Implementation of the Think-Pair-Share (TPS) Learning Model to Improve Student Learning Achievement in Islamic Religious Education (PAI) at SDN Kaliwlingi 02

Abstract

Conventional, one-way teaching methods dominated by the teacher have contributed to low academic achievement among students in the Islamic Religious Education (PAI) subject at SD Kaliwlingi 02 Brebes. This situation limits opportunities for students to participate actively and engage deeply in classroom learning activities. This study has two primary objectives: (1) to describe the implementation process of the Think-Pair-Share (TPS) cooperative learning model in PAI lessons at SD Kaliwlingi 02 Brebes, and (2) to evaluate the development of students' PAI learning outcomes before and after the implementation of this teaching model. A case study with a qualitative approach was selected as the methodological design for this research. Data were collected through participant observation, in-depth face-to-face interviews with the PAI teacher and students, and the gathering of relevant documents. Data processing employed an interactive analysis technique, encompassing data sorting, data presentation, and the formulation of final conclusions. The entire research process took place at SD Kaliwlingi 02 Brebes during the second semester of the 2025/2026 academic year. The research findings confirm two key points: (1) The TPS model was implemented through three structured phases: individual reasoning (think), small-group discussion in pairs (pair), and idea presentation (share). The dynamics of these phases successfully fostered a classroom atmosphere that was lively, communicative, and prioritized active student engagement. (2) The application of this teaching strategy had a significant positive impact on student learning outcomes across three main domains. The cognitive domain was marked by improved grades and mastery of the subject matter, while the affective domain was evidenced by growing enthusiasm and interest in learning. Meanwhile, the psychomotor domain is demonstrated through improved socialization and collaboration skills. This research concludes that the Think-Pair-Share (TPS) learning strategy effectively boosts students' academic achievement in Islamic Religious Education (PAI) material in a comprehensive manner.