<![CDATA[This study aims to examine trends in the implementation and effectiveness of the Three Step Interview cooperative learning model through a literature review of previously published research. The study employed a systematic search and selection of 40 scientific articles retrieved from Google Scholar, the Directory of Open Access Journals (DOAJ), SINTA accredited national journals, conference proceedings and other academic sources that met the predefined inclusion criteria. The review was limited to junior secondary schools, senior high schools, vocational high schools and higher education institutions, as the Three Step Interview cooperative learning model has been more widely implemented at these educational levels. The selected articles were subsequently classified according to their research characteristics and analyzed using a qualitative descriptive approach to identify patterns, similarities and differences in the research findings. The implementation of the Three Step Interview model was most frequently reported at the senior high school level (47.5%), followed by junior secondary school (25%), higher education institutions (17.5%) and vocational high school (10%). Across subject areas, the model was predominantly implemented in english and mathematics. The findings of the literature review indicate that the Three Step Interview model is effective in improving learning outcomes, communication skills, speaking skills, reasoning ability, learning motivation and student engagement in the learning process across different educational levels. Therefore, the Three Step Interview model can be recommended as an innovative instructional alternative that supports the implementation of student-centered learning]]>
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