<![CDATA[Mathematics subjects in elementary schools have an important role in developing students systematic thinking skills and logical thinking skills. Judging from the final examination score, students scores tend to be low and uneven, but mathematics lessons in general are seen by students as difficult subjects, this has a direct impact on students' low mathematical learning outcomes. This study aims to examine the extent to which the Think Pair Share (TPS) cooperative learning model assisted by Wheel of Knowledge media influences the learning outcomes of fifth-grade mathematics fractions. The data collection technique used includes a learning outcome test with a pre-test post-test design to measure students' cognitive learning outcomes at levels C2-C5. The data analysis techniques used in this study are descriptive statistical tests and inferential statistical tests which include the N-gain test, normality and homogeneity tests and hypothesis tests using independent sample T-tests. The results of the study indicate that there is an influence of the use of the Think pair Share (TPS) cooperative learning model assisted by the Wheel of Knowledge on student learning outcomes in the fifth grade fraction material. This can be proven from the increase in the average value of the experimental class which in the pre-test obtained a value of 37.69 rising in the post-test to 77.69. As well as the results of the t-test which shows Sig. (2-tailed) using the independent sample T-test with a value of 0.000 <0.05 which means there is a significant influence between the class taught using the Think pair Share (TPS) model and the class taught with the conventional model.]]>
