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This study discusses the implementation of the Think Pair Share (TPS) strategy in Islamic Religious Education (PAI) learning in Grade VII of MTs Cerdas Murni, with a focus on its definition, steps, and advantages and disadvantages. This study uses a qualitative method with a phenomenological approach. The data used consist of primary data obtained through interviews and direct observation, as well as secondary data from books and journals. Data collection techniques include observation, interviews, and documentation, while data analysis is carried out through data reduction, data presentation, and verification. Data validity is tested using lingering techniques, triangulation, and negative cases. The results show that TPS is an effective cooperative learning strategy to increase student interaction and engagement. The steps in TPS include the stages of think, pair, and share. The advantage of this strategy is that it increases overall student participation, because each student is actively involved. However, the disadvantage is that it requires a relatively longer time to implement. Teachers have implemented TPS effectively, from greetings and prayers to build morals, to explaining prayer etiquette and dhikr, which enhance students' understanding, cooperation, and courage. TPS is suitable for material that requires in-depth understanding but needs to be adapted to the students' circumstances, such as using mixed methods for practical materials. Another advantage is increased student courage and critical thinking, despite challenges related to student readiness and facilities.

This study aims to analyze the application of Think-Pair-Share (TPS) and Group Investigation (GI) cooperative learning strategies as pedagogical innovations in strengthening Islamic values and student learning independence in Islamic Religious Education (IRE) subjects. This study uses a library research method by examining various relevant scientific sources, including cooperative learning theory, the concept of independent learning, and Islamic educational values. The results of the study show that the integration of TPS and GI strategies can create an active, participatory, collaborative, and reflective learning process. Through paired discussions and investigative group work, students are trained to think critically, be responsible, and be able to work together harmoniously. In addition to improving academic understanding, the application of these two strategies also contributes to instilling Islamic values such as ukhuwah (brotherhood), amanah (trustworthiness), and mutual respect. Thus, this learning innovation is not only oriented towards cognitive aspects, but also towards character building and spirituality of students. The findings of this study are expected to be a reference for PAI teachers in developing effective, contextual, and Islamic character learning strategies.

The Effect of the Team Assisted Individualization Type Cooperative Learning Model to Improve Geography Student Learning Outcomes in Grade X Students of Bolan State Senior High School. The background of this study is based on in initial observations by researchers at Bolan State Senior High School on class X.A and  X.B students, X.A Was used as an experimental group by implementing the team assisted invidualization.(TAI) coperatif learning model. The duration of this study, in a week in the form of 2x meetings for one month. The results of the study showed that there was an influence of the implementation of the cooperative learning model of the team assisted individualization (TAI) type on the learning outcomes of geography subjects of class X students of Bolan State Senior High School. Comprehensively, the results were (1) The learning outcomes of experimental class students in the initial test (pretest) showed that the average pre-test score on the Basic Knowledge of Geography material was 56.90 and the learning outcomes of experimental class students in the final test (posttest) showed that the average pre-test score on the Basic Knowledge of Geography material was 81.61. (2) The learning outcomes of the control class in the initial test (pretest) showed that the average pre-test score on the Basic Knowledge of Geography material was 51.24 while the learning outcomes of the control class in the final test (posttest) showed that the average pre-test score on the Basic Knowledge of Geography material was 72.72. Judging from the two trials, it showed that there was an increase in learning outcomes and the average score of the basic knowledge of geography material in the experimental class and the control class.

