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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan) Jurnal Lazuardi ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Abdimas Mandalika Journal of Character and Elementary Education Litera : Jurnal Bahasa dan Sastra
Djuli, Labu
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS V UPTD SDI KUANINO 3 Dala Ngapa, Meysha Marlinda; Djuli, Labu; Musa, Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57704

Abstract

This study aims to improve students’ reading comprehension skills through the implementation of the Think Pair Share (TPS) cooperative learning model in Indonesian language lessons for fifth-grade students at UPTD SDI Kuanino 3. The study was motivated by students’ low ability to understand reading texts, identify main ideas, and draw conclusions from the text. The TPS model was chosen because it provides students with opportunities to think independently, discuss with partners, and share their ideas, thereby increasing student participation in the learning process. The method used in this study was Classroom Action Research (CAR) based on the model developed by Stephen Kemmis and Robin McTaggart, which consists of four stages: planning, action implementation, observation, and reflection. The study was conducted in the second semester of the 2025/2026 academic year with 20 fifth-grade students as the research subjects. Data collection techniques included observation, tests, and documentation, while data analysis was carried out using descriptive quantitative analysis through the percentage of students’ learning mastery. The results showed that the implementation of the TPS model was able to improve students’ reading comprehension skills. The improvement was evident from test results in each learning cycle through the think, pair, and share activities. In Cycle II, the percentage of students achieving learning mastery reached 85% with an average score of 81.62. Based on these findings, it can be concluded that the TPS learning model is effective in improving students’ reading comprehension skills while creating a more active and engaging learning process for elementary school students.
Co-Authors Anin, Diana Anur, Evin bethan, vebri Betharia Pane Dai Ndiha, Diandra Dala Ngapa, Meysha Marlinda Dasilva, Antonius De Jesus, Maria Djawa, Alex Djokaho, Margaret p.e. Djokaho, Margareta P. E Djokaho, Margareta P.E. Fernandez, Sebastianus FRANSISKUS BUSTAN Gai, Niken Eka Putri Geroda, Marceline Clarista Perada Haba Laki, Irnanda P Jelalu, Quirinus Jima, Helena KARERI, ELITE Kehe Tola, Nurwelemci Koro, Maxsel Lakapu, Emanuel Lakapu, Imanuel LIPISIALA, APRILIA Loasana, Elen Hesliana Ludji, Arni Djenita Makan Malay, Narantoputrayadi Malay, Narantoputrayadi Makan Manek, Veronika Matilde Margareta, Karus M Margareta, Karus M. Mira, Ningsi Musa, Habibi Nahdliyah, Nur Laili Ndau, Dionesia Nenoliu, Rona Nitbani, Samuel H Nitbani, Samuel H. Nome, Scolastika Vinsensia Nomeni, Sarty Pekuwali, Dian Sari Pekuwali, Dian Sari Arindah Poy, Apliana Reteg, I Nyoman Sampe, Markus Tafuli, Deni Treesly Yumiardy Normin Adoe Tupu, Malfyen Wake, Sajer Karun Tu Love