<![CDATA[Islamic Religious Education (IRE) learning at Al-Syaikh Abdul Wahid Islamic Senior High School was predominantly conducted through teacher-centered lecture methods, resulting in limited student participation, reduced critical thinking, and difficulties in connecting religious concepts with everyday life. This study aimed to describe the implementation of the Think–Pair–Share (TPS) cooperative learning technique in IRE and examine its contribution to improving students' learning achievement across the cognitive, affective, and psychomotor domains. A qualitative descriptive approach with a case study design was employed, involving the pesantren leader, the school principal, IRE teachers, and students from Grades X, XI, and XII. Data were collected through participant observation, in-depth interviews, and documentation of students' learning outcomes before and after TPS implementation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was established through source, technique, and time triangulation. The findings indicate that TPS was implemented systematically through the stages of Think, Pair, and Share, which encouraged independent thinking, collaborative discussion, and confident communication. Students' cognitive achievement improved substantially, with the average score of 45 students increasing from 62.1 to 81.2, while the proportion of students achieving the minimum mastery criterion (70) increased from 26.7% to 86.7% (39 of 45 students). Improvements were also observed in the affective domain, including participation, responsibility, cooperation, tolerance, and self-confidence, although these varied among students. In the psychomotor domain, students demonstrated better performance in religious practices, moral behavior, and Qur'anic memorization, with achievement influenced by their level of participation in religious activities. Overall, the findings suggest that the TPS cooperative learning technique contributes to improving learning achievement across cognitive, affective, and psychomotor domains while reflecting Islamic values of tafakkur (reflection), ta'awun (cooperation), and musyawarah (deliberation). Therefore, TPS represents not only an effective pedagogical strategy but also a learning approach that is consistent with the principles of Islamic Religious Education and is recommended for broader implementation in Islamic Senior High Schools..]]>
