Penerapan Model Pembelajaran Kooperatif Think-Pair-Share (TPS) untuk Meningkatkan Capaian Belajar Siswa pada Materi Sistem Peredaran Darah Manusia

Helawati B; Orbanus Naharia; Marthy L.S Taulu

doi:10.55606/jupensi.v6i1.7111

Authors

Helawati B Universitas Negeri Manado
Orbanus Naharia Universitas Negeri Manado
Marthy L.S Taulu Universitas Negeri Manado

DOI:

https://doi.org/10.55606/jupensi.v6i1.7111

Keywords:

Circulatory System, Classroom Action Research, High School Biology, Learning Outcomes, Think-Pair-Share

Abstract

This study aims to improve learning outcomes of eleventh-grade students at SMA Negeri 1 Langowan on the topic of the human circulatory system through the implementation of the Think-Pair-Share (TPS) cooperative learning model. Low student achievement was attributed to passive participation, over-reliance on mobile devices, and insufficient peer collaboration during lessons. This study employed a Classroom Action Research (CAR) design executed over two cycles involving 34 students as research subjects. Each cycle comprised four stages: planning, action, observation, and reflection. Multiple-choice test items and observation sheets for teacher and student activities served as research instruments. Results showed an improvement in classical learning completeness from 70.58% in Cycle I (mean score: 73.16) to 88.23% in Cycle II (mean score: 86.05), representing an increase of 17.65%, which confirmed that the success criterion (≥75% students achieving mastery) was met. Observations of student activity also revealed an increase from the "Fairly Active" category in Cycle I to "Active" in Cycle II. These findings demonstrate that the TPS cooperative learning model effectively enhances student biology achievement by promoting independent thinking, paired discussion, and whole-class idea sharing.

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