Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Silvia Qotrun Nada
Universitas Negeri Malang
Arts Humanities Education Social Sciences

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

Found 1 Documents
Search

 1 
PENINGKATAN KEAKTIFAN BELAJAR DAN EFIKASI DIRI SISWA MELALUI PEMBELAJARAN KOOPERATIF THINK-PAIR-SHARE PADA MATA PELAJARAN IPS Silvia Qotrun Nada; Agung Haryono
Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Vol. 5 No. 2 (2026): Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Publisher : Program Studi Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/dsjpips.v5i2.26780

Abstract

This research was conducted to examine the influence of the Think Pair Share (TPS) cooperative learning model on students’ learning participation and self-efficacy in Social Studies (IPS) subjects. The study was driven by the low level of students’ involvement during classroom discussions and their limited confidence in expressing ideas throughout the learning process. A quantitative method with a One Group Pretest-Posttest experimental design was applied in this research. The participants involved were 30 students of class VII D at a junior high school in Malang City. Data collection techniques included observation sheets to evaluate students’ learning activeness and questionnaires to measure activness and students’ self-efficacy. The collected data were analyzed using the Shapiro–Wilk normality test and Paired Samples t-Test. The results demonstrated a significant increase in students’ learning activeness and self-efficacy after the implementation of the Think Pair Share (TPS) learning strategy. Furthermore, the Paired Samples t-Test results confirmed a meaningful difference between students’ pretest and posttest outcomes. Therefore, the TPS learning model can be concluded to provide a positive and significant contribution toward improving students’ learning activeness and self-efficacy in Social Studies learning.
Co-Authors Agung Haryono