The Effect of Think Pair Share on Student Learning Activities and Outcomes in Geography
DOI:
https://doi.org/10.23960/jlg.v7.i1.88Keywords:
Think Pair Share, Learning Activities, Learning Outcomes, Geography EducationAbstract
Low student learning outcomes in geography are closely associated with insufficient active engagement during the learning process, resulting in passive attitudes, diminished self-confidence, and underdeveloped critical thinking skills. This study aims to analyze the effect of the Think Pair Share (TPS) cooperative learning model on the learning activities and learning outcomes of Grade X students at SMAN 1 Sragi, South Lampung Regency. A quantitative approach with a quasi-experimental design (Nonequivalent Control Group Design) was employed. The sample was selected through purposive sampling. Research instruments consisted of an observation sheet to measure learning activities and pre-test and post-test assessments to measure learning outcomes. Data were analyzed using the Mann-Whitney test and the Wilcoxon signed-rank test. Results indicate a significant improvement in both learning activities and learning outcomes following the implementation of the TPS model, with mean learning activity increasing from 57.8% to 75.5% and mean learning outcome scores rising from 57.73 on the pre-test to 76.4 on the post-test. These findings confirm that the Think Pair Share learning model is effective in enhancing students’ learning activities and geography learning outcomes.
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