<![CDATA[This study was motivated by the low learning outcomes of students due to teachers not yet using effective instructional models in the learning process and also not providing students with collaborative learning experiences in IPAS lessons. This study aims to describe the improvement in students’ learning outcomes in IPAS lessons using the Think Pair Share cooperative learning model in fourth grade. This study is a classroom action research (CAR) project, employing both qualitative and quantitative approaches. It was conducted in two cycles: Cycle 1 consisted of two sessions and Cycle 2 consisted of one session. Each cycle included the stages of planning, implementation, observation, and reflection. The subjects of this study were the teacher and 16 fourth-grade students. Research data were obtained from the evaluation of teaching modules, the implementation process, and learning outcomes. The data collection techniques used were observation, tests, and nontestsThe results of Cycle 1 regarding the teaching module aspect yielded an average of 89.59% (B), which increased to 95.83% (SB) in Cycle 2. The implementation of Cycle 1 regarding teacher activities yielded an average of 88% (B) and increased to 95% (SB) in Cycle 2. The implementation in Cycle 1 regarding student activities yielded an average score of 85% (B) and increased in Cycle 2 to 95% (SB). Student learning outcomes in Cycle 1 averaged 77% (C) and increased in Cycle 2 to 92% (SB). It can be concluded that the Think-Pair-Share cooperative learning model can improve IPAS learning outcomes in elementary schools.]]>
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