicate that the application of the TPS method significantly increased student engagement in discussions, questioning, and expressing opinions. In the first cycle, student participation increased by 65%, while in the second cycle, it rose to 85%. Additionally, students demonstrated a better understanding of the Ulul Azmi topic and felt more confident in participating in class. Thus, the Think-Pair-Share method has proven effective in enhancing student engagement and learning quality. Teachers are encouraged to implement this method continuously to create a more interactive, collaborative, and meaningful learning process. Keywords: Think-Pair-Share, Student Engagement, Ulul Azmi, Learning, MTs