<![CDATA[This study aims to examine the effect of the Think Pair Share (TPS) learning model on the learning outcomes of tenth-grade students in the Office Management and Business Services Study Program at SMKN 1 Bandung Tulungagung, particularly in the subject of Organizational Information and Communication Systems. The background of this study is the low student learning outcomes, indicated by only 21% of students reaching the Minimum Completeness Criteria (KKM) of 75, while the learning process was still dominated by the lecture method, resulting in low student participation. This research employed a quantitative approach with a quasi-experimental method using the Nonequivalent Control Group Design. The population consisted of 74 tenth-grade students of the Office Management program, with a total sampling technique applied to obtain 37 students in the experimental class, taught using the TPS model, and 37 students in the control class, taught using Direct Instruction. Data were collected through pretest and posttest instruments consisting of 25 valid and reliable multiple-choice items based on Higher Order Thinking Skills (HOTS) at the C4–C6 cognitive levels, and analyzed using the Wilcoxon Signed Rank Test, Mann-Whitney U Test, and N-Gain Score with SPSS version 25. The results showed a significant difference in learning outcomes between the experimental and control classes, as indicated by the Mann-Whitney test (Asymp. Sig. 2-tailed = 0.000 < 0.05). The N-Gain score for the experimental class was 0.6738 (medium category), higher than the control class at 0.3401 (low category), with posttest means of 95.57 and 90.38, respectively. These findings indicate that the TPS model is more effective in improving student learning outcomes than Direct Instruction.]]>
