<![CDATA[ABSTRACT Critical thinking and collaboration skills are essential competencies in Geography learning; however, students’ engagement in developing these skills remains constrained by the dominance of conventional learning practices. This study aimed to analyze the effect of the Think Pair Share (TPS) learning model on students’ critical thinking and collaboration skills in Geography learning. The study employed a quasi-experimental design with a Pretest-Posttest Nonequivalent Control Group Design. The participants were Grade XI students at SMAN 3 Singaraja, consisting of three classes. Two equivalent classes were selected based on the results of an independent samples t-test of Summative End-of-Semester Assessment scores and were then randomly selected by drawing lots, with XI-E assigned as the experimental group and XI-G as the control group. Data were collected through observations, essay tests, and questionnaires that had been tested for validity and reliability, and were analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA). The results showed that the implementation of TPS was categorized as very good, with a mean score of 81.17. The experimental group demonstrated greater improvement in critical thinking and collaboration skills than the control group. The MANOVA results showed a Pillai’s Trace value of 0.754 with a significance level of < 0.05, indicating that TPS had a simultaneous and significant effect on both skills. Therefore, TPS can serve as an alternative instructional model for Geography learning to develop students’ critical thinking and collaboration skills. ABSTRAK Keterampilan berpikir kritis dan kolaborasi merupakan kompetensi penting dalam pembelajaran Geografi, tetapi keterlibatan siswa dalam kedua keterampilan tersebut masih terkendala oleh dominasi pembelajaran konvensional. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Think Pair Share (TPS) terhadap keterampilan berpikir kritis dan keterampilan kolaborasi siswa dalam pembelajaran Geografi. Penelitian menggunakan desain kuasi eksperimen dengan Pretest-Posttest Nonequivalent Control Group Design. Subjek penelitian adalah siswa kelas XI SMAN 3 Singaraja yang terdiri atas tiga kelas. Dua kelas yang setara berdasarkan hasil independent sample t-test terhadap nilai Sumatif Akhir Semester dipilih secara acak melalui pengundian, yaitu XI-E sebagai kelompok eksperimen dan XI-G sebagai kelompok kontrol. Data dikumpulkan melalui observasi, tes esai, dan angket yang telah diuji validitas dan reliabilitas, kemudian dianalisis menggunakan statistik deskriptif dan Multivariate Analysis of Variance (MANOVA). Hasil penelitian menunjukkan keterlaksanaan TPS berada pada kategori sangat baik dengan rata-rata skor 81,17. Keterampilan berpikir kritis dan kolaborasi kelompok eksperimen mengalami peningkatan lebih tinggi daripada kelompok kontrol. Hasil MANOVA menunjukkan nilai Pillai’s Trace sebesar 0,754 dengan signifikansi < 0,05, yang menunjukkan bahwa TPS berpengaruh secara simultan dan signifikan terhadap kedua keterampilan tersebut. Dengan demikian, TPS dapat menjadi alternatif pembelajaran Geografi untuk mengembangkan keterampilan berpikir kritis dan kolaborasi siswa.]]>
