Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Adriana Y. D. Lumban Gaol
Department of Biology Education, Universitas Negeri Medan, Indonesia
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Think-Pair-Share Model on High Secondary School Students' Academic Outcomes in Human Reproduction Nelsa Saragih; Adriana Y. D. Lumban Gaol
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5404

Abstract

Teaching conceptually dense and sensitive biological topics, such as the human reproductive system, frequently presents pedagogical challenges in secondary science education. This study evaluated the empirical efficacy of the Think-Pair-Share (TPS) cooperative learning model on secondary students' tri-domain learning outcomes (cognitive, affective, and psychomotor). A quantitative quasi-experimental design featuring a non-equivalent control group pretest-posttest structure was conducted with 60 eleventh-grade natural science students, divided into an experimental group (n=30, TPS model) and a control group (n=30, direct conventional instruction). Prior baseline equivalence was confirmed, and pretest variance was statistically controlled using Analysis of Covariance (ANCOVA). After adjusting for baseline cognitive heterogeneity, the ANCOVA revealed a statistically significant main effect favoring the TPS model on cognitive performance (F(1,57)=65.73, p<.001, ηp2 =.536), representing a large effect size. Furthermore, inferential testing demonstrated significant parallel enhancements in the experimental group's affective engagement (d=1.91) and psychomotor collaboration (d=2.38) relative to the control group. These findings indicate that structured dyadic dialogue and socio-cognitive scaffolding within TPS effectively mitigate intrinsic cognitive load and psychological barriers when learning complex physiological mechanisms. Pedagogically, TPS offers a highly scalable, resource-efficient instructional strategy for secondary science educators seeking to optimize conceptual mastery alongside 21st-century collaborative competencies.
Co-Authors Nelsa Saragih