The Influence of the Think Pair Share Model on Collaboration Skills, Learning Motivation, Concept Understanding at SDN Sebaung II

Abstract

This study aims to analyze the influence of the Think Pair Share (TPS)  learning model on collaboration skills, learning motivation, and concept understanding of grade V students of SDN Sebaung II, Gending District, Probolinggo Regency. The background of this research departs from the fact that learning in elementary schools is still dominated by conventional methods so that students tend to be passive, collaboration skills are not developed, learning motivation is low, and concept understanding is not optimal. The TPS model is seen as relevant because it provides opportunities for students to think independently, discuss with their partners, and share the results of discussions in large groups. This study uses a quantitative approach with a correlational design. The research subjects were all students of class V totaling 37 people, so the sampling technique used was a saturated sample. Data were collected using a collaboration skills questionnaire, a learning motivation questionnaire, and a concept comprehension test. Data analysis was carried out using the Multivariate Analysis of Variance (MANOVA) technique. The results of the study showed that the TPS model had a significant effect on students' collaboration skills, learning motivation, and concept understanding, both partially and simultaneously. These findings indicate that TPS is an effective learning strategy to improve the quality of social studies learning in elementary schools. Thus, TPS deserves to be used as an alternative to innovative learning models in supporting the achievement of 21st century competencies.