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Suboptimal academic outcomes in elementary science education are frequently attributed to teacher-dominated instruction that restricts meaningful student involvement. Addressing this issue, the present study employed Think Pair Share, a structured cooperative learning approach, as a classroom-based intervention within a Classroom Action Research design. Seventeen third-grade students from SDIT Adz-Dzikro Lampung Utara served as the research participants. Three complementary data sources were utilized: observational records, interview transcripts, and summative learning assessments, all gathered systematically over two iterative action cycles. Each cycle progressed through planning, execution, monitoring, and critical reflection stages. Post-intervention data indicated a remarkable academic growth trajectory. The class average climbed from 69.5 to 88.41, while the proportion of students reaching the minimum mastery benchmark advanced from 29.41% to a complete 100%. These figures suggest that incorporating independent reasoning opportunities alongside structured peer collaboration substantially elevates both comprehension depth and classroom engagement levels. Think Pair Share thus presents itself as a pedagogically sound strategy for transforming elementary science learning outcomes.
Suboptimal academic outcomes in elementary science education are frequently attributed to teacher-dominated instruction that restricts meaningful student involvement. Addressing this issue, the present study employed Think Pair Share, a structured cooperative learning approach, as a classroom-based intervention within a Classroom Action Research design. Seventeen third-grade students from SDIT Adz-Dzikro Lampung Utara served as the research participants. Three complementary data sources were utilized: observational records, interview transcripts, and summative learning assessments, all gathered systematically over two iterative action cycles. Each cycle progressed through planning, execution, monitoring, and critical reflection stages. Post-intervention data indicated a remarkable academic growth trajectory. The class average climbed from 69.5 to 88.41, while the proportion of students reaching the minimum mastery benchmark advanced from 29.41% to a complete 100%. These figures suggest that incorporating independent reasoning opportunities alongside structured peer collaboration substantially elevates both comprehension depth and classroom engagement levels. Think Pair Share thus presents itself as a pedagogically sound strategy for transforming elementary science learning outcomes.
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