<![CDATA[Learning interest is an essential affective factor influencing students' engagement and achievement in elementary education. However, Indonesian language learning in elementary schools is frequently characterized by teacher-centered instructional practices that limit student participation and interaction. This study aimed to examine the effect of the Think Pair Share (TPS) cooperative learning model on the learning interest of second-grade students in Indonesian language learning. The study employed a pre-experimental method using a One Group Pretest-Posttest Design. The participants consisted of 25 second-grade students at UPTD SD Inpres Lasiana Kupang selected through total sampling. Data were collected using a learning interest questionnaire consisting of 20 statements and analyzed using descriptive and inferential statistics. The results revealed a substantial increase in students' learning interest after the implementation of the TPS model. The mean pretest score increased from 55.56 (SD = 6.76) to 65.96 (SD = 3.31) in the posttest. Paired sample t-test analysis indicated a statistically significant difference between pretest and posttest scores (Sig. 2-tailed = 0.000 < 0.05), confirming the positive effect of TPS on students' learning interest. The normalized gain score was 0.2228 (22.28%), indicating a low but positive level of improvement. These findings suggest that TPS creates a collaborative and interactive learning environment that encourages students to think independently, discuss ideas with peers, and actively participate in classroom activities. Therefore, TPS can be considered an effective instructional alternative for fostering learning interest in Indonesian language learning at the elementary school level.]]>
