Peningkatan Kemampuan Komunikasi Siswa Melalui Pembelajaran Kooperatif Tipe Think Pair Share (Tps)

Suaidah, Ema; Pasaribu, Laili Habibah

doi:10.30821/axiom.v11i2.11331

Cited by 1 publication

(1 citation statement)

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“…The TPS model grew from cooperative learning research, the Think Pair Share (TPS) model can also be referred to as a pair teaching and learning model designed to influence student interaction (Ningsih et al, 2019;Wuryandani & Herwin, 2021). The advantage of this learning method is that it can improve students' oral communication skills (Phan & Lan, 2021;Suaidah & Pasaribu, 2022), motivation to learn (Radjabani et al, 2021;Sumarsya & Ahmad, 2020), critical thinking (Kurjum et al, 2020;Pohan & Hasibuan, 2019), and student participation to contribute ideas (Benjelloun, 2021;Lestari et al, 2019). TPS has procedures that are explicitly defined to give students more time to think, answer, and help each other (Sutopo et al, 2020;Zulfantry et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Think Pair Share (TPS) Learning Methods to Improve Student Learning Activities

Endang,

Siswandari,

Suharno

et al. 2023

JP2

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Active learning plays a vital role in learning because it can affect student learning outcomes. However, teachers still use conventional learning methods or teacher-centered learning. This study aimed to analyze the increase in student activity, student response, and student learning outcomes using the Think Pair Share (TPS) learning method. This type of research is a pre-experimental design with a one-group pretest-posttest design. The sample in this study was 35 students. Data collection methods used observation, tests, and questionnaires with instruments including student activity observation sheets, pre-test, and post-test questions, and student response questionnaire sheets. Data were analyzed using a quantitative descriptive method. Based on the research results, the results of student learning activities showed a percentage of 78% at meeting 1 increased to 84.64% at meeting 2. The TPS learning method received very good responses from students. A percentage of 81.56% indicated this. Student learning outcomes in the pre-test by 31% increased to 100% in the post-test results. Applying the TPS learning method could increase student activity, response, and learning outcomes in vocational fashion subjects.

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