<![CDATA[This study was conducted based on the low level of students’ underhand service skills in volleyball, which affected learning outcomes in Physical Education. The purpose of this research was to improve students’ underhand service skills through the implementation of the Think Pair Share (TPS) learning model. This study employed Classroom Action Research (CAR) consisting of planning, action, observation, and reflection stages conducted in cycles. The research subjects were 29 seventh-grade students of SMP Negeri 1 Ponelo Kepulauan, Gorontalo Utara, Gorontalo. Data were collected through observation, practical skill tests, and documentation. The data were analyzed using descriptive quantitative analysis by calculating learning mastery percentages in each cycle. The results showed a gradual improvement in students’ underhand service skills and learning participation after the implementation of the TPS model. The discussion indicated that collaborative interaction and structured learning stages in TPS contributed to improving students’ technical skills and engagement. In conclusion, the Think Pair Share model effectively enhanced students’ underhand volleyball service skills and created a more active and meaningful learning process. This research aims to improve the underhand volleyball serve skills of seventh-grade students through the Think Pair Share (TPS) learning model using a Classroom Action Research (CAR) approach. In the pre-cycle, only 12 out of 29 students (41%) achieved the Minimum Competency Criterion (MCC) with an average score of 68. After Cycle I, mastery increased to 19 students (66%) with an average of 74, although the sharing stage remained challenging. In Cycle II, 25 students (86%) achieved mastery with an average of 82, supported by improved discussion activities and feedback. The implementation of TPS proved effective in increasing learning mastery from 41% to 86% and the average score from 68 to 82.]]>