Low science learning outcomes at the junior high school level are a major problem caused by the dominance of conventional, teacher-centered teaching methods. The purpose of this study is to examine various innovative learning strategies, how effective they are, and their impact on student learning outcomes. The literature review method was used to review national and international articles published between 2020 and 2025 that discuss the application of innovation-based learning strategies in science. The strategy patterns, implementation effectiveness, and their impact on student learning outcomes were analysed using content analysis techniques. The research findings indicate that strategies such as problem-based learning (PBL), project-based learning (PjBL), discovery learning, environmental-based learning, and cooperative learning using the Think-Pair-Share (TPS) method are effective in increasing students' motivation and activity, as well as their learning outcomes in the cognitive, affective, and psychomotor domains. Generally speaking, the strategies are all student-centered. This is demonstrated by the constructivist approach, which emphasises contextual and collaborative learning. The results of this study indicate that implementing a creative learning approach can be an effective way to improve the quality of science learning and student learning outcomes in junior high school.

This study aims to examine the implementation of the cooperative learning model Think Pair Share (TPS) in improving students’ learning outcomes in Arabic language learning at Pesantren Paqusatta, as well as to identify the supporting and inhibiting factors in its application. This research employs a qualitative descriptive method and is categorized as field research. Data were collected through observation, interviews, and document studies using a descriptive technique. The findings reveal that the implementation of the Think Pair Share model in Arabic language learning is effective in enhancing students’ learning outcomes and engagement. Students became more active and confident through the three main stages of the Think Pair Share model: first, providing a question or problem for students to think about individually (think); second, asking them to discuss in pairs (pair) to share answers and refine their understanding; and third, selecting several pairs to present their discussion results in front of the class (share), followed by correction and feedback. The supporting factors include providing opportunities for students to think independently, encouraging peer discussion, presenting ideas in front of the class, fostering collaboration among students, accelerating comprehension of learning materials, and helping improve Arabic speaking skills. Meanwhile, the inhibiting factors consist of limited vocabulary, difficulties in constructing sentences, students’ shyness or lack of confidence and fear of making mistakes when speaking, the need for more time in discussion and presentation, and limited facilities.

Catholic Religious Education (CRE) plays a vital role in shaping students’ character, morality, and spirituality. However, traditional and monotonous teaching approaches often lead to passive student engagement and low motivation. This article explores the implementation of the Think Pair Share (TPS) method in CRE as an innovative, cooperative, and student-centered learning strategy. Utilizing a literature review method, this study analyzes various scholarly sources related to TPS and Catholic religious education. The findings indicate that the TPS method encourages students to think critically, engage in peer discussions, and confidently share ideas in class, thereby creating an active and inclusive learning environment. Nevertheless, the effectiveness of this method depends greatly on the teacher’s readiness in lesson planning, fostering a supportive classroom atmosphere, and providing constructive feedback. Adaptive and creative teaching strategies are essential to ensure that TPS is effectively and meaningfully applied within the context of CRE in the era of independent learning.

By implementing The cooperative learning method known as think, pair, share (TPS) paradigm in the eleventh grade at MAN Karawang, this study seeks to enhance students' comprehension of halal and healthy eating. The research has been conducted in two cycles using Classroom Action Research (CAR).methodology employed. There are twenty multiple-choice questions on the test that has been used. The findings of the study indicate that pupils' comprehension has improved. Just 15% of pupils finished the pre-cycle activities, with an average score of 66. This rose to 59% with a 73 average score in the initial cycle, and all students finished the activities with a mean score of 89 in the second. The pupils are encouraged to think critically, participate actively, and have discussions when Think Pair Share (TPS), a cooperative model, is applied. As a result, this strategy has been successful in improving students' comprehension through interaction

This study aims to examine the impact of implementing the Think-Pair-Share (TPS) cooperative learning model on improving academic motivation and learning achievement in Indonesian language lessons at SD Pangeran Antasari Medan. The TPS model was chosen because it encourages students to actively engage in discussions and collaborate, which can enhance their involvement in learning. The research method used is a quantitative approach with an experimental design, where data is collected through pre-tests and post-tests to measure changes in students' motivation and academic performance. In addition, a questionnaire was used to assess students' academic motivation. The results of the study show a significant improvement in both academic motivation and learning achievement after the implementation of the TPS model. Normality and statistical tests were conducted to ensure the validity of the data. This study provides benefits for the development of Indonesian language teaching at the elementary level by introducing a method that can effectively improve students' motivation and academic performance.

