<![CDATA[Penerapan Model Pembelajaran Kooperatif Think Pair Share (TPS) pada Mata Pelajaran Fiqih Kelas IX MTs Negeri 4 Cilacap berjalan sesuai dengan yang diharapkan. Berdasarkan persentase ketuntasan setiap siswa setelah dilaksanakan siswa mendapatkan hasil dengan nilai rata-rata 82,1% peran guru dalam pembelajaran fiqh dalam model Pembelajaran Kooperatif Think Pair Share (TPS). Sebelum mengajar terlebih dahulu guru membuat RPP agar tercapai proses pembelajaran, menjelaskan tujuan pembelajaran, mengingatkan siswa akan kompetensi belajar, memberikan motivasi kepada siswa, memberikan materi, menyajikan langkah-langkah dalam model TPS, memberikan saran dan kesimpulan pembelajaran bahan. Faktor pendukung: kebijakan kepala sekolah itu sendiri, keterbukaan siswa, instrumen pendukung yaitu kelengkapan sarana dan prasarana sekolah. Faktor penghambat: keragaman dan keragaman karakter siswa, penanganannya juga akan berbeda-beda sesuai dengan kondisi anak.Application of Think Pair Share (TPS) Cooperative Learning Models in Fiqh Subjects in Class IX MTs Negeri 4 Cilacap went as expected. Based on the percentage of completeness after each student is implemented students get results with an average value of 82.1% of the teacher's role in fiqh learning in the Think Pair Share Cooperative Learning model (TPS). Before teaching in advance the teacher makes a lesson plan so that the learning process is achieved, explains the instructional objectives, reminds students of learning competencies, provides motivation to students, provides material, presents steps in the TPS model, provides suggestions and conclusions on learning material. Supporting factors: the policy of the principal itself, openness of students, supporting instruments, namely the completeness of school facilities and infrastructure. Inhibiting factors: the diversity and diversity of student characters, the handling will also vary according to the child's condition.]]>
