PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE UNTUK MENINGKATKAN HASIL BELAJAR IPS SEKOLAH DASAR

Abstract

This research aims to investigate the application of the Think Pair Share (TPS) type cooperative learning model in an effort to improve social studies learning outcomes at the elementary school level. This model was chosen because it is known to encourage active student participation, develop critical thinking abilities, and build communication skills. Through this approach, students will be directed to think independently, discuss with partners, and share ideas in order to solve problems surrounding social studies subjects. This research involved class students, and learning outcome data was measured before and after implementing the TPS model. The results of this research are expected to provide in-depth insight into the effectiveness of implementing the TPS cooperative learning model in increasing students' understanding and achievement in social studies subjects in elementary schools through a Systematic Literature Review (SLR). This literature study examines and summarizes the application of the Think Pair Share (TPS) cooperative learning model as a strategy for improving Social Sciences (IPS) learning outcomes at the elementary school level. This literature review includes an understanding of the basic concepts of the TPS model, cooperative learning theory, and pedagogical aspects related to its implementation in the context of social studies learning in elementary schools. Previous research shows that the TPS model can make a positive contribution to student participation, development of critical thinking skills, and improvement of communication skills in the context of social studies subjects. In addition, the literature also highlights supporting factors and barriers that may influence the effectiveness of implementing this model at the elementary school level. By detailing the findings from the literature study, this research aims to provide a holistic view of the potential and challenges of implementing the TPS model in improving social studies learning outcomes in elementary schools. The implications of this literature synthesis can provide a strong conceptual foundation for further empirical research that focuses on measuring the direct impact of implementing the TPS type cooperative learning model on students' social studies learning achievement at the elementary school level.