This study aims to analyze the implementation of the Think-Pair-Share (TPS) cooperative learning method in the teaching of Islamic Religious Education (PAI) at SMP YPMA Medan. The problem addressed is the low level of active student participation in PAI learning. To address this issue, the TPS method was implemented as a strategy to increase student engagement. This research used a qualitative method with a descriptive approach. Data collection was carried out through observation, interviews, and documentation. The results showed that the application of the TPS method significantly increased student activity in discussions and collaboration, as well as deepened their understanding of the learning material. Students were more motivated and actively participated in the learning process, showing improvement in academic achievement. These findings indicate that the TPS method is effective in teaching PAI, particularly in facilitating interactive and collaborative learning.

Through classroom action research conducted in two cycles, this study aims to improve the understanding of grade IX-I students of SMP Negeri 13 Surabaya on the material of main ideas and supporting ideas of descriptive texts by implementing the TPS cooperative learning model. The results of the study showed a significant increase in student understanding after the implementation of the Think Pair Share learning model. In the pre-cycle, the average student test score was 65. After cycle I, the average score increased to 78, indicating an increase of 20%. In cycle II, the average score reached 85, or an increase of 9% from cycle I. This increase is indicated by the increasing number of students who can correctly identify the main idea and supporting ideas of descriptive texts. In addition, student activeness in discussing and giving opinions also increased significantly. This shows that the Think Pair Share cooperative learning model is effective in improving students' understanding of the main idea and supporting ideas of descriptive texts.

The purpose of this research is to determine the influence of the Think Pair Share Type Cooperative Learning Model on student learning outcomes and how much influence the Think Pair Share Type cooperative learning model has on the learning outcomes of Class 3 MI Plus Walisongo Trenggalek students. Quantitative research methods are methods where research data is in the form of numbers and analysis uses statistics.  The type of research that will be carried out in this quantitative research has an experimental design. The design form of this experimental research is quasi experimental. The population of this study was all 38 grade 3 students at MI Plus Walisongo Trenggalek consisting of class 3A and class 3B. Data collection techniques use test methods and documentation methods. The data analysis technique consists of testing the requirements that need to be calculated/tested, namely normality and homogeneity.    The technique used is the independent sample t-test technique, which is to determine the coefficient of difference between two data distributions. The use of the t-test technique is intended to see whether there are significant differences between the two samples from the control class and the experimental class. The results of the research show that based on the results of data analysis it shows that tcount is 4,684 > from ttable 1,688, which means that Ho is rejected and Ha is accepted. In conclusion, there is an influence of the Think Pair Share Type Cooperative Learning Model on the learning outcomes of Class 3 MI Plus Walisongo Trenggalek students. How much influence the Think Pair Share Type Cooperative Learning Model has on the learning outcomes of Class 3 MI Plus Walisongo Trenggalek students can be proven by the results of Sig. is 0.000. Because the Sig value. 0.000 < real level (= 0.05).

Based on the observations that have been made, it is shown that students' mathematical communication skills are still relatively low so that an innovative learning model is needed to improve students' mathematical communication skills. This study aims to see whether the improvement in students' mathematical communication skills taught with the Two Stay Two Stray cooperative learning model is higher than the mathematical communication skills of students taught with the Think Pair Share cooperative learning model and to see how the improvement in mathematical communication skills taught with the two models. This study is a study that is included in the quasi-experimental category with a pretest-posttest control group design. The subjects in this study were 62 students in grades VIII-A and VIII-E of SMP Negeri 4 Balige. Based on the research that has been done, the results of the N-Gain test were obtained with an average N-Gain value in experimental class 1, namely 0.813 in accordance with the Gain index criteria in the high category and the average N-Gain value in experimental class 2, namely 0.693 in accordance with the Gain index criteria in the medium category. Based on the research that has been done, because the data is normally distributed and homogeneous, the hypothesis test is carried out using the t-test. Through the t-test that has been done, it was obtained that , namely 2.465>2.000. Therefore  is rejected, which means that the increase in mathematical communication skills of students taught with the Two Stay Two Stray cooperative learning model is higher than those taught with the Think Pair Share cooperative learning model.

