The Effect of the Think Pair Share (TPS) Cooperative Learning Model on Students’ Geography Learning Outcomes
DOI:
https://doi.org/10.23960/jlg.v6.i2.0001Keywords:
Think Pair Share, Learning Cooperative, Result Study, GeographyAbstract
The main problem in Geography learning at SMA Gajah Mada Bandar Lampung lies in the low learning outcomes of students, which have not yet reached the Learning Objective Attainment Criteria (KKTP). The learning process is still dominated by lecture methods, resulting in low student engagement, limited interaction, and a lack of optimal understanding of geographic concepts. This condition highlights the need for innovative learning models that can improve student participation and comprehension. This study aims to examine the differences in Geography learning outcomes before and after the implementation of the Think Pair Share (TPS) cooperative learning model, to analyze the influence of TPS on learning outcomes, and to investigate differences based on students’ gender and learning involvement. The research employed a quantitative approach with a One-Group Pretest-Posttest design. The sample consisted of 35 students from Grade X-3 of SMA Gajah Mada Bandar Lampung. Research instruments included a learning achievement test and a student involvement questionnaire. Data were analyzed using t-test, two-way ANOVA, and simple linear regression. The findings revealed a significant difference between pretest and posttest scores after the implementation of TPS. Moreover, the TPS cooperative learning model had a positive and significant effect on students’ learning outcomes. The analysis also showed differences in learning outcomes based on gender, where gender was found to be a more dominant factor than learning involvement. Therefore, the TPS model is proven to be an effective alternative strategy to enhance students’ conceptual understanding and academic achievement in Geography learning.
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