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Journal : Journal of Media and Learning Technology

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Implementation of the Think-Pair-Share Cooperative Model to Improve Reading Comprehension Skills of Fifth Grade Students at MIN 25 Pidie Irmayani; Adriana
Journal of Media and Learning Technology Vol. 1 No. 2 (2025): APRIL 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jmlt.v1i2.232

Abstract

This Classroom Action Research (CAR) was initiated to address the persistent challenge of low reading comprehension skills among Fifth Grade students at MIN 25 Pidie, a factor critical for academic success. The study sought to investigate the effectiveness of the Think-Pair-Share (TPS) cooperative learning model as an intervention strategy. The research subjects comprised 28 students from the class, and the study was implemented across two iterative cycles, following the standard CAR procedure of planning, action, observation, and reflection. Data collection utilized observation sheets to assess student activity and validated reading comprehension tests to measure learning outcomes. The findings revealed a substantial and significant improvement in student performance. The mean score for reading comprehension ability dramatically increased from a baseline mean of 58.75 in the pre-test to a mean of 72.50 in Cycle I, and subsequently reached 85.36 in Cycle II. Crucially, the percentage of students meeting the Minimum Completeness Criterion (MCC) also rose markedly, culminating in 89.28% attainment in Cycle II. This level surpassed the performance indicator set for the research. The research concludes that the application of the Think-Pair-Share cooperative learning model is highly effective in significantly enhancing the reading comprehension skills of Fifth Grade students at MIN 25 Pidie. The model successfully fostered active engagement, facilitated collaborative discussion, and promoted deeper processing of textual information. The study recommends the TPS model be integrated into routine instructional planning to improve overall literacy outcomes.
Co-Authors Abdul Azis Ambar Abdullah Adriana Agus Ramdani Ramdani Ahsan Akmaluddin Akmaluddin Alam, Rizqy Iftitah Ali, Kesan Oktavian Amanda Isnaini Amin, Rahmasinar Amir, Rahma Melati Ana Mutmainah Bani Said Andi Fajriansi Ansi Andi Uceng Anfa, Sugianto Arif Rahman Hakim Arifin, Bustang Arromi, Ahmad Aswad, Hajar Aulia, Nurul Azis, Dina Aprianty Bangun, Sri Melda Cut Lisa Afrianna Dadi Setiadi Setiadi Darmawan Salman Darnengsih, Darnengsih Dewi, Indra Fachry Abda El Rahman Firman, Imran Ginting, Luci Ginting, Rosita Hanifa, Fanni HARMILAWATI Hary Fandeli Hasanah, Zirni Al Hasniaty Isna Juwita Isnaini, Amanda Jamaluddin Jusriani La Ifa Latifah, Ammang Lestari, Ika dewi M. Sobry Ma’ruf Ishak Ola Maisopa, Ira Mamnun MARIA BINTANG Masnur Ma’ruf Ishak Ola Melda Fajra Mokoginta, Meity M Mufrida Meri Mufrida Meri. Z Muhammad Muhammad Jurhadi Kadir Mujahid, Ayinun Mukhlis Mutmainna, Amriati Nazili Nency, Aprilya Noka, Isara Abda Nur Fadhilah Syam Nur Hazizah Nuraini K Nurhikmahwati, Meisya Nurkolis Nurul Hafsa Parinduri, Anggi Rafiah Nur Rahman, Muhammad Amri Rahmattullah, Rahmattullah Ramadhan, Devi Aulia Ratna Said Restu Ramadhan, Andi Rozza Linda Rugaya Ridwan Ruqoyyah, Siti Sabara, Zakir Sabaruddin Sadly Abdul Jabbar Safaruddin Salwa Okta Sabila Sari, Ninin Wulan Seelagama, Poornika Kumari Sellang, Kamaruddin Siti Asiyah SITI FATIMAH Sriwahyuni Suliartini, Ni Wayan Sri Sunarti Sunarti Supyati Syarifah Lubna T Iskandar Rizal Trifadel, Mut'amal Tuti Anggraini Ummu Kalsum Usman, Rahmi Wahdaniyah Widya Kusumaningsih WULANDARI Yanti, Siti Ida yayuk yayuk Zaenal, Syaifuddin Zulia Ramadhani, Ratih Zulia