This study seeks to identify learning models that affect students' mathematics learning outcomes. Students at MTs N 4 Bojonegoro have poor or low learning outcomes, especially in Line and Corner material, because the indicators of the learning process at the school have not been optimal. One of the learning models that can be used is the Think Pair Share (TPS) Cooperative Learning model with the Realistic Mathematics Education (RME) Approach. This quantitative experimental research uses Postest only Control Design, with three samples selected using Cluster Random Sampling, two classes as the experimental class and one class as the control class, and using one class, namely class VII E as the test class. The samples have been distributed normally and homogeneously. Data analysis uses anava and post-anava tests. Think Pair Share (TPS) with the Realistic Mathematics Education (RME) Approach produced an average of 76.67, while TPS alone produced an average of 70.81 and the conventional learning model produced an average of 62.42.  Students who are taught using the Think Pair Share (TPS) model with the Realistic Mathematics Education (RME) Approach obtained a better average and outperformed students who were taught using the TPS model alone or conventional, as the calculation of this study obtained Fcal > Ftabel with a value of Fα = 10.09 and a value of Ftabel = 3.1.

Encourages students to work in groups to find answers to questions based on concepts, the think pair share (TPS) approach is one of the instructional strategies that must be employed in teaching and learning activities. The low learning outcomes of students is one of the issues with PKn learning. This is because while lecturing and Q&A sessions are the most common teaching and learning methods used in classrooms, students' ability to ask questions and seek assistance from lecturers is still insufficient. This study aims to explain the TPS concept and its application to PKn learning in elementary schools. Cooperative learning approach using a contextual learning model (TPS) One of the most useful learning models for raising student response and learning results, particularly in PKn learning, is Think Pair Share.

This study aims to improve students' mathematics learning outcomes through the implementation of cooperative learning model using the Think Pair Share (TPS) technique. The subjects of the study were the students of class VII-A at SMPN 3 Surabaya. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through tests, namely formative tests and post-tests. The results showed a significant improvement in students' mathematics learning outcomes after the application of the Think Pair Share technique. In the first cycle, the average student scores increased significantly compared to before the intervention, with even greater improvements observed in the second cycle. Besides improving learning outcomes, the application of the Think Pair Share technique also had a positive impact on student participation and interaction during the learning process. Students became more active in discussions and helped each other understand the lesson material. Therefore, the Think Pair Share technique has proven effective in enhancing the mathematics learning outcomes of students in class VII-A at SMPN 3 Surabaya. .  

This study aims to improve students' mathematics learning outcomes through the implementation of cooperative learning model using the Think Pair Share (TPS) technique. The subjects of the study were the students of class VII-A at SMPN 3 Surabaya. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through tests, namely formative tests and post-tests. The results showed a significant improvement in students' mathematics learning outcomes after the application of the Think Pair Share technique. In the first cycle, the average student scores increased significantly compared to before the intervention, with even greater improvements observed in the second cycle. Besides improving learning outcomes, the application of the Think Pair Share technique also had a positive impact on student participation and interaction during the learning process. Students became more active in discussions and helped each other understand the lesson material. Therefore, the Think Pair Share technique has proven effective in enhancing the mathematics learning outcomes of students in class VII-A at SMPN 3 Surabaya. .

