Implementation of the Think Pair Share (TPS) Cooperative Learning Model to Improve Mathematics Learning Outcomes of Grade V Students at MI Mathaliul Huda

Abstract

This study aims to improve the mathematics learning outcomes of Grade V students at MI Mathali’ul Huda through the implementation of the Think Pair Share (TPS) cooperative learning model. The background of this research is the low student achievement in mathematics due to a lack of active participation and the use of less varied teaching methods. The TPS model was chosen because it provides students with opportunities to think independently, discuss with partners, and share their discussion results with the class, thereby enhancing their active involvement in learning. This study employs the Classroom Action Research (CAR) method, conducted in three cycles, each consisting of planning, action implementation, observation, and reflection stages. Data were collected through learning outcome tests, observations, and interviews, then analyzed descriptively using both quantitative and qualitative approaches. The success indicators of this research include an increase in student learning outcomes that meet the Minimum Mastery Criteria (KKM) and an improvement in active student participation. The results of the study indicate that the TPS model effectively enhances student learning outcomes. In Cycle I, the mastery level reached 65%, increased to 78% in Cycle II, and reached 90% in Cycle III. Thus, the TPS model has been proven effective in improving learning outcomes while encouraging student interaction and collaboration in mathematics learning.