The Effect Of The Think Pair Share Learning Model On Mathematics Learning Outcomes

Abstract

Background

Teachers do not demonstrate sufficient creativity in designing Mathematics problems, resulting in limited variation of questions given to students. The lecture method reduces students’ motivation, causing them to become quickly bored and disengaged. Even during explanations, some students do not pay serious attention to the lesson and instead engage in conversations with their peers. Due to boredom, students eventually focus on their own activities and ignore the teacher. Therefore, a learning method that can enhance student achievement and maximize learning outcomes is needed.

Purpose

This study aims to determine the effect of the Think-Pair-Share learning model on the learning outcomes of sixth-grade students in Mathematics at SDN Sanggra’agung 1.

Research Methodology

This research is a quantitative study using a one-group pretest-posttest design. Data were collected using test instruments, specifically in the form of comprehension questions.

Result

The results of the study indicate that the paired sample t-test analysis yielded a significance value of 0.000 < 0.05, which leads to the conclusion that the Think-Pair-Share learning model has a significant effect on student learning outcomes. The analysis of the effect of the Think-Pair-Share learning model on Mathematics learning outcomes of sixth-grade students at SDN Sanggra’agung 1 shows that there is a significant effect. The paired sample t-test revealed a significance value (2-tailed) of 0.000 < 0.05, indicating that the Think-Pair-Share model positively influences student learning outcomes.

Conclusion

The Think-Pair-Share learning model significantly affects sixth-grade students’ Mathematics learning outcomes at SDN Sanggra’agung 1 based on the t-test results analysis.