This research aims to determine whether there is an influence of the think pair share cooperative learning model on students' mathematical communication skills. This research was conducted at SMA Markus Medan. The research method used is a quasi experimental method. The sample in this study consisted of two classes, namely class XI IPA-1 as the experimental class and class XI IPA-2 as the control class. The experimental class uses the think pair share learning model, and the control class uses conventional learning. The average result of the final test score (post-test) for experimental class students was 84.33, while in the control class the average final test score for students was 70.14. In the hypothesis test, the results of the mean difference test (t-test) were obtained with the statistical value  >  (8,342 > 1,671), which means that there is an influence from the use of the think pair share learning model applied in the experimental class. This indicates that the mathematical communication skills of experimental class students are better than those in the control class.    

The objective of this research is to investigate the potential impact of implementing the TPS cooperative learning model on enhancing the self-confidence and mathematics communication abilities of seventh-grade students at SMP Negeri 5 Percut Sei Tuan. The specific focus will be on the Set content. This study used a class action research design, consisting of two distinct cycles. Each iteration comprises two meetings. The participants in this research consisted of 28 students from class VII-8 of SMP Negeri 5 Percut Sei Tuan. The primary focus of this study is to enhance students' self-confidence and mathematical communication abilities by using the TPS cooperative learning model on Set material at SMP Negeri 5 Percut Sei Tuan during the academic year 2022/2023. Based on the findings derived from the analysis of the data, it was observed that the mean score for students' initial self-confidence was 53.61. Additionally, the mean test score for students' initial communication skills was found to be 44.92. Among the participants, a total of 3 students (13.04%) demonstrated mastery in this area, while the remaining 20 students (86.95%) had not yet achieved mastery. The learning process in cycle I was conducted using the TPS model. As a result, the average score of student confidence increased to 62.14, while the average score of the mathematical communication ability test increased to 55.80. Out of the total number of students, 8 students (34.78%) reached the completion criteria, while 15 students (65.21%) did not reach the completion criteria. In the second cycle, there was an observed increase in student performance. The average score for student confidence was recorded as 76.29, while the average score for the mathematical communication ability test was 75.97. Out of the total number of students, 19 students (82.60%) achieved completeness in the test, while 4 students (17.40%) did not reach completeness. The self-confidence questionnaire and mathematical communication skills exam administered in cycle II yielded results indicating a satisfactory level of student proficiency. 

The aim of this research is to determine the effect of implementing the Think Pair Share Type Cooperative Learning Model on the Learning Activeness of Christian Religious Education and Characteristics of Class XI Students at SMK N 1 Sigumpar in the 2023/2024 Academic Year. This research was carried out using quantitative methods, True experimental design in the form of Posttest-Only Control Design. The population is all class Data was collected by distributing questionnaires. The results of data analysis show that there is an influence of the application of the Think Pair Share Type Cooperative Learning Model on the Learning Activeness of Christian Religious Education and Characteristics of Class <Ltable(=0.05,n=15) = 0.220 and the experimental class obtained a value of Lcount=0.028<Ltabel(=0.05,n=15) =0.220. Thus it is known that the sample was taken from a normally distributed population. 2) Homogeneity test: obtained a value of Fcount=1.56<2.40, so the variance of the data analyzed is homogeneous. 3) Hypothesis test using the t test obtained tcount>ttable, namely 9.22>2.048, thus Ha is accepted and H0 is rejected. The implication of the results of this research is that the use/application of the Think Pair Share type cooperative learning model will increase students' active learning.

The objective offthis study is to assess the impact of the Think-Pair-Share (TPS) cooperativeelearning modelron the mathematical development of students. This method of investigation is quasi-experimental. This study included students from both seventh grades at SMP Negeri 4 Tabukan Utara. The data was obtained from a test designed to assess understanding of Algebraic Fractions. Class analysis results for the Think Pair ShareeCooperative learninggmodel class and the direct learning model class indicate that the average learninggoutcomes of studentsstaught utilizing the ThinkkPairrShare Cooperativeelearning modelaare greater than those of studentsstaught utilizing the direct learning model.