Memuat jurnal…
Reading comprehension and cognitive scores of fourth-grade students at SD Nahdlatul Ulama Metro are still not optimal, so an effective learning strategy is needed to improve both aspects. This study aims to determine the effect of the Think Pair Share (TPS) learning model on students’ reading comprehension and cognitive scores. The research uses a quantitative approach with a quasi-experimental pretest-posttest control group design, involving two parallel classes: the experimental class (27 students) receiving TPS treatment and the control class (28 students) using conventional learning methods. Data were collected through reading comprehension tests, observations, interviews, and documentation. The results indicate that TPS has a positive and significant effect on students’ reading comprehension and cognitive scores. The experimental class showed an average posttest score increase of 26.7, much higher than the control class, which only increased 6.7. Observations and interviews revealed that TPS improves student activity, motivation, cooperation, self-confidence, and critical thinking skills. Therefore, TPS is proven effective in making learning more active, interactive, and enjoyable, while enhancing students’ reading comprehension quality. This study contributes by examining simultaneously the effect of TPS on both reading comprehension and cognitive achievement in elementary students using a combination of test and non-test data, which has rarely been explored in previous studies.
Reading comprehension and cognitive scores of fourth-grade students at SD Nahdlatul Ulama Metro are still not optimal, so an effective learning strategy is needed to improve both aspects. This study aims to determine the effect of the Think Pair Share (TPS) learning model on students’ reading comprehension and cognitive scores. The research uses a quantitative approach with a quasi-experimental pretest-posttest control group design, involving two parallel classes: the experimental class (27 students) receiving TPS treatment and the control class (28 students) using conventional learning methods. Data were collected through reading comprehension tests, observations, interviews, and documentation. The results indicate that TPS has a positive and significant effect on students’ reading comprehension and cognitive scores. The experimental class showed an average posttest score increase of 26.7, much higher than the control class, which only increased 6.7. Observations and interviews revealed that TPS improves student activity, motivation, cooperation, self-confidence, and critical thinking skills. Therefore, TPS is proven effective in making learning more active, interactive, and enjoyable, while enhancing students’ reading comprehension quality. This study contributes by examining simultaneously the effect of TPS on both reading comprehension and cognitive achievement in elementary students using a combination of test and non-test data, which has rarely been explored in previous studies.
Teks lengkap tersedia melalui galley PDF apabila diterbitkan oleh jurnal.
Contributor roles recognized in accordance with the NISO Z39.104 international standard.
The research data supporting the findings of this study are available from the corresponding author upon reasonable request or deposited in institutional repositories.
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. This journal adheres to the COPE (Committee on Publication Ethics) Code of Conduct.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
