<![CDATA[Penelitian ini menyelidiki Pengaruh Model Pembelajaran Think Pair Share (TPS) berbantuan Media Flash Card terhadap hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) Siswa kelas IV Sekolah Dasar di Gugus XV Kota Parepare. Latar belakang Penelitian didasari oleh rendahnya hasil belajar IPAS (*rata-rata nilai harian di bawah KKM 65*) dan dominasi metode ceramah Konvensional yang menyebabkan pasivitas siswa (hanya 30% partisipasi aktif). Metode penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu Nonequivalent Control Group Design. Sampel terdiri atas 26 siswa kelas eksperimen (UPTD SD Negeri 35 Parepare) dan 25 siswa kelas kontrol (UPTD SD Negeri 79 Parepare). Instrumen pengumpulan data meliputi tes hasil belajar pretest-posttest, lembar observasi aktivitas guru dan siswa, serta dokumentasi. Data dianalisis secara statistik deskriptif dan inferensial (uji normalitas, homogenitas, dan uji-t independen) dengan bantuan SPSS 30. Hasil penelitian menunjukkan peningkatan signifikan hasil belajar kelas eksperimen (*rata-rata posttest 87,69*) dibanding kelas kontrol (*74,60*), dengan selisih rata-rata 13,09 poin (*t = -6,127; p < 0,001*). Aktivitas siswa meningkat dari 75% (pertemuan I) menjadi 93,75% (pertemuan III), sementara aktivitas guru mencapai 95,83% pada pertemuan akhir. Temuan ini membuktikan efektivitas integrasi model TPS dan Flash Card dalam meningkatkan dimensi Kognitif (penguasaan konsep transformasi energi), Afektif (motivasi), dan Psikomotorik (keterampilan presentasi). Simpulan penelitian menegaskan bahwa model ini menciptakan pembelajaran kolaboratif berbasis Interaksi sosial dan Stimulasi visual, selarasdengan prinsip Kurikulum Merdeka. Implikasinya, model TPS-Flash Card direkomendasikan sebagai Strategi Inovatif Pembelajaran IPAS di Sekolah Dasar. This study investigates the effect of the Think Pair Share (TPS) learning model assisted by flash card media on Natural and Social Sciences (IPAS) learning outcomes for fourth-grade elementary students in Cluster XV, Parepare City. The research background is motivated by low IPAS learning outcomes (daily average scores below the Minimum Mastery Criteria of 65) and the dominance of conventional lecture methods causing student passivity (only 30% active participation). The quantitative approach employed a Nonequivalent Control Group Design quasi-experiment. The sample comprised 26 experimental class students (UPTD SD Negeri 35 Parepare) and 25 control class students (UPTD SD Negeri 79 Parepare). Data collection instruments included pretest-posttest learning outcome tests, observation sheets for teacher and student activities, and documentation. Data were analyzed using descriptive and inferential statistics (normality test, homogeneity test, and independent t-test) with SPSS 30. Results indicated a significant improvement in experimental class learning outcomes (posttest average 87.69) compared to the control class (*74.60*), with a mean difference of 13.09 points (*t = -6.127; p < 0.001*). Student activity increased from 75% (session I) to 93.75% (session III), while teacher activity reached 95.83% in the final session. These findings prove the effectiveness of integrating TPS and flash cards in enhancing cognitive (mastery of energy transformation concepts), affective (motivation), and psychomotor (presentation skills) dimensions. The study concludes that this model fosters collaborative learning through social interaction and visual stimulation, aligning with the Merdeka Curriculum principles. As an implication, the TPS-flash card model is recommended as an innovative IPAS learning strategy in elementary education.]]>
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