The Effect of the Cooperative Learning Model Type Think Pair Share (TPS) on Communication Skills, Self-Efficacy, and Learning Outcomes of Students in Indonesian Language Subject

Dau, Regina
Suciati, Suciati
Juhana, Juhana

Electronic Journal of Education, Social Economics and Technology
Vol 6, No 2 (2025)

This study aims to determine the effect of the Think Pair Share (TPS) learning model on students’ communication skills, self-efficacy, and learning outcomes. The research method used was a quasi-experimental design with a Nonequivalent Control Group Design. The research sample consisted of 57 students, divided into two classes: the experimental class, which was treated using the Think Pair Share model, and the control class, which was taught using conventional lecture methods. The instruments used in this study included a communication skills questionnaire, a self-efficacy questionnaire, a learning achievement test, and an observation sheet. Data were analyzed using t-tests and N-Gain to examine significant differences between the two groups.The results of the study show that: (1) The TPS learning model had an effect on students’ communication skills. The application of the Think Pair Share cooperative learning model improved students’ communication skills in grade IX, as indicated by the average score of the communication skills questionnaire per item, which was 3.69 and categorized as very good. Classroom observations also showed that students actively engaged in discussions, expressed opinions, and gave constructive feedback to their peers. (2) The TPS model had a significant effect on students’ self-efficacy. The t-test result showed t = 7.014 with p = 0.000 0.05, indicating that the difference in self-efficacy between the experimental and control classes was statistically significant. Observations supported this finding, showing that students became more confident in expressing opinions, actively participated, and were able to take initiative in completing tasks. (3) The TPS model also had a significant effect on learning outcomes. The experimental class obtained an average N-Gain score of 0.79 (high category), while the control class obtained 0.38 (moderate category). This indicates that students who were taught using TPS experienced better mastery of the material and collaborative skills compared to those taught using conventional methods.