<![CDATA[Formative assessment plays a crucial role in learning. This type of assessment focuses on providing feedback to students to improve the learning process. However, its implementation is still rarely carried out in learning activities, especially when integrated with specific learning models. This study aims to describe improvements in student learning outcomes through the application of formative assessment using the TPS (Think, Pair, Share) cooperative learning model. This study employed a one-group pretest-posttest design. Data collection techniques included written tests, observations, and student response questionnaires. The instruments used comprised instrument validation sheets and teaching materials, pretest and posttest question sheets, lesson implementation observation sheets, and student response questionnaire sheets. The research subjects were 26 eighth-grade students. Data analysis involved N-gain analysis, normality tests, and paired t-tests. The results showed that student learning outcomes improved after receiving formative assessment in the form of teacher feedback, with an initial score of 79.7 and a final score of 98. Additionally, student learning outcomes improved, as evidenced by an average N-gain score of 0.4, categorized as moderate. The implementation of the learning process went very well, with a percentage of 98.3% in the first session and 100% in the second and third sessions. The average percentage of student response questionnaire results reached 87%, which were rated as excellent. Therefore, it can be concluded that the implementation of formative assessment using the TPS (Think, Pair, Share) cooperative learning model can improve student learning outcomes.]]>
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