Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share untuk Meningkatkan Hasil Belajar Pendidikan Agama Islam Siswa Kelas V

Abstract

This classroom action research was motivated by low achievement and limited student participation in Islamic Religious Education (IRE). The study aimed to describe the implementation of the Think Pair Share (TPS) cooperative learning model and analyze its contribution to improving the learning outcomes of fifth-grade students at SD Negeri Cikayas 3. The research employed the Kemmis and McTaggart action research model in two cycles, each involving planning, action, observation, and reflection. The participants were 22 students. Data were collected through achievement tests, observation, and documentation, and were analyzed using qualitative description and classical mastery percentages. The instructional action consisted of three stages: Think, in which students formulated individual responses; Pair, in which they discussed their ideas with a partner; and Share, in which pairs communicated their conclusions to the class. The reported mastery level increased from 60% in the pre-cycle stage to 80% in Cycle I and 95% in Cycle II, representing a total gain of 35 percentage points. Improvements in Cycle II included clearer instructions, more balanced pairing, adequate individual thinking time, closer monitoring of pair discussions, and structured reinforcement during the sharing stage. The findings indicate that TPS can improve both student engagement and IRE learning outcomes in the investigated classroom.

Keywords: cooperative learning; Islamic Religious Education; learning outcomes; Think Pair Share